Category Archives: Uncategorized
Brightspace: Advanced Assessments
Previously Titled: New Feature in Brightspace: Graders and Grade Release Permissions
Step by Step Advance Assessments
Create an assignment in Brightspace
Go to the Evaluations & Feedback side panel and expand it to see the options.
These options, depending on what you pick, reveal additional options.
Click on Select Evaluators (you can choose from the people enrolled in your course with a grading permissions role.)
Choose how evaluations will process with multiple evaluators. You can choose between:
- All evaluators work on the same evaluation together. Publishers release this evaluation to learners.
- Evaluators work on their own evaluations separately. Publishers aggregate results into one final evaluation and release it to learners.
IF you have multiple evaluators: Allocate Evaluators to Learners (select which graders will grade which students)
the pull down menu lets you choose from
- Allocate all evaluators to every learner
- Randomly allocate 1 evaluator to every learner evenly
You can manually finese these generic selections by using the Evaluator Allocations options area and checking or unchecking students for a given evaluator.
If you have new students come in to the course, Brightspace will follow the automatic allocation method you picked for the new learner enrollments.
Choose publishers:
Important: It’s best to configure these settings when creating your assignment. If that’s not possible, make any necessary adjustments before receiving submissions. Once a student has been graded, these settings become locked and cannot be changed. Additionally, if submissions exist but no students have been graded, removing all evaluators will permanently disable advanced assessment features. This means grading will revert to the standard assignment process as it existed before these features were introduced to Brightspace.
Chat with my Advanced Assessments NotebookLM about this subject if you have any questions. You must use your SBU gmail to use this feature. (I am learning how to do this and may need to add each person who wants to use this chat. Feel free to reach out with a request if that turns out to be the case.)
Deep Dive by NotebookLM: Listen to the Audio here.
ANOTHER cool tool from Google
Drop a sample Subject, Scene and/or Style image and the AI creates a more detailed text description of each element and then recombines them. This takes away some of the hassle of creating prompts for a new AI image.
Oh – and here is your audio “deep dive” from NotebookLM.
Are you using Federal money in your work at SBU?
You may have personally signed to assure that these standards are being met. The text in federal grants typically references compliance with federal accessibility laws, such as the **Rehabilitation Act of 1973 (Sections 504 and 508)** and the **Americans with Disabilities Act (ADA)**. When an individual or institution applies for or accepts federal grant money, they agree to meet certain accessibility standards. While the exact wording may vary across different grants and agencies, the agreement usually includes language to the following effect:
—
### Example General Language in Federal Grant Agreements:
1. **Compliance with Federal Laws:**
“The recipient agrees to comply with all applicable federal laws, including the Rehabilitation Act of 1973, as amended (29 U.S.C. §§ 794 and 794d), which prohibit discrimination on the basis of disability in programs and activities receiving federal financial assistance and require the provision of accessible electronic and information technology.”
2. **Affirmation of Accessibility Efforts:**
“The recipient certifies that all programs, services, activities, and facilities funded under this grant will be accessible to and usable by individuals with disabilities in accordance with applicable laws, regulations, and guidelines.”
3. **Continuous Accessibility Improvement:**
“The recipient affirms its ongoing commitment to advancing accessibility in its programs and services and to the development and implementation of strategies to achieve compliance with accessibility standards, including but not limited to WCAG 2.1 AA, Section 508, and ADA Title II and Title III.”
4. **Reporting and Accountability:**
“The recipient agrees to monitor compliance with accessibility requirements and to submit periodic reports as requested by the funding agency to demonstrate ongoing efforts and progress toward full accessibility.”
—
### Key Takeaways:
– **Federal Compliance:** The university must demonstrate compliance with Section 504 (general nondiscrimination) and Section 508 (electronic accessibility for federal funds recipients).
– **Commitment to Accessibility:** Grant recipients affirm that they are actively working toward full accessibility in all operations impacted by federal funding.
– **Accountability:** Granting agencies may require documentation or assurances demonstrating these efforts.
And of course, even if you yourself have not signed such an agreement, the university itself takes federal money to operate. At least for now.
Some Videos from Google Re: NotebookLM
Musings from the Bath
There is a bit of fiction within the Star Trek universe, that really made an impact of me. It is tied into the prime directive:
This is a directive that is often dismissed in the heat of an episode (particularly by Captain Kirk)… but in one movie, Star Trek II: The Wrath of Khan, it shows up as a crew of a science vessel is having a damn hard time finding a planet that has absolutely zero life on it. This concept, when we live in world view where people wonder if life exists anywhere else at all in the universe, was extremely captivating to me.
