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fall 2021 info

Rethinking Instructional Design for Learning Engagement

The mission of the RIDLE program is to create an inclusive and collaborative environment in support of innovative teaching for engaged and equitable approaches to learning.

To continue campus commitment to enhance and enrich online teaching and learning, we are announcing 20 course grants. These RIDLE course grants will fund twenty courses that will be taught 100% online in the 2022 Fall or Winter quarter. The overarching goal of the RIDLE grants is to continue to support UCR faculty in developing high-quality online courses.

 
Recent Topics
  • Where can I find past XCITE webinars and courses?

    Click on the Support/Training tab and scroll to the Training Library section.

  • How do I use closed captioning in Yuja?

    Log in to Yuja at ucr.yuja.com and locate your video. Mouse hover over the video and select More. Within the list of menu options select Accessibility. Select either Auto Caption or Human Caption and follow the prompts.

  • Looking to maximize online exam security?

    Discover how to use two layers of security to protect honesty and foster an environment of academic integrity to produce more secure exam outcomes.

    Click here to learn more.

  • Can I use Slack to share videos?

    Yes you can share files through Slack. Please read the documentation here.

  • Where can I find Gradescope?

    You can add Gradescope to both eLearn and iLearn courses.

    eLearn: Go to course Settings/Navigation and enable it from the list of options.

    iLearn: Please review the instructions for enabling Gradescope in iLearn here

  • How do I add a recorded lecture into my course from within YuJa?

    Once your video is added to YuJa, you can choose the "More" option from the video thumbnail menu and select "Links" to grab the link or embed code to provide to students through a course. NOTE: you may want to adjust the link "Security Settings." You can also use the "YuJa Media Chooser" integration to deploy videos to course Pages, Modules, or Content Areas from within a course. See these resources for using the YuJa Media Chooser in eLearn (Canvas) and using the YuJa Media Chooser in iLearn (Blackboard).

  • How do I connect to my Google Drive in Canvas as an Instructor?

    The Google Drive web service allows you to integrate Canvas with your Google Drive account. All users can authorize their Google Drive accounts for access to Google collaborations and assignment uploads. More instructions can be found here

  • How can I filter my view of the eLearn (Canvas) Gradebook by section or make Announcements or Assignments by section?

    You can use the Canvas "Groups" functionality for section designations and then you can filter the Gradebook by "Group:" 
    filter_by_student_group.jpg

    You can also administer Assignments by Group, or make Announcements to specific Groups from within the lecture section of the course.

  • What do I do if students created a recording for a proctoring session but failed to "start an exam"?

    Contact XCITE-help@ucr.edu and someone on the XCITE team will access the students' accounts to relocate the videos to your YuJa

  • How do I integrate Yuja with Canvas?

    Media uploaded or imported to the Yuja cloud can be shared directly through Canvas. This makes it simple for instructors to add video content into multiple areas within Canvas. Click here to learn more.

Ridle Asset 2

Rethinking Instructional Design for Learning Engagement

 

Application

To continue campus commitment to enhance and enrich online teaching and learning, XCITE is announcing 20 RIDLE course grants that will fund courses taught 100% online in the 2022 Fall or 2023 Winter quarter. The overarching goal of the RIDLE grants is to continue to support UCR faculty in developing high-quality online courses.

The mission of the RIDLE program is to create an inclusive and collaborative environment in support of innovative teaching for engaged and equitable approaches to learning.

 

Goals of the RIDLE program:

  • Promote greater online course access for students 
  • Establish an inclusive and diverse environment that encourages collaborative exploration of innovative pedagogical practices
  • Support student success through pedagogical innovation and the design of equitable and inclusive teaching
  • Guide deeper thinking about issues related to online teaching and learning 
  • Assist faculty in designing learning that shifts students from a passive to an active role in the classroom

 

Opportunity

During the early pandemic period, UCR faculty were driven to create many online courses very quickly. Transitioning back to campus, bringing forward lessons learned, and preparing to engage students in online learning can be a riddle. The RIDLE program offers UCR faculty a community think tank for transitioning their face-to-face course to online or improving their existing online course, focusing on student engagement. The design and delivery of a hybrid course is also acceptable in the RIDLE grants.

Research tells us that higher levels of teaching presence is achieved when teachers engage students in shaping their learning. According to the Association of Chief Academic Officers report (2021), engaging students was the most frequently cited challenge and a key priority for the future. Nearly three-fourths (74%) of faculty identified increasing student engagement in class as a priority for the fall term 2021.

