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[DOCUMENT SUBTITLE] ADMI
Training interventions
Table of Contents Centre for Innovative Education and Communication Technologies [CIECT] ................. 3 CIECT Workshops .................................................................................................................... 5 eTools within iKamva ......................................................................................................... 5 ICT and Digital Academic Literacy .................................................................................... 5 Multimedia........................................................................................................................... 5 eTools and Assessment Workshop ....................................................................................... 7 Purpose Statement ............................................................................................................. 7 Outcomes ............................................................................................................................. 7 Design an Interactive Online Environment Workshop ...................................................... 9 Purpose Statement ............................................................................................................. 9 Outcomes: ............................................................................................................................ 9 Online Communication Workshop ......................................................................................11 Outcomes ............................................................................................................................11 Pre-requisites .....................................................................................................................12 An ‘eTools Kit for Lecturers’ Workshop...............................................................................13 Purpose Statement ............................................................................................................15 Outcomes ............................................................................................................................15 An ‘eTools Kit for Teaching Assistants’ Workshop.............................................................18 Purpose Statement ............................................................................................................18 Outcomes ............................................................................................................................18 Design and Develop an ePortfolio Workshop ....................................................................21 Purpose Statement ............................................................................................................21 Participant pre-requisites .................................................................................................22 Interactive Document Sharing Workshop ..........................................................................23 Purpose Statement ............................................................................................................23 Participant pre-requisites .................................................................................................24 An ‘eTools Kit for Tutors’ Workshop ....................................................................................25 Purpose Statement ............................................................................................................25
Outcomes: ...........................................................................................................................25 Digital Academic Literacy (a Large-Scale Programme) for Undergraduates training and support ............................................................................................................................27 Student Prerequisites........................................................................................................28 Skills Assessment Management (SAM)............................................................................29 Purpose Statement of Skills Assessment Manager (SAM) ........................................ 29 Supporting Students online (iKamva, email) ..................................................................30 Tutors supporting students online ..................................................................................30 Course: ICTs for Staff and Postgraduate Students ............................................................31 Purpose Statement ............................................................................................................31 Outcomes ............................................................................................................................31 Pre-requisites .....................................................................................................................34 Multimedia teaching tools for the digital age ...................................................................36 Outcomes ............................................................................................................................36 Pre-requisites for Participants to bring along:...............................................................36 Welcome & introduction ......................................................................................................37 Basic video editing training ..................................................................................................40 Purpose Statement: ...........................................................................................................40 Outcomes: ...........................................................................................................................40 Training structure ..............................................................................................................40 Screencast, Compression & Conversion Training Plan .....................................................42 Overview ............................................................................... Error! Bookmark not defined. Outcomes ............................................................................................................................43 Training Structure ..............................................................................................................43 Concept mapping ...................................................................................................................45 Overview ............................................................................... Error! Bookmark not defined. Outcomes ............................................................................................................................45 Contact Details: ............................................................................................................. 50
Centre for Innovative Education and Communication Technologies [CIECT] A need has arisen for ePedagogy training and support for academics and students within challenging, complex HEI settings. Equally important is indeed the constructive impact of Information and Communication Technologies (ICTs) on flexible teaching, learning assessment Professional CIECT Director: Dr. Juliet Stoltenkamp
and
practices. CIECT’s integrated Support
team
is
structured
around the niche areas of Digital Academic
Literacy and ICT Skills Development; Multimedia and Audio-Visual Services; Instructional. Design and Software Development & Application. Online Platform (iKamva) Students at UWC will engage in the Learning Management System, namely iKamva. Face-to-face lectures will be enhanced through access to the online platform where valuable resources are placed for self-study, reflection and assessment purposes. Lecture material and resources will be available online and can be retrieved via various modes of delivery.
CIECT Workshops eTools within iKamva The Centre for Innovative Education and Communication Technologies (CIECT) has designed and developed various support interventions and online workshops in order for lecturers to make effective use of various innovative communication, content creation, and assessment eTools within iKamva. iKamva is predominantly used by academics in order to design and develop their interactive online environments
ICT and Digital Academic Literacy The purpose of these courses is to introduce staff and students to digital literacy skills in order to apply the attained skills for research purposes. These courses have been designed to enable staff and senior students to utilise digital tools and skills for academic, leadership, digital and structuring purposes. Hence students will acquire and apply skills to create, review, and update content. Moreover, the students will acquire 21st century skills to collect data and communicate findings.
