Free Webinar Series: Teaching with Ultra, Basics to Advanced
Free training opportunities for faculty, TAs, and staff
The Bb Instructor Webinar Series offers free 45-minute webinars designed for instructors who are getting started with teaching using Blackboard Ultra and Collaborate. Topics include getting started, creating assessments, improving engagement, using groups, converting to Ultra, and best practices. Get step-by-step instructor and ask questions in these monthly sessions from Blackboard experts. Register today for a Live Webinar!
Blackboard Learn Basics Ultra
This webinar is designed to provide you easy step-by-step instructions on how to upload course content, create discussion boards for students to engage, and provide an overview on the types of online assessments available in Blackboard Learn Ultra Course View.
- February 1 @ 11 AM
- March 1 @ 11 AM
- April 5 @ 2 PM
- May 5 @ 10 AM
- June 9 @ 10 AM
Q&A with Experts: Blackboard Learn Ultra
Have a question on how to do something in Blackboard Learn Ultra? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- January 27 @ 11 AM
- February 2 @ 11 AM
- March 2 @ 11 AM
- May 10 @ 10 AM
- June 14 @ 10 AM
Blackboard Collaborate Basics
Blackboard Collaborate is a virtual classroom tool that allows you to engage with your students in real-time, to record sessions for students to watch later, and to offer live virtual office hours. In this 45-minute session, we will review the Collaborate interface and tools that support engaging virtual classroom sessions.
- January 25 @ 11 AM
- February 3 @ 11 AM
- March 3 @ 11 AM
- May 3 @ 10 AM
- June 7 @ 10 AM
Blackboard Collaborate Beyond the Basics
This webinar will help you move beyond the basics of Blackboard Collaborate and provide an overview of specific use cases and features that will facilitate synchronous interaction with your students. Some features include using breakout rooms, sharing content through your camera, polling, and other features that will help you engage your learners and empower student success.
- February 8 @ 10 AM
- March 8 @ 11 AM
- April 7 @ 10 AM
- June 1 @ 10 AM
Q&A with Experts: Blackboard Collaborate
Have a question on how to do something in Blackboard Collaborate? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- January 26 @ 11 AM
- February 8 @ 2 PM
- March 9 @ 11 AM
- April 5 @ 11 AM
- June 2 @ 10 AM
Grading and Managing the Gradebook in an Ultra Course
This intermediate session will provide a deeper dive into setting up grading criteria for assessments, utilizing different types of assessments, and creating gradable assignments in Blackboard Learn Ultra Courses.
- February 9 @ 2 PM
- March 10 @ 2 PM
- April 17 @ 2 PM
- May 11 @ 10 AM
- June 15 @ 10 AM
Creating Assessments in an Ultra Course
In this session, we will focus on creating different assessments and assignments in Blackboard Learn Ultra courses. We will outline the steps to create an assessment or an assignment, including selecting different options in grade settings.
- February 10 @ 10 AM
- March 15 @ 11 AM
- April 20 @ 11 AM
- May 12 @ 10 AM
- June 16 @ 10 AM
Improving Student Engagement Ultra
Discover how utilizing tools within Blackboard Learn Ultra can encourage meaningful engagement among students. between your students and you, and with the content itself! In this session, we’ll examine how to effectively use discussion boards, class conversations, interactive lectures, and other Blackboard Learn Ultra tools to foster student engagement in your course. We will also explore different ways to promote communication and collaboration among your students to get them involved and to keep them engaged in online classes.
- February 15 @ 11 AM
- March 16 @ 11 AM
- April 20 @ 2 PM
- May 17 @ 10 AM
Using Groups in Blackboard Learn Ultra
Collaborative learning offers many benefits over traditional instruction. Studies show that when students work as a team, they develop positive attitudes, solve problems more effectively, and experience a greater sense of accomplishment. This intermediate session will show you how to use the Groups tool in Blackboard Learn Ultra to facilitate student collaboration and enhance student engagement in your course.
