A Guide to the ANGEL LMS

ANGEL HANDBOOK Workshops A-D

Monroe Community College Rochester, NY

Monroe Community College: Instructional Design Team

Updated July 2013

Table of Contents WORKSHOP A: Fundamentals of Online Learning ANGEL Tour Logging In ...................................................................................................................... 5 Navigating the Powerstrip .............................................................................................. 6 Nuggets .......................................................................................................................... 8 Sunglasses................................................................................................................... 12 The Guide .................................................................................................................... 13 Practice Being a Student DISCUSSION: Meet Your Classmates ........................................................................ 15 DROPBOX: Submitting and Assignment ..................................................................... 16 ASSESSMENT: Take a Quiz ....................................................................................... 17 Basic HTML Editor HTML Editor ................................................................................................................. 18 Resources Where to Find Help ...................................................................................................... 19 WORKSHOP B: Creating Content Adding Content Folders ......................................................................................................................... 21 Page ............................................................................................................................. 22 File ............................................................................................................................... 24 Link ............................................................................................................................... 27 Custom Settings ........................................................................................................... 30 Examples of Content .................................................................................................... 33 Sample Layouts ........................................................................................................... 38 Advanced HTML Editor Adding Media ............................................................................................................... 40 Hyperlinks .................................................................................................................... 46 Manual Gradebook Gradebook Setup and Use .......................................................................................... 51 Attendance ................................................................................................................... 60 Backup, Export & Import ANGEL Manage Options ............................................................................................. 61 How to Backup Your Courses ...................................................................................... 62 How to Export Your Courses ....................................................................................... 64 How to Import Your Courses........................................................................................ 67 WORKSHOP C: Interactive Content Discussion Forums Uses & Modes .............................................................................................................. 69 Customizing ................................................................................................................. 70 Discussion Example ..................................................................................................... 74 Submissions ................................................................................................................. 75 Drop Boxes Uses & Modes .............................................................................................................. 79 Customizing ................................................................................................................. 80

Table of Contents

Monroe Community College: Instructional Design Team

Updated July 2013

Drop Box Example ....................................................................................................... 83 Submissions ................................................................................................................. 84 Assessments About Assessments ..................................................................................................... 88 Customizing ................................................................................................................. 89 Editor ............................................................................................................................ 93 Assessment Example................................................................................................. 101 Submissions ............................................................................................................... 106 WORKSHOP D: Course Management and Grading Content Course Management Online Course Quality Checklist ................................................................................ 112 Backup, Export, and Import ANGEL Manage Options ........................................................................................... 116 How to Backup Your Course ...................................................................................... 117 How to Export Your Course ....................................................................................... 119 How to Import Your Course ....................................................................................... 122 Grading and Gradebook Managing the Gradebook .......................................................................................... 124 Linking Assignments to the Gradebook ..................................................................... 128 Viewing the Gradebook .............................................................................................. 131 How Students See Their Grades ............................................................................... 134 Teams Uses ........................................................................................................................... 136 Setup and Management ............................................................................................. 137 Reports Generating Reports .................................................................................................... 145 Examples of Reports .................................................................................................. 151 How Students See Their Grades ............................................................................... 159 TOPICAL INDEX ........................................................................................................................... 161

Table of Contents

Monroe Community College: Instructional Design Team

Updated July 2013

This manual is not intended to be a substitute for ANGEL training, rather as a supplement. ANGEL training is interactive and very comprehensive, and a reference manual simply cannot replicate that experience. This document is a written record of the content delivered during the trainings. Refer to this documentation when working on your ANGEL courses. Many faculty find that they can remember a process can be done in ANGEL, but do not necessarily remember how to do it. That is the point of this manual – to be a resource for the mechanical parts of designing a course in ANGEL. In the end of this manual, there is a topical index. When looking for help on a specific topic, consult this index.

The Office of Online Learning is staffed with Instructional Designers that can also provide logistical support, as well as instructional support for your courses. Come visit them in Building 3, room 150 (the Faculty Innovation Center)!

Table of Contents

Monroe Community College: Instructional Design Team

Updated July 2013

LOGGING IN Logging in to ANGEL requires a username (your email address) and the password associated with it. To get to the login screen, go to http://www.monroecc.edu and then choose the "A-Z Index" on the upper right part of the window. Scroll down to the "ANGEL Login" link, and click on it.

Enter the username (you must append the "@monroecc.edu" portion of your username) and the password. Before pressing the "Log On" button, pause to look at the other components of this screen.

Ensure that all three portions of the "SLN Test Your System Nugget" have a green checkmark in front of them, and not a red "X". If there is a red "X" in front of one of the system checks, resolve the issue (contact the SLN Helpdesk if you need help). If all three checks are not green, then portions of ANGEL may not function properly.

Additionally, be sure to check all the announcements in the "Public Announcements Nugget". This nugget is the venue where important system information is conveyed to all ANGEL users. Messages such as scheduled down time, upgrades, and other critical notices will be posted here.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Logging In

Page 5

Monroe Community College: Instructional Design Team

Updated July 2013

NAVIGATING There are a few different ways to navigate around ANGEL, and one wrong way. Since ANGEL is "session based", using the traditional backward and forward buttons in the browser may lead to unintended consequences (such as losing work). The three best ways to navigate are: 

BREADCRUMB TRAIL A "breadcrumb trail" (aptly named as it represents a trail of where the user has been) appears near the top of the screen, directly beneath the tabs in ANGEL. The breadcrumb trail grows as progress into ANGEL is made. Clicking on any one part of the breadcrumb trail will bring the user directly to that location.



TABS The tabs at the top of the screen in ANGEL will take the user directly to the corresponding location in ANGEL. The tabs will vary slightly between the instructor's view and the student's view.



ICONS Clicking on the icon preceding the title of the current location will bring the user backwards one step (where they came from). In the following example, clicking on the folder icon indicated in the highlighted circle will bring the user back to "Learning Modules". The same movement could be achieved by clicking on the "Learning Modules" tab, and also by clicking on the "Learning Modules" in the breadcrumb trail.

Using the built-in navigational constructs in ANGEL has the added benefit of error-checking; ANGEL will prompt the user to save their work (if needed) when using one of the three approved methods of navigation. Using the forward and backward buttons in the Firefox or Internet Explorer will not check to see if work needs to be saved before navigating away.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Navigating the Powerstrip

Page 6

Monroe Community College: Instructional Design Team

Updated July 2013

POWERSTRIP The Power Strip is always visible; it is the column of icons on the left side of the screen. Each icon will bring the user to its corresponding screen, regardless of the user's current location.



The HOME icon will bring the user to the Home Page - the same as an initial login to ANGEL.



The HELP icon will launch the online ANGEL User's Manual in another window.



Clicking the LOGOFF button will logoff the current user.



The Learning Object Repository, or LOR, is a place to store (and share) resources and content.



The PREFERENCES icon permits the user to customize their theme (colors, fonts, etc.).



The INSTANT MESSENGER button will launch the Instant Messenger client for ANGEL (allowing classmates and faculty to interact), although this feature is not necessarily supported by Monroe Community College.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Navigating the Powerstrip

Page 7

Monroe Community College: Instructional Design Team

Updated July 2013

NUGGET OVERVIEW After logging in to ANGEL, a wealth of information is presented in the "Home" screen. The information is organized into "Nuggets", which are contextualized rectangles. Each nugget contains pertinent information. These nuggets are globally relevant (that is, they pertain to all courses the instructor is involved in). By default, ANGEL will display the following nuggets:  Student Resources A list of resources for the learner (SLN Student Orientation, SLN Knowledge Base, Student FAQs and SUNY Learning Network HelpDesk). This nugget cannot be edited or removed. 

Faculty Resources A list of resources for the instructor (SLN101, Interactive Tutorials & Guides, SUNY Learning Network HelpDesk, SLN Knowledge Base, and Evergreen). This nugget can be removed, but cannot be customized.



Courses This nugget contains a list of every course an instructor is associated with, regardless of role. The vast majority of classes will be the courses an instructor teaches, but can also contain courses they are enrolled in or the courses they are an editor in. Over time, this list will grow, as past courses still remain listed. It is a good idea to manage this nugget by customizing it. The Courses Nugget can be removed, but it is recommended that instructors do not remove it. Hovering over the blue bar with the cursor will reveal viable options for the nugget. The "edit" icon looks like a pencil. Clicking on it will furnish a new screen that will permit customizations.



HIDE As the volume of courses taught using ANGEL increases, so does the list in the Courses Nugget. To mitigate the clutter, unchecking the box preceding a course will prevent it from being displayed in the nugget; this will not delete it (this action will merely hide the course from view, and can always be toggled back to being visible).



SORT The "Advanced Settings" reside at the bottom of the page. Make sure that "Group By" has "Semester" selected, and that "Show Disabled" has "Yes" selected. This will ensure that the courses displayed are sorted by semester, and that the practice course (which is disabled) will be displayed as well.



Community Groups "Groups" are similar to courses, but are more like a resource. The group "Martha's Mutterings" is, by default, a group that every instructor is enrolled in. Martha's Mutterings has a lot of helpful information that covers topics from Workshops 1-5, discussion boards, readings on theory and other resources. There are other groups that may be of interest to instructors as well (some departments have content-specific groups). This nugget can be customized and removed.



Test Your System This nugget alerts the user to the status of their browser. ANGEL will only work under certain circumstances. Be sure to consult the Browser Requirements in the Policies information. This

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Nuggets

Page 8

Monroe Community College: Instructional Design Team

Updated July 2013

nugget cannot be removed or customized. 

Toolbox Of the four tools that reside in the Toolbox Nugget (Bookmarks, Files, Calendar, and Public Resources), the "Files" tool is probably the most used. This is a place to put files (documents, images, and other media) that need to be accessed by the instructor often. This nugget cannot be removed or customized.



Repositories Learning Object Repositories, or LORs, are relatively new to ANGEL. This nugget is customizable, though not removable. The purpose of a LOR is two-fold: 

ALLOW FOR EXTENSIBILITY OF COURSES Consider the following example - an instructor puts their contact information as a PDF in the LOR, and links to it from each of their ANGEL courses. If that information changes, the instructor only needs to change it in the LOR, as all the courses link to it. This feature is even more potent when considering courses from semester to semester.



ENHANCE THE COLLABORATIVE NATURE OF ANGEL Departments can establish LORs to share resources that are collectively used throughout the department. Each instructor in the LOR can elect to share content, and that content can be used by all the other instructors.



Course Mail The Course Mail Nugget is a centralized hub of communication. When looking at the Course Mail Nugget from the Home Page, it will aggregate all mail from all the courses. To consider only messages relevant to a particular course, consult the Course Mail Nugget from that individual course. This nugget can be removed, though it is discouraged. A greater explanation of Course Mail can be found in the “Practice Being a Student” section.



News The News Nugget appears by default on the ANGEL homepage, but is not promoted by MCC as the most effective communication tool. Consider "Announcements" (below) as the primary forum for informative posts. This nugget can be removed.



My Announcements The Announcements Nugget aggregates all announcements from courses the instructor is associated with. This nugget is the primary stream of important information. Use an "Announcement" to get information to students quickly (for example, "Bring textbooks to class on Wednesday"). Announcements typically only persist for a week by default, though that can be changed (and older announcements that aren't visible can be seen). From the Home Page, the My Announcements Nugget will display all announcements; to see only the announcements associated with a particular course, consult the Course Announcements from the individual course. This nugget can be removed, though removing it is discouraged.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Nuggets

Page 9

Monroe Community College: Instructional Design Team

Updated July 2013

CUSTOMIZING NUGGETS It is possible to customize the view of the Home Page to display nuggets of particular interest.

Additionally, the nuggets can be rearranged to optimize real estate on the screen. There are other nuggets available, but they are not displayed by default. Instructors should spend some time looking at the nuggets that are available, to see if they are useful for their courses. For instance, there is a nugget called "Course Polls", whereby an instructor can create a quick poll and gather informal information. This is a great way to keep a thumb on the pulse of the students. The following picture illustrates a quick poll:

To alter the layout of the Home Page (or of the Course Page), click on the "Edit Page" link near the top left of the frame.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Nuggets

Page 10

Monroe Community College: Instructional Design Team

Updated July 2013

To revert to the default arrangement, click on the "Use Default" button. To add new nuggets, click on the "Add Components" button. Any nugget can be "dragged and dropped" to the desired location. Note that there are three columns (represented by dashed lines). If one of the columns is left empty, then when the "Save" button is clicked and the update is rendered, only two columns appear - this means that only two columns need to be displayed on the screen, and therefore the nuggets will be wider. Putting all the nuggets into one column will make them span the width of the window. Additionally, "minimizing" any particular nugget while in the "Edit" phase will constrain that nugget to appear minimized in the normal view (although that can be toggled from the normal view).

COURSEPAGE vs. HOME PAGE There are two different types of pages in ANGEL. After an initial logon, the user is at their ANGEL "Homepage". This page is completely customizable (Nuggets can be rearranged, added, or deleted.

These Nuggets are strictly for the instructor, and cannot be accessed (or even viewed) by the students.

A "Coursepage" is the configuration of Nuggets that are visible once a course has been entered. The configuration of the Nuggets here is also what the students will see. The "Course Page" can be customized by the instructor by clicking on "Edit Page" in the top left hand corner. By adding or removing components, the instructor can help to optimize the experience for the student. Some instructors find the default nugget "Course Activity" to be distracting, so they remove it. Others like the "Course Poll" nugget, so they add it. There is a "Calculator" nugget and "Google" nugget that are both practical and popular.

Instructors should be aware that the color and font scheme that is chosen for their profile does not transcend to the student view, however nugget arrangement will.

The Course Page is also a great way to filter messages and announcements. From the ANGEL home page, clicking on the "Course Mail" nugget will display all messages, whereas going to the Course Page first and then clicking on "Course Mail" will display only messages related to the course. This is true of the "Announcements" nugget, too.

Instructors should give thought into the nugget arrangement and components. Changing the location of nuggets to promote important nuggets, is a good idea. Also, using only one or two columns instead of the default three columns is a good method to highlight important information.

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Nuggets

Page 11

Monroe Community College: Instructional Design Team

Updated July 2013

STUDENT VIEW Occasionally it may be necessary to view the course from the students' perspective; this could be to verify that assignments are not visible or to just look at the overall "final product" of the course. To enable the "Student View", the "Course Preview" must be changed. In the upper right hand corner of ANGEL, there is a translucent rounded rectangle. By default, it should have the instructors name on it.

By clicking on the glasses icon, the view can be changed to parallel different access privileges. When the preview is no longer needed, click on the glasses and then click on the button that says, "Cancel Preview".

Workshop A – Fundamentals of Online Learning: ANGEL Tour – Sunglasses

Page 12

Monroe Community College: Instructional Design Team

Updated July 2013

THE GUIDE When working in a Fully Online course (or a Web-Enhanced/Hybrid) where there is a lot of interaction, it can be difficult to manage all the facets of participation. Managing Discussion Forums can be difficult, but factoring in Drop Boxes and Assessments requires a delicate balancing act. This is only compounded when more than one course is being taught. Happily, ANGEL has constructs built in that will manage all submissions/interactions.

Known as "The Guide", it is visible as a small tab that resides next to the "Home" icon (when in any course - it is course-specific). The icon for the Guide is small and easy to miss (it has four triangles on it), though it is an indispensable tool when dealing with heavy interaction in a course.

It is the clearinghouse for all traffic (submitted assignments, assessments, messages, and discussion board dialogue). There are five icons at the bottom of the Guide, and each one has a specific function.

MAP - This will provide a graphical hierarchy of the file structure in the course (seldom used)

WHAT'S NEW - This will show all student activity since the last time it was checked (used often)

Workshop A – Fundamentals of Online Learning: ANGEL Tour – The Guide

Page 13

Monroe Community College: Instructional Design Team

Updated July 2013

TASKS - Shows all items pending the instructor's review (very powerful tool - tracks everything that needs instructor attention)

SEARCH - A tool for locating content in the course (seldom used)

ABOUT - Information regarding the current version of ANGEL (seldom used)

There is a very important difference between WHAT'S NEW and TASKS. The WHAT'S NEW view will list student activity since the last time WHAT'S NEW was consulted. This can be misleading. For instance, if the instructor looks at WHAT'S NEW and sees that there are 22 assignments submitted, and then checks back fifteen minutes later (and in those fifteen minutes, two more students submitted assignments), the WHAT'S NEW view will report that 2 assignments have been submitted - not a cumulative accounting.

