wimba 2.0 creating content
DESCRIPTION
This session will guide participants through the various types of content they can offer students in a live synchronous learning session to increase student interaction in the Wimba Live Classroom. Presented during Development Week 2012.TRANSCRIPT
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Development Week – Spring 2012
Wimba 2.0: Creating Content to Engage Students in Wimba Live Classroom
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1) Raise hand to ask a questionor ask via text chat
2) Please only click when asked to volunteer
General Guidelines
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:00 Welcome & Introductions:10 Wimba Teaching Matrix – where are you?:15 Stages of Readiness
-Brief Review of Stages 1-3-Content – types of learning activities & content -Evaluation
:40 What are your questions & concerns?:45 Next steps
Agenda
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• Stage 1: Preparing participants• Stage 2: Communication• Stage 3: Interaction Management
• Stage 4: Content– Types of learning activities– How to create the presentation
• Stage 5: Evaluation
Wimba Teaching Matrix
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• Schedule collaborative Wimba sessions to: – Welcome/Open House– Review and reflect discussion forums– Discuss weekly lesson
• Create breakout rooms for group discussions and activities
– Project presentations– Share desktop to show course specific
applications.
Online course suggestions
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If you do not have a course or personal Wimba room, request one through the PSC.•Invite guest speakers who cannot come to campus or reside out of state•Archive explanations of applications or procedures which you feel students will refer to occasionally•Students who miss a class can remotely participate•Students can complete their group projects by working collaboratively in Wimba Classroom
Suggestions for campus-based courses
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Content
Stage 4 – You begin with the possibilities of the material.
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Upload PPT to Admin/Design area or upload on the fly to eBoard.
Show web pages within content frame, students may complete activity.
Use eBoard to draw, point, underline to highlight or create content.
Use Application Share in content frame…proceed with caution. Create Poll questions. Control conversation in room while delivering content.
Stage 4: Content
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Picture of wimba classrom
Content Frame
PresenterConsole
Text Chat Area
Participant Area
Media Bar
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Presenter’s Console: Access Content
• To access PowerPoint and other preloaded items such as polls, click on Default Content Folder box to select which content you want to view/present.
• Click the to display the items.• Click the Go button to display the folder
selected. • The allows you to preview your slide
before viewing by clicking on it. • To advance slides, use the right and left
arrow keys. • To import PowerPoint slide on the fly, click
on the and follow instructions.
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A few examples to get us started…
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• Discussion – Everyone’s talking about HIPAA– Focus on the PRIVACY RULE– http://www.hhs.gov/ocr/privacy/hipaa/understa
nding/index.html
• Written assignment – Confidentiality of Medical Records– Use Chapter 10 & the AHIMA article attached to
the assignment
• Quiz
Weekly Assignments
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1. Hemodialysis is the process by which cancer cells are filtered directly from the patient’s blood.
True or False
What do you know?
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Answer: False.
Hemodialysis is the process by which waste products are filtered from the patient’s blood.
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Adverbs modify verbs, adjectives, and other adverbs. Adverbs answer the questions:
• Where? • When? • How? • How often? • To what extent?
Adverbs
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1. You have created a Wimba Room.2. You have figured out where the “Content”
area is.
Two assumptions
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How to change the Start Content – Content & Branding Frame
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Add the type of content you want displayed
Files
Weblinks
Poll question
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Select the pencil to edit the Start content
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Select the previous added content from the Default Content Area
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• Discussion – Everyone’s talking about HIPAA– Focus on the PRIVACY RULE– http://www.hhs.gov/ocr/privacy/hipaa/understa
nding/index.html
• Written assignment – Confidentiality of Medical Records– Use Chapter 10 & the AHIMA article attached to
the assignment
• Quiz
Add a weblink: Weekly Assignments
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Copy the weblink into the “add a URL” field
Weblink
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Change the title for display in Presenter’s Console
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eBoard FeaturesArrow: Click on arrow to change direction. Pencil: writing tool. Click on it, changes to a highlighter.
Line: Click& hold where you want it to begin, drag it to end position, and release mouse
Ellipse: click your mouse and drag until size you want, and release. You can adjust line thickness and color.
Undo: erases last change
Line Thickness – 3 choices
T for Text: type by pressing T, then click where you want to begin. Select text color first.
Color Palette: for drawing and text tools.
Erase: removes all markings on e-Board
Clear slide removes EVERYTHING from e-Board
Import image or graphic, such as JPEG or GIF file
Save what is displayed as a slide in the Content Folder.
Screen Grab allows you to post a screen shot of your desktop
Enable allows you to give control to a participant
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Draw on your slides!!
