Brightspace Logo

URI Engage is a learning platform designed to provide external training, certification programs, and public-facing courses. Managed by the ITS Teaching and Learning team, URI Engage extends learning opportunities beyond the university, supporting continuing education, professional development, and certification programs.

Executive Lead

Michelle Rogers-Estable

Technical Lead

Michelle Rogers-Estable
rogersmd@uri.edu

Support Team

ITS Teaching and Learning Services

About the Service:

Features

  • External Learning Management – Supports training, certification, and non-credit courses.
  • Public Access – Designed for learners outside of URI, including professionals and community members.
  • Flexible Course Delivery – Offers self-paced and instructor-led training options.
  • Credentialing & Certification – Enables digital badging and completion tracking.

Access

Eligibility

  • URI Engage is available for non-matriculated learners, professionals, and organizations seeking training or certification.

How to Access URI Engage

  • Users can browse and enroll in available courses through the URI Engage portal.
  • Instructors and departments can request to host training programs on the platform.

Course Development & Hosting

  • Faculty and departments interested in offering courses or certification programs can consult with the ITS Teaching and Learning team.

Support and Training

Instructor & Department Support

  • Guidance for setting up and managing courses on URI Engage.
  • Assistance with course design, digital credentials, and assessment tools.

Technical Support

For access issues, course setup, or troubleshooting, contact the ITS Service Desk.

 

Get Help:

For assistance with URI Engage course development, access, or support, contact the ITS Service Desk or the ITS Teaching and Learning team.

Tom Hospod Photo
Tom Hospod
Office of International Education

FACULTY BIO: Tom Hospod is the Assistant Director of the URI Global Initiatives and URI’s COIL Coordinator. He is an expert in international education at URI, and has helped to develop support systems and resources for faculty.

Program: Collaborative Online International Learning (COIL) connects students and professors across different countries, allowing them to work together on projects and engage in discussions as part of their regular coursework. The program integrates intercultural dialogue and collaborative learning into existing courses, enabling students to interact with global peers across time zones, languages, and disciplines without incurring additional costs.

Introduction

Spotlight feature written by: Braden Hutchins

Tom Hospod is the Assistant Director of the Global Initiatives Office. He focuses mainly on virtual international programs, especially Virtual Exchange (VE) and Collaborative Online International Learning (COIL). With over 20 years of experience in international higher education at URI, Tom’s career has centered on global mobility programs, including study abroad and international exchanges.

Tom’s strong background in traditional exchange programs helps him lead URI’s virtual initiatives. He has taught courses through study abroad programs on social justice education, global citizenship, international education, and intercultural communication. Some of these courses used online and blended formats similar to what VE and COIL use today. Tom works to create international learning opportunities within URI’s existing curriculum, helping students gain diverse perspectives and cultural skills needed in today’s global world.

 
Quote

“There are counties that we couldn’t send students to because of either cost or safety, but with technology you can still access and provide access as well.” – Tom Hospod

“These don’t have to be new courses…students are enrolled as they normally would…They’re collaborating [internationally] together but earning credit at their respective institution” – Tom Hospod

What is COIL?

A short video from GoGlobalFIU explaining what Collaborative Online International Learning (COIL) is and how it engages students in powerful global learning.

Usage

A COIL class can begin with activities such as introductions and icebreakers to help students get to know each other and build community across diverse cultures. As learners progress, they engage in comparative analysis, where they explore and contrast different perspectives and methodologies on the subject matter, gaining a better understanding of global viewpoints. Central to the experience are collaborative projects that require contributions from every member of the class, encouraging each student to bring their unique skills and diverse views to the table. This collaborative approach enriches the learning experience as students combine their ideas and resources to create a final presentation or project. The program ends with a reflective piece, allowing students to discuss how their perspectives and views have evolved through this immersive, intercultural exchange. This reflection helps conclude the course and prepares them to apply diverse perspectives to future challenges.

Q: How did this project come to you and how long has this been in the works?

A: I have been involved in international education at URI for 20 years and started developing COIL support structures and resources for faculty around two years ago.

While technology is crucial for VE/COIL, selecting the right tools requires careful consideration of each collaboration’s unique needs. In some situations, simpler tools such as WhatsApp and email might work better, especially in areas with limited access to the internet, where video conferencing isn’t practical. In contrast, other collaborations might harness advanced technologies like Virtual Reality and Enhanced Reality.

Q: What kind of tools are you providing faculty and staff?

A: I have been working with the Global Initiatives team to provide a Brightspace information page as well as a toolkit of questionnaires to help work through the process. We also have funded and hosted webinars. Faculty can consult campus resources like Teaching and Learning Services (TLS), the Office for the Advancement of Teaching and Learning (ATL), and Global Initiatives to identify the most effective technologies.

