Category: Learning Technologies

Students studying on a laptop
Your Digital Classroom Just Got an Upgrade: Welcome to Sakai 25

Your Digital Classroom Just Got an Upgrade: Welcome to Sakai 25

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Loyola’s digital classroom just got smarter, smoother, and more connected. We’re excited to introduce Sakai 25, the newest version of our learning management system, designed to make teaching and learning more intuitive for everyone. This is more than an update; it is a thoughtful redesign that places accessibility, collaboration, and efficiency at the center of your digital experience.

With this release, Sakai deepens its commitment to accessibility across the platform. Navigation is now cleaner and easier to follow, with improved heading structures on Lessons pages to better support screen readers.

This release also includes a streamlined Profile experience, a powerful new SCORM Player for interactive content, and more enhancements in the Announcements tool. Instructors can now draw attention to key messages such as reminders, schedule changes, or exam details, ensuring students immediately notice what matters most. This helps reduce missed information and keeps everyone on track.

Several familiar tools have been reimagined to offer greater flexibility and impact. A standout feature is converting messages into FAQs, which allows instructors to turn common questions from course messages into an easily accessible knowledge base.

In Tests & Quizzes, instructors will find more creative possibilities. You can now build dynamic assessments by drawing randomized questions from multiple pools at once and use a new feedback option that shows students which questions they missed without revealing the correct answers. This transforms review into an active learning opportunity.

Additional updates include tagging for Assignments and Messages, read receipts to confirm when a message has been viewed, and a new “Name That Face” game in the Roster to help faculty learn student names more easily.

Sakai 25 also makes course preparation simpler with the new Copy Specific Content feature. Instead of duplicating an entire course, instructors can now transfer only the materials they need from one site to another. This saves time, reduces clutter, and provides greater flexibility in course design.

Altogether, Sakai 25 delivers thoughtful enhancements centered on clarity, connection, and continuous improvement. These updates make the platform more intuitive while reinforcing Sakai’s ongoing commitment to supporting meaningful teaching and learning. Instructors will find it easier than ever to communicate effectively, engage students, and create enriching learning experiences.

As we prepare for the launch of Sakai 25, our team is focused on ensuring a smooth transition for the entire Loyola community. Keep an eye on your inbox and the Loyola Sakai Support site for upcoming guides and training sessions.

We look forward to you exploring everything Sakai 25 has to offer and discovering how it can enhance the way you teach, learn, and connect.

To learn more about what’s new, explore the full Sakai 25 Release Notes. You can also get a sneak peek at the new features by registering for one of our upcoming preview sessions.
The 2025 Information & Technology Showcase: Event Highlights and Our ITS Road Ahead

The 2025 Information & Technology Showcase: Event Highlights and Our ITS Road Ahead

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On Tuesday, October 7th, representatives from 35 technology vendors came to Damen Student Center to spotlight their services at the 2025 Information & Technology Showcase. Despite it being fall break and an overcast rainy day, the Showcase drew in attendees across the Loyola user community of faculty, staff, and students, including Provost Doug Woods to kick off the event over coffee and bagels.

Beginning as a large resource fair of technology vendors in 2018, the Information & Technology Showcase represents the University’s investment in technologies that compose and power the Loyola user experience. Part of sustaining Loyola technologies is through promoting their use and building human relationships with the people behind the tools that help with information technology tasks and processes, from the administrative work of managing records and enrollment data to the academic work of research, teaching, and learning.

After an extended hiatus due to the COVID-19 shutdown and a reception of new University leadership in the Provost and CIO positions, the Showcase reemerged in 2024 as a more interactive event with a conference-style format, with technology vendors highlighting the services available to Loyola users in breakout sessions.

An Evolving Collaboration

Following the comeback year, the 2025 Info & Tech Showcase returned with a renewed collaboration between Information Technology Services and University Libraries, headed by Showcase planning committee co-chairs Hong Ma and Tim Walker. Through the rapport cultivated by the planning committee members and our technology vendors, this year’s showcase secured the participation of 33 vendors, a 27.27% increase from 2024.

