Quick Video Guides on Teaching and Technology

The structure of a course and the instructor's and students' backgrounds are factors that can impact how the value of academic integrity is communicated and upheld. In this video, CTL's instructional consultant, Jessica Alexander, presents strategies that address various challenges spanning these factors. 

Technology can be used to promote academic integrity in your course, but it needs to be used with equity and inclusion in mind. This video discusses advantages and limitations of various technologies used to minimize academic misconduct. 

Alternative assessments can help assess student learning in a more accurate, fair, and equitable manner. This video provides a comparison of traditional and alternative assessments. A spectrum of assessments ranging from traditional multiple choice test to authentic student projects and presentations based on real-world applications are presented.
Refer to the Just-in-Time Course Design guide for resources on creating an assessment plan and an example of an authentic assessment in STEM course.

Consider the questions posed in this video when you are planning to use alternative assessment of student learning in your course.

Assessment of student learning can be conducted at various points in time in a course and with different purposes. This video discusses the differences between formative and summative assessment of student learning by outlining their purpose, providing examples, and discussing their benefits for the students and the instructor. 

Greg Siering, the director of the Center for Innovative Teaching and Learning (CITL) at IU-Bloomingtonton discusses utilizing data as evidence supporting student performance.

In this video from Instructure (the company behind Canvas), you will learn about the Canvas Dashboard, sidebar, Global Navigation menu, and course interface. This video is a great starting point for users who have never used Canvas before.

In this video, you will learn how to update your Canvas user settings, such as your profile picture and various feature settings.

In this video from Instructure you will learn how to change Notification Settings - that is, how Canvas sends you alerts, about what, and how often.

In this video, you will get an introduction to Canvas's Rich Content Editor, also known as the RCE. This editor allows you to enter text with format changes, add images and embed media. You will have access to the RCE in Assignments, Discussions, Announcements, Syllabus, Quizzes and Pages.

In this video by Instructure, you will learn about the various sections of the Syllabus tool, including the editable section at the top, the Course summary (which is populated automatically from the Assignments tool), the Calendar, and the Assignments Weights section.

In this video from Instructure, you will learn about the Assignments Index page, how to use assignment groups to weight grades, and the basics of assignment creation.

In this video from Instructure, get an overview on how to use SpeedGrader to grade and comment on assignment submissions.

In this video from Instructure, you will learn how to send and read individual and group messages using the Conversations tool (accessed from the Global navigation via the Inbox button).

Madeleine Gonin of the IUB Center for Innovative Teaching and Learning discusses some basic principles to bear in mind to make group work easier for you and more successful for students.

Kim Murday of the IU Indianapolis Center for Teaching and Learning, with help from Madeleine Gonin from the IUB CITL, walks through the steps to create student groups in Canvas - including manually created groups, groups automatically created by Canvas, and self-sign-up groups. You will also see the Canvas Group site that Canvas creates for each student group automatically as a collaboration area.
For additional guidance, watch this video demonstration from Canvas on creating Groups, or consult the Groups section of the Instructor Guides from Canvas.

Madeleine Gonin of the IUB Center for Innovative Teaching and Learning and Kim Murday of the IU Indianapolis Center for Teaching and Learning demonstrate how to set up a group assignment in Canvas, and your grading options. You can choose for one group member to turn in a submission for the entire group, or have each group member submit separately. You can also set up the assignment to give the same grade to the entire group, or grade group members individually.

Sample syllabus statement for learning analytics

The above statement and this presentation are based on:

Stepping Stones : A faculty development curriculum for learning analytics use by the Unizin Consortium Teaching & Learning Advisory Group, Faculty Development subcommittee is licensed under CC BY-NC-SA 4.0

Madeleine Gonin of the IUB Center for Innovative Teaching and Learning goes over how to use the Calendar tool to schedule meetings with the members of your Canvas groups. 
These Canvas guides may be helpful as you work with the Calendar tool:

• How do I add an appointment group to a course calendar in Canvas?
• How do I view or edit an appointment group in the Canvas calendar?
• How do I remove students from a Scheduler appointment in the Canvas calendar?
  

