ACU in Leipzig – Adams Center hosts faculty workshop   

The transformational power of Study Abroad for our students is inextricably linked to place. One of the ways that scholars talk about the theory of “place” is that it sets the stage for human encounters. As ACU students live and study in the communities of Leipzig, Montevideo, and Oxford, they embody these encounters – when they explore, worship, and learn, even buy groceries – and through them begin to consider other versions of themselves and the world.

In anticipation of the Leipzig Villa Grand Opening, the Adams Center, the CAS Dean’s Office, and the Center for International Education wondered what kinds of faculty conversations and experiences could happen in Leipzig to further our goals for study abroad, especially in light of the experiential learning focus of the strategic plan.

One of the purposes of the trip was to give faculty the opportunity to experience places that are part of students’ curriculum, such as a city walking tour and excursions to Wittenberg and Buchenwald. However, most of the work of the trip was spent in making connections in the Leipzig community and thinking deeply about outcomes of Study Abroad, how to increase student participation, and what obstacles need to be addressed.

On our first afternoon in Leipzig, we considered what it means to think about a city as a text – to encounter Leipzig intentionally and incarnationally, not as tourists. We talked about cultivating habits of attention, mastering the vocabularies needed to interpret a place, and connecting small details to larger historical, political, and sociological questions.

On Wednesday, the President/Rector of HTWK, Leipzig University of Applied Science, welcomed us, and we toured science labs and media production spaces, in anticipation of partnerships for ACU faculty and students studying in Leipzig.

On Thursday, we applied design thinking principles to consider high-impact practices for our students and to be frank about obstacles for students, faculty, departments, and degrees.

On  Friday, as we wrapped up, faculty were all over Leipzig meeting with potential partners in hospitals, engineering labs, art galleries, and student service providers.

As one might imagine, the time in Leipzig was full of conversation between faculty, administrators, advisors, and trustees: about Leipzig, about our disciples and connections among them, and about the dreams we have for our students and their opportunities to change the world.

(Don’t forget that the Leipzig Faculty Fellow is an opportunity to participate and cultivate these conversations in Leipzig.)

Leipzig Faculty Fellow Description and Application

Leipzig Faculty Fellow Description and Application

Imagine the ACU Leipzig villa filled with ACU students, community members, German students, and various faculty. There’s just been a concert, or an evening lecture, or a shared meal, and now people are sipping coffee, snacking on dessert, and standing in small groups discussing the evening’s events, sharing in rich conversations about the world and our place in it from a variety of perspectives and with a wide range of people.

The role of the Leipzig Faculty Fellow is to cultivate such experiences, allowing the Leipzig campus to be a hub of intellectual conversation among ACU students, faculty, and members of the academic and civic communities in Leipzig. The fellow’s role might include hosting coffee-house conversations, mini-conferences, or lyceum, inviting community members and students to engage with one another and their enriching study-abroad environment.

Each semester one faculty fellow will spend a significant portion of a semester in Leipzig working on a research or creative project. The proposed project requires that the fellow spend a significant percentage of their release time in building connections with local Leipzig professionals and community members and providing a minimum of two student experiences connected to the work of the fellow.

The Leipzig Faculty Fellow will build on existing connections in Leipzig and work to develop new ones, contributing to innovative, experiential learning opportunities for both students in residence at the time of the fellowship and those future students who would benefit. As new relationships are formed, discipline-specific opportunities in Leipzig increase, allowing for new course offerings, connections to diverse majors, and a wider range of faculty who can participate.

Study abroad is a high-impact practice, and student outcomes from participating in a study abroad experience include: increased connection to academic content, increased ability to think critically about complex issues and situations, increased ability to work and live cross-culturally, increased personal development in ambiguous circumstances,  and greater self-efficacy and overall self-confidence. The Leipzig Faculty Fellow’s role will connect directly to these learning outcomes, making important connections between students, academic disciplines, and the community of Leipzig. The required minimum of two student experiences provides the opportunity for ACU students to interact with the Leipzig community in new innovative, experiential learning activities each semester that a faculty fellow is  in residence.

