Making It Active! Planning Interactions in the New Virtual Classroom

1. Making It Active!Planning Interactions in theNew Virtual Classroom Hi! I’m Leslie Bellar, your instructor for this course. If You made it this far, you are in a good spot! Class will begin promptly at 2pm on February 11th. Prior to class, please follow the steps below to set-up your audio device. Click Tools Audio Audio Set-up Wizard *Note: You should already have your headset plugged into the computer.

2. Quality Check 1) Sound Quality (volume level) Use the "green check yes" or "red X no" to indicate whether or not you can hear the instructor clearly. 2)Recording Confirmation 3) Slide Advancement

3. Are my pencils sharpened?

4. File Transfer: Paris City Drawing

5. WebTour: Defining Educational Technology URL: http://www.youtube.com/watch? v=gGY2cwWC8Ag&feature=related (59 seconds)

6. Educational Technology is an array of tools and techniques used to improve learning

7. The most important technique is frequent and effective use of response facilities. • 2. Polling 3. Chat 1. Application sharing • 8. Emoticons 4. Audio 7. Breakout rooms 5. Web Tour 6. White board

8. Application Sharing: my Edmodo profile

9. Polling: Which would you choose? A B

10. Chat: Explain why you chose what you did. A B

11. Audio: Press the talk button to give your opinion on the images you see.

12. Breakout Rooms: Do you agree with what this image is trying to portray? When you finish discussing, go to next slide

13. Breakout Rooms: Do you agree with what this image is trying to portray? When the timer rings, I will bring you back to the main room.

14. Whiteboard: Matching Activity 1. Chat 2. Whiteboard 3. Audio 4. Breakout Rooms • Capable of creating both text and drawing • Allows more individual participation because you are in a smaller group. • Good for short, quick responses • Creates social presence, used for more in-depth responses

15. Emoticons provide instant feedback to the professor and your classmates

16. The most important technique is frequent and effective use of response facilities. • 1. aiinpocatlpasignhr • 2. pgnloli • 3. ahct • 4. udioa • 5. bweotru • 6. eihwtbroda • 7. erktaobursoom • 8. inmoetcos

17. Next Class Session Date/Time: Saturday, February 18 at 2pm Topic: Problem Based Learning in the New Virtual Classroom Questions?? Comments??

18. BB-Collaborate Recording Self-Reflection and Peer Feedback Form

19. BB-Collaborate Recording Self Reflection and Peer Feedback Professional Presentation:Professional BB-Collaborate recording that is between 4-6 minutes, includes clear audio, has professional looking slides, PowerPoint slides that are designed using Atkinson & Mayer (2004) guidelines, material that has high contrast for easy readability, no spelling or grammar errors, and includes material that has high-quality images that are not grainy and has a strong connection to the message being shared. • Exemplary (No issues) • Sufficient (Some issues) • Needs Revision (Too many issues) • No Evidence (Not enough evidence to receive credit) Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.

20. BB-Collaborate Recording Self Reflection and Peer Feedback • Content Knowledge:Presenter demonstrates mastery of the readings "Key Points" and the content is organized in a manner that enhances and showcases the ideas. • Exemplary (No issues) • Sufficient (Some issues) • Needs Revision (Too many issues) • No Evidence (Not enough evidence to receive credit) Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.

21. BB-Collaborate Recording Self Reflection and Peer Feedback • Pedagogical Content Knowledge:Presentation is not simply a "content-dump" and the "Key Points" are being presented in a pedagogically effective manner that makes it comprehensible to others. Presentation is structured in a format that includes sound educational principles and includes meaningful interactions throughout the presentation. • Exemplary (No issues) • Sufficient (Some issues) • Needs Revision (Too many issues) • No Evidence (Not enough evidence to receive credit) Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.

22. BB-Collaborate Recording Self Reflection and Peer Feedback • Pedagogical “Virtual Classroom” Knowledge:Presentation is designed incorporating the new research (Clark, 2007) in multimedia learning to conduct a pedagogically effective web conference to maintain participant engagement, create social presence, and manage cognitive load. • Exemplary (No issues) • Sufficient (Some issues) • Needs Revision (Too many issues) • No Evidence (Not enough evidence to receive credit) Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.

23. BB-Collaborate Recording Self Reflection and Peer Feedback • BB-Collaborate Recording Skills:Presenter started the session with a slide that introduces the session with the start time and reminder to run audio set-up wizard. Presenter also started session with quality check to check sound level, slide advancement and recording started. Presentation includes the basic skills and also the module skills that are required for all BB-Collaborate Recordings (see assignments page). The presenter demonstrates competency using BB-Collaborate. • Exemplary (No issues) • Sufficient (Some issues) • Needs Revision (Too many issues) • No Evidence (Not enough evidence to receive credit) Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.

24. BB-Collaborate Recording Self Reflection and Peer Feedback • Anything else?:Is there anything else you want to add to the self-reflection or peer feedback about this presentation? What were your favorite and least favorite parts of the presentation? Any final thoughts or recommendations? Give specific examples about strengths and areas that need improvement. Provide specific suggestions for improvement.