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CIRT Newsletter Podcast

JB Scott, Department of Music
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During the summer of 2012, Professor J.B. Scott decided his face-to-face (F2F) History of Rock n’ Roll course needed to become an online course. Other instructors in the Music department were already teaching online, and feedback from those instructors and their students had been positive. In particular, a colleague had been teaching an Evolution of Jazz course online for many years with an average enrollment each semester of over 100 students, roughly the same number of students in Scott’s F2F course. Distance learning courses typically fill before F2F courses at UNF, indicating a clear desire on the part of students for this flexibility in course scheduling. Additionally, summer distance learning courses provide UNF native students to continue to take courses while home or travelling over the summer.

Transitioning any course from the F2F classroom to the online classroom presents some challenges. The biggest challenge is typically with designing the online course. This is especially true when striving to design a course that utilizes “best practices” for online learning and is also manageable by the instructor teaching it. When the course has a high enrollment (100+ students) as in this case, there are additional challenges.

Text Box:To prepare for those challenges, Scott applied to the TOL6100 seminar to learn more about how to transition his History of Rock n’ Roll course from F2F to a Distance Learning (DL). “Figuring out how to deal with the video component of the course was the most difficult part of the transition,” he says. In his F2F course, all of the instruction revolved around showing students Rock n’ Roll videos in class, then having in-class discussions, and giving weekly quizzes. For reasons related to technology and copyright laws, it was not going to be possible to replicate that same learning cycle in the online environment, but a fair compromise was reached that included each of those components (videos, discussions, quizzes) and much more. Scott admits he was a bit concerned that adding additional components to his high-enrollment course would drastically increase his workload, but after completing TOL and consulting with an Instructional Designer (ID), his concerns diminished.

The first step in the design process was to decide on a set of learning objectives that would give students an opportunity to interact with the course in different ways, an aspect of large enrollment courses that is often lacking. Since the ratio of students to instructors in this course was high (150:1), it was necessary to develop a curriculum that carefully balanced the number of assignments with the amount of instructor presence available to facilitate those assignments. To this end, the following learning objectives were chosen:

  • Recall important Rock musicians
  • Compare and contrast the historical and chronological
  • Collaborate with peers to organize a “Fantasy Rock Band”
  • Analyze and describe the various elements of a Rock concert and CD
  • Discuss various topics in Rock n’ Roll

To meet the course objectives, students must complete 35 assignments in four categories: quizzes, discussions, wikis, and essays. It might seem overwhelming to imagine one instructor facilitating 35 assignments, but 32 out of 35 (92%) are low-level formative assessments delivered automatically through Blackboard. This helps to lessen the amount of instructor presence required at any given point in the semester, thus giving the instructor more time to focus on the high-level collaborative and authentic assessments.
Text Box:The figure illustrates the way in which the assignments, or categories of assignments (e.g., quizzes and discussions), occur over the 15-week semester. From left to right each assignment or category of assignment stretches some distance equal to the amount of time the students and Scott would be actively involved with those assignments, and the shaded regions indicate the proportion of time Scott spends facilitating the assignments.

The quizzes and discussions that were a large part of the F2F course are also a large part of the DL course, but now that they’re automated, Scott spends less time facilitating/grading them. “To make sure students are reading the materials, watching the videos, and engaging in discussion about the course materials with their peers it was important to retain that aspect of the course,” Scott said.

By reducing the amount of time Scott needed to spend facilitating/grading discussions and quizzes, the scope of assignments could be broadened to include collaborative (Wiki) and authentic assessments (Concert/CD Reviews). According to Scott, the purpose of the Wiki assignment was to “foster a sense of community by having students collaborate and organize a Fantasy Rock Band.” He also wanted students to submit individual reviews of a Rock Concert and a Rock CD so they would “gain a more authentic understanding of the musicians and their business.”

After the course was designed, Scott and the ID worked together to develop a course facilitation plan that would:

  • Keep him on schedule
  • Keep students engaged in the course throughout the semester
  • Keep students informed about course events
  • Provide effective and timely feedback to students

According to Scott, the key to facilitating the course was really “just staying on top of the plan and sending weekly announcements.” Nonetheless, he needed to construct a plan. To do this, he took the students’ course schedule and simply added the tasks he needed to complete each week that related directly to the tasks students needed to complete for that week. process

For example, in weeks 5-7 students have several assignments due, as can be seen in the Student: Course Schedule. The corresponding faculty facilitation tasks for weeks 5-7 are written in the Faculty: Course Facilitation Plan.

