Camosun Faculty Story #47: Sue

Sue is an instructional designer and one of my colleagues in eLearning (part of the Centre for Excellence in Teaching and Learning) at Camosun.  I wanted to speak to Sue so she could tell me, and you, about her experiences supporting faculty when we all moved to online teaching in March 2020.  On a personal note, going back in time to when we in eLearning were working long hours helping faculty and students navigate this new world brought back feelings not just of exhaustion but also of the excitement we felt as our faculty colleagues began to see first-hand the benefits of online teaching, something we have known for years.   

One of Sue’s passions is accessibility and Universal Design for Learning (UDL).  In fact, she was a co-author (2015) of the BCcampus Accessibility Toolkit.  Sue tells me that while eLearning had offered some workshops on accessible design and had some accessibility tools available in D2L (namely ReadSpeaker) prior to March 2020, when everything moved online “challenges around accessibility hit people like a brick wall and I think we had one of our greatest teachable moments possible for digital accessibility.  We saw more awareness around issues students were having enhanced by the fact that faculty themselves didn’t have the right infrastructure to teach online.  That shared lived experience, of a sudden lack of access impeding your ability to do something, well you can’t manufacturer that.”   

Sue also reminded me that we had enabled another online accessibility tool just prior to the pandemic, BBAlly (aka Ally) which we turned on across D2L in June 2020.  “We were barely through wrapping up the pivot term when we turned BBAlly on across the system and as a result, I have had way more interest in accessibility workshops and learning about UDL skills since 2020.” But the accessibility tools we had incorporated into our D2L system turned out to have a broader impact, beyond, for example, simply converting text-to-speech.  “We learned that Textaid was also a great asset for our language programs. Faculty teaching Japanese, Spanish, and Korean were able to use TextAid to support some spoken and written assessments that they had struggled to do even before COVID.” 

In addition to accessibility tools, our streaming media service, Kaltura, had only been enabled for a year or so and “we went from barely having started to use it to an exponential production of videos, which quickly shone a light on the poor quality of auto-captioning in services like these. While many faculty recognized that this bad video captioning needed to be fixed and wanted to do that work, they were overwhelmed, sometimes to the point of tears, by the work this added to their already heavy load. That was the motivation to rattle the cage for some professional captioning support.”  And now, we have access to a captioning service, REV, to assist faculty with their video captions in Kaltura.   And as Sue notes again, good video captions are not just useful for people with hearing impairments.  “You can watch videos in locations where you have no sound capabilities, students have access to a searchable transcript for study purposes, etc.”  

In terms of assessment, Sue recalls faculty struggling with assessment methods that would not work in a fully online environment.  Instead, they needed to ask “what if I provided more options for students to be able to complete the assignment? What if instead of a time-based test it was a take-home exam? Some Faculty were looking at their assessments with fresh eyes for the first time in years. Coming up with alternate assessments exemplifies UDL by exploring flexibility in the way we get students to show they’re engaged.  I think that this focus on alternative assessments, in one of the biggest shifts to UDL we’ve seen.” 

While Sue wonders how much less stressful the move to online teaching would have been if content had been built with accessibility and UDL in mind, she says, “there is no going back from the spotlight on accessibility and the awareness that’s been developed around the tools to support accessible design. I think we raised the baseline a bit, and while we’re still going to have new people who are not there yet, I’m confident that most faculty can, and will, use these tools without the trepidation they may have had before.”  

When talking a bit about rewards Sue has seen over the past two years, she tells me “I am more aware of the multi-dimensional challenges each individual student is dealing with because I’m dealing with them more myself too.” This also means that while she had to press pause on the UDLProject she was working on pre-COVID, “these past two years have provided much additional material for that project that I couldn’t have even imagined.” And building from that awareness of what overwhelmed students were experiencing, well she found herself supporting faculty who were similarly overwhelmed from trying to support those students. “I had to meet faculty members where they were at, trying to make things work for that individual in the moment realizing they were just keeping their heads above water. So, if I can help you to achieve this thing that’s more important than even you know at this moment, let alone how you would do it in the future, well, like any new language you learn the vocabulary, then you put the words together, and then start to build sentences. When you talk about accessibility and UDL, you can find a point of entry and then build thoughtfully from there. I think the way we were all meeting faculty where they were at was in many ways a UDL model of support.” 

If there was one shining moment for Sue, “I think coming out of this we have forged a tighter bond with our colleagues in the Centre for Accessible Learning (CAL) and that we now have the foundations from which we can continue to build a model of collaboration in our teaching and learning community. We are all committed to creating good online learning experiences for students and faculty, and because we work with so many different groups, we’re in a position to influence change. So having CAL be more of a partner, for me, that’s amazing and is a model other Post-Secondary Education institutions should take note of.”  And what really resonated for me was Sue’s comment that, as a result of increasing online options at the college, “we’re a three-campus college now and we in eLearning sit mostly on this third campus. We need to make sure that we are supporting students and faculty fulsomely and accessibly in this third campus environment.”   

When I asked Sue what some of her biggest lessons learned over the past two years were, she tells me “What I have gotten out of the past couple of years is confidence that in our team we have a range of skills and experience.  There are so many skills we need to be current with: technologies, pedagogy, inclusive education, accessibility, decolonization, open education, etc., that each of us alone can’t possibly know it all.  So, it’s a huge asset to have, say, a colleague who is deeply focused and committed to bringing open education practices, examples, and opportunities to the college. I can both participate in those and continue to develop my expertise so I can work with faculty, but I don’t have to be the expert in everything to recognize expertise and to draw on it.” 

Advice Sue has for anyone faced with moving to online teaching echoes what so many other faculty have said:  “Work with peers, connect with folks who have been where you are, so you are not recreating the wheel, try something small and build your confidence in lower stakes moments, and don’t feel afraid to reach out and borrow ideas from people.” We reflected a bit on how learning to teach online is similar to training for a marathon: you do it gradually, upping your mileage as you go.  “Of course, March 2020 was like running a marathon with no training, multiple times.  But in normal times, take it slow.  Oh, and get a good chair at home for all your online classes and meetings!” 

I wanted to end with Sue’s reflection on where she feels we, as eLearning and CETL, are now as a team. “We as a unit no longer face concerns about feeling left out because of being on different campuses, because we have a more universal place for us and faculty we work with, in this new, third campus.  I also have deeper relationships with faculty, some of whom I had worked with very little before, and I feel like I have a much deeper awareness of what’s going on in different parts the college than I ever did before. Even amongst our CETL community I feel like our communication and collaboration is stronger.” Our third campus has enabled and supported this enrichment, so we need to respect and nurture it going forward. 

