Category Archives: For Instructors

Canvas Workshops – Fall 2018

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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 Hands-On Introduction – Part 1 Friday, November 2nd – 10:30am McGraw 19c In-Person Registration
Canvas Hands-On Introduction – Part 2 Friday, November 9th – 10:30am 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 optional 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.

  • Content: This is delivered on the concept of backwards design driving the look and feel of course setup. It is about taking what you already do and molding a better experience for you and your students.
  • Quizzes: This will touch on different question types, building in targeted feedback in auto-graded quizzes, and most likely spend the bulk of the time in the Question Bank area to help instructors get a feel for how Canvas Question Bank is different than D2L Question Library.
  • Discussions: We will look at setup (including threaded vs unthreaded), visibility, the lack of a “Forum” in Canvas (compared to how D2L had it), group setup, and grading.
  • Grades: Weighting grades, Late policies, Muting Assignments, SpeedGrader, setting a default grade, and setting up extra credit.
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

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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

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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!

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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

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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

Poll Everywhere

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Poll Everywhere is an interactive tool that is newly adopted on the UW-Whitewater campus this fall. 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 discussion, group activities, and more.

Poll Everywhere allows you many different options for poll questions, including word clouds. If you are unfamiliar with Poll Everywhere, you might find this introduction video helpful.

This fall the LTC will be offering a few information sessions which can help you get started with using Poll Everywhere. The sign-up links are below (please note you will need to log in with your UWW credentials to register):

Wednesday September 26th, 2018 at 3:00 PM in McGraw 19A

Friday October 5th, 2018 at 10:00 am in McGraw 19A

You do not have to wait until one of these sessions to get started! Feel free to try it out, and let the LTC know if you need any assistance! Poll Everywhere also provides a detailed online instructor guide and a student guide.

If you have questions regarding Poll Everywhere, please contact the UW-W Learning Technology Center.

TED Tips – Issue 8: 2018 NMC Horizon Report — Trends

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Each year, for the last fifteen years, the New Media Consortium has published an annual Horizon Report. The report “identifies and describes the higher education trends, challenges, and developments in educational technology likely to have an impact on learning, teaching, and creative inquiry.” In 2018, EDUCAUSE acquired the rights and plans to continuing publishing this important look at trends and technological developments that drive educational change. As the name implies – the report is a look towards what is on the five-year horizon for higher education.

This week’s TED Tips will start what will become a three part series on the 2018 Horizon Report. The Horizon report includes three main sections:

  • Key Trends Accelerating Technology Adoption in Higher Education
  • Significant Challenges Impeding Technology Adoption in Higher Education
  • Important Development in Educational Technology for Higher Education

This week’s post will explore the key trends; about once a month, I will report on the each of the remaining topics.

Technology changes:  timelines

Trends in technology drive our planning and decision-making. They shape our strategic thinking. Long-term trends take time to emerge. Mid-term trends shape a window three to five years from now. Short-term trends influence technology adoption now but may be fully implemented or replaced by other trends in the near future.

Growing Focus on Measuring Learning: short-term trend

In the context of measuring learning, the trend here is on the variety of methods and tools used to evaluate measure and document academic readiness, learning progress, and skill acquisition. Changes in the workforce change the skills needed. Data analytics has been a buzzword for some time; that translates into an increase in expectation around developing data systems to provide “evidence” for decision-making. Data mining, dashboards, and visualization software. We have already looked at how we are no longer focusing on “Learning Management Systems” and instead looking at “Digital Learning Environments”. One of the main advantages of this trend is to leverage analytics and visualization to portray data. The upcoming LEARN / LTC workshop on Efficient and Effective Communications Strategies has a segment on how to develop strategies to use that information in Canvas to help your students! I suspect that this trend will continue.

Redesigning Learning Spaces: short-term trend

This trend focuses on strategies that help blend digital components with more active learning elements. Our “classrooms” are evolving to support online, blended, and hybrid modes of teaching. We are concerned with greater mobility, flexibility, and multiple devices. What is the role of technology in the classroom? How do we use it to inform our design? What spaces can we use to encourage the skills for students to use and interact in their future careers?  Rebuilding classrooms take time, budget, and talent.

For example, several classrooms on campus have been recently redesigned to become “active learning classrooms”.  These spaces often feature movable tables and chairs, individual whiteboards, screen sharing technology, multiple monitors for easy content viewing, interactive whiteboards, and other technologies.  The newly redesigned Heide 105 opens this fall as an example of this trend and included input from teams from the College of Letters and Science with collaboration from ICIT, facilities, and campus planning with support from the Provost’s Office Classroom Redesign Initiative.

