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Published on Leave a comment on I want to give a test? How Do I Do It Online?
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Remote Test Proctoring Tools

  1. Respondus LockDown Browser (Free)

What is Respondus LockDown Browser?

Respondus LockDown Browser is a custom Web browser It works by locking down the testing environment within a Blackboard course. Instructors can choose to require the LockDown Browser for any existing deployed test in their course. When a student uses Respondus, LockDown Browser, they are unable to print, copy, go to another website, or access other applications on their computer. When an assessment is started, students are locked into the test until it is submitted for grading. Respondus Monitor is an addon video monitoring service that uses the Respondus Lockdown Browser. It serves as a deterrent to students using secondary computers, phones, calculators, textbooks, or receiving assistance from other students.  After a student has taken an exam, instructors can review sessions to check for any suspect behavior. Respondus Monitor is suitable for low or medium-stakes exams that require student monitoring. Students can use either an internal or external webcam with Respondus Monitor.

How Respondus Works

  1. First, exams are created on Blackboard and deployed using the Respondus LockDown setting (see tutorials below)

  2. Students can test on their own devices by pre-downloading Respondus LockDown widget using a unique link listed on Student Resources page (see below)

Respondus Instructor’s Guide

To get started: http://www.respondus.com/downloads/RLDB-QSG-Bb-Instructor.pdf

Respondus Technical Support

  • All support requests from faculty and students should initially be directed to the instructor. If the instructor cannot resolve a problem, students should submit a ticket at support.respondus.com.

  • GW Instructional Technology Lab will assist with the Respondus Monitor in Blackboard

Policy Elements to Include for Students Using the Software

  • Students must download the LockDown Browser from the unique to GW link at https://www.respondus.com/lockdown/download.php?id=936940528

  • Respondus LockDown browser only works on PCs, Macs, and iPads (chrome books and others are not supported)

  • Students should ensure that portable computers are charged sufficiently and can last up to 3 hours on a battery charge during exam use.

Respondus Training

Training is absolutely critical for instructors to be successful in using LockDown Browser and Respondus Monitor. Training videos and resources are provided in the application itself, but we strongly encourage institutions to direct instructors to the training sessions provided by Respondus. During the month of March, these are being offered daily: http://respondus.com/webinars.

Published on Leave a comment on What About Internet Issues?
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Please be aware that as GW and other universities move to online instruction, most employers are also moving to telework, and most K12 students are at home using the internet for various activities. Given that we will be operating under unprecedented circumstances, it is essential to plan for the possibility of service degradation or interruption due to the load on the overall network.

If you plan only to use synchronous communication to conduct classes, please develop a plan B in case your internet service at home is unable to connect to Blackboard Collaborate or WebEx during your class session.

If you experience this sort of interruption, don’t panic. Contact the Instructional Core at InstructionCore@gwu.edu. We also ask that to control communications in light of a disruption, minimize communications and speak directly with the Instructional Core, we will in turn provide information based communications to the GW community.

Published on Leave a comment on FAQ’s About Moving Online
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Frequently Asked Questions (FAQs) about moving your face to face class online.

How long should I plan to teach online based on the present guidance?

  • Until the end of the semester.

  • The University will update its guidance periodically in light of the evolving situation and its impact on Summer and Fall 2020 coursework.

What do I do if I am encountering a problem with Blackboard?

What do I do if I am encountering a problem with an academic technology tool (e.g. ECHO 360, Collaborate Ultra, Lecture Capture, etc.)?

  • Email InstructionCore@gwu.edu or call the ITL at 202-994-0485

  • We have technicians available to help you with your problem and/or walk you through the process so that you are functional.

Is there assistance available if I am encountering a problem while I am teaching?

  • Yes, however, we are depending on your patience as we most likely will be responding to multiple instructors at any given time.

  • Email InstructionCore@gwu.edu or call the ITL at 202-994-0485 for Instructional Technology Issues

  • Call GW IT at 202-994-4948 for connectivity and functionality issues

What do I do to get the most expedient assistance to a problem I am having?

  • Email InstructionCore@gwu.edu or call the ITL at 202-994-0485

  • This email is managed from 9:00am to 10:00pm (Monday through Friday)

  • Your request will be dispatched to an Instructional Core Professional. In most cases you can expect a response within a couple of hours.

  • The Instructional Core has cross-trained an expanded response team to help you.

What do I do if I need to talk through a pedagogical problem I am having?

  • Email InstructionCore@gwu.edu

  • You will be connected with one of our Instructional Core professionals and/or paired with an expert online faculty member as part of our Peer-to-Peer Program. In GSEHD contact Lisa Stehman for assistance, lisastehman@gwu.edu

How do I conduct remote proctoring of a test or quiz?

  • Use Respondus Monitor

Published on Leave a comment on Designing for Accessibility

Accessibility is should not always be an afterthought! The way you design your course contributes a lot to making items accessible.  Faculty Focus from Magna Publications explores this concept. Thank you Lisa Rice for sharing this great resource!