For Scott’s course this is adequate, but for other courses it may be necessary to add more detail to the plan. Instructors typically have this type of framework in their heads or a brief "to do" list, but detailing the instructor's work load as illustrated above has other advantages, such as, tracking progress across semesters, and identifying the “difficult” periods of the course.

Fall 2013 is Scott’s fourth semester facilitating this online course, and he is still making modifications to both the course and the facilitation plan. If you are interested in developing a large-scale online course, please plan to apply for TOL 6100 and contact Kevin Hulen in CIRT. Kevin is the ID who worked with Scott on this course and he has extensive experience in developing large-scale online courses.

Deb Miller, Director deb.miller@unf.edu
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Last September, UNF’s Distance Learning Strategic Plan was approved by the Distance Learning Committee. In this newsletter article, I will report on the progress we have made this past year in addressing some of the action items outlined in that plan. Progress on these action items moves us closer to meeting our strategic goals. While it is not UNF’s ambition to become an online university, focusing attention on increasing the number and quality of our distance learning courses affords our students greater flexibility in scheduling and accessing courses. We are also focusing on developing fully online degree or certification programs in niche areas where UNF has unique strengths. sp cover

Goal 1 emphasizes increasing our Distance Learning (DL) courses and programs. The number of DL courses increased by 35% from Fall 2012 to Fall 2013, with 200 DL course sections available this semester.

Goal 5 focuses on faculty training and support. One of the action items associated with this goal is the provision of flexible options for certification in order to provide greater access for full and part-time faculty. During the past year, we have made progress toward that action item by further refining our faculty development model.  TOL5100, which focuses on preparing part-time faculty to deliver online courses, was developed and 41 participants completed that certification during the 2012-2013 academic year. TOL5100 is offered each semester, providing ongoing opportunity for participation. Chairs can look for a call for nominations this week. We also spent the summer redesigning our flagship seminar, TOL6100. That training will now be offered in a much more flexible format, with only 1.5 F2F days, a new focus on individual consultation with an assigned Instructional Designer, and more online work. This redesign should broaden access by making participation less schedule-dependent. Applications are now available and due on September 20.

Goal 6 identifies the need to increase support staff to assist faculty in DL development. Over the past year, we have added three instructional designers, two professional Blackboard training and support staff members, funded a DL librarian, and created a new position to oversee DL student support services. We have also built a very capable and expert team of Distance Learning Assistants (DLAs). This team provides phone and email support to faculty, including weekend hours. All of our distance learning staff, including the student team, achieved certification in Blackboard™ Learning Essentials this summer, completing a 3-day onsite training program and successfully completing the certification exam. Visit our People page to meet everyone.

Goal 10 is focused on ensuring quality in our DL offerings and has action items related to data collection to assess this quality. Beginning this fall, the university will administer an annual survey to all UNF students who have been enrolled in a DL course in the preceding academic year. The purpose of the Distance Learning Student Survey (DLSS) is to measure the perceptions of students enrolled in distance learning courses of their educational experiences. Academic and administrative departments and programs will use the results to inform improvement efforts.

Goal 11 is to maintain institutional norms for academic quality and integrity. One of the action items calls for the identification and provision of options for proctored testing. UNF has partnered with Software Secure to provide a service called Remote Proctor Now. This service provides an option in which students using a standard computer webcam to take a proctored online exam at a very low cost ($10). Remote Proctor NOW authenticates the identity of the test taker and captures the entire exam session – via both webcam and screen capture. Trained proctors review the video, and a report is provided to the instructor with links to the actual video of any suspicious behavior. For more information about this and other options, see Proctoring Options for DL Courses page.  Dr. Katherine Hooper, Psychology, will also present a spotlight at the upcoming Academic Technology Innovation Symposium about her experiences with this system.

