Presentation graphics for conference session focus in using audio-video collaboration applications in the high school classroom or library to bring guest speakers and experts to students.
This document discusses different delivery modes of distance education, including videoconferencing, computers, diskettes, CD-ROMs, computer conferencing, and email. Videoconferencing allows for live visual communication between locations and has advantages of avoiding travel while allowing collaboration, but can disrupt natural conversation flow and require expensive equipment. Delivery through computers includes options like diskettes and CD-ROMs, which are inexpensive but require access to a PC and have limited interactivity, as well as computer conferencing and email, which enable ongoing discussion but require technical access and expertise.
This document discusses considerations for developing online courses. It notes that technology should be used as a tool and that how and why it is used is key. Student diversity in socioeconomic status, access to technology, and learning styles must be considered. While new technologies provide opportunities, limitations like isolation, access issues, and individual constraints still exist. The document advocates establishing backup plans and providing clear instructions to help overcome potential barriers to student success. It also stresses that course development should make the content personal and relevant to students through examples and allowing them to share their own experiences.
Bring Your Own Device/Technology (BYOD/BYOT) allows students to use their own technology devices like smartphones and tablets in the classroom. It provides benefits like making students more workforce ready through collaboration and interactive learning that extends beyond the classroom. Students are also more familiar and responsible with their own devices, and have access to course content anywhere. Schools can save costs on items like wireless routers. However, troubleshooting is needed to find apps that work across platforms and enable file sharing, address network or site blocking issues, device charging, and keeping students focused on learning rather than personal networks. Teachers provide examples of useful apps for tasks like graphing, note-taking, calendaring, timing, flipped classroom videos, and interactive
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
This document discusses videoconferencing as a technology used for distance learning. It provides details on what videoconferencing is, how it works, and its components. It explains that videoconferencing allows for real-time transmission of both video and audio between two or more locations. The document also outlines several ways videoconferencing can be used, such as for presentations, meetings, and distance learning. It discusses benefits like reduced costs and improved communication, but also notes potential limitations like equipment costs and technical issues. Overall, the document promotes videoconferencing as a technology that can help create a better learning environment for both teachers and students.
This document describes an online seminar room called Big Blue Button. It has modules for users and listeners, a whiteboard, and chat functions. There was some lag discussed, and fewer interactive tools than other systems like Elluminate. Benefits and challenges of online communities of practice in higher education were discussed. Identity, literacy and community in partially synchronous distributed learning environments were explored as topics, and how the environment interacts with these topics. Evaluations provided both positive feedback on the productive discussion and useful learning environment, as well as technical difficulties experienced by some participants.
This document discusses learning technologies and lecture capture options. It summarizes that while faculty are comfortable lecturing traditionally, technology is the future. It explores lecture capture hardware and software options like Mediasite and Panopto. Panopto is highlighted as a more affordable and flexible software-based solution versus the expensive Mediasite hardware. The document advocates for small, gradual steps to shift faculty habits and increase comfort with technologies through training and support.
Edu656 week 1 discussion 1 compare and contrast synchronous and asynchronous ...Michele Kemp
This document discusses the differences between asynchronous and synchronous learning. Asynchronous learning allows learners to determine their own pace and schedule, using methods like online courses, discussion boards, and homework. Synchronous learning is instructor-led in real-time, with multiple participants engaging at the same time, such as in a virtual classroom. Both approaches have advantages like convenience and reduced costs, but asynchronous learning lacks interaction while synchronous learning can have technical challenges.
This document discusses different delivery modes of distance education, including videoconferencing, computers, diskettes, CD-ROMs, computer conferencing, and email. Videoconferencing allows for live visual communication between locations and has advantages of avoiding travel while allowing collaboration, but can disrupt natural conversation flow and require expensive equipment. Delivery through computers includes options like diskettes and CD-ROMs, which are inexpensive but require access to a PC and have limited interactivity, as well as computer conferencing and email, which enable ongoing discussion but require technical access and expertise.
This document discusses considerations for developing online courses. It notes that technology should be used as a tool and that how and why it is used is key. Student diversity in socioeconomic status, access to technology, and learning styles must be considered. While new technologies provide opportunities, limitations like isolation, access issues, and individual constraints still exist. The document advocates establishing backup plans and providing clear instructions to help overcome potential barriers to student success. It also stresses that course development should make the content personal and relevant to students through examples and allowing them to share their own experiences.
