How often do you hear from a student that they cannot hand
in an assignment because their computer crashed and they lost the file? Have you ever asked if they backed up the
file? Now, have you ever asked that of yourself
and your course work?
Backing up your course material offers many benefits
including allowing you to:
Add material in another Course in Blackboard
Copy your course into another school’s version of Blackboard
Move the content and course into another Learning Management System, such as Desire 2 Learn (D2L)
It is also best practice to back-up your data – be it on
your personal computer or your courses in an LMS.
You can choose to “archive’ your course, but this will
include all the student information and posts.
If you only want to have a copy of the content of your course to save
and take with you, you will need to export it and save the “package”. To do this:
Select Packages and Utilities on the menu
Select Export/Archive Course
Select the Export Package grey button.
Under “Select Course Material” choose “Select
All”
Naturally, if you want to save only a portion, you can select what you want.
But be sure to choose the “Include only the forum, with no starter posts” option for discussions
Select “Submit” (you are almost done)
Wait…. The LMS is working.
After a couple minutes (you may have to refresh the screen), you will see your file as a link on the Export/Archive Course
page. This will be a zip file
Select the Zip file and download it. This is the
Course Package.
Save the Course Package, the Zip File, in a
location that you can find. You may want
to rename the Course Package to something meaningful for you to understand.
That is it!
Please note: DO NOT UNZIP the file.
Unzipping the file may corrupt your package. Leave it untouched until you need it. Then move the content to another course or
LMS, such as D2L.
When you are ready to move the course into an LMS, you will
just go into that course, use the Import Tool, and select this Course Package.
Follow these easy steps and you will be able to move your course, content and all, to most every modern Learning Management System (Yes, that includes D2L).
"It is the little things that can make a major difference"
Often there are little changes in the way you teach or
organize your course that make big difference for promoting inclusiveness.This is particularly true in an online
environment where often students face challenges such as a digital divide. By
adopting a few heuristics to promote an understanding of diversity and equity,
you can help foster a more inclusive learning experience that will result in
higher student success rates.
The embedded webinar includes tips for making your courses more inclusive.It provides the following tips:
An Optional Session 0
Tips for Accommodating Multiple Learning Styles
Threaded Assignments and Scaffolds
The Value of Checklists
Multiple Representations of Content
Inclusive Reflection
Many of these can be an easy as adopting a different document
for organizing content or adding an element within the course design.Likewise, sometimes just being mindful of
vernacular and the fact that we do not all have the same shared experiences can
go a long way.
Principle of Action and Expression - Guideline 2 - Criterion 3
When developing a course using the second principle of Universal Design for Learning, there
are three specific guidelines to assist us.
The second, Expression and
Communication, focuses on how learners effectively communicate and express
their knowledge.
Criterion 3 of this guideline advocates that we construct fluencies with graduated levels
of support for practice and performance.
We should promote the development of a variety of fluencies.
Learners will often need multiple scaffolds, at many different levels, to
accomplish this. To assist them as they practice and inculcate new skills and
knowledge, courses should offer alternatives that vary in the degree of
scaffolding that learners can select to support them. They should have the
freedom to select help when needed or to forgo. Likewise, many opportunities of
performance will assist learners in developing fluencies. Performance helps
learners because it allows them to synthesize their learning in ways relevant
to them personally. For these reasons, it is important to provide options that
build fluencies.
When constructing learning activities, consider:
Providing various models that demonstrate the same outcome through different approaches
Scaffolding activities and assistive structures such that learners can gradually remove the scaffolds as they gain fluency
Providing differentiated feedback that varies per learner. This is particularly easier when working online with personalized learning tools.
Providing multiple examples to demonstrate original solutions to authentic problems.
By following these suggestions, your course will assist
students communicating and expressing their knowledge, as well as being in line
with the Principle of Action and Expression in the Theory of Universal Design
for Learning.
There are two types of biases: explicit and implicit. Explicit
bias is the bias you are aware of and implicit bias is unconscious bias. First
coined in 1995, implicit bias refers to the attitudes or stereotypes that
affect our understanding, actions, and decisions in an unconscious manner (Greenwald
& Banaji, 1995).
