Monday, April 25, 2022

NEW! Zoom Whiteboard Is Now Available

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

Per Zoom's April 19, 2022, blog post, Zoom has "completely rebuilt our whiteboard experience to bring you the all-new Zoom Whiteboard, a cross-platform, persistent, online, visual collaboration solution that’s built right into the Zoom desktop client, Zoom Meetings, and Zoom Rooms for Touch devices. Take your collaboration to the next level with features like; shapes, connectors, sticky notes, adding images, and more."

The IDT team has activated the new whiteboard tool and it should now be available to all users in UHCL's Zoom system. We recommend the following resources to anyone who is ready to learn more about the Zoom Whiteboard feature:
You are welcome to request a consultation with a member of our Instructional Design and Technology (IDT) team to learn more about Zoom Whiteboard or any other instructional design/technology topic. To request personalized assistance, don't hesitate to contact OIT's Support Center at 281-283-2828 or supportcenter@uhcl.edu.

2018/2019 Blackboard Course Shell Deletions Starting Soon!

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

OIT's Technology Learning Services team will delete 2018 and 2019 Blackboard semester offerings on Friday, May 27, 2022. In addition to this newsletter article, multiple emails from the IDT team to faculty will be sent beginning Wednesday, April 27. Periodic course deletions are needed to reduce the size of our Blackboard database (and to avoid incurring additional storage space costs from Blackboard).

Course shells to be deleted are only those that have SP18, SU18, FA18, SP19, SU19, and FA19 in their CourseIDs. Our team's Learning Technology Administrators (LTAs) will restore faculty access to their 2018 and 2019 semester offerings this week so that you can review those courses and decide whether or not you want to retain an offline copy for your records. Faculty who would like to retain copies of their 2018 and 2019 courses may use either the Archive or Export option in Blackboard to do so. The difference between the archive and export process, as provided by Blackboard, is as follows:
  • The archive course feature creates a frozen snapshot or permanent record of your course. An archive includes all the content, course statistics, users, and course interactions, such as blog posts, discussions, attendance data, and grades.
  • The export course feature creates a ZIP file of your course content that you can import to create a new course. Unlike the archive course feature, the export course feature doesn't include any users or user interactions with the course.
Please note that neither process results in a version of your course contents that you can access or use outside of Blackboard. You may import a Blackboard export file to load old contents into a new blank semester shell. To access an archived file, you would need to work with our Learning Technology Administrators (LTAs) to temporarily restore a shell from that file to access materials or data. OIT will not be retaining any copies of 2018 and 2019 course shells, so please make plans to export or archive courses that you want to save before Friday, May 27, 2022.

Collaborate Recording Migration Update

Contributed by Jenn Ray, Learning Technology Administrator I

We’re happy to announce that the migration of Blackboard Collaborate recordings into Echo360 is complete! Echo360 was able to move over 14,000 recordings and assign them to a Collaborate-specific section for each user. If you already have access to Echo360 and you had recordings in Collaborate, you’ve probably already seen them show up in your library. If you are not already utilizing Echo360 but you know you had Collaborate recordings, please reach out to the Support Center so that we can get you set up. Once you’re into Echo360, you’ll be able to review your recordings and save or delete them from Echo360 as desired.

Blackboard Collaborate has been and will remain unavailable, and recordings will be deleted from Blackboard in May 2022, so Echo360 will be the only place where these recordings are available to you.

If you have any questions, or if you need access to Echo360 to review your Collaborate recordings, please reach out to the Support Center at SupportCenter@uhcl.edu or 281.283.2828.

Revisiting Objectives for Course Design

Contributed by Henry Newkirk, Instructional Designer II (HSH)

When building a new course, especially a new online one, where do you begin? Should you construct the syllabus and schedule? Select a textbook? Assemble your exams? Although these questions contribute to the design and development of a new course, there is a more fundamental place to start -- learning outcomes and objectives.

Outcomes/Objectives lay the foundation for beginning course design with the end in mind. Specifically, you should ask yourself, "what should my students be able to do at the end of the class that they may have been unable to do at the beginning?" Once you know where you want your students to go (academically speaking), you can better select, plan, and develop the contents and activities to get them there and design assessments that accurately measure whether or not they have arrived. Let's look at an example of how we might operationalize and guide course development around the objective "Explain the effect of immigration on American culture."