Camosun’s Open Education Survey and Conversation Cafe Takeaways

On March 30, 2022, a group of 12 Camosun faculty and staff got together (virtually) for a conversation about open education.  In addition, 63 faculty members completed an Open Education survey in February and March 2022.  Below are a few key takeaways, overall themes, as well as recommendations for consideration.

Open Education Conversation Café Key Takeaways

This group reflected on and discussed the following questions:

  • How have you used, or considered using, Open Educational Resources (OER) to support your teaching?
  • What questions do you have about OER and Open Educational Practices (OEP) that might be preventing you from going further?
  • What are the advantages and challenges of designing and delivering OER and OEP?
  • How can we support each other to create and integrate OER and OEP into teaching and learning at Camosun?

While the majority of people in the conversation were from the Centre for Excellence in Teaching and Learning (CETL) (7), 5 were faculty who had used and were passionate about OER.  Some of the initial burning questions from participants were:

  • How do we get others fired up around adopting, adapting, and creating OER, especially when time and money (to create and adapt) are still big issues to overcome?
  • How can we support integrating OER into our Camosun systems and what options do we have for sharing and promoting for sharing?
  • How do we ensure platform independence and transferral of OER (especially question banks) from one system to another?
  • How can we be transparent with students around how adapting OER works as opposed to academic integrity/plagiarism?
  • What are the best practices for revising and reviewing existing OER? Is there a cycle? Who is in charge (BCcampus?) And how do people know when OER have been updated (and an aside – how do people integrate relevant changes when they have themselves adapted the materials?)
  • How do we overcome and/or work with Intellectual Property (IP) concerns from faculty (the idea of “ownership” versus sharing, and how to choose a licence when you want to protect the integrity of your work – due to safety protocols, traditional knowledge, etc.)

Following are the higher-level collated responses from the conversation café discussion questions.

How have you used, or considered using, OER to support your teaching? What questions do you have about OER and OEP that might be preventing you from going further?

  • How do we and departments adopt and promote the use and awareness of OER? How can we work with departments/programs to create a culture that embraces and supports OER?
  • How can we better support Term faculty around their rights and responsibilities for choosing course materials (for example, if they wish to use OER to support their teaching)?
  • How do we vet resources and look at quality assurance for OERs?
  • How can we work together to find, assess, adopt, adapt, and create ancillary resources (PowerPoints, question banks, etc.) to support the use of open textbooks?
  • How do we find out about, promote, and build on the work that has already been happening in open education at the college?
  • How can we work with students to promote awareness and importance of OER?

What are advantages + challenges of designing + delivering OER and OEP? How can we support each other to create and integrate OER and OEP into teaching and learning at Camosun?

  • Advantage: OER can be tailor-made and/or customized for a specific course
  • Advantage: Working with OER provides a huge opportunity for cross-institutional/program sharing (of resources, of collaboration, etc.)
  • Advantage: It does not have to be an “all or nothing” approach – start small, create small OER at first and build from there
  • Advantage: Saving students money
  • Challenge: Working with OER is a lot of work, requiring time and money and resources (people for support, a team, etc.) to find, vet, create, etc.
  • Challenge: Knowing who all to consider when adopting OER (copyright, bookstore, other faculty teaching the same or similar courses)
  • Challenge: Understanding how OER are updated – is there a process, who is in charge, etc.
  • Challenge: Understanding licencing and being aware of content that should not be adapted (TK, content with safety and technical standards, etc.)
  • Challenge: Represents a culture change for some (faculty, admin level, etc.)

Open Education Survey Results

Schools responding

  • School of Business: 17
  • Access: 6
  • Arts and Science: 18
  • CSEE: 5
  • HHS: 6
  • Trades and Tech: 9
  • Other: CETL 1

How familiar are you with Open Educational Resources (OER)?

How familiar are your with OER? bar graph

Full description: Bar graph showing Familiar, Not familiar at all but interested in, Somewhat familiar

Familiar

  • 1 response “No, I have never used OER in any of my classes.”
  • 11 responses “Yes, I am currently using OER in at least one class.”
  • 9 responses “Yes, I have used OER in the past by am not using any currently”

Not familiar at all but interested in

  • 9 response “No, I have never used OER in any of my classes.”
  • 1 response “Yes, I am currently using OER in at least one class.”
  • 1 response “Yes, I have used OER in the past by am not using any currently”

Somewhat familiar

  • 11 responses “No, I have never used OER in any of my classes.”
  • 14 responses “Yes, I am currently using OER in at least one class.”
  • 5 responses “Yes, I have used OER in the past by am not using any currently”

How familiar are you with Creative Commons?

  • Somewhat familiar: 28
  • Familiar: 21
  • Not familiar at all but interested in learning more: 13
  • Not familiar at all, and not interested in learning more: 1

Are you using OER in any of your classes?

  • Yes, I am currently using OER in at least one class: 26
  • No, I have never used OER in any of my classes: 23
  • Yes, I have used OER in the past but am not using any currently: 14

What types of OER have you used?

What types of OER have you used? bar graph

Full description: bar graph showing results of types of OER uses (note that numbers were challenging to analyse due to multiple selection option)

  • Open textbooks: 29
  • I have not used OER: 7
  • Multimedia:  8
  • Quizzes or tests/homework assignments: 10
  • Other: 4

If you have not used OER in your classes, can you tell us why?

Why have you not used OER in your classes? bar graph

Full description:  bar graph showing “Not aware of OER”, “N/A”, “Others/I have written my own textbooks”, “Time required to vet, adapt or create”, “Lack of peer review”

  • Not aware of OER: 8
  • N/A: 2
  • Quality of available OER: 3
  • Time required to vet, adapt, or create/Effort: 4
  • Lack of peer review: 1

Have you ever created or adapted OER materials (rather than a straight adoption)?

Have you created OER? circle pie chart

Full description: circle pie chart showing majority response “No”, second highest response: “Yes, at Camosun”, third highest response “Yes at another institution”

If yes, what types of OER have you created or adapted?

What kind of OER have you created? bar graph

Full description: bar graph showing types of OER created

  • Homework assignments:  21
  • Textbooks: 9
  • Multimedia: 4
  • Quizzes or tests: 3
  • Other: 5

Have you had support creating, adapting or using OER?

Have you had support to create OER? bar graph

Full description: bar graph showing what kind of support has been received

  • None: 28
  • BCcampus and CETL, other Camosun support: 5
  • Release time: 1
  • Pressbooks training: 1
  • SD time: 2

CETL and the library are interested in increasing OER adoption, adaption, and creation by faculty. How can we best support you to meet these goals?

