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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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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More CloudDeakin Upgrade Information Sessions added

More CloudDeakin Upgrade Information Sessions added

CloudDeakin Upgrade Information Sessions added

21

MAY, 2020

Digital Learning
Teaching & Learning

Learning Innovations
D2L

As previously communicated, Deakin will be transitioning our on-site hosted instance of CloudDeakin to a new cloud-hosted version in June.

To allow for this upgrade, CloudDeakin will be unavailable from 5pm Friday 26 June through to 5pm Sunday 28 June.

Further information for staff can be found here.
Student information can be found here, and the way they get help doesn’t change.

We are hosting more CloudDeakin Upgrade Staff Information Sessions to share more about the change. Dates and times are as follows:

  • Wednesday 27th May at 12 – 12:30pm
  • Wednesday 3rd June at 12 – 12:30pm
  • Wednesday 10th June at 12 – 12:30pm
  • Wednesday 17th June at 12 – 12:30pm
  • Wednesday 24th June at 12 – 12:30pm

You can register here.

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.

Want new articles before they get published? Subscribe to our DTeach Newsletter.