In this short video, Maria Tobar and Kim Seeber of eLearning Design and Services, along with Andi Strackeljahn of IU Indianapolis's Center for Teaching and Learning, introduce the IU course template, for courses that do not already use a school or program specific template. The IU template includes a preloaded front page and additional options that help organize your course.

Note: If your school or program has its own template, please refer to your department for guidance.

In this video, Carrie Hansel of eLearning Design and Services demonstrates how instructors can personalize the home page loaded into IU courses.

When you take advantage of the full IU Canvas Template, the Module tool is populated with two Modules. In this short video, Carrie Hansel shows us the contents of the Getting Started module, which is filled with valuable information for any student at IU.

When you take advantage of the full IU Canvas Template, the Module tool is populated with two Modules. In this short video, Carrie Hansel shows us the contents of the Week 1 module.This module includes an introduction page and sample assignments using the TiLT (Transparency in Learning and Teaching) framework.Choose what works for you and duplicate the module as needed.

When you take advantage of the full IU Canvas Template, the Syllabus tool is populated with some placeholder text that helps you add the essential information your students will need when starting your course. If you typically have a Word or PDF syllabus, learn how to attach a downloadable copy for your students at the top while also highlighting key information on the page itself. Demonstration by Carrie Hansel of eLearning Design and Services with Andi Strackeljahn of the IU Indianapolis Center for Teaching and Learning.

Considering using the Modules tool in Canvas to organize your content for your students? See just how straight-forward it makes navigating your course in this demonstration by Andi Strackeljahn of the IU Indianapolis CTL. By placing everything your students need to do in a module, you can vastly simplify the course navigation as well.

In this short video, Andi Strackeljahn of the IU Indianapolis CTL demonstrates how to create a module in Canvas and add items to it. We spend the most time on adding content to a page, seeing how to embed a video from Kaltura and linking to a file in the body of the text.

For more guidance, consult the Using Canvas for Course Organization section of the Canvas Semester Checklist Pressbook. 
For more on using modules, see the following Canvas guides:

• How do I add a module?
• How do I add assignment types, pages, and files as module items?
  
• How do I move or reorder a module item?
  
• How do I add requirements to a module?

You can also browse the full list of modules-related Canvas guides (scroll down to the Modules section).

In this short video, Carrie Hansel of eLearning Design and Services demonstrates the creation of an assignment in Canvas from beginning to end.

If you're not familiar with the Assignments tool, you can start with the Setting up your assignments and gradebook section of the Canvas Semester Checklist Pressbook for a quick overview of how the Assignments tool sets up the gradebook in Canvas.

For additional guidance, see the Canvas Instructor Guides (scroll down to the Assignments section).

In this short video, Carrie Hansel of eLearning Design and Services and Andi Strackeljahn of the IU Indianapolis CTL demonstrate how to use the Canvas SpeedGrader to provide annotations for student submissions and a rubric to grade student work. Then we see how to release grades to students once grading has been completed for all students from the Grades tool.

You may want to share this link with your students to help them easily access your feedback when you have finished grading:

How to view feedback from my instructor

In this video, Andi Strackeljahn of the IU Indianapolis CTL demonstrates how to add a simple rubric to an existing assignment in Canvas. The rubric feature in Canvas allows you to specify multiple criteria, as well as gradations in points based on how well students meet expectations. In this example, because the points in the rubric match the points for the assignment, setting the points in the rubric as the grade is straight forward. For more complicated rubric scenarios, consult the Canvas guide on adding a rubric to an assignment, or for more guidance, contact your local teaching center.

Disruptive student behaviors, depending on their severity, can impact the classroom culture and students' learning in various ways. This video clip lists a few examples of common disruptive behaviors and general strategies that instructor can use to prevent them. 

Students having side conversations when you're teaching can be distracting to you and other students in the class. Consider these strategies to address this disruption and tactfully reorient your students' attention back to the class and content. 

