This post summarises posts from 2022 – thank you to all of our contributors!
We hope you have enjoyed learning more about the work we do in FMS TEL, below are a few areas we covered and successes we had in 2022. If you have any suggestions for content for 2023 we would love to hear from you.
For the second year running we ran our very own FMS TEL conference. We had sessions on Accessibility, Augmented Reality, Lab Teaching, Escape Rooms and more. The materials are available on the FMS TEL Conference 2022 page.
The blog is edited by a different FMS TEL team member every month, and many team members have taken on this task, as well as contributing posts to the blog – thank you to all of you! Our thanks also go to those colleagues who have offered their examples of practice for us to showcase here. We look forward to working with many more of you in 2023.
How to manage and track your downloads from Microsoft Teams.
Video content created for the e-learning modules in FMS is often shared between colleagues in Teams. A problem I have come across is the lack of a progress bar within Teams for downloads.
When downloading a small file, such as an image or a document, it is not really a problem. You get a pop up notification of the download starting and shortly after a similar pop up notification saying the download is complete.
If you are downloading a larger file such as 1 hour+ videos, which may take a while to download, you are left in limbo for how long it will take and if you move away from your screen you may miss the pop up notification entirely.
One solution is to keep an eye on the files icon on the teams navigation pane. It will be blank by default, show a downward arrow when downloading and briefly show a green tick when downloads are complete.
A second solution is to download the file from SharePoint instead. If you right click the file you should see an option to Open in SharePoint (this only works in teams areas, not chats). From SharePoint, select your file and click download. Your download will be controlled by your chosen browser.
In Chrome the progress bar displays the size and time limit left and the icon on the task bar turns into a progress bar as well. With this method I can get on with other tasks while the file downloads and be aware of its progress as well. I can also cancel the download if I need to.
This post covers the pros and cons of different ways to upload and manage files in Canvas
As the e-learning modules in FMS are now going live, the team have been looking at ways to manage uploaded files in Canvas.
There are two main ways to add files to your module flow in Canvas:
Directly into the module flow
This method is by far the easiest and quickest way to add a file to your course, and is a great choice if the file will not require updates.
If you need to replace the file with an updated version, it is best practice to upload the new version directly to the files area and replace the original file. The file names need to be identical and uploaded to the same folder for the “replace” option to appear. Updating the file this way means any links to the file within the content will not need updated.
In the files area you also have the option to adjust the availability of files, including adding available from and until dates.
Inserted into a page
This is my preferred method for adding a file to a course. You can use ‘Link Options’ to make the file open a preview by default so the page has the appearance of a directly added file but you have the following benefits over adding the file directly:
Able to add notes or comments above or below the file
The page title does not have to be the file name
Any links will be directed to this page so you can update the file/page as many times as needed and links to the content will still work
You can create an archive at the bottom of the page for previous file versions
Canvas can notify students of changes to the page/file
You have access to the page history so you can roll back to previous versions
You can add multiple files to one location
You can add a to-do deadline to the students to do lists and calendars
If you choose to use the file availability options mentioned in the previous method you may want to add a message on the page stating when the file will be available as the message canvas provides is not very informative:
Keeping track of your files and file names within your module helps you save time and avoid confusion later.
I recently noticed a few pages in my content in Canvas had developed scroll bars at the bottom. The bars were greyed out and had no function.
I started to notice a pattern. Any content which took up the whole width of the page (100%) was triggering the scroll bars. It could be any type of content; a banner image, an embedded padlet, or like in my example progress bars.
Canvas must have changed the HTML “overflow” settings somewhere on their end. An easy fix is to adjust any 100% width content to be 99% instead. This can be done in the HTML editor area accessed by this icon in the edit screen: </>
I only have 1 screen, can I view my notes while sharing my screen?
Whether you are creating a pre-recorded presentation or delivering live on zoom/teams, having only one screen can be quite limiting.
Delivering my FMS TEL webinars in the office was easy with my two monitor set up but when working from home I struggled with only my laptop. I prefer to have notes to keep me on track and to make sure I cover everything I want to say. I knew there must be a way to access my notes while presenting.
Below are step by step instructions on how I shared my presentation with my audience while viewing my notes, all done using only a laptop!
