Center for Educational Resources and Technology at DSU

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Releasing Final Grades (Brightspace)

In Brightspace, instructors can determine when students can view their final grade within the grade book. To allow students to view their final grade within the Grades section of your course, please follow the series of steps below!

  1. In Brightspace, click on the “Grades” item in your blue course navigation bar.
  2. Select the “Manage Grades” tab if it is not already selected
  3. In the “Final Grades” column, click on the downwards-facing arrow to the right of the word “Final Calculated Grade.”
  4. Select “Enter Grades” from the dropdown menu that appears.
  5. On the new screen, click on the checkbox to the left of the First Name, Last Name column. This will select all students within your course.
  6. Click on the blue “Release/Unrelease” button.
  7. You can then check the “Release/Unrelease” status by viewing the “Released” column. A checkmark means that the grade has been released, and can be viewed by the student.
  8. If the box is not checked, click on the blue “Release/Unrelease” button again, as in step 5.
  9. Click Save and Close.

IMPORTANT NOTE: When releasing grades via the “Select all rows” method be aware that any changes made will only apply to the users DISPLAYED ON THE PAGE. Instructors running courses with large numbers of users may wish to change the number of users viewed on the page via the “Results Per Page” drop menu located to the right below the table display of the final grade.

That’s all! Please note that these steps are only applicable to Brightspace. For assistance in publishing grades to WebAdvisor, please contact the DeSales Helpdesk.

Panopto Changes

On Monday, April 18th, 2022, changes were implemented in Panopto that affect the automatic import of Zoom recordings. Now, everyone will need to log into and opt-in to having Zoom recordings automatically sent to Panopto. This change was made in response to a new pricing structure set by Panopto that includes storage fees. Instructions on how to opt-in can be found in the Faculty Resources course in Blackboard under the Panopto menu.

Also, on April 18th, a cleanup was made to Zoom recordings that had not been watched since January 1st, 2022. The videos were not deleted but instead were archived in Panopto. Faculty, students, and staff who own recordings can restore a video in the archive by logging into and following the instructions here.

Any questions about this procedure can be sent to the CERT team at

Summer 2021 Faculty Professional Development Series

The Office of the Provost & Academic Affairs announces the DeSales University Summer 2021 Faculty Professional Development program.

Features of the program:

  1. A $100 stipend for completing a two-part professional development experience on a topic (a maximum of two stipends can be earned).
  2. Each training experience consists of Part 1: Training and Part 2: Demonstration of a deliverable based on the training.
  3. Faculty may choose from 10 topics, some of which focus on instructional technology tools, others of which focus on teaching techniques.
  4. There are both early Summer (June) and late Summer (July through early August) sessions.

For complete details, access the  Faculty Professional Development Summer 2021 Program Catalog. Register at

If you see a topic in which you are very experienced and wish to share your knowledge, let us know so you can help CERT lead the session (you’ll get the stipend for helping!).

If you have questions or comments, please contact the CERT team at Have a great summer!

Recorded Course Design and Pedagogies Workshops from Assoc Colleges of the Midwest

The Associated Colleges of the Midwest (ACM) is a consortium like our own LVAIC consortium.

The ACM member colleges collaborated in summer 2020 to offer a series of ACM Online Course Design and Pedagogies Workshops. Addressing concerns and uncertainty about how faculty and students would engage each other in fall 2020, the workshop series offered guidance and best practices on the concepts, skills, and techniques needed for ACM faculty to redesign and reimagine residential face-to-face course content for the online environment in ways appropriate to the liberal arts context.

Topics included:

  • Teaching and learning with care and hope: Ways of being with crisis, trauma, and uncertainty in the classroom and beyond
  • The liberal arts mindset at a distance: Tactics for building a hybrid course
  • Reimagining your syllabus for responsiveness: Aligning goals, assessment, and strategies for teaching
  • Developing effective assignments for the hybrid context and beyond
  • Design your course once for multiple modalities
  • Considerations for hands-on/performance/embodied experiences in remote learning environments
  • Fostering student collaboration and group work in remote and socially distanced learning environments

View the recordings here.

