UBC Wiki - User contributions [en]

Sandbox:Workday Vocabulary Test

2024-06-04T20:59:45Z

Timkato:

H5P Embed:

<iframe src="https://h5p.open.ubc.ca/wp-admin/admin-ajax.php?action=h5p_embed&id=3622" width="958" height="795" frameborder="0" allowfullscreen="allowfullscreen" title="Workday Student and PersonHub Vocabulary Test"></iframe><script src="https://h5p.open.ubc.ca/wp-content/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>

Sandbox:Workday Vocabulary Test

2024-06-04T20:58:59Z

Timkato: Created page with "<iframe src="https://h5p.open.ubc.ca/wp-admin/admin-ajax.php?action=h5p_embed&id=3622" width="958" height="795" frameborder="0" allowfullscreen="allowfullscreen" title="Workday Student and PersonHub Vocabulary Test"></iframe><script src="https://h5p.open.ubc.ca/wp-content/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>"

Documentation:Collaborate and Zoom Comparison

2020-07-14T23:51:38Z

Timkato:

{| class="wikitable" style="width:70em"
! scope="col" style ="width:33.3333%;" | Feature
! scope="col" style ="width:33.3333%;" | Collaborate Ultra
! scope="col" style ="width:33.3333%;" | Zoom
|-
|FIPPA compliance
|✅
|✅<ref><s>Caveat: instructors need to send students a notification. Zoom is not on Canadian servers.</s> Update: Zoom is now on Canadian servers. An updated privacy notification is coming soon. Free Zoom accounts are not on Canadian servers. </ref>
|-
|Bandwidth requirements (presenter)<ref name=":0">While Collaborate Ultra requires a lower bandwidth, students have reported more issues connecting with Collaborate Ultra than they do with Zoom. Zoom may be better at optimizing for bandwidth.</ref>
|500kbps
|800kbps up/1.0Mbps down
|-
|Bandwidth requirements (attendees)<ref name=":0" />
|500kbps
|600kbps
|-
|Canvas integration
|✅
|❌
|-
|Mobile App
|✅
|✅
|-
|Participant limit
|250 (Can be increased upon request)
|300 (Can be increased upon request)
|-
|Share multiple screens simultaneously
|❌
|✅<ref>Limitations: When you enable the option to share multiple screens simultaneously, the options "Share computer audio" and "Optimize for full-screen video clip" are not available. https://tinyurl.com/yc6gmlf4</ref>
|-
|Grid view
|Up to 4 at a time
|Up to 49 per page
|-
|Share more than one camera stream
|✅
|✅
|-
|Join a session via a shareable link / invite guests (non-UBC affiliates) with a URL
|✅
|✅
|-
|Save shared files (no need to re-upload files)
|✅
|❌
|-
|Reactions and non-verbal feedback (includes hand-raising)
|✅
|✅
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" |Polling
|-
| style="width: 33.3333%;" | Real-time polling
| style="width: 33.3333%;" | ✅
| style="width: 33.3333%;" | ✅
|-
|Pre-populate polls
|❌
|✅<ref>Can pre-populate within a scheduled meeting but not across different meetings</ref>
|-
|View and save poll report
|✅
|✅
|}
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" | '''Breakout Groups'''
|-
| style="width: 33.3333%;" | Breakout rooms
| style="width: 33.3333%;" | ✅<ref>What is said or viewed in a breakout room isn't captured in recordings. Collaborate stops recording your session if all attendees leave the main room to join breakout groups.

You can start your recording again from the Session Menu when one or more attendees return to the main room.
</ref>
| style="width: 33.3333%;" | ✅<ref>More information about Zoom limitations https://tinyurl.com/y7so2f7d</ref>
|-
|Randomly assign breakout groups
|✅
|✅
|-
|Custom assign breakout groups
|✅
|✅
|-
|Max. breakout groups
|20 (Only available for sessions with upto 250 attendees)
|Up to 50 (For sessions w upto 500 participants)
|-
|Enable/disable attendees to switch groups
|✅
|❌
|-
|Enable/disable attendees to return to the main session at any time
|❌
|✅
|-
|Host can share files to one or more breakout groups
|✅
|❌
|-
|Broadcast message to all breakout rooms
|❌
|✅
|-
|Attendees can share whiteboard, files and applications in breakout groups
|✅
|✅
|-
|Ability to monitor breakout groups
|✅
|✅
|-
|Save files from breakout groups
|✅
|❌
|-
|Set timer visible to breakout groups
|✅
|❌
|-
|Breakout groups close automatically after x minutes
|❌
|✅
|-
|Countdown before closing breakout rooms
|❌
|✅<ref>If this option is checked, when the host ends breakout rooms, the participants will be given a countdown of how much time they have left before being returned to the main room. (Usually 60 seconds)</ref>
|-
|Save breakout group files for later
|✅
|❌
|-
|Enable breakout room recording
|❌
|✅<ref>If the meeting is being cloud recorded, Zoom will only record the main room, regardless of what room the meeting host is in. If local recording is being used, it will record the room the participant who is recording is in. Multiple participants can record locally.

Individual breakout rooms can be recorded by participants to save their collaboration.</ref>
|}
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" |Whiteboard
|-
| style="width: 33.3333%;" | Whiteboard
| style="width: 33.3333%;" | ✅
| style="width: 33.3333%;" | ✅
|-
|Export whiteboard
|❌ Could be circumvented by taking a screenshot of the whiteboard.
|✅ Exports as a PNG file (screenshot) when you hit save.
|}
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" |Recording Sessions
|-
| style="width: 33.3333%;" | Recording sessions
| style="width: 33.3333%;" | ✅
| style="width: 33.3333%;" | ✅
|-
|Sharing session recordings
|Via Canvas, no further steps post-recording
|Recording stored as a local file. Only the host can access the recording, can be shared as a link
|-
|Download recordings
|✅<ref>Instructors can allow students to download recordings by enabling it in the session settings </ref>
|✅
|}
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" |Chat
|-
| style="width: 33.3333%;" | Individual and group chat
| style="width: 33.3333%;" | ✅
| style="width: 33.3333%;" | ✅
|-
|Save in-meeting chat
|✅<ref>Find instructions here: https://tinyurl.com/ydecem7e</ref>
|✅
|-
|Chat history
|✅ Attendees can see complete chat history from a session
|❌ Attendees cannot see chat history from before they joined the session
|}
|-
| colspan="3" rowspan="1" |
|-
| colspan="3" |
{| class="wikitable collapsible collapsed" style="width:70em"
|-
! colspan="3" rowspan="1" |Roles & Privileges
|-
| rowspan="11" style="width: 33.3333%;" |
| style="width: 33.3333%;" | '''Collaborate Ultra'''
| style="width: 33.3333%;" | '''Zoom'''
|-
| ''Moderators
''
| ''Host
''
|-
|
* Moderators have full control over all content being shared.
* There can be '''multiple''' moderators
* They can make any attendee a presenter or a moderator.
* Moderators see hand raise notifications and can lower hands
* They can remove attendees from a session, but they cannot remove other moderators.
* Moderators can set the session settings, including deciding what participants can and can't do.
 
|There can only be '''one''' host. Hosts are all-powerful.
ONLY hosts can:
* Create or edit polls
* Assign someone to enter closed captions
* End meeting
* Promote participant to host or co-host
* Assign participants to breakout rooms

 

 

 

 

|-
| ''Presenters
''
| ''Co-host
''
|-
| rowspan="3" |The presenter role is designed to allow students <br> to present without giving them full moderator privileges.
* Presenters can upload, share, edit, and stop sharing content.
* They can also see hand raise notifications <br> and can lower hands.

 

 

 

 

 

 

 

 

 

|Co-host shares most of the controls hosts have
Can:
* Manage attendees
* Move someone to the waiting room
Cannot:
* Start a session
* Create a breakout room
* Make someone a host
 
|-
|''Alternative host
''
|-
|Have the SAME privileges as a co-host with one more addition:
* Alternative hosts can also start the meeting.
Hosts can assign alternative hosts when they schedule a meeting.

 

|-
| ''Participant
''
| ''Participant
''
|-
|Moderators decide if participants can share audio and video, chat, and draw on the whiteboard or shared files.
 

|Host and co-hosts decide if participants can share audio and video, chat, and draw on the whiteboard or shared files.
 

|-
| ''Captioner
''
| ''Captioner
''
|-
|Can enter closed captions
 

|Can enter closed captions
 

|}
|-
| colspan="3" rowspan="1" |
|-
|Attendance, Session Report, Participant log
|✅
|✅
|-
|Set a timer
|✅
|✅
|-
|Participant anonymity
|❌
|✅
|-
|Share computer audio<ref>Ex. If instructors want to screen share media that involves audio such as a Youtube video</ref>
|❌
|✅<ref>May be bandwidth-intensive for students with low-speed internet, asynchronous viewing recommended.</ref>
|-
|Waiting room — a host admits to join
|❌
|✅
|-
|Create separate sessions for students to use independently<ref>Useful for group presentations and collaboration</ref>
|✅
|❌
|}
<references />

{{PageCounter}}

[[Category:Teaching and Learning]]
[[Category:Learning Technology]]

Documentation:Student Privacy and Consent Summary

2020-01-30T01:19:06Z

Timkato:

[[File:Privacyoncloud-01.png|left|312x312px]]
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual such as names, student numbers, or email addresses (other examples: student biographical, financial, educational, and employment information)—should not be:
* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2020-01-30T01:15:09Z

Timkato: /* More About Privacy and Bill C-51 */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students, offer resources, and offer alternate options so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must contact the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [https://privacymatters.ubc.ca/pia Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2020-01-30T01:14:34Z

Timkato: /* Documenting Practice */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students, offer resources, and offer alternate options so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must contact the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [https://privacymatters.ubc.ca/pia Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2020-01-30T01:13:24Z

Timkato: /* Informing Students */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students, offer resources, and offer alternate options so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must contact the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2020-01-30T01:12:52Z

Timkato: /* Course Context */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students, offer resources, and offer alternate options so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Category:PeerScholar

2020-01-22T20:35:23Z

Timkato:

[[Category: peerScholar]]

Documentation:PeerScholar

2020-01-22T20:35:05Z

Timkato:

[[File:PeerScholar.png|right|logo for peerScholar]]
'''peerScholar''' is a peer assessment application with three main phases:
# Create (students submit work),
# Assess (students evaluate peer work and provide feedback based on instructor-set rubrics), and
# Reflect (students read feedback, and optionally provide feedback on the feedback received and/or revise and resubmit the work).
'''If you're an instructor looking for assistance with setup/use of peerScholar, please visit [https://lthub.ubc.ca/guides/peerscholar/ the LT Hub website].'''

== Contents ==
{{Special:PrefixIndex/Documentation:PeerScholar/}}
[[Category: peerScholar]]

Category:PeerScholar

2020-01-22T20:33:59Z

Timkato: Created page with "<categorytree>peerScholar</categorytree> Category: peerScholar"

<categorytree>peerScholar</categorytree>
[[Category: peerScholar]]

Documentation:PeerScholar

2020-01-22T20:28:10Z

Timkato:

<categorytree>peerScholar</categorytree>

Documentation:PeerScholar

2020-01-22T20:27:54Z

Timkato: Created page with "<categorytree>Category name</categorytree>"

<categorytree>Category name</categorytree>

Documentation:PeerScholar/Submit an Assignment as a Student

2020-01-22T20:26:05Z

Timkato:

[[File:PeerScholar.png|right|logo for peerScholar]]

peerScholar is a peer assessment application with three main phases:

# Create (students submit work),
# Assess (students evaluate peer work and provide feedback based on instructor-set rubrics), and
# Reflect (students read feedback, and optionally provide feedback on the feedback received and/or revise and resubmit the work).

The following page contains resources for using peerScholar as a student. If you're an instructor looking for assistance with setup/use of peerScholar, please visit [https://lthub.ubc.ca/guides/peerscholar/ the LT Hub website].

=== Accessing PeerScholar Activity (Assignment) ===
# Log into your Canvas course
# Go to Assignments
# Click on PeerScholar assignment link, which should redirect you to the PeerScholar Activity page on the PeerScholar site
Each PeerScholar Activity is divided into three separate phases: Create, Assess, and Reflect.
[[File:PeerScholar Activity Three Phases.png|none|thumb|1127x1127px|
Overview of PeerScholar Activity (Assignment)
]]
Make sure to note the date under each phase. The dates will tell you when a phase is due and when they are available for you to work on.

=== Create Phase- Submitting Assignment ===
You can submit assignment during the Create phase period
# On the PeerScholar Activity page, click Create
# If this is a group assignment, you will be prompted to select a group. Click on a group, then click Join Group[[File:PeerScholar Group Selection.png|none|thumb|901x901px|Group selection for students]]Note: After a student joins a group, only instructors or TAs can reassign them to a different group
# Click Let's Go!
# If you would like to see the assignment instructions again, click Activity Instructions on the left
# Type your assignment inside the text field where it says Create your work here... Use the toolbar on the editor to format your written work[[File:PeerScholar Written Work Sample.png|none|thumb|1079x1079px| Example of written work ]]
# If you have an attachment, scroll down the page and click Attach a File. Click Upload File and navigate to the file, or drag and drop the file, then click Upload[[File:PeerScholar Attach File for Submission.png|none|thumb|1177x1177px| Screenshot of how students can attach files to their assignment ]]
# At the bottom right of the page, there should be two buttons: Save as Draft and Save & Submit
# Click Save as Draft to save your work and continue to work on the assignment at a later time
# Click Save & Submit when you are ready to submit your assignment
To confirm you submitted the assignment, on the PeerScholar Activity page, you should see a check and the word Complete in the Create phase.
[[File:PeerScholar Create Phase Completed.png|none|thumb|1019x1019px|
Create phase completed
]]

==== Edit Submission ====
# To edit your submitted work
# On the PeerScholar Activity page, click Create
# Click Edit Phase on top right
# Click Confirm
Note: Editing your submission will unsubmit your work. You will need to resubmit the assignment following the steps above. The timestamp of the new submission will also be updated when the assignment is resubmitted.

=== Assess Phase- Peer Review ===

=== Reflect Phase- Self-Evaluation ===

[[Category: peerScholar]]

Documentation:PeerScholar/Submit an Assignment as a Student

2020-01-22T20:24:32Z

Timkato: Timkato moved page Documentation:PeerScholar to Documentation:PeerScholar/Submit an Assignment as a Student without leaving a redirect

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-10-17T20:35:47Z

Timkato: /* Informing Students */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-10-17T20:32:39Z

Timkato:

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing ours students how we make decisions about our online activities. We want want to review the [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] which highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to integrate a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* For students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-10-17T20:31:05Z

Timkato: /* More About Privacy and Bill C-51 */

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions<ref name=":0" />:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing ours students how we make decisions about our online activities. We want want to review the [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] which highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to integrate a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* For students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-10-16T19:02:14Z

Timkato:

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions<ref name=":0" />:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing ours students how we make decisions about our online activities. We want want to review the [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] which highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to integrate a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* For students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Summary

2019-10-16T17:29:57Z

Timkato:

== Summary ==
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual, e.g. student biographical, financial, educational, and employment information—should not be:
* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Summary

2019-10-16T17:14:55Z

Timkato: /* Student Privacy */

==== Summary ====
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual, e.g. student biographical, financial, educational, and employment information—should not be:
* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Summary

2019-10-16T17:14:00Z

Timkato: /* Student privacy */

==== Student Privacy ====
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual, e.g. student biographical, financial, educational, and employment information—should not be:
* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Summary

2019-10-16T17:13:47Z

Timkato:

==== Student privacy ====
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual, e.g. student biographical, financial, educational, and employment information—should not be:
* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Summary

2019-10-16T17:12:44Z

Timkato: Created page with "==== Student privacy ==== Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner. For instructors, the important thing t..."

==== Student privacy ====
Under the FIPPA, UBC must collect, use, and disclose personal information in a lawful and appropriate manner.

For instructors, the important thing to consider is that sensitive data—information about an identifiable individual, e.g. student biographical, financial, educational, and employment information—should not be:

* Distributed to or held on servers outside Canada (such as a learning technology located in the U.S.)
* Stored unencrypted on computers or mobile devices such as laptops, tablets, or smart phones

Additional info about FIPPA can be found on the [http://universitycounsel.ubc.ca/access-and-privacy/useful-resources/ University Counsel's website] or the [https://www.oipc.bc.ca/about/legislation/ OIPC website]. Specific information on using cloud services in compliant ways is available within the Privacy Fact Sheet: [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf Disclosing Personal Information Outside Canada].

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:48:55Z

Timkato: /* Documenting Practice */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Student online activities may affect their personal and professional lives. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate a non-Canadian-hosted tool is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases.

