Wednesday, 17 August 2022, 7:13 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Topic administration - non-award (short) courses

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below.

Supporting students to successfully engage with the topic | Culturally responsive digital learning

This entry relates to topic administration.

It is possible to create a non-award (short) course in FLO using existing infrastructure. FLO can provide the same functionality to deliver non-award (short) courses as is available for award topics. The key difference is because non-award (short) courses do not exist in 'upstream' systems, eg. Student Management System, then some process is less automated than what is possible for award topics. This page outlines what is available in FLO to support non-award (short) courses. 


The Online Learning and Teaching team can assist with:

  • Learning design advice (course structure, content and strategies)
  • Creation of FLO site
  • Assigning 'category administrator' access (so that someone can add students to FLO sites)
  • Rolling over a site for a new cohort
  • Skills development support
Please note that other elements such as advertising, enquiries, admission, enrolment, payment, identity management, student support and completion will need to be arranged with your College.


1. New courses: Request learning design advice (contact your local Learning Designer)
  • Advice on course structure

    Discuss options for how the course is structured, how you want participants to engage with the digital learning environment and how completions will be administered.

  • Advice on content and strategies
    You can create the non-award (short) course using the standard FLO tools and activities, curate outside sites in the FLO site, or embed SCORM (Shareable Content Object Reference Model) packages into FLO. Advice is focused on the tools within the FLO ‘ecosystem’. It may be possible to transfer existing content into FLO if existing online courses are hosted on Moodle platforms. 

2. Create FLO site (Service One request
  • FLO site creation
    The Online Learning and Teaching (OLT) team can create a FLO site for your non-award (short) course. This may consist of a single site, a series of discreet sites, or linked sites. We can advise you, dependent on your requirements.

  • Category Administrator role assigned
    One person can be enrolled as the site/s owner, with the Category Administrator role, enabling them to manage access to the FLO site. Once participants in a course have been assigned a FAN, and once they have activated the FAN, they can be granted access to the FLO site.
Manual enrolment with FAN (College administration responsibility)
FAN sponsors are staff members authorised to request the creation of FANs for non-award students. AccessNow allows the creation of FAN accounts by sponsors. See existing sponsors on the Find a sponsor in your area (login) page, or contact IDS (8201 2345 or Service One) and request to be added to as a sponsor. More information on how to create a FAN is available on the AccessNow website.
  • Repeat site for a new cohort
    If the course will be run in several iterations, content from the existing FLO site can be 'rolled' into a new site for each new iteration. This strategy enables you to manage cohorts discretely. The alternative is to manage existing and new enrolments within the one FLO site. 

3. Skills development  
  • Skills development
    Online Learning and Teaching teams can provide workshops and 1:1 support for staff who will be developing and teaching using the FLO sites. Please note that the Online Learning and Teaching team are not resourced to build FLO sites for non-award (short) courses. 
 

Topic administration - Preparing for teaching in FLO

The topic administration section describes how you administer your topic in FLO.

1. How sites are created  |   2. Topic settings   |  3. Editing your topic   | 4. User management   |  5. Reports   ||  Support  

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below.

Structuring your FLO site | Culturally responsive digital learning |  Teaching first year | Supporting students to successfully engage with the topic | Teaching offshore students online

The Preparing for teaching in FLO site is useful for tracking FLO-related tasks associated with effective topic coordination (whether you are a new/existing topic coordinator or other staff members with topic responsibilities). Links to Uni-wide/college-level support resources/information are provided in the site.

As well as including detailed month-by-month modules (leading into the teaching of the topic), there is an Interactive checklist of key tasks (quick view) (Module 0) in case you are not starting within the ideal timeframe (2-3 months prior to topic commencement).

This entry mainly relates to 'Build' in Topic administration - main entry, although it includes some information around when the topic is running and once the topic is finished.

Topic administration - Recycle bin

This entry relates to topic administration

If you accidentally delete an activity or resource from the topic page you can restore it using the Recycle bin.

When you delete an item, it’s stored in the Recycle bin for 28 days before it’s permanently deleted.

