Training & Events

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.

Next Course Date

August 29, 2023; 1:00 - 2:00 p.m.

Facilitators

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

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 2023. 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

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.

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.

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.

Topics

• Grading scheme
• Update/organize gradebook
• Final grade override
• Prepare to submit final grades
• Finalize in Faculty Center

Who Should Attend Instructors of record and Teaching Assistants who are currently 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.

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: Prepare to submit final grades.

In this 90-minute interactive session, participants will be introduced to frameworks related to flexibility in their approach to teaching. We will discuss ideas, examples, and tools related to planning course flexibility for accessibility. The first hour of our session will be recorded, and the final 30 minutes of our session will not be recorded to offer time for open discussion.

Details

Facilitators 

• Clare Forstie, Center for Educational Innovation
• Emily Ehlinger, Disability Resource Center
• Sara Schoen, Academic Technology Support Services

Recording & Resources

The presentation portion of this session will be recorded and a link to the recording and resources will be sent to all registrants within two business days following the session.

Registration or More Information

See Planning Flexibility for Accessibility in your Teaching.

This asynchronous micro-course will be available, from August 14th through September 5th. You will walk through materials at your own pace with facilitation by academic technologist professionals. The activities will guide you through design decisions and action items that will help you get your Canvas course site ready for the semester.

Topics

• Learn basic Canvas navigation
• Develop a communication plan
• Deliver course content
• Design active learning and assessment opportunities
• Grade student work with Speedgrader
• Manage grades in the Canvas Gradebook

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
• Yelena Yan, Academic Technology Support Services
• Rebecca George-Burrs, 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 (Asynchronous Micro Course).

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.

Topics

• Review the Canvas interface, tools, and features

• Explore 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
• Yelena Yan, Academic Technology Support Services
• Rebecca George-Burrs, 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 (1 hr. webinar).

This self-paced course highlights two key aspects of using media to enhance teaching and learning: creating video content and integrating media in your course design.

Topics

In this course we will:

• provide an overview of the theoretical frameworks guiding the process of academic video development,
• discuss strategies you can use to create focused video resources for your course, and
• share examples of how to integrate videos into learning activities to ensure greater student engagement and deeper learning.

Who Should Attend This webinar is geared towards instructors who use media in designing their course materials. 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 Using Media in Course Design.

As you are building or reviewing your online Canvas course for the current or upcoming semester, consider accessibility or Universal Design. Join us and learn to foster an inclusive learning environment. Being intentional and choosing to make your course accessible minimizes barriers to learning, reduces the need for individual accommodations, and helps to ensure that all students have an equal opportunity to succeed.

Next Course Date

Tuesday, August 22, 2023; 10:00 am - 11:00 am

Facilitators

This webinar is hosted jointly as a collaboration: 

• Khaled Musa, Academic Technology Support Services (ATSS) 
• Kristina Cibuzar, LATIS in the College of Liberal Arts (CLA)

Topics

• How does the course format that you choose and the course content support accessibility or limit accessibility?
• What course goals, skills, concepts (if any) may be an obstacle for students with:
  • Visual disabilities?
  • Auditory disabilities?
  • Cognitive disabilities?
  • Motor disabilities?
  • English as a second language?
• 10 tips to get you started in choosing accessible content to improve 
  • the experience for individuals with non-apparent disabilities and who use adaptive technologies to support their learning. 
  • accessibility and usability for other users as well.

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.

Details

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 Choose Accessible Learning Content (CALC).

In this session, you will be introduced to the Universal Design Online Content Inspection Tool (UDOIT) which identifies accessibility issues in Canvas course content and provides resources on how to address common accessibility issues. 

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. 

Next Course Date

Thursday, August 31, 2023; 1:00 pm - 2:00 pm

Facilitators

This webinar is hosted jointly as a collaboration: 

• Khaled Musa, Academic Technology Support Services (ATSS) 
• Kristina Cibuzar, LATIS in the College of Liberal Arts (CLA)

Topics

During this webinar you will learn how to:

• run UDOIT in your course,
• interpret the results, and
• make changes that will make your Canvas course site more accessible and 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 Basic recorded webinar prior to the workshop.

Details

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 UDOIT (You Do It): An online content inspection tool that works for you.

The session provides insights from the recent student focus groups about how instructors can design their Canvas sites to support their students and inform potential Canvas improvements (information we share with Instructure). This session focuses on what students want their instructors to know about Canvas.

Topics

This session will focus on the top 10 topics students expressed to us in the April 2023 student focus group sessions.

Who Should Attend This workshop is intended for any faculty, staff or TAs who use Canvas as part of their academic instruction.

Details

Facilitators

• Sara Schoen,  Academic Technology Support Services
• Rebecca George-Burrs, 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 Top 10 Things Students (still) want you to know about Canvas.