- February 17 @ 11 AM
- March 22 @ 2 PM
- April 26 @ 10 AM
- May 24 @ 10 AM
- June 23 @ 10 AM
Ultra Advantage – Converting Original to Ultra
Collaborative learning offers many benefits over traditional instruction. Studies show that when students work as a team, they develop positive attitudes, solve problems more effectively, and experience a greater sense of accomplishment. This intermediate session will show you how to use the Groups tool in Blackboard Learn Ultra to facilitate student collaboration and enhance student engagement in your course.
- February 22 @ 2 PM
- March 24 @ 11 AM
- April 26 @ 2 PM
- May 25 @ 10 AM
- June 28 @ 10 AM
Q&A with Experts: Blackboard Learn Original
Have a question on how to do something in Blackboard Collaborate? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- February 16 @ 11 AM
- March 22 @ 11 AM
- April 6 @ 11 AM
- May 19 @ 11 AM
- June 22 @ 11 AM
All webinars will be recorded and emailed to you after the session. Even if you can't attend live, please register for a Live Webinar!
so you can receive the recording.
]]>
The Bb Instructor Webinar Series offers free 45-minute webinars designed for instructors who are getting started with teaching using Blackboard Ultra and Collaborate. Topics include getting...
https://my3.my.umbc.edu/groups/instructional-technology/posts/116263
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Instructional Technology
https://dev.my.umbc.edu/groups/instructional-technology
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Instructional Technology
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Tue, 25 Jan 2022 09:22:58 -0500
Tue, 25 Jan 2022 09:23:21 -0500
Register Now: Equitable & Inclusive Course for Faculty
An immersive cohort on equity and inclusive course design
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
The course is scheduled to begin in early February 2022.
]]>
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the...
https://my3.my.umbc.edu/groups/instructional-technology/posts/115707
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fdc
i3b
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Instructional Technology
https://dev.my.umbc.edu/groups/instructional-technology
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Instructional Technology
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Tue, 18 Jan 2022 12:55:57 -0500
Free Training for Respondus Lockdown Browser & Monitor
Join an upcoming webinar to see the latest features
Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing environments, virtual proctoring and Blackboard.
Instructor Training: LockDown Browser & Respondus Monitor
This comprehensive 45-minute training is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor to protect academic integrity and ensure student identity during online testing. The training will cover:
- How to use LockDown Browser to prevent digital cheating in proctored testing environments
- How to use Respondus Monitor in non-proctored environments, to protect exam integrity and confirm student identity
- The student perspective using each application
- Efficient review of the assessment data collected, including the Review Priority system, timeline, and milestone features
- Best practices and tips for success with both applications
Pick your date/time and register directly with Respondus:
All attendees will receive a link to a recording after the session.
NOTE: Students should not register for any instructor training session but instead, contact use the Respondus support tools embedded in RLDB, or
review this FAQ for further help.
About Respondus Lockdown Browser
RLDB is a custom browser that locks down the testing environment within Blackboard. Students are unable to copy, print, access other applications, or visit other websites during an online exam. For additional information, please review
our FAQ collection.
ALSO AVAILABLE
Respondus 4: Quickly Create Online Exams
Find out how Respondus 4 allows you to create and manage exams that can be printed to paper or exported to upload directly to Blackboard.
Exams can be created offline using the Windows environment and imported into Blackboard. For additional information, please review our FAQ collection.In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
]]>
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the...
https://my3.my.umbc.edu/groups/instructional-technology/posts/115707
https://dev.my.umbc.edu/api/v0/pixel/news/115707/guest@my.umbc.edu/9cf93a4e2e80a09cea9eb99d0ef41e2b/api/pixel
ally
blackboard
calt
disability-services
faculty-development
fdc
i3b
itnm
oei
online
training
Instructional Technology
https://dev.my.umbc.edu/groups/instructional-technology
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Instructional Technology
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Tue, 14 Dec 2021 09:59:06 -0500
Wed, 15 Dec 2021 10:00:11 -0500
Free Training for Respondus Lockdown Browser & Monitor
Join an upcoming webinar to see the latest features
Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing environments, virtual proctoring and Blackboard.