If you are convinced that you do not have implicit bias –
you wouldn’t know it – it is unconscious. In fact, this aspect makes it so
difficult to self-identify. Implicit bias may run counter to your deeply held
beliefs without you realizing it. It is quite possible that your explicit
biases run contrary to your implicit biases, and you would not be aware of it.
How does this happen?
There are two types of thinking (quick instinctive and
slow/methodical) The former may help us identify patterns more quickly or even
protect us from potential threats that may have helped us survive thousands of
years ago, however it is still fallible.It can also lead to many results that are dangerous and harmful (Kahneman
(2011)).
How can implicit bias be harmful?
Because it is unconscious, it can permeate all aspects of
our society. This impedes notions of fairness or impartiality that will help
promote the best people for jobs.
Studies have revealed that Implicit bias exists in our
healthcare, legal system, workplace and everyday life.Implicit bias in healthcare in the US
contributes to women and racial minorities experiencing:
less accurate diagnoses,
curtailed treatment options,
less pain management, and
worse clinical outcomes
Moreover, the same implicit bias affects communication,
collaboration, performance reviews, as well as promotions.
Implicit bias can show up in areas that you wouldn’t expect.
As it is undetected, it can undermine the success of
institutions as well as being injurious to individuals. By unfairly biasing our
choices, we are promoting unjust behavior that can impede success, such as in
the sciences, because the best person for the job was not actually selected due
to favoritism based on arbitrary qualities.
Research shows that when presented with identical resumes,
various biases occur when changing one variable that is not relevant for
selecting a job.Having an ‘ethnic’
sounding name, or one that is more associated with a minority, will
significantly decrease the chances of being selected to a position. (Klein,
Rose & Waters, 2021) Even more surprising, is that when shown pictures revealing
relative heights, the taller candidate will be greatly advantaged.This advantage is so significant and
consistent, that those under the average height are speculated to make more than
$2000 less a year for every inch below average (Wang et al., 2020). Similar
biases have been recorded for applicants BMI. Thus, many individuals are being
denied equal opportunity while others are afforded positions that they may not
even be as qualified for. Further, their promotion is heavily influenced by
what Rawls’ (1971) would call “morally arbitrary properties”.
Luckily, there is hope.
Orchestras used to be mostly composed of male musicians,
even though admittance should be based on musical skill.When auditions started using blind-review for
musicians, there was a significant increase in female musicians being selected.
A simple way to overcome this implicit bias was to add a curtain between the
judges and the applicant.Does this
solve all problems of implicit bias? No. However, it shows that we can
sometimes modify the process to help correct unfairness and minimally promote
impartiality.
The first step in battling implicit bias is recognizing that
it exists and you also have implicit biases.Only then can we take steps to identify what they may be and how we can
help ensure that these do not unfairly influence important decisions. While
this is not easy, it is critical for promoting a more just and effective
society where we can be better healthcare workers, police officers, teachers,
as well as better people.
References
Bertrand, M., et al. (2005), Implicit Discrimination, 95
American Economic Review 94.
Chapman, E. N., Kaatz, A., & Carnes, M. (2013).
Physicians and implicit bias: how doctors may unwittingly perpetuate health
care disparities. Journal of general internal medicine, 28(11), 1504-1510.
Charlesworth, T. E., & Banaji, M. R. (2019). Patterns of
implicit and explicit attitudes: I. Long-term change and stability from 2007 to
2016. Psychological science, 30(2), 174-192.
Glaser, J & E Knowles Implicit Motivation to Control
Prejudice, 44 Journal of Experimental Social Psychology 164 (2008).
Goldin, C. & C Rouse. 2000. "Orchestrating
Impartiality: The Impact of "Blind" Auditions on Female
Musicians." American Economic Review, 90 (4): 715-741.
Green. A. et al. (2007), Implicit Bias Among Physicians and
Its Prediction of Thrombolysis Decisions for Black and White Patients, 22
Journal of General Internal Medicine 1231.
Greenwald, A. G., & Banaji, M. R. (1995). Implicit
social cognition: attitudes, self-esteem, and stereotypes. Psychological
review, 102(1), 4.
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L.
(1998). Measuring individual differences in implicit cognition: the implicit
association test. Journal of personality and social psychology, 74(6),
1464.
Greenwald, A. G., & Krieger, L. H. (2006). Implicit
bias: Scientific foundations. California Law Review, 94(4),
945-967.
Kahneman, D. (2011). Thinking, fast and slow.
