Author: Joni Tornwall

Apple Resources for Faculty

🙋‍♂️1:1 Virtual Support
Virtual one-on-one coaching sessions with Apple Professional Learning Specialists are available to help individual educators hone their approach to online student learning and workflows. To schedule a coaching session, educators should email appleprofessionallearning@apple.com to request a virtual coaching session.
 
📺 On-Demand Videos
The Apple Education Learning Series provides on-demand videos designed to help educators use Apple products and their built-in features to enable remote learning for all students. There are currently three videos in the series with more on the way.
🧰 Virtual Conferences
As a follow-up to the on-demand Apple Education Learning Series, educators can also participate in virtual conferences led by Apple Professional Learning Specialists. Visit the virtual conference schedule to find events in your time zone. Each virtual conference will run for approximately 30 minutes and will provide an opportunity for educators to engage in dialogue with our teams about the content provided in each video.
 
💻 Online Forum Discussions
Educators can also chat online, ask questions, and get help from these Apple Education support communities:
☎️ AppleCare Support Phone Support
AppleCare experts are available to help educators and leaders with dedicated support. Connect with Apple Education phone support at 1-800-800-2775, option 3.

Quick Tips for a Temporary Move Online

Need some action steps to move your course content to a remote instruction format? Check out the tips below.

What do I do first?

Create the “Key Three” components of your course on Carmen. The Key Three components are:

  • Course syllabus
  • Course materials
  • Gradebook

Visit keepteaching.osu.edu for the official OSU information on how to move your course content to the online environment under emergency circumstances.

Do I have to move my lectures to an asynchronous format?

Please know that if you were previously conducting your class in an in-person, classroom format, you can achieve continuity by doing something very similar to what you were accustomed to doing in person. In other words, if you were previously lecturing or holding seminar during class time, your students still have your class time on their schedules and can attend class activities synchronously in Zoom. Please be sensitive to students who may not have reliable internet connections that support synchronous Zoom meetings or even long, recorded lectures, and refer them to ODEE’s “Keeplearning” site for information on how they might address bandwidth issues.

I’ve got the Key Three on Carmen now. Is there a checklist for other things I should be doing?

Quality Matters (QM), a leader in online course quality assurance, has published an excellent Emergency Remote Instruction (ERI) checklist that was specifically designed for this event where instruction needs to be delivered remotely due to emergency circumstances.  Please use the ERI checklist to guide your academic continuity efforts.

Are there any live workshops or help sessions I can attend?

Yes! The Office of Distance Education and eLearning (ODEE) is holding a series of online “Keep Teaching” webinars to show you how to make sure your students have the resources to complete their work while face-to-face classes are suspended. You will learn how to share your syllabus in Carmen, post necessary resources for students, set up your Carmen gradebook, and use Carmen Zoom to communicate with your students.

Where can I find some quick-start guides?

Carmen has an instructor’s guide where you can find tool-specific information.

Thank you to Sarah Rusnak, clinical instructor in nutrition in the School of Health and Rehabilitation Sciences, who created and shared several great quick-start guides with us.

What are my options for moving lecture online?

ODEE has published a brief document that breaks down the alternatives in two simple options: recorded lectures for asynchronous viewing or live lectures. Both options use Zoom.

What are the best tools to ensure continuity in teaching and learning?

Your go-to tools will be:

  • Carmen for your syllabus, announcements, documents, online class discussions, course assignment submissions.
  • Zoom for synchronous meetings that you were previously conducting in person (and Zoom can record meetings and lectures, also).
  • Panopto for pre-recorded lectures and demonstrations that you want your students to view asynchronously.

How can I give my students high-quality feedback online?

The Chronicle of Higher Education offers some excellent guidance on how to provide good feedback to students. Their recommendations are specific to the online environment, and they also apply to all instructional environments. This article covers a complicated topic very concisely and includes practical suggestions you can apply quickly, with topics such as:

  • Essentials
  • 4 Key Quality of Good Feedback
  • 2 Time-Saving Approaches
  • When to Use Audio or Video Tools for Feedback
  • When to Stick to Text Feedback
  • Tips on Getting Started
  • Common Pitfalls and Smart Solutions

Please read the article and let the CON-IT team know if you want to get started with one of the two great tools in Carmen to provide feedback (Rubrics and Video for feedback).