Instructor Training: LockDown Browser & Respondus Monitor
This comprehensive 45-minute training is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor to protect academic integrity and ensure student identity during online testing. The training will cover:
- How to use LockDown Browser to prevent digital cheating in proctored testing environments
- How to use Respondus Monitor in non-proctored environments, to protect exam integrity and confirm student identity
- The student perspective using each application
- Efficient review of the assessment data collected, including the Review Priority system, timeline, and milestone features
- Best practices and tips for success with both applications
Pick your date/time and register directly with Respondus:
All attendees will receive a link to a recording after the session.
NOTE: Students should not register for any instructor training session but instead, contact use the Respondus support tools embedded in RLDB, or
review this FAQ for further help.
About Respondus Lockdown Browser
RLDB is a custom browser that locks down the testing environment within Blackboard. Students are unable to copy, print, access other applications, or visit other websites during an online exam. For additional information, please review
our FAQ collection.
ALSO AVAILABLE
Respondus 4: Quickly Create Online Exams
Find out how Respondus 4 allows you to create and manage exams that can be printed to paper or exported to upload directly to Blackboard.
Exams can be created offline using the Windows environment and imported into Blackboard. For additional information, please review our FAQ collection.All webinars will be recorded and emailed to you after the session. Even if you can't attend live, please register so you can receive the recording.
Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing environments, virtual proctoring and Blackboard.
Instructor Training: LockDown Browser & Respondus Monitor
This comprehensive 45-minute training is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor to protect academic integrity and ensure student identity during online testing. The training will cover:
- How to use LockDown Browser to prevent digital cheating in proctored testing environments
- How to use Respondus Monitor in non-proctored environments, to protect exam integrity and confirm student identity
- The student perspective using each application
- Efficient review of the assessment data collected, including the Review Priority system, timeline, and milestone features
- Best practices and tips for success with both applications
Pick your date/time and register directly with Respondus:
All attendees will receive a link to a recording after the session.
About Respondus Lockdown Browser
RLDB is a custom browser that locks down the testing environment within Blackboard. Students are unable to copy, print, access other applications, or visit other websites during an online exam. For additional information, please review
our FAQ collection.
NOTE: Students should not register for any instructor training session but instead, contact use the Respondus support tools embedded in RLDB, or
review this FAQ for further help.
]]>
Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing...
https://my3.my.umbc.edu/groups/instructional-technology/posts/111939
https://dev.my.umbc.edu/api/v0/pixel/news/111939/guest@my.umbc.edu/c1e119d883cebce043b350ec39ac600e/api/pixel
respondus-lockdown-browser
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training
webinar
Instructional Technology
https://dev.my.umbc.edu/groups/instructional-technology
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Instructional Technology
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Wed, 01 Sep 2021 14:19:47 -0400
PIVOT Courses Associated with Improved SEEQs and Tool Use
Faculty training to support empirically driven course design potentially represents one of the most scalable options available for improving student outcomes at an institution. One strategy to assess effectiveness related to institutionally supported training has been to consider Student Evaluation of Educational Quality (SEEQ) surveys in courses taught by faculty who participated in the training program. For this reason, the UMBC Report Exchange (REX) team has recently released the SEEQs and Other Course Metrics By Training report for the campus community to look further into these data on their own. For those who are unfamiliar with the data warehouse and would like to learn more, please consult this FAQ article to learn how to gain access.
There are two simultaneous advantages of effective training: 1) the better courses are designed, the greater the likelihood unit-level objectives align back to course-level goals and ultimately to institutional functional competencies, and therefore we would expect improved outcomes of various measures, and 2) the better enterprise tools are leveraged through intentional design, the more meaningful the signal – metadata – from activity within a course, and in turn, the more precise predictive modeling might be to inform behavioral nudging.
