Distance Education https://www.pcc.edu/distance Thu, 22 Jun 2017 20:38:32 +0000 en-US hourly 1 https://wordpress.org/?v=4.8 D2L CD 10.7.2 update for June 2017 https://www.pcc.edu/distance/2017/06/d2l-cd-10-7-2-update-for-june-2017/ https://www.pcc.edu/distance/2017/06/d2l-cd-10-7-2-update-for-june-2017/#respond Wed, 21 Jun 2017 19:19:04 +0000 https://www.pcc.edu/distance/?p=7901 Our next Continuous Delivery update arrives on June 23rd, 2017. It’s a relatively small update that mostly introduces bug fixes that aren’t worth listing in detail.

Flag in Classlist not visible to students

There’s a feature in the classlist that allows you to flag various users for whatever reason you may have. This is a nice tool if you want to highlight specific students that you have emailed or whatever. Previously, the flag was visible to everyone, which was silly. Once the update occurs, that flag is only visible to the instructor.

That’s pretty much it for now. But that’s ok because we’ve changed enough this week.

Collaborate Ultra updates

As of June 4th, Blackboard made some Collaborate Ultra software updates that should improve the quality of network and bandwidth management for the platform. This should help keep meetings stable when there are interruptions or slow-downs on your network (sound familiar?)

Additionally, the text on the whiteboard is left-aligned (instead of center). That’s a start. Now I’d like to see persistent text and more formatting options.

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Join the 8 Week Course Tune-Up Challenge https://www.pcc.edu/distance/2017/06/8-week-challenge/ https://www.pcc.edu/distance/2017/06/8-week-challenge/#comments Mon, 05 Jun 2017 16:09:21 +0000 https://www.pcc.edu/distance/?p=7813 Multnomah Falls, Portland by Caleb Jones (Unsplash.com)

Multnomah Falls, Portland by Caleb Jones (Unsplash.com)

Ah… summer. We are so close. Whether you spend your summers teaching those over-achieving summer course-taking students, or spend your days by a pool or at the beach, you’ll probably also spend time executing your summer goals.

How about an 8 week course tune-up challenge? What if I told you that you could join for free and you might even want to flaunt your results in front of your friends (or chair or dean)? What if I told you that you would receive a free gift to use in your work at PCC for completing the challenge?

With the update to Daylight, this summer is an excellent opportunity to make those changes you’ve been thinking about, but haven’t quite found the time.  

How it works

  1. Register for the challenge. We’ll provide you with a development shell to work on.
  2. Choose 8 tasks to complete from the 8-Week Course Tune-up Challenge Task List.
  3. Track the tasks you complete in each week and the date the task was completed using the 8 Week Challenge Reporting Form
  4. Submit your completed form to heather.guevara@pcc.edu by August 31st. Please submit even if you didn’t complete all 8 tasks, we’d love to celebrate what you were able to accomplish.
  5. Earn your the prize of your choice.

You only need to find five friends to join you and those five friends need to recruit five other friends and then you have to join me for a special presentation at my house. Just kidding on the friends and presentation at my house part, but I’m glad you’re still reading!

The prizes

Prizes include your choice of tools and services for your work at PCC such as:

  • Headset
  • Webcam
  • Set of 5 Faculty Focus Reports on online teaching and course design, printed and bound. 
  • Book on teaching online.
  • One-hour customized consultation with a media or video specialist to create a short video of your choice (i.e. an intro video).
  • Customized work plan devised by an ITS or other DL staff to guide the rest of your updates
  • Coffee talk with Andy Freed or Loraine Schmitt
  • Diet Coke and treats with Donna Swanson in her bunker

A Grand Prize will be awarded to three individuals whose changes make the most impact on overall course design.  At the end of the challenge, Rondi Schei (Instructional Technology Specialist, Instructor, and QM Reviewer) will step in and take your course to the finish line!