Crafting a transparent, equitable, and accessibility-focused mobile device policy can help our students use a potentially distracting technology as a learning tool. This video clip provides a rationale and best practices for designing policies about mobile device use in class.

Inclusive discussions can be a challenge when one or more student dominate the conversations. This video clip provides strategies that would help all student be more prepared to participate in discussions in multiple modalities and value the contributions of all students. 

In this video, Richard Turner describes the reasons why faculty members should document their teaching practices. Turner acknowledges that promotion dossiers and annual reports require that faculty document their teaching practices, but the reasons for documenting teaching practices go well beyond these requirements.  

Many kinds of evidence are useful to document one's teaching--provided the evidence selected is appropriate to document the effectiveness of particular teaching practices. Evidence does not speak for itself, however (at least, not unambiguously), and any presentation of evidence should also be accompanied by statements describing the meaning and significance of evidence. Presented by Richard Turner

This video positions the assignment (student learning activity) as a bridge between, on the one hand, student outcomes (and other kinds of outcomes) and, on the other hand, the rationale and context that explains the significance of the assignment (e.g., the goals of discipline/ department/ school/ campus, the teaching and learning philosophy of the faculty, etc). Recognizing the assignment as a bridge between these two different contexts makes it a useful focal point to represent one's teaching. Presented by Douglas Jerolimov

This video describes the two different varieties of a teaching portfolio, the developmental portfolio and the showcase portfolio, and their purposes and audiences. The developmental portfolio is a site to work out one's development as a teacher (it is formative), while the showcase portfolio is a portfolio that represents one's teaching to specific audiences, is tailored to meet the requirements of that audience. (The showcase portfolio provides a summative presentation and self-evaluation of one's teaching.) Presentation by Richard Turner and Douglas Jerolimov 

In this video, Richard Turner describes the characteristic differences between scholarly teaching and the Scholarship of Teaching and Learning. The purposes, goals, products, and requirements of each are described.  

In this 2-minute video, Jeani Young of the IU Indianapolis Center for Teaching and Learning discusses various benefits of gathering mid-semester student feedback to improve your students' learning experiences in the course.

When you invite students to provide mid-semester feedback on how the course is working for them, be sure to close the loop by responding to their comments and suggestions. Consider the strategies discussed in this video by Jeani Young of the IU Indianapolis CTL as you plan how to address your students after you've reviewed their responses on the survey, student focus-group, etc.
Visit Feedback on Teaching for more information on the ways by which you can gather and respond to student feedback.

Jeani Young and Anusha Rao of the IU Indianapolis CTL discuss best practices for designing questions for student surveys. The focus in this video is on questions to ask at mid-semester, but the advice they give can be used for end-of-semester surveys as well.
Consult this guide on creating a survey in a Canvas course for tips on how to create a survey using Canvas tools.

Knowing who your are students are - the multiple identities they bring into our classrooms and how that impacts their learning and success - is an important aspect of designing and teaching inclusive and equitable course. Watch this video, hosted by Jessica Alexander and Anusha S Rao of the IU Indianapolis Center of Teaching and Learning, to learn about IU Indianapolis's graduate and undergraduate student demographics based on the 2019 Diversity Report. 
See the IU Indianapolis Diversity Reports.

Students and instructors navigated new instructional modes in Fall 2020. This video presents highlights from the Fall 2020 Students Check-in Survey at IU Indianapolis which provides insights on what aspects worked well for students and what challenges they faced. Also, learn more about why knowing about students' experiences in important when we design our course policies and materials.
See the IUPUI COVID-19 Transition Needs Survey (requires IU login).

What would you do if a student in your class missed an online class and contacted you about the possibility of making it up? Watch this video to hear how an instructor approached this situation and what questions you can ask yourself if faced with a similar situation. 

Students not paying attention in class can evoke many reactions from instructors. What assumptions are these reactions based on and how do unconscious biases manifest during these times? This video presents a real-world incident that can help us reflect on our biases, general disciplinary conventions, and how we empathize with our students.

