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CIRT Newsletter Podcast

Marnie Jones, Department of English
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Course bannersStudents in Dr. Marnie Jones’ Later Periods of British Literature online class navigate the course content in an environment rich with visual imagery and embedded video lectures. The course provides visual contexts for the study of literature. When Jones began developing the course as part of TOL6100 in the spring of 2013, she wanted to give students as close to an in-class experience as possible, and began to do so by creating video lectures for each week of the course.

As Jones worked with CIRT her vision of the course expanded to become a canvas for other kinds of visual communication. While she worked with the instructional and graphic designers in CIRT, she began to embed imagery to support central concepts. Each of the three Literary Periods studied constitutes a module anchored by a timepiece graphic. Time serves as the organizing element since her course explores how each Literary Period portrayed the quest for self-understanding in response to rapid cultural and historic changes. Students are asked to consider how identity was represented in each Period. For instance, they study T. S. Eliot’s Four Quartets as a meditation on time and the self. Students repeatedly consider what classic literature has to say to us today. Crystal PalaceImages, such as this engraving of the exterior of the Crystal Palace, are embedded throughout the course to provide students with visual contexts for a world very different from our own.

Subtle humor can sometimes be found in the selection of the images: when students begin Great Expectations their professor appears to be standing in a graveyard; when she “stands” in front of Parliament at sunset, the course is focusing on the issue of Empire, at a time when the “sun never set on the British empire.”

For the video lectures, Jones integrated photos from her travels to the UK. With access to green screen technology at home, she began filming the lectures in pseudo locations to provide the context to reinforce each week’s focus. She designed each lecture, less than 10 minutes in length, to provide students with information and strategies for understanding the literature in context. In Week 5, the topic is “The Industrial Revolution: the Anxieties of Rapid Change.” The video setting shows the Templar Chapel in a week where students read about science and the crisis of faith. Jones created the video mini-lectures in advance of the course launch, so she also posts a short audio recording each week to provide directions on upcoming assignments.

When asked about her overall perception of teaching online, Jones commented that she misses the vitality of in-class discussion, but noted that she now appreciates how ephemeral those discussions are. She enjoys the permanence of discussion board posts and the opportunities those provide for the class to reflect and respond. She believes this asynchronous dialogue, at its best, can enable more profound learning; there is no place to hide in an online discussion. Every student gets direct, individual feedback each week. Students’ anonymous comments on the course have been very positive, with more than 90% reporting that the video lectures put the literature in context. Selected representative student comments are reported below:

  • This is a wonderful class. You have done a great job with the organization on Bb. The lectures are great.
  • Her lectures online are a great help in understanding the material.
  • I truly am enjoying your class. You are a phenomenal teacher. While I am not a fan of online classes, I actually like yours because you interact with your students often and it feels akin to a face-to-face class.
  • This is a beautifully and carefully structured class and a truly inspired selection of literary texts. I really appreciate the amount of time that you clearly spend in creating video lectures and giving personable and detailed responses to everything we submit.

CIRT provided support for the creation of course imagery, video editing, and video publication. If you are interested in using contextual media to strengthen your online course, please contact CIRT.

Deb Miller, Director deb.miller@unf.edu
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The Horizon Report is a comprehensive research project established in 2002 to identify and describe emerging technologies that are likely to have a large impact on education over the next five years. Each year, three editions are published: K-12, higher education, and museum education. The higher education edition is produced as collaboration between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). The 2014 Higher Education Edition was recently published and I will cover highlights in this newsletter article.

In each edition of the report, six important developments in educational technology expected to drive technology planning and decision making are identified, broken into three horizons: near-term, mid-term, and far-term. A key criterion for the inclusion of a new technology is its potential relevance to teaching, learning, and creative inquiry. In reviewing the report, I was very gratified to see that at UNF, we are already firmly engaged with the technologies in the near- and midterm horizons.

2014 Technology Trends
Near: One year or less

Flipped Classroom
Learning Analytics

Mid: Two to three years

3D Printing
Games and Gamification

Far: Four to five years

Quantified Self
Virtual Assistants

Technology Trends: Near
In the Flipped Classroom, the activities traditionally done during class time, particularly content delivery, are shifted outside of class in order to free up class time for experiential activities—that is, swapping instruction for homework. Because the instructor is freed from delivering content during class time, s/he can spend that time enabling engagement with course concepts, whether answering individual questions or facilitating group work. Many instructors at UNF have begun to embrace elements of this model and report positive results. If you are interested in learning more, please join us for our Flipped Classroom workshop series.

