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Click here to open the video in a new window and watch it at https://mediaspace.msu.edu


Michigan State University named Brightspace by Desire2Learn as its centrally supported Learning Management System (LMS) in July 2012. Since then, Brightspace (generally shortened to D2L here on campus) provides the platform and tools for online and web enhanced student experiences. This video gives you a quick overview of not only the D2L platform and built-in accessibility helper Spartan Ally, but also other academic services and technologies available on campus. You'll also meet a team of academic technology support folks who can help you as you learn to leverage MSU-provided digital tools in your teaching. 

Timeline of video

Introductions
1:40 - D2L Overview
31:00 - Spartan Ally
44:48 - MSU Core Academic Technologies Overview
1:10:05 - Getting Help
1:17:05 - Assessment Services Overview
1:19:11 - Q&A Fun Part 2


 

Sometimes when we hear the word "assessment," we think of students silently completing a multiple-choice exam during class. But, there are a variety of ways to assess learning, and how we assess it depends on which skills and ideas we are interested in finding out what students can do.
Assessment Triangle
The assessment triangle helps us think about how we should assess because it connects what we want students to know and do with how we plan to observe what they know and can do. There are three points on the assessment triangle: cognition, observation, and interpretation (National Research Council, 2001).
Cognition
Which concepts and skills do students need to know and do?There are likely some concepts that students need to memorize. There might, though, also be skills that we are interested in students being able to do. For instance, maybe students need to be able to create something, such as a research question for a study and applicable methods. Maybe they need to solve problems and interpret data. What are you looking to assess?
Observation
What types of tasks will illustrate student knowledge and skills?What you have students do for the assessment will be determined by what you want them to know and do. There are a variety of ways to assess, such as (and these are just a few examples):

Multiple choice exam
Essay exam
Group exam
Project
Research investigation
Case study (real life or fictitious)
Poster
Research paper
Infographic
Presentation

Interpretation
How will the tasks determine student knowledge and skills?Once students complete the assessment, how will understanding be identified? That is, how will the assessment be scored? Scoring or grading rubrics can be a helpful start in identifying your expectations of how a student might approach an assessment and how accurate each approach is (or how many points each one is). Rubrics can either have everything graded on a single scale or can be broken down into separate criteria, culminating into one grade for the task. There are many guides available online for creating rubrics, such as from UC Berkeley's Center for Teaching and Learning.
Try it for Yourself
Draw a triangle on a piece of paper. Label each corner: cognition, observation, and interpretation. Choose a few cognitive aspects that you teach together in a single lesson or unit, identify how you might observe understanding of those cognitive aspects, and how you might interpret your observations.
Reference
National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press. https://doi.org/10.17226/10019.
Additional Resources

For assessment examples, view the Assessment Workshop videos, one on assessment options beyond the exam (which includes a description of the assessment triangle a few minutes into the video) and another on exam design.
Although designed for GTAs, this #iteachmsu article on assessment of student learning provides a nice overview, including formative and summative assessment.
This #iteachmsu article on experiential learning describes a more holistic approach to assessment.

