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:
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 Copyright covers both published and unpublished works.”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:
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
Web Accessibility Trainer
Sponsored by: 3 Play Media
In today’s world of online learning, high quality course development and delivery are key components for successful online programs. Institutions follow a myriad of instructional design strategies, faculty development techniques, and student engagement activities. But in the midst of these important elements, there is one thing that is sometimes overlooked – or completely left out: Accessibility. Title 5 (which defines distance education) of the ADA makes it clear that online classes must fulfill the requirements of the Americans with Disability Act and section 508 of the Rehabilitation Act of 1973.
As leaders in online education, accessible design is an important component of your online program strategy and execution. Join this webinar as we discuss techniques to drive consistent compliance with Title 5 as you build out new and update existing online programs.
The Americans with Disabilities Act (ADA) was signed into law in 1990, before the Internet was an integral part of society. While it originally dictated accessibility requirements for physical structures and businesses, several recent legal cases have expanded the reach of the ADA to include places of online accommodation. MIT, Harvard, and Netflix (among others) have all been sued for not providing closed captioning for their online video content.
This webinar will be presented by Arlene B. Mayerson, the Directing Attorney of the Disability Rights Education & Defense Fund (DREDF). Ms. Mayerson led the legal team that secured a historic settlement regarding application of the ADA to online commerce in National Association of the Deaf (NAD), et al. v. Netflix, which ensures 100% closed captions in Netflix’s On-Demand Streaming Content. In this webinar, she will discuss how she and the NAD brought Netflix under the ADA, as well as how the ruling has impacted the legal landscape of web accessibility and closed captioning.
This webinar will cover:
About Arlene B. Mayerson
Arlene B. Mayerson is one of the nation’s leading experts in disability rights law. She has been a key advisor to both Congress and the disability community on the major disability rights legislation for the past two decades. At the request of members of Congress, Ms. Mayerson supplied expert testimony before several committees of Congress when they were debating the ADA. She filed comments on the ADA regulations for more than 500 disability rights organizations. Ms. Mayerson has devoted her career exclusively to disability rights practice, representing clients in a wide array of issues. She has provided representation, consultation to counsel, and coordination of amicus briefs on key disability rights cases before the U.S. Supreme Court. She was appointed by the Secretary of the U.S. Department of Education to the Civil Rights Reviewing Authority, responsible for reviewing civil rights decisions of the Department.
Ms. Mayerson is also a John and Elizabeth Boalt Lecturer in disability law at Berkeley Law, University of California, Berkeley (Boalt Hall). She has published many articles on disability rights and is the author of a comprehensive three-volume treatise on the ADA: Americans with Disabilities Act Annotated-Legislative History, Regulations & Commentary (Clark Boardman Callaghan, 1994), which sets forth the legislative history and regulations for each provision of the ADA.
Arlene B. Mayerson
Directing Attorney | Disability Rights Education & Defense Fund
Lily Bond (Moderator)
Marketing Manager | 3Play Media
As of Fall 2015, the following disability statement should be used on UIS syllabi:
If you are a student with a documented temporary or ongoing disability in need of academic accommodations, please contact the Office of Disability Services at 217-206-6666.
Disabilities may include, but are not limited to: Psychological, Health, Learning, Sensory, Mobility, ADHD, TBI and Asperger’s syndrome. In some cases, accommodations are also available for shorter term disabling conditions such as severe medical situations. Accommodations are based upon underlying medical and cognitive conditions and may include, but are not limited to: extended time for tests and quizzes, distraction free environment for tests and quizzes, a note taker, interpreter and FM devices.
Students who have made a request for an academic accommodation that has been reviewed and approved by the ODS will receive an accommodation letter which should be provided by the student to the instructor as soon as possible, preferably in the first week of class.
For assistance in seeking academic accommodations, please contact the UIS Office of Disability Services (ODS) in the Human Resources Building, Room 80, phone number 217-206-6666.
COLRS Teaching and Technology blog: http://blogs.uis.edu/colrs/
UIS Information Technology Services: http://www.uis.edu/informationtechnologyservices/
Keep students informed.
