Can You Show Me That Again? Recording Lectures in Brightspace; David Leskiw, SAIT Polytechnic.
Presented on May 8, 2015 at the Brightspace Ignite forum in Calgary, Alberta.
1) Dr. Nik Reeves-McLaren implemented the lecture engagement tool LectureTools to address poor student engagement and falling exam scores in his materials science lectures.
2) LectureTools allows instructors to add interactive polling questions, videos, and other elements to PowerPoint slides. Students can participate using their devices during class.
3) Most students signed up for LectureTools accounts and provided positive feedback on how it helped their understanding, though some found it distracting. The software failed during one lecture but students still participated.
4) While LectureTools was generally a positive experience, Dr. Reeves-McLaren notes he could make better use of interactive elements and that having
Moodle’s building blocks for eAssessment toolsTim Hunt
The document discusses Moodle's building blocks for eAssessment tools. It describes various question behaviors, types, and display options that can be combined to create many different assessment activities. Specifically, it outlines interactive question behaviors with multiple tries and feedback options, as well as question types involving entering text, numbers, selections, and positioning of objects. The goal is to have a flexible system where these various blocks can be assembled to build a wide range of assessments, beyond just traditional quizzes.
A Research Study on the Use of Wimba Classroomahornton
Presentation given at the 2009 Wimba Connect Conference. The presentation discusses why The University of Southern Mississippi (Southern Miss) chose to use Wimba classroom, the implementation phase, and the evaluation of that implementation. The methodology and instrument used to conduct the research study as well as the results of the data analysis and discussion are included.
Action Research: Using Quizlet for Mobile Vocabulary Learning and RetentionSaint Michael's College
This document discusses an action research study on using the mobile flashcard app Quizlet to teach vocabulary to English language learners. The study involved 9 students who used Quizlet to learn vocabulary from two readings over 8 weeks. Students accessed 6 functions in Quizlet, including flashcards, games, tests, and audio. Results showed that increased use of Quizlet functions correlated with higher test scores. A survey found students had positive attitudes towards Quizlet and preferred it to paper flashcards. The author recommends further large-scale research on Quizlet's effectiveness compared to other methods.
Using quizlet flashcards to study vocabularyandrewcimrie
This document discusses using the online flashcard tool Quizlet to help students learn vocabulary. It provides an overview of Quizlet's main features, including creating flashcards, study modes, tracking student progress, mobile access, and classroom integration. The author describes a study comparing vocabulary test performance between students who used Quizlet, those who made paper flashcards, and a control group. The results showed significantly higher scores for the Quizlet group, suggesting mobile access helped reinforce their learning. The document concludes that Quizlet can be an effective way to help students deliberately learn vocabulary when combined with other study methods.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
The document discusses learning spaces and their role in educational development. It begins by outlining the current state of research on learning spaces and identifies some of the challenges involved in implementing new learning space designs. Some of the key benefits of innovative learning space designs are then presented, such as how the physical layout can impact the types of activities that can easily be performed. The document emphasizes that changing teaching styles to be more student-centered is an important part of realizing the benefits of new learning spaces. It concludes by stressing the importance of reflection and follow-through after professional development sessions to improve educational practices.
1) Dr. Nik Reeves-McLaren implemented the lecture engagement tool LectureTools to address poor student engagement and falling exam scores in his materials science lectures.
2) LectureTools allows instructors to add interactive polling questions, videos, and other elements to PowerPoint slides. Students can participate using their devices during class.
3) Most students signed up for LectureTools accounts and provided positive feedback on how it helped their understanding, though some found it distracting. The software failed during one lecture but students still participated.
4) While LectureTools was generally a positive experience, Dr. Reeves-McLaren notes he could make better use of interactive elements and that having
Moodle’s building blocks for eAssessment toolsTim Hunt
The document discusses Moodle's building blocks for eAssessment tools. It describes various question behaviors, types, and display options that can be combined to create many different assessment activities. Specifically, it outlines interactive question behaviors with multiple tries and feedback options, as well as question types involving entering text, numbers, selections, and positioning of objects. The goal is to have a flexible system where these various blocks can be assembled to build a wide range of assessments, beyond just traditional quizzes.
A Research Study on the Use of Wimba Classroomahornton
Presentation given at the 2009 Wimba Connect Conference. The presentation discusses why The University of Southern Mississippi (Southern Miss) chose to use Wimba classroom, the implementation phase, and the evaluation of that implementation. The methodology and instrument used to conduct the research study as well as the results of the data analysis and discussion are included.
Action Research: Using Quizlet for Mobile Vocabulary Learning and RetentionSaint Michael's College
This document discusses an action research study on using the mobile flashcard app Quizlet to teach vocabulary to English language learners. The study involved 9 students who used Quizlet to learn vocabulary from two readings over 8 weeks. Students accessed 6 functions in Quizlet, including flashcards, games, tests, and audio. Results showed that increased use of Quizlet functions correlated with higher test scores. A survey found students had positive attitudes towards Quizlet and preferred it to paper flashcards. The author recommends further large-scale research on Quizlet's effectiveness compared to other methods.