The TASKS view, however, will reliably list the nature and status of all submissions that require the instructor's attention (it is a running total, not based on the last consult).

Workshop A – Fundamentals of Online Learning: ANGEL Tour – The Guide

Page 14

Monroe Community College: Instructional Design Team

Updated July 2013

DISCUSSION: MEET YOUR CLASSMATES The following is a screenshot of the Discussion Forum “Meet Your Classmates”. Although this picture shows what a Discussion Forum looks like, it is best to participate in one to get the experience.

Workshop A – Fundamentals of Online Learning: Practice Being a Student – DISCUSSION: Meet Your Classmates

Page 15

Monroe Community College: Instructional Design Team

Updated July 2013

DROP BOX: SUBMITTING AN ASSIGNMENT The following is a screenshot of the Drop box “Practice Submitting an Assignment”. Although this picture shows what a Drop Box looks like, it is best to participate in one to get the experience.

Workshop A – Fundamentals of Online Learning: Practice Being a Student – DROP BOX: Practice Submitting an Assignment

Page 16

Monroe Community College: Instructional Design Team

Updated July 2013

ASSESSMENT: TAKE A QUIZ The following is a screenshot of the Assessment “Take a Quiz”. Although this picture shows what a Assessment looks like, it is best to participate in one to get the experience.

Workshop A – Fundamentals of Online Learning: Practice Being a Student – ASSESSMENT: Take a Quiz

Page 17

Monroe Community College: Instructional Design Team

Updated July 2013

TOOLBAR

The Toolbar in ANGEL is fairly intuitive, and can enhance the presentation of content. Although most of the icons are similar to those in Microsoft Word and other word processors, there are a few items that are pretty unique to ANGEL.

"Blue TV" - This is used to maximize the canvas that is being edited. It makes the window bigger so the editor can see more of the content. Click this icon to get a bigger canvas, and then click it again to reduce the canvas to the normal size.

Paste - This tool is used to paste content from the clipboard. Typically, keyboard shortcuts (Control+C, Control+V) work, though when pasting formatted content (for example, from Microsoft Word), use this menu [see below].

Links - Highlighting text and then clicking this tool allows the author to make a hyperlink. The link could be an internal link (to another place in the current ANGEL course), an external link (to any website), an email address, or an "anchor link" (to another place on the same page).

GoogleTool - Using this tool allows the editor to embed media. Although it can be used to embed any type of image or video, the strength of this tool is that it seamlessly integrates with Google's Picasa repository and YouTube.

Table - To insert a table into the document, click this icon. It is possible to format properties of the table (number of rows, number of columns, background colors, etc.) by right-clicking on the table and choosing either "Cell Properties" (to edit the current cell) or "Table Properties".

Spell Check - This icon will implement ANGEL's proprietary spell check. Using Mozilla Firefox will sometimes indicate spelling mistakes by underlining spelling errors in red ink.

PASTING CONTENT

When pasting formatted content from Microsoft Word, it is typically better to use the "Paste from Word" feature in ANGEL. To use this, first copy the content from Microsoft Word. Then, click the drop-down menu next to the "Paste" icon in the toolbar. Note that the drop-down menu includes an "Undo" option, a "Redo" option, and the editing tools for copying and pasting. Unique to ANGEL is the "Paste from Word" feature. Choose this option to paste the formatted content that is in the clipboard.

Workshop A – Fundamentals of Online Learning: Basic HTML Editor – HTML Editor

Page 18

Monroe Community College: Instructional Design Team

Updated July 2013

SLN HELPDESK The SLN HelpDesk is a wonderful resource for faculty. Additionally, there are services at the SLN HelpDesk to assist students with ANGEL issues. Students are also encouraged to participate in the Building Online Student Success (BOSS) seminars (schedules can be found at the Office of Online Learning website and there is also a fully online orientation for students). The SLN HelpDesk delivers thorough assistance with blazingly fast response time.

SUNY Learning Network (SLN) Help Desk Visit http://sln.suny.edu/help/help_overview.shtml for more information or to submit a help request 1-800-875-6269 MONDAY - THURSDAY FRIDAY SATURDAY SUNDAY 8am - 9pm EST 8am - 9pm EST 1pm to 5pm EST 1pm - 9pm EST

STUDENT SUPPORT The Student Technology HelpDesk is a wonderful resource for students. It is a single point of contact to assist students with connecting to and utilizing MCC Technologies. Students can call the HelpDesk by dialing (585) 292-TECH (8324), or can email the HelpDesk at technologyhelp@student.monroecc.edu.

The hours of the HelpDesk are 9:00AM to 4:00PM Monday through Friday at the Brighton Campus Library Service Desk. Students also can be given access to the "Student Guide for Using ANGEL", a great resource developed by MCC for students to become acquainted with ANGEL. This is available to staff in the OOL News Community Group.

FACULTY SUPPORT There are many autonomous features in ANGEL that may solve issues you are having. The following are popular venues for solutions: 

On the "PowerStrip", you can always click on the HELP



Many features and options have descriptions that will pop up when your cursor is over the light colored text. This is a little tricky, as the text does not appear to be a hyperlink (it is not underlined)

icon for further assistance

Workshop A – Fundamentals of Online Learning: Resources – Where to Find Help

Page 19

Monroe Community College: Instructional Design Team

Updated July 2013



From your ANGEL home page, there are resources in the "Faculty Resources" nugget that can help SLN Evergreen SLN 101 SLN Knowledge Base SLN Online Tutorials for Faculty



OOL News has a lot helpful information

Additionally, the following support staff are available to help ANGEL users: MULTIMEDIA INSTRUCTIONAL DESIGNERS (MIDS)

ADDITIONAL MCC SUPPORT

Dave Ghidiu dghidiu@monroecc.edu 585.292.2219

Ann Gilbert - Office of Online Learning agilbert@monroecc.edu 585.292.2440 Mary Hallett-Brown Supports MCC Students with mhallettbrown@monroecc.edu login questions and handles 585.292.3429 RSVP's for training.

Martha Kendall mkendall@monroecc.edu 585.292.2214

LIBRARY HELP Pam Czaja pczaja@monroecc.edu 585.292.2308 Embedded Librarian Distance Librarian

Peggy VanKirk - Director of Online Learning pvankirk@monroecc.edu 585.292.3441 Supports MCC Students with login questions and handles RSVP's for training. Mails SLN students a letter with online instructions and information.

FACULTY INNOVATION CENTER The Faculty Innovation Center (FIC) is available for use and consultation with the Instructional Designers from 9am until 4pm Monday through Thursday, and 9am to 12pm on Friday. Located in room 3-150, the FIC is an outstanding place to come and seek answers to questions you may have regarding ANGEL or other educational technology. Furthermore, the computers in the FIC are outfitted with software that is not found on many other computers around campus (Adobe Acrobat, Photoshop, scanning software, etc.).

Workshop A – Fundamentals of Online Learning: Resources – Where to Find Help

Page 20

Monroe Community College: Instructional Design Team

Updated July 2013

FOLDER - SETTINGS The "Settings" menu on a Folder is the central nervous system for that Folder. Options here will determine when the content can be seen, who can see it, and the description. The "Settings" can be accessed only by the instructor; students will never have the opportunity to see options related to content.

When an instructor "hovers" the cursor over any content, a menu appears. By selecting "Settings", an instructor can customize the specifications for the content.

FOLDER - CONTENT TAB The "Content" tab in the Settings screen is where the Title, Subtitle, and Page Text are all set. There are some other fields on this screen, but they are (for the most part) inconsequential. The "Sequence" option is misleading; although it seems that this value would determine the ordering of the content, it is best to use the "Rearrange" technique. 

TITLE The Title field is what will be displayed in big letters in the Learning Modules. The Title is a link that the students can click on. It is a good idea to make the Title short and succinct.



SUBTITLE The Subtitle field can be up to 255 characters long. This is a good venue for a longer description.

The text size is a bit smaller, and students will be able to get a clearer picture of what the content is about.



PAGE TEXT Words and images written in this field will NOT be visible to the student until they go into the content. This is the place to enter assignment specifications, instructions for the drop box, "Rules of Engagement" for an assessment, or even all the class notes from a lecture.

Screen shot of filling in the information in the fields

Workshop B – Creating Content: Adding Content – Folder

Page 21

Monroe Community College: Instructional Design Team

Updated July 2013

PAGE - SETTINGS The "Settings" menu on a Page is the central nervous system for that Page. Options here will determine when the content can be seen, who can see it, and the description. The "Settings" can be accessed only by the instructor; students will never have the opportunity to see options related to content. When an instructor "hovers" the cursor over any content, a menu appears. By selecting "Settings", an instructor can customize the specifications for the content.

PAGE - CONTENT TAB The "Content" tab in the Settings screen is where the Title, Subtitle, and Page Text are all set. There are some other fields on this screen, but they are (for the most part) inconsequential. The "Sequence" option is misleading; although it seems that this value would determine the ordering of the content, it is best to use the "Rearrange" technique (from the Folder). 

TITLE The Title field is what will be displayed in big letters in the Learning Modules. The Title is a link that the students can click on. It is a good idea to make the Title short and succinct.



SUBTITLE The Subtitle field can be up to 255 characters long. This is a good venue for a longer description.

The text size is a bit smaller, and students will be able to get a clearer picture of what the content is about.



PAGE TEXT Words and images written in this field will NOT be visible to the student until they go into the content. This venue is where instructions or content is placed; it is the "meat and potatoes" of instruction. A "Page" is not interactive in ANGEL, rather a static document that is consumed by the student. This could be a written narrative of class (a documentation of a class lecture). Files (such as PowerPoint) are not appended here; that is what the "File" option is for under "Add Content".

Screen shot of filling in the information in the fields

Workshop B – Creating Content: Adding Content – Page

Page 22

Monroe Community College: Instructional Design Team

Updated July 2013

PAGE - ACCESS TAB The "Access" tab in the Settings screen is where the settings can be tweaked to determine which students have access to each object. Make sure the "Settings: Advanced" option radio button is enabled, as that will reveal some features that may be useful. The following is a breakdown of each field: 

USER TRACKING Typically, the default setting is sufficient. When enabled, access reports can be run on that particular page.



DO NOT ALLOW USERS TO VIEW THIS ITEM This is critical; if the instructor wants to have the content on ANGEL (maybe it is a work in progress or maybe the instructor just wants to have it ready to go for class the following week) but students should not have access to the content, this box must be checked. In doing so, the icon for the item will be "ghosted" out - this indicates to the instructor that the object exists, but is not accessible.



PASSWORD Although rarely used, if there is a desire to have the content password protected, insert the password into the field. To disable this feature, merely erase the password from the box.



TEAM ACCESS If there are multiple teams in the course, use this drop box to delegate which team has access to the content. For a thorough understanding of teams, contact an Instructional Designer or come to the FIC.

SAVE!!!

The most important thing to remember is that after navigating through the tabs, the "Save" button at the bottom of the screen must be pressed! The button is on the bottom of EVERY tab (screen), but does not need to be pressed until all changes have been made.

Workshop B – Creating Content: Adding Content – Page

Page 23

Monroe Community College: Instructional Design Team

Updated July 2013

FILE - SETTINGS Accessing the "Settings" menu for a file is different than other content - first the file has to be uploaded.

Pressing the "Browse" button will initiate an Explorer window to open. Navigate for the file, and then press "OK". For the "Title", insert an appropriate title for the document (this is what the students will see). Leave "File Type" as "AutoDetect". Once the file is uploaded, the instructor can hover over the content, and the menu appears. Select "Settings".

FILE - CONTENT TAB The "Content" tab in the Settings screen is where the Title, Subtitle, and Page Text are all set. There are some other fields on this screen, but they are (for the most part) inconsequential. The "Sequence" option is misleading; although it seems that this value would determine the ordering of the content, it is best to use the "Rearrange" technique (from the Folder). 

TITLE The Title field is what will be displayed in big letters in the Learning Modules. The Title is a link that the students can click on. It is a good idea to make the Title short and succinct.

Workshop B – Creating Content: Adding Content – File

Page 24

Monroe Community College: Instructional Design Team

Updated July 2013



SUBTITLE The Subtitle field can be up to 255 characters long. This is a good venue for a longer description.

The text size is a bit smaller, and students will be able to get a clearer picture of what the content is about.



PAGE TEXT Words and images written in this field will NOT be visible to the student until they go into the content. This is the place to enter assignment specifications, instructions for the drop box, "Rules of Engagement" for an assessment, or even all the class notes from a lecture.

Screen shot of filling in the information in the fields

Workshop B – Creating Content: Adding Content – File

Page 25

Monroe Community College: Instructional Design Team

Updated July 2013

FILE - ACCESS TAB The "Access" tab in the Settings screen is where the settings can be tweaked to determine which students have access to each object. Make sure the "Settings: Advanced" option radio button is enabled, as that will reveal some features that may be useful. The following is a breakdown of each field: 

USER TRACKING Typically, the default setting is sufficient. When enabled, access reports can be run on that particular page.



DO NOT ALLOW USERS TO VIEW THIS ITEM This is critical; if the instructor wants to have the content on ANGEL (maybe it is a work in progress or maybe the instructor just wants to have it ready to go for class the following week) but students should not have access to the content, this box must be checked. In doing so, the icon for the item will be "ghosted" out - this indicates to the instructor that the object exists, but is not accessible.



PASSWORD Although rarely used, if there is a desire to have the content password protected, insert the password into the field. To disable this feature, merely erase the password from the box.



TEAM ACCESS If there are multiple teams in the course, use this drop box to delegate which team has access to the content. For a thorough understanding of teams, contact an Instructional Designer or come to the FIC.

SAVE!!!

The most important thing to remember is that after navigating through the tabs, the "Save" button at the bottom of the screen must be pressed! The button is on the bottom of EVERY tab (screen), but does not need to be pressed until all changes have been made.

Workshop B – Creating Content: Adding Content – File

Page 26

Monroe Community College: Instructional Design Team

Updated July 2013

LINK - SETTINGS

The "Settings" menu on a Link is the central nervous system for that Link. Options here will determine when the content can be seen, who can see it, and what the description is.

The "Settings" can be accessed only by the instructor; students will never have the opportunity to see options related to content. When an instructor "hovers" the cursor over any content, a menu appears. By selecting "Settings", an instructor can customize the specifications for the content.

CONTENT TAB

The "Content" tab in the Settings screen is where the Title, Subtitle, and Page Text are all set. There are some other fields on this screen, but they are (for the most part) inconsequential. The "Sequence" option is misleading; although it seems that this value would determine the ordering of the content, it is best to use the "Rearrange" technique. 

TITLE The Title field is what will be displayed in big letters in the Learning Modules. The Title is a link that the students can click on. It is a good idea to make the Title short and succinct.



SUBTITLE The Subtitle field can be up to 255 characters long. This is a good venue for a longer description.

The text size is a bit smaller, and students will be able to get a clearer picture of what the content is about.



PAGE TEXT Words and images written in this field will NOT be visible to the student until they go into the content. This is the place to enter assignment specifications, instructions for the drop box, "Rules of Engagement" for an assessment, or even all the class notes from a lecture.



LINK TARGET When the student clicks on the hyperlink, the new website will appear. Use the drop down to determine where the page will appear

Same Window: Opens in the same window.

New Window: Depending on the browser, this will open either in a new tab or a new window.

Parent Window: Opens the page in a new window unless the page is in a frame.

Top Window: Opens in topmost window, which replaces the current window.

Workshop B – Creating Content: Adding Content – Link

Page 27

Monroe Community College: Instructional Design Team



Updated July 2013

LINK URL This is where the web-address of the destination goes.

Screen shot of filling in the information in the fields

End result

ACCESS TAB

The "Access" tab in the Settings screen is where the settings can be tweaked to determine which students have access to each object. Make sure the "Settings: Advanced" option radio button is enabled, as that will reveal some features that may be useful. The following is a breakdown of each field: 

USER TRACKING Typically, the default setting is sufficient.



DO NOT ALLOW USERS TO VIEW THIS ITEM This is critical; if the instructor wants to have the content on ANGEL (maybe it is a work in

Workshop B – Creating Content: Adding Content – Link

Page 28

Monroe Community College: Instructional Design Team

Updated July 2013

progress or maybe the instructor just wants to have it ready to go for class the following week) but students should not have access to the content, this box must be checked. In doing so, the icon for the item will be "ghosted" out - this indicates to the instructor that the object exists, but is not accessible. 

VIEWABLE BY Default setting is fine.



