2020 Spring Breakout Workshop Series

Tuesday, May 26

Session 1: Responsive course redesign workshop I: Design
9:00 - 10:50 / Recording
Presenter: John Kane
This workshop will will walk you through the course redesign process that will align your content with your course learning outcomes in a flexible, modular format. By the end of the section, you will have developed a course structure that will ensure each and every course learning objective is sufficiently met whether you are in a classroom or remote.

Session 2: Flipped learning as a strategy for flexible teaching
11:00 - 11:50 / (Recording: part 1, part 2 - a network drop for a few minutes)
Presenters: Jen Laubscher and Doug Hemphill
This workshop will provide an introduction to “flipped learning” and how it could be helpful in a flexible teaching situation. The first half of this session will provide participants with information and strategies for implementing this type of teaching. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Session 3: Summer wellness challenge: Balancing your wellness wheel
12:00 - 12:50 / Recording
Presenters: Elizabeth Keida, Amy Bidwell, Brian Wallace, Katherine Wolfe-Lyga, and Well-Being Committee
Summer Wellness Challenge Kickoff! Being in higher education we wear many hats and find ourselves juggling many demands, not unlike our students! In order to model balance and wellness, we really should be practicing it ourselves. This workshop will introduce participants to the wellness wheel. We will also spend time discussing and kicking off our summer of wellness challenges.

Session 4: Reconceptualize your syllabus for a flexible class
1:00 - 1:50 / Recording
Presenter: Doug Hemphill
The instructional designers have developed a Syllabus Template that can be used in a flexible course. The first part of the session will focus on the design and function of the Flexible Syllabus, which will be followed up by a brief demonstration of the Syllabus integrated into a Blackboard Template. Any faculty can request to have the Template placed in their Blackboard course. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Session 5: Organizing content for flexible instruction
2:00 - 2:50 / Recording
Presenters: Jen Laubscher and Carrie Mocyk
This workshop will provide participants with information on content chunking and will offer possible strategies and tools that may be helpful as they design their courses to be delivered flexibly. The first half of this session will provide participants with information and strategies for organizing their courses into manageable chunks of content. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Session 6: Hybrid courses - A good choice for the fall semester?
3:00 - 3:50 / Recording
Presenter: Bill Bosch
Bill Bosch, the Founding Director of CELT, has been teaching a hybrid course for the last 10 years. The structure of the course enabled him and his students to switch to an online version without major revisions. The class was divided in half, with half attending one day while the other half worked online. This would work very well for social distancing. He will discuss how to set up a hybrid course and some of the pitfalls. Two student comments: “Though this course was originally a hybrid; half in a classroom, and half online, the breakout of COVID-19 caused a change in that format. The professor used Zoom, an online meeting application, as our grounds for holding a formal class session. This was extremely helpful to me as a student, because I could count on this class staying with the original schedule. This helped with my time management skills, as well as my motivation to do the work. In our assignments during this time, we were given some instructional videos to view. These were helpful, as it was an addition to the professor’s lecture, and something that wasn’t just reading text off a screen, like it was for many of my other courses. The methods the professor used to continue on with regular instruction in this course are something that I have taken note of, and are something I will keep in my arsenal as a teacher.” “After students were sent home for the remainder of the academic year from Oswego, many of my classes had a hard time adjusting to the new normal of requiring an online curriculum. However, this class was not one that caused me much issue since most of the classwork was already being done online in the form of the modules. The projects remained very much the same only with twice a week meetings online rather than only once a week as was the case while on campus. The nature of this class made it very easy to take online and I am glad that it was such an easy transition.”

Wednesday, May 27

Session 7: Getting started with Panopto
9:00 - 9:50 / Recording
Presenter: Dan Laird
Panopto provides an easy way to record content for your students, whether that is simply you speaking while presenting a presentation, or working out problems on screen. This workshop will show you how to setup your Blackboard course with a Panopto folder, download and install the Panopto recorder, and publishing the content online for students to view.