It's All About the Action Verbs

Objectives define what students should be able to do as a result of successful completion of a course. They should also be measurable, a lack of which is a critical weakness in many "objectives" provided by textbook publishers and others. Although not the only such tool, Bloom's taxonomy (as shown in this table) provides a good starting point for identifying actionable, measurable verbs on which to base learning objectives for your class.

Be careful of two common errors: (1) vague verbs and (2) non-objectives. Vague verbs include statements such as "The student will understand how multiple factors led to America's entry into World War II." In addition to "understand," other common vague/weak verbs are "know," "appreciate," "learn," and "be familiar with." They are considered vague because they don't describe what students will do to demonstrate their knowledge, appreciation, learning, or familiarity. Non-objectives are statements such as "The student will be able to complete the Chapter 3 exam successfully." As Smith (2012) explained in a blog entry from Arizona State University's Teach Online resources, "If your assessment is being used to meet your objective, then you will want to write a measurable objective that describes the content of the assessment."

Course Design and Learning Objectives

What do learning objectives have to do with effective course design, you ask? Good objectives are the foundation of an excellent course, and all instructional materials, activities, assessments, and tools must align to support student success in mastering the objectives. Keeping this in mind, the three main course components that provide a solid course structure are:

  • Learning Objectives represent the outcome and attainment of knowledge and skills planned using the supporting two components. Objectives should be created and or written from the student's perspective and then clearly referenced throughout the course to show students how each element contributes to their attainment of the learning outcomes. Such clarity and prominence make the objectives the foundation of learning.
  • Instructional Content and Activities are critical to course design. Examining each learning objective should guide you in selecting, developing, and implementing course materials and activities that are directly related to the objective. Use activities that align with the actual skill you want the students to master. For example, suppose you have an objective that stipulates students will be able to compare and contrast the advantages and disadvantages of government systems. In that case, the only related activity should not be a multiple-choice self-quiz.
  • Assessments and Tools are the final components that must align with a course's learning outcomes. Assessments, especially comprehensive or terminal projects, papers, exams, etc., should be overtly related to learning objectives and course outcomes. Often left unconsidered is the selection of course tools based on which will most likely promote learners' achievement of course and module objectives. For example, assume that your course includes a learning objective in which students will "debate the merits and limitations of representative democracy." In this case, an assignment in which students write a paper for instructor review/feedback only would not align with the objective. You would want to select a tool that supports students in debating one another, such as a discussion forum, virtual meeting, etc.

To plan for instructional alignment during the course design process, we recommend using a course planning/design tool. Examples include the IDT team's Instructional Plan document, DePaul University's Course Blueprint document, and the Online Course Blueprint Planning Guide from the University of Michigan's Center for Academic Innovation. In addition, it's a good idea to examine each section of your course as you develop it and ask the following questions regarding instructional alignment:

  • Are the learning activities consistent with all the learning goals? 
  • Are the feedback and assessment activities consistent with the learning goals and the learning activities?

Additional details regarding instructional alignment, and course design in general, can be found within Fink's online A Self-Directed Guide to Designing Courses for Significant Learning.

You are welcome to request a consultation with a member of our Instructional Design and Technology (IDT) team to learn more about objectives for your course design or any other instructional design/technology topic. To request personalized assistance, don't hesitate to contact OIT's Support Center at 281-283-2828 or supportcenter@uhcl.edu.

Monday, April 18, 2022

Locating and Showing Hidden Courses

Contributed by Sam Houston, Learning Technology Administrator I

Instructors can hide courses in their Backboard course lists. If you find that you are missing a course, you may have inadvertently hidden it from your view. Note: If you are missing a current merged course, please see our article, Has a Current Merged Blackboard Course Disappeared?, from our March 21, 2021 newsletter.

To look for and show hidden courses in your Blackboard course list:

Navigate to your courses page, click the drop-down menu next to Filter, and click Hidden from me.



NOTE: If “Hidden from me” is not in the drop-down menu, you currently do not have any hidden courses.

On the resulting page, click the ellipses (three dots) to the right of the course and click Show course.



Please note: If you show all your hidden courses, you should automatically be brought back to your default course view. However, if you choose to keep some courses hidden, you will need to click the drop-down menu next to Filter and click All courses to return to your default course view.