Goal 12 focuses on student support. Over the course of the past year, CIRT has developed and piloted a Student Online Learning Orientation (SOLO). The purpose of this orientation course is to prepare students for some of the challenges associated with online learning. There are two main areas of focus, effective learning strategies for online students and a basic overview of the Blackboard Learn system. We are in our final pilot this fall with more than 400 students and expect that beginning this spring students will be required to complete this < 5 hour orientation before accessing their DL courses. More to come on this in our November newsletter.

Goal 14 emphasizes technology infrastructure to support distance learning. UNF now has a virtual lab available that allows students (and faculty) to access UNF software, including the Adobe Creative Suite and SPSS, via a virtual desktop. This ITS project was funded in part by the Distance Learning Fee and provides access to software applications from any computing device – laptops, desktops, tablets and smartphones – from any location, at any time. The applications chosen were based on student input from a recent technology survey. For more information about using the service, visit ITS’s Virtual Lab service page.

Description: Conversation logoI encourage everyone to make an effort to attend our upcoming Campus Dialogue about Distance Teaching & Learning. This is an opportunity to join the conversation about distance learning at UNF. The working session will include brief presentations of current trends and research related to online learning, interspersed with facilitated group activities and discussion. The goal of the session is to explore the challenges and opportunities of online learning for UNF. The session will be facilitated by Dr. Tanya Joosten, Senior Fellow with Eduventures and faculty at the University of Wisconsin-Milwaukee, and Youme Yai, Analyst with Eduventures. Register online or by emailing cirtevents@unf.edu. 

While distance learning has been a large area of focus in the past year, it’s certainly not the only thing going on in CIRT. As you’ll see in the rest of the newsletter, we are very excited about the upcoming Innovation Symposium, designed to foster conversation about all kinds of academic technology innovation on campus. We’ve also updated equipment in CIRT, including a 3D printer, and continue to add resources to the non-DL side of the house.

I look forward to working with you all in an exciting and productive year ahead.



Teaching Online Seminar TOL6100 
This course prepares instructors to develop and deliver a fully online course. The experience combines online coursework, cohort-based seminars, and instructional design consultation. The course addresses the important pedagogical, logistical, and technological issues involved in designing and delivering effective online courses.   For complete details and the application, visit: http://www.unf.edu/cirt/TOL/TOL_Seminar.aspx

Blackboard Grade Center
Date: Tuesday, September 17, 1:30 pm - 2:30 pm 
Location: Online
This online workshop provides an overview of the features in the Blackboard Grade Center. Participants will learn about options for successfully managing student grades including creating Grade Center columns, viewing and grading assessments and assignments in the Grade Center, creating calculated columns, creating Grade Center categories, organizing the Grade Center, and dropping the lowest grade in a category.
RSVP to cirtevents@unf.edu to receive session link

Blackboard Rubrics
Date: Wednesday, September 18, 1:30 pm - 2:30 pm
Location: Online 
This hands-on workshop introduces the features available in Blackboard Rubrics. A Rubric lists evaluation criteria for an activity, assignment, or assessment question and instructors can use Rubrics to explain their evaluations to students. Blackboard Rubrics are created by an instructor and may be applied to Discussion Boards, Assignments, as well as Essay, File Response, and Short Answer assessment questions. This workshop will explore creating Rubrics, editing existing Rubrics, associating Rubrics, grading with Rubrics and running a Rubric Evaluation Report.
RSVP to cirtevents@unf.eduto receive session link

Blackboard Testing with Respondus
Date: Tuesday, September 24, 1:30 pm - 2:30 pm
Location: Online 
Respondus is a powerful tool for importing test questions directly to Blackboard. During this hands-on workshop, learn how to import exam questions from publisher test banks and Word documents, create new assessments and question pools in Respondus, and publish to Blackboard from Respondus.
RSVP to cirtevents@unf.edu to receive session link

UNF Innovation Symposium
Date: Wednesday, October 2, 10:00 am - 3:00 pm
Location:  Student Union Ballroom 
The Academic Technology Innovation Symposium highlights innovative practices by UNF faculty and offers a forum for interactive learning and thought-provoking discussion on current use and the potential for academic technology to support teaching, learning, and research.
RSVP at UNF Innovation Symposium

