Lisa: At three o'clock hour when I start losing energy. So I really wish I had
Lisa: The coffee and pie. Like we usually do at our face to face events. But, oh, I'll, I'll have to give you a rain check. So hopefully you'll take me up on the
Lisa: Offer a rain check when we're back to face to face, workshops, but but for now. Thank you for being here and we have a great workshop for you today. I'm Lisa, listen. Oh, the program director for the program for
Lisa: Excellence and we have Katie Kelly, the Assistant Director for the program for instructional excellence and then we have fun. We, who is our Greg TA for the program for instructional. Excellent. So thank you again.
Lisa: And we have an awesome workshop sponsored by our fabulous colleagues from the Office of distance learning with
Lisa: With Mary and
Lisa: kip and Amanda and I'll let them go ahead and and take things over. And I'm sure they'll introduce themselves. So, so thank you. Oh DL folks for providing us another wonderful opportunity to understand how to do this teaching online thing.
Mary Eichin: Everybody see that okay
Mary Eichin: Hi. Good. My name is Mary I can and I welcome you to our workshop provided by myself and Amanda and kip
Mary Eichin: I'm going to do some introductions and take my video off because I find that a little distraction.
Mary Eichin: Okay, so first up will be kip butts. He's our residents canvas quiz expert and technical trainer. He helps instructors via one on one consultations or via email to set up their quizzes and Canvas so that they
Mary Eichin: Can he can meet their various needs. He's also one of our canvas technical support technicians who answers our support tickets and he usually gets some of the most difficult ones.
Mary Eichin: He also works for our systems teams to help with our technical infrastructure at audio and
Mary Eichin: He creates our internal training on things like setting up your VPN using teams updating your browser, etc, etc. He is indispensable and irreplaceable.
Mary Eichin: We also have then Amanda Whitaker, who comes to us via a background in library science and Matt has made her very gifted with understanding and explaining technology.
Mary Eichin: She helps test our new technologies reports on ease of use issues that may occur and items for improved performance and she's also indispensable and irreplaceable. And she's also our on our lock expert.
Mary Eichin: And me Mary I can, I am faculty admin here at FSU and the Office of distance learning
Mary Eichin: Assistant Director for technology, which includes being the lead administrator for the canvas learning management system.
Mary Eichin: My graduate degree is in instructional systems design. I have 23 years of experience as an instructional designer.
Mary Eichin: Which includes media production project management subject matter research script writing and training, most of that at a consulting firm that developed online professional development and training primarily for physicians firefighters foresters can educate tours.
Mary Eichin: So that's us.
Mary Eichin: Our objectives may not go necessarily in this order. Actually, I do think they go in this order this time. This is a wide and varied group of people
Mary Eichin: Teaching different disciplines, some with lots of teaching experiences and some who are new to the teaching profession, so
Mary Eichin: We're, we're sure that some of this may be repeat information for some of you, but we also feel that there's something for everyone. So we hope by the end of the session
Mary Eichin: You will be able to use the canvas quizzes tool to increase security and minimize cheating and as well as the entourage tool to create a remote proctored quiz in order to increase security and minimize joining
Mary Eichin: Us the honor lock video reviewing tool to review flag remote proctored exams. If you use on our luck.
Mary Eichin: Correlate objectives and assessments using Bloom's Taxonomy and consider alternative assessments to proctor testing.
Mary Eichin: So first up is going to be kip and he's going to show you how to use that quizzes tool and I'm going to stop sharing now.
Irvin Butts (kip): Alright, hello, is everyone able to see my screen. All right.
Irvin Butts (kip): All right, I'm gonna go ahead and jump straight into content about quizzes.
Irvin Butts (kip): Canvas quizzes are a form of internal testing within Canvas.
Irvin Butts (kip): While there might be a little bit of extra time. That has to be spent putting the quiz together and building it up inside of Canvas.
Irvin Butts (kip): Once it is initially built, it'll have minimal input for the remainder of the semester. The remainder of the time you use it. And this is because it can use automated grading and and to comply those grades directly into the great book.
Irvin Butts (kip): And in regards to Canvas quizzes. There are two main types that we like to go over
Irvin Butts (kip): high stakes and low stakes.
Irvin Butts (kip): Or low stakes in high stakes a low stakes test is something that's used more as a learning tool. This can be something that you can encourage your students to do research.
Irvin Butts (kip): To try to discover and find the answers themselves and you may even expect or encourage the students to work together to figure out the answers to these quizzes as they're trying to find out the material.
Irvin Butts (kip): A high stakes quiz, however, is something that is around 20% or more of the final grade for course and in those instances it's not a learning tool. Instead, it is used to judge or gauge the knowledge and abilities of the students. And this is when security becomes a concern.
Irvin Butts (kip): And in regards to these higher stakes testing.
Irvin Butts (kip): We have or have had face to face and online options in the past when we could have face to face. It was in places like the testing center where we could have physical Proctor's watching the students
Irvin Butts (kip): Or camera footage that the testing center would record where students could take their exams in the classrooms where you would have teachers and instructors able to walk around monitor and assist the students as needed.
Irvin Butts (kip): However, that is currently not a viable option for us. And instead, we're using online testing and for that we're going to be encouraging honor lock through canvas, quizzes,
Irvin Butts (kip): This is because honor walk has a webcam feature as well as a screen capture feature so we can have recorded footage of what the students face looks like as well as their entire screen.
Irvin Butts (kip): So we can more easily see what has happened, make our judgment calls and follow through as we need to.
Irvin Butts (kip): If you don't want to use on her lock doctoring or other secure methods, then exams through canvas may not be the best option because there would be no reviewable security footage and that could require a change in your strategy on how you will do your assessment for these students
Irvin Butts (kip): For canvas quizzes or high stakes tests, I would say there are short term and long term security concerns.
Irvin Butts (kip): A short term concern is something that only affects a handful of students, this would be if say I have some cheat sheets hidden underneath my keyboard.
Irvin Butts (kip): Or I have my cell phone just off camera and I'm going to try to look up the answers.
Irvin Butts (kip): Maybe I'll even try to talk to a roommate, to see if they want to look at the screen for a moment and tell me what they think. The correct answer is this is something that will only affect a handful of students. So we would consider it more of a short term problem.
Irvin Butts (kip): A long term issue, however, is when a student or individual has access to your exam material and we'll try to copy that material.
Irvin Butts (kip): And either share it or try to sell it to other students in your current course other courses that you may have this term and even your following terms, they'll try to share or sell this information.
Irvin Butts (kip): And this is a much larger concern that we do also want to try to address.
Irvin Butts (kip): So I'm going to go into some settings here and Canvas, quizzes,
Irvin Butts (kip): And I will go over the ones that we do recommend putting in place.
Irvin Butts (kip): And let me make some quick adjustments here because I do have some stuff in place so that people who were in this course are able to go through it repeatedly for demonstration purposes.
Irvin Butts (kip): Firstly, under options. We recommend shuffling your answers this way. What I may see as option A is the correct answer. Amanda may see that as her option C.
Irvin Butts (kip): And that means if I tried to talk to her between testing and I tell her. Oh, yeah. For question one I chose a and it was right, if she does the same thing. She'll get the question wrong.
Irvin Butts (kip): Additionally, we recommend that using a time limit.
Irvin Butts (kip): generally try to think, how long do you think it will take an average student to complete each question to determine how long the entire test period should be
Irvin Butts (kip): An example could be if you have 20 questions in your test and you figure it will take about 30 seconds per question.
Irvin Butts (kip): That would make it a 10 minute test. You want to give it more time for some students who may have issues or technical difficulties, but that should give you a good ballpark.
Irvin Butts (kip): Instead of taking this 20 question test and turning it into a five hour test. If you were to do something like that.
Irvin Butts (kip): You may have one student finish it in five to 10 minutes and then they'll have another four four and a half hours.
Irvin Butts (kip): To consult with their classmates to try to tell them what they saw on the exam so they can do additional studying that's more pointed so they can essentially get an advantage when they take the exam at a later date.
Irvin Butts (kip): When it comes to allowing multiple attempts. This isn't something we recommend because that's just increased time. The student has with the exam more chances to see the information and to try to share that information.
Irvin Butts (kip): And then when it comes to let students see their quiz responses we very, very strongly recommend never using this
Irvin Butts (kip): This option will allow students to see all of your questions and all of your answer options outside of any form of prop during or security.
Irvin Butts (kip): This means if this box is checked, students will be able to see every question and copy and paste them into pictures text documents save them on their computer and share them with anyone else. So we very strongly recommend never using us.
Irvin Butts (kip): It can be fine for a learning tool, but not for high stakes.