To hide a course from your view:

Navigate to your courses page, click the ellipses (three dots) to the right of the course, and click Hide course.



If you have any questions about the above information, please feel free to contact the Support Center at either 281-283-2828 or supportcenter@uhcl.edu, and a member of our team will be in touch to assist.

Issues with Respondus Exam Builder

Contributed by Jane Nguyen, Instructional Designer I (CSE)

This past week I’ve helped a couple of faculty members who had issues with Respondus Exam Builder.

As described on our website, Respondus Exam 4.0 “is a software application for Windows-based computers that enables instructors to readily create and/or import pools of exam/quiz questions and move those pools into their Blackboard courses. The software also enables instructors to extract existing exams/quizzes and/or pools from a Blackboard course and save them in a Word document for review/editing or documentation purposes.”

It is an excellent tool, and once set up correctly, it usually works quite smoothly. However, you may find that if you have not used it before or you have not used it since we switched over to duo-factor authentication in Fall 2021, you get odd messages when trying to connect to Blackboard from Respondus. You may get an “authentication failed” error or, as shown in the image here, “Login Failed.”



If this happens to you, we suggest the following:
  1. Uninstall Respondus Exam 4.0 (Go to Settings---->search “Add or Remove Programs”---->click on Add or Remove Programs-->your apps will come up--->Choose Respondus Exam 4.0 and click “Uninstall”)
  2. Then, after it is uninstalled, reinstall it.
  3. Once you have done that, use this Respondus Settings Tutorial video to set up your connection by adding a new server.
Note that the video is very clear and easy to follow. Professors have used it without needing any assistance, which has solved the problem.

If you continue to have issues even after following the steps outlined above, please contact the Support Center at SupportCenter@uhcl.edu or 281-283-2828. Your help ticket will be routed to a learning technology administrator or an instructional designer who can help.

Newsletter Article – XR Series: A Look at Two Highly Rated VR Applications

Contributed by Izaak Diefenbach, Instructional Designer I (COE)

A couple of weeks ago, I got to try out the new XR Lab in the Neumann Library. The demonstration was just a simple VR game where we threw baseballs at numbered targets, but it effectively showed what VR could do. This experience led me to wonder what kind of educational applications are available and their capabilities. In this article, I will look at a couple of VR apps that are currently available and have loads of content, and, best of all, are free.

The first app is Within. Within is an immersive cinematic virtual reality application with an extensive entertainment and educational film library. However, rather than watching them on a flat two-dimensional screen, Within enables you to look around and see the story unfold as if you were there. One example is the Mozart 360 series, which presents a performance of Mozart's Coronation Mass from the perspective of a member of the orchestra while presenting text information about the music. Other examples include 700 Sharks and Dolphin Man, which take you into the ocean to observe marine wildlife in their natural habitat, and My Africa, the story of life in the Reteti Elephant Sanctuary in Kenya from the perspective of a young Samburu woman. Within films cover a variety of subjects, including History, Culture, Climate Change, and many others.

The second app is Google Expeditions. Google Expeditions allows you to travel worldwide, to cities, cultural locations, museums, natural wonders, and more, without leaving the room. Museums include the Museum of Modern Art in New York, the National Gallery in London, the Guggenheim Museums in New York and Bilbao, and the Smithsonian Museums in Washington, D.C., among many others. Location tours include such places as the Great Pyramids of Giza in Egypt, the Colosseum in Rome, Alcatraz Island in San Francisco, and many more. Google curates the content into themed tours, collections, and topics and provides a weekly highlights section to bring attention to new and currently relevant content.

Both Within and Google Expeditions provide large and unique libraries and present content in a way that only VR can. By immersing the user completely, the user doesn't just view the content; they experience it, allowing a more profound, more fulfilling experience.

To learn more about these applications or discuss how AR/VR/XR might be used to enhance your current or future teaching needs, don't hesitate to get in touch with OIT's Support Center and request a meeting with a member of the Instructional Design and Technology (IDT) staff. You can reach the Support Center at 281-283-2828 or supportcenter@uhcl.edu.

