UNCG SON logo

Instructional & Technology Services

The School of Nursing (SON) provides technical support and training and development for the Faculty, staff and students. The Instructional Technology Consultant for the SON is Joy Pine-Thomas. She is responsible for assisting the SON faculty and staff with the design, development, assessment, implementation, and evaluation of blended and online teaching practices. Some of the assistance she can provide:
  • Canvas, WebEx, Google Apps and other university approved software support.
  • Provide technology related professional development for faculty and students. [e.g. 20 minute Lunch & Laptop sessions]
  • Provide instruction design services to assist faculty using technology in their courses.
  • Research emerging technologies for professors to use to make their courses more interactive
 

Our Mission

The mission of the Instructional & Technology Services for the School of Nursing is to support faculty and staff to effectively integrate technology in their daily projects and courses.

We are committed to providing:

  • Technical Support – David Kinsey – Hardware [e.g. desktops, laptops etc.]
  • Instructional Technology Support (including pedagogy and ideas you would like to use in your course(s). [Joy Pine-Thomas]
  • Canvas support – Classroom Training and One-on-One Training [Joy Pine-Thomas]
  • WebEx support – [UNCG offers training courses and Joy Pine-Thomas offers technical assistance]
  • Faculty and staff professional development opportunities -[Joy Pine-Thomas]
 
 
Joy A. Pine-Thomas, PhD
SON Instructional Design Specialist
Phone: 336-334-5072
Email: japineth@uncg.edu

David Kinsey

David Kinsey
SON Tech Support
Phone: 336-324-3567
Email: d_kinsey@uncg.edu

School of Nursing Technology Services

The following technology services are offered by David to the School of Nursing faculty & staff:

  • Consults with personnel, to configure, support, and maintain hardware utilized by the faculty and staff of the UNCG School of Nursing
  • Consults with personnel, to install, configure, support, and maintain software utilized by the faculty and staff of the UNCG School of  Nursing:

This includes but is not limited to desktop computers, laptops, scanners, printers, multi-function machines, UNCG Council approved software, individual and volume software licenses, Laerdal simulation equipment and software.

  • Provide the necessary audio and video support to faculty, guest speakers, and staff for meetings and events held within the Moore Nursing building as well as School of Nursing events and meeting held elsewhere on and off campus
    • Provide technical support for classrooms within the Moore Nursing building, as well as the occasional classroom in other buildings on campus. This includes training on hardware, updating hardware and software, installing additional software and hardware, troubleshooting problems, maintaining a position as liaison with the main UNCG Campus Classroom Support Department within ITS.
    • Provide secondary support to the lead Simulation/Experiential Learning Technician of the School of Nursing Simulation Labs:

This includes but is not limited to office spaces, meeting rooms, classrooms, and open spaces in the Moore, Petty, Nursing Annex, McIver, and Spring Garden Extension buildings.

Canvas is UNCG’s Learning Management System it is frequently updated. Canvas has excellent, specific,  documentation complete with annotated screen captures.  In case of school closings, you may want to view the information below to avail yourself and your students on the various technologies available for teaching and accessing your course(s) online. If you haven’t taught online please consider starting with the Ready to Teach modules offered by UNCG Online (Link opens in new Tab).
 
There are other tools that  work well with Canvas. To access this documentation, see the links below.
 

CANVAS DOCUMENTATION FOR INSTRUCTORS

NOTE: For more detailed information all instructors should have access to the:

(SON) Canvas Essentials for Faculty (Link opens in new Tab) [You can only access if you are using your UNCG login credentials]

CANVAS DIRECT SHARE

Did you know that you can easily share content directly in Canvas with other instructors using Direct Share?

Direct Share allows instructors to copy individual items (Assignments, Quizzes, Discussions, and Pages) to another course and share individual items (Assignments, Quizzes, Discussions, and Pages) with other instructors at UNCG directly from within Canvas.

