OCTET

Oberlin Center for Technologically Enhanced Teaching

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How to build a website

There are many tools where you can build a website online with no coding involved. While the options are similar products, there are key differences that need to be explained for you to choose the tool that best fits your needs.

If you want guidance in creating your own website for personal use or a project, visit the OCTET office in Mudd 052 during the Student Tech Assistant’s work hours and we will be happy to help! Hours are listed on the About Us page in the Who We Are section.

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Getting started with job search sites

Job search sites are used to distribute application materials to faculty, staff, students and outside reviewers.

These sites are created on an as needed bases. If you need a site to be created, please fill out the appropriate form which can be found under the Need Help? tab after logging in to Blackboard or by clicking here.

Once you have your site, you should

  • Upload the appropriate documents. There are many ways to do this.  This process will be detailed below.
  • Enroll the appropriate users.  If there are users that are not in the system, you can request that an account be created for them by filling out the appropriate form on the Need Help? tab after logging into Blackboard or clicking here

 

Once your site has been created, it is up to you to upload documents and files and enroll committee members as users. We recommend limiting use of the Blackboard site for the final round of potential applicants (~15) ,since uploading hundreds of files is very time consuming.

If you would like to upload significantly more than around 15 files, contact OCTET as soon as materials begin to be collected and we can help you set up WebDav. We will be unable to help on a last minute basis (ie day of requests).

Here are the instructions for uploading documents and materials to the job search site. This is using one specific option that has worked for many in the past, but feel free to adjust and manipulate as you see fit.

Note-Upload multiple files does not consistently work due to the Java based script. The most consistent option is to upload files individually.

  1. From the course panel (left column on screen), click the + button and Content Area.

Name the new Content Area “Application Materials”, and make it available to users.

  1. Now it is time to build content within this area. Click Application Materials from the left column. From the Build Content tab, add a new content folder.

Name this folder as Applicant 1 and press submit. Within this folder, all the documents pertaining to this applicant will be housed.

  1. Once this folder has been created, you can add documents to it. From the Applicant 1 folder, click the Build Content tab again, but this time Create Item. Name the item, and then attach a file from your computer using the Browse My Computer option. Then click Submit. This file is now in the folder for Applicant 1.
  2. Repeat this process, creating new folders for different applicants and then uploading files pertaining to them.

 

Besides adding content area to the job search site, you will also need to add the committee members who you want to have access to review. Here are those steps:

  1. Under the Control Panel on the left hand column, click Users and Groups–>Users.

  1. Then click the green tab “Find Users to Enroll”
  2. From here, you can directly add users if you know their username. Alternatively, you can browse by first and last names by clicking Browse. After selecting multiple users that you want to add, you must now set their role. The two most common roles are leaders and participants.

Leaders will be able to add documents, send emails, and other administrative details. If you are adding to the site and following these instructions, you are listed as a Leader. Participants have roles much like students; they can view files and make comments, but not make any administrative changes for the group.

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Data from student and faculty survey conducted in 2013

Technology in the service of teaching and learning: data from spring survey of Faculty & Students, 2013

We have created a site to provide feedback — finally — with respect to the tech and teaching survey taken by 118 faculty last spring.  The survey addressed faculty use of technology and their desires/needs for technology in the future.

It also contains information from the student survey that was taken by >400 students.

Thanks to everyone that filled it out. The results have already been used to inform a SPRITE committee on learning management systems AND classroom spaces.  We’ve also used it to make decisions on workshops and are using it as a starting place for discussions that involve student observations on tech and learning.

We are still referring to some of this data although we recognize that it may be out of date already.

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City Maps as an assignment

Question:

Let’s say you wanted to teach about a city, including geography, history, culture, and more.  Which software / online tools (aside from Google Earth) might you use to introduce a city to your students?  I would think that maybe our geography department might have some pretty cool tools.

Answer:

Your best bet is to use Google Earth but there are other options:

A mashup of travel sites, wikipedia pages, news articles and google scholar links. The mashup could be done in google sites, wordpress, tumblr …

David Rumsey's Map Collection (http://www.davidrumsey.com/view/google-earth) has a wide variety of historic maps from the scale of a single city to the whole globe for use in Google Earth. A little Google searching will bring up lots of other cool stuff.

Similar to Google Earth, ESRI's new Story Maps might be an option (http://storymaps.arcgis.com/en/collections/). The topics are scattered (and often specific), but you can find some for most major cities around the world. Here's one about the history of inclines in Pittsburgh: http://peoplemaps.esri.com/inclines/

Another cool thing to check out is the Urban Observatory (http://www.urbanobservatory.org/). The application isn't working for me, but hopefully you won't have any problems (or they'll fix it soon).

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Investigation of On-line Evaluation systems

Products:

There are many products that claim to do online student evaluations of teaching (SETs).  Here are but a few:

Implementing on-line evaluation system

Information on the implementation of on-line evals at Oregon State University. This article addresses many of the standard questions about moving from in-class paper evaluations to on-line out of class evaluations.

Some interesting pieces discussing the (mis)use of SETs (paper or on-line):

Functional Requirements

  • Administrator
    • Allows for multiple administrators who are administering a specific subset of surveys that go out to specific courses.
    • Allows for overarching administrators who can see all survey results
    • Collates information using different criterion relevant to Individual reflection, PTT, Dept Reviews and Accreditation
    • Allow for managing release of information to faculty
    • Has tools for increasing response rate
  • Student side
    • Integrates with LMS – timed release of notices to students
    • Keeps track of surveys that are complete for the student
  • Faculty
    • Differentiates between discuss based, lecture and labs
    • Collate information from the same course across years

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Delayed Test Feedback in Blackboard

In Blackboard, students can receive feedback on their tests either immediately or at a different specified time. The feedback can be made available after the due date, so that no one sees the correct answers until everyone has taken the assessment. Here are the steps to set this feature:

1. After you have designed a test, press the drop down menu near the test name and select “Edit the Test Options”

2. From “Edit the Test Options”, scroll to the “Due Date” section and set a date and time for the assessment to be due.

3. Continue to scroll down to the “ Show Test Results and Feedback to Students” section. Under the “When” column, select “After Due Date”. Alternatively, you could select “On a Specific Date” to choose an alternative date to display the feedback.

4. Check the boxes under the “Answers” column labeled Correct and Submitted. Also check “Show Incorrect Questions”. This will let the feedback include incorrect answers and the correct answers after a specified date. You can also check “Feedback” to show more detailed explanations (but you have to write these yourself in the feedback sections when creating test questions). Your screen should look similar to this:

5. Press Submit and deploy the test per usual.

 

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Understanding Copyright

Oberlin College is committed to ensuring all Oberlin College community members adhere to Copyright Law. Faculty distribute materials through Blackboard in accordance with Fair Use and:

  1. The material is only available to students that are officially registered for the course.
  2. The material is only available to those students during the period that the course is being offered.
  3. It is being used for educational purposes related to the course content

Instructors should also provide a statement in their syllabus or on the course site that indicates that:
These materials are being used under the Fair Use clause.  As such, all materials need to be deleted from the students machine/storage device after the course has been completed, and at no time can the material be distributed or made available to anyone who is not officially enrolled in the course.  This would be a clear violation of Fair Use under copyright law.

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