PASSWORD Although rarely used, if there is a desire to have the content password protected, insert the password into the field. To disable this feature, merely erase the password from the box.



TEAM ACCESS If there are multiple teams in the course, use this drop box to delegate which team has access to the content. For a thorough understanding of teams, contact an Instructional Designer or come to the FIC.



START DATE Engage the checkbox and adjust the date and time that the content should be available. If left unchecked, the content will be available as soon as it is created. NOTE: IT IS NOT RECOMMENDED TO USE THIS FEATURE FOR ASSESSMENTS. USE THE "INTERACTION" TAB INSTEAD.



END DATE Engage the checkbox and adjust the date and time that the content should no longer be visible. If left unchecked, the content will always be visible. NOTE: IT IS NOT RECOMMENDED TO USE THIS FEATURE FOR ASSESSMENTS. USE THE "INTERACTION" TAB INSTEAD.



EDITABLE BY Default setting is adequate.



OBJECT EDITABLE BY The default setting is fine.



AUTOMATE SETTINGS This is an advanced setting - it is not in the scope of this course. To get more information regarding Automation, consult an Instructional Designer.



ASSIGNMENT SETTINGS This is an advanced setting that will be discussed in Workshop D.

SAVE!!!

The most important thing to remember is that after navigating through the tabs, the "Save" button at the bottom of the screen must be pressed! The button is on the bottom of EVERY tab (screen), but does not need to be pressed until all changes have been made.

Workshop B – Creating Content: Adding Content – Link

Page 29

Monroe Community College: Instructional Design Team

Updated July 2013

CUSTOM SETTINGS - PAGE There are not many settings to tweak for Pages, but here are some common settings: 

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Page Text: This is where the bulk of the content will go; the word processor interface allows for media rich content



ACCESS  User Tracking: Enable this to track student views of the page  Do not allow users to view this item: Check this box if students should not see the item  Start Date: When checked, the Page will not be visible to students until this date  End Date: When checked, the Page will be visible to students until this date

CUSTOM SETTINGS - FILE The concept of settings does not exist when dealing with a File. But the guidelines are: 

FILE TO UPLOAD  Browse the computer and choose the desired file - the students will NOT see the file name until they download the file



TITLE  The title text the students will see



FILE TYPE  The default, "AutoDetect", is sufficient



ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

CUSTOM SETTINGS - DROP BOX There are more options when configuring the settings for a Drop Box: 

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Page Text: This is where the bulk of the content will go; the word processor interface allows for media rich content



ACCESS  Do not allow users to view this item: Check this box if students should not see the item  Start Date: When checked, the Page will not be visible to students until this date  End Date: When checked, the Page will be visible to students until this date

Workshop B – Creating Content: Adding Content – Custom Settings

Page 30

Monroe Community College: Instructional Design Team

Updated July 2013



SUBMISSION  Max Submissions: Choose between unlimited submissions, or a finite number (1-10)  Message Box: Disabled, students will NOT see the text box where they would typically type a message  Attachments: Disabled, and students cannot submit a file  NOTE: At least the Message Box or Attachments must be enabled  Make Submissions Anonymous: When checked, any submission will be anonymous



REVIEW  User Review: Normal (only users see their submissions), Peer-Review (all students can see all submissions), or Disabled (no one sees any submission)



ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

CUSTOM SETTINGS - ASSESSMENT There are even more options when configuring the settings for an Assessment. One thing to consider: 

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Page Text: This is critical if the instructions are to be visible before the student can take the exam



ACCESS  Do not allow users to view this item: Check this box if students should not see the assessment  Start Date: When checked, the Page will not be visible to students until this date [Not recommended for Assessments]  End Date: When checked, the Page will be visible to students until this date [Not recommended for Assessments]  Browser Security: Recommend "Medium"



INTERACTION  Date Enabled: When checked, the date and time the student can actually take the Assessment [Recommended for Assessments]  Date Disabled: When checked, the date and time the student can no longer take the Assessment [Recommended for Assessments]  Display Mode: Allows instructor to choose how the questions will be presented  Question Set Defaults: Options to randomize questions  Attempts Allowed: Permits instructor to determine how many attempts the student has on the assessment  Validation: Determines whether or not the assessment can be submitted with some questions un-answered  Time Limit Settings: Configuration for installing a time limit on the exam There are other fields that could be explored, but these are the most popular (and the ones that require further explanation)



REVIEW  View Submission History: Choose between Full, List or Disabled

Workshop B – Creating Content: Adding Content – Custom Settings

Page 31

Monroe Community College: Instructional Design Team

   

Updated July 2013

Review Availability: Determine when the review begins (and ends) Display Feedback: After the Assessment, after a Question Set, or Disabled Feedback Options: Determine what feedback the student gets

ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

CUSTOM SETTINGS - DISCUSSIONS There are even more options when configuring the settings for a Discussion Forums: 

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Directions: This is where the bulk of the content will go; the word processor interface allows for media rich content



ACCESS  Do not allow users to view this item: Check this box if students should not see the item  Start Date: When checked, the Page will not be visible to students until this date  End Date: When checked, the Page will be visible to students until this date



POST PERMISSIONS  This tab permits the instructor to limit which teams can read, post and reply to the discussion board



INTERACTION  Mode: This is the type of discussion - Discussion Views: Threaded (one message at a time) or Nested (all messages displayed at once)  NORMAL: All students will see all posts  PRIVATE USER JOURNAL: Student posts (and instructor replies) are only visible to the student and instructor  PRIVATE TEAM JOURNAL: Team member posts and instructor replies are only visible to the team and instructor  FISHBOWL: Certain students (or teams) can post and reply, and the rest of the class can merely observe  HOT SEAT: Certain students (or teams) cannot make new posts, but only reply to posts from everyone else  POST FIRST: Students cannot see the other posts until they post  Maximum Instructor Rating Score: This field indicates the maximum amount of credit each post is worth  Student Post Edit: When checked, students can edit their own posts (after they have been posted) There are other fields that could be explored, but these are the most popular (and the ones that require further explanation)



ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

Workshop B – Creating Content: Adding Content – Custom Settings

Page 32

Monroe Community College: Instructional Design Team

Updated July 2013

EXAMPLES OF CONTENT 

Page

Note that a “Page” is not interactive; there are no files to download, no assignments to be uploaded, and no discussions. A “Page” is merely a space to put information (lectures, supplemental thoughts, etc.).

Workshop B – Creating Content: Adding Content – Examples of Content

Page 33

Monroe Community College: Instructional Design Team



Updated July 2013

File

A “File” is where instructors can post files for the students to download. This could be a PowerPoint, PDF, or other file. The interface for downloading is confusing (the red countdown will decrease to 0 and eventually open the file if the student does not intervene).

Workshop B – Creating Content: Adding Content – Examples of Content

Page 34

Monroe Community College: Instructional Design Team



Updated July 2013

Drop Box

Creating a “Drop Box” allows students to submit a file. The instructor should provide clear instructions for the students. It is possible to include a rubric, as well (consult an Instructional Designer).

Workshop B – Creating Content: Adding Content – Examples of Content

Page 35

Monroe Community College: Instructional Design Team



Updated July 2013

Discussion Forum

A “Discussion Forum” allows all students to contribute to conversations asynchronously – a feat that is hard to replicate in a face-to-face environment. Instructors need to be sure that the expectations of student participation are clear – the number of contributions (both original and replies), the due dates, and any relevant “netiquette”.

Workshop B – Creating Content: Adding Content – Examples of Content

Page 36

Monroe Community College: Instructional Design Team



Updated July 2013

Assessment

“Assessments” can have many different types of questions (Multiple Choice, Multiple Select, Short Answer, Matching, etc.) and can serve as official assessments and also as practice/learning aids.

Creating a functional, expansive “Assessment” leveraging the tools ANGEL offers can be time consuming (due to the breadth of tools available). Be sure to meet with an Instructional Designer if you have any questions.

Workshop B – Creating Content: Adding Content – Examples of Content

Page 37

Monroe Community College: Instructional Design Team

Updated July 2013

SAMPLE LAYOUTS There is no right or wrong way to organize content; it depends on the instructor, the type of class, the amount of content in the class, and the workflow of the course. The following are three popular methods, but it is not unusual for faculty to adopt a hybrid of the following. Instructors should choose what works best for them. 

Topical

When organizing topically, each module (or folder) houses all content relevant to a particular topic.

Depending on the volume of content, it might be beneficial to add additional folders (perhaps inside each unit, include a folder for “Class Notes” or “Assignments”).



Task Based

In this scheme, all content is organized into folders based on their contextual type.

Workshop B – Creating Content: Adding Content – Sample Layouts

Page 38

Monroe Community College: Instructional Design Team



Updated July 2013

Chronological

Many instructors who teach shortened classes (Summer, for instance) prefer to organize the content by week. This helps students keep track of what content is where – especially for students who might enter the course late or prefer to time-shift.

Workshop B – Creating Content: Adding Content – Sample Layouts

Page 39

Monroe Community College: Instructional Design Team

ADDING

Updated July 2013

VIDEO

YouTube has some truly worthwhile videos that may lend breadth and variety to a course. Using tools in ANGEL, it is possible to "link" to the videos, or, better yet, "embed" them in a document. Whereas a "link" is merely blue, underlined text that brings the user to another place, an "embedded" video displays, inline, with the text of the content. Using the method, the user never leaves the ANGEL site, and will not be "lost" in the vast expanses of the internet.

There is a tool, native to ANGEL, which seamlessly integrates YouTube videos into page content. The "Google Media Insertion Tool" is represented by the Google "G" icon.

When pressed, this icon will bring up the Google Media dialogue box. There are two tabs at the top - one for YouTube Videos and one for Picasa Images. To browse through available YouTube clips, type in a relevant word in the "Find" box. A number of videos will appear. To preview the clip, click on the thumbnail of a video. If it is determined that the video is not worthy (inappropriate, low production quality, not reflective of the course content), then close the preview and select another one. YouTube is user generated and moderated; there is a lot of useful content at YouTube, but there are also a lot of videos that may not meet the specifications of a course. If a specific video from YouTube is desired, copy the precise title or URL from that video in YouTube, and paste it into the "Find" box.

Once the proper clip is identified, click the "embed" button to place the video in the current content or the "link" button to provide a link to it. Note that if the video is embedded, during the "Settings" view, it will not render properly - it will appear as a box with an "F" in it and the word Flash in the middle. This is not a

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 40

Monroe Community College: Instructional Design Team

Updated July 2013

problem - save the changes and the video will be embedded normally.

It is important to note that any object that is embedded does not reside on the MCC servers - in this case, any embedded YouTube video still "lives" at the YouTube site. The good news is that embedded videos do not take up space on the MCC server. The bad news is that any object that is embedded can be removed by the author at any time, and any reference to it in the ANGEL course will become invalid.

ADDING

IMAGES

In addition to YouTube, the Google Media Insertion Tool has the ability to insert publicly shared images from Google Picasa, as well. These are images posted by anyone in the world via their Picasa photo sharing site. As such, there is no guarantee that images returned after a search will be relevant or even appropriate. To insert a photo from Picasa, press the Google Media button (just as inserting a YouTube video). Make sure that the tab for "Picasa Images" is selected.

Once the image is selected, it will appear embedded or linked, whichever option was chosen. If the image is embedded, it is possible to right click on the image and change the properties.

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 41

Monroe Community College: Instructional Design Team

Updated July 2013

The data fields are: 

ALTERNATIVE TEXT This is beneficial for blind users - the page reader will articulate whatever text is in this box. Also, browsers that can't render images will replace the image with this text.



WIDTH If adjusting the width and height, use this field. Changing the value here will automatically change the "Height" value appropriately. There is no risk of skewing the image if resizing this way.



HEIGHT If adjusting the width and height, use this field. Changing the value here will automatically change the "Width" value appropriately. There is no risk of skewing the image if resizing this way.



BORDER This will add a border to the image - the integer value in this box corresponds to the pixel width of the border (for example, a value of "5" will install a border 5 pixels wide around the image.



HSPACE This will give a "buffer" of empty space above and below the image, in pixels.



VSPACE This will give a "buffer of empty space to the left and right of the image, in pixels.



ALIGN This option will allow customization of the image (with the top of the surrounding text, the bottom, the middle, etc).

Again, an embedded image does not reside on the MCC server. If the owner of the image elects to remove it from Picasa, then it will no longer appear in the content.

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 42

Monroe Community College: Instructional Design Team

Updated July 2013

ADDING ORIGINAL PICTURES To add an original photo, first make sure that the photo is accessible from the computer (on a USB drive, the hard drive, or camera attached to the computer). The following procedure may appear overwhelming at first, but it is actually straightforward. There are two processes going on in this algorithm - first, the image is uploaded to ANGEL (steps 1-4), then an image from the uploaded images is selected (step 5):

STEP 1: Put the cursor where the image is to be inserted, and click the "Photo Insertion" icon on the toolbar.

STEP 2: The "Image Properties" window will open. Press the "Browse Server" button.

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 43

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Make sure that the tab is switched to "Personal" (it will default to "Associated" - so the switch will need to be done every time). Then click "Browse".

STEP 4: Navigate the computer to find the desired photo. Choose the file, and then press "Open".

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 44

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 5: Once selected, click "Upload". The image name will now migrate to the big window. Click on it once, and it will be inserted. The screen will now go back to the Image Properties screen. Complete all necessary information, and press "OK".

Adding original videos is not difficult; they can be added just like adding a file. However, before embedding a personal video in ANGEL, contact an Instructional Designer.

COPYRIGHT ISSUES Any time third party content is used in a course, copyright issues may be a concern. Be sure to check with the Compliance Officer at MCC if there is uncertainty.

Workshop B – Creating Content: Advanced HTML Editor – Adding Media

Page 45

Monroe Community College: Instructional Design Team

Updated July 2013

TYPES OF LINKS There are four basic types of hyperlinks that are used in ANGEL: 

INTERNAL LINK An internal link will take the user to another destination inside the ANGEL course. For instance, clicking on Course Outline will bring the viewer to the detailed schedule for this course.



WEB LINK A web link, when clicked, will take the user to a site outside of ANGEL. Consider www.nytimes.com, www.cnn.com, and www.monroecc.edu as examples of external sites.



EMAIL LINK Use an email link to make a link that, when clicked, will launch the user's email client and construct an email with the "TO:" field automatically populated (Dave Ghidiu, for example).



ANCHOR LINK Occasionally, there may be a need to have a link that brings the user to a different place in the same page (or to a specific location on another page). Clicking here will jump down to the part of this page where "ANCHORS" are talked about.

CREATING LINKS Regardless of which type of links are going to be created, there are tools in ANGEL to simplify the process. 

INTERNAL LINK To create a link to another place in ANGEL, highlight the words to act as the link, and then click the icon of a folder with the chain links on it.

This will open up the "Content Links" dialogue. Choose the "Map" tab, and then expand the appropriate level of navigation (most links, though not all, will typically be found in the "Learning Modules" branch). Once the appropriate location is visible, merely click once on the link, and ANGEL will modify the highlighted text to be a link.

Workshop B – Creating Content: Advanced HTML Editor – Hyperlinks

Page 46

Monroe Community College: Instructional Design Team



Updated July 2013

WEB LINK To create a link from ANGEL that takes a user to another site, use the notion of a "Web Link".

Highlight the text will become the hyperlink, and click on the "Web Link" icon (a globe with a chain link).

Type in the address that the link should take the user to in the "URL" field.

Workshop B – Creating Content: Advanced HTML Editor – Hyperlinks

Page 47

Monroe Community College: Instructional Design Team

Updated July 2013

It is recommended that Web Links open in new tabs or windows in the browser - this will prevent the user from navigating away from their current ANGEL session. To accomplish this, when making the link, click on the "Target" tab, and change the "Target" to "New Window (_blank)". This will ensure that a clicked link will NOT interrupt the current session of ANGEL. There is no need to enter anything into the "Target Frame Name" field.



EMAIL LINK It is possible to make a hyperlink that will automatically construct an email from the user to a valid email address. The caveat is that that user must have an email client set up (at MCC, most faculty have their computer set up such that if an email link is clicked, the message will be created in Outlook). To create an email link, highlight the text that will become the hyperlink, and click on the "Web Link" icon (globe with a chain link). When the "Link" dialogue pops up, use the "Link Type" drop-down menu to select, "E-Mail".

