Teaching Together December 2019

CENTER FOR EXCELLENCE IN TEACHING AND LEARNING December 2, 2019 Volume 1, Issue 2 Teaching Together Inside this issue: New Home Page Roll-out and Fall to Spring Roll-Over Universal Design for 2 The new home page format is being rolled text at the bottom of the page that indicates Learning Discussion out and will be appearing in Spring cours- where to embed a welcome video. Instruc- es in the next few days. The home page tors who teach only face to face classes are Creating a Welcome 2 changes are centered around putting Can- not currently required to create a welcome Video vas information, GCCC policies, and stu- video, but it is encouraged. If a video is Keeping up with Canvas 3 dent resources in a central location so that not embedded, when editing the page re- they will not be embedded within linked move the line of text that indicates where Community of Practice 3 pages in individual courses. This makes it the video should be. possible to make updates that will feed out Spring 2020 Training 4 to all classes. It also reduces the chances On December 13th, after final grades are of misinformation that can happen when due, there will be an all day come-and-go Free Webinars pages are imported each semester. The roll-over event in ACAD 1105. The event (Central Time) Resources and Policies page is currently in will include lists for setting up classes, sup- developed, but it will be completed before port for connecting classes with texts, and • Dec. 5, 1p — NISOD students have access to spring courses. best practices for working with Canvas. 60 Free Software Tools in The following week, Jamie Durler will also 60 Minutes Once the new home page is in a class shell, be available for appointments during the instructor and course information will still day and evening to help individual instruc- • Dec. 10, 2p — Respondus need to be edited. There is also a line of tors with course set-up. Instructor Training: Lock- Down Browser & Respon- Asynchronous Cengage Training and Zoom Accounts are Available dus Monitor In the September survey for Faculty Train- In addition to the online class, Cengage also • Dec. 12, 1p — NISOD ing needs, there was a pattern of instruc- has an established Higher Ed Faculty Com- At the Heart of Retention tors identifying a need for additional Cen- munity which includes discipline blogs, user Programs and Practices: gage training, especially with connecting groups for MindTap and WebAssign, and a Creating an Environment classes at the beginning of the semester. list of popular topics. Cengage also has a of Mattering and Valida- Several respondents also asked about ac- Faculty Partner Network. Instructors can re- tion for Community Col- cess to a professional account for Zoom, quest consultations with Faculty Partners, lege Students for connecting more directly with students. who are educators in the discipline. Both of these options are available. • Jan. 30, 1p —NISOD Instructors who are teaching online or blend- White Privilege: What is it The Cengage representatives have creat- ed courses may also benefit from having ac- Really? How Can it Be ed a Canvas course which provides con- cess to a GCCC Zoom account. Zoom is a Used to Help Others Who tact information and detailed information video conferencing technology that has many Lack that Privilege? about how to roll-over a Cengage course. possible classroom applications. Because this course was created for train- ing for another college, it is currently still Instructors who would like access to the Cen- being revised for GCCC; however, the gage training course or connected to a Zoom materials available could still be helpful to account for classroom use should contact GCCC instructors. Jamie Durler.

Page 2 Teaching Together UDL Discussions: Foundations and Creating Headings with Paragraph Styles Although educators often talk about learning a new language, as well as Faculty Discussions are First Fridays Universal Design for Learning (UDL) students who experience the effects of of the month from 2-3 in ACAD 1105. and educational technologies togeth- a language-based learning disability. December 6th will cover Chapter 2: er, the first chapter of Universal Design Expert Learning, how to create a re- for Learning: Theory and Practice by To prepare Canvas Pages and docu- flective teaching practice and encour- Anne Meyer, David H. Rose and David ments to be most effective for screen age students’ understanding of their Gordon argues that “UDL is not pri- readers, one small, but important, own learning. The discussions will marily about technology” but about change to make is to use appropriate also be available through this Faculty pedagogy and how instructors and paragraph and heading styles. Discussion Zoom link. educational systems approach stu- dents and curriculum. Changing the font size or type bene- Following the text abstract at the fits sighted users, but using headings CAST website, there are three options The fundamental framework of UDL is creates the visual cues and embeds for purchasing, including access to the “that to provide equitable opportuni- markers that can be understood by free web version. To access that ver- ties to reach high standards across screen reading technologies. Screen variable students,” students need ac- readers understand paragraph styles sion, individuals will need cess to “multiple means of engage- and headings as a structure, and using to create an account with ment . . . Representation . . . And ac- headings makes it possible for stu- CAST. tion & expression.” Technology can dents to navigate the document. support instructors and students in this There are still six more you can join! process. In Canvas, headings within a page enhance accessibility. These head- Dec. 6 — 2: Expert Learning A traditional way to approach educa- ings can be created wherever there is tion is to provide students with a text a rich content editor. Headings can Jan. 17 — 3: The Variability of Learners to read. This is a single mode of rep- also be used in Google Docs, and Mi- resentation; however, screen readers crosoft Word. In both Docs and Word, Feb. 7 — 4: Universal Design for Learning can enrich the experience. headings also generate a table of con- tents for the document which can be March 6 — 5: Framework for UDL Implementation Screen readers can be useful for stu- useful for reading, navigating, and dents with limited vision, students summarizing. April 3 — Designing for All: What is a UDL Curriculum? May 1 — Learning Through Practice 2-3pm, ACAD 1105 The Introductory Video: Why You Should Have a Virtual Hello — Canvas Studio/Arc The new home page is in the process creates engagement. MIT has also done When creating a course welcome vid- of rolling out. There is a space at the a large scale study of MOOC videos to eo, consider the following: bottom of each home-page for an in- identify the elements that make videos structor to embed a welcome video. most engaging to students. • Keep it short.— 3 minutes or less. While welcome videos have only been required for online instructors, Studio is designed to make video watch- • Be a talking head. Let a student all instructors are encouraged to cre- ing an interactive experience. Canvas connect a face with your name. ate their own. Studio/Arc can be used by all faculty to create a welcome video, and this tutori- • Prepare, but don’t read. Make eye A short (2-3) minute welcome video al shows the steps of that process. contact with the camera. The cam- that students can access when they era is the student. start the class can establish instructor Welcome videos that express excite- enthusiasm, course relevance, and ment for course content, identify per- • Express enthusiasm for the content student rapport. These are three clas- sonal credibility, and connect to course and for students. sic qualities of an environment that relevance can help establish an expec- tation for connection and engagement. • Establish content expertise and per- sonal experience.