Practice the steps before your session (you may want to open this post on a second device so you can access the instructions while you practice)
Add a blank slide or holding slide at the start of your presentation, especially if your first slide contains animations or slide transitions
Add a finishing slide, when your presentation ends the screen will stop sharing automatically (Zoom will display a pop up message to confirm this has happened)
Last month we welcomed Michael Hughes to the FMS TEL team, as Learning Technologies Developer.
Michael is one of six Web Developers within the team who create and maintain Web-based systems which support learning and teaching across the Faculty, University and beyond. He brings with him great enthusiasm and experience of developing innovative systems. One of his first projects is to work with the RolePlayNorth team to redevelop an old, but business-critical, system that has reached end of life. He will be co-developing this with Dan Plummer (FMS TEL systems usually have a least two developers, to help ensure nothing is one person deep!) and collaborating with the wider team in other activities.
“Coming from a manual labour background and specifically working in the Traffic management and Utilities industry for the past 8 years. Seeing a lack of development and online tools to help assist doing the job led me to learning how to code.
Industries like those are the backbone of the economy and the lack of basic tech was eye opening. Working one day I asked one of my more experienced co workers about the marker post locations (white sticks 100 meters apart on the motorway) which we used everyday to plan out roadworks. Finding out that most workers didn’t have the information where they are and if your traveling from say A69 or the A66 coming to the A1 you have no idea if you have to travel south or north to come south as to not miss your starting location for roadworks or even worse a car crash which could mean a 30 minute turn around if guessed incorrectly.
This idea pushed me to working on the project that got me the learning technologies position here at Newcastle University.”
We are excited to have Michael on the team and cannot wait to see what he will accomplish!
How do oral presentations work for 100% online modules?
Oral presentations are a popular choice of assessment in the Faculty of Medical Sciences, especially in our e-Learning modules. Students are asked to submit a pre-recorded presentation to Canvas and the markers watch the presentations at a time and place that suits them.
Diarmuid Coughlan, module leader for ONC8028 Practical Health Economics for Cancer, has kindly agreed to walk us through how the Virtual Oral Presentation element works on his module.
This year we had 14 students on the module. We asked the students to create a 15 minute presentation using either Zoom, Panopto (Recap) or PowerPoint.
We informed the students right at the start of the module that an oral presentation was part of the assessment and 4 weeks into the module we provided a formative assessment. The formative assessment allowed students to familiarise themselves with their chosen software, gain experience talking to a camera and also get some limited feedback on their presentation skills.
The submissions are double marked by 2 markers. Marking is completed separately by each marker outside of Canvas, then markers meet to discuss which marks/comments would be entered into Canvas and made visible to each student.
The Set Up
We provided 2 submission points in Canvas:
Recording Submission Point:
This area was used for the marking. It was set up as Media Recording for MP4 uploads (max of 500 mb) with a Text Entry option for Panopto users (no size limit).
We allowed students to choose which technology they were most comfortable with and provided video and written instructions for Panopto and Zoom. PowerPoint instructions were added later as an option with links to guidance provided by Microsoft.
We also provided some instructions so students could crop their recordings to comply with the 15 minute time limit.
You are limited by time so remember to edit your recording so it is no longer than 15 minutes. Instructions: Windows | Mac | Panopto
Slide Submission Point:
This area had a 0 point value. It was set up as a File upload area for students to submit their slides as .ppt or .pdf, this allowed us to get a turnitin plagiarism score for each presentation as well as a reference copy of the slides, should anything be unclear in the video recordings.
How did it go?
There was a lot of fear from students initially. We encouraged students to give it a go, informing them that we were not trying to trick them. We provided clear guidance on what we expected and provided a rubric with a breakdown of points, clearly showing only a small percentage of the grade would be based on their presentation style and delivery. The content of the presentation was the most important part!
The use of technology was varied:
As markers we also had to overcome our fears of technology.
PowerPoint is easier once you know how to access recordings (you have to download the file, then click start slideshow).
Sometimes the Panopto recordings were hard to find, especially if students had experience of using the technology in Blackboard and did not follow the Canvas instructions correctly.
What are your next steps?