Proliferation of Open Educational Resources: mid-term trend

One driver in higher education has been costs associated with textbooks, materials, and fees associated with implementing software or devices. Open Educational Resources (OER) could be an answer to help keep costs down.  OER is “high-quality teaching, learning, and research materials that are free for people everywhere to reuse and repurpose”. A common example of an OER resource is Creative Commons. The Horizon Report itself is published using “attribution 4.0 International license” which allows anyone to replicate, copy, distribute, transmit, or adapt freely, provide attribution is provided. As such, I am providing a link the full report and the full citation in the Resources section of this post. Additional OER strategy could be using Canvas Commons where faculty can find, import, and share content for their classes. Another potential outcome of OER strategies could allow institutions to leverage investments and share content from courses and instructors – potentially building programs across departments and colleges.

The Rise of New Forms of Interdisciplinary Studies: mid-term trend

New maps and paths for higher education continue to be developed and expanded every year. The “traditional, single degree” path has faded as higher education explores new models. Recent innovations within this trend have included alternative credentials, badges, “stackable” degrees, awarding credit for real-life experiences, and on-demand training. Building these structures takes time.

Advancing Cultures of Innovation: long-term trend

A long-term trend in higher education has been a call to drive innovation and invention. This trend can been seen in programs that foster entrepreneurship, spark startup incubators, and develop venture capital and investment. Students engage in tackling bigger problems. Higher education is being called upon to innovate, invent, and create.

Cross-Institution & Cross-Sector Collaboration: long-term trend

The final long-term trend reflects an increasing global and interconnected environment. Faculty can work with colleagues across institutions, time zones, and continents. Technology provides more resources to support cross-sector collaborations. How do we prepare students for this new digital focused workforce? What skills are needed? How do we realign and rebuild our programs and degree pathways to align with these changes?

The 2018 Higher Education Horizon Report provides a look into the future. It is a rich place to explore ideas connected to the themes of Technology, Education and Design. These glances can inform our thinking now, guide our planning, and inspire our journey. The emphases will change over time. I appreciate the opportunity now, to gaze out towards that horizon, and ponder possible trends educational technology can have on learning, teaching, and creative inquiry.

– Ted Witt
Teaching, Learning, and Technology Consultant
RESOURCES:

2018 NMC Horizon Report
Citation: Samantha Adams Becker, Malcolm Brown, Eden Dahlstrom, Annie Davis, Kristi DePaul, Veronica Diaz, and Jeffrey Pomerantz. NMC Horizon Report: 2018 Higher Education Edition. Louisville, CO: EDUCAUSE, 2018.
https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
https://creativecommons.org/licenses/by/4.0/

TED Tips – Issue 7: Upcoming Training Opportunities

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Last week, I introduced the idea of “learning technologies” as the broad range of communication, information, and related technologies that support learning, teaching, and assessment. This week, I want to explore a few upcoming Learning Technology Center (LTC) activities where you can learn more about various “learning technologies”.

training

training

Welcome Back Week

One of the most important events at the start of the academic year is Welcome Back Week. Each year, ICIT hosts a Technology Open House where faculty, staff, and students explore new campus technology and technology related initiatives. This year’s Tech Open House is Wednesday, August 29 from 1:30 – 4:30 pm in UC 275. You will find hands-on interactive demonstrations, information from vendors, and can participate in a “GooseChase” scavenger hunt. There will be free food and door prizes. Complete scavenger hunt missions to win additional door prize entries. See the resources section at the end of this TED Tip for more information on how to get started on the GooseChase.

In addition to the Technology Open House, there are several Canvas workshops throughout “Welcome Back Week”. These workshops cover a variety of topics from getting started in Canvas, a look at building content, and a more hands-on approach to features like “SpeedGrader” and other ways to expedite grading and provide feedback.  These workshops will are all held in Hyland 3101.

