Here's a great cheat sheet on Zoom that might help: https://ballinyourcourt.files.wordpress.com/2020/03/zoom-cheat-sheet-1.pdf --- Dana R. Fisher, Ph.D. New Book: AMERICAN RESISTANCE <http://americanresistancebook.com/reviews/> Director, Program for Society and the Environment Professor of Sociology, University of Maryland 2112 Parren Mitchell Art-Sociology Building 3834 Campus Drive College Park, MD 20742 [email protected] / phone: 301-405-6469 www.drfisher.umd.edu @Fisher_DanaR pronouns: She/Her
On Mon, Mar 16, 2020 at 9:36 AM Aysem Mert <[email protected]> wrote: > > 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]) 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): >> >> [image: A screenshot of a cell phone Description automatically generated] >> >> >> >> [image: A screenshot of a social media post Description automatically >> generated] >> >> >> >> >> >> [image: A screenshot of a cell phone Description automatically generated] >> >> >> >> Best, >> >> >> >> Josh >> >> >> >> *From: *<[email protected]> on behalf of Ronald Mitchell < >> [email protected]> >> *Reply-To: *"[email protected]" <[email protected]> >> *Date: *Friday, March 13, 2020 at 7:34 PM >> *To: *GEPED <[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]. >> 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]. >> 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> > > > [image: UNIVERSIDAD TORCUATO DI TELLA] <http://www.utdt.edu/> > Av. Figueroa Alcorta 7350 (C1428BCW) > Ciudad de Buenos Aires, Argentina <http://goo.gl/maps/VrVvK> > ------------------------------ > [image: Facebook] <https://www.facebook.com/UTDiTella> [image: Twitter] > <https://twitter.com/utditella> [image: Instagram] > <https://instagram.com/univditella> [image: Linkedin] > <http://www.linkedin.com/edu/school?id=10164> [image: Soundcloud] > <https://soundcloud.com/utdt> [image: Youtube] > <https://www.youtube.com/universidadditella> > > La Universidad Torcuato Di Tella es una institución sin fines de lucro > fundada en los pilares de la excelencia académica, el pluralismo de ideas y > la igualdad de oportunidades. > > -- > 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/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 > <https://groups.google.com/d/msgid/gep-ed/595f9388ba82472796d62d4194d7d9f2%40statsvet.su.se?utm_medium=email&utm_source=footer> > . > -- You received this message because you are subscribed to the Google Groups "gep-ed" group. 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