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<NewsItem contentIssues="true" id="129501" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/129501">
<Title>WT/SP2023 Courses Created in Blackboard on November 29, 2022</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>Blackboard course shells for WT2023 and SP2023 <a href="https://wiki.umbc.edu/x/eYHGAw" rel="nofollow external" class="bo">were created</a> on November 29, 2022.</p><p><span>The </span><a href="https://wiki.umbc.edu/x/VIdnB" rel="nofollow external" class="bo"><span>Ultra Course Preview</span></a><span> setting is again enabled in WT/SP2023 courses, which allows faculty</span><span> to convert a new Original course to see what it </span><span><a href="https://wiki.umbc.edu/x/VIdnB" rel="nofollow external" class="bo">looks like in Ultra</a></span><span>. </span></p><ul><li><span>Please review the </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">release notes</a><span> for the latest updates as well as</span><span> <a href="https://docs.google.com/spreadsheets/d/1kkG0toIfhmykbbwCeSDd8NopHp19CH7D5rPd95mxji8/edit?usp=sharing" rel="nofollow external" class="bo">feature parity charts</a> --</span><span> <a href="https://doit.umbc.edu/news/?tag=ultra-experience" rel="nofollow external" class="bo">more than 30 new updates</a> were added over the last few months including hot spot questions, assessment page breaks, gradebook history, reports for course activity and student progress, points-based gradebook and rubrics, question banks, and more!</span><span> </span></li><li><span>Learn more about <a href="https://my3.my.umbc.edu/groups/instructional-technology/events/112110" rel="nofollow external" class="bo">What's New in Ultra for </a></span><span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/112110" rel="nofollow external" class="bo">Teaching &amp; Learning</a> on January 9, 2023.</span></li><li><span>Have a question about Ultra? Ask </span><a href="https://wiki.umbc.edu/x/kAU9BQ" rel="nofollow external" class="bo">an Ultra Ambassador</a><span>!</span></li></ul><p><span>Ally, an </span><a href="https://doit.umbc.edu/news/?id=82487" rel="nofollow external" class="bo"><span>accessibility tool</span></a><span>, is also enabled in all course shells. Ally automatically scans uploaded and created course content, then performs a series of steps to make that content more accessible. Please review the </span><a href="https://wiki.umbc.edu/x/2IGdB" rel="nofollow external" class="bo"><span>Ally FAQs</span></a><span> for more information about the </span><a href="https://wiki.umbc.edu/x/_YGdB" rel="nofollow external" class="bo"><span>accessibility indicators</span></a><span> on course content and </span><a href="https://wiki.umbc.edu/x/3IGdB" rel="nofollow external" class="bo"><span>alternative formats</span></a><span>.</span></p><p><span>For faculty who will be teaching hybrid or online, the instructional technology team would like to share several resources to support online course development and instruction.</span></p><ol><li><span>Choose from our </span><a href="https://pivot.umbc.edu/pivot-solo/" rel="nofollow external" class="bo">PIVOT Solo</a><span> lessons to refresh or enhance your online teaching preparation. Five key topics cover course organization, active learning, community building, assessment, and supporting students. </span></li><li><span>Explore </span><a href="https://umbc.hosted.panopto.com/Panopto/Pages/Sessions/List.aspx#folderID=%2274ac9d58-1779-44c1-92b7-ab6900dfe6e9%22" rel="nofollow external" class="bo">our Panopto folder</a><span> for a wide variety of recorded webinars on various instructional technologies available at UMBC.</span></li><li><span>Learn about <a href="https://pivot.umbc.edu/course-design/quality-matters/quality-matters-impact/" rel="nofollow external" class="bo">the Quality Matters Impact program</a>, a new initiative to formally recognize courses that meet <a href="https://www.qualitymatters.org/" rel="nofollow external" class="bo">Quality Matters standards</a> and demonstrate exemplary online/hybrid course design.</span></li></ol><div><strong>About Course Creation</strong></div><div><span><br></span></div><div><span>Bb shells for WT/SP2023 are available for all courses (designated as lecture, lab, field or discussion) listed in the </span><a href="http://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">UMBC Schedule of Classes (SOC)</a><span>, provided that there is an </span><a href="http://www.umbc.edu/blogs/oit-news/archives/2010/08/how_new_employe_1.html" rel="nofollow external" class="bo">instructor of record</a><span> listed. As new course sections and/or instructors are added to the SOC by </span><a href="https://docs.google.com/a/umbc.edu/document/d/1rwm_adJUvAP3cxL-QCrb56n9ql4xrR8FHd9_1Cw0vJI/edit?usp%3Dsharing" rel="nofollow external" class="bo">Department Scheduling Coordinators</a><span>, corresponding Bb shells are automatically generated overnight. </span></div><ul><li>If you are an instructor, and your name is not associated with the course you are teaching in the <a href="http://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">SOC</a>, please see your <a href="https://docs.google.com/a/umbc.edu/document/d/1rwm_adJUvAP3cxL-QCrb56n9ql4xrR8FHd9_1Cw0vJI/edit?usp%3Dsharing" rel="nofollow external" class="bo">Departmental Scheduling Coordinator</a> to resolve the issue. Once you are listed in the <a href="https://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">SOC</a>, your Bb course shell will be created automatically. </li><li>If you and your <a href="https://docs.google.com/a/umbc.edu/document/d/1rwm_adJUvAP3cxL-QCrb56n9ql4xrR8FHd9_1Cw0vJI/edit?usp%3Dsharing" rel="nofollow external" class="bo">Department Scheduling Coordinator</a> believe you are correctly assigned as the instructor of record in the SOC and you do not see your course shell in Blackboard, please submit a Request Tracker (RT) ticket via <a href="https://my.umbc.edu/help" rel="nofollow external" class="bo">my.umbc.edu/help</a>.</li><li>If you need a Bb shell for a research or independent study course, please submit a <a href="http://www.umbc.edu/doit/blackboard/requestbbshell.html" rel="nofollow external" class="bo">new course request</a>.</li></ul><p>Instructors who teach multiple sections of the same course will find those enrollments merged into one Bb course shell. These sections may be split upon <a href="https://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">request by an RT ticket</a>, which we recommend <a href="https://wiki.umbc.edu/x/d4HGAw" rel="nofollow external" class="bo">submitting at least one week</a> before the semester starts, if not as soon as courses are created in Blackboard.</p><p>Student enrollment in Bb mirrors the official registration in SA and updates hourly. However, courses are not accessible to students by default until the instructor of record <a href="https://wiki.umbc.edu/pages/viewpage.action?pageId%3D1867862" rel="nofollow external" class="bo">makes them available</a>.</p><div><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></div><div><ul><li><span><a href="http://pivot.umbc.edu" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a></span><span> </span><span>|</span><span> </span><span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a></span><span> </span><span>|</span><span> </span><span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a><span> </span></li><ul><li><span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> </span><span>|</span><span> </span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></span></li></ul><li><span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></span></li><li><span>Follow the </span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a><span> &amp; </span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a><span> myUMBC groups</span></li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a><span> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></span></li></ul></div></div>
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<Summary>Blackboard course shells for WT2023 and SP2023 were created on November 29, 2022.  The Ultra Course Preview setting is again enabled in WT/SP2023 courses, which allows faculty to convert a new...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/129501</Website>
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<Tag>blackboard</Tag>
<Tag>course-creation</Tag>
<Tag>fa2022</Tag>
<Tag>fall</Tag>