Irvin Butts (kip): One question at a time can be good if you have a lot of images in your exam. It can help to eliminate some of those loading errors that can happen. But when you do select this option, you want to extend the duration of your tests slightly say with that 20 question test.
Irvin Butts (kip): We've found that some students may take 15 to 30 seconds just to load a new page. And because of that, that would mean that this 20 question test.
Irvin Butts (kip): May take an extra five to 10 minutes of the students sitting there on a loading screen unable to answer the content. So we would want to adjust the time. Accordingly, if you would only display one at a time.
Irvin Butts (kip): Next we have access code. This is something that honor lock will automatically generate if you do set up on our luck. That is, which this HL know edit is for its honor lock telling us not to edit this password.
Irvin Butts (kip): And then this bit at the end is a random generated string by our luck for the specific exam if you do change this content.
Irvin Butts (kip): Then honor lock will no longer have the correct password to make this exam work and students will not be able to access the material unless support comes in and makes a couple quick changes to reset this password and allow on are locked to input it correctly.
Irvin Butts (kip): And then we have the filter IP addresses. This is something that's used for physical locations. So we can say tell
Irvin Butts (kip): Canvas that people who are at the FSU testing facility or the Panama City campus or the Office of assistant services.
Irvin Butts (kip): Have computers, where students can come and take their exams. This is a great option for face to face testing.
Irvin Butts (kip): Because when this is selected, we're able to disable the password so students can come into these specific computers and start the exam, without having to have a proctor come in and type in a password for them. But in general, this is going to be off for most exams.
Irvin Butts (kip): And then most important is this assign window.
Irvin Butts (kip): The availability from end until make hard set limits and Canvas.
Irvin Butts (kip): So today is the 27th. So I'm going to come here until this that we're going to do a test FROM 4PM
Irvin Butts (kip): To 5pm
Irvin Butts (kip): So this means that students will only have an availability window of one hour to work on their exam.
Irvin Butts (kip): There'll be unable to come in and even start the preparation within honor lock until 4pm and that preparation before their exam time or even starts can last anywhere from five to 10 minutes depending on what type of setup, they have to go through
Irvin Butts (kip): And as soon as it hits 5pm regardless of how much time they have left, they will be kicked out of their exam.
Irvin Butts (kip): This means if you have a student who was running late had some technical difficulties had an internet problem and they're unable to even start their exam until 430
Irvin Butts (kip): They will not get this full 60 minutes that we have here instead at five o'clock, they will be kicked out.
Irvin Butts (kip): Because of that, we recommend extending this window.
Irvin Butts (kip): So that it gives a bit of a buffer for students who might have technical difficulties or even accommodations
Irvin Butts (kip): In that, let's say, one of our colleagues here.
Irvin Butts (kip): Has an accommodation for 50% extra time.
Irvin Butts (kip): If I have the setup from four to five, even if I were to give him an extra 30 minutes on this test for 90 minutes he still has only this one hour window and we'll still get kicked out at five o'clock.
Irvin Butts (kip): Because of that, we can extend this window.
Irvin Butts (kip): To allow him that 50% extra time. But this still is a really tight window. So we recommend extending it slightly beyond that.
Irvin Butts (kip): So on this example if I don't have any students with accommodations, I would still want to extend this timer.
Irvin Butts (kip): So that if a student comes in a little late has trouble getting into honor lock.
Irvin Butts (kip): Or has some technical difficulties, while they're testing and they should get some extra time added on top like if their browser computer crashes. We want to be able to give them that chance so they can have their full time during their exam.
Irvin Butts (kip): And then if we have someone coming in with extra time on top of that, we can simply
Irvin Butts (kip): Increase this duration to apply to everyone.
Irvin Butts (kip): Or like with the example where I was using our colleague here.
Irvin Butts (kip): We can come in here and specify for him specifically
Irvin Butts (kip): To have an extended window.
Irvin Butts (kip): So that he and he alone would have a two hour window, whereas everyone else has just under an hour and a half window.
Irvin Butts (kip): This, however, can get a little tricky. If you have lots of different students with lots of accommodations using a single assign and just making large enough for everybody.
Irvin Butts (kip): Can help you with certain students who might have technical difficulties more easily. And then you also have the extra time for the students who have accommodations
Irvin Butts (kip): Are there any questions on this.
Irvin Butts (kip): All right, I'm going to move on to go over a little bit of the quiz questions.
Irvin Butts (kip): I'm not going to go over the individual questions themselves, but I will go over how Canvas users, groups and banks and how that can increase your security within an exam.
Irvin Butts (kip): In this particular group. I have four questions. And I'm telling canvas to pick four of those questions. That means it will take these four questions and randomize their order, but it will use every single one of those questions one time.
Irvin Butts (kip): I've also told this group to give each question one point, even if I were to come into these individual questions and give them a different point value the way groups work in Canvas, it will override those individual point values and use what the group says
Irvin Butts (kip): This means if you have a true false worth one point in the same group as an essay question that's worth 20 points. They're still going to be set to the exact same point value depending on what you have the group set up as
Irvin Butts (kip): In this group. I'm telling it to us. One question out of these four so it'll pick one of these random four questions to give to a student
Irvin Butts (kip): This can be great if you're going to have say a math test or a concept test where you want to ask them a specific type of question for a concept or a formula or process, but you can change around those variables. So, two students may get a different question that's on the same topic.
Irvin Butts (kip): And then finally, I have a question bank here.
Irvin Butts (kip): And this bank is linking
Irvin Butts (kip): To this specific question bank which has four questions.
Irvin Butts (kip): And I'm telling this canvas group to pick two of those four questions and it'll randomize their order one person may get question to end for another person may get question for in one
Irvin Butts (kip): To create these groups, we would go into quizzes.
Irvin Butts (kip): Rather to create banks, we go into quizzes and we click on these three dots.
Irvin Butts (kip): And manage question banks.
Irvin Butts (kip): From here we can add a question bank.
Irvin Butts (kip): Give it a new name.
Irvin Butts (kip): Click on the bank's name and we can create questions, just like we would if it were any other quiz or question area in a test.
Irvin Butts (kip): And then we can apply these new banks, if we come in to add a new group.
Irvin Butts (kip): We can give it a name.
Irvin Butts (kip): And we can either select a bank that we may have such as the one we just made or this bank here.
Irvin Butts (kip): And as we see this bank has 100 questions in it.
Irvin Butts (kip): And I can tell it to pull 50 of those 100 questions.
Irvin Butts (kip): Additionally, if I did not want to pull a question bank, I can create a new group.
Irvin Butts (kip): Create that group. And I can just make new questions.
Irvin Butts (kip): And once this question is made. I can click and drag it into the appropriate group if we notice it has told me that there's an error because I was asking it to pick more questions than were previously in that group.
Irvin Butts (kip): But if I go ahead and make some adjustments to this group.
Irvin Butts (kip): Here we go.
Irvin Butts (kip): Well it's being a little finicky right now. But in general, it'll just let you know when there are problems. So you can correct those problems as needed.
Irvin Butts (kip): And I see that there is a question here.
Amanda Whitaker: Joe asks, What's the difference between a bank in a group.
Irvin Butts (kip): All question banks will go inside of
Amanda Whitaker: A group.
Irvin Butts (kip): But not all groups need a question bank you can view a group as kind of a basket.
Irvin Butts (kip): And inside of this basket or this group. You can either put individual questions that you make inside of the quiz or you can take a pre packaged cluster of questions. That's your question bank to put inside of this basket. Does that make sense.
Amanda Whitaker: I'm a follow up question just in case, it'll help clarify for anybody. When would you want to use a bank as opposed to just creating a group
Irvin Butts (kip): Question banks can allow you to have a lots of different questions that you might want to use repeatedly throughout the semester.
Irvin Butts (kip): Such as if you want to have a chapter one question bank and a chapter two question bank and a chapter three question bank.
Irvin Butts (kip): You can then reuse those banks repeatedly throughout the course, such as your midterm might have chapter one and chapter two and then your final might have chapter one. Chapter two, and chapter three banks put inside of this final exam.
Amanda Whitaker: And then there was another question earlier, could you clarify a little bit more. What happens or what other options are there for letting students see the correct answers.
Irvin Butts (kip): Options to let students see the correct answers that would be
Irvin Butts (kip): Those come back up to the top.
Irvin Butts (kip): This option here will let students see the correct answers, but when you have the selected it lets them see
Irvin Butts (kip): All of the questions and there's not much control that we can have over this, which is why we recommend not doing it for high stakes testing, even though it says here only once after each attempt, even when that selected after the student does finish their exam.
Irvin Butts (kip): On her lock will be disabled.
Irvin Butts (kip): There will no longer be any tool to record what the student is doing. But that means that there's also no security in place to know if the student is or is not being dishonest and copying the entire exam to share it with other people.
