Wednesday, 20 October 2021, 11:59 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Attendance - troubleshooting

1. Plan   2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

Questions/problems


I've marked attendance incorrectly for the wrong session

Once attendance has been marked, unfortunately it is not possible to undo it. You could either:



Subtopic - Library World

1. Options  |  2. Set up  |  3. Administer  |  4. Reports  ||  Support 

subtopic iconThis entry relates to the Subtopic activity.

Library World is an introduction to using information at university. The Library interviewed over 40 Flinders academics and students to share their experience and expertise in finding information. From these interviews, we made 11 videos to give students a good foundation in what is quality and credible information at university, how to follow the scholarly conversation, what tools to use in research, and where to go for help. 

You will need to ask your eLearning support team to add the subtopic on your behalf.


Can I use it as an assessment item in my topic? 

Yes. The assessment in Library World takes the form of reflective questions. Before viewing any of the videos, students are asked three quick questions about their current information seeking practices. After working through Library World, students are asked the same questions so they can reflect on what they have learned and what they will now do differently to find information at university. 

You can add Library World to your topic as a subtopic and use as either an assessment item or a resource. 


Can I use it as a resource that is not assessed?

Yes. Let your eLearning support team know that you want Library World added as a resource only. To get grades for Library World you need to click the fetch button button (once you have clicked on the Library World subtopic link). The weighting in the Gradebook is defaulted to 0.


Where can I get help? 

Attendance - student self-recording

1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

Attendance icon This entry relates to the Attendance activity.

Once you have created an Attendance activity, you can create a session(s) where students record their attendance (self-record). You can check their attendance after the session and adjust it if you need to.



Set up grade acronym, description, points and options specific to student self-recording attendance

By default, the status descriptions are Present, Excused, Late, Absent and the allocated points are 2, 1, 1, 0 respectively. 

  1. Click the Status set tab 
    Status set tab
      
  2. To update an existing text/value, select the text box and enter a new text/value

  3. To set up a new status, fill in the line starting with an * and click the Add button

  4. Two options are specific to student self-recording of attendance:
    • Available for students (minutes) – Enter the number of minutes after the session starts that this status is available. If empty, this status will always be available, If set to 0 it will always be hidden to students. Refer to the screenshot below for an example of how to restrict the first 10 minutes of the session for students to mark their attendance as Present 
      Setting available for students (minutes)

    • Automatically set when not marked – In a session's setting, if automatic marking has been set to 'Set unmarked at end of session', the selected status takes effect if a student has not marked their own attendance. Refer to screenshot below for an example where students are marked as Absent if they have not marked their own attendance.
      Setting for automatically set when not marked

  5. Click Update 



Add session(s)

  1. Click the Add session tab 
    Add session tab

  2. There are two types of sessions: All students and Group of students. Ability to add different types depends on activity group mode (refer to step 6 under Create an attendance activity)
    • In group mode "No groups" you can add only All students sessions.
    • In group mode "Visible groups" you can add All students and Group of students sessions.
    • In group mode "Separate groups" you can add only Group of students sessions. 
    • * If you want to link the sessions to the Student Management groups (for example, Tutorial or Practical), add your sessions using Group of students. This will also keep the list of students within the groups updated via the integration.

      Click and hold the Ctrl key to select multiple groups.

    • Fill in details about the session you wish to record attendance for
    Add session details


    Create repeating sessions

    If you wish to create a repeating series of sessions (eg weekly tutorials), open the Multiple sessions tab, and tick 'Repeat the session above as follows'. Select the day the specific session repeats on (if a tutorial session this will most likely be one day per week), frequency (Repeat every) and session end date (Repeat until)
           
    Multiple sessions


    Student self-recording options

    1. To allow students to record their attendance, go to the Student recording section

    2. Tick Allow students to record own attendance

    3. Under Automatic marking, choose one of the following options
      • Disabled – Students will need to access the Attendance activity and mark themselves as Present
      • Yes – Students will be automatically marked depending on their first access to the topic
      • Set unmarked at end of session – Any students who have not marked their attendance will be set to the unmarked status selected. (Note: For this option, the unmarked status needs to be set first before you can add the session(s))  

    4. Under Student password, you can enter a custom password or tick Random password for the system to automatically create a random password. There is also the option Include QR code which displays a QR code containing a URL that students can scan with a mobile device to take them directly to the page where they record their attendance (see instructions below – this happens just before or during class time)