Make the commitment

Every summer I pledge to eat better and exercise more. Although I’ve never taken a formal fitness pledge (like a “30 days to a new you” plan– maybe I should try one), I have pondered how a commitment with built-in incentives and accountability might help me make those changes. If faddish wellness plans aren’t your thing (or the idea of more exercise and healthy eating seems too aspirational for you during the best months in Oregon),  participate in this 8-week challenge! Even small improvements can have a big impact on how your students interact with your content.

Register for the challenge to get started!

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Before and After: A visual tour of Daylight changes for D2L Brightspace https://www.pcc.edu/distance/2017/06/before-and-after-a-visual-tour-of-daylight-changes-for-d2l-brightspace/ https://www.pcc.edu/distance/2017/06/before-and-after-a-visual-tour-of-daylight-changes-for-d2l-brightspace/#comments Fri, 02 Jun 2017 15:09:15 +0000 https://www.pcc.edu/distance/?p=7810 Want to see what your class may look like in D2L Brightspace after the Daylight change this June 20th? Wonder no more! Rondi and Andre put together this quick visual comparison of the interface that shows you what a course looks like in D2L now and what it will look like after the update over the Spring/Summer break.

Pretty slick, huh? I can’t wait for the improvements for mobile access.

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Announcing visual and email updates for D2L Brightspace this summer https://www.pcc.edu/distance/2017/06/announcing-visual-and-email-updates-for-d2l-brightspace-this-summer/ https://www.pcc.edu/distance/2017/06/announcing-visual-and-email-updates-for-d2l-brightspace-this-summer/#comments Fri, 02 Jun 2017 14:25:58 +0000 https://www.pcc.edu/distance/?p=7806 There are some important changes coming to D2L Brightspace this summer (June 20th) that will greatly improve the student experience. We will be doing a visual update to the software that will modernize the interface and make it far more usable on mobile devices. This update, called Daylight by D2L, will not really change the way you interact with your courses, but will modernize the look and standardize the navigation and layout between your classes and make viewing the content easier. Here’s a preview of the changes:

In addition, we’re moving to just one email tool. No more trying to figure out which email your instructor wants to use because we’re standardizing on the PCC Gmail tool. Messages sent from within D2L automatically go to your PCC Gmail. You can also respond right within your Gmail. Not only does this reduce confusion, it allows you to respond quickly from your mobile device! Here’s a quick preview of the change:

We’re excited for these changes and hope that they make using D2L Brightspace even easier for you. More instructions and updates will appear once we go live on June 20th.

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Seek out the Sweet Spot https://www.pcc.edu/distance/2017/05/seek-out-the-sweet-spot/ https://www.pcc.edu/distance/2017/05/seek-out-the-sweet-spot/#comments Tue, 30 May 2017 18:46:52 +0000 https://www.pcc.edu/distance/?p=7802 Access Team members John Hinman, Supada Amornchat, and Karen Sorensen.

Karen Sorensen (far right) shares her thoughts on finding the sweet spot for course accessibility

Promoting and supporting online accessibility at PCC has been a real pleasure. It hasn’t always been easy, and some of us have had big disagreements, but we seem to have always gotten through them and come out better. I’ve learned so much from these disagreements, and I think the approach to accessibility of online courses is better for them.

It was a disagreement with the Distance Education Director, Loraine Schmitt, in 2011 that created a key shift in our launch of the accessibility guidelines. She wouldn’t support the more compliance-focused first draft and had us shift to a more shared responsibility approach. That shift turns out, was essential.

It was a disagreement with the math faculty that eventually lead to Subject Area Accessibility Studies which are one of our most successful, collaborative approaches to increased accessibility.

It was a disagreement with writing instructor, Bryan Hull, that tipped the scales towards eliminating the captioning requirement for faculty. Bryan wasn’t alone on this, btw. :-)

It was disagreements with Cynthia Killingsworth and other accounting instructors that lead to Pearson creating equally effective assignments for the barriers in their online homework platform. This was remarkable really and what we need from all our publishers but hadn’t been done before.

