Self-Paced Enroll Anytime Instructor Resources
These resources are available to instructors who teach enroll-anytime courses. This page is continuously updated. If you have any questions, please don't hesitate to contact SPEA Coordinator Catherine Olson or Heidi Flaten.
About Self-Paced Enroll Anytime Courses
- Why Do Students Take Self-Paced Courses?
- Student Demographics & Determining Course Offerings (1:57)
- Registration, Tuition and Transcripts (2:42)
- Development Process & TTaDA services provided (2:41)
- SPEA Bb Course Walkthrough (8:36)
Each week instructors receive an automated report indicating new enrollments for the course.
- The report will be sent on Tuesdays or Wednesdays from the OEL Registrar.
- Instructors will get an email even if there are no new enrollments. The text within the email states how many names are included on the attached report. If the text states there are 0 new enrollments, there is no need to open the attachment.
- The report covers registrations received 8-14 days before the report date. The extra padding is there to ensure that students are ready to start work in your course; we have already verified co/prerequisites and English proficiency when needed.
- The report contains the student's name, course, and email used when registering for the course. Please note: you should still use the student’s UND email address for correspondence, but we understand that sometimes students don’t check their UND email right away and you need an alternative method to reach them. Some of you mentioned that you wish you knew where students were from, so we also added the city/state/country fields in the report.
If you wish to view a full course roster, view and/or download the Blackboard Grade Center.
Please send the students a welcome email to their UND address. Next check the column in Grade Center to indicate it is completed. Due to timing of reports, occasionally students might appear in Grade Center before they appear on your report; it’s appropriate to welcome them as soon as you know about them. You are welcome to use whatever welcome message text you feel is appropriate. The Student Welcome Email Templates has a few ideas, if you need them.
Course Completion Surveys are compiled twice a year: April 1- Sept 30, and Oct 1 – March 31. The Office of Extended Learning follows the SELFI procedure and guidelines as closely as possible. Survey responses are collected via Qualtrics, and the questions are similar to the semester SELFIs.
Course Enrollment Surveys provide feedback to OEL regarding registration processes. The responses are reviewed monthly.
When giving final grades, follow these steps: Final Grade Reporting for Campus Connection Do not approve the roster.
- If/when students request an extension, they will get an I in Campus Connection. You will not be able to enter grades for these students. Instead please email und.courses@UND.edu with the final grade. If preferred, OEL can send you yellow grade cards that you may fill out and send back with the final grade.
- When students request an extension we add an "x" to the end of the End Date field in the Grade Center. It's a manual process so there is room for error, but we hope it provides a quick indictor of which students purchased extensions.
- In Grade Center is the column for "Term." This helps you identify which semester you’ll find their enrollment in Campus Connection. We can either enter it with the term number (i.e. 2210) or with the Season/Year format (Fall 2022), whichever you prefer.
- Please enter their final letter grade in Blackboard Grade Center in addition to posting the final grade in Campus Connection or emailing UND.courses@UND.edu.
Daily Needs Grading Email
When an instructor has items in the course that need grading (indicated by an exclamation point in the Grade Center), an email will be sent by OEL staff to the instructor notifying them that there are items that need to be graded.
- The notification email simply states there is something to grade. The details of what needs grading can be found in the Needs Grading report within the Blackboard course.
- If an item is automatically graded by Blackboard, it will not appear in the Needs Grading report and therefore the instructor will not get a notification.
If the last assessment in the course is auto-graded, your course should contain instructions advising students to email you, prompting you to assign their final grade.
Student Retention Emails
Instructors are encouraged to send retention emails to students. You may write your own email or use the guides below:
- Student 30 Day Gap In Course Email Template
- 30 Day No Work: Retention Center Tutorial - Some instructors have reported that the Blackboard retention center doesn't always work as intended. If that's the case for you, try looking at the grade center column that shows the student's last login date. If it's been a while, check in with the student.
- Encourage students to use the Suggested Deadline spreadsheet to get back on track. If your course doesn't have a Suggested Deadline spreadsheet, contact Catherine to have one created.
Helpful Items to Share with Your Students
- Suggested Deadline Spreadsheet - This excel spreadsheet that allows students to view suggested deadlines. The student enters their start and desired end date, and the spreadsheet populates the suggested deadline for each lesson. Consider using this tool when sending retention emails, as well as posting it in the Syllabus area of the course. Please contact Catherine for help in customizing this spreadsheet for your own course.
- "Study Tips Sheet" for students
- "Tips To Succeed" for students
Changes in the Course after Launch
Once the course is launched, very few changes should be made.