How can we support you? bar graph

Full description: bar graph showing the following:

  • Establish OER working group and/or community of practice: 14
  • Information sessions: 52
  • Virtual or in-person training opportunities on OER and Open Education: 45
  • Virtual or in-person training opportunities on Creative Commons licencing: 32
  • Grant programs for faculty creating OER: 27
  • Public recognition of faculty creating OER: 7
  • Creation of written documents on OER to support faulty applications for OER SD projects: 21
  • Other: 5

Overall Themes and Recommendations

Organize general information sessions

  • Collaboration for running info sessions: CETL, Library, Copyright office
  • Provide basic information (what are OER, how they work, where to find them, where to get help)
  • Include discussions around starting small, working with others to find appropriate resources, implications for intellectual property, and why OER are important
  • Discussion of quality assurance and vetting resources
  • Clarification of authorship and information on how OER are updated (find out more about this process at least at BCcampus and implications around it)

Collate resources in one place

  • Update library Research Guide for Open – put together a team (CETL, Library, Copyright) and work on over the summer
  • Include a list of who can support OER development at Camosun, and in what capacity

Department meetings info sessions

  • Start in May/June, then Fall (collaborate CETL, Library, Copyright office)
  • Fire up interest
  • Find out who is already working on integrating OER and how
  • Answer questions

Faculty Support and Engagement

  • Workshops and other training opportunities for faculty
  • Create a list of faculty members working with OER to support each other in varying ways
  • Find ways to fund (grants?) faculty for adopting, adapting, creating, and reviewing OER

Talk to Student Society

  • Engage with students
  • Find out more about students’ perceptions of OER and provide information sessions for them (Student Society, student groups within programs, etc.)

Advocate to college leadership

  • Show student savings in $ amounts for people who have adopted OER
  • Discuss initiating grant or support (i.e., release time) opportunities for faculty to create and adapt OER

Camosun Faculty Story #46: Rob

As you may have noticed, I’ve been posting a few stories from faculty talking about their experiences of moving suddenly to online teaching back in March 2020.  But teaching online was not new and uncharted territory to all faculty teaching at Camosun.  Today I bring you some highlights from an interview I had with Rob, whose training company has partnered with Camosun for the past 10 years to deliver a Project Management Certificate program through Contract Training.  Rob has a degree in Adult Education, and is also a fellow instructional designer, and it was a lot of fun talking to him about his work as both an instructor and an ID. 

Rob and his instructors “teach everything from technical skills to interpersonal skills, to how to think at a strategic level,” and they teach using the full spectrum of modes, from fully in-person to fully online asynchronous, and everything in between.  Rob himself “started off designing and developing computer-based training, electronic performance support systems, and what we used to call web-based training back in 1994/5. My Master’s specialty was in online learning and performance, and I’ve also been designing and developing curriculum for online delivery for over 25 years.”  I found myself realizing that I have also been working in online learning design for the same amount of time as Rob, and we reflected on how much has changed since when we started this work back in the nineties. “It’s gone from very text-heavy, to some videos and audio, to full multimedia with the ability to focus more on tailoring the type of instruction to the knowledge or skill to be developed. We use video for more prescriptive processes and skills and reading to build a more fundamental knowledge base, all while using asynchronous approaches to provide flexibility in the delivery, and synchronous interaction to provide direct feedback to students. So, it’s a much more robust environment today compared to where we initially started.” 

I asked Rob what he thought of the concern cropping up since COVID forced almost all education online, that online learning is lesser quality than in person (which, as IDs, we had hoped had been put to rest years ago.)  He explained that we first need to move beyond our biases, that is “the propensity for adult learners to fall back into their historically established learning environment. Every term, I still have students telling me they prefer in-person learning, but then they tell me they had more interaction in our online environment than they have ever had in a classroom.”  Thinking about why that is, Rob reflected that “when they’re in the classroom, they’re not talking to other students, but are focused on the instructor-led approach that typifies many classrooms, and they often think that online learning is just watching videos and reading. What they don’t understand is the instructional design that’s associated with developing instructionally-sound curriculum.” Most information is out there on the Internet, but learning is not just about finding information. “What students don’t see is the preparation, activity design, testing, and modification that goes into building an engaging online course,” and our job as instructional designers is to help faculty understand how instructional designers, curriculum developers and technology support staff can help them create those courses (something we didn’t necessarily have time for when courses moved so suddenly online in 2020.) 

When talking a little bit about that design for engagement, Rob says “the first thing we do is establish contact with students. The moment we engage with them to keep them on track they realize that they are being supported, that their instructor is there to work with them, and that they are not just one of 500 students that the instructor doesn’t know. The second is to build in collaboration as one of the requirements and teach them why collaboration is important in the learning process, building it as a bonus for them so if they collaborate more, they will learn more.”  Remembering Rob’s earlier point, that adult learners tend to want to learn the way they have in the past, all this engagement and collaboration sometimes “requires a period of cultural change for them to feel like they’re being supported, to build up to an interactive dynamic between students and instructor.” And that’s where that huge investment in up-front work to contact students, to set expectations, to build collaboration, and to follow-up pays off: when students start to engage. 

I wanted to see if Rob had noticed an uptake in his online courses post-COVID and was a bit surprised when he said that while there was a jump in enrolment at the beginning of the pandemic, but “by September 2021, a year and a half in, we saw a substantial drop in enrolment.  While we are still studying why it happened, one of the things we identified through feedback was that people were tired of meeting and learning online,” something I am sure many people reading this can identify with. This past term, enrolments are back up, but Rob tells me he will “need a longer period of time to study if this fatigue might have an effect long-term.  I think it’s been beneficial for people to have had the experience through the pandemic of recognizing that it is possible to engage, to have interactivity, and to learn online.”  I know I hope faculty and students, once fatigue fades, will embrace more online teaching and learning now that they know what is possible. 

When I asked Rob about some of the rewards he’s experienced teaching online all these years, he says “I think it’s difficult to separate the rewards from teaching online from the rewards from teaching in general. From my perspective as an adult educator, it’s about helping adults learn. The reward I get from helping an adult learn, whether it’s online or in the classroom, is the emotional satisfaction of seeing someone develop a skill or knowledge, and to feel that tingle up the back of your neck when they get it. I think teaching online means that I’m able to help people that might not be able to access a course, because of timing or geography or personal situation. And I think the greatest reward is that online teaching broadens out accessibility to a subject that I’m passionate about.” 

