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ID Showcase – Leganto – Course Reading List
Leganto – Course Reading List
The Leganto showcase session is presented by Michelle Brasseur, who is the contact person for the UCLA Library for Leganto/Course Reading List in Bruin Learn. Course Reading List allows UCLA instructors to incorporate up-to-date links to Library resources and easily compile other freely available online resources into their courses in Bruin Learn.
Resources shared by presenters:
Leganto guide provided by UCLA Library: https://guides.library.ucla.edu/leganto
Presenter: Wednesday, September 7, 2022
ID Showcase – Ally – The Accessibility Tool
Ally – The Accessibility Tool
Ally works to make course content accessible. It checks for accessibility issues and generates alternative formats, guides instructors on how to improve their course content, and provides institutional-wide reporting on content accessibility.
This showcase presented:
- What Ally is
- How students can use the tool to improve the accessibility of documents
- How faculty can use the Ally tool remediate documents and
- How the Ally tool can bring higher awareness to the accessibility needs of students with disabilities
- Examples of using Ally in Bruin Learn to make course materials more accessible
Resources:
-
- DCP’s Ally Accessibility Tool Guide: https://dcp.ucla.edu/ally-intro
- The Bruin Learn Center of Excellence offers free training on digital accessibility:
- Digital Accessibility: Documents – enroll in a Bruin Learn course to learn how to create digitally accessible documents
- Digital Accessibility: PDFs – enroll in a Bruin Learn course to learn how to create accessible PDFs
This Ally showcase session was presented by Travis Lee and Disabilities Computing Program team.
Questions and Answers collected during the presentation: Instructional Design Showcase Questions
Presented: Thursday, September 29, 2022
ID Showcase – iClicker & iClicker Cloud
iClicker & iClicker Cloud – Students’ Response System and Polling Tool
The iClicker student response system allows students to participate in polls and answer questions during class. There are two varieties: the original hardware-based device, and iClicker Cloud, a phone app that offers more advanced polling and quizzing options, and online grading. iClicker can be used for remote, face-to-face and hybrid presentations.
This showcase consisted of a vendor training presentation followed by UCLA CIELS staff who shared their teacher’s guide.
Topics
Macmillan’s training covered:
- A quick iClicker overview and deeper dive into the iClicker Cloud instructor options.
- Different response options faculty can pick for their students
- iClicker student pricing.
- How instructors use iClicker Cloud before, during, and after class.
- A mock class session demonstrating activities (polling, quizzing, and attendance) from both the instructor and student perspectives.
- Assignments for asynchronous learning.
- Support options for instructors and students.
CEILS shared its teaching guide and resources for using iClicker to foster interactive classrooms.
The iClicker & iClicker Cloud showcase session was presented by Jennie Riberra and Mellissa O’Brien (Macmillan), and Shanna Shaked from UCLA CEILS.
Resources
- Macmillan: Checklist: Getting Started with iClicker Cloud
- CEILS: Teaching Guide: Implementing Peer Instruction Using Polling Tools
- Bruin Learn: How can I connect my class in iClicker Cloud to Bruin Learn?
- Bruin Learn: How do I integrate iClicker Classic with Bruin Learn?
Presented: Thursday, October 6, 2022
Selected Q&A from the Showcase
| Question | Answer |
|---|---|
| What is the difference between the iClicker Cloud from the download page and the one in Bruin Learn iClicker LTI? | The iClicker LTI in Bruin Learn eases registering iClicker student remotes. |
| Is there a cost associated with iClicker for students, instructors, or departments? | UCLA does not currently have a site license for iClicker, so students buy either the iClicker remote or purchase an iClicker App subscription.
There is no cost for instructors or departments. |
| Do faculty have to create their class every quarter? Will the course information populate automatically if they choose to use iClicker? | Yes, faculty have to create the course every quarter. |
| Is there is an issue for a class that mixes hardware devices and the cloud app, i.e., that some students can respond to all types of questions, but others cannot? | With the cloud app, students are able to participate in all questions types. With the hardware devices, they can answer multiple choice, true and false, and short answers. Students will not be able to answer multiple answer or target question types. |
| Should faculty avoid using multiple answer question types since remotes won’t be able to answer multiple choice and target prompts? | Unless faculty prefer remotes or have a hybrid class containing the cloud app and hardware remotes, the recommendation is to avoid using multiple answer and target questions. |
| You mentioned answering multiple choice questions specifically in synchronous classes. Can the iClicker cloud app be used in asynchronous classes? | Yes. Students can go into their cloud account and work on assignments at their own pace. Faculty control both the date students are allowed to start the assignment and the end date and time. |
This Google Doc contains the comments, questions and answers collected during the showcase.
