CALI (The Center for Computer-Assisted Legal Instruction) is a resource provided by Pepperdine School of Law for students that includes over 1,000+ interactive online tutorials written by law professors, on over 40+ subject areas. This article is a reminder of the incredibly useful resources available in CALI, as well as the suggested use of the program in your classroom. The information provided below is taken from a post by CALI’s executive director, John Mayer.
For notes on CALI for students, such as what the software is and how to find your registration code, please click here.
1. CALI Lessons are interactive, engaging and provide students with variety in learning experiences. CALI Lessons are written by Law faculty and intend to teach and quiz the students through hypothetical situations. The interactive readings and tests quiz them on genuine understanding to ensure that the students selected correct answers for the right reasons. Modeled on Socratic Dialogue, the questions asked are meant to steer a student’s thinking in a nuanced direction.
2. CALI Lessons are quick and can be used as topic-introductory assignments or fillers within a lecture. Each lesson is designed to take approximately between 20 and 40 minutes to complete, which is perfect for bite-sized material that allows natural breaks. This allows students to utilize CALI Lessons before class assignments, in preparations for exams, or even when the professor is unavailable to attend class. While students are still exposed to rigorous concepts and nomenclature, they are not meant to overwhelm the student and actually provide immediate feedback to aid in studies.
3. With CALI LessonLink, professors may track student progress and results. Law faculty has the ability to create unique links to specific CALI Lessons they wish their students to take. Students receive feedback on every question, as well as a final score that informs them on their skill level in a certain legal topic; with LessonLink, faculty has access to all of these personal statistics to access their students knowledge on any given subject.
FOR MORE INFORMATION, PLEASE FEEL FREE TO REACH OUT TO INFORMATION SERVICES AT (310) 506-7425 OR [email protected]. GOOD LUCK!
This presentation will explore Metacognition, or the awareness and understanding of one’s own thought process. In understanding the different approaches to learning, you will be able to enhance your own learning as a student.
This presentation is compiled from the information presented in Sandra McGuire’s best-selling Metacognition book, “Teach Yourself to Learn: Strategies You Can Use to Ace Any Course at Any Level”. You can buy the book here.
Metacognition, literally “cognition about cognition”, or “thinking about thinking” is the process of understanding how you learn and includes knowledge about when and how to use particular strategies for learning or problem-solving. This understanding can manifest in being aware of oneself, and monitoring or judging one’s level of learning.
The purpose of this presentation is to explain some strategies and self-evaluation techniques to equip you, as a student, realize your personal learning patterns and objectives.
Remember: for highest efficiency, choose one or two techniques that you can feasibly implement into a studying routine. There is a lot covered in this presentation; see if there are one or two ways you can implement metacognition in your own academic life.
Short-term benefits include:
Increased metacognition awareness has been proven to massively improve test scores.
This is not a one-off phenomenon; building strong learning habits is a continuous process that will continue to benefit you long-term.
The first metacognition strategy is linking concepts:
To illustrate this concept, follow this exercise, and have a pen or pencil and paper ready. There will be a timer set for 45 seconds. On the next slide, count all the vowels you see until time runs out.
Now, try to write down as many words as you can remember from the previous slide. If you’d like to calculate your score in percentage divide the number you remember by 15, and multiply by 100. The average is 3 phrases remembered, or 20%; did you beat the average?
Looking at the list again, try to find the underlying pattern that orders the group.
Now, repeat the exercise again- you will be given 45 seconds.
Did your average improve?
This exercise illustrated the strategy “linking concepts”, in particular focusing on the overall goal. When the goal is clearly set (memorize the list) to match the expected outcome (write as many words as you can recall), the outcome is much improved.
Secondly, and implementing a holistic, pattern-driven strategy helped to make the learning process familiar. By linking the words to numerical order, it was easier to recall the words in the exercise. In academia, the “linking concepts” approach remains relevant; connecting content to the overall goal, and making content relatable to things familiar to the student helps to format the learning experience to the student.
For example, you may try to link the content or your readings to something you have encountered in everyday life, thus making the learning process tailored to your own experiences.
The second strategy is Bloom’s Taxonomy:
Bloom’s taxonomy is a quantitative, measurable hierarchy. Each level of learning builds on the next, and to understand which level you are at versus which level you need to be at for the goals of the class is vital.
The first stage is remembering, essentially rote memorization. The second is understanding the terms, characterized by the ability to paraphrase the content.
The third is applying, where you can take the information you’ve understood and use it in new contexts that you have not seen before. Fourth is analyzing, where you can break the concept down into parts, and examine the constitution or structure of the concept.
Fifth is evaluating, where you can take the concept you’ve learned and compare, contrast, and judge influences and competing ideals based on your knowledge of the concept. Lastly, sixth creating: in this stage, you are able to solve problems originally, building off of the knowledge of the concept.
Differing from the buy-in to metacognition, which many view as simply raising grades, Bloom’s taxonomy challenges you to truly understand the material, identify how you, personally, interact with material, assess what you know, and shift study habits to engage in deeper learning.
After evaluating where you are on the taxonomy, how do you move higher, out of levels of memorization and into levels of deep comprehension? Use the study cycle!
The cycle consists of 5 steps: Preview, attend class, review, intense study sessions, and assessment.
The preview stage happens before class, where you skim over notes or completed homework to ascertain the learning objectives for class that day, and any questions you may have.
The second stage is attendance; go to class, no matter what, and taking meaningful notes.
Directly after class, you should review main concepts learned that day and review by reading over notes and answering questions.
The fourth step is engaging in short study increments where you implement metacognition techniques.
Periodically, you should pause and make sure that you fully understand the material you have studied. You may try assessing their stage in Bloom’s taxonomy; are you simply in the memorizing stage, or higher in the evaluating stage?