Fill in the three fields (E-Mail Address, Subject and Body - the text in "Body" will precede any text the

Workshop B – Creating Content: Advanced HTML Editor – Hyperlinks

Page 48

Monroe Community College: Instructional Design Team

Updated July 2013

user adds). 

ANCHOR To create a link to a location in a document, it is necessary to first create the "Anchor" (this is the HTML term for the location in a page where the link will take the user). To do this, put the cursor where the "Anchor" should be (or highlight some text - either one is sufficient). Go to the "Web Link" icon (globe with chain links), and use the drop-down to select "Anchor".

Once selected, an "Anchor Properties" window will pop-up. Furnish the name of this "Anchor". Note that the name chosen should reflect where, on the page, the link takes the user to. The actual Anchor Name will never be seen by the user, but should not be ambiguous, either.

Once completed, the text in the editor will have a light border around it, and will be preceded by an anchor icon.

Workshop B – Creating Content: Advanced HTML Editor – Hyperlinks

Page 49

Monroe Community College: Instructional Design Team

Updated July 2013

To link to this anchor, highlight the text that will become the link, and click the "Web Link" icon (globe with the chain links). Use the drop-down in "Link Type" to select "Link to anchor in the text".

Two new fields will pop-up - use the drop down in the "Select an Anchor By Anchor Name" to choose the Anchor Name that was created earlier.

Workshop B – Creating Content: Advanced HTML Editor – Hyperlinks

Page 50

Monroe Community College: Instructional Design Team

Updated July 2013

TIPS In ANGEL, the Gradebook is often the lifeblood of the course - the Gradebook really needs to be reliable.

To that end, instructors should be aware of the following tips:       

Print PDF versions of the Gradebook often DO NOT link content from the Gradebook; link the Gradebook from the content Be aware that "Treat ungraded items as zeros" will skew the students' average - this also means the onus is on the instructor to keep records up-to-date Major changes to the Gradebook should NOT be attempted after grades have been entered Unless the Gradebook is backed up immediately before the changes are made POINTS vs. PERCENTAGE - Know the pros and cons of each method Instructor's grades, by default, are part of the class average - this can be changed

POINTS VS. PERCENTAGE Before creating a Gradebook, it is important to know the difference between a "Points-Based" Gradebook and a "Percentage" Gradebook. Simply put, a "Percentage" Gradebook allows for columns to be weighted differently, so some categories (for example, Tests) count more towards the final average than other categories (such as Homework). Consider the following comparison:

POINTS EXAMINATIONS Exam 1 Exam 2 Exam 3 QUIZZES Quiz 1 Quiz 2 RESEARCH PAPER Proposal Rough Draft Final Draft

75 95 70 90 80 100 80 90

PERCENTAGE EXAMINATIONS – 50% Exam 1 Exam 2 Exam 3 QUIZZES – 30% Quiz 1 Quiz 2 RESEARCH PAPER – 20% Proposal Rough Draft Final Draft

75 95 70

Average 80%

90 80

Average 85%

100 80 90

Average 90%

Using a Percentage model, the grade is calculated based on the weighting of each category:

TOTAL POINTS

680

In this example, there are 800 possible points, and the student earned 680. Therefore, the average is 680/800, which is a grade of 85%

EXAMS QUIZZES RESEARCH PAPER

.5 * 80 = 40 .3 * 85 = 25.5 .2 * 90 = 18

The final grade in this situation is 83.5%, as the categories are weighted. This student performed worse in the EXAMINATIONS, which, unfortunately for the student, was weighted the most.

A further explanation can be viewed in this GoogleDocs Spreadsheet.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 51

Monroe Community College: Instructional Design Team

Updated July 2013

INITIAL SETUP To setup the Gradebook for the first time, go to the MANAGE tab, and then click on "Gradebook". When the following screen appears, click on "Skip Wizard".

ANGEL will now display the typical Gradebook Management screen. The most useful features for setting up the Gradebook are "Preferences", "Categories", and "Assignments".

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 52

Monroe Community College: Instructional Design Team





Updated July 2013

PREFERENCES There are a few options to consider when initially setting up the Gradebook (these can be changed as the semester progresses, but it is good idea to always backup the course and work with an Instructional Designer when changing settings in the Gradebook). 

DEFAULT DISPLAY FORMAT: Configures how grades will be displayed in the Gradebook and student view



TREAT UNGRADED ITEMS AS ZERO: Any assignment in the Gradebook without a grade will automatically have a 0 in it (could be discouraging for students)



EXCLUDE INSTRUCTORS FROM AVERAGES: Removes instructors grades from the average calculation - will be visually represented by an indent before their name in the Gradebook

CATEGORIES To access the "Categories" portion of the Gradebook, go to the "Manage" tab and then click on "Gradebook". On the right hand side of the screen, click on the like to "Categories". This will typically display all the categories that exist. Initially, there will be one category - "Default".

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 53

Monroe Community College: Instructional Design Team

Updated July 2013

Create the desired amount of categories, and if the Gradebook is "Percentage Based", each category can also be assigned a weight. To make a new category, click on "Add New". Once the categories are added, delete the "Default" category. Place a checkmark in the box adjacent to "Default", and then press the "Delete Selected" button at the bottom of the screen.

Once "Add New" is pressed, another screen comes up. Enter the title of the category in the box called "Title". Choose between "Use All Assignments", "Drop Lowest" and "Use Highest". For "Drop Lowest" and "Use Highest", specify the number of assignments in the box next to "Grades". For instance, if "2" is entered and "Drop Lowest" is selected, ANGEL will drop the two lowest grades. Conversely, if "Use Highest" is selected, ANGEL will only use the two highest scores from that category.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 54

Monroe Community College: Instructional Design Team



Updated July 2013

ASSIGNMENTS To add an assignment (recall that this is NOT the same procedure for assignments automatically linked to the Gradebook, as discussed in Workshop D), go to the "Manage" tab, and then select "Gradebook". From the column on the right, choose "Assignments".

A window will pop up that will show the assignments. Click on "Add New" to add an assignment.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 55

Monroe Community College: Instructional Design Team

Updated July 2013

Fill in the appropriate details - "Title", "Category", and "Points".

ADDING GRADES Adding grades in the Gradebook is easy. This is the manual method (the automatic method is covered in Workshop D). First, go to the "Manage" tab, and then choose "Gradebook. On the left hand side, there is an option under the heading "Enter/Edit Grade" called "By Assignment". Click on it.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 56

Monroe Community College: Instructional Design Team

Updated July 2013

On the next screen, use the drop-down menu to choose the assignment.

Fill in either the "Percentage" or "Points" for the assignment (the other field will automatically be filled in

by ANGEL). In the comments section, leave private communication for the student.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 57

Monroe Community College: Instructional Design Team

Updated July 2013

When finished entering all the grades, it is possible to automatically fill in the values for students without a grade. At the bottom of the screen, enter a value in either the "Percentage" or "Points" box under "Batch Update". Optionally, put a comment in the "Comments" box. Hit the "Batch Update" button, and then "Save Changes" and then "Done". Any student who did not have a value for this assignment will receive the value from the "Batch Update".

STUDENT ACCESS Students do not have a MANGE tab, so their grade is typically viewed through the REPORT tab. Once the student clicks on this tab, the "Category" drop-down menu that defaults to "Learner Profile" should be changed to "Grades". Then press the "Run" button.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 58

Monroe Community College: Instructional Design Team

Updated July 2013

ARCHIVING It is a good idea to save the grades periodically. To do this:     

Go to the MANAGE tab Choose "Gradebook" Choose "Print Grades" - this option actually generates a PDF file; it does not actually print the grades On the next screen, press the "Generate PDF" button (tweak the settings, if desired) Once the browser renders the PDF, go to the disk icon and save the file - be sure to save it to a location (M: Drive, USB Device) that can be easily found

VIEWING GRADES Faculty and students will view the Gradebook differently. All students should use the method indicated above (going to the REPORT tab). Faculty should go to the MANAGE tab and then choose the "Gradebook" option. From here, clicking on "View All Grades" will bring the faculty to an online spreadsheet of the grades. Alternatively, clicking on "Print Grades" will generate a PDF file that can be saved or printed out.

Workshop B – Creating Content: Manual Gradebook – Gradebook Setup and Use

Page 59

Monroe Community College: Instructional Design Team

Updated July 2013

TAKING ATTENDANCE ANGEL can be used to track attendance of students. Monroe Community College has specifications for tracking attendance, and ANGEL is one tool that may help.

To take Attendance using ANGEL:    

Go to the MANAGE tab Choose "Attendance" Click on the number corresponding to the current date At this point, it is possible to auto-fill each students' status with a value  Scroll down to the bottom of the page, adjust the "Default" appropriately, and then click the "Save" button  The screen will return to the current month - click on the appropriate date again, and all spots will be filled with the "Default" setting  Make changes, as needed (also, "Notes" can be entered next to each student)  Press the "Save" button

PREFERENCES When looking at the Attendance, there is a choice to set the "Preferences". There are really two different options: 

DAYS OF THE WEEK Determine, via checkbox, which days of the week should be displayed.



ATTENDANCE CODES There are several default values ("A" for "Absent", "P" for "Present", etc.). It is possible to edit the existing values or customize new ones.

EXPORTING ANGEL also features the ability to "Export" Attendance. Click "Export" from the current month view, and choose between CSV (Comma Separated Values) and TSV (Tab Separated Values). Either version will be able to be opened in Excel. One potential issue with using this procedure is that the format is difficult to work with. Alternatively, it is possible to use the REPORTS tab to look at the attendance in a matrix, and print that as a PDF. Different departments require different durations for attendance retention, and it is important to note that courses are purged after 5 semesters, which means the Attendance information needs to be exported and stored before that happens.

Workshop B – Creating Content: Manual Gradebook – Attendance

Page 60

Monroe Community College: Instructional Design Team

Updated July 2013

ANGEL Manage Options

What it does

When to do it

Tips from your ID Team

Backup

Creates and automatically saves, on the SLN server, a .zip folder of your course content with the student data and submissions (including gradebook)

It is recommended that courses are backed up weekly.

Additionally, courses should be backed up after entering grades and before modifying your course.

The .zip file can be saved in other locations. Only the most current backup is kept on the SLN server.

See “How to Backup ANGEL Courses_v1.1”

Restore

Export

Creates a .zip folder of your course content (layout, folders, etc.) that is stored on the SLN server. This should also be saved in another location (i.e. thumb drive, hard drive, etc.)

Process used to bring in an exported course (.zip folder) into another course shell

At the end of a semester or when you want to import from one semester to another, from one course section into another, or to provide course content to a colleague.

When you want to bring in course content from a previous semester or from another course shell.

Module copy

A. Copy course content to another course section B. Copy course content within a course

A. To copy a specific content module to another course or group B. To make a copy of a specific content module within a course

Module export

Exports selected course content to a .zip folder

To save a folder or learning module as a file to be able to share via email, or move among your own courses, etc.

Import

Only a campus MID, or SLN with permission from a campus MID, can perform a restore.

Does not include student data

See “How to Export ANGEL Courses_v1.1”

Does not include student data

You will need to change dates and check your delivery settings after the import process completes

See “How to Import ANGEL Courses_v1.1” A. Utilities > copy item > select destination course > specify lesson folder > click copy B. Go to the folder where you want to copy TO > Add Content > Copy Items > Select item to be copied Utilities > Export item to .zip > click title of file > save

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – ANGEL Manage Options

Page 61

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

How to Backup ANGEL Courses Instructors are encouraged to backup ANGEL courses, which includes student data, on a weekly basis or when major changes have been done to the course. Some circumstances when additional backups might be warranted:



Before adding new content to a course or deleting any content. This would ensure that a backup was available in case any content is accidentally deleted during the addition of new content.



After adding new content to a course. This would ensure that a backup contains the latest version of the course.



After adding grades. This would ensure that the backup contains the latest grades. If data was lost for any reason, reconstructing and regrading could be difficult.

PLEASE NOTE:    

Do not use the Restore utility without first consulting with a campus MID. Do not import a backup to a live course.

Remember that only one copy is on the server at a time.

Remember that a backup contains student grades which could be considered confidential.

To Backup Your Course for the First Time 1.

Click the Manage tab.

2.

Click Backup and Restore under the Data Management section.

3.

Click the Your Backups - Click here to create new backup link.

Note: The first time you attempt to backup your course, ANGEL will indicate that there is no previously created backup.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Backup Your Courses

Page 62

Monroe Community College: Instructional Design Team

MCC 4.

Updated July 2013

ANGEL 8.0 Instructions

Click Done.

Note: ANGEL will notify you that your backup is in a queue waiting for the system to backup the course. ANGEL backs up courses using this queue method to prevent the server from being slowed down from too many simultaneous requests to backup courses.

5. Once your backup has been completed, you will see the Date Created and File Size, Last Backup date, time, and size listed under the Data Management component on your Management Console. This most recent copy of your course is stored on the ANGEL server. Each time that you backup your course, ANGEL overwrites this backup, so that you always have the most recent version of your course.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Backup Your Courses

Page 63

Monroe Community College: Instructional Design Team

MCC How to Export ANGEL Courses

Updated July 2013

ANGEL 8.0 Instructions

Complete these steps to export a clean copy of an ANGEL course. The export process creates a zipped file of an ANGEL course and includes course content only (student submissions are not included).

Use the Export Console to:   

Prepare for the upcoming semester: Export existing course content from an ANGEL shell. Save the zipped file, and then import the zipped file into ANGEL shells for the upcoming term.

Manage multiple sections of the same course: Do all course development in one section, export the course content, and then import the content into the other sections.

Share course materials with another instructor: Export existing course content from an ANGEL shell and then give a copy of the saved zipped file to the instructor with whom content is being shared.

To Export Your ANGEL Course 1.

Enter the course for which you want to export content FROM. Go to Manage > Export Console.

2.

Select ANGEL Format.

3.

Select the items to export OR to preserve all course content, keep the defaults and do not clear any of the checkboxes. Click Next.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Export Your Courses

Page 64

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

4.

ANGEL will display an Export Queued message. This step takes 5-20 minutes, depending on your Internet connection speed, size of the content and system load. While the content is exporting, you can browse around the course, but do not make any changes to the course during the exporting process. You may also exit the course and perform other tasks in the system.

5.

Click Go back to Export Course Content. Wait patiently until “Download File” appears in Step 6.

Click the Refresh link until the green check mark appears.

6.

Click on the file name link. Review the Last Export date and time to ensure you are downloading the most recent export of your course.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Export Your Courses

Page 65

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

7.

Click Save.

8.

Browse to a folder or location to save the file. Click Save.

NEXT STEPS: Review How to Import ANGEL Courses to import course content into ANGEL shells. Review How to Backup ANGEL Courses to create full backups of course content and student data.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Export Your Courses

Page 66

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

How to Import ANGEL Courses **Before You Begin: Review the “How to Export ANGEL Courses” instructions** Complete these steps to import course content into ANGEL shells. Use the Import Console to:  Import content from an ANGEL export, which was previously saved using the “How to Export ANGEL Courses” instructions.  Import content from other course management systems such as BlackBoardTM  Import a test bank from a publisher.

To Import Your ANGEL Course 1. Enter the course into which you want to import content. View the Learning Modules tab to confirm the course is empty if you feel it should be. If it has content, you will need to determine if you wish to keep the content.

2. Go to Manage > Import Console. Click the Content Package link.

3. Click the Browse button and navigate to the file to be imported.

4. Navigate to the file to be imported and then click the Open button.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Import Your Courses

Page 67

Monroe Community College: Instructional Design Team

MCC 5.

Updated July 2013

ANGEL 8.0 Instructions

Click the Upload File button. The upload might take up to 30 minutes, depending on your Internet connection speed, size of the content and system load.

6. The next step allows you to designate the portions of the course content to be imported. By default, only content is checked and user data is not imported into ANGEL shells. Click the Next button.

While the content is importing, you can browse around the course or exit the course and perform other tasks in the system.

7. Go to Manage > Import Console to verify the course content was imported successfully.

8. Go to Learning Modules and look for your imported content.

NEXT STEPS: Change dates where necessary throughout your course, check links, review course using student view.

Workshop B – Gradebook Setup and Use: Backup, Export, and Import – How to Import Your Courses

Page 68

Monroe Community College: Instructional Design Team

Updated July 2013

HOW DISCUSSIONS CAN BE USED In a brick and mortar classroom, ice breakers happen naturally - oftentimes, an instructor will have each student in the room say their name and share some personal information with the rest of the students. Or it could be something as easy as saying where they are from, or listing any pets they may have. A byproduct of these exercises is that it brings personalization into the classroom - it lends insight into the life of each student; details that most likely would not emerge in the scope of academic conversations.

