Stuart has approaches available to allow those students to participate. In the three years he has been using this approach he has only had two students (out of hundreds) who genuinely didn't have access to the technology. He acknowledges that the issue of accessibility and equality has been raised, but the reality he has experienced is that after clearly stating his intention to use this technology and stating that the students would gain most out of these by having multiple devices, that students generally bring two devices. Students can always still participate with one device but it makes it harder. He expects all students to have access to one device and ideally two, e.g. He states that his course requires students to be technologically engaged. Now you have a single-click option to generate an optimized version of a PDF file directly from the File menu in. He approaches this by explicitly asking his class to bring two devices each. It also requires the students to engage with multiple technologies for their in-class learning. Even though he has been using these technologies for a couple of years now he still finds that it can be challenging to manage everything in a class setting, and controlling visibility of his PowerPoint slides, GoSoapBox responses and Notable takes some preparation and management whilst teaching. Stuart is now developing his thinking around how he will use this with his students this year, and with some new features introduced he's keen to include and explore some other aspects. He also encouraged students to engage with the material by putting explicit questions within Notable about the slide to help and guide the student note taking process and to prompt their extended thinking. Notable was a way of acknowledging the positives of the student request by using it with selective slides. The idea of encouraging effective notetaking to aid students' learning was also an important driver. He was using class response systems ('clickers' and ' gosoapbox') during the lecture and wanted to ensure that any answers and the value of active discussion were not wasted. He would have normally just made his slides available after the class. Step 3: Drag and drop the changes on the uploaded PDFs on the right side of the screen and finally save the changes. Step 2: Click the 'Annotate' option from the drop-down menu and choose the respective edit tools from the left pane of the screen. Stuart had resisted just putting up his full PowerPoint slides up into Blackboard before the lecture as there was some content he wanted to withhold from the students until the lecture time, to allow formative feedback and interactive elements in class to supplement the content. Step 1: Download the PDF from Google Drive to the working space of the Kami PDF Editor. Student demands were growing for him to put up the class slides / notes onto Blackboard before classes, so that they could print them off and use them for note taking. Stuart had been grappling with the question of "What notes do I put online for my students?".
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