Awards and Eligibility

Leipzig Faculty Fellow awards are contingent on merit and available funding. Applications are reviewed initially by the department chairperson and dean of the faculty member, who then provide a form directly to the review panel. The Leipzig Faculty Fellow Review Panel reviews all materials and makes recommendations. The fellowship is awarded for one semester and provides the recipients with funding to cover transportation to and from Leipzig, a stipend of up to $5000 for cost of living and project costs, a furnished living space in the ACU Leipzig Villa, and departmental funding to cover the courses that the recipient would have taught during the semester.

In most cases, the minimum time and energy a recipient devotes to these awards must be equal to a normal semester’s work. If the faculty member is proposing a project requiring less time, the faculty member should justify the time allowances. Other work unrelated to the leave project is strongly discouraged and will be a factor in determining the granting of a fellowship. Applicants who expect to be engaged in other work during the semester (compensated or not) must notify the review panel of the possibility and document the fact that such work will not interfere with the completion of the proposed project. Recipients should not be recipients of a Faculty Renewal Leave in the same or subsequent semesters as receiving a fellowship.

The Chair’s Review Form and Dean’s Review Form are linked below and are due electronically on or before the third Friday in January to the Faculty Fellow Review Panel. The independent reviews by deans and chairs are evaluation documents indicating that the department/college is in support of such a project. They are confidential and should be submitted separately from the application.

Outcomes/Deliverables

Upon completion of the fellowship semester, recipients should provide a narrative to the Review Panel containing the following information:

  • Description of work
  • Key Players and their contact information
  • Outcomes for students, recipients, Leipzig partners, and ACU
  • Based on the experience you created, who is the main audience (students — possibly specific majors — experts, the community) for this programming? How might components of the experiences you created be useful to students in the future? What recommendations do you have for continuing and furthering the work that you began through this fellowship?

Evaluations

Each application will be evaluated by the members of the Leipzig Faculty Fellow Review Panel based upon the criteria listed below. Please note that the worth of a project can be judged only by the written proposal.

  1. Overall quality of the project (75%)
  • Description and rationale of the project
  • Contribution to student and program growth and development in Leipzig
  • Enhancement of professional growth of the applicant
  • Enhancement of ACU’s image and reputation
  1. Likelihood of successful completion (25%)

Application

Application Format

Applicants should submit a word document containing a narrative addressing the following information by emailing it to the Adams Center at laura.carroll@acu.edu by the third Friday in January.  

  1. General Information
  • Name
  • Department
  • Rank
  • Have you led Study Abroad experiences before? When and where?
  • Semester for which faculty fellow role leave is sought
  • Length of proposed project
  • Length of proposed residence in Leipzig
  • How many years of full-time service do you have at ACU?
  1. Description and Rationale of the Proposed Project
  • Title
  • Theme of the project, connecting to your discipline and Leipzig
  • Describe the conversations that you hope to host as faculty fellow
  • Describe connections to student outcomes
  • What are the expected tangible products (e.g., coffee-house conversations, concerts, art exhibitions, mini-conferences, or liceum) of this project? (Reminder –  there must be a minimum of two student experiences connected to the work of the fellow)
  • What connections will you need to make in the Leipzig community to facilitate these conversations/products?
  1. Value of Proposed Project
  • What is the value of this project to your discipline?
  • How will Study Abroad benefit?
  • How will ACU students and faculty benefit?
  • In what other ways will this project enhance ACU’s image and reputation?
  • Are there any other expected long-term benefits of this project?
  1. Signature – Please sign the proposal.
  2. Supporting Data

Before the Leipzig Faculty Fellow Review Panel  will consider an application, the Chair’s and Dean’s Review Forms must be in the Adams Center by the announced deadline.

