Interested in Student Feedback Throughout the Semester?

We ask our students to provide meaningful feedback at the end of the semester through course evaluation. Although this feedback helps enhance your teaching for next semester, it has limited impact on those who are giving the feedback in the current semester. The Biggio Center is happy to announce a way for students to provide timely, anonymous feedback right through Canvas! The Feedback Box is an LTI integration that you can be enable in your course, providing students a simple, direct way to submit feedback while they are learning.
Once enabled, students click “Feedback” on the left and then start typing! This feedback is completely anonymous and immediate. After submission, the text will be available to you through the same link.

Canvas Feedback Box, Student View


We are working with oVote, the creators of Feedback Box, to add a few features that will expand the usefulness of this tool, such as the ability to reply, to opt-out of e-mail notifications, and to report/block abuse. We are helping shape the Feedback Box experience for you and your students, which means we want your feedback on Feedback Box!

Canvas Feedback Box, Teacher View


We are looking for faculty who are interested in allowing students the opportunity to provide feedback throughout the semester. Since this is a pilot program, we want faculty to know there may be a few hiccups during the experience. However, we believe that empowering students results in better learning.

Biggio Tech is offering two workshops on the tool, covering how to use it while also providing guidance on how to receive meaningful feedback from your students. If students give feedback throughout a semester, then they are prepared to answer the end of semester evaluations more thoughtfully, leading to a better learning experience for everyone.

Auburn University’s First Digital Badge

Digital badge popularity in higher education is on the rise. These micro-credentials demonstrate a deeper level of engagement with course material.

Biggio Center Assistant Director, Dr. Lindsay Doukopoulos, has created professional development badges for topics such as active learning and preparing future faculty. See below for Auburn University’s first digital badge. This badge was awarded to faculty who participated in and submitted appropriate materials for our Spring 2017 “Spring Into Mell” workshop series.

Dr. Doukopoulos discusses the importance of digital badge design in this University Business article. Read more:

Auburn University Student and Technology Survey

Auburn University as a member of the non-profit higher-education organization EDUCAUSE conducted a Spring 2016 Auburn University Student and Technology Survey. Here are some results to consider in your course planning at Auburn. If you’d like to know about strategies for incorporating technology into teaching, please contact the Biggio Center at

In a Typical Day How Much Time Do You Spend On?

In a typical day how much time do you spend doing the following? Social media - less than one hour: 32% - one to two hours: 42% - 3 or more hours: 26%. Streaming video - less than one hour: 43% - one to two hours: 34% - 3 or more hours: 23%. Online games - less than one hour: 82% - one to two hours: 11% - 3 or more hours: 7%. Research or homework - less than one hour: 7% - one to two hours: 38% - 3 or more hours: 55%.


What Devices Do Students Own?

Laptops: 100% own, 97% use in half or more courses, 99% say its important to their academic success. Tablets: 51% own, 18% use in half or more courses, 9% say its important to their academic success. Smart Phone: 99% own, 66% use in half or more courses, 76% say its important to their academic success.


What Do Students Want Their Instructors to Do More of?

  • 53% of student want instructors to do more with CANVAS.
  • 58% of students would like instructors to use more free supplemental materials on the web such as YouTube videos and Kahn Academy.
  • An even greater number of students, at 64%, would like instructors to record their lecture for use in clarifying difficult areas and reviewing for exams.
  • Students would also like faculty to incorporate the electronic resources from the publisher such as quizzes and practice problems.


Who Took the Survey?

3019 invited, 276 responded. 15% freshmen, 26% sophomores, 32% juniors, 27% seniors

Thank you to Auburn University’s Office of Information Technology for sharing these graphs with us.

Instructional Technology Specialist joins Biggio Center Team

The Biggio Center team recently welcomed new team member Paul Springfield who joins the team as an instructional technology specialist. Paul brings to Auburn a web development background and knowledge in both designs and systems. His role at the Biggio Center is to provide technology support to faculty members. This support includes creating flash labs, second life classrooms, and converting existing learning tools into online or mobile tools, among other potential tasks. Paul says of his new role: “I look forward to seeing the classroom of 2020, and I want to be a part of the support team who help the faculty at Auburn University create it. ”

Paul received his B.S.B.A. in Management Information Systems from the University of Central Florida. He has worked for Weiss & Associates, an advertising agency in Miami, and Barnes & Noble College where he assisted the setup of new stores, including the Vanderbilt University Bookstore. He has Adobe Suite, CSS, C#, C-family languages, Perl, Cisco Networking, Oracle, and Peoplesoft knowledge.  Paul is most excited about applying this knowledge to help create  the classroom of 2020. He sees eLearning as providing unique interactive opportunities to students, including 3D particle replicas, anatomical models, online labs, and virtual classrooms.

Paul has lived in Auburn with his wife for 3 years and appreciates the atmosphere of a small community in which everyone, through the university or not, is connected.

For classroom and technology help that requires Paul’s knowledge, you can contact him at