LReport Coverearning Analytics is the practice of analyzing data in order to decipher trends and patterns that will further the advancement of a personalized, supportive system of higher education. Learning analytics can happen on a large or small scale. UNF currently participates in the Education Advisory Board’s (EAB) Student Success Collaborative (SSC). The SSC provides data mined from UNF’s systems that can positively impact retention and graduation rates leading to greater student efficiency (time to degree) and greater student success. The model furnishes advisors and students with data that demonstrates where a student is likely to be more successful and alternatives, if necessary, to her/his current field of study. On a smaller scale, the Blackboard Retention Center offers tools that assist individual instructors with monitoring and engaging students who fall below performance criteria (e.g., course log in, grades, activity level, due dates) in a course. Performance criteria information can then be used to launch interventions to promote success. Join us for the Boosting Student Engagement using the Blackboard Retention Center workshop in April to learn more about that particular tool.  

Technology Trends: Mid
CIRT acquired a 3D printer last summer and we have begun to engage faculty in a variety of projects to support instruction and research with this technology. See Dave Wilson’s article later in this newsletter for more information.  

Badges can be used to set course goals and allow students to visualize the learning progression. Badging, which is one part of the “gamification” of course design, can motivate students to produce higher quality work and lead to an improvement in learning outcomes for students. See the Digital Badging story in the January 2014 newsletter for more information. We have also begun gamifying our faculty development model for online teaching by providing badges for achievement. If you are interested in incorporating gamification into your course, please schedule a design consultation with one of our instructional designers.

Technology Trends: Far
Quantified Self refers to the increased trend toward technologies that allow us to closely track data relevant to our daily activities. These include wearable devices like Fitbit and GoogleGlass as well as the mobile apps that provide dashboards and opportunities to analyze the data and share with others. Virtual Assistants are technologies like Siri and Jelly Bean that allow users to interact more naturally with technologies using voice and multi-touch and then use artificial intelligence to provide assistance. The efficacy and application of these technologies are being researched at many universities and it will be interesting to see how they may support learning in higher education in the future.

In addition to reporting on emerging technologies, the Horizon Report also identifies key trends and challenges that will impact current practices. The trends identified in this year’s report that are expected to have an impact over the next five years are listed below. Each trend is described, and implications for policy, leadership, and practice are discussed. Additional resources are provided to further illuminate the issue.

  • Growing Ubiquity of Social Media
  • Integration of Online, Hybrid, and Collaborative Learning
  • Rise of Data-Driven Learning and Assessment
  • Shift from Students as Consumer to Students as Creators
  • Agile Approaches to Change
  • Evolution of Online Learning

Interestingly, Evolution of Online Learning is identified as a long-range trend, not expected to reach its maximum impact for several years.  The advent of easy to use online voice and video tools is noted as supporting the capacity for interaction in online courses, thus increasing the widespread acceptance of this mode of instructional delivery.

The Horizon Report is full of interesting and digestible information about technology trends that impact higher education. If you’d like to learn more about one or more of the trends identified here, I encourage you to view the report. The technologies, trends, and challenges reported each year are identified through a modified Delphi process undertaken by 53 technology experts from 13 countries. NMC maintains a wiki where this process has taken place since 2002. The site provides an open window into the work of the project and is also worth exploring.  

If you are interested in discussing any of these technologies, we’d love to hear from you.



Blackboard Virtual Office Hours
Date: Second Friday of every month, 12:00 pm – 1:00 pm
April 11, May 9
Location:  Online
CIRT staff members hold online office hours to answer your Blackboard questions!
Join the Blackboard office hours by clicking here

Flipping the Classroom Series- Developing in-class activities focused on high-level cognitive skills
Friday, March 28, 1:30 pm - 3:00 pm
Building 51 Room 1209
As a follow up to the 3 Easy Ways to Start Flipping Your Class workshop, this series provides an in-depth focus on the key elements of a successful flip. The real power of flipped models is the active work that happens in the classroom, focused on higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, with the support of peers and instructor and opportunities for feedback.  These activities vary depending on discipline and learning goals, and may include discussion, debate, data analysis, group work, or peer instruction. The key is that students are deepening their understanding and increasing their skills at using new knowledge. In this session a variety of activities are discussed along with best practices for classroom facilitation.
RSVP to cirtevents@unf.edu

