Center for Educational Resources and Technology at DSU

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Transition from Collaborate to Zoom

DeSales University recently executed a multi-year agreement with Zoom Communications, Inc. to provide web conferencing services to the university community. We are phasing out use of our other web conferencing platform, Blackboard Collaborate, between now and June 2019.

Collaborate-to-Zoom Transition Table
ProgramMAY use Collaborate through the end ofMUST switch to Zoom by the beginning of
Traditional DaySpring Semester 2019Fall Semester 2019
ACCESSACCESS Session 4ACCESS Session 5
DPT, M.Ed, MFA, MSPASSpring Term 2019Summer Term 2019
DNP, MACJ, MBA, MSIS, MSNWinter Term 2019Spring Term 2019

 What you need to know:

  • Both Collaborate and Zoom are available for use through June 15. However, DEIT encourages switching to Zoom as soon as possible since Zoom is our platform moving forward. The table above describes when your program needs to be completely cut over to Zoom.
  • Collaborate recordings will NOT be available in Collaborate after June 15. If you need to save a recorded Collaborate session, download it as an mp4 file and save it elsewhere. (The steps to locate and download recordings are available online – https://help.blackboard.com/Collaborate/Ultra/Moderator/Get_Started/Record_Sessions) Recommended locations to store downloaded mp4 files include the DeSales media server or Panopto. Storing media files in Blackboard is not recommended. Contact DEIT for assistance.
  • Zoom is great! Try it. You can use Zoom both in and outside of Blackboard. Instructors can create a Zoom account by clicking the Zoom menu in a Blackboard course. Anyone in the university community (faculty, staff, students) can create a Zoom account by visiting http://desales.zoom.us. You may use Zoom for both university-related and private communications, subject to the university’s Computing Use and Internet Policy.
  • Documentation for Zoom can be found at http://support.zoom.us or, for instructors, within the DEIT Faculty Community in Blackboard.
  • Group and one-on-one Zoom training is available from DEIT.

Questions? Contact DEIT at 610-282-1100 x2290 or deit@desales.edu.

Recently Added Features of Respondus Monitor

Respondus Monitor builds upon the power of LockDown Browser, and uses a student’s webcam and video analytics to prevent cheating during non-proctored exams. As of February 2019, several new features have become available.

Facial detection check prior to an exam

Respondus Monitor performs a facial detection check before the start of an exam. This helps students identify problems with badly positioned webcams, poor lighting, and prevents the intentional covering of a webcam. One of the default options during the check is to prevent students from starting the exam if their face cannot be detected during the Startup Sequence.

Screenshot of Respondus facial detection step

Facial detection alerts during exam

The system alerts students during the exam when facial detection is lost for a certain length of time. A quick adjustment is usually all it takes. While the alerts only occur only once per minute, if students are permitted to use textbooks or other resources this option should be disabled to avoid having text-takers experience frequent notifications.

Pre-exam tips

A new optional step in the startup sequence helps students avoid things that trigger false “flags” within the system.

Screen describing some of the exam tips

Instructor Training Webinar from Respondus – Prevent Cheating during Online Exams

To register and find more information, click here: www.respondus.com/webinars

Are you worried about cheating during online exams in your course?

Respondus Lockdown Browser and Respondus Monitor are two academic dishonesty prevention tools licensed by DeSales and available to all instructors to use in their Blackboard courses. The Lockdown Browser prevents students from actions such as copying and pasting, viewing additional web pages, and having other programs open on their computer on Lockdown Browser-enabled exams. As a second layer of cheating prevention, adding Respondus Monitor to a Lockdown Browser-enabled exam will record students via webcam throughout the duration of the online exam to ensure there are no books, notes, or other outside help sources.

If you would like to learn more about these two academic integrity testing tools, instructors are invited to attend the LockDown Browser & Respondus Monitor: Prevent Cheating During Online Exams webinar sessions hosted by Respondus. These webinars will be held on Wednesday, 2/17 at 1 PM ET and Wednesday, 3/2 at 8 PM ET. Please note these webinars are open to instructors from all institution, since this session is hosted by the Respondus Training team and is not specific to DeSales University faculty – feel free to pass this opportunity along to colleagues at other universities!

The FREE, 45 minute webinar will include:

  • How Lockdown Browser and Monitor prevent cheating in proctored and non-proctored exams
  • Live demos of software
  • Helpful tips & tricks on getting started with both tools

To register for either session, click here: www.respondus.com/webinars

If you have additional questions on how to get started with Respondus Lockdown Browser or Respondus Monitor right away, please contact the DEIT Department (x2290 or deit@desales.edu), and we will be happy to walk you through enabling Respondus for your exam.

