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ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function
What to Expect in this Showcase
This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. Through the course demonstration, the instructor explained how the homepage and modules had been setup, discussed several student engagement solutions such as flipped course design, audio-video content packages, and interactive class sessions, and also explored a few effective feedback practices through audio-video feedback packages and extended zoom conferences.The specific items that will be covered are as follows:
- Course Organization (Homepage Design & Module Setup)
- Student Engagement (Flipped Course Design, Audio-Video Content Packages, and interactive Class Sessions)
- Feedback Practice (Audio-Video Feedback Packages and extended Zoom Conferences)
Jeremy Kelley serves as the Associate Director of UCLA’s Writing Programs, UCLA’s academic home for both English composition and English as a Second Language. In addition to teaching both undergraduate and graduate language and writing courses, he teaches the language teacher training seminar for graduate student ESL instructors and mentors new graduate instructors through their initial teaching appointment. He also teaches the core language pedagogy seminar for the language-learner emphasis of Writing Programs’ Graduate Certificate in Writing Pedagogy.
From Data to Action: Bruin Learn Analytics in Your Course
This showcase demonstrates the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. Through Bruin Learn analytics, the presenters explain how to measure how students engage with course activities, identify at-risk students and assess the effectiveness of teaching strategies. The limitations of analytics and how your course design will impact your ability to gather meaningful data have also been discussed.
What to Expect in this Showcase
You will learn about the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. Bruin Learn analytics can:
- measure how students engage with course activities,
- identify at-risk students and
- assess the effectiveness of teaching strategies.
We will also discuss the limitations of analytics and how your course design will impact your ability to gather meaningful data.
Jason and Mark worked together on the recent LMS Transformation project that moved over 40,000 course sites from CCLE/Moodle into Bruin Learn/Canvas.
Mark Kayser is an Instructional Designer with the UCLA Teaching and Learning Center. In his work he has designed online and blended courses with a special interest in STEM courses and the unique challenge these domains pose to online learners. For the last 15 years he has also taught Mathematics courses at the collegiate level.
Jason Schaffer is an LMS Analyst with UCLA Bruin Learn Center of Excellence (CoE). Jason has worked closely with numerous academic partners to integrate 3rd party LTI tools, in addition to feature options in Bruin learn. He has helped support Canvas at UCLA since the inception of the CoE.
Selected Q&A from the Showcase
|Can you explain more about the 30-day limitation? It sounds like the data will only reflect what happens in 30 days? Relatedly, will Canvas make a change to this limitation?||The 30 days are a rolling window. The idea is for you to pay attention to the data throughout the course to make more real-time decisions based on real-time(ish) data. There are ways to download more data, but there are no plans that we know of for Canvas to change this limitation. The company does make frequent updates so we’ll see.|
|Can you clarify what weekly/online activities will be counted?||Files, PDF are not counted. Those with participation are.|
|How do page views work with files (is it any different)? I’ve just observed page views being pretty low in a class with lots of files for readings. (But maybe students are actually not viewing them!)||If the files are not a Canvas page, that won’t trigger in New Analytics.|
|In what ways could you miss a student not doing well who seems to be doing well as per the data?||Consider implementing low-stakes assessments in your course design. For example, if you’re only giving a traditional high-stakes midterm, then you won’t see student progress until the midterm scores.|
|How can faculty learn about these powerful formative assessment tools, like tracking student engagement?||Both the Teaching and Learning Center and the Bruin Learn COE offer consultation, showcases, workshops, and training:|
|Will New Analytics also include info from TA sites?||The New Analytics are specific to the course you’re in – to see a TA site’s New Analytics, you can find them in that particular site.|
|What about the site from a Group Set? (When you create groups, this creates sites within the main site.)||We will need to test this!|
|If you’re teaching an in-person course, how can you design your class site and teach it in a way to make use of New Analytics?||Consider your goals for using analytics. You’d likely want to know if students are accessing the resources – so, for instance, you might want to embed the readings into a page so that you get page view data. You could also have some low-stakes assessments (pre-lecture quizzes etc) in order to get some data.|
|How does it count things like Perusall?||New Analytics doesn’t cover applications originating outside Canvas, but many of these apps have their own data. For example, you can see Perusall’s data through the Perusall tab.
