Category: Instructional Design
Enhancing Learning Flexibility and Accessibility with Infobase Learning Cloud 

Enhancing Learning Flexibility and Accessibility with Infobase Learning Cloud 

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There is a greater need than ever for flexible and easily accessible learning environments. Cloud-based learning can be valuable in this instance. The adoption of cloud computing fundamentally alters education by enhancing accessibility, scalability, flexibility, and efficiency of learning. When we speak of “the cloud,” we mean an online network of servers used for data processing, management, and storing. This will transform education by offering the framework necessary to support a range of digital tools and platforms, allowing for scalability, real-time collaboration, and smooth content updates.   

In higher education, the transition to cloud computing is reshaping how faculty deliver courses, how students engage with materials, and how institutions operate. 

Infobase Learning Cloud complements this paradigm by providing over 50,000 video tutorials for various technology platforms, including Microsoft Office and Adobe Creative Cloud. Instructors can integrate Learning Cloud tutorials into Sakai by adding the Learning Cloud tool to their Sakai site. After adding the Learning Cloud tool and selecting a tutorial, faculty can customize the training by choosing which segments students should view.  

Also, it provides customization features, allowing instructors to assign customized lessons that are relevant to their course objectives.  

Speaking with Instructors who have used the site, several have stated that incorporating it into their classes has allowed them to complement their teaching with professional, high-quality lessons that students can access at their own leisure. This is especially useful for students who need to revisit specific concepts several times or want to learn in smaller, more manageable portions. Furthermore, instructors have observed that adding Infobase Learning Cloud has eliminated the need to produce additional resources for technology-related concerns, as students can obtain clear, brief tutorials within the platform itself. This allows instructors to spend more time teaching essential concepts rather than fixing technical concerns.  

As a result, cloud-based solutions such as Infobase Learning Cloud will be critical for staying ahead of the curve and addressing the needs of modern learning environments.  

To get started you can use your Loyola credentials for login: Learning Cloud Login  Loyola Support Documentation   / Learning Cloud 

Three students happily working on laptops at shared table
Empowering Learners to Work in Community: Designing for Collaborative Learning

Empowering Learners to Work in Community: Designing for Collaborative Learning

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Collaboration, teamwork, community: these terms are familiar across disciplines and industries, and often, they reflect organizational values and goals. Collaboration is supposed to be a worthwhile practice for the benefit of the stakeholders involved.  

And yet, why do students dread group projects? As a lifelong student and instructor of adult learners, let’s together consider the dynamics of a typical group: one or two students do most of the work, one disappears from group communications until the day before a deadline due to unforeseen circumstances, and the less dominant members offer contributions that are either dismissed or less prioritized by the self-appointed group leaders.  

As an instructor or one possessing instructional design responsibilities for learning, there are ways to facilitate collaboration for students that might avoid common pitfalls to meaningful and equitable peer exchange. This includes student-to-instructor exchange, as a common approach to online learning via prerecorded lectures and auto-graded feedback leaves students without a feeling of human connection or presence—hardly collaborative.  

Collaborative learning and learning design  

Continuing a keywords-inspired approach of unpacking a learning design referent to extract pedagogical and practical applications, let’s take on the subject of collaborative learning design.  

The way I refer to collaborative learning is inspired by my time in writing center work and composition studies, namely Andrea Lunsford’s (1991) article “Collaboration, Control, and the Idea of a Writing Center.” Lunsford’s work on collaboration and learning has found collaboration to engage students and encourage active learning; lead to higher academic achievement; support deeper critical thinking; and lead to deeper understanding of others (p. 5). Such collaboration is not synonymous with lack of direction, support, or inclusion for its members. 

Research-based keys to collaborative learning  

Both the Center for Applied Special Technology (CAST) and the Online Learning Consortium (OLC) offer research-based support for collaboration. Below are some synthesized findings between a learning design perspective, student perspectives for collaborative learning, and a renewed approach to inclusive teaching. Insights are lifted from the CAST Universal Design for Learning Guidelines, the 2024 OLC Report, “Empowering Change Together: Student Perspectives on Quality Online, Digital, and Blended Learning,” and insights from the Inclusive Teaching in STEM course faculty edX.  