This week, we are featuring Breana Yaklin, a Learning Experience Designer in the Broad College of Business.  Breana was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Breana’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
Learning
Share with me what this word/quality looks like in your practice?
As an educator, I’m focused on teaching and learning, and I try to stay more focused on the learner and what their needs are. Being an educator also means that I’m constantly learning from others who are experts in the field or who share their experiences
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I currently work for Broad College of Business at Michigan State University. I’m a Learning Experience Designer in the Learning Technology and Design department. My work right now is focused on supporting the EMBA Flex program, which includes both on-campus live synchronous sessions and online asynchronous learning. I work with the faculty teaching the program to help them design their courses and think through the best ways to teach in a flexible format, and how to take advantage of the on-campus sessions and the asynchronous learning. As a Learning Experience Designer, I have to focus on (1) the student needs as an end-goal, and (2) the faculty needs, as they are the ones I’m working with directly.
What is a challenge you experience in your educator role?
A challenge I frequently encounter is one that I think everyone sees in their work as an educator: time. The faculty I work with to develop their courses are pressed for time and have to balance multiple priorities, and sometimes the course I’m consulting on gets pushed back as a priority because they don’t have the time to dedicate to it. I know that many of our students also have to balance multiple priorities. For the program I’m currently working on, we know that these students are working full time and often have families and related time constraints.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Good course design and development takes time, as does investing in learning. If possible, I try to encourage leadership to support faculty time allocations toward course design and development. I also try to focus on making the best use of time during the course design and development process, for both faculty and students. How can I support this faculty member to use their time effectively towards designing and developing their course? I try to find resources, or create tools or templates to make the process easier or more efficient. How can I encourage the course design and development to take into account student time limitations? I discuss setting priorities and learning expectations with faculty, and how to best make use of the live in-class time and how to be flexible with the asynchronous time.
What are practices you utilize that help you feel successful as an educator?
I listen and learn from others. I’m somewhat new to my current setting in Broad, but I’ve been at MSU for 6 years, and I have a network of colleagues across campus who I learn from. I’ve also worked on learning from others outside of MSU, at my previous institution (Baker College), and by networking at conferences and with colleagues on Twitter. I learn a lot from listening to others about their experiences, their work, and their research, and I add it all to my repertoire as an educator. 
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu? 
I’d like to see more discussion around online and hybrid teaching and learning, specifically, the existing research and practices around good online and hybrid (or blended or flex) teaching and learning and how we can continue to improve the online learning experience. This obviously has been a huge focus for the past year due to COVID, so it might seem like it has already been addressed. However, a lot of the work over the past year was fast and reactive (by necessity), and prior to COVID there has been years of work researching what good teaching and learning can and should look like online. I think education will be permanently changed (if it hasn’t already) by what happened over the past year, and I think we should be prepared for more online and hybrid education to be more flexible and meet the needs of our students and our educators.
What are you looking forward to (or excited to be a part of) next semester?
I’m looking forward to debriefing with the first round of faculty I worked with on the EMBA Flex program. I’m excited to learn how their courses went as they taught them for the first time in this new format, what lessons they learned, how the students responded, and what we can do to continue to improve the courses for the next time. I’m hoping to speak with some students in the program to hear directly from them on what’s working and what could be improved upon to create a better learning experience. 
I’m also excited to share that I’ll be working with Dr. Melissa Hortman, Director of Instructional Technology at Medical University of South Carolina, to conduct a literature review on course modalities and flexible learning approaches, and we’ll be presenting our results at the Online Learning Consortium Innovate Conference in the spring.


Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

November is here and with this time of year, we often see an increase in messaging around gratitude, appreciation, and giving thanks. Gratitude is something I’ve always found great value in, and touted anecdotal benefits of. In 2015, I wrote ‘Tis the season of giving thanks: Why gratitude is important in leadership for MSU Extension. Then later, in 2018, I founded MSU’s Thank an Educator Initiative. I saw the invaluable work that people across roles were doing to support students and MSU’s teaching and learning goals. Not only did I see important work, I saw educators making huge impacts on learners' lives and experiences. Simultaneously, I noticed the sheer size (and let’s face it- siloing) at MSU as huge barriers to a) educators being celebrated for their work, and b) educators being about to learn with and from one another. So I started the “Thank an Educator” initiative. 
Thanking an educator is super simple. Any Spartan can visit the Thank an Educator page on the #iteachmsu Commons. At the page, folx will see a brief form where they enter the information on the educator they’d like the thank, and then a short story/sentiment of thanks. That’s it! #iteachmsu does the rest. Every person who is recognized will receive a personalized message via email thanking them for their important work (the submitted story is included here). Then at the end of the academic year, all of the educators submitted for Thank an Educator are also recognized by the Provost with a #iteachmsu Educator Award. Since its initial conception, the Thank an Educator initiative has recognized educators over 550 times! We care about and are committed to celebrating and elevating the work of educators, and know that these efforts make an impact.
In January of 2020, when my son was born, I stopped working in person as a Graduate Assistant on the #iteachmsu Commons. During this parental leave I also moved to the west side of Michigan. The plan was to be remote for the remainder of my GA contract after returning from leave in March. Little did I know, I wouldn’t be alone. I returned to work (and continued as a Postdoc and now Academic Specialist) to meet all my colleagues online! Then reality hits (and continues to keep throwing punches). I couldn't access daycares for my infant because they were shut down. My partner’s business- the one we moved for- also shut down. My family unit’s makeup and health history made us high risk for infection; so ultimately we were first time parents, in a new place, in a vacuum. The isolation was terrible and both my partner and I struggled with the impacts of anxiety and depression. During this same time, I watched as colleagues and fellow educators at Michigan State (while dealing with many, if not all and more, of the same challenges as myself) rose to the occasion. Instructors switched to teaching online. Advisors innovated the ways they held appointments. Graduate students began co-working virtually via zoom. Administrators made extra efforts to transparently share the goings on of the university in personal ways that built community. New programs and training were created to support educators. Events were hosted completely online. In the 13+ years I’ve been at Michigan State, I don’t think I’ve ever seen a more glaring example of “Who will? Spartans Will.”
We're still "in it". The circumstances have continued to change, but educators are still constantly being kept on their toes, challenged to dodge, dive, and duck around barriers; all the while still supporting student success, still serving the teaching and learning mission of the university, still prioritizing health and safety… I’ve observed the toll this constantly changing, uncertain, and sometimes downright scary time has taken on myself and my colleagues. People seem to be yearning for personal connection, time to really see one another, but packed schedules and increasing demands on capacity make it feel challenging to take that time. 
Now, maybe even more than ever, you all - MSU’s educators- deserve to be recognized for the phenomenal work you continue to do, despite extremely challenging circumstances. I know time is in short supply. I know people are burnt out. But please… submit someone to Thank an Educator. The process takes only a handful of minutes (I timed myself and it literally took me 5 minutes) but makes a huge impact. Every single day, I interact with individuals who are doing high impact work to support MSU’s teaching and learning, student success, and outreach mission. I’d guess you do too. Thank them. 
If you need even more convincing, consider the research on practicing gratitude:

