In PowerPoint, go to the Insert tab on the ribbon. On the right-hand side in the section called Media, there is a Video button. Use the drop-down menu to pick Online Video.
A pop-up window will appear (it is very slow to appear) and you may chose the location of your video such as YouTube or From a Video Embed code from any other site. (Embed codes are usually found in the “Share” option of most online video repositories.) Type the title and hit enter to search (again, it is very slow – be patient).
Select the icon that matches the video you want to embed. Then select Insert.
In order to view the video, you should be in SlideShow or Presentation mode.
When presenting, you must have internet access for the video to play.
Select the video image, then you may chose options for how the video plays in your presentation by adjusting the settings in this Playback menu:
Here are some tips to help you organize the MyCourses list on Blackboard.
On the “My Grand View” opening Blackboard page – in the upper right corner of your My Course list, there should be a small settings/gear symbol. Click on that icon. You will go to a list where you can organize your courses by checking “Group by Term”. These can be reordered to have the most recent at the top or unchecked so they no longer show on your My Courses list. To reorder the terms, use the double headed arrow on the left side of the term group and drag to the final location. If you scroll down lower on the page you may reorder or uncheck any courses you no longer wish to show on your homepage of Blackboard.
To promote student learning, one of the most effective–but also most difficult and intimidating–things we can do as teachers is to give students more power. We know students learn best when they construct their own learning, build their own knowledge. But much of our intellectual upbringing, particularly in graduate school, centered around the notion of professor-as-authority. It’s a hard habit to break; we’re conditioned to appeal to authority in our fields and our own scholarship (“so-and-so’s argument has decisively refuted this notion“), and many of us were taught in a similar manner–mostly via lecture. When I began my own teaching career, I had no pedagogical training beyond an abandoned secondary-ed minor in undergrad and a three-hour TA orientation in which one of the panelists literally dozed off during the discussion. So I decided to teach as I was taught, and spent hours and hours crafting lectures on US and Latin American history that resembled nothing so much as carpet-bombing my classes with content. Sure, I had a vague notion that discussions were “good,” and that maybe I ought to have them in my classes, but I had no idea how to effectively do so; any success I had with discussions early in my career was due to student forebearance and luck more than any skill on my part. Within a couple years, I knew I had exhausted any potential for meaningful learning in my limited set of pedagogical tools.
My problem was that, in considering my own education, I had conflated “teaching” with “what happened inside the classroom.” In reality, though, we all know that learning can–indeed, should–occur throughout the college experience, both in and out of the classroom, on and off campus. The most powerful learning experience I had, bar none, was researching and writing my doctoral dissertation. I was living 1100 miles away from my home institution and advisor, so a lot of the process was even more autonomous than it usually is in History (which is pretty damn lonely to begin with, really). I was immersed in the research and writing process, occasionally checking in with my advisor and sending off chapter drafts, but I built that damn thing–all 440 pages of it–and learned an enormous array of content, skills, and habits of mind in the process.
So why, instead of framing this sort of experience for my students, was I doing all the heavy lifting for them? If I learned best by doing–and that’s true for dissertations, figuring out software, installing a dryer in my basement–then why wasn’t I allowing my students to do more? Why was I handing them everything in pre-packaged nuggets rather than allowing them to explore, try, fail, try again, and build their knowledge? That was a powerful realization, and has shaped my approach to teaching ever since–and the effects have been transformative.
This, as I later learned, is what the ed-psych folks call constructivism: knowledge is constructed. Learners have to build their own knowledge, often by such techniques as relating new material to prior knowledge and constructing the meaningful connections through their own cognitive efforts. It’s active learning. It’s what we know works, and what so much of our teaching culture is here at Grand View. And it’s the key to making teaching and learning transformative, something a student experiences personally, not vicariously.
To enable this construction of knowledge, we need to allow for the construction to occur in the first place. Do our courses, assignments, and activities give the space for students to explore ideas and approaches critically for themselves? Or are we merely dispensing pre-fabricated chunks of content? And, just as critically, how do we balance space to explore with the structure and support to help our students find their way and not flail about aimlessly? Constructivism is more than just telling students to go out, find stuff, build something, and check in at midterms. It’s creating an environment where that construction unfolds (and this looks different for various levels and disciplinary content, to be sure). It’s supporting and empowering students, not abandoning them. It’s helping them build intentionally and mindfully, but with allowance for serendipity and unforeseen connections, too. More than anything, though, it’s creating a culture of ownership in our classrooms, where we allow students the opportunities to own their learning, own the content, and own their own growth. And to do that, we have to give up some of our ownership.
This week’s links provide further discussion of these ideas: knowledge creation, constructivism, student agency and ownership, and our roles in creating places for them to occur. Enjoy!
What do we mean by “student agency” in the first place? Why not see how a student views that concept for themselves? Andrew Rikard, a junior at Davidson, wrote a thoughtful post that allows us to do just that. “Student agency is not something that you give or take,” he tells us. Wise words.
Theory and philosophy are important, but what does all this look like, specifically? How do we build opportunities for our students to become the agents of their own learning? What kind of active learning opportunities are out there? One of our own colleagues, Michael LaGier in Biology, published a piece in a recent issue of Faculty Focus in which he tells us how he’s incorporated student survey and instant feedback into his classes–without the cumbersome clicker systems which had bedeviled us in the past. And an intriguing suggestion comes from Emily Suzanne Clark on the Religion in American History blog, where she describes the “unessay,” an assignment with all sorts of possibilities for opening up space for students to explore content creatively.
Hopefully we’ve spurred some thinking on ways in which we can continue to promote active, engaged, and constructive experiences for our students. We’d be happy to follow up or delve deeper into any of this with you; feel free to contact us in CETL and we can begin the collaboration!
This past semester we found that emails sent from the Blackboard system are now coming from a “donotreply” email address. This means that the students will not know who sent the email without the sender adding a signature to the email. The only information automatically provided by Blackboard is within the email subject line; it does include the course name. I suggest that you sign your name and input your email address and possibly your office and phone numbers and/or office hours should the students need to get ahold of you.
What is a merged course? You may have multiple sections of the same course on your course list in Blackboard. What if you only want to maintain once course sight including one Grade Center? You can merge your courses so that they appear as only one site on Blackboard where all students from those multiple sections accessing the same information. Saves you time and energy. It’s nice when tools promote efficiency, isn’t it?
Limitations of a Merge: For efficiency purposes, there is an order to this operation but with great details in instructions from you, it can be worked around. Please let your LMS Administrator know where the original content is kept so that they can use the information as the basis for the merge.
Once courses are merged, students are not automatically dropped. Please let your LMS Administrator know when student names are maintained and shouldn’t be.