Category: Distance Ed

online teaching tips
Assessment, Best Practices, Distance Ed

Online Teaching Tip: Using Respondus Lockdown Browser to Deter Cheating on Online Tests

Mendi Benigni

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As was mentioned in a previous Online Teaching Tips, with ANY quiz, test, or exam there is a chance a student will cheat, even in a face to face class.  But the temptation is often greater in an online class because there is no one watching.  With Respondus Lockdown Browser (RLDB) you CAN watch them, so the experience is more like taking a test in class. I want to be clear, NOTHING will deter a determined student from cheating, it will only make it more difficult.  In addition, RLDB only works with the OAKS Quizzes tool and not with any other publishers’ sites, third-party sites, or Akindi.

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How does RLDB work?

LockDown Browser® is a custom browser that locks down the testing environment (a student’s computer) within OAKS Quizzes.  It has two tiers of restrictions to help secure your online test:

  1. Lockdown Browser only – this method locks the student into the quiz/test and prevents them from going anywhere on the computer or web, from taking screenshots, or from recording their screen.  It cannot prevent them from checking their phones or getting help from others in the room. 
  2.  Lockdown Browser + Webcam (Respondus Monitor) – this method locks the student into the quiz/test and prevents them from going anywhere on the computer or web, from taking screenshots, or from recording their screen. It also requires them to have a webcam on throughout the entire test, show their picture with a picture ID and show their testing area.  When the test is finished, you can look at the videos of anyone flagged as suspicious.

    *If you select this option and see a prompt that indicates you need to contact the administrator if you are interested in using it, just click Continue to Respondus Monitor.  You do not need to contact anyone to use this. 

So if you need more security, select option 2, if you need just a bit of security, choose option 1.

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Pros and Cons of RLDB

Pros

  • It secures the student’s computer so they cannot go to the web or your OAKS class to search for the answers.
  • It allows the instructor to “watch” the students take the test after the fact.
  • It helps ensure that the person taking the test is the actual student.

Cons

  • It doesn’t work on Chromebooks, only on Macs, Windows, and iPad machines.
  • It requires an application be loaded before the test can be taken so students should be informed of this in advance.
  • It can instill a feeling, amongst the students, that you don’t trust them which can harm community building efforts within the class.

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Important Best Practices

  • Students will NOT have access to Insert Stuff,  Insert Image, or Insert Quicklink options when taking a quiz so if you are using those questions types that require any of those options then you cannot use Respondus LockDownBrowser. 
  • Students need to be aware that they will have to download and install Respondus LockDown Browser and possibly disable certain settings (e.g., remote sharing) and apps (e.g., screen capture) before attempting the quiz. Knowing this, students should NOT wait right before the deadline to attempt the quiz, as this process may take 5-10 minutes or longer. A statement/warning should be included in OAKS, as well as in your syllabus. 
  • Consider letting students complete a practice quiz, with Respondus LDBM enabled, before their first graded quiz. Alternatively, you could enable Respondus LDBM on your Syllabus Quiz. 
  • Consider using this only for high-stakes tests and not for every quiz, test or assessment.

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[button link=”https://blogs.charleston.edu/tlttutorials/2020/08/13/respondus-lockdown-browser/” newwindow=”yes”] Watch our tutorials to learn how to use RLDB[/button]

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online teaching tips
Distance Ed

Online Teaching Tip: Keeping students on track by changing your OAKS Course Home

Mendi Benigni

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Your OAKS Course Home doesn’t have to look the way it does now.  You can change it to add a widget that can help your students stay on track.

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Adding the Content Navigator to the OAKS Course Home

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screenshot of the Content NavigatorThe Content Navigator is a tool that indicates, to the student, how much content they have viewed and have left to view.  The percentage and blue color next to the Module name indicates the amount of content that has been viewed within that Content module.  Students can then click directly on the module name or the percent to see which area are left to view and can access the content directly from the course home.

