Tuesday, 10 May 2016

New Features in Google Slides - Live Q&A and laser pointer

Google announced last week that it was sprucing up its features with Live Question and Answer and laser pointer functionality now added to Google Slides - is Slides now becoming a presentation heavyweight force to be reckoned with?

With Poll Everywhere functionality already available (although an account is required) and now the ability for Presenters to launch a Q&A link during a presentation, it is becoming an all-in-one presentation solution.

The Q&A feature enables the audience to submit questions anonymously or with their name attached, and then lets the other people in the audience "vote" for the questions they like the most, so the presenter gets a list of questions in order of popularity, enabling them to tackle the burning issues first. The presenter gets a notification when a question comes in, so they can choose to answer it there and then, or wait until the end. They can also share the question on the presentation screen.

Submit your questions either with your name or anonymously during a presentation. Photo - Google

Also featured in the update was a laser pointer that presenters can use their mouse to point to different aspects on the screen.

To launch a Q&A session from the Desktop App
  1. Open Google Slides 
  2. Open the presentation 
  3. Click on the down arrow next to present
  4. Select Present view
  5. Start New
  6. You Slides contain the link to the Q&A page for the audience 

    To launch a Q&A session from the Mobile App
    1. Open Google Slides App
    2. Open the presentation 
    3. Click on the Play icon
    4. Select Present to a new video call
    5. Give your meeting a name
    6. Click present
    7. You then get a view that shows you your current and next slides, along with your notes. Click on the icon at the top of the screen to launch the Q&A Session
    8. You get a short goo.gl link to share with the audience for them to contribute their questions to 

    Thursday, 21 April 2016

    PebblePad V5 demo

    Matthew Wheeler from PebblePad visited the University this week to demo the new version (v5) to users across the institution.

    The biggest change is the move from Flash to HTML5, which leads instantly to a more responsive and versatile layout, which will be fully-usable on all devices including tablets and smartphones. This has come with a fresh new design, which instantly makes the system look more visually appealing.

    As well as technical improvements, many criticisms of PebblePad have been addressed. The stark welcome screen of Pebble+ has been replaced with a more friendly dashboard, guiding users through the system much more intuitively, including a "What's Happening?" section where students will see upcoming deadlines and recently shared items. Icons have been replaced with words, and help videos and animated gifs are found throughout in sensible places, further reducing confusion that can arise in the current version.

    There is also a change in some of the language that has been known to alienate PebblePad users - "Webfolio" simply becomes "Portfolio", "Folio Page" becomes "Page". "Assets" and "Resources" remain, but are easier to locate, with the cumbersome "For Me", "By Me" and "With Me" tabs removed, replaced by a simple list with the Asset or Resources clearly labelled with their origins, uses and whether they've been shared or submitted.

    Other improvements include the ability to drag and drop multiple files, and a vastly superior Portfolio tool, both in terms of ease of use and the quality of the output, which makes this an option for students wanting to create simple webpages with a modern design. Gone also are the irritating pop-up boxes to input text, with text typed directly into the page as it will be viewed. Imminently the Workbook and Template builder will be replaced to the same standard.

    V5 uses all the same architecture under the hood as the current version, which means there is no need to recreate existing material when the new version launches. Workbooks and Templates will be carried across as they are, with the only main difference (other than a more appealing look) that side menus in Workbooks will be moved to a horizontal menu at the top of the screen. This is to allow for responsive navigation on all devices, including small screens of smartphones.

    Future improvements, likely to be available before we move to v5, include the introduction of rubrics, and a more functional progress tracker, which will tell Managers exactly where changes have been made in a Workbook. ATLAS (the part of the system where assessment and associated admin takes place) will remain the same in the short-term, eventually coming into line with the new Pebble+ in the following year. This will mean tutors will not immediately have to relearn both sides of the system.

    While maybe not addressing every issue people may have with PebblePad, v5 is certainly a great leap forward for the system, and issues I raised that aren't immediately solved in the new version were all known and on the company's roadmap. While always a powerful tool for ePortfolios and personal reflection, this has not been matched in terms of usability and design in the current version. A great many of these issues have been addressed in v5, both with the move away from a creaky Flash interface and the associated limitations, and the addition of new features and design elements that have been implemented with careful thought as to how users navigate around PebblePad.

