Saturday, October 26, 2013

USING ADOBE CONNECT BREAKOUT ROOMS – LESSONS LEARNED

This is a collection of the lessons I recently learned when preparing to use Adobe Connect breakout rooms in preparation for a small group activity which was part of the TLT MOOCOW, Teaching Online for Beginners, tlt.gs/TOL4B (10/18/13)

Three very general pieces of advice. One, give yourself lots of time for group work. Two, practice several times before using this feature. Three, take time to clarify instructions at the onset: verbal and visual.

Preparation Strategies We used breakout room facilitators.  We met several times:
·         Went over the small group activity, directions and various individual group member roles.
·         Practiced moving from the main room layout to the small group layout.
·         Work with the facilitators so they also know how to send the host a chat message while within the breakout session. 

NOTE: The best way to get the facilitators into groups is for them to be presenters before moving breakout groups. Adobe will distribute each to a different breakout room.

Participant Orientation to New Features/Functions  Include some practice activities and or demonstrations  using features that may be new to participants such as writing on the Note Pod and activating microphones. Participants become presenters when moved into breakout groups.  This gives them the ability to use the microphone.  You may also want to develop and review guidelines for regulating conversation especially if the group is large and if many have mics such as raising your hand when you want to speak.

Activity Directions and Breakout Room Functionality    Review activity directions with the large group in addition to including a slide with those same directions which will display in the breakout rooms.  Explain how the groups were formed, random or selected.  Random is the easiest and fastest way especially for large groups. Warn the participants before sending them into groups. 


Breakout Room Layout  I like creating a separate layout for the breakout room activity that   You will need to use very large font (30 -32, at least) because the pod will be small.)  The chat pod was used to facilitate discussion for those without microphones.  The Note Pod was used for the note taker/reporter to capture the highlights from discussion.  If you include a place for the reporters name at the top it will be quicker during the report to assign mic privileges to the correct person. I am still experimenting with how to get the timer to work.  I think a countdown timer will help the groups manage their time.
matches
what the groups will be doing.  Below is the format we used. In addition to the chat, attendee and note pod, I included a share pod where I uploaded a slide with activity directions and participant roles.


Moving into Breakout Rooms
The first step is to select the breakout view from the Attendees Pod. You will then see the number of breakout rooms.  Three rooms is the default. You can add additional rooms by clicking the  button.
       
The second step is to move people into the rooms. The easiest way to do this is to evenly distribute them from the main room.  To do so press this button

You can also click and drag individuals to different rooms.  This can and should be done prior to starting the breakouts.
Step three.  If you have a specific breakout room layout bring that layout up BEFORE moving into groups.  The groups will experience the layout applied before moving into groups.
Step four. When you are ready to move to breakouts, give a heads up and then press the 
button. The hosts will remain in the main room and can move themselves into various breakout rooms.  It is good to check back in the main room periodically.  If someone comes late to the session, they will enter the main room and you can then move them individually into a room.


Breakout Room Activity You may want to have a back-up reporter and several back-up facilitators just I case.

Ending the Breakout Session You have the ability to send a broadcast message that will be viewed simultaneously by all groups.  It is good practice to give a five minute and 1 minute warning.

Group Report Out When the groups report out you can open their white board while in the main room so they can refer to their written summary.  You will need to give mic privileges to the reporter.  If the reporters names is at the top of the Note pod, this will be faster.
NOTE: If you are sending the participants back to the same breakout groups, simply press the Start Breakouts button.  If you want them in different groups then press the random button.


