Spring 2022 Courses

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Academic Technology Courses

Accessible Documents

Each semester instructors share with their students many types of digital documents to convey information, communicate ideas and collaborate through Canvas courses and other digital delivery methods. This webinar will cover seven core skills you will need to use to ensure your documents are accessible to all readers. We will focus on Microsoft Word, Google, and PDF document types.

This session is one in a series of ATSS offerings that provides information about how to facilitate learner engagement with the instructor, other learners, and course content based on the University of Minnesota Guidelines for Online Teaching and Design

Other courses in this series include:

Topics

This webinar will cover seven core skills you will need to use to ensure your documents are accessible to all readers. We will focus on Microsoft Word, Google and PDF document types. 

  1. Apply heading styles and heading structure to break up the document content
  2. Add meaningful descriptive alt text to your images and charts
  3. Apply bulleted and numbered lists appropriately
  4. Use and apply appropriate color contrast for your text
  5. Add captions to your videos
  6. Add links to other documents and resources 
  7. Adding tables to help users of assistive technology read the table data.
Who Should Attend Instructors of all levels such as faculty, adjuncts, graduate instructors, graduate TAs, community faculty who are, or will be, teaching a course. A basic familiarity with Canvas is recommended. Instructors new to Canvas should watch the Canvas Essentials recorded webinar prior to the workshop.
Registration or More Information

See Accessible Documents.

Accessible Presentations

Do you know how to make your presentation slides accessible to people who use assistive technologies? Did you know that making your slides accessible often improves the design for all of your students? Join us as we discuss pertinent Web Content Accessibility Guidelines and how to meet them using Google Slides or Microsoft PowerPoint.

This session is one in a series of ATSS offerings that provides information about how to facilitate learner engagement with the instructor, other learners, and course content based on the University of Minnesota Guidelines for Online Teaching and Design

Other courses in this series include:

Topics

This webinar will address the following elements that can be included in presentations:

  • Images
  • Color
  • Videos
  • Links in presentations
  • Tables
  • Styles
  • Logical reading order

Whether you are in-person or online ensure that your presentations are inclusive. 

Who Should Attend Instructors of all levels such as faculty, adjuncts, graduate instructors, graduate TAs, community faculty who are, or will be, teaching a course. A basic familiarity with Canvas is recommended. Instructors new to Canvas should watch the Canvas Essentials recorded webinar prior to the workshop.
Registration or More Information

See Accessible Presentations.

Canvas Gradebook: Set Up

Join Academic Technology Support Services (ATSS) consultants for a one-hour online demonstration on how to to set up your course gradebook using Canvas assignments, discussions, and quizzes; how to use Speedgrader and rubrics; how to hide and release grades; along with a few other tips to set you up for grading success.

    Topics

    During this session, ATSS consultants will demonstrate how to:

    • use assignments, discussions, and quizzes to set a course gradebook,
    • grade using the Speedgrader and rubrics, and
    • enable Canvas’ grade posting policy to hide and release grades.
    Who Should Attend Instructors of record and Teaching Assistants who are teaching a course in Fall 2022.A basic familiarity with Canvas is recommended. Instructors new to Canvas may wish to watch the Canvas Essentials recorded webinar prior to the workshop.
    Details

    Facilitators

    • Jennifer Englund, Academic Technology Support Services
    • Sara Schoen, Academic Technology Support Services

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact [email protected] so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the webinar.

    Registration or More Information

    See Canvas Gradebook: Set Up.

    Online Teaching & Design Program (facilitated cohort)

    The FACILITATED section allows participants to access the Online Teaching & Design Canvas site and work through the content and activities at their own pace. All assessments and activities are optional; individualized feedback is not provided. Participants may elect to take part in optional weekly Q&A sessions. Enrollment for this section is currently available, however, the Canvas site will not be available until February 01, 2021.

    Topics
    • Online Learning Basics
    • Universal Design for Learning and Accessibility
    • The Online Teacher
    • Inclusive Online Course Design
    • Online Assessment
    • Interactive Online Learning
    • Curating Online Content and Learning Materials
    • Creating Online Content and Learning Materials
    • Creating and Managing Your Course Site
    Who Should Attend This course is open to all faculty, staff, and teaching assistants across the University of Minnesota system. Participants will benefit from this course if you: have a working knowledge of Canvas have taught online before have an online course you can work on during this experience 
    Registration or More Information

    See Online Teaching & Design Program (facilitated cohort).

