Apparently the ability to click on links in the keynote are lost when using this method.
If your channel on your turning technologies clicker is locked… this is how you fix it.
Press Channel, shift, shift, channel. This will lock or unlock your clicker channel.
MyLab & Mastering
Pearson MyLab and Mastering
Watching some information on systems of instructional design.
This is super easy. But a caveat… we have a BIG feature request for Google and MS regarding this technology.
So here is a recording I made using QuickTime Player on a Mac, of myself giving a test presentation in Google Slides. You will notice that there is no audio. I think that I don’t have the audio setup right for QT, but in a way it illustrates the power of this ASR. Technical problems happen while we are teaching. It does happen. In this case, because I was using ASR in Google Slides, you can still receive my presentation through sight.
Hover over the video and click on the icon with the box and arrow, to make the video larger, so you can read the live captions.
Next I try the same basic idea in MS Power Point. It is slightly more complicated to activate, but still not an overwhelming obstacle. I also fixed my QuickTime Player audio for this recording. MS uses their own “intelligent services” for the captioning, whereas Google used the Macs built in speech recognition.
Now for the Caveat. When you are finished, the captions aren’t saved. If I hadn’t done screen recordings, I wouldn’t even have this much. So you can’t use them for individuals who would have been employing a screen reader, and you can’t use this to jump start your production of a transcript. This is only for producing captions during a live talk and only useful for sighted individuals.
If you are interested in using ASR for successfully making your course recordings accessible and even fully ADA compliant, please look into turning on ASR within echo360.org by using this form.
This is a cross posted to https://you.stonybrook.edu/academictechnologyservices/
This used to be a feature in the old echo360 locally hosted service that we had, and now due to popular demand, it has returned.
Heat Maps are visual indicators that show the instructor what parts of the classroom recording the students are watching the most.
To look at your heat map for a specific video, you would want to login to echo360.org, then go to your content, find a video you are interested in and clicking on it to open the details page.
You can lay the heat map on top of the video by clicking on the button in the bottom right as seen above. The higher the graph spikes upwards, the more students watched that particular part of the video.
Some used clickers are coming from classroom kits where, because they are used differently than we do here at SBU, have had their clicker IDs changed and they no longer match the ID printed on the back on the device. This will result in your course results not processing correctly.
To check to see if you device ID is set correctly…
press the wrench button
then the go right button twice
press the button under where it says OK
press under OK one more time
You should see Device ID: and whatever the device is set to will show here.
see if that matches what is on the back, printed on the clicker.
IF IT DOES NOT MATCH; please email firstname.lastname@example.org
After contacting Susan, follow her instructions to have this resolved.
You may find that some of your students have not properly registered their clicker licenses (AKA Subscriptions) and others may not have successfully made an account at all with Turning.
An easy way for you to reach out to these students is to use the new email feature in TurningPoint. To do this, launch the software, and go to the Manage tab. Then, select your course on the left panel so it is highlighted.
On the top right, there will be a little envelope icon. Click that, and it will give you options to reach out to your students. Do not check the Clicker ID box as students using mobile devices will get a message telling them they need to add a clicker ID. But, do check the Subscription and Create Account boxes and then click Send. Students who need to just add a subscription will get instructions to do so, and students who need to create an account will get the appropriate instructions as well.
I saw this on a list serve today and thought I would share. Peer review can be so beneficial to students, and can also be of service to extra large classes when paired with a robust rubric.
Peer Review with Google Forms and Sheets
1: Assign each student a random number; make sure they can see it (text column in gradebook). <- this was for anonymous review
2: Create a Google Form to collect feedback in. Populate the form with survey-style questions mirroring your grading rubric.
3: Set up an Assignment in the LMS for the students to upload their papers; be sure to have them only sign it with their assigned number for anonymity.
4: Download the essays and save them as .pdf files named with the assignment and number (ex: 5678 PR 1 for student number 5678’s first peer review essay).
5: Create a Peer Review 1 folder in Google Drive and drag all the .pdf essays into it.
6: Create a Google Sheet with columns for the student numbers and for the numbers on the essays they are assigned to review:
7: Students input review scores and comments; instructor does the same using a recognizable number such as “9999”.
8: Once the deadline has passed, sort the results sheet by student number, calculate averages, triple-check for anonymity, and share the form (“read only”). (This formatting takes time but is still better/easier/more efficient than the Bb Peer Review tool, and free.)
9: Enter scores in gradebook.
“It’s labor-intensive but the students benefit from seeing all the feedback”
credit to Judith Littlejohn from SUNY Genesee Community College.