Typically, VE/COIL courses rely on tools familiar to URI faculty, including platforms like Zoom/Webex, Padlet, Slack, Google Apps, and Brightspace. In some cases, Global Initiatives works with campus partners to test new technologies. For example, the Innovation Lab is creating a virtual interactive space for student collaboration across borders, showcased during International Education Week, which could be used in future VE/COIL projects.

The advantages and disadvantages of the technology used in VE/COIL initiatives are closely tied to the specific partnership and context of each collaboration. Selecting the right technology involves weighing these pros and cons to match the unique characteristics of the partnership and work for all participants. The goal is to identify tasks and assignments that align with best practices, ensuring that the chosen technological tools effectively support the educational objectives of all parties involved. Considerations might include technical accessibility, user-friendliness, and the ability to support meaningful interaction and engagement among participants.

 

Student Experience & Feedback

As VE/COIL initiatives are relatively new, information surrounding these courses is not as extensive as that for some other practices. However, existing research highlights significant benefits, such as improved intercultural skills and global awareness. Students in VE/COIL programs also improve their collaborative skills, communication, critical thinking, and digital skills. The current gap in research presents an opportunity to encourage the creation of more VE/COIL courses and initiatives, allowing faculty members to leverage their experiences to contribute research and publications to the field. Additionally, COIL is recognized as a high-impact practice that improves educational outcomes.

 

Resources:

Brightspace Resource Site for Virtual Internationalization – https://brightspace.uri.edu/d2l/home/250174

COIL Connect website (URI is a member institution) – https://coilconnect.org/

snagit logo

Snagit is a versatile screen capture and recording tool that allows users to take high-quality screenshots, record screen activity with audio, and create annotated instructional content. Ideal for teaching, presentations, and documentation, Snagit supports image and video capture across full screens, specific regions, or scrolling windows. It integrates directly with tools like Camtasia and Panopto, and is compatible with both Windows and macOS systems.

Executive Lead

Michelle Rogers-Estable

Technical Lead

Michelle Rogers-Estable
rogersmd@uri.edu

Support Team

ITS Teaching and Learning

About the Service:

Features

  • Screen Capture: Capture entire screens, regions, windows, or scrolling content.
  • Video Recording: Record video and audio of desktop activity for tutorials or demonstrations.
  • Editing Tools: Annotate, blur, crop, and highlight captured content.
  • Integration: Seamlessly exports to Camtasia and Panopto.
  • Cross-Platform Support: Available for both MacOS and Windows devices.

Access

URI faculty, staff, and contracted Teaching Assistants (TAs) and Graduate Assistants (GAs) in instructional support roles are eligible to install up to two copies of Snagit: one on a university device and one on a personal/home computer.

To get access:

  1. Complete the Snagit License Agreement Form using your URI SSO credentials.
  2. Fill out all required fields, print for your records, and submit the form.
  3. You will receive an email with download links and license keys from noreply@uri.edu.
  4. Licenses must be renewed yearly. Renewal notices and codes are sent via a Google Group mailing list associated with your form submission.

Support and Training

Video Tutorials

TechSmith Resources

ITS Support

 

Camtasia is a powerful screen recording and video editing tool available for URI faculty, staff, and teaching assistants. Designed for creating instructional and multimedia content, Camtasia offers an extensive library of customizable templates, motion graphics, and themes. Videos created in Camtasia can be uploaded directly to Panopto for seamless integration with your courses.

Executive Lead

Michelle Rogers-Estable

Technical Lead

Michelle Rogers-Estable
rogersmd@uri.edu

Support Team

ITS Teaching and Learning

About the Service:

Features

  • Screen Recording: Capture your screen with high-quality video and audio.
  • Advanced Editing Tools: Add effects, transitions, and annotations using a user-friendly interface.
  • Customizable Assets: Access templates, motion graphics, and intros/outros from the TechSmith library.
  • Integration with Panopto: Upload videos directly to Panopto for easy sharing in Brightspace.
  • Cross-Platform: Compatible with both MacOS and Windows.

Access

Eligibility: URI faculty, staff, and teaching assistants in instructional roles can install two copies of the software—one for a campus computer and one for home use.

License Agreement:

  • Complete the online license agreement form for Camtasia.
  • Log in with your URI SSO credentials.
  • Fill out all fields, print a copy for your records, and click “Submit.”

Activation: Links to the software and license codes will be emailed to you.

Annual Renewal: Apply a new license code each year. Updates and renewal information are sent via Google Groups.