Campus Dialogue about Online Teaching & Learning
Date: Friday, October 4, 9:30 -11:30 am or 1:30- 3:30 pm 
Location:  The Talon Room, Building 16, Room 4202
Join the conversation about distance learning at UNF. This working session will include brief presentations of current trends and research related to online learning, interspersed with facilitated group activities and discussion. The goal of the session is to explore the challenges and opportunities of online learning for UNF. The session will be facilitated by Dr. Tanya Joosten, Senior Fellow with Eduventures and faculty at the University of Wisconsin-Milwaukee, and Youme Yai, Analyst with Eduventures.
RSVP at UNF Campus Dialogue

Introduction to Sharestream for Blackboard 
Date: Friday, October 11, 11:00 am - 12:00 pm
Location:  Online
ShareStream is the university’s new Digital Asset Management system. It is an easy to use tool that allows instructors to upload and deliver audio and video to their students through Blackboard with a YouTube style interface. In this online session, faculty will learn how to setup ShareStream and use it to deliver media to student in a number of different ways. Faculty will also learn how use ShareStream to collect and grade student media.
RSVP to cirtevents@unf.edu to receive session link

Advanced ShareStream Tools for Blackboard
: Friday, October 25, 2:00 pm - 3:00 pm
Location:  Online
ShareStream is the university’s new Digital Asset Management system. It is an easy to use tool that allows instructors to upload and deliver audio and video to their students through Blackboard with a YouTube style interface.  In this online session faculty will learn how to use the ShareStream MediaManager tool to manage the media in their Blackboard course. This includes creating folder in Pick-N-Play, changing the order media is displayed in a course, and creating podcast feeds.  We will also cover ShareStream MediaMigrator to process batches of videos.
RSVP to cirtevents@unf.edu to receive session link

Teaching Online Tool Essentials (TOL4100)
This course is appropriate for all instructors utilizing the Blackboard Learning Management System (LMS) at UNF. The six modules cover the LMS and incorporate best practices for tool use.

  1. About Blackboard
  2. Content
  3. Communication
  4. Assessment
  5. Collaboration
  6. Customization

Each module contains learning objectives, tool overviews, best practices, an assessment activity, and an optional advanced unit. Self-paced online course; register and start at any time. 6 – 8 hours.
To enroll in theTeaching Online Tool Essentials (TOL4100) course, e-mail cirtlab@unf.edu

Dave Wilson, Coordinator of Educational Media, david.wilson@unf.edu
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This summer UNF started implementing a new video solution called ShareStream. ShareStream works in a way that is very similar to YouTube. You can upload media to ShareStream and it will convert it to the right format and prepare a number of delivery options for people with different internet connection speeds. ShareStream also has the ability to create a downloadable version of the media. Once the media is converted it can be played through ShareStream, or embedded into most websites. ShareStream uses Flash to play the video and will default to HTML5 if Flash isn’t installed. This basically means that if YouTube works for you ShareStream will too.

SharestreamThe first phase of the ShareStream implementation was to integrate it with Blackboard, which included several improvements to our existing media options within Blackboard. Adding media in ShareStream is much easier than in any previous method avil. Playback is smoother than previous methods aavai, and because it uses its own player, many playback issues have been eliminated. Additionally, ShareStream has two features that enable student submission of audio and video to a course. The Dropbox works well for general submissions, and the ShareStream Assignment tool is available to collect media assignments from students for grading.

ShareStream can be accessed in Blackboard using the Pick-N-Play tool. Pick-N-Play adds a YouTube like interface to a course where students can play any media that is in the course and leave comments. Instructors can also allow students to submit media with the dropbox feature. Only instructors are able to view media that students submit. Instructors then have the option to make submitted media available to the course if they would like other students to view it.

PPOnce media has been added to a course, it
can then be added to any area of the course
using the text mashup tool. This includes, but is not limited to, content areas, announcements, and discussion board posts.

In addition to using ShareStream with your Blackboard courses, you can also request a public account. Public accounts give you the same core functionality of ShareStream: easy upload, conversion, and playback of media, but they are not tied to a Blackboard course. Instead, the media can be played by anyone through the web and easily added to website with an embed code generated by ShareStream.

ShareStream is a robust tool that will allow the UNF community to easily publish media to the web in a number of flexible ways. If you would like help using ShareStream, please feel free to contact us. Documentation for using ShareStream with Blackboard is available in the ShareStream section of our knowledge base.