Emmons and McCullough (2003) showed that counting your blessings seems to be a much more effective way of enhancing your quality of life than counting your burdens.
Bartlett and DeSteno (2006) found that small acts of gratitude can cause ripple effects that reach farther than you would imagine.
Sheldon and Lyubomirsky (2007), found the regular practice of gratitude and/or positive visualization can lead to a higher quality of life, measured by affect.

Looking for even more? Check out the Greater Good Science Center (UC-Berkley) and all their tools, resources, research, and more!

Sources:
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology. 84, 377-389. 
Bartlett, M. & Desteno, D. (2006). Gratitude and prosocial behavior helping when it costs you. Psychological Science. 17. 319-25. 
Sheldon, K.M. & Lyubomirsky, S. (2006) How to increase and sustain positive emotion: The effects of expressing gratitude and visualizing best possible selves, The Journal of Positive Psychology, 1:2, 73-82

Click on the above image to access a PDF file of the Quick Guide. Remote Assessment
This quick guide provides an introduction to assessment as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
When planning to assess for remote teaching, it’s important to reference the objectives in your syllabus and plan your assessments based on those objectives. Then, be realistic about how your objectives can now be met in a remote teaching environment. Consider how you will ask students to now demonstrate their learning and then realign and/or match your assessments to your remote-specific objectives.
Modify
Having thought about your objectives and aligning your assessments to them, the next step is to modify your assessments to best suit remote delivery.
Modify your paper exams - convert to D2L
The primary tool you should use to deliver assessments is D2L. If you normally give paper exams, you’ll need to type them into D2L’s quizzing tool. The tool will allow most question types.
Modify your assessment
Be aware that students may be managing online assessments for the first time, and that may affect their performance. Try to avoid letting external factors (e.g. the use of new technology) factor in to the final grade on the assessments.
Modify your submission strategies
If you have students do presentations, group projects, or other performance-based assessments, then you may need to consider how those will be demonstrated. They can use the same tools to do this as you – Zoom or MediaSpace – but they may need additional support to use these potentially new tools.
Consider adjustments to your posted assessment schedule
Modifying materials and assessments to meet the unique demands of a remote environment is important. Offer exams at the times and dates indicated in your syllabus. If you choose to modify the submission of your assessments, do so with attention toward why you’re doing this and communicate that to students.
Implement
In implementing assessments remotely, remember best practices for assessments should still apply. Consider offering both formative and summative assessments, be conscious of test security and academic integrity, and provide meaningful and timely feedback.
Formative Assessment
Formative assessments check for understanding or evaluation of course effectiveness, are often un-graded, and are low stakes and can be moved into the suggested remote spaces. The following are some digital alternatives to common formative assessment approaches:
 

Strategic questioning (use DL2 discussion forums)
Checks for understanding (use D2L surveys or low-stakes quizzes)
Peer feedback (use D2L discussion forums)
Pausing for reflection (use blogging or portfolio tools)
Formative use of summative assessments (spend time after a test or exam reviewing common errors and collective successes)
Acting upon student input (use D2L surveys to ask students how the course is going, and act upon their feedback)

Summative Assessment 
Summative assessments are used to quantify students’ understanding of course concepts and objectives. Using D2L for objective summative testing is the best option for offering remote assessments. 

