Embedding VoiceThread Videos into a Page/Post

This post will walk you through the steps to embed a video on a webpage.  The images here show how to embed a VoiceThread video into a u.osu.edu webpage, but the same basic instructions can be used to embed videos into your Carmen classroom pages as well.

After you have created a video in VoiceThread, click on the “menu” button to the top left and click “Share”

In the “Share” menu, click on “Embed”

Click to copy the embed code, and be sure to check the boxes if you want others to be able to view and/or comment on your video:

Now, after logging into u.osu.edu and going to the site you want to embed your video into, click on the title of the page or post where you want the video to go (or, create a new page or post)

In the “edit” screen, click “Add Media”

When the menu opens, click on “Insert Embed Code”

Now press “ctrl + v” or right click and click “paste” to paste the embed code into the box, and click “Insert Into Post”:

Now your video is embedded in the page. Be sure to “Update” or “Publish” your page to save your changes!


If you want to embed a video in a Carmen page, click on the “HTML editor” button and then paste the embed code into the page:

View Example Courses in Carmen Canvas

Did you know that Canvas has sample courses for you to view and download as templates?

ODEE has developed two courses you can peruse and download as templates if you wish.  One course is for resource-heavy supplements to face-to-face courses, and the other is a fully online course. Take a look here.

The Canvas community (operated by Instructure) also has sample course templates that you can look through and download if you are interested. Find those here.

It’s great to see what others are doing.  Comment below or email us at CON-InformationTechnology@osu.edu if you have questions or want to share your experience with course templates.

Having Fun with Canvas Discussion Boards

Whether you have already taught in Canvas for a semester or are transitioning now, one thing to keep in mind is that Canvas has a more robust “text entry” feature than we saw in D2L.  Text entry is often used to post replies on discussion boards, and can also be used as a way to submit assignments and write announcements in Canvas.  By learning the various options you have in Canvas, you can take your class discussions to a new level with videos, animations, and voice as well as text.

To demonstrate several features we find in Carmen Canvas, I hosted a discussion in my sandbox and encouraged my “students” to be as creative as possible with their input.  You can find this discussion here: Flaute.13 Sandbox Movie Discussion. Note: You will need to be logged into Canvas with your OSU credentials to view this page.

You will see on this discussion board that in addition to just typing answers, students were encouraged to submit multi-media responses to the prompt. Below we can see some of the options available to you in your discussions and other text-entry:


The labeled buttons above will help you brighten up your text entry. Below is a short summary of each.

Insert link: Allows you to link to a website (e.g. a youtube video or news article). The link will appear and others will click it to re-direct to the website.

Insert picture: This allows you to add a photo to the page from your computer.

Add media: This allows you to insert a video or sound file on your computer, or to record your voice or webcam video in real time to post.

Attach a file: This allows you to attach any file to your post that other readers will then download to view.

You can also copy and paste items from online directly into your text entry box. For example, that’s how Joni was able to insert the GIF found in the entry shown here:



With this knowledge, we encourage you to try adding some oomph to your discussion posts, announcements, and assignment submissions!


Some further resources can be found here:

Canvas Guides: Replying to a Discussion

Canvas Guides: Adding media to a submission

Canvas Guides: Adding images to a submission





Top Hat: Encourage Attendance and Participation in your Classroom

If you are unfamiliar with Top Hat, read on to learn how incorporating this software in your classroom may help you to increase participation, save time, and better prepare your students for tests.


Top Hat is a software program that can be accessed on a computer or a mobile device.  Teachers can create extensions of their classroom on this online platform that students can sign into and interact with in multiple ways. The simplest function of Top Hat is attendance-taking.  See the ODEE instructions on taking attendance with Top Hat.  With Top Hat, students will log into your class and a simple button allows you to take a snapshot of who is in attendance. This feature allows instructors to save attendance records for all students over the course of the semester.  These attendance records can also be exported from Top Hat to Canvas for grading purposes.

