Below you will find Word documents with tables to assist faculty in submitting classroom seating charts. These seating charts are designed to be printed and then filled out.
If you have created a Graded Harmonize Discussion assignment in Canvas, you must enable a due date and a milestone for student work to appear in SpeedGrader.
In the absence of due dates, Milestones, and Auto-Grading, only the students who created a post will have their work displayed in SpeedGrader. Here’s the expected behavior of SpeedGrader:
|Activity for Single |
|Activity for All |
|No Milestones||When the student has submitted a post||No guarantee, only if every student submits a post|
|Milestones with No Due Dates||When the student completes all milestone requirements||No guarantee, only if every student completes all milestone requirements|
|Milestones with Due Dates (with or without Auto-Grading enabled)||When the student completes all milestone requirements||When the final Milestone due date has elapsed|
If prefer to not use due dates and milestones, you can still easily grade student activity by viewing the Harmonize Activity screen for your graded assignment. Simply click on the Harmonize Assignment, and then click on the Activity button to the right of your instructions.
All course sections, on-campus and online, access course rosters and retrieve student email addresses in the same way.
The HyFlex (hybrid flexible) learning model is both a teaching format that bridges and blends the physical and digital classrooms and the pedagogy that informs the design of HyFlex learning. Originally conceived by Brian Beatty and his colleagues at San Francisco State University, the HyFlex model provide students more flexibility while maintaining high quality instruction for all students, whether they are joining the course face-to-face, online synchronous (Zoom), or asynchronously online. A short overview of HyFlex is below. View instructional strategies and additional resources on the HyFlex Pedagogy page on the COLRS website.
The approach adheres to four core values or principles, listed here as stated in Brian Beatty’s book, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes (2019):
Both on-campus and online courses have the same deadlines for reporting student grades.
Canvas is a web-based course management learning system that instructors can use to organize course content. Instructors can manage the content to provide students with supplemental materials in a blended course format or full-course activities organized in Modules for ease of student learning. Canvas contains a multitude of tools, such as collaborations, assignments, and pages for an online class. There are many tools such as the discussions, chat, Zoom, Kaltura video management, and peer reviews, which allow for increased communication and collaboration.
Canvas has a simple file upload process that requires no knowledge of HTML coding. UIS also has the Design Plus tool to enable faculty to create visually appealing and well organized courses to guide users through their coursework.
Canvas has an easy to navigate interface for students on the web and via a mobile app.
Canvas allows faculty members 24/7 access to their course for instructional updates and design.
by Alana Gomoll
Most often, infographics are presented as images. For image-based infographics, the main concerns are alternative text and color contrast. You may be familiar with alternative text, which describes the content of an image to someone using a screen reader. For infographics, alt text involves fully providing the information described by the graphic. Where this should be included depends on where the infographic is being presented.
If it’s in a Word or PowerPoint document, you can right click on the image and choose Edit Alt Text (if you’re in 365 or 2019) or choose Format Picture and find the alt text box in the Layout and Properties tab of the Format menu (For Office 2016).
If you’re including the image as part of an email, and you’re using Outlook, you can include alt text the same way, by right clicking and choosing Edit Alt Text. If you aren’t using Outlook or another client that allows for the inclusion of alt text when inserting images, you should include the text alternative in the email itself, add a link to the alt text, or add it as an attachment.
If you’re posting it on a webpage, you can include the alt text in the image tag as seen below:
<img src="infographic.png" alt="description of the infographic's content"/>
When writing the alt text itself, describe in the logical reading order of the graphic the data described by each element. The form of the element may be omitted if it isn’t important to understanding the image.
For example, here is an infographic describing student demographics at UIS and its alt text:
Example ALT Text: Infographic, Snapshot of the UIS Student Body (Fall 2019): UIS has 4275 total students, 66.1 percent of which are onground students, and 33.9 percent are online students. 17.2 percent are transfer students, 62.5 percent are undergrad students, and 37.5 percent are graduate students. 30.9 percent live in college housing. 44.6 percent are part time students and 55.4 percent are full time students. 51.6 percent of students are female and 48.4 percent are male. Residency: 76.6 percent of students are Illinois residents; 14.6 percent are Non-Illinois residents; and 8.7 percent are International students. Age breakdown: 620 students are under 19. 662 students are aged 20 to 21. 827 students are aged 22 to 24. 715 students are aged 25 to 29. 515 students are aged 30 to 34. 366 students are aged 35 to 39. 359 students are aged 40 to 49. 193 students are aged 50 to 64. 18 students are 65 or older. Race breakdown: 2611 students are White. 557 students are Black or African American. 373 students are Non Resident Alien. 348 students are Hispanic or Latino. 197 students are Asian. 134 students are Two or More Races. 47 students are unknown. 6 students are American Indian or Alaskan Native. 2 students are Native Hawaiian or Other Pacific Islander.
