Using TechSmith Relay

  1. Log in at with the following login information:
  • username: Your NetID (Example: D12345Z or F01234A)
  • password: your NetID password.

2. Click the blue Create button on the upper-left side and choose Download Recorders. Once you download, run the installer. The installer will appear and may prompt you for a login. If this occurs, the username and password to install the client will be your computer’s (system) username and password.

3. Once you have installed the Relay client you can start recording and publishing.  You will be asked to log into the Relay Recorder with your NetID and password.

4.Make sure to choose the correct Audio source, name your recording descriptively, and Submitting promptly when you are done.

5. Upon Submitting will be given a URL for your recording. That link takes you to your account on the Dartmouth Techsmith Relay website where you can customize Privacy (viewing) options, choose a Thumbnail, set up Groups, Download the recording, add a Quizzing layer to your video, and view Analytics. You can always log into to access all of your recordings.


6. Tutorials explaining how to use Techsmith Relay can be found here:


7. If you plan to use Relay on a classroom computer, please contact Classroom Technology Services for set-up information:


8. If you would like to link to or embed your recording into your Canvas course site, please email for set-up.

Library Reserves in Canvas

Library Reserves files and links are now placed directly in your Canvas course! When you request reserves you will receive information on where to find the files and links.

Screen Shot 2016-08-18 at 2.37.49 PMQuestions on how to integrate these materials seamlessly in your course? Check out the Canvas guides or email for assistance.

The instructional design team would also like to use this change as an opportunity to remind Dartmouth faculty that the college recently adopted a new set of guidelines for using copyrighted material. You can read about the new Dartmouth College Copyright Policy here, or click “Read More” for an FAQ on posting copyrighted materials to your Canvas site.

Continue reading Library Reserves in Canvas

What’s in store for Canvas in 2016-17?

A redux from InstructureCon 2016

Several members of the EdTech team attended this year’s annual Canvas Users Conference, InstructureCon, in Keystone, Colorado. Pat Coogan and Adrienne Gauthier facilitated a great session on building a regional Canvas community – this topic came about since our Ed Tech team has taken on a leadership role in pulling together a Canvas users and constituency group in the Northeast, targeted at Instructional Designers and Canvas administrators  (side note: it is not too late to register for the 4th annual Canvas Round Table at Dartmouth College, to be held on August 12).

This shout-out aside, here are some of the product announcements, to give you a sneak preview of Canvas’ roadmap for the next year. They can be grouped under four main themes – read on below – but if that’s tl;dr (Too Long; Didn’t Read) for you – here’s the redux in a single tweet:

Continue reading What’s in store for Canvas in 2016-17?

Mid-Course Evaluations

Student feedback offered through mid-course evaluations provides a great opportunity to improve your course, both for yourself and your students.  Read below to discover how to implement them in your class in five easy steps.

Why collect feedback from students mid-stream?

Evidence suggests that when students provide feedback mid-term, there can be meaningful improvements in instruction, student learning, and course assessment reports (Cohen, 1980; Marsh & Roche, 1993) .  This effect is amplified when instructors discuss the feedback results with their class (Angelo & Cross, 1993).  Unlike the end of term course assessment reports, students are often motivated to provide useful feedback during the course.  

How? Mid-term surveys in 5 EASY STEPS

1. Consider the questions you’d like to ask your students.  

Options range from the very open-ended (e.g. What should we keep doing, stop doing, and start doing?) to more likert-scale ratings (e.g. “The material is being taught at an appropriate pace” Agree-Disagree).

Here are some sources for possible questions:

2. Choose a tool for administering your survey.

Here are some advantages and challenges of three possible survey tools.

Advantages Concerns
  • Ensures a good response rate if you administer in class
  • Many templates available
Need to enter data into software (Excel, R, text mining) in order to collate responses and analyze.
Canvas Survey Tool
  • All students in your course have access.  
  • Ensures anonymity while still tracking which students completed the survey.
  • Does a bit of analytics, but none on open-text responses
  • Limited question types (though fairly standard)
Qualtrics Insights Survey Platform in with Dartmouth credentials)
Can post one anonymous link for all students to access.
Excellent analysis tools, including an option to code open-responses.
If you’d like to track who responds, this requires some data input.
3. Administer the survey.  

Once you have chosen a method, date (and due date if applicable), administer the survey with your students.  Here is some text you may want to consider as an introduction (written or spoken):  

“Today,  I’d like you to fill out a short mid-term evaluation. The information you provide is just for me, and your input is extremely valuable. It helps me gauge how the course is progressing at the moment, that is, what is going well from your standpoint and whether you have any suggestions for how we might proceed for the rest of the term. It also helps me understand what and how you are learning. I will report back to you about the results of this evaluation.”  – Adapted from Berkeley Teaching Center

4. Review the results.

Berkeley Teaching Center recommends that you classify results into three groups:

  1. Changes you can make immediately.  These may include small modifications to assignments, or the structure of class discussion.
  2. Changes that need to wait until next time you can offer the course.  These may include logistics changes such as due dates or assignment directions.
  3. Changes that for pedagogical reasons, you are unable or unwilling to make.  These may include the type of assessments you are using (team projects vs. exams).
5. Report the results and discuss your plans.  