In addition, the application must include the following:

  • Current curriculum vita (including teaching, research, and service)
  • Other supporting data (e.g., if you have or need them, letter[s] from institution[s] you will be working with in Leipzig, itinerary, etc. This is not required to have at the time of application, but if you do have them, please include them.)

The Chair and Dean Review form may be accessed via Google Docs at this link.  Chairs and Deans should download the file as a Word document, input their feedback, then email it to Dr. Laura Carroll, the Chair of the Review Panel.

 

The Review Panel consists of the Director of Faculty Development, representative(s) of the Faculty Development Committee, the Executive Director of the Adams Center for Teaching and Learning, and the Executive Director of the Center for International Education.

Adams Center Summary Report 16-17

Link

As we prepare to begin a new school year, the Adams Center staff would like to reflect upon and share with you the variety of work we did in 2016-2017. Click on the link below to see our end of year summary and learn about some new projects.

Final End of Year Review 2016-2017

We look forward to 2017-2018 and the opportunity to support you in your teaching, scholarship, and the way you live out the mission of ACU and God’s calling every day.

 

Faculty Fusion 2017

Faculty Fusion 2017 — August 18

Transform

Join us in thinking about transforming our teaching, our students, and ourselves this year in the Adams Center. We’ll kick off our year with Faculty Fusion on Friday, August 18, 2017, 8:30am-1:00pm. Come for breakfast, learning, and lunch!

You can RSVP for activities here, by emailing rsvp2ac@acu.edu, or by calling the Adams Center at 325-674-2455. Registering saves your spot in each session and allows us to know how many to expect. We look forward to seeing you!

8:30-9:00 Continental Breakfast: Adams Center

9:00-9:50 Session 1

Using screencasting to give students feedback (The Woods) Berlin Fang

If you find that you spend too much time typing feedback, only to be ignored by students, perhaps you should try using screencast to give feedback to students.  Research shows that students perceive such feedback favorably. Students are also more likely to use such feedback to improve their work. Come to this session to learn how to create screencast feedback and use it to improve student learning!

Engaging Spiritually with Students (The Classroom)  — Amy Boone

What are college students thinking about faith? What are they wondering? What frustrates them about religion? Come explore tangible ways to engage spiritually with students in and out of class.

Introduction to Specifications Grading (Bamboo Room) — Suzie Macaluso

In this session we will introduce you to Specifications Grading as developed by Linda Nilson. We will look at syllabi from Specifications graded courses and actual assignment details. Following this introduction there will be a book group that meets throughout the semester in which we discuss the book and workshop course syllabi to include Specifications Grading.

10:00-10:50 Session 2

20/20 Innovation Grants: What We Learned in the First Year (The Classroom)

In this session, you’ll hear from a few of the 2016/17 recipients of the 20/20 Envisioning the Future of Education Teaching and Innovation Grants about their projects’ successes and failures and what we learned from those. In addition, find out how you can apply for future 20/20 grants.

What did you read on your summer vacation? (Bamboo Room) — Laura Carroll

Come find out what we’ll be reading in our three reading groups this fall and share what’s been on your reading list this summer, from heady academic reads to pulpy beach fiction

Using screencasting to give students feedback (The Woods) Berlin Fang

If you find that you spend too much time typing feedback, only to be ignored by students, perhaps you should try using screencast to give feedback to students.  Research shows that students perceive such feedback favorably. Students are also more likely to use such feedback to improve their work. Come to this session to learn how to create screencast feedback and use it to improve student learning!

11:00-11:50 Session 3

Media Spaces for Students and Faculty (Bamboo Room and Learning Studio) — Kyle Dickson and Melissa Henderson

Interested in assigning a media project or sharing audio or video with your class? Come see the redesigned One Button Studio and media production suites upstairs in the Learning Studio. We’ll share tips for teaching with media and describe how we provide training and web resources to support your students.