Sustain engagement through careful learning community. According to CAST (2018), learners in the 21st century “must be able to communicate and collaborate within a community,” as such mindfully structured peer work can “significantly increase the available support for sustained engagement.” Student feedback highlighted the desire for community in online learning environments, as well as faculty responsibility for fostering class participation in such a way that acknowledged social challenges from not being in a physical classroom (OLC, 2024, p. 12). For instructors stuck with a lack of engagement, defining peer roles, expectations, and means for providing one another with feedback instills a sense of responsibility in one another’s learning and success.  

Create a culture of collaboration by enabling learners to be active agents in designing their learning. UDL Checkpoint 8.3: Foster collaboration and community specifies a strategy to “Create cooperative learning groups with clear goals, roles, and responsibilities.” The OLC finds that students also “want to be consulted as co-creators of community and DEI strategy,” moving beyond buzzwords to adaptable, actionable frameworks for practice (p. 13). A course lends itself as a space to facilitate a community of practice that rises out of a body of theory or aligned with learning goals. Allowing each member of a course community to co-design their individual roles and recognize their own commitments to the greater whole helps to build rapport while learning.  

Collaborative learning tool spotlight: VoiceThread 

Learning tools designed to facilitate feedback and collaboration can help instructors save time on designing technical logistics for student activities. Some tools also offer multiple modes of engaging dialogue and feedback between members. 

Though several learning tools may overlap in learning activity type, such as written discussions or conversations, few offer specifically collaborative engagement adaptable for a variety of activities as much as VoiceThread. With the new user interface to be fully implemented by this June, VoiceThread also offers a more accessible tool for learners to engage in collaborative learning. VoiceThread facilitates multimodal means for members to give one another feedback, including written, audio, and video commenting.  

Learning design for collaboration 

Let us also not forget Lunsford’s (1991) warning of collaboration misconstrued in pedagogical application, where such can “masquerade as democracy when it in fact practices the same old authoritarian control” (p. 3-4). Collaborative learning design must be careful and clear in its aim to empower students to take part in constructing their learning contexts and sense of community.  

 

CAST (2018). Universal Design for Learning Guidelines version 2.2.
Retrieved from http://udlguidelines.cast.org 

Lunsford, A. (1991). Collaboration, Control, and the Idea of a Writing Center. The Writing Center Journal, 12(1), 3–10. http://www.jstor.org/stable/43441887  

Weber, N.L. & Gay, K. (2024). Empowering change together: Student perspectives on quality
online, digital, and blended learning. Online Learning Consortium.  

Image credit: Photo by Brooke Cagle on Unsplash

Introducing Learning Analytics at Loyola: The ‘How’ and ‘Why’ of Data-Informed Instruction

Introducing Learning Analytics at Loyola: The ‘How’ and ‘Why’ of Data-Informed Instruction

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Data-driven decision-making is becoming increasingly important across many sectors, including education. As an instructor, you might have come across the term “learning analytics.” But what exactly does it entail, and how can it benefit faculty and students? Read on to gain a better understanding of what learning analytics encompasses and how it may boost your instructional efficacy.   

What is Learning Analytics? 

Learning analytics can be defined as the “collection, analysis, and interpretation of data related to students’ learning and the contexts in which it occurs”. This data is typically derived from various sources, including learning management systems (LMS), online course platforms, and student information systems. At Loyola, learning analytics data is currently drawn from LOCUS and Sakai—including several third-party tools integrated with Sakai such as Zoom, Panopto, VoiceThread, and Turnitin. 

How Does it Work? 

Learning analytics involves the use of advanced technologies and statistical techniques to extract meaningful insights from educational data. These insights can range from understanding student engagement and performance to identifying patterns and trends in learning behavior. At Loyola, faculty can glean insights from the Sakai Statistics tool and the analytics offered by specific teaching and learning tools (e.g., Panopto). They may also use their personalized Learning Analytics Reports to view aggregated instructional data in one location. 

Why is it Useful for Faculty?

1. Personalized Learning Experiences:

By leveraging learning analytics, faculty members can gain valuable insights into individual students’ learning needs, preferences, and progress. This allows them to tailor their teaching strategies and interventions to better meet the diverse needs of their students, ultimately fostering a more accessible and personalized learning experience.