Click the ellipses icon beside edit to see the options to send to and copy to.

Send the same content to one or more instructors or locate a course (select a module if applicable) that you would like to copy the content into.

Begin typing a name in the send to box to search for someone to send your content to or you can choose a course and module to copy your content to.

Features of Interest (With screen captures) if the University is closed or an emergency occurs and you sill wish to hold class you may consider doing the following:

Checking your canvas course for broken links:

For Screen captures you can use:

Setting up a synchronous classroom using:

CANVAS MOBILE APPS FOR INSTRUCTORS

Also see the Feature List for the Instructor Mobile Apps (PDF opens in new Tab).
Here are some functions that are not available via the instructor mobile apps:

  • View Groups
  • Add Assignments
  • Add quizzes

Canvas documentation for students

Many of your students may contact you with questions they have about Canvas. Below is a link that you can share with your students and have them search and find the information themselves or you can search and share the results with your students.

Features of Interest (With screen captures)

You may want to share this information with your students when you are meeting synchronously:

Canvas Studio

CANVAS MOBILE APPS FOR STUDENTS

Many students use their mobile devices to access Canvas. There are Canvas guides for students using the Canvas mobile app.

Also see a Feature List for the Student Mobile Apps (PDF link open in new tab).
Features NOT available via the student mobile apps:

  • View Peer Reviews (both in Assignments and Discussions)
  • View Collaborations

For details on its mobile app functionality, see this table of SpeedGrader Mobile Features (Link opens in new Tab).

Inclusive Teaching Strategies

Is this months tip. Below you will find a number of articles and videos about implementing inclusive strategies in your courses.  By inclusive I not only mean including a diverse population but also inclusive engagement. Students in various cultures engage differently. I have included engagement strategies like using social media and class discussion strategies that may require a little more up front work by you but prove to be very beneficial for your students. Please read and view the videos below to learn more on how to make your courses more inclusive for your students.

If you have questions, please feel free to contact:

Joy Pine-Thomas, PhD at japineth@uncg.edu

The UTLC  provided an Inclusive teaching strategy checklist on their diversity website.

Inclusive Teaching Strategy Checklist

The Teaching Center at Washington University in St. Louis has a wealth of information and their website offers suggestions on how to address inclusiveness for all students into your classroom.

Strategies for Inclusive Teaching

Faculty Focus features an article on using Social Media as a strategy to engage your students

Using Social Media to Retain and Connect with Students in the shift to Online Education

Below is a list of discussion strategies you may want to review and implement in your course.

The big list of class discussion strategies

Getting students to discuss by channeling the Affective Domain

Nine ways to improve class discussions

 

Front-loading your Online course for Accessibility

This months tip is coming from an article in Faculty Focus called: ” Designing for Accessibility: How to Front-Load Your Digital Content with UDL Principles”. You may or may not know that Universal Design for Learning (UDL) go hand in hand with Accessibility. Please read the article below to learn more on how to make your courses more accessible to your students.

If you have questions, please feel free to contact:

Joy Pine-Thomas, PhD at japineth@uncg.edu OR click on the Accessibility Resources tab and you can follow the link to UNCG’s Accessibility website where there is a wealth of information!

Designing for Accessibility: How to Front-Load Your Digital Content with UDL Principles

 March 4, 2020  Caran Howard, PhD

Designing for Accessibility: How to Front-Load Your Digital Content with UDL Principles

Accessibility is a big deal. We include statements about accessibility in our syllabi and on our institutional websites. We also need to ensure that we comply with the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and Section 508 of the Rehabilitation Act, as amended in 1998, and that learners with disabilities have “equal access” to online course content.

And, yet, every semester accessibility and IT offices find themselves overloaded with requests for closed captioning or transcripts, and requests for online material accommodations for students with disabilities. Students fail tests and/or miss assignment deadlines because important infographics or images do not have alternative tag descriptions, YouTube videos—crucial to the first exam—have no closed captioning, or students need to read 20 scanned and untagged PDFs that a screen reader just cannot read.