We only provided grades with a short feedback comment last year, we plan to provide more extensive feedback going forward
We will add more video content into the module as examples of how to create engaging slides and showcase our presentation styles – hopefully leading by example
We would also like to provide examples of a good presentation vs a bad presentation
This weeks post shares a session FMS TEL were asked to participate in a study day on the Utilising Technology in Medical Education (UTME) module offered by the School of Medical Education.
The FMS TEL team were asked to participate in a study day on the Utilising Technology in Medical Education (UTME) module offered by the School of Medical Education.
The module aims to raise students’ awareness of how technology enhanced learning is currently used in health care education and gives students the opportunity to explore technologies and investigate theoretical underpinnings. Based on these aims we put together a 3 part presentation.
Part 1 – Tools for Student Interaction
Emily introduced a number of TEL tools including; Menti, vevox and padlet. Each tool was discussed; outlining its uses, pros and cons. Current examples of content designs, interactive activities and animations used throughout the faculty were shared.
Part 2 – Collaborating and Facilitating Group Work
Michelle demonstrated how to use Microsoft 365 to co-author and co-edit documents, presentations and spreadsheets. Students were shown various features including; reviewing mode, version history and how to use Sharepoint to monitor breakout room activities.
Part 3 – Teaching Tools
Eleanor shared her experience of teaching with Zoom/Teams and tips on how to humanise online sessions. She discussed common barriers, such as awkwardness or long silences and strategies or tools to use as solutions.
Learn how to use timers in your PowerPoint presentations to aid questions and answers for students and yourself.
As teachers or trainers we can often feel the pressure to fill the silence when presenting. How long should you wait for an answer? Or a better question might be, how long do you think you wait?
Research suggests that at least 3 seconds can provide positive outcomes for both teachers/trainers and students (Rowe, 1972).
Each task may require different lengths of silence, you will want to think about the time the students will need to:
process the question
think of the answer
formulate a response
(if teaching virtually) unmute or type their response
The concern is to provide the period of time that will most effectively assist nearly every student to complete the cognitive tasks needed in the particular situation.
You may find yourself counting the 10 or 15 seconds in your head, but still the silence can feel unbearable.
PowerPoint Animations to the rescue
Using a consistent slide design with an animation will not only relieve the pressure on you to keep track of the time but also provide cues that students will become familiar with as your teaching progresses.
Below are examples and instructions for 4 different types of animations you can create in PowerPoint, ranging from super easy to slightly complex. At the bottom of this post you will find a template document of all the examples shown plus a few more complicated designs which you can download and use in your own presentations.
Example 1: Stopwatch
Insert a circle and style as required (holding shift will help you draw a perfect circle)
Add a “Wheel” animation to the circle and adjust to your chosen duration (max of 59 second)
Add the stopwatch icon (Insert > Icons > search for “Stopwatch”)
Example 2: Progress Bar
Insert a rectangle, remove the outline and choose a fill colour
Add a “Wipe” animation to the rectangle, using the effect options drop down change the direction to “From left” or “From right”. Adjust to your chosen duration (max of 59 seconds)
Insert a second rectangle on top of the first, remove the fill colour and style the outline as desired.
Example 3: Count Down
Create a text box for each number required, style as required
Add the “Disappear” animation to all text boxes
Set the first number to start “on click” with a 1 second delay
Set all other numbers to start “after previous” with a 1 second delay
Stack each text box on top of each other in the correct order, you may want to use the arrange menu or the selection pane to assist with this
(optional) Add a text box at the back stating times up
Example 4: Scrolling counter
Insert a rectangle, with no fill and an outline of your choice
Insert a text box and type in the required numbers, with a new number on each line
Add the “Lines” animation to the text box, move your text box so your first number aligns with the green arrow and your final number aligns with the red arrow (further guidance). Adjust to your chosen duration (max of 59 seconds)
Insert more rectangles above and below the first rectangle you created to hide the numbers as they scroll in and out
Rowe, M., 1986. Wait Time: Slowing Down May Be A Way of Speeding Up!. Journal of Teacher Education, 37(1), pp.43-50
Stahl, Robert J. & ERIC Clearinghouse for Social Studies/Social Science Education. 1994, Using “Think-Time” and “Wait-Time” Skillfully in the Classroom [microform] / Robert J. Stahl Distributed by ERIC Clearinghouse [Washington, D.C.] <https://eric.ed.gov/?id=ED370885>