Each external third-party tool is going to be different in the data it provides.
|Are Kaltura analytics available through New Analytics?||Those analytics are to be found separately. In “My Media,” by clicking on the graph next to one of your videos, you’ll be able to see some data.Treat the analytics as “clues” and not absolute proof!|
|For the Canvas analytics, because of the 30-day limitation, does it mean it requires lots of effort from the instructor to track the data? What best practices would you suggest if they want to collect and use the data?||Think of New Analytics less as a replacement for the info in the Gradebook and more like a temperature check. It is also not hard and fast evidence. New Analytics can help you reduce uncertainty about your course.
Your academic unit lead might have access to additional reports/data that are outside the course.
|This is not about New Analytics, but do you have anything to say about the “time spent” value in the People tab? How would you interpret that info?||This data point can be misleading because students can leave their Bruin Learn browser tabs open and not performing any course activity. On the other hand, if the value is super low it may indicate your student hasn’t logged in to the course site. It also lets you see if there was any access at all.|
A ChatGPT Experiment in Honors 37W
This showcase is an extension of an earlier talk Laurel Westrup gave as part of the Spring 2023 “AI in Action” event. It will focus on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course, “Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation.”
Honors 37W, which focuses on cultural borrowing of many kinds, was an apt forum for discussion of generative artificial intelligence (Gen-AI) and large language models (LLMs) that draw on borrowed sources in order to create text. The instructor re-designed a staple course assignment to provide students an opportunity to try out and reflect on co-writing with a chatbot. The showcase will:
- Provide context and a rationale for this particular use of ChatGPT
- Discuss the assignment design
- Review student responses to the assignment
- Offer some thoughts on integrating ChatGPT into our courses based on this experiment
Laurel Westrup is a Continuing Lecturer with Writing Programs and the Honors Program and the Coordinator of the Graduate Certificate in Writing Pedagogy (GCWP). She teaches courses across Writing Programs’ curriculum, from first-year composition and Writing II to upper division courses in the Professional Writing Minor, and she also teaches graduate pedagogy courses with the GCWP. She received a UCLA Distinguished Teaching Award in 2023.
English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self
In this course showcase session, Shane Crosby will share his experiences, the pros and cons, of using a variety of Bruin Learn tools to actively engage undergraduate students in the content of a first-year composition course.
This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. The exploration of different tool settings throughout the course design process with the support of the Bruin Learn Center of Excellence is shared.
The tools reviewed include:
- Home Page
- Attendance, ebook integration, syllabi, course notification settings
- eBook integration: They Say, I Say: The Moves That Matter in Academic Writing
- The “getting started” / Course Resource module
- Lock Until | prerequisites | requirements
- New feature: dropdown arrow options
- Creating all assignments from within the Modules(?)
- Creating grading rules
- Grades / Gradebook Settings
- When to make it available, pros and cons, likes and dislikes
- Late submission policy considerations
- Grade posting considerations
- Advanced feature settings
Shane Crosby is a Continuing Lecturer in Writing Programs at UCLA. He completed his BA at UCLA, MA in Special Education at Clark Atlanta University, PhD in Special Education at Georgia State University, and his MFA degree at UC Irvine.
This ID Showcase is a collaboration between the UCLA Teaching and Learning Center and the Bruin Learn Center of Excellence.
Using Slack to Build an Equitable and Diverse Learning Community in Education
In this showcase, Prof. Glory Tobiason will demonstrate how she uses Slack in undergraduate courses to engage and welcome students, streamline communication, and conduct formative assessments.
Slack is a UCLA-approved app that facilitates communication and collaboration in a variety of contexts: project teams, administrative units, research groups, etc.
