ROFESSIONAL EVELOPMENT AND ECHNICAL ASSISTANCE …...DRAFT Feb 12, 2014 5 TABLE 2. TECHNOLOGY REQUIREMENTS AND FEATURES Webinars Streaming Video Video Conference E-Learning Location

DRAFT Feb 12, 2014 1

TECHNOLOGY-ENHANCED

PROFESSIONAL

DEVELOPMENT AND

TECHNICAL ASSISTANCE GUIDELINES

DIVISION OF SPECIAL EDUCATION AND STUDENT SERVICES

FEBRUARY 2014


TABLE OF CONTENTS

Preface ........................................................................................................................................................................3

Technology-Enhanced Work .......................................................................................................................... 3

Selection of Technology Options ................................................................................................................................4

General Technical Guidelines ......................................................................................................................... 6

Visual Design...............................................................................................................................................................6

Accessibility for Persons with Vision or Hearing Impairment ................................................................................. 11

Bandwidth and Speed.............................................................................................................................................. 12

VDOE Technical Specifications for Video................................................................................................................. 12

Powerpoint (PPT) ..................................................................................................................................................... 12

Technology-Enhanced Options ................................................................................................................... 13

1. E-Learning Modules (Storyline) .......................................................................................................................... 13

Draft Discussion Worksheet Phase ...................................................................................................................... 14

Storyboard and Scripting Phase ........................................................................................................................... 16

Development Phase ............................................................................................................................................. 16

Testing Phase ....................................................................................................................................................... 17

Publication and Dissemination ............................................................................................................................ 17

2. Streaming Video – LifeSize® Units ....................................................................................................................... 17

Planning and Editing ............................................................................................................................................ 17

Recording ............................................................................................................................................................. 18

Review and Edit .................................................................................................................................................... 18

Final Approval ...................................................................................................................................................... 18

3. Videoconferencing – LifeSize® Units ................................................................................................................... 19

4. Webinars.............................................................................................................................................................. 19

Quick Start Instructional Cards ............................................................................................................................ 20

Appendices ......................................................................................................................................................... 24

Appendix 1: Step-by-Step Instructions for LifeSize® Recording ............................................................................. 25

Appendix 2: Step-by-Step Instructions for Videoconferencing in Wilson Room .................................................... 26

Appendix 3: Step-by-step instructions for Videoconferencing in Cox media room ............................................... 27

Appendix 4: E-Learning Draft Discussion Worksheet ............................................................................................. 28

Appendix 5: Storyboard and Scripting Worksheet ................................................................................................. 29

Appendix 6: E-Learning Testing Worksheet ........................................................................................................... 30

Appendix 7: Suggestions for Recording Streaming Videos – Staff Presentation .................................................... 31

Appendix 8: SAMPLE Streaming Video Transcript .................................................................................................. 32


PREFACE

These Guidelines are designed for internal use by staff within the Division of Special Education and

Student Services (SESS) in the Virginia Department of Education (VDOE).

TECHNOLOGY-ENHANCED WORK

A variety of technologies is available for use by SESS staff in the development and delivery of

professional development (PD) and technical assistance (TA) for educators, parents, colleagues, and

other constituents. The term ―technology-enhanced‖ learning has been used somewhat interchangeably

with ―E-learning,‖ ―multimedia learning,‖ and ―computer-based‖ and ―internet-based‖ training. These

terms more broadly address the use of electronic media and information and communication

technologies in education; the variations within these terminologies typically describe a particular type

of technology or mode of delivery. For the purpose of these Guidelines, ―technology-enhanced

professional development and technical assistance‖ means training and resources developed by SESS

using one or more of these delivery modes: (i) PowerPoint (PPT) presentation; (ii) E-Learning module;

(iii) Streaming Video; (iv) video conference; and (v) Webinar.*

Described more fully, these options include:

E-Learning (or eLearning) modules: online, interactive training activity using Articulate‘s

Storyline software, a rapid E-Learning authoring tool. Modules consist of a series of slides or

screens displayed on a computer and accessed via the Internet. Within these Guidelines, the term

―Storyline‖ may appear interchangeably with ―E-Learning‖;

Streaming Video: non-interactive online presentation or other content consisting of live or pre-

recorded material typically displaying a speaker, group, or panel;

Video-conference: secure meetings conducted via interactive technology, permitting

participants with required equipment in different locations to hear, see, and communicate with

each other on computer or television screens; and

* See generally, Dror, Technology enhanced learning: The good, the bad, and the ugly (University College of London) <

http://cci-hq.com/Dror_CT_technology_learning_good_bad_ugly.pdf>


Webinar: online presentation allowing unlimited participants to view and hear information;

may allow interactions between the audience and presenter and use of video dependent on group

size and Internet connections.

SELECTION OF TECHNOLOGY OPTIONS

Several of these four (4) technology options may effectively communicate the message to the targeted

audience. With the exception of Storyline, all technology-enhanced learning options described in

these Guidelines can be presented live or recorded for later use.

When selecting the particular technology-enhanced learning option(s) that will best convey the

presentation, consider:

1) the nature and purpose of presentation (e.g., instruction regarding regulations and best practices;

consultation);

2) the targeted audience and its access to the selected technology;

3) the ―useful life‖ of the presentation (i.e., whether the presentation is designed for long- or short-

term use); and

4) the potential distribution of and access to resource or presentation via Virginia Department of

Education Web site.

TABLE 1. TECHNOLOGY-ENHANCED LEARNING OPTIONS

Option Appropriate for:

E-Learning

Module

Delivery of information to large audience.

Presentations incorporating information keyed to participant responses.

