CloudDeakin user access during T1 examination period

CloudDeakin user access during T1 examination period

CloudDeakin user access during T1 examination period  

03

JUNE, 2021

Teaching Online
Good Practice
To allow us to protect the integrity of exams, we will be restricting user access to CloudDeakin for the two-week exam period. As per last year, the below decisions were made and endorsed by the DVCE, PVC T&L and ADTLs in consultation with Faculty T&L support teams. These changes, and the underlying rationale, are outlined below.

Why are we doing this?

A lot of people have various forms of access to CloudDeakin. To help maintain the security of exam replacement tasks, access will be restricted during the exam period. Only Unit Chairs, Associate Deans Teaching and Learning, Associate Heads of School and key CloudDeakin support staff in faculties and eSolutions will have access to CloudDeakin during this period. Students will maintain access to their unit sites but will not be able to view their exam replacement tasks until the scheduled exam timeslot.

Which roles will be affected?

The changes will be implemented slightly differently in each faculty to accommodate faculty processes. The table below shows which roles will be removed from unit sites in each faculty at the start of the exam period and reinstated at the end of the two-week period.

Roles to be removed from unit sites on Friday 4 June from 4pm
Business and Law Tutor, Marker, Marking Tutor, Auditor (excluding ADTLs), Librarian, Learning Support
SEBE Tutor, Marker, Marking Tutor, Auditor (excluding ADTLs), Librarian, Learning Support
Health Auditor (excluding API team), Librarian, Learning Support, Visitor, Participant
Arts and Education No changes
When will access be removed?

The affected roles (see table) will be removed on Friday 4 June between 4pm and 5pm. The roles will be reinstated on Monday 21 June by 9am. Unit chairs and Faculty CloudDeakin support teams will be able to re-enrol staff (e.g. Markers, Tutors, Marking Tutors) in the unit site once the assessment has completed if this access is required before Monday 21 June.

Only Unit Chairs, Associate Deans Teaching and Learning, Associate Heads of School and key CloudDeakin support staff in faculties and eSolutions will have access to CloudDeakin during this period. Students will maintain access to their unit sites but will not be able to view their exam replacement tasks until the scheduled exam timeslot.

Who to contact for further details?

ArtsEd Digital Learning: artsed-digital-learning@deakin.edu.au

BL Learning Innovations Support: bl-learninginnovations@deakin.edu.au

Health: hedu@deakin.edu.au

SEBE: sebe-clouddeakinsupport@deakin.edu.au

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Using Zoom for teaching just got easier

Using Zoom for teaching just got easier

Using Zoom for teaching just got easier
27
MAY, 2021
Digital Tools
Good Practice
Teaching Online

As more and more people have been using Zoom for teaching, we’ve been piloting an integration between Zoom and CloudDeakin to make it easier to schedule and join Zoom sessions, and access recordings, directly from unit sites. Following successful pilots in T3 2020 and T1 2021, we are now pleased to be able to make this integration available in all unit sites!

How does the integration work?

Teaching teams can use the integration (‘Zoom LTI’) to schedule classes or seminars for the unit in Zoom – these are linked to the Zoom account of the person who scheduled them, but appear in a list within the unit site. Zoom sessions that have already been scheduled can be imported into the unit site using the LTI. Staff and students can then join the session from the unit site. If the session is recorded to the Cloud, the recording will automatically be accessible via the unit site. If you use Zoom for teaching, we recommend that you use the Zoom LTI to create a simpler experience for you and your students.

How do I set it up?

You can set up the LTI in your unit site by clicking on ‘Existing activities’. From there, go to ‘External Learning Tools’ and select ‘Zoom’. Find out more about how to use the LTI to schedule Zoom classes.

 

What else do I need to know about using Zoom for teaching?

Your Zoom account can be used to host meetings for up to 300 participants, with breakout rooms, polling, whiteboards, chat and video- and audio-access for all participants. If you need to set up a Zoom class for between 300 and 500 students, extended licenses are available upon request to eSolutions Service Desk – these allow you to schedule meetings, with full interactivity, for up to 500 participants.

Important note: We recommend that sessions are scheduled by the staff member who will be running them. If more than two concurrent or overlapping sessions are scheduled with the same hosts/co-hosts, access to sessions may be compromised.

If you need to set up a Zoom class for between 500 and 1000 participants, there are a limited number of webinar licenses available. Webinars do not support breakout rooms, whiteboards or video- and audio-access for all participants so you will need to consider other platforms such as Mentimeter or Padlet to make your class interactive – check out the Guide for Teaching Large Classes Online for ideas. Webinars cannot be scheduled through the LTI – contact your faculty Digital Learning / CloudDeakin support team if a webinar is required.

If you intend to use Zoom from within an on-campus classroom, please contact Timetabling to ensure that the allocated teaching space is equipped with Zoom functionality.