In addition to attendance, Top Hat allows you to survey or quiz your classroom.  Students who are logged in will see questions that you post, and can enter their own answer. Once results are in, Top Hat will show a graph of the student responses, thus allowing teachers to make course corrections immediately and to gauge student comprehension during lectures.  Unlike old clicker systems, Top Hat only requires a laptop or mobile device and Wifi connection.  Later, students can log in to their own Top Hat account to see the questions that were asked in class and review their own answers.

Top Hat at OSU can be found at go.osu.edu/tophat. If you would like help getting started in Top Hat, contact the CON IT department at CON-InformationTechnology@osu.edu and we will happily help you out!


Some further resources and information can be found below:

Canvas: Get Started for Spring 2017

Autumn Semester 2016 is coming to an end, and you are likely looking ahead to Spring 17.  As you prepare for the spring semester, you will need to do two things for each of your courses in Canvas.  Below, you will find resources to walk you through the steps for each process.

  1. Create your course (see ODEE’s instructional post here)
  2. Import content (see our previous post about importing content here, or the Canvas guide here)

If you are developing an entirely new course in Canvas, you may not be importing content, but creating everything from scratch.  For help with any questions you have, we recommend you start at guides.instructure.com or page through some of our posts on creating  course content in Canvas (here is our overview of Canvas information)

As always, if you have specific questions feel free to contact CON IT services at CON-InformationTechnology@osu.edu. Best of luck creating your SP 17 courses!



Importing your Canvas Master Course to sections

For those instructors who have a Master Course set up in Canvas and need to import the material to course sections for the upcoming semester, here’s your how-to:

Once the Master Course is complete, go into your upcoming course in Canvas, and  click on “Settings” on the bottom left of your course page.
​ Then click on “Import Content into this Course” on the right hand side of the page.
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​ You can choose where you want your files to come from, and which course you’re copying.
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Then click the shiny red button and your course will be imported!

Finally, for those who like to troubleshoot on your own, follow this link to see the Canvas guide on importing courses, or go to  Canvas’s Instructor Guide. It’s a great place to go and learn about Canvas and get your questions answered.

Fairness of Items (FIT) tool for multiple choice exams

Pearls of wisdom from the STTI 43rd Biennial Convention

My series of posts on the recent STTI Biennial continues with a summary of Nikole Hicks’ presentation titled,

“Are Your Multiple-Choice Tests “FIT”?  Using the Fairness of Items Tool (FIT as a Component of the Test Development Process”

In short, Nikole did an exhaustive review of the literature to learn about best practices in test item writing with a focus on nursing education.  She distilled the guidelines into 38 criteria to determine whether a single multiple choice test question is fair and unbiased.  She rigorously tested her FIT tool with nursing faculty and found it to be valid and reliable.  Read the full description of her study background, methodology, results and conclusions on the STTI conference web site.

Her list of 38 criteria can be used to evaluate a single multiple-choice test question, or they can be used to guide test question writing.  They are divided into four categories:

  • evaluate the stem
  • evaluate the options
  • linguistic/structural bias
  • cultural bias

The criteria include recommendations regarding how many distracters to include, words and phrases to avoid, and page formatting, among many other things.  She recommends that nurse educators use the FIT tool to write original questions and revise publisher test bank questions to improve student success and better prepare students for licensure exams.

I found Nikole’s presentation to be very interesting, and the tool has the potential to be very useful in ensuring fairness of multiple choice exams.  Many thanks to Nikole for doing the work of combing through the extensive body of literature to condense item-writing best practices into a practical set of guidelines we can really use.   I have permission from Nikole to share the tool with OSU College of Nursing faculty, and I plan to offer a Flash Friday session on the tool in the spring semester.

The other two learning domains

Pearls of wisdom from the STTI 43rd Biennial Convention

What comes to mind when you hear the words “Bloom’s Taxonomy”? You probably think of the typical pyramid illustrating the stages of learning in the cognitive domain.  The most basic level of learning, according to Bloom, is Remembering. As learning deepens and broadens, the student works toward the highest level: Creating. What you may not realize or remember is that there are two other learning domains with their own progressive stages.