<Tag>ultra-course-preview</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Thu, 01 Dec 2022 14:14:39 -0500</PostedAt>
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<NewsItem contentIssues="true" id="129496" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/129496">
<Title>Dec Ultra Update Features Improved Drag &amp; Drop, Course Links</Title>
<Tagline>New report for student progress through course content</Tagline>
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<![CDATA[
    <div class="html-content"><div><div><div><div><span>This month, Ultra updates bring improvements to drag and drop functionality to the course outline, allowing instructors to easily move and rearrange content. Keyboard commands can also be used to move content. Additionally, a new feature provides course links, or shortcuts, to course content on the main page, which helps highlight or promote important content. </span><span>For example, use course links to encourage students to revisit an earlier activity to reinforce learning. Course links provide access to content without excessive scrolling and reduce clicking.</span></div><div><span><br></span></div><div><span>A significant improvement to the course copy tool expands the panel for identifying and selecting content from multiple courses and organizations. Instructors can easily search for course names or courseIDs, or page through their available courses. From there, they can select an entire course to copy, or drill down into courses to select folders or individual pieces of content to copy. Multiple content items from a variety of courses can be selected from one interface, reducing your time when preparing a course. <em>Exclusive</em></span><em> to Ultra.</em></div><div><span><br></span></div></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/learn_ultra_CourseContent_CopyContentImprovement.png" alt="Image 1 - example of new course copy interface" width="500" style="max-width: 100%; height: auto;"></div><div><span><em>Image 1: Example of new course copy interface</em></span></div><div><span><br></span></div><div><span>Additional enhancements to Ultra include:</span></div><div><br></div><div><span><strong>Single Student Progress Report</strong>: If you'd like to gain more insight into the progress students are making in your course, this new report will help you see the path each student is taking in your course and engage early with students who may be falling behind, or adjust course content.  The report lets you view the content you've created for students, the progress students have made (with time/date stamps), and the current visibility status of each item. Accessible from individual content or the gradebook, the report is only available if you have progress tracking enabled in the course. </span><span><em>Exclusive</em></span><em> to Ultra.</em></div><div><span><br></span></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/learn_ultra_instructor_SingleStudentReport.png" alt="Image 2: Example of Single Student Progress Report" width="500" style="max-width: 100%; height: auto;"></div><div><span><em>Image 2: Example of Single Student Progress Report</em></span></div><div><span><br></span></div><div><span>The December update includes:</span></div><div><ul><li><span>Add descriptions to question banks, which are displayed with the title. You can also search the titles and descriptions to question banks.</span></li><li><span>Unsupported font colors are now removed during a content copy or course conversion from an Original course. Although Original Course View users can choose any color for text, content can be hard to read or not accessible — for example, yellow text on white background. The Ultra Course View has a curated selection of font colors to ensure readability (black, gray, purple, blue, and green).</span></li><li><span>Student Preview helps instructors experience their course contents and settings. Saving the preview user on exit retains the user in the Roster and Gradebook. Discarding the preview user on exit removes this user from the course. Now when exiting Student Preview, only the two choices are displayed as actions.</span></li></ul></div><div><span>The <a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">next update</a> to our Ultra test environment will take place on December 6, 2022. Faculty who are interested in test driving new features before they are released to production should </span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">open an RT ticket</a><span> to request early access. </span><span>Additionally, </span><span>our <a href="https://docs.google.com/spreadsheets/d/1kkG0toIfhmykbbwCeSDd8NopHp19CH7D5rPd95mxji8/edit?usp=sharing" rel="nofollow external" class="bo">Ultra feature tracker is updated</a> and now includes a filter for functional category (e.g., assessment, course management, grading) so you can sort only those items you might be interested in tracking the status. </span><span>Please </span><a href="http://umbc.edu/go/ultra" rel="nofollow external" class="bo">watch the FAQs</a><span>, including </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">the What's New with Ultra page</a><span>, </span><span>and myUMBC for additional information about Ultra. </span></div><div><span><br></span></div><div><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></div><div><ul><li><span><a href="http://pivot.umbc.edu" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a></span><span> </span><span>|</span><span> </span><span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a></span><span> </span><span>|</span><span> </span><span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a><span> </span></li><ul><li><span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> </span><span>|</span><span> </span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></span></li></ul><li><span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></span></li><li><span>Follow the </span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a><span> &amp; </span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a><span> myUMBC groups</span></li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a><span> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></span></li></ul></div></div></div><div><div></div></div></div>
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<Summary>This month, Ultra updates bring improvements to drag and drop functionality to the course outline, allowing instructors to easily move and rearrange content. Keyboard commands can also be used to...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/129496</Website>
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<Tag>blackboard</Tag>
<Tag>ultra-experience</Tag>
<Tag>ultra-update</Tag>
<Group token="instructional-technology">Instructional Technology</Group>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Thu, 01 Dec 2022 11:21:44 -0500</PostedAt>
<EditAt>Thu, 01 Dec 2022 11:44:04 -0500</EditAt>
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<NewsItem contentIssues="true" id="129189" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/129189">
<Title>NDLW recap: Faculty, Staff, Students Discuss Online Learning</Title>
<Tagline>Join us for monthly candid conversations starting SP23</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><p><span>This year's</span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/128323" rel="nofollow external" class="bo"><span> National Distance Learning Week 2022 Lunchtime Series</span></a><span> (November 7-11) at UMBC created space for candid conversations about online learning. These conversations featured 11 panelists who represented faculty, staff, and students sharing their challenges, accomplishments, and lessons learned. </span></p><p><span>Instructional Technology will continue hosting monthly candid conversations about online learning starting in spring 2023.</span><a href="https://my3.my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo"><span> Follow us on myUMBC</span></a><span> for the latest information about dates, times, and guests.  </span></p><p></p><p><span>If you missed one of these candid conversations during National Distance Learning Week check out the session takeaways below or watch/listen to the recorded session. </span></p><span>Monday, November 7th topic: </span><a href="https://umbc.