National IT Survey Highlights Teaching and Learning Trends Please complete the survey if you’re selected this year Since 2006, EDUCAUSE, the professional association for IT in higher education, has conducted an annual survey of students about their technology usage and preferences and, beginning in 2014, a survey of faculty on similar topics. In 2023, nearly 2,000 students from across 10 U.S. institutions participated in the study.

With the exception of 2014, UMBC has participated every year in this ongoing research. The resulting longitudinal data have helped us benchmark trends, such as the increasing ubiquity of smart devices. These insights have, in turn, led to advancements, including the adoption of phone-based responseware.

As with previous administrations of these surveys, this year we will randomly select 25% of UMBC students and faculty to participate. If you are among those selected, you will receive an invitation later this week. Please complete the survey to help us better understand and support your needs. Your feedback is invaluable in helping us enhance technology services and support.

Reflecting on the insights gained from previous years’ participation, the results of the 2023 surveys offer valuable perspectives on student and faculty preferences.

The 2023 Student and Faculty surveys were deployed beginning last September. The results revealed student preference shifting toward online and hybrid instructional options. On a Likert scale ranging from strongly agree to strongly disagree, 30% of respondents expressed a preference for online learning, 40% disagreed with this sentiment, and the remaining 30% were neutral. Furthermore, 88% of respondents either agreed or strongly agreed that students should have the autonomy to choose the instructional modality that best suits them.

Figure 1: Every student should be able to participate in course activities in whatever ways work best for them (Students)

Students often choose alternatives to traditional face-to-face instruction due to various external factors, such as family and work commitments or accessibility limitations with campus-based instruction. For these individuals, the absence of alternative formats can pose an insurmountable barrier to accessing higher education opportunities, both generally and, more specifically, at UMBC. Our faculty respondents acknowledge this individual preference for instructional format, with 76% identifying flexibility in teaching modality as either “Important” or “Very Important”.

Figure 2: How important is policy supporting flexibility in teaching modality? (Faculty)

Flexibility in instructional modality was also a principal theme highlighted by EDUCAUSE when providing their survey reflections and next steps.
Image by Freepik
]]> Since 2006, EDUCAUSE, the professional association for IT in higher education, has conducted an annual survey of students about their technology usage and preferences and, beginning in 2014, a... https://doit.umbc.edu/post/145116/ https://beta.my.umbc.edu/api/v0/pixel/news/145116/guest@my.umbc.edu/68a3d481b212ab759eb657f3dea35bd7/api/pixel doit ecar educause survey Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/xxlarge.jpg?1730125856 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/xlarge.jpg?1730125856 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/large.jpg?1730125856 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/medium.jpg?1730125856 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/small.jpg?1730125856 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/xsmall.jpg?1730125856 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/145/116/5ecfe17c34d737ec6000dab0ecc1768b/xxsmall.jpg?1730125856 7 0 true Mon, 28 Oct 2024 11:19:02 -0400 Mon, 28 Oct 2024 11:49:45 -0400 Learning Analytics Mini Grants CFP Due 6/2/23 ICYMI: SP23 LA workshops all recorded UMBC's Division of Information Technology (DoIT), in partnership with the Office of the Provost, is pleased to announce the call for proposals for the 2023 Learning Analytics (LA) Mini Grants. This initiative aims to encourage, identify, and exchange effective practices to enhance student success and retention.