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:44:38Z

Timkato: /* Documenting Practice */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Student online activities may affect their personal and professional lives. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate a non-Canadian-hosted tool is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:42:16Z

Timkato: /* Resources for Instructors */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Student online activities may affect their personal and professional lives. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate a non-Canadian-hosted tool is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:41:00Z

Timkato: /* Informing Students */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate a non-Canadian-hosted tool is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:39:52Z

Timkato: /* Documenting Practice */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Practical Use==
There are some practical considerations when thinking about using a non-supported tools in your teaching or course design.
* learning goals should guide your process in selecting the best option for what you are trying to achieve
* help frame choices for students (re: digital identity and impact on learning/life goals)

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate a non-Canadian-hosted tool is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:32:17Z

Timkato: /* Course Context */

==Course Context==
FIPPA requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of the country. We must be mindful that we '''cannot require''' our students to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>
|}

==Practical Use==
There are some practical considerations when thinking about using a non-supported tools in your teaching or course design.
* learning goals should guide your process in selecting the best option for what you are trying to achieve
* help frame choices for students (re: digital identity and impact on learning/life goals)

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate social media is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-26T17:10:09Z

Timkato: /* Practical Use */

==Course Context==
FIPPA requires that all information about our students remain in Canada. Of course students may choose to use applications or tools that are hosted outside of the country - they just '''cannot be required''' to use use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to the learning environment?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the cloud based service in question?
</div>
|}

==Practical Use==
* learning goals should guide your process in selecting the best option for what you are trying to achieve
* talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration)
* help frame choices for students (re: digital identity and impact on learning/life goals)
* allowing students to use an alias
** Keep in mind if you are tracking student particiation you will need a way to associate students names with their alias
** Note: Some tools license agreements do not allow the use of aliases
* anonymous use of the tool

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate social media is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2019-09-18T00:03:06Z

Timkato: new resource links

==Course Context==
FIPPA requires that all information about our students remain in Canada. Of course students may choose to use applications or tools that are hosted outside of the country - they just '''cannot be required''' to use use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Help-icon.png|40px]]
| class="mbox-text" | <div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to the learning environment?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the cloud based service in question?
</div>
|}

==Practical Use==
* learning goals should guide your process in selecting the best option for what you are trying to achieve
* help frame choices for students (re: digital identity and impact on learning/life goals)
* allowing students to use an alias
** Keep in mind if you are tracking student particiation you will need a way to associate students names with their alias
** Note: Some tools license agreements do not allow the use of aliases
* anonymous use of the tool
* talk to your faculty support unit OR the Learning Technology Hub about supported alternatives to the service (UBC hosted or current integration)

==Informing Students==

At UBC, learning technologies hosted outside may be used under the following conditions (from: [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate social media is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2017/05/Fact-Sheet-Overview-of-Privacy.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC:
* [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014
[[Category: Teaching and Learning]][[Category:Online Privacy]]

Elearning:Contacts/Dillon Johnston

2019-05-22T23:48:28Z

Timkato: Dillon left UBC; removed his contact info.

*'''Dillon Johnston'''
*:Web Administrator and Computer Technician
*:Note: Dillon Johnston has left UBC as of May 2019
[[Category:Elearning Contacts]]

Documentation:Inclusive Teaching/Inclusive Syllabus

2019-04-25T21:11:44Z

Timkato: Fixing broken link

{{draft}}

This resource is part of a series of resources on inclusive teaching created at UBC in collaboration by the Student Diversity Initiative and the Centre for Teaching, Learning and Technology.

==What is it?==
An inclusive syllabus emphasizes the importance of engaging with and valuing diversity. It acknowledges the diversity of learners - including their learning preferences, accessibility needs, identities, perspectives, and lived experiences - and recognize that diversity enriches the collective learning experiences. This commitment to inclusion might be communicated explicitly through a inclusion statement as well as implicitly through the choices that you make about the course's policies, readings and assignments, the resources you share, or the way you frame the course.

Having an inclusive syllabus is one of the first steps in creating an inclusive learning environments where all students are supported to succeed, especially for those who have historically been less visible or valued in higher education.
An inclusive syllabus can take different forms depending on your goals. (examples)

==Why is it important?==

Your syllabus is the product of your thoughtful course design and it has the potential to represent who you are as an instructor and what sort of learning environment you intend to create with your class. The policies you choose to include in your syllabus and the way you frame them, reflects your values and conveys to learners how you see them as contributors and citizens in your learning environment. It sets the tone for your class. As such, it can play a key role in creating an inclusive learning environment by signalling to students that they belong and that you are working towards creating an inclusive environment to support their diverse learning needs and future aspirations.

We are learning from research that “''students who are confident they belong and are valued by their teachers and peers are able to engage more fully in learning''” [http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf Mindset Scholars Network, 2015.]

==What are some unique features of an inclusive syllabus?==

At UBC, the Senate offers some guidance on [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/va_H_Syllabus_Template_Example.pdf key elements to include in a syllabus]. While this general template may provide some structures to communicate important course information, it can feel rigid, contract-like, and lacking human connection (Bart, 2015).

An inclusive syllabus can help foster relationships, create a sense of belonging, and support student success. This document can help convey your genuine care for the every student’s well-being and academic success. You can model respectful behaviour through the use of inclusive language and thoughtful diction, acknowledging that the classroom (whether that is online, in person, or both) is a shared learning space governed and shaped by all involved.

The syllabus may also explore how course content and learning activities may be aligned with their current interests and/or diverse future aspirations.

==How do I write an inclusive syllabus?==

There is no one way to write an inclusive syllabus. The process may involve some thoughtful reflection to surface unexamined assumptions and biases, as well as to explore boundaries of your role (e.g., in developing policies).
Here are some questions that may help guide your process as you (re)design your syllabus: (need to adapt from )

===Course Content and Design===
* Why do I select the content I do?
* What assumptions have I made about the learners in my class?
* Do I use examples and readings that are representative of a diversity of students and experiences?
* Do I encourage and present alternative perspectives?
* Are there alternative or better ways to evaluate student work?
* Are there opportunities for students to provide feedback on how they are experiencing the course and learning environment?
* Are these the best teaching strategies for this course and a diverse student population?

===Modeling Behaviours===
* Does my syllabus recognize the contributions of people who have been historically less visible in my field/discipline?
* Do I have a explicit statements on my course syllabus about diversity, disability, or the Indigenous community whose land the university sits on?
* How have I integrated diversity into the course?
* Does my syllabus signal to students that diverse perspectives are welcomed; that accommodations can be made; and that acts of intolerance and disrespect will not be permitted?

Reference: https://sites.tufts.edu/inclusiveteaching/the-syllabus-as-a-tool-for-setting-a-climate/

We encourage you to consider the use of explicit statements around inclusivity, equity, and diversity. You may wish to share your rationale and articulate the implications for acknowledging the land that the university sits on, explaining the importance of inclusive learning environments, providing information about accommodations available to students, or highlighting other relevant topics in order to foster a learning environment where differences are respected and valued, and power differentials are recognized.
You can find many examples online, although these statements are often most meaningful when written in a way that integrates them into the framework and context of for your course.
Lastly, always remember the age-old adage: action speaks louder than words. An inclusive syllabus alone will not create an inclusive learning behaviour - you will have to practice it (link to other Inclusive Teaching Resources)!

==Go Further==
===General Resources===
*[[Documentation:Sample Syllabi|Sample Syllabi]]
* [https://sites.lsa.umich.edu/inclusive-teaching/ Inclusive Teaching]: University of Michigan (generally a very well designed site with easy to access resources and information on a variety of aspects of Inclusive Teaching - including syllabus design)
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner-Centered Syllabus Helps Set the Tone for Learning] - Mary Bart - Faculty Focus (2015)
* [https://sites.lsa.umich.edu/inclusive-teaching/2017/08/24/inclusive-syllabus-language/#more-1374 Inclusive Syllabus Language]: University of Michigan (thoughtful approach at providing example language that personalizes the intent and varies from the "boilerplate language" of a department or program).
* [https://storify.com/JonathanHsy/inclusivesyllabus-convos #inclusivesyllabus]: A summary of Twitter conversations
* [https://conditionallyaccepted.com/2017/01/06/women-syllabi/ Include readings by, about, and for women]: A blog post focused on gender inclusion in syllabi
* [http://medievalpoc.tumblr.com/ A Tumblr on People of Colour in European Art History]: A resource for the idea that there isn't diversity in the cannon of certain disciplines or time periods

===Syllabus Development===
* [http://cte.virginia.edu/wp-content/uploads/2016/05/Inclusion-by-Design-Survey-Your-Syllabus-Brantmeier-Broscheid-Moore-.pdf Inclusion By Design: Survey Your Syllabus and Course Design - A Worksheet] - James Madison University
*[[A Learner-Centered Syllabus Helps Set the Tone for Learning]] (Faculty Focus Blog Post)
*[http://myteachingnotebook.com/index.php/2015/08/28/rethinking-the-syllabus/ Steps Toward a Big Idea Syllabus] (Post by Dr. Michael Wesch)
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[https://www.brown.edu/about/administration/sheridan-center/teaching-learning/course-design/creating-syllabus Constructing a Syllabus] Harriet W. Sheridan Center for Teaching and Learning, Brown University
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
*[http://www.theideacenter.org/research-and-papers/idea-papers/idea-paper-no-27 Writing a syllabus - The IDEA Center Publications]
* Riviere, J. (2014) Syllabus Design Guide. Retrieved November 23rd from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/

===Examples===
* My Teaching Notebook - [http://myteachingnotebook.com/index.php/2015/08/28/rethinking-the-syllabus/ Steps Toward a Big Idea Syllabus]: Michael Wesch - early thinking in the development of a syllabus
* [http://courses.digitaldavidson.net/dig401/overview/ Hacking, Remixing Design] - Davidson College - Mark Sample - example of a start on an inclusive syllabus.

==Sharing Permissions==
When re-using this resource, please attribute as follows:
''Developed by Deb Chen, Manuel Dias, Hélène Frohard-Dourlent, Sue Hampton, and Cindy Underhill at Centre for Teaching, Learning and Technology''.
{{cc-by-sa-4.0}}

[[Category: CTLT Resources]] [[Category: Inclusive Teaching]] [[Category: Teaching and Learning]] [[Category: Syllabus]]

Template:Clickers

2019-02-13T00:11:03Z

Timkato:

{{Navbox
|name = Clickers
|title = [[Clickers]]
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|group2 = [[Documentation:Clickers/Information for Instructors|Instructors]]
|list2 = [[Documentation:Clickers/Get Started|Getting Started]]{{·}}[[Documentation:Clickers/iClicker FAQ for instructors|Instructor FAQ]]

|group3 = Equipped Classrooms
|list3 = [[Documentation:Clickers/Locations|Vancouver Campus]]{{·}}[[Documentation:Clickers/Locations_-_Okanagan_Campus|Okanagan Campus]]

|group4 = [[Documentation:Clickers/Information for Students|Students]]
|list4 = [[Documentation:Clickers/Information_for_Students#Purchasing_a_clicker|Purchasing a Clicker]]{{·}}[[Documentation:Clickers/Information_for_Students#Using_your_clicker|Using a Clicker]]{{·}}[[Documentation:Clickers/iClicker FAQ for students|Student FAQ]]

|group5 = [[Documentation:Clickers/Reoccurring Problems for clickers|Reccurring Problems for clickers]]
|list5 = [[Documentation:Clickers/clickerID|Clicker ID]]{{·}} [[Documentation:Clickers/Clicker Batteries|Clicker Batteries]]

| below ='''[[Documentation:Clickers/Category|Show All Pages in the Clickers Category]]'''

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Template:Clickers

2019-02-13T00:10:41Z

Timkato:

{{Navbox
|name = Clickers
|title = [[Clickers]]
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|group2 = [[Documentation:Clickers/Information for Instructors|Instructors]]
|list2 = [[Documentation:Clickers/Get Started|Getting Started]]{{·}}[[Documentation:Clickers/iClicker FAQ for instructors|Instructor FAQ]]

|group3 = Equipped Classrooms
|list3 = [[Documentation:Clickers/Locations|Vancouver Campus]]{{·}}[[Documentation:Clickers/Locations_-_Okanagan_Campus|Okanagan Campus]]

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Course:FRST370/Projects/Community forestry in Nepal’s Terai region: assessing managerial and organizational operations

2018-11-27T01:36:58Z

Timkato: Timkato moved page Course:FRST370/Projects/Community forestry in Nepal’s Terai region: assessing managerial and organizational operations to [[Course:FRST370/Projects/Community forestry in Nepal's Terai region: assessing managerial and organizati...

#REDIRECT [[Course:FRST370/Projects/Community forestry in Nepal's Terai region: assessing managerial and organizational operations]]

Course:FRST370/Projects/Community forestry in Nepal's Terai region: assessing managerial and organizational operations

2018-11-27T01:36:54Z

<big><big>'''Community forestry in Nepal’s Terai Region: assessing managerial and organizational operations'''</big></big>

Community Forestry (CF) is a successful program implemented in Nepal, especially in hill regions. Its innovative decentralization policies, which call for active participation of local community do make sense in solving many problems, such as redistributing forestry resources fairly as well as protecting the forest conditions. However, these policies and measures are relatively new in Terai region, compared with those implemented in hill or high mountain regions. And its special location and community stakeholders even make the management difficult, which bring many challenges to nowadays Terai's CF. Thus this essay would firstly introduce the background of Terai region's CF, including it's history, stakeholders, policies and projects as well as different roles and rights. Then concentrating on the outcomes of nowadays Terai forestry’s managerial and organizational operations, a discussion about the benefits and drawbacks of these methods would be mentioned and compared. The summary of the assessment results and a vision of the future would be included as conclusions.

==Introduction==
=== Geographic Information===
Nepal is one of the poorest countries in the world with dominated agricultural economy (Malla, 2001). There have three main agro-ecological regions in Nepal, the Tarai, the Hills, and the High Mountains (Malla, 2001), and they are all bar-shape lands occupy the south, central and north of the country with similar acreage. Terai is on the southernmost part of Nepal, covering nearly 14 percent of the total Nepal's land area (Zhuang, & Ke, & Long, 2012). The altitude of Terai ranges from 60 to 300 meters above sea level and most of the types of area is plain (Malla, 2001). Rice is the main crop and evergreen hardwood is predominant woody vegetation (Malla, 2001). The forestlands in Terai are of high economic value (Zhuang, & Ke, & Long, 2012).
=== Modern History of Forestry and Its Development===
Nepal's history of forestry development could be divided into 4 phases (Zhuang, & Ke, & Long, 2012). Prior to 1957, the whole Nepal, including the Terai region, were under the control of feudal system and forests were mainly controlled by local elites (Zhuang, & Ke, & Long, 2012). The introduction of The Nationalization Act of 1957 (Nagendra, 2002) and the establishment of the system of political parities make all the country's forests were nationalized and controlled by the Forest Department (Malla, 2001). Thus from 1957 to the mid-1970s, nearly all the forests in Nepal, including those in Terai, are under the governance of the forestry department of the government (Zhuang, & Ke, & Long, 2012). From the mid-1970s to 1993, the forestry policy became more and more open and decentralized. The National Forest Act of 1976 identified the indigenous people “is the important strength in forestry protection” (Zhuang, & Ke, & Long, 2012, para.10) and accorded them (usually the village committee) some power and obligation to manage a specific distributed forestland (Malla, 2001). National parks and forest reserves were then built and the government created a separate Department of Wildlife and National Parks to manage them (Malla, 2001). In 1993, the introduction of the Community Forestry Act “handed over all accessible forests to user groups” (Nagendra, 2002, para.3), which are the special groups mainly consist of the local people. Since then, the state government publicize many laws and regulations to specify the rights and advocate “co-management” (Zhuang, & Ke, & Long, 2012). Therefore, from 1990 to the present, the Terai’s forests are governed as “Community Forestry”, which are operated under a multi-party system of policies with several civil social organizations (NGOs) (Malla, 2001).

==The Change of Rights and tenures==
Prior to 1957, most of the forests in Nepal, including those in Terai, were refered to as public resources (Zhuang, & Ke, & Long, 2012). They were used and managed by the local people who lived inside or around the forests (Zhuang, & Ke, & Long, 2012), and there were only customary rights on this governance process. The rest of the forests are acted as private property owned by social elites like the generals (Zhuang, & Ke, & Long, 2012), where others cannot get in without the permits of the owner. User groups rights: provide them the right to manage and protect the forests, and the right to all forest produce and income derived from these forests. After the introduction of The Nationalization Act in 1957, all the forests in Nepal, including those in Terai were nationalized and managed by the government (Zhuang, & Ke, & Long, 2012). This policy deprived the indigenous people of withdrawal rights and management rights, which were transferred to the government (Zhuang, & Ke, & Long, 2012). They could not use and manage the forest resources as before, and their customary rights were not acknowledged. This evokes the conflict between the peoples and the government (Zhuang, & Ke, & Long, 2012). Because of the few guards sent by the government (Zhuang, & Ke, & Long, 2012) and the neglect of the policy by some indigenous people (Malla, 2001), the legal rights were gradually useless and the natural forestlands were destroyed severely from 1957 to the mid-1970s. The National Forest Act of 1976 returned the use and management rights to the people (Nagendra, 2002), which highlight the continual uses and management of the forest by the villagers are the useful process to guarantee the normal and effective manufacture of the forest products (Zhuang, & Ke, & Long, 2012). The power of the forestry department was gradually decentralized (Nagendra, 2002). Many forestlands, which were used to be the state property, now changed into communal property. Many rights such as exclusion rights, alienation rights and duration rights were transferred to District Forestry Department or even the village committees (Zhuang, & Ke, & Long, 2012). However, there still existed public forests governed by District Forestry Department (Baral, & Subedi, 2017) and the state government still held the eminent domain of nearly all the forests (Zhuang, & Ke, & Long, 2012). Then the Community Forestry Act in 1993 and some laws of forestry management transfer most of the rights of public forests to the user groups, which were consist of the local people (Zhuang, & Ke, & Long, 2012). The user groups had nearly all the rights of the local forest especially the management rights and alienation rights, and the local forestry officers had “hand-over” rights of the forestry management as well as the supervision right (Zhuang, & Ke, & Long, 2012). However, the Terai region seems to have a slower pace in carrying out these policies. And the effects of Community Forestry in this area seems to be immature and less successful than the regions of Hills and High Mountains (Gauli, & Rishi, 2004).

==The Recent Forestry in Terai==
In nowadays Terai, the forests could be divided into three types, the public forest, the communal forest and the private forest, among which the communal forest occupies the largest area (Baral, & Subedi, 2017). The Community Forestry program in Terai in recent years only practice in communal forest (Baral, & Subedi, 2017), which is advanced but complex (Zhuang, & Ke, & Long, 2012).

===Terai's “Community Forestry” and CFUGs===
In Terai, CF refers to “swathes of national forest where tenure rights are given to local communities, called Community Forest User Groups (CFUGs), for its development, conservation, and management to meet their local needs in a sustainable manner” (Birendra, Mohammod, & Inoue, 2014, para.7). Thus the CFUGs have many rights including withdrawal rights, management rights and alienation rights, and the state government owned the eminent domain. And the daily participation of the members in user groups include “decisions making, labour work and benefit sharing” (Gauli, & Rishi, 2004, para.13). Each member has “equal legal rights over forest resources through access to decision-making and benefit sharing” (Devkota, & Mustalahti, 2018, para.5), and co-operate to achieve collective benefits (Devkota, & Mustalahti, 2018). CFUGs have created forestry sources including sale of timber, firewood, and fodder/ grasses and non-forestry sources which are mostly the fees (registration fee, membership fee, penalty fee) and collected a community fund from government and NGOs (Dhakal, & Masuda, 2009).