In college, the level of material retention necessary to succeed in a class is higher than in high school. You should be aware of the Bloom’s stage they need to be at to succeed; typically, you should be at the analysis or synthesis stage.
Next is a model of the study cycle when applied to reading.
As the student, you should be able to identify the questions the instructor needs to you answer before reading the text; skim the reading broadly first to understand the topics that will be covered in the reading.
When reading the actual text itself, you should not go straight from beginning to end, instead you should read in chunks to fully digest the information in a feasible manner.
It is vital that you attend class and take physical, hand-written notes, engaging completely with the material while in class.
Homework should be done first without notes or a guide, and used as an assessment to see how well you understand the material covered in readings or class.
In summary, using metacognitive strategies is deeply beneficial in you understand how you individually learn best, and how to format your study and class practices to master material.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Here, we examine author and molecular biologist Dr. John Medina’s “Brain Rules,” a popular book on implementing brain science to classroom and professional dynamics. Medina lists 12 fundamental “brain rules” (what scientists know for sure about how our brains work), and many presented points are incredibly pertinent to molding the ideal learning environment.
The way our collective brains as a species have evolved is a truly fascinating and ongoing event. Possessing a deeper understanding of the way our minds function on both a mass and individual level allows us to hone our cognitive strengths, as well as revolve our routines to our benefit.
Separating the analysis between students and faculty, below are a few key takeaways for both sides of the classroom that are directly related to fostering a learning space that may maximize educational efficiency and retention.
Key Takeaways for Students
Rule #1: Exercise Boosts Brain Power Exercise improves cognition for two reasons: 1. Exercise increases oxygen flow into the brain, which reduces brain-bound free radicals. One of the most interesting findings of the past few decades is that an increase in oxygen is always accompanied by an uptick in mental sharpness.2. Exercise acts directly on the molecular machinery of the brain itself. It increases neurons’ creation, survival, and resistance to damage and stress.
Rule #7: Sleep well, think well. Sleep must be important because we spend 1/3 of our lives doing it! Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity. Taking a nap might make you more productive. In one study, a 26-minute nap improved NASA pilots’ performance by 34 percent!
Rule #3: Every brain is wired differently. What YOU do and learn in life physically changes what your brain looks like – it literally rewires it. We used to think there were just 7 categories of intelligence. But categories of intelligence may number more than 7 billion—roughly the population of the world. Learn which learning style is best for you, personally, and customize your studying style to learn effectively.
Rule #5: Repeat to remember. Improve your memory by elaborately encoding it during its initial moments. Many of us have trouble remembering names. If at a party you need help remembering Mary, it helps to repeat internally more information about her. “Mary is wearing a blue dress and my favorite color is blue.” It may seem counterintuitive at first but study after study shows it improves your memory.
Key Takeaways for Faculty
Rule #4: We Don’t Pay Attention to Boring Things. For instructors, it’s important to note that boredom is less of a matter of determination, but more of a matter of evolution. The topics and delivery methods that students pay attention to are profoundly influenced by predictive memory. Try to open main ideas and lectures with emotional and relevant anecdotes, or something attention grabbing to capture the students’ interests in seconds. Typically, an individual can maintain attention for only 10 minutes, and then requires a break and second boost of attention to restart the clock.
Rules #5 and #6: Repeat to Remember, Remember to Repeat. Memories are very volatile. The human brain can only retain around seven pieces of information for less than 30 seconds; this is crucial for powerpoint presentations in terms of not overwhelming your audience with multiple facts on one slide. If an instructor would like to extend information retention to a few minutes or even an hour or two, the information must be consistently re-exposed to students in specifically times intervals through either examples, practice or checkpoint summaries.
Rule #10: Vision Trumps all other Senses. The book describes the interconnection between sense and memories as a “learning link,” stating that multi-sensory environments will always lead to a better learning outcome. The human brain is incredible at remembering pictures, so to hear information presented alongside a visual stimulant will increase a student’s memory retention by 55 percent. It is also important to note that, during presentations, interpreting pictures is more efficient than interpreting text in terms of brain functionality.
Rule #8: Stressed Brains Do Not Learn the Same Way. It is important to pay attention to the classroom dynamics that are created amongst peers and between the faculty and students. If an individual does not feel safe–whether that be physically or emotionally–he or she may not perform as well. A student may become isolated if they feel misunderstood by a teacher or disconnected with their teaching methods.
Rule #3: Every Brain is Wired Differently. Lastly, it is essential to understand that every student enters the classroom with their own personally built set of developmental strengths and stress, short and long term memories, and overall varying levels of cognitive function. Every brain is wired differently, so it may behoove an instructor to attempt to integrate different pedagogical techniques to see what is best for the majority, or place separate, special attention to individuals who may require or seek other methods of learning and engagement.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
This presentation gives a brief overview of the benefits of teaching in a metacognitive style, to create the most effective learning environment for students. To view the complete guide to metacognition, see LawTech’s Metacognition presentation.
Optimal learning, or the most effective and efficient way a student retains and masters content, is the product of connecting the student’s motivation, emotion, and learning style. Ultimately, teaching in a way that encourages optimal learning is the goal of most every teacher. But how is this accomplished? This presentation will overview the benefits of learning to teach with metacognitive strategies, which allow the teacher and student to work together to facilitate learning.
Optimal learning occurs when the social and emotional environment of a learning space are considered along with the material presented in the classroom. This includes creating safe and stable learning environments, providing equitable and rigorous material, and aiming to meet the needs of diverse learners.
In order to facilitate this style of optimal learning, faculty and students must share responsibility for the learning environment. The faculty should set clear expectations and goals that the students can aim for. This is where metacognition is important!