The mini grants are specifically designed to address two key areas of focus:

  1. Student Success and Retention: The grants welcome proposals that explore the relationships between activities and learning in one course and outcomes in other courses. By investigating these connections, instructors can gain insights into strategies that can improve student success and retention rates. This research is particularly crucial for courses with low success rates, critical progression points, or those imparting fundamental skills required for success in the major or program.
  2. Faculty Development and Support: Recipients of the mini grants will receive a $2,000 professional development award, renewable annually, directed to their faculty member or department's PeopleSoft chart string account. In addition to access to warehouse data (REX), recipients will also receive support for Tableau, a powerful data visualization tool. Furthermore, participants will be expected to present a report at the conclusion of their project, and they will have the opportunity to engage with the LA Community of Practice. These grants also provide an opportunity for recipients to use their results to compete for the prestigious Hrabowski Innovation Fund award.
The LA Mini Grants build upon the university's commitment to utilizing data-informed insights to improve student outcomes. In line with this objective, the Provost's office, in collaboration with DoIT's Analytics & Instructional Technology groups, has been organizing workshops on supporting student success throughout the academic year. These workshops, illustrated by our Spring 2023 lineup below, have covered various topics faculty may want to explore further in their own mini-grant proposals:
These presentations have provided valuable knowledge and resources to support faculty in their understanding and utilization of data to support their pedagogy, and the meeting recordings linked through each event are available for anyone with a UMBC account.

The LA Mini Grants program presents an exceptional opportunity for faculty members to enhance their teaching practices and contribute to the university's commitment to student success and retention. Interested faculty members are invited to submit their applications by Friday, June 2, 2023. The application package should include a brief abstract that could be published on the UMBC website if accepted, a maximum three-page research project proposal, and a letter of support from their department chair. For further inquiries or to submit applications, please contact Robert Carpenter, John Fritz, or Tom Penniston.

For anyone interested in an additional professional development opportunity outside of (or in addition to) the LA Mini Grants, Indiana University Bloomington will host their 5th Annual Learning Analytics Summit virtually next week (5/17-5/19), and participation is 100% free.

By Tom Penniston, with initial draft generated by ChatGPT

Image by katemangostar ]]> UMBC's Division of Information Technology (DoIT), in partnership with the Office of the Provost, is pleased to announce the call for proposals for the 2023 Learning Analytics (LA) Mini Grants.... https://beta.my.umbc.edu/api/v0/pixel/news/133391/guest@my.umbc.edu/ea7d1f952968d291cef22a6e20e7886e/api/pixel analytics cop doit la mini-grants Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/xxlarge.jpg?1683731970 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/xlarge.jpg?1683731970 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/large.jpg?1683731970 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/medium.jpg?1683731970 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/small.jpg?1683731970 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/xsmall.jpg?1683731970 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/133/391/ce92c3ed1caf205b63cb53ae3ffef835/xxsmall.jpg?1683731970 4 0 true Wed, 10 May 2023 11:31:34 -0400 Wed, 10 May 2023 12:32:53 -0400 SP22 Survey Shines Light on Faculty Testing Key themes: academic integrity, accommodations, testing ctr. In an effort to gather information on how faculty design and administer tests, DoIT collaborated with the Faculty Development Center (FDC) and Student Disability Services (SDS) to create and distribute a short survey to all 941 instructional faculty teaching in Spring 22. There were 157 complete submissions, representing a 17% response rate. Of these survey participants, 78% were full-time faculty, and about half (54%) were Associate, Assistant, or Full Professor. Almost all were from CAHSS (48%), CNMS (24%), or COEIT (22%), and 86% primarily teach undergraduate students.

The quantitative data, as illustrated below in Figure 1, indicate that faculty teaching larger courses and those teaching courses with high percentages of the overall grade contingent on a small number of tests (i.e., high-stakes testing) are considerably more concerned about academic integrity. Also, the survey's open responses suggest instructors believe assessments are important, but were not of a single voice in regards to balancing formative and summative approaches in face-to-face and virtual environments.

Figure 1: Percent of Final Grade from High-stakes Testing, by Course Enrollment


The majority of respondents (59%) taught classes of 50 or fewer students, and about one in five (19%) taught classes with more than 100 students. Additionally, of those instructors teaching courses with at least half of their students' final grades determined by high-stakes tests, 72% agreed or strongly agreed that "Academic integrity on high-stake assessments is a major concern in my course(s)." That same level of sentiment is shared with less than half (49%) of instructors with grading schemas that are not as dependent on high-stakes testing.