Similarly, ANGEL has the ability to host non-academic discussions. A few ideas include: 

INITIAL ICE BREAKER Share with the class  Who you are  What your background is  Your school/career ambitions



WATER COOLER Host a discussion about purely recreational things. It mimics the before-class/after-class conversations that would occur in a typical classroom. Maybe it's about what happened on The Office last night, or about the last space shuttle flight.



TWO TRUTHS AND A LIE This popular game asks each student to share three facts about themselves (one of which is false). The rest of the class attempts to decipher which one is the imposter. This game tends to elicit strange and wild stories from each participant.



POST FIRST One of the ways to facilitate an ice breaker is to use the "Post First" functionality of a Discussion Forum. When implemented, this will not let the student see all the posts from other students until they make an initial post.



ASK A QUESTION In a face to face class, students can often raise their hand to ask a question. Classes that are held online (part or in full) have a different mechanism for raising hands - the Discussion Forum. Instructors often create a Discussion Forum (either one for the entire duration of the class, or one for each learning module) entitled, "Ask A Question" or "Raise Your Hand". This affords students the opportunity to ask a question to the instructor and the whole class.



CONTENT SPECIFIC Common Discussion Forum; pose a question, and have students respond. Typically, they are opinion based (response to a reading, for instance). These are often used as an assignment.

For example, in a Discussion Forum about One Flew Over the Cuckoo's Nest, each student might be required - over the duration of a week - to post 2 original posts (responding to a question), and then respond to 3 posts from other students. Instructors should have clear expectations articulated regarding frequency and quality of each post.

Workshop C – Interactive Content: Discussion Forums – Uses & Modes

Page 69

Monroe Community College: Instructional Design Team

Updated July 2013

MODES There are multiple ways to administer a Discussion Forum. Found in the "Interaction" tab in the "Settings", they are as follows: 

NORMAL All students can view and post



PRIVATE JOURNAL The contents of a Private Journal are visible ONLY by the instructor and the individual student.

This is analogous to having students write in a journal, and then submitting the journal for review.



TEAMS For students who are working as a Team on a project. All content is visible only by the Team members.



POST FIRST Students will not see any post from other students until they make their first contribution to the Discussion Forum.



FISH BOWL Only a select few students are permitted to post, but everyone can observe the dialogue.



HOT SEAT A select few students respond to posts from everyone in the course.

Workshop C – Interactive Content: Discussion Forums – Uses & Modes

Page 70

Monroe Community College: Instructional Design Team

Updated July 2013

SETTINGS There are some settings that can be tweaked to customize a Discussion Board. Below are screenshots of the most common settings to adjust. Click on each one to make it larger. Each screenshot represents a different tab of settings. The Automate tab and Post Permissions tab are intentionally omitted, as they are rarely used at MCC. The portions highlighted in yellow are settings that are most commonly adjusted.

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Directions: This is where the bulk of the content will go; the word processor interface allows for media rich content

Workshop C – Interactive Content: Discussion Forums – Customizing

Page 71

Monroe Community College: Instructional Design Team

Updated July 2013

ACCESS  Do not allow users to view this item: Check this box if students should not see the item  Start Date: When checked, the Page will not be visible to students until this date  End Date: When checked, the Page will be visible to students until this date

POST PERMISSIONS  This tab permits the instructor to limit which teams can read, post and reply to the discussion board

INTERACTION  Mode: This is the type of discussion - Discussion Views: Threaded (one message at a time) or Nested (all messages displayed at once)  NORMAL: All students will see all posts  PRIVATE USER JOURNAL: Student posts (and instructor replies) are only visible to the student and instructor  PRIVATE TEAM JOURNAL: Team member posts and instructor replies are only visible to the team and instructor  FISHBOWL: Certain students (or teams) can post and reply, and the rest of the class can merely observe  HOT SEAT: Certain students (or teams) cannot make new posts, but only reply to posts from everyone else  POST FIRST: Students cannot see the other posts until they post  Maximum Instructor Rating Score: This field indicates the maximum amount of credit each post is worth  Student Post Edit: When checked, students can edit their own posts (after they have been posted)

There are other fields that could be explored, but these are the most popular (and the ones that require further explanation)

Workshop C – Interactive Content: Discussion Forums – Customizing

Page 72

Monroe Community College: Instructional Design Team

Updated July 2013

ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

Workshop C – Interactive Content: Discussion Forums – Customizing

Page 73

Monroe Community College: Instructional Design Team

Updated July 2013

EXAMPLE OF A DISCUSSION FORUM The following is a screenshot of a Discussion Forum from ANGEL. Note the following configurations:  The “Rating” system is displayed (although it can yield misleading results, as it is not required for participants to provide a rating, so the average can be skewed)  The “Score” column is implemented  There is a rubric attached  Students can change the view from ”Nested” to “Threaded”

Workshop C – Interactive Content: Discussion Forums – DISCUSSION: Ethical Limits for Computer Science

Page 74

Monroe Community College: Instructional Design Team

Updated July 2013

VIEWING Discussion Forums, by nature, can be unwieldy to grade. Happily ANGEL has a few different mechanisms that offer different modalities for grading and viewing.

When viewing, there a few different views. 

NESTED This is probably the best view to see all content in a Discussion Forum. With a "nested" view, all content can be viewed without going to other screens. Also, all content is displayed in contextual, chronological order. One drawback to the "nested" view is that the discussion threads may be collapsed by default. If this happens, it is possible to expand the major threads (some threads that are more than one level down will not be expanded) by pressing the "expand/collapse" icon.

When expanding the "nested" view, any threads that are not expanded automatically can be expanded manually. 

THREADED This view will show actions of posting and replying, but will omit the actual content. This is one way of getting a global feel for who is contributing. Attempting to expand all posts with the "expand/collapse" icon will automatically invoke the "nested" view.



SEARCH The search view will provide a search field that permits searching by keywords. Note that the author field is not searchable.



AT-A-GLANCE This view will display relevant statistics regarding the forum.

SCORING When looking at a Discussion Forum, there are a few tools that will help with grading: 

FLAG This is an unofficial metric for instructors to use. If an instructor wants to "flag" a post, they can click on the flag icon. It will turn red, but by pressing any number (1-9, and 0 turns off the flag), the color can be changed. Some instructors have a specific color scheme (red may mean "bad", green may indicate a "well-written" post, and so on). The flags will NOT be visible by other students in the class. Flagging posts is particularly helpful if an instructor is reading a post, but intends to grade the Discussion Forum at a later time. It is important to note that the "Flag" feature is not exclusive to instructors; if enabled (in the Settings), students can implement their own flagging system (not seen by other students).



SCORE Also not seen by other students (except for the student who made the post the instructor is "grading", this is another tool used to help "cue" the instructor about the quality of the post at a later date. There are two dashes in this column, and by clicking on it, the instructor can enter a number (assuming that in the Settings, the instructor specified a maximum score for each post).

While not part of the actual grade (ANGEL will not flow this number into the Gradebook),

Workshop C – Interactive Content: Discussion Forums – Submissions

Page 75

Monroe Community College: Instructional Design Team

Updated July 2013

ANGEL will recommend a grade based on the total amount of points possible (how many posts the student made) compared to the number of points the instructor has indicated. This metric is made available when the instructor is submitting the grades to the Gradebook. Another benefit to using this mechanism is that a PRIVATE reply to a student's post can be made inline with the rest of the discussion. The private message will be visible only to the instructor and student, and will be indicated by the word "(PRIVATE)".

Workshop C – Interactive Content: Discussion Forums – Submissions

Page 76

Monroe Community College: Instructional Design Team



Updated July 2013

RATING ANGEL has a rating system (which can be disabled) that allows classmates to rate each other's posts. By clicking on a star (1-5), the rating is given. Although the rater can change their rating at any time, it will only display their current selection. Hovering over the stars will display the average rating (determined by all votes in the class). This information will be available during the grading phase, as well.

GRADING To submit grades for a Discussion Forum, go to the "Submissions" option. Then click on "Grade Forum".

The grades that get entered in the "Gradebook Grade" column are the final grades for the whole Discussion Forum. If the scoring mechanism is used, it will be viewable.

Workshop C – Interactive Content: Discussion Forums – Submissions

Page 77

Monroe Community College: Instructional Design Team

Updated July 2013

Additionally, clicking on the students' names will show all their specific contributions to the forum (however, they are not in context).

Be sure to hit the "Submit Grades" button when finished.

Workshop C – Interactive Content: Discussion Forums – Submissions

Page 78

Monroe Community College: Instructional Design Team

Updated July 2013

HOW DROP BOXES CAN BE USED The Drop Box was originally designed as a venue for students to submit their work (essays, photos, etc.).

However, there are other ways that Drop Boxes can be implemented in the classroom. A few ideas include: 

RECEPTACLE FOR A SPECIFIC ASSIGNMENT This is the typical use - for essays, reports, and any other assignment that requires a file to be given to the instructor. This is much more desirable than having them emailed to the professor, as it aggregates all the work into one spot, and the grades can be linked to the Gradebook fairly easily. It is recommended that one Drop Box be established for each assignment; having only one Drop Box to manage submissions for multiple assignments is difficult to administer easily.



SHARED RESOURCES FOR TEAMS Create a Drop Box, and only give access to a Team. Make it a "Peer Review" Drop Box, and then only those members on the Team can access the content. Students can submit resources (files, reports, etc.) and share with their team. Great for group projects!



PEER REVIEWED CONTENT In situations where the content should be "Peer Reviewed", implement a Drop Box with that mechanism (see below).

NORMAL A Drop Box that is configured as "Normal" under the "Review" tab functions as a typical Drop Box - any student can submit a file, and it will automatically go into an area that aggregates all the assignments.

Only the instructor and the student have access to that work.

PEER REVIEW This configuration allows all the students to see all the submissions. This could be desirable in some instances (sharing photos for a photography class, peer review editing, etc.).

Workshop C – Interactive Content: Drop Boxes – Uses & Modes

Page 79

Monroe Community College: Instructional Design Team

Updated July 2013

SETTINGS There are not that many settings that need to be tweaked to customize an Drop Box. Below are screenshots of the most common settings to adjust. Each screenshot represents a different tab of settings. The Review tab and Automate tab is are intentionally omitted, as those tabs are rarely used at MCC. The portions highlighted in yellow are settings that are most commonly adjusted. Click on any image to make it larger.

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Page Text: This is where the bulk of the content will go; the word processor interface allows for media rich content

Workshop C – Interactive Content: Drop Boxes – Customizing

Page 80

Monroe Community College: Instructional Design Team

Updated July 2013

ACCESS  Do not allow users to view this item: Check this box if students should not see the item  Start Date: When checked, the Page will not be visible to students until this date  End Date: When checked, the Page will be visible to students until this date  In general, use the dates under the SUBMISSION tab to control when students can submit

SUBMISSION  Max Submissions: Choose between unlimited submissions, or a finite number (1-10)  Message Box: Disabled, students will NOT see the text box where they would typically type a message  Attachments: Disabled, and students cannot submit a file  NOTE: At least the Message Box or Attachments must be enabled  Start/Stop Accepting Submissions: Controls the dates and times that students can submit to the Drop Box

Workshop C – Interactive Content: Drop Boxes – Customizing

Page 81

Monroe Community College: Instructional Design Team

Updated July 2013

REVIEW  User Review: Normal (only users see their submissions), Peer-Review (all students can see all submissions), or Disabled (no one sees any submission)

ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

Workshop C – Interactive Content: Drop Boxes – Customizing

Page 82

Monroe Community College: Instructional Design Team

Updated July 2013

EXAMPLE OF A DROP BOX

The following is a screenshot of a Drop Box in ANGEL. Note the following:  In this particular configuration, the student can either:  Attach a document  Type their response into the textbox This is not necessarily a desirable configuration; having both options can disrupt the workflow for the instructor 

The instructions are clear and concise; students will have no ambiguity about what is expected

Workshop C – Interactive Content: Drop Boxes – DROP BOX: Computing Through the Ages

Page 83

Monroe Community College: Instructional Design Team

Updated July 2013

VIEWING Files that have been submitted can be accessed two different ways: 

IN THE DROP BOX Any file that has been submitted will be seen by clicking into the Drop Box (the files are at the bottom, and can be sorted). By clicking on a submission, ANGEL will direct the browser to the grading venue.



SUBMISSIONS Going to the "Submissions" menu associated with the Drop Box yields three choices:  View, Grade or Delete Submissions: This is the typical grading mechanism

 

Export Submission and Grade Data: Not terribly useful, all data can be exported to a .txt file Download Submissions: Choose this option to download all submitted content to grade off-line

Workshop C – Interactive Content: Drop Boxes – Submissions

Page 84

Monroe Community College: Instructional Design Team

Updated July 2013

GRADING To grade submitted work, go to the "Submissions" menu, then "View, Grade or Delete Submissions", and then clicking on the "GRADE" button next to the submission to be graded. Note that by clicking on the column headings ("User", "Subject", "Submitted" (time and date), and "IP Address"), the submissions will be rearranged. By default, they are organized in order of date and time of submission.

Once clicked on the submission, the screen will look like this:

Enter the grade of the assignment in the "Grade" box. The "Remarks" text box is for any comments that are intended for the student to view. Note that it is possible to download the students' work, annotate it, and then use the "Attachments" button to add it to the students' file. Doing this provides excellent feedback for the student (see below). However, this is not necessary; a grade can be submitted without attaching documents.

For instructors interested in annotating a file and then follow the steps below (for more information, consult an Instructional Designer).

Workshop C – Interactive Content: Drop Boxes – Submissions

Page 85

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 1: Open up the Microsoft Office document and go to the "Review" tab. Enable "Track Changes". This will allow all changes to be tracked. Additionally, there is a "New Comment" feature that will permit the reviewer to leave comments for the reader.

STEP 2: Save the revised file. It is a good idea to append the graders initials (or some other convention) to the beginning or end of the title. Additionally, it makes entering the grades in ANGEL easier if the actual score is part of the name of the new file.

Workshop C – Interactive Content: Drop Boxes – Submissions

Page 86

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Using the "Attachment" button from the grading screen, choose the reviewed copy.

This screen shows what assignments look like as they have been graded. The assignment on top has been graded, comments have been added, and an attachment has been sent to the student.

Workshop C – Interactive Content: Drop Boxes – Submissions

Page 87

Monroe Community College: Instructional Design Team

Updated July 2013

DISCUSSION Discussion on cheating, open book, who’s taking the test, randomizing, timed testing, writing under pressure, special needs, limiting submissions, browser security to copy/print, pooling/configuration, multipart assignment, copying existing test from word

CHEATING Any Assessment given online is potentially open to security threats. There are some features in ANGEL that can help mitigate cheating.    

Setting the "Browser Security" to "medium" prohibits copying and pasting of questions By using "authentic questions", Assessments can be made more challenging and representational of knowledge Dates and times can be configured that allow the Assessment to be taken in only a select timeframe Randomizing questions, having large question pools, using question sets, and randomizing the order of the answers are all ways to help generate unique Assessments

CREATING A "CONTAINER" To create an Assessment, go to "Add Content" and then choose "Assessment". Give the Assessment a name and subtitle (if needed). This creates the Assessment, although no questions are created yet (that is done later). However, there are a plethora of settings that can be tweaked for Assessments. These can be established later (see Customizing).

Workshop C – Interactive Content: Assessments – About Assessments

Page 88

Monroe Community College: Instructional Design Team

Updated July 2013

SETTINGS There are many settings that can be tweaked to customize an Assessment (more than any other content type). Below are screenshots of the most common settings to adjust. Each screenshot represents a different tab of settings. The Automate tab is intentionally omitted, as that tab is rarely used at MCC. The portions highlighted in yellow are settings that are most commonly adjusted, and red highlighting indicates settings to be wary of. Click on any image to make it larger.