Presentations including assessment of viewer learning (quiz).

Training tools addressing specific software or incorporating ―mouse clicks.‖

24 /7 professional development.

Streaming

Video

Announcements regarding clarifications and interpretation of VDOE policy.

Presentations containing quickly changing information.

Delivery of information large audience.

Video

Conference

Small group meetings requiring face-to-face discussion.

Groups having easy access to required specialized equipment.

Meetings including individuals or groups in remote locations.

Webinars Groups requiring opportunity to listen, view, or collaborate regarding information

or resource without face-to-face (in-person or via technology) discussion.


TABLE 2. TECHNOLOGY REQUIREMENTS AND FEATURES

Webinars Streaming Video Video Conference E-Learning

Location of

Presenter

Any location with

Internet access

Cox Media or

Wilson Rooms

(20th

floor)

Cox Media or

Wilson Rooms

(20th

floor)

N/A

Required

Equipment

Computer with

required

AT&T application

LifeSize®

Equipment

available in Cox

Media Room or

Wilson Room

(20th

)

LifeSize®

Equipment

available in Cox

Media Room or

Wilson Room

(20th

)

Dell Laptop with

required Storyline

software

(SESS currently has

two (2))

Live or

Recorded

Live

(may be recorded)

Live

(may be recorded)

Live

(may be recorded) Recorded only

Participation

Options

Unlimited number

of participants or

sites

Unlimited number

of participants or

sites

Up to 8 sites.

Unlimited number

of participants at

sites

Unlimited number of

participants or sites

View via

computers/iPads,

Internet, and

phones

View via

computers/iPads

and Internet

Join from

locations with

videoconference

capability

View via

computers/iPads and

Internet

Participant

Interaction

Audio via

telephone; video

via computer

Audio and video

via computer

Audio and video

via video

conference

equipment

Audio and video via

computer

Questions

submitted to

presenter or whole

group using

‗chat‘ feature

Questions

submitted via e-

mail, if arranged

by presenter

Questions posed

during

presentation

Questions submitted via

follow up e-mail or

phone

Register with

name for live

Webinar

No registration No registration No registration

Other

Show software

applications and

highlight mouse clicks

for training and practice


GENERAL TECHNICAL GUIDELINES

Ensure that all VDOE offerings (PPT, Storyline, Webinars, streaming videos, and recorded video

conferences, etc.) are accessible for MAC, PC, and iPad users.

VISUAL DESIGN

Knowledge of basic visual design guidelines will help staff develop effective professional development

and technical assistance materials for a variety of audiences. Visual guidelines differ for (i) live PPT

presentations to a large audience; (ii) materials viewed on individual computers or devices; and (iii)

print resources.

PowerPoint may be used in live presentations, viewed online by a single user, or incorporated in other

technology-enhanced training initiatives and resources. In contrast, E-Learning modules, described in

greater detail below, are limited to single-viewer use on a computer or iPad. Accordingly, various

design considerations—colors, font sizes, and layout—may differ for live PPT presentations and

resources viewed on the VDOE Website (PPT and Storyline). In all cases, however, PPT presentations

and E-Learning modules should be accessible and easily read. When posted on the VDOE Web site, all

materials should be fully accessible (see Accessibility for persons with hearing and vision impairments).

SLIDE LAYOUT

Slide presentation templates will assist staff in creating well-composed, uncluttered slides. The slide

may include a single title line, repeated or adjusted on subsequent slides, as appropriate. With the

exception of a title or ―header,‖ individual slide composition should highlight the text. Remember to

―stay inside the lines‖ when inserting text onto slides; text extending to edges of the slide may be lost in

viewing.

RECOMMENDED NOT RECOMMENDED


COLORS

Appropriate color selection for slide text and background for PPT and Storyline is critical to ensure

readability. While some color combinations are effective on a computer monitor, staff should consider

the room size, lighting, and projector for live PPT presentations.

As a general practice, a dark background with light text is very easily read. Strive to avoid combinations

that may ―wash out‖ when illuminated on a computer screen or in a large venue (sometimes present

when dark text is placed on a very pale background), and always avoid white backgrounds with dark

text. One proven successful combination is a dark blue background with yellow text.


Complementary colors (red and green; blue and orange; yellow and purple) tend to intensify or ―fight

with‖ each other; accordingly, these combinations should generally be avoided when selecting font and

background colors. In any case, color selections should provide sufficient contrast (light v. dark) to

ensure legibility by a single viewer or a group of viewers and by those who have color blindness (e.g.,

avoid red on black/ black on red).

In both PPT and Storyline, templates may offer the option of using a gradient or patterned background.

Consider whether a patterned or gradient background will compete with text and any images before

incorporating this option. Generally, slide backgrounds should be consistent throughout the

presentation.



Staff may find information regarding color combinations from Microsoft Office at

http://office.microsoft.com/en-us/PowerPoint-help/combining-colors-in-PowerPoint-mistakes-to-avoid-

HA102304125.aspx.

TEXT: AMOUNT AND FONTS

Limit text to one concept per slide. Preparation of an outline for the presentation may assist in

organizing the information in an effective, sequential manner that is easily translated to a slide format.

To help ensure that each slide is reader-friendly, strive to use no more than six (6) or seven (7) lines on

each slide and no more than seven (7) words per line. Using a font size of 32 to 36 point will

accommodate most slides, and will be readable to those at the rear of a large presentation room. Include

more specific, detailed content or longer excerpts in participant handouts.†

Text should be in a single font style and size; generally, a sans serif font, such as Arial, works well.‡ A

slightly larger or bold font may be appropriate for a slide title or ―heading.‖ Slide text should consist of

one color, and, as noted above, should contrast with the slide background.