Syllabus is the center of your course.
Course Calendar – Keep dates in one location.
Make your course materials accessible.
Create a consistent day and time for deadlines.
Create a consistent format for your course.
Give feedback within established parameters.
Check roster in Faculty Self Service. Blackboard is not the system of record.
Faculty Focus is an excellent resource to locate the latest trends in online education. See recent articles and sign-up for email or RSS updates when new articles are posted.
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
Where’s the best place to store your class files, research projects, and other important documents? You have many file storage options, including Box, Google Drive, OneDrive, and Kaltura. ITS has created a useful matrix comparing the benefits and limits of each data storage service available at UIS.
Additional information can be found on their website.
The annual Innovating Pedagogy report explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Produced by the Institute of Educational Technology at The Open University, the report identifies ten educational terms, theories and practices that have the potential to provoke major shifts in educational practice in the near future.
Featured in 2014’s annual report:
The report can be downloaded at: http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf
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)
Online students should regularly check their discussion grades with the rubric scores (if the Blackboard rubric tool is used) and comments. For those students who may not know how to do this, here is a brief review:
The student should Go to “My Grades” and find the week’s discussion. For every graded item in Blackboard, the student will see that the title of the graded item is a hyperlink. The student may click on the hyperlink which will open a page showing all his/her contributions to the week’s discussion, plus any comments left by the instructor. The student will also see an icon to the left of the number grade that looks like this:
If he/she clicks on that grid, a pop up window will open showing the Rubric Detail.
Alternately, the student may go to My Grades, find the week’s discussion and look for the words “View Rubric” –
Clicking there will also open the Rubric Detail page.
When the instructor has written comments in the “Feedback to Students” panel, the student will see a word bubble icon next to his/her grade –
The student may click on the bubble to view the instructor’s comments.
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:
Both on-campus and online courses have the same deadlines for reporting student grades.
Respondus allows instructors to import questions from a text file and upload them to Blackboard courses.
To import questions from a text document to Respondus, instructors must format the text file in a specific (and simple) manner. Learn about the Respondus Question Import Format (pdf).
Once the text document is formatted, upload the questions following these instructions (pdf).
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.
Whether it is to spot check for suspected plagiarism or submit an assignment for a student with computer problems, instructors may submit a student file to a Turnitin Assignment they have created in their Blackboard course site.
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
Download the UIS Examity Quick Guide for Faculty.
You will access Examity® through Blackboard. All of the data relevant to your exams will be imported automatically daily into Examity®, and Examity® will not change anything about the way you currently use Blackboard.
To use Examity in your class, you must first turn the tool on your course. To turn the tool on, click on Customization in the Control Panel and select Tool Availability.
On the Tool Available page, you will need to put a checkmark in the box for ExamityUISSSO.
You can then add a link to Examity in your course. In the content area in which you want the link to appear, click on Tools –> More Tools –> ExamityUISSSO. Click submit.
This will add a link to the Examity dashboard inside your course.
To get to your Examity® Dashboard, click on the Examity® link. You will see a screen that says “click here to login”—by clicking that button, you log into Examity® with your Blackboard user information.
Once you click it, you will be taken directly to your Examity® Instructor Dashboard. You may be prompted to login as an Exam Instructor or Student. Select Exam Instructor.
Please note: there may be a one-day delay in seeing your dashboard after enabling the Examity tool for your class, as the data link between Blackboard and Examity refreshes once per day.
You can get to all four areas of Examity® from your dashboard by clicking on either the links at the top of the navigation bar or the icons you see when you log in.
Clicking on the EXAM STATUS button will enable you to see the status of your students’ exams (scheduled, pending at auditor, approved/rejected by auditor, or cancelled/incomplete). This is the button to click if you want to review videos once they have been approved by our auditing team.
Clicking on STUDENT enables you to search for individual students. If a student needs special accommodations for an exam, such as double time for the exam, that information may be entered here.
Clicking on the REPORTS button displays all the exams that are associated with you. You can filter by class, or student name, and download Excel and PDF versions of these reports to help you keep track of your students.