Consider an open-note format.

Re-write your questions so they are rigorous even if students have access to their notes and texts.


Consider a timed test

Limiting the time students have can keep the rigor high and reduce over-reliance on notes and the Internet (if your test is open note). If setting a time limit, do so strategically. Test how long the exam should take, and set time from there.


Consider a large test pool

Writing a large pool of questions and having D2L randomly draw questions from them can help increase test integrity.


Consider randomizing answers

D2L can randomize the order of your multiple choice answers. This can help improve test integrity.


For written work, consider using rubrics

D2L’s rubric tool can make grading more efficient and can serve to help students prepare better written products



 
 
Provide Meaningful Feedback

Consider using D2L and MediaSpace to provide feedback.
For written work, use D2L’s rubric tool and/or the review features in MS Word to provide written commentary
Consider using D2L’s item analysis tool to review objective tests. Consider creating a screen capture video using MediaSpace to verbally review the test, discussing common errors and collective successes
Use the D2L discussion forum to generate student contributions and reply to comments. In large classes, replying to everyone is not feasible, but selective commenting or general comments that address multiple perspectives can solidify teacher presence.

Additional Help
For additional help and support, please check out the other remote teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
  Attribution 4.0 International (CC BY 4.0)

Click the image above to access a PDF of the Quick GuideRemote Assignments and Activities
This quick guide provides an introduction to remote assignments and activities as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In-class activities and assignments can be facilitated by a variety of the tools provided at MSU. In planning for remote activities and assignments, ensure you are focusing on assignments that help you to accomplish your learning objectives. Also remember that in a remote teaching situation you may need to be flexible with respect to the assignments/activities you have.
Modify
Projects
Rather than have students turn in assignments during class, create a D2L assignment folder for students to upload assignments. Just about any file-type can be turned in with D2L (including word documents). This can be where students upload their papers, presentations, videos, or any other media.
Collaborative Writing
If students would normally provide feedback on each other's writing assignments, then the easiest method to recreate this in a remote teaching situation would be to use a cloud-based tool such as Google Drive or Microsoft One Drive. Using one of these tools, students can view and comment on each other's work.
Discussions
If in-class discussion is a key part of your course, then the D2L discussion tool can be used. Keep in mind that students will most likely need greater prompting and guidance in order to engage in an online discussion.If students are able to record audio and video, and have access to a fast internet connection, then they could also record and submit discussions using zoom.  
Presentations
If students have a presentation they would normally give in class, they can record that presentation using Zoom or MediaSpace, provided that they have a computer with a Webcam and Microphone. If students do not have the ability to record audio and video, then another option would be to ask them to write out their presentation in Microsoft Word or other word processing tool and include images of their presentation materials. This can then be uploaded to a D2L Assignment Folder.
Implement
Below find a variety of ideas for common in-person activities and some ideas for both synchronous remote (activities occur at the same time) or asynchronous remote (activities occur independently but with specific due dates/times) teaching. 
 




In-Person


Synchronous Remote


Asynchronous Remote




Student presentations


Students present in real time using zoom.          


Students record presentations using Kaltura Capture or Zoom then upload them to MediaSpace or D2L. 




Small group work/discussions


Students can collaborate in Zoom, Microsoft OneDrive, and Google drive.   
 


Create a prompt for students to respond to on D2L.         




Peer review writing session


Students can share and discuss their documents using Zoom and Google Drive or Microsoft OneDrive.        


Organize students into groups and ask them to share their documents in Microsoft OneDrive  Google Drive.     
 




 
Additional Help
For additional help and support, please check out the other remote teaching articles on iteach.msu.edu, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
Attribution 4.0 International (CC BY 4.0)

In the wake of the COVID-19 pandemic, Michigan State University, like many universities, closed its on-campus offerings and hastily moved to remote learning in March 2020. In addition to moving all classes online, students were asked to leave on-campus housing if possible. As COVID-19 cases continued to increase through the summer, plans to reopen in the fall were halted and most institutions announced they would continue offering instruction through remote learning. At the start of the spring 2020 semester, we collected data from MSU students enrolled in introductory economics courses about their grade expectations and views of economics as a major. In order to understand how students responded to the disruption generated by the pandemic, we began collecting additional data about the direct effects of the pandemic on their learning environment, including changes to living arrangements, internet access, studying behavior, and general well-being. Survey data were collected at the beginning and end of the spring, summer, and fall terms of 2020. Supplementing this survey data with administrative data on demographic characteristics and actual grade outcomes, we investigate how the pandemic affects students and how students' final grades in their economics course relate to their responses to the pandemic and virtual learning. We find the effects vary with student background characteristics (including race, gender, GPA, and first-generation college status) and final grades are related to internet connectivity, stress, and anxiety. These unique data allow us to provide a descriptive analysis of students' reactions to an unprecedented disruption to their educational environment.