Warning
Don’t restore a quiz activity from the Recycle bin
as this will duplicate the question bank (make a copy of each question). Instead, recreate the quiz or contact your local eLearning support team to discuss if it can be restored from a previous availability.



The Recycle bin (from the Actions menu in the Topic Management window) will only be visible when there are items within to restore. After an item is deleted it can take a few minutes for it to appear in the Recycle bin.

  1. On your topic's home page, click on the Topic management button
    Topic management button 

  2. In the Topic management window, click the Actions menu cog Actions menu(top right corner)

  3. Select Recycle bin from the drop-down menu
    Recycle bin link in Actions menu

  4. Locate the item you wish to recover and click the Restore icon
    Restore icon

  5. A message will appear stating the selected item has been restored
    Item restored

Once an activity / resource has been restored, it should be located at the bottom of the module in which it was originally in.

Topic administration - shared topics

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below.

Supporting students to successfully engage with the topic | Structuring your FLO site

This entry relates to topic administration.

A shared topic combines multiple topic availabilities into a single FLO site.  

A shared topic could be useful if you teach a topic in multiple locations or teach multiple topics with the same content (eg for different discipline areas). 

Shared topics can also enable a more social learning experience if they bring together many small groups of students or individuals.

Shared topics must be created before students have access. Contact your eLearning support team to create a shared topic. 



Guidelines for shared topics 

  • Let your students know they are participating in a shared topic site 
  • Internal and distance – the FLO site must be designed for online delivery (see the Structuring your FLO site tip sheet) 
  • Undergraduate and postgraduate – activities and assessment must be appropriate to the AQF (Australian Qualifications Framework) level of the student enrolment and clearly communicated to students to avoid any confusion 
  • Gradebook – grading can be complex in shared topics due to different SAMs. Please make sure you contact your eLearning support team for assistance with setting up the gradebook as early as possible


What do shared topics look like?

Shared sites are mostly the same as a regular FLO site, but with a couple of minor differences.

Naming

The names of shared topics are a combination of the availabilities in the shared site. The names are kept as concise as possible while still providing the same level of information. For example:

  1. PALL8441 ONC-U-S1 + ONL-FLN-S1 2022 Understanding Cancer Is a combination of the ONC-U-S1 (Bedford Park) and ONL-FLN-S1 (online) availabilities.

  2. NURS1004 ONC-U-NS1 + ONC-RV-NS1 2022 Physical Dimensions of Being Human is a combination of the ONC-U-NS1 (Bedford Park) and ONC-RV-NS1 (Riverland) availabilities.

  3. COMP9700(A-D) ONC-TON-S1 Masters Thesis (4.5/18 units) is a combination of COMP9700A, COMP9700B, COMP9700C and COMP9700D. All are taught at the Tonsley campus (ONC-TON-S1).

  4. AMST3013 ONC-ADL-NS1 + GOVT9004 ONC-U-S1 2022 The Alliance and the Re-Emergence of China is a combination of AMST3013 ONC-ADL-NS1 (Undergraduate, taught at Victoria Square) and GOVT9004 ONC-U-S1 2022 (Postgraduate, taught at Bedford Park)
Groups

The Student Two groups will be named differently so you can easily identify which groups belong to each availability. A group will also be created for each availability shared into the FLO site.

The student two groups for a shared FLO site are listed. The group names start with the topic code.

Statement of Assessment Methods (SAM)
While students will only see the SAM for the availability they are enrolled in, you will be able to access all of the SAMs from the SAM tool.

Topic administration - Student equivalent (was Auditing student) in FLO

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below.

Culturally responsive digital learning | Supporting students to successfully engage with the topic

This entry relates to topic administration

In FLO the role of auditing student has been renamed to ‘Student equivalent’, in order to try to avoid confusion. The term auditing student has a very specific meaning. According to policy, auditing students are not permitted access to FLO. Therefore, asking for someone to be given access to FLO as an auditing student is a conflicting request.

