Our campus-supported Vidyo system provides the opportunity to enhance teaching and learning both on and off campus. A significant advantage of using Vidyo for videoconferencing is the ease it offers to bringing in a remote speaker or presenter to a traditional classroom of students.
The best method for accomplishing this task is to use one of the existing ITV (Interactive Television) classroom locations. These classrooms are equipped with student microphones, cameras, and additional specialized equipment to facilitate active engagement among ALL participants and virtual guests.
Steps for Installing Vidyo & Inviting Guests to Join Meeting
Following are Vidyo installation steps as well as instructions for generating a Vidyo meeting invitation to email to guests:
1) Go to http://vportal.csc.edu to download the Vidyo client and follow the steps provided to install it. Administrative rights are ONLY necessary on Apple computers.
2) After installation, enter the VidyoPortal address (vportal.csc.edu) and your registered user account credentials.
3) After logging in, click on your name and select the “envelope” icon.
4) After clicking the “envelope” icon, a pre-populated email message (Vidyo Meeting Invitation) will display in your default email program. The message contains complete details instructing guests how to participate in the video conference.
Steps for Connecting ITV & Initiating Recording
Following are the basic steps necessary to connect an ITV classroom using Vidyo and to initiate the recording process:
1) Power on the ITV system using the wireless ITV control box (press and hold room power on/off button for 5 secs until equipment turns on).
2) Login to the classroom computer and login to the Vidyo desktop client (update if prompted or install Vidyo desktop client from http://vportal.csc.edu if necessary).
3) On the computer Vidyo client, click on your name and choose “connect to room.”
4) Inside the main Vidyo window, click on the “control meeting” icon to launch recording options in the browser.
5) Within the browser control meeting options, DISCONNECT YOURSELF from conference (red telephone icon).
6) Connect the ITV system EITHER by using the “book” function on the ITV control box (provided you are listed in the ITV system phonebook) OR by “adding room as a participant” using the control meeting interface.
7) ITV systems are designated with “03” as the search delimiter. Select the correct ITV room from the list and choose to “invite.”
8) Verify the ITV room has connected to your Vidyo account. You are now ready to record.
9) NOTE: It is critical to operate the meeting (mute/unmute, switch cameras, presentation mode, etc.) using ITV control system in order to produce a successful recording.
If you would like to learn more about using Vidyo and/or have additional questions, please don’t hesitate to contact Teaching and Learning Center at email@example.com.
Increasingly, the TLC will focus its efforts on reporting emerging technologies that enhance teaching and learning. As we review technologies within the TLC, we will hold informational seminars and invite faculty to participate in a testing and review process. To discuss and/or suggest “new arrival” gadgets, please stop in for a visit or contact the TLC’s IT Analyst, Jereme Patterson (firstname.lastname@example.org or 308.432.6234).
CSC Online instructors often receive requests to provide students with accommodations for extended testing times. This article reviews the process for setting up an assessment for special accommodations in the Test & Quizzes tool and provides information about student access.
There are three key steps to remember:
- Create a unique group in Site Info
- Duplicate the original test
- Release the duplicate test for the unique group
General procedure for accommodation requests
- In Site Info > select Manage Groups
- Create a new group and add the student(s) requiring accommodation
Important – Do not identify the student’s name or the purpose of the group in the group title!
- Select “Add” to save the new group
- Open Tests & Quizzes > Working Copies
- Create a Duplicate of the original assessment (Actions > Duplicate)
- Confirm assessment duplication
- Open the COPIED assessment settings
- Release the assessment for only the group created in Step 1 (Change “assessment released to” > Selected Groups and check the group.
- Edit settings as required by the accommodation request (e.g., set time limit to allow additional time)
- Modify assessment title (expand the “About this assessment” section and edit title text)
- Expand the “Grading & Feedback” section and select “none” under Gradebook options. This will prevent duplicate Gradebook entries ***.
***If you publish the duplicated exam without modifying the gradebook settings, there will be two gradebook entries for the same exam. Selecting the “none” option to not send the scores of the duplicated exam will allow you to keep student(s) with accommodations in the same Gradebook entry as the other students. After the student with accommodations submits the duplicate exam, manually view that student’s exam score and adjust the score in the original exam to match. This is optional, but helps keep a manageable gradebook for instructors and students.
Important information about how all students see the exams and groups
After following the general procedure, only the student with accommodations will see the duplicate exam and the related Gradebook entries (if applicable). However, the student with accommodations will also see the original exam. The instructor MUST communicate to the student which exam version to take. Additionally, other students will be able to see the group title and membership (but not the duplicate exam or gradebook entries). Ensure that the group title is generic, and not descriptive of the purpose it serves or the group membership.
There are two alternative methods which will ensure that the student with accommodations will only see his or her own exam. However, these methods are much more diffictult to properly manage, and are not recommended unless required by specific circumstances.
- Create two groups (one with the accommodations student, the other with the rest of the class). This is not recommended since the instructor must update the large group every time a student is added to the course.
- The second alternative for providing accommodations is by setting up a separate course site for the student. This will prevent other students from seeing the group and keep the exams separate for the student with accommodations. This method is reserved for special circumstances in which the general procedure will not apply.
Screencast of procedure (no audio)
For further information about any of the topics covered in this article, please contact the Teaching & Learning Center staff at email@example.com.