2. Early Intervention:

Learning analytics can help faculty identify students who may be at risk of falling behind or struggling academically. By detecting these warning signs early on, instructors can intervene promptly, providing additional support and resources to help students succeed.

3. Data-Informed Decision-Making:

Learning analytics data, in conversation with other metrics such as teaching evaluations, test scores, and final grades, can help faculty make informed decisions about curriculum (re)design, instructional methods, and assessment strategies. This data-driven approach empowers instructors to refine their teaching practices to enhance student learning outcomes. 

4. Continuous Improvement:

By analyzing trends and patterns in student data over time, faculty can identify areas for change and improvement in their teaching practices and course design. This iterative cycle of reflection and refinement enables instructors to adapt to the evolving needs of their students and enhance their overall quality of instruction. 

Getting Started with Learning Analytics 

Learning analytics holds immense potential for faculty in higher education to enhance teaching and learning experiences. Embracing learning analytics can empower faculty and instructional support staff to create more effective and engaging learning environments that support the success of all students. 

To learn more about learning analytics at Loyola, visit our website. Faculty are invited to schedule a consultation with an ITRS Learning Design Engineer, who will provide access to the Learning Analytics Report as well as guidance in interpreting the report data and deriving actionable insights.

The Transformative Power of Multimedia in Higher Education Online Course Design

The Transformative Power of Multimedia in Higher Education Online Course Design

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In the rapidly evolving landscape of higher education, online courses have become a cornerstone of learning, providing flexibility and accessibility to students worldwide. Amid this shift, the role of multimedia in online course design has emerged as a key factor in shaping engaging and effective learning experiences.

Enhanced Engagement and Retention

Multimedia elements, such as videos, graphics, and interactive content, have a profound impact on student engagement and information retention. The combination of visual and auditory stimuli not only captures attention but also facilitates a deeper understanding of complex concepts. Engaged students are more likely to retain information and actively participate in discussions, creating a vibrant online learning community.

Accessibility and Inclusivity

Multimedia in online course design goes beyond text-based content, making educational materials accessible to diverse learners. Visual aids, for instance, benefit those with different learning preferences, and captioned videos ensure content accessibility for individuals with hearing impairments. Embracing multimedia promotes inclusivity and accommodates a wide range of learning styles, fostering an environment where every student can thrive.

Real-world Application

Integrating multimedia elements allows educators to bridge the gap between theoretical knowledge and real-world application. Videos, simulations, and case studies provide students with practical insights, enabling them to see how the concepts they learn in class are applied in professional settings. This approach not only enhances the relevance of the content but also prepares students for the challenges they may encounter in their future careers.

Global Collaboration and Connectivity

Multimedia facilitates global collaboration by breaking down geographical barriers. Video conferencing, collaborative online projects, and multimedia-rich discussions enable students to connect with peers and experts from around the world. This interconnectedness not only broadens perspectives but also prepares students for a globalized workforce, where effective communication and collaboration are essential skills.

Adaptability and Personalization

Multimedia supports the creation of adaptive and personalized learning experiences. Through interactive quizzes, multimedia presentations, and self-paced modules, students can tailor their learning journey to their individual needs and preferences. This flexibility accommodates diverse learning paces and styles, empowering students to take control of their education.

The incorporation of multimedia in higher education online course design is not merely a trend but a necessity in creating dynamic, engaging, and inclusive learning environments. As educational institutions continue to embrace the digital landscape, the transformative power of multimedia will play a pivotal role in shaping the future of online education, fostering a rich and interactive educational experience for students worldwide.

Robots reading and writing in the library
Keywords in Higher Ed: AI Authoring Tools

Keywords in Higher Ed: AI Authoring Tools

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During my graduate degree coursework in composition and rhetoric, I came across a book titled Keywords in Writing Studies, edited by Paul Heiker and my professor himself, Peter Vandenberg.

The book’s concept is given in its title: Keywords provides a fresh and concise array of essay entries, each packed with heavy research dedicated to unpacking an operative referent in the realm according to its related studies, theories, and applications.

As a student that has kept nearly every required textbook, I can reflect on the utility of such a cogent textbook concept, and now would like to transfer its reader-friendly approach to the great wide realm of instructional technologies—to start, within in the smaller realm of AI authoring tools for teaching and learning.

