Deakin CloudFirst 103 (Re)design kickstart workshops are back

Deakin CloudFirst 103 (Re)design kickstart workshops are back

Deakin CloudFirst 103 (Re)design kickstart workshops are back

13

OCTOBER, 2021

CloudFirst
Digital Tools
Teaching & Learning
online

Back by popular demand, the CloudFirst 103 workshops are once again being delivered by the CloudFirst team. These workshops support Deakin teaching and learning teams to design their unit sites and are running in time for the start of the 2022 academic year.

CloudFirst 103 is an online guide for academic staff outlining how they can build a unit site. The two upcoming workshops help you start your do-it-yourself redesign, giving you a foundation to continue using the self-paced CloudFirst 103 resources during Trimester 2 this year in readiness for a 2022 launch.

The workshops and resources in CloudFirst 103 provide the knowledge and tools needed to work through the three stages of unit development: high-level mapping, learning activity design, and content production of a range of different types of learning resources, including videos, podcasts, images, and interactives.

The CloudFirst team are also able to schedule some check-in sessions with CloudFirst Senior Educational Designers after the two workshops. These sessions will be dependent on participant interest and will provide advice regarding your queries and progress.

To get the most out of the workshops, you will need to do a small amount of pre and post work on your unit.

  • Workshop 1: How do you design a unit for CloudFirst delivery?
    Thursday 28 October, 10am-12pm

  • Workshop 2: How do you build a unit site that is an engaging and interactive learning space?
    Thursday 4 November, 10am-12pm

Attendance is limited, so don’t miss your chance to get started using the CloudFirst approach and register now. Deakin staff can register through Zoom.

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Zooming in to on-campus studios for practical drama classes

Zooming in to on-campus studios for practical drama classes

Zooming in to on-campus studios for practical drama classes

29

SEPTEMBER, 2021

Teaching & Learning
Teaching online
Innovation

Returning to teach fully on-campus units while still in the precarious state imposed by the pandemic involves creativity and innovation. Particularly when delivering practical learning experiences for pre-service drama teachers in drama education. Deakin’s Dr Jo Raphael, School of Education, embraced the challenges posed by these conditions and experienced some very positive outcomes in her classes.

Most of Dr Raphael’s students were desperate to resume practical on-campus drama classes with their peers. However, the conditions of border restrictions and the need to isolate if experiencing symptoms or waiting for test results, meant some students could be disadvantaged by not attending their on-campus class.

Jo drew upon her experience of teaching practical drama via Zoom honed during periods of lockdown in 2020 and blended strategies with the on-campus face-to-face classes students desired.   

Students unable to attend classes with their peers joined classroom activities via iPads on stands. Once virtually connected in the drama studio, students engaged with their peers in the very physical and dynamic classroom activities characteristic of drama.

 

Four students in animated poses in a drama class in front of zoom projection
Drama students and their teacher in masks in a classroom together. In the background is a projected zoom screen showing other students watching on from their computers

Master of Teaching students Arts Education Curriculum Studies in Drama at Deakin, Trimester 1 2021

 

They were able to work in groups, engage in performance-making tasks and present performances via Zoom, drawing creative inspiration from new possibilities the technology allowed.  

The results were incredibly encouraging. Students zooming in to class appreciated that they did not miss out on practical sessions and reported a positive experience.

‘Jo effectively facilitated an online learning platform for me so I could be immersed in the physical classroom environment from Tasmania. Through Zoom, iPad, laptop, and a projector, she was able to have me in the class participating and engaging with other students. I felt apart of the class cohort, collaborating with them in class activities, including performances, and able to contribute to classroom discussion. I was overwhelmed by the effort put in by Jo, and my fellow students, and the ease in which this environment provided me to learn’. (Student eVALUate comment) 

Students physically on campus commented that the blended initiative was exciting for them  and served as a model of inclusive teaching practice. This is innovative teaching practice pre-service teachers can take into their future teaching careers. 

Attendance for the unit was high, with students able to access class under different circumstances. One student, for example, whose car broke down on the way to class could join via Zoom while she was waiting for roadside assistance.  

COVID-19 has prompted such innovation in learning and teaching, but the approach has enduring appeal and utility.   

 

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Live-caption your Zoom classes for accessibility and greater learning

Live-caption your Zoom classes for accessibility and greater learning

Livecaption your Zoom classes for accessibility and greater learning

27

SEPTEMBER, 2021

Good practice
Teaching & learning online
Accessibility

You might think of captions as necessary for students with a hearing impairment to participate in your online class or seminar. And while that is true, captions serve other purposes too. They make it easier for students to take part in class when there’s background noise (hi housemates, siblings, kids, and pets!), when English is not their first language or when first encountering discipline-specific terms.

Some students, like Deakin Bachelor of Occupational Therapy student, Daniela Skocic find it easier to process and remember information when they hear it and can read it simultaneously. ‘Processing what has been said, while reading it, helps me remember better and make better sense of the information,’ says Dani. Without live-captions, Dani needs to decide whether to attend the class live and benefit from interaction with her classmates, or to watch the recording later when the transcript is available.

A study conducted by the National Centre for Student Equity in Higher Education found that ‘in addition to the expected benefits to disabled and NESB students… lecture captions are also beneficial to students without disabilities, assisting them to absorb and review educational materials.’ Students have also reported that captions make it easier  to access their learning on the go (Tisdell and Loch, 2016).

How to turn on live-captions

To turn on live-captioning in Zoom, use the ‘Live Transcript’ button in the control bar at the bottom of your Zoom window. Then click on the ‘Enable Auto-transcription’ button.

Zoom menu bar

If you’re sharing your screen, you’ll need to click on ‘More’ in the Zoom controls and select ‘Live Transcript’ from the pop-up options.

