guide to jenzabar's elearning lms training course

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Guide to Jenzabar’s eLearning LMS Training Course SEPTEMBER 6, 2016 TEXARKANA COLLEGE

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Page 1: Guide to Jenzabar's eLearning LMS Training Course

Guide to Jenzabar’s eLearning LMS Training Course

SEPTEMBER 6, 2016 TEXARKANA COLLEGE

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TABLE OF CONTENTS

Topic PAGE

Lesson 1 How to get to your MASTER course .......................................................................................3

Overview of the Start Here portlet ...........................................................................................4

Adding a Welcome Message ....................................................................................................6

Adding a Course Calendar to the Start Here portlet .................................................................9

Uploading files to the MoxieManager ....................................................................................16

Lesson 2 Exploring the Course Organizer .............................................................................................21

Looking at the Course Organizer from the Student view .......................................................21

Looking at the Course Organizer from the Faculty view .......................................................23

Creating multiple units/topics/weeks in the Course Organizer ..............................................25

An alternative for displaying course content ..........................................................................29

How to make faculty-created pages accessible to students ....................................................33

Lesson 3 Adding events to the Course Calendar ...................................................................................35

Creating your syllabus ............................................................................................................40

Working with the Syllabus portlet ..........................................................................................43

Lesson 4 Determining whether you want to use the Point or Type Method to determine Semester

Averages .................................................................................................................................49

Explanation of the Point Method ............................................................................................49

Explanation of the Type/Category Method ............................................................................50

Setting up the Gradebook

Using the Point Method ............................................................................................51

Using the Type/Category Method .............................................................................57

Lesson 5 How to create a test in Word or a text editor and then uploading it to your course ...............66

Lesson 6 How to create a test using Jenzabar’s internal test builder .....................................................83

Lesson 7 How to create a test in Jenzabar by importing it from a publisher’s test bank ......................89

Lesson 8 Creating a bank/pool of question to choose a lesser number to include on a test ..................98

Viewing test analysis ............................................................................................................100

Manually changing a student’s grade ...................................................................................104

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Allowing a student to retake a test .......................................................................................105

Viewing an individual student’s test ....................................................................................107

Deleting an assignment in the Gradebook ............................................................................108

Lesson 9 How to create an assignment using the Basic Format ..........................................................110

How to create an assignment using the File Upload Format ................................................112

Lesson 10 How to create a post in the News and Announcements portlet ............................................116

How to add a non-graded Forum ..........................................................................................119

How to add a graded Forum .................................................................................................124

Communicating with students through the LMS instead of email .......................................130

Lesson 11

Adding video to your course ................................................................................................141

Adding video in the Course Organizer .................................................................................148

Inserting a voice recording in your course ...........................................................................152

Adding a picture to a page ....................................................................................................155

Lesson 12 Adding Privacy Policies/links to Academic Support Services/ links to Student Services

and Resources to the Syllabus portlet ........................................................................157

Adding content to the Unit in Detail section of the Course Organizer ...............................162

Viewing Usage Statistics for students.................................................................................164

Viewing specific time spent on a Test ................................................................................166

Lesson 13 How to mark Attendance ...................................................................................................170

What to do when the Attendance module shows Cancelled for a particular date ..............173

Copying from one course to another (Master to Semester course) ....................................174

Installing and using the eLearning Locked Browser .........................................................179

Appendix A – Group Work .........................................................................................................184

Appendix B – Using Rubrics ......................................................................................................189

Appendix C – File Cabinet .........................................................................................................205

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Lesson 1

In this lesson you will:

learn how to get to your master course from your myTC page.

become familiar with the different sections of the course home page (Start Here).

create a Welcome statement for your Start Here page.

learn how to upload files to the MoxieManager.

A term labeled Master has been created to house your Master classes in Jenzabar’s eLearning

LMS. This is the term in which all Master classes [online, hybrid, face-to-face] courses will be

built.

Go to the Texarkana College homepage and click the myTC tab.

Log in using your TC Username and Password.

Open your Faculty tab.

Under the section titled Jenzabar eLearning LMS, you should see the name of the course you

asked me to create specifically for this class. All Master course will be labeled in the following

manner: 4 letter ACGM/WECM prefix; course number; have a section number of W for online

courses, H for hybrid courses, or a T for traditional face-to face courses. The faculty member’s

name will appear in parenthesis at the end. [ex. HIST 1301.W (V. Wilder)]

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Click on your course located in the Master term. I have created a course named Practice 10 to

use for demonstration purposes for this class.

Your course page has been defaulted to open to a portlet entitled Start Here. Let’s take a look at

the basic layout of the Start Here page (the basic layout is similar in all the portlet pages). You

have three main areas on the page.

1. A light-blue sidebar to the left that contains the basic navigation links within the course.

This sidebar has twelve basic portlets in which most of your course materials will appear.

The students will see these portlets in their student view as well. The Course Search and

Spring 2016 (current semester) also appear on the students’ page, but these two portlets

do not contain course specific information. The Add a page, Context Manager, and

Usage Statistics do not show up on the student view of the page.

Please do not rearrange the order of the first 12 portlets. The purpose is to keep a

consistent look so students will see the same layout when switching from course to

course, thus causing less confusion.

You will be able to add additional pages to this side-bar. Adding additional pages will be

covered in a later lesson. Any additional pages should fall below the Course

Information page.

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2. The dark-blue sidebar at the bottom of the page is titled Quick Links. The Copy

Courses link will be used by faculty to copy the master course to current semester

courses. We will cover that in a later lesson. The other links are to web pages that are

outside the eLearning LMS.

3. The large white space covering most of the page is where specific information relevant to

the one portlet resides. When both faculty and students open their class, the system is

defaulted to open the Start Here page.

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Now that you have become familiar with the overall page layout, we will start adding

information to your portlet pages. The main goal is for you to have your Master class set up so

that when you finish this course, you will have created a course that can be used for future

semester with a minimum of changes.

Start Here Page

Your course page has been defaulted to open to the Start Here page. It contains three sections:

Handouts, Welcome, and Bookmarks.

We are going to add your Welcome message to the Start Here page. Open the Welcome

Template in Lesson 1 and create a Welcome message for the specific class you are working with.

Once created, leave it open on your computer.

This might take some time and you will probably be logged out of your myTC portal. That is

OK. If this happens, just log back in and go to your master course and it will open to the Start

Here page.

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1. Click the Edit Content link to the far right of the word Welcome. To see this link, you

have to place your cursor on the black line underlining the word Welcome.

2. Now click on the edit pencil beside the box with a number 1 in it.

3. When the Edit Element page comes up, you do not need to type in a header text since this

section is already named Welcome. Go to the Welcome message you have already

created using the Welcome Template. Highlight the entire message and copy (control C).

To back to the text box in eLearning and paste (control V) the document in the text box.

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Notice that there might be some extra lines between paragraphs. Just back space to remove

them, and when you have finished, click the Save button.

4. Go back to your Start Here page.

\

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5. If you would like to add a Course Calendar to the Start Here page, now would be a

good time. The Course Calendar is also one of the portlets in the sidebar, but since the

Start Here page is the default page for the students, it might help if they were able to view

it here as well. To add the Calendar feature, click on the Options link.

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6. Under “Start Here” Features, click on the “Add a new feature to this page” link.

7. There are six Essential Features you can add to any page. Do not worry about any of the

other features at this time. Click on the Calendar icon.

8. The Calendar has been added to the “Start Here” Features.

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9. Click on the Start Here

breadcrumb at the top of the

page or the Back to Start Here

link at the bottom of the page.

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10. Your Start Here page now has a Handouts, Welcome message, Bookmarks, and Calendar

added.

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You now want to change the layout of the Start Here page so the Welcome message is on the left

side and the other sections are on the right. This will keep the user from having to scroll down to

see all the features on the page.

1. Click on the Options link.

2. Under the “Start Here” Layout, click on the “Rearrange the features within this layout”

link.

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3. This page shows the two-column layout for the Start Here page. All features currently on

the page will have a dotted line around them. They also have a blue crossed arrows icon

with the words “Drag and drop to Rearrange” beside the arrows. Place your mouse over

the D&D arrows in Calendar and drag it to the right column. Your page should then look

like this:

4. Do the same for Handouts and then Bookmarks. Sometimes the features do not want to

stick at first. It might take a few attempts to get them in the right place. Click the Save

Changes button at the top when finished.

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5. Your Start here page will then look similar to this:

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Before we go any further, I want to show you how to upload files to your course. Once they are

uploaded they will be accessible to you through something called the MoxieManager.

Uploading Files to the MoxieManager

(revised September 2016)

MoxieManager allows the user to manage images, documents, and other files for use within the

eLearning LMS.

MoxieManager provides the following features:

Centralized file management – Organize your files in MoxieManager and access from

within eLearning.

Image editing – Crop, resize, and make other changes to images from within the

MoxieManager window.

Cloud files – Download files to your system from Azure, Google Drive, AmazonS3, or

DropBox.

Zip/Unzip – Zip and unzip files for use within the portal.

The MoxieManager window will appear when you choose to insert an image or upload a file

from within a text editor. For example, if you choose to add a handout in the Handouts feature,

the MoxieManager window will appear when you click “Choose File”, allowing you to select a

file from your MoxieManager library to upload to the portal.

You are able to upload your files into MoxieManager before you are to the point that you want to

use them, or you can wait until you need a file. Once you have uploaded a file, it will show up in

MoxieManager throughout the course.

1. To upload files, you first need to get to the MoxieManager. Once you are in a class,

each portlet you click on has a toolbar right below the name of the class page. You

get to the MoxieManager by clicking on its link.

2. When the MoxieManager appears you will see the following:

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3. In the left column, you have a. a folder with your name beside it, b. a folder with the name of the class (in this instance, my class name is P16), c. a History link, d. and a Favorites link.

4. The MoxieManager is defaulted to open with the folder that has your name beside it.

Anything you put in this folder will be accessible when you are in any of your

classes.

You will use the MoxieManager when you upload files (handouts) to the File

Manager. If you store your files in the folder with the name of the class beside it, you

will not be able to upload them from the File Manager. For this reason, my suggestion

is that you create folders within the folder with your name beside it. Create one folder

for each of your classes, and when you upload files for that class, be sure you are in

the correct folder.

5. To create a folder, click on the down arrow beside the

Create link and choose Folder.

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6. Type in the name of your course and click the Create button.

7. A folder has been created with the name of your course as its title.

8. Continue creating course folders within the folder with your name beside it until you

are finished. You can always go back to the MoxieManager and create new folders

when you teach different classes.

9. To add files to a specific class folder, click on the name of the folder and that

particular class folder will open. Here is what my HIST 1301 folder looks like

without any files in it.

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10. To add a file (word document, PowerPoint, pdf, picture), click on the Upload link.

11. From the File Upload box, you can choose the file you wish to upload. I will choose a

pdf titled Videos for students on …. and then click the Open button at the bottom.

12. The file then shows up in my HIST 1301 folder.

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13. You can upload multiple files in this manner. Any time you want to add more files to

a class folder, just go back to the MoxieManager and upload more.

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Lesson 2

In this lesson you will:

explore the Course Organizer (student and faculty view).

create multiple units, topics, or weeks (depending on how you organize your

course) in the Course Organizer.

learn how to create pages to present class materials in lieu of using the Course

Organizer.

learn how to make faculty-created pages accessible to students. You can also hide

pages from students.

The Course Organizer

The “Course Organizer” aggregates content from various locations within your eLearning

course and helps you organize and present it in a meaningful way. Content is displayed

primarily according to the course unit or week to which it belongs.

1. Click on Course Organizer in the sidebar.

2. Let’s take a look at what the student view shows in the Course Organizer page.

Change the Current view: Faculty to View as: Students by clicking on the drop-

down arrow. Click the Change View button when this is done.

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Course Overview

a. Course Status: Shows a student’s current grade from the grade

sheet, a snapshot of attendance and the latest comment from the

faculty on a student’s grade sheet.

b. Next Event: Contains details on the next event on any calendar

within the course that the current user can see.

c. Latest News: Contains a snippet of the latest post by the faculty in the

“News and Announcements” link.

d. Next due date: Contains the next assignment due in the course,

regardless of unit, which is visible to the current user.