Questions? deit@desales.edu

DEIT Satisfaction Survey – Results

Thank you to the 145 DeSales faculty members that responded this past fall to the Distance Education and Instructional Technology Department’s Faculty Satisfaction Survey. The following are the key findings and planned actions from the survey’s results.


 

Key findings:

  • Ninety percent (90%) of respondents expressed overall satisfaction with DEIT’s faculty support services.

  • Sixty-five percent (65%) of respondents rated DeSales’ level of instructional technology infrastructure and support as better than peer institutions.

  • Eighty percent (80%) of respondents were “very satisfied” or “satisfied” with DEIT’s Instructional Design Consulting, Workshops, and Response to Routine Requests.

  • Faculty opinion was very mixed about the impact of the implementation of Help Desk as it relates to DEIT-related issues. 37% thought the addition of the Help Desk was positive, 45% thought it was a negative, and 18% thought it was about the same.

Planned actions:

  • To improve awareness of DEIT’s services, DEIT will send a service reminder message to faculty each semester.

  • Through collaboration with the Academic Technology Committee and the Information Services Department, DEIT is working to better understand faculty infrastructure and support needs so as to improve the perception of DeSales in these areas relative to peer institutions.

  • In response to comments regarding workshops, DEIT has launched a series on instructional design theory and practice.

  • In partnership with the Information Technology Department, DEIT is working to improve satisfaction with response to emergencies by improving procedures and communication related to the Help Desk “dispatcher” model. The university has already taken action to improve satisfaction with the Help Desk by switching to only US-based agents during peak service hours.

  • To support continuous improvement, DEIT will repeat the Faculty Satisfaction Survey annually, beginning in spring 2017.

You may access PDF versions of the complete survey results, a slightly more detailed analysis, and a copy of the survey questions by clicking this link or by cutting and pasting this URL into your favorite Web browser:

https://drive.google.com/folderview?id=0B4nIGMhnNLnmZFZBS3pGQmh2YlU&usp=sharing

Please contact DEIT  if you have any questions or any feedback on the survey process.


 

Warm regards,
Eric J. Hagan, Ed.D.
Director, Distance Education and Instructional Technology

Chronicle Vitae Article: Commentary on Online Teaching

reflectioniconOnline learning is a great way to conveniently fit furthering your education into a busy schedule with its more flexible hours and course format. However, distance learning still faces a common misconception that because the course is hosted online, it is less personal than a traditional classroom course.

In an article titled “Online Teaching, It Turns Out, Isn’t Impersonal” featured on Chronicle Vitae’s website, the post’s author Gregory Semenza has found the exact opposite of this impersonal misconception. When Semenza was tasked with teaching his first online, intensive course, he found that the online format actually led to an interactive and engaging course. Semenza credits the success of online courses to two key factors:

  • All students participate in the class, rather than a select few in the classroom setting
  • All submissions and assignments were written, which allowed Semenza to better gauge the students’ understanding and provide better feedback

These two facts about online courses, combined with good instructional design and engaging material, prove that distance learning can be just as, if not more, personal and interactive between the three main players in any course: the students, the instructor, and the material.

To read the full article, click the following link: Online Teaching, It Turns Out, Isn’t Impersonal.

Special thanks to Kim Karpinski for sharing this article with DEIT!

– DEIT

Update to Respondus LockDown Browser

An update to the LockDown Browser client for Windows has been released: version 2.0.0.00.

This is an all-new version of LockDown Browser based on Chromium (the open source code on which the Chrome Browser is based), rather than Internet Explorer.

This version is only available as a new install.  Any installations performed from now on will install both the new version, and the earlier version for compatibility. Earlier versions of the browser (based on IE) will receive security updates for the foreseeable future.

There are no changes to how faculty go about requiring the LockDown Broser’s use within Blackboard. For reference, attached are updated versions of the quick reference guides for faculty and students.

Faculty: LockDown Browser DeSales FacultyRespondus LockDown Brwoser Logo
Students: LockDown Browser DeSales Student

Fall 2015 DEIT Updates: Message from Dr. Eric Hagan

Faculty colleagues:

As the Fall Semester gets underway, I wanted to communicate to you about several items that may impact your teaching. To follow-up or get more information, contact DEIT at deit@desales.edu or 610-282-1100 x2290. In addition, my personal contact information appears at the bottom of this message.fallupdatesleaf2015

  1. Blackboard course template change

As you know, all DeSales University courses are associated with a Blackboard “course shell.” This course shell has a template applied to it that results in a default course structure. After testing a new template in the ACCESS program during the second half of last year with positive feedback from faculty and students, a new template is now being applied to all courses in all programs. This instructor-customizable template is intended to incorporate best practices in technology-enhanced learning and provide students with a better and more consistent navigation experience. The functionality of Blackboard is unchanged. Some of the cosmetic changes you will immediately notice are the addition of a “Start Here” section and the relabeling of “Content” to “Weekly Units”.