Blackboard Test Feedback Options and Audio/Video Feedback

Contributed by Henry Newkirk, Instructional Designer II (HSH)

In addition to posting a score or grade, Blackboard provides instructors the means to provide both general and specific feedback to students about their exam performance. In this section, I'll review some of those features.

When grading tests within Blackboard, instructors will see a section called "Feedback and Notes for Attempt" toward the bottom of the grading screen (as shown in this screen capture).



There are two types of information instructors can add to this section:
  • Feedback to Learner: Assuming that you have your Test Options page correctly configured, students will be able to see any general comments that you provide them in this section. For example, instructors may want to offer some general comments on the student's performance, in addition to any question-specific feedback or scoring.
  • Grading Notes: Grading Notes are never visible to students. However, instructors may want to record some notes for themselves to provide some context for how they assessed the individual student's performance. For example, an instructor might enter information and justification relating to the student's performance if a student challenges an exam grade or if the instructor will meet with a student to discuss and address their rationale for how they scored the learner's test.
In addition to the above options, an important choice is available when you create or edit a Blackboard test.
  • Response Feedback: When creating or editing a Blackboard test, instructors will see a Response Feedback button located in the upper right of the Test Canvas screen (as shown in this screen capture).

If you provide question-specific feedback for your individual exam questions and you want that information to be visible to students after they complete the test, make sure that you click the Question Settings button. Then, on the Test Questions Setting screen, check the box located left of "Provide feedback for individual answers" and click the Submit button to activate that option.



Please refer to Blackboard's online help document Question Settings and Metadata for additional information about test question settings.

Audio/Video Feedback Recording Option

When grading exams, assignments, discussions, etc., within Blackboard, you can embed an audio or video recording of your feedback in the editor for students to watch or listen to when reviewing their grades. Students can watch or listen to your input alongside any text you include. Students can access the recording with grade details and any other feedback you leave; however, students can't download or save the recordings. Each recording is specific to the individual learner, so instructors can't record a single audio or video clip to use for all students. Instructors can record up to five minutes of audio or video feedback at a time while grading. Please review Blackboard's online support document Record Audio and Video for more information about this feature.

Test Results and Feedback Options

I'll close this week's article by reviewing the Test Results and Feedback Options that faculty can deploy when setting up their online tests. Keep in mind that students will take tests at different times. To maintain the security of your questions and answers, you can make a limited amount of feedback available until all students submit the test. You can then provide more details only after everyone submits their test. Once you have graded and provided your feedback, you can go where the test is deployed. Edit the Test Options for your exam to specify when and what type of feedback your students will receive.



Please review the lower half of Blackboard's support resource Test and Survey Options for more information about Test Results and Feedback to Students options.

As always, you are welcome to request a consultation with a member of our Instructional Design and Technology (IDT) team to learn more about Blackboard test feedback options or any other instructional design/technology topic. To request personalized assistance, don't hesitate to contact OIT's Support Center at 281-283-2828 or supportcenter@uhcl.edu.

Monday, April 11, 2022

OIT Support Center Tech Tip: Making the Most of Microsoft OneDrive

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

Although OIT launched Microsoft 365 before the start of the pandemic, many campus users are unfamiliar with many of its component applications. This week, we'll focus on OneDrive, your online file storage space. Microsoft describes OneDrive as follows:

OneDrive is the Microsoft cloud service that connects you to all your files. It lets you store and protect your files, share them with others, and get to them from anywhere on all your devices. When you use OneDrive with an account provided by your company or school, it's sometimes called "OneDrive for work or school." It used to be known as "OneDrive for Business," so you may still see it called that in places.

Resources

Some excellent resources on the web can help you get started with OneDrive. However, Microsoft published some of the best of those on their support page, Intro to OneDrive. We provided the first of those short Microsoft help videos, What is OneDrive?, below. 


Additional video tutorials include the following:
For a more comprehensive tutorial, remember that all UHCL faculty and staff can access LinkedIn Learning's many online courses, including offerings focusing on Microsoft 365 and its component applications. One highly recommended online course is the one-hour OneDrive for Business Essential Training with facilitator Jess Stratton.

Remember that you can always contact OIT's Support Center at 281-283-2828 or supportcenter@uhcl.edu, and a Support Technician will assist you or refer your inquiry to another OIT staff member.