I anticipate my keywords approach will be much messier and less formal in scholarship, as the body of published works, studies, and opinions on AI authoring is sprawling and immense. However, the goal is to offer an ongoing collection of resources that facilitate your own research and dialogue around important questions about technology in teaching and learning.

With this keywords approach in mind, let’s begin!

AI authoring tools & learning

AI authoring tools such as ChatGPT, Bard, DALL-E3, and the like, pose immediate questions for rethinking how to teach core learning tasks and skills, particularly those assigning students to compose original work.

Though there is no direct teaching solution to safeguard against cheating, and worse, whether a student is actually demonstrating their learning, many conversations in higher education circle back to how assessments are designed for students to think critically about information and acquire digital literacy. Such classroom-rooted strategies and conversations about AI authoring are also recommended by the leading product developing company in AI writing detection, Turnitin.

Difficulties in regulating AI use & ethical concerns

Studies have noted areas of AI use that pose challenges for demarcating its ethical scope and regulation. Key questions implicated by AI machine learning and data science include responsibility for use, bias and discrimination within development, transparency in development, and responsibility for stakeholder action or policy.

From a corporate stance, the move towards regulation is difficult, if not impossible, as implementation of restrictions cannot be imposed on a scale that corresponds with its users. Though statements and calls to pause development have been made, much AI development is within the private sector, and those that might be in the position to draft such regulations do not necessarily understand the nature and scope of the technological developments to impose effective boundaries.

Ethical considerations with AI authoring tools that more directly relate to teaching and learning include biases against non-English speakers and replications that bypass creative attribution, such as the popular query of Greg Rutkowski styled outputs that mimic his aesthetic without his consent.

Academic integrity & teaching with AI

Because of its dominance in the assessment tools arena and Loyola’s adoptions of several products, Turnitin resources on academic integrity and AI writing are within the purview of technology-based assessment in higher education. Their latest webinar offering on how to include AI in institutional policy offers a puzzle map for approaching the complex issue of AI.

An Exigence for Faculty Development

A silver lining that AI authoring brings to our attention is the prompt for enriching faculty development through dialogue and creative learning design.

Though some find AI authoring tools a cause for panic, many specialized faculty in the fields of medicine and sciences are excited about the opportunities AI provides for teaching and learning.

Reflections in faculty panels, such as this one at Ole Miss University of Mississippi or professional higher ed groups, such as the AI in Education Google group.

While Loyola Instructional Technology and Research Support does not decide on the adoption of learning tools for the institution, we do invite ideas for teaching strategies, further research, and learning designs.

Indiana Jones and the Jesuit Identity
The Jesuit Subtext of Indiana Jones in Higher Education

The Jesuit Subtext of Indiana Jones in Higher Education

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Summer movie season is here, and many are looking forward to the new film, Indiana Jones and the Dial of Destiny. For those not familiar with the character of Indiana Jones, he is a well-known adventurer who travels the world in search of artifacts and knowledge. He is an iconic figure who has captured the imagination of generations of fans, and his exploits have been the subject of numerous movies, books, and games. Also, one could argue that the character of Indiana Jones has ties to the Jesuit identity in higher education.

The Jesuits are a religious order within the Catholic Church that was founded in the 15th century. They are known for their commitment to education and their emphasis on intellectual rigor and critical thinking. Jesuit universities and colleges are renowned for their academic excellence and their focus on social justice and service to others.

Indiana Jones was created by George Lucas and Steven Spielberg, two filmmakers who were influenced by their experiences at Jesuit-founded institutions. Lucas attended the University of Southern California, which was co-founded by the Jesuits, and Spielberg attended California State University, an institution with roots in Jesuit founders. Both men, who fall into the category of being film auteurs, were exposed to Jesuit ideals and values during their time at these institutions, and they incorporated these ideas into the development of the character and stories of Indiana Jones.

One of the most prominent examples of the Jesuit influence on Indiana Jones is his commitment to education and scholarship. Throughout the Indiana Jones movies, we see him engaging in academic pursuits, such as teaching, researching ancient artifacts, deciphering ancient languages, and consulting with experts in various fields. His dedication to scholarship reflects the Jesuit belief in the importance of education as a means of personal growth and social transformation.