It is NOT mandatory to use all elements of the template nor is the intent to change the way you teach. Indeed, although application of the template can benefit many courses, aspects of the template may be inappropriate for some courses and teaching strategies. Instructors are free to hide or delete content elements that they do not wish to use (in fact, many items are already hidden by default). If you need assistance in configuring your course or in using (or not using) the new course template, contact DEIT. You are also invited to attend one of the upcoming evening online workshops on the new template (see http://www.desales.edu/workshops).

  1. Classroom tech upgrades

Under the leadership of Instructional Media Engineer Mike Yorgey, each summer DEIT takes the opportunity to perform various classroom technology upgrades. Here is a quick run-down of this summer’s activity:

Dooling Hall – 1st Floor Classrooms:

The 1st floor classrooms (104-109) have gone digital. Instructors that teach in these classrooms need to know that the DOOLING HALL 1ST FLOOR CLASSROOMS NO LONGER HAVE VHS VIDEOTAPE PLAYERS. The DVD/VHS players formerly in the Dooling 1st floor classrooms have been replaced with BluRay players (these players play both BluRay and DVD disks). The 1st floor classrooms also have new screens and projectors and digital HDMI connections for newer laptops. Instructors that rely on VHS tapes have several options, including replacing tapes with DVDs or BluRay disks or having DEIT digitize (free of charge) content from the tapes so it can be played from a DVD or streamed from our media server. If you anticipate the need to digitize VHS tape content, please contact DEIT as soon as possible for assistance as the conversion process takes time.

Dooling Hall lower level, New Social Sciences and TV/Film labs:

As part of larger projects involving Campus Environment and IT, Mike Yorgey did the instructional media work on the new Social Sciences lab and refitted the Academic Computing Center classroom, Dooling Hall Room 14-D, for use by TV/Film students.

Dooling Hall Room 227:

Replacement of SMART Board, addition of ultra-short throw projector.

Hurd Science Center:

Work to allow display of digital imaging microscopes, work in process to add projector to 2nd floor conference room.

  1. New faculty support (any faculty, for that matter!)

DEIT has a variety of support resources available for new faculty members or experienced faculty members that want to try something new. Our instructional designers, Jim Holton, Chris Hewatt, and May Truong-Merritt (new as of this summer), are here to help you use technology effectively in your teaching. Contact DEIT to schedule a one-on-one collaboration session or access http://www.desales.edu/workshops to register for a scheduled workshop. DEIT staff are also available for hands-on technology walk-throughs in the classroom where you will be teaching. We also have a variety of self-service resources available in the faculty community in Blackboard as well as on the DEIT Web site http://deit.desales.edu.

DEIT is here to support the faculty. Let us know how we can help!

Peace and blessings,

Eric

Eric J. Hagan, Ed.D.

Director, Distance Education and Instructional Technology DeSales University

edSurge Article: “The 3 Instructional Shifts That Will Redefine the College Professor”

reflectioniconThe role of the modern college professor is changing. In an article titled “The 3 Instructional Shifts That Will Redefine the College Professor”, Ryan Craig from edSurge cites three changes to the method of instruction in a university which are redefining what it means to be a college professor. These three instructional shifts are: The Dynamic Classroom, Smartphones and Apps, and Competency-Based Education.

To read more about these three shift and their effect on college professors, click here:  https://www.edsurge.com/n/2015-08-04-the-3-instructional-shifts-that-will-redefine-the-college-professor

We’d love to hear your feedback and thoughts on this article! Comment with your opinion on these instructional shifts and their effect on professors in the comment section below this post!

 

Creating Instructor Presence: Instructor Module in Blackboard

Creating instructor presence in your Blackboard course, especially in a hybrid or online course, is a great way to engage students and provide an introduction to you and your background as the instructor of the course. One way to achieve instructor presence in your course is to add an Instructor Module containing your photo and some background information about yourself. Here is an example Instructor Module (show module). The Instructor Module can be added to the “Course Home” page of all your courses.