Using quizlet flashcards to study vocabularyandrewcimrie
This document discusses using the online flashcard tool Quizlet to help students learn vocabulary. It provides an overview of Quizlet's main features, including creating flashcards, study modes, tracking student progress, mobile access, and classroom integration. The author describes a study comparing vocabulary test performance between students who used Quizlet, those who made paper flashcards, and a control group. The results showed significantly higher scores for the Quizlet group, suggesting mobile access helped reinforce their learning. The document concludes that Quizlet can be an effective way to help students deliberately learn vocabulary when combined with other study methods.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
The document discusses learning spaces and their role in educational development. It begins by outlining the current state of research on learning spaces and identifies some of the challenges involved in implementing new learning space designs. Some of the key benefits of innovative learning space designs are then presented, such as how the physical layout can impact the types of activities that can easily be performed. The document emphasizes that changing teaching styles to be more student-centered is an important part of realizing the benefits of new learning spaces. It concludes by stressing the importance of reflection and follow-through after professional development sessions to improve educational practices.
Deborah oconnor engage, reflect and revise – melsig 2014Andrew Middleton
Staff at a healthcare education program were issued iPads to experiment with using them in teaching. Over two years, staff and students used iPads to record skills videos, provide assessment feedback, and conduct practical assessments using apps. Focus groups found that iPads facilitated engagement when used for video feedback and standardizing skills assessments. However, initial setup was time-consuming and student enthusiasm declined over time. To sustain iPad use, the program needs a clear purpose with added value to teaching and learning. Continuous support is also needed to help staff and students fully integrate technology.
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
Conference presentation on videos lectures. The paper considers the use of recording lectures and describes a case study in which lectures were recorded for a module. The mean scores and rates of attendance were compared with the same module in previous years. it was found that for the main population the assessment scores did not change,. however the scores for students whose first language was not English did improve. Attenndance was unaffected.
The document summarizes research conducted with 317 respondents from NUS that found 70% have taken modules with webcasts, 77% have watched webcasts to review missed information, and 75% find it troublesome to re-watch entire webcasts to find specific information. It proposes Gradestime, a solution using speech recognition, keyword search, and previews to help students and professors more easily access and review specific parts of recorded lectures. Potential impacts include redirecting simple questions, providing analytics on student questions, and creating an online digital library. A revenue model of free for universities and a subscription for companies is suggested.
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Supported experiments dissemination conference 2014: Pembrokeshire College pr...Sylvia Davies MCIPR
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
An evaluation of the Camtasia Relay product was conducted with 9 instructors recording over 200 lectures across 14 courses with 105 total students. Student and instructor feedback was gathered through surveys and focus groups. The evaluation found that while the product had some technical difficulties like slow connections, it was easy to use and provided benefits for teaching by allowing students to review lectures. Most students and instructors indicated they would use it again next semester. Based on the positive feedback, the organization plans to purchase Camtasia Relay and expand its use in the fall semester.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
University of Michigan CRLT Study of LectureTools and Laptop UseLectureTools
The document summarizes findings from a study on the effective use of laptops in classrooms using the LectureTools software. Key findings include:
- Students reported being distracted by laptops but also more engaged when instructors used LectureTools features well
- Instructors' use of LectureTools was categorized into three levels: presentation, integration, and reflection. Student perceptions of engagement and learning improved with higher levels of use.
- When used intentionally to support pedagogy through activities, feedback, and participation, LectureTools had a positive impact on teaching and learning according to student and instructor surveys and interviews. However, distraction remains a challenge.
Larry summarizes his story in this presentation, "from the first iteration, to the second iteration, to aspects of UDL I applied, to going fully online in the summer session the day after the Symposium! 'What a long, strange trip it's been.'"
This document discusses challenges and lessons learned from teaching computational skills to undergraduate geoscience students. It provides examples of courses taught at the University of California, Riverside in numerical methods and modeling. Feedback from students highlighted that some struggled with the pace of the courses, understanding mathematical concepts, and debugging errors in MATLAB. Suggested improvements included providing more varied examples to engage different abilities, explicitly teaching underlying math concepts, and emphasizing computer literacy skills like using help files and understanding error messages. The document concludes with additional lessons like starting very simply, using relevant scientific examples, and advising students on getting help within a time limit to avoid wasting too much time on single errors.
The document provides a history and overview of TritonEd/TED, the learning management system (LMS) used at UC San Diego. It traces the evolution of the LMS from 2006 when UC San Diego used WebCT, through migrations to Blackboard versions 7-9 and the renaming to TritonEd in 2014. Survey results are presented from over 2,000 instructors and students on their experiences and satisfaction with TritonEd. Key themes identified from student responses include the challenges of understanding grades and feedback, the unwieldy mobile experience, and issues with online textbook supplements requiring additional fees.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
- The needs assessment survey had a 100% participation rate from the 7 teachers in the grade level.
- The majority of teachers felt they knew enough to get by in using their interactive whiteboards, which were mostly Promethean or SMART boards.
- All teachers reported using technology daily in their lessons.
- 71% of teachers indicated they would benefit most from presentation website training.
- 100% of teachers preferred to receive professional development during their PLC meetings through a screencast.