With tools like Ally Accessibility Checker embedded in learning management systems and the availability of screen readers, learners of all abilities have more options for accessing their content. With Ally, students can download their syllabus or PowerPoints as audio files and listen as they commute. They can also use Braille Readers to take quizzes.

Having more options for accessing content is great, as long as the content we are creating is great. Unless we create and collect content that meets accessibility standards, students do not have equal access to content.

However, when we create and collect digital content that follows Universal Design for Learning (UDL) principles for multiple means of representation, specifically for perception or accessibility, then our online courses are already accessible to a majority of learners with diverse abilities.

When we create or collect content using UDL principles, our goal is to have online or blended courses that look ahead and meet learners’ needs before they even enroll in the course, and before we get an accommodation letter from the student accessibility office. We may not have to scramble to make accommodations before something is due. Designing for accessibility means anticipating needs based on trends and institutional data, and creating a course where content is accessible to the greatest number of diverse students.

Is front-loaded accessibility a lot of work? Yes, but it is front-loaded work. This means it is done in advance and with intentful course design, careful content authoring and editing, and commitment to teaching all students.

Follow these steps to create content that is accessible to all students:

  1. Run the accessibility checker as you create Word DocsPDFs, and/or PowerPoints and correct the errors and warnings as you work
  2. Use the heading and list functions in Word and use an accessible font, like Verdana
  3. Use high contrast colors and avoid using underlining and bold to make a point
  4. Provide links to online resources and/or order a digital course packet for hard to come by resources instead of scanning and uploading as a PDF
  5. Include only necessary and content-driven images and add the alternative descriptions as you work
  6. Use captioning when you record lecturettes and edit for accuracy. You can record with captioning and edit closed captioning in your Panopto and Zoom. You can also edit captioning in recordings you upload into YouTube

Follow these steps to assess digital content you collect for accessibility:

  1. Test that PDFs you find online are tagged and searchable
  2. Ask publishers to provide online or digital content (like PowerPoints) that meet accessibility standards
  3. Provide links for websites with working links and accessible font and contrast colors
  4. Check that third-party YouTube videos have accurate captioning (if they do not provide a transcript or ask your accessibility office to run the video through Amara)
  5. Provide students with accessibility statements and contact information for online tools like Blackboard, Zoom, VoiceThread, YouTube, Poll Everywhere, Flip Grid, etc.

Bio: Caran Howard is an instructional development specialist at the University of Northern Iowa, in Cedar Falls. In 2015, she earned a PhD in social foundations of education, with an emphasis in history of education. Howard earned her MA and BA in English, with a writing emphasis from the University of Northern Iowa (UNI). Howard has over 19 years of teaching experience in higher education and community organizations: UNI, the University of Iowa, Wartburg College, Hawkeye Community College, the Hearst Center for the Arts, and adult education.

References: (All links open in new Tab)

Bureau of Internet Accessibility “Why Websites NEed an Accessibility Statement.” May 22, 2017. https://www.boia.org/blog/why-websites-need-an-accessibility-statement

CAST. “Universal Design for Learning Guidelines.” Version 2.2. http://udlguidelines.cast.org

Haynie, Devon. “Students With Disabilities Meet Challenges in Online Courses.” U.S. News and World Report, April 4, 2014. https://www.usnews.com/education/online-education/articles/2014/04/04/tips-for-online-students-with-disabilities

University of Washington. “Captioning Your Own Video for Free.” https://www.washington.edu/accessibility/videos/free-captioning/

U.S. Department of Education. “Accessibility Statement.”  Last modified September 14, 2017. https://www.usnews.com/education/online-education/articles/2014/04/04/tips-for-online-students-with-disabilities

WebAim. “Microsoft Word: Creating Accessible Documents.” Last updated July 22, 2016. https://webaim.org/techniques/word/

WebAim. “PDF Accessibility: Defining PDF Accessibility.” Last updated April 26, 2019. https://webaim.org/techniques/acrobat/

WebAim. “PowerPoint Accessibility.” Last updated January 8, 2019. https://webaim.org/techniques/powerpoint/

The importance of Web Accessibility

Web accessibility  is relevant to all people, not just for those with a disability. Understanding, using, and planning for web accessibility and full compliance is best approached  gradually. To be most effective, it’s best to be proactive and to educate yourself about accessibility. Begin by creating accessible content, and making that content readily available to all online users.