Multimedia CIECT’s
Multimedia
workshops
and
training
sessions
equip
participants with content creations skills for the digital age. These workshops enable staff to engage in interactive hands-on workshops, which enable them to edit images, create audio (narration) tracks, compile media into video and upload to online platforms. Participants are exposed to a variety of tools and will be able to develop materials using the device and software of their choosing hence a multimodal approach to developing content.
Institutional Learning Management System: iKamva
eTools and Design Workshop Purpose Statement The Purpose of this workshop is to highlight the importance of creating an interactive online environment to support teaching-and-learning practices. The workshop aims to demonstrate the basic principles for online design, structure, development of outcomes and related activities through various modes of delivery
Outcomes By the end of the workshop, the participant should be able to: ● Create an online environment; ● Select relevant eTools for use in an online environment aligned to discipline; ● Apply the use of the eTools (content, communication and assessment) within a structured online environment; and ● Embed digital components. Phases
Instructional Strategy and setup online environment
Create online structure
Description ● Develop clear outcomes for online courses using an instructional strategy/plan. ● Create your online environment; and add introduction. ● Structure lesson plan/module
Time-Frame
10 min
chapters and sub-units into manageable units/themes (scaffolded approach). ● Upload and embed learning
45 min/1hr
material and digital components. ● Add a checklist for self-directed learning. Making use of the communication tools
● Create a discussion topic with clear instructions.
20 min
● Link to relevant discussion to themes/concepts within lessons Structure online
● Setup Test & Quizzes (question
assessments
pools with relevant question types).
45 min/1hr
● Setup online assignment. ● Link to assessments to themes/concepts within lessons.
Participants are expected to: ● Please ensure that your Novell Username and Password is active (Contact ICS ServiceDesk in advance).
Online eTools training by Norina Braaf
Design an Interactive Online Environment Workshop Purpose Statement The purpose of this workshop is to highlight the importance of creating an interactive online environment to support teaching-and-learning practices. The workshop aims to demonstrate the basic principles for online design, structure, development of outcomes and related activities through various modes of delivery.
Outcomes • • • •
Design and develop instructional strategy Structure lesson pages Upload and embed learning material Link to relevant activities and assessments
Phases
Instructional Strategy and setup online environment
Create online structure
Description ● Develop clear outcomes for online courses using an instructional strategy/plan. Create your online environment; and add introduction.
Time-Frame [1hr30min]
30 min
● Structure lesson plan/module chapters and sub-units into manageable units/themes (scaffolded approach). ● Upload and embed learning material and digital components. ● Add a checklist for self-directed learning.
30 min
Link lessons to relevant activities
● Link lesson to discussion topic. ● Link lesson to tests and/or assignment.
Online Environment workshop by Matthew-Chad Nelson
30 min
Online Communication Workshop Purpose Statement The purpose of this workshop is to highlight the importance of creating an interactive online learning environment through the effective use of specific communication eTools within the learning environment. The workshop aims to demonstrate the effective use of communication eTools to support blended online environments.
Outcomes By the end of the workshop, participants should be able to: • • •
Access online environment Structure and distribute communication Engage in live conference session
Phases
1. Module Welcome Page and Groups 2. Discussion forum as a communication and assessment tool
3. Dissemination of information
4. Engage in Live conferences
Description ● Adding an introduction to the module welcome page. Setting up online groups for tutorials and other purposes ● Create a discussion forum topic with clear instructions. Link learning material to a specific discussion topic. ● Limiting forums to specific groups ● Communicate with students by sending class announcements and/or group announcements ● Enabling and using the Blog tool ● Access the Meetings eTools ● Setup a meeting with title, description ● Adding a preloaded presentation
Time-Frame
15 Mins
25 Mins
15 Mins
20 Mins
Pre-requisites Please bring along: ● Related course documentation ▪ Word, PDF and/or PowerPoint documents ▪ Multimedia components (images, podcasts, etc.) Flash Drive (face-to-face workshops)
Online Practical training by Terrence Pretorius
eAssessment Workshop Purpose Statement The purpose of this workshop is to highlight the design and development of various online assessment activities to support teaching-and-learning practices. The workshop aims to demonstrate the creation of structured formative and summative assessments to monitor and track student progress.