Flipping the Classroom Series- Creating Pre-class Content for the Flipped Classroom
Friday, April 11, 1:30 pm - 3:00 pm
Location: Building 2, Room 2010
As a follow up to the 3 Easy Ways to Start Flipping Your Class workshop, this series provides an in-depth focus on the key elements of a successful flip. Key to the success of flipped models is that students gain first exposure to new material outside of class. This exposure allows for lower levels of cognitive work (gaining knowledge and comprehension) to occur prior to class and allows for focus on higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, with the support of peers and instructor. First exposure can use a variety of materials, from textbook readings to lecture videos or screencasts. This session focuses on best practices for the selection or creation of pre-class content, with a particular emphasis on use of video tools, including mini-lecture and screencasts.
RSVP to cirtevents@unf.edu   

Boosting Student Engagement using the Blackboard Retention Center
Date: Thursday, April 17, 2:00 pm - 3:00 pm
Location:  Online
The Blackboard Retention Center offers tools that assist instructors with monitoring and engaging students who fall below performance criteria (course log in, grades, activity level, due dates) in a course. This is especially useful in online courses. Instructors set these criteria and the Retention Center identifies students and allows the instructor to communicate via email to alert students and offer support resources. In this online workshop we discuss best practices for use and demonstrate tool functionality.
RSVP to cirtevents@unf.edu

The Flipped Approach to Online Teaching and Learning - Webinar
Date: Tuesday, April 22, 2:00 pm - 3:15 pm
: Building 1 Room 2002 / Graduate School Conference Room
Flipping a classroom is a pedagogical approach that enables instructors to create student-centered learning environments by changing when and how certain activities happen. It’s an approach that’s received a lot of attention of late, but most of the conversations have only focused on the face-to-face classroom experience where students participate in activities during class time and watch videos as homework. What if you teach in an online environment without traditional “class time”? Can you still integrate flipped strategies? Yes, you can. In The Flipped Approach to Online Teaching and Learning you will analyze current models for the flipped class and explore how to expand and adapt these models to include online learning environments.
RSVP to cirtevents@unf.edu.

Technology Petting Zoo
Date: Friday, April 25, 1:00 pm - 2:00 pm
Location:  Building 1 Room 1801 / CIRT
Wondering about tablets? Get your questions answered at this casual training! Tablets are growing in popularity and becoming widely available. For the purpose of providing an opportunity for faculty to explore and get hands-on with these devices, CIRT will be hosting a Technology Petting Zoo. Come explore the different devices you can check-out  from us and discuss instructional, research, and personal productivity applications with CIRT staff. Our collection includes the following devices:

  • Kindle Fire 
  • Microsoft Surface Pro
  • Google Nexus 7 
  • iPad 
  • iPad mini 

RSVP to cirtevents@unf.edu  

New Media Consortium Webinar - Natural User Interfaces
Date: Wednesday, May 7, 1:00 pm – 2:00 pm
Location:  Building 1 Room 2002 / Graduate School Conference Room
Join CIRT Staff, the NMC and their panel of Natural User Interface thought leaders.
RSVP to cirtevents@unf.edu 

Dave Wilson, Coordinator of Educational Media, david.wilson@unf.edu
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3D printerLast July, CIRT set up a Makerbot Replicator 2 3D printer in the lab and started offering 3D printing as a service to faculty. The type of printer we use—an additive or Fused Deposition Modeling (FDM) printer—can trace its lineage back to a group of grad students at MIT who were testing to see if inkjet printers could print with anything other than ink. Our printer works in a similar way to an inkjet printer, but instead of printing two dimensional images on paper, it prints three dimensional objects in plastic—ours actually uses polylactide; it’s made from plant starches. When you want to print an object with the 3D printer, you start with a digital file, just as you do when printing with an inkjet. Our 3D printer will print a couple types of files, but the most common is a stereolithography, or .STL, file. Think of .STL files as PDFs for 3D objects. The 3D printer heats up plastic filament—it looks like very thick fishing line—until it is soft and malleable. It then pushes the heated filament through a nozzle—like an inkjet pushes ink through a nozzle—onto a flat plate. The nozzle moves around the plate leaving a thin line of filament that produces a flat, two-dimensional image, just like an inkjet printer. However, where an inkjet printer would be finished at this point, the 3D printer moves its plate away from the nozzle by the width of the filament and prints another two dimensional “image” on top of the previous one. The printer continues building up layers until the 3D object is complete.