  • Introduction to Canvas — Friday, August 24 from 8:30 – noon
  • Using Canvas for Grading and Feedback – Friday, August 24 from 2:00 – 3:00 pm
  • How to Build Content in Canvas – Tuesday, August 28 from 3:30 – 4:30 pm

LEARN Center/LTC Collaborative Workshop Series

The LTC/LEARN Center collaborative series for the 2018-2019 is on the theme of “Back to Basics to Balance Workload” and will focus on strategies to improve your teaching practice and student learning without adding to your workload. The first session “Efficient and Effective Communication Strategies,” will be Thursday, September 20 from 12:30 until 1:45 pm in UC259A. Heather Pelzel, Biological Sciences and LEARN Center and Ted Witt from the LTC will present communications strategies to help you:

  • Establish expectations and boundaries for communications between instructor and students.
  • Evaluate strategies for determining academic “at-risk” students and tips for how and when to facilitate academic interventions.
  • Explore methods to use CANVAS for additional ways to communicate with students.

The other workshops in the fall series will be on October 18th “Best practices on providing effective feedback using low-tech and high-tech options” and November 27th “Using groups to engage students and maximize your class time”.

Teaching with Technology

Searching for ways to build community with students in your online class? Looking for a way to facilitate communication and collaboration between your students in your face-to-face class? You may benefit from the Learning Technology Center’s (LTC) “Teaching with WebEx Teams Bootcamp!” Webex Teams is an app for continuous teamwork with video meetings, group messaging, file sharing and white boarding. This three part series is on Wednesdays at 3:00 pm in October.

  • Why Should I Use WebEx Teams? October 10
  • How Do I Use WebEx Teams? October 17
  • Now What Do I Do With WebEx Teams? October 24

Additionally, there are two upcoming “Poll Everywhere” information sessions. Poll Everywhere is a polling application that can enhance live interactive audience participation in class in real time. You can learn more about “Using Poll Everywhere to Engage Students” through two upcoming workshops:

  • September 26 at 3:00pm
  • October 4 at 11:00 am

Institute for Online / Blended Teaching

If you are new to teaching online or blended courses, or are interested in revitalizing a current course, the Institute for Online/Blended Teaching provides instructors the opportunity to collaborate on course design strategies and teaching best practices. This intensive and interactive series of workshops simulates taking a blended course and integrates a variety of different methods and technologies. The structure of the Institute allows participants to explore new instructional and course design methods, and participate in learning activities similar to what a student would experience. Look for registration for the Winter 2018 program early this fall.

For a complete list of upcoming events or to sign up for these events, use the ICIT signup web page using your Net-ID! https://my.uww.edu/signup/Home Find more about these and other activities on the LTC’s blog page: http://blogs.uww.edu/instructional/

Next week I want to peer into the future and explore the innovative practices, trends, and technologies for higher education as presented by the 2018 Horizon Report.

– Ted Witt
Teaching, Learning, and Technology Consultant

RESOURCES:
http://blogs.uww.edu/instructional/

Welcome Back Week GooseChase notes:

  • Play our Interactive Scavenger Hunt, GooseChase.
  • Download the GooseChase iPhone or Android app.
  • Register for an account with your “uww” email address.
  • Create a password that IS NOT THE SAME as your Net-ID password.
  • Search for and join one of the two “ICIT Tech Open House” games.
  • The missions will go live on Wednesday, August 29 at 1pm.

Fall 2018 Canvas Courses Now Available

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Beginning on Friday, August 10th, 2018 all Fall 2018 courses are now available in Canvas.  A few reminders about how this works:

  • No More Course Requests!  With Canvas, your courses will be automatically created every semester.  You no longer need to fill out a course request form.
  • Course Combinations.  Do you want to combine multiple sections of the same course into a single Canvas course?  Follow the steps in the Cross-Listing/Merging Canvas Courses guide.  If you need to combine courses that you are not the teacher for or if you have any questions please contact Canvas support.

Now that you have your course – here is what’s next:

  • Courses are Unpublished.  By default, all courses that are created in Canvas will come across as unpublished.  When a course is unpublished, it’s only visible to you – and students will not see the course.  Once you have your content loaded up into the course and ready to go, simply hit the “Publish” button in the top right corner on the course home page.  For more information see: Canvas Guide: How do I publish a course?
  • Import your content (Master Course).  If you have been working in a Master (Blank) course inside of Canvas – great!  You can easily copy that content into your Fall semester course and then you’ll be ready to go!  Follow these steps to Copy Content from an Existing Canvas Course.
  • Import your content (Desire2Learn).  If you want to pull content directly over from Desire2Learn into your Canvas course – we got you covered!  Follow these steps to Export your Desire2Learn Course and Import it into Canvas. Keep in mind, there will be some adjustments you need to make – so don’t want until the last minute.  Check out the D2L Course Complexity App for more information.
  • Canvas Support.  As a reminder, with Canvas we do have 24/7/365 Phone, Chat and Email Support (links on the login page)!  Please direct all questions to Canvas support.  If they cannot assist you, they will escalate the issue to local support at UW-Whitewater.

