Stritch Intro2 Elluminate2


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  • Display information: whiteboard, presentations, application sharing, web sites Promote interaction: polling options, whiteboard tools, breakout rooms Allow communication between instructor and participants and among participants: chat, VOI, breakout rooms
  • To download a video from YouTube: French Song Video - (YouTube query: Songs to Learn Language) Olympic Song in Chinese and English – You and Me
  • Other ideas… Spanish Top Ten Lists Spanish Cultural Notes French Cultural Sites Open Source/Licensed Photos  
  • Follow a language on Twitter. Receive daily tweets of the Word of the Day. Embed a widget onto your web site or blog. Choose from large or small sizes. Add a feed to My Yahoo or a gadget to igoogle. Subscribe to RSS. ( What’s RSS?) Bookmark and share the page.
  • Kids Songs around the World French German Spanish   Songs for Teaching French   German Spanish Chinese Songs   Music Downloads (Example: Cielito Lindo)
  • Kids Songs around the World French German Spanish   Songs for Teaching French   German Spanish Chinese Songs   Music Downloads (Example: Cielito Lindo)
  • Stritch Intro2 Elluminate2

    1. 1. Effective “Ellumination” Kristine Diener January 14, 2010
    2. 2. Features of Elluminate <ul><li>The Elluminate classroom offers the ability to </li></ul><ul><li>Display information </li></ul><ul><li>Promote interaction </li></ul><ul><li>Allow communication between and among participants </li></ul><ul><li>The challenge is to use these features to engage learners and support learning </li></ul>
    3. 3. Getting started <ul><li>Find a comfortable place with no distractions. </li></ul><ul><li>Test your microphone and speakers. </li></ul><ul><ul><li>Audio Wizard </li></ul></ul><ul><li>Practice and Prepare </li></ul><ul><ul><li>Elluminate Live! Online Orientation </li></ul></ul>
    4. 5. Getting ready to Elluminate <ul><li>Decide on session purpose/focus </li></ul><ul><ul><li>Upcoming task relevant to all (Course project) OR </li></ul></ul><ul><ul><li>FAQ on an essential question or big idea for course OR </li></ul></ul><ul><ul><li>Review for assessments </li></ul></ul>
    5. 6. Getting ready to Elluminate <ul><li>Issue the invitation - be specific! </li></ul><ul><ul><li>This week in Elluminate… </li></ul></ul><ul><ul><li>Although it may be difficult to require participation in Elluminate sessions, there seems to be a correlation between participation in synchronous activities and successful course completion. (North, 2005) </li></ul></ul>
    6. 7. Prepare, Prepare, Prepare… <ul><li>Create presentation slides and instructor notes. Don’t just expect interaction to happen, design it into your lesson plan. </li></ul><ul><li>Plan a way for students to complete an assignment or assessment while participating in the Elluminate session. This gives them an alternate way to show what they know! </li></ul>
    7. 8. Session Outline <ul><li>Bell Activity </li></ul><ul><li>Big Idea / Essential Question </li></ul><ul><ul><li>  If you are meeting with students from multiple courses, stagger their start times so you can easily make discussion relevant </li></ul></ul><ul><li>Build in an incentive - By attending this session you will earn/ start/ complete … </li></ul><ul><li>Q&A (student driven) </li></ul>
    8. 9. Bell Activities: Why? <ul><li>Purposeful social time </li></ul><ul><li>Advance organizer – link new learning to existing knowledge </li></ul><ul><li>Engage multiple intelligences </li></ul><ul><li>Create meaningful engagement in big idea </li></ul>
    9. 10. Bell Activities: Complete a task, react to a quote, solve a problem <ul><li>While you are waiting… </li></ul><ul><li>Try this pretest (Quiz tool) </li></ul><ul><li>Read the following passage (White board) or view website (web tour) and post your reaction, thoughts, connections… ( Chat and/or VoIP) </li></ul><ul><li>Consider the following problem… (White board) </li></ul>
    10. 11. Bell Activity: Respond to this poll <ul><li>I have not participated in a virtual classroom like Elluminate prior to today </li></ul><ul><li>I have been a participant in a virtual classroom prior to today </li></ul><ul><li>I have moderated a virtual classroom </li></ul><ul><li>I have no idea what you’re talking about </li></ul>
    11. 12. Bell Activity: Webtour Multimedia as advance organizer <ul><li>Show via multimedia library </li></ul><ul><li>Show via web tour </li></ul><ul><li>Show via application share </li></ul> To download a video from YouTube:
    12. 13. Bell Activities – Web Tour: Access a widget
    13. 14. Widget Sources <ul><li>Word a Day Widget </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Looking for Additional Widgets? </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
    14. 15. Bell Activity: MI - Learning through Music <ul><li>Imagine! </li></ul><ul><li>Imagine la mer en jaune ! </li></ul><ul><li>Imagine le sable en vert ! </li></ul><ul><li>Imagine un soleil rose </li></ul><ul><li>Dans un monde imaginaire ! </li></ul><ul><li>Rouge, orange, bleu, marron, et rose, </li></ul><ul><li>Vert, violet, blanc et noir; </li></ul><ul><li>Imagine! </li></ul><ul><li>Imagine the sea in yellow ! </li></ul><ul><li>Imagine the sand in green ! </li></ul><ul><li>Imagine a pink sun </li></ul><ul><li>In an imaginary world ! </li></ul><ul><li>Red, orange, blue, brown and pink, </li></ul><ul><li>Green, purple, white and black; </li></ul>