For example, teachers may format their class schedule to accommodate different learning styles and increase engagement by incorporating interactive learning into lecture-based classes. For example, students can talk about a question together, or teach one another the material that was covered in a previous class.
Students can learn metacognition techniques themselves, and master learning models such as Bloom’s taxonomy and the study cycle.
Also, it is important to impress upon students that their performance in class does rely, in part, on their individual contribution to their own learning.
Thus, students need to be able to find balance.
Some effective metacognition strategies to encourage students to try include: knowing the material well enough to teach someone else and asking deeper questions to engage with material on an analysis level.
Teach the study cycle, which emphasizes mastery over memorization.
Essentially, it is highly beneficial for teachers to teach metacognitive strategies to students and establish clear learning goals the students can aspire to reach.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
The goal of this presentation is to discuss gamifying education for faculty use in hopes of utilizing efficient pedagogy to make learning more engaging for their students.
In this blog post, we will take a deep dive into the educational techniques of gamification, touching on points such as the general overview of gamification and how to implement gamified elements in the classroom. According to EducationDrive, a recent report showed nearly half of GenZ, the incoming generation of higher education, prefer to learn through gameful approaches.
According to game designer, author, and TedTalk speaker Jane McGonigal, gaming is the “most important medium of the twenty-first century.”
Overall, there are four main defining characteristics of a game:
The goal is a specific outcome that players will work to achieve. The goal of the game not only orients the player’s participation throughout the whole duration of playing, but it also provides the player with a sense of purpose.
Rules are sets of limitations, mainly used to foster creative and strategic thinking.
A feedback system is a motivating factor that allows the player to know how close they are to achieving the goal, as well as acts as a constant reminder that the goal is in fact achievable.
The final trait is voluntary participation, meaning that the player willingly accepts the goals, rules and feedback.
Gaming has always come with a stigma, but in proper moderation, gaming is structured to provide happiness and a positive reward system. The known secrets to making our own happiness, according to McGonigal, are satisfying work, hope of success, social connection and a sense of meaning.
In addition to a higher level of engagement and retention, gamification also provides an encouraging learning environment in which students may take risks and think creatively without simply searching for the “correct answer” or aiming for a higher grade. Placing educational materials in the context of a “game” may mitigate any discouragement of failure or poor habits in shortcutting the learning process.
Gamification may be useful in higher education in mix with a myriad of pedagogic approaches. Game elements show to benefit students in proactive engagement during teaching sessions, with a higher level of motivation and enjoyment. This may assist in creating a more effective teaching method while contributing to the students’ learning outcomes and overall educational experiences.
When considering gaming as a collaborative platform, we can look at the beneficial teaching gamified strategies relay on to teams of students. First, there is a shared concentration that allows complete focus on the game and it’s winning objectives. There is a mutual regard between team members that they all should put their best efforts out of respect. This collective commitment then incorporates honor into the action, which is rewarded through either a win or loss. Even in a loss, there is still a sense of fun and hope for a future success.
Narrative is the use of stories to engage students in learning, for example, a case study or real-world situation.
Challenge refers to the use of a task that is thought-provoking enough to be difficult, but with a solution that is obtainable enough to be fun.
Progression refers to the flow of tasks or activities that keep consistent engagement and motivation through a learning session.
Feedback is frequent and targeted responses to students’ progressing work that encourages learning.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
This presentation is compiled from the information presented in Sandra McGuire’s best-selling Metacognition book, “Teach Students How to Learn: Strategies You Can Incorporate Into Any Course To Improve Student Metacognition, Study Skills, and Motivation”. You can buy the book here.
Consider encouraging your students to read the Student’s Guide to Metacognition, so that they also understand the benefit of learning how to study and master material efficiently!
This presentation will explore Metacognition, or the awareness and understanding of one’s own thought process. In understanding the different approaches to learning, you will be able to both enhance your learning and cater to students in their personal learning processes.
Metacognition, literally “cognition about cognition”, or “thinking about thinking” is the process of understanding how you learn and includes knowledge about when and how to use particular strategies for learning or problem-solving. This understanding can manifest in being aware of oneself, and monitoring or judging one’s level of learning.
The purpose of this presentation is to explain some strategies and self-evaluation techniques to both enhance teaching for more in-depth student learning, and equip teachers with the knowledge to help students realize their learning patterns and objectives.
For highest efficiency, choose one or two techniques that you, or the student, can feasibly implement into a teaching or studying routine.
Short-term benefits include:
Increased metacognition awareness has been proven to massively improve test scores.
This is not a one-off phenomenon; building strong learning habits is a continuous process that will continue to benefit the student long-term.
The first metacognition strategy is linking concepts:
To illustrate this concept, follow this exercise, and have a pen or pencil and paper ready. There will be a timer set for 45 seconds. On the next slide, count all the vowels you see until time runs out.
Now, try to write down as many words as you can remember from the previous slide. If you’d like to calculate your score in percentage divide the number you remember by 15, and multiply by 100. The average is 3 phrases remembered, or 20%; did you beat the average?
Looking at the list again, try to find the underlying pattern that orders the group.
Now, repeat the exercise again- you will be given 45 seconds.
Did your average improve?
This exercise illustrated the strategy “linking concepts”, in particular focusing on the overall goal. When the goal is clearly set (memorize the list) to match the expected outcome (write as many words as you can recall), the outcome is much improved.
Secondly, and implementing a holistic, pattern-driven strategy helped to make the learning process familiar. By linking the words to numerical order, it was easier to recall the words in the exercise. In academia, the “linking concepts” approach remains relevant; connecting content to the overall goal, and making content relatable to things familiar to the student helps to format the learning experience to the student.