Please join me in congratulating Erin Soles and David Wilson on their promotions. Dave is now Assistant Director in CIRT, and Erin is Assistant Director of Distance Learning Course Development. We are also thrilled to welcome Katherine Brown as Assistant Director of Distance Learning Student Services.

We also welcome Rick L'Ecuyer, Shannon Evans, and Christine Woodruff to the Instructional Design team. Please visit our CIRT People page to learn more about our new staff members.


As you've probably heard, beginning this semester, course evaluations, or Intructional Satisfaction Questionnaires (ISQs) will be distributed online only. There have been several discussions over the past few years about the value, efficiency, and effectiveness of moving our ISQ process to an online system, but previous attempts generated low response rates that were unacceptable to faculty and administration.

As use of the DL ISQ has expanded with distance learning course growth, AA, ITS, and CIRT have worked to enhance the online ISQ process by installing specific strategies identified as “best practices” targeted at increasing response rates. With the addition of these strategies, we are now able to reach response rates that equal and even outnumber the traditional paper response rates as evidenced in the online results in 2013.  Last spring, Brooks College of Health faculty agreed to serve as a pilot for our new online ISQ system and achieved an overall response rate of 71%, as compared to 68% for paper.

The move to Online ISQs provides several benefits:

  • Timely feedback- after grades are posted, faculty will have access to both tabulated results and comments without waiting weeks for results
  • Environmentally Friendly- this move has a real impact in terms of the amount of paper (and trees) saved
  • Cost-savings- up to $23,000 annually
  • Greater consistency of evaluation of teaching across course type and delivery method

For more information on the pilot as well as general information regarding the transition to an online course evaluation system, please visit the ISQ website:  http://www.unf.edu/isq.

Please also remember that faculty who remind students during class time or via Blackboard will likely see an increase in response rates. Personal communication to students that underscores the importance of this process is the best strategy.

Erin Soles, Assistant Director of Distance Learning Course Development
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onlineHave you ever developed a great assignment or project to evaluate student understanding in a course only to find that the students do not even come close to meeting your expectations? It can be frustrating for faculty and students alike when students are not prepared to meet the high expectations of faculty or when they do not perform well on high stakes assignments. In order make sure your students are able to complete the assignments and assessments in your course, you need to provide them with just the right amount of support or scaffolding to allow them to succeed. In this article, we will look at what scaffolding is, what it is not, and examples of scaffolding.

“Scaffolding is the help given to a learner that is tailored to that learner’s needs in achieving his or her goals of the moment” (Sawyer, 2006, p. 11). Further, scaffolding “refers to the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring” (Bruner, 1978, p. 19). Lev Vygotsky’s zone of proximal development refers to the area between what a student can accomplish on his own and what the same student can accomplish with assistance. The concept of the zone of proximal development is often used in conjunction with the term scaffolding. Effective scaffolding contributes to learning by providing students with a structure that helps them figure out how to do something on their own. Simply telling a student how to do something, or even doing it for them, is not scaffolding because the student is not an active participant in the construction of knowledge (Sawyer, 2006). It is important to note that providing scaffolding does not mean giving your students step-by-step instructions for completing a task, giving them all of the answers for a test, or doing an assignment for them. Scaffolding is temporary, not permanent. Similar to the scaffolding used during construction of a building, it is meant to provide short-term support and should be removed once it is no longer needed. Scaffolding should be utilized according to the needs of individual students with a goal of moving students toward being able to perform a task on their own.

In the Faculty Focus article “Scaffolding Student Learning: Tips for Getting Started,” Dr. Vicki Caruana  (2012) offers the following tips for scaffolding an assignment or assessment:  

  • Create a list of the major assignments/assessments in your course (include a brief description for each)
  • List the prerequisite skills necessary for success on each. If it is not reasonable for students to have these skills, you will need to provide scaffolding
  • Develop mini assignments designed to offer students an opportunity to learn and practice the prerequisite skills
  • Create an outline of the scaffolding for each assignment in the course and share it with students so the scaffolding is evident (students should see that the course activities build on each other in a logical sequence)

In her book Effective Online Teaching: Foundations and Strategies for Student Success, Tina Stavredes provides many practical tips and examples of scaffolding for online instructors. Stavredes (2011) recommends providing students with scaffolding as they learn to navigate an online course. An example of this type of scaffolding is a document or video that provides an orientation to the online environment (Blackboard) including the various tools that will be used in the course. Stavredes (2011) also recommends providing students with a document that addresses topics such as your teaching style, the pace of the course, the amount of time it will take to complete weekly activities, required course materials, due dates, communication protocols, grading and feedback, and academic integrity.

