55 Matching Annotations
  1. Jun 2022
  2. Oct 2021
    1. she had long defined herself by preparing for every part of the admissions process.

      This is another aspect we must consider for the courses that go the ungrading route. How do we help students that have defined themselves as a letter grade?

    2. “I thought of it as a game, just trying to see patterns in the questions.

      This isn't something new for those of us that read Ungrading. However, as we work with faculty and build courses, how do we keep it from becoming "a game" when a student enrolls? In other words, how do we keep it from becoming a hoop jumping contest and keep the course focused on actual learning.

    3. influencing generations of parents

      Not only do we have to convince students that tests and grades are not the end-all-be-all but we also have to convince parents. After, I did just bet my daughter last year that she couldn't beat my ACT score.

    4. will to test (and retest), and the drive to snag the highest-possible score, remains a powerful force among college-bound students.

      Reframe this in the concept of "ungrading." How would students respond to the concept of not receiving grades but instead a course focused on feedback?

    5. it’s a good bet that many institutions won’t reinstate them

      This is especially true when you consider the drop in high school graduates that we are expecting in about five years.

    6. fading era

      I think it is important for us to think about how we can prepare OTL for the changes that will come to SUU as a result of less testing requirements. Many of us have already had conversations with faculty regarding their concerns. How do we assist them with adjusting to this new era?

  3. Sep 2021
    1. If you don’t have a plan, the budget ends up becoming the plan

      Think about that! What if our strategic plan actually guided our budget instead of the other way around?

    1. e-learning allows you to cater your lessons to their needs.

      We need to remember that accessibility isn't juust online learning but any digital instructional materials.

    2. technological know-how to use devices and applications

      Should we consider (or do we already have) tutorials on basics of online learning (e.g. how to access Canvas)?

    3. the online classroom might be challenging for some to grapple with

      During the OTL Advisory Board meeting, I'm hoping to pull out some of the areas/ideas that faculty are seeing challenges in. I'm sure we will hear about proctoring and academic integrity. However, this is a small percentage of our learner population. I'm also curious what areas you are seeing as ITSs, IDs, or multimedia team members.

    1. academic administrators model digital accessibility best practices that cascade through the institution

      As well as OTL staff

    2. digital accessibility coordinator

      Is this a position needed by OTL and SUU as a whole?

    3. Administrators can lead accessibility initiatives by creating a campus-wide digital accessibility policy that can be applied to online instructional materials.

      Should SUU have a full on campus-wide digital accessibility policy?

    4. Overall, institutional responsibility for reviewing courses to ensure the accessibility of materials was evenly distributed among instructional designers and faculty members

      This is OTL approach to accessibility responsibility.

    5. At a minimum, campus administrators should decide “ [...] based on available resources, how online content will be made accessible, and identify departments responsible for compliance with a mandate for reasonable accessibility” (

      Revised DE Policy states that faculty and OTL are co-responsible for accessible content.

    6. Policies that guide the accessibility of online courses and electronic instructional materials are known as digital accessibility policies.

      OTL needs to add this language to our vocabulary.

    1. As institutional leaders, administrators play a key role in promoting digital accessibility training for faculty and staff.

      As well as their impact on policy.

    2. Responses were organized into four major categories: (1) training, (2) resources, (3) QM Rubric, and (4) awareness.

      OTL needs to sit down and identify what we offer in each area.

    3. Participants prioritized their need for training in common pedagogical practices related to accessibility

      It would be interesting to see what priority our faculty would list as needs.

    4. Quality Matters (QM), the Online Learning Consortium (OLC), and WebAIM

      We either belong to or have worked with all three groups

    5. Faculty typically have limited time to attend workshops due to their multifaceted workload consisting of teaching, research, and service responsibilities

      Is this why we saw success with the self-paced workshops for Accessibility and DesignPLUS?

    6. attitudinal barriers that preclude their participation in professional development opportunities.

      What areas do we see as attitudinal barriers at SUU?

    7. “faculty are ultimately responsible for ensuring that their online courses adequately meet the learning needs and requirements of all students” (

      SUU's revised DE Policy states that it is a shared responsibility between faculty and OTL.

    1. Pearson recently launched a subscription service that offers students access to thousands of textbooks for $14.99 per month, putting the publisher in more direct competition with Chegg,

      This may be worth looking into for SUU students. Could SUU eat the cost of $14.99/student to provide them their textbooks going forward? I mean, this is Netflix for textbooks.

    2. implications for the entire study guide industry

      I hope so. This would help resolve a lot of academic integrity issues.

    3. Pearson alleges that Chegg infringed on its copyright by selling answers to end-of-chapter questions included in Pearson textbooks.

      This was a question asked during the Effective Assessments session and in conversations by other faculty.

  4. Jun 2021
    1. enefits over the in-person classroom. “Online, we’re all face-to-face. There’s no sitting back in the fourth row like in a lecture hall,”

      Which is true if students are turning on their cameras. However, what about when students refuse to turn on their cameras or are not in a feasible position to participate (e.g. driving down the interstate or skiing down Brian Head?

    2. institutions stepped up their teaching-and-learning training and resources for faculty members.

      Did we or did we just do it at the beginning to get people going? Did we miss an opportunity by not providing consistent training throughout the year for fear of overwhelming faculty?

    1. The creator receives support from the university in the form of money or definable value in excess of normal salary or faculty development money, reduced teaching load, or other similar resource from any department, college or other unit of the University for the purpose of creating intellectual property.