The ‘student equivalent’ role has the same permissions in FLO as a student role. Requests for users to be added to FLO topics using the ‘student equivalent’ role can be sent to your college eLearning support team via Service One.

‘Student equivalent’ may be an appropriate role to assign in the following situations:

  • Demo student for testing / reviewing purposes
  • A student completing a research project who may benefit from access to teaching materials
  • Students listed as ‘Incomplete’ who may benefit from access to teaching materials
  • Temporary access to a past topic for students repeating that topic
  • Access for RPL requirements
  • Access to an undergraduate topic for a postgraduate student

Additional references

Topic administration - suspended / not current status on the Participants screen

What is Suspended or Not current status?

The Participants screen shows all students and teaching staff associated with the topic. If you see a user whose status is Suspended or Not current, this means the user is no longer able to access the topic.

Reasons for Suspended status:

  • a student withdrew
  • a staff member was removed from the teaching team
  • their access has expired
  • they have a sanction on their account

Reasons for Not current status:

  • their access hasn't started
  • their access has expired 

How to get a list of active students
  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants link in navigation menu

    Or open the Topic management window and click Participants in User Links section
    Topic management window cog
    Participants link

  2. A list of participants will show

  3. In the filter at the top of the screen, select Status from the drop-down menu, choose Active then click the Apply filters button
    Participants status active

  4. All active participants will show (students and staff)

  5. To only see active students, add a second filter by clicking the Add condition link, choose Role then Student, set the Match filter to All and click the Apply filters button
    Multiple search filters
     

    By default, the gradebook only shows active students, so you can also view the list of active students in the Grader report screen. See Gradebook – view students’ grades for more information.
    Active students in grader report
     

Topic administration - technical checklist for online teaching

The topic administration section describes how you administer your topic in FLO.

1. How sites are created  |   2. Topic settings   |  3. Editing your topic   | 4. User management   |  5. Reports   ||  Support  

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below. 

Accessibility and inclusivity in FLO | Accessibility and Inclusivity in the Classroom |  Culturally responsive digital learning | Teaching first year | Supporting students to successfully engage with the topic |  Teaching offshore students online | Using technology in your teaching

Slow internet could be a realistic scenario for students studying online, so the following checklist is designed to help you optimise your FLO site and enhance the student experience.


What to check: Embedded video

For every embedded video on the page, there is significant data downloaded every time the topic page loads. The only video that should be embedded on the homepage is the welcome video.

How to check:
  • Scroll down your topic page and count the number of embedded videos you have.
  • If your topic is using grid layout, turn editing on before you start your count. Although a student only sees one module at a time, all of the content in the modules loads in the background every time the topic is loaded.
How to fix:



What to check: Images

Images can have large file sizes if they haven’t been saved for viewing online. All images should be resized and optimised before inserting into FLO.

The image dimensions and quality and file type all contribute to file size. JPG or PNG file formats are ideal:

  •  JPG will allow better quality with smaller file size, particularly for photographs or images with many colours.
  • PNG is a good file type for icons or illustrations with limited colour palettes.
How to check:
  • Review the file size of all images used in your FLO site.
    • If you are using the Firefox browser: right-click the image and select ‘View Image Info’ from the pop-up menu. This will provide file size, pixel dimensions and the file type.
    • If you are using the Chrome browser: right click the image and select ‘Open image in new tab’ from the pop-up menu. The tab title will provide the filename (type) and pixel dimension (hover the mouse pointer over the tab to see full image details). Right-click the image and select ‘Save as’ to determine the file size.
How to fix: 
  • Right-click the image and save it to your computer. 
  • Open the image using graphic editing software – all Flinders staff can download SnagIt from the IDS Support Portal | Install Software.
  • Resize the image using SnagIt.
  • Edit the FLO site and replace the image with your new version.



What to check: Images used for headings or titles

Images use up more data than text. Additionally, any text in an image can not be read by screen readers, which may be used by some students with vision impairments.