3d objects

Modern inkjet printers are very dependable and rarely fail. When you want to print something, you click a button; the printer does a little dance, and then out pops the document. An inkjet printer may occasionally jam, but they don’t need regular service. We’ve found the experience is a bit different with our 3D printer. It requires regular cleaning and calibration. And then, even with regular service, prints still fail. The failure rate seems to be a product of the immaturity of 3D printer designs and the inconsistency of the materials. With refinements, 3D printers should become as dependable as today’s inkjets. Ten years from now people will probably see our printer, the Replicator 2, the same way we see dot matrix printers, as a relic.

We’ve learned much about using our printer in the eight months we’ve had it. Experience has reduced the number of failed prints and increased the complexity of printed objects. Our first prints were novelty items that we downloaded from the Internet: iPhone cases, simple toys, little knick-knacks, etc. Since then, we’ve printed animal and fish skulls, models of molecules, articulated toys, parts for robots, a life mask of Abraham Lincoln (downloaded from the Smithsonian Institute), and other objects.

We’ve been learning how to create 3D models by scanning and photographing existing objects. We’ve also been learning how to use modeling and computer aided design (CAD) software to create our own designs. I am extremely pleased that we are able to offer 3D printing as a service. 3D printing is an exciting technology that will soon become commonplace. In the very near future, most homes will have a 3D printer alongside the 2D counterpart. Instead of having replacement parts for household goods shipped, companies will send a file to a 3D printer and owners will be able to print out their own parts.

The academic uses of 3D printers include creating physical models of mathematical formulas, copies of historic items, orthotics and prostheses, sculpture and other artistic objects, and engineering prototypes.

Check our website for more information on our 3D printing service. If you are interested in using the 3D printer, please feel free to email, call, or visit us. 

Syleste Hoskins, Instructional Designer, syleste.hoskins@unf.edu
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Getting Started with Aligning Objectives and Assessments
Assessment strategies are designed to evaluate student progress by reference to stated learning objectives; to measure the effectiveness of student learning; and to be integral to the learning process. Assessment is implemented in a manner that not only allows the instructor a broad perspective on the students' mastery of the content, but also allows students to measure their own learning throughout the course. –Quality Matters, 2012

So what exactly does “aligning assessments with learning outcomes” mean? In its essence, it means that the activities and assignments in your course directly mirror what is stated in your learning outcomes. The connection between outcomes and assessments is something that students should easily be able to see.

Due to the fact that in higher education instructors are dealing with adult learners, aligning assessments with learning outcomes and course materials is especially important. In the online environment, the meaning and importance of readings and activities must be made clear in order to help motivate students throughout the course, because higher motivation leads to more effective learning. In Effective Online Teaching Stavredes (2011), discusses how adult learners have a need to know. If the assessments and learning outcomes are not aligned, learners may have difficulty determining the significance of the tasks they face in the course (Stavredes, 2011). Completing assignments and activities in an online course with no objective(s) makes student work appear less meaningful. It can be difficult for a student to muster the enthusiasm to complete an assignment to the best of her/his ability when the purpose for the assignment is unclear or not present. It’s similar to going on a trip with someone to a specific destination, but forgetting your map (and your GPS or smart phone) at home. You get lost, you lose focus, and you complain or bicker with the driver (the instructor). Providing students with clear objectives and aligned assessments is like handing them a GPS with the destination already entered. Students know where they are going—and why—and are ready to ride along with you.

Now that you know a little more about the meaning and significance of alignment, let’s discuss how you can do this in your online course. I favor a linear method of creating measurable learning outcomes. To achieve this, we can start by building a table. Think about the skills you want your students to master and make a list; we’ll call these your goals. Next to that list, write what they must do (or know) in order to achieve the goals; this list will become your materials. List examples of assignments you would want the students to successfully complete in order to show their attainment of the skills in your goals column; these will be your assessments. You may even want to make a fourth column explaining how the materials, assessments, and skills align, also known as an explanation

At this point, you will want to create a fifth column in which you turn your list of goals into sentences using action verbs found in Bloom's Taxonomy; these are your learning objectives. A simple Google search on Bloom's Taxonomy action verbs will provide examples of both Bloom's action verbs and effective learning objectives. You can also contact CIRT for a copy of our Writing Learning Objectives table. Use the verb list to help you develop your learning objectives, always thinking of your sentence starter as: "Students will be able to…"

Here's an example of thinking through the above process:

I want my students to master the following skills: writing effective learning objectives, and aligning online assessments to the learning objectives. To help them with this, they need to be familiar with Bloom's taxonomy action verbs, writing objectives, and they need to see examples of measurable learning objectives. I like the idea of having a quiz in which students must correctly identify which learning objective appropriately aligns with example assignments to show that they understand how the objectives align. Explanation feedback would be provided for each question to strengthen their understanding. Having students submit an assignment in which they write (or rewrite) learning objectives for a course they will teach (or have taught) would be another example of an assignment. I could also have the students participate in a discussion in which they discuss selected online assessments and their alignment with learning objectives so that students can receive feedback from their classmates. Finally, I could have students submit a plan that includes at least three assessments with aligned learning materials and objectives and an explanation as to how they align, similar to the table presented in this article.

From all of the above, I can state my goals, create several learning objectives, choose aligned course materials/media for my assessment ideas, and then choose the appropriate action verbs to ensure that the learning objectives are measurable.

Alignment Table





Learning Objectives

learning objectives

Textbook reading on the importance of writing measurable learning objectives

Video of other instructors discussing the benefits of measurable learning objectives

Bloom’s Taxonomy action verb table
Instructor-written examples and non-examples of the correct use of Bloom’s Taxonomy

Formative: Journal on the importance of writing measurable learning objectives Formative: mastery learning multiple choice quiz on using Bloom’s taxonomy action verbs

Summative: Write learning objectives for a course you are teaching or will teach in the future.

The textbook reading and video will help them realize the importance of writing measurable learning objectives and give students some perspective. A journal entry on their understanding of this importance will verify that they have completed and understand the reading.
Reviewing the Bloom’s action verb and seeing examples and non-examples of its use will prepare students to take the quiz on identifying their appropriate use.
Students will demonstrate their ability to write appropriate learning objectives by submitting their objectives to the instructor and receive instructor feedback on their quality.

Students will be able to:

Reflect on the importance of creating measurable learning objectives

Identify appropriate use of Bloom’s taxonomy action verbs

Develop measurable learning objectives

Aligning online assessments to learning objectives

Image of alignment wheel that shows Bloom’s taxonomy action verbs that best align with examples of online assignments

PowerPoint lecture on summative and formative assessments

Textbook reading on creating assessments

Formative: Discussion on aligning learning objectives, materials, and assessments

Summative: Assessments, Materials, and Objectives Alignment Plan

The Alignment Wheel, PowerPoint lecture, and textbook reading will assist students with choosing appropriate online assessments for the learning objectives they’ve chosen. They will participate in the discussion on aligning learning objectives, materials, and assessments by presenting one formative and one summative assessment with aligned learning objectives and course materials and receive feedback from their classmates which they will incorporate in their final summative assessment: the Assessments, Materials, and Objectives Alignment Plan

Students will be able to:

Discuss appropriate use of aligning learning objectives, course materials, and assessments.

Develop an alignment plan for at least five assessments they plan to use in their online course.

I won’t necessarily use all of the assignments I created for this one assessment. For example, the writing learning objectives assignments and the discussion assignment can assess one objective, so I might choose not to use the first assignment, choosing the discussion instead to incorporate learner-to-learner interaction in this lesson. It will also depend on the amount of time I have to teach the course, student course load, and several other factors, but now I have a list of materials to pull from that are aligned.

For more information or assistance with aligning your course objectives with your assessments, please contact CIRT and ask to speak with an instructional designer.

Stravredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA.: Jossey-Bass.





Blackboard maintenance is just around the corner! The Blackboard system will be unavailable from April 30th to May 2nd for system maintenance. Users will be unable to access Blackboard courses and the Blackboard Course Request (BbCAR) tool during the maintenance window. Bug fixes will be applied to Blackboard to address issues with Blackboard Collaborate and SafeAssign and the Campus Pack Blog, Wiki, and Podcast tools will be uninstalled. Spring 2012 courses will be removed, and Spring 2014 courses will be made unavailable. To learn more and see dates for future maintenance periods, visit: http://www.unf.edu/cirt/bb/about/Blackboard_Calendar.aspx

Administering or taking assessments can be nerve-racking experience for faculty members and students alike. In an effort to minimize any Blackboard technical difficulties during test taking, we provide assessment tips for faculty and students. When setting up a test in Blackboard, we highly recommended reviewing these tips to minimize any Blackboard technical difficulties. We also advise that you post our Test Taking Tips for Students in your course and require students to review before their first test.  