† VDOE‘s PowerPoint Instructions set forth a ―666‖ model: no more than six (6) (i) words per bullet; (ii) bullets per slide;

and (iii) consecutive ―text-filled‖ slides.

‡Other fonts sans serif (i.e., ―without serif‖ or the small ―tail‖ that adorns letters include fonts such as Times New Roman and

Bookman Old Style) include Helvetica, Calibri, Tahoma, Franklin Gothic, and Verdana. According to VDOE‘s

PowerPoint Instructions, ―the font size for a heading should be no smaller than 40 (44 or 48 is preferred). The font size for

body copy should be no smaller than 28.‖ The Instructions also note that ―[a]ll text should be san serif (Arial Bold is

preferred).‖

http://office.microsoft.com/en-us/powerpoint-help/combining-colors-in-powerpoint-mistakes-to-avoid-HA102304125.aspx

http://office.microsoft.com/en-us/powerpoint-help/combining-colors-in-powerpoint-mistakes-to-avoid-HA102304125.aspx


BULLET POINTS

Each text item should include a bullet ―point‖ and contain no more than six (6) or seven (7) words. The

PowerPoint or Storyline template will provide bullet points in prescribed sizes and colors, depending on

the outline format. Try to use the accompanying bullets for consistency in the appearance of individual

slides and the entire presentation. Wide variations in colors or the actual bullet point (arrow, dot, or

other icon) within a presentation can be confusing and visually distracting.

Avoid using periods, ALL CAPS, and paragraphs in slide presentations. Concise phrases are more

effective than complete sentences. As noted above, reserve more detailed information as well as

statutory and regulatory citations for handouts or notes that accompany the presentation.

ANIMATIONS

Animations (e.g., ―fade,‖ ―dissolve,‖ etc.) dictate how individual items—whether images or bullet

points—appear. Used excessively, animations may distract the viewer. In addition, the animations may

be incompatible with certain technologies and may unnecessarily enlarge the presentation file. Create

slides to ensure that all the bullets or other items appear simultaneously, unless the slide is one

incorporating a question/answer or multiple choice format.

TRANSITIONS

Transitions between slides—such as ―wipe‖ or fade-to-black—may improve the pacing and legibility.

Use one transition mode for the entire presentation, whether in PPT or Storyline. Avoid visually

complex slide transitions, such as ―checkerboard‖ or ―diagonals‖; these tend to distract from

presentation content.

PICTURES

Pictures can be effective tools in conveying the slide message. Pictures in ―.jpg‖ format (JPEG Files

Interchange Format) work well in slide presentations. Remove any hyperlink attached to a .jpg file

image before inserting. As noted above, include ALT tags for all images to ensure accessibility for

viewers with visual impairments.

Images of individuals should reflect diversity in race and gender and include individuals with disabilities

when appropriate. Do not use images that are ―cute‖ or incorporate avatars or cartoons. Consider the

DRAFT Feb 12, 2014 10

use of free photographic images and illustrations available through Microsoft Clipart to ensure that the

materials project a professional look.


Be judicious in the incorporation of images, however, as numerous or large picture files may adversely

affect computer performance and slow presentation delivery.

When placing images in slides, consider the overall composition of the

slide, including the amount of text and the scale of the particular image.

One helpful practice is to ensure that an image is ―anchored‖ by the

bottom or side border of the slide, rather than ―floating‖ on the slide.

Adjust the size of the image to ensure the image is clear and easily

interpreted by the viewer.

Depending on the text, an image of a single item or individual or small group may ―read‖ more

effectively than a more complex image displaying many items or people. A ―half and half‖ or ―one

thirds/two thirds‖ model (i.e., dividing text and an image proportionally on a single slide) is also helpful

in ensuring that the slide is legible. Again, consider the context in which the presentation will be

viewed—whether in a large auditorium, on an individual viewer‘s personal phone or computer, or in a

small group conference room. Simplicity in composition will enhance accessibility to the viewer; small,

detailed images may be less legible on a small viewing screen.

CHARTS AND GRAPHS

Charts and graphs are effective visuals that may be incorporated in the presentation. Charts and graphs

originally displayed in documents typically require adjustment for use in slide presentations for

documents. To ensure legibility, the chart type (i.e., pie chart, columns, etc.) should be legible; the chart

itself should fill the slide and include a heading or slide title. Chart components should incorporate

various, compatible colors; all colors should contrast with the slide background color. Chart font size

―ANCHORED‖ IMAGE

DRAFT Feb 12, 2014 11

should be as large as possible (for a live presentation, approximately 32 point size, depending on the

font).


VDOE LOGO

PPT and E-Learning modules should include (e.g., title page, etc.) the VDOE logo. VDOE logos in

.jpg (standard picture) format and .png (picture with clear background) are available on the I drive or by

contacting the graphics department.

ACCESSIBILITY FOR PERSONS WITH VISION OR HEARING IMPAIRMENT

To ensure that technology-enhanced trainings and resources are accessible to those with vision or

hearing impairments, always consider use of:

ALT tags§: ‗alternative text‘ for an image. ALT tags are used to describe the image or what the

image is representing. One of the main purposes of ALT tags is for the benefit of visually

impaired users who use screen readers when browsing. ALT tags are also used for those who

surf the web with images turned off or users that have text only browsers.**

Script: transcript of the speaker or narration for those who are hearing impaired.

Captioning: display of a script or narration on the screen for those with hearing impairment.