Support and Training

Getting Started:

TechSmith Resources:

 

A Days Journey through the AI @ URI 2.0 Summit

Come with me on a journey exploring AI in teaching learning @ URI. It began as the URI Academic Summit welcomed faculty back to campus in January to discuss AI @ URI 2.0. Opening the event, a URI panel of staff, administration and faculty discussed where URI has come since the last Academic Summit in 2024 on AI and the future based on recommendations from the AI task force report. It is important to clarify that AI includes machine learning, neural networks, and robotics (around for decades), most of the topics for today’s summit address the narrower field of AI: generative AI which became rapidly widespread through open source products (such as ChatGPT). 

Innovative AI Integration in Teaching and Learning Breakout Session

This session explored the innovative ways faculty are incorporating AI into their classrooms. We heard from URI faculty, who are listed below, who have used AI for activities such as group work, individual projects, and programming assignments. Discussion included understanding the impact of AI on student learning and engagement and best practices for motivating students to use these tools effectively.

AI in Business Assignment for Game Creation

Christy Ashley, Marketing/Business
Christy Ashley discussed how students in her business courses made choices about AI tools for game creation. A guest speaker from Hasbro shared insights into how games are developed, and then she showed an example of the differences in game development using AI. Students often approached AI by simplistically replicating her work, not developing their own game creation.

Additionally, there were realtime considerations that impacted the use of the AI such as loading issues. Ashley highlighted the value of experimenting with new approaches in the classroom, experiencing mistakes, and thoughtfully reflecting on how to improve them for future use.

AI in Classroom Discussions and Assignments

Steven Atlas, Marketing/Business
Steven Atlas explored AI’s integration into classroom discussions, embedding learning about AI through discussion forums. He expressed the importance of determining clear parameters for the students. He also introduced optional AI supplements to assignments, allowing students to experiment with AI-generated content and refine their understanding.

For final projects, Steven encouraged students to use AI to develop research questions and benchmark AI behavior against human decision-making. This approach, particularly in marketing research, allowed students to explore how AI processes information differently from humans.

AI in Biology Education

Nic Fisk, Cell & Molecular Biology
Computational biologist and education researcher Nic Fisk emphasized designing assignments suiting the desired learning outcome, which may include how AI is used in research. They contrasted Google and ChatGPT in long-term retention, generalizability, and transfer of skills developed using these tools. They also noted that students’ frustration when they encounter AI-generated errors provides opportunities for learning. For example, prompting a generative AI and identifying missing nuances or important details can help students focus on the interesting elements of their writing or research.

AI’s Analytical Power in Research: Will and Christy

Will and Christy
Will and Christy discussed examining AI’s capabilities in deep analytics, contrasting human limitations with AI’s ability to process vast amounts of data. They highlighted how AI can significantly enhance research methodologies, but also raised concerns about over-reliance on AI-generated insights.





AI in Philosophy and Writing

Will Krieger
Will Krieger explored AI’s role in philosophical writing, emphasizing structured approaches to AI-assisted writing. Writing has always been the way we thought we need to assess philosophy. He has been exploring the outcomes of assignments and courses to consider integrating AI into the process. He implemented a three-submission assignment:

1 – A written detailed prompt asking for a detailed outline specifying sources, material, and objectives.
2 – Use AI to generate a structured essay based on the outline.
3 – Refine the AI-generated material into a final human-authored submission.

This three-submission assignment increases the instructor workload for assessing. Will found that this method worked well for half of the students, reinforcing the idea that specificity in AI prompting leads to better outputs.

AI’s Analytical Power in Research: Will and Christy

Vanessa Harwood
Vanessa Harwood, from the Communication Disorders field, discussed AI’s impact on speech-language pathology as it relates to the arduous chore of phonetic transcription. She noted that while AI can transcribe adult speech accurately, it often struggles with pediatric speech, and more so speech sound disorders.

However, AI tools can significantly reduce documentation time by encoding phonetic transcriptions that are arduous. She advocated for a three-step AI-assisted process that improves efficiency without sacrificing accuracy, where there is a cross check of AI output, ultimately reducing the time spent on transcribing and increasing the time spent with patients. 



Session Wrap Up: AI as a Tool for Thoughtful Integration

The panel concluded with a call for thoughtful AI integration in education. Faculty recognized AI’s ability to create efficiencies, but have also emphasized that it should not replace critical thinking. By understanding AI’s strengths and limitations, faculty can design courses that leverage AI’s benefits while maintaining academic rigor.

Keynote: Courage, AI Systems, and Troubles We Cannot Avoid

Dr. Vance Ricks

Dr. Ricks delved into AI ethics, discussing values in AI design, issue-spotting, and professional responsibilities. He introduced concepts of moral and techno-moral courage, drawing on Shannon Valor’s philosophy of ethical AI use. Key themes included:

  • The importance of intelligent hope and intelligent fear in AI adoption.
  • Recognizing AI as a socio-technological system embedded in broader social contexts.
  • Ethical considerations surrounding AI-driven decisions, especially in teaching and evaluation.

