Panopto 6/25 Downtime and New Features
Panopto Cloud Updates and Downtime on 6/25
Cloud Downtime
On Saturday, June 25, Panopto Cloud customers will be upgraded to the latest cloud release. The vendor anticipates up to 3 hours of downtime, with a target start time of 9:00 PM EDT. See the cloud upgrade FAQ article for more information. There will be several platform enhancements, including additional captioning options, content retention and archiving, new user roles, and faster video creation and publishing.
Panopto Support
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Cloud Downtime On Saturday, June 25, Panopto Cloud customers will be upgraded to the latest cloud release. The vendor anticipates up to 3 hours of downtime, with a target start time of 9:00 PM...
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Tue, 14 Jun 2022 11:38:19 -0400
Postponed: Equitable & Inclusive Course for Faculty
An immersive cohort on equity and inclusive course design
After much consideration of the workshop facilitators and subject matter experts, we have decided not to offer a session during Fall 2022. We hope to offer a session during Spring 2023. Thank you for understanding.
In Fall 2022, an immersive, 10-week workshop launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
]]>
After much consideration of the workshop facilitators and subject matter experts, we have decided not to offer a session during Fall 2022. We hope to offer a session during Spring 2023. Thank you...
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Thu, 05 May 2022 11:55:41 -0400
Thu, 11 Aug 2022 08:50:35 -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.
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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...
https://doit.umbc.edu/post/119088/
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Mon, 02 May 2022 13:30:19 -0400
Mon, 02 May 2022 14:56:49 -0400
Panopto: Recording, Hosting, and Engaging
Leveraging Screencasting to Support Instructional Strategies
UMBC adopted Panopto in fall 2018. Use has increased since this time, in particular spurred on by geometrically increased adoption with the migration to fully online and then hybrid learning in response to the still ongoing pandemic. Over the past calendar year, there have been 9,764 sessions created by 578 unique users, with 424k content interactions, totalling approximately 105K hours of viewing. Of the faculty who have used Panopto during this time, 56% are from CAHSS, 21% from COEIT, and 17% from CNMS. Math/Stat has the highest department-level use with 11% of all sessions created.
For those not yet familiar with this tool, Panopto provides both a downloadable and web-based recorder for faculty, students, and staff to create video screencasts, as well as a cloud-hosted platform for sharing content. Recordings can be embedded within Blackboard (Bb), or shared independently of our Learning Management System (LMS). The benefits of Panopto for instruction are numerous: faculty use the tool to support their overall instructional strategies for engagement, communication, and assessment. Users create easy-to-make and publish, accessible content with a stable, user-centered interface and workflow that promotes academic success with student-submitted assignments and embedded quizzing for knowledge checks; they leverage detailed analytics metrics to identify potential risk behavior; and they reduce the impacts of Bb quota limitations and improve system performance by pulling video content out of the LMS.
A survey of those UMBC faculty who use Panopto most frequently highlighted several benefits of using the tool, including facilitation in creating active learning environments, development of accessible content, and enhanced student learning assessment. Respondents provided rich qualitative details about their experience with this platform. Professor Manil Suri with the Department of Mathematics and Statistics, for example, noted the utility of the platform for facilitating learning. “I now have students watch my recorded lectures, many of which have quizzes embedded in them, to make sure they are following things….Panopto enables me to turn the classroom into an active learning environment.”
Dr. Neha Raikar, a lecturer in the department of Chemical, Biochemical, and Environmental Engineering, echoed this sentiment that these screencasts can help bridge the synchronous/asynchronous divide by breaking down difficult lecture concepts using videos with built-in knowledge checks. “Panopto allows the students to digest the content at their own convenience.”
Anushka Aqil, an adjunct faculty member with the Department of Sociology, Anthropology, and Public Health, described the complementary benefit of the platform’s integrated media captioning, which supports Universal Design for Learning (UDL). “Panopto allows me to record videos that can have an automatic transcription at the end so students can easily follow along at their own pace choosing to read the transcript or listen to my voice!"
Panopto’s recent product updates released at the beginning of January offer a number of improvements, as detailed in their
release notes. Please note that with updates to Version 11.0.0, Mac users should confirm that they have updated their operating system to the latest version, as support for legacy operating systems will become more limited in Summer 2022. More details about Panopto versions and Mac operating system functionality is available in
this FAQ.
To learn more about Panopto, please register for these upcoming training sessions:
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
The course is scheduled to begin in early February 2022.