New to this year, the Showcase featured special guest LU Wolf, our beloved Loyola mascot.

By the Numbers. Despite a new committee with many members unfamiliar with the Showcase, the planning committee succeeded in setting up 36 resource tables with power stations; breakfast, lunch, and desserts for 300 registrants; designing and printing 8 professional quality posters and hundreds of button pins; and carting over 28 boxes of vendor swag and event materials.

Breaking Out to Learn More

The Showcase schedule featured 23 breakout sessions presented by participating technology vendors and our internal Loyola service representatives, such as Digital Media Services and eCommons.

Each breakout session provided our Loyola user community with insights on existing services they can harness in their teaching, learning, and administrative work at the University. Some sessions, such as Gideon Taylor, provided a comparative look between Loyola and other institutions implementing a chatbot for guiding users to necessary forms based on their specific enrollment data. Other presenters facilitated discussions with attendees based on their own use of technologies, such as Turnitin and Piazza. One of the experiences that the Showcase facilitates is such human-centered discourse around the ever-changing technology landscape.

Ice Cream for the Road(map)

With emphasis on how information technology underlies the student experience and processes that run Loyola towards enterprise and research success, Dr. LeRoy Butler presented the new ITS strategic direction in a closing session—complete with paletas!

Looking Ahead

As this year’s Showcase attracted many student attendees and our technology vendors have expressed a desire to engage student users with professional development, the planning committee envisions more student-centered experiences for next year.

Thanks to all who spent their day with us!

Save the date for 2026: Tuesday, October 6th.

On behalf of the 2025 Showcase planning committee, a blog thanks to our sponsors: Amazon Web Services, CDWG, Clarivate, DocFinity, Elsevier, HYCU, Lenovo, MIS Computer, Panopto, Pure Storage, SimplyAnalytics, Terminal Four, WebCheckout, Wiley, Workday, Zoom.

Three workers looking at learning management system icons
Time Saving Tips with Sakai Project Sites 

Time Saving Tips with Sakai Project Sites 

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Like many cloud-based systems we use daily, Sakai has a finite amount of storage space. This restriction led Loyola to adopt an administrative schedule outlining when courses are created, go online, and are made unavailable to site members.   

Much of the information in Sakai course sites can be retained if it has future value, and if so, it must be manually preserved. Such examples of Sakai data that must be downloaded and saved might include Gradebook information pertaining to students or discussion board responses. Instructions on how to do that can be found HERE. However, other content work instructors and authors do in a course can be found to easily replicate in the Assignments, Lessons, Resources, and Test & Quizzes tools. Instead of recreating all your work from nothing, anyone with an official LUC Sakai account can create what is called a project site to save their work. 

In Sakai, a project site is very similar to a course site. A course site is automatically created each academic term based on information fed to Sakai twice daily by LOCUS, which occurs around noon and midnight each day. In contrast, a project site is created by Loyola users and maintained entirely by Loyola users. Here is an article on how to create a project site.  

Project sites are time savers in that most of your content from one semester to another can be copied into and saved in a project site. This process provides you with a sandbox where you can store the information between semesters so that it does not get deleted or it gives you a place where you can try out new tools or ideas during the semester that will not change the look and feel of your live course. Changes to a project site do not disrupt the student experience mid-semester. This way, you can be ready to go the next time your course is offered by copying the project site contents into your new course.  

Of course, a project site will not be stored forever—this would be poor practice in content management by encouraging digital clutter. However, if you access a project site at least once every 2 years, your content will not be flagged for deletion. Also, should you forget to access your course, you will be sent a message asking for your approval for it to be deleted in our annual project site clean-up. Should you receive an email asking if it is ok to delete a site, all you need to do is reply to the message indicating that you’d like to keep the site, and it will be excluded from our clean-up process.  

So, with a few simple steps, your start-of-semester scramble to get your course up can be alleviated.  Having all the work done in previous semesters at your fingertips with your course site immediately filled with the saved information from your manicured project site, ready to go. 

 Of course, if you run into any issues or have any questions on how to use project sites for a student-run organization or a different use case you had in mind,  contact the Learning Technologies and Innovation (LTI) group for guidance or assistance with any issues. You can also schedule a consultation with one of the LTI team members by going to the following link. 

