TED tips – Issue 12: Poll Everywhere

Poll Everywhere can be used to engage students on many devices

Last week I looked at a couple of communication tips. This week I want to focus on another specific tool that is available for use like a clicker for student engagement: Poll Everywhere. I also want to share the story of how one of our instructors Lori Trimble, from the social work department has used Poll Everywhere in her class! Finally, there are a couple of training opportunities if you are interested in learning more about Poll Everywhere to see how you could adapt it for your own use.

Poll Everywhere is an interactive tool adopted for use on the UW-Whitewater campus. It allows you to create poll questions and prompts, which students can respond to in “real-time” through mobile apps, text messages, or the Poll Everywhere website. You can then display the responses live to the class, and incorporate what you find out into class discussions and group activities.

One way to use Poll Everywhere would be to use an open-ended question to kick off a group discussion with a colorful word cloud. Another way is collect live, anonymous results by an audience who can participate via a website or mobile device. Responses can appear live, in real-time, directly in PowerPoint presentations. The most recent update has introduced live competitions! Have you ever encountered interactive pub trivia or other trivia contests with live leaderboards? Now you can build that into your class with your content using Poll Everywhere.

One of the great things about it is that you engage your classroom without any clunky and easy-to-forget hardware. You can use a device most people have at all times — a mobile phone. You can also ask students to use their phones, tablets, or laptops to respond to polls that you present. The results appear live on the display. You can use this tool to quiz your class, discuss the results, and use that insight to guide the classroom discussions.

I took some time to interview Lori Trimble of the Social Work Department. Lori joined the Social Work department as the Academic Department Associate (ADA) in January 2017.

I asked Lori what challenges she was facing in the classroom and what she was using to solve them. One of the tools she talked about was Webex Teams – but the other one was Poll Everywhere.

Lori: I was teaching New Student Seminar, with brand new freshmen. I broke them into small groups and that created lively conversations and discussions…but as soon as I combined a conversation to a full class: “CRICKETS!” There had to be a better way to keep the conversations flowing.

Ted: What did you try? What did you do to get additional engagement?

Lori: I started using Poll Everywhere. Specifically, using open-ended questions to encourage engagement. Since the lesson was on engagement, this seemed a good way to get ideas flowing.

Ted: How did it work? Did you incentivize it at all?

Lori: It worked great! While I was a bit nervous that with an open-ended question, I might get a smart aleck response, people started providing answers to the questions right away. It was clear once one student shared an idea others reacted similarly. It was a great way to get engagement; specifically some people not brave enough to raise their hand, this gives students a great way to participate without fear because their answers appear anonymously on the screen.

After class – I was able to generate a user report because I limited my polls to registered users. I wanted to award participation points to students for joining in the conversation. This provided a way to get students involved, and I was able to record their activity.

Ted: Why do you think this was a valuable tool to use? How effective was it?

Lori: It was VERY easy for students to use, and the platform for creating polls is very user friendly. I asked them to bring a phone or laptop, and they did. I wanted to get students engaged – Poll Everywhere helped prompt the discussion; I facilitated it. Students were very excited to use the discussions in this way.

Ted: Did you encounter any challenges or barriers to using it?

Lori: There were a couple of hiccups. I did not realize being logged in for the first question didn’t necessarily mean I was logged in for subsequent questions. Texting responses did not work as smoothly as I hoped with registered users – but overall it was very intuitive.

I want to thank Lori for sharing some of her experiences using Poll Everywhere in the classroom! If you are interested in exploring more about how to get started using Poll Everywhere there are a couple of upcoming information sessions. The sign-up links are below in resources (please note you will need to log in with your UWW credentials to register).

Next week we return to the 2018 Horizon Report and look at the Challenges facing technology and higher education.

Ted Witt
–Teaching, Learning, and Technology Consultant

Resources:
Upcoming Poll Everywhere Information Session:
Wednesday September 26th, 2018 at 3:00 PM in McGraw 19A
Friday October 5th, 2018 at 10:00 am in McGraw 19A

Poll Everywhere “Live interactive audience participation” https://www.polleverywhere.com/

Upcoming Poll Everywhere Scheduled Maintenance

Poll Everywhere is scheduled for maintenance on Saturday, September 22nd and Saturday, October 6th beginning at 10:00 pm. You may experience issues accessing Poll Everywhere during these times.

If you have any questions, feel free to contact the UW-W Learning Technology Center.

Fall 2018 Update from the Learning Technology Center

From left to right: Andrew Cole (Learning Technology Specialist), Sarah Klingman-Cole (Technology Promotion & Adoption Specialist), Shane Degen (LMS Administrator), Nicole Weber (Director of Learning Technology), Ted Witt (Teaching, Learning and Technology Consultant), Aaron Axelsen (Operations Manager).

