Saturday, 31 July 2021, 10:31 PM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Feedback - Touchpoint survey

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

Feedback activityThis entry relates to the Feedback activity.

The Touchpoint survey is a short survey designed as a ‘snapshot’ to provide formative feedback about student learning. The survey can be added to your topic early, mid and late (eg weeks 3- 4, 7, 11 or equivalent, depending on the topic structure), or just once in the topic. It prompts students to voluntarily and anonymously give feedback about their experience of the topic so far. 

The questions are:

  • How are you going with this topic so far?
  • Is there any topic content (covered so far) that is not clear to you?
  • Are you having any difficulties with the topic? If so, what?
  • Could anything be improved about this topic or the teaching?

These questions can be easily altered to suit your needs. The data provides formative feedback about where students are at, to allow adequate time to make changes to teaching if needed. It also helps reinforce that students are an active part of their own learning. The data from the survey remains with (is stored in) the topic.


View the Touchpoint survey


Use the Touchpoint survey in your FLO site

  1. Make a request to your local eLearning support team to have the tool added to your FLO site
  2. Unhide the tool (you can also edit/add questions if you like)
  3. Prompt students to use it via an announcement
  4. Later, click into it and check responses using the Show responses tab at the top (in the Analysis tab you can also Export to Excel)
  5. Think about what the results means for topic design and teaching
  6. Thank students and summarise your response via another announcement (to reward their efforts)
  7. Make any adjustments to the topic accordingly

Groups and groupings - add/remove users to/from groups

Overview  |  Types of groups and groupings  |  Groups  |  Groupings  ||  Support

This entry relates to Groups and groupings.

Note: You can only add and remove people from user created groups. Changes to Student Two groups must be made in the student system, which will then update in FLO. If you do try to change a Student Two group, it will automatically revert back to what it was.


Steps

Note: If you haven't already done so, you should make a group to put people into.

  1. In the topic, locate the Administration menu. Under Topic administration, click on Users, then Groups.
    Administration menu

  2. Select the group from the list on the left, then click Add/remove users

    Click 'add/remove users'


  3. To add a user, select users from the right-hand column (highlighted in red) and click on the Add button to add them to the group (tip: you can select multiple users by holding down the CTRL button).  Use the Search function for large topics with many students



  4. To remove a user, select users from the left-hand column (highlighted in blue) and click Remove to take them out of the group (tip: you can select multiple users by holding down the CTRL button). Use the Search function for large topics with many students

  5. When you have finished adding users, click the Back to groups button

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? 

Choice (poll/survey) - main entry

Whether you are starting from scratch or working with a choice poll already created, using the choice activity in a topic ideally consists of 5 stages, in a looped process.

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

choice iconThe choice (poll/survey) activity is a way of engaging with students in your topic, and applying a just-in-time or responsive approach to your teaching. It is an example of active teaching and feedback. Using the choice activity or a similar tool in a lecture adds interactivity. the Active Quiz has a greater level of interactivity.

The choice tool enables a teacher to ask a single question and offer a selection of possible responses. Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously. The choice can not be graded (for a gradeable alternative, check out the Active quiz).



1. Plan

Creating a choice activity requires you to know what you are going to ask your students. Do you have more than one question? How many options/responses are you going to offer? Is the activity going to be anonymous?

A choice activity may be used:

  • as a quick poll to stimulate thinking about a module
  • to quickly test students' understanding (e.g. in a lecture/workshop)
  • to facilitate student decision-making (e.g. allowing students to vote on a direction for the topic)

2. Build

Creating a choice poll can be completed once you have the question and answers/options created.

    1. Create a choice activity
    2. View the results of a choice activity

    3. Test

    • The first time you use the Choice activity, it recommended to do so with a small group of students.
    • Preview the choice activity in FLO (Profile >Switch role to> Student)


    4. Administer

    • Be sure to check your responses and acknowledge the results  
    • Share the results with your students - either automatically through the Choice tool or afterwards using a visualisation tool, like a word cloud or pie chart

    5. Review

    Before using the same choice activity, consider reviewing your activities prior to use.

    • View the choice as a student - switch your role and vote
    • Evaluate the purpose of the choice activity - what does it add for your students? When is it best utilised?

      Training and support

      Troubleshooting

    Training

    None available

    Support

    eLearning support teams

    You may have one of the following issues:

    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

      Quiz - create a multiple choice question (MCQ)

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

      quiz iconThis entry relates to the Quiz activity.