To access a PDF of the "Learning in the Time of COVID-19" poster, click here.Description of the Poster 
Learning in the Time of COVID-19 
Andrea Chambers, Stacy Dickert-Conlin, Steven J. Haider, and Scott A. Imberman 
Introduction 
This study provides a snapshot of how students were experiencing the COVID-19 pandemic in the month following the abrupt shift to online instruction and how students have adapted to the experience of remote learning more long term. It contributes to the concerns that the mental well-being and academic performance of students has been affected by the coronavirus pandemic. 
Research Questions 


What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation? 


How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning? 


Methodology 

Surveyed students enrolled in introductory economics courses from one large, public research university during three semesters (Spring, Summer, and Fall) of 2020. 
Students completed surveys at the beginning and end of the semester. 
Supplemented these data with administrative data on demographic characteristics and actual grade outcomes. 
Conducted multiple regression analyses of student characteristics on student perceptions and final semester grades. 

Survey 
The Two Surveys: 

Initial Survey – General information and grade students expected to earn in the class 
Final Survey – Students’ reactions to the COVID-19 pandemic and remote learning  

Response Rate: 


Of the 6,665 eligible students, 3,445 students (52%) answered at least one of the COVID-related questions. 


COVID-Related Statements: 


My internet connectivity is sufficient to complete my economics coursework. 


My final grade in my economics course will be unaffected. 


My overall semester GPA will be unaffected. 


My time available for studying has increased. 


My ability to focus on my studies has declined. 


My anxiety about my studies has increased. 


My financial situation has worsened.  


Sample Descriptives 


Female: 47.3%, Male: 52.7% 




White: 71.5%, Black: 4.2%, Hispanic/Latinx: 4.7%, Asian: 6.6%, 2 or more Races: 2.7%, Other or Not Reported: 1.5%, International: 8.7% 


1st Year at MSU: 37.5%, 2nd year at MSU: 38.5%, 3rd Year at MSU: 16.5%, 4th Year or Later at MSU: 7.6% 


First-Generation College Student: 18.5% 


Results 
Image: A stacked bar chart detailing the percent of students who strongly agree and agreed with each COVID-related statement on displayed on top of the percent of students who strongly disagreed, disagreed, or neither agreed nor disagreed with each COVID-related statement. 
Title: Figure 1. Responses to COVID-Related Questions for Spring, Summer, and Fall 2020 
Details of image: 

My internet connectivity is sufficient: 83.3% strongly agree/agree and 16.7% strongly disagreed/disagreed/either agreed nor disagreed. 
My econ course final grade will be unaffected: 36.0% strongly agree/agree and 64.1% strongly disagreed/disagreed/either agreed nor disagreed. 
My overall semester GPA will be unaffected: 31.2% strongly agree/agree and 68.8% strongly disagreed/disagreed/either agreed nor disagreed. 
My time available for studying has increased: 46.9% strongly agree/agree and 53.1% strongly disagreed/disagreed/either agreed nor disagreed. 
My ability to focus on my studies has declined: 69.0% strongly agree/agree and 31.0% strongly disagreed/disagreed/either agreed nor disagreed. 
My anxiety about my studies has increased: 74.0% strongly agree/agree and 26.0% strongly disagreed/disagreed/either agreed nor disagreed. 
My financial situation has worsened: 36.3% strongly agree/agree and 63.7% strongly disagreed/disagreed/either agreed nor disagreed. 

Research Question 1: What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation? 
Empirical Strategy: where  is an indicator for whether the student agrees or strongly agrees with the statement. 
Ability to Focus 


April 2020: 83% of students report their ability to focus on their studies has declined.  


December 2020: 61.5% of students state feeling their ability to focus has declined.  


During the initial reaction to the pandemic and remote instruction, we do not see statistically significant differences across student characteristics such as gender, race/ethnicity, or first-generation college status. However, when we look at the continued response in the summer and fall semesters, female students are more likely to state their ability to focus on their studies has declined relative to their male peers by 9 percentage points. 