The showcase is organized like a “tasting menu” of several possible pedagogical uses of Slack, including:
- Community building
- Shared course FAQs
- TA communication
- Making students’ thinking accessible to their peers
- “Slack Hands,” a strategy for more inclusive participation
- Collaborative study guide for quizzes
Prof. Glory Tobiason is clinical faculty in the Education Department (where she teaches undergraduate and graduate courses in research methods) and a Research Scientist at the Center for Research on Evaluation, Standards, and Student Testing (CRESST). She also co-leads the Holistic Evaluation of Teaching initiative at UCLA. The goal of her research and faculty-engagement work is to understand and support the work of teachers.
Scandinavian Studies 60 – Introduction to Nordic Cinema
In this course showcase, Prof. Patrick Wen will share his experience designing a fully asynchronous online course on Nordic cinema based on earlier experiences teaching similar courses in person. The aims of the in-person and online courses remain the same: to offer undergraduates a broad introduction to a lesser-known cinematic tradition while also engaging them in critical thinking and writing.
Topics to be covered include:
- Employing various pedagogical strategies, such as podcasting, peer review, and blogging, to foster student engagement and build a vibrant learning community.
- Encouraging students to have informal discussions through podcast activities to increase their engagement and interaction.
- Effectively managing asynchronous student schedules.
- Utilizing Bruin Learn to facilitate a successful transition from in-person to asynchronous learning in the Introduction to Nordic Cinema course.
Prof. Patrick Wen is a continuing lecturer in Scandinavian within the Department of European Languages and Transcultural Studies. He teaches courses on film history, modern literature, and also Norwegian language.
Selected Q&A from the Showcase
|Given that the films aren’t screened live, do you find that the students do other things to create community when screening them for themselves (chatting, watching over Zoom, etc.)?||Students did organize/gather informally to watch together in person and virtually.|
|How do you grade the peer reviewed blog postings?||Canvas has some quirks to assign points. The instructor created a separate assignment to give points.|
|How often did you or the TAs respond to the students posts or submissions?||For a roughly 60-person class, every week TA or instructor responded to individual responses (not a general post to all). The instructor enjoyed responding to students and got “sucked in.”|
|Are the responses to the blog posts from peers expected to be done within a certain time frame? Or at any time? If a student did not complete the peer review/response, how was that handled?||For asynchronous work, it was important to keep students on the same page re: submissions. (Some wanted to do things early, others wanted to wait right up til the deadline.) This created a peer review issue because if a student posts early, they have to wait for other students to post to complete their peer review.
The instructor set expectations about what students could do in advance, but for back-and-forth type of activities–like blog posts–students need to complete tasks more “at deadline.”
This was a learning curve!
|Were rubrics used for podcasts/blog posts?||A rubric was used for the blog post/podcast (3 points total), as well as for the peer review portion of the blog post assignment (2 points total). The instructor explained this as a two-part assignment.|
|Did you use the podcast feature in Bruin Learn discussions for the Week 5 Podcast Postings? (And….how does that work? I’ve never known…)||Students either recorded on Zoom or just created an audio file. The instructor provided instructions on how to do this. It was simple because students had already been using the discussion boards in Canvas.|
|Was there some buildup or scaffolding done for the podcasts? Creating an outline or talking points?||The students were given prompts, pretty similar to the ones for the blog postings – but more designed for conversation (between two students).|
|Can you talk a little bit about students’ choices for the projects – how many of them chose a paper vs. a group video assignment? And what kinds of video assignments did they create?||Video assignments took different forms depending on prompts chosen. Often they were borne of blog postings – that got them thinking about something that they wanted to fully develop in a longer project. Often the videos were powerpoint-style presentations that they may have written about. In group video projects, they were interacting, but in a more formal way than in the podcast – a thesis, evidence, etc.|
|What do you see as next steps or enhancements for the course?||Changing up the syllabus, but keeping the podcast/video presentation options open for the students. How can more of this be incorporated, is a question. Also, thinking about adding more informal conversations, like Patrick’s informal conversation with a colleague working on a book about Ingmar Bergman. (Not long – but this would bring in other voices)|
