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Simple web-based social VR platforms such as Mozilla Hubs can be used to create a sense of remote virtual social presence for groups as an alternative or complimentary experience to video conference meetings https://hubs.mozilla.com/docs/welcome.html#who-is-hubs-for

Won, A. S., Bailey, J. O., & Yi, S. (2020). Work-in-Progress—Learning about Virtual Worlds in Virtual Worlds: How Remote Learning in a Pandemic Can Inform Future Teaching. 2020 6th International Conference of the Immersive Learning Research Network (iLRN), https://10.23919/iLRN47897.2020.9155201

Scavarelli, A., Arya, A., & Teather, R. J. (2020). Virtual reality and augmented reality in social learning spaces: a literature review. VIRTUAL REALITY. https://doi.org/10.1007/s10055-020-00444-8

Bäck, R. M., Wenrich, R., & Dorner, B. (2020). Workshop—Participatory Cultures Beyond Limits? Criteria for Creative Potential of SocialVR in Art Educational Contexts. 2020 6th International Conference of the Immersive Learning Research Network (iLRN), https://doi.org/10.23919/iLRN47897.2020.9155188

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Hubs is a virtual collaboration platform that runs in your browser. With Hubs you can create your own 3D spaces with a single click. Invite others to join using a URL. No installation or app store required.

Who is Hubs for?

Hubs is for anyone who wants to connect with others remotely! It's a great way to bring communities together in a shared virtual space.

Host a conference, teach a class, showcase art, or just hang out with friends. Hubs makes it easy to connect and share images, videos, 3D models, and more. With Hubs' spatialized audio you can have conversations with everyone together or break out into smaller groups - just like you can in person.

Hubs works across platforms. Got a VR headset? Awesome! If not, you can use your desktop computer, laptop, tablet, or mobile devices to explore in 2D ( see supported browsers).

Customizing Hubs

Hubs is open source and customizable. Upload personalized avatars or create unique environments using Spoke.

Want more control over your Hubs interface? You can self-host your own version of the platform using Hubs Cloud. Add custom branding, use your own domain name, limit access to approved users, and build your own features and functionality.

What is Spoke?

Spoke is the built-in scene editor for creating environments that can be used in Hubs rooms. The editor runs entirely in the browser and allows you to upload your own 3D models, images, and files to use in your projects. Spoke also contains building kits and integrations with content providers to help you build the perfect space!

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Hubs is a virtual collaboration platform that runs in your browser. With Hubs you can create your own 3D spaces with a single click. Invite others to join using a URL. No installation or app store required. Hubs is for anyone who wants to connect with others remotely!

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Active Learning while Physical Distancing 2.0

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Active Learning while Physical Distancing 2.0

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Salim, Z. (2020). Active Learning while Physically Distancing 2.0. The Aga Khan University. Licensed under CC-BY-NC-SA. This work is a derivative of Baumgartner, J. et. al. (2020). Active Learning while Physical Distancing. Louisiana State University. Also licensed under CC-BY-NC-SA. Available at: https://docs.google.com/document/d/16PpcXB5Z9e8WiFwYcIMfFLv2BQidY-GzC22VXttzonk/edit

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Active Learning while Physically Distancing 2.0 (Z)

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Kate Coleman on hybrid pedagogies and and digital studio ecologies 

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Kate Coleman on hybrid pedagogies and and digital studio ecologies 

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An 8 minute walk through my ideas on teaching in hybrid spaces and places as an art educator. Posted in my echo360 content library and recorded really easily in zoom.
@kateycoleman twitter

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There are a number of platforms and mobile Apps available for collaborative audio recording, ranging from the simple https://reverb.com/nz/news/ways-to-collaborate-on-music-remotely, to the professional
https://www.soundonsound.com/techniques/remote-collaboration

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Build Your Own MOOC - model your online course as an Open Educational Resource (OER) or Open Online Course to network participation from experts or participants globally.

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Use geolocation tools (built in to smartphones) to build a sense of shared community across geographic boundaries - e.g. use Google MyMaps or Google StreetView to create a collaborative class map for projects or create a sense of location for remote/international & local students
Cochrane, T., & Rhodes, D. (2013). iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation. Australasian Journal of Educational Technology, 29(3), 372-386. http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/191

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A variety of team management tools beyond the LMS can be utilised to facilitated authentic student team projects incorporating F2F and remote students: MS Teams, Trello, Slack, BaseCamp, ...

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There are a variety of collaborative video production platforms and mobile Apps available that could be utilised to create student F2F and remote group video production teams as assignments/activities. For Example: VQuick, FrameIO, The 5 Best Collaboration Apps for Remote Filmmaking Teams

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If you're moving your workflow from the office to a remote workspace, these collaborative filmmaking tools will help you make the transition.

With the majority of businesses and office buildings shutting their doors for the time being, it's become more important to stay connected and continue working on projects - only now, apart from one another. For filmmaking teams, it can be tough to get acclimated to working remotely. We're used to huddling in a meeting room with notes scattered across the walls and dry erase boards scribbled to the brim with ideas and plans. However, the new reality has changed the old way of working.

So, we've rounded up some of the best collaboration apps and tools for you to use while working remotely.

1. Adobe Shared Projects

Since its implementation a few years ago, Adobe Shared Projects has been a vital tool for editors working in the same bay on the same project. It allows individuals to edit and lock the project during work, then unlock it for another editor to open it and edit on their own device. While there are some problems with the workflow associated with Shared Projects (such as no safe-locks to prevent two editors accessing the same file at the same time - it must be prevented manually), it's a very versatile tool to have.

If your company works remotely through a shared storage service, this is the tool to use. Unfortunately, it hasn't been implemented into wireless connectivity - you must be working on the same shared storage service to utilize the Shared Projects feature. Since this feature doesn't cost extra to use, it's perfect for any team that already uses online shared storage for their files.

2. Frame.io

Frame.io, which just recently raised fifty million dollars in their Series C funding, is one of the best collaborative tools for reviewing dailies, rough cuts, and final drafts - all in one gorgeous program. When your group starts using Frame.io, you can upload each step of your production and share it with your collaborators. Once it's in their hands, they can comment, draw, and select everything they'd like to fix directly in the video, so you avoid having to try and decipher what they meant by "fixing that one shot with the bird." We've used it before, and trust me, it's one of those programs that's hard to turn away from once you start using it.

To help out remote workers even more, Frame.io has started a web series that helps you navigate this new normal by teaching you helpful tips for working from home and collaborating on creating stories people love.

3. cineSync

CineSync, just like Frame.io, is a collaborative tool that allows filmmakers to review and approve videos remotely. Some of the biggest production houses in the industry have been using cineSync for quite a while, since its security features are top notch. It's also got seamless playback and syncing abilities that allow you to watch dailies and roughs with others in different locations, at the exact same time. It's included on this list because it's such an industry staple, but for typical editors and indie houses, it may be out of reach for a frugal budget.

However, you should check out Frankie, their web-based client. It's only $99 per month for the pro version, and can easily get the job done when it comes to reviewing projects remotely.

4. MASV

Tired of waiting for files to transfer through services that weren't built for large file sizes - such as Box or Drive? I know for my workflow, I've been extremely frustrated with the process of uploading my video files (which can sometimes reach up to 1TB for a full project), and watching the conventional shared storage sites tell me it's going to take over a day to transfer the files to the cloud. With MASV, every upload is project-based, so you only pay for the files you transfer, at $0.25 per GB. It's almost ten times faster than your typical cloud storage, and it's perfect for sharing raw files between videographers and editors in the shortest time possible. If you want to see what their workflow looks like, check out their walkthrough below:

5. ftrack

Ftrack is an essential tool for companies with multiple teams and projects. It's both a production scheduler and SCRUM board for sprinting through certain parts of the production process. With ftrack, you can assign tasks to people remotely, give them deadlines, and keep track of their progress through their media sharing services (if you need to check out a quick daily on the fly).

Ftrack Review, as of the writing of this article, is currently free for users until May 31, 2020. For companies trying to figure out how to schedule and work cohesively without being in the same place, ftrack is currently one of the best options to implement into your new remote workflow.
Cover image via Rawpixel.com.
Looking for more on remote filmmaking? Check out these articles.

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The 5 Best Collaboration Apps for Remote Filmmaking Teams

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With the majority of businesses and office buildings shutting their doors for the time being, it's become more important to stay connected and continue working on projects - only now, apart from one another. For filmmaking teams, it can be tough to get acclimated to working remotely.