 

Managing Zoom recordings

Zoom has limited storage capacity so if you record your Zoom class and intend to use or keep that recording in subsequent trimesters, you should transfer the recording to DeakinAir. Learn more about transferring recordings.

 

Find out more

Find out more about how to use Zoom for teaching or contact your faculty Digital Learning / CloudDeakin support team.

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Project-Based Learning with Microsoft Office 365 tools

Project-Based Learning with Microsoft Office 365 tools

Project-Based Learning with Microsoft Office 365 tools

30

MARCH, 2021

Teaching Online
Good Practice
Resources

Thinking back at some of our most powerful learning experiences, it is likely that at least one of these experiences involved a project. Projects support student engagement and provide opportunities for deeper learning. As teaching is being increasingly carried out online and in a hybrid mode, it is more important than ever that we scaffold and support project-based learning appropriately to facilitate powerful collaborative learning experiences for our students as they work on their projects online.

Isma Seetal from the DLI team and Vivek Venkiteswaran from the Business and Law pod recently organised a workshop to discuss how project-based learning and Microsoft Office 365 tools can be used to enhance students’ project work experience. In this article, we share some key takeaways from our workshop and launch some resources that we have created and curated to support you in using Microsoft Office 365 tools in teaching and learning.

Project-based learning

Project-based learning is an instructional approach that can help academic staff provide quality collaborative learning opportunities to students as they engage in group projects. It helps learners construct knowledge, develop real-world products and cultivate a range of skills such as collaboration, communication and critical thinking skills, which are in high demand in the workplace. Integrating project-based learning in a physical or virtual setting requires careful and intentional planning so students can engage in important project activities such as brainstorming, project planning, discussions and reflections seamlessly using Deakin-endorsed tools.

Tools for project-based learning

Microsoft Office 365 tools can be used to support project-based learning in an integrated and seamless way, so that students can focus on their project, rather than mastering a set of disconnected tools. Microsoft whiteboard can be used for brainstorming and reflection whereas Microsoft Planner (named as ‘Tasks by planner and to do’ in Teams) and Microsoft lists can help students organise, assign, and set deadlines for their tasks. These apps, available as part of Deakin’s enterprise-wide Microsoft Office 365 license can be added to Microsoft Teams sites to provide a robust collaborative environment for students to engage in project-based learning activities within one space.

Resources for Deakin staff

You can learn more about how Microsoft Office 365 tools can be used for projects and other learning activities through our resources, which are currently hosted on our Microsoft Whiteboard SharePoint page and Microsoft Planner page.

You can join the demystifying digital community of practice to learn about and share digital tips with colleagues.

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Flexible learning at Deakin College – the journey so far

Flexible learning at Deakin College – the journey so far

Flexible learning at Deakin College – the journey so far

18

MARCH, 2021

Digital Learning
Good Practice

At the beginning of Trimester 1, Deakin College developed and implemented a number of changes to support students affected by COVID-19 pandemic.

Deakin College is a teaching-specialised organisation that caters to the needs of diverse students through smaller classes, increased contact hours, individualised support, and a team whose entire focus is quality teaching. Since 1996, roughly 20,000 students have entered Deakin University via a Deakin College pathway program. Over the last twelve months, nearly half of all international students entering Deakin University transitioned through Deakin College.

Block-mode learning

Deakin College’s specialisation, structure, and size allow for rapid innovation. As 2020’s Trimester 1 approached, the early stages of the COVID-19 pandemic meant that students in China were unable to enter Australia a few weeks before teaching started.  In this short period, Deakin College developed block-mode learning, where a student completes only one or two units at a faster pace than a usual trimester. Achieving an 87% pass-rate and 95% retention, the block-mode result was in sharp contrast to Melbourne’s COVID-19 situation.

Deakin College was in constant communication with Deakin University’s Cloud team: Can students overseas access this website? Will this work if a student uses a Mac? We were learning from each other. Professor Liz Johnson, Deputy Vice-Chancellor of Education agreed to assist Deakin College with fortnightly meetings aimed at sharing ideas as best practices emerged.

Deakin College’s exam and student feedback results arrived a few weeks before Deakin University’s results. Pass-rates slightly higher than the previous trimester, although student feedback scores were slightly down. This was a huge relief. Of course, this wasn’t an automatic result, it was a reflection of hard work and collaboration across the entire Deakin community.

The Flexible Learning Project

While T2 brought another small increase in pass-rates and a welcome uptick in student satisfaction, it was apparent that one of Deakin College’s strengths, increased contact hours, was leading to ‘Zoom-fatigue’ in our students. With COVID-19 restrictions and border closures sticking around for a while, it was time to revisit our teaching strategy.

