Live streaming events using Panopto

Lucy Ayre, Repository and Open Access Librarian, University of Derby

The Library celebrated Academic Book Week in January of this year through a series of author talks and books displays. The week was rounded off with a panel discussion on the future of academic books, which had quite a bit of interest from people not based at Kedleston Road where the event was taking place.

We had a problem; how were we going to make sure the event could be attended by people virtually? Also, we didn’t just want to show the discussion as it unfolded, we wanted viewers to have an involvement online, contributing in the same way as the audience in the room.

Live streaming sounded out of our reach. After all, we had nothing to spend and not much technical expertise. When TEL suggested using Panopto I was relieved, I knew from using Panopto before that it captured from a webcam as well as whatever is on the computer screen (part of the event was a live online demonstration), and it’s so easy to use!

We created a new Webcast about a week prior to the event, giving it a name and setting permissions to enable anyone on the web to view it.

pantopto_webcast1

The default settings for the Webcast include a chat functionality, allowing viewers to type their questions or comments as they are watching the live stream. We uploaded a preview image with information about when the event was taking place. Finally, we took the embed code from the Share settings to embed the live stream neatly onto our promotional webpage.

pantopto_webcast2

We had a couple of comments come through on the feed during the live session, and the recording is still up on the event webpage for people to watch back. One down side to the stream was that non-Derby viewers accessing the webcast were prompted to login to UDo in order to leave comments. When using this technology for a similar purpose next time we’ll see if this can be amended in the settings.

panel_discussion_webpage

The live stream brought a really innovative element to our event. Colleagues at Buxton could book out a room to show the live stream there, which meant we didn’t have to repeat the event across sites, and everyone could feel involved in real-time.

My top tips for using Panopto Webcast to live stream an event:

  1. Make sure the room you are using has a PC, projector, webcam and microphones (Speak to TEL about which rooms would be most suitable for your event, and speak to IT Field Support if you need extra equipment like we did).
  2. Setup the Webcast early and embed it onto the webpage you want viewers to see it from.
  3. Don’t forget to mic up your speakers and audience! Our viewers could hear the panel members but we didn’t have a roaming mic to capture what the audience in the room were saying.
  4. Have someone monitoring the comments. The comments will pop-up in the corner of the screen, but if like me you have your back to the screen you won’t be able to see who is contributing online!
  5. Build in some time to edit down the live steam after your event, making a shorter version of highlights.

Now that we know how easy it is to achieve a live stream using Panopto, we in the Library are looking to live stream other events and training sessions.

pantop_webcast3

Digi Know: Making videos from Box of Broadcasts more inclusive

Adding subtitles to Box of Broadcasts videos

One of the key features which makes the use of videos from Box of Broadcasts (BoB) more inclusive is to use subtitles. Most programmes on BoB have subtitles available and switching these on whenever you use videos or clips within class can mean understanding what is being said and heard easy for everyone. Simply click on the S icon once the recording has started to play.

screen grap of subtitles button in Box of Broadcasts

This can be particularly important for international students and those who are hearing impaired. It is also a good idea to highlight this feature for students so they are aware how to turn these on when they might be viewing videos outside of face-to-face sessions. Adding a small image of how this can be done next to the video clip in Course Resources might assist with this.

Accessing a transcript for a programme on Box of Broadcasts

Transcripts of most programmes are also available which can be useful for students to access in order to be able to read what has been said in their own time rather than trying to keep up with the video on screen. Where a transcript is available this can be viewed by clicking the Show Transcript button.

Show Transcript button in Box of Boradcasts

It also allows you to search the programme for key words which will be highlighted within the transcript and at the same time the video will move to this point in the video. Further uses of the word can then be cycled to using the forward and back arrows. This enables quick navigation to key points which students may want to view again.

Search transcript screen grab

Students are usually unaware of these features and it is worth highlighting these when you first use BoB whether in class or online.

Appy Monday: Genius Scan

picture of phone in pocket Nokia LumiaDo you or your students wish you had something in your pocket which can scan documents to make them electronic? Meet Genius Scan. This clever app helps you to use your phone camera to scan in documents, instantly save them as a PDF file and then you can email these to yourself for later use.