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Design an assessment group activity around students editing a Wikipedia article relevant to the discipline topic, e.g. Murray, H., Walker, M., Dawson, J., Simper, N., & Maggio, L. A. (2020). Teaching Evidence-based medicine to medical students using Wikipedia as a platform. Academic Medicine, 95(3), 382-386. https://doi.org/10.1097/ACM.0000000000003085

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Problem

Evidence-based medicine (EBM) uses the best evidence to support making health-related decisions with patients. EBM has 5 steps: asking a well-structured question, searching and retrieving evidence, critically appraising the evidence, applying the evidence while integrating patient values and preferences, and evaluating the process.1 Learning how to practice EBM is a critical component of health professional education.1 ,2 Effective application of this process has been linked to reduced medical error, promotion of individualized care, and increased application of best practices.3 Despite these benefits, students struggle with EBM skills.2 There is a need to improve current educational approaches to EBM training in undergraduate medical education (UME) programs.3

Optimal delivery of EBM training is not well defined. Key publications suggest that effective EBM teaching in UME incorporates 2 core principles: use of interactive and clinically integrated learning activities and inclusion of whole-task learning exercises (exercises using all the steps involved in a process to avoid fragmentation).2-4 Ideally, EBM content should be assessed using "authentic" assessments, whereby learners demonstrate higher-order thinking processes such as critical thinking and problem solving. The "authenticity" of an assignment comes from students' perceptions of instructional effectiveness, alignment with professional roles, and meaningful achievement-rather than a focus on demonstrating the acquisition of knowledge or skills in various recall formats.5

Wikipedia is the most-read medical information platform on the Internet with over 32,000 medical articles viewed more than 10 million times daily.6 Wikipedia medical articles are widely accessed by health care trainees and practitioners across the continuum of their careers.7 Unlike other medical information resources, Wikipedia is compiled and maintained by volunteer editors. While contributions from unknown entities have raised concerns, comparisons of Wikipedia articles with other sources (textbooks, databases, and practice guidelines) have shown positive results, suggesting that the articles-depending on the subject-demonstrate reasonable accuracy.8 The quality of medical articles on Wikipedia is monitored by WikiProject Medicine (WP:MED), a large group of volunteer editors curating medical articles on Wikipedia. There is a need for ongoing revision of Wikipedia articles. As of December 2018 on English Wikipedia, over 150 medical articles were tagged as needing "expert attention," and 92% were rated B class, which means they require improvements. Contributing to this improvement process by using Wikipedia editing as a framework to train learners satisfies the previously identified core principles of effective EBM teaching.

Several initiatives in higher education feature activities through which learners edit Wikipedia, but there are few in medicine. One example is the final-year elective offered at the University of California, San Francisco (UCSF) School of Medicine in which students self-select and edit a Wikipedia article.9 This pioneering elective informed our plan to structure EBM training for first-year students using Wikipedia. During the design, we communicated with UCSF instructors to discuss any lessons they had learned from offering the elective. Our course differs from that of USCF's in key ways: it welcomes new medical students into a community of practice, uses a structured EBM task-based approach in the editing process, is generalizable to other faculties seeking a framework for teaching EBM early in UME, and facilitates a major contribution to Wikipedia by a substantially larger student group. In this report, we describe the implementation, evaluation, and ongoing improvement of a mandatory Wikipedia editing assignment as an authentic task for teaching EBM to first-year medical students.

Approach

MEDS 112 is a first-year undergraduate course at Queen's University School of Medicine that covers content in clinical research design and the components of EBM. Although the course is well received by students, some have requested assessment tools that transcend recall-based examinations and capture critical thinking. In an effort to work toward this goal, in 2016, we joined an institution-wide endeavor aimed at improving course assessments to align with critical thinking and problem-solving outcomes. Designing and implementing the Wikipedia project was our contribution to this institutional assessment overhaul, and our local institutional research ethics board approved the project.

We developed an EBM assignment with the following objectives:

Evaluate Wikipedia as a platform for sharing medical information;

Search for and locate appropriate biomedical information;

Enhance Wikipedia medical content using EBM skills; and

Analyze the claims of a Wikipedia article on complementary and alternative medicine (CAM).

Collaborating with Wikipedia insiders was a priority to ensure success. One of us (H.M.) connected with WP:MED in August 2017 and recruited an established Wikipedia medical editor (J.D.) onto the teaching team. In the same month, we registered the course with WikiEdu, a nonprofit organization supporting instructors using Wikipedia articles for education. Students were oriented to Wikipedia in September 2017 by completing WikiEdu's online training modules for new editors, and their editing activity was tracked through an interactive online dashboard. The modules provided guidance for sourcing medical content and an introduction to the mechanics of editing Wikipedia.

During the fall of 2017, students worked in small groups of 6 to 8 to complete this longitudinal project. The groups selected a Wikipedia article flagged by WP:MED as needing improvement and then worked incrementally on their article through a series of linked assignments over the fall term. We developed 4 specific assessments for the project, alternating between group-based and individual work: (1) a group-written critique of an existing medicine-related article on Wikipedia, along with a plan to improve it (September), (2) an individual literature search to support planned changes (October), (3) a group peer review of another group's planned enhancements (November), and (4) an individual critique of a second article (December). For this individual culminating assignment, students were given 1 of 10 CAM articles available on Wikipedia. Assignment questions required them to demonstrate critical thinking in analyzing the claims and the quality of the supporting evidence; in explaining why they would or would not recommend this therapy; and, finally, in describing how they might respond to patient questions about CAM.

Upon finishing the course in December, all students completed an evaluation form asking about their perceptions of the project's strengths and weaknesses. We also inquired about the struggles and successes they encountered while completing their project (see Supplemental Digital Appendix 1 at http://links.lww.com/ACADMED/A774). Two of us (M.W. and L.A.M.) deidentified and reviewed the feedback data in aggregate, seeking themes using the Five-Dimensional Framework for Authentic Assessment.5 We assigned students' comments to 1 of the 5 dimensions relating to (1) the task, (2) the physical/virtual context, (3) the social context, (4) the result, and (5) the criteria for evaluation. We also determined if students' comments identified barriers or facilitators to completing the project.

To capture the effectiveness of the CAM assignment in evaluating critical thinking, we invited students to have their course assignments scored by trained researchers, in addition to the faculty assessment that formed part of their course grade. Volunteered assignments received 2 sets of scores: one from faculty and one from the researchers. The researchers used the critical thinking Valid Assessment of Learning in Undergraduate Education (VALUE) rubric, considered a gold standard.10 The VALUE rubric has 5 performance levels and evaluates student performance in critical thinking domains, specifically (1) explanation of issues, (2) evidence, (3) context and assumptions, (4) position, and (5) conclusions and outcomes. Seventeen of the 101 students consented to have their assignments released and assessed again using the VALUE rubric. We compared the scores from the faculty facilitators with those of the researchers, using a Pearson correlation analysis.

Outcomes

During the fall of 2017, 101 students made over 1,000 unique edits, adding over 10,000 words to 16 articles. All article improvements included secondary source citations that met Wikipedia's guideline for reliable sources. Our Wikipedia editor (J.D.) and volunteers from WP:MED moderated the edits online and provided the students with feedback on the article's discussion page.

A sample of thematically organized student responses to the project evaluation survey is presented in Table 1. Based on feedback data, students enjoyed applying the critical appraisal skills taught within the broader scope of the course (task); they liked improving a highly accessed public resource (result); they reported positive collaboration within their teams (social context); and they enjoyed learning about the process of editing a Wikipedia medical article (task). Barriers to completing the project included lack of clarity regarding assignment expectations (task), frustration with Wikipedia coding (task), difficulty engaging with the Wikipedia editors/community (social context), distrust of Wikipedia editors as content experts (social context), and perceived mismatch of efforts dedicated to the assignment and the resulting change/effect on the Wikipedia medical article (result).

Table 1:

Thematic Analysis of First-Year Medical Student Feedback After Completing a Wikipedia Editing Assignment, With Representative Comments, 2017 a

We noted moderate to high correlation between the grade for the 17 consenting individual student assignments and scores on 4 of the 5 externally scored VALUE rubric dimensions (see Table 2). This relatively high correlation supports the concurrent validity and statistical reliability for the culminating assessment of students' critical thinking. The lowest correlation was between the course assignment mark and the "explanation of issues" dimension, suggesting that this is a lesser focus of the CAM assignment. The small sample size and voluntary nature of the duplicate marking (selection bias) are limitations which may overestimate these correlations.

Table 2:

Pearson Correlations Between Faculty-Assigned Scores on 17 Medical Student Assignments and the Scores Assigned by External Researchers Using the VALUE Assessment Rubric 10 (2017)

Next Steps

The semester-long project demonstrates the feasibility of creating authentic assessment through Wikipedia editing, which entails the application of the core principles of high-quality EBM teaching. Initial results confirm the alignment of assessment structures in capturing elements of critical thinking and moving beyond fact-based recall. Structured course feedback highlights aspects students appreciated in the course, as well as barriers they encountered in completing the longitudinal Wikipedia project as part of their first-year critical appraisal course. Their comments highlighted a few key problems, which we began to address in the second (fall 2018) iteration of the course.

One problem identified by students and course faculty alike was the duplication of effort required when written assignments were separate from the online editing process. The assessment structure was redesigned in the second iteration (fall 2018) to evaluate the changes made to articles during the editing process online and in real time rather than requiring students to provide written summaries. Another issue was the hesitancy of first-year students to make edits even after carefully reviewing the literature. Faculty at UCSF did not observe this in the final-year students who elected to take the Wikipedia course,9 so this hesitation might have been a reflection of self-confidence and experience understanding and evaluating medical content. We have addressed this challenge by recruiting faculty tutors who select articles in their own area of expertise. These faculty have directly supported the student editing process, which we believe has increased student confidence and engagement with the medical content. Student reluctance to interact with the platform and the online community is expected to decrease as institutional familiarity increases. Further, while students enjoyed applying critical appraisal skills, some expressed frustration at a perceived mismatch in their efforts and the resulting effect on their Wikipedia article. We have worked to alleviate these concerns in the second iteration of the course as faculty facilitators guided students in managing expectations. One final barrier important for those wishing to implement this assignment structure at their own institutions is the time required for both students and faculty to learn how Wikipedia works and how to edit. Learning how to edit Wikipedia requires a fine balance: Too little time devoted to the process leaves students and faculty uncomfortable working in the online environment, yet too much time causes students to resent the focus shifting away from their studies. We believe the second iteration of the course has begun to correct this effort/output balance.