How to check:
  • Can you highlight letters and words with your cursor? If yes, then it is text. 
  • Can you click on the heading and start to drag it? If yes, then it is an image.
  • If you right-click the item does the pop-up menu have image related options? If yes, then it is an image.
How to fix:



What to check: File sizes

Be mindful of the file size of files such as PDF, Microsoft PowerPoint, Microsoft Word, etc. The larger the file the slower it will download. Ensure the file size is displayed to students. Aim for 5-10 MB, the smaller the better, whilst retaining the file readability.
  

How to check: 
  • All uploaded files display the file type and size after the link name. 
How to fix:



What to check: Progress bars

There are indications that progress bars can have an impact on load times. If your students are reporting problems loading your site, you may need to consider removing progress bars.

How to fix: 
  • Discuss with your eLearning team if your students complain of slow page load times



What to check: Video content

If your students are reporting extremely slow internet and problems accessing video on your site, you may need to consider offering a text-based or audio-only alternative for video resources.

How to fix:
  • For videos in Kaltura - create a transcript (turn on auto-captioning and download transcript). Add the transcript to your FLO site as a page or a file.
  • For other videos – source an article or another resource that addresses the same content

Gradebook - change the layout of grades

Gradebook iconThis relates to the Gradebook.

This page has instructions on changing how grades are ordered in the gradebook. It is the partner page to Gradebook setup - changing the formatting of grades.

 


Change the order of items in the gradebook

  1. In the gradebook, click on the Setup tab, then the Gradebook setup link.
    Gradebook setup tab

  2. Click on the arrow icon to the left of the activity you want to move.
    The assessments are in the order of 1, 3, 2. The arrow for assessment 2 is marked in this image with a red rectangle.

  3. A gap will appear between each activity. Click on the area where you want the activity to move to.


  4. The activity will now appear in that location.




Group activities into categories to improve navigation

Categories can be used to group similar items together, such as weekly quizzes or assessments that don't contribute to the topic total. Categories can also be used to calculate a grade when some of a group of assessments contribute to the topic total (e.g. the highest 3 out of 5 quizzes)

  1. In the gradebook, click on the Setup tab, then the Gradebook setup link.
    Gradebook setup tab

  2. Click on the Add category button, which will appear under the list of assessments.

  3. Give the category a name, and click on the Save changes button.

  4. To move grade items into the newly created category, select the check box next to the far right of the item (A) and use the Move selected items to menu (B) to move the items into the category you just created. Move items into a category


Assignment - create an assignment with anonymous submissions

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

assignment dropbox iconThis entry relates to the Assignment activity.

Anonymous submissions hide the identity of students from markers. When marking, instead of student names, markers will see a randomly generated participant number.

It is important to be aware of the following when using anonymous submissions:

  • You will need to advise students not to include their name in the file name or within the file as FLO is unable to remove this identifying information
  • Providing assignment extensions, due to the hidden nature of student identification, can be tricky
  • Anonymous submissions cannot be enabled once submissions have been made

Consult your eLearning support team before using anonymous submissions.



Create an assignment with anonymous submissions

Create an assignment (for file submissions) and make the following adjustments to the settings.


Grade settings

Scroll down to Anonymous submissions and change to Yes.

The anonymous submissions setting

Note: Topic coordinators and teachers in FLO can reveal student identities, but once this is done the assignment cannot be made anonymous again.


Marking an anonymous submission

When the teaching team mark the assignment, students' names will be obscured. Each submission will be identified by a unique Participant number, for example:

Participant number

Once marking is complete, the topic coordinator (or teacher) must release the grades into the gradebook. Students will not be able to access marks and feedback until this has been done.

  1. Using the Grading action menu to Reveal student identities. Note: This action cannot be undone.
    blind marking reveal student identities


Forum / Announcements - create a discussion forum

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

forum iconThis entry relates to the Forum activity.

You can create a discussion forum in any topic module. Note: The Announcements forum is included in all topics (you do not need to create it).



