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Effective Effective “Ellumination”“Ellumination”
Kristine DienerKristine DienerJanuary 14, 2010January 14, 2010
Features of Features of ElluminateElluminateThe Elluminate classroom offers the The Elluminate classroom offers the
ability to ability to Display informationDisplay information
Promote interactionPromote interaction
Allow communication between and among Allow communication between and among participantsparticipants
The challenge is to use these features to The challenge is to use these features to engage learners and support learning engage learners and support learning
Getting startedGetting started
Find a comfortable place with no Find a comfortable place with no distractions.distractions.
Test your microphone and Test your microphone and speakers.speakers.
Audio Wizard Audio Wizard
Practice and Prepare Practice and Prepare Elluminate Live! Online OrientationElluminate Live! Online Orientation
Getting ready to Getting ready to ElluminateElluminate
Decide on session purpose/focus Decide on session purpose/focus Upcoming task relevant to all (Course Upcoming task relevant to all (Course project) OR project) OR
FAQ on an essential question or big idea FAQ on an essential question or big idea for course ORfor course OR
Review for assessmentsReview for assessments
Getting ready to Getting ready to ElluminateElluminate
Issue the invitation - be specific! Issue the invitation - be specific! This week in Elluminate… This week in Elluminate…
Although it may be difficult to require Although it may be difficult to require participation in Elluminate sessions, participation in Elluminate sessions, there seems to be a correlation there seems to be a correlation between participation in synchronous between participation in synchronous activities and successful course activities and successful course completion.completion. (North, 2005) (North, 2005)
Prepare, Prepare, Prepare, Prepare, Prepare…Prepare…
Create presentation slides and Create presentation slides and instructor notes. Don’t just expect instructor notes. Don’t just expect interaction to happen, design it into interaction to happen, design it into your lesson plan. your lesson plan.
Plan a way for students to complete Plan a way for students to complete an assignment or assessment while an assignment or assessment while participating in the Elluminate participating in the Elluminate session. This gives them an alternate session. This gives them an alternate way to show what they know!way to show what they know!
Session OutlineSession Outline
Bell ActivityBell Activity
Big Idea / Essential Question Big Idea / Essential Question If you are meeting with students from If you are meeting with students from multiple courses, stagger their start multiple courses, stagger their start times so you can easily make times so you can easily make discussion relevant discussion relevant
Build in an incentive - Build in an incentive - By attending By attending this session you will earn/ start/ this session you will earn/ start/ complete …complete …
Q&A (student driven) Q&A (student driven)
Bell Activities:Bell Activities:
Why?Why?
Purposeful social timePurposeful social time
Advance organizer – link Advance organizer – link new learning to existing new learning to existing knowledgeknowledge
Engage multiple Engage multiple intelligencesintelligences
Create meaningful Create meaningful engagement in big ideaengagement in big idea
Bell Activities:Bell Activities:
Complete a task, react to Complete a task, react to a quote, solve a problema quote, solve a problemWhile you are waiting…While you are waiting…
Try this pretest Try this pretest (Quiz tool)(Quiz tool)
Read the following passage Read the following passage (White (White board) board) or view website or view website (web tour)(web tour) and post your reaction, thoughts, and post your reaction, thoughts, connections… (connections… (Chat and/or VoIP)Chat and/or VoIP)
Consider the following problem… Consider the following problem… (White board)(White board)
Bell Activity:Bell Activity:
Respond to this pollRespond to this poll
A.A. I have not participated in a virtual I have not participated in a virtual classroom like Elluminate prior to classroom like Elluminate prior to todaytoday
B.B. I have been a participant in a virtual I have been a participant in a virtual classroom prior to todayclassroom prior to today
C.C. I have moderated a virtual classroomI have moderated a virtual classroom
D.D. I have no idea what you’re talking I have no idea what you’re talking aboutabout
Bell Activity: WebtourBell Activity: Webtour
Multimedia as advance Multimedia as advance organizer organizer
Show via multimedia Show via multimedia librarylibrary
Show via web tourShow via web tour
Show via application Show via application share share
http://www.youtube.com/watch?v=Ii1B9oQT-2Q&feature=fvsrTo download a video from YouTube: To download a video from YouTube: http://keepvid.comhttp://keepvid.com
Bell Activities – Web Tour:Bell Activities – Web Tour:
Access a widgetAccess a widget
Widget SourcesWidget Sources
Word a Day Widget Word a Day Widget http://www.transparent.com/wotd/today/chinese.htmhttp://www.transparent.com/wotd/today/french.htmhttp://www.transparent.com/wotd/today/german.htmhttp://www.transparent.com/wotd/today/spanish.htm
Looking for Additional Widgets? Looking for Additional Widgets? http://www.widgetbox.com/http://www.widgetbox.com/search?q=Maths-Whizz+Scientific+Calculator
Bell Activity:Bell Activity:
MI - Learning through MI - Learning through MusicMusicImagine!Imagine!