Bring Your Own Device/Technology (BYOD/BYOT) allows students to use their own technology devices like smartphones and tablets in the classroom. It provides benefits like making students more workforce ready through collaboration and interactive learning that extends beyond the classroom. Students are also more familiar and responsible with their own devices, and have access to course content anywhere. Schools can save costs on items like wireless routers. However, troubleshooting is needed to find apps that work across platforms and enable file sharing, address network or site blocking issues, device charging, and keeping students focused on learning rather than personal networks. Teachers provide examples of useful apps for tasks like graphing, note-taking, calendaring, timing, flipped classroom videos, and interactive
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
This document discusses videoconferencing as a technology used for distance learning. It provides details on what videoconferencing is, how it works, and its components. It explains that videoconferencing allows for real-time transmission of both video and audio between two or more locations. The document also outlines several ways videoconferencing can be used, such as for presentations, meetings, and distance learning. It discusses benefits like reduced costs and improved communication, but also notes potential limitations like equipment costs and technical issues. Overall, the document promotes videoconferencing as a technology that can help create a better learning environment for both teachers and students.
This document describes an online seminar room called Big Blue Button. It has modules for users and listeners, a whiteboard, and chat functions. There was some lag discussed, and fewer interactive tools than other systems like Elluminate. Benefits and challenges of online communities of practice in higher education were discussed. Identity, literacy and community in partially synchronous distributed learning environments were explored as topics, and how the environment interacts with these topics. Evaluations provided both positive feedback on the productive discussion and useful learning environment, as well as technical difficulties experienced by some participants.
This document discusses learning technologies and lecture capture options. It summarizes that while faculty are comfortable lecturing traditionally, technology is the future. It explores lecture capture hardware and software options like Mediasite and Panopto. Panopto is highlighted as a more affordable and flexible software-based solution versus the expensive Mediasite hardware. The document advocates for small, gradual steps to shift faculty habits and increase comfort with technologies through training and support.
Edu656 week 1 discussion 1 compare and contrast synchronous and asynchronous ...Michele Kemp
This document discusses the differences between asynchronous and synchronous learning. Asynchronous learning allows learners to determine their own pace and schedule, using methods like online courses, discussion boards, and homework. Synchronous learning is instructor-led in real-time, with multiple participants engaging at the same time, such as in a virtual classroom. Both approaches have advantages like convenience and reduced costs, but asynchronous learning lacks interaction while synchronous learning can have technical challenges.
Online collaboration allows groups to work together in real-time over the Internet on documents and presentations. It enables sharing of resources, ideas, and skills to achieve shared goals. Key features of online collaboration tools include easy setup, security, and functionality like whiteboards for brainstorming or document sharing. Video conferencing provides a video link between people, allowing meetings without travel. While reducing costs, it may not replace in-person discussions. Items needed include a computer, webcam, microphone, speakers and software like Skype.
The document outlines an eLearning plan for the VU College. It discusses the college's strategic plan, an e-learning review panel, and a blended and e-learning delivery strategy. A timeline of web and technology evolution is provided. The plan aims to make eLearning part of blended learning and focus on good teaching. Sustainable innovation projects are proposed using an action research model. Specific projects are then outlined that focus on tools for screen capture, language learning, remote learning support, interactive video, online discussion, student vodcasts, interactive math content management, wikis and blogs, and app development.
Internet video conferencing allows people to see and communicate with each other over an Internet connection using video cameras and microphones attached to their computers. It enables audio and video communication as well as high levels of interaction, but can be expensive and require technical support. Some disadvantages include technical issues, service limitations, user difficulties, and problems with communication.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
Ben Roby discusses three hot technologies: Posterous allows users to easily create webpages without coding by uploading photos, videos, and documents; Academicearth provides lecture videos from top universities on various topics through simple searching; and Yola is a free web hosting site that offers templates and designs for users to add pictures, text, and maps to their websites.
Digital distance learning, also called eLearning, involves using computer technologies and the internet to deliver instruction remotely. There are several types of eLearning including synchronous instructor-led online classes and asynchronous self-paced online courses. Blended learning combines both online and in-person instruction. The New York Institute of Finance offers over 1,500 hours of eLearning content across many business topics that can be accessed anywhere through an internet-connected computer.
Web conferencing allows for conferencing events to be shared remotely through internet technologies like TCP/IP connections, enabling real-time communication. It reduces costs and travel compared to in-person meetings by making participation online more convenient. Key features include presentations, video, screen sharing, and text chat. While it saves resources, web conferencing also faces limitations such as costs, technical difficulties, and lack of in-person interaction compared to conventional conferences. Examples of tools for web conferencing include WebEx and Dimdim.
The document outlines the steps needed to implement a 1 to 1 laptop program at a school. It discusses establishing a technology task force to develop goals and policies, preparing the community by meeting with stakeholders, developing an acceptable use policy and laptop contract, planning the infrastructure, purchasing and imaging laptops, distributing laptops to students, providing ongoing technical support and professional development for teachers. The overall goal is for students to have individual laptops to enhance learning both in and out of the classroom.