By taking the time to share the results of the survey, in a subsequent class period, on Canvas, or via email, you have an opportunity to show the students that the same course activity is viewed positively by some students and negatively by others.  This gives you an opportunity to discuss the importance of diversity and reaching beyond our comfort zones.  

You also have a chance to address the changes you will be making, either now or in future offerings of the course, as a result of their feedback.  This is a great time to review your course goals and objectives and reiterate the reasons behind your teaching methods.

For More Information:

If you’d like to discuss implementing mid-course feedback surveys in your class, please feel free to contact to learn more!

Additional References and Resources:

Angelo, T. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

Cohen, P. A. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13, 321-341.

Marsh, H.W. & Roche, L. (1993). The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30(1), 217-251.

Dartmouth Center for Advancement of Learning:

Worcester Polytechnic Institute Morgan Center:

Princeton University McGraw Center:

Faculty Focus’ Teaching Professor:


Need Help with Canvas for Summer Term?

If you’re teaching in the summer and would like help setting up your Canvas sites, the Ed Tech team is happy to assist!

Summer 2016 Canvas Office Hours

All office hours will be held in Berry 178. Our offices are located behind the computer walk-in center in Berry Library. Please look for the yellow “Instructional Design” sign and follow the arrow!

Date Time Location
Monday, June 20th  10:00 am – 1:00 pm  Berry 178
Thursday, June 23rd 9:00 am – 12:00 pm Berry 178
Friday, June 24th 2:00 pm – 5:00 pm Berry 178
Monday, June 27th 9:00 am – 12:00 pm Berry 178

If you’re unable to make any of the times listed, please send an email to An instructional designer will contact you to set up an appointment.

Authentic Knowledge: Students Bring 19th Century Russian Literature to Wikipedia

Last Fall, we were happy to introduce some of the work that Professor Katherine Mirica (Chemistry) has done with her students in Wikipedia in the post, Authentic Knowledge: Students in Wikipedia.This is the second part in a series about using Wikipedia for student assignments. 

Anton Chekhov and Leo Tolstoy, photograph, 1901
Anton Chekhov and Leo Tolstoy, photograph, 1901

Continue reading Authentic Knowledge: Students Bring 19th Century Russian Literature to Wikipedia

Introducing the New User Interface for Canvas!

Beginning Saturday, June 11, you’ll notice that Canvas has a new look. These changes are intended to make Canvas easier to use on a wide range of screen sizes.

The Dashboard and Global Navigation have the most changes. Click the image for the visual tutorial.
The Dashboard and Global Navigation have the most changes. Click the image for the visual tutorial.
From within a course you can hide/display the course menu – handy from within Grades! Click the image for the visual tutorial.
From within a course you can hide/display the course menu – handy from within Grades! Click the image for the visual tutorial.

Continue reading Introducing the New User Interface for Canvas!

Seeing What Others See


(Photos by Michael Evans and Erin DeSilva.)

by Michael Evans, Nuekom Fellow / Film and Media Studies
This guest post was originally authored on May 24, 2016 on the  blog: Teaching Out Loud.

I recently presented at Learning IgnitED! That’s the name of the regular faculty workshop series offered by Dartmouth’s Educational Technologies Group. In each session three or four faculty members get about 5 minutes each to present a problem that they had in their teaching and how they solved it. After everyone presents, the host moderates Q&A with faculty, staff, and interested observers. It’s informal, fast-paced, often funny, and informative.

When I presented at the first Learning IgnitED! session in Spring 2015, we held the sessions in the Dartmouth Center for the Advancement of Learning. That’s a great place for workshops and events. But now we have the Berry Innovation Classroom. It’s our flagship learning space on campus. So now that’s where we hold Learning IgnitED!

I teach in BIC, so I was glad to accept the invitation to present. Few presenters ever take advantage of Berry Innovation Classroom’s special features for a Learning IgnitED! presentation. So I determined to jam as much active learning fun into one session as possible. Here what I presented (along with my observations) after a kind introduction from Mike GoudzwaardContinue reading Seeing What Others See

Dartmouth Students Experience OperaX in Music 11

SwayneSteve Swayne, the Jacob H. Strauss 1922 Professor of Music and Chair of the Music Department, offered a MOOC with the OperaX team last fall titled: OperaX: An Introduction to Italian Opera. Spring 2016 is the first term in which Steve has offered his residential course, Music 11: Introduction to Opera since creating the MOOC.

Please click “Continue Reading” for a Q&A with Steve about his course and his experiences collaborating to create his course. Continue reading Dartmouth Students Experience OperaX in Music 11

Students Construct Ancient Scrolls in CLST 10

On Friday, April 8th, students in Professor Tom Hendrickson’s Ancient Books course (CLST 10) gathered in the Arts and Humanities Resource Center for a very unusual assignment. Using papyrus purchased 323_Thomas-Hendricksonwith funding from Dartmouth’s Experiential Learning Initiative, they were constructing scrolls for the first of a multi-phase textual criticism project.

Please click “Continue Reading” for a Q&A with Tom about his course, the assignment, and experiential learning at Dartmouth.

Continue reading Students Construct Ancient Scrolls in CLST 10