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How To:

  1. From your homepage, choose Management > Edit Course > Homepages.
  2. Choose the dropdown next to CofC Default Course Homepage choose Copy.
  3. Click on the new copy to open it.
  4. Change the name to make it easier to identify.
  5. Scroll until you get to the Widgets area.
  6. Click on Add Widgets in the area in which you wish to add the Content Navigator.
  7. Click the checkbox next to Content Navigator then click Add.
  8. Mouse over the Content Navigator, and using the 8 dots to the left, click and drag to move it to the proper place on the homepage.
  9. You can also delete any widgets that you do not want by clicking on the X in the upper right corner of the widget.  NOTE: please do not delete the Calendar or the VoiceThread widget as they re used by other tools.
  10. Click Save and Close.
  11. Now activate the new Homepage by clicking the dropdown under Active Homepage and selecting your new homepage
  12. Now click Apply.
  13. Click on Course Home to see your new page.

[/et_pb_text][et_pb_text admin_label=”wrap up” _builder_version=”4.6.0″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

This tool is a great way to keep your students up to date on their progress and to prevent them from missing something.   Because this works with only the Content area you will want to be sure to link discussions, quizzes, and assignments into your Content as well.

 

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VideoAnt Interface
Distance Ed, Video, Web 2.0

Tech Tip Tuesday – Take Notes on YouTube Videos with VideoAnt

Chris Meshanko

What is VideoAnt?

URL: https://ant.umn.edu/

Do you host your lectures on YouTube (unlisted) or share other videos with your students? If so, you and your students can use VideoAnt to take notes or leave comments during video playback, anywhere on the video timeline. VideoAnt is a free online application created by the University of Minnesota’s College of Education and Human Development. Check out the video below to learn more.

What Does an Ant Look Like?

I tested VideoAnt by uploading IT’s recent Tech Minute: Classroom Technology video. Take a look at the interface below. During playback, I quickly added two notes. Notes are flagged on the video timeline and appear on the right with corresponding timestamps.

VideoAnt Interface

Click on the image to zoom.

Exporting and Sharing Your Ants

When it comes to sharing, VideoAnt gives you and your students a few different options. First, I tested the Embed Code in OAKS. The VideoAnt interface (i.e., video and notes) displayed properly, but, unfortunately, my notes were not flagged correctly on the video timeline. Thus, I cannot recommend this method of sharing at this time.

VideoAnt Share Interface

You can also Export your notes or comments in a variety of formats. Here’s what the Text export looks like:

VideAnt Export Text

Finally, you and your students can share your VideoAnt via a link or make it Private and Add Users—similar to Google Docs.

VideoAnt Share Interface

Additional Resources

Ideas for Instructors: https://ant.umn.edu/documentation##section-ideas-for-instructors 

Video Tutorials: https://ant.umn.edu/video_tutorials

Be prepared
Best Practices, Distance Ed, Innovative Instruction, Pedagogy

BE PREPARED FOR FALL! IT’S NOT JUST THE SCOUT’S MOTTO, IT SHOULD BE YOURS AS WELL

Mendi Benigni

TLT is excited to share a couple of announcements with you that we hope will serve as resources as you continue to prepare your courses for the fall semester.

RESILIENT TEACHING SITE

As was shared with faculty in June (attached), the Resilient Teaching Task Force defined nine teaching approaches that you should consider for the fall semester. While there are nine definitions, you will find similarities between them. Choosing the one that suits you best will be determined by factors specific to you and your students. We hope this site will help you implement the approach that fits you best and provides resources for you to plan and prepare your courses and communicate with your students.

Please visit the Resilient Teaching site at, https://tlt.cofc.edu/resilient-teaching-and-learning/.

Note: As you will find plastered throughout the site, please have a plan in place in case one or more of your students has to quarantine, and also don’t forget that the last week of the semesters, and final exams, will be fully online.