Outcomes By the end of the workshop, participants should be able to: • • • • •
Structure online test environment; Select various question types according to outcomes; Structure question banks/pools; Create assignments and link to Turnitin platform; and Monitor and track student activity
Training Workshop
Description
Time-Frame
Phases 1.Development of online test
• • • • • • •
2.Setup of online assignment
• • • • •
Add test title Select question type (showcase various assessment types) Enter answer options Preview test Showcase ‘question pool’ and ‘parts’ Showcase ‘markup’ test option Settings and Publish test Create new Add description and dates (open, close) Select assessment type Attach assignment rubric Link assignment to Turnitin and apply specific settings
30 min
30 min
3. Setup of online gradebook
• • • •
5. Monitoring and Tracking (Statistics tool)
• •
Showcase tests and assignments linked gradebook Edit gradebook item Add gradebook item Export gradebook results View online engagement/activities Download statistics results
20 min
10 min
Pre-requisites Please bring along: • Question Bank (minimum 5 questions and answers – can be various question types) • Sample assignment • Rubric related to assignment Flash Drive (face-to-face workshops)
An ‘eTools Kit for Lecturers’ Workshop Purpose Statement The Centre for Innovative Education and Communication Technologies (CIECT) has designed a customized programme for lecturers that will enable them to effectively co-teach and support students via the Learning Management System (LMS) iKamva, Turnitin (Tii), Google Applications and the Marks Administration System (MAS). The Programme, ‘An eTools Kit’ for Lecturers will be conducted over a period of time.
Outcomes By the end of the workshop, participants should be able to: ● Setting up online environment and Creating ‘data lite’ lectures ● Engage in student support ● Create assessments linked to specific Learning platforms ● Monitor and evaluate student engagement Training Workshop Phases Day 1 Setting up online environment and Creating ‘data lite’ lectures
Day 2 Student Support
Description
● Access and Navigate iKamva platform ● Create online environment; and select relevant eTools within iKamva ● Upload content into online environment (iKamva) ● Structure lesson plan/module chapters and sub-units ● Embed learning material/digital media components ● Understanding digital media content ● Optimizing and compressing media content ● Create online student groups (iKamva) ● Discuss and share via Discussion Forums (iKamva) ● Setup and communicate in Chat rooms
TimeFrame
60 min
30 min
45 min
Day 3 Google Applications
● ● ● ● ● ●
● Day 4 iKamva Assessment & Turnitin
Day 4 Monitoring, Feedback and Evaluation
● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Day 5 Record keeping & Marks Administration System
● ● ● ●
Managing a Google repository Create spreadsheets and forms Update and sharing of documents Download documents Collate data Schedule, conduct and record online training and consultation sessions (Google Hangouts) Develop online test using Tests and Quizzes (iKamva) Setup of online Assignment (iKamva) Setup Rubric and link to assessment Setup of online Gradebook (iKamva) Set-up online assignment Apply settings for Turnitin integration View submissions (Tii reports) Review generated reports View assessments linked to gradebook Share grades via Gradebook (iKamva) Share comments and feedback via Discussion Forum (iKamva) Capture assignment feedback and comments (iKamva) View assessment scores and submissions (iKamva) Download submissions and scores Export gradebook items Statistics eTools within iKamva - view online engagement/activities View and download Class list Understand MAS roles (Administrator, Lecture and Coordinator) Upload marks on MAS (Marks Administrator role) Verify marks on MAS (Lecture role) Confirm and publish marks on MAS (Module Coordinator) Review MAS Reports
1h30 min
60 min
30 min
Day 6 Turnitin (Tii) Platform [stand-alone platform]
● Generate and download the full mark report ● Setup class and assignment ● Apply settings and related allocations ● Align Turnitin Peer Review eTools to assignment ● Online marking ● Review and download feedback (generated report) ● Review summaries in Turnitin Gradebook
An ‘eTools Kit for Teaching Assistants’ Workshop Purpose Statement The Centre for Innovative Education and Communication Technologies (CIECT) has designed a programme for newly appointed Teaching Assistants that will enable them to effectively co-teach and support students via the Learning Management System (LMS) iKamva, Turnitin (Tii) and the Marks Administration System (MAS). The programme, ‘An eTools Kit’ for Teaching Assistants will be conducted over a three (3) day period, once a month.