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2e83510b-35c6-468a-80a3-af4a0127fa7a" rel="nofollow external" class="bo"><span>What does good course design look like? (session recording)</span></a><span> </span><br><ul><li><span>Panelists</span><span>:</span><span><strong>Dr. Louise Murray,</strong></span><span> Director, Undergraduate Programs and Clinical Associate Professor in the Erickson School of Aging Studies; </span><span><strong>Mr. Gary Williams Jr</strong></span><span>., Senior Lecturer, Emergency Health Services Department and Clinical Coordinator, Paramedic Concentration; </span><span><strong>Dr. Eileen O'Brien,</strong></span><span> Director, College Teaching &amp; Learning Science (CTLS) Post Master's Certificate Program; and, </span><span><strong>Dr. John Schumacher</strong></span><span>, Professor, Department of  Sociology, Anthropology, and Public Health, Co-Director Doctoral Program in Gerontology.</span></li><li><span><span><strong>Key takeaways:</strong></span><span> Faculty shared their experiences in online course design and how the </span><a href="https://www.qualitymatters.org/" rel="nofollow external" class="bo"><span>Quality Matters</span></a><span> framework strengthened their design after taking a course through a formal course review. The rigor of the QM peer-review process also presented faculty with challenges in understanding, learning, and designing for new technologies and methods of designing learning. As they applied what they learned about effective online course design, faculty shared that students reported a clearer understanding of what was expected in the online course, where to find content, and how they were going to be assessed.  </span></span></li></ul><p><br></p><p><span>Tuesday, November 8th topic: </span><a href="https://umbc.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4059df3e-ae33-4f16-97b9-af470130fd1c" rel="nofollow external" class="bo"><span>How do we engage disconnected students? (session recording)</span></a><span> </span></p><ul><li><span>Panelists:</span><span><strong>Gary Rozanc</strong></span><span>, Assistant Professor Graphic Design, Department of Visual Arts (CAHSS); </span><span><strong>Nancy McAllister</strong></span><span>, Adjunct Professor of Environmental Science, Geography &amp; Environmental Systems Department (CAHSS); and </span><span><strong>Dr. Sarah Bass</strong></span><span>, Lecturer of Chemistry, Department of Chemistry &amp; Biochemistry (CNMS). </span></li><li><span><span><strong>Key takeaways</strong></span><span><strong>:</strong> Faculty shared how their approach to engaging online students evolved from the start of the pandemic to more recent practices. During the fall of 2020, engaging students meant using multiple methods to help online students connect with one other, instructor, and content. In the fall of 2022 with a return to campus, our panelists reported rethinking how they use technology in-person. Today's students  enter college with more experience and comfort using technology and perhaps with a different motivation for learning. Panelists noted that how they taught pre-pandemic may not align with today's first-year students who are seeing the work they'll be doing in the future happening in asynchronous and remote formats. Our panelists asked, what does this mean to engagement in any class format and the ways students are choosing to learn post-pandemic? </span></span></li></ul><p><span>Wednesday, November 9 topic: </span><a href="https://umbc.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3ba10f42-b9c5-429a-8f8f-af48014e7d9d&amp;start=0" rel="nofollow external" class="bo"><span>How do we counter the myths of online learning? (session recording)</span></a><span> </span></p><ul><li><span>Panelists</span><span>: </span><span><strong>Thirandie Bambaradeniya</strong></span><span>, Director of Sustainability, Student Government Association (UMBC 23); </span><strong><span>Dr. Tara Carpenter</span><span>,</span></strong><span> Principal Lecturer, Department of Chemistry &amp; Biochemistry; </span><strong><span>Dr. Toby Gouker</span><span>,</span></strong><span> Acting Graduate Program Director, Engineering Management; and </span><strong><span>Dr. Delana Gregg</span><span>,</span></strong><span> Director of Academic Learning Resources, Assessment, and Analysis. </span></li><li><strong><span>Key takeaways</span><span>: </span></strong><span>When it comes to the </span><span><em>myth that online learning is easy</em></span><span>, panelists were in agreement that online learning is not easier than in-person as it requires students to be even more disciplined in managing their time and asking for help. Debunking the </span><span><em>myth that online students don't interact</em></span><span> with each other or the instructor, our panelists noted that teaching online is often more intensive and intentional, as students cannot 'hide' in the back of the online classroom. When it comes to the </span><span><em>myth that everyone cheats</em></span><span> in an online course, panelists said faculty have since created multiple ways for students to be tested, including more formative or open-note assignments. In considering </span><span><em>where UMBC could go with online learning</em></span><span>, panelists noted that online learning has long been a useful tool for decades and in a post-pandemic time, it remains a viable choice for many students. They would encourage UMBC to consider how we can provide online learning effectively and continue to put services in place to help support our online learners.  </span></li></ul><h6><a href="https://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo"><span>UMBC Instructional Technology</span></a></h6><p><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></p><ul><li><p><a href="http://pivot.umbc.edu/" rel="nofollow external" class="bo"><span>PIVOT</span></a><span> |</span><a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo"><span>Academic Continuity</span></a><span> |</span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo"><span>Keep On Teaching</span></a><span> |</span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo"><span>Student Technology Resources</span></a></p></li><li><p><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo"><span>Check our extensive FAQ collection</span></a><span> </span></p></li><ul><li><p><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> |</span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></p></li></ul><li><p><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo"><span>Open a ticket via RT</span></a></p></li><li><p><span>Follow the</span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo"><span>Instructional Technology</span></a><span> &amp;</span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo"><span>DoIT</span></a><span> myUMBC groups</span></p></li><li><p><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo"><span>Request a consult</span></a><span> with</span><a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo"><span>instructional technology staff</span></a></p></li></ul><div><span>myUMBC post image: 2022 National Distance Learning Week Logo<br></span></div></div>
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<Summary>This year's National Distance Learning Week 2022 Lunchtime Series (November 7-11) at UMBC created space for candid conversations about online learning. These conversations featured 11 panelists...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/129092/</Website>
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<Tag>myths-online</Tag>
<Tag>ndlw</Tag>
<Tag>ndlw-2022</Tag>
<Tag>online-learning</Tag>
<Tag>qm</Tag>
<Tag>qm-experience</Tag>
<Tag>student-engagement</Tag>
<Group token="instructional-technology">Instructional Technology</Group>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Mon, 14 Nov 2022 17:04:49 -0500</PostedAt>
<EditAt>Mon, 28 Nov 2022 13:36:30 -0500</EditAt>
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<NewsItem contentIssues="true" id="129092" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/129092">
<Title>Accessibility Essentials: Make Online Courses Accessible</Title>