Similar to prior explorations, this current analysis shows PIVOT courses in terms of average SEEQs and student behaviors in courses as “signal” (i.e., tool interactions). Notably, this trend held when looking at individual instructors’ pre/post training. Overall, there is a statistically-significant SEEQ gain for courses instructed by a PIVOT participant (.09; p<.001), as illustrated above in Figure 1.
Figure 1: Mean Distribution of Bb Course SEEQs, by Term and PIVOT Participation
The difference in averages is even more pronounced when looking at the Fall 2020 and Spring 2021 terms separately, where we see an initial gain of approximately .06 in the Fall, followed by an even greater increase to .11 by the Spring. One way to interpret this increase is the faculty who participated in training began applying new techniques learned through PIVOT in the Fall and then were able to more fully apply these approaches as they honed their pedagogy in the Spring term.
Other treatments, including the Alternate Delivery Program (ADP), which informed PIVOT, as well as ongoing programming in the form of one-time training and webinars, do not appear to have the same positive, measurable impact on SEEQs. Including SEEQs in a model with PIVOT, ADP, and myUMBC training event data shows no significant relationship with SEEQs and either ADP or myUMBC-documented training. In other words, for non-PIVOT trainings, there’s not a similar discernable lift.
PIVOT and ADP courses, on the other hand, tend to also have higher DFW rates (an uncontrolled mean difference of 2% and 2.2%, respectively). However, analysis to address the role of course design using propensity score matching indicates the relationship between training and DFWs is not statistically significant and therefore the increased prevalence of this negative outcome appears to be a function of course design rather than training (i.e., how tools are used, rather than the actual treatment).
Although the methodologies do not control for instructor-level effects, like how one teaches or interacts with students, since both PIVOT and non-PIVOT trained faculty were exposed equally to the pandemic discontinuity – i.e., as a natural experiment there was simultaneous disruption – subsequent mean SEEQ differences are accurate measurements of treatment effects. In other words, maybe the training helped, or maybe PIVOT instructors, on average, contemporaneously and inexplicably earned higher mean SEEQ values due to another yet-to-be-determined variable. However, in the notable absence of such a separate, identifiable catalyst, the mean differences are attributable to the training and the relationship appears causal. Moving forward, DoIT plans to continue investigating PIVOT’s potential impacts on students' learning and engagement as well as faculty satisfaction and course design.
~ by Tom Penniston
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Faculty training to support empirically driven course design potentially represents one of the most scalable options available for improving student outcomes at an institution. One strategy to...
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Using WebEx for Live Instruction and Collaborative Learning
One Instructor’s Use Case and Lessons Learned
It’s a cliche at this point for one to state that this past year has presented many complexities for all of us to adapt to. Not the least daunting of these adversities has been connecting meaningfully with peers and colleagues over web-conferencing platforms. This difficulty has spurred a myriad of responses and tool adoptions, particularly within a domain with which we are all now intimately familiar – online learning. Of notable concern for faculty and students throughout this period of uncertainty and innovation has been the need to connect and interact synchronously. What are the best tools and practices to facilitate learning?
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.
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Free Training for Respondus Lockdown Browser & Monitor
Join an upcoming webinar to see the latest features
Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing environments, virtual proctoring and Blackboard.
Instructor Training: LockDown Browser & Respondus Monitor
This comprehensive 45-minute training is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor to protect academic integrity and ensure student identity during online testing.
Respondus LockDown Browser is a custom browser that locks down the testing environment within Blackboard. Students are unable to copy, print, access other applications, or visit other websites during an online exam. For additional information, please review
our FAQ collection.
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Join an upcoming training webinar from Respondus to see the latest features and integrations for LockDown Browser and Monitor. Learn how these applications are used with a range of online testing...
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