Smeal Academy Newsletter

Spring 2022 Connections Newsletter 4 –  End of Semester Tips

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending periodic emails with practical tips and information, providing live sessions, and holding virtual consultations.
This week, we are sharing some tips for wrapping up your courses at the end of the semester. Hang in there! We are almost at the end!

FOUR End-of-Semester Tips

• Encourage students to complete the SRTE.
  Penn State’s Schreyer Institute for Teaching Excellence has provided several strategies for improving your SRTE response rates. These include:
  • Guide students on how to provide helpful feedback.
  • Reserve a block of time for students to fill out the SRTE.
  • Remind students when SRTEs are active.
  • Make it clear that you value student feedback.
• Make sure your Canvas grades are prepared for LionPATH.
  The following steps will ensure that your Canvas course is set up to successfully load your grades into LionPATH. As always, reach out to eLDIG if you would like to walk through the process with someone on our team.
  • Create a Penn State compatible grading scheme.
  • Prepare final grades for LionPATH. The other important tasks you need to complete in Canvas are entering zeros for all unsubmitted assignments and posting grades for hidden assignments.
  • You should then be ready to import your Canvas gradebook into LionPATH. Alternatively, you may also manually enter your grades in LionPATH.
• Reflect on what went well and what could have gone better.
  HThe end of the semester is the best time to reflect on your semester. Everything that happened (or did not) is still fresh in your memory. This is a good opportunity to note resources you may want to add or eliminate; instructions that should be tweaked; ideas for new activities; or challenges you want to reflect on before the next time the course runs. The following list provides some good jumping-off points for reflection:What were some of your favorite moments of the semester? What happened that you would like to avoid in the future?What happened that you did not plan for?What did you do in the classroom to help students feel like they belonged? What more could you do in the future?With what activities and/or resources were students most engaged? When were they the least engaged?

  What surprised you about the students’ behavior?

• Celebrate!
  Though this time of year is busy, make it a point to do something to acknowledge and celebrate the end of this semester. Maybe you go out for a meal to celebrate with colleagues or family, or perhaps you schedule time to quietly reflect on the end of this semester before beginning the next. Whatever you do, remember that there is power in marking the passing of time and celebrating milestones.

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Spring 2022 Connections Newsletter 3 –  Spring Cleaning for Your Courses

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending periodic emails with practical tips and information, providing live sessions, and holding virtual consultations.
This week, we are sharing some spring cleaning tips for courses and Canvas spaces.

THREE Spring Cleaning Tasks Worth Tackling Now

1. Create a Canvas Master Course for your Spring Cleaning
   A Canvas Master course can be used as a space to clean up and prepare your course in a space other than your live courses with LionPath enrollments. Are you worried that your students might see changes, or do you need a place to make changes in between semesters? Request a Canvas Master course and then import course content to make your changes in a more secure editing environment. Another great use for Canvas Master courses is to import, save, and organize content from previous semesters.
2. Delete Old or Unneeded Files
   One common issue in courses is that there often are several files no longer in use and/or the Canvas “Files” tab is cluttered or disorganized. You can delete Canvas files and you also can organize and move your Canvas files. Note that if you’d like to delete multiple files, you can do that: From “Files,” if you click one item (or folder) in the right-side menu, and then press CTRL+A or Apple/Cmd+A, you can then press the delete key to delete everything selected. It is much faster than going one by one.
3. Review Your SRTEs and student feedback
   Have you taken the time to review the feedback received from students? Take a moment to look through your SRTEs and other student feedback (student emails with questions, anecdotal comments, your own student evaluations for feedback). Reflect on the information you have received. Are there any trends or common issues that should be addressed before the next time your course is offered? Make a list of what you’d like to keep the same, change, and/or remove based on your feedback and experiences. Check out this article outlining 10 Ways Faculty Can Support Student Success if you’re looking for inspiration or guidance.