Anxiety about Studies 


Over 70% of students in the sample report an increase in anxiety about their studies in April 2020 and through Summer and Fall 2020. 




Female students are more likely to report an increase in anxiety relative to their male peers of around 8 percentage points in the Spring 2020 and 16 percentage points during Summer and Fall 2020.  


Financial Situation  


April 2020: 48.6% state that their financial situation has worsened. 


This condition was felt more by first-generation college students, women, and lower performing students compared to their respective peers.  


December 2020: 30% state their financial situation has worsened and first-generation college students during Summer and Fall 2020 are still more likely to experience a worsened condition. 


Research Question 2: How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning? 
Empirical Strategy: 
where is a vector of COVID-related questions and  are the student background characteristics, year in college, GPA, and expected grade at the start of the semester. 


Internet Connectivity: Students who did not have sufficient internet connection earned lower final grades.  


COVID-Related Stress: In April 2020, students who strongly agree their ability to focus has decreased and students across all semesters who strongly agree their anxiety has increased earned lower final grades.  


Financial: Students who state their financial situation has worsened earned lower final grades in the summer and fall semesters. 


Discussion & Conclusions 


As many students in this study report feeling their ability to focus has declined and anxiety has increased, findings suggest women, first-generation college students, and lower performing students may be particularly vulnerable to these feelings and experiences.  


Survey results suggest financial situations worsened for first-generation college students, which could lead to food or housing insecurity for these students, issues which could lead to increased stress and anxiety, lower grades, and possibly prevent students from persisting in higher education.  


Requiring access to instruction via online learning has showcased the need for quality internet access. 




The coronavirus pandemic has raised a lot of questions about the future of online education, it is important to keep in mind the ways in which students are impacted by such a move. 

One of the key areas in D2L is the Content section. While instructors create and organize most of the content, there are three sections that appear automatically at the top: Overview, Bookmarks, and Course Schedule.

"Bookmarks" show pages a student has chosen to save.
"Course Schedule" displays calendar items like quiz due dates.
"Overview" is fully customizable, and it’s the first item students see when they enter the Content area.

Why customize your Overview page?

If left blank, the Overview tab won’t appear for students. But adding anything—text or a file—makes it visible.
A personalized overview sets the tone for your course. It can be as simple as a welcome note or as creative as an infographic-style syllabus.
It offers a central place to greet students, direct them to important materials, or give a visual summary of the course.

How do you customize your Overview?

Go to the Content section of your course.
Click on “Overview” in the left-hand navigation pane.
From here, you have two primary options:

Add a written message (e.g., a welcome note or instructions).
Upload a file using the “Add Attachment” button. Note that PDFs appear in an embedded preview window.
You can also do both—include a message and attach a file.




What can you include?
Your Overview page can be as simple or creative as you’d like. Consider:

A brief, friendly welcome note
A short course description
A link to your syllabus
Instructions on how to get started
A welcome graphic

Using a graphic syllabus:
Want to add a creative, visual element? Some instructors choose to use a graphic syllabus: a visual representation of the course structure, themes, or schedule. These can help students grasp big-picture ideas quickly and may be more engaging than text alone.
To use one:

Search online for "graphic syllabus" to view a variety of examples and instructions

Design a graphic or PDF infographic of your syllabus


Make sure it’s accessible (e.g., clear text, high contrast, screen reader-friendly)


Upload it using “Add Attachment” on the Overview page


Programs you can use to create a graphic syllabus:


Canva – Free and user-friendly with templates for infographics, flyers, and syllabi.


PowerPoint – Familiar to many and great for layout flexibility. Save as PDF.


Google Slides – Web-based alternative to PowerPoint, also exportable to PDF.


Adobe Express – Ideal for polished, visual designs; includes free and paid options.


Piktochart – A tool specifically for infographics; allows for easy drag-and-drop design.


Tip: If you go this route, be sure to link to the Overview in your Welcome Announcement so students see it right away (announcements are located on the homepage).
Learn more about accessible design by reading the article "What a cool syllabus... but is it accessible?" by Teresa Thompson.
Below is a screenshot of my overview page, in which I created an infographic to represent the course. The infographic is an accessible PDF file, so it appears in a preview window that they can scroll through.
 

Final Tips

Preview in Student View to confirm what students will see.
Avoid changes after the course begins, unless necessary, and communicate them clearly.
Some attachments (like "Access Google Workspace") may not display even if added—always test in advance.