Elluminate use at NC State best practices handout


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Elluminate use at NC State best practices handout

  1. 1. Let’s Get Engaged: Best Practices for Elluminate Use at NC State Preparing to be an Online Instructor To be an effective online instructor, you need to be ready, willing, and enabled. Ready – refers to what an instructor needs willing – refers to personal beliefs or to do to be prepared to teach a class – some things convictions. may be very specific to a first time online instructor; other items may apply to all online instructors. UNDERSTAND the online learner experience BELIEVE in the effectiveness of online learning UNDERSTAND the design (big picture, connections) BELIEVE in the effectiveness of your online programs MASTER the technology (Fake it till you do!) BE ADAPTABLE AND FLEXIBLE IN developing the skills this environment requires PRACTICE managing the blend – anticipate questions about your content and/or the technology enabled – refers to how your My nOTeS organizational environment will support you and online learning. HAVE TIME TO get ready HAVE TIME TO decompress HAVE TIME TO teach (pre-work, live session, post- work) HAVE support FOR THE blend HAVE ACCESS TO technical support UNC TLT-C 2010 1
  2. 2. Let’s Get Engaged: Best Practices for Elluminate Use at NC State Creating Audience Engagement Teaching online is like teaching after lunch ALL THE TIME! In order to keep their attention, you have to incorporate even more engagement than you would in an in-person class. Try to use some form of engagement every 3 – 5 minutes. Ways to Create Engagement: Breaks, Q&A, discussion, whiteboard – adding thoughts / participating in a grid, polls and surveys, reading, thinking/reflection, quizzes, application sharing, movie clips Techniques for Creating Engagement: - build on experience, feedback from others - create the environment to share Storytelling - set to stage so people want to share, example: how would you do it? or do it differently? - use situational stories - vary your intonations - use humor - Smile - they can "hear" it Your Voice - Keep your energy up - If you normally use hand gestures, still do it! (it will help you talk like you normally would) Varying voices are more engaging. Encourage participants to talk. If you have a producer/assistant like I have today with Stacy, script it for them to talk - Separate Voices back and forth Talk like it's a real conversation, don't focus on the technology click here click there. don't call attention to the technology unless it's vital to the student Hi Touch – learning. So instead of saying every time, look below the participant list and Low Tech click the green check mark to indicate your agreement, after the first time you teach it, you can just say, click the green check for yes, or even just, click Yes. Plan for technology gaps. If you are going to have a breakout session or other Plan for activity that requires time to set up, work it into your teaching plan - schedule a break, or have your producer set it up while you are doing other parts of the Technology Gaps lesson. Enjoy Yourself! If you don't, no one else will! If you are bored, your students definitely will be. As yoga instructors say, in a hard position, you have to find Enjoy Yourself the joy, even when you may not be feeling it. ;) UNC TLT-C 2010 2
  3. 3. Let’s Get Engaged: Best Practices for Elluminate Use at NC State Making Life Easier These three tools will help make your online teaching life a lot easier! • Use a producer • Have a pre-class “Learn How to Learn Online” session – including establishing Ground Rules • Have a disaster recovery plan Producer A producer can: Load the presentation, set up breakout rooms, monitor the chat, run secret communication, add notes and highlight the whiteboard, run web tours, pre-event warmup, course support/technical support, run application sharing, conduct polls, help with disaster recovery When working with a producer, advance planning is key: • Create a script • Practice • Set up an outside IM session Learn How to Learn Online Take the time to let participants know your expectations for them, ways they will most effectively become an online learner, and how to use the technology – before you get to your actual class materials. Separating this out will help remove the “technology concerns” from your classes. Your Learn How to Learn Online session should include: • Warm-up activity • Welcome message • Overview of how to use the technology (Elluminate walkthrough) • Ground Rules • Discussion of what might prevent participants from being effective learners • Tips on how to be a successful online learner Establish Ground Rules In your Learn How to Learn Online session, you should include ground rules for your class. These may include but are not limited to: • Turn off email, phones, instant messaging tools and clear other distractions away from your training area. • Participate and prepare to be called on by name. • Raise your hand if you have an immediate question or comment. • Be patient waiting for a response to your chat messages. • If you leave the program, please use the door emoticon to let us know when you leave/return. UNC TLT-C 2010 3