===Affected Stakeholders===
There are many affected stakeholders in Terai, most of whom are the locals. They are always the people living by the forest resources, being subject to the effects of the activities in the local forest area and participating in the governance directly .
{| class="wikitable"
|-
! Stakeholders !! Main Relevant Objectives !! Relative Power and Interest
|-
| CFUGs || Manage the local forests' resources' gain and distribution, conservation, and protect members' rights || high power and high interest
|-
| Ordinary Peasants and Marginalised Immigrants || Asking for the fair rights of access, withdraw and participation || low power and high interest
|-
| Concession Owners || Negotiate in order to gain more profits || low power and high interest
|}

===Interested Outside Stakeholders===
There are also many interested stakeholders in Terai outside the forests. They are always the groups having the interest in the activities in Terai's forest area, and they usually interfere with the policy or project making processes.
{| class="wikitable"
|-
! Stakeholders !! Main Relevant Objectives !! Relative Power and Interest
|-
| “FECOFUN” || Protect the develop local community forest || high power and high interest
|-
| Department of Forestry (DoF) || Restore deforestation, make more profits and prevent the withdraw by the locals from the nearby private forests || high power and high interest
|-
| Other NGOs || Negotiate to gain more profits or make sure the funds have helped the marginalized || low power and high interest
|}

==="REDD+"===
Reducing Emissions from Deforestation and Forest Degradation, forest conservation, sustainable management of forests and enhancement of carbon stocks (REDD+) is “the performance based policy intervention agreed under the United Nations Framework Convention on Climate Change (UNFCCC)” (Devkota, & Mustalahti, 2018, para.2). This international climate policy is now used in Terai, seeking to reduce carbon emissions from Terai’s forests by providing financial incentives (Khatri, 2018). It is a strategy to advocate and support sustainable forest management (Devkota, & Mustalahti, 2018) and to “mitigate forest-based contributions to climate change” (Devkota, & Mustalahti, 2018, para.2), including “deforestation and the fuelwood crisis” (Devkota, & Mustalahti, 2018, para.3). Nepal is now piloting REDD+ projects through community forestry (Devkota, & Mustalahti, 2018).

==Assessment==
After over two decades development of the Community Forestry program in Terai, this forestry management nowadays brings Terai both benefits and drawbacks. Below I evaluate and compare the results of managerial and organizational operations in Terai, pointing out some pros and cons (just discuss the management in communal forest because it’s where the Community Forestry program mostly carries on).

===Advantages and benefits===
'''(1) The introductions of decentralized and democratic laws and plans''': Since the state government passed the new Forest Act in 1993, which is “more in line with the democratic principles, with control and authority for community forest management vested in the local community” (Malla, 2001, p.13), more and more detailed local plans and laws were then carried out. Both economic growth and environmental conservation are highlighted in these laws and plans (Devkota, & Mustalahti, 2018), with more and more concentration on the participation of the marginalized groups (Gauli, & Rishi, 2004).

'''(2) The active leading and participation of non-government organizations, acting as interested stakeholders''': Some field projects have “co-operated with some of the most dynamic NGOS, taking advantage of their knowledge of community problems and needs, to promote community forestry as a means to rural development for the poorest peasant farmers” (Malla, 2001, p.15). Some other international organizations, such as WWF, APFNet, UNDP has raised amount of funds to provide many assistance items in Terai’s Community Forestry (Zhuang, & Ke, & Long, 2012). And “an alliance among field projects, NGOS, and FECOFUN executives has developed to put pressure on the government and especially the Forest Department”, which may result in more suitable and democratic management and supervision without political monopoly or corruption (Malla, 2001, p.15).

'''(3) The increasing awareness of the sustainable development''': Birendra (2014) found that CF system’s outcomes “were found to be good in terms of forest protection” (Birendra, Mohammod, & Inoue, 2014, p.10). Many of the stakeholders “have mentioned the forest’s environmental benefits as vital to them” and they “were willing to participate in protection activities” (Birendra, Mohammod, & Inoue, 2014, p.10). And Community members “developed positive attitudes toward the management process” (Birendra, Mohammod, & Inoue, 2014, p.10). The FECOFUN in recent years also spares no effort to help increasing the independent awareness and the abilities of operation and decision-making of the forest users in Terai (Zhuang, & Ke, & Long, 2012). The increasing enthusiasm, identity and awareness among stakeholders would definitely speed up the regulation plans and conservation process in Terai.

'''(4) Some advanced projects undergo in Terai''': Terai has forests with high economic value (Zhuang, & Ke, & Long, 2012), which has been “strategically identified as the region with the highest economic potential” (Birendra, Mohammod, & Inoue, 2014), thus the state government is inviting many advanced projects so as to make the Community Forestry in Terai more effective and international (Devkota, & Mustalahti, 2018). For example, the REDD+ pilot project in Terai takes care of those marginalized people’s participation, enabling them the equal rights to argue in the decision-making process, especially in making “benefit-sharing process” (Devkota, & Mustalahti, 2018).

===Drawbacks and challenges===
'''(1) Lack of transparency (Baral, & Subedi, 2017)''': Though CFUG and FECOFUN’s original objectives are democratic and fair, the reality of distribution and participation of those marginalized is not quite as expected. Baral (2017) reported a fact that the elite members in social group tend to occupy all positions of the executive committee in Terai's Forest Community. Thus the other ordinary or marginalized members of the group do not know clearly the overall process, and some detailed vital decisions like the financial matters of the local Community Forest (Dhakal, & Masuda, 2009). These kind of monopoly also make the ordinary villagers unaware of the use of funds, and they have no choice but to receive the distribution of the communal income (Baral, & Subedi, 2017).

'''(2) Increasing conflicts among stakeholders''': As has discussed above, there have many stakeholders in Terai's Community Forestry. Because they pursue different goals, they have different objectives and needs. The introduction of the Community Forestry Act in 1993 transfer the major governance power form the government to people (Zhuang, & Ke, & Long, 2012), it doesn’t benefit the majority of the ordinary people a lot. Because of non-transparency of the decision-making in executive committee (Baral, & Subedi, 2017) and interference of some other organizations (Malla, 2001), the peasant farmers have little strength to influence or even join in the decision-making processes but they should obey and follow the plans which do not represent their wiliness (Malla, 2001). Just as the embarrassing fact in West Bengal's forestry in India, where those peasants who just want some leaves and fuelwoods for living but were dispossessed because of the social group's willing to wait for those trees growing up to timbers (Menzies, 2007), Terai’s village also has similar situation. These marginalized forest users had no way but to depend on the patronage of local elites for the forest products they needed (Malla, 2001), which would also mostly sacrifice their benefits or rights (Devkota, & Mustalahti, 2018). Thus those peasant farmers could hardly fully benefit from the new policies and projects to meet their own economic and political goals (Malla, 2001). And the conflicts among stakeholders are cumulating and increasing (Baral, & Subedi, 2017).

'''(3) 'Land grab' issue''' (Baral, & Subedi, 2017, p.1): “At many places, the House holds (HHs) situated near rich forests have shown a tendency to claim a large tract of forests, not even thinking properly whether they can actually manage such areas” (Baral, & Subedi, 2017, p.1). Some CFUG or the FECOFUN distribute the rights and responsibility so equally that they neglect the reality and peasants’ wiliness (Baral, & Subedi, 2017).

'''(4) "Shift of pressure to public forests"''' (Baral, & Subedi, 2017, p.3): Based on the Baral’s (2017) finding in Terai's Churia forest, the local community would spare no effort to protect 'their' community forest when any forest area is handed over to them. “The elite members of the user committee put a ban against the use of forest products” (Baral, & Subedi, 2017, p.3). Because of the shortage of daily use, including fuelwood, grazing and fodder, “the local users started harvesting the state forest with such an intensity that it culminated the exchange of firing between the District Forest Office and the local citizen” (Baral, & Subedi, 2017, p.3). As a result, “carrying away green wood, poles and other forestry products from government forests is a common sight everywhere, and subsequently the state forest is depleting elsewhere” (Baral, & Subedi, 2017, p.3).

'''(5) The immigration pressure''': Nowadays most of the inhabitants are immigrants in Terai, including those from Middle hills or India, and the immigrants' number is increasing (Gauli, & Rishi, 2004). This fact has resulted in “considerable pressure on the forests and tension and conflict among the many different groups and individuals who rely upon these forests for their livelihoods” (Gauli, & Rishi, 2004, p.3). Most of the immigrants are the landless (Gauli, & Rishi, 2004), who received little education and knew little about Terai's forestry (Malla, 2001). However, they seem to “have received a disproportionate share of the benefits or played a dominating role in the CFUG decision-making processes” (Gauli, & Rishi, 2004, p.3), which would result in poor decisions and conflicts within the CFUG. The immigration pressure may also cause “forest encroachment” in Terai's forestlands (Paudel, & Pokharel, 2017).

==Conclusions==
The Community Forestry program has been practiced in Terai for more than 20 years (Gauli, & Rishi, 2004), which is an edge-cutting forestry governance projects around the world. Acted as a decentralized and democratic item, this program, along with some relevant policies and non-government organizations do benefit Terai a lot, such as the increasing participation of the marginalized and the rise of sustainable development awareness. However, there still exists many drawbacks for the governments like “lack of transparency” (Baral, & Subedi, 2017), “'land grab' issue” (Baral, & Subedi, 2017, p.1) and “shift of pressure to public forests” (Baral, & Subedi, 2017, p.3), which result in increasing conflicts within and among stakeholders. Therefore social groups and the governments need to inspect and reconsider recent years' policies and projects so the rights of more marginalized groups would be guaranteed. Further analysis and exploring managerial methods should be applied and reviewed in Terai in order to make the Community Forestry program better.

==Recommendations==
This section is recommendations on the Terai's forestry situation from my personal perspectives.
The Community Forestry program has succeeded in other regions in Nepal. That is to say, the policy and projects of this program is not the stumbling block of Terai's forestry. I think the main problem is the processes. In the decision-making processes, there are a number of marginalised people who cannot participate in, and the elites' monopoly this processes neglecting the wiliness of the ordinary stakeholders. In the distribution processes, those marginalised people are also neglected sometimes and some corruptions have been found in the use of funds. Thus the government should not only interfere with the CFUGs' activities, introducing more policies to guarantee the marginalised people's rights, but to distribute the internal power or set up a special department of internal supervision so as to prevent corruption. Moreover, some educational lectures about the Community Forestry program should be publicized in Terai's village in order to make people acknowledge their rights and the importance of the forestry conservation.

==References==
<references/>
Baral, J. C., & Subedi, B. R. (2017). Is Community Forestry of Nepal's Terai in right direction? ''Banko Janakari, 9''(2), 20. doi:10.3126/banko.v9i2.17661

Birendra, K., Mohammod, A. J., & Inoue, M. (2014). Community Forestry in Nepal’s Terai region: Local resource dependency and perception on institutional attributes. ''Environment and Natural Resources Research, 4''(4) doi:10.5539/enrr.v4n4p142

Devkota, B., & Mustalahti, I. (2018). Complexities in accessing REDD plus benefits in Community Forestry: Evidence from Nepal's Terai region. ''International Forestry Review, 20''(3), 332-345.

Dhakal, M., & Masuda, M. (2009). Generation and utilization of community fund in small-scale Community Forest management in the Terai region of Nepal. ''Banko Janakari, 17''(2). doi:10.3126/banko.v17i2.2156

Gauli, K., & Rishi, P. (2004). Do the marginalised class really participate in Community Forestry? A case study from western Terai region of Nepal. ''Forests, Trees and Livelihoods, 14''(2-4), 137-147. doi:10.1080/14728028.2004.9752488

Khatri, D. B., Marquardt, K., Pain, A., & Ojha, H. (2018). Shifting regimes of management and uses of forests: What might REDD+ implementation mean for Community Forestry? evidence from Nepal. ''Forest Policy and Economics, 92'', 1-10. doi:10.1016/j.forpol.2018.03.005

Malla, Y. B. (2001). Changing policies and the persistence of patron-client relations in Nepal: Stakeholders' responses to changes in forest policies. ''Environmental History, 6''(2), 287-307. doi:10.2307/3985088

Menzies, N. K. (2007). Chapter 5: Kangra Valley, Himachal Pradesh, India. ''Our forest, your ecosystem, their timber: Communities, conservation, and the state in community-based forest management'', 69-86. New York: Columbia University Press. doi:10.7312/menz13692

Nagendra, H. (2002). Tenure and forest conditions: Community Forestry in the Nepal Terai. ''Environmental Conservation, 29''(4), 530-539. doi:10.1017/S037689 2902000383

Paudel, S. K., & Pokharel, B. K. (2017). Looking at the prospects of Community Forestry in the Terai region of Nepal. ''Banko Janakari, 11''(2), 27. doi:10.3126/banko.v11i2.17244

Zhuang Z. F., & Ke S. F., & Long C. (2012). Development History, Organization Operation and Experiences of the Community Forestry in Nepal. ''Forestry Economics, 10''(6), 123-128. doi:10.13843/j.cnki.lyjj.2012.10.028

{{Projectbox FRST370
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}}

Documentation:Wimba Classroom/Outside of Vista

2018-11-26T19:46:22Z

Timkato: testing edits

Wimba Classroom can be used outside of WebCT Vista.

==Getting Started==
* Request a Presenter/Admin account
* Request a Room - include title
* Request additional Presenter/Admin accounts
* Participants do not need a login account - they can login with the Launcher Link by typing in any name.
* Email request to: [[mailto:wimba.support@ubc.ca UBC Wimba Support]]

==Links==
* Setup Wizard: http://ubc.wimba.com/wizard/launcher.cgi?wc=wms
* Lobby Login: http://ubc.wimba.com/
* Admin URL: http://ubc.wimba.com/admin/
* Direct to Room Login (aka Launcher Link): http://ubc.wimba.com/launcher.cgi?room=ReplaceThisPartWithYourOwnRoomID
* Dial-in number: +1 604 638 5113

==Features and Limitations==
* Upon request, [[mailto:wimba.support@ubc.ca UBC Wimba Support]] can give you the ability to create your own rooms.
* Only [[mailto:wimba.support@ubc.ca UBC Wimba Support]] can create new accounts.
*

[[Category:Wimba]][[Category:E-Learning Tools]]

Documentation:Wimba Classroom/Outside of Vista

2018-11-26T19:46:07Z

Timkato: LT Hub testing

Wimba Classroom can be used outside of WebCT Vista. tim test edits

==Getting Started==
* Request a Presenter/Admin account
* Request a Room - include title
* Request additional Presenter/Admin accounts
* Participants do not need a login account - they can login with the Launcher Link by typing in any name.
* Email request to: [[mailto:wimba.support@ubc.ca UBC Wimba Support]]

==Links==
* Setup Wizard: http://ubc.wimba.com/wizard/launcher.cgi?wc=wms
* Lobby Login: http://ubc.wimba.com/
* Admin URL: http://ubc.wimba.com/admin/
* Direct to Room Login (aka Launcher Link): http://ubc.wimba.com/launcher.cgi?room=ReplaceThisPartWithYourOwnRoomID
* Dial-in number: +1 604 638 5113

==Features and Limitations==
* Upon request, [[mailto:wimba.support@ubc.ca UBC Wimba Support]] can give you the ability to create your own rooms.
* Only [[mailto:wimba.support@ubc.ca UBC Wimba Support]] can create new accounts.
*

[[Category:Wimba]][[Category:E-Learning Tools]]

File:Canvas Course Term Association Setting.JPG

2018-07-09T23:59:28Z

Timkato: Timkato uploaded a new version of "File:Canvas Course Term Association Setting.JPG"

=={{int:filedesc}}==
{{Information
|description={{en|1=Screenshot showing Canvas Course Settings page and Course Term Association Setting}}
|date=2018-07-09 16:56:38
|source={{own}}
|author=[[User:Timkato|Timkato]]
|permission=
|other_versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]
[[Category:Lthub]]
[[Category:Canvas]]

Library:How to Use Library Course Reserves/Faculty

2018-07-09T23:58:10Z

Timkato: /* Canvas */

==Start==

===Course Reserves Overview===

UBC Library Online Course Reserves (LOCR) allows you to create a single list with all your course materials. You can:
* Easily add articles, books, web links and media resources
* Request the Library to create PDFs of book chapters or upload your own
* Get a hyperlink for your course materials that is accessible (only) to students enrolled in your course
* Reactivate readings in future terms quickly
* Let us worry about copyright. We’ll do the work for you.

===Getting Started===

LOCR ensures that only your students can access your course materials. In order to provide this service, the Library requires that you and your students log into their learning management system such as Connect or Canvas, or to the standalone LOCR page using CWL in order to access and upload course materials.

* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_LOCR_Standalone_Site Getting Started Using LOCR Standalone Site]
* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_Connect Getting Started Using Connect]
* [http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/#Getting_Started_Using_Canvas Getting Started Using Canvas]

==== Getting Started Using LOCR Standalone Site ====

1. Log into [http://courses.library.ubc.ca LOCR] with your CWL login.
<br />
<br />
2. Under '''My Courses''' click on the desired course. This should bring up the readings for this course.
<br />
<br />
[[File:LOCR Faculty MyCourses.png|250pxlleft|LOCR standalone my courses for faculty]]
<br />
<br />
3. Please see the '''Adding Items''' tab above for how to add items to your course reserves.