It was a disagreement with CIS instructor, and Distance Education mentor, Marc Goodman that led to our accessibility reviews adopting a “High Standards, Easy Grader” approach and really determining what accessibility retrofits can be done at the last minute and which can’t. I believe it was this that really shifted my attitude from being just an advocate for accessibility to being an advocate for faculty too.

There were other disagreements and there were other successes that didn’t involve disagreements, but as someone who is conflict-averse, the value of working through these disagreements really stands out to me. All of the instructors who I had disagreements with are excellent at their jobs and leaders in their fields. Though I wanted to sometimes, I couldn’t ignore what they were trying to tell me.

Kendra Cawley, the Dean who hired me and initiated the launch of accessibility guidelines for online courses, said this to me in 2011. “Find the sweet spot between adequate and perfect.” I wrote it on a sticky note then and still have it posted on my bulletin board beside my desk six years later.

With each disagreement, I understood more of what she meant. There is no perfect when it comes to approaching accessibility as an institution or in a course. That would imply that there is just one way. But there is something between adequate and perfect, and as I opened myself to really hearing what was being said in these disagreements, I often found a better way.

Strive for that sweet spot in your courses too. Follow the accessibility guidelines the best that you can, and talk to your students with different needs about what works best for them. I promise it will make your class better.

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Don’t make me do group work! https://www.pcc.edu/distance/2017/05/dont-make-me-do-group-work/ https://www.pcc.edu/distance/2017/05/dont-make-me-do-group-work/#respond Mon, 22 May 2017 17:06:00 +0000 https://www.pcc.edu/distance/?p=7781 Picture of social loafing on a team project

“Don’t make me do group work!” How many of you have heard this comment from students, and why might that be? Indeed, there could be situations in which a student just prefers to learn independently, though interacting with peers on a group project or simply as a study technique can be a powerful learning tool. Small group interaction is ubiquitous as a technique used in the classroom to promote learning, yet we struggle to employ this teaching strategy online. One reason commonly heard is the fact that there are frequently one or two group members who don’t contribute their fair share of the work. Granted, it can be a little too easy to hide in the online world, and it’s not fair to have one or two key players doing the bulk of the work. How can we bring those perceived “slackers” into the mix to involve them as contributing members of the group?

John Orlando shares some effective strategies for this in a recent article in Online Classroom, “Tips for addressing loafing in group projects.” I was surprised to learn from research in this area that “social loafers do not actually know they are loafing.” (Kevin Synnott, 2016) Rather, they feel they are contributing in their own way. So part of the problem is an awareness issue, making students aware of their own level of contribution.

Research by Synnott suggests that it works better for the instructor to assign students to groups instead of having them self select. He also notes that it’s easier to hide in larger groups, so “groups of three or four are best for reducing social loafing.” Certainly role designations and responsibilities are more clearly assigned in smaller groups. There is greater value placed on the contribution of each individual team member.

One way to build awareness of individual contribution and a desire to accept equal responsibility is to use peer assessment. This also helps to inform instructors about individual contributions to the group and can be used as a portion of the grade. It can be most helpful to supply students with a rubric with specific criteria used to evaluate and provide feedback to other group members. Better yet, to inspire a vested interest, have students create their own peer evaluation rubric.

Here are some specific strategies related to organizing the group activities. The instructor can designate one group member as the lead organizer in order to help establish group member tasks, a task timeline, and a schedule of deliverables. The instructor can require scheduled progress reports posted by the team leader or someone designated by that person to a class discussion area. That will help keep the task flow on track and will also create an opportunity to solicit feedback from those in other groups. This lead role can be rotated throughout the term to give others a chance to take on that responsibility.

As for technologies used to support group work, Google Docs is a logical tool to use. Students make contributions to a shared document and can easily comment on the ideas of others. Optionally, the instructor can be given access as well in order to provide feedback and view individual contributions. Livebinders (livebinders.com) or Padlet (padlet.com) are suggested tools for groups to share photos. As for live meetings, virtual rooms in Collaborate can be set up directly in D2L for student groups to use. (If you’re not familiar with Collaborate, be sure to participate in one of the training workshops offered by our ITS. I see there’s one this Thursday, May 25th.)