Dear Faculty and Staff:
With midterm break upon us, we may have a few moments to catch up on our long “to do” list. Often it is easy to forget the many accomplishments we have made. Listed below are a few of the accomplishments, including an awareness of a problem. Many more accomplishments are enumerated in the HLC Assurance Argument. I hope you will join us in the Luncheon work sessions to prepare for the On-Site Visit so we may continue to add to our achievements.
- Chadron State 2020 — http://www.csc.edu/president/2020/index.csc
- MAP Purpose — http://www.csc.edu/library/mapsupport/#tab2
- MAP Priorities & Sub-Priorities – click on “Priorities”
- Visit the VPAA Update archive versions on the VPAA website: http://csc.edu/vpaa/snaresreleases/index.csc
Open Forums with VPAA
There will be a faculty Open Forum with the VPAA on 3 March 2017, Friday 1:30-2:30 pm, LLC, near Book Ends. A staff Open Forum with the VPAA is 3 March 2017, Friday 2:30-3:30, near Book Ends. If you have any concerns or questions, please meet with me. If this time is not a workable time, let me know and I will arrange another time to meet with you.
Higher Learning Commission (HLC) Comprehensive Evaluation: Important Dates
9 March 2017 (11:00 am): All-Staff Campus Luncheon Work Session – Preparation for HLC
24 March 2017: Submission of HLC Assurance Argument (Criteria for Accreditation) and
30 March 2017: Submission of HLC Institutional Update 20 April 2017 (11:00 am): All-Faculty Luncheon Work Session – Preparation for HLC Team
24-25 April 2017: On-Site Visit of the HLC Comprehensive Evaluation 28 April 2017 (11:00 am-1:00 pm): All-Campus Appreciation and Celebration
Submission of Federal Compliance Report
22 February 2017 CSC submitted the Federal Compliance Report. This is a major document to prepare and submit. Over 20 faculty and staff have dedicated time to collecting, organizing, and reviewing materials. The participating individuals are listed at the following location: Campus- wide Committees/Task Force (left column) — http://www.csc.edu/president/index.csc. Executive Council and Cabinet assisted through the review of materials. Sherry Douglas spearheaded this effort.
This is another example of a variety of individuals stepping forward to take on leadership roles within this one endeavor. As with this report as well as in other areas, leadership at multiple points is necessary for CSC. I feel very fortunate to work with so many individuals who demonstrate what Bellah and colleagues articulated in their book Habits of the Heart. Too often in the context of higher education faculty and staff, similar to Joe Gorman in the book, believe “getting involved” is sufficient. As noted in the book, we belong to overlapping and cross cutting communities. Each of us belongs to department or unit communities within the CSC community. What was essential for completion of the Federal Compliance Report was campus citizenship.
As provided in earlier VPAA Updates the following has been completed for the HLC Comprehensive Evaluation. 30 August 2016 CSC submitted the Quality Initiative Report. A stellar evaluation was earned with this effort. Third Party Comment notices have been posted since November 2016. The HLC Student Opinion Survey has been implemented during the time allotted in early February 2017.
Faculty searches for 2017-18 AY: one Business, one Science, one English & Humanities and one Music. Academic staff searches: Office Assistant II Liberal Arts (3rd floor Old Admin) and Electronic Resource Librarian.
Associate Vice President for Teaching and Learning Technologies: Dr. David Kendrick.
Growth of the Rangeland Management Program
Based on IPEDS final release data, CSC’s Rangeland Management Program is one of the largest in the United States. Between 2012 and 2015, and depending on the year, CSC’s Rangeland Management Program was ranked first, second, or third, based on the total number of annual graduates in the program. This places CSC’s Rangeland Management Program in company with other institutions, such as the University of Wyoming, Oregon State University, and Colorado State University. IPEDS 2016 data is not available from IPEDS at this time for comparison.
Interdisciplinary BA and the Bachelors of Applied Science Programs
In preparing for the HLC Comprehensive Evaluation, it is sometime easy to forget the benefits that may be attained. As a case in point, the interdisciplinary BA and the Bachelors of Applied Science programs were last reviewed in 2013, and at that time they were formally placed within the Applied Sciences Department. In examining program assessment reports in preparation for the upcoming HLC visit, it became clear that it was time to reevaluate both programs. The Campus Wide Assessment Committee has taken on the charge of reviewing the Interdisciplinary BA and the Bachelors in Applied Science degrees for the 2017-18 AY. The committee will begin by collecting data on current majors and graduates to create a baseline of information concerning the programs. They will then review program mission statements, stated student outcomes, evaluation processes, assessments for measuring those outcomes, and appropriate department oversight of the programs. Based on what the committee finds, it will make recommendations to the appropriate committees such as Academic Review Committee, Faculty Senate and Executive Council.
Using VoiceThread to Support Student Interaction
Dr. Wendy Waugh uses VoiceThread to promote learner engagement and active learning in her online courses. This tool enhances rich interaction in online environments by allowing students to comment (via voice, text, audio file, or video) on images, documents, or videos shared by the instructor or other students in the course.
Watch this video tutorial created by Dr. Waugh describing the VoiceThread set-up process for example discussions in one of her courses.
This is a second article in a series highlighting educational technologies or teaching and learning strategies that are working well (and in some cases, not so well) for CSC instructors in the classroom or online courses. Whether you are a senior faculty member or a new one, please contact firstname.lastname@example.org if you have a story to share with your colleagues regarding what works well (or not so well) in your teaching and learning efforts.