==== Getting Started Using Connect ====
1. Log into [http://connect.ubc.ca Connect] with your CWL login.
<br />
<br />
2. Click on '''Library''' in the top right menu.
<br />
<br />
[[File:Librarytab.jpg|250pxlleft]]
<br />
<br />
3. Click on '''Open My LOCR'''
<br />
<br />
[[File:Connect LOCR.png|250pxlleft|Connect LOCR]]
<br />
<br />
<br />
4. Click on the desired course under '''My Courses'''
<br />
<br />
[[File:LOCR FACULTY.png|250pxlleftMy Courses faculty in LOCR]]
<br />
5. Please see the '''Adding Items''' tab above for how to add items to your course reserves.
<br />
<br />
<br />
<br />

==== Getting Started Using Canvas ====

To see how to use Canvas and LOCR, please to to: http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/

==Adding Items==

===Adding New Reserve Items===
# Click on the '''Add Reserve Items''' tab<br/>
# Choose the appropriate content type<br/>
# Fill out the search form. For items that may have multiple versions, editions, or translations, try to provide more precise information such as a DOI, ISBN, or Call Number.<br/>
# Scroll through the results list and click on the '''Select''' button. You can use the '''View''' button to verify if the item is the one you want before you select it.<br/>
# Use the Submit Item screen to verify or edit item bibliographic details and click on the '''Submit Item''' button. You can set individual item dates if you want to delay the release or expire an item within your default course dates. You can also indicate if an item is a required reading, set loan periods for physical items, and, if you scroll down, you can toggle the notes field to write notes to your students or add descriptive tags (e.g. Week 01, Unit B). <br/>
# If you cannot locate your item, click on '''Restart Your Search''' to try again. You can also click on '''Enter your request manually here''' to type in information yourself. For fastest turnaround, please provide as much detail as possible. <br/>

===Import Items from Previous Courses or Other Course Sections===

If you have used electronic course reserves for another course, you can quickly import all your readings into a new course section. Go to your target course and go to the Add Reserve Items tab. Your previous and current courses will be listed at the bottom of the page. You can copy the entire list of course readings or select individual items to import. Please note that physical items such as books and PDFs requiring copyright clearance will need to be reprocessed.
[[File:LOCR-Import.fw.png|LOCR - quickly import all your readings into a new course sections]]

===Content Types===

There are eight options when adding materials to your course reserves. Each icon leads to a streamlined form for adding items to your course reserves.<br />

*[[File:LOCR Article Icon Image.png|71pxlleft|LOCR Article Icon Image]] '''Article:''' Search the Library’s online journals for articles to add to your course reserves. Articles are available instantly for your students.

 
 
* [[File:LOCR Book Icon Image.png|71pxlleft|LOCR Book Icon Image]] '''Book:''' Search the Library’s books and ebooks. Ebooks will be reviewed within 1-3 business days to ensure that there are no access issues for your students. Print books may take up to 10 business days<br />

 
 
* [[File:LOCR ChapterExcerpt Icon Image.png|71pxlleft|LOCR ChapterExcerpt Icon Image]]'''Chapter/Excerpt:''' Search the Library’s book collection and request a chapter or page range be digitized and uploaded for your course. Requests meeting UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be scanned and released within 10 business days. '''Anything that does not meet our Fair Dealing guidelines will require special copyright permission and may take longer'''. In such cases, the time required to obtain permission depends on the publisher, and can take up to four weeks. If we cannot secure permission, we can still place the book on physical reserve.<br />

 
 
* [[File:LOCR Media Icon Image.png|71pxlleft|LOCR Media Icon Image]] '''DVD/CD & Streaming Media:''' Search the library’s media collection including DVDs, CDs and streaming media. DVDs and CDs may take up to 10 work days to process depending on the time of year and branch. Streaming media requests will be reviewed within 1-3 business days to ensure that there are no access issues for your students.<br />

 
 
* [[File:LOCR Request Purchase Icon Image.png|71pxlleft|LOCR Request Purchase Icon Image]] '''Request Purchase:''' Allow you to submit a purchase request for the Library to acquire a resource and add to its collection. Be sure to check [http://ubc.summon.serialssolutions.com/ Summon] before submitting a request.<br />

 
 
* [[File:LOCR Web Resources Icon Image.png|71pxlleft|LOCR Web Resources Icon Image]] '''Web Resources:''' Add a web resource such as a news story, YouTube video, or blog post. New requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for your students.<br />

 
 
* [[File:LOCR PDF Upload Icon Image.png|71pxlleft|LOCR PDF Upload Icon Image]] '''PDF Upload:''' Upload a PDF that you already have for expedited copyright review. Files that meet UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be reviewed within 5 business days but may take up to 10 business days during busy periods such as the start of term. Any file that does not meet Fair Dealing requirements will require special copyright permission that could take longer.<br />

 
 
* [[File:LOCR Physical Item Icon Image.png|71pxlleft|LOCR Physical Item Icon Image]] '''Physical Item''': Submit a request to place an object (e.g. geological samples) or a personal copy of a book on physical reserves.<br /><br />
<br />

==More Features==

===Share a Link to your Course Reserves===
Each course has its own PURL, or Permanent URL, at the top of the page that you can share with your students. Items also have their own direct PURL. You can publicly share these Permanent URLs with your students. PURLs will not work for anyone who is not enrolled in your course. Please note, these PURLS will first prompt your students to log in with their CWL

===Search or Organize your Item List===

Use the search box above your readings to quickly locate items. The search box will quickly filter down to the exact item you need. You can search by Title, Author or tag. Organize your reading list with the drag and drop feature. Students have the option to sort their reading list alphabetically.

===Edit or Delete an Item===

To edit an item, click on the title or the [[File:EditButton.png|Edit button on LOCR]]. This will bring up an edit item box with the following forms:
* '''Required Information:''' This will display and allow you to edit title, authors or pages.
* '''Optional Information:''' This will display and allow you to edit additional bibliographic information such as publisher.
* '''Notes & Tags:''' You can add or delete notes for your students, notes for library staff and tags to describe items.
* '''Item Views:''' You can check to see if your students have clicked on an item through the course reserves system. Please note that if students access readings externally from the system, this will not be tracked.
* '''Item History:''' You can review the processing history of your item.
* '''Request Options:''' You can change item availability dates, indicate if an item is required, and, for items on physical reserve, change loan periods.

You must click '''Save Changes''' when you are done.
<br />
If you wish to delete an item from your reading list, click on [[File:Deletebutton.png|Delete button in LOCR]].
<br />

===Status Messages===

Instructors can review the current status for items in the Reading List. The system now has nearly 30 statuses such as Awaiting Recall and Scanning Library Copy so you can see exactly what work is being done on your behalf. If you have any questions about an item status, please contact your [http://wiki.ubc.ca/Library:Course_Reserves_Contacts course reserves branch] for assistance.

===See the Student View===

You can switch to Student Mode at the top left to verify how students see items on course reserve. Items are only visible to students after they are made available.

==Troubleshooting and FAQ==

===Troubleshooting===

====Getting Help with Library Course Reserves====

LOCR support is provided by [http://wiki.ubc.ca/Library:Course_Reserves_Contacts your department's Library branch]. If you do not know your branch, there is a “Need Help” tab inside of LOCR which will list your support branch.

====Error Messages====

If you or your students encounter any errors accessing a library resource, it is possible that an electronic resource is unavailable. Please [http://wiki.ubc.ca/Library:Course_Reserves_Contacts contact your Library Course Reserve branch immediately] for assistance.

====Change Default Course Dates====

The default course dates in LOCR are adjusted from the course dates in the Student Information System. LOCR adjusts these dates to make items available two weeks prior to the start date of your course section and thirty days after the end of the term of instruction. Please note that the Library and the Rights and Permissions Office currently do not support 'Continuous' courses - all courses need to have a Start Date and an End Date. If you need to change the start and end dates of your course, please follow the instructions below.

=====Connect=====

[http://wiki.ubc.ca/Documentation:Connect/Change_the_Course_Start_Date_(How_to) Change the Course Start Date (How to)].
<div class="note" style="padding: 10px 10px 10px 80px;">

When setting the course start and end dates, please use the 'Select Dates' radio button and specify the 'Start Date' and 'End Date' so LOCR can adjust these dates to make items available accordingly. Please note that using the 'Use Term Duration' '''will not''' update start/end dates in LOCR at this point.

</div>

[[File:Coursedates LOCR.png|250pxlcenter|Setting course dates in LOCR]]

=====Canvas=====

Please note that for LOCR courses to be accessible, the associated Canvas courses require an end date, normally drawn automatically from the course's term (e.g. 2018W1, 2018W2, etc.). If your course is associated to the correct term, then this requirement will be satisfied and the LOCR course will closed off 8 weeks after the last day of class for the term. You can check the term your course is associated to by accessing the course settings page as shown in the screenshot below:

[[File:Canvas_Course_Term_Association_Setting.JPG|400px|thumb|center|Screenshot of Canvas Course Settings page showing the Term Association setting]]

Alternatively, LOCR will also accept a custom course end date specified by checking "Users can only participate in the course between these dates" and filling out the custom start and end date fields seen in the course settings. More information about these settings '''[https://community.canvaslms.com/docs/DOC-12907-415257088 is found in the Canvas guides]'''. Without a term association end date or custom end date, LOCR will assume the course has finished and prevent students and instructors from accessing the associated LOCR site for the course.

Please note that changes to start and end dates after course materials have already been requested in LOCR will impact any copyright material that has been licensed by permissions.

====Adding new students, TAs, or instructors====

LOCR communicates with Connect to ensure that all students, TAs, and instructors have access to course readings. Students will automatically be added to your course upon enrollment. If you have just added an individual, please allow the system to update over night.

If you are not teaching a course in Connect, [http://lthub.ubc.ca/support/instructional-units/ contact your support person] and request access for secondary instructors, TAs, and other support staff via the '''Manage User Enrolments (CTC3)''' tool (refer to the screenshot below). To locate your contact, please visit the following [http://lthub.ubc.ca/support/instructional-units/ list of Instructional Support Units].

[[File:Manage User Enrolments CTC3.fw.png|300px|thumb|center|Manage User Enrolments (CTC3) in Connect]]

<br />
'''Note: Adding new students, TAs, or instructors in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Connect?====

If the Course Reserves application does not appear in your Connect course or if it is broken, you will need to manually (re)create it.

1. Log into [http://resources.connect.ubc.ca/ Connect] and select your course.

2. Click on the " + " icon in the left menu and in this drop down, choose "Tool Link". Please *do not* use "Web Link".
<br />
<br />
[[File:Steps_1_and_2.png|border|Picture of BB Homepage|500px|]]
<br />
<br />

3. In the new screen where you can name your new Tool Link (ie: Library Course Reserves), Select the tool Type: 'Library Course Reserves' from the drop down list, Click the checkbox to make the tool Available to Users and finally Click "Submit".
<br />
<br />
[[File:Library Course Reserves Tool Link.png|border]]
<br />
<br />

'''Note: Instructions on if your course reserves do not appear or are broken in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Canvas?====

'''~Coming Soon~'''

====My course was recently copied into a new course shell but my course reserves are missing====

LOCR operates completely separately Connect and Canvas and your course reserves will not automatically carry over. If you have already entered your items, you can easily import them into your new course using the [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect/Faculty#Import_Items_from_Previous_Courses_or_Other_Course_Sections instructions for copying items from previous courses]. Please note that Book, DVD/CD and PDF items will need to be reprocessed by library staff before they are released to your students.

===Frequently Asked Questions===

====Why do I need to log into LOCR?====

LOCR verifies that students are properly enrolled in your course. By restricting access to registered students, we can provide better and more targeted services such as providing access to licensed library resources and PDFs created from print materials under [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing].

====My students cannot see course reserves items but I can====

Items will only be visible to students after they are available. If an item is still being processed, it will not be visible to students. Students will not be able to access items until the term begins. If you have changed the default availability of an item, it will not be visible to students until the date you selected for an item and you can change this by [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect#Edit_or_Delete_an_Item editing item information].

====Can I post my lecture slides, notes or handouts in Library Course Reserves?====

We currently do not accept PDFs of lecture slides, notes or handouts. You should post these types of files directly within your course site in the learning management system. If you require assistance checking or clearing permissions related to lecture notes, slides or handouts, please contact [mailto:copyright.services@ubc.ca copyright.services@ubc.ca]

====The Add Reserve Items and Help tabs won't work. What do I do?====

Some early versions of browsers are not supported. If you are experiencing problems we recommend that you switch to a secondary browser such as [https://www.google.com/intl/en/chrome/browser/ Google Chrome] or [http://www.mozilla.org/en-US/firefox/new/ Mozilla Firefox].

====My non-credit or workshop course does not appear in my Courses under the Library tab====

Please note that we do not currently support non-credit or workshop courses. If you have non-UBC participants or auditors, they will not have access to Library resources and should locate items through their local library.

==Processing Timelines==

===Processing Timelines for Putting Material on Reserve===

How quickly an course reserve item becomes available for use by the students in a course depends on a variety of factors. It can happen almost immediately (Library owned electronic article) to several weeks (copyrighted material requiring permissions from the copyright holder).
<br />

Please submit your course requests as early as possible prior to the start of term (at least one month) to help us make sure your request is available at the first meeting of your course. Remember, requests are processed in the order in which they are received.
<br />

Material not available in an electronic format (ie article or book chapter) must be reviewed by the Permissions Office. They will determine if the item can be scanned and uploaded under the UBC Fair Dealing Guidelines or if permission must be obtained from the copyright holder. If copyright clearance is required, the Permissions Office will seek the copyright clearance from copyright holders including publishers. Clearing permissions vary amongst publishers and resolving them can take up to 4 weeks or longer.
Copyright review and clearance of copyrighted material must happen each time a course is offered. This is the case even in instances where clearance has obtained for a course taught in the past. Following the submission of the requests, it can take up to 10 business days for a fair dealing assessment or up to 4 weeks or longer if permission must be sought from the copyright holder.
<br />

Below are some guidelines on the possible time periods required to process requested content types:
<br />

Note: If the Library does not own the item, it will take longer than the times below as the Library will have to obtain the item.
<br />

1 . '''Articles''':
'''Electronic articles''' – Immediately when the article is requested and submitted in LOCR.
'''Physical articles''' - Up to 10 business days for the article to be reviewed to determine if the Fair Dealing Guidelines allow the article to be scanned and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

2. '''Books''':
'''Physical books''' – up to 10 business days depending on the branch and the time of year
'''Electronic books''' – 1-3 business days. The Library needs to ensure that there are no access issues.
'''Book Chapters/Excerpts''' - Up to 10 business days for the book chapter/excerpt to be reviewed to determine if the Fair Dealing Guidelines allow the chapter to be digitized and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

3. '''DVD/CDs/Videos s & Streaming Video''':
'''DVDs/CDs/Videos''' – up to 10 business days depending on the branch and the time of year
'''Streaming video''' - 1-3 business days. The Library needs to ensure that there are no access issues.
<br />

4. '''Request to Purchase''':
You can request the Library to purchase material for your course using the Request to Purchase option. The material will be obtained as quickly as possible but can take several weeks or longer in some cases.
<br />

5. '''PDF Upload''':
Uploading a pdf that you already have will expedite the copyright review process. Files that meeting UBC’s Fair Dealing guidelines will be reviewed within 10 business days but may take up to 15 business days during the busy periods such as the start of term. Any file that does not meet the Fair Dealing requirements will mean obtaining copyright permission that could take 4 weeks or longer.
<br />

6. '''Web Resources''':
Linking to a web resource such as a news story, YouTube video, or blog is possible. Requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for you students.
<br />

7. '''Physical Items''':
Placing a personal copy of a book or an object (e.g. geological samples) can take up to 10 days depending on the time of year.

[[Category:Borrowing Services]]
[[Category:Teaching and Learning]]

File:Canvas Course Term Association Setting.JPG

2018-07-09T23:57:35Z

Timkato: User created page with UploadWizard

Library:How to Use Library Course Reserves/Faculty

2018-07-09T23:48:19Z

Timkato: /* Canvas */

==Start==

===Course Reserves Overview===

UBC Library Online Course Reserves (LOCR) allows you to create a single list with all your course materials. You can:
* Easily add articles, books, web links and media resources
* Request the Library to create PDFs of book chapters or upload your own
* Get a hyperlink for your course materials that is accessible (only) to students enrolled in your course
* Reactivate readings in future terms quickly
* Let us worry about copyright. We’ll do the work for you.

===Getting Started===

LOCR ensures that only your students can access your course materials. In order to provide this service, the Library requires that you and your students log into their learning management system such as Connect or Canvas, or to the standalone LOCR page using CWL in order to access and upload course materials.

* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_LOCR_Standalone_Site Getting Started Using LOCR Standalone Site]
* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_Connect Getting Started Using Connect]
* [http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/#Getting_Started_Using_Canvas Getting Started Using Canvas]

==== Getting Started Using LOCR Standalone Site ====

1. Log into [http://courses.library.ubc.ca LOCR] with your CWL login.
<br />
<br />
2. Under '''My Courses''' click on the desired course. This should bring up the readings for this course.
<br />
<br />
[[File:LOCR Faculty MyCourses.png|250pxlleft|LOCR standalone my courses for faculty]]
<br />
<br />
3. Please see the '''Adding Items''' tab above for how to add items to your course reserves.

==== Getting Started Using Connect ====
1. Log into [http://connect.ubc.ca Connect] with your CWL login.
<br />
<br />
2. Click on '''Library''' in the top right menu.
<br />
<br />
[[File:Librarytab.jpg|250pxlleft]]
<br />
<br />
3. Click on '''Open My LOCR'''
<br />
<br />
[[File:Connect LOCR.png|250pxlleft|Connect LOCR]]
<br />
<br />
<br />
4. Click on the desired course under '''My Courses'''
<br />
<br />
[[File:LOCR FACULTY.png|250pxlleftMy Courses faculty in LOCR]]
<br />
5. Please see the '''Adding Items''' tab above for how to add items to your course reserves.
<br />
<br />
<br />
<br />

==== Getting Started Using Canvas ====

To see how to use Canvas and LOCR, please to to: http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/

==Adding Items==

===Adding New Reserve Items===
# Click on the '''Add Reserve Items''' tab<br/>
# Choose the appropriate content type<br/>
# Fill out the search form. For items that may have multiple versions, editions, or translations, try to provide more precise information such as a DOI, ISBN, or Call Number.<br/>
# Scroll through the results list and click on the '''Select''' button. You can use the '''View''' button to verify if the item is the one you want before you select it.<br/>
# Use the Submit Item screen to verify or edit item bibliographic details and click on the '''Submit Item''' button. You can set individual item dates if you want to delay the release or expire an item within your default course dates. You can also indicate if an item is a required reading, set loan periods for physical items, and, if you scroll down, you can toggle the notes field to write notes to your students or add descriptive tags (e.g. Week 01, Unit B). <br/>
# If you cannot locate your item, click on '''Restart Your Search''' to try again. You can also click on '''Enter your request manually here''' to type in information yourself. For fastest turnaround, please provide as much detail as possible. <br/>

===Import Items from Previous Courses or Other Course Sections===

If you have used electronic course reserves for another course, you can quickly import all your readings into a new course section. Go to your target course and go to the Add Reserve Items tab. Your previous and current courses will be listed at the bottom of the page. You can copy the entire list of course readings or select individual items to import. Please note that physical items such as books and PDFs requiring copyright clearance will need to be reprocessed.
[[File:LOCR-Import.fw.png|LOCR - quickly import all your readings into a new course sections]]

===Content Types===

There are eight options when adding materials to your course reserves. Each icon leads to a streamlined form for adding items to your course reserves.<br />

*[[File:LOCR Article Icon Image.png|71pxlleft|LOCR Article Icon Image]] '''Article:''' Search the Library’s online journals for articles to add to your course reserves. Articles are available instantly for your students.