Teaching experience during pandemic situationSandhyaCsandhya
The document summarizes a survey of teachers on their experience with virtual classes during the COVID-19 pandemic. The survey found that most teachers prefer in-person teaching over online teaching and find it challenging to engage students and assess their understanding remotely. However, some teachers felt that online classes were better than no classes during the pandemic. Overall, the analysis concluded that while many teachers were dissatisfied with online learning, it has helped teachers adapt to challenging circumstances.
Dr Sara Marsham trialled the audience response system TurningPoint to collect student feedback in three modules at different levels to close the feedback loop. Some disadvantages were low student response rates, lack of dialogue, and time consumption. Feedback was provided orally during sessions and in writing on Blackboard. Most students rated TurningPoint as average or high for collecting feedback and preferred it over paper forms. Evaluations found issues with handset testing and question wording that could be improved with longer dedicated sessions and better explanations of TurningPoint's benefits. Overall responses were positive about using TurningPoint for module feedback.
The Road to Adoption – Brightspace London ConnectionD2L Barry
Presentation by Mike Moore, D2L Advisory Consultant, and Mike Kavanagh, Customer Success Director, D2L EMEA, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
The Paperless Instructor: Going All Digital in the Classroom at Brightspace I...D2L Barry
The Paperless Instructor: Going All Digital in the Classroom; William Thompson, SAIT Polytechnic.
Presented on May 8, 2015 at the Brightspace Ignite forum in Calgary, Alberta.
Deborah oconnor engage, reflect and revise – melsig 2014Andrew Middleton
Staff at a healthcare education program were issued iPads to experiment with using them in teaching. Over two years, staff and students used iPads to record skills videos, provide assessment feedback, and conduct practical assessments using apps. Focus groups found that iPads facilitated engagement when used for video feedback and standardizing skills assessments. However, initial setup was time-consuming and student enthusiasm declined over time. To sustain iPad use, the program needs a clear purpose with added value to teaching and learning. Continuous support is also needed to help staff and students fully integrate technology.
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
Conference presentation on videos lectures. The paper considers the use of recording lectures and describes a case study in which lectures were recorded for a module. The mean scores and rates of attendance were compared with the same module in previous years. it was found that for the main population the assessment scores did not change,. however the scores for students whose first language was not English did improve. Attenndance was unaffected.
The document summarizes research conducted with 317 respondents from NUS that found 70% have taken modules with webcasts, 77% have watched webcasts to review missed information, and 75% find it troublesome to re-watch entire webcasts to find specific information. It proposes Gradestime, a solution using speech recognition, keyword search, and previews to help students and professors more easily access and review specific parts of recorded lectures. Potential impacts include redirecting simple questions, providing analytics on student questions, and creating an online digital library. A revenue model of free for universities and a subscription for companies is suggested.
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Supported experiments dissemination conference 2014: Pembrokeshire College pr...Sylvia Davies MCIPR
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
An evaluation of the Camtasia Relay product was conducted with 9 instructors recording over 200 lectures across 14 courses with 105 total students. Student and instructor feedback was gathered through surveys and focus groups. The evaluation found that while the product had some technical difficulties like slow connections, it was easy to use and provided benefits for teaching by allowing students to review lectures. Most students and instructors indicated they would use it again next semester. Based on the positive feedback, the organization plans to purchase Camtasia Relay and expand its use in the fall semester.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
University of Michigan CRLT Study of LectureTools and Laptop UseLectureTools
The document summarizes findings from a study on the effective use of laptops in classrooms using the LectureTools software. Key findings include:
- Students reported being distracted by laptops but also more engaged when instructors used LectureTools features well
- Instructors' use of LectureTools was categorized into three levels: presentation, integration, and reflection. Student perceptions of engagement and learning improved with higher levels of use.
- When used intentionally to support pedagogy through activities, feedback, and participation, LectureTools had a positive impact on teaching and learning according to student and instructor surveys and interviews. However, distraction remains a challenge.
Larry summarizes his story in this presentation, "from the first iteration, to the second iteration, to aspects of UDL I applied, to going fully online in the summer session the day after the Symposium! 'What a long, strange trip it's been.'"
This document discusses challenges and lessons learned from teaching computational skills to undergraduate geoscience students. It provides examples of courses taught at the University of California, Riverside in numerical methods and modeling. Feedback from students highlighted that some struggled with the pace of the courses, understanding mathematical concepts, and debugging errors in MATLAB. Suggested improvements included providing more varied examples to engage different abilities, explicitly teaching underlying math concepts, and emphasizing computer literacy skills like using help files and understanding error messages. The document concludes with additional lessons like starting very simply, using relevant scientific examples, and advising students on getting help within a time limit to avoid wasting too much time on single errors.
The document provides a history and overview of TritonEd/TED, the learning management system (LMS) used at UC San Diego. It traces the evolution of the LMS from 2006 when UC San Diego used WebCT, through migrations to Blackboard versions 7-9 and the renaming to TritonEd in 2014. Survey results are presented from over 2,000 instructors and students on their experiences and satisfaction with TritonEd. Key themes identified from student responses include the challenges of understanding grades and feedback, the unwieldy mobile experience, and issues with online textbook supplements requiring additional fees.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
- The needs assessment survey had a 100% participation rate from the 7 teachers in the grade level.