Future directions for this project include collaborations with others interested in EBM teaching using Wikipedia's online platform. We are refining the design of this structured EBM editing project through ongoing field testing at Queen's University, and we plan to examine the downstream effect on student behavior and knowledge. Additionally, we are exploring opportunities for students and faculty who make substantial improvements to articles to publish their work in Wikipedia's online open access journal, the Wikijournal of Medicine. Working with the existing Wikipedia editor community before scaling up this type of initiative will be vital. Having online moderators/tutors who are trained to edit Wikipedia will ensure that the Wikipedia volunteer community is not overwhelmed with the task of verifying student edits and that the article improvements meet Wikipedia guidelines. Finally, while this project does not explicitly integrate individual patient values and preferences-a key component of evidence application-enhancing the quality of information on a freely accessible platform will facilitate the process of shared decision making.

Wikipedia effectively restructured the process of knowledge sharing by implementing a philosophy of crowd-sourced, egalitarian editing. Similarly, disruptive innovation in medical education can create transformative change in the process of acquiring and applying knowledge. Using a Wikipedia editing platform with a structured framework teaches medical students the process of EBM, and it has the altruistic side effect of improving an important resource that everyone can use. This authentic task adheres to the principles of high-quality instruction in EBM and could be used by a variety of health care educational initiatives.

Acknowledgments:

The authors would like to acknowledge the members of the WikiEdu Foundation and WikiProject Medicine for their online support and guidance, especially for their student editors.

References

3. Maggio LA, ten Cate O, Chen HC, Irby DM, O'Brien BC. Challenges to learning evidence-based medicine and educational approaches to meet these challenges: A qualitative study of selected EBM curricula in U.S. and Canadian medical schools. Acad Med. 2016;91:101-106.

7. Murray H. More than 2 billion pairs of eyeballs: Why aren't you sharing medical knowledge on Wikipedia? BMJ Evid Based Med. 2019;24:90-91.

8. Matheson D, Matheson-Monnet C. Wikipedia as informal self-education for clinical decision-making in medical practice. Open Med J. 2017;4:15-25.

9. Azzam A, Bresler D, Leon A, et al. Why medical schools should embrace Wikipedia: Final-year medical student contributions to Wikipedia articles for academic credit at one school. Acad Med. 2017;92:194-200.

10. Finley AP, Rhodes TL. Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment. 2013.Washington, DC: Association of American Colleges and Universities.

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Teaching Evidence-Based Medicine to Medical Students Using... : Academic Medicine

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y integrated, whole-task activities. Approach The authors developed a longitudinal, semester-long project, embedded in a first-year medicine course, through which they taught EBM using Wikipedia as a platform. Students worked individually and in small groups to choose a medicine-related Wikipedia article, identify information gaps, search for high-quality resources, appraise the sources, and incorporate the new information into the article (i.e., by editing Wikipedia).

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https://biomedicalsciences.unimelb.edu.au/study/dlh

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Although it can be tempting to see students' faces, and some will expect or request this mode of INTERACTION, it comes with challenges of access and equity that must be considered. Ask yourself, does INTERACTION truly need to be a live back and forth conversation? This may be true for some forms of urgent collective decision-making or holding virtual office hours, but for most teaching and learning INTERACTION, asynchronous offers more flexibility and reduces the risk of potential challenges. Be sure to clearly explain this to students, so that they understand the thinking behind an asynchronous approach. Be aware that some students may prefer not to appear via video, or they may be restricted by the equipment they have.

At the same time, where small group synchronous approaches can support student INTERACTION and peer-to-peer support, they can add significantly to students' experiences and learning. These do not necessarily require video conferences, as sometimes live chats or other "silent" modes of live online interaction will suffice and require less bandwidth.

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Facilitate moments of synchronous INTERACTION sparingly

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Although it can be tempting to see students' faces, and some will expect or request this mode of INTERACTION, it comes with challenges of access and equity that must be considered. Ask yourself, does INTERACTION truly need to be a live back and forth conversation?

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A Faculty of Arts Podcast where colleagues gather to chat about teaching experiences, discuss innovations, and exchange tips and ideas in their practice. New episodes are released weekly.

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A Faculty of Arts Podcast where colleagues gather to chat about teaching experiences, discuss innovations, and exchange tips and ideas in their practice. New episodes are released weekly. To join the conversation, email arts-ati@unimelb.edu.au.

A Faculty of Arts Podcast where colleagues gather to chat about teaching experiences, discuss innovations, and exchange tips and ideas in their practice. New episodes are released weekly. To join the conversation, email arts-ati@unimelb.edu.au.

Online learning can be more interactive than face to face? Here is why!

Online learning can be more interactive than face to face? Here is why!

In this episode, David Seignior, senior learning designer from the University of Melbourne, explains in what ways online teaching allows teachers to actively engage with their students in learning, and how that can be achieved even with minimal technological interventions.

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A Faculty of Arts Podcast where colleagues gather to chat about teaching experiences, discuss innovations, and exchange tips and ideas in their practice. New episodes are released weekly. To join the conversation, email arts-ati@unimelb.edu.au. A Faculty of Arts Podcast where colleagues gather to chat about teaching experiences, discuss innovations, and exchange tips and ideas in their practice.

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Wikis are a collaborative communication tool that allow students to work together in a private space that is easily editable to complete a piece of work together.

Wikis differ from blogs in that the writing is a collaborative effort where students can all edit the Wiki page to co-create the final piece of work. Typically, they are one or more pages that students design with a flat navigation to present a group project or piece of work.

Wikis can be used for a range of educational purposes, including:

Group work or group projects

Building community between students

Co-creation of ideas and learning

Canvas does not include a Wiki tool specifically, however the Groups functionality in Canvas and Pages within groups provide Wiki functionality. This guide outlines how to set up a Wiki activity in Canvas.

Any Page in Canvas can be set to allow students to edit it, hence being able to be used as a Wiki. (Note that students are not able to create their own Pages in Canvas). Similarly, Pages as Wikis can also be used within Groups, providing the same functionality but allowing students to keep the Wiki private to only the members of their Group. (To set up Groups, see below).

If a wiki activity is for the whole subject, a Group can be created including all the students in the subject, however, more typically Wiki activities are assigned to individual Groups.

The following guide provides an overview of creating a Wiki activity in Canvas. If you would like to book a consultation for assistance, please submit a support request.

Creating Groups for a Wiki Activity

Creating Group Sets

To create groups, you first create a Group Set (a set of common groups) in Canvas, then create the associated Groups for the Group Set; either:

Automatically

Via manual enrol

Via self-enrol

Creating Groups

To set up Groups in your subject:

Go to Subject Navigation: People>>Groups >>+ Group Set

Enter a Group Set name, for example (Subject Code and Name) Wiki Activity

Note: We recommend you always include the subject code and name in a Group Set name and Group names. The reason for this is that students can access their Groups outside of their subjects via the global navigation area in Canvas and may end up with several groups with the same or similar names from several subjects unless the subject code/name is included.

Choose how you wish the Group membership to be populated:

Allow self sign-up: students can self-enrol in Groups

Split students into groups: students are automatically assigned to Groups

I'll create groups manually: students are manually allocated to Groups.

Note: For Allow self sign-up and automatic allocation groups you can choose to have the group members from the same Section (Sections need to be set up in the subject first).

Note: For Allow self sign-up Groups you will need to ensure the People subject navigation link is available to students so they can sign-up to the Groups.

Note: If you choose I'll create Groups manually, you can need to click + Group to create the different groups within your Group Set and then drag and drop student names into the appropriate group. Remember to use the subject code within the Group name as noted above.

See this guide for assistance: How do I add a group set in a subject (course)?

Student access to the Group Home Page

Once Groups have been created as above, the group automatically gets a Groups Home Page and the Pages tool where they can create a Wiki. Students can access their Group Home Page via the Groups icon in the global navigation.

Once enrolled in a group, students can also access their subject Groups in the Subject Groups area on the home page of your subject in the right-hand sidebar.

Students's setup of Pages for their Wiki Activity within a Group

The Pages area in groups can be used for group Wiki activity.

In Pages within the group, students can select a page to use as a front page for their group area. They can also use the linking functionality to make a logical Wiki structure.

When viewing All Pages in a group, as a default the Pages are displayed in alphabetical order. It is recommended that students use numbers in the Page name to force the Pages to list in their preferred order.

Creating a graded group Wiki activity

If you wish to track grades and give feedback on a group Wiki activity, create a Group Assignment with the Online setting and Website URL submission instructing students to submit their Group Wiki URL.

Instructions are given to the student to copy the Group Front Page URL from the navigation bar in the browser and submit that once the work is completed.

Ensure you select This is a Group Assignment for the Assignment so the Wiki URL can be submitted once on behalf of the group and all group members can see the marks and feedback.

Click on the subject navigation link Assignment

Click + Assignment to create an assignment

Enter the Assignment Name for your Assignment (e.g. Group Wiki Activity)

Write or paste the Wiki activity instructions into the rich text editor. Include the instructions to the students that only one person needs to submit to the Wiki Group Assignment on behalf of the Group. To copy the Wiki URL, ensure the student is on the Front Page for the Wiki (Pages) and copying the URL from the navigation bar in the browser.