Some Resources:

Adobe Connect Breakout Rooms

***Adobe Connect Tutorial: Breakout Rooms

Connect Guru: Adobe Connect Pro Breakout Rooms
Using Adobe Connect 9 (pg. 61-70) http://help.adobe.com/en_US/connect/9.0/using/connect_9_help.pdf

Tuesday, July 30, 2013

TLT MOOCow Planning: Teaching Online for Beginners for Very Smart Dummies

The TLT learning community is planning a MOOC or MOOCow,  Teaching Online for Beginners for Very Smart Dummies , October 4 - November 15, 2013. You can join the planning in a number of ways.
  • Participate in up-coming "Fishbowl" planning sessions: 
    • Wednesday, August 7, 3pm ET
    • Wednesday, August 14, 3pm ET 
    • Wednesday, September 11
    • Register   tlt.gs/login
Below are my notes from the last meeting. A small group is meeting on Wed, July 31st at 10:00 AM ET to work on the outcomes.  Join us if interested, tlt.gs/login

Create unique sections that can stand alone and tie together.

Possible learning outcomes for the MOOC:
  • Establish comfort level with technology
  • Experience learning in an online environment
  • Develop or enhance some basic online teaching skills
  • Become adept at using tool and strategies to make a first course more successful.
  • Help great face to face teachers become great online teachers addressing attitudes and providing simple tools.
  • Prepare face to face teachers to transition to online teaching by giving them experiences with useful tools and strategies.
  • Increase confidence and comfort with online teaching.
  • Learner to leader.

Community. How to establish your own voice as a teacher so you can help students establish their own voice as well.  Trust.  Establish community outside the LMS shell. Community is key to retention and learning.  Comfort and trust with communicating online. Model community building in the MOOC.  Tools for class community building.  Intro of self (Use JING), ice breakers ( What is your strangest hobby? A Game. Map your location. One word describing how you feel about OL teaching), open-ended questions. Playing with technology – the classic sandbox.
Intro of self (Use JING). Elements of a good introduction. A few examples. Ask each person to create a 30 second video introduction. Include why taking the class and learning goals.

Instructor Presence.  How to be real in an online environment.  The importance of voice. Getting comfortable creating audio files and chatting in webinars. Establish voice.  A video intro of each section. Add your picture to your LMS profile.

Dealing with technology malfunctions. Brainstorm how to handle difficulties related to technology that could arise. Use the discussion board to create a community and to problem solve technical issues. Post a problem and have participants develop responses.

Miscellaneous:
  • Communication.  How to ask questions that will stimulate conversation
  • How to let go of having control.  Students learn from each other.
  • Establishing trust with new faculty.
  • Changes in slide format: live versus OL where more text is needed.
  • Motivating students. Asynchronous nature and impact on discussion flow


Consider a pre-assessment to find out level of comfort and experience with technology. Identify your fears about teaching online

Develop a pre-session to “test the production path” or offer time for people to come early or stay late, drop in, open mic sessions. The purpose would be to get participants familiar with the technology being used in the MOOC such as: Adobe Connect features, Audio set-up wizard,  using a microphone, Google Community, Google site. (drop box, synchronizing calendars)


Offer private coaching with a mentor.

Saturday, June 15, 2013

Building Connections VoiceThread - Week Two Summary

Voicethreads can be embedded in a blog or in an LMS.  Below is a VoiceThread I created for the CVTC Building Connections book exploration.

Tuesday, May 21, 2013

Start with Experience: EAT Apples and Carrots

Trey Mireles, instructor from Madison College, shared an instructional design approach during a TLT FridayLive event.  He called it EAT APPLES AND CARROTS.  By this he meant to start a learning event with an experience and then build from there in  this manner.
tltgroup.org

     E: EXPERIENCE: a common reference point
     A: APPLY: don't do for the learners what they can do for themselves and each other
     T: TEACH: debrief, correct and delve deeper
     A: APPLY: go personal, go professional, give options
     C: CREATE!

It just so happened that I was designing a workshop for faculty and Trey offered to help FridayLive participants apply this approach.  Below is my report on how the design worked.


Trey will be returning to FridayLive on May 24th and has offered to work with participants on how to apply EATAC with your content.  You can join in this "stump the chump" event by clicking here to register.  If you area TLT Member you will be able to listen to recording of both events. 