In addition, Rob has heard from students that being able to work with people from all over the world through an online class is hugely beneficial and rewarding.  “Students have said that interacting with people who are completely outside their bubble has been very valuable to them because they never would’ve experienced the people that they’re interacting with outside their local area. It gives them access to a new perspective and the ability to share and learn from each other that they wouldn’t get in a traditional classroom.” Often as a result of that greater diversity, Rob says there is more interaction in the online classroom, “students are intermingling with people with whom they may never have spoken if they were in a classroom, because you tend to gravitate towards the person sitting next to you. But when you’re online, you can establish relationships with anybody and everybody because you have that flexibility.” 

I asked Rob what kind of advice he gives instructors teaching online for the first time, and he said “I want them reach out to the students more because I think one of the biggest challenges is that, while students have a reason for showing up at that course, they can also feel alone in the online environment. If instructors reach out to students and create a relationship with them, it’ll be better for the students because they’ll see there’s somebody there. It’s not just a computer teaching them, but there’s actually a flesh and blood person behind it.”  And in addition, Rob wants his instructors to see that teaching online does not have to be hard.  “Start by recording a question-and-answer session – that’s a learning opportunity.  Then when we use technology like collaborative document creation, that collaborative document can become instruction – that can become a reusable tool for future instruction. We might be building the plane while it flies, but that course material can be reused and improved.” There’s no need to be intimidated by online teaching if you keep it simple and build from there. And of course, find yourself an instructional designer!  “Just call us. Send an e-mail to us. We’re here!”  

Looking forward, Rob tells me that he “would like to see online learning become more integrated with the way people work through micro-learning and just-in-time learning; and there is an opportunity for the academy to provide a foundation for this learning; to constantly supplement it with online in-the-moment micro-learning performance support. I think this is where online learning needs to go, but I think we’re still a long way from that.”  There is so much information out there already, but how do students know what is accurate or useful? “I really think that our profession needs to evolve to provide both foundation and practicality, and practicality needs to be in the moment. For instance, even if all you want to do is build a schedule for a project, you have to understand concepts and other contextual knowledge which is the foundation that still needs to be structured as a comprehensive program. But then, in the moment, when you are ready to build that schedule, you should be able to access with a micro-learning tool immediately.” 

One final thought from Rob: “I think there will always be room for face-to-face, virtual instructor-led synchronous, and instructor-led asynchronous learning experiences. And after the past few years, maybe people can settle into their preferences and recognize the benefits of each.” 

D2L Orientation videos for new students!

While I generally prefer not creating tutorial videos for our eLearning supported tools (mainly because they all change so quickly and I simply don’t have it in me to re-create videos every term), recently a small team of us in eLearning produced three Introduction to D2L videos for new Camosun students.

While these videos were created specifically to support English Language Development and International students, they can be viewed and used by any students who are new to Camosun and our D2L (Brightspace) learning management system.

So, have a look at our Introduction to D2L for Students Videos and if you like what you see, send me a note at schudele@camosun.ca!

Camosun Faculty Story #45: Bev

Bev is a faculty member in Psychology at Camosun.  She started our conversation by telling me she and her department colleagues had been using D2L to support their students before March 2020. “D2L is a big part of reinforcing what is taught in the classroom: posting news items and lecture notes, and encouraging students to monitor their grades, assignments, etc.”  Even with this familiarity, “When we transitioned, the biggest challenge was trying to keep student course engagement and connection, especially students who find questioning and talking freely in-person challenging and now their faced with working completely online.” Bev was thankful she already had developed a good rapport with her students. She emailed students of concern, encouraging them to meet in course collaborate, and offered flexible office times for them to do so.

May was fast approaching, and since Bev would be teaching in May and June, she needed to find a way to get ready. When students registered, for May/June courses, they were registering for face-to-face delivery. “I didn’t have a ton of time to get ready. Fortunately, I relied heavily upon our instructional assistant in Psych who is well-versed in online delivery.”

In April, Bev surveyed students about their online experience, access to technology, and what their living situations were like to help her think about how to set up her course.  “One of the things I had to be mindful of was their home environments. Many of them were sharing, for example, a one-bedroom apartment with four or five other students.”  Knowing the challenges her students would be facing, she worked hard to build in engagement, utilizing the breakout rooms in Collaborate, for student-student interaction and she set up discussion posts for supporting peer connections. A three-hour scheduled face to face class was now a three hour collaborate session, using break out rooms. “Collaborate and breakout rooms were as a new to them as they were to me, so I continually asked for feedback on what was working and what wasn’t working for them.”

Bev was using the synchronous environment for discussion and elaboration, and D2L as delivery of information; by the end of spring semester, she found herself flipping her teaching.  “I realized toward the end of June that my role as an instructor had changed. I was not delivering the content as much as I was elaborating on the content, meeting with students, addressing their questions, and building on the content in a number of different modalities, while students were more in control of navigating the course content on their own.”  What Bev found most valuable that spring was working with her two colleagues who were also teaching then.  “We would meet regularly and brainstorm what was working. It really helped when I was feeling overwhelmed or challenged, and this networking with colleagues became as important to me as networking with my students.”

Bev told me that by the time fall rolled around, “I was feeling less overwhelmed and really inspired because I realized all that this online environment could do.” She polled her students again in June around how the delivery methods worked for them and “was surprised with the results. Even though they said they thought it was intense, they liked the week-to-week engagement.”  Now, Bev faced a new challenge for her fall interpersonal communication course with a lab component. Her challenge was how to incorporate the experiential learning piece, “a lot of the skill development requires sitting together face to face and practicing the skills. Skill demonstration by me in a face-to-face class was replaced with videos downloaded in Kaltura from YouTube, uploaded in course media, and embedded throughout the lecture modules.

Additionally, Bev had about 11 students registered with the Centre for Accessible learning with a variety of accommodation needs.  “I was trying to get my head around how the online delivery can support students in meeting some of the course objectives, while at the same time address a few unique accommodations.”  To help her navigate the wide world of online accommodations and accessibility, Bev reached out to instructional designer. “She helped me not only design the course, but she also implemented BBAlly, which measures level of accessibility. This accessibility report includes a course percentile score and graphs areas for improvement. For example, I use a lot of images in my teaching, and I had to go back now and describe the images, put captions in the videos, etc.”  This work was eye-opening for Bev, because it “made me realize how much I assume that students understand given instruction, in classes face-to-face. I went back to what I had already set up in my D2L course and integrated more instructions. For example, I would put assignment instructions not only in the assignment itself, but also in a number of pertinent places throughout the D2L course.”

