This document provides an overview of an introductory eLive session. It outlines the session objectives which are to understand interactive eLive activities, create polls, send files, use breakout rooms, conduct web tours, record sessions, and plan structured sessions. It then describes how each of these tools can be used for teaching and learning, including conducting polls, sharing files, using breakout rooms for group work, taking web tours to share resources, and recording sessions for later access. Troubleshooting tips are also provided to address potential technical issues during sessions.
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.
This document discusses the positives and negatives of using liveblogging in learning. It provides information on the winter term requirements, which include submitting an article, teaching a technology-integrated lesson, attending the MACUL conference, live blogging a session, and posting blog posts. Details are given on submitting a professional journal article. Examples of virtual teaching tools like webinars, Skype, and course management systems are outlined. Suggestions are made for using webinars in teaching and learning, such as for study sessions or allowing students to teach each other. The document also provides tips for creating and conducting webinars.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
This document discusses using the Wimba Voice tool for synchronous and asynchronous discussion, creating podcasts, and providing audio feedback to students. It describes the basics of using Wimba Voice to annotate materials, personalize a learning page, and its opportunities for audio feedback. It also covers learning styles, synchronous vs asynchronous learning, and the various features of Wimba Voice like voice authoring, boards, email and presentations.
The document discusses virtual learning environments (VLEs) and compares features of three VLE platforms: Scribblar, Wimba Virtual Classroom, and WizIQ Virtual Classroom. Scribblar allows for real-time collaborative editing using a whiteboard, images, text chat and audio. Wimba Virtual Classroom enables live classes with audio, video, application sharing and content display. WizIQ Virtual Classroom provides synchronous learning with video, audio and text chat as well as recording and sharing of classes and presentations. The author argues these platforms can effectively support virtual learning for digital-age students.
This document discusses using various educational technologies to support mastery learning in world language education, including Edmodo and simulated oral interviews. It describes how Edmodo allows teachers to provide individualized instruction through small groups and assessments. Students can access resources on Edmodo to relearn material and retake assessments until mastery is achieved. The document also explains how to structure simulated oral interviews using voice recordings and online tools so that students can practice the interview format assessed on the AP exam from home.
Websites and Apps for Differentiation and AssessmentMark Wallace
This document outlines a presentation about using technology to support differentiation and assessment in the classroom. The presentation discusses several apps and websites like Genius Scan, Zip Grade, Vocaroo, Kidblog, Edmodo, and Aurasma that can help teachers save time on tasks like grading assignments while also supporting differentiation. The document provides an agenda for the presentation that will demonstrate how these tools can be used to assess students, give feedback, and modify activities to meet different learners' needs.
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
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.
This document discusses the positives and negatives of using liveblogging in learning. It provides information on the winter term requirements, which include submitting an article, teaching a technology-integrated lesson, attending the MACUL conference, live blogging a session, and posting blog posts. Details are given on submitting a professional journal article. Examples of virtual teaching tools like webinars, Skype, and course management systems are outlined. Suggestions are made for using webinars in teaching and learning, such as for study sessions or allowing students to teach each other. The document also provides tips for creating and conducting webinars.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
This document discusses using the Wimba Voice tool for synchronous and asynchronous discussion, creating podcasts, and providing audio feedback to students. It describes the basics of using Wimba Voice to annotate materials, personalize a learning page, and its opportunities for audio feedback. It also covers learning styles, synchronous vs asynchronous learning, and the various features of Wimba Voice like voice authoring, boards, email and presentations.
The document discusses virtual learning environments (VLEs) and compares features of three VLE platforms: Scribblar, Wimba Virtual Classroom, and WizIQ Virtual Classroom. Scribblar allows for real-time collaborative editing using a whiteboard, images, text chat and audio. Wimba Virtual Classroom enables live classes with audio, video, application sharing and content display. WizIQ Virtual Classroom provides synchronous learning with video, audio and text chat as well as recording and sharing of classes and presentations. The author argues these platforms can effectively support virtual learning for digital-age students.
This document discusses using various educational technologies to support mastery learning in world language education, including Edmodo and simulated oral interviews. It describes how Edmodo allows teachers to provide individualized instruction through small groups and assessments. Students can access resources on Edmodo to relearn material and retake assessments until mastery is achieved. The document also explains how to structure simulated oral interviews using voice recordings and online tools so that students can practice the interview format assessed on the AP exam from home.
Websites and Apps for Differentiation and AssessmentMark Wallace
This document outlines a presentation about using technology to support differentiation and assessment in the classroom. The presentation discusses several apps and websites like Genius Scan, Zip Grade, Vocaroo, Kidblog, Edmodo, and Aurasma that can help teachers save time on tasks like grading assignments while also supporting differentiation. The document provides an agenda for the presentation that will demonstrate how these tools can be used to assess students, give feedback, and modify activities to meet different learners' needs.
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
Virtual classroom in the learning process arelyguardado
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course content like information, videos, and readings for students to access remotely. Students can then study independently but also participate in live videoconferences or chats with teachers to discuss topics on a scheduled basis. At the end of the course, students take a final exam along with completing other homework assignments for their grade. Virtual classrooms provide many advantages for teaching English, such as encouraging technology use, giving students more control over their learning, and allowing instructors to introduce themes and interpretations earlier.
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course information and materials for students to access remotely, and schedule videoconferences or chats to discuss topics. Students can remain in contact via email and take exams online to receive final grades, in addition to completing required homework. The virtual classroom environment encourages technology use, gives students more control over their learning through independent practice and reflection, and allows teachers to introduce themes earlier by gradually increasing complexity.
Online courses are incorporating more complex multimedia that can present accessibility challenges if not designed accessibly from the start. Current trends include increased use of video, mobile devices, and social media. Future trends may involve adaptive learning programs and social media requirements. The document provides tips for creating accessible course content like using captioning, describing images, and ensuring compliance with standards like WCAG 2.0. It also lists assistive technologies and organizations that support accessibility.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
This presentation discusses Northeast Center's use of the webconferencing platform Elluminate to enhance student learning and engagement in online and blended learning environments. It provides examples of how Elluminate is used for academic support workshops, study groups, and one-on-one tutoring sessions. Benefits identified include increased access to support and interaction for students, as well as familiarity with technology. Best practices from experience are shared, such as allowing time for setup and troubleshooting, keeping participants engaged, and maintaining a simple interface.
The document provides guidance on how to effectively utilize various features of the Elluminate online classroom platform to engage learners and support learning. It recommends preparing presentation slides, planning for student interaction and participation, using polls, chat, and breakout groups, focusing on learning objectives, and practicing with the tools before your first session. Tips are provided on incorporating media, addressing different learning styles, and maintaining a lively pace during the session.
The document provides guidance for effectively utilizing features in the Elluminate online classroom platform to engage learners and support learning. It recommends preparing presentation slides and activities, planning for interaction and participation, using polls, chat, and breakout groups, and focusing on learning objectives to maximize student engagement and learning. Tips are also provided for new moderators to limit features, ask for help, and focus on practicing before their first sessions.
Synchronous learning allows for real-time interaction between participants without geographic barriers. It enables direct feedback and skill practice. However, it requires technology and bandwidth, and participants must commit to being online at scheduled times. The document outlines strategies for effective facilitation including preparation, inclusion, and providing follow-up materials. It also discusses tools like Elluminate Live, WebEx, and Blackboard that support synchronous learning through features like audio, video, chat, and file sharing.
The document discusses using web conferencing technology to deliver online and hybrid courses. It describes a pilot study conducted with a computational linguistics course delivered concurrently to both online and in-person students. Student feedback was positive and online students performed on par with in-person students. The authors aim to expand this concurrent dual delivery model to more courses to increase flexibility and reduce costs while maintaining educational quality.
The document summarizes research on using blogs as electronic portfolios for student teachers. It finds that student teachers were generally satisfied with using an online website builder to create blog-based portfolios, finding it user-friendly. Student teachers also felt more knowledgeable about applying blog portfolios for learning and teaching after receiving information technology training. Elements like discussion forums, blog posts, polls and embedded videos were seen as enhancing communication between teachers and students.
This document provides an overview of online teaching resources for various subject areas including social sciences/history, English literacy, science, and mathematics. It lists numerous websites that offer lesson plans, teaching strategies, instructional materials, and other resources for teaching these subjects online. The document concludes by instructing groups to draft a simple lesson plan using resources from one of the listed websites within a given time limit, with the best plan to be presented and rewarded.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
The document provides information about library instruction for online and hybrid courses. It discusses what library instruction entails, including teaching students how to locate information effectively. It also provides examples of library assignments and defines information literacy. The document then discusses how library instruction can work for online and hybrid courses, including scheduling online sessions and the process for students to attend. It outlines what students need to access the online classes and how to participate.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document discusses how to create podcasts for educational purposes using iMovie. It defines podcasts as digital audio files that can be downloaded and listened to episodically. Podcasts were originally created to broadcast information over the internet in MP3 format and were linked to iPods. In education, podcasts can be used to present information to students, teachers, and parents in formats like talk shows, movies, music, or photos. The document outlines advantages like keeping students engaged, allowing distance learning, and giving students opportunities for review. It provides tips for scripts, timelines, rehearsal, technology setup, and viewing parties.
This document outlines Héctor Escalona's lesson plan for an online English class about using information and communication technologies (ICTs) in teaching English as a foreign language. The lesson plan was to share oral presentations created by English III students at USB about using videos in an ICT environment. The class was held on the WiZiQ online platform and included viewing students' videos uploaded to YouTube. Héctor prepared the content, scheduled the public class over 24 hours in advance, and conducted a practice class to learn how to use WiZiQ as the teacher. Students needed WiZiQ accounts and the proper equipment to participate.
This document provides instructions for practicing running records, which involve recording errors and self-corrections as a student reads aloud. It outlines two activities where participants will listen to video recordings of students reading and mark errors on forms that duplicate the reading passages. They will calculate accuracy scores and grades. The correct scores for the two practice activities are provided. The goal is to recap running record procedures and practice completing running records with notation codes.
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
1. El documento describe las certificaciones CISA y CGEIT de Deloitte México. CISA certifica a auditores en seguridad de la información, mientras que CGEIT certifica en gobierno de TI.
2. ITIL y SAP también son importantes para Deloitte, mejorando procesos, calidad y satisfacción de clientes.
3. Los Certificados de Capital de Desarrollo son una nueva fuente de financiamiento de largo plazo para México basada en emitir certificados fiduciarios.
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
Virtual classroom in the learning process arelyguardado
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course content like information, videos, and readings for students to access remotely. Students can then study independently but also participate in live videoconferences or chats with teachers to discuss topics on a scheduled basis. At the end of the course, students take a final exam along with completing other homework assignments for their grade. Virtual classrooms provide many advantages for teaching English, such as encouraging technology use, giving students more control over their learning, and allowing instructors to introduce themes and interpretations earlier.
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course information and materials for students to access remotely, and schedule videoconferences or chats to discuss topics. Students can remain in contact via email and take exams online to receive final grades, in addition to completing required homework. The virtual classroom environment encourages technology use, gives students more control over their learning through independent practice and reflection, and allows teachers to introduce themes earlier by gradually increasing complexity.
Online courses are incorporating more complex multimedia that can present accessibility challenges if not designed accessibly from the start. Current trends include increased use of video, mobile devices, and social media. Future trends may involve adaptive learning programs and social media requirements. The document provides tips for creating accessible course content like using captioning, describing images, and ensuring compliance with standards like WCAG 2.0. It also lists assistive technologies and organizations that support accessibility.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
This presentation discusses Northeast Center's use of the webconferencing platform Elluminate to enhance student learning and engagement in online and blended learning environments. It provides examples of how Elluminate is used for academic support workshops, study groups, and one-on-one tutoring sessions. Benefits identified include increased access to support and interaction for students, as well as familiarity with technology. Best practices from experience are shared, such as allowing time for setup and troubleshooting, keeping participants engaged, and maintaining a simple interface.
The document provides guidance on how to effectively utilize various features of the Elluminate online classroom platform to engage learners and support learning. It recommends preparing presentation slides, planning for student interaction and participation, using polls, chat, and breakout groups, focusing on learning objectives, and practicing with the tools before your first session. Tips are provided on incorporating media, addressing different learning styles, and maintaining a lively pace during the session.
The document provides guidance for effectively utilizing features in the Elluminate online classroom platform to engage learners and support learning. It recommends preparing presentation slides and activities, planning for interaction and participation, using polls, chat, and breakout groups, and focusing on learning objectives to maximize student engagement and learning. Tips are also provided for new moderators to limit features, ask for help, and focus on practicing before their first sessions.
Synchronous learning allows for real-time interaction between participants without geographic barriers. It enables direct feedback and skill practice. However, it requires technology and bandwidth, and participants must commit to being online at scheduled times. The document outlines strategies for effective facilitation including preparation, inclusion, and providing follow-up materials. It also discusses tools like Elluminate Live, WebEx, and Blackboard that support synchronous learning through features like audio, video, chat, and file sharing.
The document discusses using web conferencing technology to deliver online and hybrid courses. It describes a pilot study conducted with a computational linguistics course delivered concurrently to both online and in-person students. Student feedback was positive and online students performed on par with in-person students. The authors aim to expand this concurrent dual delivery model to more courses to increase flexibility and reduce costs while maintaining educational quality.
The document summarizes research on using blogs as electronic portfolios for student teachers. It finds that student teachers were generally satisfied with using an online website builder to create blog-based portfolios, finding it user-friendly. Student teachers also felt more knowledgeable about applying blog portfolios for learning and teaching after receiving information technology training. Elements like discussion forums, blog posts, polls and embedded videos were seen as enhancing communication between teachers and students.
This document provides an overview of online teaching resources for various subject areas including social sciences/history, English literacy, science, and mathematics. It lists numerous websites that offer lesson plans, teaching strategies, instructional materials, and other resources for teaching these subjects online. The document concludes by instructing groups to draft a simple lesson plan using resources from one of the listed websites within a given time limit, with the best plan to be presented and rewarded.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
The document provides information about library instruction for online and hybrid courses. It discusses what library instruction entails, including teaching students how to locate information effectively. It also provides examples of library assignments and defines information literacy. The document then discusses how library instruction can work for online and hybrid courses, including scheduling online sessions and the process for students to attend. It outlines what students need to access the online classes and how to participate.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document discusses how to create podcasts for educational purposes using iMovie. It defines podcasts as digital audio files that can be downloaded and listened to episodically. Podcasts were originally created to broadcast information over the internet in MP3 format and were linked to iPods. In education, podcasts can be used to present information to students, teachers, and parents in formats like talk shows, movies, music, or photos. The document outlines advantages like keeping students engaged, allowing distance learning, and giving students opportunities for review. It provides tips for scripts, timelines, rehearsal, technology setup, and viewing parties.
This document outlines Héctor Escalona's lesson plan for an online English class about using information and communication technologies (ICTs) in teaching English as a foreign language. The lesson plan was to share oral presentations created by English III students at USB about using videos in an ICT environment. The class was held on the WiZiQ online platform and included viewing students' videos uploaded to YouTube. Héctor prepared the content, scheduled the public class over 24 hours in advance, and conducted a practice class to learn how to use WiZiQ as the teacher. Students needed WiZiQ accounts and the proper equipment to participate.
This document provides instructions for practicing running records, which involve recording errors and self-corrections as a student reads aloud. It outlines two activities where participants will listen to video recordings of students reading and mark errors on forms that duplicate the reading passages. They will calculate accuracy scores and grades. The correct scores for the two practice activities are provided. The goal is to recap running record procedures and practice completing running records with notation codes.
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
1. El documento describe las certificaciones CISA y CGEIT de Deloitte México. CISA certifica a auditores en seguridad de la información, mientras que CGEIT certifica en gobierno de TI.
2. ITIL y SAP también son importantes para Deloitte, mejorando procesos, calidad y satisfacción de clientes.
3. Los Certificados de Capital de Desarrollo son una nueva fuente de financiamiento de largo plazo para México basada en emitir certificados fiduciarios.
A presentation on harnessing the power of social media to support all phases of the research process.
Presented by Susie Macfarlane and Dr Tim Crowe at the 2014 Australian Nutrition Promotion Leadership Program hosted by CPAN, Deakin University,
Susie Macfarlane from Deakin University's School of Exercise and Nutrition Sciences gave a presentation on teaching and learning progress and developments in the SENS school. She discussed several initiatives including the development of a digital toolkit for staff, implementation of ePortfolios, use of video and multimedia, creation of eLearning modules using Articulate Storyline, and development of rubrics. Case studies were presented on early pilots of ePortfolio implementation in specific courses. Plans for further course-wide integration of ePortfolios were discussed.
This document outlines an inclusive feedback project at HEPP ICCB that aims to improve feedback practices. It involved researching feedback assumptions and student perspectives on feedback purposes. An inclusive feedback model was developed and piloted with audio and video feedback in selected units. Staff and student feedback was positive about the benefits of alternative feedback formats in providing clarity and focus. Next steps include enhancing rubrics, developing a community of practice around feedback design, improving assessment alignment, and increasing student autonomy through self and peer feedback practices. The goal is to help students better self-monitor and regulate learning independently through feedback.
This document discusses blended learning and provides guidance on scaling up blended learning programs. It begins with defining blended learning and posing questions for discussion. It then provides a 10 step plan for building capacity in blended learning that includes horizon scanning, selecting pilot projects, developing processes, and expanding programs. The document emphasizes engaging stakeholders, selecting the right tools and teams, learning from pilots, and reviewing processes continuously. It also discusses models for organizational change and assessing an organization's readiness for blended learning.
This document provides an overview and instructions for using the eLive online learning platform. The session will cover: [1] Understanding how to access and use the eLive interface tools; [2] Fostering student engagement using discussion tools, emoticons, and the whiteboard; and [3] Planning structured and engaging eLive sessions using PowerPoint and activities. The document outlines the eLive interface, accessibility features, appropriate uses of eLive, how to welcome and orient participants, and tips for effective online facilitation and student interaction.
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.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
This document provides an overview of HyFlex teaching and learning at Middlesex Community College. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The document outlines the three modes of HyFlex instruction - face-to-face, synchronous online, and asynchronous online. It also provides tips for structuring a HyFlex course in Blackboard and setting student expectations for the classroom environment. Faculty support resources are highlighted, including instructional design support and technology support. HyFlex teaching scenarios are demonstrated, such as sharing slides, videos, annotations, and facilitating class discussions. An overview of the classroom technology concludes the document.
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.
Elluminating Moments: Enhancing Student Learning & Engagement with Webconfe...Lisa D'Adamo-Weinstein
Elluminating Moments: Enhancing Student Learning & Engagement with Webconferencing in Online Only & Blended Learning Environments
This presentation discusses using the webconferencing tool Elluminate to support online and blended learning. It provides examples of how Elluminate has been used for workshops, study groups, and one-on-one tutoring sessions. Benefits discussed include increased interaction, access for students with scheduling conflicts, and the ability to record sessions. Best practices for moderating Elluminate sessions effectively are also reviewed.
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.
Task 4 final: Consultants-E E-Moderating Course Oct 2015brendawm
The document provides tips for moderating synchronous online chats, including preparing for text and audio chats, giving clear instructions during discussions, and conducting post-discussion analysis. It also discusses approaches for assessing asynchronous online discussions and some of the challenges of assessing student learning in online courses as compared to face-to-face courses. Suggested solutions to challenges include using tools to prevent cheating, providing rich multimedia content, and incorporating more opportunities for student interaction and feedback.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
This document provides an overview of HyFlex teaching and learning at MCC. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The agenda includes an overview of HyFlex at MCC, preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and a Q&A session. It provides examples of engaging students both in-person and online through activities like sharing slides, videos, annotations, discussions, and group work using the classroom technology.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
This document discusses tools that can be used to make teaching more efficient. It recommends several tools: Schoology for course management; Remind101 for communicating with students; and Anymeeting for live online classes. The document demonstrates how these tools can be used to post assignments, conduct quizzes/tests, share grades, send reminders to students, and teach live online classes. It also provides some example online physics demonstrations and simulations that can supplement teaching.
This document provides tips and instructions for using the Elluminate virtual facilitation tool. It discusses how to optimize content, presentations, and participant interactions. Specific tips include using simple backgrounds, avoiding small fonts and bulleted lists, monitoring speaking volume, and encouraging participant feedback through questions, polls, and raising hands. It also covers how to share applications, websites that require logins, and potential issues with facilitating ongoing online discussions. The document is intended to help train others in effectively utilizing virtual facilitation tools.
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
This document provides an agenda and overview for an Elluminate Live! workshop. The agenda includes introductions, an overview of Elluminate Live!, and a question period. The discussion areas cover how to use various Elluminate Live! features, create engaging content, build a sense of community, and best practices. The overview explains the moderator interface, classroom management tools, audio/video features, polling, direct messaging, whiteboarding, and other tools. The document concludes with information on synchronous teaching methodology and using Elluminate Live! for applications like tutoring and meetings.
Blackboard allows instructors to communicate with students, post course materials, facilitate collaboration, streamline the homework process, create online tests and surveys, deliver grades electronically, and provide a central location for course content and computer assignments. Specific capabilities include posting homework online, having students submit work digitally, recording grades, providing students access to their grades, delivering course content in various file formats, making announcements, sending emails, setting up discussion boards, enabling file sharing, and creating various types of online assessments that provide immediate feedback to students.
This document discusses conceptualizing different types of Padlet uses based on educational theories. It presents examples of how Padlet has been used by educators at Deakin University for activities like creating timelines, study guides, and allowing students to request and vote on resources. The document explores creating a Padlet typology based on factors from theories like self-determination theory and media richness theory. This includes considering the student's role, the level of completion, purpose and audience, and richness of media used. It aims to provide examples and guidance for educators on aligning their Padlet uses with theories of learning.
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
1. A professional development project aimed to enhance the MCQ writing skills of academic staff in the School of Nursing and Midwifery at Deakin University.
2. A working group reviewed MCQ items against best practice guidelines, analyzed results, and rewrote flawed items. This improved exam quality and reduced flawed items.
3. Staff reported increased confidence, skills, and growing expertise in the school. Next steps include further training, exam blueprinting, and developing more applied higher-level MCQs.
This document discusses the redesign of rubrics for assessment at Deakin University to focus on learning standards rather than marks. It describes issues with the previous system where students focused on marks rather than feedback. The researchers redesigned rubrics with clear standards and descriptors to provide better feedback for students. They trained markers and had students self-assess drafts using the rubrics. The new system led to improved feedback and fewer remark requests. The document advocates for standards-based assessment to better support student learning.
This document discusses using Twitter for research purposes. It provides information on Twitter such as its launch in 2006, current user numbers, and popularity. It asks key questions about the opportunities and pitfalls of using social media for research. Twitter can help researchers connect with others, share information, recruit for and promote events, and disseminate research findings. Studies show tweets can help make articles more cited. The document discusses challenges of using Twitter and provides strategies for using it effectively in research.
Digital Technologies & strategies for knowledge utilizationSusie Macfarlane
The document discusses digital technologies and strategies for knowledge utilization. It identifies 4 main trends: 1) the increasing pace of change and information overload, 2) greater connectedness through social media and networks, 3) the rise of cross-disciplinary knowledge, and 4) the shift from learning 1.0 to more collaborative learning 2.0 models. It then explores specific strategies like developing a digital identity, participating in online communities, curating information, using crowdsourcing, mobile technologies, and gamification to better utilize knowledge in this digital age.
The Reflective Journal as a site of Student Engagement, Learning and Transfor...Susie Macfarlane
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change plan
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. How confident are you to change the number of
audio channels in eLive?
A)totally confident
B)Pretty sure
B) I think I know…
C) no idea!
3.
4.
5.
6. After this session you will be able to:
1. Understand the interactive activities available in eLive
2. Create poll questions to survey students and obtain feedback
3. Send files in eLive using File Transfer
4. Facilitate student group work using breakout rooms
5. Guide website visits with web tour
6. Record eLive sessions and provide access to recordings
7. Plan a structured, interactive eLive session
Learning Outcomes
7. Deliver information
- Orientation to unit
- Lecturing
- Explaining assignments
- Exam preparation and revision
Tutorials and Student-centred learning activities
- Discussion in small groups
- debates
- Students research website, report back
Student lead teaching
- Student presentations
- Student meet to work on group projects
Supervision
Teaching and Learning activities in eLive
8. • Detailed participant Elluminate Accessibility Guide
• http://www.elluminate.com/resources/training/1
04-V10_participants_accessiblity_guide.pdf
• EDU staff may wish to explore together some of
the accessibility functions within eLive.
Elive Accessibility
9. • Enables session attendee to transcribe audio
information during a session
– Text can be viewed (optional)
– Text can be saved to text file
• Two Closed-Captioning Windows:
– One for entering Closed- Captioning
– One for reading the text
Closed captioning
10. Use Polling to:
1) learn about your students
2) diagnose their initial views or levels of
understanding
3) understand their expectations
4) evaluate their learning after the session
Interaction tools - Polling
11. A. Engages students in active learning
B. I can get feedback from students on their
understanding
C. Students participation in discussion
D. Enhances sense of connectedness and social
presence
E. other
What is the most valuable aspect of eLive?
12. To Poll students
• Go to Tools > Polling > Choose your answer type
Interaction tools - Polling
13. A. I have never used eLive
B. I have used but not taught with eLive
C. I have talked in eLive
D. I have delivered content in eLive using PowerPoint
E. I have taught in eLive using activities such as
visiting websites, used the breakout rooms, or sent
and shared files
Your most advanced use of eLive?
14. To Publish results
• Tools > Polling > Publish results to whiteboard
– or click the Toolbar button
– You can also publish to Moderator only
• You can create a new screen if required (button at bottom
left of whiteboard)
Interaction tools - Polling
15. Polling Results
To prevent students viewing others’ responses
(for example when doing revision questions):
Menu: Tools > Polling > Make Responses Visible
To lock responses and prevent further changes:
Menu: Tools > Polling > Lock Responses
16. • How could you use polling in your teaching in
eLive?
Teaching approaches
17. • The file is sent live and is also in recording
You can send a Unit guide, questionnaire, tutorial activity etc
Note: Students with learning difficulties require time to go through
documents so ensure the document is uploaded on DSO well
prior to eLive session
File Transfer
18. • Send a file in eLive
Hint: File Transfer button
File Transfer - activity
19. • How would you use file transfer in your teaching?
File Transfer – Teaching approaches
20. • Send students to Breakout rooms
Menu: Tools > Breakout rooms > Distribute Participants
• Return all students to Main room
Menu: Tools > Breakout rooms > Return to Main room
The optimum group size may depend on how comfortable students are in
eLive and with eachother, and how many have headsets. Groups of 3 or 4
seem to work well, but 2 is fine if both have headsets and are comfortable.
Breakout Rooms
21. Each participant
1. Send us all to breakout rooms
Menu: Tools > Breakout rooms > Distribute Participants
2. Return us to main room
Menu: Tools > Breakout rooms > Return to Main Room
Breakout rooms - activity
22. • Plan how and why you will use Breakout Rooms (discuss
with colleague or me if you wish)
• Practice the whole process so you test each step
• Have your and students’ resources prepared
• Clearly explain the activity to participants
– Outline what the activity is and each persons’ role
– Clearly state how much time participants will have and that you
will return them to the Main room at the end
– Send a whiteboard explaining the activity into the rooms to keep
participants on task
• Make sure each room has one user with headset
Teaching approaches
23. • To send a Whiteboard screen into Breakout Rooms
Menu: Tools > Whiteboard > Copy screen to breakout room
• To bring students Whiteboard screen in from Breakout room
Menu: Tools > Whiteboard > Copy Breakout rooms to main room
Breakout Rooms – whiteboard / slides
24. • To move Participants to another room
Right click on their name > Move to Breakout Room #2
• To move yourself to a Breakout room to talk to students
Right click on your own name > Send to Breakout Room #2
Breakout Rooms - moving
25. • To start timer:
– Tools > Timer > Start Timer
– or toolbar button
• Choose countdown options
• Timer will display in all rooms
• Choose Participants or Moderators only
Using Timer to time activities
26. • How would you use breakout rooms in your
teaching?
Breakout rooms – Teaching approaches
27. • Web tour - all participants see web site with moderator
• Web tour teaching approaches
– Academic skills: search skills, library database, Turnitin
– Key sites: Cochrane review, WHO, NHRMC, Health sites
Menu: Tools > Web tour (or use the button)
Web Tour
Hint: have your websites addresses prepared or open in another browser window so you can
copy them and don’t have to type them.
28. There are two web tour modes:
1.Tour Guide – all participants see your page
2.Independent – each participants browses website independently
You can take students to a website, then deselect “Tour
Guide”, so allowing them to explore the site
You can also click “Publish url” so the link appears in the chat window
and students can visit the website themselves later or in recording
Web Tour - modes
29. Web tours enable you to:
• Expose students to high quality online resources:
– Searching: library database, Google scholar
– Resources: the Cochrane Review, NHMRC, etc
• Engage students in a self-directed search in an area of their interest
then report findings (10 mins)
• Answer their own questions
Impact on students:
– Exposes students to high quality materials
– Builds confidence and familiarity in searching and reporting back
– Engages students in active experiential learning
Web tour: Teaching approaches
30. • Each person take turns to take us to a website
and show us around.
• HINT: have website open in another window, so
you can copy and paste the web address into the
eLive web tour.
Web Tour - activity
31. • How would you use the Web Tour in your
teaching?
Web Tour – Teaching approaches
32. • It’s a good idea to record all eLive sessions so students
who were unable to attend can watch
• Let students know you are recording session (legal requ.)
• Put the session link on DSO (Instructions are on next slide).
• If personal things are discussed and you are not sure it
should be publicly available, don’t post recording, instead
discuss with Unit team.
Recording the eLive session
33. • Go to http://elive.deakin.edu.au/
• Click on Recordings tab
• Log in with your username and password in the top right
• In calendar, click on the date the session was held
• You may need to scroll to another screen to see your unit
name in the list.
• Right click on Session name > Choose “Properties”
• Copy the url of the session
• Paste it in the eLive folder in your DSO unit for students
• Inform students that the session recording is available
To provide link to recording:
34. a) Role of session: How are you using eLive in your
unit? What function is it performing?
- Engagement, social connectedness (eLive is brilliant for this)
- Content delivery (hint: boring! never just this!!!)
- Online tutorial - Learning activities and discussion
- Supervision meeting
- Assistance with assessment (online office hours)
1. Planning your session
35. b) What are the intended learning outcomes of your
session?
• What do you want students to learn?
• How can you get them to do this?
• How will you know they have achieved the LOs?
• How will the students know?
1. Planning your session
36. • Create a Powerpoint or other resources with
content, activities, questions
• Upload the Powerpoint and all websites or other
applications prior to session
• Be online early to greet students coming in
2. Preparing for your session
37. Possible eLive session plan
• Check tech issues Check if participants can hear and see
• eLive orientation Explain interface, etiquette, play on whiteboard
• Social connection Discussion or get to know you activity (vital in eLive)
• Prior knowledge Find out students’ previous experience and
current understanding of topic
• Teach Moderator explains information or content
• Check understanding Students explain or respond to content
• Learning activity Questionnaire, answer in chat box, research website
• Group Discussion Consolidate learning by sharing learning
Check for responses, questions, ask for feedback
• Finish Summarise session, explain next steps
3. Session structure
38. A. Web tour
B. Breakout rooms
C. Document sharing
D. Polling
E. Sending files
What is the best feature of eLive?
39. • You may wish to practice with colleagues
explaining a concept and running a small activity
in eLive
• Plan your sessions and create resources
• Discuss and get feedback from colleagues or Susie
• Ask a colleague to join with you for first session
(and reciprocate if you can )
What next?
40. ITL eLive help guides
http://www.deakin.edu.au/itl/dso/guides/guide-list.php
Elluminate Live documentation
http://www.elluminate.com/support/docs/9.5/moderator.jsp
eLive Interface guide
Staff: http://www.deakin.edu.au/itl/dso/guides/qg-elive-use-interface.pdf
Students: http://www.deakin.edu.au/itl/dso/guides/qg-elive-participants.pdf
Low bandwidth best practice guide
http://www.elluminate.com/support/docs/Best_Practices_for_Low_Bandwidth_
Connections.pdf
eLive 9.5 upgrade – new features
http://www.deakin.edu.au/itl/dso/guides/qg-elive-new-features.pdf
Resources
42. Issue Solution
PowerPoint doesn’t load Prevent: close PowerPoint files prior to uploading
Try again
[fix] Use another browser
Student wants to load Ppt [fix] Make them moderator (right click on their name)
Can’t select files to share [Prevent]: Open files prior to launching eLive
[Prevent]: Keep files on same monitor as eLive
Web tour doesn’t launch [Work around]: Paste URL in chat box so participants
can open website on their own computer
Troubleshooting solutions (advanced)
43. Issue Solution
Audio cuts out [f] Reduce audio channels to 1: Tools > Audio > Max sim speakers
Headset not
working
[P] Plug in headset before launching eLive
[f] Audio check: Tools > Audio > Audio setup wizard
[f] Audio check: Tools > Audio > Select Input/Output Device
[f] Control panel: Set headset as default device
Your mike locked
off (as channel
unavailable)
[f] Increase number mikes: Tools > Audio > max sim speakers
[f] Turn off students mike in Participant Permissions window,
then turn permission back on
Student speaker
feedback
[P] Ask student to turn off mike when not talking
[P] Suggest students use headset next time
Student audio
delay
[f] Suggest student reduce connection speed setting:
Tools > Preferences > Connection > Connection Speed
Troubleshooting Audio
44. Issue Solution
Student unable to
access session
Check they are in the right place
Check they have downloaded Java files
Ask them to try another browser
Ask them to contact ITSD
Student ejected Continue session, welcome them when they return, at end of
session cover areas they missed
You are ejected Return to session
Use another browser to enter session
Restart computer and re-enter session
Troubleshooting Access