Panopto: Known Issue with Chromium-Based Browsers "Refuse to connect" error message.
In the latest update to Chrome and Edge, Google made a change to one of their cookie settings, which may result in a “‘Refuse to connect’ error message. Using Firefox to access Panopto content should address this problem.

Alternatively, we have made a server-side setting adjustment to mitigate this issue while the vendor continues to investigate a permanent solution. This setting, however, will mean users running Chrome on an iOS device will no longer be able to sign into Panopto from an embedded folder or session. To work around this restriction, Chrome iOS users can sign into Panopto on their mobile browser prior to accessing the embedded folder or video.



We are sincerely sorry for the inconvenience this service disruption has caused both for instructors and your students. Panopto has indicated a status update will be available by the end of the day, Friday, and we will similarly update the UMBC community as additional information is made available.

Thank you all very much for your patience. We recognize the difficulties any technical limitation can cause, particularly during the more time-restricted summer sessions.

Instructional Technology Team

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UMBC has been particularly well positioned throughout this time, supporting both Blackboard Collaborate Ultra and WebEx as synchronous platforms. But with this wealth of opportunity, one is at times left wondering what platform to adopt and for what use cases. The response to these concerns require some nuance: It depends on what one is attempting to undertake and how much time one is willing to spend preparing their learning spaces to promote learner interactions.

Professor Jamie Gurganus, the undergraduate program coordinator and a faculty member in the UMBC’s Mechanical Engineering Department, Director for the Center for Integrated Research, Teaching and Learning (CIRTL), as well as Associate Director of Engineering Education Initiatives at COEIT, has been using WebEx as her platform of choice for teaching her mechanical engineering students, or “Mechies.” She’s developed an exceptionally well thought out approach to incorporate live instruction, lab participation, and peer-to-peer group learning.

For Professor Gurganus, a primary concern has been in facilitating the same types of design and collaborative learning experiences she’s been able to provide through face-to-face instruction, particularly for supporting group work. How can one best scaffold undergraduate students in large classroom settings to engage in discussions with their peers and coordinate on long term design projects? She has found using the WebEx spaces, although time consuming to configure, conducive to facilitating the kinds of interactions students need to be successful in the courses she teaches, from brainstorming and critical problem solving, to developing product prototypes for customers with special needs.

Her adaptation and model of WebEx for lecturing and collaborative learning appears both thoughtfully designed to be comfortable and inviting while simultaneously strikingly commonsensical. Students enter her sessions to the sound of music and respond to icebreaker questions such as “Would you rather fight with  Marvel or DC heroes and why?” Her lectures, with both her forward facing camera and slidedeck presented, are recorded. Attendance is taken by Teaching Fellows (Undergraduate Teaching Assistant) based on breakout group participation or by using Qwickly Attendance. There’s an ongoing, searchable record of all communications and documents shared, and perhaps best of all, the breakout rooms are always available for students, during or between classes, and for instructor drop-in.

Professor Gurganus has some really great ideas about how to use WebEx to support students’ needs, and will be sharing this story, along with tips, tricks, and thoughts for faculty considering adopting this platform for their own instruction moving forward. Please register and join us Tuesday, June 8th, at 12:00 PM to learn more.

~ By Tom Penniston
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In response to some faculty requests, DoIT’s Instructional Technology team will create Fall 2020 Course Development shells for all courses listed in the Schedule of Classes by close of business on Friday, May 29. The Course Development shells will be accessible in Blackboard by close of business on Monday, June 1. These can be copied into Fall 20 production course shells (with auto enrollment of students) beginning July 27.

About Course Development shells:
The purpose of Course Development shells is to provide a space for instructors to fully design their Blackboard course earlier than usual. 

However, these development shells will not be auto-enrolled with students. 

Important: These shells are for development purposes only, and instructors will need to copy the developed course into their actual course shell.

Create course content, add assignments, upload syllabi - a Course Development shell acts as a staging site for your future production shell.

When production shells are created, instructors can seamlessly copy everything from the Course Development shell into the production shell.  

Q: How do I convert my Fall 2020 Course Development shell to the Ultra Course View?
The Fall 2020 Course Development shell will be deployed by default in Blackboard Original. 

To convert your Fall 2020 Course Development shell to the Ultra Course View, please follow these steps. 

Please note: instructors are not required to use the Ultra Course View at this time. Faculty should take several considerations into account before switching to Ultra for Fall 2020. 

Q: Where can I find my Fall 2020 Course Development shell(s)?
From Blackboard, click on Courses in the base navigation. Next, locate "Current Courses" Click on this filter and change it to "Fall Course Development." 

Your courses will be named “SUBJ 123 Course Development” (e.g., ENGL 100).

Q: When will FA2020 production shells be created?
Fall semester shells are usually created in late July or early August, per our guidelines. Our goal will be to have production shells deployed no later than July 27. 

Q: Should I enroll students in my development shell(s)?
No. Student enrollments will be processed automatically in the production shell when they are created. The purpose of development shells is to provide a space for instructors to fully design their Blackboard course earlier than usual. To avoid confusion for instructors and students, please do not enroll any other user other than instructors or other course designers into your development shells. 

Q: How do I get a dev shell if my course was added to the Schedule of Classes after May 29?
Please submit a ticket that includes the course name, course number, and instructor. 

Q: How do I copy my FA2020 Course Development shell into my production shell? 
Follow the steps outlined in this FAQ. 

Q: I'm teaching multiple sections of a course. Can I split my Course Development shell?
No. Instructional Technology will not be accepting requests to split Course Development shells. 

However, when production shells are created, you may request to have that shell split. In that case, you will be able to copy your Fall 2020 Course Development shell to each split shell.

Q: I'm teaching multiple sections of a course that are cross-listed. Can I merge my course development shell?
No. Instructional Technology will not be accepting requests to merge Course Development shells. Choose one of the shells to design your merged course. 

Q: Do I have to use the development shell?
No. These shells have been created to provide the option and opportunity to instructors to design their courses earlier than normal. Instructors can choose to design their courses when the production shells become available, and can simply ignore the course development shell(s). 

Q: What if I need help?
Throughout the summer, Instructional Technology will continue offering our Planning Instructional Variety for Online Teaching (PIVOT) series in a variety of formats. Follow Instructional Technology on myUMBC for the latest updates. 
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