I’m not sure how to use Carmen or Zoom or Panopto. Can you provide resources?

Keepteaching.osu.edu has a great compilation of teaching resources that focus on Carmen and Zoom for teaching. The resources are organized by topics such as

  • Communication with students
  • Engaging and interacting with students
  • Sharing materials, content, or lectures
  • Student assignments

If you want to record lectures for asynchronous viewing and you need help with Panopto, plesase contact the CON-IT team at con-it@osu.edu. Please be as specific as possible in your email when you describe what you want to accomplish with your Panopto recording. Your detailed email will help us help you identify the best tool and use it efficiently.

How do I access Health Sciences Library Services?

Many library services are available even though the physical libraries are closed. A list of resources that may help you in your virtual classroom is available at https://hsl.osu.edu/about/press-room/news/hsl-resources-support-virtual-learning.

Librarians have also curated a variety of guides tailored to specific topics and disciplines. A full list of these guides are available athttps://hslguides.osu.edu/?b=g&d=a.

How do I get help?

The CON-IT team is here to assist you! Email us at con-it@osu.edu to let us know what you need. Provide as much detail as you are able about your teaching role and course context. This will help us respond to you quickly and efficiently. Include in your email at least the title and number of your course as it appears in Faculty Center, and be as specific as possible about the kind of assistance you will need.

Using the BCC Field to Avoid a Mass-Email Faux Pas

Use of the BCC field to avoid a mass-email faux pas.

Did you know you can use the BCC field to avoid the awkwardness of mass replies to your emails?

In Outlook for Mac:

Outlook for Windows:

Outlook Web App (in a web browser):

You will first need to click the BCC button in the right upper corner.

A commonly asked question is, “If I put the recipient’s email address in the BCC field, what do I put in the ‘To’ field?” You do not need to put any address in the “To” field as long as you have an address in the BCC field. You can also address the email to yourself for archiving purposes.

If you are not seeing the BCC field, it may be hidden from your view in Options. Support documentation for Microsoft Office describes how you can show the BCC field.

Friendly reminder about remote access to CON drives:

You can access CON drives when you are not in Newton Hall by using our remote desktop server:

http://remote.con.ohio-state.edu/

Qualitative Methods in Nursing Education

If you are evaluating your teaching practice or student interactions from the student perspective, you may have asked questions that factual data and numbers cannot answer.  You may need to explore qualitative research methods to find answers to questions about how students experience nursing education.  Dr. Judy Tate presented a workshop on the basics of qualitative research methods in nursing education on July 16, 2019, to share with faculty how a qualitative approach might facilitate exploration and development of innovative strategies in teaching and learning.  Judy covered the following topics:

  • General description of qualitative research designs
  • Knowing when qualitative designs are a good fit
  • Discussion of types of qualitative data
  • Steps in data collection and analysis in educational settings
  • Application of a basic qualitative approach to examples from healthcare education

View the recording of Judy’s session, and access her presentation and other materials.

Using Data Visualization for Learning, Research, and Quality Improvement

Tableau, one type of visualization software, can be used as a tool for teaching informatics and how to convey meaning behind data. It can also be used to share research and quality improvement project results. Dr. Lyn Hardy presented an overview of data visualization use in research presentations and funding proposals at the CON on June 18, 2019. She also described how Tableau is being used to educate OSU doctoral students in data use for patient care and leadership. Lyn concluded the session with a brief overview of Tableau and how it is used within the context of a pain data set. View a recording of Lyn’s workshop, and contact her if you would like to know more about data visualization with Tableau.  Her workshop slides are also available.

Manuscript Revision Tips

You have written your paper, submitted it, and now it comes back with numerous comments and suggestions and a four-week turnaround! What next? In this May 8 session for the Academy for Teaching Innovation, Excellence, and Scholarship, Dr. Rita Pickler described a general approach to responding to reviewer comments and offered some suggestions for addressing some of the “stickier” issues that reviewers raise. If you anticipate needing to grapple with the challenging task of responding to peer-reviewer feedback on your manuscripts, this session is for you. 
A recording of the session is available to people with an OSU username and password.