 With that, I wish you a quick and snappy start to your next semester!
Is it Real or is it AI? Introducing Elai and the Future of Video Creation

Is it Real or is it AI? Introducing Elai and the Future of Video Creation

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This blog post is about AI, the future, Bill Gates, and – most importantly – an introduction to Elai – a new video creation tool coming to LUC soon! 

AI and The Future 

Differing reactions towards the ascent and ongoing advancement of AI capabilities have been well documented for years. Based on a survey from the Alan Turing Institute, the majority of participants are optimistic about AI usage in a variety of different sectors. In the article “The Age of AI Has Begun,” Bill Gates highlights several key areas where AI is making significant strides including healthcare, education, and climate change. He believes that AI can improve diagnostics, personalize learning experiences, and optimize resource management to combat environmental challenges.  

In contrast with the optimism expressed in the sources above, AI certainly has its detractors and alarmists ranging from educators who worry about academic dishonesty to employees who panic at the prospect of unemployment.  In the same article, Bill Gates also points out the ethical considerations and potential risks associated with AI, such as job displacement and the importance of ensuring that AI systems are aligned with human values. 

On a much smaller scale than the stakes mentioned by Bill Gates, AI is already transforming the way we create videos for the better. Platforms such as Elai empower users with AI by enabling them to use their creative skills to produce high quality resources. 

What is Elai?  

Elai is an innovative platform that leverages artificial intelligence to revolutionize the way we create and manage video content. It empowers users to generate professional-quality videos in a matter of minutes, eliminating the complexities that often accompany traditional video production processes. With its user-friendly interface and advanced technology, Elai caters to a wide range of users, from marketers and educators to content creators and businesses looking to enhance their online presence. 

At the core of Elai’s functionality is its AI-driven text-to-video technology. Users can simply input text scripts, and the platform automatically generates videos complete with dynamic visuals, voiceovers, and animations. This feature significantly reduces the time and resources needed for video production which makes it an invaluable tool for those who require quick turnarounds without compromising on quality. The ability to create videos in multiple languages further broadens its appeal, which allows users to reach diverse audiences around the globe. 

One of the standout features of Elai is its extensive library of customizable templates. These templates are designed to cater to various industries and purposes. Users can choose from a variety of styles, colors, and layouts, enabling them to create videos that align with their brand identity. This level of customization ensures that the final product is not only professional but also uniquely tailored to the user’s needs. 

Additionally, Elai offers a selection of AI-generated avatars that can serve as virtual presenters in videos. This feature allows for a more engaging and personal touch, as users can select avatars that resonate with their target audience. The avatars can express emotions and deliver the script in a natural manner to make the content more relatable and captivating.  

The platform also includes editing tools that enable users to refine their videos easily. Users can trim clips, adjust timings, and insert additional elements such as images and graphics, all without requiring advanced video editing skills. This accessibility democratizes video production, allowing anyone, regardless of their technical expertise, to create high-quality content. 

In conclusion, Elai stands at the forefront of video content creation by combining the power of AI with user-friendly design to simplify the video production process. Its diverse features including customizable templates, AI avatars, and collaborative tools make it an essential platform for anyone looking to create engaging, professional-quality videos quickly and efficiently.  

How does AI enhance video production?  

The integration of AI in video production significantly enhances creativity in several compelling ways: 

  • Automated Content Generation: AI tools can quickly transform text scripts into visually engaging videos. This automation allows creators to focus more on the creative aspects of storytelling rather than getting bogged down in technical details. 
  • Enhanced Customization and Personalization: AI enables users to customize videos easily, offering a wide range of templates, styles, and elements tailored to specific audiences or brand identities.  
  • Data-Driven Insights: AI can analyze audience engagement metrics and feedback, providing creators with valuable insights into what resonates with viewers. This data can inspire new ideas and empower creators to refine their content strategies and innovate based on real-time feedback. 
  • Collaborative Tools: Many AI video production platforms offer collaborative features that facilitate teamwork among creators.  
  • Rapid Prototyping: AI allows for quick iterations on video concepts. Creators can generate multiple versions of a video in a short time while experimenting with different scripts, visuals, and audio options.  
  • Accessibility for Non-Experts: AI democratizes video production, enabling individuals without extensive technical skills to create high-quality content. 
  • Inspiration Through AI Suggestions: AI can analyze existing content and suggest creative directions, themes, or styles based on trends and successful videos. These suggestions can spark inspiration by helping creators think outside the box and develop unique concepts. 

