Author: ekunnen

Eric has a passion for, works to lead, support, and coordinate effective uses of technology in teaching and learning. He is an Associate Director of eLearning and Emerging Technologies at Grand Valley State University (GVSU) in Allendale, Michigan. His primary role focuses on collaborating and supporting distance learning initiatives at the university while exploring future trends in emerging technologies in teaching and learning. He also collaborates to research and support academic technologies used in the classroom and in eLearning. Previously, Eric was the Emerging Technologies Coordinator at GVSU and a Director of Distance Learning and Instructional Technologies at Grand Rapids Community College (GRCC) in Grand Rapids, Michigan. Eric has a background in teaching Computer Science and Biology at the secondary level and a Master of Arts in Education with an emphasis in Educational Technology. I'm on mission to advance teaching and learning through the integration of emerging and innovative instructional technologies... More

Online and Hybrid Faculty Learning Communities – Fall Topics Identified

onlinehybrid faculty learning communitiesWhether you’ve been teaching online or hybrid courses for several years, or just getting ready to start developing your first course, all levels of expertise are welcome to join our Online & Hybrid Faculty Learning Communities!

Teaching at GVSU? Please contact Kim Kenward ( to be added to our Blackboard Organization for meeting reminders, agendas and resources.


Meeting Thursdays 11 – 12:30pm in 4454 KHS
(September 19, October 24, November 14, December 5) 

  • Discussion Topics: 10/24 (4454 KHS 11am – 12:30pm)
    Preparing to teach hybrid/online for the first time, including considerations of strategy and prudence (e.g. what courses are best suited, how do we best support students).
  • Discussion Topics: 11/14 (4454 KHS 11am – 12:30pm)
    Panopto – Taking it to the next level. Best practices and advanced video creation suggestions. Tips for creating more professional looking videos which include standardized intros, closings, departmental branding..etc. Tips/tools for student-created video projects.
  • Discussion Topics: 12/5 (4454 KHS 11am – 12:30pm)
    Discussion Board best practices and pedagogical approaches and technologies to support group work.


Meeting Wednesdays 1pm – 2:30pm and rotates between RFH and CHS (September 18 CHS211, October 16 RFH351, November 13 CHS211, December 4  RFH351)

  • Discussion Topics: 10/16 (351RFH 1pm – 2:30pm)
    Student engagement strategies, pedagogical approaches/technologies which support student-to-student engagement, teacher-to-student engagement, student-to-content engagement and student-to-world engagement.
  • Discussion Topics: 11/13 (211CHS 1pm – 2:30pm)
    Best practices and advanced video creation suggestions. Tips for creating more professional looking videos which include standardized intros, closings, departmental branding..etc. Tips/tools for student-created video projects
  • Discussion Topics: 12/4 (351RFH 1pm – 2:30pm)
    Supporting student group projects through Blackboard Collaborate, Google sites and other technologies. This will also include a discussion regarding group contracts, group norms and other approaches for keeping students on task as well as grading approaches to group work.


Meeting Thursdays 10:30 – 12pm in DEV 225E
(September 19, October 17, November 14, December 5)

  • Discussion Topics: 10/17 (225E DEV 10:30am – 12pm)
    Social presence best practices/pedagogical approaches/technologies which support student-to-student engagement, teacher-to-student engagement, student-to-content engagement and student-to-world engagement.
  • Discussion Topics: 11/14 (225E DEV 10:30am – 12pm)
    Best practices and advanced video creation suggestions. Tips for creating more professional looking videos which include standardized intros, closings, departmental branding.etc. Tips/tools for student-created video projects.
  • Discussion Topics: 12/5 (225E DEV 10:30am – 12pm)
    Strategies and tips for revising online/hybrid courses. Supporting student group projects through Blackboard Collaborate, Google sites and other technologies. This will also include a discussion regarding group contracts, group norms and other approaches for keeping students on task as well as grading approaches to group work.


CZnzUuCt_400x400Our eLearning and Emerging Technologies team is on mission to supporting faculty pursuing innovation in teaching an learning.

Our team provides a wide array of services and resources designed to facilitate digital learning at GVSU through supporting faculty in delivering high quality, innovative teaching.

We support faculty, contribute to teaching excellence, and enhance student success through:


Welcome Students! – 7 Tips to Get Plugged into TECH @GVSU


Welcome new students and the class of 2023!