Sunday, April 14, 2013

Two MOOCs start this Week: April 15th


MOOCs (Massive Open Online Course) have been called ”the single biggest change in  education since the printing press” (Anant Agarwall, President edX). Zaid Alzagoff developed this comprehensive presentation, “Demystifying MOOCs”


Demystifying MOOCs! from Zaid Alsagoff
http://www.slideshare.net/zaid/demystifying-moocs

Educause has also assembled some great MOOC resources: http://www.educause.edu/library/massive-oen-online-course-mooc

My recommendation is to find a MOOC and check it out for yourself. I have participated in 3 and have learned something new each time.  There are two MOOCs starting this week that I will be participating in.  It would be fun to have you join me.  Let me know if you will be testing the waters and we can meet to talk about our experiences, tweet me @luv2playgolf or comment below.  Up-coming MOOC information:
1. Instructional Design for Mobile Learning (#IDML13) – Free Professional Development This is a micro MOOC which means that it is focused with targeted skill building in the MOOC format. Kickoff event is 4/16/2013, 1pm CT April 15 - May 12, 2013.

Offered by the Blended Schools Network.  They will be using Google Plus and SoftTalk Cloud.  5 weeks beginning 4/15/13.

Thursday, April 11, 2013

MOOC Guidelines begin to Emerge

Wordle: TLT - EDCMOOC

Amy Woodgate returns to FridayLive tomorrow, April 12th, 2:00 PM ET to continue the conversation about MOOCs. 

The #edcmooc "eLearning & Digital Cultures" MOOC is the TLT sMOOCher's second MOOC. This link will take you to the guidelines that have emerged from our previous conversations as captured by Steve Gilbert. We will continue to add to these guidelines and welcome your contributions as well. Comment below or add to the Google doc. 



Tuesday, March 26, 2013

#EDCMOOC sounds like SOLE to me

"What is the future of learning?"  This question was posed recently by Sugata Mitra in the TED talk  "Build a School in the Cloud." Sugata Mitra supposes "Could it be that we don't need to go to school at all? Could it
http://www.ted.com/pages/sole_challenge#download
be that at the point in time you need to know something you could find out in two minutes?"
I listened to this TED talk after completing the #EDCMOOC, "eLearning & Digital Cultures." During this experience it became clear to me the MOOCers direct their own learning.  This is very similar to what Sugata Mitra is proposing.
He says "Learning is the product of educational self organization. If you allow the educational process to self organize, learning emerges. It's not about making learning happen it's about letting it happen." This last phrase caused me to remember how one of the EDCMOOC teachers referred to the MOOC.  He called it "A Happening." The teachers in the MOOC truly did what Mitra is suggesting here.  "The teacher sets the process in motion and then stands back and watches in awe as learning happens." His formula is broadband, collaboration and encouragement.  This is exactly what I found in the MOOC Mitra refers to this as Self-Organized Learning Environments (SOLE).  If you are interested in taking part in his research project check out the SOLE Toolkit.

Tuesday, March 12, 2013

TLT sMOOChers talk about #EDCMOOC

Wordle: TLT - EDCMOOC
TLT March 8th Conversation with Amy Woodgate

Below are the questions that were raised during the March 8th conversation with Amy Woodgate. Amy will return on April 12th. The conversation will continue. You can join in. Register for the event here.

Why is synchronous important?
How important is the power of voice and presence? I found the Google Hangouts in the EDCMOOC particularly refreshing, too. Do you think it was because  it was one of the few times we , as students, were able to connect with the teachers? How many attendees participated in the edcmooc hangout?  How many participants typically participate in the synchronous components of a MOOC?

What is the teacher role in a MOOC?
Although the multiple data streams from discussion boards, forums, Twitters, etc showed a very
energetic environment, I think the role of the teachers' should be explored and looked into....