    5. Click Show more... to see more options

    6. Under Require network address, you can restrict attendance recording to particular subnets by specifying a comma-separated list of partial or full IP addresses. Untick this option if it is not relevant

    7. Under Prevent students sharing IP address, select Yes to prevent students from using the same device to take attendance for other students

    8. Click Add

    9. Add session(s) for other groups of students if required   



    Managing attendance


    Sessions with QR code enabled and password protected 

    For sessions where Automatic marking has been set to either Disabled or Set unmarked at end of session, the Include QR code option is ticked, and a password has been entered manually or randomly generated, you can display a QR code containing a URL that students can scan with a mobile device. 

    To display the QR code:

    1. Select the Sessions tab
      Sessions tab

    2. The list displays sessions in the current week by default. To see all sessions, click the All button
      See all sessions

    3. Click the key icon next to the session
      View password icon

    4. Click Show QR code
      Show QR code

    QR code

    Note: The QR code is unique and specific for each session. When students scan the QR code with their mobile device, it takes them directly to the page where they record their attendance, and fills in the password for them too. They only need to select the status 'Present' and record their attendance. 

    To view attendance:

    1. Click the green icon next to the session
      View attendance list

    2. In this case, the remarks contain the text 'Self-recorded'. You can change a student's attendance status at this point if required
      Remarks showing self recorded attendance


    QR code scanner for mobile devices 

    • iOS - iPhone and iPad devices running iOS 11 or newer has QR code recognition built into the camera app. More information at Scan a QR code with your iPhone, iPad, or iPod touch. For older versions of iOS, search the app store using keywords such as 'QR code' to find free QR code scanners.
    • Android - The Google Lens app supports scanning of QR codes. Download it from the Google Play store.


    Sessions with automatic marking
    For sessions where Automatic marking has been set to Yes, students will be automatically marked depending on their first access to the topic. To view attendance:

    1. Select the Sessions tab
      Sessions tab

    2. The list displays sessions in the current week by default. To see all sessions, click the All button
      See all sessions

    3. Click the green icon next to the session to view the attendance
      View attendance

    4. In this case, the remarks contain the text 'system auto recorded'. You can change a student's attendance status at this point if required
      View attendance list for sessions set up for automatic marking

    Quiz - create a drag and drop question

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  || Support

    quiz iconThis entry relates to the Quiz activity.


    Create a drag and drop into text question

    Want to see how this question type works?

    1. Self enrol in the Collections in FLO topic
    2. View question 10: Drag and drop into text question (Colour quiz)
    Steps
    1. In the question bank (Administration > Question bank), click Questions, then Create a new question… (You can also do this in Quiz administration > Edit quiz)
      Question bank

    2. Select Drag and drop into text and click Add
      Select drag and drop into text

    3. Supply your question with a Question name (required field) and Question text (required field):  
      In your question text, leaves 'gaps' indicated by two sets of square brackets with a number inside.  This number will indicate the correct choice for that gap
      Type question text
      Type question text
    4. Provide the question a default mark and enter any general feedback (shown to the student after they have completed the question)  
      enter a default mark and type general feedback

    5. Enter Choices:
      Decide whether to shuffle the choices (tick the box or leave unticked).  Shuffling is recommended to prevent student's from surmising the correct answer based on choice order.

      The choice with the same number as the numbered text gap is the correct answer for that gap:
      type choices

    6. To add additional 'incorrect' drag and drop answers, add additional choices that do not correspond to a numbered text gap. (in this example there is no text gap labelled [[4]], thus 'green' will be an additional option that is not the correct answer to any question)
      additional choice

    7. If using multiple choices for each question, it may be useful to Group the choices.  
      Each group will be represented by a different colour, which will apply to both the relevant gap(s) in the text and to the choices for that group. 
      select groups


      select groups
      Avoid using groups in simple questions with only as many choices as correct answers.  In this scenario the use of groups will give away the answers.
      select groups

    8. You can preview the question to check that it works correctly before clicking the Save changes button: 
      Preview

    9. Click Save changes (you can now preview the question by choosing it in the question bank list and clicking the preview icon
       preview icon

    Create a drag and drop onto image question

    For this question type, you will need to have an image to drag and drop text/images onto. If you source an image from the internet, but be careful about copyright/usage (eg use Creative Commons and check the licensing).