CONTENT TAB  Title: Should be something quick and concise  Subtitle: Up to 255 characters of description  Page Text: This is critical if the instructions are to be visible before the student can take the exam

Workshop C – Interactive Content: Assessments – Customizing

Page 89

Monroe Community College: Instructional Design Team

Updated July 2013

ACCESS  Do not allow users to view this item: Check this box if students should not see the assessment  Start Date: When checked, the Page will not be visible to students until this date [Not recommended for Assessments]  End Date: When checked, the Page will be visible to students until this date [Not recommended for Assessments]  Browser Security: Recommend "Medium"

Workshop C – Interactive Content: Assessments – Customizing

Page 90

Monroe Community College: Instructional Design Team

Updated July 2013

INTERACTION  Date Enabled: When checked, the date and time the student can actually take the Assessment [Recommended for Assessments]  Date Disabled: When checked, the date and time the student can no longer take the Assessment [Recommended for Assessments]  Display Mode: Allows instructor to choose how the questions will be presented  Question Set Defaults: Options to randomize questions  Attempts Allowed: Permits instructor to determine how many attempts the student has on the assessment  Validation: Determines whether or not the assessment can be submitted with some questions unanswered  Time Limit Settings: Configuration for installing a time limit on the exam There are other fields that could be explored, but these are the most popular (and the ones that require further explanation)

Workshop C – Interactive Content: Assessments – Customizing

Page 91

Monroe Community College: Instructional Design Team

Updated July 2013

REVIEW  View Submission History: Choose between Full, List or Disabled Review Availability: Determine when the review begins (and ends)  Display Feedback: After the Assessment, after a Question Set, or Disabled  Feedback Options: Determine what feedback the student gets

ASSIGNMENT  Can be linked to the Gradebook (Workshop D)

Workshop C – Interactive Content: Assessments – Customizing

Page 92

Monroe Community College: Instructional Design Team

Updated July 2013

ESTABLISHING AN ASSESSMENT To create an Assessment, go into the folder where the Assessment should reside, and click "Add Content" - then choose "Assessment". At this point, it is wise to fill in the Title and Subtitle (if a Subtitle is desired). Under the Access tab, be sure to check the box that says "Do Not Allow Users To View This Item". This will prevent students from accessing the Assessment prematurely (of course, this needs to be deactivated before the Assessment is to be deployed). The other tabs (Interaction, Review, Automate, and Assignment) can be filled in later. Once "Save" is hit (at the bottom), ANGEL will save the changes and go to the venue where the assessment will be built.

QUESTIONS There are ten different types of questions that can be made in an Assessment; the following five are the most popular (and easy to create).

Workshop C – Interactive Content: Assessments - Editor

Page 93

Monroe Community College: Instructional Design Team

Updated July 2013

MULTIPLE CHOICE QUESTION  There is only one correct answer

Workshop C – Interactive Content: Assessments - Editor

Page 94

Monroe Community College: Instructional Design Team

Updated July 2013

MULTIPLE SELECT QUESTION  There can be more than one right answer  Instructor can configure the question so that partial credit is given for partially correct answers

Workshop C – Interactive Content: Assessments - Editor

Page 95

Monroe Community College: Instructional Design Team

Updated July 2013

SHORT ANSWER QUESTION  The instructor must indicate different permutations of correct answers  For instance, if the question is, "What town is MCC located in?", the following potential answers should be considered:  Brighton  Brighten  Briteon  Henrietta  Rochester

Workshop C – Interactive Content: Assessments - Editor

Page 96

Monroe Community College: Instructional Design Team

Updated July 2013

ESSAY QUESTION  ANGEL will not automatically grade these questions; the instructor must  A rubric can be provided

Workshop C – Interactive Content: Assessments - Editor

Page 97

Monroe Community College: Instructional Design Team

Updated July 2013

TRUE OR FALSE QUESTION  There is only one correct answer - TRUE or FALSE

Workshop C – Interactive Content: Assessments - Editor

Page 98

Monroe Community College: Instructional Design Team

Updated July 2013

QUESTION SETS Think of a Question Set as a bin of questions. It is possible (and often very handy) to have multiple Question Sets on an exam. For instance, it may be desirable to have a Question Set of True/False questions, and then another Question Set of Multiple Choice questions, and a final Question Set of Essays. The advantage is that each Question Set can have their own configuration. In the previous example, the True/False Question Set may have twenty questions in it, but it can be configured to administer any five of those questions randomly to each test. This helps ensure exam fidelity by giving each student different questions. Question Sets can be organized topically, too (a Math test may have a Question Set for adding fractions, one for subtracting fractions, and one for multiplying fractions).

Every Assessment in ANGEL starts with an empty Question Set - many instructors put all the questions in this default Question Set, but that makes it much more difficult to deploy specific content, randomized exams.

STEP 1: To create a new Question Set, click on "Add Question Set".

Workshop C – Interactive Content: Assessments - Editor

Page 99

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 2: Give the Question Set a name, and decide if the title of the Question Set should be displayed. It is also possible to include directions specific to this Question Set in the "Heading Text" field.

STEP 3: The settings for each Question Set can be inherited from the settings for the whole exam (by default), or they can be customized individually - the "Use assessment settings" box needs to be unchecked for this to happen.

Workshop C – Interactive Content: Assessments - Editor

Page 100

Monroe Community College: Instructional Design Team

Updated July 2013

EXAMPLE OF AN ASSESSMENT This is the student perspective of an Assessment. Note that:  It is timed (and in this current configuration, the Assessment will automatically be submitted as the time expires 

The “Assessment Navigation” is enabled, which allows students to put a check in the “Review” box so that they can return to those questions before submitting the Assessment

Workshop C – Interactive Content: Assessments – Assessment Example

Page 101

Monroe Community College: Instructional Design Team

Workshop C – Interactive Content: Assessments – Assessment Example

Updated July 2013

Page 102

Monroe Community College: Instructional Design Team

Workshop C – Interactive Content: Assessments – Assessment Example

Updated July 2013

Page 103

Monroe Community College: Instructional Design Team

Workshop C – Interactive Content: Assessments – Assessment Example

Updated July 2013

Page 104

Monroe Community College: Instructional Design Team

Workshop C – Interactive Content: Assessments – Assessment Example

Updated July 2013

Page 105

Monroe Community College: Instructional Design Team

Updated July 2013

AUTO VS INSTRUCTOR GRADING One of the attractions to ANGEL is the power of the computer to grade assessments automatically.

Naturally, this can only be done with questions that do not require instructor input (for instance, essays cannot be graded by the computer). In cases where instructor involvement is necessary, the questions that can be graded automatically will be. It is recommended that "Fill In The Blank" questions generally be avoided, as automatic grading may not be as effective. Many instructors like having assessments that have both automatic and manually graded questions. Be aware that a question can be assigned a grade higher than the point value of the assessment can be given (and ANGEL will not prompt the grader with an "Are you sure" message if this happens).

SUBMISSIONS The "Submissions" option for an assessment is the "Central Nervous System" for grading and feedback.

Workshop C – Interactive Content: Assessments – Submissions

Page 106

Monroe Community College: Instructional Design Team



Updated July 2013

Grade by Question Allows the instructor to grade one question at a time from every exam that has been submitted.

Once this selection is chosen, a screen with all the questions (and number of submissions) will appear. ANGEL will provide all submissions (per question), and prompt the instructor to assign a grade. Note that by default, the names of the students will not be visible.

Click on the number preceding the question to grade it

Enter a grade and/or comments for each response

Workshop C – Interactive Content: Assessments – Submissions

Page 107

Monroe Community College: Instructional Design Team



Updated July 2013

View, Grade or Delete Submission This allows the instructor to look at each assessment that has been submitted. After clicking on a submission, the instructor can:  Manually override the points awarded for each question  Leave comments (per question) on the assessment  Grade any question that is pending instructor review Once "View, Grade or Delete Submission" is selected, a list of all submissions will appear (in order of submission date - the order can be changed by clicking on the header of any column). To review a submission and add comments, click the "Grade" button next to the respective submission.

Workshop C – Interactive Content: Assessments – Submissions

Page 108

Monroe Community College: Instructional Design Team

Updated July 2013

Sample submission

Workshop C – Interactive Content: Assessments – Submissions

Page 109

Monroe Community College: Instructional Design Team



Updated July 2013

Pending Items Pending items are assessments (or surveys) that have been delivered to the student, but not completed on time. Reasons for an item to be categorized as "pending" include:   

Assessments that were started but not finished (saved for later) Internet connection was lost during an assessment Submitted late

The instructor can manage these cases on an individual basis

List of submissions that are pending

Questions with a blue pencil tip indicate questions that need instructor attention - in this example, the exam was submitted without all the questions answered.

Workshop C – Interactive Content: Assessments – Submissions

Page 110

Monroe Community College: Instructional Design Team

Updated July 2013

REGRADING A QUESTION Occasionally, there is a need to regrade a question (the key was wrong, students have made a case for alternate answers, etc.). In these cases, go to the actual assessment, and there is an option entitled "Regrade" attached to each question. A notice will pop up and provide three options: 1. Change points or correct answer 2. Drop question 3. Give full credit This regrade will affect all users who have already submitted an answer to this question.

There is also an option to "Delete". This is less preferable, as it will delete the question not only from this assessment, but possibly the entire ANGEL course (if it is not referenced in another set somewhere else).

If the intention is to drop the question from the assessment, use "Regrade" and then choose "Drop question".

Workshop C – Interactive Content: Assessments – Submissions

Page 111

Monroe Community College: Instructional Design Team

Updated July 2013

Online Course Quality Checklist (Used by Monroe Community College)

Course Overview and Introduction

□ □ □ □ □ □ □ □ □ □ □ □ □

Instructions that help students understand how to navigate the course.

A statement welcoming the student to the course and explaining the structure of the student learning (ex. In hybrid or web enhanced courses, clarify what will be online and what will be face-to-face) Expectations with regard to discussions, email, and other forms of communication are stated clearly A self-introduction by the instructor is appropriate A meet your classmates area or ice breaker exercise Course Syllabus is easily accessible Contact Information for how student should reach the faculty is clearly stated Course Material Requirements, textbooks, software (programs required for course), hardware (equipment required for course), etc.

Course Timeline includes Assignments and Due Dates Course Grading Policy is clearly stated and easily accessible Clear standards are set for instructor response and availability (turn-around time of email, grade posting, etc.)

Clear standards are set for student responses, assignments, and attendance The requirements for course interaction are clearly articulated (i.e. discussion forums)

Comments:

Page 112 Workshop D - Course Management and Grading Content: Course Management – Course Quality Checklist

Monroe Community College: Instructional Design Team

Updated July 2013

Learning Objectives

□ □ □ □

The learning objectives of the course describe outcomes that are measurable The learning objectives of the course are stated clearly and are understandable to the student Instructions to students on how to meet learning objectives are adequate and easy to understand The learning objectives at the module/unit level are articulated and aligned with the course learning objectives

Comments:

Learner Interaction

□ □ □ □

The learning activities support the demonstration of learning objectives or outcomes Learning activities foster instructor-student, content-student, and if appropriate to this course, student-student interaction The requirements for course interaction on the part of the student are clearly articulated.

The course design prompts the instructor to be present, active and engaged with the students

Comments:

Assessment and Measurement

□ □ □ □

The types of assessments selected measure the learning objectives and are consistent with course activities and resources The grading policy is transparent and easy to understand Assessment and measurement strategies allow for feedback to be provided to the student The types of assessments selected and the methods used for submitting assessments are appropriate for the course (i.e. fully online does not require face-to-face testing) Page 113

Workshop D - Course Management and Grading Content: Course Management – Course Quality Checklist

Monroe Community College: Instructional Design Team

Updated July 2013

Opportunities are given for both formative (determine how much learning is taking place as students progress) and summative (determine how much learning has taken place at the end) assessments

Comments:

Resources and Materials

□ □ □

The instructional materials support the stated learning objectives and have the sufficient breadth and depth for the student to learn the subject Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student Resources and materials used in the online course are appropriately cited

Comments:

Learner Support

□ □

The course provides a link to the technical support offered to students

□

Course instructions articulate or link to an explanation of how the institution's student support services can assist the student

□

Course instructions articulate or link to tutorials and resources that assist the student with research, writing, technology, etc.

Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student

Comments:

Page 114 Workshop D - Course Management and Grading Content: Course Management – Course Quality Checklist

Monroe Community College: Instructional Design Team

Updated July 2013

Course Technology

□ □ □ □

The technology tools support the learning objectives of the course and are integrated with texts and lesson assignments The technology tools used enhance student interactivity and guide the student to become a more active learner Technologies required for this course are either provided or easily downloadable Instructions on how to access course resources at a distance are sufficient and easy to understand

Comments:

* This material is based upon the FY0506 “Quality Matters” rubric developed by MarylandOnline, Inc under the FIPSE grant

Page 115 Workshop D - Course Management and Grading Content: Course Management – Course Quality Checklist

Monroe Community College: Instructional Design Team

Updated July 2013

ANGEL Manage Options

What it does

When to do it

Tips from your ID Team

Backup

Creates and automatically saves, on the SLN server, a .zip folder of your course content with the student data and submissions (including gradebook)

It is recommended that courses are backed up weekly.

Additionally, courses should be backed up after entering grades and before modifying your course.

The .zip file can be saved in other locations. Only the most current backup is kept on the SLN server.

See “How to Backup ANGEL Courses_v1.1”

Restore

Export

Creates a .zip folder of your course content (layout, folders, etc.) that is stored on the SLN server. This should also be saved in another location (i.e. thumb drive, hard drive, etc.)

Process used to bring in an exported course (.zip folder) into another course shell

At the end of a semester or when you want to import from one semester to another, from one course section into another, or to provide course content to a colleague.

When you want to bring in course content from a previous semester or from another course shell.

Module copy

A. Copy course content to another course section B. Copy course content within a course

A. To copy a specific content module to another course or group B. To make a copy of a specific content module within a course

Module export

Exports selected course content to a .zip folder

To save a folder or learning module as a file to be able to share via email, or move among your own courses, etc.

Import

Only a campus MID, or SLN with permission from a campus MID, can perform a restore.

Does not include student data

See “How to Export ANGEL Courses_v1.1”

Does not include student data

You will need to change dates and check your delivery settings after the import process completes

See “How to Import ANGEL Courses_v1.1” A. Utilities > copy item > select destination course > specify lesson folder > click copy B. Go to the folder where you want to copy TO > Add Content > Copy Items > Select item to be copied Utilities > Export item to .zip > click title of file > save

Workshop D - Course Management and Grading Content: Backup, Export, and Import – ANGEL Manage Options

Page 116

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

How to Backup ANGEL Courses Instructors are encouraged to backup ANGEL courses, which includes student data, on a weekly basis or when major changes have been done to the course. Some circumstances when additional backups might be warranted:



Before adding new content to a course or deleting any content. This would ensure that a backup was available in case any content is accidentally deleted during the addition of new content.



After adding new content to a course. This would ensure that a backup contains the latest version of the course.



After adding grades. This would ensure that the backup contains the latest grades. If data was lost for any reason, reconstructing and regrading could be difficult.

PLEASE NOTE:    

Do not use the Restore utility without first consulting with a campus MID. Do not import a backup to a live course.

Remember that only one copy is on the server at a time.

Remember that a backup contains student grades which could be considered confidential.

To Backup Your Course for the First Time 1.

Click the Manage tab.

2.

Click Backup and Restore under the Data Management section.

3.

Click the Your Backups - Click here to create new backup link.

Note: The first time you attempt to backup your course, ANGEL will indicate that there is no previously created backup.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Backup Your Courses

Page 117

Monroe Community College: Instructional Design Team

MCC 4.

Updated July 2013

ANGEL 8.0 Instructions

Click Done.

Note: ANGEL will notify you that your backup is in a queue waiting for the system to backup the course. ANGEL backs up courses using this queue method to prevent the server from being slowed down from too many simultaneous requests to backup courses.

5. Once your backup has been completed, you will see the Date Created and File Size, Last Backup date, time, and size listed under the Data Management component on your Management Console. This most recent copy of your course is stored on the ANGEL server. Each time that you backup your course, ANGEL overwrites this backup, so that you always have the most recent version of your course.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Backup Your Courses

Page 118

Monroe Community College: Instructional Design Team

MCC How to Export ANGEL Courses

Updated July 2013

ANGEL 8.0 Instructions

Complete these steps to export a clean copy of an ANGEL course. The export process creates a zipped file of an ANGEL course and includes course content only (student submissions are not included).

Use the Export Console to:   

Prepare for the upcoming semester: Export existing course content from an ANGEL shell. Save the zipped file, and then import the zipped file into ANGEL shells for the upcoming term.

Manage multiple sections of the same course: Do all course development in one section, export the course content, and then import the content into the other sections.

Share course materials with another instructor: Export existing course content from an ANGEL shell and then give a copy of the saved zipped file to the instructor with whom content is being shared.

To Export Your ANGEL Course 1.

Enter the course for which you want to export content FROM. Go to Manage > Export Console.