Designing for Accessibility: How to Front-Load Your Digital Content with UDL Principles

Published on Leave a comment on Making Media Content Accessible to all Learners
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Videos are a great way for learners to interact with instructional content. However, to meet QM Standard 8, you’ll need to ensure they are accessible and easily operated by all learners.

First when selecting a video from an outside source, be sure that it has the option for Closed Captioning. Many outside sources, such as YouTube, Vimeo and others have closed captioning included. Videos obtained from the Gelman Library resources are all captioned as well. 

When Choosing a video, make sure that the controls of the video are easily used and can be seen. This will aid all users in starting and stopping the video.

If you select a downloadable video or create your own, you’ll need to add captioning to it. One way to accomplish this is to write a script and/or create a transcript of the video. Include the transcript as a link or document with the video.

Another easy way to do this is to use YouTube. YouTube will automatically caption any videos you upload. Most times this produces accurate captioning, however you should always check to ensure that the captioning is accurate.

To use the YouTube option, you need to follow the following steps:

  1. Create a YouTube account. You will need to use a non GW email address for this, as GW does not support YouTube.
  2. Make sure your video file type is supported. YouTube supports most video file formats with mp4 being the most popular.
  3. The process of uploading is a few clicks. After logging into your account, click on the video icon at the top right hand side of the window, which can be found next to your user icon, messages, apps, and notifications.
  4. Click ‘Upload Video.’
  5. Then, press ‘select files to upload’ to find the video file saved on your computer. Or, you can drag and drop it into the window.
  6. An optional step is to choose the privacy settings on your video.
  7. Add your own subtitles & closed captions. Go to your Video Manager by clicking your account in the top right > Creator Studio > Video Manager > Videos.
  8. Next to the video you want to add captions or subtitles to, click the drop-down menu next to the Edit button. Select Subtitles/CC. Click the Add new subtitles or CC button.  Choose how you want to add or edit subtitles or closed captions to your video.
  9. Now you can share the accessible Video in a link in Blackboard.

Alternatively, if you are uncomfortable creating a YouTube Account, you can contact Lisa for assistance in uploading videos and getting them captioned via a general account.

There are paid services that can caption videos for you as well. Most of those services cost approximately $1.00 per minute of video.

Adding captions to a Google Slides presentation is easy. When in Presenter mode, simply look to the controls at bottom, select “Caption” and choose the position and size of the captions. If using other applications that and you need to add captions, or if you need assistance with video selection or captioning, contact Lisa for help.

 

Published on Leave a comment on Why Video?
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One spring afternoon, I heard a knock on my door. It was my 10 year old neighbor wanting to show me the latest gymnastics move she just perfected. As I watched her tumble and fly into the air, I asked her “How did you learn how to do that?” (also thinking if I tried it I would be plenty sore). Her reply, “YouTube”, as she went back to her Ipad that was sitting on the porch steps. It doesn’t take a 10 year old watching a video to know that videos have become a big part of our lives and way of learning. How can we leverage videos for learning in online courses? Why should we?

Videos are an easy choice for many reasons. Visual stimulation grabs student attention and students tend to respond better when text is combined with video. Videos can provide an alternative approach for students who are having difficulty with abstract concepts. The convenience of videos is a plus for many learners, they can view it on a phone, tablet, or computer. Videos give them the ability to quickly start and stop to complete integrated activities or just if life gets in the way. With the development of YouTube and other platforms, there is a growing amount of freely available, high quality videos on a range of topics.

You can record your own videos with the use of phones, tablets and low cost cameras. Free editing software allows you to cut and adjust the video for your specific needs.

Having students respond in video is a powerful way to engage students and build a community of learners. Tools like FlipGrid, Padlet and Voice Thread can make discussions more engaging. Tools like ThingLink, Adobe Spark  and other video creation tools allow you to use static pictures to create engaging video content and allows your students to do the same. You can even create animated videos that showcase your content with free applications such as PowToon, Biteable and Animaker.

Need help selecting, finding or creating engaging video content for your course. Schedule a meeting with Lisa, GSEHD’s Instructional Designer. We’ll work on a solution for adding engagement to your course.

     Adapted from: “Strengths and Weaknesses of Using Educational Video.” Strengths and Weaknesses of Using Educational Video | Centre for Innovation and Excellence in Learning, ciel.viu.ca/learning-technologies-innovation/developing-using-media-content/creating-audio-video/strengths-and-weaknesses-using-educational-video

Published on Leave a comment on February Edition

With the cold rains among us it is a good time to curl up with a great video. Using video in your course can increase student engagement. This month's edition of Design for Online will show you how. First learn more about what makes videos so great.

Next, get some tips for selecting the best videos for your courses. Then learn more about the options that can make those videos accessible for all learners Also in this edition, learn more about the trainings being offered to assist you in your online course. In this edition, be a part of the fun! Take a survey to decide what topics will be covered in future editions of Design for Online.

Catch the February Edition of Design for Online!

Best,

Lisa

Unless otherwise indicated, the content and opinions expressed on this web site are those of the author(s). They are not endorsed by and do not necessarily reflect the views of the George Washington University.
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