Intermediate sessi

1. Welcome to the
Intermediate eLive session
Facilitator: Susie Macfarlane

2. How confident are you to change the number of
audio channels in eLive?
A)totally confident
B)Pretty sure
B) I think I know…
C) no idea!

6. After this session you will be able to:
1. Understand the interactive activities available in eLive
2. Create poll questions to survey students and obtain feedback
3. Send files in eLive using File Transfer
4. Facilitate student group work using breakout rooms
5. Guide website visits with web tour
6. Record eLive sessions and provide access to recordings
7. Plan a structured, interactive eLive session
Learning Outcomes

7. Deliver information
- Orientation to unit
- Lecturing
- Explaining assignments
- Exam preparation and revision
Tutorials and Student-centred learning activities
- Discussion in small groups
- debates
- Students research website, report back
Student lead teaching
- Student presentations
- Student meet to work on group projects
Supervision
Teaching and Learning activities in eLive

8. • Detailed participant Elluminate Accessibility Guide
• http://www.elluminate.com/resources/training/1
04-V10_participants_accessiblity_guide.pdf
• EDU staff may wish to explore together some of
the accessibility functions within eLive.
Elive Accessibility

9. • Enables session attendee to transcribe audio
information during a session
– Text can be viewed (optional)
– Text can be saved to text file
• Two Closed-Captioning Windows:
– One for entering Closed- Captioning
– One for reading the text
Closed captioning

10. Use Polling to:
1) learn about your students
2) diagnose their initial views or levels of
understanding
3) understand their expectations
4) evaluate their learning after the session
Interaction tools - Polling

11. A. Engages students in active learning
B. I can get feedback from students on their
understanding
C. Students participation in discussion
D. Enhances sense of connectedness and social
presence
E. other
What is the most valuable aspect of eLive?

12. To Poll students
• Go to Tools > Polling > Choose your answer type
Interaction tools - Polling

13. A. I have never used eLive
B. I have used but not taught with eLive
C. I have talked in eLive
D. I have delivered content in eLive using PowerPoint
E. I have taught in eLive using activities such as
visiting websites, used the breakout rooms, or sent
and shared files
Your most advanced use of eLive?

14. To Publish results
• Tools > Polling > Publish results to whiteboard
– or click the Toolbar button
– You can also publish to Moderator only
• You can create a new screen if required (button at bottom
left of whiteboard)
Interaction tools - Polling

15. Polling Results
To prevent students viewing others’ responses
(for example when doing revision questions):
Menu: Tools > Polling > Make Responses Visible
To lock responses and prevent further changes:
Menu: Tools > Polling > Lock Responses

16. • How could you use polling in your teaching in
eLive?
Teaching approaches

17. • The file is sent live and is also in recording
You can send a Unit guide, questionnaire, tutorial activity etc
Note: Students with learning difficulties require time to go through
documents so ensure the document is uploaded on DSO well
prior to eLive session
File Transfer

18. • Send a file in eLive
Hint: File Transfer button
File Transfer - activity

19. • How would you use file transfer in your teaching?
File Transfer – Teaching approaches

20. • Send students to Breakout rooms
Menu: Tools > Breakout rooms > Distribute Participants
• Return all students to Main room
Menu: Tools > Breakout rooms > Return to Main room
The optimum group size may depend on how comfortable students are in
eLive and with eachother, and how many have headsets. Groups of 3 or 4
seem to work well, but 2 is fine if both have headsets and are comfortable.
Breakout Rooms

21. Each participant
1. Send us all to breakout rooms
Menu: Tools > Breakout rooms > Distribute Participants
2. Return us to main room
Menu: Tools > Breakout rooms > Return to Main Room
Breakout rooms - activity

22. • Plan how and why you will use Breakout Rooms (discuss
with colleague or me if you wish)
• Practice the whole process so you test each step
• Have your and students’ resources prepared
• Clearly explain the activity to participants
– Outline what the activity is and each persons’ role
– Clearly state how much time participants will have and that you
will return them to the Main room at the end
– Send a whiteboard explaining the activity into the rooms to keep
participants on task
• Make sure each room has one user with headset
Teaching approaches

23. • To send a Whiteboard screen into Breakout Rooms
Menu: Tools > Whiteboard > Copy screen to breakout room
• To bring students Whiteboard screen in from Breakout room
Menu: Tools > Whiteboard > Copy Breakout rooms to main room
Breakout Rooms – whiteboard / slides

24. • To move Participants to another room
Right click on their name > Move to Breakout Room #2
• To move yourself to a Breakout room to talk to students
Right click on your own name > Send to Breakout Room #2
Breakout Rooms - moving

25. • To start timer:
– Tools > Timer > Start Timer
– or toolbar button
• Choose countdown options
• Timer will display in all rooms
• Choose Participants or Moderators only
Using Timer to time activities

26. • How would you use breakout rooms in your
teaching?
Breakout rooms – Teaching approaches

27. • Web tour - all participants see web site with moderator
• Web tour teaching approaches
– Academic skills: search skills, library database, Turnitin
– Key sites: Cochrane review, WHO, NHRMC, Health sites
Menu: Tools > Web tour (or use the button)
Web Tour
Hint: have your websites addresses prepared or open in another browser window so you can
copy them and don’t have to type them.