To request an instructor module, log in to Blackboard and enter the “DEIT Faculty Community” Organization found under the “My Organizations” module. Once inside the DEIT Faculty Community, click on the “Instructor Presence” link on the left navigation menu. See image below for a screenshot:

 

nav

In the Instructor Presence section, you will see an explanation of the Instructor Course Module and an example of what an Instructor Module looks like. You can use this example module to help generate ideas for the content of your instructor module. To request the creation of an instructor module, click on the “Instructor Module Creation Request” link below the module explanation and example. You will need to submit a 150 x 150 pixel photo of yourself in JPG format and a short biographical text about yourself in the form of a Word document. See image below for a screenshot:

instructormodulerequest

 

 

Once your request has been submitted, a member of DEIT will use the photo and text you have provided to create your own personal instructor module. This module can be added to any number of your courses on the “Course Home” page.

if you have any questions, please contact DEIT at deit@desales.edu

Eating My Own Dog Food

Dr. Eric Hagan

Dr. Eric Hagan

According to no less an authority than Wikipedia, “Eating your own dog food, also called dogfooding, is a slang term used to reference a scenario in which a company uses its own product to validate the quality and capabilities of the product.”

I’m the Director of the Distance Education and Instructional Technology department. DEIT’s main job is to support faculty members’ use of instructional technology. This spring, I had the privilege of teaching a hybrid online/classroom section of MG 350 Introduction to Project Management for the ACCESS program at the Easton Area Campus. This gave me the opportunity to, yes, eat the DEIT dog food and more broadly to experience what it’s like to be a new adjunct instructor at DeSales.

I had previous university teaching experience, but this was my first time teaching for DeSales and I was teaching a brand new course. The first thing I recognized was that new faculty members, by necessity, get a lot of information thrown at them from the university in general, from their academic unit, and from DEIT. It’s the proverbial fire hose effect. It’s really impossible to assimilate everything – the best you can hope for is to keep track of what you have received so you can reference it later when you need it. The second thing I was reminded of is how much work it is to prepare a course with an online component. To do a good job preparing your course, you have to put in a lot of time.

I thought the DEIT dog food tasted pretty good. Between regularly scheduled group training sessions, online reference material, and opportunities for one-on-one consultation with DEIT’s instructional designers and technologists, faculty have a lot of support. However, I could see that all the support that DEIT provides could itself be overwhelming. To add structure to its support for new faculty, DEIT has established a more formal faculty onboarding process to help present support resources in a more logical, organized, and hopefully less overwhelming way. We are also going to experiment with bringing new faculty members together after they’ve taught their first course to share experiences with each other and to ask questions that may not have occurred to them earlier.

Finally, the big day arrived – my first live class – Wednesday from 6 to 9 p.m. Would I be able to fill three hours without boring the students to death? What were these ACCESS students going to be like? What if I had a problem with the technology in the classroom – wouldn’t that be ironic? Spitballs, paper airplanes, who knew what I was in for?

My dog food did have one nasty bit, and it was my worst fear – a problem with the technology! In my classroom, the “Laptop” button on the podium didn’t work. There was a workaround, and my DEIT colleagues ultimately corrected the problem, but I got a sense of what it is like to be in front of students, to have a technical glitch, and to be stared at while you fumble around trying to figure out what is going on.

As those of you who teach in ACCESS know, interacting with the students was the best part of the experience. I started off each class with a Direction of Intention, which had to help. I found the students to be smart, inquisitive, respectful, and possessing a lot of personality. They also had a wealth of life experience relevant to my class. One student shared with the class real-life project plans for a software development project his company was working on. Another described the challenges of a project to assimilate a small financial institution into a larger one. I am proud to say that for two of the students, my class completed their Bachelor’s degree program. Congratulations, Jack and Shawn!

The most important lesson I learned by eating my own dog food is that teaching with technology is still teaching, and teaching at DeSales is about people putting DeSales’ Christian humanist philosophy into action. It’s about the leadership of the programs and DEIT supporting the faculty. It’s about the faculty helping students meet learning objectives. It’s about everyone helping their faculty, staff, and student colleagues to “be what we are and be that well, in order to bring honor to the Master Craftsman whose handiwork we are” (St. Francis de Sales).

I will close with a big thank you to some of the people that helped me in my first course experience: Dean of Lifelong Learning Deborah Booros and Easton Area Campus Director Linda Bell, Dr. Gregg Jeffries in the Division of Business, and, of course, my DEIT colleagues. I’m looking forward to my next teaching assignment!

– Dr. Eric Hagan

Director of DEIT

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