The Wowroom virtual reality experience

I have attended the first presentation in the wow room of the IE Business School via Live streaming and Twitter Feeds. What an experience! Based on the presentations and my own views, I have identified the following advantages:

a) Lecturers can teach two classes simultaneously

Lecturers can teach two classes simultaneously, one group being present in the wow room and the other being ‘virtually’ present in the same classroom (see screenshot).
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b) Conducting an orchestra virtually

The conductor was present in the room, but the members of the orchestra were ‘virtually’ brought to the classroom (See screenshot).

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c) Teaching one class virtually

The students attending the class were presented on each screen to allow one-to-one interaction between the lecturer and the students (see screenshot).

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d) Using Big Data created during the process to improve teaching and learning

The semi-circular classroom allowed the professor to watch the responses of all students. The staff measure the emotions and gestures of the students via tablets and use the graphs (see screenshot) to check emotions to understand how teaching and learning can be improved (see screenshot).

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e) Involve the audience

The audience can be involved due to large display on the screens (See screenshot).

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f) Bringing field trips to the classroom

The real world can be brought into the classroom when students cannot be taken onto field trips and they can be allowed to interact with people in their working environments (see screenshot).

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g) More than replication of traditional face-to-face teaching

The Wowroom replicates the real world, but can bring much more to the learning situation since every student can be monitored. I believe this technology will change teaching and learning for the better.

h) Intelligent assistant

An intelligent assistant (Amphi) controls the wow room, therefore presenters and lecturers can focus on their tasks since they do not need computers or laptops when they present.

i) Video-recording of this experience

The video was ready to avail on Youtube. Enjoy watching the presentations.

To read more about the wow room, follow this link.

 

 

(90 visits)

Interactive animal cells

I came across a website where students can learn in an interactive way about animal cells.

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You can add the labels for immediate feedback. The labels only attaches when it is correctly labeled.

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Or you can take the quiz to be rewarded. If all questions are answered correctly, the student can see how a cell divides! If the answers are wrong, students can go to the tutorial. You hover over a part of the cell to read more about the functions of a ribosome, etc.

I love this interactive game. Students can learn individually, in groups or it can be used as a class project for teaching and revision purposes.

 

 

 

 

(46 visits)

Reading a Map

Reading a Map is an interactive website developed by the National Park Service of America.

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When you click on Let’s Go!, it shows a photograph of a park. In the following slides, an aerial photograph is shown, then a Topographic map. Students are prompted to interact with the map to identify three hills, feedback is provided and the Topographic map is linked with the photograph provided in the first slide to allow students to understand the link between map work and reality.

I do not want to provide more information, I believe Geography teachers and students will find this interactive tool valuable. Students can click on buttons to Watch Again, a feature that can enhance learning.

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Terminology covered include: direction, scale, legend, and choosing best routes to the top of a hill. It might be on elementary school level, but I believe secondary school learners can also benefit from it since map elements are described, illustrated and then they are involved through interactive exercises to provide a learning experience they can repeat before writing tests and examinations.

(69 visits)

Hangout on Air discontinued on 12th of September 2016

Google’s Hangout on Air discontinued on the 12th of September 2016. Users have to use Youtube Live to handle their live streaming needs. It is much easier to start a live steaming via Youtube Live.

You still have two options, namely to:

  • start streaming immediately or
  • create an event and invite an audience before streaming.

The chat feature is still available, but the following features are no longer available:

  • questions and answers
  • showcasing
  • applause

Users of Hangouts on Air will still have access to content created before, but the link will be in read-only format in the Activity Log. The recorded events are still available on YouTube.

Google created Hangout in 2011, and Hangout on Air the following year (2012). When YouTube Live rolled out live streaming in 2013, live streaming found a more natural fit under YouTube’s wings. Instead of competing with YouTube, Google discontinued Hangouts on Air in favour of Youtube Live.

(84 visits)

Meaningful integration of eportfolios in distance education.