ID Showcase – GEOG 5 – People and Earth’s Ecosystems
ID Showcase: Geography 5 – People and Earth’s Ecosystems
Geography 5 is designed and taught by Prof. Kyle Cavanaugh.
This showcase demonstrates how Prof. Cavanaugh used UCLA’s Bruin Learn course template and CidiLab’s Design Tools to redesign his Geography 5 course, including organizing the syllabus and module pages. Prof. Cavanaugh used Rubrics to support students working on lab assignments, and Quizzes as a survey tool to encourage student participation in class.
In addition, by designing different types of activities and assessments using the Assignment tool in Bruin Learn, the instructor engaged students with the learning materials and course content at a higher level.
Presented: Thursday, October 20, 2022
Selected Q&A from the Showcase
| Question | Response |
|---|---|
| Did you use the campus Bruin Learn template? How do students feel about the course navigation? | Yes! Students gave positive feedback about the course navigation. Expectations were clear and the course was well-organized. Consistency!! |
| Do you think the weekly quiz helps students learn more efficiently than the mid-term and final? | Students were motivated to do the quiz during the class. It incentivizes them. |
| Did you lose or gain anything by doing away with the mid-term and final? This is a big decision in a large class. | No effect on grades. Takes more work to design. Requires more consistent effort from learners. Spaced practice. |
| o you use quiz bank for those weekly quizzes? | Yes! 60 or so questions in each quiz bank. The questions are randomized for students (between students) and between attempts – Prof. Cavanaugh is also using Quiz Groups. |
| Have you thought to add quizzes to videos? | Not yet, but want to try that idea. Textbook has practice questions as well. |
| How do you grade the discussion activities? | This is part of the students’ participation score (20% of final grade, which is discussion posts and discussion section participation). For the discussion posts – if they give a “sufficient” discussion post, they get the full 5 points. If they write something lacking, they’ll get half credit, etc. (0, half credit, full credit) |
| For your TAs, how do they handle such a large volume of discussion posts? Does Speedgrader help with this? | Rubrics in Speedgrader does help. Going forward, doing the same would help with the discussion posts. Currently, it is on the TA to keep track of discussion grades. |
| Do you find the students answering each others’ questions in that Forum or do they all expect an answer from an instructor? | In this class, yes they would – when they knew the answer, they would jump in and answer! (In an upper division class, that was less the case – students would wait more for answers from the professor.) |
| To what extent did you have to use Cidilabs to customize your site? | Not at all – just used the Bruin Learn template, and brought in the materials from CCLE. |
| What was the best part of your switch to Bruin Learn from CCLE? | The time it took to switch over to move to Bruin Learn was a negative (a lot of remaking the site because the videos didn’t transfer). Overall, happy with Bruin Learn! Good flexibility, the structure and layout from students’ perspective seems clearer. |
| Can you say a little about TA roles & responsibilities and your communication (of expectations etc) with them? | TAs have an important role. They run weekly labs. Small group exercises. Weekly TA meetings TA guide |
| Have you experienced that your students share they would like to have more content presented synchronously? | The criticism more is that there’s not enough interaction with the professor – one way could be to present content synchronously. However, students do not say they want to go back to in-person or video lectures. |
This Google Doc contains the comments, questions and answers collected during the showcase.
Instructional Design Showcase
Instructional Design Showcase
The UCLA Teaching and Learning Center instructional designers work with faculty, librarians, software companies, and others to showcase interesting courses and uses of instructional technologies. Through these showcases, we:
- Celebrate the faculty’s teaching and design efforts in their courses,
- Share examples of innovative course design to enhance teaching and learning,
- Address pedagogical approaches and strategies in various courses and disciplines, and
- Highlight features of the Bruin Learn platform and other technologies.
The TLC often collaborates closely with the Bruin Learn Center of Excellence and other campus partners to bring these showcases to the UCLA community.