In this short video, Jeani Young of the IU Indianapolis CTL provides a quick introduction to Kaltura and the various services that it provides to Indiana University: recording, storing, and sharing.

In this short video, IU Indianapolis CTL's Jeani Young demonstrates how to find all of the videos stored in Kaltura - by navigating directly to http://kaltura.iu.edu or by using the Kaltura My Media link in a Canvas course.

Jeani Young of the IU Indianapolis CTL provides a demonstration of adding an existing video to Kaltura; then see how easy it is to use Kaltura's Express Capture to record a quick video just using a webcam and a microphone. Once you're happy with the recording, it gets stored in Kaltura, ready for you to embed in your course.

In this video, Jeani Young of the IU Indianapolis CTL shows how to add videos and create playlists in the Kaltura Media Gallery in Canvas.

This is a quick demonstration of how to embed media from Kaltura in a Canvas Page by Jeani Young of the IU Indianapolis CTL. These instructions work in any environment in Canvas that uses the Rich Content Editor, including Announcements, Assignments, Discussions, and even Quiz instructions.

Kaltura provides a simple video editor that can be used to edit any video uploaded to Kaltura, and is especially helpful when you need to edit parts of a Zoom meeting or Kaltura Capture recording.  This video by IT Training demonstrates how to use the Kaltura video editor to make simple edits to a video.

Click here for a full outline of the step-by-step instructions demonstrated in this video.

For additional guidance on resources for video editing, consult the "Editing your Video" chapter of the Canvas Semester Checklist Pressbook for ideas.

Learn how to edit closed captions in Kaltura's caption editor with this video from IT Training.

Kaltura Capture, also referred to as Personal Capture, is a program that allows you to record your screen and webcam simultaneously, making it a great program to use for recorded presentations or lectures. Recordings made in Kaltura Capture are uploaded directly to your Kaltura account once you're done recording. In this video from IT Training, learn more about how to use Kaltura Capture to create screen/webcam recordings.

Click here for a full outline of the step-by-step instructions demonstrated in this video.

Jeani Young of the IU Indianapolis Center for Teaching and Learning demonstrates how to add questions to a video in Kaltura to form a quiz.

Here, Jeani Young of the IU Indianapolis CTL demonstrates two ways to add Kaltura quizzes to Canvas, either as a graded item or as a practice quiz.

In this video, Jeani Young of the IUPUI Center for Teaching and Learning provides an overview of Pressbooks, an authoring tool available at Indiana University. We get a preview of content created using Pressbooks as well as the interface for creating content. Authors can add video content, and even create interactive exercises using H5P, within their texts. In addition to using it to add content for your students, you can use Pressbooks to access Open Educational Resources.

• Visit the IU Pressbooks homepage to learn more and get started.

Qualtrics is a cloud-based survey tool available for anyone at IU. This video by Devin Jewell of the IU Indianapolis Center for Teaching and Learning walks through the process of creating a basic survey in Qualtrics, with most commonly used question types. You'll also learn about how to publish and distribute your survey to your targeted audience.

This video, recorded by Devin Jewell of the IUPUI CTL, provides step-by-step instructions on how you can access the results of your Qualtrics and build a report from it.

Here, Devin Jewell of the IUPUI CTL provides instructions on how to access your survey responses and export them as an Excel workbook.

Dr. Mary-Ann Winkelmes provides an evidence-based overview of the Transparency in Learning and Teaching (TiLT) framework and its benefits in improving student learning.

This video, presented by Anusha Rao of the IUPUI Center for Teaching and Learning, provides an overview of how to set up the purpose, tasks, and criteria of success for an assignment to make it transparent for student and improving their chances to submit high-quality work.

Refer to the Making your Assignments More Transparent instructional guide to re-design your assignments using the TiLT format.

In this video, Anusha Rao of the IUPUI CTL describes the transformation of an algebra assignment using the TiLT framework.

