Giving students their choice of formats: Blackboard Ally and Kaltura Reach

Giving students their choice of formats: Blackboard Ally and Kaltura Reach

Giving students their choice of formats: Blackboard Ally and Kaltura Reach
09
JUNE, 2020

Digital Learning
Teaching & Learning
Learning Innovations
Accessibility

From the beginning of Trimester 2, two exciting tools will be integrated into D2L and DeakinAir that will significantly, automatically, increase the accessibility of a large portion of learning resources. These are Kaltura Reach and Blackboard Ally.

Kaltura Reach

Kaltura Reach automatically adds machine-generated captions and transcripts to video on DeakinAir. The captions have 75%-85% accuracy and are usually created within 30 minutes. New videos in DeakinAir will automatically be captioned. Captions and transcripts can also be requested for existing video.

Blackboard Ally

Blackboard Ally will be integrated into the new D2L. It allows students to access alternative formats or translations of resources in the unit site with the click of a button next to each resource. Formats include audio, HTML, Word, tagged PDF, ePub, Beeline Reader or electronic braille. Students can also translate documents into 50 languages.

 

 

Blackboard Ally is also an important digital accessibility education tool for teachers and designers. It automatically checks resources in unit sites against WCAG2.1 standards and produces an accessibility score for each file. Teachers/designers can then follow customized, step-by-step guidance to fix any accessibility issues identified. Overall accessibility of whole unit sites is scored, and issues are listed issues in order of severity. The CloudDeakin Support Team can also provide faculty, school and course-level reports to enable support staff to target professional development and support effectively.

 

Comments from students trialling Ally 

  • ‘I work as a cab driver and given that I spend a lot of time in the driver’s seat I feel that I’m losing on time for my studies. I believe the audio format will be of great help as I will be able to multitask.’
  • ‘I’ll use Ally’s BeeLine reader to read documents in multiple colours so I can keep my mind engaged while reading large documents.’
  • ‘With Ally I can convert documents so I can easily ready them on mobile.’
  • ‘As I’m constantly on the quest of saving money, I do not use cellular data to save a few dollars every month. The PDF version will help me view the study content while travelling.’
  • ‘Personally, I love scribbling notes on my iPad rather than using pen and paper. If I can download my course content in PDF format, it will allow me to make and save my notes on my iPad and that’ll be great.’

Demonstrations

Register below for a demonstration of Blackboard Ally and Kaltura Reach:

 

Additional Resources

 

  • 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.
  • To access the guide for Blackboard Ally please click here and to access the guide of Kaltura Reach please click here.
  • Accessibility for every learner at Vision Australia
    D2L are hosting a free webinar with Vision Australia guests, Dan Casey, Capability Development Manager and Laura Hendrey, Learning and Development Coordinator to learn more about the importance of accessibility for people who are blind or have low vision and how Brightspace and other technologies improve that experience.
    Date: June 23rd, 2020
    Time: 11:00 AM -12:00 PM AEST
    Duration: 1 hour
    Presenters: Dan Casey (Capability Development Manager for Vision Australia), Laura Hendrey (Learning and Development Coordinator for Vision Australia) and Anthony Leal (Customer Success Manager for D2L)
    Click here to register.
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CloudFirst102 Lockdown Edition Workshops

CloudFirst102 Lockdown Edition Workshops

CloudFirst102 Lockdown Edition Workshops

05

JUNE, 2020

Digital Learning
Teaching & Learning

Learning Innovations
Assessments

With T2 readily approaching now is the time to start planning for student success in online learning. To support you in doing this, the CloudFirst Team have created a self-paced resource (CloudFirst102) and two upcoming workshops where you can work with the team to develop a plan for setting expectations for students and creating engaging online seminars. The workshops were first run in May to positive feedback and have now been expanded to 2 hours to allow more time for in-depth discussion.

Please note, to get the most out of the workshop you will be expected to complete approx. 20 mins of pre-work within CloudFirst102 prior to attending.

 

Workshop 1: Setting expectations for student success in online learning

Workshop Big Question:
How do I set students up for success in my unit?

By the end of the session and with further work you should be able to: Create a strategy for setting expectations to support student success in online learning

 

Workshop 2: Planning engaging online seminars (co-facilitated by BOLD LEAP Team)

Workshop Big Question:
How to I design an engaging online seminar?

By the end of the session and with further work you should be able to: Create an active learning seminar plan that complements online unit materials

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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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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DLF Lunchtime Series – Making connections with and between students online

DLF Lunchtime Series – Making connections with and between students online

DLF Lunchtime Series – Making connections with and between students online

30

APR, 2020

Digital Learning
Teaching & Learning

Learning Innovations
Team Communication

DLF Lunchtime series event, 28 April 2020

A panel of five Deakin educators and three students talked about strategies they had found to work well to develop learning relationships online with and between students, amidst the shift to wholly online learning and teaching during Trimester 1.

The Zoom event was hosted by A/Prof Barbie Panther and panellists were faculty first-year coordinators Dr Wendy Webber, Dionne Holland and Dr Petra Brown; teachers in Digital Media Dr Adam Brown and Emily Wade; and students Lauren Antonysen, Zara Wicks and Mia Driller.

Download accessible transcript here.

Some of the strategies raised were:

  • Phoning students who aren’t connecting: this has elicited more questions than simply inviting students to phone or email teachers. It has enabled teachers to address problems, particularly around assessments, and encouraged students to make further contact. First year students benefited especially from this strategy.
  • Posting short, friendly videos: posting a video to explain clearly how the unit is going to work online, inviting questions and explaining expectations has helped ease students into the new mode. Posting weekly short videos with encouraging memes or messages along with instructions for the week’s work has helped students know you are on top of things and able to help.
  • Buddy system: setting up a buddy system to connect more confident with quieter students has become necessary this trimester, to encourage timid students to participate.
  • Social media options: Setting up or encouraging social media such as Twitter hashtags for the unit, unit Facebook sites or Teams sites has helped students connect informally around unit work. Not all students like using unit discussion forums and email.
  • Keeping videos and mics on: asking students to keep their videos and microphones on in online seminars encourages a more natural flow of conversation and sense of an engaged community, and reduces the temptation for students to do other things during a session. Students valued this over the problems it could cause with overloaded bandwidth.
  • Showing you’re human, and trying: trying different platforms and posting videos that show your human side send a message of ‘safe failure’: that it’s ok to operate out of your comfort zone and that ‘we’re all doing our best’.
  • Designing for active online learning: units already designed for online learning are working well. These have a lot of weekly chunked content and opportunities for students to check and discuss their learning each week. Students left without direction and tasks to complete each week can tend to procrastinate over big tasks.
  • Scaffolding technologies: recognising students may not be confident on certain technologies and platforms, and supporting them to learn to use them, is vital.

For more see the detailed notes here.

For more information and updates please refer to the Transitioning Teaching Online homepage here.

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Coordinating responses: A team approach to facilitating online discussion forums

Coordinating responses: A team approach to facilitating online discussion forums

Coordinating responses: A team approach to facilitating online discussion forums

24

APR, 2020
Digital Learning
Teaching & Learning

Learning Innovations
Getting Started

Managing online discussion forums with a large group of students can seem overwhelming. Employing sustainable facilitation practices to encourage students to lead the discussions (social learning), rather than relying on the teaching team, is key.

You’ll find tips some useful tips on how to engage students in discussion, and keep conversations going, on the DTeach website.

In this guide, we’ll look at how teaching teams can coordinate facilitation of discussion forums to provide a consistent experience and make best use of your team’s time.

For more information and updates please refer to the Transitioning Teaching Online homepage here.

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