Excerpts from ANZCED 2013: Beyond access – using captions to teach skills and...Media Access Australia
In 2013, Media Access Australia’s Education Manager Anne McGrath presented at the 27th Australian and New Zealand Conference for Educators of the Deaf (ANZCED). The presentation, ‘Beyond access – using captions to teach skills and concepts’, considers the use of words in the context of accessibility, as well as challenges regarding captions for educators to think about. What to do with all these words and how to optimise their use? An excerpt from the presentation starts the conversation.
One challenge of distance education is the lack of opportunities to meet synchronously. Text chats and one-way lectures have been used, but they lack the dynamics and flexibility that make two-way exchanges effective. Systems such as Adobe Connect have been used successfully to bring students and instructors “face to face”. Many are familiar with using these systems for virtual lectures and discussions but Clemson University faculty, technology consultants and trainers have extended Adobe Connect in a number of ways to enhance teaching and support:
* On-line class meetings, study sessions and office hours
* Group collaboration on class projects
* Live discussions among support staff in resolving issues
* Screen-sharing to support and train faculty remotely
* Recording and critiquing support staff’s contacts with faculty
* Webinars for “desktop training”
In this session we will see how far you can go with the new generations of live meeting places.
Big Blue Button is an open source online seminar platform that allows for synchronous collaboration. It provides various interactive tools like screen sharing, whiteboarding, and breakout groups. However, it lacks some of the features of other platforms like Elluminate and can experience lag. The Digital One-Days event used Big Blue Button to explore topics of online identity, digital literacy, and online communities of practice in higher education. Participants had a variety of experiences, with some finding the environment rich while others struggled with technical issues. The event raised questions about how online tools impact concepts of identity, literacy, and community in education.
This document reviews the webcast technology used to deliver distance education. It defines webcasting as broadcasting live or pre-recorded audio and/or video over the internet. The objectives of using webcasts include allowing discussion among remote students and communicating with distant audiences. Webcasts offer advantages like accessibility to wider audiences and archived recordings. However, concerns include technical issues like freezing and limitations on interactivity. Overall, webcasting can effectively support learning by enabling remote delivery of lectures.
This document provides an introduction to using iPads for learning. It discusses getting familiar with basic iPad operations like buttons and gestures. It also covers accessibility features like zoom, text size adjustment, and text reading. Useful apps are presented in categories like planning, note-taking, augmented reality, and eBooks. The document concludes with sections on managing classroom iPads through tools like Apple Configurator, purchasing apps, and evaluating apps for educational use.
This document discusses using screen recording software to provide video feedback and feedforward for student writing. It notes research showing students' negative reactions to traditional written feedback and increased demands for improved feedback systems. The software allows instructors to record their screen along with audio commentary to provide detailed, personalized feedback in a visually engaging format. Benefits include making feedback more relevant, detailed, and motivating for students while building rapport between instructors and students. Potential challenges include technical issues with software usage and compatibility as well as funding to purchase commercial programs. Overall, the document advocates for using video feedback as a way to improve engagement with feedback in the digital age.
Instead of posting links, embed your multimedia files from YouTube or a streaming server into Blackboard so that students aren't confused by new windows opening outside of Blackboard.
This presentation was given as part of the Fall 2009 eLearning Institute at Emporia State University. Zeni Colorado is an Assistant Professor of Instructional Design and Technology at Emporia State University.
Synchronous online learning has advantages like simulating a physical classroom through live collaboration and immediate feedback, but also has disadvantages such as inflexibility, technological unfamiliarity, and access issues. The document outlines facilitation strategies for synchronous learning like using whiteboards, interactive presentations, and audio/video, as well as enhancement tools such as online messaging, web conferencing, and Google Docs. References are provided on synchronous learning advantages and facilitation.
This document discusses web accessibility and the Hong Kong government's efforts to promote inclusive digital services. It provides an overview of the Digital 21 strategy, what web accessibility is, why it is important, and major concerns from persons with disabilities. It also covers international web accessibility standards, practices in other governments, Hong Kong's web accessibility campaign and how to start a web accessibility project. The goal is to make digital services accessible to all, including those with disabilities.
This document discusses web conferencing services. It defines web conferencing as a service that allows conferencing events to be shared remotely in real-time. The objectives of using web conferencing in distance education are to bring meeting participants together online to reduce travel costs and increase meeting efficiency. Key features include slideshows, video, screen sharing, and text chat. Advantages are saving time, money, accessibility, and enhancing learning. Disadvantages include costs, technical difficulties, lack of face-to-face interaction, and security breaches.
