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10am in Sheffield, 6pm in Kuala Lumpur? Delivery and promotion of information literacy skills to transnational students (leaflet) - Julia King & Rupert Kahn


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Presented at LILAC 2016 (supporting documentation)

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10am in Sheffield, 6pm in Kuala Lumpur? Delivery and promotion of information literacy skills to transnational students (leaflet) - Julia King & Rupert Kahn

  1. 1. Planning Practise, practise, practise … and then practise some more.  Make notes as you go along - it will help you with your teaching reflection.  Brief participants on how they can get involved - e.g. click here, launch this. Explain how to join or leave a session.  If recording the session, tell the participants and make sure everyone is ok with this - don’t forget to press the record button.  Check what is behind you - You don’t want someone 'photobombing' your recording or a large plant pot growing out of your head.  Check the angle of your camera to ensure a flattering appearance. You don’t want the camera looking up your nose!  Arrive in plenty of time to sort out any technical issues.  Have a welcome slide outlining the session - this can be posted before the session is due to start so that early arrivals can see something.  Personalise the session by welcoming participants as each person arrives.  Encourage students to 'raise their hands' to signal they are ready for the session to begin (remind them to lower it again once you get going).  Introduce all the speakers and moderators at the beginning of the session.  If co-teaching, decide who is teaching, who is monitoring and who will handle any question.  If co-teaching, switch off your microphone when not speaking, otherwise participants might hear any background conversations.  Keep your voice level at an audible level.  Give clear signposting throughout the session e.g. now I am going to do this, I am clicking on the…  Think about which interactive elements you will be using and how will you be using them to reinforce the learning outcomes.  Activities can take longer then you expect.  When screen sharing or touring, check, either verbally or through chat, to see that participants can see what you are demonstrating.  You can export the chat or make a recording. Consider how you will handle personal information and respect the confidentiality of the participants. You can get the agreement of the participants that names can be included, or you can anonymise the data. Trouble Shooting  Prepare - read training guides, get expert advice, have technical support available during the session.  What kit do you and your participants need? Test your kit - especially for sound quality.  Ensure moderators and participants have the required permissions.  If switching between moderators, make sure you stop sharing screens and the new speaker should make sure they have their microphone switched on.  If sharing your desktop, close down applications that are not needed.  If using a PowerPoint, be aware that any URLs on the ppt will be treated as flat text and will not link you to the web resource.  If you are altering participants' permissions to enable activities, make sure you give the permissions at the correct time, and take them off again - otherwise you risk losing control of the session.
  2. 2. Chat Reflections  You can send global pop up announcements which will appear on everyone's screens.  The Chat log can show the levels of class engagement.  Reassure participants that they are not being assessed on spelling and grammar, but if any abbreviations are used, it is ok to ask what they mean.  Technical problems may be reported on Chat - moderator needs to be aware of this and offer workarounds. Things to Consider  How will you engage and re-engage participants?  If there is more than one moderator, who will answer any questions?  How will you check understanding?  How will you manage late arrivals?  Will you be providing a text based transcript to accompany any presentation materials? Emma Finney, Julia King, Rupert Kahn