In the Points box, enter the points for the assignment. (It is recommended to grade the activity out of '100' and weight the assignment according to its relative value in GradeBook later).

In the Assignment Group box, choose the appropriate Assignment group or create a new one (suggestion: Group Wiki Activity)

In the Display Mark as box, choose the appropriate method to display your grades

In the Submission Type box, click Online and select Website URL

Select This is a Group Assignment

Either select the Group Set already created for the activity or create a new Group Set

Complete the remaining Assignment settings as desired

Click Save

Student guide: How do I enter a URL as an assignment submission?

Staff access to the Group Home Page for groups in your subject

As staff in a subject you can view the Group Home Page for groups in your subjects:

Go to Subject Navigation: People>> Group Set Name

Click the Options button for the Group you wish to visit

Click Visit Group Homepage

Note: you can view the Page history of any Page to see who has contributed.

Resources
How do I view all groups in a subject (course) as an instructor?

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Wikis are a collaborative communication tool that allow students to work together in a private space that is easily editable to complete a piece of work together. Wikis differ from blogs in that the writing is a collaborative effort where students can all edit the Wiki page to co-create the final piece of work.

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Journals allow students to create regular written or multimedia online posts that can viewed by the student and staff members in the subject.

Journals in Canvas using Assignments

The Canvas Assignment tool allows students to submit multiple entries until the Assignment is no longer available to students. In this way, it can be used for a Journal activity where the student can be asked to make a submission to the Journal Assignment on a regular basis. When teaching staff review the Journal Assignment, they can view the multiple entries submitted by students and provide feedback on any or all submissions. Alternatively, staff can create one assignment for each Journal entry, however, this may make an overview of the student's progression of learning and development over time more difficult.

Assignments as a Journal Activity

To use an Assignment as a Journal for your whole subject:

Click on the subject navigation link Assignment

Click + Assignment to create an assignment

Enter the Assignment Name for your Assignment (e.g. Journal Activity)

Write or paste the Journal activity instructions into the rich text editor

In the Points box, enter the points for the assignment. (It is recommended to grade the activity out of '100' and weight the assignment according to its relative value in GradeBook later)

In the Assignment Group box, choose the appropriate Assignment group or create a new one (suggestion: Journal Activity)

In the Display Mark as box, choose the appropriate method to display your grades

In the Submission Type box, click Online and check File Upload

Note: we suggest you use the File Upload option so the student has a record of each Journal post. The students can only see the latest submission they have submitted and not earlier submissions. (Canvas will be releasing the ability for students to view previous submissions in late 2109 or early 2020). By using the File Upload option, students can view their previous Journal entries by reviewing their files they have stored elsewhere. File Uploads also gives markers the ability to annotate the actual submission.

Complete the remaining Assignment settings as desired

Click Save

Viewing and giving feedback on students' Journal submissions

When entering Speedgrader to view and provide feedback on the Journal assignment, the most recent submission will be displayed. Staff can view and add annotations to the submission, as well as add comments. To view previous submissions, click the drop-down menu on the top right in Submission to view and navigate to previous submissions.

Journals in Canvas using ePortfolios

An alternate way to create a Journal activity is to allow students to create their own ePortfolios. Students create the ePortfolio and pages for each Journal entry. Students submit the shareable link for the ePortfolio to an Assignment so you can view the ePortfolio as it is being developed and provide grades and feedback on the Journal posts at the end of the activity.

In the ePortfolio area, students make a new private ePortfolio with pages that allow comments on those pages. Each page can represent a Journal post. The ePortfiolio has a shareable link that can be submitted to an assignment as a Website URL.

To allow students to submit their ePortfolio, create an assignment with the Submission Type set to Online and Website URL. Provide instructions to the students to submit their Journal ePortfiolo URL to this assignment.

Instructions for student to create Journal ePortfolio

Click Global Navigation link: Account then ePortfolios

Click Create an ePortfolio
Figure 6 Creating an ePortfolio button

Enter an ePortfolio name (for example your name and Journal)

Do NOT check Make it Public

Click Make ePortfolio

Either use the wizard to guide you to create an ePortfolio or click Go to the Actual ePortfolio

On the right, make pages within your ePortfolio to represent each Journal post, ensuring you have selected Allow Comments on this Page and Make Comments Public for each page you create so the instructor can give feedback on each post, if desired

To submit your Journal ePortfolio to the subject for instructor feedback, copy the link from the landing page for the ePortfolio and submit it to the Assignment set up for the Journal activity. This will allow your instructors to view and give feedback on your journal.

Resources

Canvas guides on ePortfolios are available in the Canvas community.

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Journals allow students to create regular written or multimedia online posts that can viewed by the student and staff members in the subject. The Canvas Assignment tool allows students to submit multiple entries until the Assignment is no longer available to students.

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The tool creates a virtual community of enquiry, allowing peer-to-peer discussions at any time and wherever Internet access is available, so that people don't need to meet face to face in real time. Students can post comments, questions and responses, and the discussion board constitutes a record of the discussion.

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I wrote this many years ago at UNSW, still a handy resource for using Canvas blogs

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Establishing and assessing an authentic task using blogs may require you to rebuild a course from scratch, or to significantly revise an existing course. It takes time to establish a student-centred approach to learning and assessment; for the time-deprived instructor, assessing-by-blog can seem overwhelming.

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Introduction

To support the sector during the coronavirus (COVID-19) pandemic, TEQSA published a suite of information sheets and webinars on issues of key pertinence to providers during the mass transition to online delivery.

The materials were prepared by specialist experts within the sector, drawing from their experience on the topics presented. The documents were published to assist the sector on key topics of focus to providers during the shift to online learning. They were not intended as binding or prescriptive documents, nor should they be seen to directly reflect TEQSA's regulatory approach during the pandemic.

The information sheets are based on the opinions of the experts relating to online learning and the content has not been prepared by TEQSA. The information sheets below should not be treated as guidance notes, advice or endorsement from TEQSA. You should read, and carefully consider, the disclaimer before accessing any of the material.

TEQSA appreciates that providers had to act swiftly to adopt to the delivery of online learning during the pandemic, and that there are elements within the information sheets which require preparation and time to implement. Providers are best placed to determine the delivery solutions that are most appropriate to their individual context.

TEQSA acknowledges the contributions of all those who provided documents and other resources towards the construction of this site, and continues to welcome contributions of best practice to share on this site.

Suggestions in terms of topics of interest may also be sent via onlinelearning [at] teqsa.gov.au and we will do our best to continue to provide resources that are relevant to sector needs.

Information sheets

Webinars

TEQSA webinar series - Going online: R(e)imagining teaching and learning

TEQSA, in collaboration with RMIT, produced a weekly webinar series discussing online learning. Video recordings of the webinars are available.

Be sure to also visit the webinars and podcasts section of the online learning good practice site for resources available now.

Back to Online Learning Good Practice landing page

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To support the sector during the coronavirus (COVID-19) pandemic, TEQSA published a suite of information sheets and webinars on issues of key pertinence to providers during the mass transition to online delivery. The materials were prepared by specialist experts within the sector, drawing from their experience on the topics presented.

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Stenhouse, D., Atkins, S., & Cochrane, T. (2018, 15th February). NMIT Music Curriculum Redesign. SoTEL: Scholarship of Technology Enhanced Learning 2018, Auckland University of Technology, Manukau, New Zealand.

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Ecology of Resources for data science

Ecology Of Resource for Software Engineering Education

The learner-centric ecology of resources

Developing an Ecology of Resources (EOR) for Online Teaching in Music Therapy #EDUC90970

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Cronin, C. (2014, 2 September). Navigating the Marvellous: Openness in Education. ALTC University of Warwick, Coventry, UK.

https://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/

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altc 2014: Catherine Cronin - Navigating the Marvellous: Openness in Education (702)

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Exploring learner - centric #ecologyofresources in various higher education contexts

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We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

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A co-curated selection of mobile tools (An Ecology Of Resources or EOR) that have enabled remote learning and collaboration during the COVID-19 crisis - drawing upon Luckin (2008) Luckin, R. (2008, February). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462. https://doi.org/10.1016/j.compedu.2007.09.018

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Remote to Hybrid Learning: Education Reimagined

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Remote to Hybrid Learning: Education Reimagined

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The hybrid model combines the best of in-school and remote learning, with digital engagement. It is more than a quick fix. It is a way to enhance and accelerate learning by providing student centered approaches to meet diverse learners needs.

This hybrid model must embrace digital to amplify, accelerate and connect learners and learning, while intentionally focusing on global competencies as well as academic standards.

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Universal design for learning (UDL) should be part of all discussions around teaching and learning. UDL principles focus on the design of learning environments that are flexible, inclusive, and student-centered to ensure that all students can access and learn from the course materials, activities, and assignments
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning#fnr12

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https://ascilite.org

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ASCILITE shaping the future of tertiary education

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Australasian Society for Computers in Learning in Tertiary Education

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https://www.alt.ac.uk/communityResources

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To support members and the wider community we are regularly updating this page and linked resources. To contribute your posts or resources, tag #altc on Twitter or email your link to enquiries@alt.ac.uk .

Expert webinars: see our event listings for what's coming up.

Members Directory: a directory of consultants and commercial services, connecting those who have expertise with those who need additional input. You can add yourself to the directory here and access the full list here.

