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Effective Effective “Ellumination” “Ellumination” Kristine Diener Kristine Diener January 14, 2010 January 14, 2010
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Stritch Intro2 Elluminate2

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Page 1: Stritch Intro2 Elluminate2

Effective “Ellumination”Effective “Ellumination”Kristine DienerKristine Diener

January 14, 2010January 14, 2010

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Features of ElluminateFeatures of Elluminate

The Elluminate classroom offers the ability to The Elluminate classroom offers the ability to Display informationDisplay information

Promote interactionPromote interaction

Allow communication between and among participantsAllow communication between and among participants

The challenge is to use these features to The challenge is to use these features to engage learners and support learning engage learners and support learning

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Getting startedGetting started

Find a comfortable place with no Find a comfortable place with no distractions.distractions.

Test your microphone and speakers.Test your microphone and speakers.Audio Wizard Audio Wizard

Practice and Prepare Practice and Prepare Elluminate Live! Online OrientationElluminate Live! Online Orientation

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Getting ready to ElluminateGetting ready to Elluminate

Decide on session purpose/focus Decide on session purpose/focus Upcoming task relevant to all (Course project) Upcoming task relevant to all (Course project) OR OR

FAQ on an essential question or big idea for FAQ on an essential question or big idea for course ORcourse OR

Review for assessmentsReview for assessments

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Getting ready to ElluminateGetting ready to Elluminate

Issue the invitation - be specific! Issue the invitation - be specific! This week in Elluminate… This week in Elluminate…

Although it may be difficult to require Although it may be difficult to require participation in Elluminate sessions, there participation in Elluminate sessions, there seems to be a correlation between seems to be a correlation between participation in synchronous activities and participation in synchronous activities and successful course completion.successful course completion. (North, 2005) (North, 2005)

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Prepare, Prepare, Prepare…Prepare, Prepare, Prepare…

Create presentation slides and instructor Create presentation slides and instructor notes. Don’t just expect interaction to notes. Don’t just expect interaction to happen, design it into your lesson plan. happen, design it into your lesson plan.

Plan a way for students to complete an Plan a way for students to complete an assignment or assessment while assignment or assessment while participating in the Elluminate session. This participating in the Elluminate session. This gives them an alternate way to show what gives them an alternate way to show what they know!they know!

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Session OutlineSession Outline

Bell ActivityBell Activity

Big Idea / Essential Question Big Idea / Essential Question   If you are meeting with students from multiple If you are meeting with students from multiple courses, stagger their start times so you can courses, stagger their start times so you can easily make discussion relevant easily make discussion relevant

Build in an incentive - Build in an incentive - By attending this By attending this session you will earn/ start/ complete …session you will earn/ start/ complete …

Q&A (student driven) Q&A (student driven)

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Bell Activities:Bell Activities:

Why?Why?

Purposeful social timePurposeful social time

Advance organizer – link new Advance organizer – link new learning to existing knowledgelearning to existing knowledge

Engage multiple intelligencesEngage multiple intelligences

Create meaningful engagement Create meaningful engagement in big ideain big idea

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Bell Activities:Bell Activities:

Complete a task, react to a Complete a task, react to a quote, solve a problemquote, solve a problemWhile you are waiting…While you are waiting…

Try this pretest Try this pretest (Quiz tool)(Quiz tool)

Read the following passage Read the following passage (White board) (White board) or view website or view website (web tour)(web tour) and post your and post your reaction, thoughts, connections… (reaction, thoughts, connections… (Chat and/or Chat and/or VoIP)VoIP)

Consider the following problem… Consider the following problem… (White board)(White board)

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Bell Activity:Bell Activity:

Respond to this pollRespond to this poll

A.A. I have not participated in a virtual I have not participated in a virtual classroom like Elluminate prior to todayclassroom like Elluminate prior to today

B.B. I have been a participant in a virtual I have been a participant in a virtual classroom prior to todayclassroom prior to today

C.C. I have moderated a virtual classroomI have moderated a virtual classroom

D.D. I have no idea what you’re talking aboutI have no idea what you’re talking about

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Bell Activity: WebtourBell Activity: Webtour

Multimedia as advance Multimedia as advance organizer organizer

Show via multimedia Show via multimedia librarylibrary

Show via web tourShow via web tour

Show via application share Show via application share

http://www.youtube.com/watch?v=Ii1B9oQT-2Q&feature=fvsrTo download a video from YouTube: To download a video from YouTube: http://keepvid.comhttp://keepvid.com

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Bell Activities – Web Tour:Bell Activities – Web Tour:

Access a widgetAccess a widget

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Widget SourcesWidget Sources

Word a Day Widget Word a Day Widget http://www.transparent.com/wotd/today/chinese.htmhttp://www.transparent.com/wotd/today/french.htmhttp://www.transparent.com/wotd/today/german.htmhttp://www.transparent.com/wotd/today/spanish.htm

Looking for Additional Widgets? Looking for Additional Widgets? http://www.widgetbox.com/http://www.widgetbox.com/search?q=Maths-Whizz+Scientific+Calculator

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Bell Activity:Bell Activity:

MI - Learning through MusicMI - Learning through MusicImagine!Imagine!