Could Zoom sessions be cut in favour of more self-paced activities? For students in vastly different time-zones or students with other commitments, could equivalent asynchronous activities be developed? Could students choose on a week-by-week basis how they engage with study and still be successful? Dubbed the ‘Flexible Learning Project’, Deakin College sought to move from ‘replication’ to ‘reconceptualisation’ with Beatty’s (2019) ‘HyFlex’ approach as the aspiration.

Starting in October 2020 and budgeted at approximately 6,000 hours of teacher training and unit development time, Deakin College’s units have undertaken major changes: radically different LMS layouts, asynchronous activities, flexible attendance options, redesigned activities using a wider pool of technologies, and more.

The future of flexible learning at Deakin College

Week 1 of 2021’s Trimester 1 has just concluded and we’re again teaching on campus. It’s great to be back while offering increased flexibility to students. Where a unit has more than one class, when possible, both classes are run at the same time, one online and the other on campus, allowing students to choose either option while fitting in with their timetable. Labelled as ‘dual delivery’, units with only one class are webcasted from the classroom using PolyStudio cameras, in a way similar to board-room-style technology, the cameras automatically track the teacher around the classroom. And there might even be an asynchronous option for those that don’t want to attend at all…

Deakin College’s Flexible Learning Project is an innovative step with some unknowns, but is underpinned by hard work and supported by a dedicated and specialist teaching team. Further, the ongoing collaboration with Deakin University combined with the comprehensive support from our parent company Navitas ensures a commitment to both quality and continuous improvement.

Deakin College will be keen to share our data and lessons learned later in the year at the Deakin University Learning and Teaching Conference. Stay tuned!

For more information:

Les Hughes is the Academic Director at Deakin College. Feel free to get in contact via Les.Hughes@deakin.edu.au

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Guide to teaching large classes online

Guide to teaching large classes online

The guide to teaching large classes online

12

MARCH, 2021

Teaching Online
Good Practice

Some teaching is moving back to campus but many classes are staying online for now. In the Guide for Teaching Large Classes Online, we explore the platforms available for online classes (including Zoom, MS Teams, BbCollaborate Ultra and on-campus teaching spaces) to make it easier for you to plan your class.

We also explore how you can make your online classes as interactive and engaging as possible, through the use of polling, interactive whiteboards, breakout rooms and other simple tools. You can use these tools to emphasise and help students remember key concepts, check student understanding, discuss and share ideas, and help students connect with their classmates.

Read the Guide for Teaching Large Classes Online.

If you’re thinking about other ways to present content and concepts to students, and use video in your teaching, there’s lots of great tips and helpful guidance in CloudFirst 103. Enrol in CloudFirst 103 and check out Topic 5: Video and Audio to explore the benefits of using these media forms and how you can create simple but engaging video and audio resources for your students.

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Using online simulations to support the development of student leadership skills

Using online simulations to support the development of student leadership skills

Using online simulations to support the development of student leadership skills

10

FEBRUARY, 2021

Teaching Online
Good Practice

In their final unit, students in the Graduate Certificate of Humanitarian Leadership engage in an intensive five-day simulation of a real-world humanitarian situation which gives them the opportunity to demonstrate leadership behaviours and apply appropriate humanitarian strategies to existing and emerging humanitarian contexts. Students take on roles within the senior leadership team of an NGO while academic staff impersonate characters that NGO members would typically interact with in the course of their work.

Reimagining an intensive unit

In 2020, Associate Professor Phil Connors, a founder of the course, worked with the DLF faculty pod for Arts & Education to reimagine the simulation in an online environment. During the five days of the online simulation, students commenced with a structured small group session, the Action Learning Sets, to explore challenges and identify solutions to a given problem. This would be followed by four to five hours of the actual simulation incorporating a rapid team review (RTR) session facilitated by coaches. The simulation activity was wrapped up on day five with a series of debrief sessions and feedback from peers.

During the simulation period, students and their coaches used Microsoft Teams for meetings, debriefs and peer feedback sessions. Academic staff members shared insights and collaborated throughout the simulation in a private, staff-only, channel within the Microsoft Teams environment. They also recorded their observations of student leadership behaviours directly from within the Microsoft Teams space using a third-party app. Breakout rooms in Zoom were used to carry out an individual assessment activity where students gave a presentation to a high value donor (HVD) on their organisation’s crisis response strategy.

The benefits for students

Simulations bring about multiple benefits to the learners, including the opportunity to apply theory to real-life situations, which improves learning, engagement and enjoyment of the course.  While the main purpose of the simulation was to develop students’ leadership skills, they also had the chance to cultivate a range of other skills such as decision-making, problem-solving and effective communication.

Learn more about delivering online simulations

In this video, Assoc. Prof. Connors talks to Isma Seetal about the unit and the online simulation.  He also gives us a tour of the Microsoft Teams site that was created for the simulation.

 

 

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