    Want to see how this question type works?

    1. Self enrol in the Collections in FLO topic
    2. View question 2: Drag and drop onto image (Colour quiz) 

    Steps

    1. In the question bank (Administration > Question bank), click Questions, then Create a new question…


    2. Select Drag and drop onto image and click Add


    3. Give the question a Category, a Question name (required field) and enter Question text (required field)
    4. Category, Question name and Question text

    5. Decide on the default mark for the question (required field)


    6. Fill in General feedback (students will see this once they have answered the question). You could include the correctly labelled image in this box. Students can then see if/where they made an error. This box is seen by all students regardless of whether their response was correct or incorrect
      General feedback
    7. Select a Background image file and drag and drop it into the box provided, or Choose a file... by searching on your computer (the image should not be larger than 600 pixels width so you may have to resize it). If you are searching the web (eg Google images), for an image be careful about copyright and usage
      background image

    8. Under Draggable items (scroll down), for the Type choose either Draggable image or Draggable text (most likely you will use text). Upload an image, or type text into the textbox that you want dragged to an area of the background image you have uploaded. Choose a Group to give each image or text item (eg 1, 2, 3...). Do this for as many items as are relevant.
      You can also tick the box Shuffle drag items each time question is attempted.
      If you tick the Infinite box, this means choices may be used in multiple locations. 
      Note: within draggable text items, limited formatting of text is possible using <sub> (subscript), <sup> (superscript), <b> or <strong> (bold), <i> or <em> (italics) and <br/> (line break)
      draggable image or text

       If Draggable image is selected:
      Draggable image selection

       If Draggable text is selected:
      draggable text option

    9. In the Drop zones section (scroll up), for Drop zone 1, choose the Draggable item from the pull-down menu (this will be whatever you have entered in the Draggable items section). These items should now appear below the background image you placed in the question.
      drop zones populated
    10. Drag the images/text onto the background image – this will populate the drop zone boxes in the Drop zones section with coordinates
      draggable items dragged to drop zone

    11. Click Save changes (if you miss one of the steps, you will stay in the editing screen and a red highlight will tell you what you have missed)  

    12. In the Question bank screen, the new question should be highlighted. Click on the magnifying glass icon preview iconto the right of the question name to preview the question. Click on the cog icon to edit the question

      preview the question

    Quiz - create a fill-in-the-blanks (missing words) question

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  || Support

    quiz iconThis entry relates to the Quiz activity.


    Want to see how this question type works?

    1. Self enrol in the Collections in FLO topic 
    2. View question 1: Select missing words (Colour quiz)

    Steps

    1. In the quiz (Quiz > Quiz administration > Edit quiz) or question bank (Administration > Question bank), click Create a new question
      create a new question button

    2. Choose Select missing words and click Add
      select missing words

    3. Give the question a category

    4. Give the question a name (required field) (this is only seen by teachers – make it something meaningful so when you view the questions in a list, you know what they are about) 

    5. Enter some question text. Where you would like the student to choose the missing word, enter a number on double square brackets, for example [[1]]. Number each gap sequentially starting at [[1]] – that is, [[1]], [[2]], [[3]] etc (required field)
      category, question name, question text

    6. Give the question a default mark (required field)
      default mark

    7. Fill in the choices. Choice 1 is the correct answer for the gap indicated by [[1]], choice 2 is the correct answer for the gap indicated by [[2]], and so on. 
      how to enter the 'correct' asnwers

      Choices with the same value for Group appear in the same drop-down lists (Shuffle)
      Choices - Shuffle boxes

    8. Fill in General feedback for the quiz question

    9. Click Save changes

    Quiz - create a matching question

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  || Support

    quiz iconThis entry relates to the Quiz activity.

    Want to see how this question type works?

    1. Self enrol in the Collections in FLO topic
    2. View question 6: Matching (Colour quiz)

    Steps

    For this question type, you must provide at least two questions and three answers. You can provide extra wrong answers by giving an answer with a blank question. Entries where both the question and the answer are blank will be ignored.