Another example of the Jesuit influence on Indiana Jones is his commitment to social justice and service to others. In many of the movies, we see him fighting against oppressive regimes, defending the rights of marginalized communities, and working to preserve cultural heritage. These actions are consistent with the Jesuit emphasis on social justice and their belief in the importance of using knowledge and skills for the greater good.

Finally, the character of Indiana Jones embodies the Jesuit ideal of the “whole person,” which emphasizes the importance of developing not just the mind, but also the body and spirit. Throughout the movies, we see him engaging in physical activities, such as climbing, fighting, and running, and we also see him grappling with questions of faith and spirituality. These elements of the character reflect the Jesuit belief in the importance of developing all aspects of the self to achieve a well-rounded and fulfilling life.

Indiana Jones is a fascinating character who has captured the hearts and minds of people worldwide. But his ties to the Jesuit identity in higher education make him even more interesting and complex. By incorporating Jesuit ideals and values into the character of Indiana Jones, Lucas, and Spielberg created a hero who is not just an adventurer, but also a scholar, a social justice advocate, and a person who strives to achieve balance and wholeness in his life. These powerful messages can inspire us all to live more meaningful and purposeful lives as well as become better educators.

Linked in Lessons: Internal & External Tools 

Linked in Lessons: Internal & External Tools 

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This blog post is about the Sakai Lessons tool, links to other Sakai tools, VoiceThread, Top Hat, and how to maximize the effectiveness of a course using your Sakai site. Just as the main purpose of an LMS is to enhance the learning process, you can – and absolutely should – utilize Lessons in Sakai to deliver educational resources to your course in an orderly, easily navigable fashion. Of all the internal tools available in Sakai, Lessons plays a special role by enabling you to organize the learning materials in your course and minimize student confusion in locating readings, assignments, assessments, discussion forums, and even external tools.  

When assisting faculty with Sakai one-on-one or in the context of an orientation/group presentation, my colleagues in Instructional Technology and Research Support (ITRS) and I often explain to faculty that Lessons is a “three ring binder” that allows you to arrange the content in all the other tools. You can create a Lessons page for each week (Week 1, Week 2, etc.) or module (Module 1, Module 2, etc.) or any other increment that you use in your class.  

Why Lessons? 

To obtain a more detailed and extremely specific understanding of the value Lessons can bring to your course, imagine yourself in the following (quite cumbersome) scenario: 

You are teaching a course with a Sakai site and it is Week 3 of the academic term. You just finished uploading the Week 3 Readings to the Resources tool, creating the Week 3 Assignment in the Assignments tool, added a Week 3 Topic to the Discussions tool, published your Week 3 Quiz in the Tests & Quizzes tool, built a “project idea” recording assignment in VoiceThread, and made an icebreaker activity for in-class completion using Top Hat. To notify your students, you compose a message using Announcements and ask your students to…: 

  • Go to Resources and locate the assigned readings in the Week 3 Readings folder. 
  • Submit your Week 3 Assignment in Assignments 
  • Access the Week 3 Topic in the Weekly Discussions forum and post your reading response (and respond to a classmate) in the Discussions tool.  
  • Take the Week 3 Quiz in Tests & Quizzes 
  • Go to VoiceThread and “record yourself.”  
  • Complete the icebreaker in Top Hat during the class meeting.  

Do you feel fatigued from reading that scenario? I feel that way from writing it. In this scenario, it is also not difficult to imagine that a sizable portion of your students reported problems with finding and completing the assigned content. Fortunately, there is a much more effective strategy for simplifying the process.  

Internal Tools in Lessons 

As an alternative to the situation described in the previous section, you can include links to all the activities in different Sakai tools within a Lessons page. Once you’ve uploaded/created the weekly content, you can create a new lessons page titled “Week 3”, add the weekly assignment/quiz/discussion/readings to the page, mark each item as a prerequisite for advancing to the next week’s page (if applicable), and direct your students to “Complete the activities in ‘Week 3.’”The majority of Sakai tools are linkable within a Lessons page and can potentially reduce confusion (and the process of navigating to so many different tools, of course). Using this habit, you may not even need to send so many announcements (and hope everyone reads them).  