§ See Writing ALT tags <http://www.commonplaces.com/blog/writing-alt-tags-images>

**See Writing ALT tags <http://www.commonplaces.com/blog/writing-alt-tags-images>

DRAFT Feb 12, 2014 12

BANDWIDTH AND SPEED

Bandwidth (the amount of data that can be downloaded at a time) and speed of the connection can affect

users who have slow connections or are sharing Internet resources with others. Consider bandwidth and

connection speed when developing materials that will be accessed online or downloaded by users.

VDOE TECHNICAL SPECIFICATIONS FOR VIDEO

VDOE‘s only video requirement is that any video be closed-captioned††

or have a transcript provided.

VDOE has posted several video file types on its Web site – flash (.swf), .wmv, and .mp4. In some

cases, audience preference dictates specific files types that can be viewed. Webmasters may also post

more than one file type so that users have options. The current recommendation is .mp4 as a file type.

When selecting video screen size (resolution) consider bandwidth and connection speed of potential

users. An appropriate size for viewing on computer monitors, TVs, and iPads is generally 640 x 480.

Acceptable file size options for other file types are:

Flash (small) = 600 x 376

Flash (large) = 800 x 489

MP4 (small) = 640 x 360

MP4 (large) = 640 x 480

Avoid creating larger files, as these may delay download or fail to resize for a smaller screen.

POWERPOINT (PPT)

The Microsoft PowerPoint presentation program installed on SESS computers allows staff to create

―slide shows‖ incorporating text, images, and other media, including audio clips and movies. A PPT

presentation may also incorporate a variety of transitions between slides. The PPT program includes a

range of templates, which include backgrounds, standard fonts, and individual slide layouts (e.g., title

page; text only; combination text and image, etc.).

Typically, staff may prepare a PPT for large-screen display to accompany an on-site, ―live‖ delivery of

training, resource information, or question-and-answer session to a large group or audience. The PPT

DRAFT Feb 12, 2014 13

presentation may also be saved, with audio narration, and posted on the VDOE Web site for individual

use as a long-term resource. Additionally, the live presentation—the PPT itself and on-site narration—

may be broadcast live or recorded via streaming video, video conference, or Webinar (see below).

When planning to deliver a PPT presentation onsite, be certain to coordinate with the hosting entity

(school division, parent group, etc.) to ensure that the required equipment (e.g., laptop, projector, etc.) is

available. Consider e-mailing the PPT presentation to the hosting entity for prior loading onto the onsite

equipment; in this case, be certain to bring an additional copy of the presentation on a flash drive.

More detailed information regarding Microsoft PPT at http://office.microsoft.com/en-us/powerpoint-

help/powerpoint-help-and-how-to-FX101816832.aspx.

TECHNOLOGY-ENHANCED OPTIONS

1. E-LEARNING MODULES (STORYLINE)

To create an E-Learning module, use one of the SESS laptops loaded with Articulate's Storyline

software, a rapid E-Learning authoring tool. Staff must ―sign out‖ these laptops, which are stored in the

Cox Media Room (20th

floor).

VDOE E-Learning modules should primarily target administrative, regulatory, and procedural

topics. E-Learning modules are designed for individual use; school administrators and educators may

view the module as required staff development. All E-Learning modules should:

provide opportunities for viewer interaction;

incorporate ―quizzes‖ to assess knowledge and understanding;

include references to federal or state regulations and guidance documents;

provide links to resources, as appropriate; and

not exceed 20 minutes in length (including introductory elements, quizzes, and activities).

To ensure consistency, modules will:

not identify the developer or narrator by name;

http://office.microsoft.com/en-us/powerpoint-help/powerpoint-help-and-how-to-FX101816832.aspx

http://office.microsoft.com/en-us/powerpoint-help/powerpoint-help-and-how-to-FX101816832.aspx

DRAFT Feb 12, 2014 14

not incorporate cartoons or avatars as graphics and animations (see Visual Guidelines); and

limit use of animation and music.

An appropriate and interactive E-learning experience for the viewer includes three (3) to five (5)

opportunities for interaction (e.g., provide feedback, elicit practice, assess performance, etc.) in each

module.

A series of modules may be designed to provide an E-Learning ―course.‖ For example, Creating a

Bully-Free School Environment E-Learning course may include:

Module 1 – What is Bullying?

Module 2 – Who is Involved?

Module 3 – How to Prevent Bullying

The VDOE E-Learning modules are not part of a learning management system (LMS) and will not

require a login or password. Therefore, individuals or supervisors cannot track or monitor progress.

Once the viewer begins a module, he cannot save completed work and resume the module at a later time.

Use a multi-step approach in developing an E-Learning module. These steps include (i) draft discussion;

(ii) storyboard and scripting; (iii) visual development; and (iv) testing. Directors should be involved in

and provide approval for each phase of the planning and development process for Storyline modules.

DRAFT DISCUSSION WORKSHEET PHASE

Planning is an essential component and assists in making determinations regarding the many variables

available using Storyline software. The E-Learning Draft Discussion Worksheet (Appendix 4)

outlines the initial planning steps and provides a single-page summary of the proposed project. At a

minimum, staff should (i) identify five (5) to seven (7) concepts that will be conveyed in training; (ii)

select interactive techniques will be used in the module; and (iii) make determinations about

accountability features. Director(s) will review the E-Learning Draft Discussion Worksheet before

the planning phases begin (see below).

Accountability features include:

general settings (required to view each slide vs. allowed to move through presentation with no

restrictions, etc.);

DRAFT Feb 12, 2014 15

state settings (not allowed to advance until activity is completed or allowed to advance prior to

the end of narration); and

quiz settings (passing score, number of tries on quiz questions, types of questions, etc.). When

using a quiz feature to assess progress or mastery of a topic, ensure that quiz questions address

content explicitly taught in the module‡‡

. Assessments should test the breadth of the lesson,

allow learners to review answers, and provide meaningful feedback. When providing multiple

choice answers, use plausible foils (answers); avoid ―all‖ or ―none of the above‖ choices.