    1. Under Topic administration > Question bank > Questions, click Create a new question
       create a new question button

    2. Select Matching and click Add
      matching    

    3. Give the question a Category

    4. Give the question a Question Name (required field)

    5. Enter question text (required field)

    6. Decide on the default mark for the question (required field)
      select category, question name, question text, and default mark

    7. Fill in General feedback (students will see this once they have answered the question)
      enter general feedback

    8. Add the text for Question 1 and the answer 
      question 1 - question and answer

    9. Add the text for Question 2 and the answer 
      question 1 - question and answer

    10. Continue adding text for questions and the answer. You can provide extra wrong answers by giving an answer with a blank question

    11. Click Save changes

    Tool options - resources

    FLO ecosystem  |  Tool options (specific purposes)  ||   Support  

    These tools are available in FLO. For external tool options, contact your local eLearning support team.

    What do you want to do? Tool options

    Add a single file

    file iconFile

    Drag and drop files such as PDFs and Word docs into your topic homepage, if editing is turned on

    Add multiple files

    folder iconFolder

    Store related files in a folder (eg Assessment resources) which can be downloaded in its entirety or by individual file

    Add readings

    readings iconReadings (Leganto)

    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

    Group information together into one item

    page iconPage
    Keep content in one place without taking up space in the topic site. A page is good for chunks of text and could also contain links/embedded videos etc

    Group information together into sections

    book iconBook
    Store related content, using chapters/sub chapters, to save space in the topic site. The Book module makes it easy to create multi-page resources with a book-like format

    Add a heading/text on a topic's homepage

    label iconLabel
    You can move or delete labels, so they allow for flexibility and working with chunks of text

    Add a video without taking up space

    page icon Page
    Embed or link to videos in a page so they are all in one place 

    Link to an external resource/website readings iconReadings (Leganto)

    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

    URL iconURL
    Link out of your topic, opening the link in a new window, so users can return to the topic easily

    Video - welcome video

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

    Welcome videos are an important component of your FLO site. They welcome students to your topic, and can often be the first contact they have with teaching staff. But what does it take to make a welcome video?

    The first point of call is to plan what will go in the video. Some key components include:

    • Introduce who you are and what your role is
    • Welcome students to your topic, including the name of the topic
    • Provide a brief overview of the topic, how it will run, and what it is about. This information need not be too detailed
    • Explain to students how they can contact you (and other teaching staff), and provide some examples of the sorts of things they might contact you about. Remember to explain how you will be using announcements and emails, and your preferences around phone calls
    • Keep it short and simple – a welcome video does not need to be more than a few minutes in length

    Here's an example of a welcome video:


    Once you have finished your planning, you will need to create the video. You can approach this task in multiple ways. Go to Video - main entry (2. Build, 3. Test and 4. Administer) for useful information about making and uploading your welcome video.

    Video - Desktop Recorder (advanced options)

    1. Plan  |   2. Build   |  3. Test   |  4. Administer  |  5. Review  ||   Support  

    My Media iconThis entry relates to Kaltura, and its Desktop Recorder tool that you can use to build videos.

    While recording a video in the Desktop recorder you can add annotations like drawing and highlighting to the slides, webpages or applications on screen as you record. It also has a whiteboard mode where you can record yourself drawing basic diagrams & graphics.     



    Annotating as you record 

    The recorder has some basic inbuilt annotation tools you can use to add drawing, highlights etc to the content on screen as you record. You can use these tools over the top of any content displayed on your screen, including slides, images, and websites. 

    You can use the annotation tools once you've started a screen recording. You can pause the recording while you add the annotation, if that works better for your style of video, but you don't have to. 

    1. On the recording toolbar, click the pencil icon to open the annotations menu. 

      Click pencil to open menu

    2. Click the annotation tool you want to use: 
      • the pencil icon allows free-form drawing. Select the ink colour and pen width, then draw. 

        pencil tool to draw

      • the arrow icon lets you click and drag to draw arrow shapes. e.g to point at something on screen. Select the ink colour and line width, then click and drag to draw the arrow. 

        arrow tool

      • the T icon allows you to add a text box and type into it. Select the text colour and size, click and draw a textbox, then type into it. 

        Text tool

    3. Add your annotation. It'll stay on screen as an overlay, so if you scroll up or down or otherwise move or change the content underneath, the annotation won't move with the content.
      You can use the Select icon to select and move/resize the annotation if need be. 