The UW-Whitewater Learning Technology Center (LTC) is here and ready to help you! Our team of experts have a wide range of skills to tackle all of your instructional course-related needs.


Canvas Transition

For nearly a year now, teams across the UW-System have been working on getting the new Learning Management System (LMS) ready for faculty and students. We are proud to announce that approximately 45% of LMS enabled courses at UW-Whitewater are already being offered in Canvas. With 24/7/365 Technical Support, a self-paced Instructor Training course, a self-paced Canvas Student Training course, and Peer Mentors for Instructors, there are various support options available to assist with the transition. Spring 2019 will be the last semester Desire2Learn is available for courses.  We encourage everyone to start exploring Canvas, ask questions, and attend trainings!

Here are a couple of the most frequently asked questions so far this semester.

  • Why can’t I change the course navigation?   How can students find my discussions?
    Some aspects of the canvas course, such as the home page and certain navigation items, have been locked in place by UW-System, and they cannot be changed.  This was done by UW-System to maintain a consistent student experience between courses at all UW institutions.

    The navigation tools that cannot be added to the course navigation are: Discussions, People, Pages, Files, Quizzes and Modules. The ability to modify the default course homepage has also been locked to always display the 3 latest news items, and the course modules.

    As a best practice, we recommend creating links in the Modules area directly to items such as Discussions and Quizzes which cannot be added to the course navigation.

    For more information on how this was decided, UW-System has posted the following Course Template Design document.

  • Why students can’t find my course?  Why can’t I message my students?
    When courses are created in Canvas, by default they are unpublished.  While the course is unpublished, you can add content and get it setup for the semester.  The course must be published before students can access the material.  You also must publish the course before you are able to send a message to the students.

Helpful Links

24/7/365 Support

Canvas has a robust technical support service that includes 24 / 7 / 365 toll-free hotline and live online chat interactions.  Please use this for all Canvas Questions.


Canvas Workshops

Whether you are already in Canvas or looking to make the move from D2L to Canvas this Spring, the LTC will be offering Fall Workshops that you may be interested in. Hands-On Introduction sessions will cover basic functions of the core tools. Deep Dives focusing on specific tools can help you in your current courses, and Construction Zones can help you transfer courses for the future. Given everyone’s tight schedules, we are also pleased to provide open lab time after the Construction Zones, where anyone can come in and work while support is present.

View the Workshop schedule and signup now at: http://go.uww.edu/ltc-workshop-signup

LEARN-LTC Workshops

How can you get more done but not spend a lot more time doing it? The LTC/LEARN Center collaborative series for the 2018-2019 year will focus on improving your teaching practice and student learning without adding to your workload.

  • Session #1 – Thursday, September 20
    12:30pm – 1:45pm in UC 259A (lunch provided)
    “Efficient and Effective Communication Strategies”
    Presenters: Ted Witt, LTC, and Heather Pelzel, Biological Sciences and LEARN Center
  • Session #2 – Thursday, October 18
    12:30pm – 1:45pm in UC 259A (lunch provided)
    “Best practices on providing effective feedback using low-tech and high-tech options”
  • Session #3 – Tuesday, November 27
    12:30pm – 1:45pm in UC 259A (lunch provided)
    “Using groups to engage students and maximize your class time”

Register at http://signup.uww.edu


What’s new with Webex Meetings

If you have recently logged into your Webex Meetings account you may have noticed a brand new layout to the home screen! Webex Meetings’ new dashboard is set up to help you easily find the features you would like to use. Meetings are now more video-centric, with simplified controls and a larger screen for the video or content you share. UWW students now have the same meeting capabilities as all staff members! To check out more information about the updates to Webex Meetings go to https://collaborationhelp.cisco.com/article/en-us/nvby0ee.

What’s new with Webex Teams

This past summer, Cisco Spark changed its name to Cisco Webex Teams! With the name change comes further integration with Webex Meetings. Webex Teams has also changed its color scheme to help users better differentiate between spaces, teams, and messaging. Another change is that now all UWW users can record their video conference and save it to their Webex Meetings account. For a refresher on how to get started using Webex Teams check out the Webex Teams Reference guide on our services page https://www.uww.edu/icit/services/webex-teams#tab_TrainingDocumentation.


Have you met Ted?

As the Teaching Learning and Technology Consultant, I am a champion for the sound and effective use of technology to support teaching and learning. I support online and blended faculty development efforts; active learning; and utilizing pedagogically sound uses of technology to promote student success and enhance engagement. I administer the Quality Matters standards.  I write the weekly TED tips (Technology Education Design) blog post. 