So I sat in the bath this morning, and watched as tiny and fleeting whirling vortexes formed when i lower my arms quickly into the water. I wondered if there was microscopic life in the water that has been doing it’s thing in this newly created body of water – maybe organizing, reproducing, eating – that had just been swirled into a chaotic storm. I wondered, if this microscopic stuff, might have thought something like “what the?” as everything was displaced around it. Which made me think of language.
I asked Alexa (yes I have an device in my bathroom – one with a nice speaker of course): What is the most primitive life form that we know has a memory. I asked this, because I thought that proving one has memory, proves some organization of thought – at least to me. I’ll accept arguments of course.
So the answer is slime mold; which to be honest is a much more primitive life form than I was expecting the answer to be. Turns out that these single-celled organisms can remember their way through mazes, and anticipate changes in temperature and light if they happen in a pattern. They do not have brains or even a nervous system. Other tiny primitive organisms that show memory include bacterias, ciliates and other more complicated, yet distinctly un “animal” like, plants and fungi.
So, AIs are using what is called a Large Language Model to appear intelligent. These break down vast amounts of training data to analyze what tiny bit of language is the most likely bit to come next. For example, if I write:
Hello, how are
Just as your phones some predictive text so you don’t have to text as many letter – you can see the most likely word could be
you?
If you are told that the person speaking is a 35 year old person who works at the zoo taking care of parrots and they are speaking to there coworker as they change shifts (changing the query) you might still guess
you?
or you might think
the parrots?
Of course, GPT 4o is a blabber mouth by default so when I ask it to finish the sentence
Hello, how are
It says
you doing today? I hope you’re having a great day! 😊
When I give it the query that I mentioned about, with the speaker being a parrot caregiver at the zoo, it responds:
you? I hope your shift went smoothly—any updates or things I should know about the parrots today?
Demonstrating its politeness and verbosity.
Anyway, back to my bath, I am scrubbing up, thinking about whether I think, therefore, I am – only because I have a runaway LLM running inside of my head. Blah blah blahing at me – and I have a chemical system that remembers things. I remember myself blabbing. I remember conclusions I have come to. I remember patterns. I remember grudges and fondnesses. (sometimes I can’t quite remember why I like or dislike someone – but I know I do. Similarly, I might not remember what happens in a book, but I can tell you if I really liked it. This will come in handy for retirement rereads.)
I remember me.
“If You Think You Can Hold a Grudge, Consider the Crow” New York Times Article.
[side note – did you know you can read the NYTimes as a person with an .edu email address?]
Do Animals who use sounds to communicate use a small or midsized language model? To be sure, a chemical one. As we as humans may be using a chemical LLM?
Did you hear about the whales yet?
I’m going somewhere with all of this.
I promise. But I won’t be finishing these thoughts in today’s blog.
Maybe my LLM can interact with your LLM and we can make some new ideas together?
Oh – and to tie things up a bit. If I had never drained my bath, would something eventually have crawled out of it, wondered about the planet and started a new civilization? We will never know, because similar to what Captain Kirk may have done, I pulled out the drain when I was finished.
Oh – and definitely check out the NotebookLM podcast generated based on this post.
“It’s like AI is making us look in the mirror”
More reason to think about how we use the internet
I was asking GPT about a trip to the Grand Canyon as a part of a demonstration today, and I didn’t read what it actually responded at the time. I was just closing open tabs in my browser, and I read a bit of it before closing the tab and after the usual travel tips like use flexible travel dates, consider alternative airports, take budget airlines… the last one really got my attention:
“Clear your cookies: Some airlines and flight comparison websites use cookies to track your browsing history and raise prices if they see that you’re interested in a particular route. Clearing your cookies can help you avoid this price hike.”
I knew that my interest in a particular destination was noted – as my browser will become crowded with ads about the place I was investigating, but it never occured to me that the would start offering me higher costs just because it knows I want to go there.
That is like knowing that a car that is approaching your gas station is runing on no gas, and raising the cost just before you coast into the station.
Quick GIT instructions (but I recommend using GIT Desktop – cause I like GUIs)
title image – mostly decorative
Mini Lecture: Using Git and GitHub in the Terminal for Windows, Linux, and macOS
1. Initial Setup
- Install Git: Ensure Git is installed.
- Windows: Download from git-scm.com and follow the installer.
- Linux: Run
sudo apt install git(Debian/Ubuntu) orsudo dnf install git(Fedora). - macOS: Use
brew install gitif Homebrew is installed or download directly from git-scm.com.