How to run accessible online meetings - AbilityNet Live event, April 2020AbilityNet
This session will focus on the key things to think about to ensure that disabled people can access and participate in online meetings, including university learning platforms.
It will include top tips for various platforms, including Microsoft Teams and Zoom.
It will be of interest to anyone who hosts meetings in a business, charity or university setting. It will feature automatic live captions.
It will be recorded and shared with anyone who registers.
Panelists include:
Robin Christopherson, AbilityNet
Adam Tweed, AbilityNet
Ghizzie Dunlop, UWE
Michael Vermeesch, Microsoft
Alistair McNaught, McNaught Consulting
The document discusses trends in social media, video conferencing tools, and best practices for virtual meetings. It provides an overview of:
1. Current social media trends and how behaviors have changed with the rise of digital technologies and social networking.
2. Popular video chat platforms like Facebook Video Chat, Google Hangouts, Skype, and their features.
3. Common virtual meeting/webinar tools such as Adobe Connect, WebEx, GoToMeeting and their pricing structures.
4. Best practices for engaging participants and increasing participation in virtual meetings through techniques like using polls, prompting interaction every 10 minutes, and setting clear ground rules.
Online collaboration allows groups to work together in real-time over the Internet on documents and presentations. It enables sharing of resources, ideas, and skills to achieve shared goals. Key features of online collaboration tools include easy setup, security, and functionality like whiteboards for brainstorming or document sharing. Video conferencing provides a video link between people, allowing meetings without travel. While reducing costs, it may not replace in-person discussions. Items needed include a computer, webcam, microphone, speakers and software like Skype.
The document outlines an eLearning plan for the VU College. It discusses the college's strategic plan, an e-learning review panel, and a blended and e-learning delivery strategy. A timeline of web and technology evolution is provided. The plan aims to make eLearning part of blended learning and focus on good teaching. Sustainable innovation projects are proposed using an action research model. Specific projects are then outlined that focus on tools for screen capture, language learning, remote learning support, interactive video, online discussion, student vodcasts, interactive math content management, wikis and blogs, and app development.
Internet video conferencing allows people to see and communicate with each other over an Internet connection using video cameras and microphones attached to their computers. It enables audio and video communication as well as high levels of interaction, but can be expensive and require technical support. Some disadvantages include technical issues, service limitations, user difficulties, and problems with communication.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
Ben Roby discusses three hot technologies: Posterous allows users to easily create webpages without coding by uploading photos, videos, and documents; Academicearth provides lecture videos from top universities on various topics through simple searching; and Yola is a free web hosting site that offers templates and designs for users to add pictures, text, and maps to their websites.
Digital distance learning, also called eLearning, involves using computer technologies and the internet to deliver instruction remotely. There are several types of eLearning including synchronous instructor-led online classes and asynchronous self-paced online courses. Blended learning combines both online and in-person instruction. The New York Institute of Finance offers over 1,500 hours of eLearning content across many business topics that can be accessed anywhere through an internet-connected computer.
Web conferencing allows for conferencing events to be shared remotely through internet technologies like TCP/IP connections, enabling real-time communication. It reduces costs and travel compared to in-person meetings by making participation online more convenient. Key features include presentations, video, screen sharing, and text chat. While it saves resources, web conferencing also faces limitations such as costs, technical difficulties, and lack of in-person interaction compared to conventional conferences. Examples of tools for web conferencing include WebEx and Dimdim.
The document outlines the steps needed to implement a 1 to 1 laptop program at a school. It discusses establishing a technology task force to develop goals and policies, preparing the community by meeting with stakeholders, developing an acceptable use policy and laptop contract, planning the infrastructure, purchasing and imaging laptops, distributing laptops to students, providing ongoing technical support and professional development for teachers. The overall goal is for students to have individual laptops to enhance learning both in and out of the classroom.
Excerpts from ANZCED 2013: Beyond access – using captions to teach skills and...Media Access Australia
In 2013, Media Access Australia’s Education Manager Anne McGrath presented at the 27th Australian and New Zealand Conference for Educators of the Deaf (ANZCED). The presentation, ‘Beyond access – using captions to teach skills and concepts’, considers the use of words in the context of accessibility, as well as challenges regarding captions for educators to think about. What to do with all these words and how to optimise their use? An excerpt from the presentation starts the conversation.