|What is the demographic of the course – do they already have film studies/Scandinavian studies knowledge going in?||For the most part, the students don’t have knowledge of Scandinavian studies going in (readings are in English, films subtitled). Some students do have this knowledge/background, so it’s a nice mix. Tendency towards older students (fourth years) taking and appreciating the course! Maybe this is specifically because it’s an online class and that’s what this group wants.|
|How do you think the quality of the blog writing compares to the written papers?||More polished than expected. Peer reviews in particular felt like a conversation.|
|Do you know if students ever continue blogging after your class?||A few students in particular – avid film buffs! Some continue other forms of film writing, not necessarily blogging.|
|Is there a difference between blogging on Bruin Learn and blogging on WordPress (for example)?||Technical differences yes – WordPress/others are third party sites and students will need to create logons for them. (They are also public, which can be an issue for students.) They may afford more for creativity/incorporating media, but using BL Discussions keeps everything in Bruin Learn (and you can still add images, videos, links).|
|Do you think the sporadic grading positively contributed to increased instructor/social presence?||Aim – students should feel like the TA and the instructor were both engaged. Responding to the posts (not necessarily on time) should impart that he was engaging with the students, reading what they were writing. He does think this was a positive thing!|
Engaging STEM Students with Perusall – CLUSTER M71 and SOC GEN M144
In this course showcase session, the instructor will compare two different Biology and Society courses that have integrated Perusall as one of the engagement solutions for a large general education course and an upper division elective in the Human Biology and Society major.
The presentation will include the following aspects:
- How Perusall has been selected and integrated
- Benefits for collaborative learning and critical thinking
- The challenges of using Perusall in interdisciplinary science courses
Prof. Michelle Rensel is an adjunct assistant professor in the Institute for Society and Genetics (ISG) and the coordinator of the freshman Biotechnology and Society GE Cluster course. Prior to joining the Institute, she completed a PhD and postdoctoral work in behavioral endocrinology. As full-time teaching faculty in ISG, she teaches a broad range of upper and lower division courses that bridge the life and social sciences, and regularly implements new instructional strategies to improve learning, belonging, and retention in the life sciences.
Presented: Wednesday, April 26, 2023
Selected Q&A from the Showcase
|What is the average enrollment in the cluster?||Cap enrollment is 240 (usually reached); 6 TAs all year; sometimes a little dropoff in enrollment in winter but little from winter to spring.|
|If copying a course to a different quarter, will the Persuall set up be copied over too, such as the assignments list, instruction, etc.?||Yes – you can select what you want to copy! (You could just copy over the library, or you could copy individual readings, or you can copy the whole thing).|
|How much do you/other faculty in the cluster annotate in Perusall, or comment on annotations?||Prof. Rensel usually does not intervene. Sometimes students tag her and ask a question, and then she responds. But usually not! If she intervened, it would be in a smaller course to guide discussion. Students also benefit from feeling like Perusall is “their thing”.
There haven’t been issues so far with students saying anything horrible – they spend time talking about codes of conduct.
|It seems that you have to manually build individual assignments in Perusall, is that correct?||Yes and no. Once you add your resource you can create your annotation assignment for that resource. Please note that you can use your Perusall course scoring settings for all your assignments – you do not have to set your scoring settings for each individual assignment.|
|Do students see other people’s annotations before they post their first comment? Did you have any issues with repeated points or syntax?||Students have noted plagiarism by other students. Students can choose to turn off seeing other annotations but they need to make that choice.
Oftentimes there are double annotations (could be from wifi issues or glitches) – there is a setting to automatically flag duplicates.
|Is the grading that happens in Perusall automatic?||Yes – you can set (and later change) the scoring settings and the annotations are auto-graded. You can set a formula in the grading scheme so students have multiple ways to reach full credit. You can also adjust students’ scores before releasing them to the gradebook.|
|How is “Reading to the end” determined?||The reading metric gives credit based on how many pages the student has viewed. If the student only viewed half the number of pages, they would receive 50% of the score.