Zoom dropdown menu to select live caption

In an MS Teams meeting, click on the ‘More options’ icon (three dots) and select ‘Live captioning’. Find out more on the Microsoft Support site.

Note that auto-transcription isn’t always perfect

Auto-transcription uses machine-generated captions, so the captioning is unlikely to be perfect. If you know that one or more of your students will rely solely on the transcripts (e.g. they may have an access plan requiring transcripts), we recommend you contact the Deakin Disability Resource Centre. You can discuss with them alternative highly accurate captioning options. However, if this is not the case, the odd transcription error won’t matter too much most of the time. As long as the message is clear to students.

You can easily make quick corrections to the captions/transcript later. Take a look at Zoom’s simple instructions on editing transcripts.

Learn more about students’ experiences of accessing learning materials

Check out Deakin science student Judzea Gatt’s recent Deakin Life blog post about her accessibility experiences – good and bad – and how she approaches her studies.

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Looking for tools to facilitate active learning online?

Looking for tools to facilitate active learning online?

Looking for tools to facilitate active learning online?

22
SEPTEMBER, 2021
Teaching & Learning
Teaching online
Innovation

Deakin Learning Futures has developed a series of online workshops to explore tools that facilitate active learning online. The Active Learning Toolkit series offers 30-minute sessions across October that will show you how different software can support active learning in your online sessions.

The workshops are facilitated by Senior Education Developers Joan Sutherland and Tara Draper, who are experts in the application of digital technology in online learning. Each workshop will be active and participants will experience the view of a student, supported by digital resources to enable them to get started using the software.

Browse the range of topics and follow the links to register for the sessions that work for you.

Active Learning Toolkit sessions

7 October
12pm
Leveraging Padlet for Active Learning
7 October
2pm
Practical tips for Facilitating Active Online Classrooms
12 October
9.30am
Getting started with MS Teams for Online Teaching
12 October
11.30am
Getting started with Zoom for Online Teaching
14 October
10am
Practical Tips for Facilitating Online Classrooms
14 October
12pm
CloudDeakin and the Zoom Learning Tool Integration
19 October
9.30am
Getting started with Zoom for Online Teaching
19 October
11.30am
Active Learning with Mentimeter
21 October
12pm
Leveraging Padlet for Active Learning
21 October
2pm
Practical Tips for Facilitating Active Online Classrooms
26 October
9.30am
Getting started with MS Teams for Online Teaching
28 October
10am
Practical Tips for Facilitating Active Online Classrooms
28 October
12pm
CloudDeakin and the Zoom Learning Tool Integration

 

 

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Supporting student project work using Microsoft Lists

Supporting student project work using Microsoft Lists

Supporting student project work using Microsoft Lists

25
AUGUST, 2021
Digital tools
Learning & Teaching online
Collaboration

There is a lot of information to keep track of in the teaching and learning space. With a greater focus on remote learning in recent times, the need for educators to use practical tools that can improve the online learning experience has increased. Microsoft Lists is one such tool that can help students, especially with collaborative project work.

Dr Hamid Abdi, a senior lecturer at the Deakin School of Engineering, implemented Microsoft Lists in his Engineering Entrepreneurship this year to support students in developing teamwork and project management skills.

The main collaborative assignment in this unit is developing a business plan, which students worked on in Microsoft Teams. Each student group had a designated private channel to discuss, schedule meetings, and share resources. Creating a specific channel provided a social space for students to share supplementary resources and ask questions. However, there was a need to help students structure their group work and track the progress of their group tasks better.

Two tools from the Microsoft Office 365 suite, Microsoft Planner and Lists, were considered to help students manage their group assignments. Dr Abdi eventually selected Microsoft Lists for its functionality to add to students’ private group channels in Microsoft Teams.

Despite the limited uptake of this tool, Dr Abdi drew some valuable lessons that helped him to implement it more effectively later in the academic year. First, he advises to ‘introduce the tool to the students at the very beginning of the trimester’, so students have the time to familiarise themselves with it.

Secondly, he suggests that students use the tool to showcase their contributions to the group work, for example, by exporting the tasks to excel and submitting the spreadsheet as part of the assignment.

Deakin’s Dr Isma Seetal chats with Dr Abdi about his experience using Microsoft Teams and Lists in the video below

 

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Design Thinking with MURAL

Design Thinking with MURAL

Design thinking with MURAL

29

JULY, 2021

Digital Tools
Team Collaboration
Teaching and Learning Online

Design thinking is a mindset and approach which empowers people to think innovatively and critically. In teaching and learning, design thinking is increasingly used by instructors to design educational programs and curricula collaboratively and to equip students with a range of skills such as problem-solving and collaborative skills that are critical in the workplace.

MURAL has emerged as a tool par excellence for design thinking as it provides shareable, collaborative, digital canvases, and a large selection of pre-built templates for real-time and asynchronous collaboration. MURAL has been expanding its capabilities for use in teaching and learning and currently offers free education licences for academic staff.

Although MURAL is not a Deakin-supported tool, it is starting to be more widely used. The availability of vendor support, its wide range of features and the affordances of the free education licence position it as agood tool for design thinking.

MURAL can also be used for a range of other learning activities such as icebreakers, reflections, and project-related activities such as group problem-solving.

We recommend using MURAL yourself and developing your knowledge before using it in your units with students. 

Take a look at this MURAL user guide which was developed by Deakin’s Digital Innovations team to learn more. This guide includes step-by-step instructions on how to request for a free education licence, and discusses some use cases, the pros and cons of using MURAL and includes links to other resources and training opportunities which will help you get started in using MURAL.

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