As hopefully everyone has heard by now, the University is currently embarking on a project to streamline and modernize digital collaboration across its campuses.  Information about the project, including the timeline, can be found on the project website. Content migrations for people at UNO will take place in waves, with the first groups starting on May 19. You will all receive individualized emails about when your content will be moved and what to expect. One aspect of this move which could impact instructors is that any links you have in Canvas to files stored in OneDrive or SharePoint will break and need to be updated.

Can I fix these items now?

Yes and no. New links to content in OneDrive and SharePoint won’t exist until after your content is migrated. But especially if you are teaching this summer, you might consider downloading the files from OneDrive and uploading them directly to Canvas so that you minimize disruptions to your summer teaching. If you would prefer to keep using OneDrive for storing those files, here is a guide about how to fix the links AFTER your content has been moved. How do I fix links in Canvas to files stored on OneDrive or SharePoint.

I’m still unsure if this affects me, how do I know if I have any linked files from OneDrive in Canvas? 

The Digital Learning team has a tool where we can scan your courses for any links and give you a report. Simply submit this form, and we’ll get you a report within a few days. 

What if I need more help?

The Digital Learning team is always willing to help out and can be reached by email or through our drop in support, found by clicking the Help icon in Canvas. For other general issues and questions related to the FRCCW project, please check the Support Resources page, contact your specific IT representative, check the ITS knowledge base for the project, or email nusupport@nebraska.edu. 

In response to the needs of online programs across campus, a new Hybrid Remote section modality has been created. These new 870 sections are identical to our current Hybrid In-Person (860) sections, except that the synchronous class sessions are held remotely (usually over Zoom) instead of in the classroom or physically at another learning site. This allows faculty to use up to 25% of the scheduled course time as virtual sessions for “real time” assessment, discussion, lab work, etc. The full definition of this new modality is:

Mostly asynchronous online instruction mixed with reduced synchronous virtual class meetings at regularly scheduled times using academic technologies (e.g., Zoom). Asynchronous online instruction accounts for 75% or more of total instruction time. Synchronous virtual class meetings will not exceed 25% of what is usually scheduled in Fully Remote sections. Students could be located anywhere but must be available for a reduced number (usually 6-8) of virtual class meetings and should have a reliable learning space and Internet access to attend during the semester.

The virtual sessions will be held at regular meeting times and available in the Registrar’s schedule for students to view as they enroll. Any classes that were previously scheduled as asynchronous Fully Online (850) asynchronous synchronous sections but asked that students be available for synchronous virtual meetings or testing should now be scheduled as 870 sections.

For updated definitions of all UNO’s distance education modalities, please see the Online at UNO website. For questions about scheduling a Hybrid Remote (870) section in CLSS for the Fall 2025 semester, please contact Dan Hawkins, Director of Online Development (dhawkins@unomaha.edu).

Looking for an introduction to incorporating AI into your work and course? Sign up to take the AI Advantage, a 6-week course that walks you through incorporating AI into your work or course. Through the course, you’ll be provided a variety of prompts that share how you can use AI to help you, and you’ll end the course with a plan for how you can incorporate AI into your own department or course! Registration is a rolling start, so apply any time!

Round 2 of the OpenAI Challenge saw even more success than round 1. Check out these key stats from our post-round 2 survey:

• 89% of users used ChatGPT at least weekly (compared to 69% in round 1)
• 96% of users reported increased productivity (compared to 89% in round 1).
• 66% of users said it saved them 3 or more hours per week (compared to 34% in round 1)
• 91% said it improved their overall academic/work experience (compared to 82% in round 1)

Looking to explore the increased productivity and time savings you can experience in your own role, apply for the OpenAI Challenge or reach out to Cassie Mallette @ cassiemallette@unomaha.edu.

No matter your experience with AI, all individuals at the university are highly encouraged to complete our 5 to 10 minute generative AI cybersecurity Bridge training. This training walks you through what to look out for when using generative AI and guidelines for what you can and cannot put into free, paid non-enterprise, and enterprise tools, to ensure you’re keeping yourself and the university safe.

The CBE+UNO Champions Project is deep into its Q2 “Decide & Design” phase—focused on building flexible learning structures, designing learner-centered support models, and refining branding for UNO’s future CBE programs. Recent highlights include:

• Completion of adult learner personas to guide design and communications
• Ongoing development of modular calendars that allow for multiple start dates per year
• Early branding work, including naming research and upcoming student focus groups

We’re excited to welcome C-BEN (Competency-Based Education Network) back in June as CBE curriculum development workshops officially begin for two graduate certificate programs. These sessions will focus on competency mapping and are a major step forward in turning UNO’s CBE vision into reality. Programs interested in exploring or launching a competency-based education (CBE) offering are encouraged to connect with Erin Bass or Stephanie Larsen. CBE can help academic units serve learners who may not currently find a fit in traditional program structures.

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