How did you co-create these MOOCs?
What kind of (organisational) culture/attitude within UniEdinburgh - bottom-up/top-down, had you jumped on it and approached Coursera/did they approach you? Were there any particular champions within U Edinburgh who had imagineered UE MOOCs and how long had preparations begun prior to June 2012 sign-up? Did Coursera provide any assistance developing the courses? Do you think you got lucky with the community that formed around edcmooc? I have not experienced this with other moocs... there seemed to be some very enthusiastic students taking part who took it upon themselves to create their own spaces and build communities? I heard the MOOC on eLearning and Digital Culture deviated from the standard video lecture as the main form of delivery. Can you elaborate on the decisions that led to this? what was the reasoning behind the deviation from Coursera's standard  method of video as the main content delivery?

Where/how were the MOOCs marketed?

I would like to discuss the financial aspects of course delivery, etc. Were the faculty compensated similarly to what their participation would have been for a traditional F2F course? How much did the course cost and did student income pay for it? What % of the students do you expect will pay in the future?

How do we to get other groups, pre-college educated feel comfortable to jump in? What are the MOOC naysayers saying? What are you seeing from the exit surveys? What is the overlap between those faculty threatened by MOOCs and those threatened by online education more generally?

What are your thoughts on best MOOC practices?

MOOCers: how much time did you spend on the MOOC each week?

What is your take on assessments in the MOOC?

Can online resources like TLT be a MOOC? Could you build a MOOC around an interactive ebook that people pay for?

Did any of the "traditional" courses that were run "simultaneously" on same topic as a MOOC, did anyone observe any notable changes?  improvements, deficits in the "traditional" version as a consequence of the MOOC happening? I would love to hear more about how the MOOC changed your experience Amy as a student?

Tuesday, March 05, 2013

#EDCMOOC - sMOOChers Debrief with Amy Woodgate


TLT FridayLive!
sMOOChers Debrief with Amy Woodgate
March 8, 2013  2:00-3:00 pm Eastern Time - free to all.



Amy Woodgate, University of Edinburgh MOOC project director, joins "sMOOChers" who participated in THE INTENTIONALLY EXPERIMENTAL #EDCMOOC "eLearning and Digital Cultures," https://www.coursera.org/course/edc.  They will discuss their experiences, lessons learned, recommendations, druthers, things to avoid.   This is one of six MOOCs being offered by the University of Edinburgh.  Edinburgh was offering this "course" both as a MOOC and as a more traditional course simultaneously, so Amy can also compare and contrast the two approaches and how they might fit together.  We will also explore ways in which faculty  can integrate MOOCs (entirely or by selecting modules)  hosted by other colleges and universities in their own undergraduate courses. For the last 15 minutes, participants will be invited to discuss emerging plans for the TLT Group to offer a MOOC-ish experience based on John Sener's recent book "Seven Futures of American Education:  Improving Teaching and Learningin a Screen Captured World."


The MOOC has concluded but the learning continues. I want to share some digital artifacts created by my VoiceThread friends.  If you explore these examples you will see amazing creative examples using different technologies



Some additional resources collected along the way:
#EDCMOOC "Invisible threads are the strongest ties." Check out this SlideRocket presentation!  I love it!!!!... Made by Ary Aranguiz @trending teacher. Ary ends the presentation with this quote "We cannot live only for ourselves. A thousand fibers connect us with our fellow men; and those fibers as sympathetic threads, our actions run as causes, and they come back to us as effects." Herman Melville

A great summary of the EDCMOOC experience by one of the instructors, Sian  Bayne. The VoiceThread that emerged organically that I have been participating in was featured. That's pretty cool. Sian's blog post Shoring the fragments of #EDCMOOC

Friday, March 01, 2013

#EDCMOOC, Being "real" in a cyberspace environment

SOME of what I am taking away from the e-Learning and Digital Cultures MOOC.


Sadly I missed the deadline for submitting. Rats! I so want the experience of critiquing to work of my fellow students.  I am happy that I can view their artifacts as I know there is much to be learned.

