Guide to Jenzabar`s eLearning LMS Training Course

Transcription

Guide to Jenzabar’s eLearning LMS Training Course
SEPTEMBER 6, 2016
TEXARKANA COLLEGE
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
 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 dropdown 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 Freeform 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
 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:
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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
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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

Financial Aid

Complaint Process

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


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.
Assignment
Point Value
Quiz 1
10
Quiz 2
10
Quiz 3
10
Quiz 4
10
Quiz 5
10
Forum 1
20
Forum 2
20
Forum 3
20
Forum 4
20
Forum 5
20
Research Paper
100
Class Presentation
100
Mid-term Test
100
Final Exam
200
Total
650
Student’s Points
7
8
10
10
6
18
20
16
12
20
80
90
67
180
544 = B
Grade ranges based on a 10% spread.
Letter
A
B
C
D
F
Total Points
585 - 650
520 - 584
455 – 519
390 – 454
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
 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 inprogress 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.
f.
g.
h.
Edit answers
Randomize answers
Give partial credit
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
 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
wish.
to see what it will look like if you
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
 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
4. Choose
tab.
.
5. The default takes you to this page. It is set to the Grid View for the Full Details section.
Page | 101
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 middleperformers 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
 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.
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
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
 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
category.
link under the Communication between Instructor and Student
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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
and Student category.
link under the Communication between Instructor
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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
 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
16. Choose
link.
, 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 dropdown 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
 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
 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 academicallyrelated 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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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
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.
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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.
Page | 207
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
Page | 208
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.
Page | 209
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.
Page | 210
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.
Page | 211
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.
Page | 212
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.
Page | 213

Guide to Jenzabar`s eLearning LMS Training Course

Transcription

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