This works well for placement students who often have printed documents which they need to get signed by their mentors but would like to send or submit them electronically. The app is free to use (although there is a paid for version with extra features) and can be downloaded on both the Apple Store and Google Play.

screen shot of genius scan

Handy PowerPoint Tips

PowerPoint does not have to be boring

1. Shift + F5 —- Start slideshow from the slide you have currently selected shift f5


2. Slide Jump — In slideshow mode, type the number of a slide you want to go to and press Enter

enter


3. Hide slides — you can hide a slide in slideshow settings by selecting it and clicking hide slide. It will be skipped in presentation mode. When needed, just do the slide jump as described in tip 2 above.

hide-slide


4. You can also hide / blank slides — during the presentation by pressing b for a black  screen or w for a white screen. To go back to the slide, just press again either b or w


5. Cropping — you can crop an image in a slide and keep just the bit you want to show your audience.


6. Arrange & Align — highlight all the objects including text scattered on your slide then choose Arrange, then Align and select the alignment required e.g. center, left, right etc.


7. Compress graphics — before you share your slides e.g. sending by email, compress images in your slides by selecting the image and from the Format tab, choose Compress Pictures.

compress-graphics


8. Embed a web page in a slide — From the Insert tab, click on Store and search for web viewer and click Add. Type in the website you want to embed in your website. Preview it to make sure it opens ok.

insert


9. Hyperlink — Write some text on your slide, highlight it and from the Insert tab, click on Hyperlink and choose to link to a section in your presentation, to a document or to a web page. Images can also be used as hyperlinks instead of text.

hyperlink

Courtesy of MeeToo

Digi Know: Printing out responses to Essay/Short Answer Questions in Blackboard Tests

So, you finally took the plunge and used a short answer/essay style question in your Blackboard test and now you are needing to mark it. Problem is 250 students sat that exam and you have 250 different answers that need marking and just like a written exam you want to make notes/comments on the submitted responses. With a paper based exam this is easy – you just write on the exam script. Turnitin has the functionality to add notes/comments directly onto the assignment submission but with computer based exams, there is no functionality to do this at all.

The other issue is that there is no built in print or export function. However by following the instructions below will help in resolving the above. As I’m sure you have already realized if you want to retain these you will need to keep the hard copies

1 In the Module Management Menu on Blackboard, Select Grade Centre and then Tests.

1

The Grade Centre will appear.

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2 Identify the test in the “Grade Information Bar” that has the short answer/essay style question

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3 Click the “Click for more options” arrow next to the test name at the top of the score matrix.3a

4 Select the “Grade Questions” option.

4

You will see a screen similar to this

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5 Identify under the Question Type column a question that is a short answer or essay style question.

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6 There will be a number two columns to the right. This is the number of attempts for this question. Click on this number. This will show all the answers submitted to this question

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7 Select the right hand mouse button next to a student name. On the resulting menu select “Print”

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8 Follow the on screen guidance for printing
9 You can now make comments and notes accordingly.

 

10 Don’t forget that after each question you can give student feedback. You may wish to summarize your notes/comments and inform your students of how you marked the question

Digiknow: How to use Lecture recording to support inclusive learning and teaching

room with rope barriers leading to tv

Capturing lecture content, whether in the classroom or from your desk, and making this recording available to students, can give students the opportunity to re-watch content, enhance note taking and revise topics. This assists all students not just those with additional support needs.

However, these recordings can be made more inclusive and useful to students by following a number of simple practices.

Adding notes to the slides

Adding notes to slides, whether within PowerPoint or alongside the lecture recording, can make a big difference to how inclusive this learning resource becomes. Not only does it enable the student to draw upon the key points you make during the recording it also helps to provide an alternative to a transcript of what was said. You can either add notes to the PowerPoint slides in the note section (potentially converting this into a handout) or alongside the slides in your lecture recording.