<Tagline>Design Your Course Content for All Learners</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><p><span>UMBC's </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/128323" rel="nofollow external" class="bo"><span>National Distance Learning Week 2022 Lunchtime Series</span></a><span> created space for candid conversations about online learning. The </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/111050" rel="nofollow external" class="bo"><span>candid conversation</span></a><span> on Monday, November 7th focused on course design and </span><a href="https://www.qualitymatters.org/" rel="nofollow external" class="bo"><span>Quality Matters</span></a><span>.   </span></p><br><p><span>The </span><a href="http://umbc.box.com/v/QMHEDRubric-6thEd" rel="nofollow external" class="bo"><span>Quality Matters Higher Education Rubric (6th edition)</span></a><span> is a set of 8 General Standards and 42 Specific Review Standards used to evaluate the design of online and blended courses. QM Standards are research-supported and based on published best practices. The rubric's General Standard 8 focuses on course accessibility and usability, and is designed to assess whether "the course design reflects a commitment to accessibility and usability for all learners."</span></p><p><span>Creating and adding content to an online course offers students the opportunity to engage with customized course materials, but may not provide equal access if the content is not accessible. The following content creation best practices promote accessibility so that all learners can access course content.</span></p><p><span><br></span></p><h5><span>Content Accessibility Best Practices</span></h5><br><h6><span>Media</span></h6><ul><li><p><span>Add captions to videos. </span></p></li><li><p><span>Visual information that is critical to meaning should include an audio description.</span></p></li><li><p><a href="https://wiki.umbc.edu/display/faq/Panopto" rel="nofollow external" class="bo"><span>Panopto</span></a><span> and </span><a href="https://wiki.umbc.edu/display/faq/VoiceThread" rel="nofollow external" class="bo"><span>VoiceThread</span></a><span> offer automated captions. Edit and correct automated captions for accuracy.</span></p></li><li><p><span>Add slide presentations in video lectures to Blackboard for student view.</span></p></li></ul><ul><li><p><span>Provide transcripts for audio files.</span></p></li><li><p><span>Audio files can be uploaded to </span><a href="https://wiki.umbc.edu/x/sIOEB" rel="nofollow external" class="bo"><span>Panopto</span></a><span> for automated captioning.</span></p></li></ul><br><h6><span>Images</span></h6><ul><li><p><span>Provide alternative (Alt) text for all images that are not decorative.</span></p></li><li><p><span>Long descriptions may be appropriate for complex illustrations or graphs.</span></p></li><li><p><span>Add alternative text for images embedded in slide presentations, documents, or individual image files.</span></p></li><li><p><span>When adding an image to Blackboard, use the Alt text field to provide a meaningful description of the image. </span></p></li><li><p><span>Add labels to charts, graphs, and illustrations.</span></p></li></ul><br><h6><span>Text</span></h6><ul><li><p><span>Use text heading levels to format text, instead of editing text size or style.</span></p></li><li><p><span>Use heading levels in order (h1, h2, h3, etc).</span></p></li><li><p><span>Avoid using underlined text unless the text is a hyperlink.</span></p></li><li><p><span>Avoid using text color alone to convey meaning.</span></p></li><li><p><span>Color combinations provide sufficient color contrast.</span></p></li></ul><br><h6><span>Links</span></h6><ul><li><p><span>Hyperlinks in text should describe the link destination.</span></p></li><li><p><span>Use "</span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/128323" rel="nofollow external" class="bo"><span>National Distance Learning Week Lunchtime Series</span></a><span>" instead of "</span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/128323" rel="nofollow external" class="bo"><span>click here</span></a><span>."</span></p></li></ul><br><h6><span>Tables</span></h6><ul><li><p><span>Create tables with column and/or row headers.</span></p></li><li><p><span>Avoid using tables to format a document. Use text heading styles instead.</span></p></li><li><p><span>Create tables using text. Avoid using tables as embedded images. </span></p></li></ul><br><h5><span>What UMBC Resources Support Course Content Accessibility? </span></h5><br><h6><a href="https://wiki.umbc.edu/display/faq/Ally" rel="nofollow external" class="bo"><span>Blackboard Ally</span></a></h6><p><span>Instructors can use Ally to gauge the accessibility of course content.</span></p><ul><li><p><span>Receive feedback on the accessibility of course content through an Ally accessibility report.</span></p></li><li><p><span>Improve content accessibility with Ally's step-by-step instructions.</span></p></li><li><p><span>Create alternative formats for course content.</span></p></li></ul><p><span>Students and instructors can use Ally to</span><a href="https://ally.ac/covid19/" rel="nofollow external" class="bo"> <span>create alternative formats</span></a><span> for course materials. This feature allows students to choose the type of file they want that best suits their needs.</span></p><br><h6><a href="https://sds.umbc.edu/resources/information-for-faculty/" rel="nofollow external" class="bo"><span>SDS Information for Faculty</span></a></h6><p><span>This SDS faculty resource include</span></p><ul><li><p><span>Accessible online/remote teaching resources</span></p></li><li><p><span>UMBC SDS information and tools</span></p></li><li><p><span>Disability Resources for instructors</span></p></li></ul><h6><a href="https://pivot.umbc.edu/course-design/quality-matters/quality-matters-impact/" rel="nofollow external" class="bo"><span>Quality Matters Impact</span></a></h6><p><span>As an extension of the</span><a href="https://doit.umbc.edu/news/post/111756/" rel="nofollow external" class="bo"> <span>award-winning</span></a><a href="https://pivot.umbc.edu/" rel="nofollow external" class="bo"><span>PIVOT program</span></a><span>, the Quality Matters Impact program is a new initiative to formally recognize courses that meet</span><a href="https://www.qualitymatters.org/" rel="nofollow external" class="bo"> <span>Quality Matters</span></a><span> standards and demonstrate exemplary online/hybrid course design.</span></p><br><h6><a href="https://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo"><span>UMBC Instructional Technology</span></a></h6><p><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></p><ul><li><p><a href="http://pivot.umbc.edu/" rel="nofollow external" class="bo"><span>PIVOT</span></a><span> |</span><a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo"><span>Academic Continuity</span></a><span> |</span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo"><span>Keep On Teaching</span></a><span> |</span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo"><span>Student Technology Resources</span></a></p></li><li><p><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo"><span>Check our extensive FAQ collection</span></a><span> </span></p></li><ul><li><p><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> |</span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></p></li></ul><li><p><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo"><span>Open a ticket via RT</span></a></p></li><li><p><span>Follow the</span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo"><span>Instructional Technology</span></a><span> &amp;</span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo"><span>DoIT</span></a><span> myUMBC groups</span></p></li><li><p><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo"><span>Request a consult</span></a><span> with</span><a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo"><span>instructional technology staff</span></a></p></li></ul><br><div><span>Content accessibility best practices adapted with permission from University of Maryland IT Accessibility's </span><a href="https://docs.google.com/document/d/1iCpxa6ZhjHVFUKOK9a8hUUzV_qgJ4HYs/edit?usp=sharing&amp;ouid=110018288385796905935&amp;rtpof=true&amp;sd=true" rel="nofollow external" class="bo"><span>DIY Six Essential Steps</span></a><span>.</span></div><div><span><br></span></div><div><span>myUMBC post image: 2022 National Distance Learning Week Logo<br></span></div></div>
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<Summary>UMBC's National Distance Learning Week 2022 Lunchtime Series created space for candid conversations about online learning. The candid conversation on Monday, November 7th focused on course design...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/129092/</Website>
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<Tag>accessibility</Tag>