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Spring 2022 Connections Newsletter 1 –  Ready or Not, Here We Go!!

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending periodic emails with practical tips and information, providing live sessions, and holding virtual consultations.
This week, we are sharing some beginning-of-the-semester tips and pointers to get your semester off to a great start.

Welcome Back! We hope you had some downtime before the launch of the new semester.
We know that members of the Smeal community – faculty, staff, and students alike – are juggling a lot at the start of this semester. It’s great to be back and we are still navigating all the regular semester challenges along with COVID-19 changes. The following are some resources and reminders to get the semester off on your best foot.

Productivity Tips

• Use Available Tech Tools. Get to know the tools available to us at Penn State. Schedule a meeting with someone from the eLDIG team or check out Penn State’s Ed Tech Advisor to learn more about available tools to enhance your teaching and learning.
• Compose Ahead and Delay Posting of Canvas Announcements. Instructors are carrying an increasingly heavy workload and balancing all the new intricacies of teaching can feel overwhelming. When possible, consider composing your regular course tips and announcements ahead of time using Canvas announcements and delaying posting so that they are ready when you need them.
• Explore suggested teaching strategies in residential courses for temporary instructor or student absence in order to be prepared (as much as possible) with contingency plans. Note: This is a resource Felisa Preciado-Higgins shared with us during a recent Smeal Community meeting.
• Schedule Grading Time On Your Calendar. Just as we schedule meetings and office hours, scheduling time for grading can help ensure that you can reserve time for grading and still have time for work-life balance.

If you have any questions, please feel free to contact the eLDIG team.

Tech Tips for Teaching with Masks

• Use the Mic. No one thinks they need a microphone. But even in non-masked situations, it’s best to use microphones when they are available. It’s essential when teaching with a mask so people can hear. Just use it – all General Purpose classrooms have them. Checkout the list of Classroom Technology for more information on GPC technology.
• Use Tech Tools to Gauge Emotions and Build Community. Masks make it difficult to see nonverbal cues. You can use tools like Top Hat to generate a word cloud at the beginning of class so students can let you know how they’re feeling. You could have a simple prompt like “Describe your current mood in one word.” It is as important as ever to build connections with our students.
• Model the Correct Way to Wear Masks. Our ability to continue in-person instruction depends on all of us to do our part to prevent the spread of coronavirus. Consider reminding students that this is part of upholding the Smeal Honor Code. To reinforce mask adherence, have students agree (via a Canvas or Top Hat quiz) at the beginning of each class to abide by PSU’s masking requirements completely to receive full participation credit for the day. You can also add a slide at the beginning of each class to remind students how to correctly wear masks. Note the new mask guidelines this semester – check your inbox for a January 11 email from Yvonne Gaudelius, Vice President and Dean for Undergraduate Education and Kathryn Drager, Interim Dean of the Graduate School and Vice Provost for Graduate Education.

Resource

Check the following resource for more information: Effective ways to teach in person with a mask on (opinion).

Here are some additional Top Hat Teaching Tips for the beginning of the semester.

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So Much to Grade, So Little Time – Fall 2021 Resilience Newsletter 6

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending periodic emails with practical tips and information, providing live sessions, and holding virtual consultations.

A nod to Art Jones for this image:

The eLDIG team knows you are busy right now and possibly just a little stressed, so we will keep things short, providing a couple of key resources and reminders intended to make your life easier.

Preparing Final Grades in Canvas

These helpful resources will help you wrap up the Fall 2021 semester courses and ship the grades away to LionPATH:

• Create a Penn State compatible grading scheme: Refer to this step-by-step video about how to create your grading scheme.
• Prepare final grades for LionPATH: Refer to this step-by-step video about how to finalize your Canvas gradebook.
• Use LionPATH to Pull Final Grade from Canvas
• Manually enter your grades into LionPATH

If you have any questions, please feel free to contact the eLDIG team.

