
35:47
http://eportfolios.csuprojects.org

38:46
Prior use/familiarity with tech I’ll be using in my redesign

39:10
Assumptions (positive or negative) about my discipline

39:10
My course is introductory and some students aren’t sure if they are in the correct major.

39:37
math-averse attitudes

39:47
Specific attitudes/opinions/assumptions

39:49
Familiarity with the theory we’re covering in the course

39:53
Standing, whether retake course, pre and post course test info

39:55
I used a google doc to send out survey to every students currently taking the course I'm redesign. In the survey, I asked for their major, class standard, working status, etc

39:59
transfer students?

40:00
the workload of the course

40:01
The relationship of time of day, attendance, and this relationship to course success

40:06
Their competency is in the material from the prerequisite course.

40:27
Expectations for the course

40:29
workload outside of school

40:32
Why they chose their major (all business); prepareness for online learning

40:40
Standardized Testing Mentality vs. Critical Thinking Mentality

40:45
comfort level with reading, writing, research, peer review

40:57
If the students have other part time jobs or not

41:07
General demographic characteristics, gender, etc.

41:15
How they see the relavance of this course to their future work?

41:30
whether there is an achievement gap and percentage of URM students

41:47
Students’ course load (this seems to be increasing)

42:00
first time or retake the course

42:57
http://www.calstate.edu/dashboard

45:12
What advice do people have to get students to take the advice I give?

45:30
Heh heh

45:42
Hey Brett, I have heard their is another website like the CSU dashboard that is more course specific. Do you know of one?

47:00
@adam I ask my students, at semester end, to write messages to the next set of students: what they need to know to be successful in my class. I think students prefer/pay more attention to advice from peers than what I tell them!

47:04
For accessibility, do we need to do audio description tracks? Are there options to do audio description tracks on different web players?

47:11
Poll not available

47:13
How long does it take for the Caption to be done by CO?

47:36
D

47:39
A, B, and D

47:41
AutomaticSync (CO captioning) is pretty fast! A day or two, usually

47:44
D

47:57
A,B

48:01
A, B, C

48:01
A,B, D

48:04
a-D

48:05
B

48:06
A and D

48:08
C,D

48:11
A, B and D

48:13
A, D

48:14
@bio joe. Thanks! I did that last year and forgot to pass them out this year. Good reminder. I'll see if it works, because lord knows they tend to do the opposite of whatever I suggest.

48:14
Universal designed syllabus, video lectures that are both written and orally narrated, all PDF documents,

48:18
A, B

48:22
A&E

48:26
Make the students comfortable to come by for office hours and/or ask questions in class

48:33
B, E (audio files with transcripts)

48:35
I use transcripts and upload those to YouTube with my videos

48:37
A B D

48:44
A, C, D

49:12
ABD

49:18
UDL Syllabus Rubric @ http://enact.sonoma.edu/content.php?pid=218878&sid=2032318

49:25
A

49:45
I also mentioned in class that students may audio record the lecture. I’ve had several students with disabilities who have requested the ability to record.

49:48
From my experience, YouTube’s auto generated captions are pretty good. You just have to make one pass through to make some minor corrections.

49:51
A - D, plus a help page for students too.

50:13
@Nolan: Yes, that is a good workflow, if not using AutomaticSync

50:14
Joe, have you used CLIPS captioning for videos?

50:23
E (Different kinds of activities to cater to different styles of learning)

50:26
Yes - love Apple’s Clips app for captioning

50:52
Agreed! CLIPS App another alternative

50:56
YouTube's accuracy depends a lot of clarity of audio, if the speaker has an accent, and how many technical terms are used.

51:12
Clips is mainly useful to make really short videos, though - not maybe as useful for lecture capture

51:31
E all the way!

51:38
c, e

51:40
C and E

51:51
A,C,D

52:00
My entire class (textbook, workbook, homework system) is free and open-source

52:03
http://cool4ed.org/

52:10
d, e

52:15
I have a hard time; I’ve used the textbook written by an author in my dept and I’ve used publisher’s (which is more expensive)

52:16
open Stax as well.... THANKS CRT SUMMER INSTITUTE!

52:16
B, C

52:20
c and e

52:28
A

52:29
C and E

52:32
a

52:35
B & E

52:36
B, D

52:49
D

52:49
it is a negotiation between good texts that include many online, integral resources, and getting a free text that at this point is underdeveloped for cultural anthropology

52:56
A and C

52:56
E

52:58
A, B, C, D

52:59
E

53:19
CSU Affordable Learning Solutions has saved students $36m so far!

53:37
D

53:40
Eager to share new ideas about assembling open-access resources for students (AL$ + accessible)

54:13
I have done multiple searches for precalculus with unit circle approach to trig without success. If anyone knows about a site, please let me know. So far, no luck here.

54:39
Yes, I have turned down texts that were not “rentable” at this point

55:14
I have a copy of the book in our tutor room so student can use it on campus any time.

55:46
They didn’t have anything as of a month ago.

55:50
libretexts

55:55
Try Aleks, it covers all Math and is very flexible on-line and somewhat affordable.