Even once your students are comfortable working in the online environment, they may need scaffolding to help them build their thinking processes, including planning, monitoring, and evaluating. Examples of scaffolds to address these needs include a course overview that outlines course goals and how learning activities accomplish the goals, a time log to help students monitor their progress on an activity, self-evaluation activities that can be used to tailor feedback to students, and note-taking templates to assist students with reflecting on what they are learning (Stavredes, 2011). Students may also struggle to digest difficult content and may need scaffolding to learn how to identify key concepts and organize them into meaningful arrangements. Stavredes (2011) suggests using advance organizers, study guides, graphic organizers, and outlines as scaffolds to address this need.

Effective scaffolding provides just enough support to students to allow them to reach the next level of understanding and to successfully complete a learning task. When creating scaffolding activities for your courses, it is important to create scaffolding that provides just the right amount of support. If you provide too much support in your scaffolding activities, students may lose the motivation to try hard. If you provide too little support, students may get frustrated and stop trying because they do not know how to complete an activity.

Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle, and W. J. M. Levelt (eds.) The Child's Concept of Language. New York, NY: Springer-Verlag.

Caruana, V. (2012). Scaffolding Student Learning: Tips for Getting Started. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/scaffolding-student-learning-tips-for-getting-started/


Ross Bell, Coordinator of DL Support
Justin Lerman, Coordinator of DL Training


For those of you who are joining us after a much deserved summer break, you are probably wondering what happened to Blackboard. During the Spring/Summer intersession Blackboard was upgraded to Service Pack 11. This new version of Blackboard brings a new look and many new features including:Learn More

  • My Blackboard – A tool that consolidates information from Blackboard courses, organizations, profiles, people, and posts and presents it in a single, easy-to-navigate space. Learn more about My Blackboard here or check out the My Blackboard Tour here.
  • New Content Editor – The improved content editor makes it easier to enter text and copy from Microsoft Word in all areas of Blackboard.  Learn more about the new content editor here.
  • Text Course Notifications – Users can now choose to receive automated text notifications for their courses (new announcements, assignments due, etc.)
  • Improved Calendar – The Blackboard Calendar now offers a modern calendar interface that displays multiple calendars, drag and drop options for moving appointments on the calendar, and an external calendar link for import into other calendar applications.
  • Assessment Item Analysis and Automatic Regrade – The item analysis feature in Blackboard Assessments offers improved functionality and gives instructors the option to automatically regrade tests and exempt ineffective questions via the Automatic Regrade feature.

Blogs, Wikis, and Journals Change
One of our goals for this academic year is to move away from the Campus Pack Blog, Wiki, and Podcast tools. These tools have become increasingly complex and problematic over the past two years and Blackboard now provides its own Blog and Wiki tools. Additionally, we have recently implemented a media solution, Sharestream, into Blackboard, and it provides better tools for both publishing and collecting media from students. If you have Campus Pack content that you would like to keep and reuse for future classes after May 2014, we ask that you contact us to assist with migrating it to the Blackboard tools. The Campus Pack blog, wiki, and journal tools will be off by default this spring and will no longer be available for the summer term. We ask that you explore the Blackboard Blog, Wiki, and Journal tools at your earliest convenience so we can best assist you with any questions you may have before May.
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

Weekend Support
CIRT is now offering email support during the weekend!  In order to provide outstanding support to UNF faculty CIRT has extended support hours to the weekend and now offers email support on Saturday and Sunday from 10:00AM-1:00PM. For support during these times please email cirtlab@unf.edu.kb

New Blackboard Support Option
As you likely have noticed if you’ve followed any of the links thus far, we now have a searchable Blackboard Knowledgebase with answers to virtually all your Blackboard questions, including step-by-step directions and video options. The Blackboard Knowledgebase is available at https://unfbb.bloomfire.com/  and linked from the CIRT website in the Blackboard support area.