Catch up on what you missed now! http://blogs.uww.edu/instructional/tag/ted-tips/

Have you met Lauren?

Lauren is a Graduate Assistant for the LTC and will be working primarily on emerging technology projects and research projects. She is also a Graduate Student in the School Psychology Program.


Weekly Email Updates

Did you know that you can get a weekly email update about what’s going on in the LTC? Every Monday morning, you’ll get an email that contains a summary of the latest items from our blog. To signup for these updates, just fill out the form below!



Turning Point 8

Over the summer, we upgraded to Turning Point 8 – which is the latest release.  Turning Point 8 has only been integrated with Canvas, and will not work with Desire2Learn. All Turning Point usage for the Fall 2018 semester should be done in Canvas. 

With Turning Point 8 and Canvas, the course roster sync has been greatly improved – and now happens on a nightly basis!  You will need to Publish your course before you can sync the course roster.

The full list of updates are available below.

http://blogs.uww.edu/instructional/2018/08/29/turning-point-updates-for-instructors-fall-2018/


Poll Everywhere

Poll Everywhere is a new tool on the UW-Whitewater campus this fall. It allows you to collect “real-time” feedback from your students on prompts that you create. You can display results to the polls live in class. Options include open and close-ended polls, and advanced features including competitions (like trivia) and word clouds. If you think you might be interested in using Poll Everywhere but aren’t sure where to get started, consider attending one of the LTC’s information sessions this fall:


GooseChase

GooseChase is an easy way to organize and run point-based scavenger hunts for your class or event.

You can Mix and Match Mission Types!

  • Photo & Video: Student’s will have to submit a photo or record a video to complete a mission. All done right from the students mobile device.
  • Text: Submit a simple text response. Great for riddles, puzzles and surveys.
  • GPS: Utilizing the GPS on the mobile device, students will need to physically visit places to check-in to complete the mission.

In order to get started, just create an account using your @uww.edu email address. Make sure that your password IS NOT THE SAME as your Net-ID.

Additional tutorials and guides are available at: https://spaces.uww.edu/x/TAd5


Welcome Matt Vick!

One of the LTC’s current initiatives is exploring adaptive learning. During the 2018-2019 academic year, Dr. Matt Vick is working with the LTC team to facilitate and evaluate adaptive learning projects. Over the summer of 2018, Matt piloted adaptive learning in his own course using the platform “Realizeit,” and he is now working with other instructors to use the platform in their courses. Matt earned his Ph.D. in Urban Education from the University of Wisconsin-Milwaukee, and is currently the Interim Associate Dean of the UW-Whitewater School of Graduate Studies and Continuing Education. 


Cerego

Cerego is an adaptive learning technology that is being piloted by UW-Whitewater for the 2018-2019 academic year. Instructors can use Cerego to actively engage and assess their students’ learning throughout the course of the semester. It is intended to comprise between 7 and 10% of a course. With Cerego you can create content for students to access and work through at their individual learning level. Knowledge is tested through the use of multiple choice and true/false questions, flashcards, fill-in-the-blank passages, and interactive figures. Cerego determines what an individual student needs to study based on correct and incorrect responses and then notifies students when they should return to Cerego so that learning is distributed over time.

Need more information? Visit this link: http://blogs.uww.edu/instructional/2018/09/06/spring-2019-adaptive-learning-project-call-for-participants/

Active Learning

Active learning classrooms feature moveable tables and chairs, individual whiteboards, screen sharing technology, multiple monitors for easy content viewing, interactive whiteboards, and other technologies. Active learning spaces continue to increase on campus. The newly redesigned Heide 105 opens this fall as part of a team from College of Letters and Science with collaboration from ICIT, facilities, and campus planning with support from the Provost’s Office Classroom Redesign Initiative.

Having spaces conducive to active learning helps, but the Learning Technology Center (LTC) also supports instructors in exploring active learning pedagogies and the technologies that best support them. The LTC launched the Active Learning Academy in the summer of 2018. Instructors learned how to leverage pedagogy, technology, and space to create deep learning experiences for their students.

Interested in learning more about active learning pedagogy and leveraging technology for active learning? Contact us today!


Don’t forget to Visit Us

Are you still with us? If so – great, you made it to the end! Be sure to stop by the LTC throughout the semester to visit. As a reminder, we are located in McGraw Hall, Suite 120 and are available between 8:00 AM and 4:30 PM weekdays. We can also be reached at ltc@uww.edu or 262.472.1004. We’ll always be willing to help, and have plenty of treats on hand for your sweet tooth. Have a great semester!