Unit in detail shows the content relevant to a given unit. This lets students see the

content they are interested in at a glance in a single location. Generally you will

display all of these, but if you are not using one or more of these types of content

in your course, you can turn them off, as explained in “Showing or hiding

components of the Course Organizer” below.

The Unit in detail section includes the following information:

a. The Unit of Study: Specific unit – the student can advance units or go

back by using the green arrows to the right and left.

b. Unit Content: Information the faculty member has posted that is

relevant to the unit.

c. Calendar: Shows event from the course calendar during the date range

of the unit.

d. Coursework: Show the assignments that are a part of the unit, as

set up on the “Coursework” page.

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e. Resources: Shows the files and links that are flagged as part of this

unit, from all Bookmarks or Handouts pages in the course. To

show up here, be sure the files or links are saved in the special set

that corresponds to the eLearning unit and the students can see the

page that the handout or bookmark is on.

f. News and Discussions: Shows post from any Blog feather within

the date range of the selected unit, as well as any discussion threads

from any Forums pages during the date range of the unit.

3. Looking at the Course Organizer in the Faculty View, you see somewhat of a different

view.

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4. From the “Course Organizer”, click the link labeled “Admin this portlet”.

5. The “Course Organizer Help & Setup” screen displays. This screen lists all components

of the Course Organizer. Next to each component is a checkbox labeled “show the

(component name).” If this checkbox is selected, it means that the component will

appear in the “Course Organizer. Once you have decided on the components you want

viewable, click the “Save” button.

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Creating Multiple Units/Topics/Weeks within the Course Organizer

1. Go to your faculty tab in myTC and open your eLearning course.

2. Open your Coursework page.

3. Click the Manage Units & Types link.

4. The original template is defaulted to have “Unit

1” with a date range of the whole term. If you

leave the date range to “The whole term”, your

unit will stay visible to students the whole

semester. If you want them to see “only” the

unit or week that you are working on, you need

to add date ranges. You can also change the

name of “Unit 1” to “Week 1”. To edit either the

Name or Date Range, just click the folder with

the pencil in the Edit/Delete column.

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5. For demonstration purposes, I am using Units that will be visible the entire semester. I

normally have my course broken into five units, so I will add the additional units by

clicking the “Add a Unit” link.

6. I now add “Unit 2” and can add a

date range and/or a description.

Click the “Add unit” button when

finished. Continue until you have

added all units or weeks.

7. Working with “Types” will be covered in detail when you get to the Gradebook section

of this manual.

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8. Once you have all of your units or weeks entered, click on the Course Organizer.

9. Here is what the “Course Organizer” looks like in the “Faculty” view after I added five

units. I can navigate to the different units by using the drop-down arrow or the green

arrow.

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10. This is the “Student” view.

11. You will be able to list your assignments to specific units/weeks when you create them.

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An Alternative Method for Displaying Course Content

Some faculty members might rather use a different method to present

their course information to the students rather than using the Content

Organizer. Here is a screen shot of how Delbert Dowdy has organized

his online Solar System course content. He has chosen to place content

in the side-bar. He is using Chapters instead of units, weeks, or topics. I

thought you might like to take a look just to see if it might suit your

needs.

You have to create separate pages for your chapters, units, weeks, or topics, but that is not hard

to do.

1. Click on the Add a Page link in the side bar.

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2. Click on the Free-form Content icon.

3. Your Free-form Content page will show up next. Click on the Options link.

4. Rename your page to whatever you want to call it and click the Use this name button.

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5. Click the Back to --- link at the bottom of the page to view your page now. The title Free-

form Content page has now changed to the new name.

6. To add content, just click on the Create Content link.

7. You can type in a header and add text

and images from this page.

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8. Here is a screenshot of one

of Delbert’s chapters. He

has a pictures, links to

videos, and PDFs all in this

one page. He has also

included instructions on

where the student goes to

take the Chapter 1 Test.

Again, this is just another

option you might want to

use instead of the Course

Organizer.

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How to Make Faculty Created Pages Accessible to Students

Pages you create using the Add a page link are not visible in the Student tab. You must make

them accessible.

1. You can take a look at what the student will see when they log into the class by changing

the “Current view: Faculty” to “View as: Students”.

2. If you do not see a page that you have created for the Students,

go back to the “Current view: Faculty” and click on the page

you want to make visible to the students. For demonstration

purposes, I am using the page titled “Practice”.

3. Click on the “Access” link.

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4. Click on the “Students” link that has the – in a red circle and a box appears.

5. Click the green box with the check mark that says “Show this page to Students”.

6. The student will now be able to see the link. If you ever want to hide the link from the

student view, just repeat the above steps and click on the “Hide this page from them”.

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Lesson 3

In this lesson you will:

learn how to add events to the course calendar.

create a course syllabus using the Sample Syllabus Template and upload it to the Syllabus

portlet.

set up your Syllabus portlet.

Adding Events to the Course Calendar

1. When you add assignments, they will automatically be added to your calendar

unless you place a check in the box located to the right of the Due date that says

Hide this assignment from all My Calendar feeds. You can also add events by

clicking on the Add an event link in the Course Calendar portlet in the sidebar.

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2. The Add an event box comes up.

Give the event a name and add a

description if you like. You can also

add a location, start & end date with

times as well as how often the event

occurs. Click the Add event button

when finished.

If you want the event to show up only on

the “End Date”, make the “Start Date” the

same as the “End Date” or it will show up every

day from start to end.

3. When the student clicks on the calendar, he/she will see several different ways they can

view it.

The “Day” view looks like this:

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The “Week” view looks like this:

The “Month” view looks like this:

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The “Event List” tab shows this view:

4. When an event is added to the “Course Calendar”, it also shows up in any other

page that has the calendar listed. Here is what the calendar looks like in my Start

Here page. The calendar will show the current date through the same date of the

next month. All assignments due or events listed will show up for that time period.

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Once a student clicks on a specific assignment, a View event page appears that tells the

student the name of the event; allows the student to view the assignment; and lets

him/her see the start and end dates.

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Creating Your Syllabus

I have tried to create this template to cover the following Quality Matters standards:

Learners are introduced to the purpose and structure of the course. (1.2)

Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and

other forms of communication are clearly stated. (1.3)

Course and/or institutional policies with which the learner is expected to comply are

clearly stated, or a link to current policies is provided. (1.4)

Minimum technology requirements are clearly stated and instructions for use provided.

(1.5)

Prerequisite knowledge in the discipline and/or any required competencies are clearly

stated. (1.6)

Minimum technical skills expected of the learner are clearly stated. (1.7)

The course learning objectives, or course/program competencies, describe outcomes that

are measurable. (2.1)

All learning objectives or competencies are stated clearly and written from the learner’s

perspective. (2.3)

The course grading policy is stated clearly. (3.2)

Specific and descriptive criteria are provided for the evaluation of learners’ work and are

tied to the course grading policy. (3.3)

The distinction between required and optional materials is clearly explained. (4.6)

The instructor’s plan for classroom response time and feedback on assignments is clearly

stated. (5.3)

The requirements for learner interaction are clearly stated. (5.4)

Technologies required in the course are readily obtainable. (6.3)

The course instructions articulate or link to a clear description of the technical support

offered and how to obtain it. (7.1)

Information is provided about the accessibility of all technologies required in the course.

(8.2)

Download the Sample Syllabus Template and create a detailed syllabus for your course. You will

upload it to the Syllabus portlet as a handout at the end of this lesson.

Course Information

Backspace out of the information that has been entered in green and substitute the correct

information for your course. Change the green type to black.

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Instructor Information

Backspace out of the information that has been entered in green and substitute the correct

information for your course. Change the green type to black.

Please do not forget that students might be taking the online course because they cannot

make it to campus for your in-office office hours. You need to stress to them that you are

very available through email and how fast you expect to answer email questions.

Course Description

Enter the TC catalog description along with any pre or co-requisites.

Textbook & Course Materials

This section is pretty much self-explanatory. Please leave the bold print headings.

Computer Requirements

You do not need to change any of this information

Student Learning Outcomes

List the learning outcomes for the course. These should be the ones your division has

developed for the course. They are the broad outcomes for the course as a whole.

Outcomes must be measureable.

Communication between Instructor and Student

Every study ever done shows that there is a tremendous correlation between the amount

of instructor/student communication and the success of the student.

Grading

I have given you a sample of what you might include here. Feel free to reword or

entirely rewrite it.

Be specific in your grading policy.

Make sure to include the grading scale as well has how you plan to assess the students

(types of assignments) and how these assessments are calculated to obtain the semester

grade.

Activities/Assignments

List the different types of assignments and how they will be graded.

Proctored Exams

You should not have to change any of this.

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Class Schedule

The example given is in chart form, but yours does not have to be. There are many

different ways to display this type of information.

Absentee Policy

The information listed here is just an example. Feel free to change it up if you wish, but

try to cover the same topics.

Make-up Policy

Have a specific and clearly written make-up policy. If you do not allow students to make

up missed work, be sure to include a statement stating that.

Academic Dishonesty Policy

Do not change the wording.

Disability Act Statement

Do not change the wording.

Financial Aid

Do not change the wording.

Complaint Process

Do not change the wording.

Netiquette

This is about the best list I have seen. Feel free to change it up though if you have a better

one.

Technical Assistance

Do not change the wording.

Add anything you wish to include in your specific syllabus.

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Working with the Syllabus Portlet

1. Click on the Syllabus portlet in the sidebar.

2. There are two features in the Syllabus portlet (1) Introduction and (2) Syllabus File(s).

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3. Click on the Create Content link under Introduction. You do not have to type in a Header

Text. Type in a message in the text box that tells the students how important it is for them

to read and even print a copy of the syllabus for referral. Click the Save button when

finished.

4. Your introduction shows up. Click on the Syllabus portlet in the sidebar.

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5. Click the Add a Handout link under Syllabus File(s).

6. Type in a Name (HIST 1301 Syllabus) and then click the Choose File button.

7. The MoxieManager will open. If you want the syllabus to be available for other sections

of the same course, you should upload the syllabus to the file that has your name. If you

want it to show only in this particular course, upload it to the file with the name of the

course by it. I am going to upload it to a particular class for demonstration purposes.

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8. Click the Upload Local machine button.

9. Find your syllabus and then click the open button.

10. It will download to the

MoxieManager. Click the

Insert button after it has

downloaded.

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11. The file name now shows up beside the Choose File button. Leave the Set to

Ungrouped and click the Save button at the bottom of the page.

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12. When you go back to the Syllabus portlet, you should see the file listed.

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Lesson 4

In this lesson you will:

determine whether or not you want to use the Point method or the Type (category)

method to calculate student averages at the end of the semester.

complete the basic setup of the Gradebook using the category you decided to use.

The first thing you need to determine is how you come up with the semester average for your

students. The two basic methods covered in this lesson are the Point method and the Type

(category) method.

Point Method

In a points-based system, each assignment, quiz, etc., is given a point value. The final grade is

determined by adding up all the points earned and comparing it to a grading standard. Let’s look

at an example.

An instructor gives 5 quizzes worth 10 points each; a research paper worth 100 points; a class

presentation worth 100 points; 5 forum posts worth 20 points each; a mid-term test worth 100

points; and a final exam worth 200 points.

Grade ranges based on a 10% spread.

Assignment Point Value Student’s Points

Quiz 1 10 7

Quiz 2 10 8

Quiz 3 10 10

Quiz 4 10 10

Quiz 5 10 6

Forum 1 20 18

Forum 2 20 20

Forum 3 20 16

Forum 4 20 12

Forum 5 20 20

Research Paper 100 80

Class Presentation 100 90

Mid-term Test 100 67

Final Exam 200 180

Total 650 544 = B

Letter Total Points

A 585 - 650

B 520 - 584

C 455 – 519

D 390 – 454

F 0 - 389

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Type/Category Method

The Type/Category method means that each category will be given a certain percentage, or

weight, of the students' grades. The assignments within a type/category will be averaged together

to determine the score of that category. (You can set the assignments in a type/category to have

equal or variable weights when creating or editing a category.)