      Create an MCQ

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 3: Multiple choice (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

      2. Select Multiple choice and click Add
        multiple choice    

      3. Give the question a category

      4. Give the question a name (this will only be shown to teachers) (required field)

      5. Fill in question text (required field)

      6. Give the question a default mark (required field)
        multiple choice - enter category, question name, question text, default mark
        multiple choice - enter category, question name, question text, default mark
      7. Enter some general question feedback
        general feedback
      8. Choose whether the question has one answer only or multiple correct answers. 'One answer only' means users will only be able to select one box; 'Multiple answers allowed' means users will be able to select more than one box (if there is a specific number of correct answers, you may want to say this in the stem/lead-in sentence: 'Please select two of the following.')
        One or multiple answers

      9. Select whether you want to shuffle the question answers
        Shuffle the choices

      10. Under Answers, fill in the choices
        answers
        If you selected multiple correct answers for the MCQ (see step 8 above), you are advised to give wrong answers negative scores, to discourage students from selecting all options (you should say that they will be penalised for wrong answers in the question stem)
        negative score multiple correct answers

      11. For the correct answer, change Grade to be 100%. If there are multiple correct answers (see step 8 where you would need to have selected 'Multiple answers allowed'), allocate the 100% across all correct options; for example, if there are 2 correct responses allocate them 50% each. (Note: they do not need to have equal weightings)

         incorrect answer    Assign to an incorrect answer  

        correct - one answer only     Assign to a correct answer in a question with one correct answer  

         correct answer in a quiz with multiple correct answers    Assign to a correct answer in a question with multiple correct answers

      12. Click Save settings


      Tips for creating MCQs

      Bloom's level/s of taxonomy, what the item is testing (descriptor), and distracter plausibility:

      Question number x Correct answer (key)
      Learning objective  
      Bloom's level of taxonomy  
      Descriptor What the item is testing
      Distracter plausibility A....
      B....
      C....
      Question tips
      • Use a consistent style
      • Use clear and concise wording (can be complex but not complicated)
      • Make the question 'stem' either a direct question or an incomplete statement 
      • Avoid double negatives

      You may want to use a 'stimulus' prior to the question – this could include introductory text/context, an image etc.

      Answer tips
      • Make the key (right answer) and distracters (wrong answers) approximately the same length, and use similar wording to avoid obvious standouts
      • Keep answers consistent in grammar and logical to the stem (question)
      • 3, 4 or 5 options per answer? There is no set preference, but the more options the harder it is to think up a plausible 'distracter'
      • Avoid using 'none of the above' or 'all of the above' (especially if answers are shuffled!)
      • Use a logical pattern but don't always put the correct answer in the same position
      • Provide good feedback for all options (where relevant)
      • Where possible, ensure that wrong answers represent a common misconception
      Open response items
      • Provide information to markers on full credit, partial credit and no credit
      • If not marking for grades, provide good feedback on likely responses 
      References and resources

      The Centre for University Teaching ran two workshops in 2013 with invited speakers from the Australian Council for Educational Research (ACER):
      MacKinnon, Philip, MCQ assessment workshop 24 June 2013
      Khoo, Siek Toon, Introduction to measurement concepts and assessment in education
      "Bloom" search results (eLearning literature and resources collection) 

         

      Quiz - create a numerical question

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

      quiz iconThis entry relates to the Quiz activity.

      If you are interested in this question type, you may also be interested in Calculated, Calculated multichoice and Calculated simple. To create one of these types, at step 2 (below) select one of these options instead of Numerical. 

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 9: Numerical (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

      2. Select Numerical and click Add
            Numerical option

      3. Give the question a Category

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

      5. Enter question text (required field)

      6. Decide on the default mark for the question (required field)
        adding a numerical question - input category, question name, question text, default mark

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

      8. Select answer 1, the error for getting it wrong, and the grade. Do this for all other correct/incorrect answers
        answer field, error, and grade

      9. Provide feedback for the answer (whether right or wrong)
        answer feedback

      10. Under Unit handling and Units, decide on the configuration (this will only apply if the answer is not a whole number)

      11. Click Save changes

      12. Preview the question to make sure it works correctly

      Quiz - create a quiz essay question

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

      quiz iconThis entry relates to the Quiz activity.

      The essay question in quiz requires manual grading (marking).

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 7: Essay (Colour quiz)

      Steps

      1. In the quiz or question bank, click Create a new question
        create a new question

      2. Select Essay and click Add
        essay question
            
      3. Give the question a name (this is seen by teachers only) and fill in the Question text. You will probably want to change the Default mark to a number higher than 1
        enter a category, question name, question text, and default mark

      4. Provide general question feedback
        general feedback

      5. If you want students to upload a file, select Allow attachments and choose a number from the drop down menu (Note: if students are required to write a long essay as part of a quiz, we strongly recommend they write it in Word and either upload the file or copy and paste into the response box).

        You can also list specific file types (e.g. docx, pdf, etc) if you want to restrict what types of files students can submit.
        select allow attachments and choose from the drop down menu

      6. 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.

      Lightboard Studio

      Academic staff have access to a Lightboard for producing videos that can be used as an effective means of complementing flipped classrooms and hybrid learning models. The Lightboard is essentially a whiteboard-sized sheet of glass that we can write and draw on as we are being recorded. Using a Lightboard means that you can draw and annotate concepts as you explain them, whilst still being visible in the frame.