For example, you may ask the student to link the content or their readings to something they’ve encountered in everyday life, thus making the learning process tailored to their experiences.
The second strategy is Bloom’s Taxonomy:
Bloom’s taxonomy is a quantitative, measurable hierarchy. Each level of learning builds on the next, and to understand which level you are at versus which level you need to be at for the goals of the class is vital.
The first stage is remembering, essentially rote memorization. The second is understanding the terms, characterized by the ability to paraphrase the content.
The third is applying, where you can take the information you’ve understood and use it in new contexts that you have not seen before. Fourth is analyzing, where you can break the concept down into parts, and examine the constitution or structure of the concept.
Fifth is evaluating, where you can take the concept you’ve learned and compare, contrast, and judge influences and competing ideals based on your knowledge of the concept. Lastly, sixth creating: in this stage, you are able to solve problems originally, building off of the knowledge of the concept.
Differing from the buy-in to metacognition, which many view as simply raising grades, bloom’s taxonomy challenges the student to truly understand the material, identify how they interact with material, assess what they know, and shift study habits to engage in deeper learning.
After evaluating where the student is on the taxonomy, how do they move higher, out of levels of memorization and into levels of deep comprehension? Use the study cycle! This is a cycle an instructor can introduce to students for their use.
The cycle consists of 5 steps: Preview, attend class, review, intense study sessions, and assessment.
The preview stage happens before class, where the student skims over notes or completed homework to ascertain the learning objectives for class that day, and any questions they may have.
The second stage is attendance; stress the importance of going to class, no matter what, and taking meaningful notes.
Directly after class, the student should review main concepts learned that day and review by reading over notes and answering questions.
The fourth step is engaging in short study increments where you implement metacognition techniques.
Periodically, the student should pause and make sure that they fully understand the material you have studied. A student may try assessing their stage in Bloom’s taxonomy; are they simply in the memorizing stage, or higher in the evaluating stage?
In college, the level of material retention necessary to succeed in a class is higher than in high school. Students should be aware of the Bloom’s stage they need to be at to succeed; typically, they should be at the analysis or synthesis stage.
Next is a model of the study cycle when applied to reading.
The student should be able to identify the questions they are trying to answer by reading the text; encourage broad skim reading first to understand the topics that will be covered in the reading.
When reading the actual text itself, students should not go straight from beginning to end, instead they should read in chunks to fully digest the information in a feasible manner.
The student needs to be attending class and taking physical, hand-written notes, engaging completely with the material while in class.
Homework should be done first without notes or a guide, and used as an assessment to see how well the student understands the material covered in readings or class.
Group work is a fantastic way to implement Bloom’s taxonomy learning, as the students will need to master the material to be able to teach it to each other, fill in learning gaps, and produce a final project or assignment.
In summary, using metacognitive strategies is deeply beneficial in helping students understand how they individually learn best, and how to format their study and class practices to master material.
It is also incredibly important for teachers, to be able to format their teaching styles to facilitate the most effective student learning.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
The Roster tool displays the names and pictures of site participants, in this case, your class section students. The Roster tool is a helpful way to learn students names, take attendance, and verify identities during class assignments and assessments.
Please keep in mind that you do not need to add officially enrolled students to a class site; all registered students are automatically enrolled each business day.
Also, please note that the Roster tool does not allow an instructor to add or remove participants from a site; therefore, faculty must use Site Info to do this. For detailed steps and more information, read under the coinciding subheading in this article.
If you would like to know how to merge or combine course sections, please click here to be redirected to Community Pepperdine.
To view a video on how to utilize the Roster tool, please view below.
Displaying Pictures in Roster
1. Log on to Courses with your Pepperdine credentials.
2. Scroll through your left tool bar and select “Roster.”
3. Select either “Official Photos” or “Pictures from Profile” on the top right of your Roster page.
“Official Photos” are usually the default and are photos fed from the University ID card system, assuming that the student has taken an ID Card photo. “Pictures from Profile” are the optional profile photos uploaded directly by the students, if they have done so.
4. You may then scroll down to review the available photos for enrolled users based on your selection.
Managing Participants with “Site Info”
1. Log on to Courses with your Pepperdine credentials.
2. Scroll through your left tool bar and select “Site Info.”
3. Select “Manage Participants” on the top menu bar.
4. To filter site participants, click the “View” drop-down and select the user role to manage the individual’s settings to your liking.
Instructors will also have the option to make changes on the participants table:
Under “Role,” you can change access privileges that instructors may want to strongly consider before assigning to users. This may be useful for TAs.
Under “Status,“ you can change a user access to the site; keep in mind, “Inactive” will prevent the user from accessing the site.
To remove a user from your site, click the “Remove” box corresponding to the use students who are on the course roster (i.e. registered students) cannot be removed manually this way.
5. Select “Update Participants” at the top to process any changes.
6. To add a participant, still under the “Site Info“, click “Add Participants.”
7. To add official Pepperdine University users (faculty, staff, or students) or previously added guests, you may either enter the individuals’s NetworkID username (e.g. jdoe) of formal email address (e.g. [email protected] or [email protected]) in the “Other Official Participants” box.
You may add multiple people at once by simply entering each person on a separate line.
8. To add new, outside users, enter the person’s outside email address in the “Non-official Participants” box.
9. Below, chose whether to “Assign all users to the same role” or “Assign each participant a role individually.”
Then, decide whether the new participants will be “Active” (can view the site) or “Inactive” (cannot view the site). Remember, you can change these settings later in “Manage Participants.”
10. Click “Continue.”
11. Now, you may select the role(s) for the participant(s).
Your options are “Access” (equivalent to Student), “Assist” (equivalent to Teaching Assistant for assigned access to select areas), and “Maintain” (equivalent to Instructor).