Outcomes By the end of the workshop, the participant should be able to: ● Create an online environment; ● Structure and develop online assessments ● Engage in Monitoring and Evaluation Training Workshop Phases
Day 1 Setting up online environment
Topic and Focus Areas
TimeFrame
● Access and Navigate iKamva platform ● Create online environment; and select relevant eTools within iKamva (site info add TA’s as project owners/lecturer) ● Upload content into online environment 60 min (iKamva) ● Structure lesson plan/module chapters and sub-units ● Embed learning material/digital media components ● Schedule Online Training and consultation sessions (Google Hangouts) ● Develop online test using Tests and Quizzes (iKamva) ● Setup of online Assignment (iKamva) ● Setup Rubric and link to assessment 60 min ● Link assignment to Turnitin and apply specific settings within Assignments eTools
● Setup of online Gradebook (iKamva)
Day 2 Feedback, Monitoring and Evaluation
● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Day 3 Tutor management, student support & record keeping
● ● ● ● ● ●
View assessments linked to gradebook Share grades via Gradebook (iKamva) Capture assignment feedback and comments (iKamva) Setup Google Forms Review MAS Reports Generate and download the full mark report Setup Turnitin Peer Review Collate marks on MAS roles (administrator, Lecture and Coordinator) Upload marks on MAS (Marks Administrator role) Verify marks on MAS (Lecture role) Confirm and publish marks on MAS (Module coordinator) View assessment scores and submissions (iKamva) Download submissions and scores Export gradebook items Setup Google Forms Create Online Tutor Groups (iKamva) Communicate and share via Discussion Forum (iKamva) Create Google drive folder for communication and sharing Discuss and share via Discussion Forums (iKamva) Setup and communicate in Chat rooms Create WhatsApp Group Provide assistance via Email and Telephone Statistics eTools within iKamva - View online engagement/activities View and download Class list
45 min
1h15 min
1h30 min
●
Download and Review Turnitin reports
Design and Develop an ePortfolio Workshop Purpose Statement The purpose of the ePortfolio workshop is to highlight the importance of the application of the design and development of an ePortfolio to support and demonstrate teaching-and-learning practices. The workshop also aims to enable lecturers to think about their teaching and learning strategies and how ePortfolio can be used for their teaching practice.
Outcomes By the end of the workshop, the participant should be able to: • • •
Create an ePortfolio Structure ePortfolio with related evidence of achievements Share ePortfolio
Training Workshop Phases
Description
1. Interactive document sharing in Google Drive
● ● ● ●
Create a Google folder Upload files and folders Share files and folders Set permissions for sharing
2. Design and Develop ePortfolio
● ● ● ● ●
Create ePortfolio Select a theme [aesthetics] Create main/sub-pages Insert content and text Embed relevant resources [linked to Google Drive]
3. Preview and publish ePortfolio
● Preview your ePortfolio ● Publish portfolio for the first time
4. Share and collaborate
● Share your ePortfolio with relevant stakeholders
Time-Frame
30 min
45 min
10 min
5 min
CIECT YouTube Channel In order to prepare yourself for the upcoming session, please ensure that you have gained access to the Self-Help videos shared on the CIECT YouTube channel: https://tinyurl.com/yc7vl24j
Participant pre-requisites • •
Please ensure that your Gmail Username and Password is active (Contact ICS ServiceDesk in advance). Electronic format of evidence to upload to Google Drive folder Time-Frame: Facilitated online on specific days for 1.5hrs [9:30am – 11:00am]
Example of ePortfolio
Interactive Document Sharing Workshop Purpose Statement The purpose of this workshop is to demonstrate the interactive engagement within the Google environment, specifically Google Drive, and how to set up and share a survey using Forms.
Outcomes By the end of the workshop participants should be able to: • Access Google Drive • Create and structure folders • Create a survey Training Workshop Phases
Description
Time-Frame
Discuss ‘Google Cloud’ Accessing Google Account
10 Mins Access Gmail account and launch Applications Drawer.
Uploading Files and Folders and sharing permissions in Drive
Apply settings in order to engage in Google Drive Uploading/creating a folder Uploading/creating a file or document Setting permissions for sharing files and folders
25 Mins
Editing and commenting on a document Creating a survey using Google Forms
Select a theme (template) Provide a description Add a ‘question bank’ Select ‘answer options
15 Mins
Sharing a Google Form
Sharing a survey with facilitator for editing Sharing a survey with students
10 Mins
Participant pre-requisites Participants should: • Have an active Gmail Account Bring files or documents that can be uploaded to the Drive from their device
In person training by Norina Braaf
An ‘eTools Kit for Tutors’ Workshop Purpose Statement An ‘eTools Kit for Tutors’ Online Workshop will focus on familiarizing prospective and current Tutors - within the Learning Management System (LMS), iKamva. The Tutors engaged in the workshop will gain access to an online environment and set up specific student groups for teaching-and-learning practices.