    Room & Zoom: Teaching in a Blended Environment

    Blended courses have a combination of in-person and online students who are able to interact but are physically separated. Is this a teaching mode you need to adopt due to evolving student needs? What does this entail and what strategies can you use to ensure a positive experience for both you and your students?

    Learning Objectives

    • Define the key components of blended teaching
    • Identify the human and technical requirements
    • Evaluate teaching strategies for their appropriateness when students are in person or remote
    Topics
    • Definitions (what is hyflex vs hybrid vs blended)
    • Set expectations for students
    • Determine the technical preparation and necessary resources needed
    • Checklist of things to do prior to the start of the term and before each class session
    • Identify pedagogical strategies to address in-person and remote learners
    Who Should Attend Instructors offering a Blended class format, which is also described as Partially Online -OR- Primarily Online Instructors anticipating the need to teach both in-person students and those who can not come to campus, for example, International students
    Details

    Facilitators

    • Susan Tade, Academic Technology Support Services
    • Cristina Lopez, Center for Educational Innovation
    • Noah Holm, Office of Classroom Management, UMTC
    • Adam Brisk, Information Technology Systems and Services, UMD

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact [email protected] so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the webinar.

    Registration or More Information

    See Room & Zoom: Teaching in a Blended Environment.

    Meet your students where they are: Design your Canvas course to be mobile-friendly

    50% of active University of Minnesota students use the Canvas Student App to access their courses from mobile devices. During this live exploratory session, we will discuss mobile-friendly course design and why it’s important. We will also navigate courses using the Canvas Student App on your mobile device and complete activities as a ‘student’. 

    You will be automatically enrolled in a Canvas course. Please watch your email for a course invitation and plan to take 5-10 minutes to complete the session pre-work so you are prepared to use the Canvas Student App.

    This session is one in a series of ATSS offerings designed to assist instructors in creating a learning environment that facilitates a learner-centered approach using appropriate resources and technologies based on the University of Minnesota Guidelines for Online Teaching and Design.

    Topics

    Understand the strengths and limitations of the Canvas Student App including:

    • Sharing Content
    • Interacting with Activities and Assessments
    • Real-time engagement
    Who Should Attend This webinar is geared towards instructors who use Canvas for teaching and who want to know what their students experience when using the Canvas Student App. A basic familiarity with Canvas is recommended. Instructors new to Canvas should watch the Canvas Essentials recorded webinar prior to the workshop.
    Details

    Facilitators

    • Jennifer Englund, Academic Technology Support Services
    • Sara Schoen, Academic Technology Support Services
    • Susan Tade, Academic Technology Support Services

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact [email protected] so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the webinar.

    Registration or More Information

    See Meet your students where they are: Design your Canvas course to be mobile-friendly.

    Tune up your course site with the Start of Semester Checklist

    Make time for continuous improvement to your Canvas site. In this session, we’ll use a standardized process, guided by a checklist, to identify and make revisions to your instructional materials, assessments, and activities. Ensure that you’re ready for the upcoming semester and that your Canvas site is clear, consistent, and accessible to all learners.

    Learning Objectives / Outcomes:

    • Use your observations and reflections to guide course improvements
    • Understand how the checklist can streamline your Canvas site update process
    • Apply the checklist to identify relevant Canvas site improvements 
    Who Should Attend Instructor of record in any role (faculty, TA, instructors, adjuncts, etc) A basic familiarity with Canvas is recommended. Instructors new to Canvas should watch the Canvas Basic recorded webinar prior to joining the lab sessions.
    Details

    Facilitators

    • Jennifer Englund, Academic Technology Support Services
    • Annette McNamara, Academic Technology Support Service

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact us via email so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the session.

    Registration or More Information

    See Tune up your course site with the Start of Semester Checklist.

    Got instructional questions? Get answers with learning data!

    Do you have questions about your course resources, student work in your class or your instruction? Get answers with learning data! This workshop offers an introduction to tools in Canvas that give you access to learning data, questions that might be addressed by data, and a framework for applying analytics to your teaching. 