Example:

Grades will be based on a series of short quizzes, four exams, and a writing

assignment. The quizzes combined will be worth 20% of your grade (each quiz has equal

value), a written assignment in two parts will be worth 20% of your grade (10% for each

part), the two in-class music identification exams will be worth 20% of your grade (10%

each), and the two Testing Center exams will be worth 40% (20% each).

Here is what a gradebook

would look like with three

quizzes and the other

assignments completed.

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Instructions for Setting Up the Gradebook Using the Point Method

1. Click on the Gradebook portlet in the sidebar.

2. This is what you should see. Since no students are enrolled in your Master course, you

might see your name listed as a Guest Student. Click No even if you plan on giving

students points for attendance.

3. The box asking if you want your final grade to include an attendance grade will disappear

and will not show up again. Click on Final grade weighting.

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4. I believe the default is set to The Point Method, but if it is not, click on the Change

weighting method link.

5. Choose The Point Method and then click the Back to the Final Grade Weighting

screen.

6. Click on the Gradebook portlet again.

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7. Click on Letter grade ranges.

8. The system is defaulted to the normal 10% range for each letter grade. If you want to

change what is there, you just have to click on the grade cell.

9. Once you click on the cell, the following box appears. Just change the This grade starts

at to what you want it to be and click the Save Button. Do the same for the rest of the

grade letters

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10. You are now through with the Gradebook portlet. You want

to click on the Coursework portlet.

11. Click on Manage Units & Types.

12. You are now going to delete 7 of the 8 types that the Gradebook is defaulted to. It does

not matter which 7, so just start at the top and click the little trash can that is beside the

pencil.

13. All you should have left is the Test type. Click on the pencil.

14. Change the Type name to Assignments and click the Edit Type button.

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15. Even though you are not using the Type method to determine semester averages, you can

group your assignments by listing the different types of assignments as units. Open your

Coursework portlet again and click on Manage Units & Types.

16. There is only a Unit 1 in the Name box under the Units section. You might want to have

different types of assignments grouped together in the gradebook even though you are

using the Point method to calculate semester averages. Both you and the students can see

a “cleaner” gradebook if you use the names of the Units and change them to the types of

assignments you will be using in your course.

17. Decide what names you want to call the different types of assignments in your course.

For demonstration purposes, I am going to use Daily Quizzes, Homework, Unit Tests,

and Final Exam. Click on the folder with a pencil on it in the Edit/Delete column.

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18. Change the Unit name to an assignment type and click the Save changes button.

19. I will now add more units by clicking the Add a Unit link and continue the process until I

am finished.

20. This is what I have when finished adding the different types of assignments.

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21. Now when I go to add assignments (we will cover that in another lesson) I can choose

what type of assignment it is in the Unit drop-down box.

You should now have your gradebook set up for the Point Method of calculating semester

averages.

Instructions for Setting Up the Gradebook Using the Type/Category Method

1. Click on the Gradebook portlet in the sidebar.

2. This is what you should

see. Since no students are

enrolled in your Master

course, you will see your

name listed as a Guest

Student. Click No even if

you plan on giving students

points for attendance.

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3. The box asking if you want your final grade to include an attendance grade will disappear

and will not show up again. Click on Final grade weighting.

4. The grade weighting is defaulted to The Point Method. Click the Change weighting

method link.

5. Choose The Type

Method and then

click the Back to

the Final Grade

Weighting screen link after you see the

weighting method

change to the Type

Method.

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6. Your current weighting method has been changed to The Type Method.

7. Click on the Coursework link and then the Manage Units & Types icon.

8. If you are subdividing your course into Units, Topics, or Weeks, you need to add them

next. Click on the yellow folder with the pencil on it in the Edit/Delete column under

the Units section.

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9. You want to make sure that the first listing in this box is what you want. It is defaulted to

Unit 1. You can change the name or add to it by deleting Unit 1 or maybe just adding a

title to go with it. After you have the title the way you want it, click on the Save

Changes button at the bottom.

10. To add additional units, topics, or weeks, click the Add a Unit link.

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11. Type in your Unit name and click the Add Unit button.

12. Continue the process of adding units until you have all of your units, topics, or weeks

entered.

13. You now need to determine how many different types of Assignment categories you are

going to use. The system is defaulted to show 8 Types. You can delete or add to the

number. You can also change the name of the types. To delete, just click on the icon of

the trash can. To change the name of a type, click on the pencil.

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14. Here is an example of four Assignment Types I will use for demonstration purposes.

15. You will not be asked to enter the percentage you want each Assignment Type to count

towards a final average until you have entered at least one assignment for each category.

If you want to go ahead and set up a “place-holder” assignment in each type in order to

go ahead and set percentages now, here is how to do that.

a. Click on Coursework.

b. Click on Add an Assignment.

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c. Choose The Basic format.

d. Type in a name for one of your types of assignments. Choose the Unit the

Assignment will fall under. There are two drop-down boxes beside Type. Leave

the first set to Required. Change the second to the type of assignment. Choose a

due date (the end of the semester). Leave the Open radio button on Later. Leave

Graded alone, but you must put how many points the assignment is worth in the

Points box. Click the Save your new assignment button at the bottom.

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e. Here is what my Coursework page looks like once I have added one assignment to

each type.

f. The students will not see these assignments because I left the radio button

checked to Later when I created the assignments. You can go back and delete the

“place-holder” assignments once you have entered a real assignment in that

particular category.

g. Now you can add the percentages for each Assignment Type. Click on the

Gradebook portlet.

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h. You will now see a yellow box titled Items with Missing Weights. Click on any

one of the types listed.

i. You can now type in the percentages for each Type. Click Save Changes when

finished.

You have now completed the basic set up of the Gradebook using the Type/Category

Method.

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Lesson 5

In this lesson you will:

learn how to take a test that has been written in Word or a text file (Aiken format) and

convert it using a Blackboard Test Generator so it can be imported as a test in eLearning.

take a zip file that has been created in a Blackboard Test Generator and import it as a test

in your course.

I have created the following 4 question test in both Word and Notepad. The notepad version is

how we created tests in the Aiken format when importing into a Moodle test.

Test in Word

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The Same Test in the Aiken Format using Notepad

1. If you are using the Word format, place an asterisk in front of the letter for the correct

answer. Leave only one line between questions.

2. If you are using the Notepad (Aiken) format, number the question and place an asterisk in

front of the letter for the correct answer. Delete the ANSWER: A. Leave only one line

between questions.

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3. Here is what you should end up with no matter which of the formats you are using:

4. Once you have your entire test in this format (either in Word or Notepad), go to

http://lyceum.algonquincollege.com/quizgenerator/. This is a free Blackboard Test Generator

provided by Algonquin College. There are many other BB test generators out there, but this

one allows you to see mistakes if you happen to make any in your text document.

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5. This is what the test generator looks like:

(1) Type in a name for your test/quiz.

(2) Choose the type of question you are entering from this drop-down box.

(3) Copy and paste your finished Aiken or Word formatted test in this space.

(4) Click the “Generate Test Questions” button

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6. If you have made a mistake, the page will let you know by highlighting the question with the

formatting problem in Pink. I intentionally did not put an asterisk in front of the correct

answer for #2.

7. If you hover over the question with your mouse, it will tell you what the mistake was.

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8. Once you have corrected any mistakes, click the “Generate Test Questions” button again and

if everything is correct, all of your questions should be shaded a light green color.

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9. Click the “Download Question Pool” button.

10. Choose “Save File” and click OK.

11. Your file has been saved to your “Downloads” folder on your computer.

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You are now ready to load the test/quiz into your Jenzabar class.

(1) Log into myTC and click your Faculty Tab.

(2) Open the class you want to import the test to in the Jenzabar LMS.

(3) My sample below is from an Economics class. If you do not have a Course

Content Import link in the light blue box on the left, click on the

link and then the “Course Content Import” link.

(4) You now have a Course Content Import link in the light blue box with a grey

box in the white page to the left.

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(5) Click on the Choose File button and a window will open that will allow you to

navigate to your Blackboard zip file that has your test questions in it. Choose the

zip file and you will see that the “No file chosen” will be changed to the name of

the zip file. Then click the “Upload” button.

(6) The file will be uploaded with

the name 1 Unmapped Item

#1. Click on the Manage

Content link.

(7) Put a check mark in the box in front of

Unmapped Item #1.

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(8) Go to the bottom of the page and click the down arrow to select a Page in the

Integrate Content Into: section. Choose the name of the course that ends in

“Coursework”.

(9) Click the down arrow in the Portlet box and choose Coursework and then click

on the Process button.

(10) The next box that appears looks like this:

(11) Click on the drop-down arrow and choose the correct Type/Category the quiz

would go under.

(12) Click the OK button.

(13) After the content loads you will get the following box. I do not think it matters if

you click Yes or No.

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(14) Go back to your Coursework link and you will see the Unmapped Item #1 listed

as an assignment.

(15) Click on the edit icon on the far right.

(16) Under Step One: General Assignment Information, change the name from

Unmapped Item #1 to whatever you want to name the test or quiz. Be sure to

choose the correct Type/Category the test or quiz falls under. Enter the due

date/time. Click the On radio button under Open and choose a date and time you

wish to open the test on.

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(17) Step Two:

a. Test review: click the drop-down arrow to choose when you would like

the students to be able to see a review of their test/quiz. You can choose

when students are able to see the correct answers as well.

b. Time limit: enter the number of Minutes, Hours, or Days to limit how long

the students may take their test.

c. Pagination: Choose how many questions the students will see at a time.

d. Section Order: Check this box if you have your test/quiz divided into

sections such as multiple choice, true/false, fill-in-the-blank, etc. and want

to shuffle the sections so each student gets them in differing orders.

e. Lock out: Check this box if you do not want the students leaving the test

and returning again at a later time to finish it.

f. Extra credit: Check this box if you want extra credit to allow a better than

100 grade, otherwise extra credit will raise scores to a maximum of 100%.

g. Security:

i. Password: Enter a password if you want to. At this time we do not

have the option of limiting test to specific IP addresses.

ii. Lockdown browser: there are two check boxes. One is to require

the student to use the Jenzabar Lockdown Browser for the test and

the other when they are reviewing a test. If you use the lockdown

browser, you must let the students know that they have to

download the browser on their computer in order to take the test. If

they are taking the test in the TC Testing Center, it has already

been downloaded on the computer.

h. Retakes: set the number of times a student can take the test as well as how

long they must wait before retaking the test. There is also a box that lets

you decide how to select a grade if the student takes the test more than

once. Be sure to put a check mark in the box in front of the “Show in-

progress grade updates” so the student can see the grade on the attempt in

order to decide if they want to retake the test or not.

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(18) Step Three: Instructions & Files

a. Allows you to insert an introduction to the assignment if you wish in the

Description box

b. Allows for you to insert specific instructions for your test/quiz.

(19) Click the “Save your assignment” button when finished.

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(20) You are then directed

back to the Coursework

page. Click on the name

of the test/quiz.

(21) Click on Go to the Test Builder.

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(22) Once the Test Builder

appears, you need to type

in how many points you

want each question to

count. You might want to

give more credit for some

questions than others. If

you want to view the

question you can click on

the question (Q) number.

The questions should be in

the same order as you

created them. You also see

the time limit and opening

and closing dates for the

test at the top.

(23) Click the “Save” button at the bottom right.

(24) You can now:

a. Edit the question

b. Add images or equations

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c. Add a point value if you have not already done so

d. Use the question for extra credit

e. Edit answers

f. Randomize answers

g. Give partial credit

h. Limit selections

i. Step 3 allows you to provide feedback, save and view the next question,

save and return to Test Builder, or to delete the question.

j. Once you have completed all of your editing, click on the “Save and return

to Test Builder” button.

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k. Ckick on the “Save” button at the bottom right of the Test Builder page.

25. You can preview the test by clicking on the “Preview this test” button.

You have now finished adding the test.

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Lesson 6

In this lesson you will:

create a test using the test builder located within the Jenzabar eLearning Platform.