TED Tips – Issue 11: Communication Tips

Balance

As we settle into the start of the term, it is great to see people on campus, observe the bustle and scramble between classes, and listen to the conversations of students studying hard! There is an excitement and energy unmatched at the beginning of a semester!

As I observe, I start to pick up threads of some common conversations: “What do I have to do for this assignment? Where do I go? Is it on the quiz?” Many of these questions could be answered if communicate clearly, listen, and use some tools to aid our efforts. Clear communications are built into most parts of successful teaching and learning and start from a clear statement of learning objectives to a well-written syllabus, to good directions for homework. We strive to provide lectures and content that insightful and informative to help our students to succeed. This week I want to share two tips related to communication: reinforcing active listening and using technology. I will provide information on two supported technology tools that communication: Webex Teams (formerly Spark) and blogging. Finally, I will invite you to attend an upcoming workshop on September 20 entitled “Efficient and Effective Communication Strategies” co-sponsored by the LEARN Center and the LTC.

Reinforce active listening

What challenges are our students facing? Active listening can help us to understand those challenges so we can provide guidance. Active listening is a valuable skill that asks a listener to make a conscious effort to understand what people are really saying. It requires a listener concentrate, understand, respond, and remember what is said. Active listening helps foster relationships built on trust, respect, and honesty.

The Center for Creative Leadership’s Michael Hoppe identified six steps that enhance active listening.

  1. Pay Attention – Allow time for the other person to think and speak.
  2. Withhold Judgment – be open to new ideas, new perspectives, and new possibilities.
  3. Reflect – Paraphrase key point to get on the same page.
  4. Clarify – Use open-ended and clarifying questions to draw people into the conversation.
  5. Summarize – Confirm a sense of mutual understanding.
  6. Share – After understanding the others perspective, you can incorporate your own ideas, feelings, and suggestions.

Active listening can be used in the classroom as a method to gauge students understanding of the subject, what they think they need to do for an assignment, and whether or not they believe something is on a quiz! Taking the time to listen helps us to craft better communications that meets students’ needs.

Use technology

My second tip this week is to use technology to engage our students and colleagues in (hopefully) active listening. I want to highlight two technologies that the University of Wisconsin Whitewater supports: Webex Teams and Blogging.

Webex Teams

Webex Teams is specifically a communication tool. It is an application that facilitates collaboration. Webex Teams supports group messaging, video meetings, file sharing and white boarding. Webex Teams supports group messaging and creates a secured environment for communications. Messages can be read and responded to right away, or flagged for follow up later. Andrew Cole facilitates a three part bootcamp this fall in McGraw 19A on Wednesday afternoons in October (10/10, 10/17, 10/24) from 3:00 pm to 3:45 pm. The first session on October 10 introduces Cisco Webex Teams and explains why instructors and students might benefit from incorporating it. It is encouraged, but not required, to attend all three sessions.

Blogging

The second tool I want to explore this week is one that I have personally started to use as part of writing TED Tips: blogging. Whitewater supports WordPress and has blogs available for instructional, departmental, student organizations or clubs, and personal use. Setting up your own blog site for classroom use, could be a good way to encourage communications. Share class updates on a blog. By sharing the link to your blog, students and parents can sign up for the update notifications and stay informed throughout the year. You can also create assignments or activities that support your learning objectives by having students create and post blog posts and submit the link to you. More information can be found in the Resources section at the end of this post.

Upcoming Workshop on Communications

Finally, I want to invite folks to attend the first of the LEARN Center/LTC Workshop Series of the year. The theme of the 2018-2019 year is “Back to Basics to Balance Workload”. The first workshop is this coming Thursday, September 20 from 12:30 to 1:45pm in the UC 259A. Lunch is provided! Heather Pelzel from Biological Science and the LEARN Center will be presenting with me.

The theme for the workshop is “Efficient and Effective Communication Strategies.” Strategies to communicate with students while also making good use of your available time will be provided. Good interactions start with setting expectations. Setting boundaries for appropriate times, methods, and places for communications is important; we’ll share some examples. We will discuss considerations and options to do this in the syllabus, as well as in the classroom or online learning spaces. Specifically, we will look at how to identify early indications that your students are struggling and then determine if, when, and how to intervene can play a large role in student retention and success.

