X Close

Digital Education team blog

Home

Ideas and reflections from UCL's Digital Education team

Menu

Archive for the 'Digital Education' Category

Reusing Lecturecast Recordings from previous academic years

Rod Digges13 July 2021

worddav8644e2700b3051007a03d5f424c079e1.png

Following course resets it’s important to remove old Lecturecast section and class links unless the recording has been embedded in the course, in which case you do not need to relink. After this has been done staff may want to review existing recordings for potential re-use e.g. short recordings used in flipped teaching, module introductions etc.

The way recordings are reused depends on their ownership and the way in which they’ve been published. The table below illustrates different scenarios which may apply to your course. Please use the relevant method to re-share your recordings onto your new course. Please note: Currently there is no method for the bulk duplication of recordings from one year’s Lecturecast section to the next.

 

Way recording was previously shared Owner Method for re-sharing
From Echo360 library embedded in a Moodle course using the Echo360 plugin tool in Moodle’s text editor Member of staff who uploaded Generally no action needs to be taken to re-use recordings published in this way.  These recordings remain in a course along with other course content even after a course has been reset. These recordings are independent of Lecturecast sections.  Note, that analytics for these recordings will simply accrue as they are not re-set.
Recordings shared from staff Echo360 libraries into a previous year’s Lecturecast section that now need to be published into a new academic year’s section. Member of staff who uploaded In these cases recordings which will still be available in staff’s Echo360 libraries need to be re-shared into the new year’s Lecturecast section. The method is the same as that used to originally share the content and identical to the steps from 4.1 in the guide Reuse recordings from previous academic years
Recordings shared from staff Echo360 libraries into a previous year’s Lecturecast section who’s classes are then individually linked to different areas of a Moodle course. Member of staff who uploaded This is identical to the scenario above but requires the additional steps of recreating Lecturecast activity links to individual classes. A short video on linking to individual classes is available in the guide Create a Link on a Moodle course to a Lecturecast Recording.
Recordings made in Lecturecast equipped teaching spaces and automatically shared into a section. Owned by the section and not available in any Staff Echo360 library. Any staff member who is an instructor in the section in which the content sits will have the capability to create a copy of the recording in question, this copy will be available to them in their Echo360 library from where it may be re-used using any of the methods above. The process is outlined fully in the guide Reuse recordings from previous academic years

Please see our guide for more information and video guidance on: Preparing for the new academic year – Lecturecast rollover

For any questions or concerns regarding Lecturecast please email: digi-ed@ucl.ac.uk

Workshop series: designing and managing online learning- synchronously and asynchronously

Alexandra Mihai2 November 2020

To support faculty in designing and teaching their online courses in the next terms, learning designers Alexandra Mihai and Heather Serdar from the Online Education team are offering in the next months a series of four new workshops aimed at providing practical guidance for designing and managing learning activities using both synchronous and asynchronous modalities.

The workshops have been designed as stand-alone 90-minute sessions but attending all four of them provides a 360 degrees perspective on the online teaching experience- from design to delivery, including a curated selection of resources and customisable templates.

Synchronous online teaching

Orchestrating synchronous interactions in the virtual classroom needs to be more intentionally planned than in a face-to-face environment. Setting clear goals and understanding where live sessions can bring the most added value to the learning experience is an important starting point. A well-managed live online teaching session can create opportunities for engagement and conversation.

The session on Designing synchronous learning activities provides practical guidance on how to design synchronous online learning sessions, including creating a variety of learning activities to engage students throughout the session, deciding what interaction channels to use and setting up effective mechanism for moderation and time management.

To complement it, the session on Teaching synchronous classes focuses on creating a community of practice, setting learner expectations of synchronous learning and teaching and managing groups in synchronous sessions.

Asynchronous online teaching

The online space can provide a flexible learning environment, without space and time constraints. Learning takes place also beyond the virtual classroom. In order to make sure students are motivated and engaged, asynchronous learning activities have to be carefully designed and managed.