Recommended Articles (Week of April 11, 2022)

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

Below are this week's recommended articles for your perusal:

Zheng, H. (2022 February 17). Short and Sweet: The Educational Benefits of Microlectures and Active Learning. EDUCAUSE. Retrieved from https://er.educause.edu/articles/2022/2/short-and-sweet-the-educational-benefits-of-microlectures-and-active-learning

Description: The combination of short videos and active learning techniques can create rich, engaging educational experiences to maximize learning.

Cummins, S., Beresford, A. R., and Rice, A. (2016). Investigating engagement with in-video quiz questions in a programming course. IEEE Transactions on Learning Technologies, 9(1), 57-66. 10.1109/TLT.2015.2444374.

Abstract Excerpt: "The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment" (Cummins, Beresford, & Rice, 2016, p. 57).

Samson, P. J. (2022 March 1). Students Often Prefer In-Person Classes . . . Until They Don't. EDUCAUSE. Retrieved from https://er.educause.edu/articles/2022/3/students-often-prefer-in-person-classes-until-they-dont

Description: In this article, Perry J. Samson (Professor in the Department of Climate and Space Sciences and Engineering at the University of Michigan) discusses his students' delivery mode preferences in his HyFlex (combination of in-person, synchronous online, and asynchronous options) course.

Tips for Teaching with Zoom from the University of Virginia

Contributed by Jenn Ray, Learning Technology Administrator I

While the University of Virginia (UVA) does not use the exact Learning Management System that we do, we can learn much from a look at the recommendations about online teaching that they've shared with UVA faculty. One resource from UVA's help site for their LMS is an excellent article with tips for teaching online with Zoom. We realize that many of our faculty have been using Zoom for a while. However, there may be some information in this article that even an experienced user would find helpful!

You can view the article at https://uvacollab.screenstepslive.com/m/integrations/l/1214518-tips-for-teaching-online-in-zoom, but below are some of the critical points from UVA:
 
  • Install the Zoom client on your device. This suggestion is something we also recommend for Zoom users at UHCL. While it is possible to use Zoom in a browser, it works much better and is easier to navigate within the client app. You should already have the client installed on your UHCL computers, but if not, you can email the Support Center to request that Tech Services install it on your device. For personal devices, log in to go.uhcl.edu and then click on the Zoom card. Under "Resources" near the top of the page, you should see the Download Center, where you can download the client.
  • Join a practice session. If you're not familiar with Zoom, it is always a good idea to create a meeting and practice using the controls, check your microphone/camera set up, and check your surroundings that will be on camera before it's time to hold your class. Doing so will ensure a smooth start to your class meeting.
  • Record your meeting. You can set your meeting to record automatically upon scheduling. If you do this or start recording while you're in a meeting via the Meeting Controls, be sure to select the option to record to the cloud. This will make it easier to locate the recording once it has been processed. An additional note: At UHCL, we also have Echo360 integrated with Zoom. If you intend on doing a lot of recording in Zoom, or if you know that you will want to keep a Zoom recording long term, be sure to activate your Echo360 account before you record in Zoom. When you save your Zoom recordings to the cloud, it will also save a copy of that video to your Echo360 library. Zoom's cloud storage space is finite, and OIT deletes Zoom recordings at regular intervals (recordings from the current semester will not be deleted during that semester). On the other hand, Echo360's cloud space does not have the same limitations, and you will be able to keep recordings there long-term. If you need assistance activating your Echo360 account, don't hesitate to contact the Support Center, and a member of our team will be assigned to assist.
The UVA article also lists some tips with Zoom's help videos attached, which can be a great resource to have on hand if you want to access something quickly. If you have any questions, don't hesitate to contact the Support Center at SupportCenter@uhcl.edu or 281.283.2828.

Promoting Active Engagement with Within-Video Polls/Questions

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

Do you create and post video lectures or similar media content? Would you like to know whether students are watching them and, if so, whether they are retaining the information? If your videos are stored in and deployed from Echo360, there is an easy way to address these concerns using Echo360's polling feature and media analytics.