12. After choosing roles, click “Continue.”
13. Select whether or not you would like to send an email notice to the added users. If participants are new “outside” users, Courses will automatically send them an activation email to verify their account, enter their details and choose a password.
14. Once your option is selected, click “Continue.”
15. Review the information for accuracy. If you must make any corrections, click on the “Back” option at the bottom.
16. Click “Finish” to add the participants. You may now see the updated participants, as well as see the new students in your “Roster.”
Wondering what else you can do in Courses? For a list of the top 5 Courses tools and information on how to utilize them, click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
The Messages tool allows you to send and receive messages to students in your course or project site. On this tab, you may view your received, sent, deleted and drafted messages. For step by step instructions on how to send a message and select recipients, as well as a video on how to utilize the tool, please read below.
1. Log on to Courses with your Pepperdine credentials.
2. Scroll through your left tool bar and select “Messages.”
3. Select “Compose Message.”
4. Click on the box associated with “*To” and a drop-down menu will appear with your recipient selection. You may choose which specific individuals to message, or select “All Participants.”
5. If not already checked, make sure to select”Send a copy of this message to the recipients’ email address(es),” as this option sends a message to the student’s Pepperdine University email account, not just as a message in the Courses site.
6. Create your email by filling out your “Subject” and “Message.”
7. Once you are finished with your email, select “Send” on the bottom left.
Wondering what else you can do in Courses? For a list of the top 5 Courses tools and information on how to utilize them, click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
The Resources tool allows faculty to compile and categorize important information to share with your students in an organized and central manner. Through the Resources tool, you can: share files or website links; post lecture notes, PDF documents, or presentations; release resources based on Gradebook conditions or to specific groups.
Please note that Resources has a 2GB storage maximum, so if you would like to store more than what is allowed, try integrating Google Drive with your Resources tool through a simple web link.
To view an informational video on how to utilize the Resources tool, please view below.
1. Log on to Courses with your Pepperdine credentials.
2. Scroll through your left tool bar and select “Resources.”
3. Look to the right of your site title under the Resources tab and click on “Actions.” A drop-down menu with numerous options will appear.
The details on what each option allows you to do, as well as the coinciding steps to utilizing the three most popular options, may be found below:
“Upload Files”
You can upload a document (such as a PDF, Word, PowerPoint, etc.) by browsing your computer.
1. To upload a file, from the “Actions” drop-down menu, click “Upload Files.”
2. Simply drag and drop your desired file, or select “Drop files to upload, or click here to browse” to open the file browser window.
3. For the pop-up browser window, select the desired file on your computer and click “Open.”
4. To add another file, repeat the process. To finish, click “Continue.”
Under “Email Notifications,” you may select whether or not to email your students with a notification when uploading this file.
“Create Folders”
Through creating a folder, you can organize your content by uploading categorized, specific files into each of them.
1. From the “Actions” menu, click “Create Folders.”
2. You will now be redirected to the “Create Folders” page. Enter a “Folder Name” for your desired folder creation.
3. If you would like to leave the folder named and as is to later populate or create sub-folders, you may go to step 6.
However, if you would like to enter a description, add date restrictions, or set other features, click “Add details for this item.”
You will now be shown more options. At the top, you may enter a folder description if you wish.
If you scroll down, there will be three drop-down option menus that will allow you to create a folder with features detailed to your liking.
5. Note that you may create as many folders as you like, either individually or at once as shown below.
6. Once you have created your folder(s) with or without your preferred details, click “Create Folders Now” on the bottom left to finish.
7. Notice that, once the folder creation is completed, you may select the “Action” button for each coinciding folder and be presented with the same option choices you are now familiar with to populate the folder with the content of your choice.
“Add Web Links (URLs)”
By adding this, you can share links to relevant websites.
1. From the “Actions” menu, click “Add Web Links (URLs).”
2. Enter your desired website address in the “Web Address (URL)” field (e.g. http://www.pepperdine.edu).
Enter a title for the link in the box labeled “Website Name“. As stated on University Community, the system will populate the web address by default, but you can add any description you prefer (e.g. Visit Pepperdine University’s website).
3. Similar to creating folders, click “Add details for this item” to enter a description, add date restrictions, or set other features. If you scroll down, there will be three drop-down option menus that will allow you to create a folder with features detailed to your liking.
4. Note that you may create as many Web Links as you like, either individually or at once as shown below.
5. Once you have created your Web Link(s) with or without your preferred details, click “Add Web Links Now” to finish.
“Create Text Document”
Here, you may create a text (.txt) document.
“Create HTML Page”
This allows you to create a web page with the built-in rich text editor.
“Create Citation List”
This option allows you to share bibliographic details for multiple references in a list format.
Wondering what else you can do in Courses? For a list of the top 5 Courses tools and information on how to utilize them, click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Similar to TWEN and other course management systems, faculty may use Course’s by Sakai’s Syllabus tool to post a syllabus for students to easily access in their Course site. This article goes in detail on the different options of creating and/or uploading your syllabus, as well as the specific steps regarding the processes.
For more information, please watch the video and read the information presented bellow.
Syllabus Options
Faculty can include a syllabus to their site in four different ways:
File Attachment. Faculty may add a document (ex, .pdf, .docx) as an attachment to the Syllabus tool in Courses. If uploaded like this, students can download, open, and print the file at their convenience. However, in order to make a syllabus edit, the instructor will must edit the original document and re-upload the new version as a replacement or follow-up revisal. (This is the most common option.)