Here, none of the visual elements provided to make the image more engaging to the eye are included, as they are superfluous and are not used in a way to further convey the data expressed. Instead, the statistics are simply described in text, with an effort to make the format they are read in understandable to a listener. If any visual elements are important to the understanding of the infographic, be sure to include those. An example might be if one of the bars of the histogram was colored differently to highlight a certain data value.
In terms of accuracy, try to provide the original statistics if possible. I was able to include specific numbers for the charts at the bottom of the graphic because I had access to the original data that formed this document. If you don’t have such access, approximations are acceptable, but note that you’re providing approximations rather than the actual values in your description.
The colors used in your infographic should also have significant contrast between them to ensure that sighted individuals with visual impairments can still read the graphic. There are a number of tools that allow you to check the contrast of a foreground and background color like this WCAG color contrast checker, or apply filters to see what an image looks like with different forms of color blindness, like Coblis.
If the infographic is instead a document like a PDF or PowerPoint that is made up of individual elements, there are other considerations beyond those listed above. Primarily, the elements should read in an order that is not confusing and complements the content.
The accessibility checker in Office programs is located under File > Info > Check for Issues > Check Accessibility. You can use this to see if there are other issues with the document than are listed here. When you select an issue, there is a description at the bottom of the pane of why the issue occurred and how to fix it.
In PowerPoint, you can see the reading order by opening the Selection Pane (Home > Arrange > Selection Pane). The elements will be read from the bottom to the top of the selection pane. Drag and drop elements within this pane to reorder the way they will read.
For elements like charts, that have data integrated, they will read the data in a tabular format, and don’t require special considerations. Text items should be added in a content block rather than a text box, because text boxes can sometimes have issues with not being read properly. To add more content blocks, open the Slide Master (View > Slide Master) copy a content block on the current layout, and paste it in for as many elements as you need to add.
You can then reapply the layout by choosing it from the Layout dropdown in the Home tab, and add your elements into the content blocks.
Graphical items should have alternate text that describes their content, and if they’re decorative, you can check the “Mark as Decorative” box in the alt text pane.
Checking accessibility in PDF is a little more complicated than other filetypes. There are two tools that you may need to use to ensure an accessible PDF. First, use the Accessibility Check option from the Accessibility tool. The issues will be displayed in the left pane. You can right click and choose Explain, and it will open the Adobe help page explaining the error and how you might fix it.
If you get an issue for Untagged PDF, you need to run the Make Accessible wizard from the Action Center tool. Follow the dialog boxes to complete the wizard. When it asks for the document information, all of the fields are optional except for Title. It will ask if you would like to scan for form fields and the default option is to do so. Don’t choose this option; choose No, Skip this Step. You will likely have a point where it presents you with boxes to add alt text to any images it recognizes. I suggest just choosing Save and Close here, ensuring the reading order is correct, and then going back to alt text at the end by right clicking on one of the alt text issues and choosing Fix.
Similar to PowerPoint, reading order is the most important accessibility concern in PDFs. The easiest way to categorize elements and change their reading order is in the Order panel. You can right click on the left toolbar and choose Order if it isn’t shown already.
Here, each element will have a box around it labeled with a number in the order that they will read aloud to a screen reader. Each element is also listed in order in the left side pane. You can reorder elements within that pane. To regroup elements or change an element’s tag, open the menu at the top of the pane and choose “Show Reading Order Panel”.
This will open a dialog, and you will now be able to drag a box on the document to select elements. You can also click on an existing tagged element to select it as a whole. After you’ve selected what you want to tag, click the corresponding button in the dialog box. One thing to note is this will affect the layering order in the PDF, so an element that reads earlier will be above an element that reads later. If something is decorative and sitting in front of another element, you can tag it as background/artifact and adjust its visual ordering by using the Arrange options in the Edit PDF tool.