Imagine la mer en jaune !Imagine la mer en jaune !Imagine le sable en vert !Imagine le sable en vert !Imagine un soleil roseImagine un soleil roseDans un monde imaginaire !Dans un monde imaginaire !Rouge, orange, bleu, marron, et rose,Rouge, orange, bleu, marron, et rose,Vert, violet, blanc et noir;Vert, violet, blanc et noir;
Imagine!Imagine!Imagine the sea in yellow !Imagine the sea in yellow !
Imagine the sand in green !Imagine the sand in green !Imagine a pink sunImagine a pink sun
In an imaginary world !In an imaginary world !Red, orange, blue, brown and pink,Red, orange, blue, brown and pink,
Green, purple, white and black;Green, purple, white and black;
http://www.songsforteaching.com/french/z/imagine.php
Bell Activity:Bell Activity:
MI – Music Online MI – Music Online SourcesSourcesKids Songs around the WorldKids Songs around the World• FrenchFrench http://www.mamalisa.com/fr/• GermanGerman www.mamalisa.com/?t=ec&p=235&c=38 • SpanishSpanish http://www.mamalisa.com/?t=sh
Songs for TeachingSongs for Teaching• FrenchFrench
http://www.songsforteaching.com/frenchsongs.htm • GermanGerman
http://www.songsforteaching.com/germansongs.htm • SpanishSpanish
http://www.songsforteaching.com/spanishsongs.htm
During the Session:During the Session:
Engaging the Engaging the StudentsStudentsPlan an interaction every 6 Plan an interaction every 6
minutes minutes
Start off with an ice breaker Start off with an ice breaker
Use a relevant graphic or diagram or Use a relevant graphic or diagram or news story as a discussion starter news story as a discussion starter
Ask questions that require students Ask questions that require students to raise their hands, click an to raise their hands, click an emoticon, respond with a check or emoticon, respond with a check or X, type in the chat window, or even X, type in the chat window, or even type or draw on the whiteboard type or draw on the whiteboard
During the Session:During the Session:
Routes to Routes to engagementengagement
Maintain a lively paceMaintain a lively pace
Visualize the content Visualize the content
Incorporate frequent interactionIncorporate frequent interaction
Utilize breakout roomsUtilize breakout rooms
(Clark, 2005) (Clark, 2005)
During the Session:During the Session:
Addressing learning Addressing learning stylesstylesModality applies whenModality applies when
Content is complexContent is complexUnderstanding of visual is Understanding of visual is dependent on wordsdependent on wordsLearners are noviceLearners are noviceInstructional pacing is necessaryInstructional pacing is necessary
Clark & Mayer (2007)Clark & Mayer (2007)
During the Session:During the Session:
Tools to useTools to use
PollingPolling
ChatChat
VoIPVoIP
WhiteboardWhiteboard
Web toursWeb tours
Application Application SharingSharing
Break out Break out roomsrooms
Embedded Embedded mediamedia
During the Session:During the Session:
Breakout Room Breakout Room StrategiesStrategiesBreak students into “job-alike” groups Break students into “job-alike” groups
By study groups ORBy study groups OR
To jigsaw a topic OR To jigsaw a topic OR
By progress (location in pace chart) By progress (location in pace chart) OR OR
Randomly (use “move people Randomly (use “move people automatically”) automatically”)
During the Session:During the Session:
Breakout Room Breakout Room ManagementManagement
Have each group from a breakout Have each group from a breakout exercise present the results of exercise present the results of their work OR their work OR
Pop into the different breakout Pop into the different breakout rooms to provide feedbackrooms to provide feedback
Strategy choice will depend on the Strategy choice will depend on the purpose of breakout room and purpose of breakout room and technique used technique used
During the Session:During the Session:
Check for Check for Understanding Understanding ✔✔
Use instant polling, hand raising or Use instant polling, hand raising or emoticons to take a reading of your emoticons to take a reading of your students students
Use feedback to inform instruction Use feedback to inform instruction
Publish the results to stimulate Publish the results to stimulate discussion. discussion.