During the fall 2020 and winter 2021, Bev found very few students, in her asynchronous course, attended virtual office hour.  “I wondered if they were overwhelmed with everyone still facing isolation. Given their need for socialization, and the extent this process was lacking, links to various support services were incorporated into my course outline and flexible office times increase my availability to students.”

In addition to these challenges around connection, Bev found many rewards through teaching online.  In particular, “I saw the lock down as an opportunity to focus on my own learning, and it was also a refresher from face to face – being able to look at what works in a face-to-face environment and try to incorporate that into the online environment.  An online environment offers so much more than I expected, beyond my expectations.”  In the end, Bev says that “there’s a fine line between being a learner and being a teacher. And for me, it’s a circular process.  I’m thankful to have had this opportunity, this challenge, and at this time in my career, to discover what technology can do. I’m thankful I feel more connected to students now than I did at the beginning of the pandemic.

As to what advice Bev has for new online instructors?  “Identify what’s important to you in your course, where your strengths lie as an instructor, then reach out to others when faced with challenges. Remember that you’re not alone: whatever challenge you think you’re facing, expertise is available, and you do not have to face the challenge alone.”

Moving forward, Bev says she is sold on online learning.  In fact, when she was back teaching in person last fall, Bev found herself, wondering: “can I do this again? Can I be in a face-to-face situation?  Can I be as strong as I felt on the online environment?” And she discovered the online and in-person teaching/learning works together to support students. “I keep things pretty much as they were in a completely online environment.  I use BBAlly to measure the accessibility piece, and I think supporting diverse learners in an online platform with this piece is what I’m really sold on.”

An example is the communication skills course taught, fall 2020, is kept fully online to reinforce the in-person delivery.  “I tell students that the course basically is in D2L. I will be demonstrating some skills in class, but everything’s in D2L. I outline the advantages of coming to class, and do not penalize them if they don’t show up – I’m not measuring them based on skill participation in class. In this way, the class environment enhances the online environment.  I no longer see me as the deliverer of content. I see myself as the manager of content, more importantly, the monitor of student progress and the supporter to students ‘academically.”

Bev ends by telling me that she thinks there will always be a place for in-person learning. “The human connection is the piece that we don’t get online, for that we need face-to-face. In terms of the instructional piece, I don’t think we can afford to only deliver content face-to-face. I think we’ll lose too many students. How we see learning ongoing needs to be outside the four walls of the classroom and outside a specific timeframe. Face-to-face to me is just one modality – it’s a very small piece.”

Camosun Open Sustainability Project: Project Story #7

And now for the seventh and final story in our ongoing series related to Camosun’s Open Education Sustainability Project:  Liz Morch.

Liz teaches in the Dental Hygiene program at Camosun, and her project was “to develop five modules covering basic topics in nutrition that could be used by anybody teaching foundational nutritional courses.  Using open technology, we have the opportunity to share learning materials rather than having to (re)create information that should be readily available, leaving more time for instructors to focus on student needs and student interaction.”  The five modules Liz created were around the topics of Carbohydrates, Proteins, Lipids, Vitamins, and Minerals.  “I think we created five solid modules on those components containing foundational information that anyone could use for their own courses, or adapt for use in their own context, whatever discipline they might be in.”

Using and creating open resources fits well into Liz’s philosophy of teaching.  “I think we need to understand today’s student. When I went to university, I didn’t have to work because I was fortunate to have family support and scholarships, so all I did was focus on school. Today, many of our students are balancing work, family commitments, financial constraints and learning challenges, as  well as navigating huge volumes of information that they encounter in school and on the Internet. As an instructor, it is important to consider the challenges students face when learning, however every time I push myself to do something different to address this, I’m always amazed at how well students respond!”

Liz believes in sharing the wealth through using open resources as well.  “One of the challenges we face as faculty is staying current in our discipline. Every basic nutrition course, no matter what program it is part of, has content focused on proteins, carbohydrates, lipids, vitamins, and minerals.  So, instead of creating and taking class time to deliver this common content every time you offer a course, students could complete these existing online modules on their own, and then classroom exercises can focus on  amazing discussions because they’ve had the flexibility to learn the content at their own pace and their own time.”

While creating and using open content is a priority for Liz, finding, adapting, or creating OER comes with challenges.  “During the semester, it’s very hard to find dedicated time for this kind of work.  Even when you dedicate focussed time, it’s amazing how many distractions come your way.”  While fortunately for this project Liz was given release time as a result of the grant funding, one other challenge Liz mentioned was the question of how much is enough?  “I want it to be extraordinary, so defining the breadth and scope for this project was a bit challenging. I wanted to make sure that it was not solely dental focused, and I also wanted it to be much more interactive, but I ran out of time.”

Despite these challenges, Liz still believes that working with open educational resources is the right thing to do.  One of the benefits she sees with her open project is the flexibility her nutrition site can afford students who have a very heavy course load.  “For my course within the heavy course load of our dental hygiene program, the end of their final semester students have many large comprehensive projects to complete. So, what I began to consider was how to organize my course to include these nutrition modules so that their work for the course was front loaded. In January, students have quite a bit of time, whereas in April, they are going to be stressed out and maxed out with projects that require considerable time and effort. If I create modules for them to work through on their own, then they can choose to finish 80 or 90 percent of this course in January so they have more time at the end of the term to devote to their final projects.”

When I asked Liz what advice she would have for other faculty wanting to work with open educational resources, she told me “We need to challenge tradition and consider not only a course’s learning objectives, but how to deliver the content in an inspiring flexible manner.  We have a responsibility in today’s world, where the volume of information and the speed of change is so great, to consider flexible ways for students to engage with course content so that it becomes more meaningful for them.”  Liz says she doesn’t see her role as being “a gatekeeper to knowledge, but rather as someone to bring course content to life.”

What’s next for Liz in the world of Open Education?  Well, she tells me she is close to retirement, but “if I could do anything, it would be to mentor new faculty and encourage them to not be afraid to think outside of the box.  I have tried many creative approaches over my career most of which have been wonderful with some that helped me learn tools to create the next opportunity.  I would love to support other faculty to figure that out, “that would be what I would really enjoy.”

Camosun Faculty Story #44: Kari

Kari is a faculty member in the English Department at Camosun College.  When the pandemic moved everyone online back in March 2020, Kari, who was teaching four in-person courses, says “at the beginning it was all panic and we just did what we could. But there one thing that happened despite that panic: we, in the English department, started supporting each other in amazing ways.” 