Macmillan.
Wigboldus, D. H., Sherman, J. W., Franzese, H. L., & A.V.
Knippenberg (2004). Capacity and comprehension: Spontaneous stereotyping under
cognitive load. Social Cognition, 22(3), 292-309.
For years there have been a common place bias favoring textual
learning over other forms of learning, such as the use of visuals.However, humans are highly visual creatures and
relied on visual far before text existed.It is not surprising that images can have a profound effect on us, and
this includes our learning.When carefully
employed, images can generate:
Discussion,
Critical thinking,
Empathy, and
Motivation
All of this can be harnessed to increase learning.
There is over thirty years of research illustrating that
images can play a key part in knowledge transfer. For example, Mayer’ s Multimedia Learning Theory
have a plethora of studies confirming that combining visuals with another
modality of presentation, such as auditory content or textual content,
significantly increases learning in subjects.
This applies to more than diagrams, but all types of images. Even decorative images, when applied
correctly, can increase learner retention of content.
The embedded webinar includes tips for making your images have
a greater impact. It also reviews the importance
of accessibility issues. Furthermore, tables
will be reviewed and solutions suggested to ensure that they are accessible and
effective.
Principle of Action and Expression - Guideline 2 - Criterion 1
When developing a course using the second principle of Universal Design for Learning, there
are three specific guidelines to assist us.
The second, Expression and
Communication, focuses on how learners effectively communicate and express
their knowledge.
Criterion 1 of this guideline advocates that we use multiple media for communication.
Barring courses that specialize in a specific goal, such as
Chinese calligraphy or watercolor studio classes, it is important to provide
alternative media for expression.Every
type of media has its specific benefits and barriers to expression.These alternatives may accommodate a variety
of special needs while increasing the learners’ opportunity to develop a
broader range of expression in this media rich world. The variety of modes has
the unintended consequence of challenging students to learn how to maximize
their expression for specific media.For example, there is vast differences involved in writing effectively
for journals, web content, and for video.Offering alternatives of expression also allows learners to explore the
optimal medium for specific content and its effectiveness on its audience.
Essentially, allow learners to express learning in flexible ways while
inculcating composition skills.
Some things to consider include:
Utilize multimedia to promote expression using a myriad of
modes of communication, including: text, speech illustration, video, and
other more.
Use physical manipulatives – even online learning assignments
can engage students in real world activities and have students report
their findings or illustrate their results.
Use interactive web tools (for example: discussion forums,
annotation tools, storyboards, animation and presentations)
Provide the opportunity to
solve problems using a variety of strategies.
By following these suggestions, your course will assist
students communicating and expressing their knowledge, as well as being in line
with the Principle of Action and Expression in the Theory of Universal Design
for Learning.
When developing a course using the second principle of Universal Design for Learning, there
are three specific guidelines to assist us.
The first, Physical Action, in
many ways overlaps with accessibility requirements. A key take home is to not
create physical barriers that impede students.
Criterion 1 of this guideline advocates that we vary the methods for response and
navigation.
Provide
multiple means for students to respond, compose material, or select
material. Since learners vary in how
they navigate information, consider providing multiple means of navigation that
are accessible so that you provide equal opportunity for interaction. So things to consider are:
Having
flexible rates, timing, and speed required to interact with instructional
materials.For example, automated
presentations that cannot be paused or slowed my not accommodate students with
limited vision or motor action.
Having
flexible timingfor test taking
that accommodates for physical impediment
Offer
alternatives for physically responding.This could include, marking with a pen, keyboard controls as well as a
mouse pointer, or the use of polling in classrooms with mobile technology or clickers.
The second criterion (Criterion 2) of this guideline
advocates that we vary the methods for
response and navigation.
Supplying a tool is not supplying support for that
tool. Whether it is an online course or
a new lab tool, learners often need help navigating the new environment. A
significant number of learners use assistive technologies on a regular bases,
and it is important to not overlook this.
It is critical that whatever technology we use, it does not impose
barriers to those using assistive technologies. Likewise, being physically
accessible should not remove the lessons challenge to the learner. A few rules
of thumb include:
oProviding
alternatives to mouse actions, such as using tabs.
oProviding access to alternative keyboards
oSelect software
that works seamlessly with keyboard alternatives or assistive technologies
By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Action and Expression in the Theory of Universal Design for Learning.
