Academic Innovation Blog

Honorlock in partnership with FLVC's agreement for online proctoring services (Florida ITN #181TN-02 AJ) presents the first in our quarterly webinar series on June 30 at 2:00 PM Eastern. Whether you are currently using Honorlock or you’re considering using Honorlock for online exam proctoring, join our discussion for valuable insights into the Honorlock roadmap, upcoming product releases, customer success developments, and best practices.

The following topics are included:

• Student privacy

• Product Enhancements:

  • Search and Destroy

  • Improved User Interface

  • New product features based on Customer Feedback

• Customer Success:

  • Knowledge Base Review

  • Summer Training Webinar Series

  • Best Practices for protecting academic integrity

Register Now

Bill Harrison
Senior Instructional Technologist/Instructional Designer
Instructional Resources
bill.harrison@daytonastate.edu | 386.506.4306

Making Hybrid Work for You

Hybrid courses are a highly effective instructional method. It is the best of both worlds – on-campus engagement and independent online learning. The key to converting a fully on-campus course to hybrid is planning. Before you read this article, take a quick look at this 5-minute video that explains how hybrid classes work.

Your Course Content

Here are some steps that can help you figure out what to do during your on-campus time and what students should be doing during off-campus time.

1. What are your course objectives? These are not just statements on your syllabus. Think about what the student takeaway is. These lead to your activities.
2. What do you do to reach those objectives? For on-campus courses, you expect your students to read the textbook, complete assignments, participate in class discussions, complete self-assessments, write papers, and engage with other students through group projects or classroom activities. That does not need to change. However, you may need to reformat delivery.
3. What can be done online instead of during ‘live time’? You may have a class discussion topic where you break students up into small groups. That can now take place online as a Discussion in Falcon Online. You can even break the class into groups to discuss the topic or different aspects of the topic. You can use the Virtual Classroom for Group Presentations or even Microsoft Teams. Rather than showing a video in class and having a discussion related to it, create an assignment where students watch the video and reply to specific prompts. To determine if textbook reading is taking place, create chapter quizzes that have unlimited attempts but count for a portion of the grade. This leaves your on-campus ‘live time’ for experiential activities, case studies, scenarios, and other interactive elements from that off-campus work.
4. How can you align your online activities with your on-campus activities? It is important to make the connection between independent learning and on-campus instruction. Here is an example. The ‘online’ class time requires students to read a chapter in your textbook, watch a related video, and submit a short summary of the information and a prompt to the Assignment folder. During your on-campus time, you do an activity related to that topic. It could be an experiment, group work, or a case study/scenario that requires a deeper level application than the summary that was due for homework. As a follow-up, have a discussion that adds to the ‘debriefing’ of the activity. Provide prompts that require additional critical thinking and personal application (as appropriate). Be clear that classmate responses should critique the depth of thought and quality of the connection of ideas, not the ‘grading’ of the post.

Tips to Make Hybrid Delivery Effective

1. Don’t reinvent the wheel – use existing resources. You do not need to come up with all new course content. Talk with colleagues. Contact the DSC Librarians. Surf YouTube. There is content out there that you can use to illustrate your point without you needing to create it. If you want, create it later. For now, use available tools.
2. Reinforce your expectations with students. Students see hybrid as ‘Yippee – I only have to attend part of the time!’ It is up to you to reinforce that hybrid means that they are responsible for more online independent learning. It is helpful to have a task due other than a ‘big’ assignment to make sure students are doing work outside. Consider a small chapter quiz to ensure reading is taking place or posting a prompt in the Discussions that everyone needs to reply to by mid-week to ensure engagement with you and the material during the online portion of hybrid instruction.
3. Help students manage their time. Consider structuring your class like a typical on-campus course, but hybrid. Let’s say your traditional on-campus course is an 8- week course and meets Monday – Thursday. As a hybrid, it would meet two days, let’s say Tuesday and Thursday. To help keep students engaged in the course, have something smaller due on Monday (chapter quiz) and something smaller due on Wednesday (a discussion prompt based on Tuesdays class activity). These can be low stakes assignments (5 or 10 points) and they can scaffold into your bigger assignment due later that week or in the coming weeks. They need to have point values for students to complete them. Again, emphasize their importance towards their final grade; the collateral benefit is keeping them on track and engaged.
4. Help students manage technology. Don’t get frustrated when a student doesn’t know how to use the Assignment folder properly or posts the Discussion incorrectly. Take the time to provide them with resources to teach them how to use Falcon Online features (Falcon Online InfoGuide, under TOOLS in the Falcon Online shell/navigation bar). Also, refer them to the Technology Resources InfoGuide, which provides tutorials related to using Office 365 and specifically Office 365 with Falcon Online. If they still need help, make an appointment to do a walk-through (on-campus or online). That 20-30-minute meeting can save hours of frustration (yours and the students) in the future.
5. Lecture; do activity; repeat. Make sure that everything threads together. There can be a disconnect in a hybrid class when the on-campus time seems ‘tacked on’ to the online work. There should be a flow from the lecture content, the engagement activity, and debriefing/reinforcement of those concepts throughout the week.
6. Assess, assess, assess. You cannot see the confused face when it occurs during online independent learning time. You may not get feedback during on-campus time from every student. It is important to keep those assessment tools in place throughout the week. Again, they don’t need to be major; they can be low stakes. That can give you an indication of participation, engagement, and understanding of the material. (You probably do that already in your 100% on-campus classes – now it just needs to be incorporated into online).