As classes begin, here are 7 tips to get plugged into TECH @GVSU:

#1 myBanner

Log into myBanner to check or print your class schedule

#2 Gmail

Check your GVSU Gmail regularly for important campus notices

#3 Blackboard

Log into Blackboard to review syllabi, course materials, check grades, and receive instructor communications

#4 GVSU Alert / Cyber Safety

Stay safe by adding your phone number on GVSUAlert to receive important campus notifications via text or voice, and review Cyber Safety recommendations

#5 IT HelpDesk

Get tech support at the Information Technology HelpDesk in 010 Mary Idema Pew Library, 616-331-2101

#6 Technology Showcase

Experience innovative technology in the Technology Showcase located in 012 Mary Idema Pew Library


#7 Mobile Apps

Go Mobile and download GVSU Apps available on your mobile app store:

  • MyGV App to access campus maps, your class schedule, Campus Dining information, and more
  • GVSU Laker Mobile App to check out the real-time bus schedule
  • Laker Guardian App to promote personal safety
  • Blackboard App to access course information on the go

bbmobile.jpgStay up to date and access Blackboard on the go! Review grades, communicate, access course content, and more – right from the Blackboard app on your mobile device. Available for FREE download today on iOS, Android, or Windows.

msapp googleapp appleappstore

Have a great semester!



GVSU participates in Panopto Focus Users Conference


This summer GVSU’s eLearning Team Digital Media Developers traveled to Seattle Washington to attend the 2019 Panopto Focus Conference.

After GVSU’s successful first full year with Panopto the team was excited to learn new ways to use Panopto to meet the needs of students, faculty and staff at GVSU as well as address some of the challenges that were found in the 2018-2019 academic year. Specifically, the eLearning team was excited to learn more about how other institutions implemented Panopto in ways to encourage faculty to create and share short (5-10 minute long) videos as well as better integrate Panopto into Blackboard. 

Below are the notes from the team on the various sessions that were attended at Panopto Focus 2019: 

Opening Session – Dave Cormier

The opening keynote presented by Dave Cormier the original coiner of the term MOOC discussed Rhizomatic view of curriculum and a transfer away from pedagogy to andragogy to encourage independence and curiosity in learning. 

[extrinsic motivators] improve performance in ‘algorithmic’, or repetitious tasks but are less effective or even counterproductive at ‘heuristic’ tasks that require creativity, concentration, or intuition. (Grant and Green)

To do so educators must… 

  • Build common ground and language from the start
  • Show what students are learning is part of larger complex ecosystem
  • Design courses so learners can follow their own path and show how the learning impacts their life not just for course content and assessment
  • Measure effort endorse independence and creativity
  • Simple Project
    • Simple straight forward solutions
    • No subject matter expert needed
  • Complicated Project
    • Long, but straight forward set of steps
    • Need a subject matter expert
  • Complex Project
    • Only able to work on part of the problem
    • Teacher that cultivates a solution
    • Need to create a product that can efficiently be use and changed with the times
  • Trying to encourage independence and collaboration in complex problems
    • Looking for answers, not THE answer
    • Be realistic about how long this takes
    • Making knowledge out of information
    • Doing this helps to create a course community
  • You don’t always start the day knowing what you need to learn 
  • Intrinsic motivation for learning
    • How to teach someone to learn without being behind them
    • Measure effort 

Live Streaming

  • Using HDMI to USB 3.0 Converter to stream external (non webcams)
    • Multiple camera setup in most rooms that this is done in
  • Omni Directional room mics
  • Ability to automatically identify viewers
  • Use cases
    • Professional development conferences
    • Student information sessions 
      • Maybe LIB 100 events?
      • Confirm student attendance
    • Assessment Review
      • Watching student groups live interacting in a simulation
      • Health fields
    • Intercampus communication
    • Cross-Campus teaching
      • Example: Physics prof in campus A, Math prof in campus B
  • Have a single person setup the stream and be the online moderator
  • General Equipment List
    • USB webcam or Prosumer camera with HDMI to USB adapter
    • Yeti mic or Rode Link (depends on scenario)

Panopto Tips and Tricks for Admins

This session by Creighton University’s Derek Horton and Brent Saltzman included some pointers for admins of Panopto including…

  • Panopto mobile app allows admins to keep an eye on remote recorders infrastructure, if they’re working, down, etc. just by reviewing the rooms available. 
  • Google analytics tracking ID allows admins to review metrics google provides as a supplement to what Panopto provides including browsers, location, current usage, if the ISP is of the university or external, device model (to include laptops or mobile), Average load time, etc. 
  • Panopto has a GitHub to pull code from. 