Outcomes By the end of the workshop, Tutors should be able to: ● ● ● ● ● ●
Access and navigate the iKamva environment Create specific student groups and export of student group rosters; Communicate with dedicated student groups via Announcements; Structure and share learning material; Create consultation and meeting sessions; and Grade Assessments.
Training Workshop Phases
Description
Access & Navigate iKamva Platform
● Access and navigate online environment ● Engage with structured learning content
Create and manage
● Create tutorial group (name)
tutorial groups
● Add students to group ● Export of student groups
Time-Frame
10 min
15 min
Communicate with
●
dedicated student
● Create announcement to tutorial
tutorial groups
group/ students ● Setup of discussion topics
20 min
● Engage (respond) to student feedback on topics/forums ● Setup of academic events ● Create consultation sessions Assessment and Grading
● Create Tutorial Assignments (uploadable) ● Grade assignments online ● Submit feedback and marks (online) ● Showcase and discuss Gradebook functionalities ● View student activity within online environment ● Export statistics and reports
20 mins
Digital Academic Literacy (a Large-Scale Programme) for Undergraduates training and support The CIECT Team has designed and developed the Digital Academic Literacy (DAL) Programme. This basic computer literacy programme is offered to 1st year students (novice users). The CIECT Team collaborates with the Faculty to identify student needs. The programme is integrated into accredited modules across various faculties including EMS, Education, CHS, Dentistry, Law, Arts and Natural Science. The team implemented a Skills Assessment Manager (SAM) platform (Interactive online training) to complement the face-to-face teaching. The use of SAM is to strengthen the blended-teaching approach, to train and support students. The DAL Programme includes eTools training (institutional Learning Management System/ iKamva). The LMS is also used as a mode of delivery for the DAL Programme. The DAL Programme is offered over a semester to participating Faculties. Departments engage with CIECT to design customized lessons. Contact the Manager: DAL and ICT Skills Training Development to plan and customize, in advance for 2022: Mr. Fundile Nkunge at fnkunge@uwc.ac.za ; X3147 Students will acquire and apply skills to create, review, and update content. Moreover, students (researchers) will acquire 21st century skills to collect data and communicate findings. Following is a list of packages and requirements needed by both facilitator and students during training and support sessions. ICT Package Basics to Pc, Internet and Email MS Word
Description Introduction to computers: Working with Text, images, video and audio Advance features for completing writing by making use of Text Formatting, Table of content, Table of figures, Page numbering, Images and Referencing.
Time-Frame 45 min x 2 weeks 45 min x 2 weeks
MS Excel
MS PowerPoint
Make use of spreadsheets to create and collate data, add images; and showcase data within graphs and formulae.
45 min x 3 weeks
Text created within MS Word documents will be collated within PowerPoint presentations with images, audio and videos.
45 min x 1 week
Student Prerequisites The student should ensure that he/she should be equipped with: ● Digital Content o Text (to be used during training) o Training manuals o Pre-recorded audio clips o Pre-recorded video clips o Images ● Stable Internet connection **It should be noted that the facilitators will provide generic content (images, audio and video clips).
DAL training, in person and online
Skills Assessment Management (SAM) The current global crisis (spread of Covid-19 and related Lockdowns) - enables the CIECT team to collaborate with partners, such as Cengage - to implement innovative teaching and learning methods. For the past two years, CIECT has explored and piloted a specific platform, Skills Assessment Manager (SAM). The pilot was successful and reported accordingly.
The Director of CIECT motivated for the
necessary budget - in order to deliver the Programme in 2020 and beyond. It is now necessary for the CIECT facilitators and students (remote teaching and learning) - to make use of the platform. Many of our students do not have basic computer literacy skills.