Clicking on COURSES/EXAMS takes you to a list of all your classes. You can edit courses here.
Please Note: The first time you visit Examity, you will need to set up your profile. It is important for you to set up your correct time zone so that Examity knows from what time zone you are teaching.
The first step in setting up an exam with Examity is to make sure the exam is set to available in Blackboard. The exam should also have a password. Exams that are made available will be directly imported into our system.
Once an exam has been imported, you can enter the Examity dashboard and edit the settings of each course and exam by clicking the pencil icon under the “Action” tab. Click the arrow left of the course name to find and edit each exam for that course.
The first part of the box asks you to fill in several items:
The second part of the box establishes the rules for the exam environment. You can add special instructions here.
Examity provides standard rules, as listed above. To insert customized rules, such as the test is open book or that students are permitted to use a calculator, you may add them here by clicking the checkbox. Additional rules and special instructions may be inserted in the text box (click save after entering). Click Save Exam to finalize the exam’s arrangements with Examity.
Once you have added an exam, you can see the arrangements and make changes by clicking on the arrow next to the course in your Courses/Exam section of your Examity Dashboard.
Once an exam has been arranged with Examity, students may begin scheduling their exams directly with Examity. A sample letter for faculty to send to students about the scheduling their exam with Examity can be found on the COLRS’ website at go.uis.edu/examityemail .
**Please note: Exams will be pulled in automatically within 24 hours once the “Make the Link Available” link in Blackboard is marked to yes. To prevent students from seeing the exam before the exam date, set the Display After and Display Until dates for the testing period.
The Exam Status section of the Examity Dashboard allows instructors to view whether students have scheduled their exams and when those exams will take place. If a student has completed an exam, the status of the exam will indicate what stage the exam is currently in (in progress, pending at auditor, approved by auditor).
If the exam has been approved by the auditor, you will see at least two alert flags.
Instructors can view details of the alerts and watch the exam video by clicking on the View link next to the students’ flag alerts. Videos will remain available for 30 days, after which it is deleted from the Examity system.
Support is available 24 hours a day.
Call: 1-(855)-392-6489 or 1-(855)-EXAMITY
Live Chat: Click the tab on the bottom of your screen
Download the UIS Examity Quick Guide for Students.
1. Accessing Examity
You can access Examity® through your course on Blackboard. Click on the ExamityUISSSO link within the course.
Click to login to Examity.
This will take you to your Examity dashboard.
From here you can edit your profile, schedule exams, and make changes if you need to cancel or change a test time. Most importantly, this is where you’ll go to start your exams.
2. Getting Started
Setting Up Your Profile: To get started, update your Examity® profile by clicking in the My Profile section of the Dashboard. You will need to upload a picture of your UIS Student ID or a government issued photo ID, select your time zone, and set your security questions.
Please note the importance of selecting the correct time zone. This will be used in scheduling your test with the proctoring center. You can confirm your selected time zone by looking at the time in the upper right hand corner.
Once you have set up your profile, you can bypass this step for future exams.
Scheduling Your Exam: When you are ready to schedule an exam, click “Schedule Exam” on your dashboard or on the top navigation bar.
You will see a calendar. If you are scheduling your test more than 24 hours in advance, you can just select the date and time you want. If you are scheduling it less than 24 hours in advance, make sure the on-demand scheduling option is enabled in the top right-hand side of the screen.
Paying for Exam Proctoring: You will pay for your exam proctoring session at the time you schedule the exam. Rates for the proctoring session vary based on the length of the exam and the level of proctoring service selected by the instructor. Additional fees apply if you use on-demand scheduling (exam occurs within 24 hours).
Rescheduling or Canceling Your Exam: If you need to change or cancel your test appointment, click Reschedule/Cancel, and select the exam you want to change from the menu that appears.
3. Taking Your Exam
To take your exam, make sure you have your webcam and microphone set-up on your computer. Sign into Blackboard, then your class. Return to the Examity® Dashboard by clicking on the ExamityUISSSO sign-on link within your class.
Click to login to Examity.
This will take you to your Examity dashboard.
