All posts by Harry Price

recorded webinars: Stetson University College of Law Online Teaching and Learning Discovery Series

Law professor Kirsten K. Davis, J.D., Ph.D., Director, Institute for the Advancement of Legal Communication at the Stetson University College of Law has created an archive of webinars to assist College of Law faculty as they transition their courses to online formats. Open the link below to access a collection of recorded webinars created as part of the Stetson Online Teaching and Learning Discovery Series.

COVID-19 Planning for Fall 2020: A Closer Look at Hybrid-Flexible Course Design

This post contains content authored by Kevin Kelly, PhD, a specialist in online teaching and learning, and technology. His article appears on the “Phil on EdTech” website May 7, 2020, and provides a comprehensive overview of the process of designing and implementing a Hybrid course. Be forewarned, this article is lengthy, BUT WELL WORTH READING! Topics include a discussion of motivations for creating a Hyflex course, implications of adopting a Hyflex course, and discussion of pros and cons associated with the Hyflex approach. The author also provides as a response to a request posted on the Professional and Organizational Development (POD) Network listserv, a Creative Commons Google doc with detailed examples of the layout of HyFlex classes of differing lengths (e.g., 45, 50, and 75 minute classes). In the words of the author, ” Specifically, I wanted to see what types of typical in-class activities would work for different length HyFlex course sessions, as it may take more time to prepare students and conduct an activity with students participating in different ways. I based my examples on research-based practices, such as breaking the class session into mini-lectures paired with activities. This reduces cognitive load and gives students a chance to work with a concept before moving onto a new idea.”

The Google doc he so generously provides offers a detailed description of the temporal organization of different components of a Hyflex course (for example, breakout sessions, quick polls, mini-lecture, etc.). The link to the document is given below.

What does it mean to humanize an online course?

Teaching in-person allows for us to not only share physical space with our students, but emotional space as well. Teaching an online course necessarily creates a separation that can have a profound impact on both the teacher and students which can negatively impact learning. The speaker in this You Tube video focuses on considerations and strategies hat are crucial for effectively humanizing an online course, which will foster a student’s sense of connection to the course, fellow students, and you, the instructor.

FSEM VIrtual Meetings: teaching FSEM online -lessons learned and recommendations

This resource is provided by Dr. Ranjini Thaver, Director of the First Year Seminar Experience. The contents of the attached file provide an overview of the three discussions held between May 7th and 8th, 2020. For faculty who regularly teach an FSEM or those who will do so for the first time, these slides will provide useful insights about the challenges encountered, lessons learned and recommendations made for teaching an FSEM this coming fall.

Preparing an Exam for Use with LockDown Browser & Respondus Monitor

This resource was provided by Dr. Bill Sause, Dept. of Business Systems and Analytics. It provides information on ‘hardening’ online exams/quizzes against cheating. Respondus is accessed via the ‘Course Management’ tool bar in Blackboard.

Preparing an exam for use with Lockdown Browser and Respondus Monitor

Instructor Quick Start Guide

The Blended learning Toolkit: A resource for best practices, course design, strategies, models, assessment, Research, and more

The Blended Learning Toolkit provides a comprehensive array of resources to help faculty create a blended/hybrid courses. The Toolkit was created as a result of a collaboration between The University of Central Florida and the American Association of State Colleges and Universities (AASCU) and twenty AASCU member institutions. The consortium was funded by the Next Generation Learning Challenges under the Wave 1 Blended Learning challenge area.

Using Ensemble Video to Enhance teaching, Learning and communication

Stetson’s Office of Online Learning and Educational Technology (OOLET) provides Ensemble Video v5.4.0×2 as another powerful platform to create video-based content for courses. This post contains links to resources that demonstrate how to use Ensemble’s various functionalities. Three links are provided. One link was created by OOLET to serve as a guide of important functionalities. The second and third links contain more detailed information and embedded video tutorials and instructions for specific functionalities such as generating quizzes or creating a YouTube video. There is also a collection of links that describe different ways to make videos more accessible to students (e.g., captions, language, Third link provides information about functionalities specific to Ensemble Video version 5.4. Note: it is suggested that you access Ensemble Video via the My Stetson ‘Resources’ link, select ‘Administration’ then ‘Library’ to view functionalities that enhance videos. Finding information specific to a functionality can be made easier by entering the name of the functionality (e.g., You Tube) into the search box found in resource 2.

  1. OOLET Ensemble Video Users Guide

2. Ensemble Video Support Library (contains numerous links to specific functionality/start with ‘Promoted articles’, noting links specific to quizzes, accessibility, etc. A comprehensive users guide follows the first section.

3. Ensemble Video v5.4 Support document