      Select an annotation  >  Move an annotation

    4. To stop annotating and use your mouse cursor again, click the cursor icon

      Cursor icon

    5.  To clear the annotations, click the bin icon. This will delete all of the annotations on screen. 

      clear annotations


    The whiteboard tool

    This is a blank white 'canvas' that you can draw on electronically to create basic graphics and diagrams. Using this works best if you have a tablet and stylus to work with; drawing with a mouse is a bit clunky. This option can be useful for 'explainer style' videos where you want to roughly illustrate a concept as you explain it. These 'drawing style' tutorials are good when the graphic element doesn't need to be precise or perfect. 

    Start a screen recording, then access the whiteboard as follows:

    1. On the recording toolbar, click the pencil icon to open the annotations menu, then click the whiteboard icon

      Desktop Recorder whiteboard

    2. A whiteboard pop-up window appears over the the top of what's on your screen. Note: You can't adjust the size. Use the annotation menu to select the drawing pencil, arrow, or text tool, and add annotations to the whiteboard.

      Whiteboard drawing

    3. Before you stop the recording, decide whether you want to keep a copy of it as an image. 
      • If you don't want to save it, just stop your recording. 
      • If you want to save it, pause your recording, the click the download icon to save a copy. The system will launch a save window where you can name the file (it'll be a .jpg image file) and specify the save location. 

        Save copy of whiteboard annotation

    4.  When you finish the recording, save and upload your video as per the usual process (explained above).  

    eAssessment - recommendations from ACODE

    At the ACODE (Australasian Council for Open and Distance Education) business meeting on Friday 13 March 2020, discussion focused on e-exams and alternate assessments. Members have distilled and articulated some key points from the discussions. The following are a first draft of some recommendations for institutions for consideration for any teaching that is moving online.

    • Run alternate assessment meeting the same learning outcomes, of smaller multiple stakes assessments, to meet the same ends. For example, where they might be a 60% exam these could become 3 assessments of 20% each run over successive weeks.

    • Randomise and tightly time questions in the LMS quiz tool (in FLO), limiting the opportunity for students to refer to other students or to resources. One would need to be realistic in the timings and warn students beforehand.

    • The use of proctoring tools is problematic at scale for both the service itself and for the University. We recommend caution. As many universities will be moving to this option over the next few weeks, it would be unlikely that proctoring solutions will be able to meet demand globally.

    • Alternate assessments for work integrated learning (WIL) could consider freely available simulation labs that can be downloaded and run from their own sites or through the LMS (FLO). Asking students to reflect on the activities in these simulations could provide an adequate approach in the short term.

    • Another approach to this could be to ask students to reflect on the situation they (we) now find themselves in, that is, having to work remotely. For example, if a student was to do a work placement in an accountancy firm, they could reflect on how they might, as an accountant, have to work remotely and provide potential solutions to this scenario.

    • All students have mobile devices, where they may not all have laptops with cameras in them. A possible solution to this is to use the audio capability of their mobile devices, in relation to assessment. For example, students could be asked to respond to long-form answers via an audio or video recording that could then be submitted through the institution's LMS (FLO).

    • With many professional bodies relaxing their strict requirements for proctored exams, take-home or open-book exams could be considered. If this is the case, it would be suggested that instead of providing just one scenario, multiple scenarios could be deployed.

    • Where nothing can transfer, then we need to consider the possible deferment of assessment; however, this should only be necessary in a minority of cases. This will most likely be planned, invigilated paper-based exams where alternatives are unrealistic.

    • Practical assessments or practicums could be bundled into a supplementary unit which can be offered in the following semester.

    • Instead of in-person exams, or employing expensive proctoring software solutions you could use the quiz tool in the LMS (FLO) in conjunction with Collaborate, so tutors/teachers can at least watch the faces of students undertaking these quizzes. Realistically, this could be done with classes of up to 16, or if multiple staff were watching, up to 30 at one time. Please be aware that not all students will have webcams, so this will need to be considered.

    • ACODE will establish, over the next week, discipline-focused CoPs for more nuanced discussion that will provide more discipline-based examples of alternate assessment practice.

    • Ideally where changes to assessment like the above are proposed to be used, it would be suggested to gain some institutional agreement across the faculties or academic groups.

    Styles and layout - optimise files

    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.

    You can also download Word and PowerPoint Flinders University templates for use by staff here.These are already optimised and are ready for use.

