The February edition of the WeGotYou Splash is here!

In this month's edition, we present a message from Dr. Sterling Crowe, associate dean, Student Wellness and Equitable Learning, who shares updates and resources for Humber learners to assist them in reaching their goals and improving their sense of belonging. Additionally, we are featuring the highlights from February, news about Humber Hawk, popular social media videos, and upcoming events to keep you informed.

We invite you to explore WeGotYou Splash here!

The Office of Student Community Standards (OSCS) is pleased to announce that the updated Code of Student Community Standards (CSCS) is now live on the Humber Policy website. The CSCS governs all non-academic student behaviour at Humber Polytechnic and the University of Guelph-Humber, including in the Residences. It establishes grounds for complaints, outlines the resolution process, and specifies potential outcomes for the Humber community. 

The Revised CSCS utilizes a spectrum model for resolution, incorporates more restorative practices, provides transparency, and engages students as much as possible in the resolution process. This novel conflict resolution model enables involved parties to select a resolution pathway that aligns with their preferences, while meeting necessary criteria, and empowers students to actively engage in the process, take responsibility for their actions, and practice compassionate accountability. Along with adjusting language to make the CSCS more accessible, inclusive, and easier to understand, the goal of making these adjustments is to improve the outcomes of the CSCS process by focusing more on accountability, repairing harm, and community building. 

The revised CSCS was developed in partnership with Residence Life, and Humber/UofGH students, staff, and faculty, ensuring alignment with institutional goals and values, the Student Success and Retention Framework, the SWEL Curricular framework, and recent literature. The OSCS would like to thank everyone involved for their contributions and feedback and look forward to implementing the new process.  

Would you like to learn more about the revised CSCS?

Upcoming Virtual Lunch & Learns: 

• Tuesday, February 25, 12 - 1 p.m. - Code Revision 
• Tuesday, March 04, 1 - 2 p.m. - Classroom Management 
• Thursday, March 20, 12 - 1 p.m. - Code Revision 
• Wednesday, March 26, 1 - 2 p.m. - Classroom Management 

To register, email oscs@humber.ca with your preferred date and time, and we’ll send you a confirmation email. 

Medical Response Plans (MRP) exist to ensure faculty receive the information they need in the event that a learner experiences a medical incident during class such as a seizure or a life-threatening allergic reaction. MRPs are developed by Accessibility Consultants in Accessible Learning Services (ALS) if a learner discloses medical information that necessitates a plan. 

• A MRP is developed and will outline steps to be taken by faculty and Public Safety when appropriate if a medical incident occurs.   
• Faculty are not required to perform any medical intervention. There is an expectation that they will alert the proper resources (e.g., emergency services, Humber Public Safety) to attend to the learner as appropriate. 
• MRPs are sent directly to faculty, Public Safety and the appropriate Associate Dean via email by ALS staff. In most cases, the MRP will be issued at the start of the semester but depending on when a learner connects with ALS, it may be issued during the semester.  
• Should you receive an MRP, be sure to review it carefully and note the contact information for Public Safety. 

Visit our ALS Information for Faculty website to learn more about accommodating students with disabilities. 

Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.

These are the highlights of this month’s new and improved features in Blackboard Ultra that will be live Thursday, February 6. The most relevant updates are related to a few key key areas:

• Instructional design
• Tests & assignments
• Communication & collaboration
• and Gradebook

Learn more about the full update at Anthology's Blackboard website.

Instructional Design

Exclude descriptions from learning modules generated by AI Design Assistant

Anthology has added the option to exclude descriptions from learning modules generated by the AI Design Assistant. Instructors who want to write their own descriptions no longer have to manually remove them from auto-generated learning modules.

AI Design Assistant -- Set a larger maximum number of generated questions and learning modules

When using the AI Design Assistant, instructors can now set the number of questions generated for tests and question banks to a maximum of 20. The maximum number of learning modules that the AI Design Assistant generates also increased to 20. Generating more questions at once reduces the chance that similar questions will be generated.

Change folders to learning modules or learning modules to folders

Instructors can now change a folder to a learning module or a learning module to a folder in Blackboard. There are a few benefits of changing a folder to a learning module:

• Adding thumbnail images: Learning modules come with thumbnail images, which provide a visually appealing course experience, whereas folders don't.
• Forcing sequence: Instructors can force students to navigate learning modules in linear paths, which isn't possible in folders.
• Modules have a progress bar: Learning modules have a progress bar for students that highlights the number of items that they need to complete and their progression on those items.
• Previous and next navigation: Students can quickly navigate to the next or previous item in a learning module.