<Tag>ndlw</Tag>
<Tag>online-learning</Tag>
<Group token="instructional-technology">Instructional Technology</Group>
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<Sponsor>Instructional Technology</Sponsor>
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<NewsItem contentIssues="true" id="128869" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128869">
<Title>Ultra Tests Gain Hot Spot Questions &amp; Pagination in November</Title>
<Tagline>New reports for course activity and student performance</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div><div><div><div><span>Ultra assessments gain two new features in the November update including hot spot questions and pagination. Hot spot questions allow instructors to assess a student's knowledge of visual content, such as the parts of the skeletal structure in the human body. Assessment pagination provides a new way to organize and present related questions and content to students, allowing faculty to easily create robust test pages that focus on content or adapt the test presentation to reduce cognitive load. Pagination is exclusive to Ultra courses.</span></div><div><span><br></span></div></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/hotspot.png" alt="Image 1 - example of hot spot question" width="500" style="max-width: 100%; height: auto;"></div><div><span><em>Image 1: Example of hot spot questions</em></span></div><div><span><br></span></div><div><span>Additional enhancements to Ultra include:</span></div><div><span><br></span></div><div><span><strong>Course Activity Report:</strong> </span><span>Instructors identify struggling students based on their performance and engagement within a course. The course activity page allows instructors to identify struggling students based on grade or time spent criteria and send a message to the student(s). Instructors can also receive alerts when a student has not accessed their course in a while or if their grade has dropped. </span><span>The Course Activity Report replaces the Original course's Retention Center.</span></div><div><span><br></span></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/courseactivity.png" alt="Image 2: Example of Course Activity Report" width="500" style="max-width: 100%; height: auto;"></div><div><span><em>Image 2: Example of Course Activity Report</em></span></div><div><span><strong><br></strong></span></div><div><span><strong>Student Grades Overview:</strong> This improvement to the Ultra gradebook view per student will now list any accommodations set by the instructor in the course and the student's username. Moreover, in addition to the grades for a particular student, instructors can view a Student Activity report, which shows how often and how long that student spends in their course.</span></div><div><span><br></span></div><div><span><strong>Auto-Save Enhancements for Students:</strong> </span><span>Blackboard further improved how students are informed about connectivity issues. Assessments will detect if a connection is lost. If this happens, students are warned. If the connection is not restored, another warning informs the student that their most recent progress is not saved. When the connection is restored, the system alerts the student and confirms that progress is saved. <em>Exclusive to Ultra courses.</em></span></div><div><span><br></span></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/testconnection.png" alt="Image 3: Example of lost connection message" width="400" style="max-width: 100%; height: auto;"></div><div><em>Image 3: Example of lost connection message</em></div><div><span><br></span></div><div><span>Additionally, the November update includes: </span></div><div><ul><li><span>Improvements to the gradebook history tool expands data selection while providing increased information within the exported file.</span></li><li><span>Ultra will save the last view of the gradebook (list or grid) used by the instructor as default.</span></li><li><span>Faculty who use the Content Collection can </span><span>now add that type of content directly to their Ultra Documents.</span></li><li><span>Unread message indicator specifically on courses and organizations where there are messages so it's easier to find that communication.</span></li></ul></div><div><span>The <a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">next update</a> to our Ultra test environment will take place on November 8, 2022. Faculty who are interested in test driving new features before they are released to production should </span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">open an RT ticket</a><span> to request early access. </span><span>Additionally, </span><span>our <a href="https://docs.google.com/spreadsheets/d/1kkG0toIfhmykbbwCeSDd8NopHp19CH7D5rPd95mxji8/edit?usp=sharing" rel="nofollow external" class="bo">Ultra feature tracker is updated</a> and now includes a filter for functional category (e.g., assessment, course management, grading) so you can sort only those items you might be interested in tracking the status. </span><span>Please </span><a href="http://umbc.edu/go/ultra" rel="nofollow external" class="bo">watch the FAQs</a><span>, including </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">the What's New with Ultra page</a><span>, </span><span>and myUMBC for additional information about Ultra. </span></div><div><span><br></span></div><div><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></div><div><ul><li><span><a href="http://pivot.umbc.edu" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a></span><span> </span><span>|</span><span> </span><span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a></span><span> </span><span>|</span><span> </span><span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a><span> </span></li><ul><li><span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> </span><span>|</span><span> </span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></span></li></ul><li><span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></span></li><li><span>Follow the </span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a><span> &amp; </span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a><span> myUMBC groups</span></li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a><span> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></span></li></ul></div></div></div><div><div></div></div></div>
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<Summary>Ultra assessments gain two new features in the November update including hot spot questions and pagination. Hot spot questions allow instructors to assess a student's knowledge of visual content,...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/128869</Website>
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<Tag>ultra-experience</Tag>
<Tag>ultra-update</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<NewsItem contentIssues="true" id="128655" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128655">
<Title>2022-23 Learning Analytics Mini Grant Recipients Announced</Title>
<Tagline>$2k professional development awards renewable annually</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p><span>To encourage, identify, and exchange effective practice in the use of data to inform teaching and learning, </span><span>the Provost's Office has once again awarded </span><a href="https://doit.umbc.edu/analytics/community/mini-grants/" rel="nofollow external" class="bo"><span>learning analytics mini grants</span></a><span> to three faculty for the 2022-23 academic year (the three faculty and their proposed topics are included below):</span></p><p><span><img src="https://my3.my.umbc.edu/groups/instructional-technology/posts/128655/attachments/44958" style="max-width: 100%; height: auto;"></span></p><p><strong><a href="https://chemistry.umbc.edu/faculty/tara-carpenter/" rel="nofollow external" class="bo"><span>Tara Carpenter</span></a><span> (Chemistry)</span><span>: "</span><span>Modeling Effective Learning Strategies in Introductory Chemistry."