Set up a forum

  1. Turn editing on

  2. In the module where you want to add the forum, click Add an activity or resource 
    Add an activity or resource

  3. Select Forum and click Add

  4. Give the forum a Name and Description

  5. Select Forum type from the drop-down menu:
    • A single simple discussion – A single discussion topic which everyone can reply to (cannot be used with separate groups)
    • Each person posts one discussion – Each student can post exactly one new discussion topic, which everyone can then reply to
    • Q and A forum – Students must first post their perspectives before viewing other students' posts. For students to be able to post to a Q and A forum, a teacher must first post a question for students to respond to
    • Standard forum displayed in a blog-like format – An open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with 'Discuss this topic' links
    • Standard forum for general use – An open forum where anyone can start a new discussion at any time

      forum type

  6. Enable Availability (if required). If enabled, students will retain their ability to view the forum outside of the dates supplied, but will be prevented from further posting. Choose the Allow posts from (open) and Due date (close) dates. Note that the Due date will not stop students from posting or replying to discussions. Use the cut-off date to set a hard due date where students will not be able to post or reply to the discussion after the date chosen.

    You can also set a date time for an individual forum to show/hide in the Display period section of a forum post.

  7. availability

    Timeline block: The 'due date' will show to students in the Timeline block.

  8. In the Attachments and word count option, select Yes to enable (if required), and set a maximum number of attachments and the size
    word count

  9. In the Subscription and tracking section, set the subscription mode and the read tracking (optional or off)
    subscription tracking

  10. In the discussion locking section, you can automatically lock a discussion after a specified time has elapsed since the last reply
    discussion locking

  11. If required, students can be blocked from posting more than a given number of posts in a given time period. This restriction can prevent individuals from dominating discussions
    block threshold

  12. Select an Aggregate type for the forum to appear in the Gradebook. If 'No ratings' is selected the activity will not appear in the Gradebook
    rating aggregrate type
    Ratings can be restricted to items within a selected date range, select your aggregate type and tick the Restrict ratings to items with dates in this range: and select the date range.

  13. Group mode can be selected in Common module settings

  14. Click Save and display

 


Set up marking in a forum

There are two ways to mark a forum in FLO:

  • Whole forum grading allows you to mark a student’s entire contribution to a forum as a cohesive whole
  • Ratings allow you to rate individual forum posts and choose how those ratings aggregate to a final score

Whole forum grading
  1. Create or edit a forum and open the Whole forum grading settings

  2. Choose Point or Scale from the Grade menu

  3. Choose Checklist, Marking guide or Rubric from the Grading method menu. For more information about these options, view our resource on setting up a feedback template

  4. Click Save and display

  5. Once you have saved your changes, click on the cog icon in the top right corner of the page, and then select Advanced grading


  6.  On the Advanced grading page, select Define a new grading form from scratch

Rating individual posts

  1. Create or edit a forum and open the Ratings section

  2. Set the Aggregate type
    • Average of ratings (default) – useful if there is more than one post/one marker
    • Count of ratings: The number of rated items becomes the final grade. Note that the total cannot exceed the maximum grade for the activity
    • Maximum rating: The highest rating becomes the final grade;
    • Minimum rating: The lowest rating becomes the final grade
    • Sum of ratings: All ratings are added together. Note that the total cannot exceed the maximum grade for the activity

  3. Set the Scale:
    • if set to Scale, the Scale will automatically be set to Non-graded pass so no Maximum points can be set
    • if set to Point, you can set the Maximum points (default is 100)
      Note: You can leave the default at 100, as if you set the weighting of the final grade for this assessment in Gradebook, the grade will be automatically scaled down

  4. If you tick the box Restrict ratings to items with dates in this range: you will need to set the dates
    • From: The date and time that ratings can begin being submitted – this could be a few days before the forum closes
    • To: The date and time that ratings will no longer be accepted – this could be the forum close date
      forum ratings

Video - desktop recorder

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. 

The Desktop Recorder is a free tool you can use to make simple videos for learning and upload directly to your My Media repository in FLO. You can use it to capture screen recordings, webcam and audio. When making screen recordings, you can also 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 and graphics.     



