Hotspots are Interactive elements embedded within the content that students hover or click on to trigger an action (eg revealing more information, visit web links).

Camtasia

Good for

•  Embedding links and interactive elements into video content

Useful features

• Drag and drop hotspot interaction from library
• Properties panel to enter details of action required on hotspot
• Hotspot can link to different timeline markers/timecodes
• Hotspots can link to external websites

Limitations

• Considerable planning required
• Can become time consuming
• Cannot be hosted in Kaltura and maintain interactivity for branching, therefore:
  • No viewing analytics
  • No captions/transcripts

Cautions

• Must be exported as Web Page (for Smart Player) or SCORM (for Gradebook integration)
• Different process required to publish in FLO compared to standard video

Tips

• Camtasia project files can be large. While working on your project save your files to the hard drive of the computer. Working with your project files on network storage will slow editing down and can also cause crashes. Once complete store them on OneDrive or S: drive (your U: drive generally won't have enough space for these large files)

Help resources

• Add Interactive hotspots to a video
• Playback requirements for quizzes, hotspots, and captions (Smart Player)
• Camtasia Tutorials
  
• For advice and support on publishing interactive video content to FLO, contact your eLearning support team

PowerPoint

Good for

• Adding a wide range of interactivity elements through hotspots, including linking to content within the resource and externally, triggering movement of slide objects/text to chunk and sequence information in different ways, and as part of branching and quizzing 

Useful features

• Extensive drawing tools, shapes, lines, icons, smart art libraries
• Grids, guides, grouping, alignment and item layering
• Use Animation effects with triggers to add/hide different layers/elements on the slide
• Use Action settings on items, or links (within document) to go to a new slide of information

Limitations

• Hotspot functionality generally only allows one action to be triggered per object
• No conditional logic for actions triggered by hotspots

Cautions

• Interaction for hotspots will only be available when viewing in Microsoft PowerPoint slideshow
• Must be provided as .pptx or .ppsx files. Users must download and open 
• Mobile devices require Microsoft PowerPoint app
• If slides are printed, all items/layers will print respecting layer order

Tips

• There are a couple of ways to add hotspots over images
• Layer a cropped segment of the original image over the image and use the cropped segment as the animation trigger or link (watch video) 
  
• Add a shape with a transparent fill, use the shape as the animation trigger or link
  
• Plan the layer order of your objects
• Plan the possible pathways through the presentation
• Hide the extra information slides linked to hotspots from the slideshow
• When linking to separate slides, make sure you add a way back to diagram
• Test all possible pathways

Help resources

• Adding hotspots to PowerPoint presentations 
• How to link to other slides or websites in PowerPoint 
• Trigger an animation effect (make new items appear on the slide)
• Microsoft Office website has a large amount of training and help resources and there are many third party help resources, how-to guides, videos, tutorials that can be found by searching the web

FLO Quiz    Active Quiz

Useful features

FLO tools: Lesson Quiz Choice Feedback Book Page Glossary

FLO tools cannot be used create hotspots but could be used to deliver/publish interactive media with hotspots to students.

Useful features

• Interactive media could be embedded anywhere within FLO tools wherever the editor is available

Cautions

• If you create media using web-based tools, it's important to be aware of the hosting and ownership arrangements. Considerations are similar to when using non-FLO tools in your teaching which are discussed in this article:  Things to consider if you want to use non-FLO tools in your teaching

Help resources

• For advice and support on publishing interactive media to FLO, contact your eLearning support team

Digital Content Producer

If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

An infographic or diagram is a visual way of representing information through an image, or a combination of image and text. 

As background, you may like to read the article Every picture tells a story... for information about how we process image, what to look for in an image, and more.

These introductions to basics of graphic design may also be useful:

• 12 ways to design better Infographics for eLearning
• Follow these 10 basic elements of design for infographic mastery

Snagit

Good for

• Simple diagrams and graphics where you want to overlay text and image over content that you have screen captured
• Resizing images (from any source)

Useful features

• Designed for capturing and annotating screenshots 
• Extensive editing ability, which can be used on images from any source 
• Tools, libraries and styles inbuilt to easily add lines/arrows, shapes, stamps, text etc 
• Tools that allow editing of an image: select areas, erase, smart move 
• Tools to annotate, including step tool 
• Crop and resize images, add image effects, capture information
• Easy capture of software menus 

Limitations

• Limited drawing tools for creating diagrams from scratch
• Can apply colour filters but doesn’t have tools to enhance/adjust colour balance 

 Tips

• Can open any image file and annotate/edit 
• Panoramic or scrolling capture types allows you to capture items that don’t fit on one screen 

Help resources

• Snagit tutorials 

PowerPoint

Good for

• Creation of wide range of infographic/diagram content ranging from simple to complex visuals, including timelines, lifecycles, system or process graphics, instructional graphics, and more

Useful features

• Familiar environment
• Extensive drawing tools, shapes, lines, icons, Smart Art libraries 
• Grids, guides, grouping, alignment and item layering and ordering
• Insert and adjust images (crop, colour adjust) 
• Preset designs, object effects and colour themes 
• Extensive control over properties of elements 

Tips

• Use page setup to select most appropriate size and orientation of 'slides' for your diagram (eg portrait, A4) to make the graphic useable in printed and electronic formats 
• Use export function to save all slides or specific slides as image files or PDFs 
• Select an item or group and use right click > save as image (instead of saving whole slide) 
• Group components of a diagram 

Help resources

• Microsoft Office has a large amount of training and help resources and there are many third party help resources, how-to guides, videos, tutorials that can be found by searching the web
  
• (Note the linked Microsoft page is for windows users. The Mac PowerPoint software is so similar that these resources are still useful to Mac users. Mac help resources are also available)
• Google 'powerpoint infographics how to' for videos, instructions etc
  

FLO tools: Lesson   Quiz   Active quiz   Choice   Feedback   Book   Page   Glossary

FLO tools cannot be used create diagrams/images but can be used to deliver/publish images to students.