4 PRIMARY REASONS WHY ACCESSIBILITY MATTERS TO US:
  • It’s inclusive and provides equal access to everyone, especially people with disabilities.
  • It promotes usability.
  • It’s the right thing to do.
  • It’s the law.

The UNCG Accessibility website (Link opens in new Tab) has a wealth of information about accessibility. Topics on the website are very thorough including:

  • Accessibility/Inclusivity;
  • Policies & Guidelines (Please view the 10/21/2019 updated policy);
  • Making Content Accessible;
  • Help & Requests.

You may want to get started using what you learned by:

 

Available & UNCG Approved Software

Adobe Creative Cloud gives users access to a collection of software from Adobe systems that is used for digital photography, graphic design, video editing, and web development. Software from the creative cloud is downloaded and installed directly onto a local computer. To learn more about the Adobe Creative Cloud and how to get the software, view the ITS Adobe Creative Cloud @ UNCG webpage.

Box is one of 3 cloud storage solutions available to us at UNC Greensboro. Everyone with a UNC Greensboro account (Faculty, Staff, Students) has unlimited storage available on Box. All UNC Greensboro users can access Box at box.uncg.edu from any browser.
Box is available with a valid UNC Greensboro user account and can be installed on a maximum of 3 computers (Windows or Macs). There is no limit to the number of computers that can be used to access Box via a web browser.
To access Box, navigate to http://box.uncg.edu and use your UNC Greensboro credentials (username and password) to log in.
To learn more about Box, view the ITS Box @ UNCG webpage.

 Google Apps for Education (G-Suite) (Link opens in new window) Google apps icon

UNCG’s implementation of G Suite for Education. G Suite is a collection of web-based collaboration tools, including email, chat, calendaring, word processing, and spreadsheets. These tools work through a Web browser, without requiring users to buy or install software.
All faculty, staff, and students receive an iSpartan account for access to Gmail and related Google Apps (such as Calendar, Docs, and Sites) when they activate their University Computing Accounts. iSpartan uses your UNCG user name and password. [NOTE: Clicking on the icons in the table below will direct you to the UNCG Knowledge base or to a Google training page.]

APP ICON

APP NAME

(All links open in new Tab)

APP DESCRIPTION

google gmail icon
GMAIL
All faculty, staff, and students receive an iSpartan email account (Link opens in new window) for access to Gmail and related Google Apps when they activate their University Computing Accounts. Your Gmail address will be in the format username@uncg.edu. This account is integrated with other Google App components, such as Calendar, Docs, and Sites.
google calendar icon
CALENDAR
Google Calendar makes it easy to organize your schedule and keep track of events. You can create multiple calendars and share your calendars with others.
Google Groups icon
GROUPS
A Google Group is a type of mailing list or collaborative inbox that you can create and manage on your own. You can use a Google Group to share information with groups of people and access information effectively over email and on the web.
Google hangouts icon
HANGOUTS
Google Hangouts allows you to send and receive chats/instant messages, place and receive phone calls or participate in asynchronous (real-time) video meetings. Hangouts replaced Google Chat July 2015.
Google sites icon
SITES
Google Sites is a tool that allows you to create and publish web pages. You can use the WYSIWYG editor or work directly with HTML to quickly and easily build a website.
Google Drive Icon
DRIVE
Google Drive is a place to keep different types of documents that you can edit and share online. In addition to Google documents, you can upload other types of documents (e.g., Microsoft Word, image files, and PDFs) to your Google Drive.
Google Docs Icon
DOCS
Docs lets you write reports, create joint project proposals, keep track of meeting notes, and more.
Google Sheets icon
SHEETS
Sheets lets you handle task lists, create project plans, analyze data with charts and filters, and more.
Google slides icon
SLIDES
Slides lets you create pitch decks, project presentations, training modules, and more.
Google Forms icon
FORMS
Forms lets you manage event registrations, create quizzes, analyze responses, and more.
jamboard icon
JAMBOARD
Sketch and collaborate on an interactive canvas with Jamboard—Google’s cloud-based smartboard, on your computer, phone, or tablet.
tablet&phone icon
CLASSROOMS