    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
      Home tab - Layout

    Open slide master to remove layouts

    1. Select View tab

    2. Select Slide Master
      View Slide Master
    3. In the left panel, select and delete all background layouts not needed in presentation (for multiple slides, press and hold the Ctrl key)

    4. Close Master
      Select and delete background layouts

    Check successful removal

    1. Check available Layouts
      Check available layouts

    Video - filming with a mobile phone

    1. Plan  |   2. Build   |  3. Test   |  4. Administer  |  5. Review  ||   Support  


    Tips for recording on mobile

    • Put phone on silent and flight mode to save battery and avoid unnecessary interruptions
    • Make sure phone is fully charged
    • Check storage on the phone (clean up unnecessary or unwanted files, photos, videos)
    • Check the settings for video resolution (see below)
    • Clean the lens
    • If recording in a shared space, put up a sign ‘recording in progress’
    • If recording inside, open blinds to improve light
    • Avoid areas with high contrast, e.g. too dark or too light
    • Don’t cover the microphone with your finger
    • Record in landscape orientation
    • Use both hands for stability, or prop up, use a stand or tripod for a static shot
    • Don’t use digital zoom – use your feet
    • Use fluid movements to avoid ‘jiggling’
    • Move slowly if panning




    Video resolution

    Newer phones can record in ultra high definition or 4K. This will result in very large files. You can check and, if necessary, change the resolution settings for video recording via the camera settings on your device. The options available will depend on the make and model of your device. Look for a setting no more than HD which will be listed as 1080 or 1280. You must change the settings before you record, otherwise you may need to use additional software to compress your video to create a smaller file for uploading.


    Tip: The location of these settings vary depending the model of your phone. To find your phones video resolution settings try googling the model of your phone plus the phrase "change video resolution", e.g. "Galaxy 7 change video resolution"

    Video - analytics on student engagement with video

    1. Plan  |   2. Build  |  3. Test   | 4. Administer  |  5. Review  ||  Support 

    MyMedia iconThis entry relates to Kaltura, the video platform in FLO, and the analytics available in the topic Media Vault, where you can review student engagement with your topic video content.


    If you'd like insights into how your students are using video content in your topic, the analytics available in the topic Media Vault can be very useful. 

    These topic-wide analytics are only available if you publish your videos from your My Media into the Media Vault before embedding them into teaching activities. You can do this quickly and easily when you upload a video to FLO (see entry: upload to FLO), or if you didn't publish it to the topic Media Vault when you uploaded, you can do this from within My Media or from the Media Vault at any time after uploading. (see entry: Media Vault).


    Access the Media Vault analytics

    1. Open your topic (each Media Vault is linked with a topic, so you must be in the topic to access it). In the menu bar across the top of screen, open the Navigation menu. You may need to scroll down to find the Media Vault link, as it's the very last item after all modules. Click it to open.
      Open media vault from FLO menu

    2. In the Media Vault, open the menu icon in the top right, then select Analytics.
      open menu select Analytics

    3. Select the time period for which you want to view the analytics. The default is the last 60 days, but you can click the drop-down menu to select a different time period. Note: the analytics currently have a short delay; they are updated every 12 hours rather than in real time. 
      select analtyics time period

    You can then use each of the tabs to explore the available analytics, as explained below. 


    The Dashboard tab

    The dashboard gives you a snapshot of the topic overall, including which of your videos are most watched, which students are the most engaged with the video content, etc. Note that this does not include how many times a video has been downloaded.

    Media vault analytics dashboard

      

    The Media tab

    This tab provides more detailed analytics for each video in the topic Media Vault. Useful insights include:

    • the number of plays in channel - useful to see whether its been viewed by the majority of students in the topic. More plays in channel than the total number of students enrolled means they're watching it multiple times. 
      Note: "Plays in channel" refers to the number of plays in this topic, whereas total plays shows all plays for the video across the whole of FLO (ie if it's used in multiple topics)
    • the average drop-off rate - i.e what percentage of students stop watching before the end of the video?
    • the average view duration: how much of the total video duration are students watching? 

    Media vault analytics media summary


    You can also click the arrow on the left of each video title to see additional watch statistics for that video. 
    Media vault media details


    The Engagement tab

    The engagement tab shows the viewing and upload activity of each student in the topic. This information could potentially help you understand trends in student performance. 