VoiceThread & Top Hat: Interactive, Asynchronous Learning 

Along with the tools available within Sakai, some of the external tools available to you can now be added to a Lessons page thanks to recent upgrades and enhancements. For instance, several enhancements to the VoiceThread tool such as new assignment types and a deeper integration in Sakai have resulted in a much more streamlined experience for assigning, completing, and grading work. As of 2022, Assignments in VoiceThread – a multimedia recording/uploading tool for collaborative learning via asynchronous interaction – can now link directly from a Lessons page. Instead of requiring students to select the VoiceThread tool (to authenticate their account) and directing them to complete the assignment in the VoiceThread tab in Sakai, you can now add a link to a VoiceThread assignment such as creating a recording, commenting on a recording, or just watching one. Once completed and graded, scores for these assignments will also populate in the Sakai Gradebook tool directly.  

In addition to this improvement, a much more recent upgrade to Top Hat now enables you to link to assigned content through a Lessons page using the same method as linking to VoiceThread. As a tool for interactive learning with a vast array of features to facilitate and track student engagement, you can use Top Hat for live, interactive quizzes as well as tracking attendance, creating assessments, sharing reading materials, and more. Although it is important to note that Top Hat requires a student fee and for users to create their accounts directly through the tool, grades for assigned content will now populate the Gradebook just like VoiceThread.  

Going Forward: Help & Resources 

Based on the (perhaps excessive) details provided in the sections above, the value and purpose of Lessons pages is apparent. In short, there are many ways you can incorporate content from other sections to simplify the process of navigating Sakai for your students.  

For assistance with Sakai, VoiceThread, Top Hat, or any other instructional technology, please schedule a consultation with an ITRS team member. Here are some additional help resources for Sakai Lessons, VoiceThread, and Top Hat: 

Sakai Lessons Documentation 

VoiceThread Documentation  

Top Hat Documentation 

Top Hat Support 

Teaching Strategies for “the ChatGPT wave”: Transferable Lessons from Proctoring Tools

Teaching Strategies for “the ChatGPT wave”: Transferable Lessons from Proctoring Tools

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Read time: 5 minutes

In my popular culture research, a cultural movement often carries the referent of a “wave.” Example: The Hallyu movement of the 1980s to 2000s (debatable depending on the scholar you consult) refers to a “wave” of Korean popular culture beyond the nation’s borders.

In my day-to-day work, I might use the referent “wave” to refer to the conversation en vogue in the fields of teaching, learning, and academic integrity: in this instance, let’s use the referent “the ChatGPT wave.”

But first, a quick blast from the past [three years] for context:

Higher education conversations about assessment in digital learning environments rarely avoid a debate on academic integrity. From my experience—and likely yours—this specific debate maps itself on a spectrum ranging somewhere from “enforcing academic integrity with the latest and most stringent means available” to “recognizing no perfect enforcement is possible and does not seem productive to ensure student learning”.

My emphasis here is on two points, to be revisited very soon: (1) that no flawless enforcement of academic honesty is possible with a tool; and (2) that a fixation on enforcement of not cheating rather than a focus on fostering student learning leads to costly outcomes for all.

Perhaps this diversity of positions on assessment with academic integrity emerged rather sharply during the emergency move to online learning per the COVID-19 pandemic. The immediate legacy might be summed up in some phases: faculty unrest for a technology-based solution to prevent students from cheating, a hasty adoption of an inadequate solution, uncomfortable and stressful assessments for both its administrating faculty and its examinee students using said inadequate solution, then a quick abandonment of said inadequate solution due to privacy violations (some of which are undergoing legal disputes, well within our region).

As we embark on the amazing frontier of AI (artificial intelligence) authoring tools, let us brace ourselves for the ChatGPT wave by remembering to prioritize student learning rather than hunting for cheaters. Here are some teaching strategies for AI authoring tools like ChatGPT, very much informed by our recent misadventures with proctoring tools:

Remember that a tool is not a human. Just like the highly touted and speedily adopted proctoring tools of yesteryear cannot guarantee or completely safeguard cheating by a human student, ChatGPT and AI tools share an obvious quality: ChatGPT is not a human student. A human demonstrates learning for a specific learning outcome, whether by sharing a sentiment or committing an error that is irrevocably human. Looking for signs of life might mean creating space for students to show their human selves, perhaps by engaging conversation about something fun to them, or posing a writing prompt that is more specific to their periphery of being, or assigning something creative or audio recorded. If you assign work that is general and without connection to your students, expect machine-like responses.