Resources:

Back to Basics to Balance Workload Learn Center/LTC Workshop series
Thursday, September 20: “Efficient and Effective Communication Strategies”
12:30-1:45 p.m., Lunch Included
University Center, Room 259A
Register by September 14. If you have any questions about this workshop or for late registrations, please contact Sally Lange at learn@uww.edu or 262-472-5242

Upcoming Back to Basics to Balance Workload Sessions:

October 18: Best Practices on Providing Effective Feedback Using Low-Tech and High-Tech options
November 27: Using Groups to Engage Students and Maximize Your Class Time

Webex Teams Bootcamp
Wednesday, October 10, 2018: Why Should I Use Webex Teams?
 Registration Link: http://my.uww.edu/signup/Registration/Details/15660

 Webex Teams (Formerly Spark) https://www.uww.edu/icit/services/webex-teams

WordPress Blog Information: https://www.uww.edu/icit/services/blogs

Making Discussions Visible in Canvas

Canvas and Desire2Learn (D2L) share much of the same functionality, but with the move to Canvas there might be confusion about some of the details about how to get the desired results for your courses.  One of the most common questions we are seeing is about how students will access Online Discussions inside the course.  While the advice below was prompted by the questions about Discussions, the same is true for Quizzes and Assignments.

In D2L there was a dedicated “Discussions” button that could be added to the navigation bar.  In Canvas, this same button exists, but it is only available to Instructors for building purposes.  There are two ways to make sure students can access your discussions; place the Discussions in Modules, or make them Graded.

The best way to make sure students can find discussions is to place them in your Modules in the most appropriate location.  Most courses are separated into units, and the discussion can be placed into the appropriate unit for when the Discussion starts.  Other instructors may create a separate unit just for ongoing discussions that are meant to cross multiple units.

It is also worth knowing that all items that are worth points will be visible to students in the Assignments area.  This includes quizzes and discussions.  While we would encourage you to include those items in your Modules, they will also be added to Assignments for you automatically.

If you have additional questions about Canvas please reach out to 24/7/365 support by going to http://uww.edu/canvas.

Canvas Workshops – Fall 2018

The LTC will be offering both Canvas Hands-On Introduction, Canvas Construction Zone and Canvas Deep Dive sessions during the Fall 2018 semester.

Canvas Hands-On Introduction – 2 Parts (1 Hour)
We will cover the basic function of the core tools in the Canvas platform. There will be time to ask questions along the way. If this is your first time touching Canvas, this workshop is the one for you!

Part 1: 24/7/365 Support, Global Navigation, Create Module, Create Page
Upload File (PowerPoint, PDF, Word, etc), Assignment Groups (set up gradebooks categories)

Part 2: Create Quiz, Create paper submission area, Doing grading and feedback in Speed Grader, Syllabus, Calendar

Event Name Date/Time Location Register
Canvas Hands-On Introduction – Part 1 Friday, September 21st – 1pm McGraw 19c In-Person Registration
Canvas Hands-On Introduction – Part 2 Friday, September 28th – 1pm McGraw 19c In-Person Registration

Canvas Construction Zone (1 Hour) + Bonus Hour!
Are you ready to start digging into your course setup? Do you need help straightening up after moving a course from Desire2Learn (D2L) into Canvas? Do you have questions on how to set things up? This is the session for you! This session will be 1 hour of lab time with support staff on hand to help you construct your course in Canvas. There is also an option 1 hour lab time directly after this workshop if you want to stick around and keep working. Don’t forget your hard hat!

Please transfer a course from D2L to Canvas before coming to the workshop. A step by step guide is available at: https://spaces.uww.edu/x/HoCc

Date/Time Location Register
Monday, September 17th – 8:30am McGraw 19c In-Person Registration
Tuesday, September 25th – 9:30am McGraw 19c In-Person Registration
Wednesday, October 3rd – 1:30pm McGraw 19c In-Person Registration
Thursday, October 11th – 8:30am McGraw 19c In-Person Registration
Friday, October 19th – 12:30pm McGraw 19c In-Person Registration
Monday, October 22nd – 9:30am McGraw 19c In-Person Registration
Tuesday, October 30th – 2:30pm McGraw 19c In-Person Registration
Wednesday, November 7th – 9:30am McGraw 19c In-Person Registration
Thursday, November 15th – 8:30am McGraw 19c In-Person Registration

Canvas Deep Dives (1 Hour)
We will focus on a single tool, and dive deep into various options and use cases for how that tool works.