Making the slides available to download alongside the recording

Making the slides available allows students to annotate and add notes to their slides either manually or digitally. This also makes learning more flexible as some students may want to take the slides with them on the move but would not have the ability to take the recording with them. There are two ways you can add these files, either upload them in Course Resources alongside the link to the recording or add them as a PDF to the recording.

Using holding slides to help students navigate within the recording

Sometimes within a recorded session time may be taken to participate in active learning within class. This part of the lecture recording will become less useful to students. In order to help with navigating past this part of the recording, consider using a place holder slide in your presentation. This makes it easy for students to use the slider to move past this slide and therefore this part of the recording.

Using the keyword search to aid navigation within the recording

You can easily navigate through a lecture recording using the search function, which allows you to use key words to search the recording and notes to get back to specific point in the recording. It then makes where this word occurs and means you can navigate to each point within the recording.

Use the Panopto app to view recordings on your mobile device

You can download and use the Panopto app on Android and iOS (Apple) via the iPad and iPhone to view lecture recordings. This enables you to take them with you on the go.

Making students aware of these features

In order for students to take full advantage of the practices and features of lecture recording which support an inclusive learning experience it is important to inform students how to access these. It might be during the first time lecture recording is used these features are highlighted to students or this is done within a short recording supplied alongside the first lecture.

More on the accessible features of our lecture recording system

BoB’s your uncle…

BoB, Learning on Screen’s OnDemand TV and radio recording service, has recently been revamped and upgraded.

Along with a new interface, there are tweaks to options like clipping, playlists and search.

Features like embedding program clips into your Course Resources page, or adding links to PowerPoints are still available and work very well.

capture

There are over 60 UK and international TV and radio stations to search and record from, and every program has transcripts.

There are also comprehensive video help guides on using BoB, and an extensive FAQ.

 

17th Durham Blackbord Conference

Technology Enhanced Learning was represented at the recent 17th Durham Blackboard Users Conference at Durham University. The theme this year was “Ticked Off – Towards Better Assessment and Feedback”, the aim of the sessions was to show how presenters had improved the student experience in terms of the conference themes.

An interesting keynote entitled “Translating evidence-based principles to improved feedback practices: The interACT case study” by Susie Schofield, University of Dundee opened the first day. She suggested that without a carefully constructed assessment criteria, feedback is useless. In other words you cannot give appropriate and worthwhile feedback without this as what exactly are you feeding back.

We then heard from Wayne Britcliffe, Richard Walker and Amy Eyre of the University of York. They described the various contexts in which the delivery of electronic feedback to students is being facilitated at the University of York through the use of learning technologies. Their main objective being to improve NSS scores or simply making the management of assessment and feedback processes more efficient and that  the electronic management of assessment (EMA) is undoubtedly a hot topic across the higher education sector.

Patrick Viney from Northumbria University described their journey with the Pebblepad e-portfolio tool and how they have replaced the paper system of submitting undergraduate dissertation proposals. With over 800 students supported by over 100 academic tutors, logistical issues in managing such large numbers were significant. Patrick demonstrated how using Pebblepad had resulted in a robust, auditable, paper- free processes for managing dissertation proposals, ethical approval submissions and tutor support during the dissertation.

Thursday finished with a demonstration and talk by Blackboard on their new product “Ally”. This will make course content more accessible and allow assistive technology such as screen readers (JAWS, Window Eyes for example) to be able to more easily access the content. In the demo Nicolaas Matthij from Blackboard took a PDF and converted it on the fly into various formats including ebooks, on screen display and through JAWS. Whilst it is not a substitute for badly created content, it’s use could be seen as advantages to the university and the student experience.

 

Day 2 commenced with Alan Masson, Head of International Customer Success at Blackboard presenting on how Blackboard themselves can assist in the assessment and feedback. He used examples of presentations from the day before and also touched on forthcoming ones.

Steve Dawes from Regent’s University talked about their common module and the difficulties and challenges that face assessment and engagement in a University-wide module and how these issues were met using a blend of e-learning tools. He explained how the Learning Technology Team assisted academic staff in utilising a range of digital tools to maintain engagement such as using Poll Everywhere classroom voting to engage large student audiences, promoting Blackboard Journals for consistent formative feedback, enhancing efficiency in the Blackboard Grade Centre, and using Turnitin Rubrics for Summative assignments.