I have asked one of my students to create a video, reflecting on her eportfolio.

Based on Vicki’s reflection on her eportfolio, eportfolios are high impact educational practices. In July 2016, eportfolios were added as an 11th high impact practice recognised by the American Association of Colleges and Universities. However, not all eportfolios can be regarded as high-impact practices. I have developed the following learning-oriented framework for integrating eportfolios in a post-graduation module in distance education (see Figure).

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The framework is described in two recently published papers, namely:

van Staden, C.J. 2016. ‘n Leergeoriënteerde raamwerk vir eportefeuljeontwikkeling in afstandonderwys. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 35(1), online version.

Van Staden, C.J. 2016. A learning-oriented framework for integrating eportfolios in a post-graduate module in distance education. AAEEBL ePortfolio Review, volume 1(1), pp. 36-52.

(199 visits)

ePortfolios in ODeL settings

During my year at Unisa as post-doctoral fellow, I was asked to assist with one of the post-graduate modules until a new lecturer could be appointed since the previous lecturer passed away. This temporarily arrangement took up 10 months of the year.
During that time, I was responsible for the 2014 group, who wrote formal examinations, and the implementation of eportfolios (2015 cohort).

I have designed a Learning-oriented approach to integrate eportfolios into the curriculum and guided the students through the first five months of the year. The new lecturer took over end of May 2015. I believed it would be a mammoth task in distance education, therefore I created various extra learning opportunities.

I did not complete the journey formally, but informally I have acted as mentor for the students who contacted me for assistance and guidance until final submission. After graduation, one student shared her eportfolios with me and it was heart warming to see how the framework guided her towards compiling an eportfolio that can be regarded as a high impact practice. So, I have asked her to make a video-clip taking us through with her while she reflects on her eportfolio. In the email she wrote:

I hope it doesn’t sound boastful, but I feel proud of my portfolio. Last year, I was a bit tired of everything by the end. But after looking at it with fresh eyes, I can see that I came a long way. My first assignments were a lot weaker than the improved versions. I don’t think about old essays as much once they’re done, but with the eportfolio I reflect, revise, and improve at every step.

After watching the video, I realised that this amazing learning journey need to be shared. That open distance higher education can take a leading role in higher education if our graduates can walk away like this student. No examination can do justice to the learning that happened while she compiled her eportfolio. I love her closing remarks.

(65 visits)

Interactive images – a new way of teaching content

Tired of trying to discuss an image? Then you should try the new tools that can be used to create interactive images.

FLDraw ($99)

You can draw floor plans as well, with interactive images, text to display sizes, etc.

iiCreator ($139)

Add markers, labels, draw lines, create editable regions, image map legends.

Thinglink ($20/month)

Create beautiful infographics, expensive. Free version does not offer much.

Visme (from $15 p/month.)

(Free version, only 3 images.

Piktochart

The free version offers all features and it can be downloaded. It also offers a non-profit version for

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Glogster

(85 visits)

Comparison between e-portfolio systems

I have tested a few e-portfolio systems. Based on my own idea of an effective e-portfolio system, the following structures was used to create sample e-portfolios.

  • Home page – or brag pag
  • About me – if needed
  • Add videos – ease of use
  • Add text and images – ease of use
  • Add tables – possible?
  • Add links and documents – link to document? or PDF can be read online in space
  • Add sections – add sections to pages / portfolios
  • Add mathematical symbols – for maths
  • Add slide show – possibilities
  • Extras – listed on one page with links to the extras – what extras are available on one page.