2.

Select ANGEL Format.

3.

Select the items to export OR to preserve all course content, keep the defaults and do not clear any of the checkboxes. Click Next.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Export Your Courses

Page 119

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

4.

ANGEL will display an Export Queued message. This step takes 5-20 minutes, depending on your Internet connection speed, size of the content and system load. While the content is exporting, you can browse around the course, but do not make any changes to the course during the exporting process. You may also exit the course and perform other tasks in the system.

5.

Click Go back to Export Course Content. Wait patiently until “Download File” appears in Step 6.

Click the Refresh link until the green check mark appears.

6.

Click on the file name link. Review the Last Export date and time to ensure you are downloading the most recent export of your course.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Export Your Courses

Page 120

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

7.

Click Save.

8.

Browse to a folder or location to save the file. Click Save.

NEXT STEPS: Review How to Import ANGEL Courses to import course content into ANGEL shells. Review How to Backup ANGEL Courses to create full backups of course content and student data.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Export Your Courses

Page 121

Monroe Community College: Instructional Design Team

MCC

Updated July 2013

ANGEL 8.0 Instructions

How to Import ANGEL Courses **Before You Begin: Review the “How to Export ANGEL Courses” instructions** Complete these steps to import course content into ANGEL shells. Use the Import Console to:  Import content from an ANGEL export, which was previously saved using the “How to Export ANGEL Courses” instructions.  Import content from other course management systems such as BlackBoardTM  Import a test bank from a publisher.

To Import Your ANGEL Course 1. Enter the course into which you want to import content. View the Learning Modules tab to confirm the course is empty if you feel it should be. If it has content, you will need to determine if you wish to keep the content.

2. Go to Manage > Import Console. Click the Content Package link.

3. Click the Browse button and navigate to the file to be imported.

4. Navigate to the file to be imported and then click the Open button.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Import Your Courses

Page 122

Monroe Community College: Instructional Design Team

MCC 5.

Updated July 2013

ANGEL 8.0 Instructions

Click the Upload File button. The upload might take up to 30 minutes, depending on your Internet connection speed, size of the content and system load.

6. The next step allows you to designate the portions of the course content to be imported. By default, only content is checked and user data is not imported into ANGEL shells. Click the Next button.

While the content is importing, you can browse around the course or exit the course and perform other tasks in the system.

7. Go to Manage > Import Console to verify the course content was imported successfully.

8. Go to Learning Modules and look for your imported content.

NEXT STEPS: Change dates where necessary throughout your course, check links, review course using student view.

Workshop D - Course Management and Grading Content: Backup, Export, and Import – How to Import Your Courses

Page 123

Monroe Community College: Instructional Design Team

Updated July 2013

REARRANGING ASSIGNMENTS When adding content in a Gradebook, it is not uncommon for the Assignments and Categories to appear in non-chronological order; ANGEL will order Assignments and Categories based on order of creation.

Consequently, it is sometimes necessary to modify the order of the Assignments and Categories.

TO CHANGE THE ORDER OF ASSIGNMENTS:

STEP 1: Go to the MANAGE Tab, then Gradebook, and then choose Categories.

STEP 2: Put a check in the box next to the Category where the assignments to be reordered are. Then, click on "Reorder Assignments".

Workshop D - Course Management and Grading Content: Grading & Gradebook - Managing the Gradebook

Page 124

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Click on an Assignment, and then use the buttons on the right to promote or demote the order of that Assignment.

STEP 4: Repeat as necessary, and then click on "Save". The assignments will now be in order.

Workshop D - Course Management and Grading Content: Grading & Gradebook - Managing the Gradebook

Page 125

Monroe Community College: Instructional Design Team

Updated July 2013

REARRANGING CATEGORIES TO CHANGE THE ORDER OF THE CATEGORIES:

STEP 1: Go to the MANAGE Tab, then choose Gradebook and then choose Categories.

STEP 2: Put a check in the box next to the Category that needs to be moved. Use the "Move Up" and "Move Down" features to promote or demote the Category.

Workshop D - Course Management and Grading Content: Grading & Gradebook - Managing the Gradebook

Page 126

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3:

Press the "Done" button once the Category is where it belongs.

STEP 4:

Repeat as necessary.

Workshop D - Course Management and Grading Content: Grading & Gradebook - Managing the Gradebook

Page 127

Monroe Community College: Instructional Design Team

Updated July 2013

ASSIGNMENTS IN ANGEL Recall that assignments in ANGEL that are actual pieces of content in the course (Drop Boxes, Discussion Forums, Assessments, for example) can have the grade that the instructor assigns automatically ported to the Gradebook. To make this happen, do not create the Assignment from the MANAGE tab!!! Instead, go to LEARNING MODULES, and create the content. On the "Assignment" tab, go down to "Gradebook Settings", and use the drop-down next to "Assignment" and choose, "(New Assignment)". Note that this is the only way to make sure that grades will automatically populate the Gradebook.

Be sure to choose "(New Assignment)"

Make sure that the category, points, and calculation type is correct.

Workshop D - Course Management and Grading Content: Grading & Gradebook - Linking Assignments to the Gradebook

Page 128

Monroe Community College: Instructional Design Team

Updated July 2013

ASSIGNMENTS NOT IN ANGEL Any assignment in ANGEL that is not linked to the Gradebook should be added via Manage > Gradebook -> Assignment. The following is an excerpt from Workshop B (Gradebook).

ASSIGNMENTS

To add an assignment go to the "Manage" tab, and then select "Gradebook". From the column on the right, choose "Assignments"

A window will pop up that will show the assignments. Click on "Add New" to add an assignment.

Workshop D - Course Management and Grading Content: Grading & Gradebook - Linking Assignments to the Gradebook

Page 129

Monroe Community College: Instructional Design Team

Updated July 2013

Fill in the appropriate details - "Title", "Category", and "Points".

Workshop D - Course Management and Grading Content: Grading & Gradebook - Linking Assignments to the Gradebook

Page 130

Monroe Community College: Instructional Design Team

Updated July 2013

TEACHER VIEW

The instructor of a class has a comprehensive view of the Gradebook. At any time, the instructor can go to MANAGE  GRADEBOOK  VIEW ALL GRADES and see the entire Gradebook.

STEP 1: Go to the MANAGE Tab.

STEP 2: Click on GRADEBOOK.

STEP 3: Press the "View All Grades" link.

Workshop D - Course Management and Grading Content: Grading & Gradebook – Viewing the Gradebook

Page 131

Monroe Community College: Instructional Design Team

Updated July 2013

From this screen, the instructor can press the "Print" button on the upper right, and that will generate a PDF. The PDF can be saved to a drive or printed out. It is a good idea to have a recent hard copy of the grades for every class taught.

STUDENT VIEW [Overall] Students can view their grades a few different ways. 

Certainly the most popular, albeit most unreliable, is from the "Grades Nugget" from the ANGEL page for the course. This interactive nugget lets the student hover over the bar graph and get feedback.

However, the nugget does not reflect the most current information. The onus is on the student to hit the "Refresh" link in this nugget.

Note that the date is March 21. 

After pressing the "Refresh" link, the date (and links) sync up to the most current information.

From the Grades nugget, students can click on the graph, and it will bring them to their actual grade report.

Workshop D - Course Management and Grading Content: Grading & Gradebook – Viewing the Gradebook

Page 132

Monroe Community College: Instructional Design Team



Updated July 2013

Students can (and should) generate a report. The instructions on this are in the Reports section, but the end result looks like this (note that the assignment, grade, and comments are visible):

STUDENT VIEW [By Assignment]

Alternatively, students can view their grades by visiting their assignments. If an assignment is available for students to look at, the grade, comments, and any file attached (by the teacher or the student) will be visible.

Workshop D - Course Management and Grading Content: Grading & Gradebook – Viewing the Gradebook

Page 133

Monroe Community College: Instructional Design Team

Updated July 2013

How Students Can See Their Grades in ANGEL

Don’t forget to put the “@student.monroecc.edu” after your username

STEP 1: Log in to ANGEL Go to https://monroecc.sln.suny.edu/ and log in using your complete MCC email address and password

STEP 2: Go into your course Under the “Courses” nugget, choose the class that you want to see the grades for

Workshop D - Course Management and Grading Content: Grading & Gradebook - How Students See Their Grades

Page 134

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Click on the “Report” tab This tab will let you run a report on your performance in the class

STEP 4: Choose the report to run In the “Category” drop-down, choose “Grades”. Note that the “Report” will change to “Student Grades.

STEP 5: Run the report Click the “Run” button in the lower right

Workshop D - Course Management and Grading Content: Grading & Gradebook - How Students See Their Grades

Page 135

Monroe Community College: Instructional Design Team

Updated July 2013

EXAMPLES Creating teams in ANGEL is a simple and easy way to manage groups of students. In addition to being easy to create, they offer the instructor the ability to limit content to select students. Instances where teams can be beneficial include: 

EXTRA TIME Sometimes it is necessary to give different students varying time limits for assessments. For example, some students might need to take the assessment in one hour [Team 1]. Some may need one and a half hours [Team 2], and still others may need two hours [Team 3]. By implementing teams, it is easy to manage time allotments for different groups.



HOME vs. AWAY If there is an assessment that is going to be given when some students are onsite, and some are away (for example, the week before or after Spring Recess), it may be necessary to have the "Home" Team and "Away" Team have access at different times.



MERGING SHELLS Oftentimes, if an instructor is teaching multiple sections of one course, they will "merge" the classes. This makes the ANGEL experience more seamless; instead of managing grades, content and structure for each section, all management takes place in one shell. Each section of class is organized into a Team.



ASSIGNMENT RETAKE Perhaps there is a scenario where one (or more) students need to retake an assignment.

Opening up the content to the whole class may invite confusion, but opening up the content to only a Team of students who need access will solve that dilemma.



COMMUNICATION Course Mail also subscribes to the notions of Teams. It is possible to send messages to individuals, class rosters, and also Teams. Therefore, designing teams based solely on communication groups may be useful.



DIFFERENTIATION If there is ever a need to restrict access to modules or content (differentiation, for example), Teams may be beneficial.



TEAM PROJECTS When dividing the class into teams for projects, intra-Team communication and materials can be managed via the Team feature.

Workshop D - Course Management and Grading Content: Teams – Uses

Page 136

Monroe Community College: Instructional Design Team

Updated July 2013

SPECIAL NOTE Team names and Team rosters in ANGEL are not, by default, hidden. This means that students can see not only the names, but the enrollment of each Team in a course. Consequently, it is not advisable to have the name of the Team reflect any private information (for instance, "1.5x Extended Time"). To mitigate this, either give the Team a neutral name ("Gold Team", "Yankees"), or hide the Teams. When courses are "Merged", the rosters from each course are combined into one (though they can still be sorted by original section number).

SETTING UP TEAMS

STEP 1: It is simple to create a Team. From the MANAGE tab, choose "Teams".

STEP 2: Select the "Add a Team" option.

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 137

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: ANGEL will ask for a Team name, as well as other options (in most cases, only the Team name is relevant - the default settings on everything else are typically sufficient). Students will have access to the Team names (and rosters) unless the Teams are explicitly hidden. Therefore, with respect to privacy, it is not recommended that Team names reflect any private information (for example, "Extended Time" or "Learning Disability".

STEP 4: The next step requires the instructor to put a checkmark in the checkbox preceding the students' names. Pressing "Add Selected" will add the student to the current team. Note that "Add Selected" needs to be pressed before moving on to the next page. Students in a course can be concurrently assigned to multiple teams. Their team affiliation will appear next to their name in the roster.

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 138

Monroe Community College: Instructional Design Team

Updated July 2013

As teams are created, they will automatically appear in the Teams Editor screen (accessible at any time by going to "Teams" from the Manage Tab).

The number of students enrolled in each Team is displayed, as well as the actions that can be applied to each Team (adding users, removing users, changing the initial settings, renaming and deleting).

RANDOM TEAMS It is also possible to create random Teams. In classes with an unwieldy number of students, generating random Teams is a time-saving feature.

STEP 1: To create random Teams, go to the MANAGE Tab, Teams, and then choose the "Random Team Generator".

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 139

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 2: Provide a root name for the teams, and then fill in the rest of the settings. It is imperative that a fairly descriptive name is given. ANGEL will automatically append numbers to the end of the Team name (for instance, if "Test" is the root name of the Team, then the team names will be "Test-01", Test-02", etc.).

STEP 3: ANGEL will show the proposed Teams (the instructor can manually tweak the teams, if desired).

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 140

Monroe Community College: Instructional Design Team

Updated July 2013

Once confirmed, the Team rosters are displayed, and will now be accessible from Teams Editor screen (where all the other Teams reside):

At any time, a collection of random Teams can be modified by choosing the "Rebalance Generated Teams". Select the group of Teams by using the drop-down, and then use the drop-downs to move selected team members from one team to another.

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 141

Monroe Community College: Instructional Design Team

Updated July 2013

GIVING ACCESS TO TEAMS All content in ANGEL can be configured to allow access to specific teams. Under the Settings for any content, go to the Access Tab. Then, under the heading "View Restrictions", use the drop-down box that says "All Teams", and change the selection to "Selected Teams". Now, select the Team or Teams that should have access to this content.

This means that if content is to be visible to multiple Teams (though the individual settings are customized for each Team), then the content needs to be copied, and access granted to each Team individually. For example, if an exam is to be given and the duration will vary between three Teams (for demonstrative purposes, assume the regular time allotment is one hour), then do the following: 1) Customize the Settings on the assessment so that it is ready to "go live".

2) Copy the assessment twice, so that all three are in the same destination (go to "Add Content" and choose "Copy Items" - this has to be done for each copy being made).

3) Configure the first instance to have a duration of 60 minutes, and visible only to the "ASSESSMENT GROUPS - Blue Team" (or the name of the Team to have access).

4) Configure the second instance to have a duration of 90 minutes, and visible only to the "ASSESSMENT GROUPS - Green Team" (or the name of the Team to have access to time and a half).

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 142

Monroe Community College: Instructional Design Team

Updated July 2013

5) Configure the third instance to have a duration of 120 minutes, and visible only to the "ASSESSMENT GROUPS - Red Team" (or the name of the Team to have access to double time).

It is important that all the other settings are accurate before the assessment is replicated; otherwise, each of the three assessments will have to be modified.

One additional feature of Teams is the ability to use a Private Team Journal. This is a Discussion Board (under the Interaction tab, change the Mode to "Private Team Journal") that is restricted (by choosing the Team(s) that should have access to it under the Access tab).

GRADING Grading by Teams is no different than grading for an entire class. The difference is that the entire roster can be filtered by teams. This is especially useful for merged classes, but can provide a service for other instances of teams, as well. There are two situations when filtering by Teams is helpful:

ENTERING GRADES

Go to Manage -> Gradebook -> By Assignment

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 143

Monroe Community College: Instructional Design Team

Updated July 2013

VIEWING GRADES Grades can be filtered by Team in two different areas:

Manage -> Gradebook Then use the drop down to pick the desired Team

Manage -> Gradebook -> View All Grades Use the drop down to filter by Team

Workshop D - Course Management and Grading Content: Teams – Setup & Management

Page 144

Monroe Community College: Instructional Design Team

Updated July 2013

GENERATING The Report feature in ANGEL makes it easy to track student progress and interaction. This tab will help the instructor track progress of the class as a whole, or by individual. To run a report, go to the REPORT Tab. There are a few fields that need to be completed (all drop-downs).

CATEGORIES The Report feature in ANGEL makes it easy to track student progress and interaction. This tab will help the instructor track progress of the class as a whole, or by individual. Once the Report settings have been configured, pressing the "Run" button will cause the report to There are a few different categories of Reports: LEARNER PROFILE Shows individual student information (based on the report type).

WHODUNIT Filters students that have (or have not) done a specific task. Can be customized (based on context of selected content).

CLASS Look at progress of the class as a whole (based on the report type).

CONTENT For content that has "User Tracking" (in the Access tab) enabled, will generate a report.

GRADES Shows an individual Grade Report (by student) MILESTONES Enables the instructor to look at the milestone status of students. MCC instructors typically do not use milestones, so this report is not used often.

LEARNING OUTCOMES Displays student performance against course standards and objectives. This report is rarely used by MCC instructors, as most ANGEL instructors do not use objectives and outcomes.

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 145

Monroe Community College: Instructional Design Team

Updated July 2013

TYPES There are a few different types of Reports that can be run, as well. The Report type is contingent on the category of Report, and the choices in the drop-down will change as the Report category is changed.