 
 
* [[File:LOCR Book Icon Image.png|71pxlleft|LOCR Book Icon Image]] '''Book:''' Search the Library’s books and ebooks. Ebooks will be reviewed within 1-3 business days to ensure that there are no access issues for your students. Print books may take up to 10 business days<br />

 
 
* [[File:LOCR ChapterExcerpt Icon Image.png|71pxlleft|LOCR ChapterExcerpt Icon Image]]'''Chapter/Excerpt:''' Search the Library’s book collection and request a chapter or page range be digitized and uploaded for your course. Requests meeting UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be scanned and released within 10 business days. '''Anything that does not meet our Fair Dealing guidelines will require special copyright permission and may take longer'''. In such cases, the time required to obtain permission depends on the publisher, and can take up to four weeks. If we cannot secure permission, we can still place the book on physical reserve.<br />

 
 
* [[File:LOCR Media Icon Image.png|71pxlleft|LOCR Media Icon Image]] '''DVD/CD & Streaming Media:''' Search the library’s media collection including DVDs, CDs and streaming media. DVDs and CDs may take up to 10 work days to process depending on the time of year and branch. Streaming media requests will be reviewed within 1-3 business days to ensure that there are no access issues for your students.<br />

 
 
* [[File:LOCR Request Purchase Icon Image.png|71pxlleft|LOCR Request Purchase Icon Image]] '''Request Purchase:''' Allow you to submit a purchase request for the Library to acquire a resource and add to its collection. Be sure to check [http://ubc.summon.serialssolutions.com/ Summon] before submitting a request.<br />

 
 
* [[File:LOCR Web Resources Icon Image.png|71pxlleft|LOCR Web Resources Icon Image]] '''Web Resources:''' Add a web resource such as a news story, YouTube video, or blog post. New requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for your students.<br />

 
 
* [[File:LOCR PDF Upload Icon Image.png|71pxlleft|LOCR PDF Upload Icon Image]] '''PDF Upload:''' Upload a PDF that you already have for expedited copyright review. Files that meet UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be reviewed within 5 business days but may take up to 10 business days during busy periods such as the start of term. Any file that does not meet Fair Dealing requirements will require special copyright permission that could take longer.<br />

 
 
* [[File:LOCR Physical Item Icon Image.png|71pxlleft|LOCR Physical Item Icon Image]] '''Physical Item''': Submit a request to place an object (e.g. geological samples) or a personal copy of a book on physical reserves.<br /><br />
<br />

==More Features==

===Share a Link to your Course Reserves===
Each course has its own PURL, or Permanent URL, at the top of the page that you can share with your students. Items also have their own direct PURL. You can publicly share these Permanent URLs with your students. PURLs will not work for anyone who is not enrolled in your course. Please note, these PURLS will first prompt your students to log in with their CWL

===Search or Organize your Item List===

Use the search box above your readings to quickly locate items. The search box will quickly filter down to the exact item you need. You can search by Title, Author or tag. Organize your reading list with the drag and drop feature. Students have the option to sort their reading list alphabetically.

===Edit or Delete an Item===

To edit an item, click on the title or the [[File:EditButton.png|Edit button on LOCR]]. This will bring up an edit item box with the following forms:
* '''Required Information:''' This will display and allow you to edit title, authors or pages.
* '''Optional Information:''' This will display and allow you to edit additional bibliographic information such as publisher.
* '''Notes & Tags:''' You can add or delete notes for your students, notes for library staff and tags to describe items.
* '''Item Views:''' You can check to see if your students have clicked on an item through the course reserves system. Please note that if students access readings externally from the system, this will not be tracked.
* '''Item History:''' You can review the processing history of your item.
* '''Request Options:''' You can change item availability dates, indicate if an item is required, and, for items on physical reserve, change loan periods.

You must click '''Save Changes''' when you are done.
<br />
If you wish to delete an item from your reading list, click on [[File:Deletebutton.png|Delete button in LOCR]].
<br />

===Status Messages===

Instructors can review the current status for items in the Reading List. The system now has nearly 30 statuses such as Awaiting Recall and Scanning Library Copy so you can see exactly what work is being done on your behalf. If you have any questions about an item status, please contact your [http://wiki.ubc.ca/Library:Course_Reserves_Contacts course reserves branch] for assistance.

===See the Student View===

You can switch to Student Mode at the top left to verify how students see items on course reserve. Items are only visible to students after they are made available.

==Troubleshooting and FAQ==

===Troubleshooting===

====Getting Help with Library Course Reserves====

LOCR support is provided by [http://wiki.ubc.ca/Library:Course_Reserves_Contacts your department's Library branch]. If you do not know your branch, there is a “Need Help” tab inside of LOCR which will list your support branch.

====Error Messages====

If you or your students encounter any errors accessing a library resource, it is possible that an electronic resource is unavailable. Please [http://wiki.ubc.ca/Library:Course_Reserves_Contacts contact your Library Course Reserve branch immediately] for assistance.

====Change Default Course Dates====

The default course dates in LOCR are adjusted from the course dates in the Student Information System. LOCR adjusts these dates to make items available two weeks prior to the start date of your course section and thirty days after the end of the term of instruction. Please note that the Library and the Rights and Permissions Office currently do not support 'Continuous' courses - all courses need to have a Start Date and an End Date. If you need to change the start and end dates of your course, please follow the instructions below.

=====Connect=====

[http://wiki.ubc.ca/Documentation:Connect/Change_the_Course_Start_Date_(How_to) Change the Course Start Date (How to)].
<div class="note" style="padding: 10px 10px 10px 80px;">

When setting the course start and end dates, please use the 'Select Dates' radio button and specify the 'Start Date' and 'End Date' so LOCR can adjust these dates to make items available accordingly. Please note that using the 'Use Term Duration' '''will not''' update start/end dates in LOCR at this point.

</div>

[[File:Coursedates LOCR.png|250pxlcenter|Setting course dates in LOCR]]

=====Canvas=====

Please note that for LOCR courses to be accessible, the associated Canvas courses require an end date, normally drawn automatically from the course's term (e.g. 2018W1, 2018W2, etc.). If your course is associated to the correct term, then this requirement will be satisfied and the LOCR course will closed off 8 weeks after the last day of class for the term. You can check the term your course is associated to by accessing the course settings page as shown in the screenshot below:

[[File:Canvas Course Term Association.JPG|300px|thumb|center|Screenshot of Canvas Course Settings page showing the Term Association setting]]

Alternatively, LOCR will also accept a custom course end date specified by checking "Users can only participate in the course between these dates" and filling out the custom start and end date fields seen in the course settings. More information about these settings '''[https://community.canvaslms.com/docs/DOC-12907-415257088 is found in the Canvas guides]'''. Without a term association end date or custom end date, LOCR will assume the course has finished and prevent students and instructors from accessing the associated LOCR site for the course.

Please note that changes to start and end dates after course materials have already been requested in LOCR will impact any copyright material that has been licensed by permissions.

====Adding new students, TAs, or instructors====

LOCR communicates with Connect to ensure that all students, TAs, and instructors have access to course readings. Students will automatically be added to your course upon enrollment. If you have just added an individual, please allow the system to update over night.

If you are not teaching a course in Connect, [http://lthub.ubc.ca/support/instructional-units/ contact your support person] and request access for secondary instructors, TAs, and other support staff via the '''Manage User Enrolments (CTC3)''' tool (refer to the screenshot below). To locate your contact, please visit the following [http://lthub.ubc.ca/support/instructional-units/ list of Instructional Support Units].

[[File:Manage User Enrolments CTC3.fw.png|300px|thumb|center|Manage User Enrolments (CTC3) in Connect]]

<br />
'''Note: Adding new students, TAs, or instructors in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Connect?====

If the Course Reserves application does not appear in your Connect course or if it is broken, you will need to manually (re)create it.

1. Log into [http://resources.connect.ubc.ca/ Connect] and select your course.

2. Click on the " + " icon in the left menu and in this drop down, choose "Tool Link". Please *do not* use "Web Link".
<br />
<br />
[[File:Steps_1_and_2.png|border|Picture of BB Homepage|500px|]]
<br />
<br />

3. In the new screen where you can name your new Tool Link (ie: Library Course Reserves), Select the tool Type: 'Library Course Reserves' from the drop down list, Click the checkbox to make the tool Available to Users and finally Click "Submit".
<br />
<br />
[[File:Library Course Reserves Tool Link.png|border]]
<br />
<br />

'''Note: Instructions on if your course reserves do not appear or are broken in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Canvas?====

'''~Coming Soon~'''

====My course was recently copied into a new course shell but my course reserves are missing====

LOCR operates completely separately Connect and Canvas and your course reserves will not automatically carry over. If you have already entered your items, you can easily import them into your new course using the [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect/Faculty#Import_Items_from_Previous_Courses_or_Other_Course_Sections instructions for copying items from previous courses]. Please note that Book, DVD/CD and PDF items will need to be reprocessed by library staff before they are released to your students.

===Frequently Asked Questions===

====Why do I need to log into LOCR?====

LOCR verifies that students are properly enrolled in your course. By restricting access to registered students, we can provide better and more targeted services such as providing access to licensed library resources and PDFs created from print materials under [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing].

====My students cannot see course reserves items but I can====

Items will only be visible to students after they are available. If an item is still being processed, it will not be visible to students. Students will not be able to access items until the term begins. If you have changed the default availability of an item, it will not be visible to students until the date you selected for an item and you can change this by [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect#Edit_or_Delete_an_Item editing item information].

====Can I post my lecture slides, notes or handouts in Library Course Reserves?====

We currently do not accept PDFs of lecture slides, notes or handouts. You should post these types of files directly within your course site in the learning management system. If you require assistance checking or clearing permissions related to lecture notes, slides or handouts, please contact [mailto:copyright.services@ubc.ca copyright.services@ubc.ca]

====The Add Reserve Items and Help tabs won't work. What do I do?====

Some early versions of browsers are not supported. If you are experiencing problems we recommend that you switch to a secondary browser such as [https://www.google.com/intl/en/chrome/browser/ Google Chrome] or [http://www.mozilla.org/en-US/firefox/new/ Mozilla Firefox].

====My non-credit or workshop course does not appear in my Courses under the Library tab====

Please note that we do not currently support non-credit or workshop courses. If you have non-UBC participants or auditors, they will not have access to Library resources and should locate items through their local library.

==Processing Timelines==

===Processing Timelines for Putting Material on Reserve===

How quickly an course reserve item becomes available for use by the students in a course depends on a variety of factors. It can happen almost immediately (Library owned electronic article) to several weeks (copyrighted material requiring permissions from the copyright holder).
<br />

Please submit your course requests as early as possible prior to the start of term (at least one month) to help us make sure your request is available at the first meeting of your course. Remember, requests are processed in the order in which they are received.
<br />

Material not available in an electronic format (ie article or book chapter) must be reviewed by the Permissions Office. They will determine if the item can be scanned and uploaded under the UBC Fair Dealing Guidelines or if permission must be obtained from the copyright holder. If copyright clearance is required, the Permissions Office will seek the copyright clearance from copyright holders including publishers. Clearing permissions vary amongst publishers and resolving them can take up to 4 weeks or longer.
Copyright review and clearance of copyrighted material must happen each time a course is offered. This is the case even in instances where clearance has obtained for a course taught in the past. Following the submission of the requests, it can take up to 10 business days for a fair dealing assessment or up to 4 weeks or longer if permission must be sought from the copyright holder.
<br />

Below are some guidelines on the possible time periods required to process requested content types:
<br />

Note: If the Library does not own the item, it will take longer than the times below as the Library will have to obtain the item.
<br />

1 . '''Articles''':
'''Electronic articles''' – Immediately when the article is requested and submitted in LOCR.
'''Physical articles''' - Up to 10 business days for the article to be reviewed to determine if the Fair Dealing Guidelines allow the article to be scanned and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

2. '''Books''':
'''Physical books''' – up to 10 business days depending on the branch and the time of year
'''Electronic books''' – 1-3 business days. The Library needs to ensure that there are no access issues.
'''Book Chapters/Excerpts''' - Up to 10 business days for the book chapter/excerpt to be reviewed to determine if the Fair Dealing Guidelines allow the chapter to be digitized and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

3. '''DVD/CDs/Videos s & Streaming Video''':
'''DVDs/CDs/Videos''' – up to 10 business days depending on the branch and the time of year
'''Streaming video''' - 1-3 business days. The Library needs to ensure that there are no access issues.
<br />

4. '''Request to Purchase''':
You can request the Library to purchase material for your course using the Request to Purchase option. The material will be obtained as quickly as possible but can take several weeks or longer in some cases.
<br />

5. '''PDF Upload''':
Uploading a pdf that you already have will expedite the copyright review process. Files that meeting UBC’s Fair Dealing guidelines will be reviewed within 10 business days but may take up to 15 business days during the busy periods such as the start of term. Any file that does not meet the Fair Dealing requirements will mean obtaining copyright permission that could take 4 weeks or longer.
<br />

6. '''Web Resources''':
Linking to a web resource such as a news story, YouTube video, or blog is possible. Requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for you students.
<br />

7. '''Physical Items''':
Placing a personal copy of a book or an object (e.g. geological samples) can take up to 10 days depending on the time of year.

[[Category:Borrowing Services]]
[[Category:Teaching and Learning]]

Library:How to Use Library Course Reserves/Faculty

2018-07-09T23:46:37Z

Timkato: /* Canvas */

==Start==

===Course Reserves Overview===

UBC Library Online Course Reserves (LOCR) allows you to create a single list with all your course materials. You can:
* Easily add articles, books, web links and media resources
* Request the Library to create PDFs of book chapters or upload your own
* Get a hyperlink for your course materials that is accessible (only) to students enrolled in your course
* Reactivate readings in future terms quickly
* Let us worry about copyright. We’ll do the work for you.

===Getting Started===

LOCR ensures that only your students can access your course materials. In order to provide this service, the Library requires that you and your students log into their learning management system such as Connect or Canvas, or to the standalone LOCR page using CWL in order to access and upload course materials.

* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_LOCR_Standalone_Site Getting Started Using LOCR Standalone Site]
* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_Connect Getting Started Using Connect]
* [http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/#Getting_Started_Using_Canvas Getting Started Using Canvas]

==== Getting Started Using LOCR Standalone Site ====

1. Log into [http://courses.library.ubc.ca LOCR] with your CWL login.
<br />
<br />
2. Under '''My Courses''' click on the desired course. This should bring up the readings for this course.
<br />
<br />
[[File:LOCR Faculty MyCourses.png|250pxlleft|LOCR standalone my courses for faculty]]
<br />
<br />
3. Please see the '''Adding Items''' tab above for how to add items to your course reserves.

==== Getting Started Using Connect ====
1. Log into [http://connect.ubc.ca Connect] with your CWL login.
<br />
<br />
2. Click on '''Library''' in the top right menu.
<br />
<br />
[[File:Librarytab.jpg|250pxlleft]]
<br />
<br />
3. Click on '''Open My LOCR'''
<br />
<br />
[[File:Connect LOCR.png|250pxlleft|Connect LOCR]]
<br />
<br />
<br />
4. Click on the desired course under '''My Courses'''
<br />
<br />
[[File:LOCR FACULTY.png|250pxlleftMy Courses faculty in LOCR]]
<br />
5. Please see the '''Adding Items''' tab above for how to add items to your course reserves.
<br />
<br />
<br />
<br />

==== Getting Started Using Canvas ====

To see how to use Canvas and LOCR, please to to: http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/

==Adding Items==

===Adding New Reserve Items===
# Click on the '''Add Reserve Items''' tab<br/>
# Choose the appropriate content type<br/>
# Fill out the search form. For items that may have multiple versions, editions, or translations, try to provide more precise information such as a DOI, ISBN, or Call Number.<br/>
# Scroll through the results list and click on the '''Select''' button. You can use the '''View''' button to verify if the item is the one you want before you select it.<br/>
# Use the Submit Item screen to verify or edit item bibliographic details and click on the '''Submit Item''' button. You can set individual item dates if you want to delay the release or expire an item within your default course dates. You can also indicate if an item is a required reading, set loan periods for physical items, and, if you scroll down, you can toggle the notes field to write notes to your students or add descriptive tags (e.g. Week 01, Unit B). <br/>
# If you cannot locate your item, click on '''Restart Your Search''' to try again. You can also click on '''Enter your request manually here''' to type in information yourself. For fastest turnaround, please provide as much detail as possible. <br/>

===Import Items from Previous Courses or Other Course Sections===

If you have used electronic course reserves for another course, you can quickly import all your readings into a new course section. Go to your target course and go to the Add Reserve Items tab. Your previous and current courses will be listed at the bottom of the page. You can copy the entire list of course readings or select individual items to import. Please note that physical items such as books and PDFs requiring copyright clearance will need to be reprocessed.
[[File:LOCR-Import.fw.png|LOCR - quickly import all your readings into a new course sections]]

===Content Types===

There are eight options when adding materials to your course reserves. Each icon leads to a streamlined form for adding items to your course reserves.<br />

*[[File:LOCR Article Icon Image.png|71pxlleft|LOCR Article Icon Image]] '''Article:''' Search the Library’s online journals for articles to add to your course reserves. Articles are available instantly for your students.