Imagine la mer en jaune !Imagine la mer en jaune !Imagine le sable en vert !Imagine le sable en vert !Imagine un soleil roseImagine un soleil roseDans un monde imaginaire !Dans un monde imaginaire !Rouge, orange, bleu, marron, et rose,Rouge, orange, bleu, marron, et rose,Vert, violet, blanc et noir;Vert, violet, blanc et noir;

Imagine!Imagine!Imagine the sea in yellow !Imagine the sea in yellow !

Imagine the sand in green !Imagine the sand in green !Imagine a pink sunImagine a pink sun

In an imaginary world !In an imaginary world !Red, orange, blue, brown and pink,Red, orange, blue, brown and pink,

Green, purple, white and black;Green, purple, white and black;

http://www.songsforteaching.com/french/z/imagine.php

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Bell Activity:Bell Activity:

MI – Music Online SourcesMI – Music Online SourcesKids Songs around the WorldKids Songs around the World• FrenchFrench http://www.mamalisa.com/fr/• GermanGerman www.mamalisa.com/?t=ec&p=235&c=38 • SpanishSpanish http://www.mamalisa.com/?t=sh   

Songs for TeachingSongs for Teaching• FrenchFrench http://www.songsforteaching.com/frenchsongs.htm    • GermanGerman

http://www.songsforteaching.com/germansongs.htm • SpanishSpanish

http://www.songsforteaching.com/spanishsongs.htm

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During the Session:During the Session:

Engaging the StudentsEngaging the Students

Plan an interaction every 6 minutes Plan an interaction every 6 minutes Start off with an ice breaker Start off with an ice breaker

Use a relevant graphic or diagram or news story Use a relevant graphic or diagram or news story as a discussion starter as a discussion starter

Ask questions that require students to raise their Ask questions that require students to raise their hands, click an emoticon, respond with a check or hands, click an emoticon, respond with a check or X, type in the chat window, or even type or draw X, type in the chat window, or even type or draw on the whiteboard on the whiteboard

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During the Session:During the Session:

Routes to engagementRoutes to engagement

Maintain a lively paceMaintain a lively pace

Visualize the content Visualize the content

Incorporate frequent interactionIncorporate frequent interaction

Utilize breakout roomsUtilize breakout rooms

(Clark, 2005) (Clark, 2005)

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During the Session:During the Session:

Addressing learning stylesAddressing learning styles

Modality applies whenModality applies whenContent is complexContent is complexUnderstanding of visual is dependent on Understanding of visual is dependent on wordswordsLearners are noviceLearners are noviceInstructional pacing is necessaryInstructional pacing is necessary

Clark & Mayer (2007)Clark & Mayer (2007)

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During the Session:During the Session:

Tools to useTools to use

PollingPolling

ChatChat

VoIPVoIP

WhiteboardWhiteboard

Web toursWeb tours

Application SharingApplication Sharing

Break out roomsBreak out rooms

Embedded mediaEmbedded media

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During the Session:During the Session:

Breakout Room StrategiesBreakout Room Strategies

Break students into “job-alike” groups Break students into “job-alike” groups

By study groups ORBy study groups OR

To jigsaw a topic OR To jigsaw a topic OR

By progress (location in pace chart) OR By progress (location in pace chart) OR

Randomly (use “move people Randomly (use “move people automatically”) automatically”)

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During the Session:During the Session:

Breakout Room Breakout Room ManagementManagement

Have each group from a breakout exercise Have each group from a breakout exercise present the results of their work OR present the results of their work OR

Pop into the different breakout rooms to Pop into the different breakout rooms to provide feedbackprovide feedback

Strategy choice will depend on the purpose of Strategy choice will depend on the purpose of breakout room and technique used breakout room and technique used

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During the Session:During the Session:

Check for Understanding Check for Understanding ✔✔

Use instant polling, hand raising or emoticons Use instant polling, hand raising or emoticons to take a reading of your students to take a reading of your students

Use feedback to inform instruction Use feedback to inform instruction

Publish the results to stimulate discussion. Publish the results to stimulate discussion.