]]>
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the...
https://my3.my.umbc.edu/groups/instructional-technology/posts/115707
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Tue, 18 Jan 2022 12:55:57 -0500
Panopto Downtime: Update
Site unavailable 4 hours beginning 9:00 PM on 01/08
As originally announced November 17, our Panopto cloud site will be updated with the latest features and improvements on Saturday, Jan 8th 2022. We expect up to 4 hours of downtime, with a start time of 9:00 PM EST.
During the downtime, users will not be able to access videos on our Panopto site, and any attempts to upload from recording clients will result in a "Server unable to connect" message.
For any questions please submit an
RT ticket.
]]>
As originally announced November 17, our Panopto cloud site will be updated with the latest features and improvements on Saturday, Jan 8th 2022. We expect up to 4 hours of downtime, with a start...
https://doit.umbc.edu/post/115851/
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Tue, 21 Dec 2021 17:19:16 -0500
Tue, 21 Dec 2021 17:20:22 -0500
Coming Soon: Equitable & Inclusive Course for Faculty
An immersive cohort on equity and inclusive course design
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
]]>
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the...
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Tue, 14 Dec 2021 09:59:06 -0500
Wed, 15 Dec 2021 10:00:11 -0500
Panopto Downtime and Explorer Retirement
Jan 8: Maintenance and IE11 Sunset
Panopto Cloud Downtime
The Panopto Cloud will have scheduled downtime Saturday, January 8, 2022. We anticipate announcing details regarding the system upgrades, along with the specific maintenance window, at the end of this month. Please refer to this vendor-provided upgrade FAQ article for more information.
Internet Explorer 11 Retirement reminder
As a reminder, Panopto sunset support for Internet Explorer 11 (IE11) on June 26, 2021. Usage of IE 11 will be blocked with the January release. Once this change is applied, users who attempt to access Panopto will be prompted to upgrade to a modern browser.
Please submit an RT ticket should you have any questions regarding platform downtime.
]]>
Panopto Cloud Downtime The Panopto Cloud will have scheduled downtime Saturday, January 8, 2022. We anticipate announcing details regarding the system upgrades, along with the specific maintenance...
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Wed, 17 Nov 2021 12:27:45 -0500
Wed, 17 Nov 2021 12:29:19 -0500
Panopto Upgrades and Downtime
6/26 Downtime & IE discontinued; 7/16 recorder upgrade
Cloud Downtime
On Saturday, June 26, Panopto Cloud customers will be upgraded to the latest cloud release. The vendor anticipates up to 4 hours of downtime, with a target start time of 9:00 PM EDT. See the cloud upgrade FAQ article for more information. There will be numerous platform enhancements, including an improved sharing experience, designed to be more intuitive and to use a modernized look and feel.
End of IE Support
Also effective June 26th, Panopto will no longer support Internet Explorer 11 (IE11). This means the company will no longer fix any issues users experience while using Panopto on IE11.
Mandatory Client Upgrade
On Friday, July 16, we will require Panopto for Windows & Remote Recorders to be upgraded to version 9.0.2 or above and Panopto for Mac to version 10.1.0 or above. The upgrade will be applied to your Panopto site at 8:00 pm EDT/5:00 pm PDT.
For more information on the mandatory upgrade, please refer to this article on the Panopto support site.
Please submit an RT ticket should you have any questions or concerns that remain unaddressed by this existing documentation.
Instructional Technology Team
]]>
Cloud Downtime On Saturday, June 26, Panopto Cloud customers will be upgraded to the latest cloud release. The vendor anticipates up to 4 hours of downtime, with a target start time of 9:00 PM...
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Event Reminder: WebExing Your Class!
Our Feature a Teacher & Tool Series continues Tuesday, 06/08
Don't forget to
register and mark your calendars for this coming Tuesday, June 8th, at 12:00 PM to hear
Professor Jamie Gurganus discuss her use of
WebEx for
some really exceptional instructional approaches, including synchronous teaching, labs, and peer learning. She will discuss
her experience using this platform, along with tips, tricks, and thoughts for
faculty considering adopting WebEx for their own instruction moving
forward.
Stick around after the session if you'd like to participate in a deep dive from 1:00 - 1:30 PM!
]]>
Don't forget to register and mark your calendars for this coming Tuesday, June 8th, at 12:00 PM to hear Professor Jamie Gurganus discuss her use of WebEx for some really exceptional instructional...
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Fri, 04 Jun 2021 11:43:04 -0400