Irvin Butts (kip): If you do want to share your questions and comments you can do this or you can create a form of a print out or a handout.
Irvin Butts (kip): That you might have linked inside of your modules as a file to go over what the questions were what the correct answers are, if you would be concerned about letting students copy your exam content.
Irvin Butts (kip): Questions from the quiz be imported into a bank.
Irvin Butts (kip): That can be kind of a tricky thing to do. Do you have any info on that, Amanda, because I've never got it to necessarily work effectively for me.
Amanda Whitaker: So campus quizzes are very
Amanda Whitaker: I guess sort of secular
Amanda Whitaker: Each quiz is its own entity. So if you make a bank, it's a little bit easier to bring that information into a quiz.
Amanda Whitaker: But canvas quizzes, it's a little bit harder to take that information and put it into something else canvas does now have the ability to copy an entire quiz. So if you wanted to duplicate an entire quiz, either in another
Amanda Whitaker: Another current term course or a future term course or even in the exact same course that's possible. But as for like dragging and dropping or taking one particular question from a quiz and putting it into a bank or moving it into another
Amanda Whitaker: Quiz canvas doesn't really have that functionality right now. So if you think that you might want to change your questions in a quiz.
Amanda Whitaker: At some point, for example, if you want your midterm to reflect only the chapters that you've gotten to and you want students to have a more customized test.
Amanda Whitaker: That would be an opportunity to use a bank so that you can have those split up into different topics or chapters and then have the quiz poll. Just what you've covered already
Irvin Butts (kip): There is something to be careful about with banks. However, since you may be using the same bank for multiple exams throughout a course.
Irvin Butts (kip): You want to make sure that you don't edit this bank as you're moving through the course. If you're reusing it. That means that if you have your bank.
Irvin Butts (kip): For chapter one set up in one way, at the start of the term and you edit it towards the end of the term.
Irvin Butts (kip): That could affect the historical data if someone wants to go back through to check what's going on since what was referenced at the start of the term is now going to a very edited content that's not the same as it initially was and that can cause some complications and difficulties.
Amanda Whitaker: And then Melanie has her hand raised. Would you like to use your microphone, ask a question.
Melanie Medina (she/her/ella): Yes, thank you. Um, I actually had a question about and I don't know if you'll cover this, but about the logs and how they could
Melanie Medina (she/her/ella): Potentially with the logs for the quizzes, they could tell you if the students are cheating or not. So I get a lot of random questions about
Melanie Medina (she/her/ella): All my internet went out, or I couldn't you know it took me three minutes to be able to go back to the question, right. And I don't know if that's true.
Melanie Medina (she/her/ella): And so when I've looked at the logs. I could see that students saying I had like a five minute lag and I can see the five minutes.
Melanie Medina (she/her/ella): But then when I was looking online at, you know, Canvas support groups they would talk about how, if the students are going to you know Googling things
Melanie Medina (she/her/ella): That you could see it on the log. And so, is that true because then I can use that as a measure to say to tell students if I see that you're viewing the question you stop viewing it you view it again and then you answer it means you're looking at things on the internet.
Melanie Medina (she/her/ella): Right.
Irvin Butts (kip): Over the logs pretty quickly here.
Melanie Medina (she/her/ella): The Great, thank you.
Irvin Butts (kip): So to get there from your main exam window, instead of editing. I'm going to come to moderate
Irvin Butts (kip): This is the same area where you go to give students specific accommodations or even extra attempts if they have that accommodation in place, we click on the students name, who, this is a student, I'm going to be using shortly as a test. Example For Honor lock.
Irvin Butts (kip): And we can see what they did in the attempt itself. But if we click View log on the top center of the page.
Irvin Butts (kip): It'll show us these numbers are for the attempts, generally, you're only going to have the one attempt
Irvin Butts (kip): But in here, we can see that Canvas is saying, oh, the student probably saw these questions.
Irvin Butts (kip): Oh, the student would have answered these questions, it would indicate that and then it's letting me know the students stopped reviewing it, and then they started viewing it again.
Irvin Butts (kip): And you can see this timestamp was about a three second window where the student was outside of Canvas. We can't say what the student was doing or where they went.
Irvin Butts (kip): All the canvas quizzes is able to tell us is that the student was no longer viewing this exam window as their primary window.
Irvin Butts (kip): They could have say gone to a calculator that they may have had on their computer or a notification may have come up with their on Windows.
Irvin Butts (kip): It's just letting us know at some point campus quizzes was not the top thing so they could have gone to Chrome. They could have gone to Google.
Irvin Butts (kip): They could have been texting a friend through their computer. We just know that in this 32nd period. This particular student was not viewing canvas, quizzes,
Amanda Whitaker: Or that some notification might have been superseding the attention. The, the main focus of the window.
Yes.
Amanda Whitaker: And then to address that if you do end up using honor lock that is something that you would have video evidence of
Amanda Whitaker: So instead of having to comb through the logs surmise what students might or might not have done with honor lock, you would have the screen capture that you would be able to review and actually see what they did on that screen.
Melanie Medina (she/her/ella): Right and and sorry I could because we don't use on our log
Melanie Medina (she/her/ella): And right. Oh, right. And so we actually want to avoid using it. And so one of the things that I was curious about is that if another possibility of these could be indeed having connectivity issues.
Melanie Medina (she/her/ella): So if the students have so you know I use a lot of images. And so I know that depending on their Wi Fi or internet, they may not be able to download the images fast and so will that be shown here as well.
Irvin Butts (kip): That may not be shown here in this example. This is still the same test student, but for a version, the test. I took previously.
Irvin Butts (kip): I wasn't jumping around between windows too much and it's still telling me I was viewing I stopped viewing. I was viewing I stopped viewing, even though I don't think I was actively trying to jump in and out of the exam content necessarily
Irvin Butts (kip): So sometimes, this will tell you that there is information, but it doesn't have enough information to go to conclusions, such as the student was definitely being dishonest on their exam. We don't have enough there to make those claims.
Melanie Medina (she/her/ella): Thank you.
Irvin Butts (kip): And now I am going to turn off my camera for a moment because I'm going to pretend to be a student inside of the example test and webcams can only be used by one device at a time.
Irvin Butts (kip): So over here.
Irvin Butts (kip): I am currently
Irvin Butts (kip): Double Oh Seven and I'm going to come to our course.
Irvin Butts (kip): And I am going to
Irvin Butts (kip): Come to take this exam. But I also want to point out
Irvin Butts (kip): Let's come to Amazon.
Irvin Butts (kip): That there are some settings that can be in place in Chrome automatically that might cause a student to be dishonest without necessarily intending to be
Irvin Butts (kip): And in this example, I have
Irvin Butts (kip): Google Translate setup. It's a default setting inside of Google.
Irvin Butts (kip): And that means that here while everything is in Japanese. I can simply click this button on the top and I can turn it into English.
Irvin Butts (kip): If you have an exam with a bunch of Latin terms or a foreign language exam. This may give students an unfair advantage, even if they weren't intending to be using it since it is something that just comes with Chrome and is on by default.
Irvin Butts (kip): Additionally, Chrome does have the ability to do spell checking
Irvin Butts (kip): And also use third party extensions. So in this instance, I have Grammarly setup, which a lot of students do use Grammarly for such as typing emails and reports and I can see that it is giving me grammar corrections and spelling corrections.
Irvin Butts (kip): These are things that we recommend
Irvin Butts (kip): Students have turned off or disabled before they start their exam.
Irvin Butts (kip): To do so we can come and click on these three dots. Now I'm going to go to Settings first
Irvin Butts (kip): And I'm just going to type in language. If I can spell it correctly.
Irvin Butts (kip): And inside of language, we see that it's currently doing some spell checking, which I'm going to disable
Irvin Butts (kip): And then there was also the ability to translate which I am going to disable that as well. So no more spell checking and no more translation.
Irvin Butts (kip): Then I'm going to come up here.
Irvin Butts (kip): Backs and three dots, go to more tools and go to extensions
Irvin Butts (kip): And then an extensions, we see that I have Grammarly here enabled. I'm just going to turn it off.
Irvin Butts (kip): So with that, I should be ready to start my exam.
Irvin Butts (kip): That's we see it's no longer giving me any corrections there. And this is still set up as the language translate but it won't do any more. TRANSLATION
Irvin Butts (kip): So from here, I'm going to come to take the example quiz that I show
Irvin Butts (kip): And I do not have honor lock installed on this browser yet on our block itself will only work within Chrome
Irvin Butts (kip): So if I did not have Chrome here, it would give me a link to download Chrome, but since I'm already on it. It's just telling me I need the extension. So I'll agree to get it and get started.