One challenge of distance education is the lack of opportunities to meet synchronously. Text chats and one-way lectures have been used, but they lack the dynamics and flexibility that make two-way exchanges effective. Systems such as Adobe Connect have been used successfully to bring students and instructors “face to face”. Many are familiar with using these systems for virtual lectures and discussions but Clemson University faculty, technology consultants and trainers have extended Adobe Connect in a number of ways to enhance teaching and support:
* On-line class meetings, study sessions and office hours
* Group collaboration on class projects
* Live discussions among support staff in resolving issues
* Screen-sharing to support and train faculty remotely
* Recording and critiquing support staff’s contacts with faculty
* Webinars for “desktop training”
In this session we will see how far you can go with the new generations of live meeting places.
Big Blue Button is an open source online seminar platform that allows for synchronous collaboration. It provides various interactive tools like screen sharing, whiteboarding, and breakout groups. However, it lacks some of the features of other platforms like Elluminate and can experience lag. The Digital One-Days event used Big Blue Button to explore topics of online identity, digital literacy, and online communities of practice in higher education. Participants had a variety of experiences, with some finding the environment rich while others struggled with technical issues. The event raised questions about how online tools impact concepts of identity, literacy, and community in education.
This document reviews the webcast technology used to deliver distance education. It defines webcasting as broadcasting live or pre-recorded audio and/or video over the internet. The objectives of using webcasts include allowing discussion among remote students and communicating with distant audiences. Webcasts offer advantages like accessibility to wider audiences and archived recordings. However, concerns include technical issues like freezing and limitations on interactivity. Overall, webcasting can effectively support learning by enabling remote delivery of lectures.
This document provides an introduction to using iPads for learning. It discusses getting familiar with basic iPad operations like buttons and gestures. It also covers accessibility features like zoom, text size adjustment, and text reading. Useful apps are presented in categories like planning, note-taking, augmented reality, and eBooks. The document concludes with sections on managing classroom iPads through tools like Apple Configurator, purchasing apps, and evaluating apps for educational use.
This document discusses using screen recording software to provide video feedback and feedforward for student writing. It notes research showing students' negative reactions to traditional written feedback and increased demands for improved feedback systems. The software allows instructors to record their screen along with audio commentary to provide detailed, personalized feedback in a visually engaging format. Benefits include making feedback more relevant, detailed, and motivating for students while building rapport between instructors and students. Potential challenges include technical issues with software usage and compatibility as well as funding to purchase commercial programs. Overall, the document advocates for using video feedback as a way to improve engagement with feedback in the digital age.
Instead of posting links, embed your multimedia files from YouTube or a streaming server into Blackboard so that students aren't confused by new windows opening outside of Blackboard.
This presentation was given as part of the Fall 2009 eLearning Institute at Emporia State University. Zeni Colorado is an Assistant Professor of Instructional Design and Technology at Emporia State University.
Synchronous online learning has advantages like simulating a physical classroom through live collaboration and immediate feedback, but also has disadvantages such as inflexibility, technological unfamiliarity, and access issues. The document outlines facilitation strategies for synchronous learning like using whiteboards, interactive presentations, and audio/video, as well as enhancement tools such as online messaging, web conferencing, and Google Docs. References are provided on synchronous learning advantages and facilitation.
This document discusses web accessibility and the Hong Kong government's efforts to promote inclusive digital services. It provides an overview of the Digital 21 strategy, what web accessibility is, why it is important, and major concerns from persons with disabilities. It also covers international web accessibility standards, practices in other governments, Hong Kong's web accessibility campaign and how to start a web accessibility project. The goal is to make digital services accessible to all, including those with disabilities.
This document discusses web conferencing services. It defines web conferencing as a service that allows conferencing events to be shared remotely in real-time. The objectives of using web conferencing in distance education are to bring meeting participants together online to reduce travel costs and increase meeting efficiency. Key features include slideshows, video, screen sharing, and text chat. Advantages are saving time, money, accessibility, and enhancing learning. Disadvantages include costs, technical difficulties, lack of face-to-face interaction, and security breaches.
How to run accessible online meetings - AbilityNet Live event, April 2020AbilityNet
This session will focus on the key things to think about to ensure that disabled people can access and participate in online meetings, including university learning platforms.
It will include top tips for various platforms, including Microsoft Teams and Zoom.
It will be of interest to anyone who hosts meetings in a business, charity or university setting. It will feature automatic live captions.
It will be recorded and shared with anyone who registers.
Panelists include:
Robin Christopherson, AbilityNet
Adam Tweed, AbilityNet
Ghizzie Dunlop, UWE
Michael Vermeesch, Microsoft
Alistair McNaught, McNaught Consulting
The document discusses trends in social media, video conferencing tools, and best practices for virtual meetings. It provides an overview of:
1. Current social media trends and how behaviors have changed with the rise of digital technologies and social networking.