- The majority of teachers felt they knew enough to get by in using their interactive whiteboards, which were mostly Promethean or SMART boards.
- All teachers reported using technology daily in their lessons.
- 71% of teachers indicated they would benefit most from presentation website training.
- 100% of teachers preferred to receive professional development during their PLC meetings through a screencast.
Teaching experience during pandemic situationSandhyaCsandhya
The document summarizes a survey of teachers on their experience with virtual classes during the COVID-19 pandemic. The survey found that most teachers prefer in-person teaching over online teaching and find it challenging to engage students and assess their understanding remotely. However, some teachers felt that online classes were better than no classes during the pandemic. Overall, the analysis concluded that while many teachers were dissatisfied with online learning, it has helped teachers adapt to challenging circumstances.
Dr Sara Marsham trialled the audience response system TurningPoint to collect student feedback in three modules at different levels to close the feedback loop. Some disadvantages were low student response rates, lack of dialogue, and time consumption. Feedback was provided orally during sessions and in writing on Blackboard. Most students rated TurningPoint as average or high for collecting feedback and preferred it over paper forms. Evaluations found issues with handset testing and question wording that could be improved with longer dedicated sessions and better explanations of TurningPoint's benefits. Overall responses were positive about using TurningPoint for module feedback.
The Road to Adoption – Brightspace London ConnectionD2L Barry
Presentation by Mike Moore, D2L Advisory Consultant, and Mike Kavanagh, Customer Success Director, D2L EMEA, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
The Paperless Instructor: Going All Digital in the Classroom at Brightspace I...D2L Barry
The Paperless Instructor: Going All Digital in the Classroom; William Thompson, SAIT Polytechnic.
Presented on May 8, 2015 at the Brightspace Ignite forum in Calgary, Alberta.
Teaching and Learning with Brightspace from the Learner PerspectiveD2L Barry
Teaching and Learning with Brightspace from the Learner Perspective; Flora Mahdavi, Bow Valley College and Jen Marran and Ian Cowley, SAIT Polytechnic
Presented on May 8, 2015 at the Brightspace Ignite forum in Calgary, Alberta.
Ten Bright Ideas for Improving Accessibility of Brightspace CoursesD2L Barry
This document provides 10 tips for making Brightspace courses more accessible to students with disabilities. The tips include using null alt text for decorative images, providing detailed alt text for complex images, searching for captioned videos on YouTube and Google, creating text links instead of unreadable URLs, using built-in accessibility checkers for Office documents, checking for color contrast, using automated testing tools for HTML pages, properly using lists in content pages, and considering the accessibility of external tools used in courses. It also advertises an upcoming free MOOC on web accessibility for online educators offered through Portland Community College and Brightspace.
Randomized Assignment Generator for BrightspaceD2L Barry
The presentation introduces a randomized assignment generator tool developed by Virtual High School (VHS) to address issues of academic integrity as student enrollment increased. The generator utilizes the randomized folders feature in the quizzing tool to create unique assignments for each student by drawing from a bank of questions. The presentation provides instructions on setting up assessments using the generator by configuring properties, restrictions, assessments, submission views, and table of contents. It was found to initially reduce instances of academic integrity but a more robust solution was later needed as enrollments continued growing.
ACe-ing the Art of Mastery Learning in an Online Learning EnvironmentD2L Barry
Presentation at Brightspace Ignite Ontario on October 29, 2015. ACe-ing the Art of Mastery Learning in an Online Learning Environment - i102 - Tony Stecca, Virtual High School
Student Signup Manager: Extending D2L’s Groups Tool Using a Valence ApplicationD2L Barry
Student Signup Manager: Extending D2L’s Groups Tool Using a Valence Application; Kevin Saito, University of Calgary.
Presented on May 8, 2015 at the Brightspace Ignite forum in Calgary, Alberta.
D2L Regional Events 2014 - Building Custom Widgets in BrightspaceD2L Barry
The document discusses using widgets to customize course home pages in Desire2Learn (D2L) learning management systems. It provides tips on choosing widgets that display relevant course information for students, such as news, dates, and course content. The document also highlights options for organizing widgets on the page and links to external resources for building custom widgets. Examples of fully customized home pages that integrate external websites are also presented.
Intelligent Uses and New Intelligences for D2L Intelligent AgentsD2L Barry
This document discusses intelligent agents in the Desire2Learn (D2L) learning management system. It begins with definitions of intelligent agents and what they are in D2L. It then provides instructions for creating intelligent agents in D2L and lists effective practices for using them, such as carefully considering who notifications are sent to and using agents sparingly. New features for intelligent agents are outlined, including "Not" release conditions and a longer message history. Examples are given of how these new features could be implemented in intelligent agents. The document concludes by noting some new features added in recent D2L releases.
7 Ways to Use the NOT Release Conditions in BrightspaceD2L Barry
Slides from a presentation by Barry Dahl, Sr. Community Manager for the Brightspace Teaching & Learning Community. The NOT release conditions became available with the February 2016 release of the Brightspace Learning Environment.