Once on the Examity dashboard, click “Begin Scheduled Exam”, and select your exam. You will then be connected to your proctor. Note: MAKE SURE YOUR POP-UP BLOCKER IS DISABLED otherwise you will not be able to connect with your proctor!
Your proctor will walk you through the test authentication process, which will include verifying your identity, going over the exam rules, scanning your work area and desk, answering your security questions, and agreeing to the User Agreement.
Once you have finished the authentication process, you will see a screen that says “Begin Exam”, and your exam will open. If your test is password protected, your proctor will tell you the password when the prompt to enter it appears.
4. Reaching Examity Support.
Support is available 24 hours a day.
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.”
A few weeks after the semester ends, a course will automatically become unavailable to all students. If you have a student with an incomplete who needs access to a course after this occurs, the course can be made available to just that student. This is a two part process. First, you would need to mark the course as unavailable to the other students who were enrolled in the class. Then, you will make the course available (open) again. Although this will open up the course again, only the student marked as available will have access. To make the course unavailable to the other students in the class:
To make the course available again:
At times, UIS faculty and staff may need to request guest users for Blackboard. Examples of uses for Blackboard guest accounts are:
Blackboard accounts may be requested by completing this form: http://go.uis.edu/bbguest
Important information about UIS Blackboard guest accounts:
This contains instructions for viewing feedback on Blackboard Assignments for which you uploaded a file to an assignment with this icon beside it:
|–||Item has not yet been completed. No information is available.|
|Item has been submitted. This item is waiting to be reviewed by your instructor.-OR-Item has been submitted. Your instructor may review this item but may not be provided a grade (for items such as surveys).|
|Grade||Item has been graded. Click the grade or assignment title to view detailed feedback.|
|Attempt is in progress. This item has not been submitted. To submit the item, see Submitting a Draft Assignment.|
|Grade is exempted for this user. If you do not complete this assignment, it will not affect your grade.|
|Error has occurred. Contact your instructor.|
Blackboard allows you to copy tests, quizzes, surveys and pools of questions from one course to another. Here are the instructions:
1. Begin in the course that contains the test, survey or pools you would like to copy. Go to Control Panel > Course Tools > Tests, Surveys and Pools > Choose Tests, Surveys or Pools.
2. Hover just to the right of the name of the test, survey or pool you wish to copy, and you’ll find a chevron. Click on the chevron and choose “Export” from the drop down menu.
3. A zip file will be downloaded to your computer.
4. Next, go to the course into which you would like to copy the test. Go to Control Panel > Packages and Utilities > Import Pack/View Logs > Import Package.
5. Click on “Browse My Computer” and select the .zip file from your downloads. Check the box for Test, Surveys and Pools and click “submit”.
6. Once the test, survey or pool has been copied, you’ll need to deploy it in your Blackboard. See: http://blogs.uis.edu/colrs/2013/04/09/posting-deploying-a-test-for-students/
The Timing – A barrier for course evaluation completion is timing the evaluation close to finals (Cottreau & Hatfield 2001). At UIS, course evaluations become available three weeks prior to the end of the semester. Thus, begin asking for feedback earlier in the semester!
You might be concerned that that timing may be too early to get accurate feedback from students, as not all activities and assignments have yet been completed. Research has shown, however, that the results of course evaluations completed earlier in a course are highly correlated with results of course evaluations completed finals week or after (McNulty et al. 2010). Not only do you increase the likelihood of having a higher response rate, students completing evaluations earlier provided more qualitative feedback than students completing evaluations later (McNulty et al. 2010). At UIS, these additional (write-in) comments are provided only to the instructor and are not added to the instructor’s faculty file.
The Frequency – For online course evaluations, post announcements as many times and in as many places as you can:
Sample Announcement – Course evaluations are open online. These are very important in improving the quality of classes at UIS. They also are an important instrument used in the promotion and tenure process for faculty members. Please take a few moments to fill out the evaluations for this class and any others you may be taking that have online evaluations: https://uisapp-s.uis.edu/courseevals/login.aspx. These evaluations are available only through Saturday, May 4.Faculty members do not see the results of course evaluations until after final grades are submitted for the term. Thanks for taking the time to fill them out!