 
 
* [[File:LOCR Book Icon Image.png|71pxlleft|LOCR Book Icon Image]] '''Book:''' Search the Library’s books and ebooks. Ebooks will be reviewed within 1-3 business days to ensure that there are no access issues for your students. Print books may take up to 10 business days<br />

 
 
* [[File:LOCR ChapterExcerpt Icon Image.png|71pxlleft|LOCR ChapterExcerpt Icon Image]]'''Chapter/Excerpt:''' Search the Library’s book collection and request a chapter or page range be digitized and uploaded for your course. Requests meeting UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be scanned and released within 10 business days. '''Anything that does not meet our Fair Dealing guidelines will require special copyright permission and may take longer'''. In such cases, the time required to obtain permission depends on the publisher, and can take up to four weeks. If we cannot secure permission, we can still place the book on physical reserve.<br />

 
 
* [[File:LOCR Media Icon Image.png|71pxlleft|LOCR Media Icon Image]] '''DVD/CD & Streaming Media:''' Search the library’s media collection including DVDs, CDs and streaming media. DVDs and CDs may take up to 10 work days to process depending on the time of year and branch. Streaming media requests will be reviewed within 1-3 business days to ensure that there are no access issues for your students.<br />

 
 
* [[File:LOCR Request Purchase Icon Image.png|71pxlleft|LOCR Request Purchase Icon Image]] '''Request Purchase:''' Allow you to submit a purchase request for the Library to acquire a resource and add to its collection. Be sure to check [http://ubc.summon.serialssolutions.com/ Summon] before submitting a request.<br />

 
 
* [[File:LOCR Web Resources Icon Image.png|71pxlleft|LOCR Web Resources Icon Image]] '''Web Resources:''' Add a web resource such as a news story, YouTube video, or blog post. New requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for your students.<br />

 
 
* [[File:LOCR PDF Upload Icon Image.png|71pxlleft|LOCR PDF Upload Icon Image]] '''PDF Upload:''' Upload a PDF that you already have for expedited copyright review. Files that meet UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be reviewed within 5 business days but may take up to 10 business days during busy periods such as the start of term. Any file that does not meet Fair Dealing requirements will require special copyright permission that could take longer.<br />

 
 
* [[File:LOCR Physical Item Icon Image.png|71pxlleft|LOCR Physical Item Icon Image]] '''Physical Item''': Submit a request to place an object (e.g. geological samples) or a personal copy of a book on physical reserves.<br /><br />
<br />

==More Features==

===Share a Link to your Course Reserves===
Each course has its own PURL, or Permanent URL, at the top of the page that you can share with your students. Items also have their own direct PURL. You can publicly share these Permanent URLs with your students. PURLs will not work for anyone who is not enrolled in your course. Please note, these PURLS will first prompt your students to log in with their CWL

===Search or Organize your Item List===

Use the search box above your readings to quickly locate items. The search box will quickly filter down to the exact item you need. You can search by Title, Author or tag. Organize your reading list with the drag and drop feature. Students have the option to sort their reading list alphabetically.

===Edit or Delete an Item===

To edit an item, click on the title or the [[File:EditButton.png|Edit button on LOCR]]. This will bring up an edit item box with the following forms:
* '''Required Information:''' This will display and allow you to edit title, authors or pages.
* '''Optional Information:''' This will display and allow you to edit additional bibliographic information such as publisher.
* '''Notes & Tags:''' You can add or delete notes for your students, notes for library staff and tags to describe items.
* '''Item Views:''' You can check to see if your students have clicked on an item through the course reserves system. Please note that if students access readings externally from the system, this will not be tracked.
* '''Item History:''' You can review the processing history of your item.
* '''Request Options:''' You can change item availability dates, indicate if an item is required, and, for items on physical reserve, change loan periods.

You must click '''Save Changes''' when you are done.
<br />
If you wish to delete an item from your reading list, click on [[File:Deletebutton.png|Delete button in LOCR]].
<br />

===Status Messages===

Instructors can review the current status for items in the Reading List. The system now has nearly 30 statuses such as Awaiting Recall and Scanning Library Copy so you can see exactly what work is being done on your behalf. If you have any questions about an item status, please contact your [http://wiki.ubc.ca/Library:Course_Reserves_Contacts course reserves branch] for assistance.

===See the Student View===

You can switch to Student Mode at the top left to verify how students see items on course reserve. Items are only visible to students after they are made available.

==Troubleshooting and FAQ==

===Troubleshooting===

====Getting Help with Library Course Reserves====

LOCR support is provided by [http://wiki.ubc.ca/Library:Course_Reserves_Contacts your department's Library branch]. If you do not know your branch, there is a “Need Help” tab inside of LOCR which will list your support branch.

====Error Messages====

If you or your students encounter any errors accessing a library resource, it is possible that an electronic resource is unavailable. Please [http://wiki.ubc.ca/Library:Course_Reserves_Contacts contact your Library Course Reserve branch immediately] for assistance.

====Change Default Course Dates====

The default course dates in LOCR are adjusted from the course dates in the Student Information System. LOCR adjusts these dates to make items available two weeks prior to the start date of your course section and thirty days after the end of the term of instruction. Please note that the Library and the Rights and Permissions Office currently do not support 'Continuous' courses - all courses need to have a Start Date and an End Date. If you need to change the start and end dates of your course, please follow the instructions below.

=====Connect=====

[http://wiki.ubc.ca/Documentation:Connect/Change_the_Course_Start_Date_(How_to) Change the Course Start Date (How to)].
<div class="note" style="padding: 10px 10px 10px 80px;">

When setting the course start and end dates, please use the 'Select Dates' radio button and specify the 'Start Date' and 'End Date' so LOCR can adjust these dates to make items available accordingly. Please note that using the 'Use Term Duration' '''will not''' update start/end dates in LOCR at this point.

</div>

[[File:Coursedates LOCR.png|250pxlcenter|Setting course dates in LOCR]]

=====Canvas=====

Please note that for LOCR courses to be accessible, the associated Canvas courses require an end date, normally drawn automatically from the course's term (e.g. 2018W1, 2018W2, etc.). If your course is associated to the correct term, then this requirement will be satisfied and the LOCR course will closed off 8 weeks after the last day of class for the term. You can check the term your course is associated to by accessing the course settings page as shown in the screenshot below:

[[File:Canvas Course Term Association.JPG|300px|thumb|center|Screenshot of Canvas Course Settings page showing the Term Association setting]]

Alternatively, LOCR will also accept a custom course end date specified by checking "Users can only participate in the course between these dates" and filling out the custom start and end date fields seen in the course settings. More information about these settings '''[https://community.canvaslms.com/docs/DOC-12907-415257088 is found in the Canvas guides]'''. Without a term association end date or custom end date, LOCR will assume the course has finished and prevent students and instructors from accessing the associated LOCR site for the course.

====Adding new students, TAs, or instructors====

LOCR communicates with Connect to ensure that all students, TAs, and instructors have access to course readings. Students will automatically be added to your course upon enrollment. If you have just added an individual, please allow the system to update over night.

If you are not teaching a course in Connect, [http://lthub.ubc.ca/support/instructional-units/ contact your support person] and request access for secondary instructors, TAs, and other support staff via the '''Manage User Enrolments (CTC3)''' tool (refer to the screenshot below). To locate your contact, please visit the following [http://lthub.ubc.ca/support/instructional-units/ list of Instructional Support Units].

[[File:Manage User Enrolments CTC3.fw.png|300px|thumb|center|Manage User Enrolments (CTC3) in Connect]]

<br />
'''Note: Adding new students, TAs, or instructors in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Connect?====

If the Course Reserves application does not appear in your Connect course or if it is broken, you will need to manually (re)create it.

1. Log into [http://resources.connect.ubc.ca/ Connect] and select your course.

2. Click on the " + " icon in the left menu and in this drop down, choose "Tool Link". Please *do not* use "Web Link".
<br />
<br />
[[File:Steps_1_and_2.png|border|Picture of BB Homepage|500px|]]
<br />
<br />

3. In the new screen where you can name your new Tool Link (ie: Library Course Reserves), Select the tool Type: 'Library Course Reserves' from the drop down list, Click the checkbox to make the tool Available to Users and finally Click "Submit".
<br />
<br />
[[File:Library Course Reserves Tool Link.png|border]]
<br />
<br />

'''Note: Instructions on if your course reserves do not appear or are broken in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Canvas?====

'''~Coming Soon~'''

====My course was recently copied into a new course shell but my course reserves are missing====

LOCR operates completely separately Connect and Canvas and your course reserves will not automatically carry over. If you have already entered your items, you can easily import them into your new course using the [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect/Faculty#Import_Items_from_Previous_Courses_or_Other_Course_Sections instructions for copying items from previous courses]. Please note that Book, DVD/CD and PDF items will need to be reprocessed by library staff before they are released to your students.

===Frequently Asked Questions===

====Why do I need to log into LOCR?====

LOCR verifies that students are properly enrolled in your course. By restricting access to registered students, we can provide better and more targeted services such as providing access to licensed library resources and PDFs created from print materials under [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing].

====My students cannot see course reserves items but I can====

Items will only be visible to students after they are available. If an item is still being processed, it will not be visible to students. Students will not be able to access items until the term begins. If you have changed the default availability of an item, it will not be visible to students until the date you selected for an item and you can change this by [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect#Edit_or_Delete_an_Item editing item information].

====Can I post my lecture slides, notes or handouts in Library Course Reserves?====

We currently do not accept PDFs of lecture slides, notes or handouts. You should post these types of files directly within your course site in the learning management system. If you require assistance checking or clearing permissions related to lecture notes, slides or handouts, please contact [mailto:copyright.services@ubc.ca copyright.services@ubc.ca]

====The Add Reserve Items and Help tabs won't work. What do I do?====

Some early versions of browsers are not supported. If you are experiencing problems we recommend that you switch to a secondary browser such as [https://www.google.com/intl/en/chrome/browser/ Google Chrome] or [http://www.mozilla.org/en-US/firefox/new/ Mozilla Firefox].

====My non-credit or workshop course does not appear in my Courses under the Library tab====

Please note that we do not currently support non-credit or workshop courses. If you have non-UBC participants or auditors, they will not have access to Library resources and should locate items through their local library.

==Processing Timelines==

===Processing Timelines for Putting Material on Reserve===

How quickly an course reserve item becomes available for use by the students in a course depends on a variety of factors. It can happen almost immediately (Library owned electronic article) to several weeks (copyrighted material requiring permissions from the copyright holder).
<br />

Please submit your course requests as early as possible prior to the start of term (at least one month) to help us make sure your request is available at the first meeting of your course. Remember, requests are processed in the order in which they are received.
<br />

Material not available in an electronic format (ie article or book chapter) must be reviewed by the Permissions Office. They will determine if the item can be scanned and uploaded under the UBC Fair Dealing Guidelines or if permission must be obtained from the copyright holder. If copyright clearance is required, the Permissions Office will seek the copyright clearance from copyright holders including publishers. Clearing permissions vary amongst publishers and resolving them can take up to 4 weeks or longer.
Copyright review and clearance of copyrighted material must happen each time a course is offered. This is the case even in instances where clearance has obtained for a course taught in the past. Following the submission of the requests, it can take up to 10 business days for a fair dealing assessment or up to 4 weeks or longer if permission must be sought from the copyright holder.
<br />

Below are some guidelines on the possible time periods required to process requested content types:
<br />

Note: If the Library does not own the item, it will take longer than the times below as the Library will have to obtain the item.
<br />

1 . '''Articles''':
'''Electronic articles''' – Immediately when the article is requested and submitted in LOCR.
'''Physical articles''' - Up to 10 business days for the article to be reviewed to determine if the Fair Dealing Guidelines allow the article to be scanned and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

2. '''Books''':
'''Physical books''' – up to 10 business days depending on the branch and the time of year
'''Electronic books''' – 1-3 business days. The Library needs to ensure that there are no access issues.
'''Book Chapters/Excerpts''' - Up to 10 business days for the book chapter/excerpt to be reviewed to determine if the Fair Dealing Guidelines allow the chapter to be digitized and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

3. '''DVD/CDs/Videos s & Streaming Video''':
'''DVDs/CDs/Videos''' – up to 10 business days depending on the branch and the time of year
'''Streaming video''' - 1-3 business days. The Library needs to ensure that there are no access issues.
<br />

4. '''Request to Purchase''':
You can request the Library to purchase material for your course using the Request to Purchase option. The material will be obtained as quickly as possible but can take several weeks or longer in some cases.
<br />

5. '''PDF Upload''':
Uploading a pdf that you already have will expedite the copyright review process. Files that meeting UBC’s Fair Dealing guidelines will be reviewed within 10 business days but may take up to 15 business days during the busy periods such as the start of term. Any file that does not meet the Fair Dealing requirements will mean obtaining copyright permission that could take 4 weeks or longer.
<br />

6. '''Web Resources''':
Linking to a web resource such as a news story, YouTube video, or blog is possible. Requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for you students.
<br />

7. '''Physical Items''':
Placing a personal copy of a book or an object (e.g. geological samples) can take up to 10 days depending on the time of year.

[[Category:Borrowing Services]]
[[Category:Teaching and Learning]]

Library:How to Use Library Course Reserves/Faculty

2018-07-09T23:46:00Z

Timkato: /* Canvas */

==Start==

===Course Reserves Overview===

UBC Library Online Course Reserves (LOCR) allows you to create a single list with all your course materials. You can:
* Easily add articles, books, web links and media resources
* Request the Library to create PDFs of book chapters or upload your own
* Get a hyperlink for your course materials that is accessible (only) to students enrolled in your course
* Reactivate readings in future terms quickly
* Let us worry about copyright. We’ll do the work for you.

===Getting Started===

LOCR ensures that only your students can access your course materials. In order to provide this service, the Library requires that you and your students log into their learning management system such as Connect or Canvas, or to the standalone LOCR page using CWL in order to access and upload course materials.

* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_LOCR_Standalone_Site Getting Started Using LOCR Standalone Site]
* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_Connect Getting Started Using Connect]
* [http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/#Getting_Started_Using_Canvas Getting Started Using Canvas]

==== Getting Started Using LOCR Standalone Site ====

1. Log into [http://courses.library.ubc.ca LOCR] with your CWL login.
<br />
<br />
2. Under '''My Courses''' click on the desired course. This should bring up the readings for this course.
<br />
<br />
[[File:LOCR Faculty MyCourses.png|250pxlleft|LOCR standalone my courses for faculty]]
<br />
<br />
3. Please see the '''Adding Items''' tab above for how to add items to your course reserves.

==== Getting Started Using Connect ====
1. Log into [http://connect.ubc.ca Connect] with your CWL login.
<br />
<br />
2. Click on '''Library''' in the top right menu.
<br />
<br />
[[File:Librarytab.jpg|250pxlleft]]
<br />
<br />
3. Click on '''Open My LOCR'''
<br />
<br />
[[File:Connect LOCR.png|250pxlleft|Connect LOCR]]
<br />
<br />
<br />
4. Click on the desired course under '''My Courses'''
<br />
<br />
[[File:LOCR FACULTY.png|250pxlleftMy Courses faculty in LOCR]]
<br />
5. Please see the '''Adding Items''' tab above for how to add items to your course reserves.
<br />
<br />
<br />
<br />

==== Getting Started Using Canvas ====

To see how to use Canvas and LOCR, please to to: http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/

==Adding Items==

===Adding New Reserve Items===
# Click on the '''Add Reserve Items''' tab<br/>
# Choose the appropriate content type<br/>
# Fill out the search form. For items that may have multiple versions, editions, or translations, try to provide more precise information such as a DOI, ISBN, or Call Number.<br/>
# Scroll through the results list and click on the '''Select''' button. You can use the '''View''' button to verify if the item is the one you want before you select it.<br/>
# Use the Submit Item screen to verify or edit item bibliographic details and click on the '''Submit Item''' button. You can set individual item dates if you want to delay the release or expire an item within your default course dates. You can also indicate if an item is a required reading, set loan periods for physical items, and, if you scroll down, you can toggle the notes field to write notes to your students or add descriptive tags (e.g. Week 01, Unit B). <br/>
# If you cannot locate your item, click on '''Restart Your Search''' to try again. You can also click on '''Enter your request manually here''' to type in information yourself. For fastest turnaround, please provide as much detail as possible. <br/>

===Import Items from Previous Courses or Other Course Sections===

If you have used electronic course reserves for another course, you can quickly import all your readings into a new course section. Go to your target course and go to the Add Reserve Items tab. Your previous and current courses will be listed at the bottom of the page. You can copy the entire list of course readings or select individual items to import. Please note that physical items such as books and PDFs requiring copyright clearance will need to be reprocessed.
[[File:LOCR-Import.fw.png|LOCR - quickly import all your readings into a new course sections]]

===Content Types===

There are eight options when adding materials to your course reserves. Each icon leads to a streamlined form for adding items to your course reserves.<br />

*[[File:LOCR Article Icon Image.png|71pxlleft|LOCR Article Icon Image]] '''Article:''' Search the Library’s online journals for articles to add to your course reserves. Articles are available instantly for your students.

