Hi Hayley, Quick note about split screen: Not to my knowledge. Zoom allows each user to split the screen as they wish, so yiu don't necessarily command the students' screens. (Though I think Skype had this function when I used it about 4 years ago.) One solution could be placing your camera feed into the ppt. Or you can go back and forth between the ppt and the camera input. Finally, you can try to stand in front of the ppt and speak to your audience. I hope this helps. Best wishes, Ayşem
Sent from my Samsung Galaxy smartphone. -------- Original message -------- From: Hayley Stevenson <[email protected]> Date: 16/03/2020 14:31 (GMT+01:00) To: Cc: GEPED <[email protected]> Subject: Re: [gep-ed] thread on shifting in-person to online teaching Colleagues, I´m preparing for my first online class on Wednesday. Our university doesn´t want us to record the classes, so it is all real time. Does anyone know if Zoom allows you to have a split screen, one half showing your Powerpoint/screen, and one half showing yourself speaking? I cannot find this function. I think it is very hard to pay attention to audio+PPT without actually seeing the person speaking. Many thanks - and to Ron for launching the thread. Hayley El sáb., 14 de mar. de 2020 a la(s) 08:19, Gellers, Joshua ([email protected]<mailto:[email protected]>) escribió: Colleagues- Thanks to Ron for getting this conversation started. I’ve taught online for several years, went through my university’s summer-long training in distance learning, and two of my online courses are QM certified (national standard for distance education). Probably the most important best practice is to make the course easily navigable and pedagogically intelligible using scaffolding (read about the 4 types of scaffolding here<https://ctl.learninghouse.com/scaffolding-learning-in-the-online-classroom/>). The more consistent the formatting is, the better the user experience. I organize my classes into thematic modules, each of which have separate learning objectives, assignments aligned with those learning objectives, different media (ie short videos), a quiz or two, and usually a discussion assignment that requires the student to complete readings/watch videos/listen to podcasts and respond to other student posts. Everything has a rubric that the students can see in advance. Video recordings of lectures are obviously preferable to static slides. To be honest, it took me a YEAR to make my first online class. The next one took a couple months (but I didn’t record lectures for it since I was pressed for time). Overall it’s not easy, but simplicity and consistency are really crucial. I feel bad for our tech people, who are going to be slammed with faculty requests for assistance with distance learning. We simply don’t have the resources to help everyone at all once. Here are a few images of how a course might look when using best practices in distance learning (specifically the structure of a module on a given topic and then the content overview page that guides students through the module): [A screenshot of a cell phone Description automatically generated] [A screenshot of a social media post Description automatically generated] [A screenshot of a cell phone Description automatically generated] Best, Josh From: <[email protected]<mailto:[email protected]>> on behalf of Ronald Mitchell <[email protected]<mailto:[email protected]>> Reply-To: "[email protected]<mailto:[email protected]>" <[email protected]<mailto:[email protected]>> Date: Friday, March 13, 2020 at 7:34 PM To: GEPED <[email protected]<mailto:[email protected]>> Subject: [gep-ed] thread on shifting in-person to online teaching FWIW, to start a thread on shifting to online teaching, here are some ideas (I look forward to other people’s) 1. Online office hours: use your Canvas-type Chat feature. Ask your IT department how to set it up and then tell students to “Hold your question till I have answer the previous persons.” Then learn how to type fast. 2. Powerpointing in real time: Zoom and most other apps allow screensharing, so you can can have Powerpoint on your screen, share the screen, and then give your lecture verbally in the background, going through the slides as you would if you were in the class. 