Revise your learning objectives and corresponding activities for someone who wants to learn. As an instructor, I find my essential job description, whether I am teaching professional business writing or instructional design, is to facilitate meaningful learning experiences for my students. Many times, essential charge prompts reflection and revision of my coursework and assessment designs. Rising to the occasion of facilitating meaningful learning is an easy move when students want to learn. National enrollment in higher education has seen better days, so being interesting seems like a project of mutual interest for faculty.

Find help for the things you don’t know. Since my start in the field of teaching and learning support, I have seen resources and services grow rapidly in the name of faculty teaching online and with instructional tools. It is highly likely that your place of teaching extends such resources and services to you, if only you seek them out. “Closed mouths don’t get fed,” as the saying goes, and in my experience, if you don’t ask for help, you will only fall more behind. Technologies are always updating and departments may shift in structure, but you can control your own course (pun intended) by looking for those that literally have in their job descriptions to help you.

Learn about the tool’s development and limitations, and share this with your students. OpenAI, the developers behind ChatGPT, are very transparent about its testing process and limitations as an AI authoring tool. Some key and critical limitations to note so far include a proclivity to outputs that are “toxic or biased” with made-up facts; and an English-speaking, and therefore cultural bias “towards the cultural values of English-speaking people.” Having a conversation with your students about such limitations makes for transparency in your class while addressing the serious possibilities for mis-presentations of self. Who wants to be seen as toxic or treacherous?

If we have learned anything from the Test Cheating Scare of 2020, let us brace for this ChatGPT wave with clarity of purpose as instructors, and aim for human exchanges with our students.

Christmas is Around the Corner, and so is Sakai 22!

Christmas is Around the Corner, and so is Sakai 22!

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Don’t let final exams put a damper on your holiday spirit! Instructional Technology & Research Support (ITRS) is hard at work and preparing to unveil a new version of the Sakai LMS just in time for the holidays. Loyola will upgrade to Sakai version 22 on Wednesday, December 21st. During the upgrade process, Sakai will be unavailable (approximately 7am-11am Central Time). Faculty, staff, and students are not required to make any changes for the upgrade; all course and project sites will be intact and ready for use in Sakai 22. 

The annual Sakai upgrade ensures that Loyola can take advantage of the latest Sakai features and functionality, and we can eliminate pesky software bugs that have been squashed by the Sakai community. A few highlights you can anticipate in Sakai 22 include:

  • A new tool, Conversations, allows for threaded Q&A and discussions. Conversations enables users to filter and bookmark posts so it’s easy to find the content that matters most. 
  • New page layout options in the Lessons tool. 
  • A new integration with Gradescope, an AI-supported grading platform that streamlines grading of paper-based, bubble sheet, and coding assessments. 

Want to learn more? Visit Sakai 22 Upgrade. Here, you’ll find registration links for informational sessions conducted by your friendly ITRS colleagues, a promotional video highlighting new Sakai features, and more! 

Coming Soon…ITRS Workshops for Summer Faculty

Coming Soon…ITRS Workshops for Summer Faculty

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Attention LUC Faculty!

It is our pleasure to announce an upcoming series of academic technology webinars. Please join ITRS for the following events (select the links in the session titles to register):

Monday, April 25th, 11-11:30am 

Zoom Basics –  Learn how to get started with Zoom, set up a recurring meeting for your Sakai course, configure security settings, and more.

Tuesday, April 26th, 12-12:30pm 

Introduction to Labster for Faculty – Discover Labster, a virtual science lab boasting a catalog of over one hundred lab simulations for various scientific disciplines.

Wednesday, April 27th, 4-4:30pm

New Features in Panopto for 2022 – An overview of exciting new tools available in Panopto.

Thursday, April 28th, 10-10:30am

Statistics in Sakai – Learn how to use the Statistics tool in Sakai for evaluating student engagement.

Friday, April 29th, 1-1:30pm

Advanced Zoom: Polling & Breakout Rooms – This session provides an introduction to using these tools for facilitating student engagement in Zoom meetings.

We hope to see you at these sessions. In the meantime, please send any questions to itrs@luc.edu or book a Zoom meeting with a member of the ITRS team here.