    We will be consulting with current users on the exact timing of the change to V5, and how we can manage any conflicts caused by existing assessments running outside regular term-time. Anyone who has any queries or comments is encouraged to get in touch on the usual email address - tel@sheffield.ac.uk.

    Tuesday, 19 April 2016

    Blackboard Drive

    Blackboard Drive

    A quick post in praise of the little used blackboard drive connect tool.

    As many of you may know, this allows you to instantly map a network drive directly to your MOLE / BB content collection.

    This can of course be done with WebDAV but BB drive is much more consistent, less flaky in use and allows you to map and un-map multiple volume connections with one click.

    E.g. I have Architecture and Law as separate connections. I can map both or chose to have either disconnected.

    For my own use the drive tool helps in several ways.

    Firstly, being able to sort and tidy the content collection of an unruly module, especially after several years of roll over with staff uploading material into the root of the content collection.

    Now isn’t this tidier?

    Overwriting content 

    The next is the relatively simple process of overwriting old content without even having to open the  Blackboard VLE on the web.

    As long as the file names don’t change it’s a simple drag and drop file copy / replace to update material.

    Uploading multiple files & folders 

    Lastly, with the increasing difficulty of using the java applet for multiple file uploads (especially in chrome) it’s a must have tool for uploading and deploying our articulate screencast output, which comes in the form of multiple files in nested folders.

    I find it easier to control using drive rather than uploading and extracting a zip archive in the content collection.

    So how do I get hold of drive connect.

    The most recent install files are, located in “instructional content” in your content collection

    Tuesday, 22 December 2015

    20 Tips to get more from Google Apps in Education tools

    I was asked to deliver two Bite Size sessions, well it's been a while, on Google Apps. The first one was delivered for the Faculty of Medicine and was really well attended by about 60 staff and PGRs. Then I delivered the same session as part of the University's Thirty30 staff development festival in November. 

    It also coincided with ScHARR Bite Size's fifth birthday, it's great to see the series of short, innovative sessions still running and well past its century of talks that have covered everything from copyright to research impact. The latest session was captured and can be viewed here. If you think you're getting the most from your Google Apps, think again, there might be a few tweaks you can apply.

    Monday, 16 November 2015

    The Jisc pilot group on Electronic Management of Assessment (EMA)

    I was kindly invited by Jisc to their EMA pilot group in Central London on the 27th October, in a building set just a smidge back from the river Thames.

    Photo Credit: zell0ss CC BY-NC-SA 2.0

    The aims of this meeting were (to quote the agenda!):

    • To evaluate and improve the alpha version of the self-assessment tool
    • To evaluate the generic process model and agree how to present the model and system requirements
    •  To agree actions for pilot institutions and support from Jisc 
    • To share updates on related projects/activities 
    We began with each Institution giving an overview of where they are in terms of their Institution level EMA Journey. At Sheffield we now have fairly widespread use of EMA and it has been driven at “grassroots” level by departments looking to achieve a consistent, efficient and modern assessment experience for students. This departmental drive means that, although there are common EMA themes (e.g. anonymous and double blind marking), departments can tailor the technologies to their departmental processes. Our two main technologies that deliver EMA are Blackboard and Turnitin.

    We then split into two groups to discuss an EMA self - assessment tool. This tool, which comprised a series of radio button multiple choice questions, was split into a number of different sections or themes. These themes were titled: Strategy/Policy, Curriculum data, Processes and working practices, culture and the student experience. Once the form was filled in the answers would score you into 5 different levels from Exploring to Pioneering.

    My group felt that the form should be made available at Institution level but also as a separate or tailored form for Faculty and/or Departmental distribution. We thought it would be of the most use if there were some kind of user “dashboard” which would allow you to control the kinds of questions that would be displayed.

    Finally we reviewed a workflow model for assessment and feedback that has gone through a number of iterations already. There was a split between views on the level of detail that should be presented. On the one hand you might want a lot of detail in order to fully capture the variety of processes that Institutions have. On the other keeping it at a high level would avoid it being too complex and therefore difficult to use.