Irvin Butts (kip): It's going to take me to the Chrome extension page for honor lock and I can just add it to Chrome
Irvin Butts (kip): I'm going to add extension.
Irvin Butts (kip): And here it's telling me, do I want to sync it to my account and I do not. This means that if I were logged in with my own personal Chrome account, it would sink and it could go to all of my other instances of Chrome. And I don't really care to have that take place now.
Irvin Butts (kip): Now I am able to take the exam.
Irvin Butts (kip): And these are settings that are in place here.
Irvin Butts (kip): That Amanda will go over when she gets to her part, but these settings are instructions by the instructor that will only show up this one time at the start of the exam.
Irvin Butts (kip): So it's things like letting me know, this is an open book test telling me that I'm not allowed to wear my headphones and some other things that students should know when they go in, but don't need to be constantly your mind to do. So I'm going to launch the Proctors
Irvin Butts (kip): And I get a window up here.
Irvin Butts (kip): And it's telling me that I have too many tabs open if we notice I have the exam window the extension, the word counter and Amazon. So it's going to have me close the other tabs and leave me with only the exam, quizzes,
Irvin Butts (kip): And now saying that I'm good to go. So I'm going to continue
Irvin Butts (kip): And now it is going to do a screen capture of me, and in this, it's only going to look at my face and recognize that I have a face.
Irvin Butts (kip): And once it recognizes that I do have the face. It will take a picture and then this picture is going to be saved, only for the Proctors of this exam.
Irvin Butts (kip): That means if I also had the step in here to show my ID, which I intentionally turned off because it can be kind of a picky, sometimes with my particular ID.
Irvin Butts (kip): I would have to, or I would have the ID picture taken and my face picture taken side by side while you're doing the processing of the exam. So you can see who the student is and then you can see their ID to match their face to their ID.
Irvin Butts (kip): Honor lock does not record that information. It's doing a facial recognition just recognizing that there is a face, but it's not storing that data to do anything with it.
Irvin Butts (kip): And now I'm going to launch a screen recorder.
Irvin Butts (kip): And it is going to tell me that I'm going to record this display. So I'm going to click my one display.
Irvin Butts (kip): If I had more than one monitor hooked up. This would not work on her luck will only function. If you just have one monitor. If I had to. It would lock me out and tell me that I unplugged my other displays or turn them off.
Irvin Butts (kip): So I'm going to go ahead and share this monitor
Irvin Butts (kip): We see it's double checking and now I can start the exam.
Irvin Butts (kip): It has taken me into browser guard. That is the blue border around this window and I can see all of my questions.
Irvin Butts (kip): Well, I didn't go over the individual questions. I can tell you all of them. I had set up with correct as the first answer option and then anywhere that they are ordered. I went correct from one to three and then wrong was 123 so we can see how these have shuffled the answer options.
Irvin Butts (kip): Same with the drop downs do get shuffle.
Irvin Butts (kip): Matching was also shuffled because this was 12345 I've added distractors
Irvin Butts (kip): And then if we come down to the question groups.
Irvin Butts (kip): Where I told it to shuffle which this is the shuffle group.
Irvin Butts (kip): That was the first question. The third question. The second question than the fourth
Irvin Butts (kip): And this was the group where I told it to pick one question, and it gave me the second question.
Irvin Butts (kip): And then finally, in the banker. I told it to give me two questions. It gave me question for and then Question three.
Irvin Butts (kip): So I'm going to go ahead and stop this exam.
Irvin Butts (kip): This is just a notification, letting me know I didn't answer all the questions at the top and I'm okay with that.
Irvin Butts (kip): And now that I've finished the examiner is submitting on our lock has now turned off his disable and is no longer doing any sort of recording or capturing
Irvin Butts (kip): In fact, I can come here to extensions to manage my extensions
Irvin Butts (kip): And I see honor lock. I can just remove it from my computer entirely
Irvin Butts (kip): Turn Grammarly back on and I am good to go.
Irvin Butts (kip): Are there any questions about this.
Amanda Whitaker: And I do want to clarify for this. We're talking about the student experience right now.
Amanda Whitaker: I'll be going over the instructor experience.
Amanda Whitaker: And setup next
Yes.
Irvin Butts (kip): I am re enabling my translate and my spell check since I'm no longer taking a test.
Amanda Whitaker: And Melanie has raised her hand. So go ahead. Thank you.
Melanie Medina (she/her/ella): I have one more question. Maybe that's fairly related to them. But if the students are not allowed to if I on select the option of let students see the answers.
Melanie Medina (she/her/ella): Will this students be able to see the answers on speed greater or not at all ever
Melanie Medina (she/her/ella): Never so okay so because my concern would be
Melanie Medina (she/her/ella): I feel like it would be a lot of back and forth on oh I want to see the they're going to have access to the questions. One way or another. No, because they need to verify the world separating correctly because we make mistakes.
Amanda Whitaker: So, so this is
Amanda Whitaker: That situation is entirely up to you, your teaching style, how you want your class to go. We simply recommend not having the show answers as a default option.
Amanda Whitaker: Because in the vast majority of cases, a lot of instructors reuse their exam content to cut down on time spent making exams each semester. And if you reuse that exam content.
Amanda Whitaker: And show answers, or at least show the questions to students throughout the semester that becomes a vulnerability, where
Amanda Whitaker: A student can take that information either altruistically share it with future classes or sell that for future classes and then suddenly you have
Amanda Whitaker: Students who are only preparing for the test and not learning the material. So it's a balancing act that that you as an instructor would know better than us. We just giving general guidance.
Melanie Medina (she/her/ella): Right and and what I meant was, is there an alternative to that, you know, of course, I agree with you but were there alternatives here where the students could, you know, potentially see if we made a mistake and or something like that. I don't know. Just alternatives, I guess.
Amanda Whitaker: There's not
Amanda Whitaker: Very good alternatives for distance. In this case, anytime that you're going to open up the ability for students to see on their own equipment what those
Amanda Whitaker: test questions and or answers were
Amanda Whitaker: Pretty much all computers and therefore all students have the ability to either take a image of their screen or even record their screen. So it's, it is especially when we're in this distance learning
Amanda Whitaker: It's a lot harder to maintain that test security. If you want to go over questions and answers with students.
Mary Eichin: Yeah, I was just going to suggest that really the only way I think at the distance part of it to do it would be to just go over that in our class in a zoom meeting.
Melanie Medina (she/her/ella): And make it real.
Irvin Butts (kip): Because I have seen and assisted with some academic investigations in regards to question banks that had been copied and shared
Irvin Butts (kip): Throughout the entire course and even across multiple terms semesters in two years. There were banks out there that had been shared. So we want to make sure that doesn't happen again or instructors don't have to worry about that.
Melanie Medina (she/her/ella): Thank you everyone.
Here we go.
Irvin Butts (kip): Ready, Amanda.
Amanda Whitaker: I'm just going to change this real quick.
Amanda Whitaker: Okay. And can everybody see my screen.
Amanda Whitaker: All right, perfect.
Amanda Whitaker: I do want to add a couple of things we will be sharing this organization site with you after the webinar. When we get the participant list.
Amanda Whitaker: In on this website as Maria mentioned during insert into introductions. I have a background in library science and have been a librarian for a good chunk of my life. So I have a tendency to gather information and try to share that information.
Amanda Whitaker: So when we started using this org site just as a way for us to keep track of where we were going and what our structure for our webinars was
Amanda Whitaker: I kind of just started adding more and more resources to share with instructors. So we will be sharing this with you. It's up to you whether you want to use any of the resources here or not, but we do have some frequently asked questions.
Amanda Whitaker: The most important one, or at least the most common one is what to do when reporting academic dishonesty.
Amanda Whitaker: If you are reviewing our locker. Even if you're not using on a walk at all. And you believe that a student is either suspicious or have proof that a student has cheated. You will want to contact Joshua Morgan or Andel Rossi with faculty development and advancement.
Amanda Whitaker: And they can provide you with information about the next steps. They can look into. See if the student has any prior violations.
Amanda Whitaker: And even if you don't think you have enough evidence for an academic dishonesty hearing. They can also
Amanda Whitaker: Unofficially, keep track of a student and if they have any patterns of suspicious behavior across multiple classes or multiple semesters. So as an example, if kip and I were both instructors. We have no reason to talk because he is in one department. I'm in a completely different department.
Amanda Whitaker: But we share the same student, and we both independently found the student to be acting suspiciously on a test.
Amanda Whitaker: If each of us independently were to contact faculty development and advancement.
Amanda Whitaker: They would be able to compile that information and potentially address it with the student or if there was enough evidence, then bring an academic dishonesty hearing
Amanda Whitaker: So even if you don't have what you feel is concrete proof, they have they recommend just reaching out to their office and they can kind of help you through that process. Excuse me.