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Fall 2021 Resilience – Newsletter 5

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending periodic emails with practical tips and information, providing live sessions, and holding virtual consultations.

November is the month of gratitude. Here in eLDIG, we are often grateful to work with amazing staff and faculty to create courses that make a difference to our students.

In our work, we can get tired and stressed. In some ways, in this pandemic era, we have more pressure on us than ever before. Mitigating that stress and pressure can be achieved by practicing gratitude. When someone asks what we are grateful for we think of family, friends, opportunities, etc. Gratitude is something that we accept we should do, but that we rarely talk about how to do. When someone practices gratitude, what do they actually do each day? It is really just about the small things. Someone might:

• Say one small thing they are grateful that happened in their day before a meal
• Keep a gratitude journal
• Include an act of kindness in your life each day
• Look up from your phone or work and notice the beauty in nature each day
• Avoid negative media and movies with destructive content
• Commit to one day a week when you won’t complain about anything
• Say thank you for the little things others do for you, things you normally take for granted.

Conlon C. (nd) 40 Simple Ways To Practice Gratitude, Lifehack

Gratitude in Teaching and Learning

A growing body of groundbreaking research shows that gratitude has the power to heal, energize, and transform lives by enhancing people psychologically, spiritually, physically, and cognitively. Gratitude can impact focus and resilience in class and when experiencing difficulties. Wilson (2016) found that “when students intentionally practice gratitude toward learning, they tended to report better focus during class, while studying, or taking an exam. This increased focus may be linked to a more positive attitude about learning as well as a reduced stress level. Since college academics often produce stress, these findings are worth considering. Energy that might be taken up feeling stressed or anxious may be able to be redirected to focusing on and making sense of new information after a student mindfully chooses a grateful spirit. Another benefit for students who intentionally practice gratitude is experiencing added strength to sustain effort when learning feels challenging. This resilient spirit is rooted in students’ appreciation that challenges can help them grow as learners. Thus, rather than closing down one’s mind when faced with challenges, a student with a grateful spirit may view those challenges as an opportunity to learn.” (p. 9)

With this in mind, we can be role models and consider embedding gratitude practices into the classroom. A study by Howels (2014) found that when teachers embed this practice it has positive impacts in areas of relationship between teachers and students. Thereby increasing student wellbeing and a positive atmosphere. Some gratitude activities you could try in the classroom include:

• Model gratitude yourself
• Start the day with positive affirmation
• Have students make a social media post about something they are grateful they learned in class that day
• Thank a student when they make an excellent observation of the materials in class
• Provide opportunities for students to show gratitude to peers in their class
• Ask students to complete one act of kindness in their day, and to tell you how that went
• Celebrate students’ growth and achievement in class
• Encourage student independence
• Ask a student to describe why and how they expressed gratitude
• Have students reflect on the past, express gratitude and recognize their changes over time

With our own gratitude practice at the heart of our pedagogy, we create the right environment for gratitude to flourish.

Howells, K. (2014). An exploration of the role of gratitude in enhancing teacher–student relationships. Teaching and Teacher Education, 42, 58-67.
Howells, K. (2004). The role of gratitude in higher education. Research and Development in Higher Education, 27(2), 164-173.
Wilson, J. T. (2016). Brightening the mind: The impact of practicing gratitude on focus and resilience in learning. Journal of the Scholarship of Teaching and Learning, 16(4), 1-13.

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Fall 2021 Resilience – Newsletter 4

Video has become more and more a part of our lives, from visiting family in distant places to education and entertainment. In this newsletter, we’ll take a look at how student learning can benefit from this powerful medium. We’ll look at survey data and best practices to help hone your video skills and we’ll also review Penn State tools available to help craft your instruction.

Once videos are recorded in Zoom, they’re automatically sent to Kaltura–Penn State’s Media Management Platform. Many of you are already aware of this because after you finish recording a lecture through Zoom, you receive an email from Kaltura saying that a recording is available to view on their platform.