      What is it?

      The Lightboard is a video-recording tool that allows instructors to face their viewers while writing on a transparent surface concurrently. The image is digitally reversed so that, in the actual recording, students see the instructor facing them and writing that is oriented towards them. The first Lightboard was created at Northwestern University and since then has been adopted across various institutions.  

      An example of a video made using the Lightboard is given below:


      How do I book it?

      To use the Lightboard, please ask the Library staff to book the studio.

      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

      • Engage your audience
        • 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.
      • Don't be a distraction
        • 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.
      • Create visual engagement
        • 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.
      • Don't rush
        • 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.

      Edit your recorded video

      Depending on the number of mistakes and out-takes (scene/sequence) in your raw video recording, you will need to allow time for the editing and upload process. You do not need to be a perfectionist; if the video demonstrates passion and provides a clear explanation, students will understand and accept the odd word stumble, ‘umms’ and ‘errs’. 

      MyMedia (Kaltura) has a simple built-in editor that allows easy trimming of the start and end of a video to remove the bits where you are getting into position, and when you finish your recording and have to walk to the wall mounted control panel in the studio to press the stop button. Your video will look much more professional if you edit out these parts.

      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.

      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 - replace a video

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

      MyMedia iconThis entry relates to Kaltura, the video platform in FLO, and how to replace a video you've already uploaded with a new or updated version. To update your video, you'd first need to do that in the software that you created it in originally (eg for Camtasia, Snagit, iMovie, open the original video project file, make changes, then export a new version). In some cases, you may need to produce a new version of the video rather then edit the original.


      How replacing works

      My Media allows you to easily replace an existing video with an updated version. Instead of having to manually delete an existing video and upload a new one into each activity where the video is used, you can just swap out the video file. The benefits of using the replace tool are:

      • if you've embedded the video in multiple places with a topic or multiple topics (ie in modules and pages) it'll simply be updated in all of those places; you won't have to manually embed the new version in each spot. 
      • your video analytics will be preserved 

      But it's important to know that the new version will appear in every place that video is embedded, in all topics, including previous year/study periods


      When to replace a video vs upload a new version 

      Because the replace function replaces the video everywhere it appears in FLO, you need to think carefully about whether replacing is the right option. 

      If you've only made minor changes to the video (eg you've fixed an editing error or made one or two minor additions/deletions), it's probably OK to replace it. But if you've made major changes to the content, replacing it might not be the best approach. It's important to consider what impact there might be on student learning if you swap out the video.


      Scenario Yes No
      Students have already done work based on, or in response to, the original video (e.g discussion forum posts, assignments).
      Is the nature of the change likely to affect that learning, work, or assignment? 
      Replacing isn't recommended. 
      Leave the original in place. If you want students to use the new version for other activities in the topic, upload the new version and embed it into the relevant activities, as per the usual steps. 

      Replacing should be fine
      The video is embedded in previous years' topics. Students have access to topics they have studied previously and may revisit the topic content.
      Will replacing the video affect the it's usefulness for that previous student cohort?
      Replacing isn't recommended. 
      Leave the original in place so it stays the same in the previous topic/s.
      Upload the new version to My Media. In your current topic, go to any activities where the video is already embedded, remove the old version, then embed the new version. 
      Replacing should be fine
      You or other teaching staff have embedded the video in other topics. 
      Is the nature of the change likely to affect student learning in other topics? 
      Replacing isn't recommended. 
      Leave the original in place so it stays the same in the other topic/s.
      Upload the new version to My Media. In your current topic, go to any activities where the video is already embedded, remove the old version, then embed the new version. 
      Replacing should be fine, but consider discussing with other teaching staff who've used the video elsewhere before you do so. 

      Steps for replacing a video

      Once you've created a new/updated version of the video and have the file saved on your computer, you can replace it in FLO. 

      1. Login to FLO, open the drop-down menu next to your profile avatar, and select My Media

      2. From your list of media, find the video you want to replace. 
         Video entry highlighted in the My Media main page list

      3. Check where the video is published by clicking the green Published button next to the video. You'll see a  list of all topics in which the video has been added to the topic Media Vault - it may or may not be embedded in activities within these topics. Consider checking where the video is used in each topic, especially if other teaching staff might have embedded it into activities. 
        Published information displayed

      4. Click the pencil icon in the right corner to open the Edit interface for the video. 
        Edit icon highlighted

      5. Click the Replace media tab. 
        Replace video tab highlighted

      6. Click Choose a file to upload then follow the prompts to find and select the file on your computer.
        Choose file to upload button highlighted

      7. The file will be uploaded, and you'll see a final prompt to make sure you want to proceed with the replacement. Click Approve replacement
        Approve to continue

      8. You'll see a notification confirming that the video has been replaced in all FLO topic media vaults and wherever it's embedded within activities.
        replace video successful