Anytime a new technology is adopted they the whole University, it takes a while for the tool to get spun up and used as it was intended. Kaltura is not different. ITLD is working hard to pull together complete training resources and Training Paths which will be distributed as soon as they are completed. We will be sure to inform everyone when that happens. Until that time, this blog post is available to give you just enough information to get started using Kaltura. It is lot complete guide, but is a resource to help you start to use Kaltura.
Building Academic Integrity into the design of the course and the assessments.
Set time limits on quizzes and exams.
- Use and leverage test banks or groups in Canvas.
- Create several questions that cover the same objective at the same level.
- Add new questions each time the course is taught to have more versions. Consider starting with 3 versions of each questions and an 1-2 more versions each time you teach. Eventually, you will have a large bank to draw from without having to write a new quiz or exam each semester.
Here’s an innovative idea to promote deep learning: allow students to make up missed exam points by creating their own short videos to explain the missed concepts. Once evaluated for accuracy, the videos can be posted for classmates to discuss and also use for study.
I was recently asked by a faculty member to help find a way for students to sign up for topics to research in his class instead of him assigning them each topic. Using this particular process does two things. First, it gives the student the power to choose a topic that interests them. Second, it gives the faculty member some extra time to engage with students. A web search will reveal lots of options for creating a poll. Some options require that users sign up for an account and others do not. Some tools are easier to use while others are more flexible and have more options.
It is well documented that providing feedback to students is a powerful influence on student achievement. Feedback:
- Is most helpful when it is specific and immediate
- Contributes to learning
- Contributes even more to learning when the learner reflects on the lesson for next time
Canvas allows us to provide feedback to students with tools such as email, announcements, discussion forums, chats, conferences and assignment feedback through SpeedGrader (such as using rubrics, or comment boxes).
Every now and again, faculty receive letters from students who have some type of disability. Not all disabilities are physical, some are neurological and require that students be given extra time on quizzes, exams or any other assignment that is timed. The student works with the Office of Disability Services and is given a letter to share with their instructors to receive the accommodation outlined in the letter. Sometimes, you may need to give a student another attempt at an assignment for any number of reasons.
The sound of waves crashing onto the shore…
The feeling of wind blowing through your hair…
The crisp taste of a refreshing beverage as you sit in the hot sun…
And a list of e-learning blogs to add to your news feed….
The probability of encountering a student with color deficiency (color blindness) in your online course is higher than you might think. By following accessibility best practices you can eliminate potential issues with image interpretation from the start. However, what about images from outside sources that you require the student to analyze? Are there strategies that you can employ to assist a student with color deficiency? The answer is “yes.”
James Lang has written an excellent two-part article on the essential functions of your course syllabus. He argues for a “learning syllabus,” where the syllabus helps the student to learn rather than merely serving as the course “contract.” He outlines how the syllabus should convey a professor’s “energy and enthusiasm” for the subject, that conveying the value of the content is important.