Academic integrity is approached in several ways, including the use of psychology (lecturing students and/or acknowledgment of an "honor" statement or pledge) and overall design of the assessments, such as question banks, randomization, synchronous testing, and, in direct conflict with student accomodation concerns, time constraints.1 These approaches are carried out in two different environments: in-person and online. In the case of the former, respondents indicated traditional means of face-to-face proctoring. With the latter, instructors may use Blackboard, along with the Respondus Lockdown Browser, and potentially the Monitor option. Other respondents described having their students turn their computer cameras on during the assessments. Plagiarism checkers such as SafeAssign and Turnitin are also leveraged.

There is an acknowledgement by some, however, that there may not be anything that can be done to fully redress issues concerning academic integrity "other than theatrics." As one respondent noted, "it is impossible to keep students from posting the questions (from memory) on the Internet as soon as they are done with their own test." Some stated, however, that they believe their tests are relatively impervious to cheating due to the tailoring and formatting of the questions. Others stated they didn't think they have a big problem with cheating, or did little to curtail it beyond making sure students aren't using their phones or looking at other students' papers, which can be of particular concern when rooms are at full seating capacity.

The student disability-based testing accommodations described universally involve faculty providing more time on assessments for individual students, or through the course of the pandemic, expanding the testing window for all students. Few faculty indicated a pervasiveness of need, with some emphasizing how few occurrences of student accommodations they've received in their teaching careers. Additionally, multiple respondents seemed to be under the false impression that SDS has a testing center to support this need, rather than just ad hoc space allocation that is only available for SDS registered students with disabilities. Meaning it is not for general make up test proctoring for all students, can only seat 15 students at a time, and has computer stations only intended for specialized assistive technology needs..

Interestingly, when asked about the possibility of a dedicated UMBC testing center, only 14% of respondents teaching 50 or more students don't believe a testing center would help them; none of the respondents teaching more than 100 students are of that opinion. In fact, several respondents voiced support for this kind of facility, with one saying "I would be THRILLED for a testing center at UMBC!"

Some faculty, however, never use high-stakes testing. They may choose not to due to a lack of familiarity or experience with it (e.g., having begun teaching during the pandemic), while other instructors stated they did not believe in using high-stakes assessments on pedagogical grounds, or employ qualitatively graded assessments, such as case studies or written assessments, rather than discrete answer assessments. These types of assessments, of course, can still be high stakes, although much more difficult to scale for larger classes than multiple choice bubble sheets. Other faculty described offering more "smaller" assignments or quizzes. One respondent specifically cited their PIVOT training for adoption of this "best practice."2 Of those who did make use of high-stakes assessments, some stated they were important to encourage students' motivation to learn. "You have to have some high-stakes testing to get students to study," responded one instructor.

In short, faculty vary in their approach to testing, but there are similarities based on course enrollment size and discipline/college. Also, adoption of a testing center could potentially benefit faculty conducting testing, particularly in high-stakes/enrollment environments to support academic integrity and accessibility needs.

[1] As one respondent points out, "Many institutions also offer disability accommodations within a broader testing center, which helps to reduce stigma for students with disabilities."
[2] About one in five respondents are now offering fewer high stakes tests since the pandemic shift to online learning.

~By Tom Penniston
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It is my pleasure to both introduce and welcome the three newest members of the Instructional Technology team in DoIT: Chimaobi (Mobie) Nwaokomah (pictured at left), Laura Wyatt, and Collin Sullivan. They round out the team that added Dr. Susan Biro in her new role as Online Learning Coordinator in early May of this year. These new staff members add depth and breadth to the existing team as DoIT continues its investment in Instructional Technology.