Create assignments, communicate with students, and send feedback all from one place.

Learn more about classroom

vault icon
VAULT
Add students, manage devices and configure security and settings so that your data stays safe.

________________________________________

Additional G Suite Services

The services listed below also have been enabled for iSpartan accounts. You are able to sign in to these services directly, using your uncg.edu email address and password please click on the link below. Note: All links open in new Tab)
o Blogger
o YouTube
o Google Chrome Web Store
o Google Code
o Google Fusion Tables
o Google Analytics
o Feedburner
o Google App Engine
o Google Voice
o Google Places
o Google Webmaster Tools
o Google Translator
o Google Maps
o Google Earth
o Google Takeout
o Google News

The following Google products also are able to be installed and used on University-owned computers NOTE: (All links open in new Tab)

o Google Chrome
o Google Hangouts Desktop App (Chrome Store)
o Google File Stream or Backup & Sync

Please note: UNCG is only able to provide support for the services that are a part of G Suite for Education (Gmail, Calendar, Chat, Groups, Sites, and Docs and Google +). While 6-TECH can answer questions about accessing the services and products listed above, support will be handled by Google via their online help links within each service or product.

MyCloud is a service that offers UNC Greensboro faculty, staff and students’ access to applications and virtual desktops over the internet. While you can use MyCloud to access applications in computer labs on campus and your office, you can also use it to access applications from your home or mobile devices, making distance learning and commuting more convenient.
To access MyCloud, navigate to http://mycloud.uncg.edu and use your UNC Greensboro credentials (username and password) to log in.

Office 365 is the cloud-based Microsoft productivity suite that provides access to Office applications (like Word, Excel, PowerPoint, and OneNote) and other productivity services. Information Technology Services (ITS) has made Office 365 available to all UNC Greensboro students, faculty and staff, which provides feature enhancements, cost-savings and convenience advantages for the UNC Greensboro community.
To access Office 365, navigate to http://office365.uncg.edu and use your UNC Greensboro credentials (username and password) to log in.
To learn more about Office 365 view the ITS Office 365 @ UNCG webpage.

SoftChalk can help you to introduce active learning opportunities and improve engagement. It can be used to create interactive elements, quizzes, modules, or an entire course housing a variety of media. This software is integrated with the Canvas Gradebook, meaning that when your students take a SoftChalk activity online, the grades can automatically be linked back to a Canvas course.
To learn more about SoftChalk view the Using SoftChalk with your Canvas Course.
To use one of the multiple licenses purchased by the School of Education, please fill out the request form.

Webex is Cisco’s online collaboration suite, a set of video-conferencing tools that are geared toward various online collaboration needs, such as synchronous online learning, online meetings, and webinars. All UNC Greensboro faculty, staff, and students have access to WebEx. Both internal and external UNC Greensboro users may attend WebEx sessions without needing to log into a WebEx account – login is only required to host (create) sessions.
Users of Webex are expected to adhere to Policies at UNCG. Please especially review the Acceptable Use of Computing and Electronic Resources Policy.
You can access Webex directly within a Canvas course, or by navigating to http://webex.uncg.edu/ and use your UNC Greensboro credentials (username and password) to log in.
To learn more about Webex view the ITS Webex articles.