This is an example of an accessible PDF infographic. You can see the reading order given by the numbers next to each element. Most of this graphic was simply text, and so didn’t need special considerations beyond ensuring that they read in a logical manner. Each of the pictures has alt text, and the bars of the bar graph are also alt texted with their value, so the bar graph would read the label and then the corresponding value. Note that none of the decorative elements are included in the reading order because their presence is not necessary to understand the information presented.
Regular and substantive feedback on student work encourages academic growth and improvement. It is an important communication channel with your students. In the post below, we will discuss the general structure of grading and feedback in Canvas, as well as link to Canvas documentation on feedback and grading.
When you set up your Canvas Grades (Gradebook) and provide feedback to students, you will be working in three distinct areas of Canvas.
The Assignments area of the Canvas lists every graded item in Canvas — assignments, quizzes, and graded discussions. Assignment Groups organize assignments and are used for weighted grades, if required.
This area exactly reflects the Grades (Gradebook) columns.
The Grades (Gradebook) area of Canvas displays individual student grades, instructor feedback, and calculates total grades. The Grades (Gradebook) area has many features for entering, modifying and overriding grades, posting/hiding columns, calculating late work deductions, and messaging students based on grading criteria.
The SpeedGrader is the grading interface for online assignments, quizzes, and discussions. The SpeedGrader layout displays student work, any grading rubrics, and feedback options (including annotations, written, audio, or video feedback).
Students access instructor feedback entered in the SpeedGrader through their view of Grades.
Many faculty members have contacted us about how to “unpublish” courses from last semester to manage the courses that appear on their Canvas Dashboard screen.
Courses cannot be unpublished after students have submitted work, but you can customize which active courses you want to show in your Course list and Dashboard. Courses you want to show in the Courses menu are called favorite courses. You can favorite any active course that appears on the course list page.
When no courses are favorited, the courses list automatically displays up to 20 courses alphabetically in the drop-down menu. However, once you have selected at least one course as a favorite, only your favorite courses will appear in the Courses list.
Note: Courses are always listed alphabetically; you cannot reorder your courses manually.
In the blue Global Navigation on the left side of Canvas, click the Courses link , then click the All Courses link .
To favorite a course, click the star next to a course . Courses with filled stars show the course is a favorite .
In the Dashboard, any courses you have with an instructor role will be listed first, followed by TA roles and any other custom instructor-based roles. Your courses with student roles are listed last.
Note: When you favorite at least one course, the Dashboard will only display favorited courses. Canvas will also continue to automatically favorite new course enrollments.
Unpublished courses can be identified by a gray background  and the Published column . You can favorite unpublished courses.
Depending on course configuration, you may still be able to view your past enrollments after courses have concluded. However, favorited courses are not automatically removed as a favorite. If a past enrollment course still shows as a favorite, users can unfavorite the course by toggling the star icon.
Import the Canvas Commons home page option into your course. Use the notes below to help you customize the home page.
<a class="btn" title="Module 13" href="$CANVAS_OBJECT_REFERENCE$/modules/g058d530cfac3258f9d32f8618205435e" data-api-endpoint="https://uispringfield.instructure.com/api/v1/courses/2880/modules/9700" data-api-returntype="Module">Module 13</a>
Students may designate a preferred first name, which certain University systems, including Banner, Email, and Canvas, will then use.
In Canvas, the preferred name will appear in place of the legal first name. In Banner, both the legal first name and preferred first name will appear. A preferred first name may take several days to roll out to all systems.
By default, courses for upcoming semesters are set to Unpublished. Instructors can open a course, or make it available, before the start of a term.
Any students enrolled in the course site will not have a Canvas Card for a course on their Dashboard until the instructor “Publishes” the course site.
To publish a Canvas course site:
Once you Publish a Canvas course site, you do not have to publish it again if you add new content. You only have to Publish the site once.
You can Unpublish the course by going to the Home page and clicking Unpublish. This will remove the Dashboard Card link from all student accounts.
To Allow Student Early Access to a Canvas Course
Note: Once you have graded a student assessment, you can no longer Unpublish the course site.
Canvas New Feature Ideas allow all Canvas users to suggest ideas and rate ideas for new and existing features and fixing bugs in Canvas. Canvas use New Feature Ideas to prioritize work. They have some great pages about starting idea conversations and the Canvas development process.