Webpage from Document. You can also create a webpage syllabus from a text document using the Text Editor within the Syllabus tool by either copying and pasting your syllabus or writing the information directly in the text box. Students may still view and print the syllabus at their convenience, and the instructor may edit the syllabus directly through the same site’s Text Editor.
Multi-Part Syllabus. Instructors can create a multi-part syllabus by adding one syllabus item at a time, with the option of reordering or removing individual items in the syllabus editor. (This is a good option to use if the instructor likes to organize the syllabus by weeks or class meetings.)
Point to Webpage. This option is best used if the faculty has a syllabus posted on a webpage, so the instructor may direct, or link, the Syllabus tool to that syllabus.
Steps on How to Add Your Syllabus
For instructions on how to add a Syllabus, please read below.
1. Log on to Courses with your Pepperdine credentials.
2. Scroll through your left tool bar and select “Syllabus.”
3. Under the Syllabus title, click “Add Item” in the tabs presented.
4. A required dialog box will then appear. Proceed to first enter a title for your syllabus item (e.x. “Fall 2020 Syllabus”).
For attaching a syllabus
After entering the title of your syllabus, you may leave the content part blank. Click “Add and Publish,” and skip to step 5.
For other syllabus options
You may copy and paste your syllabus information into the Content area, write new information, and/or link to other websites or resources to your syllabus.
If you would like to create multiple items, create the titles as your syllabus section titles and type or link the coinciding content with that section. Repeat these steps for each section until you have a complete syllabus. This will allow you to create an online syllabus that does not require an additional application for viewing.
5. To attach a document, click “+Add Attachments.” From here, you may upload file(s) from your computer, point to an outside website link (URL), or select an existing document from the “Resources” tool.
6. If you do not yet wish to have your syllabus viewed by your students, you may hide your syllabus by selecting the “eye” icon on the left side of your published syllabus. To verify that it is hidden, the eye should not have a line across, and a “Saved!” pop-up message should appear near the Syllabus title. To unhide, simply select the “eye” once more.
Wondering what else can you do in Courses? For a list of the top 5 Courses tools and information on how to utilize them, click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Courses by Sakai is Pepperdine’s open-source, learning management system that offers faculty and students a collaborative online environment to support teaching and learning. As we begin to utilize Courses as our main learning management system, here are the top 5 tools that may be used to the benefit and convenience of faculty and their students.
For instructions on how to add tools to your Courses left-side tool bar, please scroll down to the bottom of this article for the step procedure.
Here is an all-encompassing video that goes through the top 5 Courses tools and how to best utilize them.
For a quick tool summary, read the text briefings below. For an in-depth dive on the tool, visit the hyperlink below the coinciding tool summary to be redirected to a specialized post.
Top 5 Courses Tools:
Zoom Pro Tool
Zoom is an online meeting platform that will be used for holding classes online. The University’s web conferencing software is Zoom, and you can use it to host online class sessions, record your classes, and host office hours. Zoom can be used on laptops, desktops, tablets, and smartphones.
For more information and a video tutorial on integrating Zoom with Courses, such as scheduling or important class sessions, please click here.
Syllabus Tool
The Syllabus tool provides a place in the course site for the instructor to post a syllabus and for students to access the syllabus. Faculty can input their syllabus as a file attachment, a Courses webpage document, a multi-part, or a point-to-webpage.
For more information and a video tutorial on how to utilize Courses’ Syllabus, such as which syllabus type is right for you and/or instructions on how to input a syllabus, please click here.
Roster Tool
The Roster tool displays the names and pictures of site participants, in this case, your class section students. The Roster tool is a helpful way to learn students names, take attendance, and verify identities during class assignments and assessments.
For more information and a video tutorial on how to utilize Courses’ Roster, such as managing participants and viewing student pictures, please click here.
Resources Tool
The Resources tool allows faculty to compile and categorize important information to share with your students in an organized and central manner. Through the Resources tool, you can: share files or website links; post lecture notes, PDF documents, or presentations; release resources based on Gradebook conditions or to specific groups.
For more information and a video tutorialon how to utilize Courses’ Resources, such as how to attach files, links and create folders, please click here.
Messages Tool
The Messages tool allows you to send and receive messages to students in your course or project site. On this tab, you may view your received, sent, deleted and drafted messages.
For more information and a video tutorialon how to utilize Courses’ Messages, such as how to send messages and select specific message recipients, please click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
As we begin to use Courses by Sakai as our main learning management system, it is important to know how this site can be linked with other useful software for the benefit and convenience of faculty and their students. Here, we will discuss some important notes on integrating Zoom with Courses.
Courses has many tools that can be added-on to your class site, and they have numerous benefits, such as allowing students to quickly access third-party sites and overall give your teaching more dimension. Zoom is one of these tools. However, it is important to note that when the Zoom Pro tool gets added to a course site, it does not have any connection to a specific meeting session ID until a meeting is actually scheduled or importedwithin the tool. If you would like to schedule or important a Zoom meeting into your courses site, please watch the following video or follow these instructions.
To view an informational video on how to use the Zoom Pro Tool, please view below.
Once you have an account, go to Coursesand log in with your Pepperdine credentials.
1. Now, you may select “Schedule a New Meeting” at the top right to directly create a meeting within the Zoom Pro add-on in your Courses site.
Creating your Zoom sessions in the Courses Zoom Pro tool directly is preferable to importing an existing sessions for many reasons, some including better centralization, ease of use, and less struggle when finding and sharing reports/recordings.
Additionally, consider setting a recurrence of the session to simplify the process. If so, it is suggested to adopt a general meeting title (e.x. LAW 1234 Class) so same title will be applicable to all future meetings.
For more details on the basics scheduling Zoom meetings and the potential settings you may utilize, please click here.