Many of the external applications and integrations that were available in D2L are already completed and ready to go in Canvas.  Respondus LockDown Browser has recently been completed is now available and ready for use.  For the full list of integrations, check out the External Applications Integrations list.

Want to learn more about Canvas? Join us at one of our workshops during welcome back week! Signup at: http://go.uww.edu/ltc-workshop-signup  Can’t make a workshop? Check out our Training Resources.

If you have any questions or concerns about the transition, please reach out to the UW-W Learning Technology Center.

 

TED Tips – Issue 6: What is “Learning Technology”?

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Technology has become more and ubiquitous in higher education.  Technology allows students to conduct research and analysis, collaborate and communicate, and to create rich multimedia experiences.  Interacting with digital learning environments help develop deeper skills like problem solving and critical thinking.

Over the last few weeks, I have introduced myself and started to explore the themes of Technology, Education, and Design.  This week I want to describe the meaning of the phrase “learning technology” and some of the context of the work we do in The Learning Technology Center.

I work in the Learning Technology Center (TLC). The LTC is a unit in the Instructional, Communication, and Information Technology (ICIT) Department in the division of Academic Affairs.  ICIT focuses on using technology to meet “educational, research, learning, organization, administrative and public service” needs. As part of ICIT, the Learning Technology Center supports faculty and instructional staff.  The LTC looks
for ways to integrate pedagogy and technology to develop effective learning experiences.

procution studio

LTC Media Production Studio

What is “Learning Technology” and how does the LTC support it?

The Association for Learning Technology defines “Learning Technology as the broad range of communication, information and related technologies that support learning, teaching and assessment”.
Learning technologies support the process, design, and delivery of education.  In addition to learning, teaching, and assessment, tools can aid faculty in other ways such as analytics that provide insights into student progress and support data-driven decision-making and intervention.  Tools that support research can also be included.

What types of topics fall into the broad category of “learning
technology”?

Digital Learning Environment The University of Wisconsin System uses a “digital learning environment” to support teaching and learning in all modes.  As we have explored over the last few weeks on this blog, the UW-System is moving to Canvas Instructure as that main platform.  The LTC supports faculty by providing training and workshops on how to use Canvas, migrate content from D2L to Canvas, and explore specific tools within Canvas. This support extends beyond how to use Canvas and its tools, but promotes the best practices and advocates for sound pedagogical approaches to using those tools.

The digital learning environment extends beyond the Canvas platform.  It include other ways to design, develop, and deliver learning materials, interactive experiences, and assessments.   For example, multimedia video has been shown to increase student engagement; the LTC has a professional media production and recording studio to help create, manage, and distribute streaming video for classroom use.

Incorporating technology into learning spaces.   Higher education increasingly incorporates digital elements into the classroom.  Learning technology can support traditional face-to-face classrooms by incorporating digital content or active learning
models.  Technology also enables the facilitation of other course modalities, for example, online classrooms or hybrid and blended spaces that fall somewhere in between.  More recently, classroom interactions often support multiple devices including mobile smart phones and the use of student response systems.

Evaluating emerging technologies.  As new technology emerges, there are different possible applications for classroom use.  The LTC supports pilot projects to help
monitor and evaluate trends related to emerging technologies for potential use at the UW-Whitewater campus.  Additionally, the LTC supports technology adoptions that meet both instructional and non-instructional needs.  For example, the LTC is currently exploring adaptive learning with instructors.

While technology can be fun and shiny and new…we believe that technology should not be used for technology’s sake or because it is considered “fun and shiny and new”!  Instead, we believe in understanding the underlying issues and trends, exploring multiple options (including possible low or no tech solutions), implementing strategies, and evaluating their effectiveness.

I hope that this week’s TED Tip elaborates on what “learning technology” means and some of the ways the LTC supports using technology to enhance teaching and learning.   Next week I will explore in more detail some of the specific services, workshops, and training opportunities the LTC offers.  I invite you to participate!

– Ted Witt
Teaching, Learning, and Technology Consultant

Resources:

https://www.uww.edu/icit/ltc

https://www.uww.edu/icit/about

https://www.alt.ac.uk/about-alt/what-learning-technology