For more specific information about structuring effective group work, I invite you to see the full article Tips for Addressing Loafing in Group Projects, John Orlando, in the January 2017 edition of Online Classroom. (Access information below) You’ll also find the original research in Synnott, K. (2016). Guides to reducing social loafing in group projects: Faculty development. Journal of Higher Education Management 31 (1), pp. 211-221.

How to access Online Classroom articles

Addressing Loafing in Group Projects is available through our PCC subscription to “Online Classroom.” Here’s how to access these articles. (Only the first time you access is cumbersome. After that it’s easy.) While you’re there, skim through some of the recent articles in the archives.

May 2017

  • Designing group-based learning activities
  • Online Videos that transform students into teachers
  • How to design online courses to enhance student engagement
  • Three ways to use Google Drive to improve teaching efficiency
  • Infographics assignments for better learning

April 2017

  • Unbundling the Learning Management System
  • Using technology to crate an interactive syllabus
  • How to motivate your online students
  • Academic integrity by design
  • Rinse and repeat teaching

March 2017

  • Blending MOOCs into your courses
  • Innovative ways to engage online learners
  • Easy digital content curation
  • Free lesson resources for your class
  • Creating a “Build your Grade” course
  • Add engagement to your class with multimedia timelines
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Using Gmail in D2L Brightspace https://www.pcc.edu/distance/2017/05/using-gmail-in-d2l-brightspace/ https://www.pcc.edu/distance/2017/05/using-gmail-in-d2l-brightspace/#respond Sun, 21 May 2017 17:41:19 +0000 https://www.pcc.edu/distance/?p=7790 In our previous announcements and online drop-in sessions about the June 20th D2L Brightspace update, we shared some examples of how the newer email interface will work. For those who couldn’t make it, we also wanted to provide more explanation and demonstrations. We’re excited for the change because students and faculty have struggled with using multiple email systems for years. And we think the change will be relatively simple for most of our users.

What is changing?

We are standardizing on a single email tool (PCC’s Gmail) for mail sent within D2L Brightspace. This means that messages sent within D2L will actually be delivered to your pcc.edu account. The secondary email tool within D2L will be retired (though messages retained) and there will be less confusion over which email students (and instructors) should use.

How do I send messages?

Fortunately for long-time users, the way you send messages doesn’t really change much. You still should go to the classlist and click the name(s) of those you want to send messages to. You will still compose the message within D2L, but the message will be delivered to the pcc.edu address.  Here’s a quick demonstration from Michael Moss showing how to send an email message.

How do I read messages?

You will read your email that is sent from within D2L Brightspace in your PCC Gmail. If you aren’t already logged in to your Gmail in another tab, you can log in from the Access Google Apps widget on the main My Home area in D2L. The first time you will need to Authorize D2L and Google Apps, which you can do with the first step in this guide. Then, you’ll see a link to your mail (and other apps).

Access Google Apps widget links to your Gmail account

Many of you already have email opened in a separate tab, so this won’t be entirely new.

How do I keep track of class email?

The single biggest concern about this change has been about managing email so that you don’t lose messages from your students. We have what we believe is a great way to do that using labels & filters in Gmail. Messages sent from your class will include an automatic subject (which you can edit) that includes your class name. For example, if you’re teaching a Biology 112 course, the subject line will include the course name as it appears in D2L as part of the subject. For example:

Subject line automatically includes the course title, BI-101-0-13428

You can completely modify the subject if you want, or what we’ll be encouraging everyone to do is to leave the course label and just update the information after the course name.

So that takes care of messages coming out of D2L. But how do you organize them when the messages arrive in Gmail? Fear not, Michael Moss has put together a quick video that demonstrates the use of labels & filters.

How do I get additional help?

We know change can be hard, and there’s never a great time to make changes. And while this change is relatively simple, our Instructional Technology Specialists have a number of training and drop-in opportunities to help support you navigate this change. Starting the week of June 6th, we’ll be offering overview training at multiple locations. Sign up for a training now!