Classroom Technology Tips

  1. Login to Zoom right away, not after you have everything else set up. Once you’re logged into the PC and have Blackboard running, start your Zoom session right away so you can identify any problems early. If you have a lot of materials to get ready on the PC that you don’t want the students to see until you are ready, delay Zoom screen sharing. You can also temporarily switch to another input from the podium button panel if you don’t want the students in the classroom to see what you’re doing.
  2. To check Connected Classroom audio function
    1. Method #1: Select the Test Speaker & Microphone link from the Zoom dialog box that pops up upon login where you join computer audio.
    2. Method #2: In Zoom under the menu found next to the Mute/Unmute button, select Test Speaker & Microphone and follow the prompts.
    3. Method #3: Ask early arriving Zoom students whether they can hear you. Have one of them say something to you to confirm you can hear them.
    4. If any of the tests fails, try to change the speaker or mic settings in Zoom using the menu found next to the Mute/Unmute button or contact the Help Desk.
  3. If the sound fails on the podium PC and you know the correct speakers and mic are selected, restart (reboot) the PC. If that doesn’t work, or if the problem persists on multiple days, contact the Help Desk so CERT or IT staff can correct it.
  4. If the podium PC is hanging up upon login or acting strangely (responsiveness starts and stops, persistent slowness), immediately contact the Help Desk. It could be a serious problem that requires IT to replace the PC.
  5. Please log off the podium PC at the end of class (but don’t shut down the computer entirely). If you don’t log off and the next person logs in on top of you, some system resources may be “captured” by the previous login and not be available to the next instructor, particularly the document camera. To log off on a Windows 10 machine, select the Windows logo at the bottom left and then the person silhouette icon and select Sign out (some in CERT refer to selecting the silhouette as “punching the face” – not very Salesian, but memorable).
  6. Keep the tablet plugged in and charging. If you end up disconnecting the podium or cart tablet charging cord in order to make it easier to enter your Zoom meeting information, be sure to plug it back in, otherwise the tablet will run out of battery and the next instructor will be unable to start the room system.
  7. Call in the Orange Shirt Army. Hopefully you have met any CERT student workers on duty when you teach (recognizable by their bright orange shirts). Feel free to flag one of them down in the hallway or when they poke their head in your class to check on you. If they can’t help, they will escalate your issue to someone that can. The orange shirts can also help you outside of normal class time to test tech things out that you’d like to try.
  8. I’d like to speak with a manager, please. Now you can! CERT’s new Classroom Support Manager is Tom Cobb. A six year veteran of DeSales classroom technology support, Tom now coordinates and supervises our classroom support team of staff and student workers. Contact him at x1567 or For classroom emergencies and routine issues, contact the Help Desk.

Setting the password for the LockDown Browser

The CERT team has confirmed a bug with the use of passwords on the Blackboard test options screen. The bug in Blackboard also affects the use of Respondus LockDown Browser for Blackboard tests since Respondus uses a Blackboard password as part of the security it adds. Students are getting prompts for a password or being told that the configuration is incorrect even though the LockDown Browser is being used and is configured correctly. Blackboard has confirmed the presence of the issue and has provided a temporary workaround when using the LockDown Browser.

To avoid the issue, set a password on the exam when requiring the LockDown Browser. There is a field in the LockDown Browser settings area for Password to access exam (optional).

Figure 1

If you have already added the LockDown Browser, go back to the Respondus LockDown Browser dashboard by going to your course and click on Course Tools…Respondus LockDown Browser. Click on the chevron in front of the test and choose Settings.

Once the password has been set – please provide it to the students. Note: this is not the string of letters/numbers set by Respondus when looking at the Test Options screen.

Figure 2

Your students will still need to use the LockDown Browser. When students take the test, they will be prompted for the password you put in the Respondus settings (Figure 1)

The login screen should look like one of the following

Figure 3
Figure 4

If the students get a screen with a password prompt that also includes a warning message there is either an issue with the exam settings, or more commonly, the student is not using the LockDown Browser. Please confirm with the student that the LockDown Browser has been downloaded and is being used. The warning screen looks like this

Figure 5

Please contact the DeSales Help Desk with any questions. An additional notification will be sent out once the problem is resolved.