Apprentissage hybride l’aide les cours en cascade de la 7e à la 10e annéeD2L Barry
Apprentissage hybride l’aide les cours en cascade de la 7e à la 10e année; Jean-Sylvain Lapensée, CFORP
Presentation at the Brightspace Eastern Ontario Connection in Ottawa, ON - Dec.2, 2016.
Intelligent Uses and New Intelligences for D2L Intelligent AgentsD2L Barry
This document discusses intelligent agents in a learning management system and provides best practices for their use. It defines intelligent agents as software that assists people by automating notifications based on defined activities or lack of activities in a course. It provides examples of creating agents and effective practices like carefully considering who notifications are sent to. New features for agents are highlighted, including the ability to run agents as a practice and see running history. Eight examples of intelligent uses of agents are described, such as welcoming students, checking on lack of course access, and congratulating improved quiz scores.
LSTM established in 1898 as the first institution dedicated to tropical medicine. It implemented Brightspace in 2014-2015 after gaining HEI status to have its own systems independent from the University of Liverpool. The implementation focused on usability, look and feel, and integrations. It conducted two pilot programs with improvements based on feedback. By September 2015 all courses used Brightspace. Staff engagement included training and sneak previews. Successes included early access, single sign on, custom roles, and feedback surveys. Future plans include continuous delivery, off-campus support, and navigation improvements based on ongoing user feedback.
Competency-based Education Overview - BrightspaceD2L Barry
Competency-based Education Overview. Presentation by Mike Moore of D2L, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
University of Pretoria clicker introduction and demonstrationDavid Wilson
This document introduces clicker technology for interactive learning. It discusses Participate Technologies, the sole South African representatives of Turning Technologies, the global leader in response technology. The presentation covers how clickers work, research supporting their benefits like engagement and feedback, and response solutions for students and lecturers. It demonstrates clicker polling and discusses implementation considerations.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
The document is the course outline for a design learning course. It includes 13 classes over 13 weeks that cover topics like instructional models, lesson planning, learning outcomes, assessment, evaluation, and a final project. Assignments are due on weeks 5, 7, 10, and 13 and count for 15%, 15%, 30%, and 30% respectively. The course focuses on practical design problems and students will work in pairs and groups on a lesson plan and course proposal.
Learning Lunch Box Sept 2013 - Kris Ryan presentationrachelsaffer
This document discusses employing predictive feedback for students through short video snippets. Predictive feedback can address repetitive feedback from academics and help students better understand feedback. It describes creating short videos using a whiteboard to simulate one-on-one consultations, categorizing typical problems students face, and linking videos in the online course platform. Analytics showed high student viewing of multimedia content and predictive feedback videos, indicating this approach can save academics time while enriching student-academic conversations.
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
When Student Confidence Clicks - Using Student Response SystemsFabio R. Arico'
In this presentation I illustrate the methodology used to measure the relationship between student attainment, engagement, and self-efficacy beliefs through Student Response Systems.
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Can You Show Me That Again? Recording Lectures in Brightspace
1. Can you show me that again?
Using Recorded Lectures in Brightspace
Dave Leskiw
Instructor
School of ICT
SAIT Polytechnic
dave.leskiw@sait.ca
403.774-4668
2. Presenter Background
• Computer Science
graduate
• Software Developer
– 15 years
• Manager
– 15 years
• Instructor
– Continuing
Education 30 years
– Undergrad 6 years
3. My #1 Problem
• My #1 cause of stress
– Students missing class
4. Living in a cause and effect universe
• It is important to communicate
– I am not responsible for your
success.
– You are responsible for your
success.
– We live in a cause and effect
universe, you will reap what you
sow.
• BUT student and institutional
expectations don’t align with
this law!
5. Stuck between a rock and a hard place
• Student expectations
– You will help me
• Institutional expectations
– You should help students if they have a
valid excuse
• My challenge:
– What is a valid excuse?
– How can I deal with all these exceptions?
– How can I help students without
interrupting the law of cause and effect?
• I’M STUCK!!!!
• My solution...
– Record my live lectures and just post
them on Brightspace.
6. Today’s Agenda
• Equipment
• Recording Process
• Study
– Participants
– Courses
– Survey
– 1st semester application
• statistical results
– 2nd semester application
• statistical results
– Summary of Long Answer Responses
– Surprises
– Benefits
11. Recording Process
• Record the video with TechSmith
• Upload it using Manage File utility in D2L
– 20-30 minutes to upload
• Go to the corresponding content section of
D2L
– Create a File
– Insert Quicklink to the Course File
• Add a quicklink to the video in the news
section of D2L
15. Participants in the Study
• Student body
– ICT students
• All students had a SAIT issued laptop
– Programming Essentials (61 students)
• 1st semester course delivered in Fall 2014
– Database Programming (58 students)
• 2nd semester course delivered in Winter 2015
16. Courses in the study
• Programming Essentials (1st semester)
(61 students)
– Face to face delivery
– Supplemented by Brightspace
• student slides, programming assignments and M/C
quizzes
17. Courses in the study
– Database Programming (58 students)
(2nd semester)
• Face to face delivery
– Split evenly between
» Using ORACLE to write and execute queries
» Drawing database designs (by hand and using Visio)
• Supplemented by Brightspace
– student slides, assignments and M/C quizzes
18. Survey
1. I have made use of the recorded lectures
– T or F
2. How many times did you view recorded lectures since the midterm/final?
– 0x
– 1-5x
– 10-15x
– More than 15x
3. On what type of device did you view them? (Select all that apply)
– Computer
– Tablet
– Smartphone
– Other
4. How did the use of recorded lectures assist you in this course?
5. In your opinion would you still need the live lecture class? Why or why not?
What would you choose to be done in place of the live lecture?
6. Do you have any other comments or suggestions regarding recorded lectures?
20. Application
1st Semester
• 1St semester (2 course sections)
– posted pre-recorded video of the first lecture
– recorded and posted live lectures
– posted assignment overviews (recorded live)
– posted assignment and midterm solutions
(recorded live)
– when I was sick another instructor used my
recording during lecture
21. Results 1st Semester
• 61 students
– 89 % male
– 11 % female
• 39 responses to the midterm survey
• 40 responses to the final survey
22. 1st Semester
Did you make use of the recorded lectures?
59%
41%
Midterm Survey
Used Recordings
Used
Not Used
88%
12%
Final Survey
Used Recordings
Used Not Used
23. How many times did you access the
recordings?
0%
10%
20%
30%
40%
50%
60%
1-5x 6-
10x
10-
15x
>15x
Times
Accessed
52% 35% 0% 13%
%ofusers
Midterm Survey
# of Times Accessed
0%
20%
40%
60%
80%
100%
1-5x 6-10x 10-
15x
>15x
Series1 91% 5% 5% 0%
%ofusers
Final Survey
# of Times Accessed
24. What device did you use to access the
recordings?
0%
20%
40%
60%
80%
100%
100%
22%
39%
4%
Midterm Survey
Device Used
Device Used
0%
20%
40%
60%
80%
100%
100%
14% 19%
6%
Final Survey
Device Used
Device Used
25. Application
2nd semester
• 2nd semester (2 course sections)
– posted the live lectures after the first course
delivery in the week
• posted the recordings to both course sections
– posted assignment overviews (live)
– posted pre-recorded video solutions for quizzes
and the more complex assignments
– posted the quiz midterm solution (live)
– recorded some lecture sessions delivered on the
whiteboard
26. Results 2nd Semester
• 58 students
– 86 % male
– 14 % female
• 27 responses to midterm survey
• 23 responses to final survey
27. 2nd Semester
Did you make use of the recorded lectures?
Used
89%
Not
Used
11%
Midterm Survey
Used
83%
Not Used
17%
Final Survey
28. How many times did you access the
recordings?
0%
10%
20%
30%
40%
50%
60%
70%
1-5x 6-
10x
10-
15x
>15
x
Times
Accessed
63% 38% 0% 0%
%ofusers
Midterm Survey
0%
10%
20%
30%
40%
50%
60%
70%
80%
1-5x 6-
10x
10-
15x
>15x
Times
Accessed
80% 20% 0% 0%
ofusers%
Final Survey
31. Summary of long answer results for BOTH
courses (1st and 2nd semester)
32. How did the use of recorded lectures assist you in this
course?
0 10 20 30 40 50
Work ahead
Pick up what I missed in class
To catch up when I miss a
class
Review
Understand/Answer
Questions/Ref
Work
ahead
Pick up
what I
missed in
class
To catch up
when I miss
a class
Review
Understand
/Answer
Questions/
Ref
# of Responses 5 18 32 33 40
33. Do you still need the live lecture?
• In your opinion would you still need the live
lecture class? Why or why not? What would
you choose to be done in place of the live
lecture?
96%
4%
Do you need still need a live
lecture?
Yes
No
34. Why do you need the live lecture?
0 10 20 30
Instructor interaction
Good time to work w
others
More engaging
Opportunity for Q&A
Instructor
interaction
Good time to
work w
others
More
engaging
Opportunity
for Q&A
# of responses 3 5 11 29
Benefits of live lecture
35. Do you have any other comments or suggestions
regarding recorded lectures?
0 5 10
Make the recordings…
Video Quality was excellent
Add images of whiteboard
Appreciate the sense of…
Encourage other…
Make the
recordings
shorter
Video
Quality
was
excellent
Add
images of
whiteboar
d
Appreciate
the sense
of comfort
Encourage
other
instructors
to do this
Series1 3 3 3 6 8
Other suggestions/comments
36. Surprises
• Biggest Surprises
– Students still want face to
face time with their
instructor and peers
– A large number of students
use the recordings to pick
up what they missed in
class
– The recordings offer a
sense of comfort to
students and relieve stress
37. Benefits
• Largest Benefits
– It costs me almost nothing.
– Encourages students to
take responsibility for their
own learning and
behaviour.
– If I run out of time I can ask
the students to watch the
video.
– I can focus on the majority
instead of the lowest
common denominator.
– Last year’s recordings will
help me to prepare to
teach the following year.
I mainly used techsmith’s snagit utility to capture live lectures as I delivered them. This included powerpoint presentations, web browsing, as well as writing and executing computer programs and in the 2nd semester writing database queries, generating reports and drawing diagrams.
vistek, bill Bishop
Bestbuy
In the 2nd semester work there was some design work on the whiteboard. This I recorded using a HD webcam and posted that video on D2L. It was similar to solving math equations and it seemed to me that the whiteboard was the most nature way to present and explain this.
saneal camera calgary
To get the web cam close enough and at the right height I was a tripod.
Do a quick demonstration of this.
Files can be quite large 150 Mb for a 40 minute video. You need to be on-campus to upload the videos. Google Chrome is the preferred browser for uploads, IE often times out during uploads of larger video files.
One of my top requirements was, this can’t generate more work for me. I has to save me time not cost me additional overhead.
I decided I would do a study on the use of this technology for my fall and winter deliveries.
Student body were ICT students, 85% male, 15% male. All students have a SAIT issued laptop.
The classes that I taught were part of 1st and 2nd semester in the IT Diploma.
In 1st semester I taught programming essentials and in the 2nd semester database programming.
Approximately 40% of my 1st semester students moved on into my Database course in 2nd semester the other 60% were new to me.
Programming Essentials
Learn how to use the Java software development environment (a piece of software) to students write, compile, execute and debug programs. So it’s a new software program, similiar to learning like excel or access, just more complex.
Face to face delivery
Supplemented by Brightspace
student slides, programming assignments and M/C quizzes
Database Programming (58 students) 2nd semester class
Face to face delivery
Material was split evenly between
Using ORACLE to write and execute queries
Drawing database designs (by hand and using Visio)
More high level analysis type of work.
As part of the study I asked the Students to complete a survey on the use of recorded lectures twice during the semester. Once just prior to the midterm and again just before the final exam. They were given the following 6 questions.
[Read the questions]
So are you ready for the results?
Next question had to do with the device used to access the recordings. For this questions students could select multiple different devices. So sometimes when they were on the LRT they could watch the video on their smartphone, or the might watch it on a tablet at home, or through a computer (laptop or desktop).
Smartphone usage seemed to drop off significantly after the midterm survey. It appears in this course that a computer is the superior platform for using these recordings. Again that makes sense as this is a programming class and all the tools that we use only work on a PC. So I suspect they would probably be watching the video while working through examples on their computer at the same time. For your classes I suspect you might see much higher tablet and smartphone usage.
That concludes the results for the 1st semester, Programming Essentials.
In the 2nd semester course I taught a course called database programming. It was split between writing queries in a text-based tool (ORACLE SQL*PLUS) and doing high level design work. The design work was quite different as I had to draw and explain a number of diagrams. Initially I was going to use an HD webcam for this part of the course. I did do this for a couple of sessions but in the end I found that using a drawing tool like visio was faster and easier and required less setup.
Response rate was a bit low than the 1st semester students, I guess by second semester some of the “thrill” is gone in terms of filling out surveys, even if you can get some professionalism marks for taking the time to complete them.
So these are the same questions that I asked the 1st semester students.
Did you made use of the recorded lectures?
[review graph]
Trends:
Usage started quite high and remained high. Perhaps this is because 40% of the students were already familiar with the use of recordings from 1st semester and word got around quickly to the remaining students.
How many times did you access the recordings?
[Review graph]
Less high frequency users when compared to 1st semester. The 1st semester students were more heterogeneous coming from 4 different specializations while the students in 2nd semester all came from the same specialization. By the time you get to second semester we like to things students actually start to know what they’re doing.
Other trends:
Again the frequency of usage decreased over the semester. My theory is that students initially were trying to get a handle on the material as databases were new to them in 2nd semester. By the time the final survey came out the new the lay of the land and they were primarily accessing the areas that they didn’t understand or recordings of classes that they had missed.
Again Computer usage stayed pretty high . The course material again can only be practiced on a computer so it would probably be best to have the video up in a separate window and have another window up where you are running the databases. It was interesting to note that in 2nd semester a number of students (5-6) have purchased a 2nd monitor that they would bring to class so that they would have more desktop space on their computer. It is possible that they used the 2nd monitor to display the video and the other monitor to work through the examples. I don’t know that for sure but that would be a good follow-on question for next time.
Other trend was that
smartphone usage decreased as the semester wore on. This could be a couple of reasons. First the resolution of a smartphone probably isn’t sufficient to watch the demonstrations and secondly the video files are bit large 153 M so that could affect data limits on some cell phone plans.
Next we’ll look at some of the answers to the long-answer questions. For these and have grouped all the results together (from the two surveys done in 1st and 2nd semester and tried to create some meaningful categories). If you’d like to see the details survey responses just let me know I can provide those to you.
So of the 2 courses and 2 surveys there was a total of 131 long-answer responses.
First long answer question
How did the use of recorded lectures assist you in this course?
Help with understanding, or to answer questions or as a reference x40
Help with assignments x7
Sometimes I provided a video overview for some of the assignments
When I’m having trouble, as a corrective aid, answer specific questions x9
Study aid x1
Help understand difficult sections
Verify understanding x1
On an assignment x2
Get stuck x1
Clarification x1
Help them to Review the material x33
More interactive way of reviewing material
To remember information that I forgot x1
review difficult material x1
Help study for an exam x9
Catch up when I miss a class x32
To get missing notes
I was sick alot, it was a life-saver x2
One student severely broke his leg and had difficultly attending class for 6 weeks.