Tuesday, February 19, 2013

#EDCMOOC Using MOOC-like resources for undergrad education

TLT Group
tltgroup.org
Looking for examples of how colleges and universities are facilitating the most effective integration of MOOCs and similar new resources into undergraduate programs that are NOT producing or hosting the MOOCs. And thereby increase the variety, quality, and quantity of undergraduate instruction available to students and alumni.

Please share your ideas through this survey. tlt.gs/MOOCusage

Saturday, February 16, 2013

#EDCMOOC Being Real and in Rhythm

The MOOC was referred to as "a happening" by Hamish Macleod, one of the instructors in the MOOC. "Make Your Own Kind of Music" by Mama Cass Elliott captures the spirit of my ideas around being MOOC real and in rhythm.

Created using iPad ap Paper 53 and Snagit
I have been thinking about two things in relation to a MOOC. One is the notion of being "real" or human.  The other has to do with being in rhythm.
I have been trying to understand the rhythm of a MOOC. After two MOOC experiences, I have come to the conclusion that the learner needs to create their own rhythm.  The MOOC truly is a container in which I can create the contents to be in rhythm with my needs.

Then there is the idea of being "real."
When thinking about being "real" my mind is drawn to The "Velveteen Rabbit" story by Margaret Williams.  Figuring out how to be "real" in other words, to develop a social presence and make connections with others in an online environment takes time.

Thursday, February 14, 2013

Designated Learner - Lessons from Our Last Experiment

in elearning & Digital Cultures MOOC, https://voicethread.com/#q.b4104932.i21006791
Created by Felcia Sullivan
https://voicethread.com/#q.b4104932.i21006791
On February 6th, Penny Kuckkahn taught Robert Voelker-Morris how to use VoiceThread (VT). Robert served as the designated learner. The event took place using web-conferencing, Adobe Connect. Below are my notes from the chat on lessons learned.

Two more roles emerged:
  • Designated Follower (DF). Participants are given the choice to watch or to follow along. The Designated Follower helps a beginning learner stay with the training by asking questions from the follower perspective.
  • Designated Kibitzer (DK) adds random informative comment during the training.
Again we discovered nuances that emerged during the training that were unanticipated. For example, Robert's (the DL) specific use for VoiceThread involved embedding the VT into a learning management system. This added another layer of complexity.

We need a pre-module on how to use mics in Adobe for those who might want to use mics during the training. Suggested that some sort of training may be needed for students, maybe record a demonstration.

Sequence used in this session:

  1. Intro.context
  2. TASK for instructor/DL
  3. Others follow along AND add questions, comments, info
  4. Encourage (if relevant) all participants to have access to what was built and test it briefly.
  5. More reactions
  6. 2nd demo/task?
  7. Further comments?
  8. Next steps
The group decided to continue the learning about VoiceThread on February 20th, 3:00 PM ET. This link will take you to the registration page. Please share a link to the VoiceThread that you create in preparation for the session on 2/20 by commenting to this blog post.

I've made additions and revisions to the Designated Learner slides. Your feedback is always appreciated.

Sunday, February 10, 2013

#EDCMOOC, thoughts from week 1 and 2

I got a late start on the MOOC, E-learning and Digital Cultures,  My first activity was to listen to a recording of the February 1st Google+ hangout. This was a pretty good way to start as the 5 instructors provided perspectives on different aspects of the course and reacted to various posts and themes that have emerged from the course.  I loved Sian Boyne's use of the T.S. Eliot quote "In my end, is my beginning" (“Four Quartets” Part II: East Coker)  She used it to explain participant interest in the final assignment, even before getting started. This made me think about my goals for the course.  My primary goal is to figure out how to use social networking tools to build my own personal learning network.  Here's how I hope to do that:
  • Utilize TweetDeck to follow participant conversations and to share my thoughts via Twitter as well.
  • Join the Google+ EDC community to see how that works.
  • Participate in the tlt sMOOCher study group.
I also want to:
  • Gain new perspectives on e-Learning and then share and incorporate into my work.
  • Experiment with joy and abandon without becoming adicted. 
I have learned a lot about creating social presence by observing others. The course is large in size but I just don't think that should be a negative.  The trick, I think, is to figure out how to make the largeness a positive. I stumbled upon a VoiceThread that Felecia Sullivan started, see below.  I so love hearing people's voices and listening to the conversation that is emerging. The idea of engaging in a smaller community within the larger MOOC has emerged from more people.  I concur with this sentiment and this VoiceThread is an example.