2. Popular video chat platforms like Facebook Video Chat, Google Hangouts, Skype, and their features.
3. Common virtual meeting/webinar tools such as Adobe Connect, WebEx, GoToMeeting and their pricing structures.
4. Best practices for engaging participants and increasing participation in virtual meetings through techniques like using polls, prompting interaction every 10 minutes, and setting clear ground rules.
The document discusses teleconferencing. It defines teleconferencing as a live real-time session between multiple participants who can hear, see and share data with each other from different locations. It then describes the history of teleconferencing dating back to the 1960s. The document outlines the main types of teleconferencing including audio, video, and web conferencing. It details the advantages such as reduced costs and time savings. Potential disadvantages include difficulties managing discussions and establishing rapport without in-person interaction.
This document provides an overview of options for using video and multimedia in teaching. It discusses benefits of using video such as demonstrating concepts in ways text alone cannot. It outlines tools like Video Express, Camtasia, and WebEx for recording lectures and presentations. It also reviews best practices for multimedia design based on Mayer's principles and considerations for accessibility, such as captioning videos.
This document provides information and guidance about using video in training. It discusses how video can illustrate concepts, demonstrate processes, and engage learners. Guidelines are presented for planning video projects, selecting recording equipment, capturing and formatting video, and embedding video within online learning systems like Moodle. Specific software, tools, and technical considerations are also reviewed. The overall document aims to equip readers with knowledge for effectively designing and incorporating video-based content into their training programs and delivery.
The document provides over 100 best practices and tips for web-conferencing. Some key tips include establishing the purpose and expected outcomes of the webinar, understanding the audience, creating an outline and roadmap of topics, using a three-part framework of introduction, body, and conclusion for presentations, engaging the audience with questions and activities, developing a script, practicing delivery, and establishing etiquette and support plans for any technical issues. Thorough preparation, practice, and focusing on audience engagement are emphasized as important for successful web-conferencing.
This document provides best practices for conducting effective web conferences and facilitated discussions for practitioners. It discusses preparing high-quality content by establishing clear learning objectives and ensuring presentations are tailored to audience needs. It emphasizes the importance of rehearsals and having backup plans. When facilitating, it recommends actively engaging participants through discussion, sharing resources, and using social media. The document also provides tips for technical aspects like lighting, audio quality, and recording options to create a professional online experience.
This document provides information about using Adobe Connect Pro for web conferences. It discusses that web conferences allow for audio/video communication and content sharing over the internet between one or more participants using computers and headsets. While suitable for small group interaction, web conferences have limitations like not scaling well for large groups, requiring quality peripherals and internet connections, and needing moderation to manage audio issues. The document recommends planning web conferences by testing equipment in advance, clearly defining goals and participant roles, and creating an agenda with time for presentations, questions, and polls to encourage interactivity depending on group size. It emphasizes sticking to the agenda and roles during the session and gathering feedback at the end.
This document provides an overview of facilitating synchronous online sessions. It discusses the differences between synchronous and asynchronous learning, and emphasizes the importance of planning interactive activities, assigning roles, and managing time when leading synchronous sessions. Tips are provided for facilitating sessions, including arriving early, welcoming participants, keeping people engaged, using interactivity tools, and closing the session effectively. The goal is to help people feel more comfortable facilitating these online sessions.
Campus Commitment for Equal Access_Techshare India 2014BarrierBreak
Presented by Lokesh Mehra - Director -Education Advocacy, Microsoft India at Techshare India 2014
Microsoft is making a small contribution to young people with disabilities, by removing education barriers and promoting an inclusive learning environment that provides equal access to information technology.
Objectives of presentation and benefits for the audience:
• Indian education landscape
• Govt. of India - policies example HEPSN/TEPSE
• Current awareness of accessibility in educational institutions
• Leveraging technology for empowering accessibility amongst trainers and experts
• Gaming v/s Learning / influence on accessibility
This document discusses tools for online and distance learning. It describes video conferencing which allows synchronous learning at a distance through video and interaction. Key features include screen sharing, demonstrations, and guest speakers. Software like Skype, Zoom, and GoToMeeting enable video conferencing. Web conferencing uses similar tools but focuses on disseminating information through webinars and webcasts. Learning management systems facilitate asynchronous e-learning through course materials, engagement, and assessment. They support distributed learning across devices.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
This document provides an overview of hybrid teaching strategies at Ninewells Hospital. It discusses definitions of hybrid learning, main concerns about delivering hybrid sessions, different types of hybrid teaching room set ups including dual mode desks and control panels, tips for connecting laptops, using polling tools like Mentimeter, and recording in-person teaching sessions. The goal is to familiarize staff with the technology and engage both in-person and remote students through interactive hybrid strategies.