Designing Assignments for Student Success (The Woods) — Laura Carroll

Research indicates that that creating transparent assignments “boosts students’ success (and especially underserved students’ success) significantly in three important areas: academic confidence, sense of belonging, and mastery of the skills employers value most when hiring.” Join us to learn about the principles of transparent assignments and to have a chance to think about your own assignments.

Engaging Spiritually with Students (The Classroom)  — Amy Boone

What are college students thinking about faith? What are they wondering? What frustrates them about religion? Come explore tangible ways to engage spiritually with students in and out of class.

12:00 Lunch: Adams Center

 

Making your classroom hospitable for international students

International StudentsIn a recent Adams Center session on making classrooms welcoming places for international students, Lucy Dawson from the Center for International Education, Dr. Carly Dodd (Professor of Communication), Dr. Monty Lynn (Professor of Management) and Dr. Lori Houghtalen, Assistant Professor of Engineering and Physics) and Berlin Fang shared some challenges faced by international students studying at ACU, as well as possible solutions.

We have found that these are the top four challenges international students face.  We will also share a few strategies to help address these challenges:

  1. Learner participation in the classroom:  International students may have difficulty participating in classroom discussions due to language barriers, varied cultural expectations, limited understanding of social norms and lack of prior exposure to group discussions.  Group projects was also mentioned as particularly challenging for international students, perhaps due to the lack of welcome by domestic students and a hesitation to contribute by international students.
  2. Academic integrity: Some international students may have limited understanding of how their professors define academic integrity. Sometimes they lack training in proper citations in academic work.  There is also a concern that some students do not know the boundary between individual work and group work.
  3. Expectations for assignments and assessment: Among international students, there is often confusion on the number of assignments, and confusion about some academic jargon such as “outcomes” and “rubrics”.  Some show frustration over the speed of professors’ speech or the volume of assigned reading.  Participants mentioned international students had not been taught how to “scan” readings, and perhaps had vocabulary to look up, which also impeded reading speed.
  4. The use of resources: There is a lack of awareness of university resources that could be really helpful for international students.  Among these are the Writing Center, the Speaking Center, research help, and the Counseling Center.  Tutoring is provided to students who may be struggling with an academic subject, but sometimes there is variation between tutor knowledge and the faculty’s lecture.

The panelists discussed many solutions, best practices, and tips for faculty to make their classroom more hospitable to international students.  Here are some highlights from this discussion:

  1. Use technology to break barriers:  As some international students have a greater ability to read and write, than to listen and speak, including some discussions online may help relieve the pressure to speak in public in a different language. Some materials, such as the course rubric and reading materials should be shared online as well for constant access.
  2. Develop a relationship with the students outside of class, and use office hours creatively: ACU faculty use many types of “office hours” techniques to build one-on-one relationship with students, which can be especially helpful for students. One professor mandates a 10-minute meeting with every student to get to know them. Some use walking sessions to have a “mobile” office hour around campus. Some have designated a “help desk” at the library to meet with students in a less threatening environment.
  3. Consider offering a specialized orientation for your class.  For instance, provide some training related to reading academic resources (reading strategies). Provide training on using the library website or citation management tools such as Zotero.  Provide training or tours of various university resources such as the writing center, pointing out specific assistance that can be given, and some that cannot be given (for example assistance that crosses into academic integrity violations).
  4. Explain social norms:  It is important to explain classroom social norms, including proper class etiquette, appropriate assertiveness, and social spaces.  The key is to help international students form a good sense of boundaries while still feeling encouraged to learn and socialize.

Please also check out this presentation for further tips and more information about this session.  Faculty and staff are welcome to contact Berlin Fang (bxf13b@acu.edu) or Lucy Dawson (lld09a@acu.edu) regarding international students in the classroom at any time.  

Veronica Whitt, the international student services coordinator, can also meet with students individually to help them find the support resources they might need, so please feel free to refer students to her for assistance (vdw09a@acu.edu).