In summary, the use of AI in video production enhances creativity by automating mundane tasks, providing customization options, offering data-driven insights, and enabling collaboration. This empowers creators to focus on their artistic vision and produce innovative, engaging content that resonates with audiences. Elai provides users with an effective enhancement to their workflow but without completing the entire task on their behalf. While Elai does not conjure presentations out of thin air, it gives users a helpful push in creating an excellent final product. 

When will Elai be available at LUC?  

Elai will be available at LUC on a trial basis for one calendar year beginning on May 1st, 2025. Stay tuned for more details on how to request access to this exciting pilot! 
Is This Thing On? A Student-Turned-Professional’s Musings on the Role of Instructor Presence in Online Student Engagement

Is This Thing On? A Student-Turned-Professional’s Musings on the Role of Instructor Presence in Online Student Engagement

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I distinctly remember the first online course I took: “Empowering Adult Online Learning – Theory and Best Practices” with Dr. Kim Round at Harvard Extension School, my first course in Harvard’s graduate certificate in Learning Design and Technology. The year was 2017 and the frontier of online education was uncomplicated by the pivot to emergency online instruction prompted by the COVID-19 pandemic.  

Pre-pandemic, online higher education programs were designed and marketed for a smaller range of student personas, primarily busy, full-time workers earning their first credential as well as seasoned professionals returning to school in anticipation of a career change. Since, in 2025, nearly all currently-enrolled students have presumably experienced some form of remote learning, the demand for online courses has shifted to include many more ‘traditional’ college students who benefit from access to a larger selection of courses, more diverse and multicultural student compositions, and the added flexibility and accessibility made possible by virtue of the online modality. 

While “Empowering Adult Online Learning” was a synchronous class conducted over Zoom, my first interactions with Dr. Round, the learning management system, and the course content, were asynchronous. My initial emotions were those of excitement at the novelty of beginning a new academic program combined with immense anxiety and a series of urgent questions: How does the video conferencing software work? When and where do I log on? Why do I need an audio headset and why can’t I get it to connect?! While I don’t think the intensity of my own apprehensions—so panicky that I nearly dropped the course before it began—are typical of the average online student, it highlights the benefits of proactive instructor communication for student retention and engagement. In fact, one study (Cole, 2016) found that the single greatest predictor of student satisfaction with online courses was the perceived quality of student-instructor communication. Considering that the attrition rate in online courses is significantly higher than that of face-to-face courses (Hobson & Puruhito, 2018), the role of instructor presence as a mediating force for student persistence and success cannot be underestimated. 

If we consider the experiences I described as a first-time online student—one that I’ve seen mirrored by the anxious early-semester tickets that come through Loyola’s ITS Service Desk—Berge’s four roles of the online instructor (1995, 2008) are helpful for beginning to tease out the ways online faculty can alleviate student trepidation and create a welcoming environment that’s conducive to learning and community-building. Before the course begins, instructors are primarily playing the social and technical roles, and the paramount tasks are acclimating students to the learning environment and videoconferencing software logistics (where applicable); once they get students in the door, whether that’s logged into Sakai or a Zoom meeting, it becomes much easier to provide personalized supports where necessary and to turn attention to the task of learning. It is likewise beneficial for instructors to have an accurate self-awareness of their own technical skills and know what resources exist for both them and their students (e.g., instructional designers and technologists, IT support technicians). 