 

FACULTY DEVELOPMENT OPPORTUNITIES

In addition to the new site, TLT will be offering a plethora of forums and development opportunities, centered around the resilient teaching approaches. These sessions will begin next week, Wednesday, July 29th and run through Friday, August 21st, with a handful of sessions being offered each day. The open forum sessions are meant for you and your colleagues to get together to ask questions and discuss different teaching approaches which we hope will spawn new ideas and inspiration. In addition, many more sessions will be offered to provide you with ideas, strategies, and tips and tricks, as well as supplemental technology tools to help you facilitate your courses. To view the sessions and to register, please visit, http://tlthd.eventbrite.com

online teaching tips
Best Practices, Distance Ed

Online Teaching Tip: Use Intelligent Agents to Keep Students Engaged and On Task

Mendi Benigni

Keeping Students On Track and Engaged

In an online class, it’s often hard to keep students on track, especially students who aren’t used to taking this type of course.  If you use OAKS you can use the Intelligent Agents to help you help your students.

Intelligent Agents in OAKS

Intelligent Agents (IAs) will automatically send an email to students based on an action, or lack of action.

Uses:

  • The easiest, and most helpful, thing to do with IAs is to remind students to log into the class.  With this IA, an email goes out when a student hasn’t had any course activity in X number of days (you choose).
  • Have the IA email students who have not yet turned in an assignment or taken a quiz to remind them to get it done.
  • We often focus on students who are not doing well, but it’s just as important to focus on those students who are.  Have the IA send a congratulations email or graphic to any student who gets a good grade (defined by you) on a quiz, assignment or discussion.  This is an amazing way to keep students engaged.

NOTE:  Unfortunately, at this time IAs only work with email and cannot send notifications via text.

How To:

  1. In your OAKS class go to Management > Edit Course > Intelligent Agents
  2. Select the New button
  3. Type in a Name for your IA in Agent Name
  4. Make sure the Agent is Enabled is checked
  5. Section 1: Criteria
    1. Choose the group whom you want to be eligible for the email.
    2. If you want to have them reminded to log into the class then check the box next to Course Activity, Take action… and then select the proper button.
    3. If you want to email the student when they have or have not done something in the class click on Create and Attach under Release Conditions (Learn more at https://youtu.be/pa2NaVsodRA.  This video shows Release Conditions in Content but they work the same way throughout the class)
  6. Section 2: Actions
    1. Determine if they should get an email every time it happens (like when they don’t login within a certain number of days) or only the first time (as when they get a specific grade on a quiz).
    2. Then write the email.
      1. In To: Cc: Bcc: click on What special email addresses can I use? to show you filler text you can use to have the email automatically send to the proper person.
      2. In the Subject and Body you can also use these replacement strings to personalize the email.  Click on What replace strings can I use in the subject and message? to see these.
  7. Section 3: Scheduling
    1. Click the check box next to Use Schedule
    2. Now set the schedule parameters.
  8. Click Save and Close

 

The IAs are a great way to keep up with students without over taxing yourself.

online teaching tips
Assessment, Distance Ed

Online Teaching Tip: Monitor your students’ progress

Mendi Benigni

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Monitoring Students Online

When you teach on online class, especially an asynchronous online class, it’s easy to “lose” students. If you are an OAKS user, there’s a tool that can help you keep up with your students and help you identify those that may be at risk.

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User Progress

The User Progress tool, located in the Classlist in OAKS, allows you to see everything each student has done in the course. You can see what Content items they have clicked on, their discussion posts and replies, all assignments and quizzes posted/taken, even when they logged in last. This is a great one-stop-shop to investigate a student you think may be struggling.

  1. In your OAKS class, click on Communication > Classlist.
  2. Locate a student you’d like to look at, and from the dropdown arrow next to their name, choose View Progress.
  3. The first area shows you an overview of the student.

    Screenshot of View Progress Overview

  4. Click on a tool from the list on the left and you will see the details for that tool. In the image below you will see the Content section, showing which items were viewed, the number of times they were viewed and the how long they spent on the page.

    Screenshot of the Content section opened up

**Be aware that the time can be misleading. It will not indicate if a student opened it and printed it or if a student opened it and left the document on their screen after they left.**

IMPORTANT NOTE: if a link in Content is set to “Open As An External Resource” (open in a new window) it will not be tracked in View Progress

The Classlist > View Progress area is a great tool that can help you identify those students who may need a push or who may be struggling. Remember, it is just a tool and shouldn’t be the sole measure of online participation.