    You'll see the list of enrolled students with their overall viewing and upload stats. Note that this does not included how many times a video has been downloaded.

    Media vault analytics enaggement summary


    You can also click the arrow on the left of each student name to see additional engagement statistics. This will show which videos they have viewed and what percentage of the video they did not watch (view drop off - a 0% drop-off  means the student has watched the video in full each time they have viewed it)

    Media vault analytics engagement details


    The Contribution tab

    This shows you a summary of which users have uploaded media content into the topic Media Vault (includes teaching staff and students).

    Media vault analytics contribution tab

    FLO ecosystem

    The tool options section helps you choose tools for use in / with FLO.

    FLO ecosystem (this entry)  |  Tool options (specific purposes)  ||  Support 

    The diagram below depicts the FLO ecosystem, that is, the learning technology suite available at Flinders. You can use this as a guide during your decision-making process when planning activities / assessment using learning technology. For example, if you are planning to use the tool in an assessment item, it is best in most instances not to use third-party (external) tools, unless they integrate with FLO. This article highlights important questions you should answer before using third-party tools in your FLO site: Things to consider if you want to use non-FLO tools in your teaching.

    Tool options - bigger picture


      Training and support

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    Contact your eLearning support team

    Not applicable

      Tool options - using third-party tools (things to consider)

      FLO ecosystem  |  Tool options (specific purposes)  ||   Support  

      Each time you teach a topic you’ll most likely review and update your materials. Often, you’ll be looking for ways to improve learning and student engagement. One thing you may be considering is the use of non-FLO tools. If so, here are some things you should consider before you begin.

      To get started let’s look at our current FLO ecosystem to see how things are structured. As you can see in the following diagram, all tools have been grouped into three categories: core, recommended and self-supported.

      FLO ecosystem

      All core tools are fully integrated and supported within the FLO ecosystem and every topic across the University is expected to use them. Recommended tools are also integrated with FLO and training materials are provided, but topic builders can choose if they would like to incorporate these or not. Everything else falls into the self-supported category, these are the non-FLO tools, the third-party software, the publisher produced software. These are the tools we can’t fully control, that have not been fully tested and security checked within our ecosystem.


      Core and recommended tools

      When looking for a tool to meet your needs, we recommend starting with core tools and, if need be, the recommended tools. If you’re not familiar with the full functionality these tools offer, refer to the following information:

      You may be pleasantly surprised by the possibilities available and the creativity and ingenuity many of your colleagues have shown using these core tools. It is also worth considering if your activity could be adapted slightly to utilise a supported tool and meet the same learning outcomes. These are great conversations to have with your colleagues and the eLearning support team. The Learning Designers are always happy to explore options with you to make things work for you and your students.


      Self-supported (non-FLO) tools

      You may be aware of instances across the University where software from publishers is in use, for example, Pearson tools such as Mastering A&P or Learning Catalytics. These non-FLO tools are supported by the relevant publishers at a cost to the University. Prior to their use they’ve been reviewed by Flinders to ensure they comply with all legal, security and risk checks, and pose no harm to existing systems or personnel. Licensing costs for these types of resources are usually high, therefore caps are generally applied to meet budget constraints and their usage is monitored to ensure they are, and remain, the most effective solution for students.

      Other non-FLO tools, which fall into this self-supported category, are things like Poll Everywhere, Padlet or Survey Monkey. The eLearning support team are generally unable to access settings and student submissions for tools in the self-supported category. When we have no access to student data or the interface you use, we are unable to troubleshoot and problem solve arising issues. This can leave both you and your students in compromising situations you may not have previously considered.

      So, if you’re contemplating using a non-FLO tool, there are some important questions you should answer before proceeding. The following is not exhaustive but should allow you to make an informed decision.


      What will the tool be used for?
      • Is it for an assignment or to practice a skill that’s being taught within the topic?
      • What if the tool becomes unavailable? Will your students still be able to meet the topic learning outcomes?
      • Are you asking students to submit work created within the tool to FLO? Is this possible? Can their work be extracted from the tool?
      • If it is for an assignment, how will you manage a change in circumstances? What happens if the tool is updated and functionality changes?
      • If there are changes, how will you handle inequities across your student group? Some students may have completed the task, some may have invested a considerable amount of time but not be able to complete, and some may have not started.