How to Create a Test within Jenzabar

1. Click on the Coursework link.

2. Choose Add an Assignment.

3. Choose The Online Test format.

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4. Step One: General Assignment Information

a. Give the test or quiz a name

b. Choose the Type of assignment category the test or quiz will fall under

c. Assign a due date. You can also set the time of day as well as show the date in the course

calendar

d. The Open category lets you set a date on which the test or quiz will open as well as show

the time of day you want the test to become visible to the student. You can choose to

display the quiz to the students before it is opened. This does not let them take the test or

quiz, it just shows them the name of the test or quiz.

e. You are able to show the grade to the student as soon as the grade is available or click the

drop-down arrow and choose as soon as the grade is available and the due date is past.

If you would like to show the class average to the students, just check the “Show the class

average to all students” box.

5. Step two: Online Assignment Options

a. Test review: Leave defaults or set as you wish

b. If you want to put a time limit on the test, this is where you put it. Type the number of

minutes, hours, or days in the blank box and then use the down arrow to choose minutes,

hours, or days.

c. Pagination is where you can choose how many [sections (multiple choice, true/false,

etc.), questions (one or five per page), or none (all on one page)] you want to show on a

page before a student has to click to go to the next question. It is suggested that you

choose either the one or five. If it is a long test or quiz, and you choose to show a lot of

questions per page, the system might time out before the student gets finished.

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d. The rest of the choices in Step Two are pretty much self-explanatory. Jenzabar does not,

at this time, allow you to restrict test taking to a specific group of IP addresses (Testing

Center). You can only Password protect the quiz and let the Testing Center know the

specific password.

e. You need to put a check mark in this box if you allow students to take the test more than

once, otherwise they will not be able to see their grades after an attempt.

6. Step 3: Instructions & Files

a. The first box is a Description box: The description is an (optional) concise introduction to

the assignment. It is shown in the students' assignment list, so it shouldn't be long. The

description is shown at all times that the assignment is visible.

b. The second box is an Instructions box: The instructions are an (optional) description of

what your expectations are for the assignment and how your students should complete it.

The instructions are only shown when the assignment is open and able to be worked on.

c. There is also a link that allows you to add information you might want a

student to read before taking the test or quiz.

7. Click the Save your assignment button when finished.

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8. You are now on the screen (referred to as the test builder) that will let you add questions.

You can also see the time limit for the test if you set one as well as the open and close dates

for the test. Click on the link.

9. Step One: Write the Question

a. Just start with the #1 and label the questions consecutively

b. Type in the Question

c. Add a point value. I usually just put a 1 in here. By doing that I can increase the value of

some questions if I want to by putting a 2 or higher number in for the question. You can

also put a check mark in the “make this question extra credit” if you only want this

question to count as extra credit.

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10. Step Two: Design the Answer(s)

a. Answer type: You have several choices to choose from. I

am just going with the default Multiple Choice.

b. Here is where you type in the different choices for the student. Place a check mark in

front of the correct answer. You can also offer feedback for each answer if you wish. You

also have the option of “All of the above” or “None of the above” for an answer.

c. You also have the option of randomizing options for each student, offering partial credit,

and limiting selections. Yu can to see what it will look like if you

wish.

11. Step Three: Automatic Feedback – This section has three different feedback sections for

you to fill in if you wish to give feedback when students (a) answer the question regardless of

their response, (b) answer with the correct response, or (c) answer with an incorrect response.

This step is not required. Click the “Save and add another” if you want to continue adding

questions. When finished click “Save and return to Test Builder”.

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12. You should see you question listed by the number you entered as a label. If you want to edit a

particular question, just click on its label #. You also see the type of each question as well as

the point value given each. You also have the options of Editing your points for each

question and Managing the questions.

13. There is no Save button in the Test Builder. The test was saved at the point you clicked

“Save and return to Test Builder” after your last question. If you go back to the Gradebook

and click on View the full Gradebook, you should be able to see the test or quiz you

created.

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Lesson 7

In this lesson you will:

create a test in Jenzabar eLearning by importing it from a publisher’s test bank.

You should open your publisher’s test bank generator and create a test. The example I am using

is a sample test I have created in ExamView (Cengage). Once you have the test created, follow

the steps below. These steps should work for most test banks.

1. Click on File. Scroll down to Export and then choose the most current version of Blackboard.

2. Type in a name for your test and then

click Save.

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3. Most test banks will have a screen that comes up asking you to input information about the

test. I have used ExamView as a sample. Choose the location you want to save the file to. I

have chosen to save to my desktop.

4. Type any information that is requested and click OK.

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5. Your file will be saved as a zip file to the location you indicated in #3. Here is mine on my

desktop.

You are Now Ready to Import the Test into Your Course.

1. Log into myTC and click your Faculty Tab.

2. Open the class you want to import the test to in the Jenzabar LMS.

3. If you do not have a Course Content Import link in the light blue box on the left, click

on the link and then the Course Content Import link.

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4. You now have a Course Content Import link in the light blue box with a grey box in the

white page to the left.

5. Click on the Choose File button and a window will open that will allow you to navigate

to your Blackboard zip file that has your test questions in it. Choose the zip file and you

will see that the No file chosen will be changed to the name of the zip file. Then click the

Upload button.

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6. The file will be uploaded with the name 1 Unmapped Item #1. Click on the Manage

Content link.

7. Put a check mark in the box in front of

Unmapped Item #1.

8. Go to the bottom of the page and click the down arrow to select a Page in the Integrate

Content Into: section. Choose the name of the course that ends in Coursework.

9. Click the down arrow in the Portlet box and choose Coursework and then click on the

Process button.

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10. The next box that appears looks like

this:

11. Click on the drop-down arrow and

choose the correct Type/Category

the quiz would go under.

12. You will not need to change the unit since we have used the course name for its title and

have no other units.

13. Click the OK button.

14. After the content loads you will get the following box. I do not think it matters if you

click Yes or No.

15. Go back to your Coursework link and you will see the Unmapped Item #1 listed as an

assignment.

16. Click on the edit icon on the far right.

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17. Under Step One: General Assignment Information, change the name from Unmapped

Item #1 to whatever you want to name the test or quiz. Be sure to choose the correct

Type/Category the test or quiz falls under. Enter the due date/time. Click the On radio

button under Open and choose a date and time you wish to open the test on.

18. Step Two:

a. Test review: click the drop-down arrow to choose when you would like the

students to be able to see a review of their test/quiz. You can choose when

students are able to see the correct answers as well.

b. Time limit: enter the number of Minutes, Hours, or Days to limit how long the

students may take their test.

c. Pagination: Choose how many questions the students will see at a time.

d. Section Order: Check this box if you have your test/quiz divided into sections

such as multiple choice, true/false, fill-in-the-blank, etc. and want to shuffle the

sections so each student gets them in differing orders.

e. Lock out: Check this box if you do not want the students leaving the test and

returning again at a later time to finish it.

f. Extra credit: Check this box if you want extra credit to allow a better than 100

grade, otherwise extra credit will raise scores to a maximum of 100%.

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g. Security:

i. Password: Enter a password if you want to. At this time we do not have

the option of limiting test to specific IP addresses.

i. Lockdown browser: there are two check boxes. One is to require

the student to use the Jenzabar Lockdown Browser for the test and

the other when they are reviewing a test. If you use the lockdown

browser, you must let the students know that they have to

download the browser on their computer in order to take the test. If

they are taking the test in the TC Testing Center, it has already

been downloaded on the computer.

h. Retakes: set the number of times a student can take the test as well as how long

they must wait before retaking the test. There is also a box that lets you decide

how to select a grade if the student takes the test more than once. Be sure to put a

check mark in the box in front of the “Show in-progress grade updates” so the

student can see the grade on the attempt in order to decide if they want to retake

the test or not.

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19. Step Three: Instructions & Files

a. Allows you to insert an introduction to the assignment if you wish in the

Description box

b. Allows for you to insert specific instructions for your test/quiz.

20. Click the “Save your assignment” button when finished.

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Lesson 8

In this lesson you will learn how to:

create a bank of questions for which you only want students to get a certain number at

random on the test (ex. 50 question test bank that you want each student to get 25 of the

questions at random from the bank).

view test analysis.

manually change a student’s test grade.

view a student’s individual test questions and answers.

allow a student to retake a test.

delete an assignment from the gradebook.

Creating a test with a bank of questions of which you only want students to

get a certain number at random on the test. (ex. 50 question test bank that

you want each student to get 25 of the questions at random from the bank)

1. Once you have completed the process of adding a test to your course, click

on the Coursework link.

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2. Click on the tab beside the Imported Section bar.

3. Rename the Section, add Instructions and choose Pool under Type.

4. Once you click on Pool

you will be asked to enter

the number of questions

you want to be included

on the test, and the point

value for each question.

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5. Set a time limit for the section. Notice that this time limit is only applied to the questions

in this section. If you have only one section in your test, this will be the overall time limit

you have for the test. If you have multiple sections, your section time limits should add up

to the overall time limit for your test. You also have the option of making the section of

questions count as extra credit if you wish. Click the “Save this section” button when

completed.

You have finished and can now preview the test just to make sure it is acting like you want it to.

Viewing Test Analysis

1. Click on “Coursework” in the sidebar.

2. Click on the name of the quiz, test, or exam you created online.

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3. Click on the tab.

4. Choose .

5. The default takes you to this page. It is set to the Grid View for the Full Details section.

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6. If you click on the Question by Question under Full Details section you see this:

About Test Analysis

Test Analysis is a feature that provides data on all graded online assignments that three or more

students have completed. This feature is useful if you want to assess the effectiveness of an

assignment and each of its questions, or if you want to see which parts of the curriculum students

struggled with.

Test Analysis provides the following:

A snapshot of students’ performance on the assignment.

A summary of the relative difficulty of the assignment and each of its questions.

An assessment of whether each question adequately distinguished between students who

understood the material and those who did not.

Analysis -- using parameters that you set -- about whether a question was too hard or too

easy.

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Analysis of multiple-choice questions, including a look at the efficacy of the incorrect

options within multiple-choice answer sets.

Key Terms

This section defines key terms that you’ll need to know in order to configure Test Analysis and

understand the data the system generates.

Performance Groups

Performance groups are categories that classify students as high, low, or midrange performers.

Essentially, these groups are intended to represent those students who understood the material,

those who didn’t, and those who are in between.

The size of each performance group is a percentage of the total class size, and it is configurable.

So, for example, if the high-performers group is defined as 10 percent, and 100 students

complete the assignment, the high-performers group consists of the 10 students who did the best.

You manually define the size of the high- and low-performers groups using the Performance

Groups tab. If you configure these two groups so that together they contain less than 100 percent

of the entire class, the system creates and automatically determines the size of a middle-

performers group. These size definitions are used throughout the course context -- not on an

assignment-by-assignment basis.

The default sizes are:

High: 25%

Middle: 50%

Low: 25%

Difficulty Rating

The difficulty rating is a number between 0 and 1 that reflects the percentage of students who

answered the question incorrectly. The higher the difficulty rating, the harder the question was.

You can configure the system to display a warning if any question is too easy (using the Low

Difficulty Warning field) or too difficult (using the High Difficulty Warning field).

Discrimination Index

The discrimination index is a number between -1 and 1 that tells you how effective a question

was at distinguishing between high and low performers. The closer the number is to 1, the better

the question was at making this distinction.

The discrimination index is the difference between the percentage of high performers who got a

question right and the percentage of low performers who got it right. A negative discrimination

index is problematic because it means that more low performers than high performers answered

correctly.

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Distractor performance

A distractor is an incorrect option in a multiple-choice answer set. The percentage of students

who choose a particular distractor is its distractor performance.

Ideally, you want a question’s distractors to be chosen with equal, or close-to-equal, frequency.

For this reason, you can configure the system to warn you if there is a large disparity among the

distractor performances for the various incorrect options.

For example, suppose you set the Poor Distractor Performance Warning to 20 percent. In this

case, if 20 percent of students choose the first distractor, and 40 percent choose another

distractor, the system will display a warning.

Manually Changing a Student’s Grade

1. Click on “Gradebook” in the sidebar.

2. Click on the student’s

name.

3. Click on the assignment.

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4. Click “Add a bonus”.

5. Type in the number of points you want to increase the grade by and click the “Save”

button.

The score is updated.