Upcoming Workshops are listed on the CIRT Events page. We have a number of Blackboard and Sharestream sessions scheduled in the next few weeks and will continue to add to this through the fall term. Hope to see you at one of these. We also offer an ongoing, online, TOL4100 course that is self-paced and continuously available. Registration information is available on the Events page.

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

wheelIn this edition of the newsletter,  I'm not specifically reviewing one app but pointing you in the direction of the iPadagogy Wheel, a visual guide that suggests many apps for use in teaching and learning based on Bloom’s Taxonomy.

If you are looking for a way to promote higher forms of thinking in your course activities using mobile applications, the Wheel assists you with finding the right app for the learning domain you are targeting.  The Wheel was originally developed by Allan Carrington. For more information, you may want to read this Edudemic blog post.


unfisOctober 2nd 2013
Student Union
The Academic Technology Innovation Symposium highlights innovative practices by UNF faculty and offers a forum for interactive learning and thought-provoking discussion on current use and the potential for academic technology to support teaching, learning, and research. Visit the symposium website for more information and to register.

10 a.m.

Dr. Len Roberson: Dean of the Graduate School and AVP for Academic Technology

10:10 a.m. - 12:30 p.m.

Innovation Spotlights

  • Dr. Ching-Hau Chuan, School of Computing
    Gaming and Mobile App Development with Students
  • Dr. Caroline Guardino, Department of Exceptional, Deaf, & Interpreter Education
    Using Mobile Devices with Preservice Teachers
  • Dr. Katherine Hooper, Department of Psychology
    Using Online Proctoring with DL Classes
  • Dr. Bryan Knuckley, Chemistry Department
    Screencasting for Instruction & Student Feedback
  • Dr. Jonathan Pabalate, School of Nursing
    Online Presentations with Google Hangout
  • Dr. Laksmi Goel, Department of Management
    Virtual Worlds

12:45 - 2:00 p.m.

Lunch and Keynote: ds106: This Course Could Be Your Life
Jim Groom: Director of the Division of Teaching and Learning Technologies,
University of Mary Washington

Keynote speaker Jim Groom has been working for over fifteen years in education with a consistent focus on the development of teaching and learning in higher education. In addition to his extensive experience teaching at the college level, for the past eight years he has worked primarily in the field of instructional technology.
Jim has been part of a number of exciting projects at the University of Mary Washington. In 2006 he started the web-based educational publishing platform ELS Blogs for the English Linguistics and Speech department at UMW. This pilot project led to the development of UMW Blogs in 2007 which has since become an enterprise level academic publishing platform. In 2008 the madness that was EDUPUNK was attributed to the writings on his personal blog bavatuesdays

2:25 - 3:00 p.m.

Birds of a Feather Discussion

  • Keynote Further Discussion – Jim Groom
  • Digital Repositories as a Tool for Research and Teaching – Dr. Stuart Chalk
  • Social Media in the Classroom – Paula Horvath-Neimeyer
  • Online Proctoring – Dr. Katherine Hooper
  • 3-D Printing – Dave Wilson
  • Using Mobile Devices in the Classroom – Dr. Caroline Guardino
  • Badging – Syleste Hoskins & Erin Soles
  • Synchronous Video Tools – Dr. Jonathan Pabalate
  • Virtual Worlds – Dr. Lakshmi Goel  & Katharine Brown


makerbotWe acquired a number of new equipment items over the summer. We upgraded our mid-level digital camera for check out to the Panasonic Lumix GX-1. We also have added a GoPro Hero 3 to our repetoire. This wi-fi enabled, wearable and mountable, video camera can capture ultra-wide 1440p 48fps, 1080p 60 fps and 720p 120 fps video and 12MP photos at a rate of 30 photos per second. wi-fi enabled, wearable and mountable, video camera: iPad, iPad Mini, Kindle Fire, and a Nexus 7". Last but not least, we have UNF's first 3D printer- a Makerbot Replicator 2! We've been having great fun experimenting with it. Please stop by and take a look—there are lots of great academic applications.




CIRT joined Facebook this summer. Visit and Like us for more frequent updates and to see our awesome photo albums.


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

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

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