 
 
* [[File:LOCR Book Icon Image.png|71pxlleft|LOCR Book Icon Image]] '''Book:''' Search the Library’s books and ebooks. Ebooks will be reviewed within 1-3 business days to ensure that there are no access issues for your students. Print books may take up to 10 business days<br />

 
 
* [[File:LOCR ChapterExcerpt Icon Image.png|71pxlleft|LOCR ChapterExcerpt Icon Image]]'''Chapter/Excerpt:''' Search the Library’s book collection and request a chapter or page range be digitized and uploaded for your course. Requests meeting UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be scanned and released within 10 business days. '''Anything that does not meet our Fair Dealing guidelines will require special copyright permission and may take longer'''. In such cases, the time required to obtain permission depends on the publisher, and can take up to four weeks. If we cannot secure permission, we can still place the book on physical reserve.<br />

 
 
* [[File:LOCR Media Icon Image.png|71pxlleft|LOCR Media Icon Image]] '''DVD/CD & Streaming Media:''' Search the library’s media collection including DVDs, CDs and streaming media. DVDs and CDs may take up to 10 work days to process depending on the time of year and branch. Streaming media requests will be reviewed within 1-3 business days to ensure that there are no access issues for your students.<br />

 
 
* [[File:LOCR Request Purchase Icon Image.png|71pxlleft|LOCR Request Purchase Icon Image]] '''Request Purchase:''' Allow you to submit a purchase request for the Library to acquire a resource and add to its collection. Be sure to check [http://ubc.summon.serialssolutions.com/ Summon] before submitting a request.<br />

 
 
* [[File:LOCR Web Resources Icon Image.png|71pxlleft|LOCR Web Resources Icon Image]] '''Web Resources:''' Add a web resource such as a news story, YouTube video, or blog post. New requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for your students.<br />

 
 
* [[File:LOCR PDF Upload Icon Image.png|71pxlleft|LOCR PDF Upload Icon Image]] '''PDF Upload:''' Upload a PDF that you already have for expedited copyright review. Files that meet UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be reviewed within 5 business days but may take up to 10 business days during busy periods such as the start of term. Any file that does not meet Fair Dealing requirements will require special copyright permission that could take longer.<br />

 
 
* [[File:LOCR Physical Item Icon Image.png|71pxlleft|LOCR Physical Item Icon Image]] '''Physical Item''': Submit a request to place an object (e.g. geological samples) or a personal copy of a book on physical reserves.<br /><br />
<br />

==More Features==

===Share a Link to your Course Reserves===
Each course has its own PURL, or Permanent URL, at the top of the page that you can share with your students. Items also have their own direct PURL. You can publicly share these Permanent URLs with your students. PURLs will not work for anyone who is not enrolled in your course. Please note, these PURLS will first prompt your students to log in with their CWL

===Search or Organize your Item List===

Use the search box above your readings to quickly locate items. The search box will quickly filter down to the exact item you need. You can search by Title, Author or tag. Organize your reading list with the drag and drop feature. Students have the option to sort their reading list alphabetically.

===Edit or Delete an Item===

To edit an item, click on the title or the [[File:EditButton.png|Edit button on LOCR]]. This will bring up an edit item box with the following forms:
* '''Required Information:''' This will display and allow you to edit title, authors or pages.
* '''Optional Information:''' This will display and allow you to edit additional bibliographic information such as publisher.
* '''Notes & Tags:''' You can add or delete notes for your students, notes for library staff and tags to describe items.
* '''Item Views:''' You can check to see if your students have clicked on an item through the course reserves system. Please note that if students access readings externally from the system, this will not be tracked.
* '''Item History:''' You can review the processing history of your item.
* '''Request Options:''' You can change item availability dates, indicate if an item is required, and, for items on physical reserve, change loan periods.

You must click '''Save Changes''' when you are done.
<br />
If you wish to delete an item from your reading list, click on [[File:Deletebutton.png|Delete button in LOCR]].
<br />

===Status Messages===

Instructors can review the current status for items in the Reading List. The system now has nearly 30 statuses such as Awaiting Recall and Scanning Library Copy so you can see exactly what work is being done on your behalf. If you have any questions about an item status, please contact your [http://wiki.ubc.ca/Library:Course_Reserves_Contacts course reserves branch] for assistance.

===See the Student View===

You can switch to Student Mode at the top left to verify how students see items on course reserve. Items are only visible to students after they are made available.

==Troubleshooting and FAQ==

===Troubleshooting===

====Getting Help with Library Course Reserves====

LOCR support is provided by [http://wiki.ubc.ca/Library:Course_Reserves_Contacts your department's Library branch]. If you do not know your branch, there is a “Need Help” tab inside of LOCR which will list your support branch.

====Error Messages====

If you or your students encounter any errors accessing a library resource, it is possible that an electronic resource is unavailable. Please [http://wiki.ubc.ca/Library:Course_Reserves_Contacts contact your Library Course Reserve branch immediately] for assistance.

====Change Default Course Dates====

The default course dates in LOCR are adjusted from the course dates in the Student Information System. LOCR adjusts these dates to make items available two weeks prior to the start date of your course section and thirty days after the end of the term of instruction. Please note that the Library and the Rights and Permissions Office currently do not support 'Continuous' courses - all courses need to have a Start Date and an End Date. If you need to change the start and end dates of your course, please follow the instructions below.

=====Connect=====

[http://wiki.ubc.ca/Documentation:Connect/Change_the_Course_Start_Date_(How_to) Change the Course Start Date (How to)].
<div class="note" style="padding: 10px 10px 10px 80px;">

When setting the course start and end dates, please use the 'Select Dates' radio button and specify the 'Start Date' and 'End Date' so LOCR can adjust these dates to make items available accordingly. Please note that using the 'Use Term Duration' '''will not''' update start/end dates in LOCR at this point.

</div>

[[File:Coursedates LOCR.png|250pxlcenter|Setting course dates in LOCR]]

=====Canvas=====

Please note that for LOCR courses to be accessible, the associated Canvas courses require an end date, normally drawn automatically from the course's term (e.g. 2018W1, 2018W2, etc.). If your course is associated to the correct term, then this requirement will be satisfied and the LOCR course will closed off 8 weeks after the last day of class for the term. You can check the term your course is associated to by accessing the course settings page as shown in the screenshot below:

[[File:Canvas Course Term Association.JPG|thumb|Screenshot of Canvas Course Settings page showing the Term Association setting]]

Alternatively, LOCR will also accept a custom course end date specified by checking "Users can only participate in the course between these dates" and filling out the custom start and end date fields seen in the course settings. More information about these settings '''[https://community.canvaslms.com/docs/DOC-12907-415257088 is found in the Canvas guides]'''. Without a term association end date or custom end date, LOCR will assume the course has finished and prevent students and instructors from accessing the associated LOCR site for the course.

====Adding new students, TAs, or instructors====

LOCR communicates with Connect to ensure that all students, TAs, and instructors have access to course readings. Students will automatically be added to your course upon enrollment. If you have just added an individual, please allow the system to update over night.

If you are not teaching a course in Connect, [http://lthub.ubc.ca/support/instructional-units/ contact your support person] and request access for secondary instructors, TAs, and other support staff via the '''Manage User Enrolments (CTC3)''' tool (refer to the screenshot below). To locate your contact, please visit the following [http://lthub.ubc.ca/support/instructional-units/ list of Instructional Support Units].

[[File:Manage User Enrolments CTC3.fw.png|300px|thumb|center|Manage User Enrolments (CTC3) in Connect]]

<br />
'''Note: Adding new students, TAs, or instructors in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Connect?====

If the Course Reserves application does not appear in your Connect course or if it is broken, you will need to manually (re)create it.

1. Log into [http://resources.connect.ubc.ca/ Connect] and select your course.

2. Click on the " + " icon in the left menu and in this drop down, choose "Tool Link". Please *do not* use "Web Link".
<br />
<br />
[[File:Steps_1_and_2.png|border|Picture of BB Homepage|500px|]]
<br />
<br />

3. In the new screen where you can name your new Tool Link (ie: Library Course Reserves), Select the tool Type: 'Library Course Reserves' from the drop down list, Click the checkbox to make the tool Available to Users and finally Click "Submit".
<br />
<br />
[[File:Library Course Reserves Tool Link.png|border]]
<br />
<br />

'''Note: Instructions on if your course reserves do not appear or are broken in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Canvas?====

'''~Coming Soon~'''

====My course was recently copied into a new course shell but my course reserves are missing====

LOCR operates completely separately Connect and Canvas and your course reserves will not automatically carry over. If you have already entered your items, you can easily import them into your new course using the [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect/Faculty#Import_Items_from_Previous_Courses_or_Other_Course_Sections instructions for copying items from previous courses]. Please note that Book, DVD/CD and PDF items will need to be reprocessed by library staff before they are released to your students.

===Frequently Asked Questions===

====Why do I need to log into LOCR?====

LOCR verifies that students are properly enrolled in your course. By restricting access to registered students, we can provide better and more targeted services such as providing access to licensed library resources and PDFs created from print materials under [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing].

====My students cannot see course reserves items but I can====

Items will only be visible to students after they are available. If an item is still being processed, it will not be visible to students. Students will not be able to access items until the term begins. If you have changed the default availability of an item, it will not be visible to students until the date you selected for an item and you can change this by [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect#Edit_or_Delete_an_Item editing item information].

====Can I post my lecture slides, notes or handouts in Library Course Reserves?====

We currently do not accept PDFs of lecture slides, notes or handouts. You should post these types of files directly within your course site in the learning management system. If you require assistance checking or clearing permissions related to lecture notes, slides or handouts, please contact [mailto:copyright.services@ubc.ca copyright.services@ubc.ca]

====The Add Reserve Items and Help tabs won't work. What do I do?====

Some early versions of browsers are not supported. If you are experiencing problems we recommend that you switch to a secondary browser such as [https://www.google.com/intl/en/chrome/browser/ Google Chrome] or [http://www.mozilla.org/en-US/firefox/new/ Mozilla Firefox].

====My non-credit or workshop course does not appear in my Courses under the Library tab====

Please note that we do not currently support non-credit or workshop courses. If you have non-UBC participants or auditors, they will not have access to Library resources and should locate items through their local library.

==Processing Timelines==

===Processing Timelines for Putting Material on Reserve===

How quickly an course reserve item becomes available for use by the students in a course depends on a variety of factors. It can happen almost immediately (Library owned electronic article) to several weeks (copyrighted material requiring permissions from the copyright holder).
<br />

Please submit your course requests as early as possible prior to the start of term (at least one month) to help us make sure your request is available at the first meeting of your course. Remember, requests are processed in the order in which they are received.
<br />

Material not available in an electronic format (ie article or book chapter) must be reviewed by the Permissions Office. They will determine if the item can be scanned and uploaded under the UBC Fair Dealing Guidelines or if permission must be obtained from the copyright holder. If copyright clearance is required, the Permissions Office will seek the copyright clearance from copyright holders including publishers. Clearing permissions vary amongst publishers and resolving them can take up to 4 weeks or longer.
Copyright review and clearance of copyrighted material must happen each time a course is offered. This is the case even in instances where clearance has obtained for a course taught in the past. Following the submission of the requests, it can take up to 10 business days for a fair dealing assessment or up to 4 weeks or longer if permission must be sought from the copyright holder.
<br />

Below are some guidelines on the possible time periods required to process requested content types:
<br />

Note: If the Library does not own the item, it will take longer than the times below as the Library will have to obtain the item.
<br />

1 . '''Articles''':
'''Electronic articles''' – Immediately when the article is requested and submitted in LOCR.
'''Physical articles''' - Up to 10 business days for the article to be reviewed to determine if the Fair Dealing Guidelines allow the article to be scanned and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

2. '''Books''':
'''Physical books''' – up to 10 business days depending on the branch and the time of year
'''Electronic books''' – 1-3 business days. The Library needs to ensure that there are no access issues.
'''Book Chapters/Excerpts''' - Up to 10 business days for the book chapter/excerpt to be reviewed to determine if the Fair Dealing Guidelines allow the chapter to be digitized and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

3. '''DVD/CDs/Videos s & Streaming Video''':
'''DVDs/CDs/Videos''' – up to 10 business days depending on the branch and the time of year
'''Streaming video''' - 1-3 business days. The Library needs to ensure that there are no access issues.
<br />

4. '''Request to Purchase''':
You can request the Library to purchase material for your course using the Request to Purchase option. The material will be obtained as quickly as possible but can take several weeks or longer in some cases.
<br />

5. '''PDF Upload''':
Uploading a pdf that you already have will expedite the copyright review process. Files that meeting UBC’s Fair Dealing guidelines will be reviewed within 10 business days but may take up to 15 business days during the busy periods such as the start of term. Any file that does not meet the Fair Dealing requirements will mean obtaining copyright permission that could take 4 weeks or longer.
<br />

6. '''Web Resources''':
Linking to a web resource such as a news story, YouTube video, or blog is possible. Requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for you students.
<br />

7. '''Physical Items''':
Placing a personal copy of a book or an object (e.g. geological samples) can take up to 10 days depending on the time of year.

[[Category:Borrowing Services]]
[[Category:Teaching and Learning]]

File:Canvas Course Term Association.JPG

2018-07-09T23:45:48Z

Timkato: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Screenshot of Canvas Course Settings page showing the Term Association setting}}
|date=2018-07-09 16:44:56
|source={{own}}
|author=[[User:Timkato|Timkato]]
|permission=
|other_versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]

Library:How to Use Library Course Reserves/Faculty

2018-07-09T23:23:31Z

Timkato: /* Canvas */

==Start==

===Course Reserves Overview===

UBC Library Online Course Reserves (LOCR) allows you to create a single list with all your course materials. You can:
* Easily add articles, books, web links and media resources
* Request the Library to create PDFs of book chapters or upload your own
* Get a hyperlink for your course materials that is accessible (only) to students enrolled in your course
* Reactivate readings in future terms quickly
* Let us worry about copyright. We’ll do the work for you.

===Getting Started===

LOCR ensures that only your students can access your course materials. In order to provide this service, the Library requires that you and your students log into their learning management system such as Connect or Canvas, or to the standalone LOCR page using CWL in order to access and upload course materials.

* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_LOCR_Standalone_Site Getting Started Using LOCR Standalone Site]
* [http://services.library.ubc.ca/borrowing-services/using-course-reserves/#Getting_Started_Using_Connect Getting Started Using Connect]
* [http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/#Getting_Started_Using_Canvas Getting Started Using Canvas]

==== Getting Started Using LOCR Standalone Site ====

1. Log into [http://courses.library.ubc.ca LOCR] with your CWL login.
<br />
<br />
2. Under '''My Courses''' click on the desired course. This should bring up the readings for this course.
<br />
<br />
[[File:LOCR Faculty MyCourses.png|250pxlleft|LOCR standalone my courses for faculty]]
<br />
<br />
3. Please see the '''Adding Items''' tab above for how to add items to your course reserves.

==== Getting Started Using Connect ====
1. Log into [http://connect.ubc.ca Connect] with your CWL login.
<br />
<br />
2. Click on '''Library''' in the top right menu.
<br />
<br />
[[File:Librarytab.jpg|250pxlleft]]
<br />
<br />
3. Click on '''Open My LOCR'''
<br />
<br />
[[File:Connect LOCR.png|250pxlleft|Connect LOCR]]
<br />
<br />
<br />
4. Click on the desired course under '''My Courses'''
<br />
<br />
[[File:LOCR FACULTY.png|250pxlleftMy Courses faculty in LOCR]]
<br />
5. Please see the '''Adding Items''' tab above for how to add items to your course reserves.
<br />
<br />
<br />
<br />

==== Getting Started Using Canvas ====

To see how to use Canvas and LOCR, please to to: http://lthub.ubc.ca/guides/canvas/library-online-course-reserves-locr-for-canvas/

==Adding Items==

===Adding New Reserve Items===
# Click on the '''Add Reserve Items''' tab<br/>
# Choose the appropriate content type<br/>
# Fill out the search form. For items that may have multiple versions, editions, or translations, try to provide more precise information such as a DOI, ISBN, or Call Number.<br/>
# Scroll through the results list and click on the '''Select''' button. You can use the '''View''' button to verify if the item is the one you want before you select it.<br/>
# Use the Submit Item screen to verify or edit item bibliographic details and click on the '''Submit Item''' button. You can set individual item dates if you want to delay the release or expire an item within your default course dates. You can also indicate if an item is a required reading, set loan periods for physical items, and, if you scroll down, you can toggle the notes field to write notes to your students or add descriptive tags (e.g. Week 01, Unit B). <br/>
# If you cannot locate your item, click on '''Restart Your Search''' to try again. You can also click on '''Enter your request manually here''' to type in information yourself. For fastest turnaround, please provide as much detail as possible. <br/>

===Import Items from Previous Courses or Other Course Sections===

If you have used electronic course reserves for another course, you can quickly import all your readings into a new course section. Go to your target course and go to the Add Reserve Items tab. Your previous and current courses will be listed at the bottom of the page. You can copy the entire list of course readings or select individual items to import. Please note that physical items such as books and PDFs requiring copyright clearance will need to be reprocessed.
[[File:LOCR-Import.fw.png|LOCR - quickly import all your readings into a new course sections]]

===Content Types===

There are eight options when adding materials to your course reserves. Each icon leads to a streamlined form for adding items to your course reserves.<br />

*[[File:LOCR Article Icon Image.png|71pxlleft|LOCR Article Icon Image]] '''Article:''' Search the Library’s online journals for articles to add to your course reserves. Articles are available instantly for your students.