Purpose of Skills Assessment Manager (SAM) The Skills Assessment Manager (SAM) is an online tool, which assists students with acquiring ICT skills. The Skills Assessment Manager (SAM) hosts an interactive online environment, including simulations, instructional videos and a self-assessment interface. Students are able to view instructional videos on how to complete tasks within the SAM platform. Students are able to practice skills acquired during the video presentation before completing an online. The greatest challenge is that the SAM platform is only compatible with a desktop, laptop and some tablets depending on the screen size, and use data. Hence the CIECT team emphasises a blended approach for the delivery of the DAL Programme, especially use of simulations. [An ideal support system for DAL is a blended approach whereby some students are able to access the resources such as labs and WIFI; and others access from home].
Supporting Students online (iKamva, email) The DAL team with collaboration with the Multimedia team creates instructional videos and upload them on iKamva on specific functions on the work that is covered already to enforce learning. Staff support students as follows: ● iKamva (Discussion Forum, Chat) ● Staff email ● DAL mailbox The main issue and a challenge with our students with any online interventions is the access to the hardware and internet, hence scheduled classes at the moment. It is even worse during the lockdown as students are not allowed to move around.
Tutors supporting students online The DAL Tutors will also assist the DAL team members by being actively engaged with students on iKamva to monitor assigned student groups via the discussion forum and chat tool to support students on any other platform(s) DAL is using such as SAM.
Figure 1Example of SAM and DAL training
Course: ICTs for Staff and Postgraduate Students Purpose Statement The purpose of this course is to provides Digital Literacy skills Workshops to staff (academics, non-academics & post-graduate students across faculties and departments at UWC) in order to apply the attained skills for research purposes. The Course has been designed to enable staff and senior students to utilize ICT tools and skills for academic, leadership, digital and structuring purposes. Hence the student will acquire and apply skills to create, review, and update content. Moreover, the student (researcher) will acquire 21st century skills to collect data and communicate findings.
Outcomes The Senior students engaged in this course should be able to: ● Write-up making use of Microsoft Word, ● Collate data making use of a Spreadsheet, ● Use *Google applications to create, review, collate and update data, ● Present findings using a presentation and other digital media tools; and ● Make use of Turnitin to promote original writing.
ICT Package
Description
Time-Frame
Advance features for completing writing by making use of Text Formatting, Table MS Word
of content, Table of figures, Page numbering, and Referencing.
2 hours
Make use of spreadsheets to create and MS Excel
collate data; and showcase data within graphs and formulae.
2 hours
Text created within MS Word documents will be collated within PowerPoint
2 hours
presentations which will be showcased MS PowerPoint
to postgraduate’s respected lecturers or supervisors. Submit writing to Turnitin for text similarity check. The reports generated
Turnitin
1 hour
by Turnitin will indicate text similarities found in the UWC local repository as well as the World Wide Web. Is a free web-based email client
Gmail
launched by Google which integrates into various cloud based online tools. Logging into your Gmail account automatically gives you access to Google’s cloud computing services. This allows you to make use of many services, namely:
1 hour
Instant messaging service with video Hangouts
conferencing; available for computers as well as portable devices.
Contacts Database
Google Drive
Personalized contacts list which can be updated via pc or mobile device. Dedicated online storage repository for documents, files and multimedia content).
30 min
Google Docs provides you with enhanced tools that will assist you in creating professional looking Google Docs
documents. The software will allow you to insert graphics and text to enhance
30 min
your completed documents. Google Slides is a presentation creation software package. It provides you with enhanced tools that will assist you in Google Slides
creating a professional looking presentation. The software will allow you
30 min
to insert graphics, sound and video to enhance your presentations.
The Google Survey tool creates structured surveys which include description, questions and answer Google Survey
options. The Surveys are shared via
30 min
email; all responses are collated within the senders Google Drive.
Make use of spreadsheets to create and Google Sheets
collate data; and showcase data within graphs and formulae.
30 min
Google Scholar is a web-based search engine that can be utilized freely by Google Scholar
scholars to retrieve text submitted to the
30 min
World Wide Web. Retrieved text is indexed and can easily be referenced by scholars.
The Google Translate online tool can be utilized by scholars to translate text to over 100 different languages. Text can Google Translate
easily be copied and pasted to a word
30 min
document.
Video clips created and edited within Vodcast
software are saved in snippets (collected
1 hour
data and findings) ** iEnabler Link: https://itsprodapps2.uwc.ac.za/pls/prodi01/w99pkg.mi_login to book training Email: ictstafftraining@uwc.ac.za to book departmental group training and queries
related to scheduled training sessions.