2. However, if you would like to import an already scheduled Zoom meeting, click or hover over the more icon that is indicated by three vertical dots. Then, select “Import Meeting” and follow the listed instruction for copying your existing Zoom Meeting ID.
3. You should now be able to see a list of your scheduled meetings underneath the “Upcoming Meetings” tab in your Zoom Pro tool. Please note, if your meeting is recorded, your students may access the recording by clicking on “Previous Meetings” followed by “Recording Details” of the coinciding class session.
Additional Notes:
You should not use your personal meeting ID (PMI) link (high discouraged for classes, and moderately discouraged for office hours), due to some reported issues.
If you teach both formal Pepperdine classes and 2PEP classes, you must then navigate between the two Zoom accounts. Remember to always sign out of their Zoom app or web profile after each meeting and be sure to sign on to the correct profile based on your needs.
For more information on how to utilize Zoom for faculty, please click here.
Zoom has released a new update, including highlights of the new enhancements created specifically for ensuring the security and privacy of their product. The following steps will guide you through accessing and downloading the newest version.
Checking for an Update (Windows) and Installation
At the bottom left corner of your Windows screen, type in Zoom to open the Zoom Desktop Client
2. You will be directed to a sign in portal. Click on Sign in with SSO to continue.
3. For company domain, type in pepperdine.
4. Once logged in to your desktop Zoom application, navigate to your profile icon in the top right corner, and click on it to open a drop-down menu. Click on Check for Updates.
5. If there is an update available, you will receive the page shown below. Click on Update and Install then wait as the update is installed.
7. You will be directed out of the Desktop application while the update finishes.
6. You will be brought back to Zoom Desktop Client when the update has completed.
Checking for an update on a Mac
In your bottom toolbar, click on your launchpad icon to be directed to all of your applications. Click on the Zoom application.
2. Follow the instructions from number 2 onwards in the Windows instructions towards the beginning of this page, as they are the same.
Please be sure to update to zoom’s latest release to take advantage of new features and subscribe to their Blog for more information and resources in the days to come.
Also be sure to check out our LawTech page on Zoom for other important information.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
If a Zoom recording is hosted in the cloud, the start and end times can be modified.
First, log into zoom.pepperdine.edu using the Sign in button. Then, go to your Recordings tab in your zoom account. Click on your video to open up the preferences for that recording.
Next, click on the play arrow in your video to open up the video and editing preferences.
This will open up your video. Click on the scissors icon on the bottom right of your screen, which opens “playback range”
Finally, drag the arrows at either the beginning or end of your video to trim.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
When figuring out your preferred system for office hours, consider utilizing your Personal Meeting Room and ID. Your Personal Meeting Room is a permanent, virtual meeting room that you may access with your Personal Meeting ID or personal link. Your personal link is a specifically generated URL that is associated with your Personal Meeting Room. This is an easy alternative to scheduling individual meetings and managing a plethora of links for each necessary student.
Your Personal Meeting Room is ideal for use with people you meet with regularly; so this may be useful if you would like to schedule office hours on the same time and day every week and share the link with your class. You can start instant meetings with your Personal Meeting ID, or you can schedule a meeting that uses your Personal Meeting ID.
However, because it the same Meeting ID and personal link, it is always accessible when students have your link. Once a student has the link, they can join it at any time the meeting is in use. To precent this, you may lock the meeting with a password or use the Waiting Room feature to admit students individually.
Click “Sign In” and log on with your WaveNet username and password.
First, ensure that the “Meetings” button is selected on the left-hand side. Then, at the top menu, select “Personal Meeting Room”. Here, you will see all of the information and some of the settings associated with your Personal Meeting Room.
4. Toward the middle of the page, you can see your personal “Meeting ID” and “Join URL” associated with your personal meeting room. To give your students access to your room, share your URL link.
Click “Sign In” and log on with your WaveNet username and password.
To set a password for your Personal Meeting Room, first click “Meeting” on the top menu.
Next, select “Settings” on the side bar listed on the left.
5. Scroll down until you see a setting titled “Require a password for Personal Meeting ID (PMI)” and select the button to switch it “on”. To verify, make sure that the color has switched from gray to blue.
If you haven’t already, please read the email on zoombombing sent from Pepperdine’s CIO, Jonathan See.
Also, consider watching this video by Zoom Support on how to secure your meetings:
https://www.youtube.com/watch?v=p1IMmOujc9c
Since Zoom is a free and public platform, anyone with access to a meeting link can join. Unfortunately, recent incidents have occurred known as known as “Zoombombing” where unwanted participants enter the Zoom meeting room and screen-share and/or proceed to say or write very offensive things. Here are the ways to safeguard your meeting against zoombombing:
Treat the Zoom Session as a Private Event
Share the Zoom meeting link only with intended participants. Participants should not share the link publicly or with others who do not need to be in the meeting.
Don’t post the meeting link in social public forums. Faculty are encouraged to post the meeting link in their institutional learning management system for students to access.
Consider these Zoom settings (if appropriate)
Assign screen sharing ability only to the host. In Zoom, click the upward arrowhead (^) next to Share | Advanced Sharing Options | Only Host.
Mute participants upon entry and disable their ability to unmute themselves. In Zoom, click Manage Participants | the “More” button and check both “Mute Participants On Entry” and “Allow participants to unmute themselves.”
Allow participants to chat with the host only. In Zoom, click Chat | the “ellipsis” button and check “Host only.”
Zoombombing is both offensive and highly disruptive for you and your participants, and it can happen in Zoom or any other video conferencing solution. If you experience such activities, please report the incident as soon as possible to an IT member.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Pepperdine Caruso Law is dedicated to assisting you in making the transition to online teaching. To that end, we have created this guide. Please contact us with any questions!