    In this workshop we will address the following questions:

    • What are learning analytics and what types of questions might analytics inform?
    • What analytics tools are offered in Canvas?
    • How might you interpret the data from your own courses?
    • What are the limitations of learning data that all instructors should be aware of?
    • What practices will make your efforts sustainable and effective? 

    This one-hour, synchronous webinar includes demonstration and discussion. Additional resources and opportunities to explore and apply learning analytics are available after the webinar.

    Learning Outcomes

    Instructors will be prepared to:

    • access learning data in Canvas
    • identify the types of questions that analytics might inform
    • interpret the data in their courses and/or understand when they need more information
    • respect the limitations of learning data in Canvas
    • use a framework for applying analytics to their teaching
    Who Should Attend Faculty, Instructors and TAs
    Details

    Facilitators

    • Lauren Marsh, Academic Technology Support Services
    • Melissa Falldin, College of Education & Human Development

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact us via email so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the session.

    Registration or More Information

    See Got instructional questions? Get answers with learning data!.

    Canvas Essentials

    This live online session reviews the Canvas interface, tools, and features. Also explored are design decisions in Canvas that impact ease of use and navigation.

    Who Should Attend This workshop is intended for any faculty, staff or TAs who is new to Canvas and will be building Canvas course sites.
    Details

    Facilitators

    • Lauren Marsh, Academic Technology Support Services
    • Susan Tade, Academic Technology Support Services

    Accessibility & Accommodation Requests

    We seek to foster a positive experience for all participants. If you have particular access needs (for example visual impairment, dyslexia, deafness, etc) please contact [email protected] so we can work together to get you as good an experience as we can. Accommodation requests for live captioning should be made two weeks prior to the webinar.

    Registration or More Information

    See Canvas Essentials.

    Canvas Courses

    Canvas: Integrate Media with Kaltura Video

    [4-hours, self-paced online] Video and audio is everywhere in our society today and can be a powerful tool for teaching and learning. But to use it effectively, it is important to create and manage media strategically and efficiently. This workshop explores the use of Kaltura, the cloud-based media management system available to all faculty and students to use in courses. Participants will create, edit, and publish video content with Kaltura through a Canvas course site.

    This online workshop can be done in any timeframe, but we recommend completing it within a week. Participants should expect to spend at least four hours completing online activities and engaging with instructor feedback.

    Topics
    • Why video?
    • Creating video content
    • Curating and managing video content
    • Understanding analytics
    • Making media accessible
    • Creating student media assignments
    Who Should Attend This workshop is intended for any faculty, staff and TAs who have experience with basic course building in Canvas.
    Registration or More Information

    See Canvas: Integrate Media with Kaltura Video.

    Canvas: Begin with Design & Navigation Decisions (Discover Canvas Series Part 1)

    [4-hours, self-paced online] Become familiar with the Canvas interface, learn about Canvas design considerations that make courses easier for students to use and navigate, and plan your own course design. This is the first of two courses in the Discover Canvas Series.

    This online workshop can be completed in any timeframe, but we recommend completing it within a week. Participants should expect to spend at least four hours completing online activities and engaging with instructor feedback.

    Topics
    • Understand Global and Course Navigation
    • Use the Calendar Tool
    • Find Canvas Help & Resources
    • Use the Rich Content Editor for Accessible Content
    • Understand Features Options
    • Make Canvas Design Decisions
    • Use the Canvas Student App
    • Organize your Course Content
    • Display your Syllabus
    • Select a Home Page
    • Set the Course Navigation Menu for Students
    • Understand Tool Interconnectivity
    Who Should Attend This workshop is intended for any faculty, staff and TAs who will be building Canvas course sites.
    Registration or More Information

    See Canvas: Begin with Design & Navigation Decisions (Discover Canvas Series Part 1).

    Canvas: Create Content & Assessments (Discover Canvas Series Part 2)

    [4-hours, self-paced online] Gain experience creating course content, including pages, quizzes, discussions, and assignments, and learn to organize and deliver course content through Canvas modules. This is the second of two courses in the Discover Canvas Series.

    This online workshop can be done in any timeframe, but we recommend completing it within a week. Participants should expect to spend at least four hours completing online activities and engaging with instructor feedback.