*Note: It should be noted, Google Applications are free web-based applications released by Google which integrates into various cloud-based systems. Logging into your Gmail account automatically gives you access to Google’s cloud computing services. This allows users to make use of many services, which are freely available within the Google cloud-based system.
Pre-requisites The student should ensure that he/she should be equipped with: ● Laptop ● Digital Content o Pre-recorded audio clips o Pre-recorded video clips o Images
**It should be noted that the facilitators will provide generic content (images, audio and video clips). **Furthermore, if you do not have your own device (laptop) you will be able to make use of the desktop computers within the specific venue.
Multimedia teaching tools for the digital age Purpose Statement The Multimedia teaching tools for the digital age workshop will enable you to engage in a full day session (interactive hands-on workshop), which should enable you to edit images, create audio (narration) tracks, compile your media into a video and upload to an online platform. Furthermore, you will be exposed to a variety of tools and will be able to develop your materials using the device and software of your choosing hence a multimodal approach to developing your content.
Outcomes The aim of this workshop is to enable participants to design and develop effective digital materials related to their disciplines to supplement their teaching-and-learning practices.
By the end of the workshop, the participant should be able to: ● Write a script ● Take and edit images; ● Record and edit audio; ●
Develop a story (video) using a personal learning environment of their choosing;
● Upload a video to an online platform (iKamva, YouTube) Pre-requisites for Participants to bring along: ●
Laptop, (Mac/ Windows)
●
smart Cell phone,
●
USB flash drive,
●
Earphones (headsets)
●
Camera (optional)
●
a sense of adventure
(Please bring along your own laptop device). Welcome & introduction 10 mins allocated to free writing - preparing a script.
Task
Applications
(IMAGES) How to use images
● Pixlr
effectively
● Gimp
● Searching and examples of
Time
● Artweaver
photos / images (10 min) ● Photography principles ● Graphics editing ● Cropping ● Resizing ● Adding text ● Colouring ● Blurring ● Exporting Collect images related to story
1h30 min
(NARRATION/VOICE) Recording &
● Audacity
Editing audio ● Import audio from mp3 / record audio ● Normalize audio ● Edit mistakes in audio (cut 1h30 min
out pieces) ● Add an effect to the audio (change pitch, etc.) ● Add background music to the project ● Saving and opening the project file ● Exporting as mp3
(ASSEMBLAGE) Digital storytelling
● Windows Movie 2 hours
(demo on individual tools) ● Exploring different tools for packaging/ editing ● Collating clips ● Exporting in different formats ● Explain: Compression and streaming
Maker ● Windows Photo Story ● WeVideo ●
Filmora
● OpenShot ● iMovie
(PRESENTATION/HOSTING) Screening ●
Licensing
●
Uploading to YouTube
●
Hosting on different
platforms (YouTube, Vimeo, iKamva) ● Screening of completed product
● YouTube
30 min
Basic video editing training Purpose Statement During this workshop, participants are exposed to the various stages of video production with the main focus on post-production also known as the editing phase. The principals learned during the workshop will enable the participants to produce their own video content.
Outcomes Participants engage in a show, tell and do session editing stock footage. The workshop will empower academic staff with the skills to produce video content for online and offline purposes. By the end of the workshop, the participant should be able to: ● Navigate the video editing interface ● Add video and images to the timeline ● Apply effects ● Apply transitions ● Create titles ● Ad audio Stock footage is made available during the training for participants to edit. Training structure Task
Application
Introduction
Explore the OpenShot
Presentation on the use of video for teaching and
Time
application interface. Familiarizing the participant with all the
30 min
learning.
different features of the software
Editing footage Using all the different features:
● Add video and images to the timeline ● Apply effects
1 hour
● Apply transitions ● Create titles ● Ad audio
Exporting video files
Saving the Movie Maker project into a video file appropriate for the platform where it is going to be used.
30 min
Basic video editing training by Clint Braaf
Screencast, Compression & Conversion Purpose Statement Screencasts are instructional video recordings of computer screen output that demonstrate a combination of specified features within a digital environment. Screencasts are created using software to record computer screen activities as well as audio narration. Video files come in many different formats, the process of file conversion can make a video more suitable for the environment in which it is going to be used. Compression is the process whereby the file size of the video is reduced and is beneficial for use in online environments where there are bandwidth constraints.