The session on Designing asynchronous learning activities offers practical guidance on designing and sequencing asynchronous learning activities. Participants will have the opportunity to zoom into the actual activity design process and discuss how to create different individual and group learning activities, how to communicate them clearly to students and how to embed them into the overall course.

Moving on to the more practical aspects, the fourth session of the series, Teaching with asynchronous learning activities provides the opportunity to discuss communities of learning, learn about different activities that are appropriate for various subject areas and identify functions in Moodle that support asynchronous learning.

Here is the schedule of the new workshops. You can register here.

Wednesday, 4 November

Wednesday, 9 December

12:00- 13:30 Designing synchronous learning activities
Tuesday, 10 November 13:00- 14:30 Teaching synchronous classes
Tuesday, 24 November 14:00- 15:30 Designing asynchronous learning activities
Wednesday, 2 December 12:00- 13:30 Teaching with asynchronous learning activities

In addition to the new workshops, Heather and Alexandra will still run two 60-minutes sessions of the Designing Connected Learning Lectures this year, on Wednesday, 18 November, 12:00 and Wednesday, 16 December, 12:00.

We look forward to welcoming you to the workshops and supporting you in designing and teaching your courses.

Lecturecast: what analytics should you use?

Samantha Ahern22 October 2020

There are two types of analytics available from within Lecturecast (Echo360), these are:

The course analytics will provide information about student use of the ALP tools, in addition to interactions with the inidividual media resources. The individual media analytics only provides analytics about the specific media item.

Which set of analytics you use, will depend on how you have added Lecturecast materials to your Moodle course.

If you have embedded recordings in your Moodle course using the Atto editor:

Atto editor toolbar highlighting Echo360 plugin

 

 

Then to obtain accurate viewing data for the recording you should use the Individual media analytics.

Please note that students will not have access to the addiitonal tools such as confusion flags and note taking if recordings are added in this way.

Whereas, if you have linked to recordings ore presentations via the Lecturecast activity in Moodle, you would use the Course and student analytics.

Zoom and Blackboard Collaborate gotchas – don’t get caught out!

Eliot Hoving21 October 2020

Using new technologies for the first time, or in a new way, can be challenging. Not everything goes right first time. This is certainly the case with using webinar tools such as Zoom and Blackboard Collaborate to teach online. There are numerous “gotchas” or unexpected outcomes caused by any number of often opaque settings, differing teminologies, varied scenarios and workflows, and half-way integrations. 

To assist staff in avoiding some of the common pitfalls, Faculty Learning Technologist Neil Roberts and Digital Education reached out to staff across UCL to find and share the common issues or “gotchas” that can emerge when using Zoom and Blackboard Collaborate.  We provide them below.  

If you have your own gotchas to add, please contact digi-ed@ucl.ac.uk. This guidance is subject to change as new gotchas, tips and features are discovered. For the latest guidance always check the relevant UCL staff guide, and when in doubt, contact zoomsupport@ucl.ac.uk for Zoom guidance or contact digi-ed@ucl.ac.uk  for Blackboard Collabaorate guidance.

 Zoom through Moodle gotchas: 

These gotchas refer to Zoom meetings created directly in Moodle using the Zoom meeting plugin. 

  • Only UCL Zoom account holders can be made alternative hosts through the Moodle plugin.  
  • You can only schedule a meeting on behalf of another user if you have obtained scheduling privileges from them. See the Zoom ‘scheduling privileges’ guide. 
  • You can only pre-assign breakout rooms and create polls in advance of a meeting if you are the host of the meeting. Whilst you can create your Zoom meeting in Moodle, to configure breakout rooms and polls you must edit your meeting in the Zoom web portal. These options are not currently available in the Zoom Moodle plugin. 
  • If you receive a ‘Zoom received a bad request: {$a} error message’ when creating a Zoom meeting on Moodle, it is likely your Zoom meeting password is not secure enough. Please enter a more secure password!   
  • Students don’t need the password to join a Zoom meeting created in Moodle. All students need to join a Zoom meeting, is to click the join meeting button on Moodle. 
  • When scheduling for a guest with a non UCL email address you must be in the meeting to hand over the host access.
  • Zoom recordings will be automatically transferred to the host’s personal library on Lecturecast. This process is usually quite quick but can take 72 hours for Zoom to prepare the recording, plus an additional 24 hours for the transfer to Lecturecast.