The types of Reports are listed below (however, some Report Categories have unique Types that are available to that specific Category): ACTIVITY LOGS This is a comprehensive perspective of the student's interaction in a course, arranged by date. It can be run by class roster or by individual student.

ATTENDANCE This report will show all student attendance. It can be run by class roster or by individual student. This report is only as good as the data accumulated; instructors need to maintain current attendance records in ANGEL to run a reliable report.

CHAT SESSIONS View, by date, all Chat Sessions in a course. Since MCC does not support the Chat feature in ANGEL, this report is superfluous.

FORUM ACTIVITY When run, this report will list all the students in the course, as well as how many postings and replies they have made. This report can only be run by class roster.

FORUM POSTS This report will list all the Discussion Forums, and each Forum will have a list of contributions, by student. It can be run by class roster or by individual student.

GRADEBOOK GRADES Will generate data that is identical to that of the "View All Grades" feature in the MANAGE Tab -> Gradebook. It can be run by class roster or by individual student.

INSTRUCTOR NOTES Implementing this report aggregates all notes the instructor has attached to a student; this is not a feature that most MCC instructors use.

LOGGED ACTIVITY This report will show all dates that activity has happened, as well as a total number of events that happened that day. Each day can be expanded for a more detailed look. It can be run by class roster only.

LOGIN REPORT A Login Report will list all students in the course, and also will display number of logons, the first date the course was accessed, the last date the course was accessed, and the total time logged into the course. It can be run by class roster only.

LOGONS This report will merely display the number of logons a student has had. It can be run by class roster or by individual student.

MAIL MESSAGES/MAIL FROM USER/MAIL TO USER If this report is run for the class roster, it will show a list of all the dates in the query, as well as any student's name who has had a Mail Message in that time. When the Report is run for a specific student, the Report specifications can be narrowed by Mail from the student or Mail to the student. It can be run by class roster or by individual student.

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 146

Monroe Community College: Instructional Design Team

Updated July 2013

MILESTONES Implementing this report displays a list of Milestones that are Pending, Due or Completed.

This is not a feature that most MCC instructors use, and the Report only is displayed as a Table or Chart (no Drill Down).

PERFORMANCE AGAINST OBJECTIVES If an instructor is using the Objectives feature in ANGEL, this Report will show student interaction and progress against the Objectives. However, this is not a feature that most MCC instructors use.

PERFORMANCE AGAINST STANDARDS If an instructor is using the Standards feature in ANGEL, this Report will show student interaction and progress against the Standards. However, this is not a feature that most MCC instructors use.

SUBMISSIONS This Report will display every day that a submission was made by a student in the class.

Expanding the Date will reveal the student's name, and expanding that will show what was submitted.

VIEW There are a few different ways to view Reports, and the options change based on the type of Report being run.

CHART This is what most people think of as a "bar graph". It is good for showing volume, but does not provide more information than that.

TABLE This is a less graphical approach to looking strictly at volume of interaction.

DRILL DOWN This is the BEST way to look at information; it typically can be expanded and will provide detailed records of which students interacted/submitted work. Certainly the most valuable.

DETAILS Only available on select Reports (namely Objectives/Standards).

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 147

Monroe Community College: Instructional Design Team

Updated July 2013

SAVING CUSTOMIZED REPORTS If there is a report that is run frequently, ANGEL has a built-in construct that allows the user to save all the specifications. This makes it quicker to run a customized Report. To save a Report:

STEP 1: Go to the REPORT Tab.

STEP 2: Customize the report completely.

STEP 3: Press the "Save" button.

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 148

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 4: Enter a name for the report and press the "Save" button.

STEP 5: A confirmation will appear, indicating that the report has been successfully saved.

RUNNING SAVED REPORTS If there is a report that is run frequently, ANGEL has a built-in construct that allows the user to save all the specifications. This makes it quicker to run a customized Report. To save a Report:

STEP 1: Go to the REPORT Tab.

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 149

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 2: Choose the "Saved Reports" tab.

STEP 3: Either click on the report to run it, or use the drop-down to delete it or alter the specifications for the report (Settings).

Workshop D - Course Management and Grading Content: Reports – Generating Reports

Page 150

Monroe Community College: Instructional Design Team

Updated July 2013

WHODUNIT? Whodunit is a good way to look at students who have (or have not) completed a specific task (or achieved a specific grade on a task).

STEP 1: Go to the REPORT Tab.

STEP 2: Under "Category" in "Choose Report", use the drop down to select "WhoDunIt".

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 151

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: In the "Report" drop-down, select the option for the report to run. The following are the most popular:

FORUM POSTS

GRADEBOOK GRADES

ITEM COMPLETION

LAST LOGON

To see who has (or has not) posted in a Discussion Forum.

Returns the students who have (or have not) achieved a particular grade on a particular assignment (Drop Box, Discussion Forum, or Assessment).

Provides a list of students who have (or have not) completed an item that needs to be graded.

Returns users who have (or have not) logged on since a specific date.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 152

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 4: Choose between students that "have" or "have not" participated in the content being reported on.

STEP 5: The report configuration is contextually aligned with the report being run. In the case of "Whodunit", and "Forum Posts", the options are to filter out students who have (or have not) contributed any post (original or reply), original, or reply. These options change with other assignment types.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 153

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 6: The name of the assignment being filtered can be chosen from the drop-down menu.

STEP 7: When given the option, run reports that are NOT in "Table" form. This is a very uninformative report (and unfortunately, the default). Once changed, hit the "Run" button.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 154

Monroe Community College: Instructional Design Team

Updated July 2013

DRILL DOWN The "Drill Down" report is the best way to see a detailed report of any one students' activities while in the ANGEL course.

STEP 1: Go to the REPORT Tab.

STEP 2: Under "Category" in "Choose Report", use the drop down to select "Learner Profile".

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 155

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Under the "Report" drop-down, choose "Activity Logs". Note that there are other viable options, but "Activity Logs" is the most informative report that can be run.

STEP 4: Choose the student from the "User(s)" drop-down.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 156

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 5: Choose the date for the beginning of the report. The default "Ending before" date is "Now", but that can be customized, too.

STEP 6: When given the option, run reports that are NOT in "Table" form. This is a very uninformative report (and unfortunately, the default). Once changed, hit the "Run" button. In the case of this "Learner Profile" report, the "Drill Down" is the most descriptive option.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 157

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 7: When reviewing the report, days that have login activity from the selected student will have a"+" sign in front of them. Clicking this sign will expand the activity for each day, giving the most insightful look at a student's involvement in the course.

Workshop D - Course Management and Grading Content: Reports – Examples of Reports

Page 158

Monroe Community College: Instructional Design Team

Updated July 2013

How Students Can See Their Grades in ANGEL

Don’t forget to put the “@student.monroecc.edu” after your username

STEP 1: Log in to ANGEL Go to https://monroecc.sln.suny.edu/ and log in using your complete MCC email address and password

STEP 2: Go into your course Under the “Courses” nugget, choose the class that you want to see the grades for

Workshop D - Course Management and Grading Content: Reports – How Students See Their Grade

Page 159

Monroe Community College: Instructional Design Team

Updated July 2013

STEP 3: Click on the “Report” tab This tab will let you run a report on your performance in the class

STEP 4: Choose the report to run In the “Category” drop-down, choose “Grades”. Note that the “Report” will change to “Student Grades.

STEP 5: Run the report Click the “Run” button in the lower right

Workshop D - Course Management and Grading Content: Reports – How Students See Their Grade

Page 160

Monroe Community College: Instructional Design Team

Updated July 2013

INDEX Access

Giving to Teams ...................................................................................................................... 142 Adding Media Images, Pictures ....................................................................................................................... 43 Picasa Images........................................................................................................................... 41 YouTube .................................................................................................................................... 40 Assessment About ......................................................................................................................................... 88 Advanced Settings .................................................................................................................... 89 Cheating .................................................................................................................................... 88 Creating ............................................................................................................................... 88, 93 Custom Settings ........................................................................................................................ 31 Example [Screenshot] ........................................................................................................ 37,101 Example: Take a Quiz ............................................................................................................... 17 Grading ................................................................................................................................... 106 Pending Items ......................................................................................................................... 110 Questions .................................................................................................................................. 93 Question Sets............................................................................................................................ 99 Regrading a Question ............................................................................................................. 111 Assignments Adding Grades .......................................................................................................................... 56 Assignments not in ANGEL .................................................................................................... 129 Linking to Gradebook .............................................................................................................. 128 Rearranging ............................................................................................................................ 124 Setting up in Gradebook ........................................................................................................... 55 Attendance Exporting [CSV or TSV] ............................................................................................................ 60 Preferences ............................................................................................................................... 60 Reporting ................................................................................................................................. 146 Taking Attendance .................................................................................................................... 60 Backup How to Backup a Course .................................................................................................. 62, 117 When to Backup a Course ................................................................................................ 61, 116 Chronological Layout ............................................................................................................................. 39 Class Reporting .................................................................................................................................... 145 Content ................................................................................ See Assessment, Discussion, and Drop Box Copyright ................................................................................................................................................ 45 Course Backup ........................................................................................................................ 61, 62, 117 Export .......................................................................................................................... 61, 64, 119 Import .......................................................................................................................... 61, 66, 122 Course Manage Options ................................................................................................................ 61, 116 Course Page .......................................................................................................................................... 11 Course Quality Checklist ...................................................................................................................... 112 Discussion Advanced Settings .................................................................................................................... 71

Index

Page 161

Monroe Community College: Instructional Design Team

Updated July 2013

Custom Settings ........................................................................................................................ 32 Example: Meet Your Classmates.............................................................................................. 15 Example [Screenshot] ......................................................................................................... 36, 74 Grading ..................................................................................................................................... 77 Modes........................................................................................................................................ 70 Scoring ...................................................................................................................................... 75 Uses .......................................................................................................................................... 69 Viewing ...................................................................................................................................... 75 Drill Down ..................................................................................................................................... 147, 155 Drop Box Advanced Settings .................................................................................................................... 80 Custom Settings ........................................................................................................................ 30 Example [Screen shot] ........................................................................................................ 35, 83 Example: Submitting an Assignment ........................................................................................ 16 Grading ..................................................................................................................................... 85 Uses .......................................................................................................................................... 79 Viewing ...................................................................................................................................... 84 Export How to Export a Course .................................................................................................... 64, 119 When to Export a Course .................................................................................................. 61, 116 Faculty Innovation Center ...................................................................................................................... 20 Faculty Support ...................................................................................................................................... 19 FIC.......................................................................................................................................................... 20 File Access Tab ............................................................................................................................... 26 Content Tab .............................................................................................................................. 24 Custom Settings ........................................................................................................................ 30 Example [Screenshot] ............................................................................................................... 34 Settings ..................................................................................................................................... 24 File Structure (Sample Layout) .............................................................................................................. 38 Chronological ............................................................................................................................ 39 Task Based ............................................................................................................................... 38 Topical ....................................................................................................................................... 38 Folder Content Tab .............................................................................................................................. 21 Settings ..................................................................................................................................... 21 Gradebook Assignments .............................................................................................................................. 55 Assignments in ANGEL........................................................................................................... 128 Assignments not in ANGEL .................................................................................................... 129 Categories ................................................................................................................................. 53 Initial Setup ............................................................................................................................... 52 Linking Assignments ............................................................................................................... 128 Points vs. Percentage ............................................................................................................... 51 Preferences ............................................................................................................................... 53 Saving Grades [PDF] ................................................................................................................ 59 Tips............................................................................................................................................ 51 Viewing Grades ......................................................................................................................... 59 Rearranging Assignments ....................................................................................................... 124

Index

Page 162

Monroe Community College: Instructional Design Team

Grades

Grading

Updated July 2013

Rearranging Categories .......................................................................................................... 126 Teacher View .......................................................................................................................... 131 Student View ........................................................................................................... 131, 134, 159 Adding Grades by Assignment ................................................................................................. 56 Saving Grades [PDF] ................................................................................................................ 59 Viewing Grades ......................................................................................................................... 59

Assessments ........................................................................................................................... 106 Pending Items ............................................................................................................ 110 Regrading a Questions .............................................................................................. 111 Assignments in ANGEL ............................................................................................. 128 Assignments not in ANGEL ....................................................................................... 129

By Team(s) .............................................................................................................................. 143 Guide, The ............................................................................................................................................. 13 Help Faculty Support ......................................................................................................................... 19 SLN HelpDesk........................................................................................................................... 19 Student Support ........................................................................................................................ 19 Home Page ............................................................................................................................................ 11 Images Adding from Picasa ................................................................................................................... 41 Adding Images/Pictures ............................................................................................................ 43 Import How to Import a Course .................................................................................................... 67, 122 When to Import a Course .................................................................................................. 61, 116 Layout Sample Layout .......................................................................................................................... 38 Learner Profile Reporting ..................................................................................................................... 145 Link [as Content] Access Tab ............................................................................................................................... 28 Content Tab .............................................................................................................................. 27 Settings ..................................................................................................................................... 27 Links [within a Page] Creating Anchor Link [within the same document] ..................................................................... 49 eMail Link ..................................................................................................................... 48 Internal ......................................................................................................................... 46 Web Link ...................................................................................................................... 47 Types of Anchor Link [within the same document] ..................................................................... 46 eMail Link ..................................................................................................................... 46 Internal ......................................................................................................................... 46 Web Link ...................................................................................................................... 46 Logging on to ANGEL .............................................................................................................................. 5 Media Images/Pictures ........................................................................................................................ 43 Picasa Images........................................................................................................................... 41 YouTube .................................................................................................................................... 40

Index

Page 163

Monroe Community College: Instructional Design Team

Updated July 2013

Navigation Through ANGEL..................................................................................................................... 6 Nuggets .................................................................................................................................................... 8 Customizing Nuggets ................................................................................................................ 10 Online Course Quality Checklist .......................................................................................................... 112 Page Access Tab ............................................................................................................................... 23 Content Tab .............................................................................................................................. 22 Custom Settings ........................................................................................................................ 30 Example [Screenshot] ............................................................................................................... 33 Settings ..................................................................................................................................... 22 Pasting Content ...................................................................................................................................... 18 Percentage-based Gradebook ............................................................................................................... 51 Picasa Images, Adding .......................................................................................................................... 41 Points-based Gradebook ....................................................................................................................... 51 Powerstrip ................................................................................................................................................ 7 Quality Checklist .................................................................................................................................. 112 Questions Creating in an Assessment ....................................................................................................... 93 Question Sets ......................................................................................................................................... 99 Rearranging Assignments .................................................................................................................... 124 Rearranging Categories ....................................................................................................................... 126 Regrading a Question .......................................................................................................................... 111 Discussions ............................................................................................................................... 77 Drop Boxes ............................................................................................................................... 85 Reports Categories [Types of Reports] ................................................................................................ 145 Class .......................................................................................................................... 145 Learner Profile............................................................................................................ 145 WhoDunit? ................................................................................................................. 145 Drill Down ................................................................................................................................ 155 Generating .............................................................................................................................. 145 Types [Types of Reports] ........................................................................................................ 146 Activity Logs ............................................................................................................... 146 Attendance ................................................................................................................. 146 Login Report............................................................................................................... 146 Running Saved Reports .......................................................................................................... 149 Saving Customized Reports ................................................................................................... 148 View......................................................................................................................................... 147 Drill Down ................................................................................................................... 147 WhoDunit? .............................................................................................................................. 151 Sample Layout ....................................................................................................................................... 38 SLN HelpDesk ........................................................................................................................................ 19 Student Support ..................................................................................................................................... 19 Student View .......................................................................................................................................... 12 Grades ............................................................................................................................ 134, 159 Support SLN HelpDesk........................................................................................................................... 19 Student Support ........................................................................................................................ 19

Index

Page 164

Monroe Community College: Instructional Design Team

Updated July 2013

Faculty Support ......................................................................................................................... 19 Task Based Layout ................................................................................................................................ 38 Teams Access ..................................................................................................................................... 142 Grading by Team(s) ................................................................................................................ 143 Random ................................................................................................................................... 139 Setting Up ............................................................................................................................... 137 Uses ........................................................................................................................................ 136 Toolbar ................................................................................................................................................... 18 Topical Layout ........................................................................................................................................ 38 Tour of ANGEL ......................................................................................................................................... 6 WhoDunit?.................................................................................................................................... 145, 151 YouTube ................................................................................................................................................. 40

ANGEL course and documentation designed by Dave Ghidiu

Index

Page 165