Finally, the winter term was over, and the summer term arrived.  While several English faculty members, including Kari, had scheduled development (SD) leave, there were three or four others who had to teach online with no prep time at all.  But they were not left to flounder on their own and their colleagues on SD stepped up to support them.  Kari related one example of that support: “Michael Stewart was teaching English 163, so I and two other members of the English department read and watched all the material in his class. Then Michael and the three of us created videos of us analyzing and discussing the course material, which Michael then posted on his D2L site for his students.” 

At one point as well, one of Kari’s colleagues sent out a cry for help asking for someone to co-create a lesson with her.  “So, three of us got together and created a lesson which I’m also using now because it is on a topic covered in multiple courses.”   But this co-creation of materials was not just a boon for faculty, but also useful from the student’s perspective.  “Because I’m still using some of those videos in my in-person class, using them as extension materials, students have the opportunity to watch experienced readers engaging in dialogue, building on each other’s ideas, disagreeing, and then finding understanding. We modelled discourse and disagreement, and how you can move through that to come to understanding, I think, from the student’s perspective, was really rich in building their understanding of these concepts.”  Another interesting outcome of this collaboration was that faculty members were essentially coming into each other’s classes reading each other’s course materials and discussing them, and Kari says she is grateful to have been a receiver as well as a giver within this context.  “On one hand, it’s important to have the academic freedom to do the things we want to do in our classes, but on the other hand, we don’t normally ever go into each other’s classes. We don’t ever see what other instructors are doing and seeing each other in action is a great way to learn.  This opportunity has helped us get a better sense of what other instructors do in their classes and how other they approach topics in our field.” 

One of the challenges Kari faced preparing for teaching online back in 2020 was that there is “a difference between taking an in-person class and throwing it online, and actually designing an online class, because it takes a long time to put together a well-conceived, well-supported online course.” And in addition to trying to create good online courses without adequate time, Kari told me that “the biggest challenge for me was not being able to put a face and personality to the students.”  To try and build some community, she set up online co-writing sessions with her students. “I said, I’m going to be online and I’m just going to do my thing, so you can come do your thing. Some of the students did come to those sessions which I think was valuable for all of us because I was able to interact with them directly.  It really brought home how much, for me, teaching is about interactions with people and watching them build community amongst themselves.” 

One lesson Kari has learned from moving courses online and working with students struggling during COVID-related stress and absences is that flexibility is important for both teaching and learning. As a result, she is now flipping her classes to leverage the best of both the online and in-person worlds.  “I’m saying to the students, all materials are online, and when you come to class, we’ll discuss the material and do writing exercises. Then when they do come to class, we are having great conversations, and doing in-class writing exercises and a lot of peer work because those are the things that you can’t do as effectively online.”  What Kari is also excited about is that flipping the class “gives students more autonomy. They can decide how much further they want to go with the material, if they want to learn more.”  And in addition, it opens the door for them to learn from others, including Kari’s colleagues.  “Often when students come into your classroom the only person they learn from is you, but this way they learn not only from you, but also from each other and from other instructors.” 

Kari has some advice for faculty moving to online teaching.  “First of all, ask for help. There is a lot of help available both institutionally, and within the department. And second, if you’re teaching online, keep it simple. Ask yourself what are the key things the students need? How can they achieve them? And finally, make sure to communicate with the students in whatever way you find most helpful.  What I do with my online students is I send a note on Fridays telling them what’s coming up the next week. And then on Monday I say, hey, welcome to this week.” 

Moving forward, Kari tells me “I feel like I would like to get better at figuring out what’s best online and what’s best in-person and taking advantage of both.” In addition, now that courses have moved back to a mostly pre-pandemic teaching mode, Kari and her colleagues are looking forward to building on the kind of collaboration that evolved over the past two years, creating course materials that can be used by many instructors. I know I am excited to see that, while the English department already had a strong culture of collaboration prior to COVID, it was further strengthened through the common goal of designing and sharing good online activities.   

Open Conversation Cafe, Survey, and Workshops at Camosun

Are you a Camosun faculty or staff member?  Do you want to know more about Open Education or share your experiences with Open Educational Resources or Open Pedagogy with others?  The Centre for Excellence in Teaching and Learning has some opportunities for you!  Don’t see what you are looking for or have questions?  Email Emily at schudele@camosun.ca.

Open Education Conversation Cafe

Open Education Conversation Café March 30, 3-4:30pm ONLINE REGISTER HERE

Have you heard of Open Education, but are not sure what it is? Have you been using, or wanting to use Open Educational Resources or Open Pedagogy?  Let’s explore ways to integrate these into your courses.

Open Education Survey for Camosun Faculty

CETL and the Camosun Library need your help!

We are investigating faculty members’ perceptions and use of Open Educational Resources (OER), such as freely available online textbooks and other course materials. Whether or not you are using OER, we would like to hear from you to provide valuable insight for us on how we can better support initiatives related to OER going forward.

This short survey will take about 5–10 minutes to complete and will remain open until February 28th. If you have any questions about this or want to talk more about how OER can support you and your students, email Emily Schudel at schudele@camosun.caThanks for your time. Click here to fill out the survey

Definition of Open Educational Resources (UNESCO, 2016): Open Educational Resources (OER) are any type of educational materials that are in the public domain or that are openly licensed (for example, with a Creative Commons license). The nature of open materials means that anyone can legally and freely copy, use, adapt and re-share them. OER range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video, and animations.  In addition, OER can help improve the learning experience for students while mitigating financial barriers which may prevent them from achieving their academic goals.

Spring Open Education Workshops

Introduction to Open Ed & Open Ed Resources May 10, 10-11:30am ONLINE REGISTER HERE

Learn how to help students achieve course learning outcomes in a more efficient way while balancing your workload as an instructor. Bring relevant information, such as program outcomes, course outline, activities, assignments, and tests/exams to the workshop.

Introduction to Open Pedagogy May 13, 10-11:30am ONLINE REGISTER HERE

Open pedagogy allows the full potential of education to be realized. It invites students in as co-creators, creating rich opportunities for deep and active learning and empowers faculty to make education more diverse and inclusive.  Together, we will begin to explore the full potential of open pedagogy.

Introduction to H5P for interactive learning May 17, 1-2:30pm ONLINE REGISTER HERE

H5P technology makes it possible to integrate interactive learning elements into HTML pages in D2L, WordPress, or Pressbooks. H5P applications include formative quizzes (with immediate feedback), flash cards, slide decks, images with clickable hotspots, and interactive videos; see: https://h5p.org/content-types-and-applications for more information. This workshop will introduce you to a range of H5P applications that are commonly used to support teaching and learning. During the workshop you will build some H5P content that you can reuse to support your own courses.