- Configure Git: Set your global username and email:
git config --global user.name "Your Name" git config --global user.email "your.email@example.com" - Set Up Authentication with SSH:
- Generate an SSH Key:
ssh-keygen -t rsa -b 4096 -C "your.email@example.com"Follow the prompts and press Enter to accept the default file location.
- Add the SSH Key to the SSH Agent:
eval $(ssh-agent -s) ssh-add ~/.ssh/id_rsa - Add Your SSH Key to GitHub:
- Copy the public key to your clipboard:
cat ~/.ssh/id_rsa.pub | pbcopy # Use 'xclip' or manual copy on Linux - Go to GitHub SSH settings and add a new SSH key.
- Copy the public key to your clipboard:
- Test the Connection:
ssh -T git@github.com
- Generate an SSH Key:
2. Cloning a Repository
To work on an existing project, clone the repository:
# Replace with your repository URL
git clone https://github.com/username/repository.gitOr, if using SSH:
git clone git@github.com:username/repository.gitNavigate into the project directory:
cd repository3. Basic Git Workflow
- Check the status of your repository:
git status - Stage changes (add files to the staging area):
git add . # Stages all modified files git add filename.ext # Stages a specific file - Commit changes with a message:
git commit -m "Your commit message" - Push changes to GitHub:
git push origin main # Replace 'main' with the appropriate branch name
4. Creating a New Repository
- Initialize a new repository:
git init - Connect to a remote GitHub repository:
git remote add origin https://github.com/username/new-repository.gitOr, if using SSH:
git remote add origin git@github.com:username/new-repository.git - Add and commit your initial project files:
git add . git commit -m "Initial commit" - Push to GitHub:
git branch -M main # Ensure the branch is named 'main' git push -u origin main
5. Branching and Merging
- Create a new branch:
git checkout -b new-branch - Switch between branches:
git checkout main - Merge a branch into your current branch:
git merge new-branch
6. Handling Merge Conflicts
If you encounter merge conflicts:
- Git will mark conflicts in your files. Open the files in a text editor and manually resolve the conflicts.
- Once resolved, stage the changes:
git add resolved-file.ext - Commit the merge:
git commit -m "Resolved merge conflict"
7. Pulling Updates
To keep your local repository up-to-date with the remote:
git pull origin main # Replace 'main' with your branch name8. Additional Useful Commands
- View commit history:
git log - Undo the last commit (without losing changes):
git reset --soft HEAD~1 - Remove files from the staging area:
git reset filename.ext
Summary
This mini lecture has outlined essential commands for using Git and GitHub across Windows, Linux, and macOS. Remember to commit often, write meaningful commit messages, and stay consistent with Git best practices.
concluding slide image – mostly decorative that restates text
Gemini – “Study Smarter with Gemini” and Google Maps
I opened up Gemini today to this:
I mean – who hasn’t been using AI for self help issues with quizzes already?? But let’s see what the OpenStax “extension” is like.
The first thing I notice when starting to type @OpenStax, is that there are a lot of other options popping up as soon as I type the “@”.
I decided to jump on the OpenStax extension with something on the difficult side and it returned a failed query, but then still made some good suggestions.
“@OpenStax what textbooks do you have for pharmacology?
I couldn’t find any specific pharmacology textbooks from OpenStax. However, they do offer a wide range of free, high-quality college textbooks on various subjects, including biology and chemistry, which are closely related to pharmacology. You may find relevant information in these textbooks that can help you understand pharmacological concepts.
Here are some OpenStax textbooks that might be helpful:
- Biology 2e
- Chemistry 2e
- Organic Chemistry 2e
- Principles of Biology
You can find these textbooks and more on the OpenStax website: https://openstax.org/“
and then it made some lovely suggestions about how to more appropriately use the @OpenStax query:
“
While I wasn’t able to use @OpenStax to help with this, here are some of the textbooks that you can use to to get responses with links to relevant peer-reviewed textbook content:
- Math
- Algebra and Trigonometry “@OpenStax learn about exponents”
- Precalculus “@OpenStax what’s a trigonometric function?”
- Science
- Biology “@OpenStax is cell membrane selectively permeable”
- Chemistry “@OpenStax explain covalent and ionic bonds”
- Physics “@OpenStax what’s newton’s law of gravitation”
- Humanities
- US History “@OpenStax what was the importance of canals in the US in the early nineteenth century”
- World History “@OpenStax teach me about the Byzantines”
You can see all of the subjects available with @OpenStax by visiting this page.”
So I asked:
“@OpenStax what is the relevance of low bridges on the parkways of long island in relation to racial issues.”