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adobe scan on a phone
Distance Ed, instructional technology, iPad, Mobile, Productivity, Share

Tech Tip Tuesday – How to Scan Handwritten/drawn Work to a PDF to submit in OAKS

Mendi Benigni

With the College operating online, I know it’s difficult for some discipline whose work isn’t easy to do online, for example Math and Drawing.  If the assignment you wish to give is better suited to the student handwriting or hand-drawing something then just have them scan it!  This is also a great option for faculty who have semester long notebooks or portfolios that are turned in.

A FREE app that students can use (and you for that matter) is Adobe Scan. Adobe Scan works on phones and tables and makes it so easy for users to take pictures of multiple items and have one PDF created.

Check out the Adobe Scan page to download the app and here’s a tutorial for you and your students on how to use the app:

Become a teaching superhero
Assessment, Best Practices, Collaboration, Distance Ed, Pedagogy

BECOME A TEACHING SUPERHERO WITH TLThd’S CLASS OBSERVATIONS

Mendi Benigni

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TLThd is launching a new service to all instructors at CofC…CLASS OBSERVATIONS

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These observations can be for your face-to-face or your online classes.  An instructional technologist will come to your class (or review your OAKS online class) and observe you and your students.  At the end of the observation we will provide you with a full report of everything that occurred during the class.  You can then use that information however you see fit! The important thing to remember is that this is just for you, no one else. We don’t mention it to your Chairs, Dean, or Colleagues nor will we conduct an observation at the request of anyone else. The only purpose of the observation is to give you the data to allow you to reflect on your teaching and your student interaction.

Currently we are offering In-class, Videotaped, and Student Focus Group observations for the face-to-face classes and a Module Review in the online classes.  We hope to expand our online offerings in December. 

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Instructor on Computer
Distance Ed, Teaching Advice

5 Great Sites to Help You Find Open Educational Resources (OER) for Your Course(s)

Chris Meshanko

What is OER?

“Open Educational Resources (OER) are teaching, learning and research materials in any medium–digital or otherwise–that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (UNESCO, 2002).

 

Who’s using OER?

According to a recent national survey of more than 4,000 faculty and department chairs, “for the first time, more faculty express a preference for digital material over print in the classroom” (Babson Survey Research Group, 2019). In fact, 46% of faculty surveyed reported some level of awareness of OER (+12% since 2015), with 13% requiring an OER in one or more of their courses—almost 3x the OER required in 2015 (Babson Survey Research Group, 2019).

 

Where can I find OER?

MERLOT

Multimedia Education Resource for Learning and Online Teaching
www.merlot.org | California State University System | ~160,000 Contributors | 84,000+ Learning Materials

MERLOT

 

OASIS

Openly Available Sources Integrated Search
https://oasis.geneseo.edu | SUNY Geneseo’s Milne Library | 88 Sources | 352,000+ Learning Materials

OASIS

 

OER COMMONS

Open Educational Resources Commons
www.oercommons.org | ISKME | 60,000+ Learning Materials

OER Commons

 

OPEN TEXTBOOK LIBRARY

https://open.umn.edu/opentextbooks | University of Minnesota | 625 Peer-Reviewed Textbooks

Open Textbook Library

 

PIXABAY

https://pixabay.com | 1,000,000+ Images & Videos (No Attribution Required, But Encouraged!)

Pixabay

 

Dig deeper with the Distance Education Extension Program launching January 2019
Distance Ed, TLT, Training Opportunities

Dig Deeper into Online Teaching and Learning!

Jessica Smith

Your Teaching & Learning Team is excited to announce a new professional development opportunity you won’t want to miss.  On January 30, 2019, we will launch the Distance Education Extension Program (DEEP for short).  This will be a series of online, self-paced mini-courses for faculty who are teaching online and hybrid classes.  While the Distance Education Readiness Course provides an introductory survey of pedagogical best practices, DEEP courses will focus on specific themes, allowing faculty to dig deeper into scholarship and praxis.