Who can start an idea?
Any registered user! Your UIS Canvas account allows you to create new ideas and rate or comment on existing ideas. Rating the is the “voting” mechanism that Canvas uses to measure support for an idea.
How do I rate a conversation?
Rating is how you demonstrate just how important an idea conversation is to you.
To rate an idea conversation, click on the “Log in to participate” button in the red banner at the top of the page. Click on the number of stars you wish to rate it, with 1 being low and 5 being the highest importance.
Notes: You must be logged into the Community to rate. Also, you cannot rate your own idea.
Canvas Ideas that we think UIS faculty and staff may wish to rate and move up in the development pipeline:
What do the stages for Canvas Ideas mean?
In Canvas’s New Quizzes tool, partial credit is not available on Matching, Ordering, and Multiple Answer Questions. To adjust student scores for these questions, you can use “fudge points” in the Canvas SpeedGrader. You can also manually override the grade, by entering the correct grade in the total points for the quiz.
Partial credit is given in the Canvas Classic Quizzes tool for these question types.
New quizzes in Canvas have a solid green spaceship logo. Classic quizzes have an outlined spaceship logo.
Canvas users, including UIS faculty and staff, can “vote up” new features and feature changes in Canvas.
If you are developing Canvas assignments that require your students to create and post videos, the following copy and paste resources may be helpful.
Be sure that you have My Media enabled in your course menu (under Settings > Navigation), so that students can record their videos with Kaltura Media.
Students can follow the instructions for recording a video with Kaltura Media from UIS ITS.
Assignments that ask students to create video presentations can be excellent methods to assess synthesis of course materials or to present original research. Below you will find best practices for setting up student video presentation assignments in Canvas, including some instructions that you can copy and paste to include in your assignment instructions.
But, first, a word about what NOT to do.
Please do not create a Canvas assignment with a submission type of “online” and “Media Recordings” upload. This type of assignment will have the students upload video files directly to Canvas, which will quickly cause your course size to reach its storage limit. After your course meets its storage limit, you will not be able to upload any additional files to your course.
Students have access to record and share videos through Kaltura Media, the UIS video creation and storage solution. Student video projects can be created in Kaltura Media or created else and uploaded to Kaltura Media. Students may share the videos by (1) submitting a URL (web link) to the video to a Canvas Assignment, (2) embedding their video in a text box, or (3) adding a link to the video or embedding the video in a Canvas Discussion.
By default, students will be able to embed Kaltura Media videos in a discussion post. Follow these directions to create a Canvas Discussion. Be sure to include instructions for how your students can embed or link to their Kaltura Media video in their post.
How do I assess individual contributions?
Use technology. Promote the use of tools that capture individual contributions through versioning. Examples of tools provided by UIS:
Implement peer evaluation. Allow group members to evaluation one another and themselves and incorporate this evaluation into the final grades for the group project.
Instructions to access students enrolled in courses using Self-service (Enterprise):
In order to prepare students for remote learning this fall, COLRS has create a short orientation module that can be imported into any UIS Canvas course site. The materials have been reviewed by UIS faculty and posted to Canvas Commons for easy inclusion in your course(s).
The materials are also accessible through the “More” menu in Canvas. Click on the “Remote Learning Orientation” to view the materials.
Guest accounts cannot be created for Canvas. All users must have a NetID to have access to UIS Canvas.
If an instructor or unit needs to provide access to a person who does not have a NetID, the unit may request an External Affiliate UIN and NetID.
An External Affiliate is typically a person who is not an employee, student, or faculty member that requires a UIN and NetID. This could be a visiting scholar, guest, etc. This is not to be confused with a person requiring only WiFi access, which can be provided by other methods. A new request for an External Affiliate status will typically pertain to three types of people
A sponsor will have been assigned to assist the requester before this request is initiated. The sponsor must be a university employee that will assist in the submission of the new request and is the point of contact for any questions during the process. The employment status of of the sponsor will be validated at submission time.
The unit sponsor will complete this External Affiliate request form. This form must be completed on campus or while connect to campus by VPN.
The sponsor will be required to provide this information for the affiliate who needs a NetID:
If a NetID and UIN from a current or previous university relationship is entered, this will expedite the approval process. Otherwise, the iCard office will search for a previously utilized UIN/NetID.