Additional Reading:

Canvas Semester-end Reminders

As the semester draws to a close, I would like to send a few important reminders as you wrap up your Canvas courses and get ready for the new semester:

  1. Read this post for ideas about calculating final grade.
  2. Remember to check and change (if needed) the end dates of your courses while you have access.  Check this tutorial for details.
  3. Request course for your new semester. Check the tutorial here.
  4. If you haven’t chosen the copy option in the previous step, don’t worry.  You can still copy a Canvas course from another shell after a new course is created.  Check instructions here.
  5. If you intend to crosslist your courses for the new semester, follow instructions here.
  6. We try to put all Canvas tutorials together in this page. You might want to bookmark it for future reference.

Encourage students to view your feedback

If you use Speedgrader in Canvas to mark student assignments, remember that some students may not know where to find your feedback. Here is a tutorial to help you see instructor feedback from a student view. Feel free to share the link to the video if needed: https://youtu.be/97QYgFKw7RM

Professors can also tell whether a student has viewed the feedback from the Speedgrader, as shown below.

Feedback Viewed

Common Turnitin Issues

We have had Turnitin integration in Canvas in a while and we have heard of a few issues which I would like to address in the following question and answer format.

If you are a new user of Turnitin, please check this post for instructions on how to deploy the tool in your course.

Question: My students were told that they have to create accounts in Turnitin.  Why did that happen?  Shouldn’t Canvas have taken care of that?  

Answer: Account creation requires first-time users to agree to Turnitin terms and conditions.  Students will need to agree to allow their accounts to be created.  If they have chosen not to agree, they might want to clear their cache and try again, or use another browser or computer to perform this one-time action.

Question: My students were not able to submit their assignments due to error messages about assignment title and dates.  What might be the issue?

Answer: You will need go to Turnitin settings and give the assignment a title, a start date, due date and feedback release date that should be consistent with the assignment dates you assigned in Canvas assignment settings.

Question:  A student claims that his or her assignment has been submitted but I could not see it.  Why?

Answer: The top reason is that the student may not have followed through in the submission process. One last step is to click on a button to accept the submission.  If a student does not do this, his or her assignment will not go through. If an assignment has gone through, a student should see a confirmation message on the screen.  There really isn’t a middle ground between a successful submission and an unsuccessful submission. You can ask the student to resubmit and make sure the button for confirmation is clicked.

Another possible reason is that you might have switched in your submission method from “online” to “external tools” in the middle of students submitting their assignments.  If that’s the case, submissions turned in earlier can be accessed through the Speedgrader instead of the Turnitin inbox.

Question:  Can I use the Canvas Speedgrader and Turnitin only for originality check?

Canvas has now made it possible for Turnitin assignments to be pushed to Speedgrader as well, so yes, it is possible to use the Speedgrader for grades and comments.

Using the New Turnitin Feedback Studio iPad App

Turnitin released its new Turnitin Feedback Studio app (download here).

For ACU Faculty to sign in, open the app and select “Log in with Access Code.”

Log in with Access Code

Next, open a Canvas course in Safari on your iPad (not on a laptop, and not in the Canvas app). Navigate to an assignment that is using the Turnitin LTI and open the Turnitin viewer by clicking on a submitted paper.

view of Turnitin from canvas

 

In the Feedback Studio view, tap the i in the circle on the lower right of the screen.  If you do not see the “i” icon, it may be covered by a gear icon. Tap on it and you will be able to see the “i”icon.

Tap the i

 

Tap the “Generate Code” button.

A view of the information from the assignment

It may take a moment or two before the code actually generates.

 

Next, copy the generated code and paste it in the appropriate place in the Turnitin app.

a unique code will be generated.

 

Remove the spaces before hitting Return.

Remove the spaces

 

Once the code is accepted, you will be able to use the Turnitin Feedback Studio app on your iPad.