Event Name Date/Time Location Register
Content Tuesday, September 18th – 12:30pm McGraw 19c In-Person Registration
Quizzes Wednesday, September 26th – 12:30pm McGraw 19c In-Person Registration
Discussions Thursday, October 4th – 12:30pm McGraw 19c In-Person Registration
Grades Friday, October 12th – 12:30pm McGraw 19c In-Person Registration
Content Monday, October 15th – 2:00pm McGraw 19c In-Person Registration
Quizzes Tuesday, October 23rd – 2:00pm McGraw 19c In-Person Registration
Discussions Wednesday, October 31st – 2:00pm McGraw 19c In-Person Registration
Grades Thursday, November 8th – 2:00pm McGraw 19c In-Person Registration
Grades Friday, November 16th – 2:00pm McGraw 19c In-Person Registration

If you have any questions about these sessions, please reach out to the UW-W Learning Technology Center.

TED Tips – Issue 10: Tips and FAQ’s from a Peer Mentor

I am always excited to start a new semester. This week, I want to introduce you to the LTC peer mentors and recount a conversation with Jodi Galvan from the College of Arts and Communication. Based on that conversation, Jodi and I share some frequently asked questions (and answers) from the first week of class. Finally, I want to provide a Canvas specific Tip that can help faculty meet accommodations for students that need additional time on quizzes and exams.

Peer Mentors

The LTC has peer mentors available from each college to assist with the Canvas Transition. These peer mentors are an incredibly valuable resource. While the Canvas 24/7/365 support is the place to start for Canvas questions. Peer mentors can help with transition questions, training Information and resources, and leveraging canvas for enriching teaching and learning. They are:

College of Arts and Communication

  • Jodi Galvan
  • Bill Miller

College of Business and Economics

  • Kelly Delaney-Klinger

College of Education and Professional Studies

  • Carmen Rivers
  • Eileen Schroeder

College of Letters and Sciences

  • Kris Curran
  • David Reinhart

I had the opportunity to work with one the canvas peer mentors, Jodi Galvan, during a recent Canvas Deep Dive focusing on Content.  She was effortlessly reminding folks about where to start for searching for information about canvas – the Canvas Guides.  I sat down with her later and wanted to get some more information about her, her passions, and tips she had for her peers about working online and working in Canvas.

Ted:  How did you get involved in the Canvas peer mentor program?

Jodi:  I am passionate about teaching.  Peer mentorMy first classes were on ground and eventually I transitioned to hybrid and then fully online courses. When the call went out for faculty to help with Canvas, I eventually answered it. 

Ted:  What’s the most important thing that keeps you passionate about teaching?

Jodi:  It is always about the students.  What can I do for them?  How I can help them to succeed?  The students are the most important thing.

Ted:  What the biggest lesson you learned as a teacher working online?

Jodi:  Teaching online is a different beast. It takes a lot of time teaching online to prepare and respond to students.  You have to be “ON” 24/7 and prepared to answer texts and respond to email and messages.  A lot of dedication goes into being a good teacher.  

Being a online learner takes effort too – you have to be prepared to look around, take more direction of your own learning, and be willing to ask questions.  It is more self-directed – even with the best guidance and help it can seem easy to get lost. When it applies to Canvas, take time to look around and be patient.  There is a learning curve for everyone including your instructors.  Nevertheless, we are here to figure it out together.

Ted:  What advice would you offer a student to be able to find their path and be successful when working in Canvas?

Jodi:   Start at the Home page.  Look for announcements and messages from your faculty members because your success is important to them.

They will likely try to communicate you to help you Look for other tools:  The syllabus tab has a list of assignments and due dates.  The “View Calendar” tab, on the “Home” page, also shows all of your assignments and due dates.  When on the “Home” page, be sure you are looking for weekly content, links, presentations, etc.

Be active as student…try to take control of your own education.  Finally:  READ!  

Frequently Asked Questions

Jodi was kind enough to help share some of the most common questions she has heard this first week, and they are incredibly applicable to both on ground and online courses!  We wanted to share some of the questions and answers and compile them for you!  I know her number one question was the same on Tuesday as students were wandering around looking for their classrooms!

Q:  Where do I go?  Where is my class?
A:  Start at the UWW login page http://www.uww.edu/.  Click on the “Canvas” or “D2L” button depending on what your class.  Then click on the big “Login Here!” button.  Enter your Net-ID.  Choose your class.  Ask your instructor if you cannot find your course in either Canvas or D2L.

Q:  Is there an App for Canvas?
A:  Yes!  Start with the Mobile Guide for students.  Find the guide that fits your device (Android or iOS).   Go to the Play store or App Store and download the appropriate app.

Q:  Help!  I cannot do something in Canvas I need to.  How do I get help?
A:  The Canvas Guides (found in the left hand navigation bar under the “Help?” tab) are a great resource if you have a question about Canvas.  If you cannot find your answer in the “Canvas Guides” then you have 24/7/365 Canvas support.  You can access tech support from the Canvas homepage or by going to the “Help?” tab in the left hand navigation bar. You can call, chat, or email for help.  Pro tip:  Chat actually works really well – it is immediate, interactive, and helps troubleshoot what you are looking for.  You will also get a transcript of the conversation.