    Finally we were given some updates on the related projects including the proposed feedback hub. I then had to depart quickly in order to catch my train. It was great to hear from other Institutions on how they are progressing with EMA as well as having an early look at some of the great work Jisc is doing to help us on our way!

     For more information on EMA have a look at the Jisc EMA blog

    Tuesday, 10 November 2015

    Free course on Measuring and Valuing Health (PROMS and QALYs)

    The University of Sheffield has developed a number of Massive Online Open Courses (MOOCs) over the last 2 years, delivered via the FutureLearn platform. These free to take online courses are varied and draw on expertise from academic and research staff at the University. Courses are varied and have included: 'Discovering Dentisry' and 'Crime, Justice and Society', you can see a complete list of courses that the University has delivered here: https://www.futurelearn.com/partners/the-university-of-sheffield 

    Back due to popular demand, the School of Health and Related Research (ScHARR) will be re-running their 3 week free MOOC on Measuring and Valuing Health on the 23rd November 2015.

    If you missed it last time, you can sign up to it now. There will be lots of great interactive learning and the chance to debate some of the key issues with experts in the field.

    This free online course will introduce you to health outcomes and explain how they can be measured and valued, to make more informed decisions about where to spend our limited healthcare budgets.

    The time commitment is approximately 3 hours per week. The content is divided into small bite sized pieces that can be done at your leisure to fit around other commitments.

    Watch the trailer, find further details and sign up here https://www.futurelearn.com/courses/valuing-health

    Or have a sneak peek at this video which shows you what is covered in week 1
    We hope to see you on the course

    Wednesday, 28 October 2015

    5 Must-Have Peripherals for your Tablet Device

    There are an increasing array of mobile apps and technologies that learning technologists, teachers and academics can use within the institution. Added to that are a growing number of peripherals that can be employed to make teaching and content production an easier process. In this blog post we look at five that you should take note of. The five pieces of tech below are not necessarily the best ones for each task, but are ones I have employed personally with my iPad. There may be cheaper and better options available out there should you wish to explore further.

    Be louder
    CC BY NC ND 2.0 Gibbyll http://bit.ly/1kRw3Rs
    All too often when going out to present or deliver teaching you can find the room facilities non-functional. There may be no sound coming from the speakers attached to the teaching lectern, or just no speakers at all. One way round this is to have your own set of speakers with you. Naturally you do not want to be carrying around a big heavy 4kw sound system, so need something small and lightweight. One alternative is the X-mini speakers series http://www.x-mini.com/
    There are various models and all allow users to chain link multiple ones together to increase the sound output. Many give an output in the region of 2kw, which can be built upon with more speakers. For a small to mid-sized seminar lecture room they give enough audio to ensure you won’t be put off playing videos in your class ever again. You can get a pair of good quality x-mini speakers for about £15.

    Stand Tall
    When trying to capture any content, whether it be yourself in front of your tablet camera, or using it as a reading device you are often limited as to where you can prop your device. Even doing something like relaying your teaching over the web using Twitter video conferencing tools like Periscope or Meerkat it can be quite tough. This can be negated by buying a tablet stand, which looks not too dissimilar from your typical music stand. The Ezi-Tech Music Stand Mount, priced around the £30 mark is a good one which works with Apple and Samsung devices. It allows the user to free up their hands to hold a paper, or maintains a consistency when trying to record a piece to camera, whether that be video or just audio.

    Be Heard
    Tablets have come on a long way from the first wave of smart devices from a few years ago. One thing they have improved on is audio capture and recording, yet there is always room for improvement. Often sound can be the most important aspect of a digital artefact, as users may want to only hear what you are saying rather than watch. Content can be stripped down to a podcast, so good quality audio is essential. Using a USB microphone can help improve on your audio capture and can give a richness of sound when it lacks. A good series of microphones is the Rode USB, which comes with a tripod stand and pop shield. It works with Windows and Mac OS and connects, as you would suspect from its name, via USB. It is important to note that iPad users would require an Apple adaptor cable for the USB which costs about £25 http://amzn.to/1OKFcYo. The mic, which is powered by the tablet device, costs somewhere in the region of £100 upwards http://www.rode.com/microphones/nt-usb