Redesign Your Course to be More Open May 31, 1:30-3:30pm ONLINE REGISTER HERE

Wondering how to get started integrating Open Educational Resources (OER) into your courses? This workshop will help you get started.

Camosun Centre for Excellence in Teaching and Learning February Bulletin

In this bulletin from the Centre for Excellence in Teaching and Learning you will find information and opportunities that we hope are of interest to you. To get in touch with us go to: CETL Contact InformationNote that registration and survey links are for Camosun faculty and staff only.

NEW: Teacher Recognition Initiatives

These initiatives are brought to you by Camosun’s Teaching and Learning Council – a collaborative, peer-based, interdisciplinary group of faculty from across the college with a passion for advancing quality teaching and learning at Camosun, including advocacy, supports and strategies.

  1. Teaching Excellence Shout Out! Recognize a great teacher by sharing a Shout Out. This is an opportunity to acknowledge big and small contributions to teaching and learning at Camosun.  Submit your accolades here and we will post them in the Bulletin each month.
  2. Four Instructors will be recognized each year at Camosun’s annual Walls Optional Conference. Nominations can come from peers or students, and need to be submitted to CETL by March 15Click here for more details and to access the nomination form.

SHOUT OUT!

… To Anastasia Butcher of the Early Learning and Care (ELC) Program, who brings much energy, time, and thought to enhancing curriculum for students through experiential learning.  From Kristin Ross Submit your SHOUT OUT here

Hold the Date for Camosun’s annual Walls Optional conference, April 28

The Walls Optional committee invites proposals for the Thursday, April 28 conference. We are planning for an in-person conference if we can, but there will also be some virtual options.

Over the past two years, our teaching and learning communities have been disrupted in fundamental ways. Walls Optional 2022 provides an opportunity for us to regroundreconnect, and reflect as a college community.  Theme: Regrounding and Reconnecting 

  • How did the reconnection to campus this fall impact your teaching and learning? 
  • What keeps you grounded and connected in your work and practice? 
  • What aspirations do have for our teaching and learning communities going forward? 

Call for Proposals will remain open until Friday, March 4.   Click here to submit your proposal

Open Education Survey for Camosun Faculty

CETL and the Camosun Library need your help!

We are investigating faculty members’ perceptions and use of Open Educational Resources (OER), such as freely available online textbooks and other course materials. Whether or not you are using OER, we would like to hear from you to provide valuable insight for us on how we can better support initiatives related to OER going forward.

This short survey will take about 5–10 minutes to complete and will remain open until February 28th. If you have any questions about this or want to talk more about how OER can support you and your students, email Emily Schudel at schudele@camosun.ca.  Thanks for your time. Click here to fill out the survey

Definition of Open Educational Resources (UNESCO, 2016): Open Educational Resources (OER) are any type of educational materials that are in the public domain or that are openly licensed (for example, with a Creative Commons license). The nature of open materials means that anyone can legally and freely copy, use, adapt and re-share them. OER range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video, and animations.  In addition, OER can help improve the learning experience for students while mitigating financial barriers which may prevent them from achieving their academic goals.

CETL Learning Opportunities – February through April

Copyright Q&A February 8, 11am-12pm ONLINE REGISTER HERE

Course packs are due on March 15th for the spring/summer term. Now is a great time to get your questions answered about copyright, fair dealing, and using copyrighted materials in your class.

Lunch and Learn Article Discussion Series February 16, March 16, April 20, 12-1pm ONLINE

Read an article and then meet with faculty colleagues for some lively conversation on various topics related to teaching and learning.

  1. Grading as Instruction February 16, 12-1pm REGISTER HERE
  2. In-the-moment Responses for Addressing Classroom Aggression March 16, 12-1pm  REGISTER HERE
  3. Designing Self-care Practices for this Academic Year  April 20, 12-1pm  REGISTER HERE

Open Education Conversation Café March 30, 3-4:30pm ONLINE REGISTER HERE

Have you heard of Open Education, but are not sure what it is? Have you been using, or wanting to use Open Educational Resources or Open Pedagogy?  Let’s explore ways to integrate these into your courses.

How to Export Your Final Marks from D2L to myCamosun

This workshop will walk you through the process of how to export your final grades from D2L to myCamosun. Have your final grades ready to publish in D2L and follow along with the steps provided. We will help troubleshoot the process.

Getting Started with D2L

This workshop will provide you with an overview of the essential teaching tools available in our learning management system, and D2L Brightspace.

  • Focus on Supporting Face-to-Face Delivery April 26, 10-11:30am ONLINE REGISTER HERE
  • Focus on Supporting Online and Blended Delivery April 26, 1-2:30pm ONLINE REGISTER HERE

Getting Started with Blackboard Collaborate Ultra Web Conferencing April 27, 1-2:30 ONLINE REGISTER HERE

Collaborate is a web-conferencing tool that integrates with D2L. This session will provide you with a basic overview of the tools and functions within Collaborate as well as provide instructors with tips on how to use this tool to connect with students and facilitate effective learning experiences.

CETL Learning Opportunities – May through June

Workshops:

Streamlining Your Course May 3, 10-11:30am IN-PERSON REGISTER HERE

Learn how to help students achieve course learning outcomes in a more efficient way while balancing your workload as an instructor. Bring relevant information, such as program outcomes, course outline, activities, assignments, and tests/exams to the workshop.

Streamlining Your Assessment

This two-part workshop will provide you with strategies for streamlining your assessment practices to make them more effective and efficient. Part 1 will focus on assessment design and Part 2 will focus on how D2L can provide administrative efficiencies.

Streamlining Your Marking with Rubrics

This two-part workshop will give you with strategies for designing and using rubrics to provide effective and efficient feedback to students. Part 1 will focus on the pedagogical advantages of rubrics as a means of providing feedback to students, as well ask key design considerations. Part 2 will focus on how to create a rubric in D2L, attach it to various assessment items, and mark student work using the rubric.

  • Part 1: Rubric Design May 24, 10-11:30am ONLINE REGISTER HERE
  • Part 2: Rubric Tool in D2L May 31, 10:00-11:30 ONLINE REGISTER HERE

Open Education workshops

  • Introduction to Open Ed & Open Ed Resources May 10, 10-11:30am ONLINE REGISTER HERE 

    Learn how to help students achieve course learning outcomes in a more efficient way while balancing your workload as an instructor. Bring relevant information, such as program outcomes, course outline, activities, assignments, and tests/exams to the workshop.