Tell Students Why It’s Important – Remind students why course evalutions are important at UIS and remind them that you cannot see the feedback until after final grades are due and that it will not impact their grade in any way. Students are more likely to respond if they knew how their evaluations will be used and what decisions their responses will influence (Kidd & Latif 2003, Anderson et al. 2005; Cottreau & Hatfield 2001; Hatfield & Coyle 2013). The largest factor for not completing evaluations is that students believe the evaluations will not result in change or would not benefit them (Hatfield & Coyle 2013).
The Method – For on-campus classes at UIS, faculty have the choice of having online or in-class evaluations. Research is mixed on whether online or paper evaluations result in higher response rate, as shown below:
Your class’s typical attendance rate should be considered when deciding whether the in-class or online evaluation will be more effective.
Goal #1 of the UIS Strategic Plan states that “UIS will achieve academic excellence through excellence in teaching and learning and excellence in scholarship.” Action Step #4 of the UIS Strategic Plan states that UIS will “Improve the assessment of learning outcomes and of teaching; use aggregated information from course evaluations to inform faculty development programming: a) Establish and fund a program to support improvements in the assessment of learning outcomes and program review. b) Adopt a new course evaluation instrument. c) Implement a multidimensional approach to teaching evaluation. d) Use the data from the improved teaching evaluation approach as the basis for issues addressed in faculty development programs.”
Presently, course evaluations are used for retention and promotion decisions and for course improvement. Completion of student course evaluations is imperative in evaluating curricular trends and teaching effectiveness, particularly if no other assessment methods are performed (Hatfield & Coyle 2013).
Research suggestions that student ratings of courses and faculty are a reliable and useful method of evaluating teaching and course effectiveness (Kidd & Latif 2003). In fact, student evaluations are as reliable as peer evaluations, provided that response rates are good (Paulsen 2002). However, course evaluations should be used in conjunction with other evaluation tools, such as the peer evaluation and a teaching portfolio, when evaluating the effectiveness of an instructor. Research has found that faculty members receiving the best evaluations are not always the most effective teachers according to students (Surratt & Desselle 2007). The Dr. Fox Effect, as seen in the following video, suggests that a highly expressive presenter can earn high evaluations even when the content presented is nonsensical.
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.
UIS maintains an instance of Moodle for faculty and staff use at https://uistraining1.uis.edu/login/index.php
If you have a UIS NetID, you may access the Moodle site by click on the “Continue” button on the right side of the Moodle home page.
If you are a guest user of the Moodle system, your UIS contact will send you instructions for accessing the site.
Respondus LockDown Browser is a customized browser that increases the security and integrity of online testing in Blackboard. More information on Respondus LockDown Browser can be found at the link below:
Each year the New Media Consortium (NMC) and Educause Learning Initiative (ELI) publish the Horizon Report, a look ahead at technologies that will impact education in the next one, three, and five years.
The report “charts the landscape of emerging technologies for teaching, learning and creative expression” based on interactions with “technology professionals, campus technologists, faculty leaders from colleges and universities, and representatives of leading corporations” (from Horizon Project).
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.
Information about Blackboard Mobile Learn can be found at:
To clear a student’s attempt:
To deploy a test:
To create a test:
To view and grade Turnitin Assignments:
*If you have set up your forum as a Graded Forum
To grade a forum:
When creating a paper assignment, the Instructor may select to view and change any of the advanced assignment options. The advanced assignment options are viewed by clicking on Optional settings at the bottom of the assignment creation or assignment update page.
Advanced assignment options are listed and described below. When an advanced
assignment option is changed the Instructor may also select whether or not this change should be the future default for any new assignments created. This allows the Instructor to automatically create all new assignments with their preference of advanced options rather than manually selecting the advanced options for every new assignment.
An instructor can enable submissions after the due date and time. To enable late
submissions, use the drop down menu next to “Allow submissions after the due date?” and select yes. The default setting is no. When enabled, students will be able to submit papers after the due date and time has passed as long as that student has not already submitted a paper to the assignment.