Use application or desktop sharing to Use application or desktop sharing to have participants demonstrate what have participants demonstrate what you’ve been teaching. you’ve been teaching.
During the Session:During the Session:
Accommodate Accommodate Learning Styles Learning Styles
Create a rich and engaging Create a rich and engaging environment environment
Use the interactive whiteboard Use the interactive whiteboard indicate locations on a map indicate locations on a map do a project do a project sing songs together using the sing songs together using the microphone ‘microphone ‘
– text answers to questions during a game text answers to questions during a game – visit a web site ‘visit a web site ‘– read a scanned passage or book read a scanned passage or book
During the Session:During the Session:
Incorporate Media Incorporate Media • Take a web tour Take a web tour
• Put up an activity to check for Put up an activity to check for understanding understanding
• Share a desktop application to Share a desktop application to demonstrate features of demonstrate features of software software
• Do peer editingDo peer editing
• Share exemplars, documents Share exemplars, documents
General GuidelinesGeneral Guidelines• Focus on learning objectives and be Focus on learning objectives and be
specific about anticipated outcomes. specific about anticipated outcomes.
• Provide time boundaries. Provide time boundaries.
• Think about spelling and grammar Think about spelling and grammar
• Create frequent interactions. Create frequent interactions.
• Break up speeches with exercises and Break up speeches with exercises and engaging discussions. engaging discussions.
General Guidelines General Guidelines (con’t)(con’t)• Don’t let the tools dictate the design. Don’t let the tools dictate the design.
• Let participants reflect on peer Let participants reflect on peer responses. responses.
• Mix asynchronous and synchronous Mix asynchronous and synchronous technologies to ensure participants technologies to ensure participants complete all of the componentscomplete all of the components
Make learning a process, not an event. Make learning a process, not an event.
The New ModeratorThe New Moderator ““Here are some things to keep in mind if you are a Here are some things to keep in mind if you are a new Elluminate Live! moderator. new Elluminate Live! moderator. •Practice before you deliver your first session. Practice before you deliver your first session. •Don't try to do too much in your first few sessions. Don't try to do too much in your first few sessions.
– Limit the Elluminate Live! features you use. Limit the Elluminate Live! features you use. – Limit the number of whiteboard tools you use. Limit the number of whiteboard tools you use.
•Ask for co-moderator help if you feel you need it. Ask for co-moderator help if you feel you need it. •If at all possible, your first sessions should be If at all possible, your first sessions should be limited to 15 or fewer participants. limited to 15 or fewer participants. •Enjoy yourself!”Enjoy yourself!”
Presenting Online in Elluminate Live!Presenting Online in Elluminate Live!http://www.elluminate.com/support/docs/8.0/Presenting_Online_in_Elluminate_Live_V8.pdf
A little humor ?A little humor ?
ResourcesResources
General resource at General resource at http://www.Elluminate.com•Elluminate Live! V9 Moderator Quick Elluminate Live! V9 Moderator Quick Reference Guide Reference Guide
http://www.elluminate.com/support/docs/9.0/moderator-pdf/Elluminate%20Live!%20Moderator%20Quick%20Reference%20Guide%20v9.pdf
•Elluminate Live!™ V9 Moderator Training Elluminate Live!™ V9 Moderator Training and Documentation and Documentation
www.elluminate.com/support/docs/9.0/moderator.jsp
ReferencesReferences
Clark, R. C. (2005) Harnessing the virtual Clark, R. C. (2005) Harnessing the virtual classroom. classroom. Training & DevelopmentTraining & Development, , 59(11), 41-4559(11), 41-45.. Available online at Available online at http://www.clarktraining.com/content/articles/HarnessingTheVC.pdf
Clark, R. C. & Mayer, R.E. (2007) E-learning Clark, R. C. & Mayer, R.E. (2007) E-learning and the science of instruction – 2and the science of instruction – 2ndnd ed. ed. San Francisco, CA: Pfeiffer.San Francisco, CA: Pfeiffer.
North, M.A. (2005) Assessing the value of a North, M.A. (2005) Assessing the value of a synchronous seminar component in synchronous seminar component in online database classes.online database classes. Issues in Issues in Information Systems, VI(1), 156-162. Information Systems, VI(1), 156-162. Available online at Available online at www.iacis.org/iis/2005_iis/PDFs/North.pdf