    Topics
    • Create Pages
    • Build Modules
    • Use Library Course Pages
    • Make Content Accessible
    • Apply Templates
    • Create Assessments
    • Build a Rubric
    • Setup Extra Credit
    • Use Peer Review
    • Create a Quiz
    • Create A Question Bank
    • Build a Discussion
    • Organize Assessments
    Who Should Attend This workshop is intended for any faculty, staff and TAs who will be building Canvas course sites.
    Registration or More Information

    See Canvas: Create Content & Assessments (Discover Canvas Series Part 2).

    Digital Accessibility Courses

    Digital Accessibility: Foundations

    This online training introduces you to the basic concepts of digital accessibility. The University of Minnesota is home to nearly 90,000 students, faculty, and staff. It is not easy to meet the needs of that many people!  Still, by applying what you learn in this course, you will help the entire University community live up to its goal of inclusivity.

    Topics
    • The impact of accessible content on students, faculty, and staff at the University of Minnesota
    • The legal landscape around digital accessibility in higher education
    • The benefits of accessibility versus accommodation
    • A preview of the Digital Accessibility Badging Program
    Who Should Attend This course is intended for all faculty and staff at the University of Minnesota, but it is open for students as well.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Foundations.

    Digital Accessibility: Create Accessible Web Content

    [2 hours, self-paced online] In this course, participants will learn many aspects of adding content to a Google Site, with an emphasis on making the site accessible to the largest number of visitors. Learners who have created a set of pages using Drupal Lite 8 can also submit their work in this course in order to earn the Accessible Web Content badge as part of the Digital Accessibility Badging Program.

    Topics
    • Adjusting themes and layouts for maximum readability
    • Adding and modifying pages, menus, and links for clear navigation
    • Using headings to strengthen page structure and readability 
    • Selecting accessible typography
    • Including images accessibly
    • Accessibly including components such as videos, calendars, and docs
    • Checking the accessibility of your site
    Who Should Attend This course is intended for faculty and staff who contribute content to web sites, but it is open for students as well.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Create Accessible Web Content.

    Digital Accessibility: Create Accessible Slide Presentations

    [3 hours, self-paced online] In this course, participants will learn the specific skills needed to create accessible slide presentations for live presenting and for sharing afterwards, using either PowerPoint or Google Slides. Learners can also submit their work in this course in order to earn the Accessible Slide Presentations badge as part of the Digital Accessibility Badging Program.

    Topics
    • Checking the accessibility of an existing slide presentation
    • Using preset layouts and creating unique slide titles for screen readers 
    • Ensuring sufficient contrast for readability
    • Using alternative text for visual elements
    • Managing cognitive load when using animations
    • Writing meaningful speaker notes
    • Presenting for a diverse audience
    • Creating accessible paper handouts
    • Sharing slide presentations electronically
    Who Should Attend This course is intended for faculty and staff who create, share, or present slide presentations, but it is open for students as well.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Create Accessible Slide Presentations.

    Digital Accessibility: Create Accessible Documents

    [1.5 hours, self-paced online] In this course, participants will create a document that is accessible to the largest possible number of readers, using either Google Docs or Microsoft Word. Learners may submit their work in this course in order to earn the Accessible Documents badge as part of the Digital Accessibility Badging Program. This course is a prerequisite for anyone who wishes to take Digital Accessibility: Create Accessible PDFs.

    Topics
    • Using headings to create structure and readability
    • Selecting accessible typography
    • Including images, tables, and links accessibly
    • Setting the document language for screen reader pronunciation
    • Checking the accessibility of your document
    Who Should Attend This course is intended for faculty and staff who create documents, but it is open for students as well.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Create Accessible Documents.

    Digital Accessibility: Create Accessible PDFs

    [4 hours, self-paced online] In this course, participants will create a PDF that is accessible to the largest possible number of readers, using Adobe Acrobat DC. Learners may submit their work in this course in order to earn the Accessible PDFs badge as part of the Digital Accessibility Badging Program.

    Topics
    • Understanding what makes a PDF accessible
    • Setting document properties and tab order
    • Including relevant tags for images, paragraphs, tables, and lists
    • Checking the accessibility of your PDF
    Who Should Attend This course is intended for faculty and staff who create PDFs, but it is open for students as well.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Create Accessible PDFs.