Useful features

• Images can be inserted anywhere within FLO tools wherever the HTML editor is available 

Cautions

• Ensure images have appropriate copyright and are properly attributed 
• When including images in quiz questions, ensure the image filename and ALT tags don’t give away the question answer 

Tips

• Resize image to appropriate pixel dimensions before inserting (use Snagit, or Preview on Mac OS)  

Help resources

• Styles and layout - insert an image 

Digital Content Producer

If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

The following options for sourcing and creating digital content range from most preferred (1) to least preferred (5), based on current resources and support, costs to the University and students, and accessibility.

1. Use University-managed electronic resources
2. Source open educational resources (OERs)
3. Build your own resources
4. Access printed publications, mass media and other copyrighted material
5. Purchase commercial content
   
   

• Animation
• Audio
• Branching
• Embedded quizzing
• Hotspots
• Infographic / diagram
• Polling
• Video

Students provide responses to questions or surveys. Polling can be synchronous or asynchronous. Synchronous or real-time polling in class allows you to display and analyse the results immediately. Asynchronous polling can be used prior to a teaching session where you collect and analyse results to inform delivery of your class.

FLO Active Quiz

Good for

• Delivery of time-boxed questions (synchronous)
• Multiple poll questions in one session where the availability of each question is controlled by the teacher
• Use in-class to check understanding of materials during presentations to allow for clarification
• Use in-class to explore class views on issues for discussion

Useful features

• Active quiz is a synchronous (real-time) timed quiz
• Multiple choice (MCQ) and True-False questions will generate a dynamic histogram of answers, making them good for polling
• Functions in group mode

Cautions

• In a live classroom setting, be careful what your screen is displaying – questions other than MCQ and T/F will display identified student answers

Tips

• Create a QR code of the Active quiz URL. Insert into your lecture presentation to make it quick and easy for students to access
• Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class

Help resources

• Active quiz

FLO Choice

Good for

• Asynchronous use (eg asking a question pre-class to explore class views on issues for discussion)
• Single in-class question where time-boxing of answer is less important
• Use at beginning of class before presentation commences
• Use at end of class to determine comprehension

Useful features

• Designed as a single question asynchronous (not real time, students working on it individually at own pace/time) polling activity
• Can be used in a live setting (synchronous/real time)
• Can display a histogram of responses
• Results can be exported
• Can be run in group mode

Limitations

• Teacher will need to refresh their screen to display the choice results
• Limited layout and styling control
• Only one question per choice activity

Tips

• Generate a QR code form the choice URL. Add to lecture slide to take students directly to the poll
• Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class

Help resources

• Choice (poll/survey)

Good for

• Asking multiple questions, including free text
• Asking the class what material they would like further clarification on in tutorial or revision sessions

Useful features

• Can deliver more than one question
• Designed for surveying, responses can be anonymous
• Can be used as a live activity in class
• Results of some question types can be displayed as a histogram

Limitations

• Teacher needs to refresh the results page to see incoming responses
• Limited layout and styling control

Tips

• Create a QR code from the feedback activity's URL. Place the QR code into a lecture slide to make it efficient for students to get to the activity on a mobile device
• Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class

Help resources

• Feedback

Video refers to visual footage, with/without audio, including live action, talking heads, screen recordings etc.

Camtasia

Good for

• Videos where you want to blend multiple multimedia elements like live footage, narration/audio, static slides or graphics and annotations, and in cases where you need to be able to do quite a bit of editing work on the video and/or audio you've recorded
• Particularly effective for recording your screen and/or webcam and microphone to produce narrated lecture slideshows or 'talking head' video content, or instructional videos with screen recordings where you can demonstrate on screen (eg how to use your FLO site or other online resources/systems)
• An ideal editing tool for live footage you have captured on other devices, such as on a mobile phone or handheld camera, or via the Multimedia Recording Suite. Film lab demonstrations, fieldwork, interviews etc, and edit and enhance these using Camtasia to produce a finished product that can include interspersed images, slides, annotations etc
• Creating video with added interactive elements (hotspots, quizzing)

Useful features

• Multitrack recording enables synchronous capture of webcam, microphone, screen and system audio 
• Mouse actions are recorded in video and can have effects added  
• Can import and edit video from other sources 
• Export as MP4 for uploading into Kaltura 
• Comprehensive editing possible
• Simple to add annotations, transitions, behaviours (zooming, highlighting), animations, cursor effects etc in post-production 
• Powerpoint Add-in (Windows users only) makes it very easy to record a PowerPoint presentation along with webcam and microphone 

Limitations

• Editing can become time consuming 

Cautions

• If table of contents, quizzing or interactive hotspots are included, the project must be exported as Web Page or SCORM (for Gradebook integration). It cannot be hosted in Kaltura. Different process to publish in FLO compared to standard video 
• You must manage the file assets you use within the video (e.g. raw recordings, narration audio files, graphics etc) very carefully. When you're editing a video project (called a .camproj file), Camtasia doesn't store the assets you add into the video editing file within the program; it links to where they are saved on your computer. Therefore, if you move those files, the link will break and these items will be 'not found' in the .camproj file. You will need to then redirect the program to find the files in their new location. Moving/deleting assets after you've published the final product will not affect the final exported version of the video, but be mindful that should you need to edit or update the video in future, you will need to access the .camproj file again and will need to  make sure those assets exist and can be located by Camtasia for use in the video

Tips

• Keep video simple with minimal simple transitions, and limit effects to those which add value 
• When recording a PowerPoint presentation, make use of the slideshow pen and/or laser pointer to draw on or highlight content on your slides as you present. This will be captured in the video
  
• Use the PowerPoint teaching template so that the appropriate copyright notice is automatically included in your video.
  