Please note: Enrollments in academic courses are handled automatically and synced hourly with available data from Enterprise/Banner. The instructions below apply to non-teaching courses, such as departmental or committee courses. If you have any questions regarding adding additional people to an academic course, please contact COLRS.
To add a user by NetID, select the login ID button .
In the text field , enter the NetID for the user. You can copy and paste multiple NetIDs at one time by placing a comma or line break between login IDs.
In the Role drop-down menu , assign the user(s) a role for the course based on available course roles.
In the Section drop-down menu , assign the user(s) a section in the course.
If you want to limit the user(s) to only interact with other users in their section, click the Can interact… checkbox .
Click the Next button .
Note: If you are adding multiple users at the same time, all users inherit the same role and section.
If Canvas finds an existing user, you can confirm the user before adding the user to the course .
The user’s name displays in the page along with the user’s information you used in the user search. Although Canvas may display additional search columns, existing information in a user’s account will not be displayed.
When you are ready, click the Add Users button .
If Canvas did not find your intended user, you can click the Start Over button .
If you cannot locate a user, they may not yet have a Canvas Account. Please have the user log in to Canvas, which will automatically create their UIS Canvas account.
Your Canvas course will become unavailable to students on the Friday before the next term begins. Instructors do not need to take any steps to close their courses.
UIS has configured single sign-on (SSO) for our Zoom account, you need to use SSO to login on the web and with the Zoom client. Some meetings, like COLRS training workshops, will also require you to login with the SSO to access the Zoom session.
To access a Zoom session that requires you to be logged in with your UIS account:
While we are scrambling to transition face-to-face courses to remote teaching, we’d like to remind everyone that perfection isn’t necessary.
In the spirit of not letting the perfect be the enemy of the good, we offer the following ideas regarding assessments for your consideration.
Everybody Ready for the Big Migration to Online College? Actually, No by Kevin Carey, NYT TheUpshot
Keep Calm and Keep Teaching by Jody Greene
Please do a bad job of putting your course online by Rebecca Barrett-Fox
While we are scrambling to transition face-to-face courses to remote teaching, we’d like to remind everyone that perfection isn’t necessary.
In the spirit of not letting the perfect be the enemy of the good, we offer the following ideas for your consideration.
Remember, perfection is not necessary. Communicate with students. Simplify where possible. Ask for help when you need it.
Everybody Ready for the Big Migration to Online College? Actually, No by Kevin Carey, NYT TheUpshot
Keep Calm and Keep Teaching by Jody Greene
Please do a bad job of putting your course online by Rebecca Barrett-Fox
Zoom is a robust web conferencing platform integrated with Canvas. Faculty can create, schedule, and launch Zoom sessions from within Canvas, and students can easily join those sessions.
Synchronous class meetings for remote teaching should be held during normal on campus meeting times.
Zoom as a Classroom Tool
Zoom can be an excellent platform for delivering lectures, holding class discussions, supporting group work and class debates, and enabling student presentations.
Zoom Usability for Students with Slow or Intermittent Internet Access
Zoom is designed to work on multiple platforms (Mac and Windows, plus mobile devices). Zoom also compresses audio and video feeds to make them work on slower internet connections. Below are some strategies for providing support for students with slow, unreliable, or intermittent internet access, or other circumstances that prevent joining a synchronous session held during normal class meeting times. Being flexible and forgiving will be key to helping all our students continuing their learning.
Zoom Accessibility Considerations
Zoom Cloud Recordings are automatically captioned now, and can provide live real-time auto-captions. If you have a student with accommodations in your course, the UIS Office of Disability Services will continue working with the student and all their instructors. Zoom can support live captioning, if required.
Learn our top tips for wrapping up your online course, including the best practices for ensuring good returns on your course evaluations.
The official system of record for your class list is the Enterprise Self-Service system. This is also the system where students register and drop courses and instructors enter midterm and final grades.
The following is from Constructivism and Online Education by Doolittle:
Constructivism is a theory of knowledge acquisition, not a theory of pedagogy; thus, the nexus of constructivism and online education is tentative, at best. Constructivism posits that knowledge acquisition occurs amid four assumptions:
These four assumptions have led, indirectly, to eight primary pedagogical recommendations:
The question then arises, can an online medium support this pedagogy that is based on the constructivist assumptions?