Amanda Whitaker: We also have quite a few other frequently asked questions from the webinars that we have presented right now they are what I call on filed their filed by webinar. I would I plan on going through and
Amanda Whitaker: filing them more by topic so that things are a little bit easier to find. But right now, if you were to come to this page and do control F that should bring up a search bar in whichever browser you're using. And then you could search for any term.
Amanda Whitaker: Like reports.
Amanda Whitaker: So am I. Am I the only one who can report a student for suspected cheating and find a question, most of them except for apparently this one. How will have answers for them.
Amanda Whitaker: And then additionally, you will have access to other webinar recordings each webinar is unique, we follow the same structure for all of them, but
Amanda Whitaker: Each webinar has different people and therefore different perspectives and different questions. So if you have time. We do recommend going and looking at those webinars and jumping through and seeing what other questions people have
Amanda Whitaker: And then I would like to start out before actually getting into how to enable on her long
Amanda Whitaker: Start out by acknowledging that all proctored software has some vulnerabilities on a walk is not any different than any other Proctor and software. It is just the one that FSU went with from the shortlist of choices that we were given on Unlock is
Amanda Whitaker: Good in that it does not pass any additional costs on to students FSU pays for it fully. So students do not have an extra financial burden during this time.
Amanda Whitaker: The suit the security settings with honor log will definitely stop some students from being dishonest.
Amanda Whitaker: But it won't stop all students from being being dishonest and that's why having the tools of recording the screen recording the webcam is beneficial so that we can take that as evidence for an academic academic dishonesty hearing
Amanda Whitaker: I believe, Mary pointed out to us in the past that there was a survey where students self reported that if they were not proctored or otherwise stopped or
Amanda Whitaker: Convinced not to cheat about 60 to 70 of them 60 to 70% of them self admitted that they would cheat and then
Amanda Whitaker: During the summer semester when assessment testing had the opportunity to review on Unlock sessions.
Amanda Whitaker: We found that there was only about 2% of the videos that we watched that works eating. So we have seen firsthand that just having a proctored system in place can drastically reduce a student's willingness to cheat that said
Amanda Whitaker: We still recommend alternative assessments, because no proc during software's perfect students are in their own homes where they know all the nooks and crannies and there's no way that we can perfectly proctor them when they're in their own environment.
Amanda Whitaker: Mind if I step in for just one moment. Amanda, of course.
Irvin Butts (kip): I'm going to put into chat right now and we're also going to be able to put this into chat later on. Amanda's about to go over a bunch of links and references. This is a self enroll link.
Irvin Butts (kip): So if you go here, it will bring you directly into this course site and you'll be able to open this material at your own leisure after the presentation.
Amanda Whitaker: And then once we get the participants list, we will be also enrolling everyone ourselves.
Amanda Whitaker: One of the biggest things that we have heard is concerns about privacy and security with our long
Amanda Whitaker: Believe our Assistant Provost did address this back in March when we first contracted with honor lock. So we have the full FSU news article here or if you are a student prefers odio kind of summarize that into a frequently asked questions link. So, that is also available.
Amanda Whitaker: We also have some other links from honor lock themselves and so on.
Amanda Whitaker: Honor lock does offer 24 seven live support via chat to both students and instructors.
Amanda Whitaker: So we do recommend either if you're an instructor contacting canvas help desk and we can help you through whatever questions you have.
Amanda Whitaker: Or if you're the type of person that prefers to look things up yourself on a walk does have a knowledge base with a lot of great answers.
Amanda Whitaker: They have the faculty and student articles together. So just know that there will not be any in depth information that a student might use to try to be dishonest, but it will talk about the basics of, for example, creating a practice exam and Canvas.
Amanda Whitaker: And then from that knowledge base I've pulled out a couple of the most popular articles for exam configuration policies and procedures.
Amanda Whitaker: And how to review results will be going over that today. But again, if somebody prefers a written version, or if they prefer to have this as it go to later. These are also here.
Amanda Whitaker: And then we also have pulled out a couple articles for students on how to start an exam.
Amanda Whitaker: And some of the frequently asked questions we highly recommend sharing this information with students is can be through the syllabus or an announcement.
Amanda Whitaker: But it also helps it will help students with any with some of the test anxiety. They excuse me, they might face before starting a on our lock enabled test.
Amanda Whitaker: And then again we do highly recommend if a student has any trouble at all starts to get frustrated with how anything is going to contact on our lungs 24 seven support, there will be a chat bubble
Amanda Whitaker: Down in the bottom of the quiz page, both before the student starts and during the test, they can click on that chat bubble anytime and ask on our log. Any questions.
Amanda Whitaker: And for those who prefer a short video as opposed to a written guide. This is the same information just in a video format.
Amanda Whitaker: And honor walk has provided their accessibility statement if anybody would like that.
Amanda Whitaker: We also have a set of sort of cut and paste instructions that you can take as is or customize to your course. One thing that honor lock does
Amanda Whitaker: That's both good and bad from different perspectives, is that as soon as a student. Click Submit the webcam feed and the screen recording will immediately stop. There's no buffer time at all.
Amanda Whitaker: This is fantastic for student privacy because it is immediately ended. They don't have to worry about.
Amanda Whitaker: Anybody seeing anything they are completely done with their test and can stop being anxious over it. Unfortunately if you allow materials that you would like students to not take out of the testing environment.
Amanda Whitaker: You will need to instruct students to destroy those materials. For example, if you allow a piece of scratch paper and you want to make sure that students aren't taking any of those test questions.
Amanda Whitaker: Out of the test environment, you might want them to rip up that scratch paper on webcam and since clicking Submit immediately ends the web webcam feed.
Amanda Whitaker: You might want to consider adding a zero point question to the end of the test and something like this, reminding students that they need to rip up any printouts scratch paper note cards and Excel starter file and so on. While on camera.
Amanda Whitaker: And this question just gives students a moment to come back to the moment realize the test is now over there. Done. Do this on the webcam answer that they've done it and then submit
Amanda Whitaker: We also have some example additional instructions. If you would like to use or customize these
Amanda Whitaker: As kip mentioned these additional instructions are only available before students begin the authentication process.
Amanda Whitaker: These additional instructions are meant to help students prepare their test environment so that they've gathered all the approved materials and they've put away any distractions or unapproved materials.
Amanda Whitaker: If there's any instructions that you want students to have access to throughout the duration of the exam.
Amanda Whitaker: You would want to put that into Canvas quiz instructions.
Amanda Whitaker: And then if you'd like. There is also some syllabus language that our walk has shared with us, and I believe the assessment testing has customized it a little and you're welcome to customize it to fit your needs.
Amanda Whitaker: And then in this org site. We do have a video demonstration of setting up on our log. I'm going to be going over it now, but sometimes it's a little bit nicer to take a three minute video as opposed to re watching an entire webinar for the same content.
Amanda Whitaker: So to set up on our lock will need to add it to our navigation and we're going to do that by coming to the course settings.
Amanda Whitaker: And then in the course settings will want to come up here to navigation.
Amanda Whitaker: Everything in this top section, you might be aware already, but for anybody who doesn't know these are all things that students can interact with
Amanda Whitaker: Anything down here is available for instructors to add to their course but is not currently enabled. So we'll scroll down until we find our luck. I believe most of the time it's an alphabetical order, but because I come and enable and disable it so often it's at the bottom here.
Amanda Whitaker: So I'll use these three dots on the right hand side for a menu option and tell it to enable it.
Amanda Whitaker: Once one of these menu items has been added to the enabled side. We do still need to come down to the bottom and click Save.
Amanda Whitaker: And now that it has been saved. We do have owner lock here. You can also rearrange these and I'm actually going to put this up towards the top since I'll be clicking on it a lot during this webinar.
Amanda Whitaker: And I do have to click Save. Again, to save that change. And now you'll see we have on the lock up here.
Amanda Whitaker: When we go to the net on a walk navigation item, you'll see a list of all the tests that you have created in Canvas and then you can click on enable for whichever test, you would like to have on or off.
Amanda Whitaker: These are the default settings that honor long will and they will do for the test by default on her lock will record the webcam record the students screen.
Amanda Whitaker: Record the students web traffic and this is what the caveat that some students have worried that it records the entire networks web traffic. So if, for example, my sister was using Quisling to study for her class.
Amanda Whitaker: I might be worried that that web traffic would get mixed up with mine. And I'd be accused of cheating that does not happen.
Amanda Whitaker: It records the web traffic for the computer that is being used for the test and only for the duration of the test. So anything I look up before the test.