 

Methodology:

RIDLE sessions are facilitated using design thinking strategies and the Community of Inquiry (COI) framework. The COI model describes how learning takes place for a group of individual learners through the educational experience that occurs at the intersection of social, cognitive, and teaching presence. RIDLE sessions are intentionally collaborative and include faculty, instructional designers, librarians, students, and others.

Design Thinking Process
stanford design thinking process
 
Community of Inquiry Framework: The Educational Experience

Social Presence

(Setting the Climate)

 

What? The ability to assert one’s beliefs, feelings, and personality to establish relationships, trust, and open communication on and offline. 

How? Build community with activities and icebreakers, encourage respectful discussion on and offline, and give learners time to work collaboratively on shared tasks. 

Cognitive Presence

(Supporting Discourse)

 

What? The ability to construct meaning through a combination of individual experience and reflection then social negotiation and collaborative constructivism. 

How? Teach student how to work through the practical inquiry model—triggering event, exploration, integration, and resolution. 

Teaching Presence

(Regulating Learning)

 

What? The ability to design, facilitate, and direct the social and cognitive presence to achieve high-quality learning outcomes for students.

How? Design online and offline learning to engage students in collaborative constructivism. Facilitate relationship building and provide individualized support. Guide the learning happening both online and offline. 

Dr. Catlin Tucker, "Developing a Community of Inquiry in Your Blended Classroom" July 23, 2019, https://catlintucker.com/2019/07/community-of-inquiry/.

Benefits of Collaborative Design:

  • Break campus silos by nurturing inclusion
  • Build community and inspire innovation
  • Include diverse viewpoints of learning pathways
  • Create a proof of concept and guide development of the learning experience
  • Create shared ownership of teaching and learning

 

Call for participation:

RIDLE consists of 20 online courses redesigns in support of online growth and student success at UCR. RIDLE 2022 sessions are held February – May 2022, with continued course design until course launch in fall 2022 or winter 2023. See schedule below. More schedule details will be sent to approved applicants.

  • Grant Applications Due: Friday, December 17, 2021, by 5pm
  • Grant Awardees Announced: Tuesday, January 21, 2022
  • Apply online through this application form
  • Grant awardees must attend the RIDLE Kickoff session scheduled for mid-late February (TBD) and at least six of the seven RIDLE collaborative design sessions. See RIDLE Schedule below. 

 

Priorities for Selection:

There are two priority course groups for this grant call:

Priority #1: Undergraduate general education, gateway courses, or requirements for majors

Priority #2: Undergraduate courses with high re-take rates, lack of available seats, or large waitlists.

 

Each grant provides the following resources – total package - $4,000 per grant:

  • $3000 stipend to the instructor
  • $1000 to the instructor’s department

Rethinking Instructional Design for Learning Engagement

Faculty, instructional designers, students, librarians, and others participate in collaborative course design sessions on the first and third Friday of the month (March – May), 11:00 – 12:30, XCITE Commons, Rivera Library, A0101A. A grab and go lunch is included.

Cross-campus enrollment:

The UC Office of the President funds these grants through ILTI block grants. RIDLE awarded courses must be offered for cross-campus enrollment per the Innovative Learning Technology Initiative (ILTI). Each course will be listed on the UC system cross-campus enrollment website (https://crossenroll.universityofcalifornia.edu/). At a minimum, each course will need to be taught at least once in the Fall or Winter 2022 quarter.


RIDLE Schedule:
Ridle Asset 2

Rethinking Instructional Design for Learning Engagement

 

 

 

 

Faculty, instructional designers, students, librarians, and others participate in collaborative course design sessions on the first and third Friday of the month (March – May), 11:00 – 12:30, XCITE Commons, Rivera Library, A0101A. A grab and go lunch is included.

 

The Call

Asking for 20 participants to participate in RIDLE community to design an online course using Col practices.

Apply by 5PM, Friday, December 17th, 2021

Apply Here

OCTOBER 2021

  

Launch

Session 1: RIDLE Kickoff session February 25th with guest speaker, Dr. Martha (Marti) Cleveland-Innes, Athabasca University.

FEBRUARY 2022

  

Social Presence

Session 2: March 4th Social Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 3: March 18th Social Presence community sharing.

MARCH

  

Cognitive Presence

Session 4: April 1st Cognitive Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 5: April 15th Cognitive Presence sharing session.

Course building w/ID

APRIL

 

Teaching Presence

Session 6: May 6th Teaching Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 7: May 20th Teaching Presence sharing session.

Course building w/ID

MAY

  

Celebration & Course Launch

Course building w/ID continues

November 4th: celebration of accomplishments

Course Launch: Fall(Sept) 2022 or Winter(Jan) 2023

JUNE-DECEMBER

 

 

 
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