Public Health 50A – Introduction to Public Health
This showcase highlights how a Bruin Learn course site and its integrated tools have been selected and adopted in this newly designed Introduction to Public Health course. More…
Honors 136—Art, Entertainment, & Social Change
In this showcase, the instructor will explain and illustrate the genesis and process of scaffolding a seminar aiming for student success in a student-led online hybrid Honors seminar. Student performance is extraordinarily engaged and advanced; student response is overwhelmingly enthusiastic. More…
Nursing M172 & M172XP – Care Work: Disability Justice and Health Care
This showcase highlights accessibility and engaged learning through the instructor’s experience designing a multidisciplinary two-course package. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. More…
ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function
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. More…
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. You will learn about the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. More…
A ChatGPT Experiment in Honors 37W (Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation)
This showcase focuses on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course. Through the presentation, the instructor shares how students tried out and reflected on co-writing with a chatbot. The instructor also provides context and a rationale for this particular use of ChatGPT. More…
English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self
This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in 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. More…
Using Slack to Build an Equitable and Diverse Learning Community in Education
This showcase demonstrates how the instructor uses Slack in undergraduate courses to engage and welcome students, streamline communication, and conduct formative assessments. Several possible pedagogical uses of Slack will be shared and discussed, including: community building; shared course FAQs; TA communication; making students’ thinking accessible to their peers; “Slack Hands” (a strategy for more inclusive participation); and collaborative study guide for quizzes. More…
Scandinavian Studies 60 – Introduction to Nordic Cinema
This showcase demonstrates how the instructor transforms students’ in-person learning experience to asynchronous online. By adopting different learning strategies and approaches, the instructor introduces blogging, podcasting, and peer review to students to encourage their participation and fosters an active learning environment. The informal discussions that increased in the podcasting activities allow students to engage deeply with the content and also interact more with their peers. Several features of Bruin Learn, such as modules, discussion, pages, have also been used and designed to welcome students in this asynchronous Nordic Cinema class. More…
Engaging STEM Students with Perusall – Cluster M71 and Soc Gen M144
This showcase demonstrates how the instructor selected and integrated Perusall as one of the engagement solutions in two different Biology and Society courses. The two courses are different in many ways, one is a large general education course, and the other is an upper division elective in the Human Biology and Society major, but both are benefited from using Perusal to encourage collaborative learning and enhance students’ critical thinking. More…
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 adopted a few educational technology tools to bring an immersive learning environment to students. More…
Hypothesis – A Social Annotation Tool
This showcase demonstrates the set-up, ideas, and pedagogical strategies of using Hypothesis, a social annotation tool, for different subjects and modalities. UCLA Professor of Urban Planning, Adam Millard-Ball will informally discuss how he implements Hypothesis for social reading assignments in his courses. More…
Nursing 171 – Public Health Nursing
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 N171 – Public Health Nursing. More…
Mathematics 32A – Calculus of Several Variables
This showcase demonstrates how Prof. Richard Wong uses Bruin Learn and other educational technology tools to establish an interactive and collaborative teaching and learning environment for MATH 32A – Calculus of Several Variables. More…
Geography 5 – People and Earth’s Ecosystems
This showcase demonstrates how Prof. Kyle Cavanaugh uses UCLA’s Bruin Learn course template and CidiLab’s Design Tools to redesign his Geography 5 course, including organizing the syllabus and module pages. More…
iClicker & iClicker Cloud – Students’ Response System and Polling Tool
The iClicker & iClicker Cloud showcase provided a quick product overview and examples of how instructors use iClicker before, during, and after class. More …
Ally – The Accessibility Tool
The Ally service in Bruin Learn checks for accessibility issues and generates alternative formats, guides instructors on how to improve their course content, and provides institutional-wide reporting on content accessibility. More …
Leganto – Course Reading List
The UCLA Library uses the Leganto platform to help faculty manage Course Reading List in Bruin Learn. Course reading lists allow UCLA instructors to incorporate up-to-date links to Library resources and easily compile other freely available online resources into their courses. More …
German 1 – Elementary German
This showcase demonstrates how Prof. Magdalena Tarnawska Senel successfully applied Universal Design for Learning principles in the course design and created several student “Action & Expression” activities in Bruin Learn. More …
Digital Humanities 101 – Introduction to Digital Humanities
Prof. Ashley Sanders covers a variety of digital tools and approaches to organize, explore, understand, present, and tell stories with data in her DH101 course. More …
Digital Humanities 150 – Pirates of the Mediterranean through Text Analysis
Prof. Ashley Sanders uses text analysis to study the fascinating history of Pirates of the Mediterranean in DH150. She also uses Leganto, the Library’s Course Reading List tool. More …
Liberating Structure: Scaffolding Digital Project Integration with Bruin Learn
Presenters shared the experience of course development and re-design that includes curated content collections, methods of inquiry, and digital project work, using an innovative curriculum template in Bruin Learn. More …
Sociology 1 – Introductory Sociology
Prof. Jessica Collet integrated various course design solutions in Sociology 1 to provide students with different types of interactions with course materials, lectures, and chances to communicate with peers. More …
Statistics 100A – Introduction to Probability
Prof. Juana Sanchez implemented various pedagogical strategies to increase communication opportunities and engage students in her Statistics 100A course. More …