Amanda Whitaker: Anything I look up after the test whether it's embarrassing, whether it's cheating, whether it's just plain studying will not get recorded unless it's during the test that on a walk is enabled for and on the computer that is being used.
Amanda Whitaker: Also by default is the student photo and student ID.
Amanda Whitaker: And as Kim mentioned on our log only does facial detection. It can only tell that there is a face. They're not what features. There are so would not be able to tell the difference between me or kip
Amanda Whitaker: Which is why having the student photo and student ID is important. The student ID will allow on a block to verify that the ID that's being used is the same as the canvas account.
Amanda Whitaker: And that's how it'll let them in, but it would be a reviewer or instructors responsibility to ensure that the face on the ID matches the student sitting in front of the camera.
Amanda Whitaker: And then by default the room scan is also on this has been a rough point with some students
Amanda Whitaker: We do have some students who are embarrassed of their living circumstances just incredibly private and don't want to share what's around them might have something embarrassing or are trying to cheat. It's really hard to know what which of these options, a particular student is
Amanda Whitaker: Is worried about
Amanda Whitaker: But we do still recommend having the room scan on in a room scan. I'm going to pick up my webcam. So I'm sorry if anybody gets nauseous from shaky cam
Amanda Whitaker: In a room scan. If I did not have that on you wouldn't be able to see that I have some papers here, I have something over here that we don't know what that is.
Amanda Whitaker: I've got just cups I don't actually have the setup to make it look like cheating. I have my phone right here and I'm obviously at my computer. And if I was about to take a test.
Amanda Whitaker: I have my phone in a perfect position where the camera would not see it. And obviously, it won't get recorded by the screen recording because it's not my computer itself.
Amanda Whitaker: The room scan gives valuable information about a student's
Amanda Whitaker: Area. So if, for example, you were to see me reach over to those papers that I showed you and pull it back, even if I didn't show the papers themselves in the webcam, you would still have a good reasonable suspicion by knowing that that papers there and seeing me reach on webcam.
Amanda Whitaker: And then that could be used in academic dishonesty hearing. If a student was being dishonest or cheating.
Amanda Whitaker: If you have one or two students that are really anxious about the room scan it is possible to allow an exception to the room scan or an exception to any of these
Amanda Whitaker: We did recently have a student whose id wallet was stolen. And so she didn't have any kind of student ID. And then the instructor just came down here to the accommodations
Amanda Whitaker: And put it in accommodation that student with first name, last name was allowed to bypass the photo ID portion
Amanda Whitaker: And for example, in a room scan situation, I could say kip butts is allowed to skip the room scan.
Amanda Whitaker: So during his test at that point he would click on that owner walk chat bubble down in the bottom right corner.
Amanda Whitaker: He'll get to the room skin, he'll have done all the other authentication steps and he will tell the owner walk representative that he has an accommodation to skip the room scan.
Amanda Whitaker: And they will go through and check the guidelines the additional instructions the accommodations and double check that the person who is contacting them is the person with the accommodation and then they can help they can just bypass that step for kip
Amanda Whitaker: Which is exactly how it happened for the student who had her wallet stolen.
Amanda Whitaker: You can also choose a basic or scientific calculator to be shown on screen that will help cut down with students looking down and away from test material.
Amanda Whitaker: And help you have confidence in the fact that students aren't looking at any unauthorized materials but still give students the access to a basic or scientific calculator, if you'd like.
Amanda Whitaker: By default on your lock will disable copy and paste functions both right mouse clicking and the control C control X Control V keyboard shortcuts or command X control command V and Command C.
Amanda Whitaker: And also, by default on her lock will disable printing so that students cannot copy that screen or print that screen.
Amanda Whitaker: One thing that is off by default, that we do highly recommend turning on his browser garden.
Amanda Whitaker: Browser guard will maximize the window. So if I do F 11 it will look like this. I won't have access to the tabs. I won't have easy access to any other programs and it will stay like this during the duration of the test.
Amanda Whitaker: Additionally, if I were to use a keyboard command to open a new tab. And as soon as I tried to go to something like Amazon.
Amanda Whitaker: If I had browser guard on right now and was in a test, it would automatically close this tab.
Amanda Whitaker: And take me back to the test. Excuse me.
Amanda Whitaker: In addition to browser guard. If you want browser guard on but also want to allow one or two certain websites such as a website with specific formulas or if I was literature teacher and wanted students to have access to Grimm fairy tales. I could go to a public domain website like Gutenberg.
Amanda Whitaker: And find Grimm fairy tales.
Amanda Whitaker: And maybe choose the HTML version. And then I could take this URL up here.
Amanda Whitaker: And add it to the whitelist
Amanda Whitaker: And now, students are allowed to access this page, it does get a little bit tricky during the test. Since the browser Guard has the window maximized.
Amanda Whitaker: Students will be allowed to go to this page, so they won't be cut out from it, but it does get kind of hard to jump in for jump back and forth between the tabs. So if you do
Amanda Whitaker: Use browser guard and would like to whitelist URLs, please feel free to contact us at canvas@fsu.edu and we can walk you through that process and give you some more in depth information.
Amanda Whitaker: And then next we have student guidelines. These are the guidelines that kip showed off when he was acting as a student, it shows up just as a list, but these are the nine most common
Amanda Whitaker: Guidelines that instructor that honor lock has seen instructors using for their tests so
Amanda Whitaker: Usually instructors will address whether the open book is allowed or not allowed, by default, none of these are allowed, but you can turn on open book turn on open note turn on scratch paper and so on.
Amanda Whitaker: If you want
Amanda Whitaker: One of these to be on for just a couple people again, that would be addressed in accommodations. So I don't want anybody to have their headphones loud but down here. I've added that Mary Eigen is allowed to use headphones.
Amanda Whitaker: One thing that we do like to point out is in this unprecedented time
Amanda Whitaker: There are a lot of students who have had to move back home, especially traditional students in the 18 to 22 range.
Amanda Whitaker: Students might not have control of their environment. For example, people who live in rural areas are more likely to have
Amanda Whitaker: spotty internet or slow internet connection speeds, so a student who, for example, lives in rural area might want to go to their local library McDonald's with free Wi Fi Starbucks or somewhere else that has more reliable Wi Fi or internet
Amanda Whitaker: By default, if they get flights by the owner lock artificial intelligence algorithm a live proctor might end up popping into their session, they will look at these instructions guidelines.
Amanda Whitaker: And settings, they will see that students aren't allowed to take an exam in a public area and they will ask the student to rectify that before they can continue their test.
Amanda Whitaker: So if you have, if you would like you can enable this for all students or you can have students come to you and let them know that they need an exception for taking an exam in a public area.
Amanda Whitaker: And then the same thing with background noise.
Amanda Whitaker: For example, if I was living at home and my mother decided to start yelling at my sister to turn on the dishwasher or wash the dishes.
Amanda Whitaker: Depending on my family environment. I may feel confident and able to ask my mom to stop yelling, because I'm in the middle of a test or depending on my family circumstances.
Amanda Whitaker: That might cause more trouble for me later on, and I might not really have control of that situation. So these are just two things that I like to point out to consider as an instructor
Amanda Whitaker: If you want it to be a one on one basis. Let your students know to contact you ahead of time so you can set up an accommodation, excuse me, or you can enable it for all students.
Amanda Whitaker: If you have any guidelines or settings that are not addressed in these nine guidelines. Here you can add them to the additional instructions. By default, that's just minimize so you'll click on Show additional instructions.
Amanda Whitaker: And then you can add anything you'd like. Here, for example, reminding students to have good lighting while being monitored so that their faces not blacked out in the facial detection will work properly.
Amanda Whitaker: If a students face is not easily visible for an extended period period of time, the AI can what they call pause the test.
Amanda Whitaker: The canvas exam timer will continue running but the student will not be able to access the test until the problem has been rectified.
Amanda Whitaker: So if I had a room that was not brightly lit and the owner lock a I couldn't detect my face in the frame anymore. It would pause the exam material, it would make the exam material inaccessible until I could rectify that situation either make it brighter or otherwise get back in frame.
Amanda Whitaker: Any other instructions can always be added here and then any accommodations at all can be added down here in the accommodation section.
Amanda Whitaker: For example, if you are worried that students won't have enough time to finish our tests if they encounter technical difficulties, like a power outage.
Amanda Whitaker: Or internet outage or just having trouble getting into the exam honor lock does have the ability to add time to a student's exam, but they will not do it unless they have explicit permission from the instructor
Amanda Whitaker: So if you wanted to. We have seen some instructors, add a line in the accommodations, such as please add time back to students who have technical difficulties.
Amanda Whitaker: Once you're satisfied with your settings, you'll just tell it to save
Okay.