Zoom gotchas:

These gotchas refer to using Zoom directly, either via the Desktop app or web portal. 

  • Zoom join links include the password so don’t share them publicly 
  • There can only ever be one host in a meeting who has full control. Adding an alternative host won’t allow more than one person to fully control session. 
  • A host can only have 1 meeting running at one time. If you want to run multiple meetings beginning at the same time for different groups of students, you should create one meeting and use breakout rooms. If you definitely need seperate Zoom meetings, ensure there is a different host for each meeting. Note. having a different alternative host per meeting does not get around the restriction that a host can only have 1 meeting at one time. To schedule meetings on behalf of another user, see Zoom ‘scheduling privileges’ guide.
  • A UCL person needs to claim their Zoom account to be designated an alternative host. 
  • You can only pre-assign up to 200 people in breakout rooms 
  • If the host loses internet connection, and there is no co-host, a random participant will become the host. If the host rejoins, there may be some delay before host permissions are restored. 
  • If you have paid for a live transcription service, the ‘ api token’ required to transcribe a meeting can only be generated 24 hours before the meeting. There are many more accessibility tips for using Zoom.
  • It may take up to 72 hours for a Zoom video recording to be processed during busy times.  
  • Zoom recording file sizes can often be very large, and can therefore take a long time to download for you and your students. Consider stop-starting your Zoom recording to create multiple files of more manageable lengths and file sizes. 
  • Zoom may not show webcam input if Teams is running in background. When in doubt, turn off Teams. 
  • The chat view is limited as there is only one text box. It is hard to search through individual conversations. 

Blackboard Collaborate gotchas:

These gotchas refer to using Blackboard Collaborate. 

  • Convert to PDF before uploading slides. This will enable you to check fonts and formatting – if you are doing this on someone else’s behalf remember some fonts may not be supported and so wording may be illegible.  
  • Uploaded files are converted to pdf type format (actually Blackboard’s internal whiteboard format) so you can’t use animations/transitions in PowerPoint. 
  • Consider using the PPSpliT plugin to preserve text reveals (such as bulletpoints) when converting to PDF. Because the plugin alters the document, use it on a copied version of the document. 
  • Let one person be in charge of creating breakout rooms. Breakout configuration is not shared with others until rooms are enabled, so another organiser could create a competing set of rooms and overwrite yours. 
  • The stop breakout rooms buttons don’t have an ‘are you sure’ interlock – very easy to end a breakout session prematurely, which loses all the rooms’ contents and requires someone to manually rebuild the groups (if the groups were random, they may not be easily recreatable). 
  • Content created in breakout rooms is lost when they are stopped – it is possible to copy things out before that, otherwise have participants make screenshots. 
  • Anything draft/not activated isn’t saved if you are removed from a session – this could be text, a poll or breakout room configurations. 
  • As a moderator, don’t enter a Blackboard session from Moodle when you are in student view. This will pull you in to the session as if you were a student so you would only have a standard participant role and not be able to control session. 
  • Using Edge as your browser can cause problems with interface – recommendation use Chrome/Firefox/Safari only.  
  • Sharing a PowerPoint presentation full screen to make use of animations means you can’t see the chat. Workaround: Get around this by using ‘browsed by an individual view’ in PowerPoint and rearrange screen accordingly. This video from BBCU explains when to use Share files with pptx, and when and how to use PowerPoint on share screen in an individual window to be able to see the chat and session controls. 
  • Sharing a video application may not always broadcast the sound – check this before start of any session. 
  • The stop share buttons don’t have an ‘are you sure’ interlock – very easy to accidentally close an activity. 
  • Chat history is not available to new participants. If you leave session and rejoin the chat history is lost. 
  • If you use the eraser while using the Blackboard Collaborate whiteboard it erases everything on the whiteboard immediately.