If students are commenting on a video or podcast, students will receive full credit upon opening the assignment as there are no pages in a video or podcast assignment.
|Does an instructor need to create the scoring columns? Is there a limitation of how many columns/criterion? Or is that fixed?||The columns in the scoring criteria show up as fixed options – you set the percentages of what things are worth.|
|What is roughly the distribution of scores you might expect?||The goal is that everyone gets 100% – they do the reading and they do their annotations! Occasionally some get flagged as plagiarism – re: Michelle, Perusall doesn’t do much to detect that but students themselves have detected it! It’s not the norm but it is a possibility.
There is continued discussion in the class about best practices for using Perusall, so students are aware of how to use it.
|Is there a way to filter by section so TAs can read over before their section?||You can set up groups by section – but it was manual! There is a way to manually import now. You can import Canvas/Bruin Learn groups to Perusall.
If students move groups, their initial comment threads move to the new group and disappear from the old one.
|When students are working on an assignment, do they have the same view as you are showing here? The texts are all covered by annotations.||No, they do not have the same view; they can see each other’s within their groups.
There is an option to see what comments display. “My Comments” is the menu item that includes the flexible view of how they can view the comments.
|Did students engage more with reading using Perusall compared to how they did reading before the tool?||Students felt positive about using the tool and provide meaningful annotations.|
|How do you connect what the students post with your lectures and interaction with the students?||With a smaller course you can use their annotations as inspiration for discussions. Other folks using it in seminars use it to have “questions in back pocket” when discussion stalls!
It is harder to make the connection in a big lecture course with lecture materials.
|Do you know if it would be possible for students to upload materials that would become part of the assignment?||In the “Library” section there is a “Student upload folder” so that students can share files directly. You may still need to put these materials into an assignment.|
Islamic Studies M20 – Introduction to Islam
This showcase demonstrates how the instructor and TAs have applied different design approaches to build the Introduction to Islam course in Bruin Learn and use educational technology tools to bring an immersive learning environment to students to discuss and reflect on Islam’s history and contemporary practices through visuals and social annotation. By creating several interactive activities in Canvas/Bruin Learn, the instructor and TAs encouraged student participation and highlighted key passages to focus students’ attention for discussion and reflection.
In this course showcase session, the instructor will share his experience of using a variety of design approaches and educational technologies, such as Bruin Learn and Perusall, to create an immersive learning environment for students to discuss and reflect on Islam’s history and contemporary practices. Highlights from the session include but not limited to:
- Use of Perusall for:
- Low-stake reading assignments to encourage students’ participation
- Highlighting key passages to focus student attention for discussion and reflection
- Interactive activities through Canvas discussion boards and quizzes to complement lectures
- Use of media, includes audio and images to create immersive learning experience of Islams’s history and contemporary practices
- Creation of a user-friendly homepage and modules structure to guide students
Dr. Mohsin Ali is a lecturer for the Global Islam Writing Cluster and an instructional designer for the UCLA Library. He completed his PhD in Islamic Studies at UCLA in September 2022 and wrote about modern changes in historical writing among Muslim scholars in India writing in Arabic and Urdu. While a graduate student in the Near Eastern Languages and Cultures (NELC) Department, he helped transform Professor Asma Sayeed’s Introduction to Islam course into an online course. He also served as an instructional technology assistant for NELC while it transitioned from CCLE to Bruin Learn.
Presented: Thursday, March 9, 2023
Hypothesis – A Social Annotation Tool
Hypothesis is one of the social annotation tools that have been integrated into Bruin Learn. This showcase demonstrates the set-up, ideas, and pedagogical strategies for using Hypothesis for different subjects and modalities.
The session explains how to get started with Hypothesis and set up assignments in the tool. We also discuss how Hypothesis supports learning from the perspectives of critical thinking, simplicity, community, and inclusion. In addition, the session explores the ideas and pedagogical strategies for UCLA faculty to use social annotation to engage students in teaching and learning. UCLA faculty join to informally share how they implements Hypothesis for social reading assignments in their course.