Video conferencing allows groups of people in different locations to hold meetings and discussions via the internet using audio and video. It enables students to see and interact with teachers remotely. The key components are hardware like cameras, speakers, and computers, as well as software and an internet or network connection. Video conferencing provides benefits like reduced travel costs and time, but can also lack personal interaction and be susceptible to technical issues or security risks. It has applications in education, business meetings, healthcare, and legal proceedings.
This document provides an overview of what is needed to begin video conferencing. It discusses that video conferencing allows live communication between two or more locations through video and audio. The key components needed are a video conferencing system, which can range from computer-based to dedicated units, and a communications link. Factors like choosing the right system for your needs, creating an optimal environment, and conducting multipoint conferences are addressed. The goal is to effectively harness the technology to enhance teaching and learning through interactive engagement across distances.
2022_05_10_Faith-Based Tech Connections_ Keeping Members Engaged on Zoom.pdfTechSoup
This document provides tips for keeping members engaged on Zoom meetings and webinars. It suggests using icebreaker questions, polls, screen sharing, breakout rooms, and post-meeting surveys. Resources mentioned include the TechSoup blog, Zoom learning center, and Zoom app marketplace. The document also lists helpful Zoom features like closed captioning, live transcription, filters, avatars, and whiteboarding.
The document provides information about a proof of concept trial for the desktop video conferencing tool EVO. It outlines the objectives of determining requirements, market size, and suitability of EVO. It describes the 5 week trial format, participant responsibilities, and support available. Surveys will capture feedback on usability and functionality of EVO versions 1.5 and 2 (beta).
The document provides an overview of an advanced eLive session, outlining how to share documents, use multimedia features like the quiz library, manage screens, troubleshoot issues, plan sessions, and support participants. It also includes tips for facilitating an interactive online session and using features like assigning permissions, sharing applications, using video cameras, and addressing technical problems. The document concludes by offering resources for using eLive and suggestions for continuing to develop online teaching skills.
The document provides an overview of an advanced eLive session, outlining how to share documents, use multimedia features like the quiz library, manage screens, troubleshoot issues, plan sessions, and support participants. It also includes tips for facilitating an interactive online session and using features like assigning permissions, sharing applications, using video cameras, and addressing technical problems. The document concludes by offering resources for using eLive and suggestions for further developing online teaching skills.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
13. Using video provides better and more expressive communication.
Having the ability to facilitate a meeting using video, voice, and
chat simultaneously.
The availability of a multipurpose whiteboard to write, draw and
display a PowerPoint.
The meetings are web browser based and fairly easy to access.
Usually there is a means to distribute documents to all of the
participants.
Even though held as a synchronous meeting the
session can be recorded and viewed later.
The benefit of the ability to communicate and build
a global community is magnificent.
• On the positive side
(Dawley, 2007, p.
147)
14. Participants need to be trained.
Participants need a fairly high quality, a broadband,
internet connection.
Speakers must have quality headphones and microphone.
If using video, there is a need for a webcam.
For a global audience, the meeting time may be inconvenient.
Hearing and visual impairments may prohibit
some folks from participating.
IT difficulties may cause frustration and/or failure
in setting up connections.
• On the negative side
(Dawley, 2007, p. 147)
21. • Pre-session
component
Tell the students what
is going to happen
Show the students what
is going to happen
Set expectations
_______________________
Prepare & Practice
35. Dawley, L. (2007). The Tool for successful online teaching.
Hershey, PA: Information Science Publishing.
Joyner, D. B. (2012). Project photographs and screen captures.
Retrieved from various digital materials.
Pond 5 (2012). Royalty free images. Retrieved from
https://www.pond5.com/
• References
Editor's Notes
My story starts when I first met the Elluminate online collaboration client back in the summer of 2007. I quickly became enamored with how it gathered together so many online applications that I had used as separate standalone Internet activities.
Back in 1996 I had used Internet Relay Chat (IRC) to chat with several communities, exchanged files using file Transfer Protocol software also known as FTP, and more recently I verbally talked with library school classmates using Google Talk. However, this Elluminate thing! Wow, it brought all these items together, plus it provided live video and a whiteboard capable of sharing PowerPoint presentations. This was Fantastic!
My introduction to Elluminate was facilitated by the San Jose State’s School of Library and Information Science while I was working towards a master’s degree. I participated in student training and became proficient in using Elluminate. Later, several of my online classes utilized Elluminate to facilitate synchronous meetings for the online classes I was taking. I became quite at ease in attending class from the comfort of my own home. So much so, that when the opportunity arose, I enrolled into an independent study course that trained us to peer-teach classmates, and help professors facilitate sessions as key elements of their instruction.