Table 3. Glossary of Terms for StoryLine

Layer – Content or messages appearing or disappearing from slide based upon user‘s

choice (e.g., ―that‘s correct‖; ―try again‖).

Trigger – Settings developer uses to make something happen (e.g., show a layer, play a

sound or video clip).

State – Setting indicating whether item has been viewed, selected, or ―hovered over‖ by

user (e.g., change button color or ―gray out‖ choices until step is completed).

Timeline – Length of time given to slide, including when items appear and disappear.

Player –Frame that surrounds E-Learning module screen displaying menu, glossary, and

resources links.

Menu – List of content user views while completing module.

HotSpot – Area activated when user clicks on it (e.g., image, message, or answer quiz

question is displayed).

Results Slide –Slide displaying user‘s results from graded quiz.

Publish – Final step that prepares module for Internet posting and viewing.

Accountability features – Features requiring users to complete steps (e.g., mandatory

viewing of slides, clicking to proceed, completing graded or ungraded quizzes, etc.).

‡‡ Adapted from Web-Based Training: Using Technology to Design Adult Learning Experiences (Driscoll 1998)

DRAFT Feb 12, 2014 16

STORYBOARD AND SCRIPTING PHASE

The storyboard and scripting phase provides an opportunity to record decisions about the module and

plan the content using the Storyboard and Scripting Worksheet (Appendix 5). The storyboard will

assist in determining whether the content will be linear, allow users to self-select among a variety of

topics, or answer questions that place the user in a specific information track (see Figure 1). Indicate the

accountability measures selected for use in the module on the storyboard.

The Storyboard and Scripting Worksheet provides a document for edit and approval and should be as

complete as possible to avoid additional reviews. The script should be edited for content accuracy,

spelling, and grammar as a part of the approval process. Once the storyboard and script are approved,

the project moves to the development phase.

FIGURE 1. EXAMPLES OF E-LEARNING CONTENT

Linear

Direct question and answer

format

Self-selected across topics

Participant selects topics and

completed all required tracks

User-selected track

Participant selects track

based on information

provided

DEVELOPMENT PHASE

Add the content from the script into Articulate‘s Storyline software and select appropriate colors and

graphics (see Visual Guidelines, above). Allow additional time to build and manage graphics and to add

navigation, interaction, and accountability features. Online help tutorials are available for instruction in

the use the Storyline software features. Staff training is also available by SESS staff. Additional

information and training is available on the Articulate Web site.

Use the preview feature regularly during development of the E-Learning module to review individual

screen graphics and readability and to test each layer and trigger. Review the module for spelling,

grammar, spacing, and alignment before final testing.

http://www.articulate.com/support/kb.%20php?product=st1

DRAFT Feb 12, 2014 17

TESTING PHASE

Identify users to test the draft module on both Windows (PC) and iOS (MAC) systems. Seek out

representative users—including novices and ―seasoned professionals‖—to view the E-Learning module.

Include questions regarding the module content as well as its visual quality and ease of viewing. The E-

Learning Testing Worksheet (Appendix 6) sets forth sample questions for review and testing of E-

Learning segments.

PUBLICATION AND DISSEMINATION

Following SESS leadership review and approval of the module, ―publish‖ the module into a format that

is ready for posting and viewing. Send the final files to the VDOE Web team (via SSWS Dropbox) for

placement on the appropriate E-Learning Web page.

2. STREAMING VIDEO – LIFESIZE® UNITS

Streaming video using LifeSize®

, a video communications system, is used to show speakers, PPTs, or

any desktop application to a wide audience using one-way communication. This video can be streamed

in ―real time‖ or recorded for future playback. Titles, slide transitions, music, and screenshots can be

added to enhance the finished product.

Step-by-step directions for streaming video can be found in Appendix 1, and are also available in the

Cox Media and Wilson Rooms. To include a PPT or desktop application in the streaming video, use the

room‘s computer or bring a laptop when using the Cox Media room. When streaming videos are

recorded, they are stored on the LifeSize®

VDOE SPED channel and are designated as ―not public.‖

VDOE channel administrators may view videos, forward them to staff for review and editing (via SSWS

Dropbox), and designate videos as ―public‖ (allowing access by any viewer).

PLANNING AND EDITING

Determine the scope/topics with director input and develop a typed transcript in Microsoft Word for

approval. After edits and preliminary approval, save the transcript to attach to the final video in lieu of

captioning.

DRAFT Feb 12, 2014 18

RECORDING

Record the video using the SPED Channel recording key. Be certain to use ―RECORD ONLY‖ (#5431)

to ensure that video is not broadcast in the Internet before internal approval. Be aware that outside noise

(construction, passing cars, and fire trucks, etc.) will be audible on playback. Ensure that the ―set‖ is

free of debris and has an orderly and professional appearance.

REVIEW AND EDIT

After recording, notify the unit (e.g., FPM. ODRAS, SEPI, etc.) representative (trained to download

videos) and request a copy of the recorded video for review. Videos larger than 10MB cannot be e-

mailed due to system limitations. Consider sending files via the SSWS Dropbox or sharing files on a

flash drive if VDOE colleagues are in the same location. Ensure the video complies with technical

specifications (see Technical Specifications, above). Review the video and determine the status.