Hopefully, these tips will help you ease into the transition from on-campus to hybrid instruction. Remember that the Faculty Innovation Center is always available to help you learn new tools and Instructional Resources is available to help you create online content. Make sure to take advantage. Their friendly staffs are eager to help!

Krissy Leonard
Senior Professor
School of Student Life Skills
Daytona State College
krissy.leonard@daytonastate.edu | 386-506-3018 

Two New Webinar Offerings From Honorlock

In this webinar, Kim Pulda, Customer Success Manager @ Honorlock, will demonstrate how to integrate Honorlock with your courses in D2L, enable Honorlock for your assessments, and simulate the student experience. Kim will also share ways to review Honorlock results once your assessments are complete.

After this webinar, you will be able to:

• Understand how Honorlock works for your D2L assessments from both the faculty and student perspective
• Understand how to enable Honorlock's exam settings for your desired level of proctoring
• Demonstrate how to to review results for any Honorlock assessment
• Implement shared best practices to ensure a smooth exam day experience

Select one of the following dates to register:

1. June 17th, 2020 at 1:00 PM Eastern
2. July 9th, 2020 at 3:00 PM Eastern

In this webinar, Nick Carlson, Customer Success Manager @ Honorlock, will demonstrate how to integrate Honorlock with your courses, enable Honorlock for your 3rd party assessments, and simulate the student experience. He’ll also share ways to review Honorlock results once your assessments are complete.

After this webinar, you will be able to:

• Understand how Honorlock works for your 3rd party assessments from both the faculty and student perspective
• Understand how to enable Honorlock's exam settings for your desired level of proctoring
• Demonstrate how to to review results for any Honorlock assessment
• Implement shared best practices to ensure a smooth exam day experience

Select one of the following dates to register:

1. June 18th, 2020 at 1:00 PM Eastern
2. July 10th, 2020 at 3:00 PM Eastern

Bill Harrison
Senior Instructional Technologist/Instructional Designer
Instructional Resources
bill.harrison@daytonastate.edu | 386.506.4306

Surviving Remote Teaching: Top 5 Things You Need to Know

The speakers Gabriela Alvarez (Director of Learning Design & Innovation at FIU) and Andres Taborda (Regional Director at Honorlock) will be hosting a webinar to help faculty with the essentials of remote teaching.

Until now, the idea that nearly every class in HigherEd would be taught online seemed improbable. In just a few weeks, that idea became a reality as almost every college and university moved face-to-face classes to "remote instruction" in response to the ongoing health crisis. The initial approach was "make it work" -- to keep the flow of the learning already taking place so that students could complete their courses despite the disruption. But as we all transition into an uncertain fall, we can now start applying the proven fundamentals of quality online instruction to our emergency response efforts. In this session, the presenters will explore some fundamentals of online learning and explore some of the lessons in the recent rapid move to remote instruction.