I became a SLIS Moderator, SLIS -- meaning School of Library and Information Science. Moderator -- meaning an aficionado in using collaborative applications.My presentation today will discuss how a librarian might use this type of online collaborative application.
So, there will be three sections. First, a far too brief, look at audio/video conferencing, and whiteboard applications in general. Hopefully, this will be enough to whet your appetite into learning more.This is followed by a few words about the strengths and the problems involved in using this software.Finally, I want to show you how I have used online applications, such as Elluminate and now Blackboard Collaborate to bring teachers, students, and speakers together in a digital medium.Even though, it may be technically complicated; it is physically economical and educationally exciting.
If you travel in certain tech circles today you may hear the buzzwords, such as webcast and/or Webinar. In simple terms, think of it as an online audio, and sometimes video, phone call that has one speaker and several listeners.Webcasting is a form of online broadcast that streams media over the internet to an individual’s computers. Such as the videos you can find on YouTube and certain proprietary websites.
In contrast, a Webinar, which is short for Web-based Seminar, that are online meetings that allow verbal interaction and document exchange with the participants. They are useful for teaching, training, and collaboration.
There are many choices when looking for software. A brief list would include of applications I have experienced are Adobe Connect, Elluminate Live, and Blackboard Collaborate. If you are interested in increasing this list, Google “Comparison of web conferencing software,” you will find a listing of several applications.However, you first stop absolutely has to be an appointment with your Information Technology Director.
There are many choices when looking for software. A brief list would include of applications I have experienced are Adobe Connect, Elluminate Live, and Blackboard Collaborate. If you are interested in increasing this list, Google “Comparison of web conferencing software,” you will find a listing of several applications.However, you first stop absolutely has to be an appointment with your Information Technology Director.
Your IT department may already have a contract with a company and maaaayyyy, share for academic use.In any case, you will definitely need to work with IT when facilitating any online collaborative software.
So as with any new endeavor, it is sometimes worthwhile to weigh the pros and cons, the strengths and weaknesses. The list of pros is a lengthy, but a few strengths I find the most important are:
1. Seeing a face humanizes the experience.2. Simultaneously using video, voice, and chat is powerful.3. There is a whiteboard for non-verbal communication.4. It is browser based and fairly easy.5. Documents can distributed 6. The meetings are synchronous, but can be recorded.7. There is a benefit in building community
However, there are a few negatives, mostly in terms of time and cost, to using collaborative software, such as:1. Participants need to be trained.2. Participants need a fairly high quality, a broadband, internet connection. 3. Speakers must have quality headphones and microphone.4. If using video, there is a need for a webcam.
To alleviate some if not all of these problems take time to preplan for all contingencies, take time and thoroughly train yourself, train all of the participants, and conduct a few rehearsals. This will be very new to some folks, and there is a large learning curve.
My example today? -- In the spring of 2009, and again in 2010, I dreamed up a way to use Elluminate-Live to connect my father’s World War II experiences as a Combat Glider Pilot with a special-education, history class. Now at the time he was 95 and then 96 years old.
Bringing him to my school from the neighboring town would have been uncomfortable for him. However, I recruited the help of my fairly tech savvy sister, to help facilitate my father’s virtual visit to my library.
With the passing of my father at 97 in September 2010, I have soldiered on to bring a family friend, and Korean War veteran to talk about his experiences aboard the Aircraft carrier Boxer. He spoke to a U. S. History class in 2011 and again last spring.
Currently I am working on two new projects. One is to bring my wife’s nephew, who is studying economics at Texas State University , to an econ class of seniors. The other is to get a former library school professor to talk about his children’s ibook about bugs to an early childhood education class.
From the beginning, these projects consisted of four components. There was a preparation component where you made sure you speaker had connection capacity, equipment, and tech ability or help to participate.Then I collaborated with what might be considered a “buddy Teacher” to test out my process. You go to a teacher who is willing to give up some time to try something new and very different. In this component, you pre-teach to the students what will be happening and involve them with creating questions for the guest.Then you setup, test, and run the session. You should do a few practice meetings to build confidence.Then to conclude the project you have the students write thank you notes to the speaker. This will teach good manners and provide an opportunity for topic reinforcement.
Before the session you need to plan and prepare the students you wish to involve.It is not so much, Telling the students what is going to happen, but you involve the students developing the session.
There are several things that can and will probably go “wrong.”Not to be a negative Nelly, but if you can take the time to nullify the bugs and prepare contingencies as back-ups.
This component is where you can let your collaborating classroom teacher take a lead.They too, will have experienced something new and hopefully rewarding.
So, no matter how you use an online collaborative application, it is bound to step up the instructional intensity, but offer a rich and memorable teaching experience.