Amanda Whitaker: And once you save it will look like this, you'll be able to go back into the settings and make a change to any of those settings or even disabled on or log for the test. If you decide you don't want to go with it anymore.
Amanda Whitaker: And then you'll be able to access the results which would be the student sessions.
Irvin Butts (kip): If you'd like I can do a screen share to show the exam results. I can just
Amanda Whitaker: Open a different browser. I'm sorry about that. I don't know why it decided to start doing that. It seems like I have had some sort of error happen.
And our new friend. The two factor authentication.
Amanda Whitaker: Okay, so if we go to results, we can see the student names honor lock doesn't really care about their names on her walk will store the information with a sort of randomized ID number.
Amanda Whitaker: So the student name is really for your benefit as an instructor, the ID is for honor walks benefit. So it can find the correct footage
Amanda Whitaker: You'll see what time the students started their exam. And then what time they submitted their exam or what time on her lock auto submitted for them.
Amanda Whitaker: And it will also assign an incident level to the overall test a high priority means that it has hit certain AI flags and considers those to be a higher likelihood of cheating.
Amanda Whitaker: Medium incident level is
Amanda Whitaker: Certain flags that it feels is less severe but if those flags are more persistent that kind of a little bit more likely that there might be cheating happening.
Amanda Whitaker: To go with this. We do have our honor lock flags on a lot gave us a PDF
Irvin Butts (kip): With different flags.
Amanda Whitaker: So that you could be a little bit more familiar with what to expect the names have changed slightly. So for example, this is partially out of frame instead of face fail.
Amanda Whitaker: But for in general, the flags are still the same. They also have a second page with what conditions might trigger a live proctor pop in
Amanda Whitaker: So on our luck works by, first of all, having an artificial intelligence algorithm.
Amanda Whitaker: Monitoring the student. If a student hits a certain threshold of flags, then it will send a notification to a live on our walk employee alive proctor to check on the student
Amanda Whitaker: On unlock will check all of the details including the guidelines that you set up additional instructions that you've set up.
Amanda Whitaker: And any student accommodations that are available and see what of these applies to the student
Amanda Whitaker: And then they will watch the student to see what the behavior is and will decide whether it is warranted to step in and correct a student's behavior or whether they should or whether the student is acting appropriately and that they just got triggered by flag.
Amanda Whitaker: So for example, this is the review interface that you as an instructor would see you'll have access to the webcam footage and also the screen share
Amanda Whitaker: If this is a little bit too small for you and you want to see certain details, you can right click and show controls and now I can maximize one of these
Amanda Whitaker: One caveat is if I track ahead on one of these feeds and not the other.
Amanda Whitaker: Then they will D sink in order to fix that. I can just close it and relaunch that session.
Amanda Whitaker: One of the things that makes honor lock so special and helpful is that these two fields are synchronized. So if I see a student looking to the left.
Amanda Whitaker: I can kind of see what's on the left side of her screen. And if there's nothing on the left side of her screen that has to do with the test content, then I can be reasonably sure that she's looking at something outside of the test content.
Amanda Whitaker: As an example,
Amanda Whitaker: Once you get into the review session you will see the beginning notices as the student goes through the authentication process.
Amanda Whitaker: This is where you can click on Profile Picture ID picture and you can see the students face and compare that with the face on the photo ID and then just as a double check to make sure that the owner lock a I caught it correctly. Check the name and the student
Amanda Whitaker: The student also is allowed to do as many rooms scans as they want. Many students do you think that the room scan is overwritten.
Amanda Whitaker: Each time they do a room scan. So we have found instances where a student will do a room scan and they will have had left something out that they didn't want to be shown and then they will redo the room scan thinking that that first one was overwritten.
Amanda Whitaker: So, for example, students have had cheat sheets out and then redone a room scan or like we saw just now this first room scan was much too fast. The student is given an opportunity to review that room scan.
Amanda Whitaker: And then she decided to do a second room scan because she realized that one was too fast.
Amanda Whitaker: And then this is, this is an example student. This is one of our co workers. So just wanted to let you know that it's not any kind of purple violation. It's just an example test and example footage that we've built for this particular site.
Amanda Whitaker: As you scroll down, we have this particular test set up to show one question at a time. So it's a little bit easier to see exactly which question the student is on at any given timestamp. We can click on each of those and see what she was doing during each question.
Amanda Whitaker: We would especially want to check on any of the yellow or red flags associated
Amanda Whitaker: So here we see face not clearly visible and I'm seeing that she's leaving the room. So I would want to rewind this 10 seconds.
Amanda Whitaker: To see what the situation was and get some context for why she left the room to make a better determination as to whether she was cheating or maybe just misconstrued that she can't take bathroom breaks. In this case, she said, I need to go to the bathroom and left.
Amanda Whitaker: As we can see in the details restroom breaks were not allowed.
Amanda Whitaker: Depending on you. The instructor, how you want to handle that you could address this with the student remind her that bathroom breaks aren't allowed or pursue it however you felt was appropriate.
Amanda Whitaker: And then I as a reviewer, I myself prefer to do that room scan and then check all of the flags.
Amanda Whitaker: Here I have the sound muted, but she accidentally right clicked. There was a notification that came up and she just mumbled, sorry.
Amanda Whitaker: So I can tell reason I can be reasonably sure in this scene, even with or without context that she didn't mean to right click, so I can disregard this flag personally
Amanda Whitaker: And then down here we have a high incident level flying
Amanda Whitaker: And so if we click on that we see a person entered the room. We can go back 10 seconds to see the circumstances in this particular case, the person comes in and grab something does not talk to the student at all. So, that is not really any suspicious behavior to me.
Amanda Whitaker: It might be something that I would want to address with the student to remind them to have a secure testing environment if I wanted to.
Amanda Whitaker: relay that to the student. Otherwise, it doesn't look like cheating there.
Amanda Whitaker: As a reviewer, I would go back to the beginning. And I would watch this on fast forward. You can use the arrows to increase or decrease the speed. You can also use the numbers on your keyboard to jump around to different speeds and then speed up and slow down as you see certain behaviors.
Amanda Whitaker: I usually stick to about four times speed and I can see right there, that she was looking down. So if I continue watching this at four times speed and see her looking down a lot. I might want to review this with more scrutiny.
Amanda Whitaker: Some instructors also are aware of which questions are the hardest on their test or
Amanda Whitaker: Are maybe most likely to not have been studied as well for so you can click to those and see how the student interacts with certain questions, especially if you have it set to one at a time.
Amanda Whitaker: Or if you don't have it set to one at a time, then fast forward to those questions that you know might be a little bit harder for students. So you can see how they interact with those questions.
Amanda Whitaker: And whether they might be using extra materials that aren't allowed
Amanda Whitaker: In addition to the details that we see here, there is the question panel which will show which question.
Amanda Whitaker: The student is on at any given point.
Amanda Whitaker: So here we say, you may reference Grimm fairy tales for this question by following this link, which I could click on and then there's the question.
Amanda Whitaker: There's also a transcript. So in this example footage, she was talking aloud and honor lock tries to add a transcript, along with timestamps
Amanda Whitaker: So you can have a general idea of what the student is saying, at what point, it's only about 50% accurate and it's mostly looking for keywords, such as question answer Siri Google and a few other keywords, but it can still be incredibly helpful.
Amanda Whitaker: If the student had contacted honor log either for support or any other reason and use the chat icon.
Amanda Whitaker: Then there would be another tab that came up that showed live or live chats. I believe it's called and you can actually look at the chat transcript to see what trouble the student had so you can help out or maybe make changes to future tests.
Amanda Whitaker: And then, in addition to just that quick run through that we went through. If you do end up using this organization site that we've developed. We do have some advice and tips for helping you navigate through reviewing our walk sessions.
Amanda Whitaker: We have some tips to look for during the room scan, such as extra wires connected extra sheets of paper laying around sticky notes on the wall and so on.
Amanda Whitaker: Since honor lock does not do facial recognition, it just detects a face. It doesn't actually know any details about that face will track any details about that base, it will not track I movements.
Amanda Whitaker: So that is something that the reviewer or instructor needs to look for. So you'll want to look for instances of looking away from the screen.
Amanda Whitaker: If you allow scratch paper, it becomes slightly more difficult. You'll want to sort of keep a mental note or
Amanda Whitaker: Use text editor to keep notes so you can kind of keep track of where the students allowed scratch paper is and if they start looking
Amanda Whitaker: Away from both the screen and the scratch paper at something else, then that helps identify when students are using disallowed materials you'll want to look at how long those looks last and how frequent those looks happen.
Amanda Whitaker: You can look out for things like students trying to hide their eyes. So trying to hide that they're looking at something else.