- Please do post announcements when you will be offline for a few days and your grading and email responses will be delayed.
- If you find articles or videos that may prove interesting to students and supplement the existing content, please share those with students. You could do that through an announcement or in a "Supplemental items" folder if your course has them. This is a great way to connect your course to the "real world."
- Feel free to fix any typos or grammatical mistakes that you might find.
- If a weblink breaks or an address changes, you may update the link.
Do not make any other changes to your course unless approved by Catherine and/or the instructional designer.
- All revisions should be made in a new Blackboard course shell unless otherwise discussed by you, the instructional designer and OEL.
- Complete work on lesson 1, the syllabus and textbook area first. Once you and the instructional designer have finalized lesson 1, Catherine/OEL will review it.
- After all items in step 2 have been reviewed and approved, work on the next half of lessons in the course. The instructional Designer and Catherine/OEL will do a quick review again, just to be sure things are still headed in the direction we all like.
- Once work on the course is complete, you and the instructional designer will hand it off to Catherine/OEL for final review.
- After Catherine/OEL signs off on the course, the department chair and/or college representative will be added to the course so they may review it.
- After all parties have reviewed and approved the course, the course may be launched.
Instructor videos should be added to YuJa. Here are recommendations on adding videos to SPEA courses:
- Lectures: record PowerPoint slides with just your audio. No need for the "talking head" unless you like it. Aim for about 20 minutes per lecture. Break them down by topic. If they go longer, record a short (2 minute) intro video to the lesson.
- YuJa automatically captions videos. Please review the captioning and correct major errors.
- Each lecture should have download enabled in YuJa.
- Add the length of lecture somewhere (usually the to-do list as well as the video item itself), and preferably a short description of what it covers.
- There are three options for how to add Yuja videos to the lesson:
- Preferred method: Add a web link item. Go to Build Content and then choose Web Link. Within the Text section, add the embed code (you can get that from YuJa) in the text area. Catherine is happy to help with this. You can add the PowerPoint slides as an attachment if you wish students to download them.
- Do you have three or more videos on the same page? If yes, consider adding a Blackboard item that has the links listed in the text section of the item.
- Lesson intro video: think about the first and last few minutes of a live class. Consider recording an intro video in your SPEA lesson that covers the same thing. What is covered, why is it important? What points should they pay special attention to? How do they finish the lesson?
Does your course require students to submit video recordings? The preferred tool is currently YuJa. Here are instructions you could include in the course:
- To record the video, you may use a computer with a webcam or a mobile device.
- You may either record your video directly to YuJa with the video recorder, or you may record the video on your computer/mobile device and upload it to YuJa later.
- After the video is recorded or uploaded to YuJa, log in to YuJa to get a direct link. For instructions on how to use YuJa, please see the SPEA Student YuJa Manual.
Allowing students the option of submitting a written paper or a video submission is a great week to keep students more engaged in content, and it is likely to increase the quality of their submission. It also makes grading more interesting for you as the instructor.
- SPEA Syllabus Template rev 12-2021 Your course syllabus doesn't have to look like this syllabus, as long as the content is primarily the same. Some policies or sections of text are optional and are indicated as such in the syllabus template. You may add additional text to your syllabus.
- Wondering how to write course and lesson objectives? The Course Design page for TTaDA provides information on how to write lesson objectives. Bloom's Taxonomy Action Verbs
- Take your PowerPoint presentation to the next level by using a UND branded template.
The University decided to only use ProctorU for proctoring online courses, which includes SPEA courses. Unless permission is given by the College, the ProctorU Auto with Review service should be used.
Instructors may also use YuJa with Respondus LockDown Browser for proctoring exams.
Contact Catherine if you have questions or would like to discuss other exam options.
General Development Tips
- Each lesson should have lesson objectives that match what is being assessed in the lesson, and a to-do list.
- Ally ratings should be as strong as possible. Focus first on the syllabus and items that are critical to completing lessons. Items such as slide notes that accompany a video are less important. If you need help updating documents so they have a strong Ally writing, feel free to send the original document to Catherine.
- Within Blackboard items, use the preformatted options for Headings and bulleted lists whenever possible. Not sure what to do? No problem. Enter your content and let Catherine know it's ready to be formatted.
Once your course development or revision is completed, Catherine and the Instructional Designer will complete the SPEA Course Rubric/Checklist. This "rubric" is a simplified version which serves more as a checklist than a rubric. Each item may be scored as E (Exemplary), P (Promising), I (Incomplete). Contact Catherine if you would like the full version which includes the criteria for scoring each item.