Polling (Embedded Questions)

Any audio or video content stored in Echo360 can be edited to include embedded questions. Echo360 refers to this function as Polling, so keep that in mind when searching their knowledge base for more information. Instructors can embed five types of questions:
  • Multiple Choice
  • Ordered List
  • Short Answer
  • Numeric Activity
  • Image Quiz
Once you embed a question, students will watch the video as usual. However, when the video player reaches the point in the video where you placed a question, the video will stop and display that inquiry. After the student inputs an answer, they can click the play icon to continue the video. NOTE: One weakness of the Polling tool is that an individual can only answer a question once.

Polling Information/Resources
Media Analytics

Echo360's second related tool is called Media Analytics. Instructors can use the Media Analytics tool to see whether and to what extent students view videos and see student responses to embedded questions (polls). You can easily access the Media Analytics tool from the Course Tools area of the Course Management menu in all UHCL Blackboard shells.

Media Analytics Information/Resources
For some insights into why embedded questions may provide a better video-supported learning experience for your students, we recommend that you look at two of the suggested articles posted in the next section of this week's newsletter. Of course, you can always request an appointment with a member of the Instructional Design and Technology (IDT) team to learn more about these tools/features! Contact OIT's Support Center at 281-283-2828 or supportcenter@uhcl.edu, and the support staff will create a help ticket and route it to the IDT team.

Monday, April 4, 2022

Recommended Articles

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

In contrast to last week's recommended podcast, the IDT team offers this week the following recommended articles for your perusal.

Gamrat, C., Tiwari, S, and Bekiroglu, S. O. (2022 March 10). Inclusive ADDIE: Initial considerations for DEI pedagogy. EDUCAUSE. Retrieved from https://er.educause.edu/articles/2022/3/inclusive-addie-initial-considerations-for-dei-pedagogy

Excerpt: Learning environments should foster a sense of belonging and make all students feel welcome, valued, and respected. The instructional design process should avoid negative stereotypes and unconscious bias, encourage respect, representation, access, and communication, and recognize students with varying abilities. To achieve these goals, a more comprehensive, inclusive instructional design model is needed. We propose the INCLUSIVE ADDIE model.

Sheen, A. (2022 March 23). Successfully bringing discussion forums into online learning. Fierce Education. Retrieved from https://www.fierceeducation.com/teaching-learning/successfully-bringing-discussion-forums-online-learning

Excerpt: It's great to see online education shift its focus toward building a social presence and helping students feel connected to a broader college community. But one thing hasn't changed: the old-fashioned discussion forum — and that's a huge problem.

Turner, P. (2022 March 14). Revisiting camera use in live remote teaching: Considerations for learning and equity. EDUCAUSE. Retrieved from https://er.educause.edu/articles/2022/3/revisiting-camera-use-in-live-remote-teaching-considerations-for-learning-and-equity

Excerpt: A thoughtful and equitable approach to webcam use allows students and faculty alike to benefit from the sense of presence that webcams can provide during remote instruction while preserving student privacy.

Arizona State University Creating a Virtual Universe

Contributed by Izaak Diefenbach, Instructional Designer I (COE)

If you have been following my series on Extended Reality (XR) technology in higher education, you have seen several examples of how other universities use various technologies to develop unique immersive learning experiences. An ambitious project at Arizona State University (ASU) has instructors and students working together to create virtual worlds that they hope to connect to into a virtual universe.

ASU professors Heather Haseley and Dan Munnerley call this virtual universe the "ASU-niverse." Collaborating with Dreamscape Immersive, a Virtual Reality (VR) entertainment company led by Hollywood producer Walter Parkes, they are developing a platform called Dreamscape Learn. Using technology from Zoe Immersive, Dreamscape Learn provides tools that will allow students with minimal coding experience to create unique and immersive educational experiences.

One Dreamscape Learn project has Biology students investigating an alien world called the Intergalactic Wildlife Sanctuary. In the virtual environment, students use tools to study alien life forms and ecosystems to discover and solve environmental problems. Another project, called Theta Labs, has students from various departments creating an experience where students must travel into the future or past to fight climate change. Both projects use VR technology to give students a hands-on experience that provides a much deeper learning experience than more conventional teaching methods.

These are just two early examples of projects using Dreamscape Learn. ASU has plans to use the platform throughout the university. They are also looking into using the technology for social experiences, such as meeting in virtual lounges to watch movies, allowing students to interact in ways that go beyond just video conferencing.