An image of a paper in Turnitin Feedback Studio

Tap anywhere in the paper to make comments and suggestions. This app is new and is a little buggy, but has potential to be a great markup tool as improvements are made.

Does your course deliver what your syllabus promises?

Creating a syllabus is a daunting task.  Once created and shared with students, does your course actually reflect what you have written in the syllabus?  Having the course one way and allow the course to deviate is like a builder having a blueprint for a house and then you deliver an apartment or mobile home to the customer.  (I am not sure if this metaphor works, but I hope you get the idea.) This is especially problematic when you put content in a learning management system. Here are three main problem areas and some suggestions.

Content:

Most syllabi describe a list of topics presented in a particular order.  Make your course reflect that. When using your LMS to organize your course, do not use the course space as a landfill to dump everything without a particular logic to it. Use modules to organize your content in folders.  Arrange the folders in chronological or topical orders as you have described in the syllabus.

Dates:

In the syllabus you may have a course calendar marking the dates of readings and course activities, but your course may not show some of the due dates, or show old due dates you inherited from the last iteration of the course.  This would almost always cause confusion. I would recommend that you set the dates in LMS for activities that you can assign dates, which will create calendar events, which in turn will be tied with personalized notifications students receive.

Grades:

Last but not the least, the most frequent problem is the mismatch between syllabus and course in grades. In your syllabus you may have categories for various types of assignments. Each category may be worth a certain percentage of the total grades.  For instance, quizzes will be worth 20%, papers 30%, exams 40%, In many courses online we find that the grade book does not reflect what you say in the syllabus.  You can fix that by creating categories and weigh them according to your syllabus. If you have done that, your grade book will automatically calculate grades (including final grades) for you and the students. This really helps students to keep track of their progress all the time. You will save yourself time by not having to calculate the grades with Excel or calculator.

If you use letter grades, remember that the default grading schema of your LMS may not be what you have described in your syllabus. For instance, your LMS may make 95%-100% worth A, while you have 90%-100% to qualify as an A. Usually you can create your own schema to reflect descriptions in the syllabus. For instance in Canvas, you can define your own schema from course settings.

Once you get these problems straightened out, I promise that you will have fewer housekeeping emails, greater student satisfaction and more quality time with your students.

If you want any help aligning your course with your syllabus, contact the Instructional Team for help.

Adams Center 2015-2016 Summary Report

As we prepare to begin a new school year, the Adams Center staff would like to reflect upon and share with you the variety of work we did in 2015-2016. Click on the link below to see our end of year summary and learn about some new projects.

Adams Center 2015-2016 Summary Report

We look forward to 2016-2017 and the opportunity to support you in your teaching, scholarship, and the ways you live out the mission of ACU and God’s calling everyday.

Faculty Fusion 2016 – CREATE

Let’s create together at Faculty Fusion, August 12, 2016, 8:30am-1:00pm. Please join us in the Adams Center for breakfast, learning, and lunch. 
 
You can RSVP for activities here, by emailing  rsvp2ac@acu.edu or by calling the Adams Center at 325-674-2455. Registering saves your spot in each session and allows us to know how many to expect. We look forward to seeing you!

8:30-9:00 Continental Breakfast: Adams Center

9:00-9:50 Session 1

  • Save Time, Prevent Cheating, and Provide Swift Feedback: Testing in Canvas  (Woods) — David Christianson and Berlin Fang
    If you still use Scantrons or paper and pencil for quizzes and exams, come find out how using Canvas can make grading easier, testing more secure, and feedback to students more effective.
  • Welcome to Stage 1: Faculty Video Projects (Meet in Foyer of Adams Center) — Melissa Henderson
    If you haven’t toured the redesigned main studio upstairs, we invite you to a hand-on introduction to Stage 1. Whether you have a couple lecture videos you’d like to record or would like to try out the new greenscreen or Lightboard setup, Melissa Henderson will show you how even first-timers can give their video project a professional look.
  • Teaching Like a Christian? (Classroom) — David Kneip
    Christian faculty sometimes struggle to find ways to integrate their Christianity and their pedagogy. Come encounter ideas for deepening the connections between your faith and your teaching and discover ways these methods connect to tried-and-true Christian practices.
  • iF (Innovation Foundry, 3rd Floor) — Marisa Beard
    The Innovation Foundry is a new teamwork and technology hub in the ACU library located in the southwest corner of the 3rd floor. We offer coaching and support to help connect your students to the resources they need in designing and publishing their work to the web, as well as other real-world applications.
  •  Creativity Challenge (Collaboration Space)Nil Santana