Session 8: Additional Panopto features
10:00 - 10:50 / Recording
Presenter: Dan Laird
In this session, I will go over some of the more advanced features of the recorder and a deeper dive into the online features available, such as using the editor, sharing your videos to a wider audience, and utilizing analytics of your content to see what is being watching, for how long, and who is watching it.

Session 9: Captioning your videos in Panopto
11:00 - 11:20 / Recording
Presenter: Dan Laird
Would you like a quick and easy way to apply captions to videos for your courses? Panopto features a very easy to use interface that allows you to upload any video content to their system, which then processes and applies captions to the video. Come join us and we will show you the simple process and how to edit your captions after they have been applied.

Session 10: The educational ceiling in college classes
11:30 - 11:50 / Recording
Presenter: Bill Bosch
Much of our educational system is based on the assembly line model. We see at many elementary schools that teachers are asked not to teach some material in fourth grade since that is what is covered in fifth grade, although some of the students are quite capable of mastering the material. On the college level, especially the first two years, students are still on the assembly line model. Some Professors have their courses planned out so that exactly this is the material you have to know. Many students go through the path laid out and that is it, but some students are capable of much more and have the curiosity to go deeper into the material. I will discuss various approaches that I have used to encourage these students to become engaged beyond the basic course material.

Session 11: Blackboard Learn workshop 1: Getting started
1:00 - 1:50 / Recording
Presenter: Kathi Dutton
This workshop provides an introduction to the content tools available in the Blackboard Learn learning management system. This hands-on workshop will focus on how to create various types of content in online/hybrid/web-enhanced courses. Participants will learn how to upload a course syllabus, add various types of information/files, link to videos, how to collect online assignments, and making your course available to students.

Session 12: Blackboard Learn workshop 2: Communication tools
2:00 - 2:50 / Recording
Presenter: Kathi Dutton
This workshop provides an introduction to the communication and interaction tools available in the Blackboard Learn learning management system. This hands-on workshop will focus on how to use various types of communication and interaction tools in online/hybrid/web-enhanced courses; including announcements, course messages, email, discussions, and attendance.

Session 13: Gradebook setup in Blackboard
3:00 - 3:50 / Recording
Presenter: Doug Hemphill
This workshop provides an introduction to the Grade Center in the Blackboard Learn learning management system. After an overview on using the Blackboard Learn Grade Center, the second part of the session will give you time to ask questions about your course gradebooks. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Thursday, May 28

9:30 - 3:15 - FACT2 Online Symposium: Responding in real-time at SUNY to a global crisis - Agenda and Registration

Friday, May 29

Session 14: Responsive course redesign workshop II: Activities
9:00 - 10:50 / Recording
Presenter: John Kane
This workshop, explores formative and summative assessments, how students can demonstrate their learning in any modality, and evidence-based practices for learning.

Session 15: Assessing your students - Thinking outside the box
11:00 - 11:50 / Recording
Presenter: Doug Hemphill and Sandra Bargainnier
There are many ways to achieve a learning outcome. In this session, we will explore different options for assessing student comprehension in a flexible environment. The first part of the session will focus on strategies to assess students effectively in a flexible class environment. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Session 16: Maintaining equity and academic integrity in online exams
1:00 - 1:50 / Recording - slide show - honor code template for CLAS - Chegg DMCA
Presenters: Liz Schmitt, Sarah Bonzo, and Casey Raymond
In this session, Liz Schmitt, Sarah Bonzo, and Casey Raymond will discuss the strategies that they use to maintain equity and academic integrity in online exams. A question and answer session will follow their presentations.

Session 17: Blackboard Learn workshop 3 - Online Testing
2:00 - 2:50 / Recording
Presenter: Kathi Dutton
This workshop provides an introduction to using the Blackboard Learning learning management system for online testing. This hands-on workshop will focus on creating tests, surveys, and pools, deploying tests and surveys, and how the Grade Center handles these items.