Some recommendations for online instructors to cultivate presence include: 

  • Post weekly announcements (video or written) summarizing key points in the course content, reminding students of upcoming deadlines, and offering encouragement. To personalize your announcements even more, consider adding shout-outs to highlight specific high-quality student contributions to the course. 
  • Start each unit or module with a short audio or video introduction to get students excited. 
  • Contribute regularly to student discussions, asking follow-up questions and acknowledging thoughtful responses. [Note: You do not need to respond to every student contribution. See this resource from Johns Hopkins for some best practices in facilitating asynchronous discussions.]  
  • Use the Sakai Lessons tool to create a dedicated “About Your Instructor” page with a welcome video or photos and information about your interests and experiences. 

As the landscape of online higher education continues to evolve, faculty play an instrumental role in shaping positive student experiences from the outset. By thoughtfully embracing their roles as facilitators, guides, and community-builders—particularly in the early stages of a course—faculty can foster confidence, reduce anxiety, and build the momentum students need to thrive. Proactive communication, clear expectations, and a supportive presence do more than just solve logistical hurdles; they lay the groundwork for meaningful engagement and academic success. In a time when online learning is no longer a niche offering but a core component of higher education, small and intentional efforts to infuse a course with instructor presence from beginning to end can make a palpable difference in student persistence, success, and satisfaction. 

Two student having a conversation via video.
Creating Value & Memorable Learning Asynchronously: Dialogic Pedagogy for Dialogue Tools 

Creating Value & Memorable Learning Asynchronously: Dialogic Pedagogy for Dialogue Tools 

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A perpetual challenge we (instructors, instructional designers, teaching assistants, learning engineers, educational technologists, and anyone learning online) encounter with online teaching and learning occurs in the absence of live engagement: how do we facilitate and engage meaningful exchanges within the classroom when there are no classes or classroom? (For the sake of brevity, I am excluding the parallel difficulties of engaging organic dialogue in a face-to-face classroom.) 

Though we have learning technologies within our supported Loyola tools that are capable of facilitating asynchronous conversations, how might we make those exchanges memorable learning activities? Daisaku Ikeda’s Soka pedagogy might provide those of us designing engagement activities for our asynchronous learners with a compass aimed at value creation in education. 

Meeting Ikeda and value creation dialogue 

I was first introduced to Ikeda’s value-creating dialogic pedagogy as a College of Education graduate writing group facilitator at the DePaul University Center for Writing-based Learning. In our writing group meetings, doctoral candidate Melissa Bradford (now part of the DePaul College of Education teaching faculty) shared across her drafts the power of Ikeda’s dialogic pedagogy that unfolds in a mentor-mentee relationship.  

Born in Tokyo in 1928, Daisaku Ikeda was among the first generation of schoolchildren educated in the Japanese wartime indoctrination system (Goulah & Ito, 2015, p. 57). Ikeda’s experience of human loss, militant subjugation, and postwar chaos encountered surprise at the worldview of Josei Toda, an educator with a faith-based and peace-oriented opposition towards Japanese wars of conquest. After hearing Toda speak at a Soka (literally value-creating) Gakkai (Society) meeting, Ikeda subsequently became Toda’s student and mentee (Goulah & Ito, 2015, p. 58).   

Melissa’s focus on Soka, or value-creating, pedagogy emphasized the importance of dialogue between invested interlocutors. Through intentional and ongoing dialogue, building a mentor-mentee relationship also becomes possible. The underlying heritage of Soka pedagogy seeks to “engage students in learning to learn and to derive wisdom from knowledge to create meaningful value in and from any positive or negative situation” (Goulah & Ito, 2015, p. 60). To clarify, value-creating pedagogy does not signify an instructor imparting their values onto their students, but rather, value creation refers to the collaborative meaning that rises out of engaging with self and others.  

Connecting value-creating pedagogy to Jesuit values 

As a Blue Rambler (DePaul Blue Demon and Loyola Rambler, anyone?), I am in a serendipitous intersection to connect Vincentian personalism with the Jesuit value of accompaniment. Through facilitating dialogue between peers, we provide opportunities for us to recognize the dignity of our fellow colleagues in a class by cultivating community and strengthening a mentor-mentee relationships. These interrelated missions, though stated by different schools and denominations, underlie our interconnected and human-centered values.  