Note: Only the host of the meeting may manage breakout rooms. A co-host will not be able to access this feature.
Please carefully read and follow these instructions for setting up breakout rooms in your online class meetings. You will need to be fully able to manage your online class breakout rooms. To view and download this document in a separate window, please click.
Enabling “Breakout Room” Setting in your Zoom account
Go to pepperdine.zoom.us and click “Sign In” to log-in to your account.
To get started, view the “Meeting Settings” tab on the left-hand side of the page.
Verify that “Breakout rooms” is checked under advanced settings.
How to create the Breakout Rooms and Assigning Students while hosting your Zoom meeting
Once you are hosting your Zoom meeting, the “Breakout Rooms” option will be shown at the bottom of the Zoom panel.
If you are sharing your screen, the button can be found under the “More” menu.
After clicking “Breakout Rooms”, you will be shown the eligible number of participants and asked how many rooms you would like to create. From here, you may either allow Zoom to assign your students to rooms “Automatically,” or assign the students to each room yourself “Manually.”
If you would like to manually assign your students, then click “Manually” and proceed to select “Create Breakout Rooms.”
From here, participants are still in the main meeting. By hovering over the breakout room, you can rename, delete or assign members to each room.
To assign participants, click on “Assign,” check their names and click “Assign” again for each breakout room.
If you wish to change an individual’s assignment, you can hover over the name and make the desired adjustment.
How to create the Breakout Rooms and Assigning Students prior to your Zoom meeting.
Note: A new Zoom meeting ID will be created. Please email CSOL Information Services ([email protected]) that you have created a new Zoom meeting ID for your class.
Go to pepperdine.zoom.us and click “Sign In” to log-in to your account.
Click “Meetings” > “Schedule a New Meeting“.
Complete the meeting information.
Scroll to Meeting Options > Click “Breakout Room Pre-Assign“
Click “+ Create Rooms“. A pop-up window will appear.
Click “+” to add a breakoout room.
To add participants, type the student’s pepperdine.edu email address in the field. Hit Enter on your keyboard. Repeat this step for each student you would like in Breakout Room 1.
Note: Pepperdine.edu email address must be used or else the student won’t be assigned to a breakout room.
To add a second breakout room, click “+” again. Click “Breakout Room 2” and add your student’s email address to the “Add Participants” field. Hit Enter on your keyboard. Repeat these steps for additional Breakout Room(s). Click “Save“.
You will be taken to the Meetings page. You can confirm that Breakout Rooms have been created. Click “Save“.
Starting the Breakout Room during your Zoom meeting
Click “Breakout Rooms.” This will show you the Breakout Rooms and the participants assigned to each.
Click “Open All Rooms.” This will automatically move participants into the selected rooms. Successful connection will then be shown by a green dot next to each corresponding individual.
Host Options for Monitoring Breakout Rooms
As the host, you may enter any breakout room to monitor discussion or offer assistance.
You may also broadcast a message to all participants and have your note displayed as a banner on their screens.
Closing the Breakout Rooms
When you wish to end the breakout rooms, click “Close All Rooms.” This will give participants a 60 second warning before automatically being dismissed from their rooms and returning to the main session.
If you wish to reopen the breakout rooms, click again on “Breakout Rooms.” From here, you may now either reactivate the same rooms or choose to create new assignments.
The sessions titled “TechLearn Q&A Session” are just that – a question and answer session with no agenda or demonstrations. Faculty can attend and get their questions answered about Zoom.
As the Law School’s faculty readjusts to the new teaching dynamic in place, it is important to try to replicate a similar setting with a similar course schedule. If you have a guest speaker scheduled to speak, please continue with this arrangement and follow the Zoom tips below.
2. Once logged in, click on “Meetings” on the lefthand menu. Select “Schedule a New Meeting.”
3. Proceed to schedule a Zoom meeting with the proper settings. For a guide on how to schedule a zoom meeting, please click here.
4. Under “Meeting Options,” make sure that the box labeled “Only authenticated users can join” is unchecked. Usually, this box is to be checked to ensure that the attendees of your class session are registered students with proper Pepperdine email accounts. However, in this case, unchecking this box for the class session will allow your guest speaker to enter the meeting without a registered Pepperdine email address.
5. After you click “Save” to schedule your class session, remember to send the guest speaker a link to the meetings. This link can be found under the “Invite Attendees” section in the final window under “Join URL.”
This page contains instructions to help users install and launch the Virtual Private Network (VPN) on Windows and Mac computers. VPN allows Pepperdine employees to connect to the Pepperdine network from any Internet connection in the world.
NOTE: For VPN, you will need to install the Cisco VPN client (if you don’t have it already) and then connect that way.
Faculty will need to apply their windows updates using VPN.
Update: the latest VPN version is now available for installation. Please follow the instructions below to accept and install the new version:
Mac or Windows VPN Client Update Instillation
For MAC/Windows computers, VPN clients/users will connect as usual by entering their credentials and completing their dual factor authentication.
Next, you will receive the Acceptable Use Policy message and, once accepted, the auto update prompt–active on August 14–will be provided.
Windows ViewMac View
Users may choose to “Update” within 60 seconds or “Defer” for a later time. We recommend that you update.
If you do choose to “Defer,” you will connect as normal. However, you will be prompted again at your next login attempt.
NOTE: After August 18, 2020, MAC/Windows users will not have a “Defer” option. For additional support, please contact the IT Service Desk at 310.506.4357 (HELP).
To learn more and view a step-by-step installation guide for both Mac and Windows devices, please click here.
All authorized Pepperdine employees have the ability to run VPN software. To request authorization or for more help, please call the IT Service Desk at (310) 506-HELP (4357).