• Camtasia project files can be large. While working on your project save your files to the hard drive of the computer. Working with your project files on network storage will slow editing down and can also cause crashes. Once complete, store them on OneDrive or S: drive (your U: drive generally wont have enough space for these large files)

Help resources

• Camtasia Tutorials

Snagit

• Quick 'one take and done' videos that don't require editing, such as basic screen recordings plus narration, or 'talking head' webcam videos 

Useful features

• Quick and easy to record short screen capture video 
• Record whole screen or selected area
• Toggle between webcam and screen whilst recording 
• Video is saved directly to MP4 format, no publishing from project format to video file required

Limitations

• Limited editing of video within Snagit – you are only able to trim ends and cut sections out, you can move segments of video around on the timeline 
• You cannot add transitions, graphics or annotations to the video
• Single track recording only – you cannot separate the audio/video inputs to edit them independently 

Tips

• Best suited to short videos 
• More extensive editing of video footage taken in Snagit can be achieved by importing to Camtasia (but Camtasia has its own native screen recording and webcam recording functionality, which is generally more efficient to use if you intend to edit more extensively) 
• Use for a quick informal weekly wrap-up or quick explainer

Help resources

• How to capture video 
• Snagit tutorials 

My Media (Kaltura)

Good for

• Hosting and playback of all video learning content in your topic, regardless of which recording and editing tools you used to create the video. Using the Kaltura Media Vault to host your audio and video content gives you access to useful analytics on how students engage with these resources 

Useful features

• Centralised University-supported video platform 
• Basic editing of uploaded video (trim ends, cutout sections) 
• Streams video at appropriate quality for viewer's bandwidth 
• Request auto-captioning (machine) of your videos, edit and download the generated transcripts 
• Publish same video in multiple sites without duplication
  
• Integrated with FLO, easy to embed anywhere in FLO where there is an HTML editor
• Optional student download of videos
• Can allow other staff to view, edit or publish videos to other FLO sites (with your permission)
  
• Viewer selected playback options: closed captions, full-screen playback, quality and playback speed
• Viewing and engagement (drop off) analytics available 
• Editing of uploaded videos: trim ends, cut sections, fade transitions 
• Enhance video with thumbnails, add chapter markers and upload slides to create interactive viewing experience 
• Store and embed/stream 360 video 

Limitations

• Currently not configured to allow students to download full transcript
  
• Only for hosting university owned or licensed videos, not for video from YouTube or DVDs etc.
  

Cautions

• Videos need to be published to the topic Media Vault to allow viewing and engagement analytics on a per topic availability basis 
• When a video is published to/embedded in multiple sites, care needs to be taken with editing/replacing/deleting 

Tips

• Download the full transcript and provide as a PDF 

Help resources

• Upload video and publish in FLO 
• Edit uploaded video 
• Add captions 
• Manage topic video content with the Media Vault 
• Replace a video 
• Desktop Recorder 
• Creating interactive video
• Review student engagement (analytics)
• Kaltura in FLO (self-paced workshop)

Kaltura Desktop Recorder

Good for

• Quick and easy recording of simple video content that uploads straight to FLO – no 'middle man' editing tools or complicated upload process

Useful features

• Easy to record webcam, microphone and desktop 
• During playback user can choose side-by-side views of desktop and webcam or picture-in-picture (with either desktop or webcam as main) 
• Basic editing capabilities 
• In-built tools allow you to annotate (add drawing, highlights etc) the content on screen as you record 
• Includes a white board tool – a blank white 'canvas' that you can draw on electronically to create basic graphics and diagrams as you record 
• Can insert chapter markers, thumbnails, upload slides 
• Uploads directly to Kaltura (My Media) – see Kaltura entry for advantages 

Limitations

• Only suitable for content that you want to upload straight into FLO that doesn't need significant editing. You can't download or export the raw recordings you create in the Kaltura Desktop Recorder for editing or use elsewhere; the content is embedded within the FLO ecosystem only
• Only basic editing of video. Fade transitions only 

Tips

• If you intend to use the whiteboard or annotation tools, plan carefully. Annotations stay on-screen until you bin them
• If recording a PowerPoint presentation, consider using the PowerPoint slideshow pen and/or laser pointer while presenting – these will be recorded as you go 

Help resources

• Desktop Recorder 
• Edit video in My Media 
• Kaltura in FLO (self-paced workshop)

PowerPoint

Good for

• A quick and easy option to create videos of a lecture or presentation; you can add narration to the slides and export the file as a video
• Creating very simple screen recordings (eg to demonstrate how to use something in your FLO topic, or in a website, database or other piece of software). You can make the screen recording, trim the start and ends if needed, and display it within a slide or export the screen recording itself as a separate .mp4 file

Useful features

• Familiar interface 
• Can embed video within a slide and create triggers to start playing 
• Can embed/record narration audio per slide 
• Can create screen recordings and embed within slide or export as .mp4
• Exporting presentation as video allows upload to Kaltura (My Media) and hence:
• Streaming
• Easy embedding in FLO
• Request captions
• Viewing analytics

Limitations

• A PowerPoint with embedded video and/or audio is a very large file 
• For screen recordings, editing is limited to being able to trim the start and end of the recording only

Cautions

• A PowerPoint file with embedded narration will be very large
• Students can only play the audio within Microsoft PowerPoint software. Must be provided as .pptx or .ppsx files. Users must download and open
• Mobile devices require Microsoft PowerPoint app 

Tips

• Export as video and upload to Kaltura (My Media)
  
• Download the PowerPoint teaching template so that the appropriate copyright notice is automatically included in your slides
  