Anything else I should know?

There are a few things worth mentioning about the change that might affect you as an instructor.

  • You will still be able to access old messages relatively easily via the “Sent Mail” button in the compose message window. If there are important messages that you use every term, it might be worth saving those to a Google Doc so you don’t have to search for the messages every term.
  • MathML equations aren’t displaying correctly in PCC Gmail. So while you can create nice equations in the messages when you send them from D2L, Gmail doesn’t render them correctly at this point. We’re looking at ways to get the equations to display correctly, but are recommending using the discussion tool for posting Q&A messages that require equations. The equations will still render correctly everywhere else in D2L.
  • Your deans, the Registrar, and all the other fine folks who stress about FERPA (including us in DL) want to remind you that you should only use your PCC email for sending college related emails – especially for communicating with students about grades.
  • If you routinely send executable files (like for CS classes), you may need to zip those files up first, or look at using the Assignments tool or SWS if you run in to security issues. Most email systems restrict sending executable files for security reasons.
  • This is how many other colleges manage email with D2L. In fact, there haven’t been any updates to the D2L mail for years because it’s not as widely used as other college email systems. So we spent time talking to other schools and believe we’ve captured most use cases. However, if you find any issues, please let us know.
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Designing for the Daylight mobile experience https://www.pcc.edu/distance/2017/05/designing-for-the-daylight-mobile-experience/ https://www.pcc.edu/distance/2017/05/designing-for-the-daylight-mobile-experience/#comments Tue, 16 May 2017 13:30:31 +0000 https://www.pcc.edu/distance/?p=7758 On Tuesday June 20th, D2L’s Brightspace will finally get a much needed facelift! D2L has created an exciting new theme called Daylight. This theme removes the blue stripes, dated looking widgets, and small fonts in Brightspace. The Daylight theme sports a clean white background with modern gray fonts that are much easier to read.  And finally, it’s mobile friendly! More and more of our students rely on their mobile devices to do online components of their courses. The new responsive design will make navigating content and assignments much easier. Here are some tips to make the most of Daylight’s visual elements!

Tip 1: Choose an image for your course

The new My Courses widget will provide students with an image tab for each course. There are over 3,000 images in the image repository to choose from. You can also use your own image, but make sure it complies with copyright laws. See the PCC Library Research Guide on Copyright. The image can also be used for a banner in your course!

My Courses Widget and Course Homepage Banner in Brightspace

Tip 2: Have all your fonts set to the default size

Mobile view of Content areaThe new font in Brightspace is much larger than the past default font. What does this mean for you?  If you customized your font sizes in Announcements or Descriptions to 10pt or 12pt, they will end up being smaller than Daylight theme default font.  Unfortunately, changing your font sizes back to default will require a bit of work.  Use a text editor like Notepad in Windows to paste your text into to clear all formatting. Then, copy/paste it back into Brightspace.

Tip 3: Resize images outside of Brightspace

In the current version of Daylight, images in module and topic descriptions cannot be resized within Brightspace. They revert to their original size when you try to update. What can you do? Download the image to your computer and open in a program that can resize images (i.e., Photoshop, MS Paint, PowerPoint, or Word).  Once resized, upload the image to your module or topic description.

Tip 4: Convert Word documents to HTML

HTML page on Moble device using the Daylight ThemeHTML pages are responsive on mobile devices and much easier to read. Our PCC template looks really nice too. To convert Word Documents to HTML fairly pain free, you can use the free web program Word to HTML Cleaner.  Once your text is all cleaned up, you can paste it into an HTML file in D2L.  See Creating HTML Pages for more information.

If you do not have have the new HTML templates in your course, download html-templates.zip to your computer.  Go to Course Admin and click on Manage Files. Upload the zip file to manage files. Once in the manage files area, click on the down arrow next to the name and select “Unzip.”