  4. 4. Let’s Get Engaged: Best Practices for Elluminate Use at NC State What in your environment might prevent you from being an effective learner? Set up an exercise to promote a discussion of what causes distractions during online classes. You can do this using a grid on a whiteboard, instruct them to type in the chat, or set up a Me Too! survey – or any other creative way you can devise! If participants are having trouble coming up with ideas, here are some starters you can use: • Coworkers, kids or roommates interrupting • Noisy environment (coffee shop, lab, cubicle) • Distractions – TV, instant messenger, Internet surfing, Facebook, etc. • Running late to class • Scheduling something that starts immediately after class ends Ask participants to discuss how to overcome these obstacles. Offer any of the following options they might not have thought of: • Notify your coworkers/family/roommates ahead of time of the hours you will be in class. Establish a “Do Not Disturb” policy for this time. • Ignore anyone who tries to interrupt you. • Seclude yourself in a private room if possible. • Post a sign on your door indicating the hours of the class and when you will be available. • Use a headset instead of speakers. • Remove all tasks and distractions from your area o Turn off your cell phone o Close down all instant messenger programs and browser windows o Close email programs o Hide remote controls Tips on how to be a successful online learner In addition to your ground rules, offer these tips on ways participants can be successful in your online synchronous classes. Let them know it’s up to them to get the most out of class, just like it would be in a face-to-face classroom environment! • Make sure the technology works – always perform the technology checks before class, and give yourself enough time to handle issues • Understand the environment – take additional training as needed from Elluminate’s support website • Complete self-directed work – complete asynchronous assignments before the live session • Participate – you are as likely, if not more likely, to be called on in an online class as in a normal classroom UNC TLT-C 2010 4
  5. 5. Let’s Get Engaged: Best Practices for Elluminate Use at NC State Disaster Recovery Plan diSaSTeR 1 diSaSTeR 2 Participants cannot get into the session One participant is having technical problems using the microphone • Resend the URL with instructions • Make sure they did system check before class • Make sure everyone does configuration prior • Make sure to record to the session so they have time to get support • Email with steps to check help • Check the password if there is one • Ask them to run Audio Setup Wizard again • Call their IT department if a firewall is a • Give them the Elluminate 800-number for problem support • Have someone who is a direct contact for help, • Ask them to respond in the chat instead of like Elluminate 24 hour support 800-number using mic • Pre-emptively, make sure that it is recorded so • If one-on-one session, call them on the phone that they can see it later if they cannot get in for the audio portion while still using • Be flexible on the first class but not on the rest Elluminate interface for visual portions so they can solve problems diSaSTeR 3 diSaSTeR 4 Participants have not completed the required pre- Someone is putting inappropriate work content on the whiteboard • The moderator can give a brief overview of the • Select item on the whiteboard and right-click prerequisite knowledge to see “Created by” • Instructors can give some kind of a quiz via • Send private chat message to participant their LMS to make sure learners completed the asking them to stop work before coming to session • Remove whiteboard privileges from • Tell the participants you will ask one student participant (or student group) to summarize the materials • As last resort, “Remove participant” from at the beginning. You can let them know in session advance which group will present – or not! • If student, pursue disciplinary measures as • Require the students/participants to actually necessary as you would in a face-to-face class lead part of the discussion or teach the class • Preemptively, establish communication policy for a given time period for specific subjects for appropriate online discussion behavior and • If meeting and too many people did not prep, use of Elluminate reschedule meeting Preemptive Disaster Strikes Send out instructions and copy of course materials in digital/printed format ahead of time – this way, if the system crashes, participants have access to assistance. Make sure your instructions include: • Technical / system requirements • Configuration instructions • Information on how to contact technical support (Elluminate Live! 24 hour support number) • Ground Rules UNC TLT-C 2010 5