Page 3 Keeping Up With Canvas: Training Portal and Prepare for New Gradebook In the latest update, Canvas added a The Release Notes summary for Instruc- Training Services Portal. The portal tors for the Dec. 21st Canvas update only appears for instructors. It is not identifies improvements to window available to students. resizing in BigBlueButton conferencing and notes that global announcements The portal is available from the help will have their own notification setting. icon in the global menu in Canvas. Looking forward to January, Erin Hall- After selecting, “Training Services mark describes feature changes that Portal,” instructors will be prompted Canvas users should be aware of, in- to “authorize” the connection. Once cluding the movement to the New the connection has been accepted, the Gradebook. Training Services offers a tutorial on how to use the portal and the different Canvas has created an official resource types of Canvas related professional breaking down how the New development that is available. Gradebook works. Evan Peterson has compiled additional Canvas Resources The portal includes connections to for the New Gradebook. And Ashaun courses and videos that allow instruc- Adler has created a supporting docu- tors to learn about Canvas. This is a ment that illustrates how the new grade resource provided through Canvas, posting policies work. and it will continue to build. Transitioning to the New Gradebook While the training link is new, Basic will be part of the “roll-over event” and Canvas Guides, Student Canvas there will be a GCCC faculty training Guides, and Instructor Canvas Guides event in January. are always available. Community of Practice for Spring 2020: Hybrid and Blended Learning A Community of Practice centered experience also creates lasting results tive Hybrid Learning experiences. This will include creating accessible and around Hybrid and Blended Teaching because of the closed feedback loop. memorable video lectures, flexible in- structional design models, and ideas for and Learning will begin in Spring 2020. After a training or discussion, faculty supporting students metacognitive pro- cesses. Members of the group will re- While trainings and discussions are a members apply what they learn, but ceive a copy of Kathryn E Linder’s The Blended Course Design Workbook. part of the experience, there is also there is often no formal feedback on the The group will meet monthly Between formalized reflection, peer review and additions. In this community of prac- meetings, there will be practical applica- tions and engagement through Canvas. evaluation, practical applications, and tice, instructors will not only apply Times for the face to face meetings will be set by the individuals in the group. sharing of revisions and learning with skills, but they will share with the group others. and receive feedback and ideas for A community of practice requires a revision and improvement. higher commitment than Faculty Discus- The Community of Practice for Spring sions or attending a training, but the 2020 will be focused on creating effec-

Center for Excellence in Teaching and Learning and The Online Campus Offices — Academic Building, Room 1107 Faculty Work Area and Training, Academic Building Room 1105 Jamie Durler — Director of Instructional Design and Canvas Administrator 620-276-9473 Schedule a Meeting through Calendly Sign into Slack with your gcccks.edu E-mail Vicky Reyes — Coordinator of Online Services 620-276-9788 Connection. Community. Quality. Training Events for Spring 2020 — Connecting Students to Support Faculty Discussions about Universal March 26th — Modules and Motivation In the week after finals, there will also Design in Learning will continue to be be a Spring Roll-Over event which will held on the first Friday of each month at • Adding Requirements and Pre- include helping instructors set up sum- 2pm in ACAD 1105 and through Zoom. requisites. mer and fall classes, identify areas of development in courses, and explore For Spring, the plan is to also have a • Chunking material effectively. other instructional methods. monthly Thursday at 3pm training in ACAD 1105 and through Zoom. April 16th — Crafting Effective As- Instructors, departments, and divisions signment Directions can also schedule individual trainings. January 9th — The New Gradebook The trainings can be personalized and • Transparency in Learning and focus on Canvas, other educational • Grading Policy Set-up Teaching Assignment Model technologies, course design, assign- • Feature Differences ment and rubric creation, and class- • Checking Gradebook Weights and • Using the Rich Content Editor to room management. create context cues for students Categories through headings, embedded Moving from Fall to Spring, the office materials, and lists. of the Online Campus will also have February 20th — Canvas Quizzes as a several student focused events to sup- Learning Tool May 14th — Teaching Discoveries port students getting logged in and providing basic training. Instructors • Classic and New Quiz features. • A break from grading during fi- can also send student to the office or • Question Types and Critical Think- nals week in which instructors can have them e-mail [email protected] share the best ideas they discov- if the student is struggling with Canvas ing. ered during the semester. or other educational technology. • Test Bank Management