I need to dive into the content so I can engage in the conversation as well.  In other words, I need to catch-up.

Friday, February 08, 2013

Designated learner slides

Working to develop slides describing the designated learner approach. Would love your feedback.

Wednesday, January 23, 2013

Designated Learner Experiment Continues


The Designated Learner Experiment continues.  Irene Knohk taught me how to use JING to capture a screen and to create a video.

Below are Steve Gilbert's thoughts on our next steps:
This was a GREAT step forward.
Irene, would you be willing to do almost the same thing with Jing again?
I'd like to try it with 2 or 3 very small, very specific tasks/projects identified in advance and the goal of trying to get the learner to succeed on those 2 or 3 as quickly as possible... with enough time left at the end to discuss other features of Jing that people might find relevant and/or to respond to audience questions.  I think we should also continue to identify the list of tasks/features that we will NOT address during our session...
I also wonder if the model of TV cooking shows has some relevance...  some steps can be omitted or condensed because someone has taken  care of that in advance....
For example...

  • We list the prep that we would help our designated learner do in advance.  We make  a bigger deal in advance about the "worksheet" Irene prepared
  • Open Jing & Screencast accounts
  • Download Jing
  • Identify a location on the learner's computer where any Jing files will be saved and avail immediately
  • Identify a location (folder?) on the learner's Screencast account where any Jing files uploaded will be saved and avail immediately

What else could be handled this way in advance  AND WE COULD TELL PEOPLE THAT WE WERE DOING SO AND THAT THEY WOULD BE EXPECTED TO TAKE CARE OF THESE IN ADVANCE THEMSELVES IF THEY WANT TO BE ABLE TO FOLLOW ALONG IN REAL TIME...
What do you think?
Steve

I love Steve's cooking show analogy.  I am also thinking we may want a place for people to be able to go after the session for more information and to view the recording, in other words, "to get the recipe."

One other thing we could add, either ask the participants for what they plan to do next and or suggest some things that they may want to do next that will help support and reinforce what they have learned in the session.  For example:  I want to go the JING and create a screen capture on my own so I don't forget what I have learned. Below is my latest achievement in that regard.

Saturday, December 15, 2012

Designated Learner

The TLT Group has been experimenting with real time learning using a designated learner. The context for our experimentation is Adobe Connect web conferencing. The content is an online application, in this case Google Forms.  A designated learner learns "in front" of others and serves as the voice of the learner for the other participants. 

These are the questions we are addressing through our experimentation in this area:

  • How can we make these "TRAINING"  sessions more useful to YOU and your colleagues?
  • For which conditions, context would this new approach be especially helpful?  Not helpful?
  • What should we try in this way next?

Gloria Hofer, Instructional Technology Resource Specialist, Santa Clara University, needs to be recognized for her bravery. Her expertise, patience and positive persistence during the session was a model in and of itself.