  6. 6. Let’s Get Engaged: Best Practices for Elluminate Use at NC State 4-Step Disaster Recovery Process There are 4 steps to solving most disasters you will encounter in your Elluminate sessions: 1. Minimize the anxiety for the individual or the class 2. Identify that there IS a problem 3. Get participants up and running 4. Determine the next steps 1. Minimize the anxiety 2. Identify that there IS 3. Get participants up 4. Determine the next a problem and running steps Stay calm Ask specific, probing If you’ve determined If the Fix Works questions: the problem IS technical Acknowledge that the - What do you see on – do your best to get participant rejoined the Keep your voice the screen? participant(s) up and session modulated - Is your headset running plugged into…? Producer should note If support is available, the problem and the Be authoritative and in Determine if it’s an have the producer solution – if you find it control individual or group troubleshoot: is recurring for problem - Move participant and Elluminate, email producer to breakout learntech@ncsu.edu Keep the group Determine if the room so they can engaged while dealing problem is instructional communicate If the Fix Doesn’t Work with individual issues or technical in nature: - Have the producre Politely dismiss the phone the participant if participant from this Be respectful of the If instructional: provide necessary session group’s time explanation to the Follow up with other whole group Ask participants to go options (watch the Utilize your producer or through the following recording, a one-on-one technical resources Instructional issues steps: with you, office hours, should never stop the 1. Log out and back into etc.) class the session Connect the participant 2. Close their browser with Elluminate Live! If technical: move on to and restart it tech support the next step (drill 3. Reboot and start down) again Technical issues may cause an individual or whole group to stop participating Keep in mind that you are not tech support – that’s what the Elluminate Live! 24 Hour Support Hotline is for! 866-388-8674 option 2 UNC TLT-C 2010 6
  7. 7. Let’s Get Engaged: Best Practices for Elluminate Use at NC State 7-Step Instructor Recovery Process It’s even more frustrating when you the instructor have problems! If it turns out that you are the cause of the disaster (you cannot connect, your audio fails, etc.), follow this process: 1. Minimize participant anxiety It will probably be obvious if you are having technical difficulties but you don’t need to tell them all the details. If possible, give them an activity or discussion topic while you work on the issue. 2. Log out of the session and back in This can fix a lot of issues. Also check that your headset is connected properly and that the mic’s mute is set to “off.” 3. Close and reopen your browser 4. Reboot your computer 5. Continue class with a 2nd computer If you have the option of a second computer (maybe even borrowing a coworker’s!), you can skip steps 2 – 4. 6. Call a short break If you cannot give participants an activity while you work on steps 2 – 4, call a short break so that participants don’t get frustrated and lose attention. 7. Reschedule the class If all else fails, confidently reschedule the class. Resources Many examples and suggestions were taken from the following sources. The books are available through the NCSU libraries. Hofmann, Jennifer. Live and Online! Tips, Techniques, and Ready-to-Use Activities for the Virtual Classroom. San Francisco, CA: Pfeiffer, 2004. Hofmann, Jennifer. The Synchronous Trainer's Survival Guide. San Francisco, CA: Pfeiffer, 2004. Hrastinski, Stefan. “Asynchronous & synchronous E-learning: A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes.” EDUCAUSE Quarterly 4 (2008), 51-55. (http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/476 83) In Sync Training – Facilitating Synchronous Learning Certification Program. http://www.insynctraining.com/ Park,Yun Jeong and Curtis J. Bonk. “Is Online Life a Breeze? A Case Study for Promoting Synchronous Learning in a Blended Graduate Course.” MERLOT Journal of Online Learning and Teaching 3.3 (2007), 307-323. (http://jolt.merlot.org/vol3no3/park.pdf) Additionally, you can find information about good PowerPoint design in our recorded seminar, PowerPoint: Moving Beyond Bullets, available at http://delta.ncsu.edu/learn/online_training/workshop_materials/ UNC TLT-C 2010 7