Student submissions after the due date and time will be marked with red text in the date column of the submission in the assignment inbox. A student cannot overwrite a submission past the assignment due date and time, even if the late submission option is enabled.
Generate Originality Reports for student submissions
Exclude bibliographic material from Similarity Index for all papers in this assignment?
This feature of assignment creation provides instructors with the ability to control the option whether bibliographic material will automatically be excluded from Originality Reports. The default is no. Bibliographic materials can also be included and excluded when viewing the Originality Report. This setting cannot be modified after the first paper has been submitted.
Exclude quoted material from Similarity Index for all papers in this
This feature of assignment creation provides instructors with the ability to control the option whether quoted material will automatically be excluded from Originality Reports. The default is no. Quoted materials can also be included and excluded when viewing the Originality Report. This setting cannot be modified after the first paper has been submitted.
Exclude small matches?
This feature of assignment creation provides instructors with the ability to
automatically exclude small matches from all Originality Reports generated within this assignment. To exclude small matches click yes.
Once yes has been clicked the Exclude matches by: option window will open. Enter into either the Word Count: or Percentage: fields the numerical value for small matches that will be excluded from Originality Reports in this assignment.
Instructors can adjust the exclude small matches assignment setting at any time by clicking on the edit icon to the right of the assignment name. The excluding small matches feature can be adjusted within each Originality Report as well. With this feature instructors have greater control on sifting out smaller matches, allowing them to focus on larger, more problematic and suspect matches within Originality Reports.
Allow Students to see Originality Reports?
This feature of assignment creation provides instructors with the ability to control the option to allow students to see Originality Reports within each created assignment. This option gives instructors more flexibility and control when creating assignments. Select yes to allow students to see the Originality Report for the assignment. The default setting is no.
The instructor may choose from 2 options in the “Submit papers to:” pull-down menu. Instructors will be able to set the Submit papers to assignment option to store student papers in the standard paper repository, in the institution paper repository,
Repository Sources for Similarity Reports
The instructor is able to select the available repository sources to compare
submissions in the assignment against. This allows an instructor to disregard a source type if the comparison against this type of source is not needed.
The available search targets are listed under Search options. The targets with a check mark are those that will be searched. To remove a search target repository, click on the check box to remove the check mark. Clicking on an empty selection box next to the repository will re-add the repository as a search target. This selection will not alter any currently generated Originality Reports or Overall Similarity Index scores.
Currently available search targets are:
Attach a rubric to the assignment
If you would like to use a rubric to grade the papers submitted to the assignment you may use the rubric list drop down menu to select a previously created or imported rubric or you can launch the rubric manager by clicking on the Launch Rubric Manager link and create a new rubric to attach to the assignment.
Enable e-rater® grammar check?
This feature is not enabled by default and may not be available for all accounts.
This feature of assignment creation provides instructors with the option to enable the e-rater® grammar and spelling check for all submissions to the assignment. When enabled student submissions receive detailed grammar feedback in GradeMark automatically through the e-rater® technology. Select yes to enable the e-rater® engine for the assignment. If this assignment option is not available then the e-rater® grammar check is disabled for the account. Contact the Turnitin account administrator to enable the e-rater® grammar check for the account.
(Optional) Select the ETS handbook level from the drop down menu. The ETS
handbooks provide students with in depth information about the grammar errors the e-rater® technology finds in their paper.
Select the dictionary used for the spelling check.
The Categories enabled by default option allows instructors to choose which
categories of feedback are enabled when viewing assignment submissions in
GradeMark. The default is to show the feedback for every category.
Changing Advanced Assignment Option Defaults
If any changes have been made to the advanced assignment options, an additional option will be available at the bottom of the options panel. The instructor is asked Would you like to save these options as your defaults for future assignments? Select yes to have all future assignment creations use the advanced assignment options that have been selected as the default setting. Select no to continue with the previous default advanced assignment option settings.
The default settings can be changed at any time when creating a new assignment or updating an existing assignment.