And here is the response:
“
The low bridges on the parkways of Long Island have been a subject of controversy due to their alleged discriminatory design. It is believed that Robert Moses, the master planner behind the parkways, intentionally designed the bridges to be too low for buses to pass underneath. This, in turn, prevented people who relied on public transportation, many of whom were minorities and lower-income residents, from accessing the beaches and recreational areas accessible by the parkways.
This design choice is seen as a form of systemic racism that aimed to exclude certain groups from enjoying the benefits of these public spaces. By making it difficult for minorities to reach these areas, Moses effectively segregated the parkways and beaches, reinforcing racial inequalities in the region.
While there is no explicit written documentation confirming Moses’ intent, the evidence, including the unusually low height of the bridges and the historical context, strongly suggests that the design was intended to be discriminatory. This revelation has sparked discussions about the legacy of Robert Moses and the need to address the historical and ongoing effects of systemic racism in urban planning and infrastructure.
Key points related to the low bridges and racial issues:
- Intentional design: The bridges were designed to be too low for buses to pass underneath, preventing people who relied on public transportation from accessing the beaches and recreational areas.
- Systemic racism: This design choice was seen as a form of systemic racism aimed to exclude minorities and lower-income residents from enjoying the benefits of these public spaces.
- Historical context: The design of the bridges occurred during a time of racial segregation and discrimination in the United States.
- Legacy of Robert Moses: The controversy surrounding the low bridges has led to discussions about the legacy of Robert Moses and the need to address the historical and ongoing effects of systemic racism in urban planning and infrastructure.
It’s important to note that while this information is widely accepted, some argue that the low bridges were simply a result of engineering constraints or design aesthetics, rather than an intentional act of discrimination. However, the overwhelming evidence suggests that the design was indeed a deliberate attempt to exclude certain groups from the parkways and beaches.”
I’m not sure how that relates to OpenStax, as the links point to other sources.
If I ask Chat GPT the same question, without the OpenStax prompt I get:
“
The issue of low bridges on Long Island’s parkways has a significant historical connection to racial and socioeconomic issues, particularly as it relates to urban planning and segregation. According to a widely accepted account by urban planner and historian Robert Caro in his biography of Robert Moses, “The Power Broker,” Moses, who oversaw the design of many of New York’s public works, intentionally designed overpasses on the Southern State Parkway to be too low for buses to pass under. This design was allegedly aimed at preventing buses, which were more likely to carry poorer individuals and racial minorities from New York City, from accessing the public beaches of Long Island, which Moses wanted to reserve for wealthier, predominantly white suburban residents who could afford a car.
This form of infrastructure design is an example of how urban planning can enforce racial segregation without overtly violating laws pertaining to racial discrimination. It effectively limited access based on socioeconomic status and race, as poorer African American and minority communities often relied more on public transportation than wealthier, white communities. This practice is often cited as a form of structural racism, where urban planning decisions contribute to systemic inequalities.
Although the direct evidence of Moses’s intentions has been debated among historians, the story has become a significant point of discussion regarding how infrastructure can perpetuate racial and socioeconomic inequalities. It serves as a case study in how transportation policy and urban planning can affect accessibility and equality in seemingly indirect but profoundly impactful ways.”
Note the the Gemini does give you the citations, which is nice for us as higher education peeps.
Also, when I ask GPT:
Do you integrate with Open Stax?
ChatGPT said:
ChatGPT
As of now, I don’t have the capability to directly integrate with external databases or resources like OpenStax in real-time. However, I can definitely help you understand and utilize OpenStax resources by providing information, summarizing content, or guiding you on how to access and make the most out of their textbooks and educational materials. If you have specific questions or need help with content from OpenStax, feel free to ask!
So maybe – not such a new thing per say.
Since I saw those additional Extensions… let’s try one of those out.
@Google Maps can you show me a picture of the vanderbuilt planetarium?
Here’s a picture of the Vanderbilt Planetarium:
It’s located at 180 Little Neck Rd, Centerport, NY 11721, and is part of the Vanderbilt Museum. You can find more information about the planetarium and its hours of operation on their website: https://www.vanderbiltmuseum.org/
Would you like to know more about the Vanderbilt Museum or planetarium, or are you looking for something else?’
It displays a fully functional/interactive google map of the planetarium – this is just a screen shot of it:
AI still wowed me today
So – if you follow what I write, you know that I have a little obsession with what AI can do with just your course syllabus. Well check this out:
I went to https://notebooklm.google.com/
Then I pasted the text from my colleague’s syllabus, entered the Notebook Guide and asked it for an Audio Overview. That is all.
Mind Blown.