      This clause ties back to OTL's Development Agreement: https://suu.jotform.com/83045149763158

    1. 2. Create a hashtag just for your course.

      It is possible to create a page or section in a course that pulls those hashtags for all students to see.

    2. Some scholars define the flip even more specifically as reversing homework and lectures where students watch videos of lectures for homework “out of class” and then engage in problem-solving and analysis “in class”.

      This is probably more of my approach at this time.

    3. Instead, we should try to find the technological tools that allow us to adapt the strategies we use in our face-to-face classes to engage with and connect to our students in the online environment, just in a different way.

      Where does the line exist between what is good for the professor and what learners want? For example, a professor may like to utilize Slack because it is becoming an increasingly used tool in that specific field. However, learners don't want to set up another account and instead have everything done within Canvas.

    4. Many have argued that education seems to be ‘the last frontier’ for technological disruption

      I would argue that there is such a pressure on education to be correct, that taking the risk of trying something new and failing can cost a professor or instructor dearly. Whether it is on learner evaluations or respect from colleagues, being wrong can come with a cost if the culture of the organization does not value attempts at change.

    5. Shouldn’t our students be used to it by now? Shouldn’t we? Either technology is changing so rapidly that we always see it as “new,” or we’re still struggling to integrate technology effectively and seamlessly into the learning experience. Or maybe it’s both.

      When the pandemic started, I was surprised by the number of faculty that needed assistance to log into Canvas, locate Canvas in their portal, etc. Additionally, I was also surprised (and likely more surprised) at the number of learners that needed assistance uploading files, locating syllabi, etc. inside of Canvas.

      However, I do see technology as a wide-range of potential tools. So even with faculty and learners that are familiar with Canvas, all it takes is that faculty member that introduces a new tool (FlipGrid, Padlet, or Hypothes.is) and now they see how technology can impact education.

    1. prepare students for the new distributed, digital-first and flexible world of work that awaits them upon graduation

      And ultimately, this is what education's goal should be.

    2. hire more remote-first staff

      Before this can happen, clearer guidelines will have to be created.

    3. They must take care to ensure all remote employees have equal access to the technology and other infrastructure required to work from home comfortably.

      The big question here is what does the university provide (e.g. computer. internet, etc.) and what does the employee provide (e.g. computer, internet, etc.)? When I chose to work remotely, I knew I had to provide my own computer and internet that wouldn't be reimbursed, but the college provided travel, meals, and housing for retreats or required in-person work meetings.

    4. rigorously evaluate which aspects of in-person work and student life are best experienced face-to-face and which are possible, and even preferable, in an online environment.

      We need to consider this in the coming year. What can we do remotely, but what are the critical areas that we cannot or even should not try to be remote for?

    1. Zoom as its primary virtual platform, and it is even integrated into our LMS (Canvas)

      We will continue this through the next year . . . at least. In all likelihood it will be much longer.

    2. Remember that the goal is to integrate old practices with the new, not replace them.

      OTL should take this approach to help lessen the impact on faculty that want to stick with old methods instead of moving forward.

    1. “We’re first and foremost a residential campus.”

      I would argue that while SUU is not a residential campus, we are an in-person campus.

    2. Such discussions have forced colleges to ask questions about their culture and the extent to which in-person operations are crucial to it.

      We need to consider this as we continue to reflect on our culture in OTL.

    3. questions about taxes and employment law

      yep

    4. “We are a collection of dozens if not hundreds of different cultures,”

      I like this and think it applies to SUU as well. The fact is our culture is very different from other campus departments and offices.

    5. A one-size-fits-all approach wouldn’t make sense, Rodrigues said. While some campus jobs — think student-facing positions, for example — require an in-person component, other teams may have different needs or cultures, which may tilt the scales toward on-campus or remote work.

      This is something that has already shown itself here at SUU. How would it be perceived if more of OTL went remote for longer periods of time? What does that also mean for our current office suite structure?

    6. “If we’re going to continue to attract and retain the greatest talent,”

      We have already lost out on a couple of quality candidates. How would this impact our current staff though?

    7. Some campus leaders now believe that flexible work-from-home policies will make or break their future hiring and retention efforts, particularly in competitive fields like technology.

      I've been weighing this as we begin the process for hiring the ITS Level 1 position. What does this mean for all positions going forward?

    1. By making such a public statement about its change of heart, ProctorU hopes to differentiate itself from its competitors

      This could cause either a change in our plan structure or a change in our proctoring provider. The BUSI department is already asking to move to ProctorU, although they want the live proctoring.

    2. you’re constantly being alerted that students with disabilities or medical conditions and students of color are suspected of misconduct, there is a possibility that will change how you interact with those students, he said.

      This is concerning

    3. But others do not understand the AI is fallible and may act on reports without reviewing them,

      This is just wrong. Period.

    4. but two ProctorU staff members will now review webcam footage

      How long until Proctorio takes the same route?

    5. “It’s not appropriate for AI to be making decisions, and it’s unfair to expect faculty to do that work,”

      Remember that OTL and the Testing Center are willing to review tests for faculty.

    6. ProctorU sent AI-generated incident reports to instructors without staff members reviewing them first.

      This is similar to the version of Proctorio that we have.

  5. May 2021
    1. The expansion increased the capacity of the center to offer individualized consultations with faculty who were new to online teaching.

      What options do we have as we won't be adding additional staff?