Moodle new features – Friday 16th October 2020

Jon-Luc Holmes16 October 2020

Digi-Ed is pleased to announce the following new activities are now available on UCL Moodle.

Embed Quiz Questions Anywhere is a new plugin that allows staff to embed quiz questions directly within their Moodle content. Staff can embed any question from their courses question bank into their Moodle activities for use as formative assessment. Students can then answer these questions as they work through their Moodle content. These answers can then be reviewed on a per activity or course wide basis. To learn more, see the Embed Quiz Questions Anywhere miniguide.

An example quiz question embedded directly within the contents of a Moodle page resource

Embed Quiz Questions Anywhere allows staff to embed quiz questions into any content on their Moodle course. Click the image to expand it.

Hypothes.is is a new LTI that is now approved for integration with Moodle. Staff who own a license for this product may now add the Hypothes.is activity to Moodle for collaborative annotations by students. These resources can be webpages or uploaded PDF documents. Student annotations can be individually filtered and graded with those grades carrying back to the Moodle gradebook. To learn more, see the Hypothesis miniguide.

Hypothesis

Hypothesis allows for students to collectively annotate a document. Click the image to expand it.

Further work on a range of other enhancements, are currently underway. To stay up to date with the latest learning technology enhancements at UCL, see the Moodle Release Roadmap.

Connected Learning Essentials – now open to teaching staff outside of UCL

Jo Stroud7 October 2020

In Term 1 of 2020/21, UCL’s core teaching is taking place online. There has been significant planning and an extensive amount of work from across the institution to support this transition, including a range of centrally-organised opportunities for staff to learn more about online teaching and learning.

The Connected Learning Essentials programme

One such opportunity is Connected Learning Essentials, an online course that was swiftly developed by Digital Education, the Arena Centre for Research-Based Education, Library, and colleagues based in academic departments, and run in multiple two-week-long cohorts from June to September 2020. The course was developed with recognition of the challenges facing staff and what could be achieved in a short period of time, and introduced some of the most urgent and important aspects of positive and active online teaching. Programme sections include:

  • Taking a Connected Learning Approach
  • Securing student engagement
  • Ensuring a consistent learning environment for students
  • Assessment
  • Designing for students’ active learning
  • Curating and making resources
  • Knowing students are engaging and learning.

It is important to note that the course only covers the basics, and was supplemented with a range of further opportunities to broaden the scope of course topics, including a series of live sessions and localised support within departments and faculties to support distinct pedagogic approaches.

Enrol on Connected Learning Essentials

The course is now open to anyone who might like to use it, regardless of where you work. You don’t need to progress through everything in order, either. You can dip in-and-out of specific sections depending on what you need or interests you most. If you find you need to move your teaching online very quickly, you might focus on sections 2, 3, and 5, and return to others later. While some UCL-specific content has been removed or genericised for other contexts, there will be occasions upon which guidance refers to UCL policies, practice, or platforms.

To access the course:

  • Navigate to Connected Learning Essentials (open) and click the Login link
  • If you don’t have a UCLeXtend account already, click ‘Create new account’ and complete the sign up process. If you do, sign in and you should be directed to the course
  • In the ‘Self enrol’ field, enter the enrolment key: ‘CLEUCL’.

Reusing material from Connected Learning Essentials

Material and activities from Connected Learning Essentials are available to download in Word format as part of the course and are licensed under CC BY-NC 2.0. Alternatively, if you work in digital education, educational development, or a similar role at another institution and would like to reuse and adapt the course on your own platform this may be possible via a course export. If you have any questions about this please contact extend@ucl.ac.uk.