TABLE 4. VIDEO STATUS AND NEXT STEPS

Video Status Next Steps

Complete and ready for review and

approval by director

Forward video to director for approval and provide the

video name to unit representative

Not complete and requires minor edits

(add title slide or music, delete minor

errors, etc.)

Edit videos using iMovie on MAC laptops borrowed

from Cox Media Room. Contact unit representative for

assistance

Not complete and should be re-recorded Inform unit representative that the video should be

deleted and will re-record

FINAL APPROVAL

Following final approval of the video and script from the SESS leadership, the video and script can be

linked to the VDOE Web site. Contact the unit representative to ensure the final video is appropriately

titled and has been designated as ―public‖ on the LifeSize®

VDOE SPED channel.

Contact VDOE Web masters to create the link to the video and script. If the video is on LifeSize®, the

name of the video is sufficient to make the link. Determine where the Web cast will be located on the

VDOE Web site, with consideration of the following

When will the video go ―live?‖

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Will the video be cross-linked to an additional page?

Will the video be removed from the VDOE Web site after a pre-determined time period (kill

date)?

E-mail the VDOE Web masters to request placement of the streaming video on the ―VDOE test site‖

and to obtain the associated Web link. Announce the release of the video via Supt‘s Memo, an e-mail

correspondence, or an alternative communication.

3. VIDEOCONFERENCING – LIFESIZE® UNITS

Videoconferencing is a secure option for communicating with remote locations. Currently, VDOE uses

LifeSize®

and may connect up to eight (8) locations at one time. Participants may see each other and

share computer desktop applications. This option is optimal for transmitting sensitive information, as all

transmissions are encrypted at the sending and receiving unit. Step-by-step instructions are available in

Appendix 2. Staff must reserve a VDOE room with videoconferencing equipment and ensure that all

participants at remote locations also have access to secure videoconferencing equipment. ―Near and far‖

camera control is available using this technology; participants may independently adjust the respective

camera angles to alter what is viewed in both locations. Additionally, as with Webinar and streaming

video presentations, staff should ensure that the room setting is orderly and free of clutter. Finally,

remove confidential materials and files from the viewing area, as remote participants may adjust or

zoom their cameras during the event.

4. WEBINARS

Webinars allow all participants to view content from their local computers and communicate using

telephone conferencing or voice over an Internet connection. Webinars may provide a record of

participants and can be recorded for playback at a later time.

When planning a Webinar, reserve the required location and equipment and consider:

the number of participants,

the location from which staff will deliver information; and

what information will be delivered.

VDOE currently uses the AT&T Connect system to schedule and host Webinars. AT& T conference

numbers have been assigned to specific individuals within SESS (AT&T cardholders). The AT&T

connect card assigned to an individual can only be used by one SESS staff member at a time. Request

DRAFT Feb 12, 2014 20

information from administrative assistants to schedule and host phone or web conference. The Web

Conference URL is: https://www.connectmeeting.att.com.

First Time Computer Use: Download and then activate the ―MY AT &T‖ software to the

VDOE computer prior to hosting an event. The AT&T Cardholder will have information and

links needed to download and activate the ―MY AT&T‖ application. Once the AT&T Connect is

downloaded to a computer, a shortcut icon will be added to the desktop display.

When the Webinar is scheduled in ―My AT&T‖ from a VDOE office computer, an e-mail with all

instructions will be generated and sent to the AT&T cardholder. Host the Webinar from a VDOE office

or reserve one of the VDOE conference rooms prior to the Webinar‘s date.

QUICK START INSTRUCTIONAL CARDS

Quick Start instructional cards are available in the SESS folder in the Tech Enhanced PD and TA file to

assist staff when initiating, joining, or using AT&T Connect. Each card displays images and directions

for presenters and attendees. Be sure to select the card based on the type of computer and function

(presenter or ―host‖ or attendee).

Initiating an AT&T Connect Web Conference (PC Hosts)

Initiating an AT&T Connect Web Conference (MAC Hosts)

Joining an AT&T Connect Web Conference (PC Attendees)

Joining an AT&T Connect Web Conference (MAC Attendees)

Using the my AT&T Desktop Application

COMPUTER USE AND AT&T WEBINARS

My AT&T interfaces more effectively with PCs than MACs. PPT and other materials cannot be loaded

into the ―materials‖ section when using a MAC. Consider hosting from a PC when possible to avoid

any difficulties.

https://www.connectmeeting.att.com/

https://www.corp.att.com/attconnectsupport/docs/eng/v95/ATT_Connect_Initiate_Run_WinPA_QSC.pdf

https://www.corp.att.com/attconnectsupport/docs/eng/v100/ATT_Connect_InitiateRun_MacPA_QSC.pdf

https://www.corp.att.com/attconnectsupport/docs/eng/v95/ATT_Connect_Join_Participate_WinPA_QSC.pdf

https://www.corp.att.com/attconnectsupport/docs/eng/v100/ATT_Connect_JoinParticipate_MacPA_QSC.pdf

https://www.corp.att.com/attconnectsupport/docs/eng/v95/ATT_Connect_myATT_QSC.pdf

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PPT FOR AT&T CONNECT WEBINARS

PPTs may be loaded prior to the Webinar when hosting from a PC or the host can select the ‗share

desktop‘ option within the AT&T Connect application. A PPT cannot be loaded when hosting from a

MAC and must be shown using desktop sharing.

NOTE: PPT slides are loaded as static images. Do NOT use animations or slide transitions when

developing PPTs for AT&T Webinars.

TO SCHEDULE AN AT&T CONNECT WEBINAR:

1. Check to ensure the card number is available for use on the desired date and time and reserve

according to unit procedures and inform the cardholder of event.