Keeping abreast of current and future workforce trends provide insight and ideas for new and enhanced skill development options when updating or creating new academic course content. According to Deloitte Insight’s, The Future of Work article and video, the paradigm-shifting forces such as cognitive technologies and the open talent economy are reshaping the future workforce, driving many organizations to reconsider how they design jobs, organize work, and plan for future growth. Review the figure below for a quick comparison of changing workforce rules that need to be adopted for leading, organizing, motivating, managing, and engaging the 21st-century workforce.
The Excelsior Online Writing Lab (OWL) is a highly-interactive, publicly-available and media-rich online writing lab designed to help students make the transition to college-level writing. In 2014, the Excelsior OWL – ESL Writing Online Workshop (WOW) won the 2013 Distance Education Award by the National University Technology Network (NUTN).
The Excelsior OWL offers videos, interactive PDFs, video games, quizzes, Prezis
From the Excelsior OWL Home Page you can access all of the learning areas, as well as “Additional Resources” found in the header, and “Acknowledgements”, found in the footer.
Each learning area has its own landing page, with access to the content, as well as the “How to Use OWL” and “Additional Resources” pages. Depending on the learning area, there may be additional options available on the landing page.
Once inside a learning area, you will see the online writing lab menu on the left side of the screen. The active learning area is highlighted, at which point all of the topics for that learning area are displayed below it. Some of the topics have multiple sections.
For ESL students using the ESL-WOW area of the OWL, they will learn to:
The Avoiding Plagiarism section of the OWL provides a thorough overview of the topic of plagiarism. With audio, video, and supporting documentation, students will develop a keen understanding of what constitutes plagiarism and how to avoid it. The pre-test and post-test provide a method for students to track their progress.
The Technology, Education, and Copyright Harmonization Act (TEACH Act) of 2002 is an amendment to the Copyright Act of 1976 that addresses online education. It is sometimes referred to as Section 110(2) of the copyright law.
TEACH Act resources:
Fair use is the right of the public to reproduce portions of a copyrighted work without permission for purposes such as scholarly criticism, parody, comment, news reporting, teaching, scholarship, and research.
Fair use resources:
Public domain works have expired copyrights or were never protected by copyright law. You do not need permission to use or copy public domain works. Examples include U.S. government works, laws, and work published in the U.S. prior to 1923.
Public domain resources:
Creative Commons (CC) licenses help creators of content retain copyright while allowing others to copy, distribute, and make some uses of their work. Creative Commons licensing works with copyright, not in place of it, when you want to grant certain rights in your copyrighted work. All CC licenses require users to attribute the original creator of a work.
Creative Commons resources:
The United States government states “Copyright is a form of protection grounded in the U.S. Constitution and granted by law for original works of authorship fixed in a tangible medium of expression. Copyright covers both published and unpublished works.” Source: Copyright in General by www.copyright.gov.
Copyright law resources:
As an ongoing effort to ensure that Blackboard runs as quickly and as efficiently as possible, a Blackboard Archival Policy will go into effect July 1, 2015.
The Blackboard subcommittee (comprised of representatives from ITS, COLRS, and online coordinators) researched practices of other universities, consulted with the Registrar, and proposed a recommendation to the Academic Technology Committee as well as the Campus Senate. Both groups endorsed the policy.
Courses will be retained on Blackboard for 3 years, on a single server (http://bb.uis.edu), after which they will be purged. As of Fall 2015, the courses available in Blackboard will be Fall 2012, Spring 2013, Summer 2013, Fall 2013, Spring 2014, Summer 2014, Fall 2014, Spring 2015, and Summer 2015. All older courses will be purged.
Moving forward, each semester the oldest courses will be deleted from Blackboard, keeping the course load at 3 years. Faculty will receive a reminder prior to the deletion.
Please be aware that there are options for retaining course content longer than three years. Instructions for each option are linked below.
Quickly access this post with http://go.uis.edu/bbarchive
The Institute for Women’s Policy Research completes research “conducts rigorous research and disseminates its findings to address the needs of women, promote public dialog, and strengthen families, communities, and societies” (source).