Thank you,
The DeSales CERT team

Teaching: Making Hybrid Teaching Work for You

By Beth McMurtrie, The Chronicle of Higher Education, 7/30/2020

Check out the article below by Beth McMurtrie to have experts answer your questions on effective hybrid teaching!

New Panopto mobile app released

On June 29th Panopto released a new version of their mobile app for iOS and Android devices. While the earlier app will continue to function, the CERT team recommends that the new app also be installed since it will be receiving all development updates.

Panopto describes the new mobile app as:

a modern, fast, and intuitive way to discover and watch relevant content from their organization’s video library right on their mobile devices. The new app supports offline videos, personalized home screen, a comprehensive search experience, and ability to upload or record new videos using their phone’s camera.

Information on the new app is available on Panopto’s support site-

An introductory video is also available –

Webinar: Tips for Designing “Remote-Ready” Syllabi for an Uncertain Future

Recording, slides, and resources shared on the webinar
Recording here:
Slides here.

In this webinar you’ll learn:
– How to design courses that are “remote resilient” and well suited to online delivery.
– How to identify the ‘essential objectives’ of a course and determine what components of a face-to-face course can be adapted to an online course.
– How to build community and maintain student engagement and motivation throughout the term, whether in face-to-face or an online environment.

About the Panelists:

Adam Fein, Ph.D. is VP for Digital Strategy and Innovation at the University of North Texas and an industry leader in online and innovative education with nearly 20 years of experience. He oversees digital strategy and innovation at the University of North Texas as it seeks to become a global leader in online learning experiences and educational technology. He leads the university’s key initiatives in educational technology, online, and blended learning.

Jose J. Vazquez, Ph.D. is a Clinical Professor at the University of Illinois Urbana-Champaign, where teaches three sections of one of the largest Economics courses in the country (925 students). In addition to his role as an instructor, Dr. Vazquez is also Director of the Teaching Academy for the School of Liberal Arts and Sciences and a leader in the use and study of technology in higher education; in particular multimedia design. Recently, his research has been in the area of mental attention and student motivation, particularly the role of curiosity as a way to incentivize students. He has published his work in several academic journals and has presented at numerous academic conferences.


Identifying essential course objectives and selection of digital-first exercises

Mastery Learning approaches and the 2-Sigma Problemshared by Dr. Jose Vazquez in reference to focusing on the key objectives that a student should master during the scope of a course, and creating flexible structures for students to try, fail, and retry until mastery is achieved.

Summary of Dr. Adam Fein’s research on how digital intervention methods can support improved course outcomes.
University of North Texas’ research on the impact of AI-based discussion, shared by Dr. Adam Fein in today’s webinar.

Effective communication in digital-first/remote-friendly courses

Robert Mayer’s study on reducing cognitive load in communication, recommended by Dr.  Adam Fein on today’s webinar as being particularly relevant to communication in digital environments.
Mayer’s book, “Multimedia Learning”, recommended by Dr. Jose Vazquez on today’s webinar as being one of the most impactful books that shaped his teaching style.

Building a digital-first community around the course for student engagement

Stanford CEPA study showing that students exposed to (and nominated in the discussion by) highly engaged peers in online discussion perform better in class.

Garrison’s Practical Inquiry Model, outlining the cognitive processes engaged when a learner forms their own open-ended inquiries.

The Community of Inquiry Model for optimizing interaction design in an online discussion community to lead to the best metacognitive and engagement outcomes for students.

Other resources shared

Alternative assessment approaches for online environments, shared by Dr. Adam Fein

Dr. Fein, Dr. Vazquez, and Ms. Tenuta offered to be available for contact for any of today’s attendees for any questions about effective ‘resilient’ courses. Please reach out via LinkedIn to any panelist with questions.  

This is your brain on stress

Blog post from Michelle Pacansky-Block. Michelle is an online education expert with a particular emphasis on how to humanizing online education (very Salesian!). Here is the beginning of her most recent post:

I am a person who prides myself on being responsive and reliable. This requires being organized and on-task. But this week, I am tired. I am stressed. I am not myself. I have made mistakes that have made me shake my head. Here is just a sample of some of the things I’ve done this…

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