    Digital Accessibility: Create Accessible Canvas Course Sites

    [6 hours, self-paced online] In this course, participants will learn how to apply accessibility concepts to content, interactions, and assessments in an online course site. Learners may submit two accessible modules of an online course site in order to earn the Accessible Course Sites badge as part of the Digital Accessibility Badging Program.

    Topics
    • Understanding the difference between accessibility and accommodation within the educational landscape
    • Using the Rich Content Editor to make content accessible
    • Ensuring additional course content/resources are accessible
    • Creating accessible student-to-student and instructor-to-student interactions
    • Giving accessible assessments
    • Using UDOIT to scan for accessibility issues in a Canvas course site
    Who Should Attend This workshop is intended for instructors and staff members who provide any kind of online instructions through Canvas.
    Details

    Digital Accessibility Badging Program

    The Digital Accessibility Foundations course is the prerequisite for the Digital Accessibility Badging Program. This program contains self-paced online workshops focusing on how to create digital content (slide presentations, websites, PDFs, etc.) in an accessible way. You may choose to take as many workshops as you like.

    In each workshop, you will learn specific skills and apply them to your everyday work. Successful completion of each course will help you earn a badge for the topic of that course.

    Registration or More Information

    See Digital Accessibility: Create Accessible Canvas Course Sites.

    Drupal Courses

    Drupal: Working Lab

    [3-hours, working lab] This working session allows participants to bring their own Enterprise Drupal or Drupal Lite projects into a lab setting. Not only will participants have dedicated work time, but they will have expert assistance available when they run into questions or roadblocks.

    Who Should Attend This lab is for people who are managing University of Minnesota Enterprise Drupal and Drupal Lite websites.
    Registration or More Information

    See Drupal: Working Lab.

    Drupal: Creating a Drupal Lite 9 Website

    [2-hours, hands-on, online]  This course covers the skills needed to create and manage a website in Drupal Lite 9 using the default tools. Drupal Lite 9 makes it easy for users to add, edit, and customize content without requiring technical skills in web development.

    This course provides an opportunity to practice skills in a training website.

    Topics
    • Adding new pages
    • Editing existing pages
    • Adding custom content to pages
    • Changing the layout of pages
    • Working with menus
    • Formatting text
    • Working with images
    • Adding links
    Details

    Note: This is an online course that uses a Canvas course site to organize course activities. Students will work on activities using a Drupal Lite 9 training site at their own pace and will have 5 days to complete the course. An instructor will be available to support participants and answer questions.

    Intended audience: Those who are contributing content to any Drupal Lite 9 website and those who are creating small websites (10-15 pages) in Drupal Lite 9.

    Drupal Enterprise

    • Drupal Enterprise content contributors should check with their website administrator for training suggestions as this course may not be relevant to your customized website.
    • Drupal Enterprise website developers, see the Drupal Enterprise: Create And Manage Sites self-help guide.

    HST employees: If you are in the Health Sciences Technology (HST) web support system, please be sure to register for the HST-specific Drupal contributor training.

    Registration or More Information

    See Drupal: Creating a Drupal Lite 9 Website.

    Jadu Forms Courses

    Jadu CXM Training: Setting up Workflows for Jadu XFP Forms

    [7 hours, hands-on] This course introduces using Jadu CXM to set up workflows for Jadu XFP forms. We will work through an example, reviewing key concepts and identifying the information required to set up a CXM workflow. Then we will use CXM in conjunction with XFP to implement the workflow.

    This course takes place in two 3.5-hour sessions on two separate days.

    Important: Participation in this Jadu CXM (workflow) training requires an understanding of Jadu XFP (forms) concepts and functionality as well as some experience using XFP.  How to create Jadu forms will not be covered in this class. 

    Topics
    • Understanding key concepts in a Jadu CXM workflow process
    • Setting up a workflow for an example business process
    • Connecting XFP and CXM to move data between forms
    • Testing a completed workflow process
    Who Should Attend Attendees should meet the following requirements: Have built at least one fully functional Jadu XFP form prior to the class session Understand how to use rules and logic in Jadu XFP Understand how to use action templates in Jadu XFP Understand business process mapping
    Registration or More Information

    See Jadu CXM Training: Setting up Workflows for Jadu XFP Forms.

    Jadu Forms: Working Lab

    This working lab provides participants with time to ask questions and to work on their own projects. Members of the Jadu support team will be available for one-on-one help. Participants should bring their laptops if possible.