References

Faller, M. B., & Beach, E. (2021, December 17). ASU students create time-travel experience in Dreamscape learn. ASU News. Retrieved April 4, 2022, from https://news.asu.edu/20211203-creativity-asu-students-create-time-travel-experience-dreamscape-learn

Filmer, S. (2022, March 22). Arizona State University launches immersive learning experience with VR biology classes. Bizjournals.com. Retrieved April 4, 2022, from https://www.bizjournals.com/phoenix/inno/stories/partner-content/2022/03/22/asu-launches-immersive-vr-learning-experience.html

Kaser, R. (2021, December 1). Dreamscape partners with Zoe Immersive on VR learning experiences. VentureBeat. Retrieved April 4, 2022, from https://venturebeat.com/2021/12/01/dreamscape-partners-with-zoe-immersive-on-vr-learning-experiences/

Pedrosa, C. (2021, December 27). Welcome to the ASU-Niverse - The Arizona State Press. The State Press. Retrieved April 4, 2022, from https://www.statepress.com/article/2021/12/spmagazine-welcome-to-the-asuniverse#

Blackboard Grading Schemas

Contributed by Henry Newkirk, Instructional Designer II (HSH)

The Blackboard Grade Center grading schemas is a tool that allows instructors the option of displaying grades in different ways. Instructors typically use grading schemas to convert students' grades on assignments, assessments automatically, or weighted columns from a numeric value to a letter grade, pass/fail, or a text value (e.g., Excellent, Good,…).

This article will provide an overview and examples of Blackboard's grading schemas feature. For more detailed information and instructions, please visit Blackboard's help page, Grading Schemas, from which I've borrowed the following excerpt:

When an item is graded in the Grade Center, a numeric score appears in the students' cells by default. You can choose to display grades in other ways with grading schemas. A schema takes the points scored on an item and compares it to the item's total points possible to derive a percentage. This percentage is mapped to a range of scores and displays a grade, such as a letter (A, B, C) or Pass/Fail. This information is presented in a table format.

Schema Mapping Table

The Schema Mapping Table is where instructors enter desired criteria to create a new or edit an existing schema. This screen capture shows that the table is divided into two sections. The left side specifies the score ranges and corresponding letter grades or text. The right side specifies what numeric value will be applied if the instructor manually enters a letter grade.



Example 1 - Basic Numeric Score to Letter Grade Schema

The following image shows how the grading scale from an instructor's syllabus can be used to configure a Schema Mapping Table in Blackboard to automatically generate a course letter grade from the students' numeric grades.



Example 2 - Text Grade Schema

Shown here is a grading schema that would convert the students' numeric scores to text feedback, such as Excellent, Very Good, Good, etc.



Example 3 - Pass/Fail Schema

In this example, student scores between 69.4% and 100% will convert to "Pass," while scores between 0% and 59.4% will display as "Fail."



Steps to Create Schemas

In the Grade Center, access the Manage menu and select Grading Schemas.
Select Create Grading Schema and provide a name and an optional description for your new schema. This name will subsequently appear as options on the Primary Display and Secondary Display menus for all Grade Center columns.
Complete the Schema Mapping Table with your criteria and labels and save/submit your changes in the Schema Mapping section.
As needed, return to the Grade Center and apply the new schema to any Grade Center columns.

Other Resources

In addition to the previously mentioned Blackboard help page, Grading Schemas, I recommend the following additional tutorials/resources from other universities:Of course, you can always request assistance from a member of UHCL's Instructional Design and Technology (IDT) team. Contact OIT's Support Center and request assistance with Blackboard Grade Schemas. The Support Center staff will create a help ticket for the IDT team, and a member of our group will contact you to schedule a virtual consultation.

Weighted Total Column in Blackboard Grade Center

Contributed by Jane Nguyen, Instructional Designer I (CSE)

This week I worked with a professor who was taking both a points and percentage approach in the grading for his course and in Blackboard Grade Center. While this is likely doable, and some professors may have a reason for wanting to do so, I advised the professor to choose one or the other, as I thought it would be less confusing for the students.

My own preference for grading has always been by percentage (assignments weighted as part of 100%) rather than points. In a future article, I may talk about the points approach, but for this week I would like to advise on the percentage approach.