Special online sessions coming up

Free to all, everyone welcome.

Online pivot

Courses

Remote conferences

Resources from our organisational industry Members and Partners

Playful and creative resources

Organisational perspectives

Know how from ALT

Staying connected and informed

#altc on Twitter: The #altc Twitter hashtag is an easy way to see and share information with the ALT community.

Weekly ALT News Digest: Our weekly News Digest is emailed to all Members of ALT. Submit items for the digest, or access past issues, here: https://www.alt.ac.uk/news/alt-news-digest.

The #ALTC Blog: ALT publishes an online blog where members share news, opinions, case studies, reviews and other content. The blog is overseen by an editorial team under Editor-in-Chief Anne Hole. To read news and views and to find out more about the editorial team and how to write for the #altc blog, visit the blog website at: https://altc.alt.ac.uk/blog/. You can also subscribe to email updates or s ubscribe to the RSS feed.

Research in Learning Technology: The Open Access journal of the Association for Learning Technology. Research in Learning Technology (RLT) is a peer-reviewed, Open Access journal published by the Association for Learning Technology. RLT aims to raise the profile of research in Learning Technology, encouraging research that informs good practice and contributes to the development of policy. RLT publishes articles in the following broad areas: technology enhanced learning, online learning, distance learning, mobile learning, flexible learning, wearable technologies, simulation, learning environments, learning spaces, pedagogy, open educational practice and social media.

Official advice

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To support members and the wider community we are regularly updating this page and linked resources. To contribute your posts or resources, tag #altc on Twitter or email your link to enquiries@alt.ac.uk . Expert webinars: see our event listings for what's coming up.

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https://www.jisc.ac.uk/coronavirus

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Practical tips to ensure continuity

Planning for coronavirus - join our next free online briefing on 23 March

Get support - join our community

We've created a Microsoft Teams community space for those who are responsible for ensuring strategic and operational continuity during a potential coronavirus epidemic.

Designed as somewhere to collaborate, ask questions and share experiences, it has four themed channels, focusing around business operations, remote working, student experience and wellbeing, and teaching and learning.

The community have already identified a vast array of links to resources and information that may be helpful at this time. You can access the full list via this dedicated COVID-19 Diigo space.

Request to join the planning for coronavirus community.

Access essential online content for free

Whether you work in FE or HE, you can support learners studying remotely by making the most of our online content.

We've made these resources open and freely available until 31 July 2020 to support organisations planning for coronavirus (COVID-19) closures.

Library, learning and research resources

Access to content:

Vocational learning resources:

Library support

Discovery and delivery:

Keep staff and students up to date

Jisc members can use our reliable and secure bulk SMS service, Janet txt, to easily contact staff, students and parents.

Janet txt's basic service is free to set up, with no annual or monthly charges. You buy pay-as-you-go bundles depending on how many messages you need to send.

It allows you to easily distribute text messages to individuals or groups, meaning you can reach everyone you need to, even if they don't have a smartphone or internet connection.
Find out more and sign up to Janet txt.

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Practical tips to ensure continuity Planning for coronavirus - join our next free online briefing on 23 March Get support - join our community We've created a Microsoft Teams community space for those who are responsible for ensuring strategic and operational continuity during a potential coronavirus epidemic.

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https://er.educause.edu

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Resources, strategies, tactics, tools and tips to support flexible subject delivery

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#ASCILITEMLSIG Webinar 5 June 2020 with Lisa Marie Blaschke

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#ASCILITEMLSIG Webinar 5 June 2020 with Lisa Marie Blaschke

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"Transitioning to online: Capitalizing on opportunity within chaos We’ve made it through the emergency remote teaching phase. What next?"

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#ASCILITEMLSIG webinar 5 June 2020 Lisa Marie Blaschke

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https://msd.unimelb.edu.au/belt/abp-teaching-toolbox/virtual_site_visits

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Guidance for Moving Online: Melbourne School of Design

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Guidance for Moving Online: Melbourne School of Design

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https://msd.unimelb.edu.au/belt/abp-teaching-toolbox/online-teaching-and-learning

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COVID-19 Higher Education Strategies: Mendeley Group

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COVID-19 Higher Education Strategies: Mendeley Group

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A collaborative resource for sharing learning and teaching strategies for remote and hyrid modes for the COVID-19 crisis and beyond https://www.mendeley.com/community/covid-19-higher-education-strategies/

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Smith, E. (2020). 3 Things to Consider When Designing Remote Teaching. https://doi.org/10.6084/m9.figshare.12125688.v1

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Deliver 'content' online in 'chunks', and spend the synchronous time (F2F & online) on discussion and student exploration. Example from Stephen Aiello, Paramedicine lecturer for AUT on redesigning his class using a Flipped model and online self-paced resources, e.g.

https://spark.adobe.com/page/hYf8vG5bLdEXF/

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Stephen Aiello AUT Paramedicine Flipping the Classroom

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Redesign clinical or lab-based assessment strategies as authentic student-team immersive reality scenario projects. By focusing upon low-cost immersive reality development and deployment platforms the immersive reality scenarios will be able to be implemented at scale and provide access to both campus-based learning and remote learners. Student learning will be increased through being directly involved in the development of the authentic learning scenarios, thus learning through designing learning environments for their peers and through critical peer feedback and evaluation. Using web-based VR/XR platforms reduces onboarding as no App downloads are required, e.g. SeekBeak or AweMedia

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SeekBeak - Easily Create 360 Experiences & Virtual Tours

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What is a Snap?

SeekBeak is not just a "Virtual Tour" builder, nor is it limited to any specific industry. We like to think of SeekBeak as a creative toolkit, which over the years, has become many different things, to many different people. In the spirit of keeping things flexible for you, we use the following terms for things:

A "Snap" is a combination of a main equirectangular 360º image, or flat image, along with the Hotspots and associated audio and image files you attach to it.

A "Group" is simply a way for you to Group your Snaps. People use Groups for organizing Snaps by virtual tour, real estate property, client, time of year, company division, classroom, course... and some don't use Groups at all!

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SeekBeak - 360 Image and Virtual Tour Creator - SeekBeak - Easily Create 360 Experiences & Virtual Tours

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What is a Snap? SeekBeak is not just a "Virtual Tour" builder, nor is it limited to any specific industry. We like to think of SeekBeak as a creative toolkit, which over the years, has become many different things, to many different people.

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In general, a best practice for classes is to become familiar with Universal Design for Learning. The Universal Design for Learning (UDL) guidelines provide faculty members with a structured approach to an accessible classroom, both in a physical and online environment. A common tool used in the online environment is Zoom and the below list will help with the best accessibility techniques when implementing its use. These recommendations were adopted from a shared document created by staff at University of Massachusetts.

Recommended Settings:

Turn off HD Video

Improve the user experience for everyone in the meeting especially if those with bandwidth limitations, restricted data usage on mobile, or unreliable internet access.

From within the Zoom Client:

Select the "Home" tab.

Select the Settings "Gear" icon.

A settings pop-up window will open.

If you are using a Windows computer, select the "View Advanced Features" link under General settings.

If you are using a Mac computer, select the "View More Settings" link under General settings.

The Zoom website will open. Login with your NetId and password. The Meeting Settings page will open.

Navigate to "In Meeting (Advanced)" section of the Meeting Settings page.

Disable the Group HD video setting.

Enable "Always Show Meeting Controls Toolbar"

Share instructions with your participants on how to always show meeting controls. By selecting the "Always Show Meeting Controls Toolbar" checkbox, the controls at the bottom of the zoom screen will remain up. This improves the user experience for many participants as they don't have to worry about the bar appearing and disappearing upon hover (especially if they are new to Zoom and don't know how to make the bar at the bottom show up after it's disappeared).

From within the Zoom Client:

Select the "Home" tab.

Select the Settings "Gear" icon. A settings pop-up window will open.

Select the "View Advanced Features" (Windows) or "View More Settings" link (Mac) under General settings. The Zoom website will open. Login if you are prompted with the login screen. The Meeting Settings page will open.

Navigate to the In Meeting (Basics) section of the Meeting Settings page.

"Mute Participants Upon Entry"

This will ensure less disruptions at the start of a meeting or class, and is located under Meeting Options when scheduling a session.

Enable "Closed Captions"

Closed captioning services will be identified based on accommodation requests. Enable the Closed Captions feature on your account for any meetings or classes that will require closed captions and assign a participant to type closed captions.

Before Meeting:

Communicate Keyboard Shortcuts

Send Zoom Keyboard Shortcuts to your participants ahead of time. These instructions are valuable for anyone using keyboard only navigation or assistive technology. In addition, it could be helpful to anyone who may have had their mouse stop working unexpectedly.

Confirm the best polling technology in advance

Please reach out to the Office of Instruction and Assessment to identify which polling product is recommended for your participants. Currently, the Zoom polling tool has significant barriers for both presenters and participants with disabilities.