Online, Self-Paced, and On-Demand

The best part is DEEP courses are on-demand and self-paced.  Facilitated via OAKS, you can participate on your own schedule.  Spend a week or spend an entire semester.  There are no synchronous elements, required assignments, or grades. You can use the information presented to completely overhaul your teaching practices or you can use a single suggestion to make a small change.  However you use these courses is up to you.

To reward you for experimenting with new ideas, you have the option to earn a digital badge for each DEEP course you complete. Completion is determined by consuming all course content and submitting reflection exercises that demonstrate what you’ve learned. These badges can be added to your email signature, website, blog, or even your tenure and promotion materials.
A variety of colorful digital badges you can earn

On January 30, 2019, two DEEP courses will launch: “Cultivating a Community of Inquiry” and “Creating a Learner-Centered Syllabus.”  Over the summer and into the future, additional courses will become available.

Cultivating a Community of Inquiry

What is “presence” in the context of teaching and learning? As an instructor, you might think of presence as being mindful of the course climate and intentionally fostering a community of learners. One of the strongest factors impacting student retention in online courses is feeling a sense of community as opposed to learning in isolation.  Thus, cultivating community your online course makes a huge impact on student learning, engagement, and overall success. So, how do we accomplish this?

Dig deeper with self-paced online modules. Cultivating a Community of Inquiry course launching January 30, 2019

One approach is to apply the Community of Inquiry framework. This model describes the interplay between three elements—teaching presence, social presence, and cognitive presence. These types of presence are essential to develop deep and meaningful educational experiences in online learning environments. This course will address these three elements from theoretical and practical perspectives.  You will be provided with an overview of the research and get the opportunity to explore practical strategies that can be incorporated into your own classes.  Depending on what you create in response to the reflection exercises, this course will take most people 6 – 8 hours to complete. But, what you create and how much time you spend is completely up to you!

Creating a Learner-Centered Syllabus

What functions do syllabi serve? Common functions faculty cite include serving as a contract, listing required textbooks, detailing policies and procedures, and describing the focus of the course.  Less commonly, professors note that the syllabus describes their teaching philosophy, lists resources available to help students succeed, and explains how their course fits into a discipline or broader context.

Dig deeper with self-paced online modules. Creating a Learner-Centered Syllabus course launching January 30, 2019

One important role a syllabus plays that is frequently overlooked by professors is that it sets the tone for the rest of the semester.  The syllabus is the initial point of interaction between you and your students and it can create powerful first impressions.  Through content, tone, and format, does your syllabus come across as welcoming, conversational, and aesthetically-pleasing?  Or, does it seem cold, dictatorial, even infantilizing?  Be honest — if you were a student, would you want to read your syllabus?

Based on one of TLT’s most popular workshops, this course will provide an overview of the research on learner-centered syllabi, share best practices in syllabus design, and suggest non-traditional methods of presenting this essential document.  Depending on what you create in response to the reflection exercises, this course will take most people 4 – 6 hours to complete.  If you are creating a syllabus from scratch, it could take longer.  But, what you create and how much time you spend is completely up to you!

How Do I Sign Up?

No application or sign-up is required.  These courses are “on-demand” within OAKS and available to anyone who has already graduated from the Distance Education Readiness Course.  After January 30th, you can simply search for the courses on the OAKS homepage and access them whenever you like:

  1. Log into OAKS
  2. Click on the waffle icon in the top menu bar near your notifications and name
  3. In the search box, type either: Cultivating a Community of Inquiry or Learner Centered Syllabus
  4. Click the magnifying glass to search
  5. Click the name of the course that comes up in the results list.
  6. If you have any trouble accessing the course, please email Jessica at smithjt@cofc.edu

Haven’t taken the DE Readiness Course yet? We encourage you to chat with your department chair about whether online teaching is right for you and for your department.  We offer the 7-week, online preparatory course three times per year.  Visit the distance education webpage for more information.

Have questions about the Distance Education Extension Program or suggestions for future courses?  Please reach out to Jessica at smithjt@cofc.edu