Help resources

• Save presentations as videos (Windows)​ 
• Save a presentation as a movie file or MP4 (Mac)
• Microsoft Office website has a large amount of training and help resources and there are many third party help resources, how-to guides, videos, tutorials that can be found by searching the web
  (Note the linked Microsoft page is for windows users. The Mac PowerPoint software is so similar that these windows resources are still useful to Mac users. Mac help resources are also available)

Recording studios and pods

The University has 2 recording studios and 4 recording pods:

• Sturt South - room S418
• Central Library - room 109 (4 separate pods)
• Social Science South - room 374

Good for

• Professional-looking video where presenter is standing in front of their presentation

Useful features

• Purpose-built rooms 
• Good lighting 
• Good acoustics and sound proofing
• Good audio microphones
• Green screen technology (Sturt only) – system replaces green screen with your presentation materials as it records
• Several preset modes and advanced options 
• Self-service and simple to use 
• Finalised video recorded to USB device 

Limitations

• The rooms do not have teleprompter capabilities
• The duration of video you can record will depend on the space available on your USB drive. A 4GB USB will allow about 40 minutes of video recording

Tips

• Upload recorded video to Kaltura (My Media) and trim ends as required 
• Import your video footage into Camtasia for editing if required 
• You will need a USB drive for your recording. Make sure there is plenty of space on the drive (see 'Limitations')
• Ideally you want to create short, easily digestible videos for your student. If you are doing a long recording session to record multiple videos for your students, stop the recording and start a new one for each segment. Any editing you need to do will be easier to work on small files
• At the end of your video, you will be recorded going to the control panel to stop the recording. You will need to trim your video to remove this. Take an exaggerated pause after you complete your presentation before stopping the video – this will make trimming the video easier

Help resources

• Recording Studio 

FLO tools

Lesson Quiz Active Quiz Choice Feedback Book Page Glossary

FLO tools cannot create videos, but can be used to deliver/publish video to students. 

Useful features

• Video can be embedded in FLO tools wherever there is an HTML editor

Limitations

• Avoid embedding too many videos in any single page or activity as it will slow down that page loading time. (Note: in FLO's grid format, the contents of all modules is considered as one page.)

Cautions

• Video in quiz questions – when uploading video to Kaltura (My Media) a video title is required. When embedded into questions, viewers can see the video title. Ensure the video title does not give away the question answer 

Tips

• Upload your video files to Kaltura (My Media) and embed into your FLO tools 
• Video uploaded into Kaltura can have captions and usage analytics 
• Consider providing a text  transcript

Help resources

• Upload media to Kaltura and publish in FLO 
• Add captions 

Digital Content Producer

If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

This entry relates to the list of External tools

The Readings tool allows you to assemble materials of all types – physical books, ebooks, online or digitised book chapters, scholarly articles, videos, newspaper articles, websites, and more – in a structured, comprehensive resource list. 

1. How does Readings work?

You can put any number of resource types into your readings list including (but not limited to):

• books and book chapters
• streaming videos
• government reports
• blogs
• websites
• lecture slides
• an image from the Online Collections Catalogue (Flinders University Museum of Art)

2. Where can I find it?

Readings is added to every topic. If it has been removed from your topic, please contact your eLearning support team.

3. What can I do in Readings?

• Build your readings list from:
• the Library collection
• online browsing
• databases
• your own personal collection
• Manage and update all your readings lists in one place, throughout the teaching period
• Structure reading lists to your own teaching practices
• Monitor student engagement through system analytics – view reports to see what citations students are looking at, see full-text access views, and when students are accessing resources

The Library will:

• appropriately source licensed resources and manage copyright compliance
• automatically add resources from Flinders' licensed subscriptions
• maintain links and access

Support

• View the Readings Workshop FLO site for written instructions
• Contact the Learning Access Team via the Readings query in Service One (Education Services).

How do I book it?

Preparation before you arrive

• Plan your message

• Keep your message generic to ensure your video is reusable. Don’t include dates/times (of assessments for example) as these will make your video single use only.
• Aim for your recordings to contain shorter snippets of information (<= 7 minutes if possible). If a concept takes longer to explain, find natural breaks and create multiple videos.
• Construct your presentation with a beginning, middle and end to make sure your message flows. Explain the ‘why’ as well as the ‘what’ and, where possible, provide real examples to further support deeper learning.
• Consider adding questions or prompting reflections within your video, giving the appearance of 1:1 dialogue, making the video more personal and possibly promoting deeper level thinking.
• Keep your videos short so that your topic can fit easily on a single board. It is a good idea to practice on a whiteboard ahead of time.
• Ensure any resources you did not create yourself are copyright compliant and can be rebroadcast (eg a YouTube clip cannot be recorded and then published in FLO). You can submit a 'Copyright for my teaching material’ or a 'Copyright for research' request in Service One if you have any questions about your material.

• Dress for success

• Consider what you wear to ensure it works well in the studio.
• Solid colours of medium hues work best.
• Don’t wear black or dark clothing as you will blend in with the background.
• Light colours will make the writing hard to read.
• Try not to have any written words/logos on your clothing as these will get reversed.
• Avoid patterns, thin stripes and plain white (it’s too stark under the lights).
• A centre-button shirt will make it easy to attach the mic.
  
  

Tips for producing a professional recording

• The camera is the connection to your audience – good camera interaction is important.
• Use body language and expression to connect and engage with your audience.
• Show enthusiasm for your subject through facial expressions, voice and hand gestures and include humour where possible (making sure it is culturally inclusive).
• Motivate your audience by explaining what they will get out of watching your video.

• Speak clearly at a consistent volume and moderate speed.
• Don't constantly move around – stay in position in front of the camera so that your audience can focus on you and read your body language. Although moving back and forth across the stage can add to the entertainment value of your recording, try to avoid overusing this stage effect.