How are faculty members and instructors incorporating ChatGPT in their courses and assignments? How has it changed the work students produce? What skills do instructors and students need to develop in order to incorporate these powerful and controversial new technologies into their teaching and learning? Hear from UMN faculty and instructors from different fields share their experiences and lessons learned. Our goal will be an engaged discussion that will follow brief remarks from panelists.

Topics

• Hear real-life examples of how instructors are using ChatGPT in their classes

• Learn ways to engage your students as they employ and test these technologies

• Apply and generate new ideas for your own teaching context

Who Should Attend Faculty and instructors interested in practical applications of ChatGPT and Large Language models.  Academic technologists, educational designers, advisors, and administrators interested in use cases for AI and students’ technology use.

Details

Panel Participants

• Ann Hill Duin is a Professor Emerita of Writing Studies and Graduate-Professional Distinguished Teaching Professor at the University of Minnesota. Her research and teaching focus on the impact of emerging technologies on international and technical communication, digital literacy, and writing futures.

• Jay Coggins is a Professor of Applied Economics, working in environmental economics, emphasizing air and water policy, air pollution and human health, and market-based approaches to environmental protection. In 2023, Jay allowed students to incorporate text generated from CHatGPT in their writing for APEC 3611, Environmental and Natural Resource Economics.

• KC Harrison is a Senior Lecturer in the School of Social Work, focusing on global literature, social justice, prison abolition, and race and racism. They first observed students using text generators in their online asynchronous course, Youth Global Perspectives (YOST1368). KC will discuss strategies for responding to students' use of text generators and ideas for assignment redesign to encourage student thinking and engagement.

• Eric Shook is an Associate Professor in the Department of Geography, Environment, and Society at the University of Minnesota in the Twin Cities. His research is focused on geospatial computing, which is situated at the intersection of geographic information science and computational science, with particular emphasis in cyberGIS, geoAI, and geospatial data science. Erik will discuss the implications of code-generating AI for the teaching of programming and its applications in science.

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 ChatGPT in Classroom environments: Early Adopter Experiences.

The session provides insights from the recent student focus groups about how instructors can design their Canvas sites to support their students and inform potential Canvas improvements (information we share with Instructure). This session focuses on what students want their instructors to know about Canvas.

Topics

This session will focus on the top 10 topics students expressed to us in the April 2023 student focus group sessions.

Who Should Attend This workshop is intended for any faculty, staff or TAs who use Canvas as part of their academic instruction.

Details

Facilitators

• Sara Schoen,  Academic Technology Support Services
• Rebecca George-Burrs, 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 Top 10 Things Students (still) want you to know about Canvas.

How are faculty members and instructors incorporating ChatGPT in their courses and assignments? How has it changed the work students produce? What skills do instructors and students need to develop in order to incorporate these powerful and controversial new technologies into their teaching and learning? Hear from UMN faculty and instructors from different fields share their experiences and lessons learned. Our goal will be an engaged discussion that will follow brief remarks from panelists.

Topics

• Hear real-life examples of how instructors are using ChatGPT in their classes

• Learn ways to engage your students as they employ and test these technologies

• Apply and generate new ideas for your own teaching context

Who Should Attend Faculty and instructors interested in practical applications of ChatGPT and Large Language models.  Academic technologists, educational designers, advisors, and administrators interested in use cases for AI and students’ technology use.

Details

Panel Participants

• Ann Hill Duin is a Professor Emerita of Writing Studies and Graduate-Professional Distinguished Teaching Professor at the University of Minnesota. Her research and teaching focus on the impact of emerging technologies on international and technical communication, digital literacy, and writing futures.

• Jay Coggins is a Professor of Applied Economics, working in environmental economics, emphasizing air and water policy, air pollution and human health, and market-based approaches to environmental protection. In 2023, Jay allowed students to incorporate text generated from CHatGPT in their writing for APEC 3611, Environmental and Natural Resource Economics.

• KC Harrison is a Senior Lecturer in the School of Social Work, focusing on global literature, social justice, prison abolition, and race and racism. They first observed students using text generators in their online asynchronous course, Youth Global Perspectives (YOST1368). KC will discuss strategies for responding to students' use of text generators and ideas for assignment redesign to encourage student thinking and engagement.

• Eric Shook is an Associate Professor in the Department of Geography, Environment, and Society at the University of Minnesota in the Twin Cities. His research is focused on geospatial computing, which is situated at the intersection of geographic information science and computational science, with particular emphasis in cyberGIS, geoAI, and geospatial data science. Erik will discuss the implications of code-generating AI for the teaching of programming and its applications in science.

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 ChatGPT in Classroom environments: Early Adopter Experiences.

[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).

[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).

[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.

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.

[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.

[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.

[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.

[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.

[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.

[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.

[2-hours, hands-on, online]  This course covers the skills needed to create and manage a website in Drupal Lite 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 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 website and those who are creating small websites (10-15 pages) in Drupal Lite.

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 Website.

[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.

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.

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.

[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.

[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.

[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.

[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.

[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).

[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.

[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.

[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.

[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.