Session 18: Writing numerical questions in Blackboard Learn
3:00 - 3:50 / Recording
Presenter: Casey Raymond
This workshop will be a 30–60 minute presentation of techniques to create numerical questions in Blackboard. The reminder of the time will allow interested participants a chance to try writing their own questions and to get hands-on help. The techniques presented will allowed people to write both multiple choice and numeric response questions with multiple (more than 500 versions if you wish) so that each student likely receives a different question. There are tutorial documents posted in a Google Drive folder that can be previewed or used.

 

Monday, June 1

Session 19: Responsive course redesign workshop III: Inclusion
9:00 - 10:50 / Recording
Presenters: Rebecca Mushtare and John Kane
This session discusses ways in which we can create an environment where all students can flourish.

Session 20: ABCs of accessibility
11:00 - 11:50 / Recording
Presenters: 2020 Accessibility Fellows
This session, presented by this year's Accessibility Fellows, offers an introduction to the basics of Accessibility with a special focus on remote learning and teaching. Join us for some practical tips and tricks that will help you increase the inclusivity and use-ability of your courses.

Session 21: Free adaptive and personalized learning textbook replacements
1:00 - 1:50 / Recording
Presenter: John Kane
In this section, participants will explore how replacing their textbook with the free (to SUNY) Lumen Learning Waymaker personalized or OLI adaptive learning platforms can lower educational costs, provide equitable first-day access to all students, and provide students with evidence-based learning activities that provide all students with the resources to be successful in your classes.

Tuesday, June 2

Session 22: Blackboard Ally
9:00 - 9:50 / Recording
Presenter: Kathi Dutton
Introduction to Ally, the digital accessibility tool included in Blackboard Learn.

Session 23: Five easy strategies for removing barriers to access
10:00 - 11:50 / Recording
Presenters: Fiona Coll and Kathleen Percival 
Our pandemic-induced shift to remote instruction has made inclusive teaching practices all the more vital and urgent. This workshop will introduce you to the top five things you can do to make your digital teaching materials as accessible as possible.

Session 24: FirstChoice Refresh
2:00 - 2:50 / Recording
Presenters: Mallory Bower and Amy Bidwell
FirstChoice courses focus on helping first-year students as they transition from high school to college. Join First-Year Experience and the faculty advisory council as they introduce the refreshed FirstChoice goals and offer practical strategies to make students feel like they are part of our academic community. Participants will leave the session with 1) an understanding of the FirstChoice refresh, 2) helpful activities to use in their first-year courses, and 3) connections with other faculty teaching FirstChoice courses.

Session 25: Rising Above Burnout
3:00 - 3:50 / Recording
Presenter: Dean Kristin Croyle
Faculty tend to experience burnout at higher rates than many other professions, particularly after a stressful period like Spring semester 2020.  This session will focus on some of the contributors to burnout in a faculty role and concrete steps that faculty can take to continue to find energy, satisfaction, and joy in their work.

 

Wednesday, June 3

Session 26:  Responsive course redesign workshop IV: Communication
9:00 - 10:50 / Recording
Presenter: John Kane
The final workshop in this series, titled Communication, focuses on creating class community, instructor presence, instructor-to-student communication, and student-to-student communication.

Session 27: Student-centered flexible teaching. What are the do’s and don’ts of setting up a flexible class environment?
11:00 - 11:50 / Recording
Presenters: Carrie Mocyk and Jennifer Laubscher
In this session we will discuss the idea of Student-Centered flexible teaching. Learn what this is and how you can accomplish this goal. The focus will be on discussions, lectures and communication strategies. We will reflect a bit on what went well with our Emergency Flexible Instruction and what we know could be improved with more notice and preparation. The first part of the session will focus on how to conceptualize a student-centered flexible course environment. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Session 28: Zoom: The webconference standard for our campus
1:00 - 1:20 / Recording
Presenter: Tami Bullard
Zoom is a simple and reliable cloud platform that provides remote audio and video conferencing services. It is now the new campus standard. Zoom is ideal for conducting candidate interviews, meetings, or bringing “outside” guests into your classroom. In this session, we will cover the steps in using Zoom; establishing an account, hosting a meeting, as well as screen-sharing and recording. Best practices of video conferencing will also be discussed.