BONUS TIP:  CSD Tip for student accommodations

Jodi shared another common question.  I have been getting messages from CSD for student accommodations (specifically for extra time on quizzes).  Here are the steps to add extra time to specific students’ quizzes or tests.

Steps:

  1. Click on “quizzes” on the left hand navigation bar
  2. Click on the first quiz you need to make adjustments
  3. In the top right hand corner under “Related Items” click on “Moderate this Quiz”
  4. Find the student who needs extra time and click on the little pencil in the right hand column
  5. Add the extra time
  6. Click “save”
  7. Complete the above steps for each of your quizzes/tests.

Final Thoughts:

I really want to thank Jodi Galvan for her conversation, passion, and dedication for student success.  I really enjoyed interviewing her for this article and appreciated her help in the canvas deep dive workshop a couple of week ago.  All of the Canvas peer mentors are tremendous resources and I appreciate their continued willingness to work with and support faculty!
Next week:  What are some efficient and effective communication strategies that can help improve student learning without overloading your workload!

Ted Witt
–Teaching, Learning, and Technology Consultant

Resources:

LTC Peer Mentors:  http://www.uww.edu/icit/ltc/canvas-portal/peer-mentors 
Canvas Guides:  great place to start for searching for information about Canvas:  https://community.canvaslms.com/community/answers/guides/
Mobile Guide for student app: https://community.canvaslms.com/docs/DOC-4048


Spring 2019 Adaptive Learning Project – Call for Participants

The UW-Whitewater Learning Technology Center (LTC) is currently looking for instructors to explore the use of adaptive learning during the Spring 2019 semester.

About Adaptive Learning

Adaptive learning platforms employ an online learning system personalized to each student. Content and/or assessments adapt based on student performance, providing feedback (including additional learning material) so students can better understand, and master, the course material.

Project Purpose

Participants in this project will utilize the adaptive learning platform Cerego, which is designed to comprise roughly between 7 and 10% of the learning activities/assessments in a course. The purpose of this project is to explore the impact of an adaptive learning platform on student success. Initial guiding questions for this exploration are:

  1. How does adaptive learning influence student learning?
  2. How does adaptive learning influence course attrition?
  3. How does adaptive learning influence student satisfaction?

Project Requirements

Instructors have flexibility in determining the course in which to implement the adaptive learning platform. By taking part in the project, instructors agree to fully participate in, and complete, all project requirements. These requirements include a series of scaffolded, interactive, face-to-face instructional development sessions. These sessions are designed to assist instructors in successfully implementing adaptive learning in one of their courses.

The following semester-by-semester breakdown conveys the expectations for participating instructors:

Fall 2018

  • Attend faculty development sessions with LTC staff (dates TBD); and
  • Create, and present, a detailed plan for use that specifies how adaptive learning will be used in one Spring 2018 course.

Winterim 2018-2019

  • Revise detailed plan for use, and submit revised plan to LTC.

Spring 2019

  • Conduct at least one course using adaptive learning (as described in your plan for use); and
  • Complete early semester “check-in” form for LTC staff; and
  • Attend faculty development session focused on sharing experiences using adaptive learning (date TBD); and
  • Support the LTC in administering an end-of-semester (IRB approved) survey about the course to students.

 Summer 2019

  • Complete video reflection on using adaptive learning in the course. This video reflection will be scheduled during late Spring semester or Summer 2019, at your convenience. The purpose of the video reflection is to share what was learned with other instructors who may be interested in using adaptive learning in the future.

Project Compensation

Instructors participating in the adaptive learning project will receive a stipend to compensate the work they put into their course redesign. If all required components are completed, participating instructors can expect to receive a stipend of $1000.

 Interested?

The Qualtrics application form is available here. After you submit an application, LTC staff will be in contact with you to discuss the next steps.

 Need Additional Information?

Consider attending one of the LTC’s adaptive learning information sessions.

If you have any additional questions about the adaptive learning project, feel free to contact the UW-W Learning Technology Center.

Fall 2018 Teaching with Webex Teams Bootcamp!

Are you looking for a tool to facilitate communication and collaboration between you and your students this semester? If so, you might be interested in learning how to use Cisco Webex Teams in your teaching at the Learning Technology Center’s (LTC) “Teaching with Webex Teams Bootcamp!”

This fall’s bootcamp will take place in McGraw 19A on a series of Wednesday afternoons this October (10/10, 10/17, 10/24) from 3:00 pm to 3:45 pm.