Prof. Adam Millard-Ball is Professor of Urban Planning at the UCLA Luskin School of Public Affairs and Acting Director of the UCLA Institute for Transportation Studies. His research and teaching touches on transportation, the environment, and urban data science.
Ashley Hood, Ed.M, is the Customer Success Manager at Hypothesis.
- Slides from 2.3.23 Bruin Learn Instructional Design Showcase – Hypothesis
- Getting Started in Hypothesis – this doc contains all you need to get started and can be shared widely
- How to set up Hypothesis readings through Canvas Modules
- How to set up Hypothesis readings through Canvas Assignments
- Schedule a 1:1 with your Hypothesis team
Selected Q&A from the Showcase
|Will .doc or .docx files work with Hypothesis, or do readings need to be in PDF format?||Readings need to be in PDF format, but if you load the .doc/docx file into your Canvas files, that will work.|
|When you check the group assignment, does it give you a chance to select the group members?||You would need to set up your groups first in Canvas, then have the option to select your group set as part of the Hypothesis assignment. See: Using Canvas Groups To Create Hypothesis Reading Groups.|
|Can you only have one group set in your Canvas class to work with Groups in Hypothesis?||You can use any group set you have set up in Canvas.|
|Is there language support for other languages in Hypothesis? Can you use other character sets when annotating in Hypothesis?||You can use whatever language that your keyboard is set up in with Hypothesis, and also use readings in other languages.|
|Do you work with non-Roman script languages?||Yes – these languages will work with Hypothesis.|
|Can students export the annotations?||There isn’t yet a great way to export annotations from the tool itself. This is something on the product roadmap.
A student’s annotations can be saved in the Hypothesis notebook. Students can print their annotations from the notebook, but there is not yet a way to export a document with annotations.
|Does Hypothesis track students in any way?||Hypothesis does not track student data. We receive their name as a part of them using Single Sign On from Canvas, but we do not message them directly. Their annotations stay with the Canvas course.|
|Can you get a summary of one student’s Hypothesis posts in a class?||You can search for a user and see any of their annotations (as well as anywhere their name was used). You can also do the same in Speedgrader.
The Notebook (accessed using the human icon) will show all annotations across the entirety of a course. You can then filter the annotations by user.
This could be beneficial for a potential culminating assignment, whereby a student could assess their contributions across the course.
It could also be used in office hours when work with a student.
|Is Hypothesis compatible with the Canvas Teacher and the Canvas Student apps?||While Hypothesis does work within the mobile app, it displays the text quite small.|
|For Dr. Millard-Ball: Do you use Hypothesis for each reading assignment or just selected assignments?||The course used Hypothesis for all readings. Occasionally there was an older reading that was scanned as an image. Optical character recognition (OCR) is not a feature of Hypothesis, so documents used for annotation does need selectable text.|
|What are some instructional strategies for working with annotations? Any examples and suggestions for how instructors can take annotations to another level or space?||
|How accessible is Hypothesis (for screen readers, for those unable to use a mouse, etc.)?||Please see: Hypothesis and Screen Readers|
|For Hypothesis: What is the process for using Hypothesis as a Canvas Module?||Please see: Using the Hypothesis LMS App With Modules in Canvas|
|When the assignment is submitted, can the instructor use Canvas’ native annotation tools to annotate the Hypothesis assignment?||Unfortunately not. However, Hypothesis grading allows instructors to continue the annotation conversation and provide private feedback to students on their reading progress.|
|For Dr. Millard-Ball: Do you think Hypothesis makes any difference to your teaching?||It is easier to assume that students have done the reading, so there is a better starting point coming into class because students are more prepared coming into class.|
|For Dr. Millard-Ball: Have you experienced having to moderate any “inappropriate” annotations by your students?||Not in Hypothesis, but has had it in other discussion forums. In those rare occasions, he talked to student privately.|
|Can an instructor remove or hide an annotation if it is inappropriate?||That is not a current feature of Hypothesis.|
|Can a user attach other files, such as an image or a voice recording?||Yes: they add videos, images, and links. They cannot add voice recordings directly in the tool, but can add links to recordings.|
Nursing 171 – Public Health Nursing
Nursing 171 – Public Health Nursing is designed and taught by Prof. Dorothy Wiley.