Visit TiLT Higher Ed for the TiLT template and a variety of examples of transparent assignments in various disciplines

In this video, George Haines with VoiceThread provides an overview of the VoiceThread interface. We see the home page (which is set to view the tutorials), the help menu, and the Courses and Groups panel. We also get a quick overview of the six LTI links, both graded and non-graded, and learn that student accounts in VoiceThread are created when students first click on one of these links in Canvas.
If you're unfamiliar with VoiceThread, check out VoiceThread's web page for Higher Education to see an introduction to the various ways it can be used as a teaching tool.

George Haines of VoiceThread walks through the steps to set up a "Create a VoiceThread" assignment, first from the Canvas side, and then from the VoiceThread side. We get to see all of the choices the instructor can make specifying how and when students can create and submit their VoiceThread, and whether comments on their classmates' submissions are required.

George Haines of VoiceThread shows four examples of the Create a VoiceThread assignment in this video to highlight the various ways that the tool can be used in different disciplines. The examples include a standard PowerPoint presentation, a photography slide show, a video demonstration, and a written paper that is critiqued by an instructor. Watch for some helpful VT tips and tricks, too!

George Haines of VoiceThread walks through the steps to set up a "Comment on a VoiceThread" assignment, first from the Canvas side, and then from the VoiceThread side.We see the options an instructor can choose, depending on whether the assignment is more discussion-based, or a quiz-type assignment with responses that are only heard by the instructor.

George Haines of VoiceThread walks through the steps to set up a "Comment on a VoiceThread" assignment, first from the Canvas side, and then from the VoiceThread side.We see the options an instructor can choose, depending on whether the assignment is more discussion-based, or a quiz-type assignment with responses that are only heard by the instructor.

In this video, George Haines of VoiceThread demonstrates the creation of a "Watch a VoiceThread" assignment. George covers the limited options that are available to the instructor, such as automatic playback and allowing students to download the slides.

Want to see the student view of a VoiceThread assignment? George Haines of VoiceThread logs in as a student to show us what it looks like, from the assignment instructions to submission, to seeing the student gallery for assignments that require comments on other students' submissions.

Here George Haines demonstrates grading assignments within VoiceThread. Instructors can see which students have submitted their VoiceThread, which have not started, and which ones have begun the process but not yet submitted. This last option allows the instructor the option of assigning partial credit.

In this video created by IT Training, you'll be introduced to the basics of joining a Zoom room, testing your audio, and the basic menu bar icons and their functions. You'll also see how to leave a meeting as a participant, or end a meeting as a host.

In this video by IT Training, learn how to install the Zoom desktop client on your computer, as well as how to check for updates to Zoom. The desktop client gives you the best experience for hosting a Zoom meeting, and keeping the software updated is critical to having all the latest features.

In order to be recognized as the host of your Zoom meeting (also known as “Claim Host”), you must properly log in to Zoom. Learn how to sign in to Zoom with Single Sign-On (or SSO) in this video by IT Training.

Learn how to schedule and start your meetings and class sessions in Zoom with this video by IT Training.

In this video by IT Training, learn how to use breakout rooms in Zoom as part of hosting classes online.

Learn about how to record meetings and class sessions held in Zoom to your computer in this video by IT Training.

In this video by IT Training, learn how to use Zoom's cloud recording feature to have your recorded meetings and class sessions automatically uploaded to Kaltura.

In this short video, Madeleine Gonin of the IUB CITL covers some of the basic characteristics of Zoom at Indiana University, and the three main ways you may want to use it for your teaching.

Madelein Gonin from the IUB Center for Innovative Teaching and Learning covers some of the basics for managing a Zoom room in an instructional context.

See a demonstration of various ways you can embed a link to your Zoom room into your Canvas course, including in an announcement, as a link the course navigation, or even as an item in a module. Presented by Madeleine Gonin of the IUB Center for Innovative Teaching and Learning and Andi Strackeljahn of the IU Indianapolis Center for Learning and Teaching.

Madeleine Gonin of the IUB Center for Innovative Teaching and Learning provides some tips for sharing content while teaching with Zoom.