We spend a lot of time developing materials and courses in Blackboard. ITS performs a daily backup for “gold” and current semester courses, but it is a good idea to backup a course for yourself after major updates to content or grades. You can use the Export or Archive tool to create a backup that can be restored by COLRS should the need arise.
When exporting a course package you select the items from the course that you want to include. Archiving includes all of the user material and data submitted in that course. Each process generates a .zip file that can be imported into Blackboard to restore content. Contact COLRS to have your content restored.
To find the WebApp Server within Blackboard:
Most courses close a few weeks after the end of each semester. To hide any additional courses you do not wish to view in the “My Courses” module:
Note: Unchecking a course only removes the course from your view. You will still continue to have access to all of the courses in which you are enrolled or teach on the Courses tab in Blackboard.
If you are a new instructor and need to have materials copied from another instructor’s course site, you will need to have instructor permissions in both sites. Please contact your department chair and/or the previous instructor for permissions. Once you have instructor-level access to the course site, you may copy the materials into your empty Blackboard course site.
Instructors are assigned to Blackboard courses based on the UIS course schedule. If you are not listed as the instructor of your course section in the course schedule, you will not have access to your Blackboard course site.
Please contact your program secretary or online coordinator to be listed as the instructor in the course schedule. Once listed as the instructor in the course schedule, you will have access to your course site within 24 hours.
If access is needed more urgently, your program secretary or online coordinator can contact COLRS to verify that you will be teaching the section. He/she will need to provide us with the course name and number, course section, and your Net-ID.
Blackboard course sites are not automatically created for tutorials or graduate projects. If you would like a Blackboard course site for one-on-one work with a student, please contact COLRS. If applicable, please provide the course name and course number.
Blackboard course sites can also be created for department uses, campus committees, and campus organizations. UIS faculty or staff members can contact COLRS to make a request.
If you are teaching two or more sections of the same course, you may wish to combine them into a single Blackboard course site.
Combining Blackboard sections can lead to extremely large and difficult to manage discussion forums and/or confusion for students if you choose to combine an online course and a F2F course.
To request a combined course site, please complete this form. You will need to know the course name, number, and the section numbers of the sections to combine.
A Gold Course is special type of Blackboard course site that is named “GOLD – Name of your course” and is identified with a “999” prefix. A Gold Course is never deleted and is backed up daily.
How do I use a Gold Course?
How do I get a Gold course?
Contact COLRS to request the creation of a Gold Course. We will need to know the name, department, course number of the course (CHE 301 or ART 441). Also, if you would like an existing course copied into your Gold Course’s shell, please let us know the semester and section of the originating course.
One Gold Course may be requested for each course format you teach: 8-week, 16-week, online, blended, and on-ground.
Each semester, a Blackboard course shell is created for each course section offered at UIS. The course name begins with the year and semester.
Example: A chemistry course taught in Fall 2013 might be named: 133CHE10154321
13 – Last two digits of year
3 – Fall semester (spring is coded as a 1 and summer is coded as a 2)
CHE – Three digit department abbreviation
101 – Course number
54321 – Course reference number from Banner
Additional Course Creation Points
Blackboard 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 such as blogs, journals, and assignments for an online class.There are many tools such as the discussion boards, virtual chat and classroom, self and peer assessment which allow for increased communication and collaboration.
Blackboard has an easy to navigate interface for students and a simple file upload process that requires no knowledge of HTML coding or web-based formatting. However, if you are comfortable with HTML you can use the programming language to structure and enhance your course within Blackboard.
Blackboard allows faculty members 24/7 access to their course for instructional updates and design.
Voicethread is a Web 2.0 tool for conversations around media — images, documents/powerpoint slides, and videos. Students and faculty can make comments using video (from a web cam), audio (upload audio file or phone in comments), or text (typing).
Ideas for Use
How to Access
VoiceThread is free for K-12 educators, but not for higher education. Pricing is based on who needs to create and how often. COLRS purchased a small number of licenses for Voicethread to explore the technology. If you are interested in trying this technology in your class, please experiment with a free account which allows you to create three Voicethreads for free. If you find you use Voicethread heavily, please contact us for a full license.