    Who Should Attend This lab is for people who are building forms in the University of Minnesota Jadu Forms platform. Note: The link below leads to a Google Calendar where you can choose an open appointment slot.
    Registration or More Information

    See Jadu Forms: Working Lab.

    Jadu Forms Orientation

    This orientation provides an overview of Jadu Forms. You will see a demo of the tool, learn about what to consider when choosing Jadu Forms, and what the steps are to get started.

    Topics
    • Why choose Jadu Forms
    • Things to consider
    • Getting started
    • Jadu CXM (workflow)
    • Jadu support resources
    Registration or More Information

    See Jadu Forms Orientation.

    UM Analytics Courses

    UMAnalytics: Create Basic Analyses & Dashboards using Finance Data

    [3-hours, hands-on] This course will focus on analyzing data from University sources (such as the University data warehouse) using UM Analytics, the Oracle Business Intelligence tool. This course previously had the course number UMA103.

    Topics
    • Creating, formatting, and manipulating different types of analyses (tables, pivot tables, graphs, etc.)
    • Customizing analyses using filters, prompts, conditional formats, and calculations
    • Creating basic dashboards
    Details

    This course uses financial data for activities. If you regularly work with student data, we suggest you register for UMAnalytics: Create Basic Analyses & Dashboards using Student Data instead. If you regularly work with HR data, we suggest you register for UMAnalytics: Create Basic Analyses & Dashboards using HR Data.

    Registration or More Information

    See UMAnalytics: Create Basic Analyses & Dashboards using Finance Data.

    UM Analytics: Working Lab

    [3-hours, open lab] This lab session complements both UM Analytics Financial Data: Create Basic Analyses & Dashboards and UM Analytics Student Data: Create Basic Analyses & Dashboards, giving participants an opportunity to work on their own projects with support staff present to answer questions. Members of the finance reporting team and the student reporting team will be available for one-on-one questions related to building content in UM Analytics. This course previously had the course number UMA113.

    Registration or More Information

    See UM Analytics: Working Lab.

    UMAnalytics: Create Basic Analyses & Dashboards using Student Data

    [3-hours, hands-on] This course will focus on analyzing data from University sources (such as the University data warehouse) using UM Analytics, the Oracle Business Intelligence tool. This course previously had the course number UMA102.

    Topics
    • Creating, formatting, and manipulating different types of analyses (tables, pivot tables, graphs, etc.)
    • Customizing analyses using filters, prompts, conditional formats, and calculations
    • Creating basic dashboards
    Details
    Prerequisite

    Because this course uses private-restricted student data, all participants must have completed the FERPA Tutorial before class.

    Content Note

    This course uses student data for activities. If you regularly work with financial data, we suggest you register for UMAnalytics: Create Basic Analyses & Dashboards using Finance Data. If you regularly work with HR data, we suggest you register for UMAnalytics: Create Basic Analyses & Dashboards using HR Data.

    Registration or More Information

    See UMAnalytics: Create Basic Analyses & Dashboards using Student Data.

    UMAnalytics: Create Basic Analyses & Dashboards using HR Data

    [3-hours, hands-on] This course will focus on analyzing data from University sources (such as the University data warehouse) using UM Analytics, the Oracle Business Intelligence tool.

    Topics
    • Creating, formatting, and manipulating different types of analyses (tables, pivot tables, graphs, etc.)
    • Customizing analyses using filters, prompts, conditional formats, and calculations
    • Creating basic dashboards
    Details

    You must complete the online course Working With Employee Data: User Agreement before you can register for this course.

    If you regularly work with student data, we suggest you register for UMAnalytics Student Data: Create Basic Analyses & Dashboards. If you regularly work with financial data, we suggest you register for UMAnalytics Financial Data: Create Basic Analyses & Dashboards.

    Registration or More Information

    See UMAnalytics: Create Basic Analyses & Dashboards using HR Data.

    Zoom Courses

    Zoom: Understand HCC Requirements

    [15 minutes, self-paced online] In this brief overview, participants will learn best practices around using Zoom with Protected Health Information. Members of the Health Sciences (HST) Health Care Component (HCC) members must complete this training to get access to Zoom.