3. Powerpointing asynchronously: Use “Screen Recorder” at https://screencast-o-matic.com/screen-recorder#<https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fscreencast-o-matic.com%2Fscreen-recorder&data=02%7C01%7Cjosh.gellers%40unf.edu%7C6cc9cbb7862b4e9b2ebc08d7c7a71fbb%7Cdf29b2fa8929482f9dbb60ff4df224c4%7C1%7C0%7C637197392921095479&sdata=UZoYYyEw1iJ2YA96vXAfE83sd7%2FKyQmH4S0%2FQeVE3uk%3D&reserved=0> (or similar app) to start your Powerpoint, then launch Screen Recorder, and use your computer mic to narrate as you go through the slides. It took me a few 5-minute trial runs to get the hang of it, but then its easy. * You can also do “tutorials” (I used it to teach making graphs in Excel for papers evaluating whether treaties effectively reduced pollution and overfishing). HERE<https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D_3wmDS_P6FA%26list%3DPL3hQi6pHBVFRQ8dRieKWEM4AUThxZpsMI%26index%3D2%26t%3D0s&data=02%7C01%7Cjosh.gellers%40unf.edu%7C6cc9cbb7862b4e9b2ebc08d7c7a71fbb%7Cdf29b2fa8929482f9dbb60ff4df224c4%7C1%7C0%7C637197392921095479&sdata=hQsVbwow%2BFu2tP1V1eI7hwj%2BMdrVBKdpP2YPvvHPHTk%3D&reserved=0> is a 5-minute video example -- Screen Recorder automatically highlights your cursor – not relevant most of the time but, in cases like this, quite helpful. -- You received this message because you are subscribed to the Google Groups "gep-ed" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]<mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/gep-ed/CY4PR10MB17823B85723AAC42508B0275CBFA0%40CY4PR10MB1782.namprd10.prod.outlook.com<https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fgroups.google.com%2Fd%2Fmsgid%2Fgep-ed%2FCY4PR10MB17823B85723AAC42508B0275CBFA0%2540CY4PR10MB1782.namprd10.prod.outlook.com%3Futm_medium%3Demail%26utm_source%3Dfooter&data=02%7C01%7Cjosh.gellers%40unf.edu%7C6cc9cbb7862b4e9b2ebc08d7c7a71fbb%7Cdf29b2fa8929482f9dbb60ff4df224c4%7C1%7C0%7C637197392921105432&sdata=X2v3g789av1BFqeJzD2p2hZ0hpVbKg5wKdsG4zgxSg4%3D&reserved=0>. -- You received this message because you are subscribed to the Google Groups "gep-ed" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]<mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/gep-ed/FF85203F-7625-409C-8049-C11EDA4A5BE0%40unf.edu<https://groups.google.com/d/msgid/gep-ed/FF85203F-7625-409C-8049-C11EDA4A5BE0%40unf.edu?utm_medium=email&utm_source=footer>. -- Hayley Stevenson<https://utdt.academia.edu/HayleyStevenson> Profesora Investigadora Asociada / Associate Professor Departamento de Ciencia Política y Estudios Internacionales Universidad Torcuato Di Tella Editor, Political Studies<https://us.sagepub.com/en-us/nam/political-studies/journal202479> Latest book: Global Environmental Politics<http://www.cambridge.org/gb/academic/subjects/politics-international-relations/international-relations-and-international-organisations/global-environmental-politics-problems-policy-and-practice?localeText=United+Kingdom&locale=en_GB&query=&remember_me=on#eQswpXPkPxdcAllL.97> [UNIVERSIDAD TORCUATO DI TELLA]<http://www.utdt.edu/> Av. 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To view this discussion on the web visit https://groups.google.com/d/msgid/gep-ed/CAKJEqS0RD5kNAPrp7ztvk-d4Wqeb_zEuYdUy%3DvkEmVDp4sZAXQ%40mail.gmail.com<https://groups.google.com/d/msgid/gep-ed/CAKJEqS0RD5kNAPrp7ztvk-d4Wqeb_zEuYdUy%3DvkEmVDp4sZAXQ%40mail.gmail.com?utm_medium=email&utm_source=footer>. -- You received this message because you are subscribed to the Google Groups "gep-ed" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To view this discussion on the web visit https://groups.google.com/d/msgid/gep-ed/595f9388ba82472796d62d4194d7d9f2%40statsvet.su.se.