New Blooms Pyramid

In the nursing discipline, we sometimes refer to “knowledge, skills, and attitudes,” or KSAs, which align fairly closely with Bloom’s three domains of learning: cognitive, psychomotor, and affective. (See Donald Clark’s website for more information and a plain-English explanation.) In nursing education, we tend to focus heavily on the cognitive and psychomotor domains of learning because that is (or seems to us to be) the nature of our discipline. I was reminded in a session at the STTI 43rd Biennial conference that we need to give the affective domain the attention it deserves and students need.

KSAs Bloom’s
Knowledge Cognitive Intellectual
What do you know?
Skills Psychomotor Physical
What can you do?
Attitudes Affective Emotional
How do you feel?

Why does the affective domain matter to nursing?  Because when we use phrases like “quality and safety” or “cultural competence,” we are really referring to values that change behavior and affect nursing decisions on a daily basis.  That leads to more questions for the educator:  how do we assess students in the affective domain?  For example, how do we know when a nurse is exhibiting behavior that provides evidence that they have achieved the level of cultural competence expected of them in the workplace?

When we write objectives for any learning domain, we look for measurable, observable signs to show stakeholders the objectives have been met.  These signs will be products or performances we (as educators) and our stakeholders (administrators, accreditors, students and classmates) can perceive with one or more of our five senses to confirm that a learner has achieved a certain specific benchmark.

For example, if the instructional objective is for the learner to administer IM medication safely, it is fairly easy for us to identify the cognitive component of that objective (mental knowledge of medication and technique) and the psychomotor component of the objective (physical demonstration of procedure), but what is the affective part of the objective?  It’s an attitude of quality and safety.

What metric do we use to measure that attitude?  That is the piece that makes the affective domain so difficult.  It’s one thing to know the standards by which quality is measured and the procedures necessary to ensure patient safety related to an IM injection; it’s quite another to internalize that knowledge so that it transforms a nurse’s attitude toward medication administration and the whole patient.

Verbs such as appreciate and value express the affective domain, but they are not technically measurable. However, it is possible to describe a learner’s behavior when they appreciate cultural differences and value patient safety.  They may demonstrate sensitivity to diversity through respectful communication or prioritize elements of nursing care according to changing patient status and safety principles.

Writing objectives in the affective domain is a difficult concept to grasp fully.  See Donald Clark’s page on the affective domain to get a solid start on making sure you have measurable objectives in all three domains for your class.

Clark, D.R. (2015). Bloom’s taxonomy: The affective domain. Retrieved from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Clark, D.R. (2015). Learning: Knowledge, skills, and attitudes. Retrieved from http://www.nwlink.com/~donclark/learning/ska.html

SoftChalk Resources to Explore

About a month ago, I proposed reasons you might want to look at SoftChalk Cloud with a group of campus partners in my blog post titled “Why you should take a (second) look at SoftChalk now.”

Today, I am sharing a few SoftChalk resources with my colleagues in the College of Dentistry.  Explore these sites to see if SoftChalk might be of interest to you, and let me know how I can be helpful if you want to get started!

SoftChalk web site

SoftChalk Cloud

Example of a Drag-and-Drop activity in SoftChalk (not Cloud; note the URL).

FAQs for SoftChalk

SoftChalk Showcase (great place to go to see what’s possible in SoftChalk; original files for some of these lessons can be downloaded and edited for your own use!)

SoftChalk Guides (includes that all-important student user guide to which you can refer your students)

eBook Builder




Independent Study Opportunity in Online Teaching

I am pleased to offer an opportunity for independent study in the spring to a CON graduate student who is interested in teaching online in an academic setting.

The focus of this independent study is online teaching in a class of undergraduates from a wide variety of disciplines. You will learn about the principles of effective online teaching during the first seven weeks of the spring 2015 term and then co-teach an online course with me (Joni Tornwall) in the College of Education (ESEPSY 1159, Online Learning Strategies and Skills) during the last seven weeks of spring semester. Please see this example of an Individual Study Form that a student developed for her independent study. She also kept a blog that tells her story throughout the independent study experience.

If you think you might be interested in a similar experience, please contact me. I would welcome an opportunity to talk with you about your goals and what you need from an independent study in online teaching.