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1 2 3
4 5
INFECTIONS OF THE
URINARY TRACT
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B080 – Prepositional phrases
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• Primary Function – Collects urine produced
by the kidney.
• Related Combining Form
– ___________________– What type of disease is
depicted in this picture?
Renal Pelvis
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Select the Type of Poll
Polls
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Good for quiz questions!!
Creating a Poll – Multiple Choice
Instructions• Type title for poll• Type query text in ‘Question’ field• Add response options if multiple
choice• Options: Customised instructions,
confirmation message• Adjust Preferences• Save changes.
If you select ‘Questionnaire’, several questions can be included.
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• The (adjective) modifies bedroom. Huge describes the size of the boxes while moldy describes the appearance. What kind of boxes? Huge and moldy boxes.
Adjectives
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The bedroom was filled with huge, moldy boxes.
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Creating a Poll
Instructions• Type title for poll• Type query text in ‘Question’ field• Options: Customised instructions,
confirmation message• Adjust Preferences• Save changes.
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Application Share: Content ViewProceed with caution….If you selected to view in Content Frame, you have 3
options:
• Window: allows you to show one window on your desktop.
• Screen Area: preferred. You will be able to set the size of your viewing area. A draw box will appear – drag the lines around the area you wish to share.
• Full desktop: your entire desktop will be in view
Select OK, when ready.
TIP: Have the document you wish to share open on your
desktop before beginning App Share. Ask students if they can
see the document.
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Thank you to Becky Sims for sharing her materials for the benefit of your students!
Fun Slides from a Successful Live Lecture in B080
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GOOD• Louis is such a good recruiter.• His decision to hire Rhonda was a good one.• What kind of recruiter is Louis? (Good) • What kind of decision was it? (Good)WELL• Louis is doing so well with his karate lessons. (How is he
doing?)• Rhonda's work is well beyond what we expected. (To what
extent is her work?)
Using Good and Well Correctly
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Conjunctions connect words, phrases, or clauses.
Sample Conjunctions: And or soBut nor for yetThe fish and the frog like to swim, but the camel
likes to walk.
Conjunctions
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For your first post, compare and contrast two favorite snacks. Write one sentence describing each snack. Snacks could be chocolate cake and popcorn, brownies and ice cream, cherry pie and celery, or pizza and a hamburger. Try to include one adjective in each of your sentences.
In your response to another student, see if you can identify the adjectives they used. What other parts of speech do you see? Subject? Verb? Adverb? Did anyone use a conjunction or a preposition?
Week 3 Discussion-Ready for a Snack
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Meets the expectation:• I like creamy strawberry milkshakes. Impresses and allows you to PRACTICE!!!:• I can’t wait for the hot, long days of summer
when I can make fresh, smooth and creamy strawberry milkshakes using plump and juicy sun ripened strawberries from my amazing garden.
A Tale of Two Examples:
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On your scratch paper, jot down a few sample sentences for the discussion. See how many descriptive adjectives you can use.
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Evaluation
Stage 5 – Study the past if you would divine the future.
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Start and end an archive.Be sure to open & release archive to
students.Send an announcement to view archive.Notify students that interaction will be
recorded for archive.Review archive before posting, make
notes for self-improvement.Review poll results from live session.
Stage 5: Evaluation
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Come back Friday at noon – Wimba 1.0•Stage 1: Preparing participants•Stage 2: Communication•Stage 3: Interaction Management
•Stage 4: Content•Stage 5: Evaluation
Questions or concerns?
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• Complete the Wimba Teaching Matrix– Are you a Novice, Elite or Pro?– Where do you want to be? Return at the end of the term
and re-evaluate.
• How will you implement these ideas into your classroom? Choose one for your next Wimba session.
• How can you alter a session you’ve done this quarter?
Food for Thought
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Collaborative Wimba Sessions
ONLINE COURSES – Welcome/Open House– Review and reflect
discussion forums– Discuss weekly lesson
• Create breakout rooms for group discussions and activities
– Project presentations– Share desktop to show
course specific applications.
ON-CAMPUS COURSESIf you do not have a course or personal Wimba room, request one through the PSC.•Invite guest speakers who cannot come on-campus or reside out of state•Archive explanations of applications or procedures •Students who miss a class can remotely participate•Students can complete their group projects by working collaboratively in Wimba Classroom
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04/08/23
Contact Information
Heather ZinkHybrid Classroom Manager
[email protected] (email)twitter.com/zinkpath (twitter)facebook.com/heatherzink.at.rasonline (facebook)952-230-5068 (office)
download slides: http://heatherzink.wordpress.com