  • Introduction to Open Pedagogy May 13, 10-11:30am ONLINE REGISTER HEREOpen pedagogy allows the full potential of education to be realized. It invites students in as co-creators, creating rich opportunities for deep and active learning and empowers faculty to make education more diverse and inclusive.  Together, we will begin to explore the full potential of open pedagogy.
  • Redesign Your Course to be More Open May 31, 1:30-3:30pm ONLINE REGISTER HEREWondering how to get started integrating Open Educational Resources (OER) into your courses? This workshop will help you get started.

New Student Onboarding: A Faculty Perspective May 30, 10-11:30am ONLINE REGISTER HERE

This session will explore how we as faculty can support our ‘new to Camosun’ or ‘new to D2L’ students to be successful in our own courses and in D2L in general. We will discuss how using D2L to facilitate this process can foster confidence in the students and provide them with the information they need to be able to fully participate in their in-class, blended and online courses. Please bring your ideas with you as there will be an opportunity to share with the group.

Deterring Plagiarism June 1, 10-11:30am HYBRID REGISTER HERE

Learn strategies and tools for deterring plagiarism and encouraging academic honesty in your courses. Participants will be invited to share their own ideas and to discuss how best to promote a culture of academic integrity at the college. This workshop will be offered in hybrid format. Participants can join in person or via MS Teams.

eLearning workshops (focus on online tools):

All these eLearning workshops take place online in Blackboard Collaborate.  Click on the links for a description and to register.

Beginner

Intermediate

Advanced

D2L

Content management in D2L

May 2, 1-2:30pm

Setting up your gradebook

May 5, 10-11:30am

Advanced quizzing

May 11, 10-11:30am

Introduction to quizzes in D2L  May 4, 10-11:30am

Facilitating creative online discussions

May 16, 10-11:30am

Working with master courses

May 12, 1-2:30pm

 

Spring Cleaning

May 19, 10-11:30am

Advanced content creation using templates and accessible design  

May 25, 10-11:30am

Accessibility

Text-to-Speech support for students: An orientation to the ReadSpeaker tools in Your D2L course  May 5, 1-2:30pm

Introduction to ALLY tool in D2L

May 12, 10am-12:30pm

Using the accessibility reports in D2L: What do I need to do?

May 18, 10-11:30am

Creating accessible content for your online classroom: 7 things you can do right now! 

May 10, 1-2:30pm

Introduction to H5P for interactive learning

May 17, 1-2:30pm

Kaltura

Enhancing your courses with video (Introduction to Kaltura) May 19, 1-2:30pm

Going deeper with videos and Kaltura  May 26, 2-3:30pm

Creating great accessible Kaltura capture videos  June 2, 1-2:30pm

Courses:

Instructional Skills Workshop May 2-5, IN-PERSON, Lansdowne Campus REGISTER HERE

The 3½ day peer-based workshop is an excellent opportunity to learn in a fun, safe environment with colleagues from across the college, and improve your teaching practice. (More info)

Great Teachers Seminar May 9-12, IN-PERSON, Honeymoon Bay Retreat Centre REGISTER HERE

Venture beyond the limits of your usual environment and deepen your connection with colleagues. Engage in a learning process of shared information and experiences, self-reflection, and action planning. Explore a variety of teaching strategies, innovations, challenges and solutions.

Working Together: Indigenizing your Course May 13, 20, 27, June 3 IN-PERSON 9:30am-12pm. REGISTER HERE

Enhance and integrate your course with Indigenous ways of being and doing in this practical and hands on workshop series. We will work together using the Circle of Courage model as a teaching and learning framework with instructors implementing their changes into their course in the Fall.

FLO Blended Learning May 16-June 3, ONLINE AND IN-PERSON at both campuses REGISTER HERE

Learn research-based concepts, principles, and strategies that will make facilitating a course with both online and face-to-face components effective and engaging. This course will help you create seamless lesson plans that utilize the most applicable elements of both the online and face-to-face environments.

Camosun Communities of Practice (ONLINE)

Check out these new Camosun resources

Healthy Together!

Employee wellness program

CAL faculty support

Supports for instructors

Applied Learning

Introducing  CamSTAR

Office of Student Support

Resources for faculty

Library workshops

For students

HR – OPD

Employee learning opportunities

Other learning opportunities

The Teaching Professor Conference June 3-5, Atlanta Georgie

BC Campus learning opportunities:

 

 

 

 

Grading Assignment Submissions using Anonymous Marking – D2L Tutorial

This tutorial is for faculty who have previous experience using the Assignments tool in D2L and will cover the steps involved when you wish to grade student submissions for an Assignment using Anonymous Marking.  For further information or assistance, go to our Team Dynamix Support portal and click the appropriate Category to submit a ticket. 

Steps for enabling Anonymous marking 

  1. Go to the Assignments tool in your course.
  2. Either create a new Assignment, or click on the drop-down menu (down arrow) next to the title of the Assignment you want to set for Anonymous Marking and select Edit Folder.

    Click Edit Folder

  3. Give your Assignment a Name if needed, then click Evaluation & Feedback on the right.

    Click Evaluation & Feedback

  4. Under Anonymous Marking, select Hide student names during assessment.  Finish editing the Assignment and click Save and Close.

    Select Hide student names during assessment

  5. You will now see a symbol next to your Assignment title indicating that it has Anonymous Marking enabled.

    Anonymous marking enabled symbol

 Steps for grading using Anonymous marking 

  1. Go to the Submission area for the assignment and click the Evaluate link for an assignment.  Note that student names are anonymized.

    Click Evaluate

  2. You will not see student names in the Submission areas, nor in the names of the submitted files if you choose to download them for offline marking.  Add your feedback, and/or upload your feedback files, and click Save DraftYou will NOT be able to Publish individual student grades – you will need to Publish All at the same time.

    Add feedback and click Save Draft

  3. Once you have finished saving all Draft feedback, return to the main submission area, select all students and click Publish All Feedback.  In the Confirmation pop-up box, click Yes.  You may need to refresh your browser window to see that the submissions have been published.

    Click Publish All Feedback

Things to Remember 

You can enable and disable Anonymous Marking as you need to, but once it is enabled and you have a submission, you will NOT be able to disable it. 

If you publish some assignments, and not all (for example if you are grading assignments before all students have submitted), after publishing you will be able to see all student names (so you will not be able to grade any new submissions anonymously).