In Thoughts on Education for Global Citizenship, Ikeda posits that “students’ lives are not changed by lectures, but by people” (Ikeda, 1996b, p. 31 qtd. In Goulah & Ito, 2015). Though prerecorded lectures may be a central means of delivering content in an asynchronous online course, how might we consider engaging interactions between people? 

Try a learning design: Value-creating pedagogy with asynchronous dialogue tools 

One teaching and learning approach and mindset shift we can make is rethinking our student-instructor interactions, even asynchronously. Instead of simply assigning closed discussions for the sake of a knowledge check, how might we engage interactions in a class aimed at collaborative value creation? As an organic bonus, how might value creating pedagogy help students achieve learning outcomes through our learning design?  

Here are some learning design goals that might be generalizable across disciplines, paired with a possible option for asynchronous tool-based dialogue: 

  • To facilitate community amongst peers within an academic or professional field.  
  • A corresponding learning design choice could be a dialogue tool such as VoiceThread or Piazza.  
  • To cultivate a mentor-mentee relationship and/or offer higher-level thesis advising. 
  • Recurring informal checkpoints or brainstorming dialogues through native Messages or Discussions tools in Sakai. 

More to Consider 

Like any use of technology-based teaching and learning design, a tool can only take you so far: framing the purpose and context for engaging with the tool is vital to the impact of the learning design. Some student-based ideas for engagement offered by Georgia Tech might help you craft intentional prompts for meaningful dialogue.  

Finally, our Loyola Learning Technologies & Innovation team invites you to join us for more dialogue ideas at our upcoming webinar Talk It Out: Enhance Learning with Asynchronous Dialogue Tools in Sakai on Thursday, 3/20 at 11am.  

Works Cited  

“Engaging Students with Online Discussions.” Center for Teaching & Learning. Georgia Tech. https://ctl.gatech.edu/engaging-students-online-discussions 

Goulah, J., & Ito, T. (2012). Daisaku Ikeda’s Curriculum of Soka Education: Creating Value Through Dialogue, Global Citizenship, and “Human Education” in the Mentor–Disciple Relationship. Curriculum Inquiry, 42(1), 56–79. https://doi.org/10.1111/j.1467-873X.2011.00572.x 

 

 
Keep Things Simple with Simple Syllabus

Keep Things Simple with Simple Syllabus

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Loyola has adopted Simple Syllabus as a new platform for storing and displaying course syllabi, effective Summer 2024. This new system maintains a repository of all syllabi to meet accreditation requirements and provides a searchable resource for students looking to review future courses. Simple Syllabus simplifies the process for faculty, allowing you to upload your syllabus once and share the link in Sakai or other places.

If you are one of the many faculty that have been requested to upload your syllabi to Simple Syllabus, check out this video for some guidance. 

Why is Loyola using Simple Syllabus? Our Higher Learning Commission accreditation requires institutions to have syllabi that are easily accessible for students. We must be able to demonstrate this on demand to comply with this assumed practice. Simple Syllabus allows us to do that. Plus, faculty may copy a link to the syllabus they post on Simple Syllabus and post that same link on their Sakai site. While Sakai is our learning management system, not all faculty utilize this tool.  Using Simple Syllabus will allow students more than one access point for a syllabus. It also allows Loyola to remain in compliance with our accrediting body.  

This tool has the potential to improve both the student and faculty experience. For instance, instead of posting your syllabi in multiple places, after you have uploaded your syllabi to Simple Syllabus you can easily take the URLs that are generated and copy them into your Sakai courses, making it quick and easy to reuse your syllabi. There are several ways to accomplish this goal, but one method is to redirect your course’s Syllabus tool to point to a Simple Syllabus webpage. 

Learning Technologies & Innovation will soon provide a video that will showcase how easy it is for students to search the Simple Syllabus database for courses they might want to take in the future. Doing so allows students to review the syllabi from past courses, which can aid in planning their course of study well in advance of registration time. 