The Internet has perpetuated the age old problem of plagiarism. Turnitin can assist faculty in detecting and preventing plagiarism. It is also an excellent assignment collection, grading, and feedback tool, and can be used as an online collaborative learning tool where students can get feedback from their classmates.
The Turnitin database includes:
Turnitin provides the ability for faculty to:
Ideas for Using Turnitin
How to Access
Turnitin is an available tool within Blackboard. The ‘Turnitin Assignments’ link can be found under the Course Tools section of the Control Panel. If that link is not there, you will need to add the Turnitin tool to your course by clicking on ‘Tool Availability’ under the Customization section of the Control Panel.
A Journal of Educators Online study of online graduate students looking at what should be included in effective feedback and how should effective feedback be provided to students found five themes of effective instructor feedback:
|Student Involvement and Individuation||Effective feedback is a mutual process involving both student and instructor.
|Being Positively Constructive||Effective feedback provides constructive guidance that builds confidence.
|Gentle Guidance||Effective feedback guides through explicit expectations and ongoing coaching.
|Timeliness||Timelines for effective feedback are mutually established and met.
|Future Orientation||Effective feedback is applicable to future situations.
Online group work provides several advantages to students. Two major advantages include:
1. Increased socialization and connectivity with classmates. Some activities that could help groups become more connected include posting pictures, sharing details about themselves (e.g., work experiences, hobbies), and starting a discussion board to discuss non-classroom topics (e.g., current events, items of interest).
2. An opportunity to develop and practice group and team skills, including problem-solving, project management, and asynchronous and synchronous communication.
What other advantages does online group work provide your students?
Understanding individual personalities can help students (and faculty) handle unproductive situations within group work. Elearners identify five personalities that can cause distribution to group dynamics and provides suggestions for working with those personalities within a group.
Students can complete a Team Style Inventory to find out their dominate and preferred personality when in a team or group setting.
One common problem groups experience among team members is the “free-rider” or social-loafing team member. Wikibooks identifies several causes of social loafing. Some things faculty can do to reduce social loafing from occurring within a group include:
Another problem experienced by groups is a dominating group member. The following site provides a useful table of Assertive vs. passive vs. aggressive behavior .
Each member of an online group will have his or her own expectations of how the project should be completed and how it develops. Students might find it worthwhile for their group to establish a set of norms, or common expectations, early in the group work so that each group member has a similar understanding of issues. Some considerations include:
Instructors can encourage groups to develop these norms early in the group project by making it a required activity after the groups are formed.
Collaborative tools, such as the group wiki tool in Blackboard, could be used for the members to collectively develop the norms.
The following resources may be worth sharing with your students as they prepare to work as a member of an online group. Please share others that you use as a comment.
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.
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.
Often group conflicts aren’t revealed to the instructor until the end of the project. Encouraging or requiring progress reports or feedback from students at specific intervals may help you to identify trouble spots.
For semester-long projects, a mid-semester feedback form is useful. In “Online Groups and Social Loafing: Understanding Student-Group Interactions,” Piezon and Donaldson suggest including multiple evaluation points so that “group members are aware that their contributions are salient and being observed by others. Members who are performing poorly are given several opportunities to increase their performance.”
Another strategy is to prevent conflicts by keeping the groups on track and on task by requiring small deliverables for the project throughout the semester.
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.”
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?
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.
When you wish to restrict a student’s access to your Blackboard course due to a drop or withdrawal, you have two options: hide or remove the user.
Option 1: Hide the Blackboard Course from Student, but Retain Student Grades
To hide a student in your Grade Center:
Option 2: Delete student from Blackboard and delete student’s work
Removing a student from your Blackboard course roster also removes his or her grades from the Blackboard Grade Center.
If you would like to remove a student from your course, you can do so by following these steps.
If you need assistance to hide or remove students from your Blackboard course, please contact COLRS (http://www.uis.edu/colrs/contact.html)
Short URL for these instructions: http://go.uis.edu/hidestudents
To make a course available to students: