Mentimeter for Teaching and Learning

Mentimeter for Teaching and Learning

Mentimeter for Teaching and Learning

26

JUNE, 2020

Digital Learning
Teaching & Learning
Learning Innovations

What is Mentimeter?

Mentimeter is a digital polling software that enables you to interact with your students synchronously and asynchronously with live polls, quizzes, word clouds, Q&As and more. It enables you to engage students through considered questions that, if well designed, and the purpose explained, can be used to create a constructive learning dialogue between you and your students.

 

Why use Mentimeter in your teaching?

Digital polling is extensively used across Deakin University and we found out different ways in which it has been applied to teaching and learning. With the shift to wholly online this trimester, Mentimeter can be used for a variety of reasons including the following: 

  • Increase student engagement; 
  • Reinforce threshold concepts; 
  • More rapid feedback loops; 
  • Create a sense of cohort; 
  • Self-reflection; and 
  • Assessment preparation. 

If you would like to explore the different question types and how different questions can be used in your teaching, review this exampleThis example is taken from a workshop so you can see the functionality of the different question types. By clicking on this link, you will also be able to copy it to your account and amend for your context.  

 

How do you get a license?

That’s simple – we have purchased an enterprise wide license so everyone across Deakin University can have access to digital polling software. To access your license, please follow these instructions to sign up now.  

If you already have a free license, our enterprise wide license enables you to have access to all the Mentimeter features so upgrade your account by clicking ‘Login with SSO’ and following the same instructions above.  

 

Is there PowerPoint integration?

The PowerPoint integration can be used to embed individual slides into your PowerPoint presentation and the results will appear synchronously. To embed Mentimeter slides into your PowerPoint, follow the instructions below: 

Please note: if you are using Zoom or BBC Ultra to facilitate your synchronous session, it is relatively straight forward to navigate between Mentimeter and PowerPoint. Don’t forget, Mentimeter can also be used asynchronously, so you can also embed it into D2L. If you would like to learn more about how to do this visit the following resources:  

How to navigate between Mentimeter and PowerPoint using Zoom I want to navigate between Mentimeter and PowerPoint using BBC Ultra

 

Have you thought about Mentimeter asynchronously?

Mentimeter is a digital polling solution that can be used asynchronously and embedded into CloudDeakin. There are a couple of ways in which this can be done, please explore below.

 

 

I want to be able to embed a Mentimeter presentation into CloudDeakin so students can go through it at their own pace and see the responses of their peers.  I want to embed a Mentimeter link in CloudDeakin for students to respond to a series of questions and then have the responses shared with them at a later stage.  

 

Need more help to get started?

DTeach: Digital Polling Resources – this resource outlines a range of resources that include both pedagogical and technical considerations when implementing Mentimeter into your teaching practice.

Mentimeter Help Centre – if you have a question that isn’t answered on DTeach, why not ask Mentimeter directly. They have many different resources that are available for you to review and find the answer to your questions.

 

Want to see how Mentimeter is being used in the faculties?

Faculty of Health

Faculty of Arts and Education

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Inspiration Day 2020 recap: Empowering pedagogies with FeedbackFruits

Inspiration Day 2020 recap: Empowering pedagogies with FeedbackFruits

Inspiration Day 2020 recap: Empowering pedagogies with FeedbackFruits

19

JUNE, 2020

Digital Learning
Teaching & Learning
Learning Innovations
Feedback Fruits

On Friday June 5th, Deakin University, in collaboration with Griffith University, hosted the first Australian FeedbackFruits Inspiration Day: Empowering Pedagogies with FeedbackFruits.

The shift to an online webinar format didn’t dampen any enthusiasm, with 178 participants from across Australia and the globe gathering to share ideas and strategies for developing students’ evaluative judgements and teamwork skills.

Our wonderful presenters, Tiffany Gunning and Catherine Fraser from Deakin, Jess Co from Monash University, Kirsten Black and Omid Ameri from Victoria University, and Fiona Baird from Griffith University, shared case studies of how they worked with their students to address their feedback literacy and evaluative judgement skills, using FeedbackFruits’ suite of active learning tools. Wilco te Winkel (Erasmus University, Rotterdam) and Joost Verdoorn (FeedbackFruits) discussed their innovation project of developing an automated feedback tool powered by AI, to provide students with formative feedback on assessment drafts – in particular for their academic writing skills. They reported on great feedback from students and staff alike from the first trials of the tool. Participants also got some early insights into FeedbackFruits’ latest developments, including tools to support active and team-based learning!

 

Teamwork can be a challenge, especially online, but the Inspiration Day organisers practiced what they preached, with a cross-institutional, cross-national (and cross-timezone!) team of hosts and facilitators working busily behind the screens to deliver the Inspiration Day. Thank you to all who joined us.

 

Find out more

Missed the Inspiration Day, or just want a refresher? The presentations and recordings are available on the FeedbackFruits website.

To find out more about how you can use FeedbackFruits in your own teaching, check out the resources here on DTeach or contact Feedbackfruits_pilot@deakin.edu.au

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Meet the people teaching with Microsoft Teams

Meet the people teaching with Microsoft Teams

Transitioning Teaching Online: Meet the people teaching with Microsoft Teams

29

MAY, 2020
Digital Learning
Teaching & Learning

Learning Innovations
Team Communication
Microsoft Teams can help you facilitate teamwork and collaboration in your teaching. In this conversation, facilitated by DLF’s Joan Sutherland, three Deakin staff share their experiences of using Microsoft Teams and how it has benefitted them and their students. They also share advice and tips for any staff considering using Microsoft Teams for teaching and learning.  

 

Who will you hear from? 

A/Professor Bardo Fraunholz
As the Unit Chair of the Business Management Capstone unit, with at least a quarter of his cohort cloud campus students, the traditional classroom set up didn’t work. As a capstone unit, Bardo needed an environment where students could immerse themselves in the content, interact with their peers and connect with real clients external to Deakin. He sought a solution within the University, including the LMS and other third-party tools, but these did not suit the needs of the unit, so he began to explore Microsoft Teams.  

Jesse McMeikan  
The School of IT runs a large-scale Industry Capstone Program spanning four core units across all disciplines within the School. Students are grouped into agile multidisciplinary teams and work on a final year industry-based project that is continuously improved and expanded on over multiple years. Jesse was part of a team that undertook a major course revision in 2019 to focus on how they could enhance the student experience through industry relevant task design; improving communication and professional skills, and increasing collaboration within the School to scale delivery up to 1000 concurrent students each trimester. They trialled different tools but there were challenges with each, until they adopted Microsoft Teams; this helped to manage such a large cohort due to its integration of Deakin Single Sign On and its vast array of features and integrations which support agile project delivery.  

Dr Elicia Lanham  
As a Senior Lecturer in Information Technology, Dr Elicia Lanham has implemented Microsoft Teams in a large first-year unit in response to COVID-19 and will share her experiences about how it has impacted the learning experience from a teacher and a learner perspective. She has also implemented the use of the MS Teams “Live Event” function to delivery Class materials across campuses and will share what she has learnt from this endeavour. 

 

For more information and updates on teaching online please refer to the Transitioning Teaching Online homepage here.
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DLF Lunchtime Series – A Course Director’s perspective: Mapping assessments course-wide. Why, how and what was achieved?

DLF Lunchtime Series – A Course Director’s perspective: Mapping assessments course-wide. Why, how and what was achieved?

DLF Lunchtime Series – A Course Director’s perspective: Mapping assessments course-wide. Why, how and what was achieved?

29

MAY, 2020

Digital Learning
Teaching & Learning

Learning Innovations
Assessments

DLF Lunchtime series event, 26 May 2020

 Presenters:

  • Professor James Armitage, Course Director, Optometry and Head of Vision Science
  • Dr Alison Booth, Associate Head of School (Teaching and Learning), School of Exercise, Nutrition and Dietetics
  • Dr Kate Hill, Lecturer, Faculty of Health Pod

Why might you map assessment (and curriculum) across a Course? In this presentation three academics reflected on their purpose and processes for their mapping projects, and provided very useful insights about the outcomes of mapping in their respective courses.

James Armitage described the work of his course team (Deakin’s accelerated optometry program) in examining their curriculum critically with a view to addressing all Graduate Learning Outcomes. The design of the optometry program is an integrated one, where the various knowledge disciplines (pathology, physiology, anatomy) and clinical practice are integrated both horizontally and vertically. This course has a focus on work readiness that is linked to very specific external competencies that tend to preference GLO 1. So how did this course team begin this GLO mapping project?

James described his involvement in Jo Caldwell Neilson’s Digital Literacy Project where Jo was developing a framework for teaching and learning digital literacy. This project helped James to view the curriculum from a pedagogical perspective where the processes of learning can be made explicit for both the educator and the student (and one result was the development of their Optometry Digital Literacy Tool). Using such frameworks allow educators to audit a course curriculum for specific purposes. For example, using a case by case approach with each Unit, it was possible to use a simple matrix (based on a framework) to establish where digital literacy was taught and what was assessed, what was explicit and what was implicit and where change needed to occur.

Similarly, James explained that using appropriate models from the literature such as the Sharpe and Beetham digital literacy development pyramid (2010) and the Calgary Cambridge Model (for mapping and teaching GLO 2, Communication), and a Diagnostic Thinking Inventory (for GLOs 4 and 5) provided clear structures for identifying what is taught and assessed and importantly, addressing what explicit teaching and learning strategies and resources should be developed for teachers and students over the three and a half years of the degree.

Currently, James’ team is working on GLOs 6, 7 and 8 and expects the GLO mapping project to be completed in 2022.  Importantly, James emphasised the importance of having passionate educators in his team, and the value of teaching and learning mentors (in this case Darci Taylor and Susie Macfarlane). James recommended building research into the process of mapping the curriculum. While acknowledging that it does slow the process of a mapping project, undertaking a research-led approach does validate the curriculum changes that result, and, can be shared with the broader Academy through publication.

Alison Booth and Kate Hill set out to map the Bachelor of Nutrition Sciences with a number of priorities in mind. Alison was mindful that some core Nutrition competencies had changed and it was necessary to identify missing or misaligned competencies, and there was also a desire to create a greater career development focus in the degree. Kate was particularly interested in a pedagogical evaluation of assessment; she wanted to look at authenticity, student engagement, and appropriateness of the types of assessment for the degree’s AQF level. Kate created a highly detailed mapping document that provided rich data for making recommendations for immediate and longer-term consideration by the Course team.

Our presenters have shared their models and a mapping document in their presentations, and you can see them in the recording provided here.

 

For more information and updates please refer to the Transitioning Teaching Online homepage here and for workshops and events please refer to the What’s On page for DTeach.

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ACEN Critical Conversations – Assessing Online WIL

ACEN Critical Conversations – Assessing Online WIL

ACEN Critical Conversations – Assessing Online WIL

27

MAY, 2020

Digital Learning
Teaching & Learning

Learning Innovations
WIL

The second ACEN Critical Conversation was held last week. These sessions are a virtual platform for discussion of current issues facing WIL practitioners as we respond to COVID-19.

The guest speakers were Associate Professor Rola Ajjawi, Dr Joanna Tai and Professor David Boud, who presented on CRADLE’s guide for assessment in WIL.

The guide is in final development, having been progressed through an ACEN funded project last year.

A number of discipline groups then entered break oput rooms to discuss recent challenges and strategies for assessing WIL and any new thinking prompted by their responses to the CRADLE guide. The webinar concluded with reflections on reported themes from the discipline group discussions and the CRADLE team’s comments on feedback from the group as an impetus for refining the final guide to be released soon.

Slides from the presentation can be downloaded here: ACEN Critical Conversations – WIL Assessment Guide Slides

Please visit and bookmark the Transitioning Teaching Online site which contains helpful articles to help you transition your practice to the digital space and the What’s On page of DTeach to stay up to date with events and workshops you can attend.

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