If you have any general questions or concerns about Simple Syllabus, please write to simplesyllabus@luc.edu or if you require technical assistance, please contact the ITS Service Desk at ITSServiceDesk@luc.edu. 
Peanuts in the Digital Age: How Charlie Brown and Friends Would Tackle Classwork Today

Peanuts in the Digital Age: How Charlie Brown and Friends Would Tackle Classwork Today

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When Charles Schulz introduced the world to the beloved characters of Peanuts in 1950, he captured the essence of childhood, friendship, and the trials of growing up. From Charlie Brown’s perpetual optimism to Lucy’s bossy demeanor, each character brought a unique perspective to the challenges of school life. But how would these iconic figures adapt to the modern educational landscape, filled with learning management systems, Zoom classes, and a plethora of learning technologies? Let’s take a whimsical journey through the eyes of Charlie Brown, Lucy, Linus, and Snoopy as they navigate classwork in today’s digital age.

Charlie Brown: The Reluctant Learner

In the original Peanuts comic strip, Charlie Brown often struggled with self-doubt and anxiety, especially when it came to schoolwork. Fast forward to today, and we can imagine Charlie Brown logging into a learning management system (LMS) like Sakai or Canvas. Initially, he would be overwhelmed by the sheer volume of notifications and assignments.

“Good grief!” he might exclaim, staring at the screen filled with due dates and discussion prompts. However, with the help of a user-friendly interface and reminders, Charlie would gradually find his footing. He’d likely appreciate the ability to submit assignments online, avoiding the fear of losing papers or forgetting them at home. Yet, the pressure of online participation might still haunt him, as he worries about how to contribute meaningfully in virtual discussions.

Lucy: The Overachiever

Lucy van Pelt, known for her assertive personality and confidence, would undoubtedly thrive in a digital classroom. With her penchant for taking charge, she would quickly become the “classroom manager” in Zoom sessions, ensuring everyone stays on task.

“Why can’t you all just mute yourselves when I’m talking?” she might demand, her voice echoing through the virtual room. Lucy would likely excel in using collaborative tools like Google Docs, where she could assert her ideas and lead group projects with an iron fist. However, her competitive nature might lead to some humorous moments, such as her trying to “one-up” her classmates by sharing the latest educational apps or online resources, all while maintaining her signature sass.

Linus: The Intellectual

Linus van Pelt, the philosophical thinker of the group, would embrace the wealth of information available online. With his trusty security blanket in hand, he would dive into research with enthusiasm, utilizing online libraries and educational platforms like Infobase Learning Cloud.

“Did you know that the Great Pumpkin is a metaphor for hope?” he might ponder during a virtual class discussion, seamlessly blending his love for the whimsical with academic inquiry. Linus would likely enjoy the flexibility of asynchronous learning, allowing him to explore topics at his own pace. However, he might also find himself distracted by the vast array of online content, leading to a few late-night rabbit holes that veer away from his assigned readings.

Snoopy: The Creative Spirit

Snoopy, the imaginative beagle, would undoubtedly find ways to express his creativity in the digital classroom. Whether it’s through digital art platforms or video projects, Snoopy would embrace the opportunity to showcase his talents.

“Why write a boring essay when I can create a short film?” he might think, as he sets up his camera to film a whimsical interpretation of his latest school assignment. His playful nature would shine through in virtual presentations, where he could incorporate animations and music, captivating his classmates and teachers alike. However, Snoopy might also face challenges with technology, leading to comical mishaps, like accidentally sharing his screen while trying to show off his latest dance moves.

As we imagine the Peanuts gang navigating the complexities of modern education, it’s clear that their unique personalities would shape their experiences in different ways. While Charlie Brown would grapple with anxiety, Lucy would take charge, Linus would delve into research, and Snoopy would unleash his creativity.

In a world where learning management systems and digital tools dominate, the essence of what makes Peanuts so relatable remains unchanged. The characters would still face challenges, celebrate victories, and support one another, just as they did in Schulz’s original comic strip. Ultimately, whether in a traditional classroom or a virtual one, the Peanuts gang would remind us that learning is a journey best taken together, filled with laughter, friendship, and a touch of whimsy.
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 
Dress Up Your Qualtrics Survey: Tips for Creating Engaging and Attractive Surveys

Dress Up Your Qualtrics Survey: Tips for Creating Engaging and Attractive Surveys

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Creating a survey in Qualtrics is easy but making it visually appealing and engaging takes a bit of extra effort. A well-designed survey can significantly boost response rates and ensure that participants have a positive experience while providing the data you need. Here are some tips on how to dress up your Qualtrics survey to make it stand out. 