Improvement to rendering of uploaded files

Files uploaded by instructors to Blackboard now retain their original formatting and characteristics wherever instructors can upload files. Previously, formatting changes may have displayed with uploaded files, such as PowerPoints or Excel worksheets. With improved rendering, students can view files in their original format, leading to a better overall user experience.

Upload images to Documents using the new image block

Anthology has added an image block to Ultra Documents. Instructors can use image blocks to upload their own images, use the AI Design Assistant to generate images, or select images from Unsplash, which are royalty-free. Image blocks can be moved throughout a Document, just like other block types. Instructors have the option to resize images, set height, and maintain aspect ratios in image blocks. A dedicated image block makes adding images more apparent. Adding images via the image block also reduces white space around images and provides greater control over content design.

Tests & Assignments

Masking access codes for an assessment

When an instructor or exam proctor enters an access code for an assessment on a student's computer, the code is masked using asterisks (*******) to ensure enhanced security. Previously, the code was visible when entered on a student's screen, compromising the secure testing environment. An option to view the code is available but the default state keeps it hidden, providing better privacy and protection during testing.

Communication & Collaboration

Improvements to avatar size and time stamp positioning for discussion replies

Anthology has adjusted the size of avatars and the position of time stamps to improve the user experience in Discussions. Replies to posts are now easier to identify and avatar sizes are consistent.

Enhancements to course groups

To simplify group management and enhance usability for instructors, Anthology has made several improvements to course groups:

• Activity-level groups are now course-level: All new groups are now course-level. Instructors can create course-level groups directly from a content item, eliminating the need to manage groups at the activity level.
• More warnings and restrictions: To prevent the creation of empty group sets during group assignments, Anthology has added restrictions and additional warning messages. This helps instructors make informed decisions and avoid disruptions in group management.
  
• Simplified group creation: The option to reuse activity-level groups was removed. This change encourages instructors to focus on course-level groups and reduces confusion.

Gradebook

Excluded attempts removed from Needs Grading count

Instructors can choose to exclude attempts that they do not intend to grade. Excluded attempts are removed from the Needs Grading workflow and any gradebook calculations.

With this release, Anthology has ensured that excluded attempts are removed from the Needs Grading count in all gradebook views. This provides instructors with a more accurate overview of their outstanding grading workload.

Test Settings usability improvements

To enhance usability and improve the test-building experience, Anthology has streamlined the Settings panel for tests by removing the following assignment-specific options:

• Collect submissions offline
• Use grading rubric
• Maximum points
• 2 grades per student
• Peer review

By simplifying the Settings panel, Anthology hopes to reduce complexity and save instructors time, allowing them to focus more on creating effective assessments rather than navigating through numerous options.

Additionally, Anthology has updated the functionality for student visibility options and release conditions for tests. Now, instructors must add one or more questions to their test to make it visible to students or to add release conditions. This ensures that students only see assessments that they can actively engage with.

Improvements to grading interface

Anthology has implemented the following design changes:

• Relocated the Previous Student and Next Student navigation controls next to the attempt grade pill and removed the gray bar that these buttons were on.
• Replaced the Previous Student and Next Student buttons with <> arrows.
• Moved the avatar, student name, and submission information to the existing black bar and removed the white bar where the information was previously listed.

This is what the grading interface will look like following the improvements to the grading interface:

Improved accuracy when uploading grades and feedback

Instructors can now upload grades and feedback for assignments, journals, and discussions with improved accuracy. Previously, when instructors uploaded grades, they were always stored as an override, which left the underlying attempts or submissions ungraded. This caused the Needs Grading and New Submission flags to remain visible, even when grading had been completed offline. For discussions and journals, discussion and journal grades can now be entered directly in the Grid view or Grades & Participation page with improved accuracy and consistency, too.

Uploaded grades and feedback are now correctly mapped to the corresponding attempt or submission whenever possible. This reduces confusion and provides better clarity for instructors.

Improvement to rendering in Bb Annotate

Anthology has enhanced how files submitted by students are rendered in Bb Annotate. Previously, formatting changes made grading more challenging for instructors. Now, files display with the exact same formatting as when they were submitted, ensuring a smoother grading experience.

Supported file types include:

• PowerPoints
• Excel worksheets
• PDFs
• Other common formats

Need support? Contact the Innovative Learning Support Centre. We are here to help!