[Note: this is a cross post from the Academic Technology Services blog.]

This new feature is available for those instructors who have live streaming turned on inside of Echo360.  It will show, as seen below, who is logged into the live stream, as well as log this information (and the total connection time) for your use in calculating attendance.

If this feature makes a difference in your decision on whether you want to turn on live streaming, please contact us at tlt_its@stonybrook.edu to make any changes to your capture schedule.

Resources at Colleges and Universities

Just a list of links…  see updated doc here.

Here is an additional spreadsheet:

https://docs.google.com/spreadsheets/d/1VT9oiNYPyiEsGHBoDKlwLlWAsWP58sGV7A3oIuEUG3k/edit#gid=1552188977

• Dartmouth: Academic Continuity During Disruption 
• DePaul: Remote Teaching Options
• Northwestern: How to Hold Your Class During Emergency Closures
• Indiana University: Keep Teaching During prolonged campus or building closures
• Emory: Using Canvas During University Closures
• University of West Florida: Pandemic Planning
• Pepperdine: Keep on Teaching
• Pepperdine: Academic Continuity Plan for Teaching and Learning
• Indiana State Keep Teaching
• University of Pittsburgh at Bradford: Pandemic Preparedness
• https://connect.xjtlu.edu.cn/view/view.php?t=ZSG2Hc4xPKqY0my3Q5Bw
• University of North Carolina at Charlotte: Instructional Continuity Planning
• Penn State https://weblearning.psu.edu/contingency-planning/ 
• Weber State University https://www.weber.edu/coops/emergency.html

Research

• Hanover Research – Best Practices in Business Continuity in Higher Education 
• Educause BCDR Planning

Firms Providing Short-Term Faculty Support and Course Development

• ATTECS
• Online Learning Consortium

Anecdotal Accounts

• Hong Kong social distancing campaign 
• Online classes try to fill education gap during epidemic
• Coronavirus Prompts a Whole City to Try Home Schooling
  • MSN news.
  • Summary: The Coronavirus prompts Hong Kong to move almost all of their schools to online classrooms in order to keep kids from falling behind and keep them safe. 

Apparently the ability to click on links in the keynote are lost when using this method.

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/

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.

New Update:

Instructors can now hover over students’ names in the Q&A panel of the classroom, and in the Q&A tab, and see the email address of the student who generated the post. This allows instructors to more clearly identify students with the same name, or students who entered the system with no first/last name on their account.

To monitor classroom questions/discussions

1. Go to the classroom.
2. In the classroom toolbar, click the Discussions icon (shown below) to open the Discussions panel and view student posts and responses, pose questions, and respond to students’ questions.
   

To post a question from the classroom

1. In the classroom toolbar, click the New Question icon.
   The Discussions panel opens to show a New Question text box, the same as if you had clicked New Question from the Discussions panel.
   
2. Enter text into the New question textbox
3. Click the paperclip icon to include an attachment with your question.
4. Select whether to Reference class content with the question. This simply means that the classroom presentation will synch to the question when another user selects it.
5. Enable the Post anonymously slider to post the question without your name. Instructors can see the authors of all posts; students cannot.
6. Click POST QUESTION.

The question can now be viewed and responded to by students or other instructors of the section.

To respond to a question from the classroom

1. In the classroom toolbar, click the Discussions icon (shown below) to open the Discussions panel.
   
2. Click the question/post you want to respond to.
   The Questions panel changes to show a button for responding as well as any previously posted responses.
   
3. Click RESPOND TO THIS QUESTION.
   The question panel changes to show a response text box.
   
4. Enter your response in the text box.
5. Click the paperclip icon to include an attachment with your response.
6. Enable the Post anonymously slider to post your response without your name. Instructors can see the authors of all posts; students cannot.
7. Click POST.

The Discussion panel changes to show you have responded to the question.

Click the menu arrow (also called a “chevron”) located to the right of a question/response to display the Edit and Delete commands. All users can edit their own (and only their own) questions or responses. Users can also delete their own posts.

As an instructor, you can delete any questions or responses posted by students if they are inappropriate.

To endorse a particular post, click the “thumbs up” icon.