Principle of Representation - Guideline 3 - Criterion 3
When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us. The third, Comprehension focuses on maintaining clarity about the content provided.
Criterion 3 of this guideline advocates that we guide
information processing and visualization by encouraging the application of
meta-strategies.
Applying these
strategies are skills for “processing” information. These assist in better
summarizing, prioritizing, and remembering the content. Many learners to not
have a developed set of these skills and the knowledge of when to use them, so
guiding students both stimulates knowledge acquisition and reinforces the
meta-skills needed for learning. Properly designed materials assist
learners who have diverse abilities in using these strategies by providing
customized learning environments that scaffolds and offers feedback to assist
the learners. Try to design lessons that:
Explicitly
prompt each step in a sequential process
Offer options for organizational methods and approaches.
Provide
interactive models that guide exploration and new understandings
Scaffold the design to support information processing
strategies
Provide
multiple entry points to a lesson and optional pathways through content.
Reduce
cognitive load by removing unnecessary distractions
Progressively
release information (for example, sequential highlighting)
By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Representation in the Theory of Universal Design for Learning.
Two issues often frustrate instructors and contribute to a
significant drop in students’ grades.
First, students frequently fail to comprehend the importance an
assignment contributes to their final grade and their lack of attention or
concern contributes to severely undermining their grade. Second, students commonly forget to
accomplish all of their assignments. The
zero for missing an assignment tanks their grade.
Instead of being frustrated and accepting that they these
are inevitable failings of students, perhaps they are not. Could the design of our courses be altered to
offer scaffolds to assist in reducing the above cases?
Fortunately, there is an OER tool that can provide scaffolds
to improve student success. The Visual Grade Representation and Assignment
Checklist is a simple tool that can both better illustrate the ‘weight’ an
assignment bears on a final grade as well as assist student planning to ensure
they submit all their assignments on time.
First, the Visual
Grade Representation and Assignment Checklist provides a graphical
depiction of the grading. A pie chart shows how much each category contributes
to the final grade. The chart can easily
be edited in MS Word and, as an instructor, you can change the type of graph,
if it better illustrates the relationship. Simply Right-click and select “edit
the data”. This alternate representation
provides another organization method to guide students understanding and their
application of meta-strategies.
Second, below the pie-chart is a checklist. It reminds
students of; which assignments belong to which category, when each assignment
is due, the how much it may contribute to the final grade, and a space for
students to mark-off completed assignments.
Color coding assists the association of assignments and categories with
the above graph while labels ensure color-blind students will not be left
behind. Students can print out the
checklist and use it to guide expectations and promote attitudes that help optimize
motivation. This also increases their
length on task orientation, which is in line with the Principle of Engagement
in the Theory of Universal Design for Learning.
A tool that helps your students succeed and reduces time you
spend on reminding students about missed assignments is something every good
instructor wants. How much would your pay for this incredible tool? It doesn’t matter – it is free. Feel free to download the tool and let’s
start improving our student success rates today - https://tinyurl.com/VGRAC
NOTE: If you edit the file in Word and save it as a PDF, the page will be seen inline for all LMSs. You can also encourage students to print out the page and physically mark off assignments when they are submitted. This act helps reinforce their memory of the remaining assignments.
Principle of Representation - Guideline 3 - Criterion 4
When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us. The third, Comprehension focuses on maintaining clarity about the content provided.
Criterion 4 of this guideline advocates that we maximize
transfer and generalization so students can apply learning to new
contexts.
Each learner varies in the amount of scaffolding necessary for memory and information transfer in order to access prior learning. Offering assistance in how to transfer the information to new situations, accelerates the learning process. Without this ability, the learned information may become inaccessible in new situations. Supports for memory, generalization, and transfer include techniques designed to heighten the memorability of the information can be assisted by:
Prompting
the use of mnemonic strategies and devices
Incorporating
explicit opportunities for review and practice
Providing templates, graphic organizers,
concept maps to support
organizing the information learned
Scaffolding the content to connect new information to prior
knowledge
Embedding
new ideas in familiar ideas and contexts
Providing
explicit, supported opportunities to generalize learning to new situations
Offer
opportunities over time to revisit key ideas and linkages between ideas
By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Representation in the Theory of Universal Design for Learning.