When not to convert a Word document:

  1. The document is a template that you want your students to fill in and upload to Assignments folder.
  2. The document is several pages long or more.  In this case, consider saving the document as an accessible PDF.  
Tip 5: Reducing the size of topic descriptions for graded activities

Do you have long assignment or discussion directions that takes up a lot of space on the Content page? Consider consolidating the topic description in Content to a short overview and link to an HTML page that contains the full description of the assignment. See Consolidating Assignment Descriptions to find out how.

Need help?

Contact an Instructional Technology Specialist to get you started!

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Before adopting publisher content https://www.pcc.edu/distance/2017/05/before-adopting-publisher-content/ https://www.pcc.edu/distance/2017/05/before-adopting-publisher-content/#comments Mon, 08 May 2017 17:00:28 +0000 https://www.pcc.edu/distance/?p=7740 Angry computer user staring at his screen.

Avoid frustration later, ask publishers these questions when evaluating content. Image licensed from Antonio Gulliem/123rf

In Distance Education, we realize that there are many high-quality textbooks and ancillary materials out there that can compliment your course and help student meet your course outcomes. For years, we’ve helped instructors import content in to their classes – through ePacks, quiz banks, and more. For the last several years, there has been a greater focus on external websites with dynamic, adaptive, and engaging applications. These can be great tools that would be impossible for an individual instructor to replicate, but there are some challenges to adopting this content. Distance Education has maintained a Questions to ask publisher before adopting page for many years. However, possibly because of the recent SAC day, there has been a boom in requests about integrating publisher platforms with D2L. We strongly encourage that you ask a number of questions before making a decision about content and provider. In the case that our previous page was too long, I submit a shorter list of things to consider when evaluating publisher content to avoid future frustration.

  1. Is it accessible?
  2. Who provides support?
  3. Are there additional costs?
  4. Does the vendor comply with PCC policies?
  5. Does it use appropriate technology?

That’s a fairly short list right? Well, I should probably explain a little bit more for each of the points to help you understand the responses you may get.

Is it accessible?

This is not a simple question. But there should be two easy things that the vendor could provide to help decide. A Voluntary Product Accessibility Template (VPAT) and a statement of WCAG 2.0 AA compliance. The VPAT won’t easily tell you if the product is accessible, but it provides a guide to help determine if it is. We can help with this as well. The second, a statement of compliance with WCAG 2.0 AA also doesn’t automatically mean the platform is accessible, but it’s a huge step towards getting there. If you really want to get in to the weeds, you can ask about captions, keyboard navigability and more, but those first two things will help determine how accessible the product is. If you get blank stares, it might be time to move on.

Who provides support?

Our Student Help Desk loves helping students. But they can’t help with software that they have no access to, no background with, and no training in using. So support for 3rd party tools like a publisher website need to be supported by the vendor. Many will respond that they have 24/7 support for students. It’s good to clarify what that means though since many have a website or an email address that a student can submit a problem at any time, but it doesn’t mean that they can get a response at any time. One of the issues we frequently hear from upset students about is the lack of a phone number to get support. Many vendors do have them, but they make it very difficult to find. So please ask if they provide telephone support for students. And get the number to add to your syllabus.

Are there additional costs?

Cost is usually covered in the regular discussion when you are evaluating texts. But now there are many options for acquiring content (even too many in some cases), and a new state bill that requires that colleges disclose textbook costs in the schedule. Our students are thrifty, so they will often try to find additional ways to save money on material costs. Sometimes, the price you negotiate with the publisher is based on a bundle of the text and the ancillary material. But if a student wants to buy a used text, they may find that the unbundled access code is more expensive than the bundled version. Many of our instructors know about this and include information to that effect in the Course Details pages.

Does the vendor comply with PCC policies?

In January of 2017, this question got much more complex to answer. The board approved a new Information Security policy that could put your textbook adoption at odds with college policy. The most obvious new item is the Cloud and Infrastructure policy, which states that:

PCC staff, faculty and students who enter into an agreement for a cloud services shall:

  1. Ensure that contracts obligate the vendor to follow PCC security standards (or better);
  2. Evaluate the data ownership and ensure the data belongs to PCC or the student;
  3. Ensure there is a non-disclosure agreement (NDA) in place.