      Who owns the tool and what about the licensing agreement?
      • Do you and your students have to agree to a license before the tool can be used?
      • What is covered in this license? Have you read and understood exactly what you will be expecting your students to agree to?
      • Are these conditions appropriate for your students to sign up to?
      • What happens if one or more of your students don’t want to agree to these conditions? Will they be disadvantaged within your topic? How will you keep things equitable for all students?
      • What if the licensing conditions change while your students are using the tool? Do you have a contingency plan?

      What data will be entered in the tool?
      • Is data stored in Australia or offshore?
      • What laws, especially around privacy, govern the country where the data is stored?
      • Do students need to enter any personal data? Do they have to create an account to access the tool or are they saving personal data within the tool?
      • Have you considered GDPR (General Data Protection Regulation)? Do you need to comply with this and does the tool comply with this?
      • Will other organisations have access to the students’ data? Are the students aware of this?
      • Will other organisations have ownership of any data entered? Are there any agreements in place as to how they can use this data, either now or in the future? What if these agreements change after the data has been entered? Can you adequately protect your students?
      • How secure is the storage of this data? What would the consequences be if this data was stolen?

      Are there any costs to use the tool?
      • Do you and/or your students have to pay to use the tool?
      • Is there a free trial period? Is that then followed by an automated cost? If so, do you need to enter credit card details to gain the initial access? Are your students aware of this?
      • What if any of your students don’t want to pay for the tool, can’t afford to pay or don’t have the required credit card? Will this disadvantage them within your topic? Can they still meet the learning outcomes?
      • Is it appropriate to expect your students to pay for a tool to complete the topic requirements, given they’ve already paid to study the topic? Does this need to be authorised? Have you sought and gained that authorisation?
      • Were students notified they would incur further costs before they enrolled into the topic? Did they have a choice to not enrol in this topic?

      How will the tool will be accessed?
      • Can you link to it within your topic or does it need to be installed on personal devices?
      • What happens if students don’t want to install the software on their personal device, or it’s not compatible with their device?
      • Can you guarantee the download will be virus / error free? Is it clear where to access the file to be downloaded? Is it possible students may download the wrong file by mistake?
      • If students must create an account in the tool, are they using the same name, email address, or any other identifying information as they’ve used in FLO? If you need to transfer marks between both places, you will need to ensure you can match up all student accounts.

      What support will you put in place should your students encounter problems?
      • Are there any support materials available from the supplier of the tool? Are they easy to follow? Will your students be able to understand them?
      • Do you have the time and resources to provide support to your students who encounter problems and need face-to-face support?
      • Are you an expert with the tool? Do you know the pitfalls students may encounter? Are you able to provide guidance to either prevent them experiencing these issues or get them out of situations without compromising their studies?


      As you can see, the use of non-FLO tools isn’t as straightforward as it would first appear. Yes, they’re often freely available, can give a different dimension to your teaching material, and your colleagues may have used this tool with no issues. None of these things can be guaranteed though! Are you prepared if things go wrong and the effect that may have on you or one of your students?



        Training and support

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      Support

      Contact your eLearning support team

      Not applicable

        Video - download YouTube video files and upload to Kaltura (My Media)

        1. Plan  |   2. Build  |  3. Test   | 4. Administer   |  5. Review  ||   Support 

        These instructions assume that you have stored your video in a YouTube account (do not download the work of other people without their written permission).

        If you have the original source file you can simply upload that file to Kaltura (My Media) instead.


        Download video from YouTube 

        Find the required video in 'YouTube Studio' view

        1. Click on the account options menu. From the menu, select YouTube studio.
          Access Youtube  Studio

        2. In Studio, select 'Videos' from the left menu
          Select Videos

        3. Locate the required video, and use the 3 dots (options) to access the actions menu
          Access actions menu

        4. Select download. The video will be saved in your downloads folder as an mp4 file
          Select Download


        Upload your video to FLO and embed it in your topic

        Follow the instructions in the FLO Staff Support page - 'Video - upload a video to Kaltura (My Media) in FLO'.

        Note: there are 3 steps

        1. Upload video to My Media
        2. Publish to the Topic media vault
        3. Embed the video where required in your topic. Generally, this would be in a 'Page' resource


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        Support 



        Kaltura - How people are using it (video)

        Quick tour (video)

        Recording outside and different presentation styles

        Simple tips for creating a quality video (video)