56:21
https://libretext.wordpress.com/

56:23
We negotiated a lower-cost e-version with the publisher.

56:25
Webwork :-)

58:27
@Brett, the correct libretext website appears to be this: https://chem.libretexts.org

59:03
How does this differ from student characteristics?

59:32
@Gruman, true and there is also bio, stats, etc.

59:55
Inclusivity PLC is Oct 20…slide coming soon on that

01:00:47
@Gurman…not gruman (-;

01:01:42
No problem @Brett

01:02:15
Download Tech Smith applications (Camtasia, SnagIt) @ https://docs.google.com/document/d/1RHZp_fpUdp1fF4LcG-O4wrqW7LTp6fVh3ait7ygDtg8/edit?usp=sharing

01:02:38
Is Camtasia available for students also?

01:02:58
Made a welcome video with Clips (if you have an iOS device; benefit: does live captioning): https://www.youtube.com/watch?v=HjzOSJNksXQ&index=1&list=PLaIEWhbxDPPu6b1aro5sNrbv4GOXCBda2&t=5s

01:04:38
Made easy introduction and syllabus video with Clips

01:05:36
I’ve created a table with the LO and list the activities next to it. I’ve also asked students which activities/assessments align to the LOs

01:05:51
ask your students how they think the asdignment slign

01:06:01
Show knowledge survey statements align with exam questions visually

01:06:27
I’m using Canvas for the first time and using their rubrics to articulate outcomes and assess student work.

01:06:35
Or rather, creating rubrics in canvas!

01:06:42
I build SLO skills into low-stakes assignments, so I can assess SLOs while doing regular grading.

01:06:47
thanks for auto-correct Ashley :)

01:07:30
I have used the BB Journal option to have students reflect on their projects align with some of their SLOs.

01:07:32
Using socrative.com plus to apply students’ own experience with topics; for analysis of topic issues; for scaffolding of creative project step-by-step

01:07:34
I use concept from “Student Knowledge Survey” to distribute tables showing the Skills and how they align to Bloom’s, my course SLOs, and also professional society concepts and competencies as well

01:08:09
I use an e-portfolio in each of my classes and ask students to assess their achievement of SLOs using artifacts from the course and reflection of those artifacts and the SLOs. In addition to other low stakes assessment

01:09:05
Access Tom Angelo recording- http://tiny.cc/crt-angelo-2017

01:10:18
Packet from the Tom Angelo workshop @ https://drive.google.com/open?id=0BxN4M6qCVbDPZVFMODhuTHNQS00

01:12:03
I think portfolium is the future. Returning students and grad school applicants realize the benefits of creating a college portfolio. It makes your work in college relevant as an opus of work, assignment by assignment

01:12:11
I’ve had success with using ePortfolios for summative and evaluative reflections

01:12:58
I’ve had a student get a job because of the portfolio he created for my class.

01:15:14
We have Pathbrite at our Fresno campus…it seems ok

01:16:00
http://eportfolios.csuprojects.org

01:16:06
yes thank you! I think I will incorporate the start of a porfolio as an Extra Credit assignment

01:17:23
Pathbrite allows you to create your grading rubric and functions within the LMS. streamlines grading

01:17:44
eportfolio checklist https://docs.google.com/document/d/16o2KFdGNOe2ft-q5l4u6IC0nX5A-4CQntr-dw7jgyP0/edit?usp=sharing

01:18:07
CRT ePortfolio Analysis Rubrichttps://drive.google.com/file/d/0ByRJsetzKTtzRUI0YWNkZE1ENHM/view

01:19:27
eportfolio@cdl.edu for just-in-time support!

01:22:01
Link to last year's PolyTeach at CPP.

01:22:02
http://www.cpp.edu/~polyteach/

01:22:12
Thanks, Paul.

01:22:23
Can you paste the math redesign link in the chat? Is this going out to all math chairs?

01:22:55
Can you please go back to the support dates?

01:23:29
Math Redesign webinars can be joined at http://tiny.cc/math-redesign

01:23:44
thank u!

01:23:51
Thanks Brett. The eportfolio checklist is a sharable docs?

01:23:51
Ongoing Math Redesign info can be found at http://tiny.cc/math-lc (Learning Community)

01:24:04
YES

01:24:09
Yes, thank you!

01:24:16
Great, Thanks! Have a good weekend.

01:24:16
Very good, thanks!

01:24:18
Yes, Thank you!

01:24:18
This was a helpful session. Great reminders and examples

01:24:19
Useful ideas from other folks in the chat!

01:24:24
THanks very much! great session

01:24:24
Thanks!

01:24:25
great except for that green line haha

01:24:26
Thank you

01:24:28
great info! thanks!

01:24:29
Thank you!

01:24:30
thank you!

01:24:31
goof

01:24:32
thank you!

01:24:34
Thank you vvery helpful

01:24:34
good

01:24:37
great! Thank you!

01:24:38
thanks good reminders

01:24:43
Have a great remainder of your day!

01:24:44
thanks

01:24:44
bye!

01:24:46
Thank you!

01:24:51
@Carlos: The eportfolio checklist doc is shareable, thanks

01:24:52
THAnks

01:24:56
Thanks.