Three Tips for Carmen Course Setup

We have only a few days between spring and summer semesters to set up summer Carmen courses, so it’s important to be as efficient as possible during course setup.  These tips might help.

  1.  Page History:  Your Carmen course pages might have beautiful pictures and text formatting that can be ruined with just a single swipe of a misplaced cursor.  If you save changes on a Carmen page that you later regret, there is a solution!  Access Page History at the three-vertical-dots menu on the right side of the page (see 1 in the image below).  You can go back to a previous version of the page where you last saved changes you actually want.  For more detailed instructions, see the Canvas documentation.
  2.  Auto-open File Viewer:  Sometimes, you want a file that is attached to a page in Carmen to open automatically for students so they view it in the Carmen page rather than needing to download it and open it as an attachment.  Enable the “Auto-Open for Inline Preview” option to make this happen.  See the Canvas documentation on this feature.
  3.  I often hear requests for image sources where instructors can find “free” pictures to use in their courses.  Keeping in mind that many pictures on the internet can be copied at no cost, images should always be cited just like written resources are.  If you aren’t sure whether you should use an image or not, please contact your CON-IT team or your copyright librarian for more information.  You can find images that are designated for reuse by others at the following sites:

OSU Photography – scroll to the bottom of the page and click “Browse signature photo gallery”; mainly OSU-themed and higher-education-themed pictures
OSU Digital Storytelling – suggests sites that enable searches for content labeled for reuse
Unsplash – beautiful images on general topics (very few medical pictures)
Pixabay – another site with general image topics
HSL image resources – specific medical images for teaching related purposes; these have very specific terms of use listed here

Many thanks to Sarah Rusnak in the School of Health and Rehabilitation Sciences for sharing these resources and collaborating on these important Carmen tips!

Apple TV coming to all College of Nursing classrooms

The CON IT team is equipping all Newton Hall classrooms to be compatible with Apple devices (iPads, iPhones, Macbooks) so you can wirelessly project from your devices to the projector and screens in the classrooms. Currently, rooms 264 and 172 are ready to go with this new capability. Our plan is to equip all of our classrooms with Apple AirPlay this summer. For a step-by-step guide on how to connect your Apple device to the CON classroom equipment, follow the instructions on the wall near the classroom podium or refer to our one-page guide, Using the Apple TV.

Erik Yarberry installs Apple TV in Newton 172

Erik Yarberry installs Apple TV in Newton 172

John Pryba tests the Apple TV in Newton 172

John Pryba tests the Apple TV in Newton 172

How People Learn II: Learners, Contexts and Cultures

An important update to a National Academies Press resource on teaching and learning is now available online as a downloadable PDF book. The book incorporates research from the past two decades to expand on the original report from 2000. How People Learn II includes chapters that summarize theories related to learning and knowledge, theories related to motivation to learn, and use of digital technology for learning. These summaries can be very helpful when we are designing learning interventions and collecting evidence of their effectiveness in the process of educating nurses. The new (and free) edition of this book can make underpinning your learning design with theory and evaluating the outcomes a little easier.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783

Teaching Online Pedagogical Repository (TOPR)

The University of Central Florida offers an open, online resource–the Teaching Online Pedagogical Repository (TOPR)–that provides specific strategies and innovative ideas for faculty and instructional designers who teach online. Each entry describes a strategy used by online and blended teaching faculty, depicts this strategy with examples from actual courses, and is aligned with findings from research or professional practice literature. The TOPR editorial board is currently seeking submissions related to using online discussions to engage students. Have you ever used any of the following strategies in your online or blended discussions?
  • Engaging your students in Socratic questioning
  • Playing devil’s advocate to promote critical thinking
  • Managing online discussions in large classes
  • Scaffolding to promote critical thinking
  • Creating effective online discussion objectives
  • Supporting collaborative work
If you use any of the strategies listed above, or if you think you have a particularly unique or innovative online interaction strategy you would like to share, consider creating a submission to TOPR. Read more about how to contribute to this resource.