Download the Desktop Recorder

There are two options for downloading and installing the Desktop Recorder:

  • If you're using a University computer, you can install this app from the Software Center (IDS Support Portal on your desktop).

    Or

  • Follow the instructions below.

Note for Mac users: You will need session cookies enabled. Safari is the recommended browser for downloading this program.

  1. Log in to FLO. In the top right of screen next to your name and profile picture, open the drop-down menu then click My Media.
    My Media access

  2. On the right of your screen, click the Add New button, then Desktop Recorder. (If it's already installed on your computer, the Desktop Recorder will launch as per step 5 below). 
    Add new desktop recorder

  3. The next steps vary depending if you are using a Windows or a Mac computer. Use the tabs below to see instructions for your computer.
Windows users
  1. Click Download for Windows 
    download for Windows 
  2. Check your browser for the downloaded installation file (in Chrome you'll see it appear in the bottom left; in Firefox, click the download arrow top right). When it's finished downloading, open the file

    Downloaded exe file

  3. The file will install; follow any prompts you see on screen. When the install is finished, Desktop Recorder will launch.

    Desktop recorder toolbar
Mac users
  1. Click Download for Mac 
    download for Mac

  2. Open and run the download file from your browser

  3. Drag the Kaltura Capture Desktop Recorder icon into the Applications folder and authenticate as prompted 

    Drag to Applications

  4. The application will launch and you'll see a new icon in the Dock that looks like this:

    kaltura icon in Dock




Create and upload a video with the Desktop Recorder

  1. Open The Kaltura Capture Desktop Recorder, either:

    • from the icon on your desktop (Windows) or from Applications (Mac)
      Kaltura capture icon

    • or, from within FLO. Open the drop-down menu next to your name and profile picture, click My Media > Add New > Desktop Recorder
      Add new Desktop Recorder

  2. The Recorder opens. Select the recording inputs for the type of video you'd like to create. You can click an icon to toggle the input on/off. See the table below for which inputs to use for different kinds of video. 

    desktop recorder toolbar

    Video type Use cases Recorder inputs to select
    Screen recording (no audio) Record a simple, short process or demonstration on screen that doesn't need explanation / narration. Screen only. Click Camera and Audio to turn them off. 
    If you have multiple monitors, you can use the drop-down menu to select which one to record. Choose whether you want Full Screen recording, or to select a specific area on your screen. 
    Screen recording only inputs
    Screen recording (with audio)

    Record presentation slides with narration (good for lecture videos).

    Record a demonstration of using a website or database, software application, or other learning resource. 

    Show an image, diagram etc and talk about it.

    Optional: Use the annotation tools to overlay a markup over the content on screen.
    Screen and Audio. Click Camera to turn it off. 
    If you have multiple monitors, you can use the drop-down menu to select which one to record. Choose whether you want Full Screen recording, or to select a specific area on your screen.
    screen recording with audio inputs
    Talking head (webcam video) Present directly to camera. Great for explainer videos, welcome, or announcement videos.  Camera and Audio. Click Screen to turn it off
    webcam and audio recording
    Multi-stream recording (screen recording plus webcam talking head) This is useful for when you want to show slides, websites or images on screen, but also want to connect to your audience by  being visible as a 'talking head'. Research shows that students find this more engaging than just slides with narration. 

    When you record in this way, the Desktop Recorder will create two video streams – one for the screen recording, and one for the webcam. When students watch the video, they'll be able to choose how the two streams are displayed, and change it as they watch (it's interactive).

    They can view as:

    • picture in picture view, with one stream displayed in the bottom corner and the other filling the screen. The student can switch between the streams whenever they like, that is, they can maximise the screen recording and have your talking head in the bottom left corner, or maximise your talking head, and have the screen recording on the bottom corner. 

    • side-by side: splits the screen in half and plays both streams side by side. 

    You don't need to do any additional editing to make this interactive viewing experience possible. When you create a multi-stream recording, the video player students to watch the video in FLO provides that functionality. 
    All three inputs – Screen, Camera and Audio
    If you have multiple monitors, you can use the drop-down menu to select which one to record. Choose whether you want Full Screen recording, or to select a specific area on your screen.