</span></strong><span> This is a renewal of Carpenter's 21-22 mini grant, focused on students' understanding and use of "spaced practice" as an alternative to cramming for exams in her CHEM 102 "Principles of Chemistry II" course. Specifically, she is focused on how students can take their spaced practice "lessons learned" with them to CHEM 351 "Organic Chemistry," which requires CHEM 102. Carpenter </span><a href="https://doit.umbc.edu/analytics/community/events/event/101268/" rel="nofollow external" class="bo"><span>presented</span></a><span> her initial findings last spring, and has already offered a "spaced practice" </span><a href="https://www.youtube.com/watch?v=lLJGSsBySyA" rel="nofollow external" class="bo"><span>workshop</span></a><span> this fall for her Spring 22 CHEM 102 students currently enrolled in CHEM 351. She is also working with the FDC and DoIT to conduct a series of focus groups to better understand the challenges students face in setting up spaced practice on their own.</span><span><br></span></p><p><strong><a href="https://flourish.umbc.edu/karen-chen/" rel="nofollow external" class="bo"><span>Karen Chen</span></a><span> (Information Systems)</span><span>: "</span><span>Bumpy Journey: Exploring Gateway Courses Failures and Major Switch - a Case Study with Information Systems Majors."</span></strong><span> This is a renewal of Chen's 21-22 mini grant focused on what is sometimes referred to "curricular analytics," particularly in CoEIT. She </span><a href="https://lasummit.indiana.edu/about/index.html" rel="nofollow external" class="bo"><span>presented</span></a><span> her initial findings at Indiana University's 2022 </span><a href="https://lasummit.indiana.edu/" rel="nofollow external" class="bo"><span>Learning Analytics Summit</span></a><span> in May, but also leveraged this work to look at how she teaches data science by engaging students as creators, not just consumers, of learning analytics insights and interventions. Her </span><a href="https://doit.umbc.edu/analytics/community/events/event/108204/" rel="nofollow external" class="bo"><span>presentation</span></a><span>, "Analytics by Students for Students," was the first in UMBC's Fall 2022 data science and learning analytics </span><a href="https://doit.umbc.edu/analytics/news/post/127877/" rel="nofollow external" class="bo"><span>series</span></a><span>.</span></p><p><strong><a href="https://physics.umbc.edu/people/faculty/goolsby-cole/" rel="nofollow external" class="bo"><span>Cody Goolsby-Cole</span></a><span> (Physics): "How Does Student Performance on Ungraded Practice Questions Correlate to Performance on Exams?"</span></strong><span>This is a new proposal emerging from Goolsby-Cole's participation in a grant to promote "Equity &amp; Digital Education" by the </span><a href="https://www.everylearnereverywhere.org/" rel="nofollow external" class="bo"><span>Every Learner Everywhere Network</span></a><span>. Building on a growing CNMS practice of using </span><a href="https://doit.umbc.edu/post/97023/" rel="nofollow external" class="bo"><span>question banks</span></a><span> and </span><a href="https://help.blackboard.com/Learn/Instructor/Ultra/Tests_Pools_Surveys/Question_Types/Calculated_Formula_Questions" rel="nofollow external" class="bo"><span>calculated question types</span></a><span> for online exams in Blackboard, Goolsby-Cole also created practice questions that were ungraded, in terms of points contributing to a final grade, but including correct and incorrect answers displayed to students. During the first six units of his Spring 22 course, PHYS 122 "Introductory Physics II," he found students earning a 70% on the practice questions earned an average of 92% on the exam that followed. Students who did not use practice questions earned an average exam grade of 77%. He plans to build out and assess this practice environment further, including practice exams, to see if and how more students might use and benefit from it.</span></p><p><span>"On behalf of the Provost, we're pleased to continue offering these learning analytics mini grants to help faculty use institutional data that might inform their course designs and instruction to the benefit of our students," says </span><span><strong>Robert Carpenter</strong></span><span>, associate provost and deputy CIO. "We are excited by these interesting projects and look forward to what the faculty may find."</span></p><p><span>These one-year learning analytics awards are renewable pending receipt of a final report, paper submitted for publication or conference presentation. In addition to use of UMBC's Report Exchange (REX) </span><a href="http://rex.umbc.edu" rel="nofollow external" class="bo"><span>data warehouse</span></a><span>, and a </span><a href="https://www.tableau.com/products/viewer" rel="nofollow external" class="bo"><span>Tableau "viewer" license</span></a><span>, faculty recipients can consult with staff from </span><a href="http://analytics.umbc.edu" rel="nofollow external" class="bo"><span>Analytics and Business Intelligence</span></a><span>, </span><a href="http://doit.umbc.edu/itnm" rel="nofollow external" class="bo"><span>Instructional Technology</span></a><span> and </span><a href="https://oir.umbc.edu/" rel="nofollow external" class="bo"><span>Institutional Research and Decision support</span></a><span> (IRADS). </span></p><p><span>For more information about this year's workshops, speakers and another learning analytics mini-grant call for proposals to be announced in Spring 23, please visit </span><a href="https://doit.umbc.edu/analytics/community/" rel="nofollow external" class="bo"><span>doit.umbc.edu/analytics/community</span></a><span>. </span></p><p><span><em>by <a href="https://my3.my.umbc.edu/groups/instructional-technology/news?tag=fritz" rel="nofollow external" class="bo">John Fritz</a></em></span></p><div><span><br></span></div></span></div>
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<Summary>To encourage, identify, and exchange effective practice in the use of data to inform teaching and learning, the Provost's Office has once again awarded learning analytics mini grants to three...</Summary>
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<PostedAt>Fri, 21 Oct 2022 15:40:18 -0400</PostedAt>
<EditAt>Thu, 14 Nov 2024 10:29:25 -0500</EditAt>
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<NewsItem contentIssues="true" id="128323" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128323">
<Title>National Distance Learning Week 2022 Lunchtime Series</Title>
<Tagline>Nov 7-11, 2022: Candid Conversations About Online Learning</Tagline>
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<![CDATA[
    <div class="html-content"><span><p><span>According to <a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/128337" rel="nofollow external" class="bo">the latest EDUCAUSE students and technology survey</a>, the number of students who prefer some form of online learning increased more than three times between pre-pandemic and post-pandemic inquiries (</span><a href="https://library.educause.edu/resources/2022/10/2022-students-and-technology-report-rebalancing-the-student-experience" rel="nofollow external" class="bo"><span>Robert, 2022</span></a><span>). Additional enrollment tracking of students taking at least some of their courses online also showed increased demand prior to the pandemic (</span><a href="https://www.insidehighered.com/news/2021/10/13/new-us-data-show-jump-college-students-learning-online" rel="nofollow external" class="bo"><span>Smalley, 2021</span></a><span>; </span><a href="https://philonedtech.com/alternative-view-more-than-50-of-us-higher-ed-students-took-at-least-one-online-course-in-2019-20/" rel="nofollow external" class="bo"><span>Hill, 2021</span></a><span>).</span></p><p><span>Online learning continues to be a valuable modality at UMBC, supporting students to reach their degree goals through the Finish Line program (</span><a href="https://er.educause.edu/articles/2021/4/a-pandemic-silver-lining-helping-former-students-finish-degrees-online" rel="nofollow external" class="bo"><span>Rous, Mozie-Ross, Shin, &amp; Fritz, 2021</span></a><span>) or obtain progressional degrees and certifications through our existing catalog of well established programs. UMBC is a growing leader in online learning with its </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts?tag=award" rel="nofollow external" class="bo"><span>award-winning PIVOT</span></a><span> and </span><a href="https://doit.umbc.edu/itnm/?tag=qmi" rel="nofollow external" class="bo"><span>Quality Matters Impact</span></a><span> programs.</span></p><p><span>Instructional Technology will host a series of </span><span><em><strong>Candid Conversations About Online Learning</strong></em></span><span> as we explore the theme of leadership across all aspects of distance learning during the 15th anniversary of </span><a href="https://usdla.org/events/2021-ndlw/" rel="nofollow external" class="bo"><span>National Distance Learning Week</span></a><span> (NDLW) from November 7-11, 2022.