Creative Commons (Link opens in new Tab)creative commons icon

Respondus LockDown Browser has been added to your courses. Below is a Training Video of how Lockdown Browser and Respondus Monitor works. (The training video below is for Faculty Only – NOT Students).

David Kirkland will be sending out contact information shortly in case you have any issues using Respondus.
 
As suggested in the video, please test Respondus out with your students before giving them a high stakes exam. This will relieve any stress that you or the student may encounter while using Respondus.
 
I am available to work with you one-on-one or as a group to test it out if needed. If you have any questions or concerns, please let me know.
 
Thanks
Joy Pine-Thomas

 
Recorded Training Session (Faculty Only)(Video – Link opens in new Tab):https://youtu.be/D8K7h6GfhJ4

*This training is for faculty and faculty support. Please do not post it on a public website or blog that students have access to it.

Respondus Monitor Instructor Resources (Article – Link opens in new Tab)

http://www.respondus.com/produmonitorcts//resources.shtml

*This page includes videos, guides, sample syllabus wording, and additional training for instructors. These resources can also be accessed from within the LockDown Browser Dashboard Welcome screens.

Additional Instructor Training Sessions (Article – Link opens in new Tab): www.respondus.com/webinars
Notes:

IMPROVED RICH CONTENT EDITOR (RCE)

The RCE is used to add and format content in Announcements, Assignments, Discussions, Quizzes, and the Syllabus. [NOTE: For more detailed information, please go to the (ORG) SON Faculty Essentials Course]

The improvements to the RCE include the following new features and functions:

  • The toolbar has a condensed, more intuitive look.
  • The content sidebar only displays when linking to other parts of Canvas, accessing Canvas files, or accessing uploaded media.
  • Toolbar menus are grouped by common icons and interactions.
  • The RCE expands to the full width of the browser.
  • The RCE auto-saves content for up to one hour.

This video guides instructors and students through using the new Rich Content Editor. Additional information is available in the Canvas Guides.

NEW ANALYTICS

Canvas’ New Analytics tool provides a richer experience for course data, including grades and weekly online activity, includes mobile page views, and refreshes data every 24 hours. This New Analytics Overview video provides more information about this new tool, as well as the Canvas Guides.

RUBRICS IN THE COURSE NAVIGATION

Rubrics are now accessed from the course navigation instead of the Outcomes page.

LIMITED SUBMISSION ATTEMPTS IN ASSIGNMENTS

By default, students can submit assignments an unlimited number of times. This new feature allows instructors to limit the number of attempts for an assignment.

This short video from the Canvas Community explains this feature.

ON-TIME SUBMISSION CELEBRATIONS

Canvas generates a virtual celebration when student assignments are submitted (or resubmitted) on or before the due date. Students can hide all celebration animations in their User Settings. This quick video provides an overview of this feature.

INTRODUCTION

NOTE FROM GOOGLE: In March 2017, we announced plans to evolve classic Hangouts to focus on two experiences that help bring teams together: Hangouts Chat and Hangouts Meet… We’re planning to transition users from classic Hangouts to Chat and Meet after June 2020. We are fully committed to supporting classic Hangouts users until everyone is successfully migrated to Chat and Meet.

  • Google has two tools for engaging in video meetings: Hangouts and Meet. They have slightly different icons and slightly different interfaces.
  • There is definite overlap in functionality. Google Meet is oriented more toward Mobile use.
  • To engage in a Google Hangout or Meet, you will need to download the Hangouts Plugin on each device you are using.”
  • UNCG’s Google video meetings tools will support up to 25 people at one time.
  • Hangouts Meet Cheat Sheet – from the G Suite Learning Center

GOOGLE MEET SUPPORT RESOURCES

GOOGLE HANGOUTS HANDOUTS AND SUPPORT RESOURCES

Google Hangouts Help Center