After accessing a video directly on Kaltura’s site, you can edit many aspects of the video, such as the title, description, and length. You also can share the recording through a URL link or embed the video directly into your Canvas course(s). We’ll go over how to do all of this and more in our live session on October 15th at 9:00.

Helpful Links Related to Educational Video Strategies:

• Zoom Recording Tips and Tricks from Smeal’s RIIT Group
• How to avoid death By PowerPoint | David JP Phillips | TEDxStockholmSalon – (20-minute video)
• NCBI: Practices to maximize student learning from educational videos
• Smeal Academy Video Tech Tips
• Nine ways to Reduce Congnitive Load in Multimedia Leaning

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Fall 2021 Resilience – Newsletter 3

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending weekly emails with practical tips and information, providing live sessions, and holding virtual consultations.

This week, we share resources that can help you with student motivation.

During COVID we used more video than ever before. Students can find the use of video helpful, especially for second language students and students with disabilities.  This week, we will be talking a bit about the use of video in the Smeal Academy Sessions. Check out the list below for more information.

We all know it is important to motivate our learners and ensure the continuity of the motivation during the semester’s instruction. ARCS is an instructional model developed by John Keller and focuses on motivation.

There are four components of the ARCS model and stands for Attention, Relevance, Confidence, and Satisfaction.

1. Attention: This refers to the learners’ interests. It is critical to get and hold the learners’ interests and attention. Some ideas for capturing student attention include:
   • Using video to allow for hearing the content again.
   • Providing real-world, related, and specific examples about content.
   • Using humor.
   • Going against learners’ past experience or providing an opposite point of view.
   • Using hands-on and role-playing activities.
   • Including brainstorming and critical thinking activities.
2. Relevance: The learning process should show the usefulness of the content so that learners can bridge the gap between content and the real world. Some ideas for making content relevant to students include:
   • Explaining why and how this content helps the learners today or in the future.
   • Allow learners to choose their own paper topics or other ways to personalize their assignments.
   • Give learners continuity by establishing connections between new information and prior learning.
3. Confidence: This component focuses on developing success expectations that allow learners to be in control of their learning processes. Some ideas for helping to build confidence in students include:
   • Use rubrics and checklists so that they can establish positive expectations and achieve success on your assignments.
   • Give learners’ early, and frequent feedback about their improvements/deficiencies during the course so that they can adjust their performance.
   • Allow learners the opportunity to be successful by providing multiple and varied assessment experiences. Avoid having only a few exams to measure understanding, instead include other assessments to vary the ways students can earn points.
4. Satisfaction: There is a direct relationship between motivation and satisfaction. Learners should be satisfied with what they achieved during the learning process. Some ideas for making the content satisfying to students include:
   • Encourage intrinsic enjoyment of the learning experience so that learners have fun, continue the learning process without expecting reward or another kind of external motivational elements.
   • Extrinsic Rewards: Provide learners with positive feedback, rewards, and reinforcements. Be careful about scheduling reinforcement. It is more effective when you provide reinforcement at non-predictable intervals.
   • Maintain consistent standards and consequences for success. Check that there is consistency between yourself and your TA when sharing grading responsibilities.

References

• Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
• ARCS Model: Attention, Relevance, Confidence, Satisfaction

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Fall 2021 Resilience – Week 2

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending weekly emails with practical tips and information, providing live sessions, and holding virtual consultations.

This week, we are sharing some strategies to support wellness for you and your students.

Pause and Take a Breath…

It is hard to believe that we are already a quarter of the way through the semester! Our lives are a whirlwind of activities, adaptations, and anxieties that cause us to feel anything from exhilaration to exhaustion, and everything in between.
First and foremost, remember to notice and accept whatever it is that you are feeling. That is information you need to respond in a way that best supports your well-being.