</span></p><p><span>Our candid conversations will include:</span></p><p></p><ul><li><span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/111050" rel="nofollow external" class="bo">What does good course design look like?</a> (Nov. 7)</span></li><li><span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/111054" rel="nofollow external" class="bo">How do we engage disconnected students?</a> (Nov. 8)</span></li><li><span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/111092" rel="nofollow external" class="bo">How do we counter the myths of online learning?</a> (Nov. 9)</span></li></ul><p><span>Faculty and academic leaders will lead these discussions and the UMBC community is encouraged to <a href="https://my3.my.umbc.edu/groups/instructional-technology/events?mode=upcoming&amp;tag=candid-conversations" rel="nofollow external" class="bo">join these candid conversations</a>. Event information is posted to <a href="https://my3.my.umbc.edu/groups/instructional-technology/events" rel="nofollow external" class="bo">the Instructional Technology myUMBC group</a> in October. Register now!</span></p><p><span><strong>Share your thoughts!</strong></span></p><p><span>We also invite you to participate in this year's NDLW conversations by contributing your reflection on lessons learned, candid conversation, or what's next in a VoiceThread. To share your reflection, please follow these easy steps:</span></p><p></p><ol><li><span>Create your VoiceThread. Not sure how to use VoiceThread? Head over </span><a href="https://wiki.umbc.edu/x/4IrNAw" rel="nofollow external" class="bo"><span>the VoiceThread FAQs</span></a><span>!</span></li><li><span>Access </span><a href="https://umbc.voicethread.com/myvoice/browse/threadbox/5978" rel="nofollow external" class="bo"><span>the NDLW 2022 landing page</span></a><span> in VoiceThread.</span></li><li><span>Click Add Your Own link in the upper right corner.</span></li><li><span>Select your VoiceThread to share.</span></li></ol><p><span>Be sure to check out the other VoiceThreads throughout the week and add your own comment to the conversation.</span></p><p><span><strong>Additional resources</strong></span></p><p><span>Can't make these National Distance Learning Week sessions? Bookmark this post for updates about other virtual events!</span></p><ul><li><a href="https://usdla.org/ndlw-2022/" rel="nofollow external" class="bo"><span>USDLA Schedule of Events</span></a><span> (2 events per day all week)</span></li><li><a href="https://www.anthology.com/digital-teaching-symposium" rel="nofollow external" class="bo"><span>Blackboard Digital Teaching Symposium</span></a><span> - Nov. 10, 2022</span></li></ul></span></div>
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<Summary>According to the latest EDUCAUSE students and technology survey, the number of students who prefer some form of online learning increased more than three times between pre-pandemic and...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/128323</Website>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Fri, 14 Oct 2022 09:59:46 -0400</PostedAt>
<EditAt>Mon, 31 Oct 2022 14:33:07 -0400</EditAt>
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<NewsItem contentIssues="true" id="128337" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128337">
<Title>Students' Interest Shifts Toward Hybrid and Online Learning</Title>
<Tagline>Key Findings: Modality Preferences and Access Demands</Tagline>
<Body>
<![CDATA[
    <div class="html-content">Based on a national survey of undergraduates and IT, 18% of UMBC respondents stated a preference for courses that are mostly to fully online (compared to 33% nationally). That preference for online learning is up from approximately 6% pre-pandemic.  Additionally, 53% of UMBC students (compared with 41% nationally) indicated a preference for all or mostly face-to-face(F2F) instruction. By contrast, in 2018 and 2019 versions of the same survey, an average of 69% of UMBC respondents preferred all or mostly F2F instruction.<br><br>More than 800 students from a <a href="https://www.educause.edu/ecar/research-publications/2022/students-and-technology-report-rebalancing-the-student-experience/methodology-and-acknowledgments" rel="nofollow external" class="bo">nationally representative sample</a> responded to the 2022 “Undergraduates and IT” survey, which was  administered by the Educause Center for Applied Research (<a href="http://www.educause.edu/ecar" rel="nofollow external" class="bo">ECAR</a>) in collaboration with <a href="https://www.ipsos.com/en-us/solutions/public-affairs/knowledgepanel" rel="nofollow external" class="bo">Ipsos KnowledgePanel</a>. UMBC has participated every year <a href="https://doit.umbc.edu/about/metrics/undergrads-and-it/" rel="nofollow external" class="bo">since 2006</a>. ECAR data have been beneficial to inform decision making, particularly amidst the pandemic. Additionally, our involvement has provided critical insights for <a href="https://doit.umbc.edu/news/?id=71974" rel="nofollow external" class="bo">benchmarking trends</a> such as <a href="https://doit.umbc.edu/itnm/post/64256/" rel="nofollow external" class="bo">the increasing ubiquity of smart devices</a>, which has, in turn, allowed for advancements such as <a href="https://doit.umbc.edu/post/125428/" rel="nofollow external" class="bo">the adoption of phone-based responseware</a>.<br><br>Interestingly, the ECAR  findings echo those of <a href="https://doit.umbc.edu/itnm/post/99554/" rel="nofollow external" class="bo">DoIT’s spring 2022 faculty survey</a>, which indicated a shift in pre/post-pandemic teaching preference away from traditional face-to-face models. Additionally, based on their experiences with online and blended courses, 72% of students indicated they were just as or more likely to take a course with a similar modality again in the future. <br><br>Technology limitations, including network reliability and device access were principal themes highlighted by EDUCAUSE for <a href="https://library.educause.edu/resources/2022/10/2022-students-and-technology-report-rebalancing-the-student-experience" rel="nofollow external" class="bo">their national responses</a>, as was a general shift in instructional modality preference away from mostly face-to-face. <br><br>The ECAR results show two thirds of UMBC respondents with adequate internet connectivity either always or very often, while 23% only had adequate access sometimes. The majority of users (86%) struggled at least occasionally to find an internet connection, and half of respondents indicated that at some point their primary device lost connectivity to the internet during class, an exam, or another synchronous activity. Student connectivity can also impact other related domains, such as academic integrity, accommodations, and testing, as highlighted by <a href="https://doit.umbc.edu/post/119088/" rel="nofollow external" class="bo">a recent faculty survey</a>.<br><br>Only 1% of survey respondents did not own a computer. The primary device for two thirds of users was a laptop, while another 19% use a desktop. Although half of those surveyed indicated using a smartphone as their secondary device, none use one as their primary solution. Only one in five respondents indicated encountering difficulties running required software on their device due to compatibility, memory, or other issues. Notably, nearly half of the students self-resolved the IT difficulties they encountered with their own knowledge and personal troubleshooting abilities, which is almost twice the rate of our institutional peer group. This outcome may be attributable to UMBC’s use of on-demand support <a href="https://wiki.umbc.edu/display/faq/Find+Help" rel="nofollow external" class="bo">FAQs</a> along with show-and-tell screencasting.<br><br>As in years past, a 25% sample of the university’s undergraduate student population was conducted, and the survey was deployed toward the end of the Spring 2022 term using direct messaging through <a href="http://my.umbc.edu/" rel="nofollow external" class="bo">myUMBC</a>. Response rates were lower this year than in past deployments, perhaps indicating a general survey fatigue associated with pandemic-related data gathering. Nonetheless, response rates were sufficient for reliable and valid conclusions, while our data aligned with and generally reflect those of our peer institutions. <br><br><div>~By <a href="https://doit.umbc.edu/itnm/staff/penniston/" rel="nofollow external" class="bo">Tom Penniston</a></div><div><br></div><div>Image by <a href="https://www.freepik.com/free-vector/round-background-with-person-filling-out-form_1078424.htm#query=survey&amp;position=2&amp;from_view=search&amp;track=sph" rel="nofollow external" class="bo">Freepik</a></div></div>