• Use explanations of concepts that have worked well with your students in the past, preferably with strong and relevant visuals as support.
• You can use annotation and animation within your presentation to add to your explanations and the visual engagement.
• An alternative to always being in shot is to have some slides where you leave the stage (get out of shot completely) so your slide is the focus. When ready you can step back into shot and continue your presentation. This allows the audience to focus on different things, and not on you constantly.

• If you muddle your words, start the sentence, or even the whole section, again. You can edit the mistakes out later. When restarting, compose yourself and leave a few seconds of silence and no movement before starting to speak, to facilitate the editing process later.
  
  

If you need more extensive editing within a video, you may need to do so at your desktop PC using desktop video editing software such as Camtasia. The TechSmith tutorials will guide you through this process or your local eLearning support team can provide training with Camtasia.

If you are not confident with the video editing process or software, review the help guides and videos available before making changes to the original raw video. Make a copy of your video before you begin any changes. Make your edits to the copy of the original file, never overwrite the original.

Always play back the entire final edited version of your recording before publishing to your FLO site to check for errors or glitches etc, and if possible, ask another person to review the final edited video before making it available to students on FLO.

Add captions to your video
The Kaltura video platform in FLO allows you to request machine-generated captions. Once you make a request, the captions are added to your video within approximately 30 minutes. 

Upload your video to FLO
Ensure your students can view/play your video via FLO from a variety of devices, platforms and browsers by uploading to My Media (Kaltura), then embedding your video within a FLO activity in your FLO site. Avoid using YouTube or other video streaming services to house your video, as they are out of the University's control and may not play on all platforms and personal devices or may require special browser plug-ins or add-ons.

Take care where you put the videos within your FLO site. Make sure they are in a logical place. If online discussion or reflection is encouraged after viewing, ensure students can easily access the location in FLO where this activity will occur.

Whenever possible, upload a PDF 'handout/notes' version of the presentation (PowerPoint etc) to the FLO site which students can download/print and/or use to add handwritten notes while viewing the video.

Having large files (Microsoft PowerPoint, PDFs) in FLO may increase the time it takes the homepage to load and also the time it takes to download the files, depending on the internet speed.

Here are a few steps you can take to reduce a file’s size.

• Optimising PDFs (requires Acrobat Pro)
• Reduce the file size of a picture in Microsoft Office (PowerPoint / Word)
• Remove unused background layouts in PowerPoint files

Remove unused background layouts in PowerPoint files

Check if your PowerPoint file has unused background layouts

1. From the Home tab, click on Layout

2. Scroll to see all background layouts available in files
   

Open slide master to remove layouts

3. Select View tab

4. Select Slide Master
   

5. In the left panel, select and delete all background layouts not needed in presentation (for multiple slides, press and hold the Ctrl key)
   

6. Close Master
   

Check successful removal

7. Check available Layouts
   
   

The Scheduler activity helps teachers to schedule one-on-one appointments with students in a topic. The teacher specifies the periods during which they are available to see the students and the length of each appointment. The students then book themselves into one of the available time slots. The tool also lets you record the attendance and optionally grade the appointment.

1. Plan your scheduler

The Scheduler tool could be used to:

• support first-year students to meet with teachers (given that they are used to readily accessing their teachers at school)    
• schedule an appointment for a student/s if you think you need to see them (e.g. one-on-one oral exam/presentation, interview, support)

2. Build your scheduler

You will need to set up the activity and schedule appointment times for students to choose from.

• Create the activity
• Schedule appointment times
  

Create the activity

1. Turn editing on
   
   
   
2. Go to the module where you want to add the Scheduler, then click Add an activity or resource (bottom right of module)
   
   
   
3. Select Scheduler from the Activities tab
    
   
   
4. Give the activity a Name (required) and provide an Introduction (optional)
   
   
5. Select the Mode:
   
   • If you select Students can register [1] appointment(s) [at a time], students can make another appointment after they have attended their first session
   • If you select Students can register [1] appointment(s) [in this scheduler], students can only make one selection per activity
     
     
6. Specify the Default slot duration in minutes
   
   
   
7. Click the Save and display button
   
   

Schedule appointment times

1. In the Scheduler activity, click Add slots and choose repeated slots or single slot
   
   
2. Select the date you want to start appointments (Date) and the date you want to end appointments (Repeat time slots until)
   
   
3. Choose the day/s for appointment times *required* (Add appointments on)
   
   
4. Specify the start and end times for each block of appointments
    
   
   
5. Set Divide into slots to Yes 
   
   
6. Specify the slot duration in minutes. For example, if the start time is 9 am, the end time is 10 am and you divide into slots of 15 minutes, 4 slots will be created: 9:00, 9:15, 9:30 and 9:45
   
   
7. Specify if you wish to have a break between slots
   
   
8. You can allow multiple students per slot (if required)
   
   
9. Specify a Location (if required)
   
   
10. In the Teacher area, specify who in the teaching team the student will be meeting with
    
    
    
11. You have the option to Display slot to students from
    
    
    
12. Select if you require the students to receive an email reminder
    
    
    
13. Click the Save changes button
    
    

3. Test your scheduler

To ensure your scheduler activity works as expected, it's best to do a test entry (this can be deleted once you are happy with the result). Contact your local eLearning support team for assistance.

4. Administer your scheduler

To administer your scheduler, simply monitor the appointments students set up with you.

1. To mark the appointment as completed, click the student's name
   
   
   
2. Check (tick) the Attended box, add any notes about the appointment (visible to student), then click the Save changes button
   
   
3. Within the appointment booking interface please be mindful of the icons within the Action column.
   
   The person icon indicates how many people can book that specific time slot. Be mindful that this setting can be changed by clicking the icon, resulting in more people than intended booking into the time slot.
   