Use application or desktop sharing to have Use application or desktop sharing to have participants demonstrate what you’ve been participants demonstrate what you’ve been teaching. teaching.

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During the Session:During the Session:

Accommodate Learning Styles Accommodate Learning Styles

Create a rich and engaging environment Create a rich and engaging environment

Use the interactive whiteboard Use the interactive whiteboard indicate locations on a map indicate locations on a map

do a project do a project

sing songs together using the microphone ‘sing songs together using the microphone ‘– text answers to questions during a game text answers to questions during a game – visit a web site ‘visit a web site ‘– read a scanned passage or book read a scanned passage or book

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During the Session:During the Session:

Incorporate Media Incorporate Media

• Take a web tour Take a web tour

• Put up an activity to check for Put up an activity to check for understanding understanding

• Share a desktop application to Share a desktop application to demonstrate features of software demonstrate features of software

• Do peer editingDo peer editing

• Share exemplars, documents Share exemplars, documents

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General GuidelinesGeneral Guidelines• Focus on learning objectives and be specific Focus on learning objectives and be specific

about anticipated outcomes. about anticipated outcomes.

• Provide time boundaries. Provide time boundaries.

• Think about spelling and grammar Think about spelling and grammar

• Create frequent interactions. Create frequent interactions.

• Break up speeches with exercises and Break up speeches with exercises and engaging discussions. engaging discussions.

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General Guidelines (con’t)General Guidelines (con’t)• Don’t let the tools dictate the design. Don’t let the tools dictate the design.

• Let participants reflect on peer responses. Let participants reflect on peer responses.

• Mix asynchronous and synchronous Mix asynchronous and synchronous technologies to ensure participants technologies to ensure participants complete all of the componentscomplete all of the components

Make learning a process, not an event. Make learning a process, not an event.

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The New Moderator The New Moderator ““Here are some things to keep in mind if you are a new Elluminate Here are some things to keep in mind if you are a new Elluminate Live! moderator. Live! moderator. •Practice before you deliver your first session. Practice before you deliver your first session. •Don't try to do too much in your first few sessions. Don't try to do too much in your first few sessions.

– Limit the Elluminate Live! features you use. Limit the Elluminate Live! features you use. – Limit the number of whiteboard tools you use. Limit the number of whiteboard tools you use.

•Ask for co-moderator help if you feel you need it. Ask for co-moderator help if you feel you need it. •If at all possible, your first sessions should be limited to 15 or fewer If at all possible, your first sessions should be limited to 15 or fewer participants. participants. •Enjoy yourself!”Enjoy yourself!”

Presenting Online in Elluminate Live!Presenting Online in Elluminate Live!http://www.elluminate.com/support/docs/8.0/Presenting_Online_in_Elluminate_Live_V8.pdf

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A little humor ?A little humor ?

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ResourcesResources

General resource at General resource at http://www.Elluminate.com

•Elluminate Live! V9 Moderator Quick Reference Guide Elluminate Live! V9 Moderator Quick Reference Guide http://www.elluminate.com/support/docs/9.0/moderator-pdf/Elluminate%20Live!%20Moderator%20Quick%20Reference%20Guide%20v9.pdf

•Elluminate Live!™ V9 Moderator Training and Documentation Elluminate Live!™ V9 Moderator Training and Documentation www.elluminate.com/support/docs/9.0/moderator.jsp

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ReferencesReferences

Clark, R. C. (2005) Harnessing the virtual classroom. Clark, R. C. (2005) Harnessing the virtual classroom. Training & DevelopmentTraining & Development, 59(11), 41-45, 59(11), 41-45.. Available Available online at online at http://www.clarktraining.com/content/articles/HarnessingTheVC.pdf

Clark, R. C. & Mayer, R.E. (2007) E-learning and the Clark, R. C. & Mayer, R.E. (2007) E-learning and the science of instruction – 2science of instruction – 2ndnd ed. San Francisco, CA: ed. San Francisco, CA: Pfeiffer.Pfeiffer.

North, M.A. (2005) Assessing the value of a synchronous North, M.A. (2005) Assessing the value of a synchronous seminar component in online database classes.seminar component in online database classes. Issues Issues in Information Systems, VI(1), 156-162. Available online in Information Systems, VI(1), 156-162. Available online at at www.iacis.org/iis/2005_iis/PDFs/North.pdf