Chimaobi (Mobie) Nwaokomah joins the team as an Instructional Designer. Mr. Nwaokomah graduated with a Master of Public Administration from the University of Baltimore and completed his Master of Arts in Instructional Systems Development from UMBC in Spring 2019. He also completed graduate certificates from UMBC in Instructional Technology and Distance Education. He previously served as an Instructional Designer and LMS System Administrator at the University of Baltimore, and an e-Learning Specialist at that same institution.

Laura Wyatt also joins the team as an Instructional Designer. Ms. Wyatt graduated with an M.S. degree in Curriculum and Instruction from McDaniel College. In her most recent position, she served as the Associate Director of Instructional Technology at McDaniel College and previously served as their Learning Management System Administrator. 

Collin Sullivan joins the team as a Learning Management System (LMS) Support Specialist. Mr. Sullivan earned both his Bachelor of Science in Information Systems and his Bachelor of Arts in Economics here at UMBC in May 2019.  He served as an intern in the Instructional Technology office from 2015-2018 where he demonstrated his technical skills and abilities, giving him the foundation to thrive in his new role and support UMBC’s migration to Ultra.

Please join us in welcoming these three dynamic individuals into the UMBC family. We look forward to their future contributions to our community and the institution.

Sincerely,


Sherri Braxton

Senior Director

Instructional Technology

UMBC Division of Information Technology


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I am pleased to announce that Dr. Susan Biro has accepted UMBC’s Online Learning Coordinator position in the Division of Information Technology (DoIT). She will start full-time on Wednesday, May 8, and serve as the primary point of contact for DoIT’s collaboration with the Division of Professional Studies (DPS) in developing hybrid and online applied master’s programs as part of the new, strategic investment in instructional technology.

With more than 17 years of experience in distance education, Susan brings expertise in many facets of designing, developing, implementing, and administering online programs. In her most recent position as Executive Director of Teaching and Learning Technologies at Prince George’s Community College, she was responsible for planning and coordinating the eLearning and technology training teams in their support of online/hybrid courses. Prior to that role, Dr. Biro served as the Director of Distance Education at Carroll Community College where she was responsible for not only ensuring effective use of the learning management system in developing and delivering online, hybrid, and onsite courses, but also ensuring comprehensive administrative services were in place to support online faculty and students. Finally, as Dean of the Online Campus at Berkeley College of New York and New Jersey, Susan served as the chief academic officer for online programs where she mentored full time and adjunct online faculty, managed the planning and creation of programs to enhance online student retention, and assisted in creating institutional standards for credit-for-prior-learning and portfolio development.

Susan earned both her Doctor of Education with a specialization in Leadership in Higher Education and her Master of Education in Adult Education from Widener University and holds a Bachelor of Arts in Journalism from Delaware State University.

Please join us in welcoming Susan into the UMBC family. We look forward to her future contributions to UMBC.

Sincerely,


Sherri Braxton

Senior Director

Instructional Technology

UMBC Division of Information Technology


 ]]> I am pleased to announce that Dr. Susan Biro has accepted UMBC’s Online Learning Coordinator position in the Division of Information Technology (DoIT). She will start full-time on Wednesday, May... https://beta.my.umbc.edu/api/v0/pixel/news/84246/guest@my.umbc.edu/77e7af5ead2ec513e8a219f257df2325/api/pixel doit dps hybrid instructional-technology online online-learning staff Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/xxlarge.jpg?1556756040 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/xlarge.jpg?1556756040 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/large.jpg?1556756040 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/medium.jpg?1556756040 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/small.jpg?1556756040 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/xsmall.jpg?1556756040 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/084/246/e399156ec73b8a09d7fff206fc1aba69/xxsmall.jpg?1556756040 10 0 false Wed, 01 May 2019 20:19:14 -0400 Fri, 04 Oct 2019 14:38:39 -0400 Instructor Training for Respondus 4 & the Test Bank Network Learn how to quickly create and manage online exams!