   This icon indicates that one person can book into the time slot.
   
   This icon indicates the exact number who can book into the time slot (in this instance 3 people).
   
   This icon (with no number next to it) indicates any number of people can book into the time slot.
   
   This icon allows you to edit the settings for an individual time slot.
   
   This icon allows you to delete an individual time slot.
   
   This icon allows you to revoke all of the bookings made for an individual time slot.

There are two tools in the FeedbackFruits suite:

• Group Member Evaluation
• Peer Review
  
  

Group Member Evaluation

This tool allows students to assess their peers’ collaboration skills or group work contributions using criteria, specified by the teacher. Students can allocate feedback and grades for their peers. Steps can also be built-in for students to reflect on their own feedback.

This tool is designed to be used when students are providing feedback on the contribution of peers. This could be feedback on artefacts submitted elsewhere in FLO (eg, a report or video) or a performance of a task outside of FLO (eg. a presentation or dance). It can be combined with the Peer Review tool (in subparts of the assessment) to allow for students to provide feedback and/or marks on a submission, as well as on the contribution.

Peer Review

This tool allows students to provide feedback and/or marks on tasks submitted by their peers according to criteria specified by the teacher. Marking and feedback activities can be allocated for individuals or via groups. Steps can be built in for students to reflect on their own feedback. The Peer Review tool can be combined with the Group Member Evaluation tool (in subparts of the assessment) to allow students to also provide feedback on the quality of the contribution to a group task, not just the task itself.

The table below provides an overview of both tools and how they are commonly used.

The decision tree below provides guidance to which tool to select based on your desired outcome.

Adding Group Member Evaluation or Peer Review to your topic

Either tool can be added to your topic by adding the activity as an external tool. In step 6 of the linked instructions, you will be able to select either Group Member Evaluation or Peer Review. Once your chosen tool has been added to your FLO site, follow the step-by-step set-up instructions as prompted.

Editing an existing assignment

Once you have created the FeedbackFruit activity you may want to edit some of the settings in the activity.

It’s important to ensure that you use the correct edit buttons as there are two.

• Click on the activity (note: no need to turn editing on)
• If you want to make a change to the settings of the activity then use the three dots
  
  
  
  
• The only time you will need to use the settings cog is if you need to change the name of the activity.
  
  
  
  
• If you do want to change the name of the activity it’s important to note that you will need to change this in two places.
  
  
  

You don’t need to use the three dots for:

• Extensions
• Feedback to students
• Grading or grading adjustments
• Group contribution actions
• Create template

Can we grant extensions using FeedbackFruits?

It is possible to grant extensions for students (individuals or specific groups) using the tool. However, it is important to keep in mind that extensions could possibly impact the next steps/deadlines.  Also, TCs need to keep in mind that if the students have used the assignment extension request tool, this will not integrate automatically with FeedbackFruits, therefore TCs will need to manually create these extensions within the tool.

For more information on how to manually grant extensions, please see To grant an extension.

Group Member Evaluation support resources

• Group Member Evaluation – how-to video
• Setting up Group Member Evaluation: Need help setting up your Group Member Evaluation assignment?
• Group Member Evaluation | Teacher Perspective: How to review student activity in Group Member Evaluation?
• Group Member Evaluation | Student Perspective: How does Group Evaluation work as a student?
  
  

Peer Review support resources

• Peer Review – how-to video
• Setting up Peer Review: Need help setting up your Peer Review assignment?
• Peer Review | Teachers Perspective: How to review student activity in Peer Review?
• Peer Review | Student Perspective: How does Peer Review work as a student?
  
  

Help and Support

If you need at elbow support, you can access direct help via the chat function in the bottom left-hand corner of the FeedbackFruits activity. In-activity support includes introductory video guides and links to the FeedbackFruits Help Centre and the Chat with support. Alternatively, you can contact the Online Learning and Teaching team in your college.

Case Studies

• Effective and scalable online peer assessment: Carlson School of Management
• Manage and review feedback in large student cohort with Group Member Evaluation: Griffith University
• Managing Assessments at Scale: Reflection, Feedback, and Comprehension: Wharton School
• Scaling asynchronous collaboration, using Peer Review and Group Member Evaluation: Queen’s University
• Institution-wide scalability and transparency in peer assessments: Deakin University
• Enhance project-based learning in a hybrid course: Utrecht University
• Enhancing peer feedback and engagement in a large online course: Boston University
• Stimulating reflective group feedback in remote learning: Erasmus University Rotterdam
• Fostering collaborative learning and student participation in a blended course: Maastricht University
• Solving low feedback quality: The Wharton School
• Using Peer Review to stimulate rich and reflective feedback in a hybrid course: University of Adelaide
• Upgrading course design to build subject matter knowledge: Leiden University Medical Centre

Self and Peer assessment activity in FLO

The self and peer assessment activity in FLO enables the collection, review and peer assessment of students' work. Students can submit any digital content (files), such as documents or spreadsheets, and can also type text directly into a field using the text editor.

Submissions are assessed using a multi-criteria assessment form defined by the teacher. Students are given the opportunity to assess one or more of their peers' submissions, and can also perform self-assessment. Submissions and reviewers may be anonymous if required.

Students obtain two grades in this activity – a grade for their submission and a grade for their assessment of their peers' submissions. Both grades are recorded in the gradebook.

How the self and peer assessment activity works

This short (18 mins) video provides an overview – workflow, setup, tips etc (Workshop module = Self and peer assessment activity):

Create a self and peer assessment activity

There are currently two ‘self and peer assessment’ activities available in FLO. We recommend that you use the Enhanced self and peer assessment activity as it has more features than the ‘Workshop (Self and peer assessment)’ activity. The former, developed at the University of New South Wales (UNSW), is a modified (enhanced) version of the latter.