Here are the lessons we've learned so far:
  • PREREQUISITE INFORMATION - Include a link to the prerequisite information in the workshop announcement such as: background information or set-up information.  
    • In the case of our topic on Google forms that would include: establishing a Google Account and accessing Google Drive. We also wanted participants to open a second window on their computer and then be able to size the Adobe Connect window and the new window so they could be viewed side by side.  This information could have been provided as a screen cast.
    • Include a handout with the steps of the process.
  • BRIEFEST POSSIBLE ORIENTATION:
    • Very very brief recap from the pre-session info
    • How to make the Adobe presentation window full-screen and back to normal view. Chat is in normal view.
    • How to signal the presenter using emoticons: raise hand, slow down, etc.
    • Give the participants some options on how they might want to participate:
      • resize the Adobe window and a second browser so they can see the demonstration at the same time as they follow along
      • Toggle between the Adobe room and their browser as they listen and follow the instructions.
      • Use two computers or an iPad and a computer.
      • Use two monitors.
  • PART 2, DEMONSTRATION: Designated Learner is guided to RAPIDLY  produce something to completion - if very rudimentary
  • PART 3: instructor goes through more features  and responds to questions
  • Figure out how to manage the windows in Adobe in advance. This may vary based on the content and instructor preference.
  • NOTE: The variations between how things look if you are using a Mac versus if you are using a PC need to be taken into consideration.
  • How much should the designated learner and the expert communicate before the session.  Someone suggested that the questions from the designated learner be scripted to help move the content along.  On the other hand, the designated learner and expert would have no contact and the reactions and questions from the designated learner would be spontaneous.
  • During the demonstration, when the instructor is sharing their screen,use full screen.  Need a way for presenter to be able to see chat or hear to monitor what's going on.  Check this out.
  • Be careful about allowing unanticipated questions.

Our plan is to apply these lessons to a series of Member Exchange Workshops related to Social Media/Networking Tools/Resources. planned for January 9, 23 and Feb 13th. This link will take you to the registration page
Claire Dailey



Friday, November 30, 2012

Using a Back Channel - Life after TodaysMeet

Update July 2 2018. Sadly TodaysMeet has retired. Now to find a replacement. Newsletter "TodaysMeet is Shutting Down - Six Alternatives to Try"

Here are some options:




I have been using a simple tool when teaching via webinar, TodaysMeet.com. It is being used in education for a variety of other purposes. Let me explain how I use the tool, I’ll  show you how it works and then share some other uses.

I use it as a back channel for participants to ask questions. The term back channel is used in politics and diplomacy to mean “a secret, unofficial, or informal channel of communication” (The Free Dictionary) It is also used to describe “ the practice of using networked computers to maintain a real-time online conversation alongside the primary group activity or live spoken remarks” (Wikipedia) The chat feature offered by most web conferencing tools is a type of of back channel. To get people accustomed to the tool I use it first as a warm up activity.  I ask people to share something new they have recently learned.  The activity helps me get to know the participants and they use the TodaysMeet application.  This way I know they can use it when and if they chose. I then invite participants to give me feedback or ask questions during the webinar training session.  It has worked well especially when working with larger groups when my ability to hear individuals is compromised.  Even in smaller groups, it gives participants another avenue to ask a question.

This link will take you to a demonstration on how to set up a meeting and how to contribute. This tool is free and easy to use.  No account needed.

Here are some examples of how others have used the tool.

  • Penny Kuckkahn: The best example would be when a group 4-5 were interviewing some community members at the museum the students took notes using the tool.  Then they had all the notes in one place and created a presentation from those notes.  Rather than having to pull together their handwritten notes.
  • Penny Kuckkahn: When several people go to the same conference together It is a great way to keep connected and know where each other are going and what is happening at the sessions. You also then have all resources right there for you after.
  • Angie Rondello: A colleague of mine has used it while the class watched a movie. Students were able to comment and ask questions while the movie was going without interrupting the movie. (students used school laptops or their own device)
  • Angie Rondello: I've been in a sectional workshop where they used it for the audience members to ask questions. The feed was displayed via LCD projector and there was a panel answering the questions and/or the main presenter would answer during the presentation.
  • Deirdre Bonnycastle. Use by study groups or for meet ups - easier than Twitter.
  • Gloria Hofer. This is a great way to aggregate student's thoughts, questions and reactions during a lecture and then capture it in the transcript!