 
 
* [[File:LOCR Book Icon Image.png|71pxlleft|LOCR Book Icon Image]] '''Book:''' Search the Library’s books and ebooks. Ebooks will be reviewed within 1-3 business days to ensure that there are no access issues for your students. Print books may take up to 10 business days<br />

 
 
* [[File:LOCR ChapterExcerpt Icon Image.png|71pxlleft|LOCR ChapterExcerpt Icon Image]]'''Chapter/Excerpt:''' Search the Library’s book collection and request a chapter or page range be digitized and uploaded for your course. Requests meeting UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be scanned and released within 10 business days. '''Anything that does not meet our Fair Dealing guidelines will require special copyright permission and may take longer'''. In such cases, the time required to obtain permission depends on the publisher, and can take up to four weeks. If we cannot secure permission, we can still place the book on physical reserve.<br />

 
 
* [[File:LOCR Media Icon Image.png|71pxlleft|LOCR Media Icon Image]] '''DVD/CD & Streaming Media:''' Search the library’s media collection including DVDs, CDs and streaming media. DVDs and CDs may take up to 10 work days to process depending on the time of year and branch. Streaming media requests will be reviewed within 1-3 business days to ensure that there are no access issues for your students.<br />

 
 
* [[File:LOCR Request Purchase Icon Image.png|71pxlleft|LOCR Request Purchase Icon Image]] '''Request Purchase:''' Allow you to submit a purchase request for the Library to acquire a resource and add to its collection. Be sure to check [http://ubc.summon.serialssolutions.com/ Summon] before submitting a request.<br />

 
 
* [[File:LOCR Web Resources Icon Image.png|71pxlleft|LOCR Web Resources Icon Image]] '''Web Resources:''' Add a web resource such as a news story, YouTube video, or blog post. New requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for your students.<br />

 
 
* [[File:LOCR PDF Upload Icon Image.png|71pxlleft|LOCR PDF Upload Icon Image]] '''PDF Upload:''' Upload a PDF that you already have for expedited copyright review. Files that meet UBC’s [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing guidelines] will be reviewed within 5 business days but may take up to 10 business days during busy periods such as the start of term. Any file that does not meet Fair Dealing requirements will require special copyright permission that could take longer.<br />

 
 
* [[File:LOCR Physical Item Icon Image.png|71pxlleft|LOCR Physical Item Icon Image]] '''Physical Item''': Submit a request to place an object (e.g. geological samples) or a personal copy of a book on physical reserves.<br /><br />
<br />

==More Features==

===Share a Link to your Course Reserves===
Each course has its own PURL, or Permanent URL, at the top of the page that you can share with your students. Items also have their own direct PURL. You can publicly share these Permanent URLs with your students. PURLs will not work for anyone who is not enrolled in your course. Please note, these PURLS will first prompt your students to log in with their CWL

===Search or Organize your Item List===

Use the search box above your readings to quickly locate items. The search box will quickly filter down to the exact item you need. You can search by Title, Author or tag. Organize your reading list with the drag and drop feature. Students have the option to sort their reading list alphabetically.

===Edit or Delete an Item===

To edit an item, click on the title or the [[File:EditButton.png|Edit button on LOCR]]. This will bring up an edit item box with the following forms:
* '''Required Information:''' This will display and allow you to edit title, authors or pages.
* '''Optional Information:''' This will display and allow you to edit additional bibliographic information such as publisher.
* '''Notes & Tags:''' You can add or delete notes for your students, notes for library staff and tags to describe items.
* '''Item Views:''' You can check to see if your students have clicked on an item through the course reserves system. Please note that if students access readings externally from the system, this will not be tracked.
* '''Item History:''' You can review the processing history of your item.
* '''Request Options:''' You can change item availability dates, indicate if an item is required, and, for items on physical reserve, change loan periods.

You must click '''Save Changes''' when you are done.
<br />
If you wish to delete an item from your reading list, click on [[File:Deletebutton.png|Delete button in LOCR]].
<br />

===Status Messages===

Instructors can review the current status for items in the Reading List. The system now has nearly 30 statuses such as Awaiting Recall and Scanning Library Copy so you can see exactly what work is being done on your behalf. If you have any questions about an item status, please contact your [http://wiki.ubc.ca/Library:Course_Reserves_Contacts course reserves branch] for assistance.

===See the Student View===

You can switch to Student Mode at the top left to verify how students see items on course reserve. Items are only visible to students after they are made available.

==Troubleshooting and FAQ==

===Troubleshooting===

====Getting Help with Library Course Reserves====

LOCR support is provided by [http://wiki.ubc.ca/Library:Course_Reserves_Contacts your department's Library branch]. If you do not know your branch, there is a “Need Help” tab inside of LOCR which will list your support branch.

====Error Messages====

If you or your students encounter any errors accessing a library resource, it is possible that an electronic resource is unavailable. Please [http://wiki.ubc.ca/Library:Course_Reserves_Contacts contact your Library Course Reserve branch immediately] for assistance.

====Change Default Course Dates====

The default course dates in LOCR are adjusted from the course dates in the Student Information System. LOCR adjusts these dates to make items available two weeks prior to the start date of your course section and thirty days after the end of the term of instruction. Please note that the Library and the Rights and Permissions Office currently do not support 'Continuous' courses - all courses need to have a Start Date and an End Date. If you need to change the start and end dates of your course, please follow the instructions below.

=====Connect=====

[http://wiki.ubc.ca/Documentation:Connect/Change_the_Course_Start_Date_(How_to) Change the Course Start Date (How to)].
<div class="note" style="padding: 10px 10px 10px 80px;">

When setting the course start and end dates, please use the 'Select Dates' radio button and specify the 'Start Date' and 'End Date' so LOCR can adjust these dates to make items available accordingly. Please note that using the 'Use Term Duration' '''will not''' update start/end dates in LOCR at this point.

</div>

[[File:Coursedates LOCR.png|250pxlcenter|Setting course dates in LOCR]]

=====Canvas=====

Please note that for LOCR courses to be accessible, the associated Canvas courses require an end date, normally drawn automatically from the course's term (e.g. 2018W1, 2018W2, etc.). If your course is associated to the correct term, then this requirement will be satisfied and the LOCR course will closed off 8 weeks after the last day of class for the term. You can check the term your course is associated to by accessing the course settings page as shown in the screenshot below:

Alternatively, LOCR will also accept a custom course end date specified by checking "Users can only participate in the course between these dates" and filling out the custom start and end date fields seen in the course settings. More information about these settings '''[https://community.canvaslms.com/docs/DOC-12907-415257088 is found in the Canvas guides]'''. Without a term association end date or custom end date, LOCR will assume the course has finished and prevent students and instructors from accessing the associated LOCR site for the course.

====Adding new students, TAs, or instructors====

LOCR communicates with Connect to ensure that all students, TAs, and instructors have access to course readings. Students will automatically be added to your course upon enrollment. If you have just added an individual, please allow the system to update over night.

If you are not teaching a course in Connect, [http://lthub.ubc.ca/support/instructional-units/ contact your support person] and request access for secondary instructors, TAs, and other support staff via the '''Manage User Enrolments (CTC3)''' tool (refer to the screenshot below). To locate your contact, please visit the following [http://lthub.ubc.ca/support/instructional-units/ list of Instructional Support Units].

[[File:Manage User Enrolments CTC3.fw.png|300px|thumb|center|Manage User Enrolments (CTC3) in Connect]]

<br />
'''Note: Adding new students, TAs, or instructors in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Connect?====

If the Course Reserves application does not appear in your Connect course or if it is broken, you will need to manually (re)create it.

1. Log into [http://resources.connect.ubc.ca/ Connect] and select your course.

2. Click on the " + " icon in the left menu and in this drop down, choose "Tool Link". Please *do not* use "Web Link".
<br />
<br />
[[File:Steps_1_and_2.png|border|Picture of BB Homepage|500px|]]
<br />
<br />

3. In the new screen where you can name your new Tool Link (ie: Library Course Reserves), Select the tool Type: 'Library Course Reserves' from the drop down list, Click the checkbox to make the tool Available to Users and finally Click "Submit".
<br />
<br />
[[File:Library Course Reserves Tool Link.png|border]]
<br />
<br />

'''Note: Instructions on if your course reserves do not appear or are broken in Canvas is still to be determined.'''

====Course Reserves does not appear or broken in my course in Canvas?====

'''~Coming Soon~'''

====My course was recently copied into a new course shell but my course reserves are missing====

LOCR operates completely separately Connect and Canvas and your course reserves will not automatically carry over. If you have already entered your items, you can easily import them into your new course using the [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect/Faculty#Import_Items_from_Previous_Courses_or_Other_Course_Sections instructions for copying items from previous courses]. Please note that Book, DVD/CD and PDF items will need to be reprocessed by library staff before they are released to your students.

===Frequently Asked Questions===

====Why do I need to log into LOCR?====

LOCR verifies that students are properly enrolled in your course. By restricting access to registered students, we can provide better and more targeted services such as providing access to licensed library resources and PDFs created from print materials under [http://copyright.ubc.ca/requirements/fair-dealing/ Fair Dealing].

====My students cannot see course reserves items but I can====

Items will only be visible to students after they are available. If an item is still being processed, it will not be visible to students. Students will not be able to access items until the term begins. If you have changed the default availability of an item, it will not be visible to students until the date you selected for an item and you can change this by [http://wiki.ubc.ca/Library:How_to_Use_Library_Course_Reserves_in_Connect#Edit_or_Delete_an_Item editing item information].

====Can I post my lecture slides, notes or handouts in Library Course Reserves?====

We currently do not accept PDFs of lecture slides, notes or handouts. You should post these types of files directly within your course site in the learning management system. If you require assistance checking or clearing permissions related to lecture notes, slides or handouts, please contact [mailto:copyright.services@ubc.ca copyright.services@ubc.ca]

====The Add Reserve Items and Help tabs won't work. What do I do?====

Some early versions of browsers are not supported. If you are experiencing problems we recommend that you switch to a secondary browser such as [https://www.google.com/intl/en/chrome/browser/ Google Chrome] or [http://www.mozilla.org/en-US/firefox/new/ Mozilla Firefox].

====My non-credit or workshop course does not appear in my Courses under the Library tab====

Please note that we do not currently support non-credit or workshop courses. If you have non-UBC participants or auditors, they will not have access to Library resources and should locate items through their local library.

==Processing Timelines==

===Processing Timelines for Putting Material on Reserve===

How quickly an course reserve item becomes available for use by the students in a course depends on a variety of factors. It can happen almost immediately (Library owned electronic article) to several weeks (copyrighted material requiring permissions from the copyright holder).
<br />

Please submit your course requests as early as possible prior to the start of term (at least one month) to help us make sure your request is available at the first meeting of your course. Remember, requests are processed in the order in which they are received.
<br />

Material not available in an electronic format (ie article or book chapter) must be reviewed by the Permissions Office. They will determine if the item can be scanned and uploaded under the UBC Fair Dealing Guidelines or if permission must be obtained from the copyright holder. If copyright clearance is required, the Permissions Office will seek the copyright clearance from copyright holders including publishers. Clearing permissions vary amongst publishers and resolving them can take up to 4 weeks or longer.
Copyright review and clearance of copyrighted material must happen each time a course is offered. This is the case even in instances where clearance has obtained for a course taught in the past. Following the submission of the requests, it can take up to 10 business days for a fair dealing assessment or up to 4 weeks or longer if permission must be sought from the copyright holder.
<br />

Below are some guidelines on the possible time periods required to process requested content types:
<br />

Note: If the Library does not own the item, it will take longer than the times below as the Library will have to obtain the item.
<br />

1 . '''Articles''':
'''Electronic articles''' – Immediately when the article is requested and submitted in LOCR.
'''Physical articles''' - Up to 10 business days for the article to be reviewed to determine if the Fair Dealing Guidelines allow the article to be scanned and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

2. '''Books''':
'''Physical books''' – up to 10 business days depending on the branch and the time of year
'''Electronic books''' – 1-3 business days. The Library needs to ensure that there are no access issues.
'''Book Chapters/Excerpts''' - Up to 10 business days for the book chapter/excerpt to be reviewed to determine if the Fair Dealing Guidelines allow the chapter to be digitized and uploaded into LOCR. It will take longer (4 weeks or more) if the Library needs to obtain permission from the Copyright owner.
<br />

3. '''DVD/CDs/Videos s & Streaming Video''':
'''DVDs/CDs/Videos''' – up to 10 business days depending on the branch and the time of year
'''Streaming video''' - 1-3 business days. The Library needs to ensure that there are no access issues.
<br />

4. '''Request to Purchase''':
You can request the Library to purchase material for your course using the Request to Purchase option. The material will be obtained as quickly as possible but can take several weeks or longer in some cases.
<br />

5. '''PDF Upload''':
Uploading a pdf that you already have will expedite the copyright review process. Files that meeting UBC’s Fair Dealing guidelines will be reviewed within 10 business days but may take up to 15 business days during the busy periods such as the start of term. Any file that does not meet the Fair Dealing requirements will mean obtaining copyright permission that could take 4 weeks or longer.
<br />

6. '''Web Resources''':
Linking to a web resource such as a news story, YouTube video, or blog is possible. Requests will be reviewed within 1-2 business days to ensure that there are no copyright or access issues for you students.
<br />

7. '''Physical Items''':
Placing a personal copy of a book or an object (e.g. geological samples) can take up to 10 days depending on the time of year.

[[Category:Borrowing Services]]
[[Category:Teaching and Learning]]

File:PeerScholar V3 Copy Assignment.png

2018-06-13T18:36:50Z

Timkato: User created page with UploadWizard

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[[Category:Uploaded with UploadWizard]]

Documentation:Learning Platforms/EdX edge/Resources/LTI Tool Provider

2018-06-13T17:58:56Z

Timkato:

The edX Edge site has been configured to be a learning tool interoperability (LTI) provider to UBC's LMS environments (i.e. Connect and Canvas), allowing instructors to embed content, problem types, videos, etc. from edX Edge courses into LMS courses. When this is enabled in a course, marks from gradable content are passed back from edX Edge to the Connect Grade Center or Canvas gradebook.

General information about using the edX Edge environment as an LTI Tool Provider can be found on [http://edx.readthedocs.org/projects/edx-partner-course-staff/en/latest/course_features/lti/ edX's site]. Below you will find specific information about using this feature at UBC.

== Generate an LTI URL ==

The first step in embedding edX Edge content is to generate an LTI URL. General information on generating the LTI URLs is available on [http://edx.readthedocs.org/projects/edx-partner-course-staff/en/latest/course_features/lti/lti_address_content.html edX's site].

The base LTI link to be embedded in Connect or Canvas looks like this: '''<nowiki>https://edx-lti.org/lti_provider/courses/{course_id}/{usage_id}</nowiki>'''

The course_id can be obtained from your browser's URL field:

http://wiki.ubc.ca/images/d/d2/CourseIDinURLhighlight.png

You can add an individual ''component'' (individual problems or video etc), ''vertical'' (unit) or ''sequence'' (subsection) from an edX course to a Connect or Canvas course.

===To generate the required link for embedding a component:===
1. Login to your edX course.

2. On the "View this course as" field on top of the page, check to make sure Staff is selected in the dropdown menu.

3. Go to the component you would like to embed.

4. Click "Staff Debug Info" link and copy the value in location field:

http://wiki.ubc.ca/images/4/4c/Staffdebuginfo.png

5. To create the LTI URL, take the base URL, and append the course_id and the value in step 4:

For example:
* '''Base URL''': <nowiki>https://edx-lti.org/lti_provider/courses/</nowiki>
* '''course_id''': course-v1:UBC+d101+1
* '''location value''': block-v1:UBC+d101+1+type@problem+block@20ab8eca608f40bc8b4b2243d5b48fad

The final URL should look like below:

'''<nowiki>https://edx-lti.org/lti_provider/courses/course-v1:UBC+d101+1/block-v1:UBC+d101+1+type@problem+block@20ab8eca608f40bc8b4b2243d5b48fad</nowiki>'''

===To generate the required link for embedding a vertical or sequence:===
1. Login to your edX course.

2. On the "View this course as" field on top of the page, check to make sure Staff is selected in the dropdown menu.

3. Move your mouse cursor on an empty space next to the unit or subsection and right click.

4. Select Inspect/Inspect Element:

http://wiki.ubc.ca/images/e/e1/BrowserMenu.png

5. Copy the value in the id field:

http://wiki.ubc.ca/images/d/d8/SourceCode.png

6. To create the LTI URL, take the base URL, and append the course_id and the value in step 5:

For example:
* '''Base URL''': <nowiki>https://edx-lti.org/lti_provider/courses/</nowiki>
* '''course_id''': course-v1:UBC+Demo_Course
* '''location value''': block-v1:UBC+Demo_Course+type@vertical+block@902c9bfeb5674b57a0bd2e74c658a8c1

The final URL should look like below:

'''<nowiki>https://edx-lti.org/lti_provider/courses/course-v1:UBC+Demo_Course/block-v1:UBC+Demo_Course+type@vertical+block@902c9bfeb5674b57a0bd2e74c658a8c1</nowiki>'''

Now you are ready to add content to Canvas using the steps below.

== Add Edge Content to Your Canvas Course ==

To use edX course content in Canvas, you add the links to either a module page or an assignment. Add to an assignment if your content includes grades.

1. In Canvas, select your course.

2. (module) From the module page, click the '''+ icon''' to add content to the module.

3. (module) Add '''external tool''' from the dropdown menu and select Edx Edge from the list of available tools. Enter an identifying name and the URL for the edX content you want to include. The URL is the LTI URL that you determined for the edX course content, as outlined above.

[[File:Adding edX LTI to Canvas module.png|600px|Screenshot of adding edx LTI to module page in Canvas]]

2 (assignment) From the assignments page, click on '''+ Assignment'''.

3. (assignment) In the submissions type section, select '''external tool''' from the dropdown menu and enter the URL for the edX content you want to include, as above. Apply other settings as desired including the assignment points.

[[File:Adding edX LTI to Canvas Assigment.png|600px|Screenshot of adding edx LTI to assignment in Canvas]]

4. Review the content to verify that it appears as you expect.

[[File:Integrating edX into Canvas using LTI.png|800px|Screenshot of integration of edX into Canvas using LTI]]

'''Important:''' when you click the LTI link and end up with an empty page, it means that the course on Edge is not available yet. In Studio, under '''Settings/Schedule & Details''', change the start and end dates and '''Save'''.

== Add Edge Content to Your Connect Course ==

To use edX course content in Connect, you add the links to the content from the Basic LTI tool.

1. In Connect, select your course.

2. From the course control panel, select '''Customization'''. In the '''Tool Availability''' section, verify that the Basic LTI tool has been enabled.

3. Open a '''Content Area''' page, and from the '''Tools''' menu, select Basic LTI.

[[File:Basiclti.png|400]]

4. On the '''Add link to Basic LTI Tool''' page, enter an identifying name and the URL for the edX content you want to include. The URL is the LTI URL that you determined for the edX course content, as outlined above.

[[File:Addingedxlink.png|600]]

5. Review the content to verify that it appears as you expect.

[[File:Lti blackboard example.png|800px]]

'''Important:''' when you click the LTI link and end up with an empty page, it means that the course on Edge is not available yet. In Studio, under '''Settings/Schedule & Details''', change the start and end dates and '''Save'''.

[[Category:edX]]