Written documentation for the FLO Staff support is still in development. In the meantime, please refer to UNSW’s step-by-step instructions on creating a self and peer assessment activity (course home page = topic home page). The ‘Workshop (UNSW)’ activity is the Enhanced self and peer assessment activity in FLO:

When creating a workshop activity, your students may find it helpful if you include a link to the student resources.

Self and peer assessment activities are valuable learning experiences for students if scaffolded well. Discussion about the process (as well as rubrics or other guides) is helpful so that students are comfortable assessing their peers and supported to do so. These two types of assessment are examples of authentic learning – self-assessment helps students in their life post-study (particularly in the workplace, where reflection plays a strong role in performance and professional development), and peer assessment helps students to critically but instructively examine the ideas and opinions of others (also workplace relevant). Peer review aligns with a critical review of academic and other educational resources.

There are two options for adding this type of activity to your teaching:

• FeedbackFruits includes:
  • Peer Review activity to allow students to evaluate an artifact
  • Group Member Evaluation to allow students to evaluate other members of their team and themselves if required
    
    
• Self and peer assessment activity in FLO includes:
  • Peer Review activity to allow students to evaluate an artifact
  • A workaround for group member evaluation to allow students to evaluate other members of their team and themselves if required

This entry relates to styles and layout. A book is classified as a 'resource' in FLO.

A FLO book is an organisational tool that allows you to structure your topic in a meaningful way that may reduce scrolling on the topic homepage. Students are able to see the relational elements in your topic (e.g. key information, module content) in one convenient place, and can print if they need to.

The book tool enables a teacher to create a multi-page resource in a book-like format, with chapters and sub-chapters. Books can contain media files as well as text, and are useful for displaying lengthy information which can be broken down ('chunked') into sections.

You could use a book to display reading material for individual modules of study, or as a showcase portfolio of student work.

• Create a book and add chapters
• Edit/delete a book chapter
• Print a book or chapter
  
  

Create a book and add chapters

Create a book

1. Turn editing on and click on Add an activity or resource
   
   
   
2.  Click on the Book icon
   
   
   
3. Give your book a Name and Description
   
   
   
4. In the Appearance section, decide on the book's chapter format and style of navigation (the prompts they use to move from one book chapter to the next)
   
   
   
5. Click Save and display
   
   
6. Give your first chapter a Title and enter content. To improve navigation, keep the chapter title concise.
   
   
   
7. Click Save changes

Add chapters

1. In the book, locate the Table of contents block 
   
   
2. Click on the Add new chapter icon +
   
   
   
3. Give the new chapter a title and enter content. To improve navigation, keep the chapter title concise.
   


4. Click Save changes
   
   

Edit/delete a book chapter

1. In the book, locate the Table of contents block
   
   
2. If you haven't already done so, Turn editing on
   
   
3. Locate the chapter you want to edit, and click the Edit chapter (cog) icon
   
   
   
4. Edit the chapter title and content, and click Save changes
   
   
5. To delete a chapter, click the Delete chapter (bin) icon
   
   
   

Print a book or chapter

1. Click on the Actions menu (cog) icon in the top right corner of the page, then either select Print book to print the whole book or Print this chapter to print the chapter you currently have open.
   
   
   
2. A new window will open with a copy of the whole book or chapter. Click the Print link in the top-right corner of the screen.
   
   
   
3. The print settings for your computer will now open. Edit the printing settings as/if needed and then click on the Print button to print the book/chapter.
   
   If you have a PDF program installed, you can change the printer to Adobe PDF and the book/chapter you have selected will print as a single PDF file.
   

This entry relates to styles and layout. 

A stealth activity is an activity that is hidden from students but accessible if you have a link to it. Watch this video explaining stealth activities (duration 2.44 mins): 

Note that the layout in this video is quite different to FLO, but the principles are the same.

• Changing stealth settings from the front page of a topic
• Changing stealth settings from an edit settings page
  

Changing stealth settings from the front page of a topic

1. Turn editing on in your topic
   
   
2. For the activity/resource you want to stealth, in the Edit drop-down menu select Hide
   
   
   The activity/resource will now show as Hidden from students
   
   
   
3. For the same activity/resource, return to the Edit drop-down menu. This time, select Make available
   
   
   
4. The activity/resource will now show as Available but not shown on topic page. When a student visits the page, they will not see the activity/resource but if you provide a link to it, they will be able to access it
   
   

Changing stealth settings from an edit settings page

Alternatively, if you are editing the settings of an activity or resource:

This entry relates to styles and layout. A file is classified as a 'resource' in FLO.

Files are an organisational/layout feature in your topic. You may want to store key files in one place so that students can access them quickly.

You can provide a file (eg PDF, Word doc, image) as a topic resource. The file may include supporting files, for example, an HTML file may have embedded images. Students need to have the appropriate software on their computers in order to open the file. Ensure that the files are of reasonable file size to reduce upload/download times - see Optimise files for tips to reduce file size.

Upload a file

Uploading (adding) a file to your FLO site is an easy process. You can either upload the file to:

Upload a file to your FLO site homepage

There are two ways to upload a file to your topic's homepage. Once you have added the file, it will show in the week or module that you have added it to.