Allowing Individual Students to Retake a Test

1. Click on the “Coursework” link in the sidebar.

2. Click on the name of the Assignment.

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3. Click on the name of the student.

4. In this instance Harold has not taken the test yet. Here is where you can

a. Give an individual student more time than others (ADA students) by clicking on

the “Personal time limit” link.

b. Close the assignment for this specific student.

c. Grant this student a retake.

d. View the student’s detailed history for this specific assignment.

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Viewing a Student’s Test

There might be times you would want to look at a specific students’ test. To do this:

1. Click on the “Coursework” link in the sidebar.

2. Click on the name of the Assignment.

3. Click on the Student’s

name.

4. At the bottom of the page you will see a section that lists the questions the student had. If

they were allowed to take the test more than once, that will be visible also.

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If you click the “Expand question and response” link, you will be able to see the entire

question with its answers.

Deleting an Assignment in the Gradebook

1. Go to your Faculty tab in myTC and open up the class you want to work on in the Jenzabar

LMS.

2. Go to the Coursework link.

3. Click on the Edit icon to the far right of the assignment name.

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4. Click on the link at the bottom right of the page.

5. Click the OK button if you are sure you want to

delete the assignment.

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Lesson 9

In this lesson you will learn how to:

create an assignment using the Basic format.

create an assignment using the File Upload format.

How to Create an Assignment using “The Basic Format”

1. Click on Coursework.

2. Click on .

3. Choose The Basic Format.

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4. This format is actually a place holder in the Gradebook for you to manually enter a

grade for an assignment you have students complete and then manually grade.

5. Step One: General Assignment Information

a. Give the assignment a name

b. Choose the Type of assignment category the assignment will fall under

c. Assign a due date. You can also set the time of day as well as show the date in the

course calendar

d. Choose Now in the Open section

e. You are able to show the grade to the student as soon as the grade is available or

click the drop-down arrow and choose as soon as the grade is available and the

due date is past. If you would like to show the class average to the students, just

check the Show the class average to all students box.

You can skip steps 2 and 3 and simply click the Save your new assignment button.

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Creating an Assignment using the “File Upload” Format

1. Click on Coursework .

2. Click

3. Choose The File Upload

format

4. Step One: General Assignment Information

a. Give the test or quiz a name

b. Choose the Type of assignment category the assignment will fall under

c. Assign a due date. You can also set the time of day as well as show the date in the

course calendar

d. The Open category lets you set a date on which the assignment will open as well

as show the time of day you want the test to become visible to the student. You

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can choose to display the quiz to the students before it is opened. This does not let

them complete the assignment, it just shows them the name of it.

e. You are able to show the grade to the student as soon as the grade is available or

click the drop-down arrow and choose “as soon as the grade is available and the

due date is past”. If you would like to show the class average to the students, just

check the “Show the class average to all students” box.

5. Step Two: Uploaded Assignment Options

a. Determine the number of files required to complete the assignment

b. Determine the number of files to accept from each student for the assignment

6. Step 3: Instructions & Files

a. The first box is a Description box: The description is an (optional) concise

introduction to the assignment. It is shown in the students' assignment list, so it

shouldn't be long. The description is shown at all times that the assignment is

visible.

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b. The second box is an Instructions box: The instructions are an (optional)

description of what your expectations are for the assignment and how your

students should complete it. The instructions are only shown when the assignment

is open and able to be worked on.

c. There is also a link that allows you to add information you might

want a student to read before taking the test or quiz.

7. Click the Save your assignment button when finished.

8. When the student clicks on his/her

Coursework link, there will be a list of

assignments for him/her to choose from.

In this example I saved the assignment as

“Class Project 1”.

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9. The student clicks on the title and a

page opens that will allow them to

upload the file.

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Lesson 10

In this lesson you will learn how to:

create a post in the News and Announcements portlet.

create a non-graded forum.

create a graded forum.

use the forum portlet to communicate with an individual or group in order to keep a

record of the communication saved within the course.

Adding a Post in “News and Announcements”

1. Click on News and Announcements.

2. Click .

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3. Under the Content tab, type in a Headline and then the announcement or news you wish

to convey.

4. Click on the Options tab.

a. Place a check mark in the Enable Comments mark if you want the viewers to be

able to post comments to your message.

b. Place a check mark in the “Include your name as the author” if you wish.

c. Under “Show To”, the easiest thing to do is place a check mark in the “All Users

in (name of class) box.

d. Start: You can display immediately or include a date for the post to begin

displaying.

e. End: Choose “Keep in Archive”, or include a date to delete the message.

f. Cross Post: You can choose other classes for the post to display in.

g. You can preview your post by clicking the “Preview” button.

h. Click the Save button.

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5. Here is the student view when completed.

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Adding a Forum that is Not to be Graded

1. Click on the Discussion Forum link in the light blue sidebar.

2. This is what you see the first time you land on the Discussion Forum page:

a. A “Search” box

b. A box with several items that allow you to do specific things to a post

c. A box that lists recent posts

d. The bottom table will list the Category and Forum Topic. The page has a default

Open Discussion topic already populated in the General category.

e. At the very bottom is a legend of what the differing colored folders mean.

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3. You may use the General Category and Open Discussion topic if you wish, or you can

change the name to another category or topic. You do this by clicking on the Edit

Forum icon found in box “b” above. The edit page is shown below.

a. Place a check mark in this box if you want to allow student to post to some topics

anonymously. Students must be told which forum you wish them to post

anonymously in because they must put a check mark in a “Post Anonymously”

box when they post their response. You must put a check in the “Allow users to

post messages anonymously” box and the student will always get the option box

in all forums.

b. You can “Add a Category” if you wish by clicking on this link .

c. You are able to edit the “General” title to this category or completely delete the

“General” category.

d. To add a new post, just click on the icon. Once you do that, you

will be taken to the “Adding a Topic” page.

(a) Topic Name: Type in the title of your forum

(b) Topic Description: Type in the body of your forum

(c) Activation: Choose your Start and End dates and times

(d) New Content: Choose whether you want to students to be able to add Posts

and replies, add Posts only, or Reply only to your post.

(e) Access: Choose whether you want to make the post available to all users and

guests or restrict access. If you want to restrict access, you will be given a list to

choose who you want to see the forum.

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(f) Restrictions: Make your choice. If you do not want students to change their

posts once they have submitted it, be sure to check the “Don’t allow changes” box

(g) Moderation: Make your choice

(h) Click the Save Topic button.

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4. In the screenshot below, I have added a forum that I have restricted so that students only

can post to the question. This is a sample enrollment verification activity that I only

included two questions in.

Here is what the student sees when he/she is about to post:

5. After a student has posted, you will see

the changes when you go back to the

“Discussion Forum” link in the sidebar.

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6. Here is what you see when you are looking at a single student’s response:

**Important Note: When you add a forum through the “Discussion Forum” link in the

sidebar, it does NOT put the forum in the “Coursework” or “Gradebook” portlets. If you

want to add a forum to be graded (you have to hand grade and enter grades manually) you

need to “Add an Assignment” in the “Coursework” portlet and choose the “Forum”

format.

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Adding a Forum to be Graded Through the “Coursework” Portlet

You must create the forum within the “Discussion Forum” portlet as well as in the Coursework

portlet

1. Click on Coursework in the sidebar.

2. Choose .

3. Choose The Forum Format.

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4. Step One: General Assignment Information - This information is the same as it is for any

of your assignments.

a. Name: Type in the forum name

b. Unit: Choose the Unit/Week in the drop-down box the forum correlates to.

c. Type: In the first box choose from Required, Extra Credit, or Optional. In the

second box choose the Category you want the forum to correlate to.

d. Post due date: (Optional)

e. Due Date: Choose your date. Notice that the time is set for PM. Be sure to change

that if need be. Place a check in the box if you want to show the due date in the

course calendar.

f. Open: Choose from Now, Later, or On.

g. Grading: If you are grading the assignment for a point value, leave this box at

“Graded”. In the Points box, include the total number of points the assignment is

worth.

h. Show Grade: You have two choices (1) As soon as grade is available or (2) As

soon as grade is available, and due date has passed. You can choose to show the

class average to all students if you wish by checking the box in front of the

statement.

i. Which discussion topic do you want to grade student work in?: Choose the

Category and Forum topic from their corresponding drop-down boxes.

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5. Step 2: Forums Assignment Options

a. Settings for the Open Discussion discussion topic: You have 4 options you can

choose from here.

b. Specific requirements for this assignment: You can choose whether you want the

student to make at least one post as well as set a minimum word length for the

post. You can also set the number of replies you wish the student to make.

6. Step 3: Instructions and files

a. Description: The description is an (optional) concise introduction to the

assignment. It is shown in the students' assignment list, so it shouldn't be long.

The description is shown at all times that the assignment is visible.

b. Instructions: The instructions are an (optional) description of what your

expectations are for the assignment and how your students should complete it.

The instructions are only shown when the assignment is open and able to be

worked on. This is where you type in your forum question.

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c. You can also add files if you wish by clicking the link. If you

choose to add a file, the Upload a File box appears. Click the Choose File button

and you will be taken to the MoxieManager. Choose a file from the ones listed,

or upload a new file and choose it by clicking the Insert button.

The Upload a File box reappears. Type in a

label and description for the file if you

wish. Click the Add File button.

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7. You are now back to the page where you are creating your forum. Click the Save your

new assignment button.

8. You are now back to your Coursework page and you can see the forum listed.

9. To grade the Forum, click on the name and a page appears that lists Student Results. A

list of your students comes up.

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10. Click on the student’s name and you will see this page.

When you click on the forum name, you will see the student’s post.

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I suggest that you keep a list of the students’ names and pencil in a grade you wish to

give each student. You can then go back to the Gradebook and enter grades manually.

You can also go back to Coursework; click on the name of the discussion; add a grade

manually.

Communication with Students

This section is for faculty members who wish to communicate with students through the

eLearning LMS and not strictly through email. eLearning does not have a messaging system like

Moodle does, so this is a work-around that enables the instructor and student to communicate

within eLearning Forums privately.

1. Click on the Discussion Forum link in the sidebar.

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2. Click on the link.

3.Click on the link.

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4. a. Give the category the name “Communication between Professor and Student(s).”

b. Type in a “Category Description” something similar to: This is where you can ask

questions about the course or an individual assignment. Please read the questions and

answers in this forum before you post a question. Someone else might have already

posted the same question and received an answer. This should save you some time.

c. Leave the Topic Ordering Method and Pruning alone.

d. Access: Choose “Restricted access – available only to:” and put a check in both

Faculty and Students boxes. Click the “Save Category” button when finished.

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5. You now need to add a forum for students to communicate with you through. Click on

the link under the Communication between Instructor and Student

category.

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6. a. Topic Name: use “Ask the Professor”

b. Topic Description: use “To send me a message, just click on the “Add a Post” button,

type in a subject, and then type your message in the box. You can preview your post

before you Submit it if you wish. Don’t forget to submit it after previewing.”

c. Activation: Leave Start and End at “No end date”.

d. New Content: Leave at “Posts and replies”.

e. Access: Choose “Restricted access – available only to:” and put a check in both

Faculty and Students boxes.

f. Restrictions: Click the “Private” radio button and put a check in the “Don’t allow

changes” box.

g. Click the “Save Topic” button.

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7. This is what the students will see under the Discussion Forum link.

The topic is Private, so the students will not see any questions or comments posted by

other students, nor will they be able to see replies you have sent to others.

8. When a student asks a question, it will show up in the Communication between

Instructor and Student category to the right of the Send a Message to the Professor

topic.

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9. Click on the discussion sent by the student and you will see the question sent. To reply,

just click on the button in the top right corner.

Type in your reply and click the Submit button at the bottom.

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10. This is what the students receive on their end:

You have just set up a topic in the Discussion Forum that allows students to ask questions that

will not be seen by anyone other than the student and you. You now need to set up a forum that

allows you to send private messages to individual students.

1. Click on the Discussion Forum link in the sidebar.

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2. Click on the link.

3. You now need to add a forum for that will allow you to send a message to individual

students. Click on the link under the Communication between Instructor

and Student category.