Session 29: Using Zoom to support student learning
1:30 - 1:50 / Recording
Presenter: John Kane
This session will examine how: breakout rooms can be used to support small group discussion, students can provide small-group or class presentations using screen sharing, and how polls can be used to receive feedback from students.

Session 30: Real-time drawing in Zoom
2:00 - 2:50 / Recording
Presenter: John Kane
In this session, we will explore options for real-time drawing in Zoom using iPads, inexpensive doc cameras, and/or the screen annotation tool in Zoom.

Session 31: Leveraging GSuite in Flexible Instruction
3:00 - 3:50 / Recording
Presenters: Carrie Mocyk and Jennifer Laubscher
Are you worried you won’t know if students are learning in a flexible environment? Do you use group work in your face-to-face class and wonder how it could work in other modalities? In this session we will discuss easy ways to use some of the tools in GSuite to teach and check in with students in a flexible class environment. We will take a look at the pedagogy and instructional strategies for how faculty can use Google Docs, Slides, and Forms for collaboration and alternative assessments. The first part of this session will provide participants with strategies to implement this type of learning. We will spend approximately 20 minutes presenting on the topic, and will leave the rest of the time open for questions and discussion.

Thursday, June 4

Session 32:  Would you like to deliver lecture digitally like being at the board?
9:00 - 9:50 / Recording
Presenter: Casey Raymond
I will cover how I use my iPad, a stylus, and a Mac computer as a replacement to writing on a chalkboard or whiteboard. I will cover how to record your note writing to allow asynchronous delivery for those that wish to do that. There may be similar methods to use a Windows computer or a Chromebook and I will try to provide information on those as well.

Session 33: Fall 2020 Hypothes.is Pilot at SUNY-Oswego
10:00 - 10:50 / Remote access
Presenter: Jeremy Dean, Educational Director at Hypothes.is
Hypothes.is is a social web annotation tools in which individuals can annotate and tag content that exists on the web or within Blackboard. When used outside of Blackboard, the annotations and tags may be set to private, group, or public availability; within the LMS, all annotations and tags are available only within the LMS course shell. This tool can be used in place of onine discussion forums, to collect and tag research materials, to provide peer feedback on written work, and much more. Participants in this session will examine how Hypothes.is might be used in your classes during the fall 2020 pilot.

Session 34: Virtual and remote labs
11:00 - 11:50 / Recording Presentation notes
Presenters: Casey Raymond, Jeffery Schneider, Thomas Brown, Mohammad Islam, and Matthew Baker
In this panel discussion, panelists will discuss options and challenges associated with the use of virtual or remote labs in the sciences.

 

Friday, June 5

Session 35: Life Hacks for Creating and Editing Asynchronous Lectures
9:00 - 9:50 / Recording
Presenter: Mihai Paraschiv
The session is aimed at creating, editing, and sharing asynchronous lectures. The tools involved are an iPad and its Apple Pencil (a decent capacitive stylus may do), Windows 10 Photos (or a more advanced video editing software such Adobe Rush to which we all have access through Adobe Creative Cloud), and Time Bolt.

Session 36: Easily create educational videos
10:00 - 10:50 / Recording
Presenter: John Kane
Participants in this session will explore ways in which they can create and share educational videos with their students simply and efficiently using a laptop (or desktop with a webcam or microphone), chromebook, or mobile device.

Session 37: Downloading and storing Zoom videos
11:00 - 11:20 / Recording
Presenter: Dan Laird
Participants in this session will learn how to download Zoom recordings and store them in a location that provides long-term storage capacity (Panopto, YouTube, or Google Drive).

Session 38: Maintaining Student Success & COVID-19
1:00 - 1:20 / Recording
Presenter: Jessica Harris
The COVID-19 pandemic has reshaped our lives, and unpredictable situations have occurred in our facilitation of curriculum. To help mitigate the impact of Fall semester persistence, we will talk about key steps to aid in maintaining student success and also some upcoming challenges that we can start planning, for now, to help students when they return.