Option 1: Drag and drop a file

1. Turn editing on 
   The following message should appear at the top of your topic homepage (but if it doesn't you should still be able to drag and drop files):
   
   
   
2. Navigate to the module you want to upload a file into
    
   
3. Drag the file from your computer and drop into the module you wish to upload the file into  
   Note: By default, files are uploaded to the bottom of the module. Once uploaded, the file can be moved
   
   
   
4. Click on the Edit menu and select Edit settings to edit the file.
   
   
   Decide on the Appearance of the file: the default settings are Display: New window, with Show size and Show type ticked (eg 86.5KB PDF document)
   
   
   This is how it will look on your FLO site homepage:
   
   
   

Option 2: Add a file resource

1. Turn editing on      
   
   
2. Go to the module where you would like the file to appear 
   
   
3. Click on Add an activity or resource, then select File     
   
   
4. You will be taken to the Adding a new file screen where you can set the parameters of your file  
   
   
5. Fill in the Name, Description (optional), and upload (or click and drag) the file into the Select files box  
   
   
6. Click Save and display

Upload a file to a page or book chapter

1. Edit the applicable page or book chapter 
   
   
2. Highlight some text you want to hyperlink to 
   
   
3. In the HTML toolbar, click on the Link icon 
    
   
   
4. Tick the Open in new window box. If you don’t, users will need to use the Back arrow in the browser toolbar to return to the original screen (the page or book chapter) 
   
   Click on the Browse repositories... button to choose a file to upload
   
     
5. On your computer, select and open the file, then click the Upload this file button  
   
   

This entry relates to styles and layout. A folder is classified as a 'resource' in FLO.

A FLO folder is an organisational tool that allows you to structure your topic in a meaningful way that may reduce scrolling on the topic page. Students are able to see relational files in one convenient place. Examples of folder use: 

• a series of files in one module (eg a set of past examination papers in pdf format or a collection of image files for use in student projects)
• a shared uploading space for teachers on the topic page (keeping the folder hidden so that only teachers can see it).
  

• Create a folder
• Create a subfolder
• Add a zip file, then unzip (and move to a subfolder)
  

Create a folder

1. Turn editing on 
     
2. Go to the module you would like the folder to appear
   
   
3. Click Add an activity or resource
   
   
   
4. Select Folder 
   
   
   
5. Add a Name and Description
   
   
   
6. In the Content section, you can add individual files into the folder either by dragging and dropping into the Files box or clicking the Add... icon and uploading from the File picker (eg browse for files on your computer)
   
   
   
7. Click Save and display

Create a subfolder

Once you have created a folder, you can create a subfolder/s. (Note: You can add a subfolder/s when you create a folder):

1. Click into your folder
2. Click the Edit button
3. Click on the Create folder icon and give your subfolder a meaningful name

Add a zip file, then unzip (and move to a subfolder)

A zipped folder may be uploaded and unzipped for display, or an empty folder created and files uploaded into it.

1. Click into your folder
   
2. Click the Edit button
3. Choose your zip file (this might consist of a series of documents such as PDFs that you have zipped up). Either click the Add... icon to browse for the file on your computer, or drag and drop the file into the Files box 
   
   
   
4. Once the file is uploaded, you can unzip it by clicking on the zip file icon
   
   
   
5. Select the option Unzip 
    
   
   
6. Your files should now appear in the folder where you placed the zip file. You can choose a subfolder to add them to by clicking on each individual file 
    

This entry relates to styles and layout.

The HTML editor (also known as the 'html toolbar' or 'text editor') allows you to format text, create links, and insert multimedia. It can be used when setting up your topic site to add instructional or narrative guidelines for students/users. The HTML editor is available to students when they add content to forums, blogs, glossaries, databases and wikis. Despite its name, you do not need to know HTML to use it.

The default HTML editor is Atto:

The HTML editor is used almost everywhere you can enter text. Most activities incorporate the HTML editor, commonly found in the Description field for an activity or resource. The functions of the HTML editor are particularly useful when adding content to pages, books, labels, forum posts and wikis (or wherever scaffolding is needed).  

• Expand the HTML editor
  
• Editing features

Expand the HTML editor

By default, the HTML editor is minimised and not all functions are visible. Click the  Show more buttons icon  to view all functions. 

You will then see the following options (note that these are updated from time to time).

To enlarge the page content box in the HTML editor, click and drag from the bottom right corner.

Editing features

Listed below are the features of the HTML editor you are most likely to use. There are other features, and the features available may change over time. Click on the link/s to find out how to use the particular feature.

Icon	Purpose
	Text features – Heading levels, paragraph and pre-formatted styles
	Bullet / numbered list
	Hyperlink functions
	Media options (emoji, image, audio and video) and table
	Extra style options (font colours, horizontal rule, columns, text styles)
	Equation editor, symbols (eg language/punctuation), clear formatting

Using emojis 

The HTML editor includes an Emoji picker.

This entry relates to styles and layout, in particular the HTML editor.

You may want to separate chunks of text, activities and/or resources with a horizontal rule, like this:

This style can make it easier to differentiate between sections in a module (or book chapter, page etc) and is a usability feature. 

Steps

To insert a horizontal rule below or above a heading or text, or to create a label that is a horizontal rule:

1. In the HTML editor, click on the Show advanced buttons icon 
   
   
2. Place your cursor where you want the horizontal rule to be placed (either at the beginning or end of text) and click on the Horizontal rule icon 
   
   
3. You can also create a Label that is a horizontal rule. This enables you to move (and duplicate) horizontal rules as they are not attached to text (easy to use in a module)

This entry relates to styles and layout, in particular the HTML editor.

Tables are useful for data. Avoid using a table for layout purposes. This is an accessibility issue and will confuse screen readers (for users with a sight disability). If you want to layout content in columns, use the Bootstrap Grid icon.

Steps – insert and edit

1. Click the Table icondisplayed in the HTML editor
   
   
2. Enter the number of rows and columns  To make your table easier to view (particularly useful for complex tables) you can Apply styles and choose the table's Appearance (borders, width etc). 
   
   
   
3. Click Create table
   
   
4. Type information into your table
   
   
   
5. To edit the table, and for additional table and cell properties, put your cursor in the table and select the Table icon in the HTML editor. Choose an option from the drop-down menu