Outcomes On completion of this training session, participants will be able to record narrated video screen captures. Participants will then be shown how to convert these videos into different formats and in the process compressing these videos so that it has a smaller file size. Training Structure Task
Introduction
Application
Time
● What is a Screencast? ● Where and when Screencast can be used ● Equipment needed
20 min
to Capture Audio and Video
Practical
● Installation of Software (Monosnap) ● Software GUI (Graphic User Interface) and Help Button ● Selecting Record Area ● Selecting Record Frame ● Using Output
1 hour
Folder ● Recording Options ● Using Integrated screen recorder
Converting in different
● Merging videos
video and audio Formats
● Converting to
20 min
various audio and video formats Compression
● Reducing file size
20 min
Concept mapping Purpose Statement Concept mapping also referred to as Cmap is a software tool developed at the Institute for Human and Machine Cognition (IHMC). Cmap is a free application that allows users to share their knowledge through Concept maps (also known as mind maps) via the Internet. The Concept map tool allows users to create an illustration using text; graphics; and inserting web links.
Outcomes This tool can be used to map your face-to-face lectures; presentations; tutorials; and workshops. You can further integrate the Cmap tool into your online environment to structure your objectives, content and assessment tasks. Students will be able to view the concept map with their online courses. Task
Application
Time
Welcome and Introduction
● Cmap tool, folder with various 5 min documents i.e. PPT, video, images etc.
Concept mapping theory
● Presentation
Hands-on practical: Cmap
● Cmap Tools Software
tool interface, creating
20 min
30 min
concept bubbles, linking concepts, creating nested nodes, moving concepts Saving Cmaps
● Exporting to different formats
5 min
The following table outlines necessary hardware to successfully complete digital academic literacy online training and support.
Hardware and Software Purpose Statement Requirements Desktop, laptop or mobile device
To launch and utilize Google Hangouts, BigBlueButton (BBB) and the Zoom platform
WIFI Modem or integrated internet connection
Internet connection with active data package will allow hardware devices to access online environments
Mic, speaker or audio headset
Audio devices which renders good quality sound during online interaction on various platforms
iKamva (Valid Username and Password)
Login to iKamva learning management system, to access and download digital course material.
Google Chrome
Google Chrome browser has integrated plugins which allows ease of use with iKamva, Google Hangouts and Zoom etc.
Multimedia:
Desktop computers, Laptops, Tablet computers and smartphones. Adequate specifications are needed for Multimedia productions especially video production and simulations.
Video, Audio and Screen Recording Access to Google Hangouts
To conduct training, consultations etc. between multiple users in different geographical spaces by using computer hardware and network to transmit video and audio
Mobile Devices: Cellphone and Tablet devices with Android or Apple operating system
Using Android and Apple mobile devices will allow users to download, install and access: · iKamva; · Google Hangouts and · Zoom
Zoom
Hardware required to access these resources include: Desktop computers, Laptops, Tablet or smartphone with Windows, Android or IOS (Apple) operating system
Concept map training by Andre Daniels
Mobile Video Editing (MVE) Purpose Statement Advances in technology has given us access to tools previously in the sole domain of professionals in the hands of the broader population. Statistics show that smartphones in South Africa are more ubiquitous than laptops and tablets and allows anyone with access to these tools to produce videos on the move. Many educators are leaning towards the submission of evidence-based assignment as a method of assessment.
Outcomes The purpose of the workshop is therefore to equip participants with the awareness of the appropriate (free) tools and competencies to create videos on a smartphone.
Requirements •
A smartphone is defined as any cell phone that can connect to the internet.
•
(BYOD) install software prior to the workshop on your Android smartphone device.
Task
Application
Time
Welcome and Introduction
● Mobile Video editing: basic principles
5 min
Tools: Capcut or Vlogit
● Presentation
20 min
Hands-on practical:
● Capcut or Vlogit
importing of video, audio and images. Motion features, how to use effects & transitions, adding titles
30 min
Saving/ exporting and sharing videos
● Exporting to different formats ● Sharing platforms ●
Figure 2: Multimedia Training
10min
Contact Details: Staff / Student Support iKamva, Turnitin, Google Applications and various
Team Email Address elearning@uwc.ac.za
Personal Learning Environments (PLEs) Digital Academic Literacy- basic computer literacy
dal@uwc.ac.za
Multimedia content related to course and
mdt@uwc.ac.za
assessments Google Hangouts to view and engage in your live lectures
ictskillstraining@uwc.ac.za