The next session saw Christian Lawson-Perfect & Chris Graham from Newcastle University demonstrate and discuss “Numbas”. This is an open source mathematical e-assessment system which is now being used in subject areas outside of maths. Two such examples being psychology and biomedicine. Two case studies were discussed including how using existing open-access material, course leaders were able within a short time period to create a large bank of formative and diagnostic tests and deliver it to students through Blackboard.

Finally, Pete Lonsdale form Keele University discussed and demonstrated a custom in house solution for assessing nursing students. At the time there was nothing available that fulfilled the requirements identified. He described how the system included such features as audio feedback and the option to take and upload photos. He also explained how since introducing the system, requests for more complex marking criteria have been received and implemented such as the use of rubrics. He concluded that their design and implementation story highlights the appetite for online  assessment tools as well as the importance of getting the details of the system just right: they found that off-the-shelf tools just did not work for a variety of reasons, and even the  bespoke system required many iterations to get to a version that worked for all.

For me, this conference is significant in that it was my first time that I have presented at a conference to peers and others in the academic world. My presentation was about how we have used Blackboard OpenEducation (A Free online version of the VLE that we use) as a diagnostic tool in the recruitment process for Health and Social Care programmes. Candidates that get through to stage 1 were invited to the University to undertake numeracy and literacy tests before the next stage. Candidates that failed these tests were rejected at this stage. This method was proving expensive both in terms of money and time for both for candidates and the university and alternatives were sought.  In the presentation I discussed how this stage was adapted to work with OpenEducation, considering the likely challenges that lay ahead, how these could be factored in as well as how dealt with those we didn’t foresee.

I would like to thank the organizers and staff of the conference. It was a very relaxed atmosphere and worth going.

Digi Know: Fonts and what they can do!

Choosing the right font when you are writing an email or creating a document can have an impressive effect on how the reader reacts or forms opinion to what they have just read.

Fonts can be divided into roughly five categories: Serif, Sans-serif, Slab serif, Script and Modern.

serif

Associations: authority, tradition, respect, and grandeur

Top 5: Times New Roman, Bodini, Georgia, Garamond and Baskerville.

When to use: In the body text of an editorial, or when you want to give your research paper that extra assurance of success.

san-serif

Associations: clean, modern, objective, stable, and universal

Top 5: Helvetica, Verdana, Arial, Century Gothic, and Calibri

When to use: as your corporate presentation header text, for extremely small body text (sans-serif fonts are more legible from far away), when you want to emphasise a single word, and as the body text on your website (sans-serif fonts are more legible than serif fonts when read on a computer screen).

slab-serif

Associations: Bold, Strong, Modern, Solid, and Funky

Top 5: Rockwell, Courier, Museo, Clarendon and Bevan

When to use: on your next advert, when printing on poor quality paper (slab serif fonts are known to be most legible in cases of poor quality printing), and when you want to attract attention in general

script

Associations: feminine, elegant, friendly, intriguing, creative

Top 5: Lobster, Zapfino, Pacifico, Lucida and Brush Script

When to use: on greeting cards, on the place cards for guest tables at your wedding, and as the font for your creative company’s logo.

modern

Associations: exclusivity, fashionable, stylish, sharp, intelligent

Top 5: Inifinity, Eurostyle, Majoram, Matchbook, Politica

When to use: on your hipster photography blog header, for modern fashionable company logos, and when you want to attract the attention of Millennials.

For more information please read: http://contentgroup.com.au/psychology-typography/

 

 

Digi Know – Turnitin Rubric Examples

Example TII RubricFollowing on from Greg’s post about Rubrics in Turnitin, I thought it would be useful to share a teaching resources page from the Turnitin website, which showcases a variety of rubrics. These rubrics can be downloaded, customised and used in your own assessments.

For further advice and guidance, please contact the TEL team via tel@derby.ac.uk or ext 1865