    Zoom is a HIPAA-compliant tool, but it relies on responsible use to remain in compliance.

    Topics
    • Understanding PHI in the context of video meetings
    • Creating secure online meeting spaces
    • Understanding PHI and recording options in Zoom
    • Scheduling PHI-free Zoom meetings
    Who Should Attend Anyone who is part of the Health Sciences (HST)/HCC (Health Care Component) and wants to use Zoom; this includes students, faculty, and staff members who are part of the BAA and / or BAA+, as well as anyone else who comes into contact with Protected Health Information (PHI).
    Registration or More Information

    See Zoom: Understand HCC Requirements.

    Zoom: Meetings for Education (Students & Educators)

    [45 minutes, webinar] In this course, participants will learn the skills and best practices for using Zoom, an online video conferencing system, as both a student and an instructor. Participants can sign up to attend a live webinar, or view a pre-recorded webinar delivered by Zoom.

    An instructor from Zoom will review participating, scheduling and hosting Zoom events with an emphasis on best practices using Zoom as an online classroom setting. 

    Note: Once you enroll, you will need to register on the Zoom site with your University email. You will not receive future promotional emails from Zoom.

    Topics
    • downloading the Zoom app
    • joining a class
    • participating in a class
    • scheduling a Zoom meeting
    • hosting a Zoom meeting
    • reviewing in-meeting tools 
    Who Should Attend This course is for faculty, staff, and students who want to use Zoom as an online classroom setting.
    Registration or More Information

    See Zoom: Meetings for Education (Students & Educators).

    Zoom: Get Started

    [30 minutes, webinar] In this course, participants will learn the basics of joining and participating in online meetings using Zoom, an online video conferencing system. Participants can either sign up to attend a live webinar, or view a pre-recorded webinar delivered by Zoom.

    An instructor from Zoom will take participants through a high-level tour of Zoom and cover the basics to get them up and running.

    Note: Once you enroll, you will need to register on the Zoom site with your University email. You will not receive future promotional emails from Zoom.

    Topics
    • Scheduling and joining meetings
    • Controlling audio and video effectively
    Who Should Attend This course is for faculty, staff, and students who want to participate in online meetings using Zoom.
    Details
    • The LIVE section is offered most weekdays and includes time for Q&A.
    • The RECORDED section allows you to watch a pre-recorded training session at your convenience. 
    • After you enroll, you can find further instructions in your enrollment email.
    Registration or More Information

    See Zoom: Get Started.

    Zoom: Host a Meeting

    [1 hour, webinar] In this course, participants will learn the skills needed to host meetings via Zoom, an online video conferencing system. Participants can either sign up to attend a live webinar, or view a pre-recorded webinar delivered by Zoom.

    An instructor from Zoom will review scheduling and hosting Zoom meetings with an emphasis on best practices. 

    Note: Once you enroll, you will need to register on the Zoom site with your University email. You will not receive future promotional emails from Zoom.

    Topics
    • Controlling audio and video effectively
    • Managing the “waiting room” and “breakout room” features 
    • Increasing engagement through live polls and nonverbal feedback 
    • Live-streaming meetings 
    Who Should Attend This course is for faculty, staff, and students who want to host online meetings using Zoom.
    Registration or More Information

    See Zoom: Host a Meeting.

    Zoom: Host a Webinar

    [1 hour 15 minutes, webinar] In this course, participants will learn the skills needed to host a successful webinar through Zoom, an online video conferencing system. Participants can either sign up to attend a live webinar, or view a pre-recorded webinar delivered by Zoom.

    An instructor from Zoom will review features applicable to scheduling and hosting a Zoom Video Webinar with an emphasis on best practices.

    Note: Once you enroll, you will need to register on the Zoom site with your University email. You will not receive future promotional emails from Zoom.

    Topics
    • Comparing meetings and webinars
    • Defining webinar roles: host, cohost, panelist, and attendee
    • Configuring registration, audio controls, and live streaming
    • Launching in-webinar polls and chat features
    • Reviewing post-webinar surveys and reports
    Details
    • The LIVE section is offered most weekdays and includes time for Q&A.
    • The RECORDED section allows you to watch a pre-recorded training session at your convenience. 
    • After you enroll, you can find further instructions in your enrollment email.
    Registration or More Information

    See Zoom: Host a Webinar.