2. Open ‗My ATT’ connect and schedule the ―web conference.‖

3. Insert individual VDOE e-mail in ―TO‖ line.

4. Set times for the event.

5. An email message with instructions will be sent to the address entered in step 3 (above) and

the Webinar will be automatically placed on the Outlook calendar of the staff person setting

up the Webinar. Be sure the AT&T cardholder has the Webinar listed to avoid schedule

conflicts.

6. Open the e-mail from AT&T and add any personal message or directions to the participants.

Then, forward this e-mail, with any additions, to participants.

The image on the right shows the ―myAT&T” screen that

will appear when the presenter opens the ―myAT&T”

application. Once the application is open, the presenter

should select the ‗Enter my meeting room now‘ opening

screen the ―welcome‖ screen should appear.

Additional guidance and step-by-step instructions can be

found in the Quick Start Instructional Cards available from

the SESS Tech Enhanced PD and TA folder.

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AT LEAST 30 MINUTES PRIOR TO THE AT&T CONFERENCE:

1. From the hosting computer, ensure the AT&T Connect software is loaded and login using the

cardholder information used for the reservation.

a. Enter the Webinar and change any settings (e.g., mute all, whiteboard use, co-host, etc.)

as appropriate.

b. Go to CONFERENCE – select CONFERENCE SETTINGS; select as appropriate

among the following :

i. Limit audience rights;

ii. Change to phone only; and

iii. Change name of conference to ―____.‖

2. Upload presentation into materials section for PC hosting (as noted above, PPT slides will load

as static images; do not use animation or slide transitions).

3. Select ‗Share desktop‘ if using a MAC to host or if the presenter will need for attendees to view

the presenter‘s computer.

4. Activate video on the hosting screen (optional).

5. Wait for participants to dial in and participate.

TO SHOW PRESENTER NAMES:

The AT&T cardholder‘s name will display as the ―host‖ for the Webinar (e.g., SHERYL SMITH‘S

Meeting Room). If another name is preferable for display, follow these steps:

1. From a second computer, join Webinar as DOE staff (type staff name).

2. From the hosting computer, share presentation rights with DOE staff.

TO ASSIGN PRESENTER RIGHTS TO OTHERS:

1. Have the individual join the Webinar; and

2. From HOST computer, share presentation rights with the specific individual who will present.

USING VIDEOCONFERENCING EQUIPMENT (LIFESIZE®) TO RECORD A WEBINAR

If a recording of the Webinar is required, use the LifeSize®

equipment and follow these steps:

1. Schedule a VDOE conference room with LifeSize®

equipment.

DRAFT Feb 12, 2014 23

2. Reserve computer(s), if applicable. To ensure information is properly displayed for Webinar

attendees, use two computers. The presenter will use one computer and a second individual will

log into AT&T Connect to monitor the Webinar as an attendee.

3. Become familiar with the LifeSize® equipment well in advance of the scheduled Webinar.

Instructions for using the LifeSize® equipment are attached as Appendix 1; a copy is maintained

with the equipment in the Cox Media and Wilson Rooms.

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APPENDICES

Appendix 1. Step-by-Step Instructions for LifeSize® Recording

Appendix 2. Step-by-Step Instructions for Videoconferencing in Wilson Room

Appendix 3. Step-by-Step Instructions for Videoconferencing in Cox Media Room

Appendix 4. E-Learning Draft Discussion Worksheet

Appendix 5. Storyboard and Scripting Worksheet

Appendix 6. E-Learning Testing Worksheet

Appendix 7. Suggestions for Recording Streaming Videos – Staff Presentation

Appendix 8. Sample Streaming Video Transcript

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APPENDIX 1: STEP-BY-STEP INSTRUCTIONS FOR LIFESIZE® RECORDING

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APPENDIX 2: STEP-BY-STEP INSTRUCTIONS FOR VIDEOCONFERENCING IN

WILSON ROOM

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APPENDIX 3: STEP-BY-STEP INSTRUCTIONS FOR VIDEOCONFERENCING IN COX

MEDIA ROOM

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APPENDIX 4: E-LEARNING DRAFT DISCUSSION WORKSHEET

Planning an E-Learning Segment

Prior to developing an E-Learning course, review and answer the following questions to guide

content development and to focus on a specific audience and skill set. E-Learning modules

should be highly focused and not exceed 20 minutes in length, including interactive features.

1. What content or processes will this module address?

2. Who are the targeted learners?

3. To consider the cost-benefit of development vs. other means of delivery, draft goals for:

a. Estimated life span of course:

b. Estimated total number of students over life of course:

4. List five (5) to seven (7) content-related objectives. A higher number of objectives may

warrant presentation in a series of smaller modules.

5. Consider how learners will participate. List three (3) to five (5) specific interactions,

exercises, or instructional strategies to be incorporated in the module.

6. Will the module measure mastery of content or materials? If yes, list the criteria required

to ―pass‖ and include steps for printing a certificate of ―completion‖ or ―mastery,‖ as

appropriate.

DRAFT Feb 12, 2014 29

APPENDIX 5: STORYBOARD AND SCRIPTING WORKSHEET

Design the flow of the module and detail the information to be delivered. This process will

create a document for editing and obtaining final approval to develop the module using Storyline

software. Following this sequence will streamline the overall development and reduce additional

changes after the module is completed.

Storyboard: On a separate piece of paper, sketch a navigation map or outline of the content that

will be covered.

Accountability and Settings:

Narrated Not narrated

Required to view each slide in order View slides without restrictions

Complete activity to advance Advance without completing activity

Passing score _______ Number of attempts allowed on quiz _____

Notes from Review with Director:

Script Development:

The script is the Word document that includes all the information that will be in the module. All

edits and approvals will be made in the Word document. This process expedites development

and reduces edits when transferring the content to the Storyline software.