Amanda Whitaker: I already mentioned this earlier, the room scan is fantastic for seeing what materials are within arm's reach. And then during the footage you can watch for arm and shoulder movements.
Amanda Whitaker: And sounds are very helpful. You can listen for a Shuffling papers. So if a student is not allowed any scratch paper or any cheat sheets and you hear Shuffling papers.
Amanda Whitaker: That's going to be a dead giveaway that they are using something that they shouldn't
Amanda Whitaker: You can hear phone notifications. In some instances, and you can kind of figure out how close a phone is to the students internal microphone in a laptop or
Amanda Whitaker: Whatever microphone, they're using. So you can kind of determine how close the phone is to them. So, for example, right in front of them, or all the way across the room.
Amanda Whitaker: There are also some indicators of others being in the room, especially students smirking and smiling.
Amanda Whitaker: Sometimes indicates that they're working with another person or that they have set something up ahead of time to access materials that they should not access or cheat in some other way.
Amanda Whitaker: smirking and smiling themselves are not indicators of cheating, but it does give you a better idea to look through the rest of the footage with a more critical eye.
Amanda Whitaker: others in the room can also lead to students covering their mouth slightly or more obviously in order to talk to another person without showing that indication on webcam passing notes to other people.
Amanda Whitaker: And then one of the biggest and most overlooked clues is going to be lighting changes, especially reflections on students who have glasses or other surfaces that are reflective I am actually going to take this opportunity to stop sharing my screen.
Amanda Whitaker: And as you can see, while I'm talking, if I'm the feature in your zoom session my glasses aren't terribly reflective
Amanda Whitaker: It's going to be really hard for me to try to do that. So I'm actually going to hand it over to kip who has some incredibly reflective glasses and he is going to show off some of these
Amanda Whitaker: And you're muted kip
Irvin Butts (kip): Okay. Yes, hello. If you can see my face right now.
Irvin Butts (kip): You might see that I have a large monitor
Irvin Butts (kip): To my right and then right in front of me. I have another monitor and I'm currently moving a window around on that monitor. So you can see how there is a light moving and even without my glasses, you can still see a color change on my face.
Irvin Butts (kip): In addition to that, using just my glasses. If I take my phone and I turn it on.
Irvin Butts (kip): You can see a glow on my face. I'm going to exaggerate it a bit here and you can even see my phone reflecting through my glasses. This is something that we have used to catch quite a few people.
Irvin Butts (kip): Thank you, Kip you are well rounded we're
Mary Eichin: Just about out of time.
Mary Eichin: So I think maybe
Mary Eichin: I'm just going to summarize maybe where I was with my content and Lisa sorry we ran out of time for alternative assessments, but we can we can maybe pick that up in another workshop in another time.
Mary Eichin: Um, I do want to just say that
Mary Eichin: What I would say if you are want to use Canvas quizzes for high stakes testing and just want to remind you that Canvas, quizzes,
Mary Eichin: It's called canvas quizzes not canvas exams.
Mary Eichin: And you can't proctor face to face because of the situation we're in right now. We suggest you do use our luck because of the high rate of cheating went on our lock is not using used with Canvas quizzes and students are in their own environments.
Mary Eichin: But our lab does come with some issues. Some students don't like to be recorded the AI is not perfect. So it's sometimes flags, a student for something that really isn't a problem.
Mary Eichin: And many exam videos require reviewing just like Amanda showed if you don't want to use on our lock, I would say, consider alternative assessments. That's not always viable either especially in a maybe a stem course or something where
Mary Eichin: You know you have way too many students in a class.
Mary Eichin: If you can't use alternative assessments for honor lock, then I would say, consider open book exam.
Mary Eichin: Assessment. Experts say that a well designed open book at multiple choice exams still requires the students to really know and study the material and those who don't will not do well on it.
Mary Eichin: It also teaches students to find information accurately and quickly. And that's really what we want them to do in the real world.
Mary Eichin: Not necessarily know every answer on that we talked about in our lectures.
Mary Eichin: In addition to open book exams and you can make use of low stakes assignments like discussion board posts, short answer assignments reflective journals and practice quizzes, which really show
Mary Eichin: If they are interacting with the material and give them you know points for that as well. We do have a PowerPoint on one of the PowerPoint that I started with on that.
Mary Eichin: Same organization that we put a link into to self enroll and there's some examples of alternative assessments on there, such as like doing multimedia assignments.
Mary Eichin: Professional presentations, such as a poster session or creating a fact sheet or things like that. Those do have to be graded.
Mary Eichin: Hand graded and so that is very difficult to do with large classes.
Mary Eichin: group projects, though you could assign them group projects have them present in class.
Mary Eichin: And actually use a rubric to grade them while they're presenting. So the end include also peer critiques and their own critiques as well. And that helps cut down on the time grading for those
Mary Eichin: Just want to also put a plug in. If you are going to use alternative assessments that where you are going to do some hand grading. It is really critical to use rubrics students will know what you're expecting when you use rubrics.
Mary Eichin: And it's just much easier to grade with a rubric and without and we have also on our site here support materials about using rubrics and how to use rubrics in Canvas.
Mary Eichin: And if you are looking for an alternative assessment for your course and you're kind of running up against a wall, you know, you always use a multiple choice and you're really not sure how you could convert that
Mary Eichin: The Center for Advancement of Teaching or Leslie Richardson is the director has several people who can
Mary Eichin: Take a good look with you one on one at your content and and help you consider some alternative assessments.
Mary Eichin: And then we also have a link to the honesty honor lock privacy and security terms just want to say that there's been a lot of confusion on that, not only by
Mary Eichin: The students but also the instructors and as far as what those are, because they're different because we have a contract with them than they are you know if a student is to use that off site.
Mary Eichin: So,
Amanda Whitaker: Just to
Mary Eichin: clear up some misconceptions. We've made sure that we have those on there. But again, we understand that it does come with some some concerns and that's why we try to offer some alternatives as well.
Mary Eichin: That all said
Mary Eichin: I see kip is is helping by providing some links in the chat links that you may miss because we kind of went over time. I guess we've added some content from the first time that we started
Mary Eichin: So we ran out a little, a little bit of time.
Mary Eichin: I'm going to open the floor now though for questions and we'll be glad to stay. If you have any help answer.
Lisa: Thank you so much. Mary Oh yeah I'm, I'm happy to stay. I know Mary's got to run. I'm kippen and Amanda. I don't know if you have a few minutes. If anybody has a question.
Mary Eichin: I actually went and changed my meeting over tomorrow morning at nine because I realized pretty quickly. We were going to run out of time so I'm here for questions. Thank you.
Lisa: Anybody have questions.
Lisa: Yeah, you did have questions throughout that probably did. I'm sure add time and I think you did add some content which was great.
Lisa: Well, thank you all so much. That was extremely informative and very, very excellent information. I know I didn't know a lot of that.
Lisa: You know,
Mary Eichin: We're very glad to be here and
Mary Eichin: You can contact us if you have any particular questions about honor lock about Canvas quizzes, of course, our Canvas support team is always willing to help if you put a ticket into
Mary Eichin: canvas@fsu.edu yeah
Lisa: And you all over. I don't do have have tons of amazing workshops. I know. So your general site is will do that fsu.edu, is that correct
Mary Eichin: That's correct. And there's a link of the club at the top that says training and workshops and we are providing several of those one popular one at the end of the term is great book.
Mary Eichin: Because great book can get very confusing when you start to try to finish it out and actually post grades and we got a lot of calls a lot a lot of calls on that so
Mary Eichin: Feel free to join one of those workshops as well.
Lisa: Yep. You all helped me absolutely set mine up the last time I I taught, which was so incredibly helpful at the end of the semester and all the way through. Actually, but at least I was halfway smart enough to know, hey, I need
Lisa: You for the semester. But at the end, I know we all need help, too. So yeah, it can be daunting.
Lisa: Yes, but thank goodness you're here and we really appreciate your time. Thank you. And thank you everybody that that attended today.
Lisa: The funk has put the evaluation survey link. We will send you that also in an email with follow up when we do our attendance report will send it to you all. Marry,
Lisa: Us and then we'll also send you a link everybody that attended to the place on the on our pilot episode that edu website where we have all the videos from all of our
Lisa: Workshops these last couple semesters and our next workshop is Katie, along with a few of the pie associates our grand associates will be on November 16 1030 to noon. Yeah, I'm reading it off my other computer
Lisa: So I get the time right it's facilitating and designing effective group projects. So they got a great workshop also plans for you. On November 16 so
Lisa: Thank you all for coming. And I know that Mary and Kiffin Amanda will be, you know, over there and a deal or a deal. Oh, do that helped you out though. Thanks everybody. Have a great rest of your week
Mary Eichin: Bye bye. Thank you.
Take care.