10:00-10:50 Session 2

  • Sparking Creativity in the Classroom, (Classroom) Kyle Dickson & Mike Wiggins
    What part does creativity play in the university? In what way is creativity related to our work as scholars, researchers, and teachers in a range of disciplines? As part of the 20/20 Teaching Innovations program, Mike and Kyle will introduce upcoming opportunities to reflect upon and practice the creative process to better understand its role in 21st-century teaching and learning.
  • Big Classes and Big Questions, (Woods) — Rodney Ashlock
    Large classes pose many pedagogical challenges for teachers. This session will focus on how to create a positive classroom environment so that learning can take place even when lecture is the dominant mode of instruction.
  • New Integration, New Look: Using Turnitin Feedback Studio in Canvas (Bamboo Room)— David Christianson and Berlin Fang
    Some of you may use Turnitin mainly to detect plagiarism, but the tool can actually be used for more than that. It can make grading easier. It allows you to give dynamic feedback, facilitate peer evaluation and even does word count for you! In the past three months, both the integration of Turnitin in Canvas and the Turnitin interface itself have changed. In this session, the instructional designers will demonstrate how to use the new Turnitin in Canvas.
  • Creativity Challenge (Collaboration Space) — Nil Santana

11:00-11:50 Session 3

  • Teaching Like a Christian? (Classroom)– David Kneip
    Christian faculty sometimes struggle to find ways to integrate their Christianity and their pedagogy. Come encounter ideas for deepening the connections between your faith and your teaching and discover ways these methods connect to tried-and-true Christian practices.
  • What did you read on your summer vacation? (Bamboo Room) — Laura Carroll
    Come find out what we’ll be reading in our three reading groups this fall and share what’s been on your reading list this summer, from heady academic reads to pulpy beach fiction.
  • Welcome to Stage 1: Faculty Video Projects, (Woods) — Melissa Henderson
    If you haven’t toured the redesigned main studio upstairs, we invite you to a hand-on introduction to Stage 1. Whether you have a couple lecture videos you’d like to record or would like to try out the new greenscreen or Lightboard setup, Melissa Henderson will show you how even first-timers can give their video project a professional look.
  • Creativity Challenge (Collaboration Space) — Nil Santana

12:00 Lunch: Adams Center

Instructional Uses of “Spark”

Homepage of Spark VideoSome of you may have heard of “Adobe Voice”, a super-easy way to create a digital story with graphics and perhaps some background music. Some of our faculty and students have already been using it. Adobe also had a tool called Adobe Slate that you can use to create media-rich pages.  In the past we had to use these separate apps on mobile devices, which may discourage use.  What if you have some content on your computer, and some on your iPad.  A fluid user experience is key.  Check my article on “fluid learning” here if interested.

Adobe has merged its Adobe Voice and Adobe Slate into “Adobe Spark”, a cloud-based application for you to create graphics, pages, or videos. I have been using it since the change, and I really love it. Here are three things I especially love about it:

  1. The best feature, after the merging of several products, is the ability to sync content between devices. You can start a project on your computer, and then you realize you have some graphic on your iPad, you can access the same project on the iPad, and pick it up on your computer.
  2. Another of my favorite feature is the ability for you to search for graphics (icons or photos) you may not have on your own. Spark will automatically cite it for you on the acknowledgement page.
  3. A third feature that seems to be new is the ability for you to update your content without having to change the link (but you have to update the link to have the content refreshed where you link to it). This allows you to use the same link in your instruction without having to re-generate codes.