Yikes. We know that this isn’t happening. In fact, we know the opposite is happening. There is no agreement between the college and it is the student who enters in to the agreement. In some cases, if you read the End User License Agreement that the student must agree to if they want to do the homework you assign, ownership of anything the student does transfers to the publisher. Would you ever agree to that?

Don’t sweat too much yet. There are multiple things happening related to this.

  1. I met with several instructors, department chairs, and a dean to discuss the implications of the new policy on teaching. We’ll be sharing a list of concerns with the College and the Committee on Policies (or whatever the official name is).
  2. Distance Education has a 3rd party evaluation process that we use for any tool that we integrate with D2L. We’re diligent that way. There have been several requests to evaluate integrations with the publisher web sites. We were half-way through  three when we ran in to some issues with insurance coverage and with the IT policy. They are currently stalled. We will be working with general counsel to try and create the type of agreement between the College and the vendor that the policy requires.
Does it use appropriate technology?

We’re happy to help with this, but there are a few key questions that will help identify if there are any red flags.

  1. Does it require a plugin? (e.g. Flash, Java, etc.) If so, students are going to have problems. They just are. Desktop browsers are dropping support for plugins like they are out of fashion (they are) and most mobile devices don’t even support them. Avoid plugins.
  2. Do students need to install any software? If so, they may not be able to use it on campus. Heck, you probably can’t install it either. If this is the case, contact your campus IT manager to discuss the requirements. They can help you make sure software gets installed before your class starts.
  3. Does it work on mobile devices? It had better. The iPhone is a decade old.

You probably won’t need to ask if it integrates with D2L because most of the sales representatives will have already told you it does and how great it is. But if integrating is something you want to do, let me know. We’ll need to do a more complete evaluation.

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Short videos improve instructor presence – part III https://www.pcc.edu/distance/2017/04/short-videos-improve-instructor-presence-part-iii/ https://www.pcc.edu/distance/2017/04/short-videos-improve-instructor-presence-part-iii/#respond Mon, 24 Apr 2017 17:00:52 +0000 https://www.pcc.edu/distance/?p=7705 video iconIn the first post of this series: Short videos improve instructor presence – Part I, I talked about three simple options you can use to create short videos to improve instructor presence. The second post in the series: Short videos improve instructor presence – Part II, where I gave some tips for creating video and tool choices to record video. I hope you get a chance to read and explore.

Do you know that we recently added Kaltura’s My Media to improve webcam recording, screen capturing, or uploading your own media? You can easily do what you need to do with your media and have it right there inside your D2L course. Read Andy’s blog post to find out how.

This time, I want to let you know about your options for recording video and recording space.

Options for recording video
  1. DIY (Do It Yourself): Audio/Video note, Webcam, Office Mix, Camtasia, Kaltura My Media.Videographer
  2. Have a professional create media for your course. You have these options at PCC:

    Both can be requested using the Media Production Request form. It’s OK if you don’t know which one is best when you fill out the form. The professionals will be happy to discuss with you about your options and the best way to go!

Recording space

If you don’t have any place to record your video, we have several recording space at PCC. Our Faculty Production Lab at each campus is available to use, just need to booked it through the calendar. Each lab may have different recording hardware. Contact the Instructional Technology Specialist if you have any questions.


Rock Creek Faculty Production Lab, RC 7/ 117D


Southeast Recording Lab (SE Mt. Tabor 107A)

Would like more information?
  • Here’s some information that would help you make the right decision if you want to add media for your course. Michael Moss also shared his video recommendations in his blog post.
  • If you want to extend the shelf life of your instructional video, read this article for your reference.
  • During Spring term, we are offering Gear Up media sessions. These sessions will focus on using video and audio tools. Attendee may be eligible for a webcam or a headset to get them started, with the expectation that they will share one of their short videos to inspire other instructors at PCC. Watch for these in our training calendar!
Still have questions?

Don’t worry, if you still have any questions or need more guidance, the Instructional Technology Specialist will be there to help you every step of the way. Good luck!

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