Co-Founder Eric Burns Keynote: Focus on the Future

  • 300 years of panopto video created total. 
  • Attendance counts indicated no difference with lecture capture/no lecture capture
  • Authenticity vs Facade – students want something rough and unpolished
  • Because of this Panopto promotes the one-take workflow.
  • Students love the talking head in Panopto presentations
  • Seeing the presenter helps the engagement
  • 41% of new videos capture 2 or more streams.

Big trends Panopto is finding include shift from hardware to software, normalization of video, rise of multi-steam content, consumerization of technology, and the death of client software.

Eric then premiered demo of in browser recorder as well as new app that looks identical 

Evidence of video’s importance? Students ran for student senate on pushing for video capture platforms and won!

Getting Campus Buy-In

Melissa Keonig from DePaul University shared their experience onboarding Panopto 2 years ago. Some key takeaways and understanding…

  • DePaul is not doing lecture capture. 
  • Had a streaming solution that was focused on private sector and instructional designers were the gatekeepers for that content to be put into the LMS for faculty. 
  • It didn’t have screencasting software built-in.  
  • Students didn’t have access to any of it beyond viewing. 

Their situation sounded similar to ours at Grand Valley a couple years ago. 

When looking for new solution they identified the gaps 

  • Integrated into LMS
  • Seamless
  • Reliable and easy as youtube
  • Screencasting capabilities
  • Analytics

On-Campus demos with major stakeholders- 

  • No vendor met all needs…
  • Panopto was the most willing to work with them and meet requirements

Stealthy implementation

  • No impact on faculty 
  • Marketed as improvement in service
    • Brought the tool in as a solution rather than an edict or mandate which made Buy-In WAY easier.
    • Said “We’re listening, we heard your complaints and this is what we found that works best”

First term had 3000 unique users from transferred content

By now (two years in) 7000 unique users and content 5000 to 14000 hours viewed

Worked with Faculty to identify best practices for recording and making content.

To get faculty to understand the importance of smart video creation they make (torture) faculty sit through a 40 minute video that is informative but incredibly boring. Faculty realize it’s awful to sit through and then they talk about how important it is to chunk and create short videos.

Be A Change Agent: Tools for Leaders

Finally Cara-Lyn Giovanniello a leadership and life coach discussed being an effective change agent to round out the entire conference. 

When owning your leadership- it’s up to you to decide if you’re a leader

Old belief systems + old ways of thinking = combust into difficult situations that we as facilitators have to push through 

When trying to push for changes tell them hard truths that come with leadership but still hold space for vulnerability 

Leaderships true north:

  • Know and Be Thyself
    • Know our values – What are your top 5 values? What do I really care about? What are my strengths? What can’t I live without?
    • Know and leverage your natural strengths
    • Be aware of sabotaging narratives
      • The natural feeling to not be in the limelight and take risks need to be pushed back if you want to be a leader
      • If you’re thinking about making a change do you think about what you can’t do or what you can do?
    • Seek out feedback
      • What haven’t I asked about the problem? 
  • Designed Alliance
    • Setting and understanding expectation
    • Pay attention to developing strong alliance and understanding EARLY in development “this is what we want to achieve, this is what makes me tick, you tell me yours”
      • Begins a partnership and puts it out in the open
    • WAIT Why Am I Talking?
    • First thing to do as leaders is listening
      • How do you listen well?
        • Internal level, listening to me – hear a problem and quickly addressed it in your head
        • External, You layer –  Zoom in on their words, use this level to articulate it back to them “I heard you say your problem is xyz, is that right?” 
        • Global us layer –  This includes body language and other non verbals
  • Active Listening – is a muscle along with leadership 

What to take away

You are a driver of change, once you….