    Multistream recording inputs selected
    Audio only You could use this for voice-only content, for example, as a way to 'speak' to your students for a reminder or topic announcement.  Audio only. Click Screen and Camera to turn them off.
    audio only recording input

  3. Click the red Record button. You'll see a 3-2-1 countdown, then the recording begins. 
      Click record

  4. The recording toolbar will reduce in size and display in the bottom right of screen. You may need to move it or minimise it to make sure it isn't included in your video. As you record, you can pause and resume at any time. If you make a mistake and want to discard what you've recorded, click the cross icon to cancel the whole recording.

    Note: if you make a mistake while recording, don't worry! You can always cut it out after uploading your video to FLO, with the editing tools available in My Media.  



    If you minimise the toolbar, you will need to know these keystrokes to pause and stop your recording. TIP: write them on a sticky note by your screen.

    PC Mac Action
    Ctrl + Shift + R
    ⌘+ Shift + R Record / Pause(Rest) / Resume
    Ctrl + Shift + S
    ⌘ + Shift + S Stop
    Ctrl + Shift + C
    ⌘ + Shift + C Control

  5. When you're done, click the Stop button then Yes, Stop it to confirm. 
    Stop recording

  6. A preview of your video opens in a pop-up window. Enter a name and description (both mandatory fields that are required to publish the video for use in teaching activities), and optional, add tags (keywords) to increase the 'searchability' of your video in FLO. 
    Video name descriptions and tags added

  7. Click Save & Upload. This saves the recording and uploads it directly into your My Media repository in FLO.

    Note: the Save option saves the video into your Desktop Recorder library, but won't upload to FLO. You can always access the video in the Recorder library at a later stage and upload it. 
    Click save and upload

  8. You'll see the upload progress percentage displayed; it may take a few minutes to complete. 
    Upload progress

  9. When the upload is complete, you can click the URL displayed under the video to access it in My Media. From there, you can edit the video if necessary, publish it to topic Media Vaults for use in topic activities, add captions and more. 
    Click URL to open in My media

  10. Kaltura has options to delete videos. These links (highlighted in red in the below image) delete copies of the videos stored on your computer. This is particularly handy for computers with smaller hard drives.

    Note that this won't delete videos in My Media.
    A 'Delete all uploaded files' link is above the first recording. Each recording also has an individual delete link that deletes just that video.



Publish a video to the Media Vault

After uploading the video to your My Media, you will need to publish the video to your Media Vault. Instructions on how to do this are in a separate resource, with different methods depending on how the video was added. When using the Desktop Recorder we recommend using option 2.

Publish videos to a topic media vault



Edit a video created with the Desktop Recorder

Any video uploaded to FLO can be edited inside FLO

Gradebook - change the formatting of grades

grades iconThis entry relates to the Gradebook.

This page has instructions on changing how grades are formatted and styled in the Gradebook. It is the partner page to Gradebook setup - change the layout of grades.

 


Hide/show marks

Note: The steps below do not apply to quizzes. There is a separate process for quizzes.

  1. In the Gradebook, click on the Setup tab, then Gradebook setup 
    Gradebook setup link

  2. For the item you wish to hide, select the Edit drop-down menu on the right (under the Actions column) and then click the Hide link. This closes the eye and greys out the item
    click the hide/show icon

  3. To show a hidden assignment, repeat steps 2 and 3. There will be one slight difference: the Hide option will be replaced with a Show option. 



Show numerical marks as letter grades

  1. In the Gradebook, click on the Setup tab, then the Gradebook setup link
    gradebook setup

  2. For the item you wish to change, click the Edit link to the right of the assignment and select Edit settings
    click the edit settings icon

  3. Click the Show more… link to see advanced settings
    Show more link

  4. Change Grade display type to Letter
    set grade display type to letter

    To show the mark again, change the Grade display type to Real.

  5. Click the Save changes button


Set a passing mark/gradeThe passing grade is shaded green. The failing grade is shaded red.