That might look like this:

(The assignments in a given class are each given a percentage weight and the total will be 100%)

Report 1 – 15%

Report 2 – 15%

Exam 1 – 20%

Exam 2 – 20%

Exam 3 – 20%

Reflection – 10%

Total: 100%

In a case like this, when you create your Weighted Total Column in Blackboard Grade Center, you would select purely from Columns to Select. There is only one Report 1, only one Report 2 only one Exam 1, etc., and it is simple to add individual columns to the Weighted Total Column and have them worth a certain percent each.



However, professors just as often have courses where there are bigger categories of assignments, like Homework, Discussion Board, Quizzes, etc.

Homework—15%

Discussion Board—15%

Quizzes—20%

Exams (2)-50%

Total: 100%

There likely won't be just one homework assignment, but perhaps 10. Not just one discussion board, but perhaps 8. Not just one quiz, but as many as 12. But…it gets clunky in the Weighted Total Column to add 10 individual homework columns, 10 individual discussion board columns, and 12 individual quiz columns, etc.

Instead, it is better to have your Weighted Total Column be comprised of assignment categories. This way, when you create a homework assignment and give it a "homework" category, or a discussion board assignment and give it a "discussion board" category," or a quiz and give it a "quiz" category, when you create your Weighted Total Column, you can indicate that anything categorized as Homework shares 15% of grade weight, anything categorized as Discussion Board shares 15% of grade weight, anything categorized as a quiz shares 20% of grade weight.



Even if you had planned twelve quizzes at the start of the semester but decided to add two in at the end, you wouldn't have to adjust anything. As long as you give each quiz the "Quiz" category and indicate that quizzes, no matter how many there happen to be, is maxed at 20% of grade weight, the Weighted Total Column will reflect an accurate calculation.

There are, of course, other important considerations when creating a Weighted Total Column. This is just meant to give you an idea of the two broad approaches. It is also possible to have the Weighted Total Column be a blend of individual columns and assignment categories. This might be appropriate if you have a Midterm and Final, which are obviously only one column each in the gradebook, but other assignment types, like Homework, Quizzes, and Discussion Board, where there are many small assignment submissions (many gradebook columns) under a single category and grade weight.

If you have any questions about the Weighted Total Column in Blackboard Grade Center, don't hesitate to reach out to an instructional designer. We are happy to help with whatever grade book approach you have in mind.

SP23 Blank Blackboard Shells Available - Tips and Recommendations

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

SP23 blank Blackboard shells are now available, and it's never too early to start planning for the next semester. With that in mind, below are some valuable resources from our team's past blog posts and newsletters and a new Crash Course video.
In addition to these DIY options, please contact OIT's Support Center if you would like to schedule a virtual consultation with a member of the IDT team to discuss your setup/editing needs for SP23 Blackboard shells.

Support Center Tip: Troubleshoot Login Issues Due to Cached Data

Contributed by Jenni Willis-Opalenik, Ph.D., Director - OIT Technology Learning Services

As previously announced, the QuickLaunch portal go.uhcl.edu is now deployed for all UHCL students, faculty, and staff. The Blackboard link on UHCL's web pages has been updated to go.uhcl.edu since Blackboard is now accessed via the portal. As a reminder, instructions on accessing, getting started, and using GoUHCL are posted online in the document, Accessing and Using GoUHCL (QuickLaunch).

The deployment of GoUHCL has been an overwhelming success. However, some users may receive error messages (usually about invalid accounts) when accessing GoUHCL or the applications within the portal. Most of these problems are related to the user's browser activating old, cached information pertaining to the application logins before GoUHCL was activated. There are two ways to resolve cache-based issues:
Clear your browser cache to remove old information. The procedure for clearing your cache will vary depending on which browser (e.g., Chrome, Firefox, Safari) and which versions of the browser you are using. A Google search should produce several resources that explain how to clear your cache. One such resource is PCMag's online article How to Clear Your Cache on Any Browser.
An option for users who prefer NOT to clear their cache is to use private or incognito mode in your browser. Again, a Google search should yield many resources about private/incognito browsing. For an example, please consult Lifewire's online article How to Turn on Incognito Mode in Your Browser.

If you have any questions about the above information, please contact the Support Center at either 281-283-2828 or supportcenter@uhcl.edu.