  • Know your values
  • Lose the Saboteur narrative
  • Seek out feedback
  • Create alliances for collaborative success
  • and Actively listen

Panopto Roadmap

  • 3-18 month roadmap
  • Course copy
    • Pick which videos you want to copy
      • Embedded vs. Course folder videos
      • Won’t copy student data (quiz results, notes, discussion)
  • Folder descriptions/tags
  • Video title search within LMS
  • Panopto Snap
    • No installation
    • Browser based
    • Works with chromebooks
    • In the future they’ll have trim editing built in
    • Trim silence automatically, button press
    • One button to record using Snap in LMS
      • Seems like maybe not in Bb because of their mashup system?
    • Beta now-ish
    • Launch maybe December, Spring at the latest
  • New mobile app
    • Search is constant
    • Remembers where you left off in videos
    • Subscriptions
      • Maybe good of a faculty member wants to have all their videos open from the start of a course
  • Video reactions
    • Can be put at a specific point in the video
  • Students can ask a question at a specific point in a video
    • Instructors get notified of this and students get notified when instructors respond to their questions
  • Analytics built into the folder (basically at the top)
    • Pretty much impossible to ignore the analytics now
  • Importing LMS departmental hierarchy
    • Auto create departments based on LMS settings
    • This is really exciting if we can make it right, sets us up really well for the future

GVSU eLearning team attends BbWorld’19

System administrators Katie Clark and Colleen Cameron and eLearning and Instructional Technology Specialist, Vince St. Germain attended the national Blackboard “BbWorld’19 – Moving Education Technology Forward” conference which was held from July 22 – 25 in August, Texas.


Pictured left to right: Andrea Linn, Blackboard Account Executive, Vince St. Germain, Colleen Cameron, Katie Clark at the BbWorld Conference taking a ride in the Blackboard Ally “On the Road to IncluCity” VW Bus

Here are a few notes and highlights captured by the eLearning team and some photos too!:

Ally Roadmap Notes

New features in development or coming soon to Ally:

New Institutional Report:

Instead of With/Without Ally, the Institutional Report will display:

  • Overall Score: based on everything
  • File Score: Word docs, pdfs, etc.
  • Average WYSIWYG score: based on content from the text editor

Usage Reporting: Will be available to System Admins

Departmental Reporting: Based on institutional hierarchy and allow delegated access to departmental administrators (will require a Learn update)

Extended accessibility checklist with WCAG 2.1

Starting Trial of BeeLine Reader 

  • An additional alternative format (color pattern transition in text to help with reading)

Instructor-facing Course Report

  • Provides summary to instructors and helps with prioritization

WYSIWYG live scoring

Made Ally Indicators more prominent for students: Instead of the dropdown arrow, the A icon will display

The Ally Roadmap presentation concluded with a picture of Katie, Colleen, Vince, and Andrea on the way to IncluCity – because we’re kind of a big deal.


The first component of BbData has been released. Conference attendees encouraged to participate in 21 Days of Blackboard Data where participants can complete one challenge per day to help prepare for the developer release of BbData:

Tips and Tricks for Inexpensive Accessibility Testing

Elizabeth Simister

“All accessibility issues are usability issues, but not all usability issues are accessibility issues.”

This session provided an overview of some inexpensive techniques such as basic keyboard commands, color contrast analysis, use of operating system accessibility features, and how to interpret automated testing results from tools such as Axe, Wave, and SiteImprove. 

Some examples in the session: 

  • Check color contrast using a tool like Paceiello’s Color Contrast Analyzer.
  • Switch your computer to high-contrast mode.
  • Practice keyboard-only navigation to ensure that all (and only) interactive elements need keyboard focus.  
  • Pair a keyboard to a mobile device and check keyboard interaction.
  • Check mobile mode too (zoom to 200%).
  • Utilize accessibility features in Word/PowerPoint/PDFs.

Get Your Gauge Up! A Campus-Wide Blackboard Ally Implementation

Texas Tech University: Justin Louder, Lisa Leach, Chyrel Mayfield, Terry Knight

Changing the Culture: Go from Reactive to Proactive

  • Plan to be fully compliant within x years
  • Include milestones
  • Find a champion in each college/school
  • Pick the low-hanging fruit (e.g. use descriptive links instead of URLs; caption videos; use layouts in PPT; etc.) – documentation and templates for instructors

5 Strategies for Supporting Students in Online Learning

facultyfocusarticle.jpgIn a recent article in Faculty Focus, entitled, “Encouragement for Online Learners“, the author, Jeremiah E. Shipp, EdD, shared the importance of the faculty’s role, coupled with technology, in encouraging and supporting students and their learning.

Here are a few excerpts from the article as viewed through the lens of eLearning and Emerging Technologies team at Grand Valley State University:

1 – Building Rapport and Connecting with Students

Key Point: “Prior to every course, faculty should consider how they can connect with their students. Building rapport with students must be intentional and consistent (Glazier, 2016).”

In creating and facilitating an online course, student engagement is an important part of the design of the course, which extends beyond the content.


