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Center for Innovation in Teaching and Learning

Brightspace: Organizing Content for Student Success – Virtual Training

Virtual Location

Review the use of the “Content” area of your course to allow students to best navigate your course: Using the content area along with the assessment tools Designing your content in a logical way Deciding on visibility and access to course materials How the calendar displays information to students Customizing your course experience Unfortunately, we […]

Accessibility in the physical classroom

Even small changes in how you use your physical space can create greater inclusion for your learners. We will discuss and review how practices like using a microphone, or allowing students to use their devices, or verbally describing visuals can support learners. We invite your questions about accessibility in the physical classroom.  The location for […]

Brightspace: Quizzes – Virtual Training

Virtual Location

In this training session, we will be going over how to build, organize, and implement Quizzes in your class in Brightspace. Unfortunately, we were not able to fill the minimum number required to run this workshop; however, please contact Faculty Support at citl@maine.edu or (207)581-3333 with questions, or check out our other upcoming workshops.

Using the CITL Brightspace starter course – Virtual Training

Virtual Location

CITL has generated a "Brightspace Starter Course" to help faculty new to Brightspace get a jumpstart to their course design. The Brightspace Starter Course was designed so you don’t have to start with a completely blank slate. Instead, using the Starter Course you will start with a basic class structure that you can personalize, adjust, […]

Teaching at UMaine – An introduction to successful teaching strategies

102 Fernald Hall 102 Fernald Hall, Orono

Join CITL Instructional Designers and staff in a conversations around successful approaches to teaching and student engagement. We will discuss approaches that span the various modalities, including strategies that have […]

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