Blogs, Wikis, Journals, and Podcast Change
As a reminder, the Campus Pack Blog, Wiki, and Podcast tools will no longer be available after this maintenance window. These tools have become increasingly complex and problematic over the past two years and Blackboard now provides its own Blog and Wiki tools. We have also recently implemented a media solution, Sharestream, into Blackboard, which provides better tools for both publishing and collecting media from students. For more information on this transition, check out: https://unfbb.bloomfire.com/posts/638642-transitioning-to-blackboard-blog-and-wiki-tools-from-campus-pack/public


RPRemote Proctor NOW is a proctoring service for distance learning students taking online exams. Proctors authenticate student identity and monitors student activity via webcam and computer screen. Built to protect exam integrity, Remote Proctor NOW authenticates the identity of the test taker and captures the entire exam session which is later reviewed by certified proctors. A report is provided to the instructor with links to the actual video of any suspicious behavior. Remote Proctor NOW makes it possible to deliver tests online without compromising exam integrity. The cost is $10 per test and can be paid at the time of the test by the student.

For more information, visit the Remote Proctor NOW page.

Please contact Justin Lerman (j.lerman@unf.edu) in CIRT if you are interested in using this service with your class.

Mike Boyles, Coordinator of Graphic Design, mboyles@unf.edu

High Dynamic Range (HDR) photography is a photographic process for achieving a balance of shadow and light by taking two exposures and seaming them together—it is akin to the way in which the eye and the brain process images. By using the Pro HDR app on your handheld device, you can easily take HDR pictures and achieve wonderful results. 

screen shotsFrom my experience, this app creates much better images than the built-in standard photo app, or the built-in HDR camera app on most devices. You have the option to use the automatic setting, or select the manual setting and adjust to capture specific areas of light and shadow. Both settings work very well and are easy to use.

For automatic use, open the app and tap the screen to start taking the photo. You will need to hold the device very still while it analyzes the light and captures the two exposures. Afterwards, wait for the app to seam the images together. When your photo is ready, you have the options to adjust brightness, contrast, saturation, warmth, and tint. If you prefer filters to create a certain effect, this option is also available. After you are finished editing your photo, select 'save' and you are done. You will find your finished image in your photos library. You can also achieve creative results with the app, by experimenting with capturing the effects of motion while taking the two exposures.

For manual use, tap and drag the areas you want to capture for highlights and shadows, and then take the photo.
The Pro HDR app is well worth the $1.99 it costs. It gives you the results of an expensive camera and professional photographer right on your handheld device.

Platforms: Compatible with iPhone, iPod touch, iPad, and Android
Version: 4.5.1
Size: 4.4 MB
Language: English
For iOS: https://itunes.apple.com/us/app/pro-hdr/id347104281?mt=8
For Android: https://play.google.com/store/apps/details?id=com.eyeappsllc.prohdr


A new tool will be available at the end of this semester to assist instructors in transferring final grades from Blackboard to myWings. The tool allows instructors to send any grade of a D or higher that is recorded in a designated column in Blackboard to the final grade entry page in myWings. The tool will work for both single and multi-section courses. Grades that require a final date of attendance will still have to be manually entered into myWings, including D/F grades, incompletes, and audits.

Additional information and directions are available on the Registrar’s site:
or you can click the image below to go directly to the directions.



Occasionally, questions arise about a student’s activity in a Blackboard course. These questions are often related to assignment submission or test attempts. The information below is provided to assist you as an instructor in directing those requests.

Information for Faculty
Faculty, including chairs and deans, who have questions about student work or records of activity in a Blackboard course should contact CIRT. The Bb Team (CIRT & ITS Enterprise Systems) can then assist with reviewing the student’s course activity and other data to help the faculty member in interpreting that information and providing a definitive response. If a student requests access to records of her/his activity in Blackboard, ITS will redirect that student back to the instructor.

Information for Students
Students who are seeking information about their activity in Blackboard related to grades or coursework should contact their instructor who can then contact CIRT to obtain information about the student’s activity in the course. If the student and instructor can’t come to a resolution, the department chair may also be consulted.

Students can be referred to One Stop Student Services as a starting point on any appeal process. One Stop will provide students with instructions on which path to take to properly appeal an academic issue. 


This newsletter is a publication of the
Center for Instruction & Research Technology
at the University of North Florida.
Deb Miller, Editor

Please direct any suggestions, comments, or questions to cirtlab@unf.edu

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