28. There are two web tour modes:
1.Tour Guide – all participants see your page
2.Independent – each participants browses website independently
You can take students to a website, then deselect “Tour
Guide”, so allowing them to explore the site
You can also click “Publish url” so the link appears in the chat window
and students can visit the website themselves later or in recording
Web Tour - modes

29. Web tours enable you to:
• Expose students to high quality online resources:
– Searching: library database, Google scholar
– Resources: the Cochrane Review, NHMRC, etc
• Engage students in a self-directed search in an area of their interest
then report findings (10 mins)
• Answer their own questions
Impact on students:
– Exposes students to high quality materials
– Builds confidence and familiarity in searching and reporting back
– Engages students in active experiential learning
Web tour: Teaching approaches

30. • Each person take turns to take us to a website
and show us around.
• HINT: have website open in another window, so
you can copy and paste the web address into the
eLive web tour.
Web Tour - activity

31. • How would you use the Web Tour in your
teaching?
Web Tour – Teaching approaches

32. • It’s a good idea to record all eLive sessions so students
who were unable to attend can watch
• Let students know you are recording session (legal requ.)
• Put the session link on DSO (Instructions are on next slide).
• If personal things are discussed and you are not sure it
should be publicly available, don’t post recording, instead
discuss with Unit team.
Recording the eLive session

33. • Go to http://elive.deakin.edu.au/
• Click on Recordings tab
• Log in with your username and password in the top right
• In calendar, click on the date the session was held
• You may need to scroll to another screen to see your unit
name in the list.
• Right click on Session name > Choose “Properties”
• Copy the url of the session
• Paste it in the eLive folder in your DSO unit for students
• Inform students that the session recording is available
To provide link to recording:

34. a) Role of session: How are you using eLive in your
unit? What function is it performing?
- Engagement, social connectedness (eLive is brilliant for this)
- Content delivery (hint: boring! never just this!!!)
- Online tutorial - Learning activities and discussion
- Supervision meeting
- Assistance with assessment (online office hours)
1. Planning your session

35. b) What are the intended learning outcomes of your
session?
• What do you want students to learn?
• How can you get them to do this?
• How will you know they have achieved the LOs?
• How will the students know?
1. Planning your session

36. • Create a Powerpoint or other resources with
content, activities, questions
• Upload the Powerpoint and all websites or other
applications prior to session
• Be online early to greet students coming in
2. Preparing for your session

37. Possible eLive session plan
• Check tech issues Check if participants can hear and see
• eLive orientation Explain interface, etiquette, play on whiteboard
• Social connection Discussion or get to know you activity (vital in eLive)
• Prior knowledge Find out students’ previous experience and
current understanding of topic
• Teach Moderator explains information or content
• Check understanding Students explain or respond to content
• Learning activity Questionnaire, answer in chat box, research website
• Group Discussion Consolidate learning by sharing learning
Check for responses, questions, ask for feedback
• Finish Summarise session, explain next steps
3. Session structure

38. A. Web tour
B. Breakout rooms
C. Document sharing
D. Polling
E. Sending files
What is the best feature of eLive?

39. • You may wish to practice with colleagues
explaining a concept and running a small activity
in eLive
• Plan your sessions and create resources
• Discuss and get feedback from colleagues or Susie
• Ask a colleague to join with you for first session
(and reciprocate if you can )
What next?

40. ITL eLive help guides
http://www.deakin.edu.au/itl/dso/guides/guide-list.php
Elluminate Live documentation
http://www.elluminate.com/support/docs/9.5/moderator.jsp
eLive Interface guide
Staff: http://www.deakin.edu.au/itl/dso/guides/qg-elive-use-interface.pdf
Students: http://www.deakin.edu.au/itl/dso/guides/qg-elive-participants.pdf
Low bandwidth best practice guide
http://www.elluminate.com/support/docs/Best_Practices_for_Low_Bandwidth_
Connections.pdf
eLive 9.5 upgrade – new features
http://www.deakin.edu.au/itl/dso/guides/qg-elive-new-features.pdf
Resources

41. Thanks everyone!

susiem@deakin.edu.au
9251 7790

42. Issue Solution
PowerPoint doesn’t load Prevent: close PowerPoint files prior to uploading
Try again
[fix] Use another browser
Student wants to load Ppt [fix] Make them moderator (right click on their name)
Can’t select files to share [Prevent]: Open files prior to launching eLive
[Prevent]: Keep files on same monitor as eLive
Web tour doesn’t launch [Work around]: Paste URL in chat box so participants
can open website on their own computer
Troubleshooting solutions (advanced)

43. Issue Solution
Audio cuts out [f] Reduce audio channels to 1: Tools > Audio > Max sim speakers
Headset not
working
[P] Plug in headset before launching eLive
[f] Audio check: Tools > Audio > Audio setup wizard
[f] Audio check: Tools > Audio > Select Input/Output Device
[f] Control panel: Set headset as default device
Your mike locked
off (as channel
unavailable)
[f] Increase number mikes: Tools > Audio > max sim speakers
[f] Turn off students mike in Participant Permissions window,
then turn permission back on
Student speaker
feedback
[P] Ask student to turn off mike when not talking
[P] Suggest students use headset next time
Student audio
delay
[f] Suggest student reduce connection speed setting:
Tools > Preferences > Connection > Connection Speed
Troubleshooting Audio

44. Issue Solution
Student unable to
access session
Check they are in the right place
Check they have downloaded Java files
Ask them to try another browser
Ask them to contact ITSD
Student ejected Continue session, welcome them when they return, at end of
session cover areas they missed
You are ejected Return to session
Use another browser to enter session
Restart computer and re-enter session
Troubleshooting Access