In November 2014, IWPR published a fact sheet on college students who are also parents, and over a quart of them are. Read the students who are parents fact sheet
Cable Green, Director of Global Learning at Creative Commons, led a discussion of “eTextbooks and Open Educational Resources” to help University of Illinois Springfield (UIS) student leaders understand the local and global education opportunities when digital content, the internet and open licensing are combined. View the recording of Cable Green’s lecture.Movie Fifty Shades Darker (2017)
Use the links below to obtain and install any plug-ins or viewers needed for your courses. When you download software, be sure to obtain the latest (final) version.
Information Technology Services provides many instructional software applications and digital resources for UIS students free of charge. For instance, Microsoft Office 365 is availalbe to UIS students for FREE.
In addition, UIS students may purchase reduced price software through the University of Illinois Urbana-Champaign Software WebStore offers discounted software to UIS faculty, students, and staff, including anti-virus, Microsoft Office, Adobe Creative Suite, WinZip, and more.
A free screen reading software that allows you to listen to any text on your PC.
E-Reserves are a way of placing documents on hold and linking them in your course for your students to observe for a short period of time. These items can supplement your online instruction and can offer your students a plethera of information that can enhance their online learning experience.
Ideas for including E-Reserves in your course include:
Beginning in Fall 2014, faculty may reserve time in the COLRS Faculty Video Recording Studio to record lectures or interviews. The room is equipped with a high quality video camera, lighting, microphone, green screen, and a computer for editing videos with Camtasia Studio.
Please contact COLRS to discuss your project.
by Emily Boles, Barbara Cass, Carrie Levin, Raymond E. Schroeder, and Sharon McCurdy Smith
Published on Wednesday, December 15, 2010
Read the complete article at: http://www.educause.edu/ero/article/sustaining-students-retention-strategies-online-program
Adding TEC-VARIETY is the latest book by Curt Bonk of Indiana University, written in collaboration with Elaine Khoo, from the University of Waikato in New Zealand.
It is an OPEN book, which means it is freely available online. Download your copy at http://tec-variety.com/
“What a grand book! This is going to be a highly valuable resource for countless instructors and designers in online learning. “Adding TEC-VARIETY” is unique in that it combines the theoretical and pedagogical foundations of effective learning with 100 easy-to-implement activities that promote the engagement of online students in deep learning. These strategies can instantly breathe life into courses that fail to tap the enthusiasm and imagination of students. TEC-VARIETY has become a handbook for my design of engagement in online classes.”
The UIS online supplemental evaluation system allows faculty to administer anonymous surveys to their students. Faculty choose up to ten questions from a bank of 64 questions. Students log into the supplemental evaluation site with their UIS NetID and take the survey. If the survey is administered prior to the last two weeks of the semester, instructors see the anonymous student feedback immediately. If the survey is administered during the final two weeks of the semester, faculty may see the feedback after grades are posted. View the full description of the supplemental evaluation system.
Create an Evaluation
Schedule Your Evaluation
Retrieve Evaluation Results
If your evaluation ends prior to the last two weeks of the semester, you may log in to see results immediately. If your evaluation ends during the last two weeks of the semester, you will be able to access the results after final grades are posted.
Laurel Newman, Te-Wei Wang and Marcel Yoder led an excellent discussion about time management in online teaching. Watch the recorded Blackboard Collaborate session to learn their strategies.
When should we use group work?
In the Faculty Focus article “How to Design Effective Online Group Work Activities,” Mary Bart writes that we should “design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone.” Her articles goes on to quote Jean Mandernach:
“Too often we give students an activity and call it group work when in reality it’s something they could do on their own. Then we get frustrated when they don’t work together and just do the work on their own.”
The article recommends group work for assignments for which:
Be sure to check out the “Online Group Work Instructor Checklist” at the end of the article.
This video covers how to us the controls for Impatica lectures. It covers the especially important method for switching between Flash and HTML5 mode for viewing the lecture in different browsers. If you create narrated lectures using Impatica software, you may want to share this video with your students.
“Based upon proven research and informed by practical experience, this Blended Learning Toolkit will offer guidance, examples, professional development, and other resources to help you prepare your own blended learning courses and programs.”
Some UIS instructors may require proctored exams. When a UIS online student needs to take an exam, he or she will be required to make arrangements in advance for the exam to be proctored (supervised).
COLRS offers some forms that may be helpful for instructors and students in arranging for proctors. Please see the Online Teaching at UIS: Proctored Exams page for more information.