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4. a. Topic Name: type in a topic

b. Topic Description: type in your message to the student(s)

c. Activation: set a Start and End date

d. New Content: leave at “Posts and replies”

e. Access: Choose “Restricted access – available only to:” When you do this, a box will

appear that has two heads at the top left and the link “Add Individual Users”. Click that

link. A box entitled “All Users” appears. You can use the search function to select the

student(s) you wish to send a message to. Click the “Add” button to send the name to the

“Selected Users” side. Click the “OK” button when finished choosing names.

f. Restrictions: Choose “Private” and put a check mark in the “Don’t allow changes” box

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g. Click the “Save Topic” button.

Your message has been

sent as a “Private

Topic” under the

“Communication

between Instructor and

Student” category.

As long as you do not delete any of the posts, they will be available for reference if

you need them.

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Lesson 11

In this lesson you will learn how to:

Embed a video in your course.

Embed audio in your course.

Add a picture to a page in your course.

Adding Video to Your Course

Jenzabar does not provide hosting of video within the eLearning LMS. If you want to make your

own video, you must have it hosted on a third-party server such as YouTube. If you are linking

to video that has already been created, all you have to do is enter an embed code.

If you do not have a YouTube account, please watch this short video on how to create one.

Embedding a Video from YouTube

1. Go to the video you

want to use for your

class and click on the

Share link.

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2. Click on the Embed

link.

3. An Embed code will appear in a box below the word Embed. Make sure you highlight all

of the code (Control A), right-click your mouse and copy (Control C).

You are now ready to add the embed code into your class. You will need to go to your class page

and create a Free-form Content page that will hold your videos. Each Free-form Content page

can hold up to ten links to videos. If you have more than ten, you can create another page in the

same manner as the first.

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4. Go to your class page and click on the link in the side bar.

5. Choose “Free-form Content”.

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6. Change the name of the

page to “Videos”, or

whatever you would

like. Click on the

link.

7. Rename the page and click the “Use this name” button.

8. Go back to your class page by clicking on the “bread crumb”.

9. Click on the “Videos” link in the sidebar.

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10. Click on “Create Content”.

11. Place a check mark in the box in front of “Display a header for this element with the

following text” and type in the name of your video in the “Header Text” box.

12. Click on the located in the Text editor.

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13. Paste the embed code from

YouTube in the “Source code”

box that appears and then click

.

14. Sometimes nothing will show up

in the Text box, and at other

times a grey box will appear. Just

click the Save button at the

bottom.

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15. Your video will appear in the Video page. To add another video, or to edit/delete this

one, click on the link.

16. Choose , and repeat steps 11 through 14 above.

If you want to add video from a repository such as Films on Demand, find the embed code and

follow steps 10 through 14 above.

Always let the student know where to find the videos when constructing your Course Organizer

information about the unit, topic, or week you are wanting them to view it in.

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Adding a Video in the Course Organizer

If you have just one or two videos for your unit, topic, or week, you can include them in the

section below the Lesson Number and Course Calendar.

1. Click on the Course Organizer in the sidebar.

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2. Choose the unit, topic, or week you want to add the video to by clicking on the drop-

down box and clicking on the one you are adding the video to.

3. Click on the Edit this content link.

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4. Click on the icon in the text editor and you will see the source code for what you

have already typed. Do not delete any of it. Place your cursor at the end of the last entry

and press enter on your keyboard. Copy the embed code for your video and paste it in

that spot.

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5. Click the OK button and the text editor will have placed a grey box where the video will

be placed. Click the Save button.

6. You now have the video inserted and students just have to click the play button to view.

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Inserting a Voice Recording in Your Course

Some faculty members have recorded their in-class lectures and find it helpful for students if

they put them in their course for students to go back to listen to, or for initial listening by online

students. There are also many great audio sources available online. I found one of FDR’s

fireside chats and downloaded it to my computer as an mp3 file to use as an example for this

lesson.

You can add audio files anywhere in your course that a portlet allows you to insert a file. I am

going to upload FDR’s chat below the video of the Turtle video above.

1. Once you have saved your mp3 file to your computer or flash drive, upload it to the

MoxieManager.

2. I now open the lesson 9 in the Course Organizer.

3. I click on Edit this content and scroll to the bottom of the text editing box and put a space

between where I want the recording to go and the last think I had entered.

4. I type a note explaining what the audio file is about.

5. Click on the Insert File icon.

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6. Click on the mp3 file and then the Insert button.

7. The link will appear in the text box. Click the Save button.

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Here is the student view of my Lesson 9 with a video and mp3 file included.

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Adding a Picture to a Page

You can add a picture to any page you are working in that enables you to add text. The

Insert/Edit image icon looks like this . You must save your image to your computer and

upload it to the MoxieManager before you can use it in your course.

1. Click on the Insert/edit image icon .

2. The Insert/edit image box will appear. Click on the Camera icon and the

MoxieManager will appear.

3. Choose your image file and click Insert.

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4. Type in an Image description and then click the OK button.

5. Your picture is inserted. You can resize it if you would like. Click Save when finished.

6. The picture is now visible in your page.

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Lesson 12

In this lesson you will:

add features to the syllabus portlet that provide

o privacy policies for external tools (QM 6.5).

o links to academic support services (QM 7.3).

o links to student services and resources (QM 7.4).

add content that explains the purpose of the unit, topic, or weeks activities as well as its

connection to the overall course objectives (QM 2.1,2,3,4,5; 3.4; 4.1,2,3,5,6; 5.1,2).

familiarize yourself with the Usage Statistics link.

Save the document titled Policies & Links for Syllabus Portlet to your desktop and have it open

in the background before you open your course page.

Adding Privacy Policies/Links to Academic Support Services/Links to Student

Services and Resources to the Syllabus Portlet

1. Click on the Syllabus portlet.

2. Click on Options.

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3. Click on Add a new feature to this page.

4. Choose Free-form content.

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5. Click on Free-form content.

6. Rename the Feature to Privacy Policies for External Tools and click the Use this name

button.

7. Click back on your Syllabus page.

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8. There is a feature added to the page titled Privacy Policies for External Tools. Click on

Create Content.

9. Do not type in a Header Test. Type Privacy Policies in the Text box and make it bold.

Find the document “Policies & Links for Syllabus Portlet” you have open in the

background. Copy the text and hyperlinks for the policies and paste them below the

words Privacy Policy in the Text box. Click Save when done.

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10. Repeat Steps one through nine and add “Links to Academic Support Services” and

“Links to Student Services and Resources”. When finished your Syllabus portlet will

look similar to this.

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Adding Content to the Unit in Detail Section of the Course Organizer

As you create coursework for your units, topics, or weeks in the course organizer, you need to

include some information in the Unit in Detail section for each. There is a Module Template

located under the Resources section of this lesson. It is just a sample of one possible structure for

communicating expectations to student for each learning unit (set of lessons). Feel free to use it

or design one for your specific course. Go ahead and create a Word document with the template

or one you have designed to have ready to copy and paste.

1. Open the Course Organizer.

2. Click Edit this content.

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3. You can copy and paste the module information from your word document to the Text

editor. Click the save button when finished.

4. Your Course Organizer page will look similar to this.

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Viewing Usage Statistics for Students

Usage Statistics are a way of viewing the activity by a particular student on the Course web page.

It is similar to the Activity Reports if you have used Moodle.

1. Click on the Usage Statistics link in the sidebar.

2. Click on Activity by

Visitor.

3. Click on a student’s name.

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4. A page comes up showing the pages the student has viewed as well as how many times

they have viewed that page and the date and time of the last viewing. There is also a box

at the top right-hand side with the student’s name and a link to view the student’s activity

history. Click that link.

5. Activity is listed by calendar date. To view a specific date, just click on the date.

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6. You will see all of the pages/portlets the student viewed that day along with the time of

day the page was visited.

These views do not show specific time spent on a particular test. If you want to see that

information, here is how.

1. Click on the Coursework portlet in the sidebar.

2. Click on the Test/Quiz name.

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3. Click on the student’s name.

4. Click on View (student) detailed history for this assignment.

5. A detailed assignment history will appear.

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I logged in as a student and answered a couple of questions in a ten question quiz. After a time,

the screed told me I had lost contact with the server (I intentionally left the test open without

doing anything).

When I logged back in as the instructor and looked at the assignment history for that student, it

showed me when the quiz opened, when the student started the test and then nothing after that.

If the student had done nothing else, the test would have been submitted for grading and the

student would have received a grade based on what was automatically saved by the system.

Here is what I see when a student has gone over the time limit for a test. This particular test had a

time limit of ten minutes.

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If a student clicks the Save Progress button as they finish each question and the time limit runs

out or the test deadline hits, this is what I see.

The test was graded. The one question the student did not answer was # 10. It was counted

wrong with a notation that the student did not answer the question.

I think it would be best to limit the questions on a page to one and let the students know they

should click the Save Progress button after answering each question. The student will be able to

go back to questions and change their answers if they wish as long as the deadline has not passed

on the time limit for the test expired.

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Lesson 13

In this lesson you will:

learn how to mark Attendance.

learn what to do when the Attendance module shows Cancelled for a particular

date.

learn how to Copy from one course to another (Master to Semester course).

learn how to Install and use the eLearning Locked Browser.

The Attendance Module

Documenting Attendance when students are enrolled in distance education courses

In a distance education context, documenting that a student has logged into an online class is not

sufficient, by itself, to demonstrate academic attendance by the student. A school must

demonstrate that a student participated in class or was otherwise engaged in an academically

related activity, such as by contributing to an online discussion or initiating contact with a faculty

member to ask a course-related question.

Examples of acceptable evidence of academic attendance and attendance at an academically-

related activity in a distance education program include:

student submission of an academic assignment,

student submission of an exam,

documented student participation in an interactive tutorial or computer-assisted

instruction,

a posting by the student showing the student’s participation in an online study group that

is assigned by the institution,

a posting by the student in a discussion forum showing the student’s participation in an

online discussion about academic matters, and

an e-mail from the student or other documentation showing that the student initiated

contact with a faculty member to ask a question about the academic subject studied in the

course.

Academically related activities do not include activities where a student may be present but not

academically engaged, such as:

living in institutional housing;

participating in the school’s meal plan;

logging into an online class without active participation; or

participating in academic counseling or advisement.

Your face-to-face classes have your attendance dates already pre-populated, however you need

to set up a day of the week that you want to take attendance on for your online classes. You

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should mark attendance at least once a week on the same day of the week. This information

should be conveyed to the student in your syllabus.

While students should be free to participate in online courses at times that are convenient for

them, the course should have a framework of guidelines and deadlines so that is it is possible to

measure engagement throughout the course.

1. Click on the Attendance portlet in the sidebar.

2. Choose Add a Session.

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3. Click on the day of the week you plan on entering attendance and the following page

appears.

4. You do not need to do anything to the Start, End, Minutes, or Notes section. Just click on the

Save button. For this example, I used a Sunday for the attendance taking day. I would just go

through the rest of the semester and pick whatever dates fell on Sunday of each week and

repeat steps 2 and 3 above. If you notice the time for the Start and End was set at 12:00 AM.

If you wanted to give the students to the end of the day, you should change the End time to

11:55 PM.

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5. Go back to the Attendance portlet and click on the date you want to enter attendance for and

you will see a list of all your students with Present beside their names. If someone was

absent, all you have to do is click the drop-down arrow and choose from the list. Most of the

time your choice should be Unexcused Absence. Be sure to click the Save button at the

bottom of the page.

What to do When the Attendance Module shows Cancelled for a Particular

Date

This will probably not happen for your online courses that you have entered the attendance dates

for, but it does happen for face-to-face classes on occasion.

For some reason, the attendance module puts cancelled in on some dates. No clue as to why. All

you have to do to change it is to click on the Manage Sessions link

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and pick the date that has Cancelled beside it and click on the down arrow and change it to As

Scheduled

This should solve the problem.

Copying from One Course to Another

Using the Copy Courses to transfer information from one class to another only allows copying of

the “grading method, i.e. Point Method or Percentage Method), the name of your assignments,

and whether or not you chose to include attendance when you set up the course. It DOES NOT

copy grades or attendance for individual students.