Quickly Create Online Exams: Respondus 4 and the Test Bank Network

Respondus is a powerful tool for creating and managing exams that can be printed to paper or published directly to Blackboard. Exams can be created offline using a familiar Windows environment, or moved from one LMS to another. Whether you are a veteran of online testing or relatively new to it, Respondus will save you hours on each project.

Learn how to use Respondus 4 to quickly create and manage online exams — and see the brand-new user interface! With Respondus 4, exam can be printed or published directly to your online course. We'll also cover how the Respondus 4 and the Test Bank Network enable instructors to create online tests – in just minutes – from official publisher test banks.

Additional information about using Respondus 4.0 at UMBC can be found within the following FAQ: 
https://wiki.umbc.edu/display/faq/Respondus

Respondus is also offering training webinars on their Lockdown Browser and Monitor tools; learn more about those training opportunities here.
]]> Quickly Create Online Exams: Respondus 4 and the Test Bank Network Respondus is a powerful tool for creating and managing exams that can be printed to paper or published directly to Blackboard.... https://www.respondus.com/products/webinar/ https://beta.my.umbc.edu/api/v0/pixel/news/81482/guest@my.umbc.edu/c1d7cf934089949ce547cd243cb60855/api/pixel assessment doit instructional-technology online respondus training Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/xxlarge.jpg?1547756811 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/xlarge.jpg?1547756811 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/large.jpg?1547756811 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/medium.jpg?1547756811 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/small.jpg?1547756811 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/xsmall.jpg?1547756811 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/482/819ed59eb0489a5197bb93307c4f2dd0/xxsmall.jpg?1547756811 0 0 false Thu, 17 Jan 2019 15:33:33 -0500 Thu, 17 Jan 2019 15:37:06 -0500 Instructor Training for LockDown Browser & Respondus Monitor Learn about alternatives for in class and online assessment Respondus LockDown Browser is a custom browser that locks down the testing environment within a learning management system. Used at over 1000 higher ed and K-12 institutions, LockDown Browser is the top choice of educators for securing online exams in classrooms or proctored environments.

Respondus Monitor is a companion application for LockDown Browser® that uses webcam and video technology to prevent cheating during online exams. Respondus Monitor integrates seamlessly with learning management systems, and is ideal for non-proctored testing environments.

This comprehensive training webinar is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor with online exams. The session provides a detailed demonstration of both applications, including new enhancements that make Respondus Monitor even more effective and easy to use.

Advanced registration is required; please click on the session of interest below to register:

Tuesday, January 15th at 2 pm ET (11 am PT)
Wednesday, January 30th at 3 pm ET (12 pm PT)
Thursday, February 7th at 1 pm ET (10 am PT)

An advanced training session that will focus on advanced settings and features – such as how to use external websites, spreadsheets and online calculators with LockDown Browser – will be held on the following date:

Wednesday, January 23rd at 3 pm ET (12 pm PT)
Thursday, February 14 at 2 pm ET (11 am PT)

This session will also include how students can use LockDown Browser on different devices, such as an iPad, and best practices for instructors and students. This webinar will include a Q&A period at the end.

Additional information about using Respondus LockDown Browser at UMBC can be found within the following FAQ:

https://wiki.umbc.edu/x/BgT1Ag

Respondus is also offering training webinars on Respondus 4.0 and the Test Bank Network; learn more about those training opportunities here.
]]> Respondus LockDown Browser is a custom browser that locks down the testing environment within a learning management system. Used at over 1000 higher ed and K-12 institutions, LockDown Browser is... http://www.respondus.com/products/webinar/index.shtml https://beta.my.umbc.edu/api/v0/pixel/news/81363/guest@my.umbc.edu/81803e3d9c0a5dcde8b8cee38e33c316/api/pixel assessment doit instructional-technology online respondus training Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/xxlarge.jpg?1547142965 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/xlarge.jpg?1547142965 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/large.jpg?1547142965 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/medium.jpg?1547142965 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/small.jpg?1547142965 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/xsmall.jpg?1547142965 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/081/363/4d912d7f945b3e21e044ac4c92b5de63/xxsmall.jpg?1547142965 1 0 false Thu, 10 Jan 2019 13:04:11 -0500 Wed, 06 Feb 2019 22:15:31 -0500 Introducing Panopto! UMBC’s New and Improved Screencasting Platform In May, DoIT announced the discontinuation of TechSmith Relay at the end of this calendar year. Following an exhaustive product evaluation process, we are happy to announce that UMBC has licensed Panopto, and it is now available for all students, staff, and faculty.