During the Meeting:

Communicate How to Pin a Sign Language Interpreter's Video

When you are planning to have a sign language interpreter for your Zoom session, you should alert any participants that will be using the sign language interpreter of the interpreter's name so the participants can easily find the interpreter in the Zoom session. You will also want to include instructions on how to pin the interpreter's video

Limit active videos to no more than 4 videos when using a sign language interpreter

Per the Deaf/Hard of Hearing Technology Rehabilitation Engineering Research Center's Zoom research, they found that any meeting with more than 8 participants can cause cognitive overload when sharing more than 4 videos at one time. Their recommendation is as follows:
The default policy is to have video off. Every participant should take care to turn on video after given the floor and turn off video when the interaction has been completed. The Zoom host can unilaterally turn off video of participants and request that a participant turn on video (which results in the participant getting pop-up notice with a button to turn on video). Only three parties should have video on at all times:

The person managing turn-taking and monitoring the chat box (more on that below)

The sign language interpreters (if applicable)

Following this rule means that a very manageable maximum of four videos will be on screen at all times.
Note: Faculty may want to consider this "4 videos active" rule for all classes, especially if students are supposed to be focusing on the instructor and resource materials as having non-active speaker videos enabled could generally cause distraction.

Provide instructions on how participants can ask questions

Participants can use non-verbal feedback, such as raising their hand and un-muting when called upon. In addition, they can post a question in the chat feature. The recommendation is to use both features, but to always repeat questions that are provided through chat. By repeating the questions, you will help anyone that can't access the chat during the session (people using assistive technology will have too much screen reader interference if they enable chat) and you will improve the captioning quality of any recorded sessions.

Always describe images and other visual content that's displayed

Describing visual content that is displayed will help anyone with a vision or cognitive disability, as well as someone that may have needed to call in. If you want participants to be able to follow along when demonstrating, describe what you are doing and/or state what you are clicking on.

Describe what you are annotating if using the Whiteboard feature

Similar to using a white board in the classroom, you should always describe what you are writing on the board for anyone with a disability or anyone that is using their phone due to internet connection issues in your virtual room.

Send any resource links you post in Chat via email as well

It's okay to use the Chat feature. However, keep in mind that anyone using assistive technology may not be able to copy or activate the links. It's recommended that you send any resource links you'll be sharing either prior to or after the session. You can also speak out the URL when posting it in Chat. If your resource link is long, consider using a URL shortener, such as bit.ly or Tiny URL, to help with communicating the link verbally and so that the link is cleaner for anyone copying it from the chat box.

Record Your Zoom Session

There are a few reasons to consider recording your zoom sessions locally to your computer for distribution after a meeting or class:

Occasionally, due to local outages, students or employees may not be able to access a live Zoom session.

Currently, there are several countries or regions where international students are unable to access live Zoom sessions for regulatory reasons.

In addition, other unexpected distractions may come up that cause your meeting or class participant to miss portions of your class.

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Zoom Accessibility Techniques for Meetings and Classes

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In general, a best practice for classes is to become familiar with Universal Design for Learning. The Universal Design for Learning (UDL) guidelines provide faculty members with a structured approach to an accessible classroom, both in a physical and online environment.

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Susanna Ray

It may be easy to think artificial intelligence is only accessible to high-tech maestros at work in a high-security building, but for the past three years, deep in the halls of academia, engineer and professor David Kellermann has managed - on the side - to develop a new AI-based learning platform for his students in Australia that just may lead the way to global change in how higher education gets delivered.

As early as fourth grade, Kellermann knew he would be a mechanical engineer. The 37-year-old shifted his focus toward teaching a decade after receiving his Ph.D. in computational mechanics and is now a senior lecturer in the School of Mechanical and Manufacturing Engineering at the University of New South Wales (UNSW) in Sydney. With about 65,000 students, the university ranks among the largest in the world. That means Kellermann manages classes of 500 or more, all seeking his attention in different ways.

Kellermann wanted to move the students from "500 islands" to a single team, working together no matter where they are or what their individual situations might be. So he put together a platform that combines just about every product Microsoft offers into a unique experience for learning - from a Question bot that is capable of answering students' queries on its own and can find and deliver relevant video clips from past lectures, to a Power BI dashboard that shows how students' exam answers compare to peers' and helps build personalized study packs for future tests based on previous performance.

"One of the things I love best about Dr. Kellermann's style is the notion that, 'We have all this technology in the world. Why are we not using it to our advantage?'" said Daniel Wong, a tutor for Kellermann's engineering classes. "The technological end of UNSW's education has always been more traditional, and Dr. Kellermann leads the front on changing that."

When Kellermann began studying mechanical engineering at UNSW in 2000, his professors would write on clear transparencies beamed onto the wall with overhead projectors. Students copied what they saw into paper notebooks and worked on problems from the textbooks they were required to buy. Collaboration and physical presence were necessities - students had to be on-site to copy down the notes and participate in study groups, which were the only way to get help with problems.

"The learning community was the means for survival, but not in a positive way," Kellermann recalled. "You had to collaborate to survive."

By the time he began teaching, the first wave of digital education was in full swing. Students could upload digital copies of course packs rather than having to buy textbooks, and lectures were recorded and available for playback later. But ultimately, the concept hadn't changed. Students were still consumers, absorbing information passively.

Yet the student body had become drastically different. Some now cared for small children or aging parents at home, or had to work, and could only be on campus part-time. Some students were on the autism spectrum, were blind, deaf or had other types of disabilities. And Kellermann, who views students as his colleagues, wanted to provide them all with the same high-quality education, in an atmosphere that would prepare them for the collaboration and professional skills they'd need in their new careers, while catering to their diversity.

"The challenge now is to rebuild that learning system in a way that is conducive to creativity instead of consumerism," he said. "Three years ago, I walked into a lecture hall with 550 students and started solving math problems on a piece of paper with a camera overhead. It was not a good experience, especially for the students who weren't there that day. So I went to a Microsoft store that very day and bought a Surface laptop, with digital ink so I could share with all of my students, and I tried to move as much of the experience as possible into a single system that would benefit everyone."

He chose Microsoft Teams as the front end of his burgeoning ecosystem and posted a link to it in class. Within 60 seconds students were posting memes in the chat group, and in the weeks that followed participation surged tenfold from the previous system. Students even began answering each other's questions, rather than relying only on teaching assistants, or TAs. The response to the class satisfaction survey jumped to 99 percent from the typical 75 percent.

"The best way to inspire people to become motivated to learn is to create a collective community of people learning together," Kellermann said. "Teams provided the engagement, and rich communication followed."

Briscoe Kerferd was a demonstrator for Kellermann's pilot semester running the Teams channel for an introductory course on solid mechanics in 2017. He said he was "mildly annoyed" by the idea of a whole new learning platform, but the system was so streamlined and was accepted so quickly by the students that it simplified and improved his entire experience as a TA.

"It was casual, communal and most importantly it was approachable," Kerferd said.

With each TA being responsible for as many as a hundred students, questions invariably got missed in the past, which then dampened pupils' participation going forward, said Michael Ling, who has been one of Kellermann's aides for the past few years. That wasn't acceptable to Kellermann, who Ling described as being "incredibly attentive to his students."

With the Question bot Kellermann developed with Microsoft partner Antares Solutions, students can type a query into a Teams channel, and if the bot doesn't already have an answer to provide from a previous encounter, it immediately looks up which TA, or tutor, is assigned to that student and tags them to prompt a push notification.

"As a student, it's nice to know your question has been seen by the tutor, and you feel happier that you will get a response," said Annabelle Burns, who was a student in Kellermann's class and is now one of his TAs. "As a tutor, it's much more efficient than constantly monitoring the forum for questions, and when tagged you can reply promptly and help the students get what they need."

Kellermann also started putting QR codes on all of the learning material and using vision cognitive service so the Question bot could recognize what the student was working on even when pictures of the problems were uploaded to Teams, rather than typed queries. It then searches lecture transcripts on Microsoft Stream and delivers time-stamped video clips to students with any relevant content that might help - even if it's from classes in previous courses they've taken.

Kellermann says he uses "everything Microsoft offers." And when he talks, it's with a broad understanding of the tech company's products.

"Files are on OneDrive, I record lectures using Stream, and then during the lecture I use digital ink, not a blackboard, and I write it in OneNote Class Notebook, which is shared and synchronized with students so that when I write an X on the board, an X appears on whatever device the students are using," he said. "All these systems run on Azure, and they're connected to produce data and telemetry that can be analyzed and modeled to gain insights by using Azure Machine Learning. We integrate all the communication and experience and assets by using AI with the Question bot. It can connect to all the services by using Graph API, and it can access Azure Cognitive Services and connect to info about the people from Microsoft Dynamics 365."

Kellermann developed the learning platform on his own, leveraging the university staff's skill sets to help build it. But along the way, he cultivated relationships with various Microsoft developers and product managers to let them know he was "doing something cool" Down Under.

That led to a recent invitation to work alongside them at Microsoft's Redmond, Washington, campus for a month, where Kellermann also was asked to give a demo of his platform in Las Vegas at the company's annual Inspire conference for partners. In Redmond, he emphasized a focus on integrated solutions for higher education, offered his ideas for product improvements, and stressed how Microsoft, using its broad software stack, has a rare opportunity to solve "the grand challenges" higher education is facing.

"Student retention, accessibility, collaboration, personalized learning experiences, digital examinations, the ability to work from anywhere, on or off campus, engaged online learning experiences - all higher ed institutes are trying to address these," Kellermann said.

"Some universities are like major towns, and students live their whole lives on campus for four years," he said. "Nothing else has that type of ecosystem. And with university being the defining moment in people's lives, the point at which the trajectory of their life is aimed, it's the golden opportunity of digital value, of AI being able to help them go into that with as much support, inspiration, knowledge and connectivity as we can."