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<Summary>Based on a national survey of undergraduates and IT, 18% of UMBC respondents stated a preference for courses that are mostly to fully online (compared to 33% nationally). That preference for...</Summary>
<Website>https://doit.umbc.edu/post/128337/</Website>
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<Tag>trends</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Thu, 13 Oct 2022 15:45:39 -0400</PostedAt>
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<NewsItem contentIssues="true" id="128167" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128167">
<Title>Track student engagement with Ultra content in October</Title>
<Tagline>Improved auto-save for student assessments</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div><div><div><div>In the October update, scheduled for this week, instructors who teach in Ultra courses will be able<a href="https://wiki.umbc.edu/x/sQjnAQ" rel="nofollow external" class="bo"> to track and view student engagement with course content</a>. Tracking how, when, and what students do with course content may help instructors identify when to take important actions such as reaching out to inactive students about their progress in a course.</div><div><br></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/learn_ultra_instructor_StudentProgressReportForCourseContent_StatusAndDate_AdditionalDetailsWithEllipsisMenu.png" alt="Image 1: Click the overflow menu to access the new report" style="max-width: 100%; height: auto;"></div><div><em>Image 1: Click the overflow menu to access the new report</em></div><div><br></div><div>Unlike in Original courses, the new report, called Student Progress, does not need to be enabled on a per item basis. It is automatically available in all Ultra courses <a href="https://wiki.umbc.edu/x/tQFyBw" rel="nofollow external" class="bo">when Progress Tracking is turned on</a> at the global level. Instructors can view the report by selecting the (...) menu for each supported content item:</div><div><ul><li>Learning Modules &amp; Folders</li><li>Ultra Documents</li><li>Uploaded files</li><li>Links</li><li>LTI content (third-party tools) with no associated grade</li></ul></div><div><img src="https://blackboard.umbc.edu/bbcswebdav/institution/doitnews/ultra-updates/learn_ultra_instructor_StudentProgressReportForCourseContent_StatusAndDate.png" alt="Image 2: Example of progress report for course content" width="500" style="max-width: 100%; height: auto;"></div><div><em>Image 2: Example of progress report for course content</em></div><div><br></div><div>The report will show instructors:</div><div><ul><li>Students who have not yet opened content;</li><li>Students who have opened or started viewing content; and</li><li>Students who have marked the content as complete.</li></ul><p>Instructors may sort by student name or progress status. The list of students will also include pronunciation and, when enabled in Blackboard by UMBC, pronoun information.</p><p>The report provides instructors with the date and time for when an action occurred (e.g., when a student started viewing content). <span>Instructors can then send an individual or bulk message with a blind copy to each student.</span></p></div><div><br></div><div><strong>Improved Auto Saved Support for Students</strong></div><div><span>This month's update features a major improvement for students when taking assessments. </span><span>Responses entered in the content editor will be auto saved two seconds after the student stops typing. The "last saved" time is displayed at the bottom of the assessment and auto updates. If there is a disruption in connectivity, students will receive a "Connection lost" warning. This warning informs students that action is needed to re-establish the connection so that their work is saved.</span></div></div><div><br></div><div><span>The <a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">next update</a> to our Ultra test environment will take place on October 11, 2022. Faculty who are interested in test driving new features before they are released to production should </span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">open an RT ticket</a><span> to request early access. </span><span>Additionally, </span><span>our <a href="https://docs.google.com/spreadsheets/d/1kkG0toIfhmykbbwCeSDd8NopHp19CH7D5rPd95mxji8/edit?usp=sharing" rel="nofollow external" class="bo">Ultra feature tracker is updated</a> and now includes a filter for functional category (e.g., assessment, course management, grading) so you can sort only those items you might be interested in tracking the status. </span><span>Please </span><a href="http://umbc.edu/go/ultra" rel="nofollow external" class="bo">watch the FAQs</a><span>, including </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">the What's New with Ultra page</a><span>, </span><span>and myUMBC for additional information about Ultra. </span></div><div><span><br></span></div><div><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></div><div><ul><li><span><a href="http://pivot.umbc.edu" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a></span><span> </span><span>|</span><span> </span><span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a></span><span> </span><span>|</span><span> </span><span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a><span> </span></li><ul><li><span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> </span><span>|</span><span> </span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></span></li></ul><li><span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></span></li><li><span>Follow the </span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a><span> &amp; </span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a><span> myUMBC groups</span></li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a><span> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></span></li></ul></div></div></div><div><div></div></div></div>
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<Summary>In the October update, scheduled for this week, instructors who teach in Ultra courses will be able to track and view student engagement with course content. Tracking how, when, and what students...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/128167</Website>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Tue, 04 Oct 2022 12:50:07 -0400</PostedAt>
<EditAt>Fri, 07 Oct 2022 10:09:52 -0400</EditAt>
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<NewsItem contentIssues="true" id="128047" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/128047">
<Title>Upcoming Akindi Webinar: 10/11/22</Title>
<Tagline>Learn how to implement the paper-based assessments</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div>To help Instructors prepare for upcoming paper-based multiple-choice assessments, <strong><a href="https://wiki.umbc.edu/pages/viewpage.action?pageId=114004610" rel="nofollow external" class="bo">Akindi</a> is offering a live webinar Tuesday, Oct 11th at 1:00 PM (ET)</strong>. Their Customer Success Lead will walk participants through use of the tool, answer questions, and ensure attendees are ready to deploy their assessment with Akindi.</div><div><br></div><div><strong>You can <a href="https://us02web.zoom.us/webinar/register/WN_41Sfb91KTBCpUkDnOcKuog" rel="nofollow external" class="bo">register here</a> to attend</strong>, or if you're unavailable at the time of the training, you can sign up to receive the recording.</div></div>
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<Summary>To help Instructors prepare for upcoming paper-based multiple-choice assessments, Akindi is offering a live webinar Tuesday, Oct 11th at 1:00 PM (ET). Their Customer Success Lead will walk...</Summary>
<Website>https://doit.umbc.edu/post/128047/</Website>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Fri, 30 Sep 2022 09:41:03 -0400</PostedAt>
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