As illustrated in this overview video, Panopto is a sophisticated platform that provides a much more robust set of deployment options than its predecessor:

DoIT will continue to support student accessibility by providing transcription and closed captioning service.

If you would like to find out more, please read more on the Panopto FAQ collection, or join us for a live demonstration during Distance Learning Week, November 7. ]]> In May, DoIT announced the discontinuation of TechSmith Relay at the end of this calendar year. Following an exhaustive product evaluation process, we are happy to announce that UMBC has licensed... https://doit.umbc.edu/ https://beta.my.umbc.edu/api/v0/pixel/news/79481/guest@my.umbc.edu/00b63bf19eafe52730e5f4fa91a9a7e4/api/pixel doit instructional panopto screencasting technology techsmith Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/xxlarge.jpg?1539693599 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/xlarge.jpg?1539693599 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/large.jpg?1539693599 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/medium.jpg?1539693599 https://assets4-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/small.jpg?1539693599 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/xsmall.jpg?1539693599 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/079/481/283b9b9390a502d564eef1ef75c7b80d/xxsmall.jpg?1539693599 2 0 true Wed, 17 Oct 2018 09:19:39 -0400 Wed, 17 Oct 2018 13:59:14 -0400 UMBC Blackboard Course Design Featured in Educause Review Learning Analytics Research for LMS Course Design

Building on prior learning analytics research at UMBC, DoIT's John Fritz has co-authored "Learning Analytics Research for LMS Course Design: Two Studies" in the current issue of Educause Review Online. 

The two studies focus on complementary findings from a sample of 1,530 courses in Fritz' 2016 dissertation, and a sample of 70k Blackboard courses hosted by Blackboard itself. A key takeaway is the importance of the Blackboard grade center, which DoIT has recently been studying as well. 

For more information about learning analytics at UMBC, see http://doit.umbc.edu/analytics.



]]> Building on prior learning analytics research at UMBC, DoIT's John Fritz has co-authored "Learning Analytics Research for LMS Course Design: Two Studies" in the current issue of Educause Review... https://beta.my.umbc.edu/api/v0/pixel/news/66129/guest@my.umbc.edu/8200dbb56149f372cc8ed1cf19838bd8/api/pixel analytics blackboard doit learning Instructional Technology https://beta.my.umbc.edu/groups/instructional-technology https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/original.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xlarge.png?1446126703 https://assets1-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/large.png?1446126703 https://assets4-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/medium.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/small.png?1446126703 https://assets2-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xsmall.png?1446126703 https://assets3-beta.my.umbc.edu/system/shared/avatars/groups/000/001/164/dec3b026b81ee6d890a8f82f75c94a2e/xxsmall.png?1446126703 Instructional Technology https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/xxlarge.jpg?1488397485 https://assets1-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/xlarge.jpg?1488397485 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/large.jpg?1488397485 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/medium.jpg?1488397485 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/small.jpg?1488397485 https://assets2-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/xsmall.jpg?1488397485 https://assets3-beta.my.umbc.edu/system/shared/thumbnails/news/000/066/129/573904d41889ede6ef7f0c66c09a4488/xxsmall.jpg?1488397485 4 0 true Wed, 01 Mar 2017 14:38:58 -0500 Wed, 01 Mar 2017 17:32:25 -0500