GVSU’s eLearning and Emerging Technologies team of instructional designers and #edtech experts are available to assist faculty with a variety of strategies to encourage rapport building and student engagement. Specifically, the Community of Inquiry [PDF] can be a valuable resource to think through the student experience. The IDeL group in eLearning has posted a variety of tips and best practices and “Good Practice Teaching Standards” to support quality distance education.

2 – Providing Audio/Video Grading Feedback

Key Point: “Our role as faculty must extend beyond grading assignments but include verbal and written encouragement, which is vital for the academic and personal development of students (Lowe, 2005).”

Another important element in learning is that of timely faculty feedback. Students rely on not just seeing their grade, but personalized feedback that helps them more effectively learn, to correct their mistakes, and to receive joy knowing that they successfully achieved an outcome.


GVSU’s eLearning and Emerging Technologies team of instructional designers and #edtech experts experts are available to assist faculty with a variety of techniques to provide rich assessment and evaluation feedback. Specifically, the IDeL group in eLearning has posted tips and suggestions for providing student feedback [PDF] and Blackboard has recently released a new feature to include audio and video feedback [PDF] to assessments directly from the gradebook.

3 – Creating Engaging and Motivating Video

Key Point: “To encourage online learners, faculty can utilize a video technique called “Midweek Motivation,” which consists of creating short videos that can be used to help students persevere through any academic and personal challenge they may be experiencing.”

The importance of “humanizing online learning” rings true. Students need to know and to see their instructor. That their instructor is present for them, engaged in the course, and visible beyond the text on screen.


GVSU’s eLearning and Emerging Technologies team of instructional designers and #edtech experts experts are available to assist faculty with using Panopto for creating engaging digital video experiences. Specifically, the Digital Media Developers and the Digital Studio is well equipped to support faculty. Panopto is GVSU’s enterprise video solution and the Lightboard is also available for unique instructional experiences.

Looking for some inspiration? Here are a few example projects completed by the Digital Studio.

4 – Leveraging Technology to Diversify Instructional Techniques

Key point: “Technology allows faculty to diversify their instructional techniques to engage students (Dixson, 2010).”

We often say that there are a “plethora of possibilities” with technology. That is, by focusing on the learning objective, and aligning the best technology to that instructional need, innovative instruction can occur.


GVSU’s eLearning and Emerging Technologies team of instructional designers and #edtech experts experts are available to assist faculty with using a variety of enteprise technologies to enhance teaching and to improve student learning. View our “Support for Teaching and Learning with Technology” guide to zero in on #EdTech that provides:

  • Content & Video Sharing/Creation
  • Communication & Collaboration
  • Accessibility & Universal Design
  • Assessment & Grading.

5 – Establishing a Learning Community

Key point: “While the midweek motivation videos are not a course assignment, students often utilize the discussion forum in our LMS to share what they gleaned from the video, encourage other students, share struggles, and offer words of wisdom to empower one another. According to Moore (2014), “a sense of community allows students to feel connected not only to their instructors and classmates but also to the content itself” (p. 20).”

Building relationships with students engages students into the social fabric of the course. We know that learning is a social experience and the support that is received by peers, professional staff, and the instructor all contribute to student success.


GVSU’s eLearning and Emerging Technologies team of instructional designers and #edtech experts experts are available to assist faculty with establishing effective learning communities. Mentioned earlier the Community of Inquiry [PDF] as a foundation for intentional course design and student interaction. The discussion board in Blackboard as well as Panopto video discussions and assignments can add to the creation of a robust learning community.

Additionally, one of the best ways to get plugged into new pedagogical ideas in teaching is to participate in an Online/Hybrid Faculty Learning Community (FLC) at GVSU!

FLC’s meet once a month for 90 minutes to:

  • Support new and experienced online/hybrid faculty through dialogue and samples
  • Explore best practices associated with online/hybrid teaching and learning
  • Identify emerging technological needs to support online teaching and learning
  • Share collective expertise across disciplines


Using Lightboard Videos to Personalize Teaching and Learning

Christopher Harper, CPA, clinical affiliate at the School of Accounting, Seidman College of Business, at GVSU, has recently written an article for Strategic Finance Magazine. In the article he focuses on his move from one profession to another, while highlighting the use of lightboard videos with the goal to better personalize teaching and supporting a flipped classroom.