The following systems were used to create e-portfolios;

  • rCampus
  • Digication
  • Mahara
  • Pebblepad
  • Karuta
  • Taskstream
  • Chalk and Wire

My examples

r-Campus Mahara Chalk & Wire Pebblepad Task-

stream

Licence/host Licence, host and cloud options Self-hosting Hosted Hosted option Hosted option
Pricing Cost organisation

Cost Students

FREE 22$, down to 12$ depending on amount of students that will use e-portfolios 20 pounds individual accounts

10 pounds / 1000 (bulk option)

20$-42$per student, staff FREE
Time

difference

Does not matter Big difference 1 hour after us No big difference
Assessment Rubrics Rubrics Rubrics

Lti

SIS Public API

eUpdate

Please check

Graded assessment

Blind assessment

Double blind assessment

Rubric assessment

Reporting comprehensive

Quick monitoring

Rubrics
LMS Integrated LMS Moodle

Blackboard

Sakai (?)

Integrate with LMs Integrates with Sakai Integrated LMS
Features See example See example See example See example

Templated for all extras

Can create own

See example
Support Have not contacted them Community I struggled to get access, their support people reacts quickly Best I have encountered

Interactive short videos for every feature

Quick responses

Free – include student support, institution does not have to worry about support
Turnitin No No YES YES No
Personalise Not free version Limited Yes Various options Various options
Comments Not in Portfolio Each page of ePortfolio Yes Side of pages

Comments on request, can switch off

Not in ePortfolio
Collaboration Discussions

Comments

Rubrics

Discussions

Comments

Rubrics

Discussions Groups
Sharing Yes, via email as well Yes, via secure links as well Yes Via email

Via URL

For assessment

Yes, via link as well
Workbook/easy e-portfolios None None None Can be created to guide the students throughout the year

Assessment easy and can follow their journey

Graded and rubric assessment

None
Afterwards Lifelong, can be free Can download Can be renewed Keep for life, free of charge, can edit afterwards
Feedback Rubrics Rubrics

Comments

Yes Comments

Feedback forms

Rubrics

Comments

More examples Chemistry

Teacher

Examples Example Examples for a university shared with me

Kameron Giacchero

Kathryn Guertin-Davis

Cheri Boteilho

Sonja Taylor

Emily Ford

Examples
Demo Have not requested No On request to showcase assessment tools On request

To demonstrate the assessment tools as well

On request

To demonstrate the assessment tools as well

Overall Difficult to add images, have to Not for assessment and grading Assessment tool Assessment tool Assessment tool
Contact details None None Geoff Irvine Dr. John Couperthwaite

Ben Coulter

All systems could be used to create structured, multi-page e-portfolios. There are a number of important points to note, based on the review of the above systems:

  • Some e-portfolios only allow the sharing of links to videos, while others can be used to embed videos to create effective multimedia presentations.
  • The drag-and-drop functions of Mahara and Pebblepad provide an easy method to upload multimedia.
  • Mahara allows for comments on each page of an e-portfolio, a feature that can assist collaboration and assessment in various ways.
  • All systems could be used to create structured, multi-page e-portfolios, therefore it is suggested that the academics evaluate each of the systems based on their own requirements in order to identify an e-portfolio system to be implemented.

I have not tested the assessment tools since it is not possible if I am not an institution. However, Pebblepad, Taskstream and Chalk & Wire offer online demonstrations. I found it extremely worthwhile, therefore, I can recommend asking for online demonstrations.

The quality of the final products varied since not all of them can be regarded as multi-media presentations. Therefore, it is recommended that the final choice should not be based purely on assessment tools, but also on the quality of the multi-media presentations created to showcase achievement towards both subject specific outcomes and the critical cross-field outcomes all South African higher education should aspire to.

 

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(228 visits)

Use Google to create icebreakers

I came across this video showing amazing things you can do to catch the attention of your students and audiences. I believe it can serve as icebreakers. So have fun!

I love number 10.

 

Did you also enjoy the way this author communicates with his audience?

 

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(248 visits)

A Google a Day

A Google A Day may provide opportunities for fun in the classroom file students are improving their search skills.

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You get three questions, and have to solve it as quickly as possible. The Google page opens so that you can search for the right answers. As soon as you have typed in the correct answer, you may attempt to answer the following question. The clock is ticking, so you loose points when you snooze.

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I believe this can be an effective way to train students in improving their searching skills.

 

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(43 visits)