    Project Yourself
    CC BY 2.0 Paul Hudson http://bit.ly/1kRvsiD
    If you use the likes of Google Slides, Haiku Deck and Nearpod to present then it should make sense to use your tablet device to deliver them from. Just because you have a tablet device, and not a laptop, does not mean you cannot use your own little bit ot tech to deliver your slides. For Apple devices with the miniport you can use it to connect to a VGA device like a projector, which costs about £30 http://cvp.com/index.php?t=product/apple_md825zm-a Android users can hardwire connect to projectors by using a mini HDMI to HDMI cable if the projector supports it. http://cvp.com/index.php?t=product/besteady_extra-mini-hdmi_ Obviously there are an increasing number of ways to mirror and connect devices to big screens without the need for cabling, but not everyone has access to that just yet.

    Be Seen
    CC BY 2.0 Dave Taylor http://bit.ly/1kRuvH8
    A useful technology with real potential that has appeared in the last year or so is Swivl. The little round, flat Swivl robot allows your teaching and presentations to be captured and shared live as it follows you around the room while you present. By wearing a small dongle that picks up on your voice, the device hosts your tablet device allowing it to capture your teaching and either record it or deliver it to elsewhere remotely. Swivl costs somewhere in the region of £450, so is not so cheap. Nethertheless, if you do a lot of teaching, flip your classroom or have online learners and want to maximise your output, it could be a worthwhile investment. Regardless of how fast you try and move the Swivl does a really good job of trying to keep up.

    Tuesday, 29 September 2015

    TELFest 2015 Leaderboard

    During September 2015's TELFest (a week long festival consisting of workshops, discussions and drop-in sessions related to Technology Enhanced Learning) we introduced a leaderboard to enhance participation throughout the event, and to encourage the use social media to share experiences amongst colleagues that were unable to attend. Having experienced the leaderboard at the UCISA Spotlight on Capabilities Conference in June, I was interested in using it to introduce ideas related to Gamification, and bring an extra element of fun, to TELFest. The leaderboard is generated by a website called rise.global, which automatically calculates the scores for tweets that contain a specific hashtag, and, following some pointers from Fiona MacNeil who had set it up for the UCISA event, I set up a leaderboard for TELFest. Given the aims behind using the leaderboard, I decided that points should be primarily awarded for tweeting with the #TELFest hashtag and there were additional points for attending drop in sessions and tweeting TELfie’s (TELfest selfies). Below is a breakdown of the points that could be earned:

    Tweets with the #TELFest hashtag
    1 point
    Being Mentioned by someone else
    2 points
    Having your  #TELFest Posts Retweeted
    3 points
    Tweeting a TELFie with the hashtag  #TELFest (TELFest, Selfie)
    3 points
    Attending a drop in session
    5 points

    Each day we saw the top tweeters changing positions and there was healthy competition amongst TELFest participants.  

    To keep tweeters motivated, automated tweets were sent out every evening, informing them of their position on the leaderboard.

    Twitter activity increased significantly compared to September 2014, there was a tenfold increase in the overall number tweets, a tripling of the number of tweeters and, on the Friday, TELFest trended in the Sheffield area, meaning that it was promoted to local users on the main twitter interface.

    An additional benefit of promoting the use of Twitter through the leaderboard was that it helped to capture the variety of views and opinions shared by participants during the event. We were then able to use the tweets to create daily blog posts summarising these discussions using Storify, allowing us to produce a record of the day’s events for participants to look back on and to give some insight into the discussions for those unable to attend.

    While the leaderboard was highlighted during the Gamification session as an example of a method to encourage participation and motivate learners, it is hard to say whether, in this case, the leaderboard led to an objective increase in Twitter usage. Early feedback indicates that its’ introduction did motivate some people to tweet more than they might ordinarily, yet others stated that they were unaware of the board. Another reason why the increase in the use of Twitter at TELFest this year cannot be solely attributed to the leaderboard is that we integrated Twitter directly into some of the workshops. It is however clear that the leaderboard did not appear to influence the number of colleagues attending drop-in sessions.

    We closed the board on Friday at 12pm and as a token gesture awarded chocolate medal to colleagues that were top of the board - congratulations to Gary, Nik and Maria.

    Final Leaderboard


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