    15. 16. Bell Activity: MI – Music Online Sources <ul><li>Kids Songs around the World </li></ul><ul><li>French </li></ul><ul><li>German </li></ul><ul><li>Spanish </li></ul><ul><li>  </li></ul><ul><li>Songs for Teaching </li></ul><ul><li>French   </li></ul><ul><li>German </li></ul><ul><li>Spanish </li></ul>
    16. 17. During the Session: Engaging the Students <ul><li>Plan an interaction every 6 minutes </li></ul><ul><li>Start off with an ice breaker </li></ul><ul><li>Use a relevant graphic or diagram or news story as a discussion starter </li></ul><ul><li>Ask questions that require students to raise their hands, click an emoticon, respond with a check or X, type in the chat window, or even type or draw on the whiteboard </li></ul>
    17. 18. During the Session: Routes to engagement <ul><li>Maintain a lively pace </li></ul><ul><li>Visualize the content </li></ul><ul><li>Incorporate frequent interaction </li></ul><ul><li>Utilize breakout rooms </li></ul><ul><li>(Clark, 2005) </li></ul>
    18. 19. During the Session: Addressing learning styles <ul><li>Modality applies when </li></ul><ul><li>Content is complex </li></ul><ul><li>Understanding of visual is dependent on words </li></ul><ul><li>Learners are novice </li></ul><ul><li>Instructional pacing is necessary </li></ul><ul><li>Clark & Mayer (2007) </li></ul>
    19. 20. During the Session: Tools to use <ul><li>Polling </li></ul><ul><li>Chat </li></ul><ul><li>VoIP </li></ul><ul><li>Whiteboard </li></ul><ul><li>Web tours </li></ul><ul><li>Application Sharing </li></ul><ul><li>Break out rooms </li></ul><ul><li>Embedded media </li></ul>
    20. 21. During the Session: Breakout Room Strategies <ul><li>Break students into “job-alike” groups </li></ul><ul><li>By study groups OR </li></ul><ul><li>To jigsaw a topic OR </li></ul><ul><li>By progress (location in pace chart) OR </li></ul><ul><li>Randomly (use “move people automatically”) </li></ul>
    21. 22. During the Session: Breakout Room Management <ul><li>Have each group from a breakout exercise present the results of their work OR </li></ul><ul><li>Pop into the different breakout rooms to provide feedback </li></ul><ul><li>Strategy choice will depend on the purpose of breakout room and technique used </li></ul>
    22. 23. During the Session: Check for Understanding ✔ <ul><li>Use instant polling, hand raising or emoticons to take a reading of your students </li></ul><ul><li>Use feedback to inform instruction </li></ul><ul><li>Publish the results to stimulate discussion. </li></ul><ul><li>Use application or desktop sharing to have participants demonstrate what you’ve been teaching. </li></ul>
    23. 24. During the Session: Accommodate Learning Styles <ul><li>Create a rich and engaging environment </li></ul><ul><li>Use the interactive whiteboard </li></ul><ul><ul><li>indicate locations on a map </li></ul></ul><ul><ul><li>do a project </li></ul></ul><ul><ul><li>sing songs together using the microphone ‘ </li></ul></ul><ul><ul><li>text answers to questions during a game </li></ul></ul><ul><ul><li>visit a web site ‘ </li></ul></ul><ul><ul><li>read a scanned passage or book </li></ul></ul>
    24. 25. During the Session: Incorporate Media <ul><li>Take a web tour </li></ul><ul><li>Put up an activity to check for understanding </li></ul><ul><li>Share a desktop application to demonstrate features of software </li></ul><ul><li>Do peer editing </li></ul><ul><li>Share exemplars, documents </li></ul>
    25. 26. General Guidelines <ul><li>Focus on learning objectives and be specific about anticipated outcomes. </li></ul><ul><li>Provide time boundaries. </li></ul><ul><li>Think about spelling and grammar </li></ul><ul><li>Create frequent interactions. </li></ul><ul><li>Break up speeches with exercises and engaging discussions. </li></ul>
    26. 27. General Guidelines (con’t) <ul><li>Don’t let the tools dictate the design. </li></ul><ul><li>Let participants reflect on peer responses. </li></ul><ul><li>Mix asynchronous and synchronous technologies to ensure participants complete all of the components </li></ul><ul><li>Make learning a process, not an event. </li></ul>
    27. 28. The New Moderator <ul><li>“ Here are some things to keep in mind if you are a new Elluminate Live! moderator. </li></ul><ul><li>Practice before you deliver your first session. </li></ul><ul><li>Don't try to do too much in your first few sessions. </li></ul><ul><ul><li>Limit the Elluminate Live! features you use. </li></ul></ul><ul><ul><li>Limit the number of whiteboard tools you use. </li></ul></ul><ul><li>Ask for co-moderator help if you feel you need it. </li></ul><ul><li>If at all possible, your first sessions should be limited to 15 or fewer participants. </li></ul><ul><li>Enjoy yourself!” </li></ul><ul><li>Presenting Online in Elluminate Live! </li></ul><ul><li> </li></ul>
    28. 29. A little humor ?
    29. 30. Resources <ul><li>General resource at </li></ul><ul><li>Elluminate Live! V9 Moderator Quick Reference Guide </li></ul><ul><ul><li>!%20Moderator%20Quick%20Reference%20Guide%20v9.pdf </li></ul></ul><ul><li>Elluminate Live!™ V9 Moderator Training and Documentation </li></ul><ul><ul><li> </li></ul></ul>
    30. 31. References <ul><li>Clark, R. C. (2005) Harnessing the virtual classroom. Training & Development , 59(11), 41-45 . Available online at </li></ul><ul><li>Clark, R. C. & Mayer, R.E. (2007) E-learning and the science of instruction – 2 nd ed. San Francisco, CA: Pfeiffer. </li></ul><ul><li>North, M.A. (2005) Assessing the value of a synchronous seminar component in online database classes. Issues in Information Systems, VI(1), 156-162. Available online at </li></ul>