"The best way to inspire
people to become
motivated to learn is to
create a collective
community of people
learning together.

Teams provided the
engagement, and rich
communication followed."

- David Kellermann

With his confident, energetic personality - Ling described him as "headstrong" and unafraid to experiment with new technology, even for such a large class - Kellermann's can-do attitude has served him well in multiple settings.

"I'm going to fix that myself, being a mechanical engineer," he told a video crewman who was starting to help with a malfunctioning clip-on microphone during a recent interview.

And likewise, the platform he's developed is also meant for multiple settings. Kellermann isn't trying to commercialize his work but rather wants the platform to be open-source and free, available to scale across all educational disciplines.

"My dad was a mechanical engineer and my mum was an artist, so my childhood was a balance of the creative and the analytical," Kellermann said. "Engineers are very creative and abstract. We can model things with theories that don't reflect reality.

"And even though I'm a terrible programmer and I have no training whatsoever in artificial intelligence or cloud computing ... I'm just trying to be a good engineer and create a good system that solves a problem, by rethinking education end-to-end and using AI to enhance humanity and make our interactions richer."

Top photo by Scott Eklund of Red Box Pictures. Bottom photo by Brian Smale. This story was originally published on Aug. 21, 2019.

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High tech for higher ed: An Australian engineering professor revamps student learning with Teams - Stories

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Susanna Ray It may be easy to think artificial intelligence is only accessible to high-tech maestros at work in a high-security building, but for the past three years, deep in the halls of academia, engineer and professor David Kellermann has managed - on the side - to develop a new AI-based learning platform for his students in Australia that just may lead the way to global change in how higher education gets delivered.

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Remote Student Peer review of Physical Practice

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Remote Student Peer review of Physical Practice

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Livestream physical F2F activity for remote students to peer critique: Periscope, Twitch, Google Meet, Zoom...

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You can turn backchannel communication streams into enhanced asynchronous or real-time discussions in class by adding a second display for backchannel comments and interaction such as Twitter streams relevant to the class activity -suggest assigning a participant as a moderator and feedback monitor. You can also use Twitter conversation analysis tools from a class Hashtag using (for example) TAGSExplorer

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TAGSExplorer: Interactive archive of twitter conversations from a Google Spreadsheet for

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Online tool to visualise and explore Twitter converstations stored in a Google Spreadsheet. Developed as another lab expeiment by Martin Hawksey @mhawksey https://hawksey.info

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Online learning and the fall semester: advice for decision-makers

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Online learning and the fall semester: advice for decision-makers

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Really good Tony Bates blog post about dilemmas facing universities deciding to go online or face to face: https://www.tonybates.ca/2020/05/02/online-learning-and-the-fall-semester-advice-for-decision-makers/

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I really do not envy those university and college administrators trying to work out what to do for this coming fall semester. This will vary in any case from jurisdiction to jurisdiction, even within the same country, depending on the status of infection in October.

However, I thought it might be helpful to provide some guidelines about online and blended learning based on past experience that might be taken into consideration before making any final decisions - and a few crazy ideas about how to manage in October.

Freshman/1st year classes

This to me seems to be the biggest challenge, for several reasons.

Sex, sport and hell-raising

Students go to university or college for many reasons, not all of them by any means academic. Particularly for young people coming out of high school, the social and cultural aspects of college are equally important.

Being asked to take their first courses fully online at a new institution will be a very disappointing experience. We have already seen students in many jurisdictions balking at paying full tuition fees for what they consider to be a different experience from what they were hoping for.

However, this might be just acceptable for one semester - tough, guys, you just happened to be unlucky.

Dependent learners

The second problem though is that many students coming from high school are still pretty dependent learners. Unless they have been able to take a couple of online courses in their last years at high school, they will have no experience of studying independently (although many will have had a crash course over the summer, which, because such courses could not be properly designed, will have already soured them to the experience.)

Independent learning is a skill, and like most skills, you need to start slowly and carefully. Suddenly being thrown into ten courses online is not the best way to go. Many will sink, although some will certainly swim. However, experience tells us that graduate, older and lifelong learners all do much better in online learning than undergraduates.

Blended learning - a mix of face-to-face and online - though is a very good way to ease gently into online learning. Introducing online or digital learning gradually in first year, supported by face-to-face classes, is a much better strategy.

The problem with large lecture classes

However, the biggest problem for first year students next October will be the very large lecture classes. Allowing 200 students or more into one room may not be possible purely for social distancing reasons. But moving these courses online has a number of really challenging problems.

As with much else, Covid-19 is highlighting a major weakness in the system that existed beforehand, but which no-one really wanted to address. Why do we have such large lecture classes for first-year students? Mainly because faculty don't want to teach them. They may be necessary, but they are boring - not leading edge, just basic stuff that has to be learned for later years. Also, by loading up first year classes, instructors get to teach less, and get smaller classes at graduate and third and fourth year level.

Well, that's probably not going to be possible in October unless you are willing to risk spiking a return of Covid-19 in your institution. Even if students can come back to campus, you will need to avoid these large lecture classes.

However, putting them fully online is not a good solution, either. Some people, such as Alex Usher, have argued that we should take the opportunity to develop a series of 'national' first year online courses that could be shared across institutions. This is not a bad idea, except such courses already exist: they are called either MOOCs or open educational resources. Certainly a national program might increase the quality but you are still going up against Harvard, MIT, Stanford and other elite universities whose online lectures are freely available. It will also take more time than there is available to get agreement, share resources and develop the Canadian national courses.

In any case, content is not the problem: that's all out there on the web. Students just have to find it. What's not out there on the web is learner support and quality assessment, particularly of high level skills, such as critical thinking, problem-solving, evaluation and application. That kind of learner support is relatively labour intensive.

Furthermore for quality feedback and assessment the labour needs a relatively high level of subject expertise, even or especially for first year courses. This kind of feedback and assessment will not be possible by just one instructor with more than 200 students. Given also that even in the best of times, instructors are stretched, and since appropriate content for first year courses is already available on the web if you know where to look, instructors would be better using their limited time on developing appropriate online activities for learners and feedback rather than on delivering the same lectures by Zoom.

What is needed then is not just an alternative delivery method - online for lectures - but alternative teaching methods that focus more on knowledge management and skills development and less on content delivery and testing. October provides a real opportunity to increase the quality of these large first year courses, from necessity as much as from desire.

An alternative approach

Let's treat the fall semester as a one-off large experiment. Maybe things can revert to normal in January but for October we need to radically rethink how we provide programs overall.

Move many graduate and fourth-year undergraduate courses online

The most appropriate courses to move online for one semester would be many masters programs, especially theory and research methods courses. These students usually have very good study skills, and are relatively independent learners, and indeed are likely to need less learner support than first year students. Next in line would be some of the more popular fourth year undergraduate theory or project-based courses.

In Canada, most institutions already have some online courses in these areas. It's not like starting from scratch but replicating already successful models of online course design and delivery. Indeed, there may be value in extending such online courses for many students beyond the fall semester. All we are doing here is accelerating the direction in which many institutions, at least in Canada, are already moving.

One advantage of this is that it will free up more classrooms for the incoming first year students.

Use open educational resources for content

Provide first year students with a list of appropriate sources of content for the first year class, and also encourage them to find their own resources. Use your instructors primarily to help students to find, analyse, evaluate and apply what they find.

Smaller sections for first year students

Try to break the large lecture classes into smaller sections and spread them out across the university using classrooms/facilities normally used by fourth year and graduate students now studying online.

All hands on deck

Just for the fall semester, throw as much as possible of your instructional resources at these first year courses. Put your senior professors in charge of designing/managing the first year courses. Use off the shelf 'open' online courses for content delivery. Get all instructors and graduate students involved in providing support for these classes. This may mean cancelling all non-essential research, increasing teaching loads, and getting senior professors teaching first year students - remember, this is an emergency. Aim for one support instructor for every thirty first year students (this could include graduate students as paid adjuncts).

Blended learning

Mix face-to-face sessions - preferably seminar-type or practical work - with online study, roughly two-thirds face-to-face and one third online. This again will enable smaller classes across more rooms, and will help students begin to manage online learning for themselves. Make sure though that any online activities are completed and followed up in the face-to-face sessions.

Use Zoom lectures sparingly

Use Zoom for

an introductory lecture;

a half-way, 'taking stock' lecture;

and a course wrap-up lecture.

The introductory lecture should explain the course strategy, student responsibilities, how assessment will work, and how support will be provided to students.

Conclusions

My approach may not be possible but there is no perfect solution if Covid-19 is still hanging around in October. Now is the time to be making plans and arrangements for a partial return to campus and social distancing for teaching.

However the worst group of students to put fully online are first year students. Class size is too great, they have the least motivation to study online, but above all providing the necessary learner support for them to succeed online will be impossible.

Any solution means a radical look at the organisation and design of first year classes - and about time.

All I can say is that I m so glad not to be taking first year classes this October - or having to organise them. So I wish you all the best for October.

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Online learning and the fall semester: advice for decision-makers

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I really do not envy those university and college administrators trying to work out what to do for this coming fall semester. This will vary in any case from jurisdiction to jurisdiction, even within the same country, depending on the status of infection in October.

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How to make instructional videos more engaging. 

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How to make instructional videos more engaging. 