1. Click on Copy Courses in the Quick Links block

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Step 1

2. Select the term the class you want to copy from is in.

3. Select the course you want to

copy

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Step 2 4. Choose the course you want the information transferred to

Step 3

5. The “Everything” button is the default selection in step 3. Change that to “Selected

Course Content”

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6. Next, click the “Overwrite” button on the right and then put a check mark in the

Coursework, Gradebook, and Attendance box. You will not be able to check the

Coursework, Gradebook, Attendance box until you choose the Overwrite function. Click

the copy button when finished.

7. You will now see a “Are you sure?” box. If

the course you are copying to is currently in

progress, you will need to put a check mark

in the box in front of the course and then

click the “Continue” button.

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8. An arrow will spin for a little bit and then the following should come up to let you know

that your materials were copied successfully. If you are finished copying course

materials, just click the “I’m finished copying course materials for now” link.

9. You will be taken back to your myTC home page.

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Installing and using the eLearning Locked Browser

The eLearning Locked Browser is a secure browser that faculty members may require for certain

online tests in their course. It prevents you from printing, copying, navigating to another URL, or

accessing other applications during a test. If a test requires that the eLearning Locked Browser

be used, you will not be able to take the test within a standard web browser.

The eLearning Locked Browser should only be used for taking and, in some cases, reviewing

tests. It should not be used in other areas of the course.

In this document:

Setting up the eLearning Locked Browser

Using the eLearning Locked Browser

Problems

Setting up the eLearning Locked Browser

This section describes how to install the eLearning Locked Browser and confirm that the

installation was successful.

Installing the browser If your computer does not already have the eLearning Locked Browser installed, use

these steps to install it. If you are not sure whether the browser is installed, refer to

“Making sure the browser is properly installed” on page 3.

These steps assume that you have access to an online test that will require the use of the

eLearning Locked Browser – because you will download the browser installer from the

details screen for the test.

Windows systems

Use these steps to install the eLearning Locked Browser on a Windows system.

Note that prior to installing the eLearning Locked Browser, you must have installed

Internet Explorer and dismissed the initial setup screens that display the first time Internet

Explorer is launched.

To download and install the eLearning Locked Browser on a Windows system:

1. Confirm that Internet Explorer is installed and configured:

a. Start Internet Explorer.

b. If the browser prompts you to complete any setup steps, complete them.

2. Navigate to the course section that includes the test requiring the eLearning

Locked Browser. Open the assignment details screen. This screen should include

links to installers for both the Mac and PC.

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3. Select the link labeled Download the Browser (PC).

The system prompts you to open or save the installation .zip file.

4. Save the file to your PC.

5. Navigate to the location where you saved the file and open it. Note that the .zip file

contains an executable file.

6. Double-click the executable file and follow the prompts to install the program.

Macintosh systems

To install the eLearning Locked Browser on a Mackintosh system, you must have OSC

10.4 or later, and your computer must have a minimum of 512K RAM. You also must

have a valid version of Safari.

To download and install the eLearning Locked Browser on a Macintosh system:

1. Confirm that Safari is installed:

a. Start Safari.

b. If the browser prompts you to complete any setup steps, complete them.

2. Navigate to the course section that includes the test requiring the eLearning Locked

Browser. Open the assignment details screen. This screen should include links to

installers for both the Mac and PC.

3. Select the link labeled Download the browser (Mac).

The system prompts you to open or save the installation .zip file.

4. Save the file.

5. Navigate to the location where you saved the file and open it. Note that the .zip

file contains a .pkg file.

6. Double-click the .pkg file and follow the prompts to install the program. Note that

you may be prompted to enter your user name and password.

When the browser is installed, the browser launches to confirm that it is working.

7. Close the eLearning Locked Browser confirmation screen and the installer.

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Making sure the browser is properly installed

At times, you may want to check to make sure the browser is successfully installed on

your computer. You may also want to do this if you just attempted to install it, or if you

are uncertain whether it is already installed.

Note that you can complete these steps only if you have access to a test that is set up to

require use of the eLearning Locked Browser.

To test that the browser is installed correctly:

1. If you are running programs such as e-mail or instant messaging applications, close

these programs.

2. Using your regular browser, navigate to your course, and then to the assignment

details screen of the test you want to take or review.

3. Select the link labeled Open the locked browser confirmation page. The system

may present a dialog asking whether it is OK to open the locked browser program on

your computer. If you see this, click Allow.

Assuming everything has been done correctly, the browser opens and displays a

message stating that the browser is properly installed and configured.

4. Click the link labeled Close the browser and return to the assignment screen.

Using the eLearning Locked Browser

The eLearning Locked Browser is used only for taking a test and, in some cases, to

review your work on a completed test. Note that the Locked Browser might be required

for some tests but not others – this choice is made by your instructor when the test is

created.

To take or review a test using the eLearning Locked Browser:

1. If you are running any programs such as an e-mail or instant-messaging application,

close these applications.

2. Using your regular browser, navigate to your course, then to the assignment details

screen of the test you want to take or review.

3. On the assignment screen, click the link that allows you to take or review the test.

4. The system opens a new screen that includes a link that lets you open the locked

browser.

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5. Click the link labeled Launch the locked browser and begin the test (or the link for

reviewing the test).

6. The system may present a dialog asking whether it is OK to open the locked browser

program on your computer. If you see this, click Allow.

7. If you are prompted to close a blocked program, click Yes.

Once you have started taking a test using the eLearning Locked Browser, you can

only exit via the Exit link in the top right or by submitting the test using the button on

the last page. If you exit the test, you may not be able to return to the test.

Problems?

The most important troubleshooting tip is to ensure that your computer has a working

version of Internet Explorer (on Windows) or Safari (on Mac). These are required even if

you generally access the course using a different browser, such as Firefox or Chrome. If

you encounter a problem launching the locked browser, try the following:

1. Ensure that Internet Explorer (for Windows) or Safari (for Mac) is installed on the

computer.

2. Once you have made sure that IE or Safari is installed, open it and navigate to your

course.

3. Make sure that you have responded to any configuration prompts presented by IE or

Safari, and that the browser works properly.

If you are attempting to take the test in a computer lab, you may need to have a computer

lab administrator install the eLearning Locked Browser for you. If possible, visit the lab

before the start of the test to ensure that the browser is installed or to get help installing it.

If you have other problems downloading, installing, or taking a test with the eLearning

Locked Browser, contact your instructor or IT department.

Legal Disclaimer

© 2011, Jenzabar, Inc. All rights reserved. This document is confidential and contains

proprietary information. The use of this document is subject to the license agreement that

governs usage of the associated software. No part of this document may be photocopied,

reproduced, stored in a retrieval system, transmitted in any form or by any means, or

translated into another language without the prior written consent of Jenzabar. This

document may contain errors, omissions, or typographical errors and does not represent

any commitment or guarantee by Jenzabar. The information herein is subject to change

with or without notice. Jenzabar disclaims any liability from the use of information

herein. Please refer to the most current product release notes for updated information.

Jenzabar® and eLearning® are registered trademarks of Jenzabar, Inc. Jenzabar’s

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Internet Campus Solution, ERA, and the Jenzabar logo are trademarks of Jenzabar, Inc.

The trademarks, service marks, registered marks, logos, and images of third parties used

in the document are the intellectual property of their respective owners. All other product

and company names referenced in this document not owned by Jenzabar are used for

identification purposes only and may be trademarks of their respective owners.

FatCow™ icons are owned by FatCow and used pursuant to the Creative Commons

Attribution 3.0 License available at http://www.fatcow.com/free-icons/index.bml.

Copyright for selected material: © Respondus Inc. Used with Permission.

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Appendix A

Group Work

Many of our Core courses have a Teamwork objective tied to them. To set up groups to be able

to work on projects together, you want to use the Forum portlet in the eLearning LMS. You are

able to set up a particular forum so that only specific students can see and respond back to it.

1. Click on the Discussion Forum portlet in the side-bar.

2. Click on Edit Forum.

3. Click Add a Category.

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4. Name the category something like Group Work or Teamwork. Whatever works for you and

your students so you can keep these forums separate from the others in your class. You can

also type in a description for the category if you wish.

5. You now have a separate category listed in your Discussion Forum page.

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You are now ready to create a forum for each of the groups you want to have in your course.

1. Click on Add a Topic under the Group Work category.

2. Fill in the Topic Name. Use a name that will distinguish this group from other groups in the

class. You should post whatever instructions you have for the group in the Topic

Description box.

3. Choose beside the Access section.

4. Once you do that a box comes up and you want to click on the Add Individual Users link

beside the icon that looks like two heads.

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5. The page that comes up now has a list of all the Jenzabar users on campus. Type in the last

and first name of a student you want in this group. Click on the student’s name and then the

Add button in the middle of the box and that user will be added to the Selected Users side of

the page. Continue typing in last and first names of the students you want to add to this group

until you have all students you want in the group in the Selected Users side and then click

OK.

6. Choose the type of restriction you want to use. Use Post-first if you want the students to

have to post before they can see any other posts.

7. In most cases you will most likely want to leave the Moderation at the default. Be sure to

click the Save Topic button when finished.

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8. Repeat steps 1 through 7 to add additional groups. Only the students in the group will see the

post you have designated for their group. You will be able to see all group forums.

9. Don’t forget to add the forum to the Coursework portlet as an assignment under The Forum

format if you are giving a grade.

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Appendix B

Using Rubrics to Evaluate

Written Work Students need to know how instructors assign grades on essay exams, term papers, or lab write-ups for the

assessment exercises to be useful learning experiences. Instructors must be able to explain how they arrived at

the grade they have assigned to a piece of written work in order to avoid concerns about capricious grading.

The use of a grading rubric by instructors addresses both of these demands.

A grading rubric is nothing more than an instructor's explicit statement of his or her expectations for student

responses at various levels of achievement. How does an “A” lab report differ from a “B” or a “C” report?

What does a “B-“ paper have that a “C+” paper doesn’t? When developing grading rubrics, you must think

through each expectation and identify clear and observable elements of content, style, and quality that can be

recognized in student responses. It’s generally good practice for instructors to distribute the grading rubric

along with the written assignment so as to make their expectations clear and to inform students of the grading

process. Although some criticize the sharing of a rubric as “giving the answer away” to the students, actually it

is simply helping the students know what you expect. After all, students are not mind readers.

Analytic and holistic rubrics The two types of grading rubrics, analytic and holistic, both require you to specify those elements that are

expected to be present in a response of superior quality. Using an analytic rubric, instructors assign a score for

each element and then compile these scores into a single grade. Using a holistic rubric, you still have a list of

key elements that must be present in the work and you still must be able to describe varying levels of

achievement, but ultimately you assign a single grade or score based on your overall impression of the quality

of the student response in meeting those predetermined criteria.

ANALYTIC RUBRIC

When you create an analytic rubric to grade written work, you can vary the maximum number of points for

each element. This is helpful when you are grading for several features but you don't want, for example,

grammar to count as much as content. To create an analytic rubric you need to do the following:

1. List all of the elements on which the written responses will be evaluated.

2. Decide the maximum number of points to give each element.

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3. Write descriptions for each point range for each element of the writing.

4. Determine the number of total points for different grades (e.g., 45 out of a total of 50 points represents

an “A” response, 40-44 points is a “B” response, etc.).

For example, you decide to grade essay responses on the following elements and assign differing point

totals for each (in parentheses):

Clearly stated thesis sentence (5 points)

Expression and organization of ideas (15)

Use of appropriate supporting examples (12)

Grammar (5)

Spelling (3)

Effective closing paragraph (5)

You then write a description for each point range for each element of the writing. For example, to define a

“clearly stated thesis statement,” perhaps you decide to assign the following:

5 points: clearly stated thesis sentence, point of view is maintained throughout essay

4 points: stated thesis sentence but it is not maintained throughout essay

3 points: the main idea is implicit in the writing but never made explicit

2 points: the main idea needs to be guessed at

1 point: there is no thesis sentence to guide reader; student jumps into topic

0 points: student made no effort to complete task

If you cannot figure out enough appropriate descriptors, you may need to change your point scale. For an

element with very few points, you might assign two points if 75 percent or more of the words are spelled

correctly, one point if between 50 and 74 percent of the words are spelled correctly, and zero points if less than

half of the words are spelled correctly.