  1. Start with a Clean Layout

A clean, organized layout is the foundation of a good survey. Here’s how to achieve that: 

  • Keep It Simple: Avoid clutter by limiting the number of questions per page. Group related questions together and use white space to make the survey easier to read. 
  • Consistent Formatting: Use consistent fonts, sizes, and colors throughout the survey. This helps create a cohesive look and makes the survey feel more professional. 

 

  1. Use Custom Themes and Branding

Qualtrics allows you to customize the look and feel of your survey to match your brand or project theme. Check out the UMC Brand Identity website for Loyola-specific branding guidelines. 

  • Apply Your Brand Colors: Use your brand’s color palette to create a survey that’s visually aligned with your organization. You can customize the background, buttons, and text colors to fit your brand identity. 
  • Add Your Logo: Including your logo at the top of the survey helps reinforce your brand and adds a professional touch. 
  • Survey Themes: Qualtrics provides several built-in themes that you can edit to create your own. Schedule a consultation with the ITRS team to discuss a custom theme for your department.  

 

  1. Use Engaging Visuals

Incorporating visuals can make your survey more engaging and easier to understand. 

  • Images: Use images to break up text, illustrate questions, or make your survey more visually appealing. For example, you can include images in multiple-choice questions to help respondents visualize their options. 
  • Icons and Illustrations: Simple icons or illustrations can make your survey feel modern and can help guide respondents through different sections. 
  • Embedded Videos: If appropriate, include short videos to explain concepts, provide instructions, or introduce your survey. Just ensure that videos are short and directly related to the content. 

 

  1. Use Interactive Question Types

Qualtrics offers a variety of question types that can make your survey more interactive and engaging. 

  • Slider Scales: Instead of traditional rating scales, use sliders to make rating questions more interactive. 
  • Graphic Rating Scales: Incorporate images into your rating scales, like stars or smiley faces, to make the process more intuitive and fun. 
  • Hot Spot: Solicit feedback about an image with predefined regions available for selection.  

 

  1. Personalize the Survey Experience

Personalization can make respondents feel more connected to the survey, increasing their likelihood of completing it. 

  • Piped Text: Use piped text to personalize questions based on previous responses. For example, if a respondent indicates they live in Chicago, you can include their location in subsequent questions: “As a resident of Chicago, how do you feel about…?” 
  • Conditional Logic: Use conditional logic (display logic) to show or hide questions based on previous answers, making the survey experience more relevant to each respondent. 

 

  1. Optimize for Mobile

Many respondents will complete your survey on a mobile device, so it’s crucial to optimize for smaller screens. 

  • Responsive Design: Ensure your survey is fully responsive, so it looks great on both desktop and mobile devices. 
  • Short Questions: Keep questions short and to the point to avoid overwhelming mobile users. 
  • Touch-Friendly Elements: Use large, touch-friendly buttons and controls to make it easy for respondents to select answers on mobile devices. 

 

  1. Test Your Survey Design

Before sending out your survey, test it thoroughly to ensure everything looks and works as expected. 

  • Preview on Multiple Devices: Check how your survey appears on different devices and screen sizes. Adjust survey settings as needed to ensure a consistent experience. 
  • Gather Feedback: If possible, get feedback from a few colleagues or friends on the survey’s design and usability. They might catch issues or have suggestions you didn’t consider. 

 

Conclusion 

Dressing up your Qualtrics survey doesn’t have to be complicated, but it does require attention to detail. By focusing on layout, branding, visuals, interactivity, personalization, and mobile optimization, you can create a survey that’s not only functional but also visually appealing and engaging. A well-designed survey not only reflects well on your brand but also helps ensure you collect high-quality data from your respondents.