In a Word document, list each slide by title and the text/content to be displayed. Be sure to list

all prompts, reminders, and feedback the viewer will see. A sample script is available in the S

drive SESS: Tech Enhanced TA and PD: Storyline Files.

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APPENDIX 6: E-LEARNING TESTING WORKSHEET

Prior to final editing, seek out representative users to ―test‖ the E-Learning module. Be sure to

include both Windows and MAC users as well as novices and seasoned professionals.

Representative learners should consider questions about slide content and visual design.

Sample Review Form

Technology/experience Representative User Name

iPad User Novice

Windows User Novice

iPad User Experienced

Windows User Experienced

Sample Questions for Review and Testing of E-Learning Segments

Content

Are the directions clear?

Does the content meet the objectives?

Is the vocabulary appropriate?

Do the examples add clarity to the lesson?

Is there adequate practice?

Are there any edits to wording? (Reference slide name and correction)

View in

browser or

software

running in

browser

Are the icons clear?

Is the navigation intuitive?

Are the screen ―hot spots‖ clear?

Are pop-up windows confusing?

After using a hypertext link, is it easy to return to the module?

Are buttons labeled with text descriptions (or with rollover text)?

Do buttons ―gray out‖ or disappear when they are inactive?

Do non-button graphics have their own design properties distinct from

buttons?

Are navigation buttons displayed in exactly the same screen position

every time they appear?

Is the menu clear and concise and show the learning process?

Do menus have nine (9) or fewer items on them?

Do menus indicate which items the student has completed?

Is feedback for interactive items and quiz questions in plain language?

Attach any comments and note title of slide from navigation bar.

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APPENDIX 7: SUGGESTIONS FOR RECORDING STREAMING VIDEOS –

STAFF PRESENTATION

1) After the script is approved, reserve the Cox Media Room.

2) Position script for narrator to read while looking at the camera. To narrate without using

visible notes, create a script in a Word document or PPT using a font large enough to read

from (i) a laptop or other screen across the room/from a distance; or (ii) a computer

displaying the script (Word or PPT) on the table directly beside the camera.

NOTE: If using PPT, use a remote (located in each Mac black bag) to advance

through PowerPoint as the narrator reads.

3) Follow LifeSize® directions (maintained in the Cox Media Room) to turn on and record

video (―RECORD ONLY‖ mode).

Other Considerations:

Extraneous noise (e.g., sirens or co-worker conversations) is audible to the

microphone, requiring a ―re-take‖ or re-recording of the affected segment.

Speakers should remember to breathe or pause between slides and maintain a slow

and professional rate of speech.

Upon misspeaking or making an error, simply stop reading the script; state ―Delete‖

and re-state the misspoken portion. Before initiating and recording each ―take,‖ or

―re-take,‖ state ―Take 1,‖ ―Take 2,‖ etc. Remembering the Take number will

facilitate editing and supervisor review.

Staff may request editing assistance from members of the SESS technology team.

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APPENDIX 8: SAMPLE STREAMING VIDEO TRANSCRIPT

“Transfer of Assistive Technology Devices”

August 2013

[Opens with <Name>, Virginia Department of Education Specialist seated at a desk and

speaking to audience]

Many students use assistive technology to increase, maintain, or improve their functional

capabilities. Some examples of assistive technology use may include, but is not limited to, using

a device to communicate, manage tasks, or even to move around in one‘s physical environment.

Students may use assistive technology in their communities, school, homes or place of work.

Virginia law was amended in 2012 to permit school divisions to transfer assistive technology

devices when a student leaves his or her school division and depends on the device to for

functional capabilities.

Transfer means the process by which a school division that has purchased an assistive

technology device may sell, lease, donate or loan to the student, student‘s parents, or state

agency.

Any of these individuals may request that an assistive technology device is transferred. A

request for transfer may be initiated as soon as the student‘s exit date from the school is known.

However, the school division will need some information to process the request. This includes:

1) The student‘s name and date of birth,

2) The name of the school that the student attends, or if she or he has exited, divisions will

need to know the name of the school the student most recently attended,

3) A description of the AT device,

4) The reason for transfer, and

5) The name of the person requesting the transfer.

DRAFT Feb 12, 2014 33

Once a school division receives this information they will consider the request. School divisions

are not required to transfer assistive technology devices. There are factors that divisions must

consider prior to approving a request.

The Virginia Department of Education has provided a document, entitled Guidelines for School

Division Transfer of Assistive Technology Devices. This document provides further information

about processes and considerations. It also provides sample forms. You may access this

guidance document by visiting our Web site.

[Cut to PowerPoint presentation: Slide 1]

The Virginia Department of Education Web site is located at www.doe.virginia.gov. On our

homepage you will find the special education link by looking to the left of your screen.


Once you arrive at the special education home page, technical assistance is available by clicking

the link entitled, ‗Technical Assistance and Professional Development.‘


VDOE guideline documents are accessible here.

By clicking the ‗Technical Assistance and Guidance‘ link you will access links to special

education guidance documents.


Thank you for your interest. If you have additional questions, please contact <Name> by phone

at 804-###-#### or e-mail [email protected].

http://www.doe.virginia.gov/

mailto:[email protected]

ROFESSIONAL EVELOPMENT AND ECHNICAL ASSISTANCE …...DRAFT Feb 12, 2014 5 TABLE 2. TECHNOLOGY REQUIREMENTS AND FEATURES Webinars Streaming Video Video Conference E-Learning Location

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