For a category with many points, you can create a range like this:

15 points: unambiguous expression of ideas, smooth-flowing organization and coherence

12 points: clear expression of ideas, basically good organization and coherence

9 points: good expression of ideas, occasional lack of organization and coherence interrupt essay

6 points: broadly stated ideas, poor organization and some incoherence leave reader confused and

struggling but still with a sense of the gist of the essay

3 points: ideas are not clear, organization is muddled, coherence is lacking throughout

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0 points: student made no effort to complete task

Obviously, when using the above scoring method you cannot give a score of 11 or a score of 5. If a student

achieves a 9, it means the student has not demonstrated enough ability to achieve a 12. To finish this example,

a student would be given a total essay score of 45 (out of 50 points) if they received: 5 points for (a), 12 for

(b), 4 for (c), 15 for (d), 4 for (e), and 5 for (f).

HOLISTIC RUBRIC

One familiar holistic rubric is the five-point scale of A, B, C, D, and F. Most holistic scales do not have more

than 10 points because it becomes difficult to differentiate among the levels. If you have never created a

holistic scale before, try beginning with only five levels where the lowest score (e.g., a zero or a F) indicates a

lack of achievement and the highest score (e.g., a 4 or an A) indicates exceptional achievement. Note that the

lowest score does not necessarily mean that the student literally knows nothing. Rather, it means that the

student failed to reach even your minimum expectations for the task.

To create a holistic scoring rubric you need to do the following:

Decide your range of grades or scores (e.g., A-F, 0-4).

List all of the elements on which the written responses will be evaluated.

Write a description of each element for each score level. Each score range indicates varying levels

of expertise.

For example, if you decide to grade essay questions on the basis of organization, use of transition markers,

effectiveness in conveying one's meaning, use of vocabulary, and mechanics (spelling, grammar) you will need

a description of each of these elements. The grading of the organization element may look something like the

following:

A: Contains clear introduction, development of ideas, and conclusion.

B: There is some logic but parts are not fully developed.

C: It is extremely simple or disorganized.

D: It is disjointed, rambling.

F: It is unclear.

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Descriptions need to be developed for all elements so grades can be calculated for each. Often, students'

overall grades are calculated by taking the “eyeball average” of all of the element grades. Thus, the overall

grade is the one that best describes the student's work as a whole. It becomes a bit of a juggling act when a

student is strong on one element but weak on another. For example, if a student is great with ideas but poor in

organizing them, you still must choose just one grade that best reflects your evaluation of the response as a

whole. The decision is subjective, and in this case you will most likely choose a rating in-between the two

scores. This level of subjectivity is the hallmark of holistic rubrics; by more precisely specifying how the

overall grade should be determined by the scores on the individual elements, one changes a holistic rubric to an

analytic one.

Choosing between holistic and analytic rubrics Choose to use a holistic rubric if your time for grading is quite limited, if students will not receive back their

papers (e.g., a final term paper) and thus detailed feedback is unnecessary, or if the written assignment is

intended to assess creativity.

Choose to use an analytic rubric if the purpose of the assignment is to assess specific aspects of the content that

you have been teaching, to elicit specific features of an approach to writing or solving problems, or to give

students diagnostic feedback on their performance.

You can read more about using grading rubrics, or what Walvoord and Johnson call “Primary Trait Analyses”

in their book Effective Grading (1998, Chapter 5).

Resources

Stevens, D. D., & Levi, A. J. (2004). Introduction to Rubrics. Sterling, VA: Stylus.

Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San

Francisco: Jossey-Bass.

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Creating a Rubric

If you plan on using a rubric to grade an assignment, you should create a hard copy before

attempting to create it within the Coursework portlet in eLearning. You should also create some

instructions explaining how you will use the rubric to grade the assignment. Below is a sample

copy of a rubric created to grade a simple discussion forum.

Online Discussion Forum Grading Rubric

General Expectations: I expect you to participate in all of the discussion forums in this course. Each post should include an academic answer to the question posed in the forum. Feel free to respond to other posts in the forum. Remember, others might have differing views from yours. Always be respectful of one another’s ideas even if you disagree. Grading Rubric: All the discussions are worth 20 points. I will be looking for your post to include 5 items:

Focus

Specificity

Support

Thoughtfulness

Use of language Each item has a full point value of 4 (5 x 4 = 20). Grading participation in a discussion is always subjective but I try my best. Here is what I look for: 1. Focus: The student’s comments make vividly clear references to the specific question in the forum. 2. Specificity: The student’s comments include specific details. 3. Support: The student’s comments are well supported and documented. 4. Thoughtfulness: The student’s comments are articulate and show a high level of thought. 5. Use of Language: The student’s writing is well organized, unified and error-free. You can earn 1, 3, or 4 points for each of the 5 items listed in the rubric. Of course you get zero points if you fail to post by the due date.

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Setting Up a Rubric in the Jenzabar eLearning LMS

You are able to use a rubric for grading purposes in three of the four assignment types in

eLearning: The File Upload format, The Forum format, and The Basic format. Rubrics are

created in the same manner for all three formats. I will use the Basic format for demonstration

purposes.

1. Open your Coursework portlet.

Discussion Forum

Rubric

20 possible points

Above Standards

4 points

Meets Standards

3 points

Below Standards

1 points

Fail to Post

0 points

Focus (4 points) Comments make vividly clear references to specific prompts

Comments make some reference to prompts

Comments make no reference to prompts

Student failed to post

Specificity (4 points) Majority of comments include specific details

Some comments include specific details

No comments include specific details

Student failed to post

Support (4 points) Comments are well supported and documented

Comments are somewhat well supported

Comments are not supported

Student failed to post

Thoughtfulness (4

points)

Comments are articulate and show a high level of thought

Comments show some thought

Comments show no thought

Student failed to post

Use of Language (4

points

Writing is well organized, unified and error-free

Writing is somewhat organized and unified, with some errors

Writing is not organized or unified; errors impair communication

Student Failed to post

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2. Choose Add an Assignment.

3. Choose the type of Assignment you

want to create. I will choose The

Basic format.

4. You would fill out step one just as you

would for a normal assignment, with

the exception that in the Grading box

you will choose Graded (Rubric).

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5. Once you choose Graded (Rubric), a section shows up titled Set up your rubric. This is

where you will create your rubric.

6. Give your rubric a name. As you type in the name, it will also appear in the shaded area of

the rubric.

7. If you would like to include a description of the rubric, click Include a description and enter

the description in the text editor that displays.

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Now is the time to create your rubric. You will want to have the hard copy of the rubric you

created handy.

1. Notice that the default rubric has five columns across the top with points assigned to each

column. These points will affect how the points are distributed within the rubric. We will

discuss these later. You also have a section on the left of the rubric where you can add

criteria that you will be grading in the rubric. You can also set the number of points you

want each criteria to count. My rubric will have 5 criteria worth 4 points each for a

maximum grade of 20 for the forum post. I type in the name of the criterion. I will not

use a description for my criteria, but will change the point value from the default of 5 to

4. Once I do that, I will click the Save button.

2. I will continue adding the criteria until finished. This is what the rubric looks like when I

finish adding the criteria.

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3. Now I will change the column titles across the top. I only want to use 4 columns, so I

will delete one by clicking in the cell and then clicking on the Delete this score link.

You will be asked if you are sure you want to delete.

4. I now have 4 columns across the top, but I want to rename them. I click in the cell, and

delete the current name and add the one I want. For the moment, I am going to leave the

point value alone (5). My rubric now looks like this:

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5. Notice that the cells below each column have a number of points assigned to them.

6. My criteria in the far left column has the maximum number of points a student can

receive. Here is where I will show my ignorance of math. The number of points awarded

each column to the right of the criteria is calculated ac ording to the number of points

assigned to the column title. If I award the student a Above Standards, Meets Standards,

Below Standards, or Fail to Post, those points are calculated based on what the column

title points are set at.

7. I can set my column points by clicking in the cell and changing the point value.

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8. I changed the point values in the top row to 4, 3, 2, and 0. That changes the point falues

to the right of each criteria. Again, I do not know how the system calculates these points,

so I just played around with the point totals in the column titles until I was happy with the

points for each criteria.

9. Now I want to add my written grading standards in each of the cell to the right of the

criteria (what am I looking for when assigning points). I click in the specific cell and then

copy and paste from my copy of the rubric I saved on my computer.

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10. When finished my rubric looks like this:

11. I finish filling out all of the information for the assignment and save it.

12. Once the student has posted his/her forum and you are ready to

grade it, click on the Gradebook portlet.

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13. Click on the student’s name.

14. Click on the assignment.

15. To read the student’s post, scroll down to

the Summary section below the rubric. If

you click on the name of the forum,

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16. the student’s post will show up.

17. You can grade the post by choosing an appropriate score for each criterion within the

rubric and clicking on it. As you go to the next criterion, points will be added to the

grade. The cell you chose for each criterion grade will be highlighted in yellow with the

total score located at the top of the rubric.

18. If you change your mind on a criterion, just check the new cell and the grade will

recalculate. There is not a Save button. Just go back to the gradebook and the grade

should be entered for the student.

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19. To grade another student’s forum just click on the Previous or Next arrows at the bottom.

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The File Cabinet Activating Your File Cabinet

1. Go to myTC and open your Faculty tab.

2. Click on the My Pages / My File Cabinet under Links in the right column of the page.

3. When the next page comes up, just click on the Next Step (Pages) arrow.

4. Click on the Next Step (Portlets) arrow.

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5. Click on the Next Step (Finishing Up) arrow.

6. Click on the To My Pages arrow.

7. You now have a Personal Page that has the File Cabinet portlet in the side bar.

Setting up Your File Cabinet

8. The File Cabinet comes up and has nothing in it.

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9. You have five tabs that you can put items in that can be accessed when you are in one of

your class pages.

10. Each of the tabs has a link. For organizational purposes, you want to

create a folder for each of your classes. Click on the link.

11. Type in the course # and click the Save button.

12. Repeat until you have one folder for each of your courses. You need to click on the next

folder (Bookmarks) and add folders in the same manner. Repeat the process for Handouts

and Readings. Do not worry about Course Cartridges at this time.

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Uploading an Assignment from your Coursework Portlet to the File Manager

13. Once you have created your assignment, click on the name of the Assignment (This

works with all four types of assignments.)

14. Click on the down arrow by More and you will see that there are several choices to

choose from. Choose Save to your File Cabinet.

15. Be sure you read and understand the Enable assignment linking option if you leave it

checked. If you are not sure, uncheck it and click the Save Button

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16. Click OK in the box that says the assignment has been saved to your file cabinet.

Adding Handouts to the File Cabinet

17. You must first load your handout (pdf, PowerPoint, word document, etc.) in your

MoxieManager. We now have a MoxieManager link at the top of each portlet page. Click

on it.

18. Make sure you are in the folder with your name beside it (it should be defaulted to come

up to that page). Click on the name of the course you want to upload files to.

19. Click on the Upload tab.

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20. Choose the file you want to upload and click the Open button at the bottom. Repeat until

you have uploaded all the files you want to load at this time. You can create more files

and upload in the same manner at a later time.

21. Go back to your Faculty tab.

22. Click on My Pages / My File Cabinet Under the Links section to the right.

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23. Click on the File Cabinet portlet.

24. Click on the Handouts tab.

25. Choose the course you want to add the handout to.

26. Click the Upload Files to File Cabinet link.

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27. Type in the name of the handout and then click the Choose File button.

28. The MoxieManager shows up. Click on the name of the class that has files you want to

upload to the File Manager.

29. Click on the name of the file you want to upload (absences).

30. The file name shows up beside the Choose File button. You do not have to type in a

Description. Click the Save button if you are finished, or the Save and Add Another

button if you want to add more files.

31. All files in the File Cabinet will be available for you to import into any of your classes.

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Uploading Bookmarks (web links) to the File Cabinet

32. Open your File Cabinet and click on the Bookmarks tab.

33. Click on the course you want to add a web link to.

34. Click Add a Bookmark.

35. Type in a Label (title) and the URL of the site you are linking to. Type in a description if

you like. Click the Save or Save and Add Another button at the bottom. Repeat until

finished. You can always add more Bookmarks later if you wish.