A recent blog post on BetterUp’s website outlined seven types of rest, as defined by Dr. Saundra Dalton-Smith, M.D. These include: creative, mental, physical, social, emotional, sensory, and spiritual rest. Often, sleep is not the only “time-out” your brain and body need in order to recover from the constant pressures of daily life. You may be excited to learn that a wide variety of activities can give your nervous system the break it needs to recover. These ideas, which span all seven types of rest, include:

• Take a walk in nature (creative rest)
• Put your devices aside for a while (mental rest)
• Sleep (physical rest)
• Turn down an invitation and recharge on your own (social rest)
• Write in a journal (emotional rest)
• Meditate or pray (sensory rest)
• Volunteer for something meaningful (spiritual rest)

Finally, take just a moment to pause – relax your shoulder blades down your back body – sit up tall – take a deep breath in – exhale – and savor this moment of being human. Sometimes a little breath can go a long way.

Resource

Cooks-Campbell, A. (2021, August 11). 7 types of rest (because you need more rest in your life). BetterUp.

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Fall 2021 Resilience – Week 1

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique challenges of teaching and learning during the Fall 2021 semester. Between now and the end of the Fall 2021 semester, we will be sending weekly emails with practical tips and information, providing live sessions, and holding virtual consultations.

Here’s hoping you had a wonderful Labor Day holiday! This week, we are sharing some back to campus tips and pointers to keep your semester running smoothly.

Return to Campus Is In The Books

We know that members of the Smeal community – faculty, staff, and students alike – are juggling so much at the start of this semester. It’s great to be back and it’s also an adjustment. The following are some resources and reminders to get the semester off on your best foot.

Tech Tips for Teaching with Masks

• Use the Mic. No one thinks they need a microphone. But even in non-masked situations, it’s best to use microphones when they are available. It’s essential when teaching with a mask so people can hear. Typically, people who can’t hear won’t be comfortable speaking up to let us know. eLDIG encourages our community to mic up when teaching and presenting – all General Purpose classrooms have them. For more information on GPC technology, check out the list of Classroom Technology. Contact TLT if you’d like to schedule a consultation to better utilize your classroom technology. Speaking of using a mic, try to make a habit of repeating student questions so everyone can hear them.
• Use Tech Tools to Gauge Emotions and Build Community. Masks make it difficult to see nonverbal cues. You can use tools like Top Hat to generate a word cloud at the beginning of class so students can let you know how they’re feeling. You could have a simple prompt like “Describe your current mood in one word.” It is as important as ever to build connections with our students.
• Model the Correct Way to Wear Masks. Our ability to continue in-person instruction depends on all of us to do our part to prevent the spread of COVID-19. Consider reminding students that this is part of upholding the Smeal Honor Code. To reinforce mask adherence, have students agree (via a Canvas or Top Hat quiz) at the beginning of each class to abide by PSU’s masking requirements completely to receive full participation credit for the day. You can also add a slide at the beginning of each class to remind students how to correctly wear masks.

Resources

Check out the following resources for more information:

• Inside Higher Ed op ed by Jamie Landau: Effective ways to teach in person with a mask on.
• LinkedIn Article by James Martin: I have a loud voice – I don’t need a mic.

Productivity Tips

• Use Available Tech Tools. Get to know the tools available to us at Penn State. Schedule a meeting with someone from the eLDIG team or check out Penn State’s Ed Tech Advisor to learn more about available tools to enhance your teaching and learning.
• Compose Ahead and Delay Posting of Canvas Announcements. Instructors are carrying an increasingly heavy workload and balancing all the new intricacies of teaching can feel overwhelming. When possible, consider composing your regular course tips and announcements ahead of time using Canvas announcements and delaying posting so that they are ready when you need them.
• Schedule Grading Time On Your Calendar. Just as we schedule meetings and office hours, scheduling time for grading can help ensure that you can reserve time for grading and still have time for work-life balance.