Session 39: Creating an open pedagogy project
1:30 - 2:20 / Recording
Presenter: John Kane
Open pedagogy projects involve student creation and public sharing of their intellectual products. Student created open pedagogy projects often take the form of blogs, podcasts, videos, publicly posted research projects, collating and annotating online content, and the creation of study materials (such as glossaries, study guides, or other learning materials). These projects can increase student engagement and motivation, provide authentic learning experiences, and can help reduce the incentives for academic dishonesty. In this session, participants will explore the wide range of open pedagogy projects that can be used to enrich classes in all disciplines. Examples of open pedagogy projects and tools that facilitate these projects will be shared.

Session 40: Managing a student book creation project
2:30 - 2:50 / Recording
Presenter: John Kane
During the spring semesters of 2019 and 2020, students in economic capstone classes chose to collaboratively create book projects. In this session, we'll discuss how the project was selected, how tasks were allocated, and how Google docs, the hypothes.is tool in Blackboard, and Pressbooks were used to create the final product.

Session 41: Managing a student podcast project
3:00 - 3:20 / Recording
Presenter: John Kane
Students in the online microeconomics class created two podcasts during the Fall 2020 semester. In this session, we'll discuss how this project was broken down into a series of manageable steps.

Monday, June 8

Session 42: Citrix
9:00 - 9:50 / Recording
Presenter: Dave Kahn
Participants in this workshop will learn how Citrix can provide faculty and students with off-campus access to campus licensed software on most mobile and desktop platforms.

Session 43: Creating Class Videos
10:00 - 10:50 / Recording
Presenter: Jason Hy
Have you transitioned to online or distance learning recently? Are you looking to create engaging videos for your students, but just don't know how to make them look as good as you possibly can? Stop by and get some tips on how to create high quality, self made videos and take your courses to a whole new level. provide faculty and students with off-campus access to campus licensed software on most mobile and desktop platforms.

Session 44: Screencast-o-matic
1:00 - 1:50 / Recording
Presenter:Andrea Vickery
This session will provide an introduction to Screencast-o-matic, a web-based screencast recorder and editor. Participants in the session will create a free screencast-o-matic account, install it on their laptop or desktop and learn the basics of editing and uploading videos to YouTube or other cloud hosting services.

Tuesday, June 9

Session 45: Hypothesis
9:00 - 10:20 / Recording
Presenter: John Kane
In the first part of this hands-on session, participants will create a personal Hypothesis account, install a Hypothesis extension in their browser, and learn how to create a group to allow members of a class, department, or research group to locate, annotate, and share web-based resources. The second part of the session will focus on using the version of Hypothesis that is available within Blackboard.

Wednesday, June 10

Session 46: Crafting engaging discussions
9:00 - 19:50 / Recording
Presenter: Doug Hemphill
This workshop will look at some strategies for engaging students with online discussions. These strategies will be applicable both to online and Flexible Teaching courses that make use of discussion forums. After reviewing best practices, participants will have the opportunity to create discussions for their courses, or work through some example discussions on selected topics, depending on audience desires.

Session 47: Using peer review in Blackboard
10:00 - 10:50 / Recording
Presenter: Doug Hemphill
Blackboard has a powerful Peer Review system built in, however this system is not very intuitive. This workshop will walk you through setting up the peer review system, and will show it in action. Alternatives to the Blackboard Peer Review System will also be discussed to provide faculty with options that, while not as robust, are simpler to set up.

Session 48: Using adaptive release in Blackboard
11:00 - 11:50 / Recording
Presenter: Doug Hemphill
This workshop will walk you through using the Adaptive Release functions in Blackboard. The main use of this system is to restrict access to items, so that only specific students, or students that have completed specific tasks, can access them. For example, a faculty member could require students to get a minimum grade on a test before allowing them to access the next model. A walk-through of the options, and some examples of the system in use will be provided.

Friday, June 12

Session 49: Racism in the 21st Century
11:00 - 11:50 / Recording
Presenter:Pat Clark
This session will focus on addressing 21st century racism, with a focus on the recent cases of George Floyd, Breonna Taylor, and others.