Lessons garnered from this webinar:

1. Learn evidence-based practices in online teaching.
2. Identify ways to integrate evidence-based practices into your course design.
3. Describe ways FERPA & accessibility policies apply in the online courses.

Register

Register for this event that will be held on June 17th 2020 at 2pm EST by clicking on the register link and filling out the form.

Kris Browne
Instructional Designer 1, Division of Online Studies
Kristian_browne@daytonastate.edu
386-506-4277
Online Studies | Faculty Innovation Center

Coping With Change

With the recent upheaval in March because of a global health pandemic, life as we know it is changed for the foreseeable future. Lifestyle adjustments can cause anxiety, depression, or excessive worry. Please read below to find a free virtual webinar on mental health to discuss various issues about how to facilitate best practices at DSC.

For some students and institutions across the United States, the emergency remote learning model may continue into the fall semester/term and beyond. Mental health awareness and needs should include everyone - traditional-age college students, non-traditional-age adult learners, students who are usually in the face-to-face/campus/on-site learning environment, students who are usually in the online and distance learning environment, faculty, staff, administrators and even the students' parents.

Please participate in the Florida Virtual Campus (FLVC) IDN webinar series on mental health 2:00 p.m. - 2:50 p.m. (EDT) on both June 9 and June 24, 2020

Upcoming Webinars

The webinar pre-registrations are free but required. Please find the web links below and register today. Thank you!

Link: Session 1: Seeing Green: An Introduction to Mental Health Needs for Distance Learners
Date: Tuesday, June 9, 2020
Time: 2:00 p.m.- 2: 50 p.m.
Guest Speaker: Ritzy Ettinger, University of Florida
Description: This is Session 1 of the webinar series on gaining knowledge about college student mental health needs, reducing stigma, and empowering course designers/faculty to support students experiencing mental health challenges.

Link: Session 2: Seeing "Green": Advanced Strategies for Supporting Students Experiencing Mental Health Distress
Date: Wednesday, June 24, 2020
Time: 2:00 p.m.- 2: 50 p.m.
Guest Speaker: Ritzy Ettinger, University of Florida
Description: Session 2 will cover the same material as the previous session

Kris Browne
Instructional Designer 1, Division of Online Studies
Kristian_browne@daytonastate.edu
386-506-4277
Online Studies | Faculty Innovation Center

In case you haven't heard...

Many of you know I have been working remotely since COVID-19 began limiting college operations in March. Though I've met with many of you virtually during this transitional time, I've had some pretty big news hidden by the webcam - I'm pregnant! A big thank you to those who have found out along the way and have been sweet enough to check-in. 

Plans for the near future

As you can guess, this means maternity leave is around the corner - late July is the current estimation. We wanted to give you a heads up beforehand and assure you there is still plenty of support at the FIC while I am away. In fact, there is a fresh instructional designer at the FIC, Kris Browne, who has been diligent in completing the online faculty training series as well as learning about Online Studies initiatives. Of course, the amazing Aaron is also available for your instructional design questions as well as general Online Studies support from Pam and our fearless leader Cheryl.

Status quo for now

Until the kiddo arrives, I will remain available virtually so feel free to book an appointment and I'm happy to help in any way I can. It has been great catching up with all of you during our appointments and I'm glad to share this new chapter with you.

Jasmine Checchi
Instructional Designer, Division of Online Studies
jasmine.checchi@daytonastate.edu | 386-506-4278
Online Studies | Faculty Innovation Center (FIC)

It has been an absolute pleasure seeing some of your faces back at the FIC. We appreciate you trusting us to provide a safe space for you to have one-on-one assistance from our instructional designers. We are also thankful for your diligence in wearing masks when you're with us. If we keep working together, we can minimize the risk of infection not just to each other, but all we come into contact with.

We have taken additional measures to ensure social distancing, such as removing furniture from our reception area and conference room. A sterilizer is also available if you wish to disinfect your phone or keys. We want you to feel at ease knowing we are keeping all of our health and safety at the forefront.

Cheryl, Aaron, Kris and I are all masked and ready to help you in the FIC, and Jasmine is available for virtual assistance.

Pam Ortiz
Administrative Specialist, Division of Online Studies
pamela.ortiz@daytonastate.edu
386-506-3638
http://www.daytonastate.edu/onlinestudies/