Another student’s mom was diagnosed with cancer and she was caring for her and missed 8 weeks
Both students successfully completed the course in large part because the class sessions were recorded and made available.
Didn’t feel I had to bug the instructor
Help pick up what I missed in class x18
Help with material I missed during the lecture x3
I was distracted by other things during lecture, it helps me put the pieces together after the fact x2
Pick up material a missed or didn’t understand during lecture x2
clarification x2
review what was taught x1
I have trouble keeping up to the lecture x1
Preview the material before it is taught live x5
Can focus on asking questions in class
Work ahead x1
Helped when instructor as away sick x2
The substitute instructor actually played the video and answered questions
View Demonstrations x2
Convenient x1
Provided a sense of comfort knowing they were available x1
More efficient way of learning x1
Work ahead x1
It feels like your actually in the classroom with the professor.
Helped reduce pressure from missed classes schedule on stat holidays x1
To see a topic taught a different way with different examples x1
Get an explanation on the solution for a quiz/assignment x1
This was a complete surprise to me, I thought that if I offered recording of the lectures that I would end up lecturing all by myself. But as best I can tell it had no affect on attendance. 96% of the respondents prefer to come to the live lecture and view the recording as a backup in case they can’t make in or need to pick up something they missed while in class.
So why do student need the live lecture/live classroom environment?
Well for the people who felt the needed the live lecture here are some of the reasons why...
Yes x66
Provides an opportunity to questions x29
Or get help x1
opportunity to ask a question x3
Interesting as students don’t tend to ask alot of questions when I am lecturing, I think it is the comfort of knowing that if there is a question they can ask.
Get clarification x2
I’m more engaged during the live lectures/like the atmosphere x11
Less distractions in the classroom x1
Easier to understand x1
Jokes are funnier in class x1
Videos don’t capture atmosphere of the live class/I focus better in a live classroom environment x5
More interactive x6
Increase the speed of learning/keep pace with the material x3
Good time for work on assignments/programming examples with others x5
To some degree I have already flipped the classroom as I have made it a place to work on assignments in pairs
Interaction with instructor is important x3
Instructor can provide alternative method of explaining concepts x1
Can see material written on whiteboard that wasn’t in video x1
Instructor can provide alternative method of explaining concepts x1
For the people who said they did NOT need the live lecture here are the reasons why the didn’t need the live lecture.
There were only 3 respondents so I decided not to make a separate slide for this.
No x3
Just provide the videos
Q and A session with more time to work on assignments.
We can just watch the videos and come to class if we have questions x2
live streaming would be an acceptable replacement x1
Go with the recorded videos and maybe just meet one day a week x1
Have recorded lectures on the hardest topics x1
DL: Maybe offering pre-recorded versions of this may be helpful from a previous delivery that way the lectures will be slightly different and may offer a different perspective.
Everything I need is in the recording, good to pause, rewind x1
Video boost confidence in the material and offer peace of mind if you having trouble x2
Do you have any other comments or suggestions regarding recorded lectures?
CPRG250A
#1 suggestions was to “Encourage other instructors to try doing this x8”
So that’s part of the reason why I am here today.
#2 comment was that students Appreciated know that the recordings were availablex6
It gave them a certain sense of comfort. Just as it takes some of the pressure off me as an instructor, it also seems to reduce the stress levels of students.
helps to review for quizzes x3
#3 comment was that I should “Add images of whiteboard x3”
I confess there were times when I just felt compelled to draw something on the board and that was not capture in the recordings.
If you do alot of this you have two options: use an HD web camera to record the whiteboard for the entire session
or have SAIT pay you a wacom tablet so that you can scribble on a tablet as you would on a touch screen x1
#4 the quality of the video is excellent (video and sound) x3
Great the way they are, don’t need beautiful cuts/transitions and the audio quality is good as is. x2
[You don’t need to edit these recordings you don’t need to be a perfectionist, just do what you normally do in class and it will be fine.]
Last item is over of a technical topic
#5 Make the recorded lectures shorter x3
smaller files would mean less buffering on slower internet connections x1
I think some of these issues will be addressed the new Capture facility that is coming available to brightspace that will provide a separate server (computer) dedicated to the streaming of videos.
Try to optimize videos for the web as the videos are very large and consume a large quantity of resources on slower internet connections x1
Have a recorded lecture on FAQs x1
Record outside of class so there is no laughter or student comments in background x1
Biggest Surprises for me
Students still want face to face time with their instructor and peers
Even the computer geeks!
A large number of students use the recordings to pick up what they missed in class
What! Aren’t they paying attention? I mean my lectures/demonstrates are pretty short <40 minutes! No that’s not the issue, some them of them find I go too fast and they really need to slow the whole thing down so that they are understand the material.
The recordings offer a sense of comfort to students and act like a safety valve to relieve stress
Students don’t have to worry. Here’s how the students view the recordings: If I can’t write everything down I can get that later, If I forget how to do this I can go back to the recordings, if I have a problem on the assignment I can watch the overview. It turns dials back the stress level for students.