Read the full article here: “Leaping from the Office to Academia

Chris provides excellent advice in the article and focuses on quality teaching principles.

We have included the following excerpt to share how eLearning and Emerging Technologies is coming along side faculty at GVSU to help transform teaching and learning:

Progressive instructors embrace technology in the spirit of continuous improvement. I utilize light board videos so students can absorb concepts outside the classroom on their own schedules. You can obtain a sense of the light board experience by viewing my cost-volume-profit ( and financial statement analysis ( videos.

I am currently expanding my video library with the plan to “flip” my Principles of Accounting class in the fall 2019 semester. A flipped classroom will require students to view lectures outside the classroom, thereby allowing more hands-on, practical experiences when we meet in person. Recall the suggestion that effective instructors seek student feedback; flipping the classroom was inspired directly by insights gleaned from my student evaluations.

An example of Professor Harper’s light board demonstration video

It’s important to know each student individually. Learning student names is just the beginning. An instructor can enrich the educational experience by understanding each person’s learning style, hurdles, and natural approaches to problem solving. Personal knowledge helps an instructor craft relatable, meaningful examples that circumvent roadblocks (see “A Student’s Perspective: Tessa Keena, CPA”, below).

Interested in learning more about lightboard videos, flipped learning, or the Blackboard Class Photo roster to help learn your students’ names to personalize your teaching? Check out the following resources from eLearning and Emerging Technologies:

eLearning Supports Faculty Teaching Online/Hybrid Courses at GVSU

This post is brought to you by the Online Education Council, eLearning and Emerging Technologies, University Libraries, the Pew Faculty Teaching & Learning Center, and the Office of the Provost.

Welcome back faculty! Teaching an online or hybrid course this semester? We have you covered… check out the following resources available at GVSU!

Online/Hybrid Orientation Available to Students

Faculty teaching online and hybrid courses, along with their students, have been automatically be enrolled in an “Online/Hybrid Orientation” via Blackboard. This resource, which takes 20-30 minutes to complete, features activities and videos to help students get in the mindset to succeed in a distance education course.

orientcertificateUpon completing the orientation, students take a brief quiz and are issued a Certificate of Completion; thus, there is a built-in way for you to confirm students completed the orientation, if you’d like to require it as an assignment early in the term.

As a faculty member, to locate the orientation in your My Courses list in Blackboard, scroll down to the bottom.

Online Proctoring Solution Available for Online/Hybrid Courses

Over the summer, faculty teaching online courses piloted Respondus LockDown Browser and Monitor, that enable online proctoring of exams. We determined the software was a good tool and have purchased a site license!

Our official roll-out of the software campus-wide will happen this winter, but if you think the technology is needed in your class this fall, let the eLearning and Emerging Technologies team know by filling out the Respondus LockDown/Monitor participation form.

Please be aware that using the technology will require you to participate in an orientation, both so that you can navigate the technology effectively and learn some best practices faculty discovered during the pilot. You can read more about Respondus Lockdown Browser and Respondus Monitor here:

Collaborative Learning in an Online Environment

Are you planning to have students work in teams this semester? Will there be smaller collaborative assignments or larger projects? In either case, setting students up for success in working with their peers involves solid assignment design, support for developing collaboration skills, and employment/deployment of technologies to facilitate collaborative work. Here is a sampling of scholarship of teaching and learning on the subject from the past year or so:

For additional resources, please review Pew FTLC’s Collaborative Learning Teaching Resources, eLearning and Emerging Technologies IDeL Tips and Best Practice Handouts,  Blackboard Collaborate for Groups, Using Blackboard Collaborate for Online Group Work, Building Community in Online Courses video, and the Google G Suite web page.

Want More Info? Need Help? Try These Resources!

  • Consult with the instructional designers from the IDeL group in eLearning and Emerging Technologies for online/hybrid course design support, streamlining your course menu/navigation, and to learn how to increase your teaching, social, cognitive presence through the Community of Inquiry.
  • Access tips, tutorials, and information for effectively using Blackboard and creating accessible content with Ally.
  • Attend an eLearning and Emerging Technologies Fall Seminar to learn more about teaching with technology.
  • Join an Online/Hybrid Faculty Learning Community to connect with peers teaching at a distance.
  • Contact the Digital Studio for assistance in creating a welcome video, course tour, or leveraging interactive media in your courses with Panopto.
  • Review the one-stop Faculty Resources for Online Education.
  • Review University Library resources for distance learning.

Best wishes for a successful semester!