Broader Implications for Teaching Practices


Faculty acknowledged that both students and professors could misuse AI, raising concerns about academic integrity. The conversation emphasized:

  • The historical parallels between AI and past technological fears in advancements like Y2K, calculators, and Wikipedia.
  • The need for well-structured assignments that encourage critical engagement with AI.
  • Institutional approaches to shaping AI adoption in education, balancing efficiency with depth of learning.
Image for 2025 AI at URI 2.0
Ultimately, AI’s role in education will continue to evolve, and educators should remain adaptive, ensuring that AI serves as an enhancer to rather than a replacement for meaningful learning.
– Dr. Amanda Jensen

Brightspace Integrations: LTI 1.1, 1.3 & Me

URI faculty may apply to have 3rd party and external tools integrated into Brightspace. Here is the process.

URI IT provides robust connections between third-party tools and Brightspace so your courses can provide novel and engaging learning experiences.

Note that most LTI integrations in Brightspace are now version 1.3, so the below message relates to that version.

Faculty wishing to integrate a tool into Brightspace may view the process, the step-by-step guide, and can access the application at this link: https://its.uri.edu/services/94530c3f5458461a0009654227972125b3e8f9abd6/brightspace-integrations/

Each application is reviewed by a committee of faculty and staff. Some of the factors in that review are (though not limited to these):

  1. Copyright protection of faculty and student content
  2. Student/faculty privacy
  3. Protection of private data
  4. ADA compliance and accessibility
  5. System usability, constraints, and limitations
  6. Similarity to existing integrations or Brightspace functionality

Upon approval, IT will implement and integrate the tool into the LMS for faculty and student use. This won’t affect current tools which will continue to function as normal. Note that depending on the queue of tools already approved and the complexity of each tool, the implementation time of a new tool can take anywhere from 6-weeks to 6 months.

All questions, inquiries and requests for help can be submitted as a service desk ticket, and someone will reach out to speak with you: https://rhody.service-now.com/sp

About LTIs

Integrating third party applications into URI’s learning management system (LMS), Brightspace, provides faculty and students with new and exciting ways to engage with their learning.  These integrations are often accomplished using the Learning Tools Interoperability, more commonly called LTI, standard.

LTI integrations offer enhanced security, streamlined administration, and valuable data sharing between Brightspace and a third party application.  For a number of years, LTI has used a standard called 1.1.  This standard allowed for a basic set of functions…streamlined student logins, links to content, grade pass-back…and a baseline level of security.  LTI’s newest standard is called 1.3.  This upgraded standard builds upon the strengths of LTI 1.1, but offers a significantly more modern security framework, protecting student and faculty data as it passes between systems.  On top of LTI 1.3 are a set of tools called LTI Advantage.  LTI Advantage leverages all of the security capabilities of LTI 1.3 but adds functional improvements such as:

  • Automated roster creation. Not only will you be able to see which students are in your class, but you’ll be able to see who has registered with the third party tool.
  • Enhanced assignments and grades.  Instead of passing a single numeric grade back to Brightspace, LTI Advantage lets faculty see the status of an assignment.
  • Deep Linking.  This allows faculty to set up links to specific parts of a third party tool (a chapter in a book for example), where LTI 1.1 only allowed links to the tool as a whole.

It’s important to note that not every third party application supports every function described here.  Some only offer LTI 1.1 connections, others LTI 1.3, and some offer a combination of LTI Advantage enhancements.  After a requested integration is approved, the IT Teaching and Learning Services (TLS) team will collaborate with the vendor and configure the integration to leverage all available tools. 

Please connect with the TLS team via a Service Desk ticket to begin your conversation about enhancing your courses with LTI integrations.

Brightspace Integrations

TLS manages the integration of 3rd party tools, plugins, LTIs and software integrations into Brightspace.
In order to protect students, faculty, and our institution and to ensure the integrity of the learning management system and compliance with federal regulations, URI thus performs a standard review of all third party tools prior to integration.

Create and submit a Brightspace integration application

Sources:

Clark, J. (2023, September 1). What is LTI advantage? – edlink. Edlink Community. https://ed.link/community/lti-advantage/#:~:text=LTI%20Advantage%20is%20a%20set,Deep%20Linking.

Clark, J. (2023a, March 8). LTI advantage explained – Edlink. Edlink Community. https://ed.link/community/eli5-lti-advantage/

Learning tools interoperability. Learning Tools Interoperability | IMS Global Learning Consortium. (n.d.). https://www.imsglobal.org/activity/learning-tools-interoperability