Please see the testimonial below from a UW-Whitewater faculty member who piloted Webex Teams last fall (when it was called “Cisco Spark”).

UW-Whitewater has a campus license for Webex Teams, so feel free to bring your computer or mobile device to the bootcamp sessions and log into Webex Teams. Be sure to bring your device if you attend the “hands-on” session on October 17th! You can install Webex Teams on a desktop device, or on a mobile device. All faculty and instructional staff are welcome to attend the “Teaching with Webex Teams Bootcamp.” Registration is recommended, but walk-ins are also welcome.

Bootcamp Summary:

Wednesday, October 10, 2018: Why Should I Use Webex Teams?

This first session introduces participants to Cisco Webex Teams, and why instructors and students might benefit from incorporating it. Participants will be introduced to the concepts of “Teams” and “Spaces.” Facilitators will provide examples to help participants understand what Webex Teams is (and is not), how Webex Teams works, and the purpose in using Webex Teams.

Wednesday, October 17, 2018: How Do I Use Webex Teams?

This second session provides participants with a hands-on technical training with Cisco Webex Teams. Participants will practice creating “Teams” and “Spaces,” as well using Webex Teams to communicate and collaborate with others.

Wednesday, October 24, 2018: Now What Do I Do With Webex Teams?

This third, and final, session provides participants with a forum to discuss potential applications of Webex Teams in their teaching. Facilitators will provide participants with “best practices” for using Webex Teams based on recent pilots at UW-Whitewater.

Please note: There is no stipend associated with attending the “Teaching with Webex Teams Bootcamp.” However, if you complete all three sessions, you will receive a badge. The “Teaching with Webex Teams Bootcamp” is the same program as Spring 2018’s “Teaching with Spark Bootcamp.”

If you have any questions about the “Teaching with Webex Teams Bootcamp,” or any other LTC training or workshop, feel free to contact the UW-Whitewater Learning Technology Center.

TED Tips – Issue 9: First Impressions

Listening to Chancellor’s Kopper’s excitement about the sesquicentennial theme “150 years: Inspire. Engage. Transform” I was reminded of a personal story about first impressions. First impressions can have incredible impact on our students: both positive and negative. The “best” first impressions tend to be memorable first impressions! These are the impressions that can inspire students, get them to engage, and get them to achieve more than they thought possible. They can become memories that last a lifetime.

When I was a student, my first year philosophy instructor was Fr. William Ryan, SJ, a senior faculty member and a Jesuit priest. On the first day of class, Father Ryan terrified me. He looked like a villain from a fantasy movie.

Imagine him. He had a couple of peculiar physical characteristics that he leveraged for maximum cinematic impact. He was double-jointed with reversible elbows that bent the wrong way. They swiveled like a contortionist. On that memorable first class, he greeted us perched precariously forward on these elbows, hands like off-kilter talons dangling from broken bones. He had large dark beady eyes that protruded slightly too far from his head on menacing eyestalks. To add to the menace, he swayed silently like a cobra, back and forth, back and forth.

There were no rows in the classroom. The desks were arranged in a circle around the outside of the room. As we were settled in in our seats, trying desperately to avoid eye contact, unsure what to expect, we waited in silence; those large beady eyes flickering from side to side glaring at each student in turn, with no place to hide… The atmosphere was thick and unease, fear, and terror collected as beads of sweat on a warm fall day from anxious — now silent students. We awaited some proclamation that would likely spell our doom for the semester.

The uncomfortable silence lingered. After what seemed like an eternity, (likely no more than a few seconds), Fr. Ryan stood up and started class. He was not a large man. His voice was soft but the silence amplified his words into a bellowing roar. Three words without preamble or introduction: “KANT WAS WRONG!”

This was NOT what we expected on the first day of class. Who was this misshapen lunatic? Who was Kant? Why was he wrong? Am I in the right class? I hope Kant is not a student! Do I belong here? Can I do this? What madness was this? Am I smart enough to be here? What does this mean? My class was ensorcelled.

Then I started to notice something remarkable happening. After another pause, Father Ryan sat back down into is his chair. No longer perched on backwards elbows, his arms now rested at his side. A slow tremendous smile spread across his face. His eyes softened. A warmth began to spread across the room led by his smile. A glow replaced the glower. A soft laugh replaced the bellow. My class started to relax.

“Welcome to class!”

The spell was broken. It would take a long time to learn more about this Kant character and why he might be wrong…but we could begin the school year!

TED Tips. Technology. Education. Design.
–Teaching, Learning, and Technology Consultant