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How to make instructional videos more engaging. Cowie, N & Sakui K. (2020). JaltCall 2020 Online Conference. https://youtu.be/tbzefNdl22Y

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JALTCALL Online Conference (June 7th 2020)  How to make online videos engaging for language learners

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Elements of satisfactory online asynchronous teacher behaviour in higher education.

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Elements of satisfactory online asynchronous teacher behaviour in higher education.

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Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2929

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Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2929

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Elements of satisfactory online asynchronous teacher behaviour in higher education

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Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2929

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Video-based feedback on student assessment

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Video-based feedback on student assessment

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Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: scarily personal. Australasian Journal of Educational Technology, 31(1). https://doi.org/10.14742/ajet.1878

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Michael Henderson Faculty of Education, Monash University

Michael Phillips Faculty of Education, Monash University

Keywords: feedback, assessment, video

Abstract

Assessment feedback is an important part of students' learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. This research reports on 126 undergraduate and postgraduate students' reactions to 5-minute videos recorded by their teachers. The findings confirm that the majority of students valued the video feedback over text-based forms. In particular, video-based feedback was reported by students as being individualised (specific) and personalised (valorising identity and effort); supportive, caring and motivating; clear, detailed and unambiguous; prompting reflection; and constructive, which led to future strategising. Several potential weaknesses were also identified, including an initial anxiety about watching the videos, and the difficulty in matching the comments in the video-based feedback to the text-based assignment. Like the students, the teachers also reported that they valued the video feedback process, particularly in terms of being more time-efficient, facilitating quality especially in the form of feed forward comments, and rejuvenating teacher enthusiasm. The article concludes with implications for future research.

Author Biographies

Michael Henderson, Faculty of Education, Monash University

Senior Lecturer in ICT in Education

Faculty of Education

Monash University

Michael Phillips, Faculty of Education, Monash University

Lecturer, Faculty of Education

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Video-based feedback on student assessment: scarily personal

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Michael Henderson Faculty of Education, Monash University Michael Phillips Faculty of Education, Monash University Keywords: feedback, assessment, video Assessment feedback is an important part of students' learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment.

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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education.

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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education.

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Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 15-25. https://doi.org/10.14742/ajet.5137

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Johanna Elizabeth Nieuwoudt Southern Cross University

Keywords: Synchronous, Asynchronous, Virtual Class, Higher Education, Academic Success, Online Education

Abstract

Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students' academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern Cross University in Australia. The Preparing for Success at SCU Program equips students with study skills for success at university. The data were retrieved from usage information data provided by the Blackboard Learn learning management system. The results show that it is important for students to attend class, but it does not necessarily make a difference whether students attend synchronous virtual classes or watch the recordings of the virtual classes. A significant relationship was found between academic success and the number of hours students participated in and interacted with the online learning system. Academic success may be increased by providing various options for students to participate and interact online, and to attend classes synchronously or asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.

Author Biography

Johanna Elizabeth Nieuwoudt, Southern Cross University

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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

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Johanna Elizabeth Nieuwoudt Southern Cross University Keywords: Synchronous, Asynchronous, Virtual Class, Higher Education, Academic Success, Online Education Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education.

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Remote students can live stream their activity via Smartphone to in class students or a large screen presentation system

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Move away from Lecturer delivery of learning activities - redesign classes around a series of student presentations or demonstrations of practice, with peer critique via live-streamed mobile video. Create a rubric for peer feedback and marking - use an online form such as Google Forms...

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Live video streaming & remote feedback...
360 degree live streaming, e.g Periscope, Twitch, Google Meet...

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Moderated and projected (dual) alongside presentation screen...

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Twitterfall is a Twitter client specialising in real-time tweet searches. New tweets fall into the page.

Twitterfall was written by Tom Brearley and David Somers. The name was coined by Chris Northwood.

Twitterfall is built on Go, Javascript, HTML5 and hosted by nginx running on a Linode server.

Twitterfall continues to be maintained by Protane (UK) Ltd.

Here are some of the questions we're often asked about Twitterfall.

Why do I not show up in Twitterfall?

We show every tweet that Twitter returns for a given search, there is no filtering or blocking of users done by us. Check to see if your tweets show up on twitter.com and if they don't then you should contact Twitter.

Why can't I log in to Twitterfall?

This is usually due to a problem with Twitter. If you can't log in to Twitterfall for an extended period of time then contact us.

Why am I getting lag before seeing tweets?

You might have too many searches which causes Twitterfall to throttle requests to Twitter. At most, Twitterfall will check for new tweets every 15 seconds.

Double click here to add a heading.

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Twitterfall is a Twitter client specialising in real-time tweet searches. New tweets fall into the page. Twitterfall was written by Tom Brearley and David Somers. The name was coined by Chris Northwood. Twitterfall is built on Go, Javascript, HTML5 and hosted by nginx running on a Linode server.

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Leverage the asynchronous opportunity to develop video feedback segments. We know that:

Students like recorded feedback and often demonstrate good uptake leading to demonstrated achievement (Hattie & Timperley, 2007)

Live/synchronous studio feedback (as with the Crit) process can be very stressful.

Developing students as feedback givers/initiators is a powerful route to developing understanding of quality. Connects to sustainable competencies, too AND resilience!

So, we can think about developing students'  giving and uptaking video-based feedback as part of a distributed studio strategy. These could serve as 'ramp ups' to more challenging interactions, like formal Crits.

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Online versions - facilitate review, Peer review

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Rethink physical studio spaces as an extension of online ePortfolios - i.e. create a 'Virtual Studio' space that both F2F & remote students co-inhabit. Platforms could include: Behance, Wordpress, Omeka, LinkedIn... Small groups of student ePortfolios can be curated via tools such as Flipboard - an interactive magazine style RSS reader. Large groups of ePortfolios can be curated by more traditional RSS readers such as the free versions of Feedly or FeedReader. Build in academic writing into the Canvas marking Rubric for ePortfolio posts/contributions. Build in peer feedback via peer commenting.

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Assignment1 ePortfolio Post Marking Rubric

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Design learning activities around the online environment for both F2F and remote students - think online FIRST rather than develop or 'deliver' in two seperate modes: "we should recognise that what’s good for the remote student is, likewise, good for those used to face-to-face learning." https://www.bera.ac.uk/blog/collaborative-distance-learning-in-a-time-of-coronavirus

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James Derounian

University of Gloucestershire

James Derounian is principal lecturer in applied social sciences at the University of Gloucestershire. He specialises in research and teaching around community engagement, rural issues and interactive approaches to teaching and learning.

Open Access

Weipeng Yang

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Collaborative distance-learning in a time of coronavirus

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James Derounian University of Gloucestershire James Derounian is principal lecturer in applied social sciences at the University of Gloucestershire. He specialises in research and teaching around community engagement, rural issues and interactive approaches to teaching and learning.

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Cochrane, Thomas. (2010, 5-8 December). Twitter tales: Facilitating international collaboration with mobile web 2.0. Paper presented at the Curriculum, technology & transformation for an unknown future. Proceedings 27th ASCILITE Conference, ASCILITE 2010, Novotel Sydney Brighton Beach, Sydney, Australia. http://ascilite.org.au/conferences/sydney10/procs/Cochrane-full.pdf

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Lowenthal, Patrick, Borup, Jered, West, Richard, & Archambault, Leanna. (2020). Thinking beyond zoom: Using asynchronous video to maintain connection and engagement during the covid-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391. https://www.learntechlib.org/primary/p/216192/

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Zayapragassarazan, Z. (2020). COVID-19: Strategies for Online Engagement of Remote Learners. F1000Research, 9. https://covid19.tabipacademy.com/wp-content/uploads/2020/05/COVID-19-Strategies-for-Online-Engagement-of-Remote-Learners.pdf

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Rethink the 'classroom' and 'remote' students as forming a networked learning community:
Anderson, James C, Kaufman, Eric, Coartney, Jama, Mitra, Shreya, & Cash, Carol. (2020). Using a tiered approach for implementing networked learning communities: A case study on developing the capacity of leaders to implement systemwide innovations within international training and development programs.

Hodgson, Vivien, & McConnell, David. (2019). Networked learning and postdigital education. Postdigital Science and Education, 1(1), 43-64. http://hdl.handle.net/10919/96785

Cronin, Catherine. (2016). Open, networked and connected learning: Bridging the formal/informal learning divide in higher education. Paper presented at the 10th International Conference on Networked Learning 2016, Lancaster. https://www.researchgate.net/publication/302975462

Ab Rashid, Radzuwan. (2016). Responding to ‘nurturing global collaboration and networked learning in higher education’. 2016, 24. doi: https://doi.org/10.3402/rlt.v24.31485

Cronin, Catherine, Cochrane, Thomas, & Gordon, Averill. (2016). Nurturing global collaboration and networked learning in higher education. Research in Learning Technology, 24. doi: https://doi.org/10.3402/rlt.v24.26497

Cochrane, Thomas, & Keegan, Helen. (2012). New global learning cultures: Interdisciplinarity through networked technologies. Selected Papers Of Internet Research, 0(October 2012), 1-31. https://www.researchgate.net/publication/235633430_New_Global_Learning_Cultures_Interdisciplinarity_through_networked_technologies

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This has teams of students work on a project for six or twelve months for a real client. A full suite of online tools are used, and this year the program was moved to a fully online due to COVID-19. I teach the students to reflect on their learning through a portfolio. https://blog.highereducationwhisperer.com/2020/03/designing-in-on-line-learning-option.html