Some possible instructional uses:

  • Give presentations on a topic, e.g., Principles of interface design.  Try turning your PowerPoint into a video using this tool.  You can work on one slide at a time.  If you mess up on a particular slide, go back to that slide and record your audio again.  I love the granularity of this.
  • Give instructions.  For instance, you use screenshots to guide students to navigate your course. Here is an example I produced: Learning Canvas.
  • Provide student feedback. You can of course use a screencasting session to go over their work, but if there are only one or two places you would like to go over with a student, you can use a few screenshots and narrate over each of them.
  • Create rich media content. Instead of using text only for some of your content, certain elements, such as important quotes, can be turned into a graphic using Adobe Spark’s social graphic functions.

Other thoughts and ideas?

Check out Spark’s home page at spark.adobe.com where you’ll see many examples that may inspire you to do something similar with your content.

Using Turnitin LTI in Canvas

Turnitin and Canvas are phasing out the Turnitin API tool in Canvas.  Instead, you are encouraged to use the LTI tool.

When is the change taking place?

In order to minimize disruption, we no longer turn on the API tool when switching to the new Canvas user interface on June 18, 2016, the date set to switch to the new Canvas user interface (check here for more information).  However, the LTI tool is available to use now if you will be teaching a summer course.

What is the Turnitin LTI?

The LTI tool, also known as “external tool”, allows Canvas users to use the full features of Turnitin, including Peermark. When you add an assignment in Canvas trying to enable Turnitin, add it through “external tools”, as shown below.

How do you add an assignment via the Turnitin LTI?

    1. Choose “external tool” for submission type in your assignment settings;
    2. Click on “Find”;
    3. Select “Turnitin Feedback Studio”;
    4. Click on “Select”;
Turnitin LTI 1

Turnitin Feedback Studio

5. Save the assignment setting when you have done the above.

What happens to the API?

If you used to be choosing “online” in the submission type and you click on the checkbox beside “Enable Turnitin Submission”, you were using the API tool, which Turnitin is phasing out.  In our earlier instructional video, we were showing the old API method.  If you have not used this method anyway, the change will not affect you.

Suggestions for Faculty

  1. If you intend to use Turnitin, please remember you will use Turnitin’s grading tools instead of the Canvas Speedgrader. It is not possible (nor necessary) to use both after Canvas and Turnitin phase out the API tool.  However, it is possible to use Canvas assignment tool with the convenience of the Speedgrader, etc., while using Turnitin through its site at Turnitin.com for cases that you suspect of plagiarism. Alternatively you can create all assignments using the regular Canvas online assignment tool, while using ONE Turnitin dropbox for originality check only.
  2. I would recommend that you do not allow students to submit the same papers to two classes, as that will cause the papers to be flagged as plagiarized in later submissions.
  3. Tell students not to submit their paper to Turnitin through other means to avoid detection as that may deposit their papers in the Turnitin repository anyway, and therefore causing more problems for them when they submit their papers to your course.

Questions?

For more information about the change, read the Canvas site on Turnitin integration.  You can also contact Berlin Fang or David Christianson if you have questions or need further information about adding Turnitin assignments in Canvas.

NCAA Self Report Feedback Requested

As we prepare to submit the final draft of ACU’s Self Report Document to the NCAA, ACU’s NCAA Steering Committee requests faculty feedback on the Self Report as it currently stands. Please note that the formatting of the report is not complete, so we are looking for feedback on content only at this time. You can access the PDF of the report by clicking the link below.

ACU NCAA Self Study Report Public Draft

Please provide feedback to Jennifer Shewmaker at jennifer.shewmaker@acu.edu and Garner Roberts at Garner.Roberts@gmail.com by Wednesday, May 4. We appreciate your input and feedback!