This showcase demonstrates how Prof. Wiley uses several features and tools in Bruin Learn and digital portfolios in support of the competency-based curriculum design in this hybrid Nursing course. Prof. Wiley uses Modules in Bruin Learn to support course content organization, which helps students easily recognize their learning path. The emerging technology of Learning Glass adopted by Prof. Wiley produces high-quality instructional videos and lectures to encourage student engagement with learning materials. Prof. Wiley also experiments with the approach of learning pods and the digital portfolio to allow students collaboratively document and contribute to where they can apply what they learned from the class to the local community.
N171 has experimented with several educational technologies and applied different pedagogical strategies to increase student engagement. In this presentation, the instructor will share their experiences with the following aspects:
- Using Modules in Bruin Learn to organize content for this hybrid course
- Using Learning Glass to pre-record lectures
- Creating and redesigning several learning activities to support competency-based learning
- Using different educational technologies to help students build their learning portfolio and encourage collaboration across projects
Dorothy Wiley, a professor with the UCLA School of Nursing, has clinical expertise in community and public health prevention strategies, including the sexually transmitted diseases HIV and HPV. She led UCLA’s randomized clinical trial study site that contributed to the first HPV vaccine approved for use in the U.S. Her areas of scholarly expertise and interest include sexuality, sexually-transmitted diseases, including HIV and HPV infection; cancer screening, cancer prevention, vaccine efficacy, molecular biomarkers for acute and chronic infections and infection clearance.
Presented: Thursday, Nov 16, 2022
Selected Q&A from the Showcase
|Can you share more about their Padlet experience? What would be the difference between using Bruin Learn Discussion and Padlet?||Dr. Wiley uses both Discussions in BL and Padlet! Uses Discussions in BL for students to post and then comment on short essays, for instance. Big focus on reflection – proven to help nurses learn. Padlet is mainly used for icebreaking. GoReact is another tool being used in different courses.|
|Does “doodle-y” just draw lecture content you submit?||It provides you with the images. You then voice-over them; there is a music feature that you can pay for. You submit the text and the hand draws over them.|
|Do these additional programs (Doodle-y, Padlet, etc.) incur additional costs?||Yes – Prof. Wiley purchased these (at least Doodley) with her own funds. Padlet has a fee too. She also purchased a Wacom tablet to help with tracing, sketching, and drawing.|
|Did you have to re-record any (or many) of your own videos since 2020?||Yes, and used different media/recording methods for videos and lectures. Learning Glass is one tool for re-recording lecture content and key concepts.|
|What are some differences between the Learning Glass recordings than recording through Zoom and making them available from Kaltura?||Learning Glass captures the attention of students, universally. The Learning Glass is a see-through screen that allows you to draw or write on a “board” while directly facing the students. UCLA has a couple on campus and you can go and film with one (a video recording in a studio – free to you), and then it is uploaded to Kaltura.
A tip on using the Learning Glass: Make sure you have fresh pens! It is awful to draw and record with weak pens and realize later they do not display well; you have to re-record the segment.
But yes it is different from recording in Zoom at home. There are many many video options!
OTL can help faculty use Learning Glass and other media. Please see: OTL Media Production.
|You mentioned that some students navigated directly to assignments and skipped over other course content. Have you considered hiding the Assignments section and only use Modules? Is this is too limiting, or more streamlined?||Yes, Prof. Wiley tried to hide Assignments, but there were some issues of navigation. Work with OTL and the Bruin Learn team to discuss possible options.|
|What are some considerations with gamification?||Prof. Wiley suggests working with OTL instructional designers to understand the ramification of class size, such as what you might do differently with 7 students compared to 40 students.|