Here are some additional tips for the beginning of the semester: Top Hat Teaching Tips.

 

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Summer 2021 Resilience – Week 4

The goal of the Smeal Academy is to equip everyone with best practices and strategies for teaching, learning, and technology to ensure the Smeal community is prepared to respond to the unique teaching challenges of this time. Throughout the summer, we will be sending emails with practical tips and information, providing live sessions, and holding virtual consultations.

Last week we discussed reshaping your Fall semester. This week, we share resources that can help you utilize Kaltura for your video storage and sharing needs.

Who Moved My Zoom?

Penn State is urging you to do a “Summer Clean Up” of Zoom storage. This announcement reflects a shift in the University’s video storage and delivery policy away from Zoom and towards Kaltura. Recording in Zoom is still recommended.

Accompanying the request to delete unused recordings from Zoom will be other changes coming this Fall which could change workflows related to sharing video content with students.

To ease the transition from Zoom to Kaltura for video storage and delivery we’ve provided an overview of Kaltura and its integration with Canvas below. We will also be conducting a “Who Moved My Zoom?” Smeal Faculty Academy session in the near future to discuss some of the Fall changes and updated best practices in more detail.

What Is Kaltura?

Kaltura is Penn State’s tool for storing, publishing and streaming media. It’s cloud based and works in conjunction with Zoom and Canvas to help incorporate digital content into coursework easily and seamlessly. The Penn State Web site that hosts Kaltura is named Mediaspace – so you may read articles that mention it.

Why Zoom Video Storage is Transitioning to Kaltura

• Zoom storage is expensive. Penn State needs to reduce our costs.
• Zoom videos are already automatically transferred to Kaltura for storage/delivery.
• Providing captions to videos is easier in Kaltura.
• You can structure your Kaltura videos into Playlists for easy access.
• You can easily integrate your videos and Playlists into Canvas.
• You can view robust viewer analytics on Kaltura videos.

How Zoom and Kaltura Work Together

• Video content recorded in Zoom is automatically stored in Kaltura as well.
• While Kaltura does have a tool to record video, it is not an optimal recording solution. We recommend recording videos using Zoom then using Kaltura to publish, store, and deliver video content through its seamless integration with Canvas.

How to Access Kaltura

• You can go to the Kaltura Web Site.
• You can access it directly at the Mediaspace Web Site.
• You can also view your Kaltura videos from Canvas by clicking the “My Media” option on your Canvas Main Navigation.

How to Locate and Organize Your Kaltura Videos

1. Locate Kaltura Videos
   Once you have logged into Kaltura or opened My Media in Canvas, you can search by keywords in Kaltura’s search functionality, or use search Filters to narrow your results.
2. Organize Kaltura Videos
   Videos can be organized into Playlists (video collections in a list viewable by anyone) and Channels (video collections shared with specific users).
3. Access Kaltura Analytics
   Instructors can view robust Kaltura analytics for both stand-alone videos embedded into course content as well as Course Media Galleries. These analytics can provide useful insights using metrics such as Plays, Minutes Viewed, and Completion Rate, to name a few. This data can be used to improve future content offerings, identify content that is under-utilized by students, and provide a means to hold students accountable for watching required content.
4. Share Your Kaltura Videos in Canvas
   Rich integrations between the Canvas and Kaltura platforms streamline delivering video content to students. These integrations eliminate the need to log into multiple systems to find and deliver videos, reduce the chance of errors caused by copying long links or embed code, and provide the assurance that security, access, and analytics are at optimum levels.Videos can be organized within Canvas using the Course Media Gallery option. Each Canvas course contains a “hidden” Course Media Gallery. It must be activated by the instructor or other course editor within Canvas to be used. Using the Course Media Gallery ensures that analytics will capture individual student activity and that video permissions are set to allow students in your course to view video content.You can also embed individual videos into Canvas pages, announcements, quizzes, etc.

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