When a passing grade is set, marks in the Gradebook are coloured to distinguish pass or fail. Any mark at or above the passing grade is coloured green, while any mark below the passing grade is coloured red.

A passing grade can be set for the topic total and for individual grade items.

The Grade to pass field also integrates with topic completion, and can be used as a pass mark for assignments, requiring students to resubmit until they've achieved the set passing grade.

Set a grade to pass for the topic total

  1. In the Gradebook, click on the Setup tab, then the Gradebook setup link
    Gradebok setup tab

  2. Click on the Edit link to the right of the topic name and select Edit settings
    Edit settings for topic total

  3. Click on the Show more… link within the Category total section

  4. Enter the passing grade (50) into the Grade to pass field
    Grade to pass field

  5. Click the Save changes button

Set a grade to pass for individual grade items

  1. In the Gradebook, click on the Setup tab, then the Gradebook setup link
    Gradebok setup tab

  2. For the item you wish to change, click the Edit link to the right of the item and select Edit settings


  3. Select the Show more... link within the Grade item section

  4. Enter the passing mark in the Grade to pass field. Do not enter the percentage – enter the numerical mark that students must achieve
    type a value into 'grade to pass'

  5. Click the Save changes button

Assignment - grant extensions for assignments (Extension request tool)

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

This entry relates to the Assignment activity.

The Extension request tool formalises the extension process for assignments, ensuring a decision trail for each student's request. Students give the reasoning for their request, upload evidence (eg a medical certificate) and propose a new due date. The topic coordinator (or nominated person) receives notifications of pending requests, which they can approve, approve with amendments, or decline. Students are then emailed the outcome, and their assignment is automatically updated with a new due date if the extension request has been approved.

Note: When setting the due date for a resubmission, or changing the initial due date for an individual student or a subsection of students, do not use the extension tool, instead apply a user/group override.
 

Accessing the extension tool

The tool is available in every FLO topic and is generally found either with the assessment information or in the top module.

When you open the tool, you will be asked to log in again with your FAN and password. This is normal behaviour for the tool.

If the tool has been deleted, you can add it back:

  1. Turn editing on by clicking the green button available on the topic homepage (top left of screen)
    Turn editing on

  2. Go to the module where you want to add the tool and click the Add an activity or resource link at the bottom of the module

  3. Select External tool from the Activities tab

  4. Select Assignment Extension from the Preconfigured tool list

  5. Type ‘Assignment extension requests’ in the Activity name field and save your changes

 


Adding assessments other than assignments

The Assignment extension tool is automatically populated with the assignment activities in the topic, but you can add other activities to allow students to submit extension requests in a consistent manner. When you add other activities to the tool, you will need to manually manage the extension inside the activity (eg for a quiz, you would create an override for the student).

To add other activities to the tool:

  1. Open the tool and log in

  2. Go to the Topic settings menu and select Manage assignments

  3. Click on the Add new assignment button

  4. Add the name and due date of the activity

  5. Click the Create assignment button

Note: Manually added assignments do not roll over, they will need to be recreated the next time the topic runs.

 


Processing requests

1. Assignment selection list 

View pending requests per assignment by selecting one assignment from the drop-down list, or you can view all assignments.



2. Extension request length tabs

Under each assignment, you can view all requests, or those 1 - 3 days, or 3+ days. If an assignment has no due date, it will be under the 3+ days tab.  Note: ‘days’ are university business days.



3. Bulk moderating requests 1 - 3 days 

On the 1 - 3 days tab you can choose all, or one or more requests and then click on ‘Approve/decline selected requests’ to moderate multiple requests. Individual moderation is also available by clicking on the ‘pending’ link located in the ‘Status’ column. 




Scrolling towards the bottom of the page allows you to:

  • change the status of the request from pending to approved or declined
  • review the proposed due date and amend it where it is not suitable
  • give a reason or comment on your decision (this is mandatory for declined requests)
Important: If you are granting an extension after the assignment due date/time, you should let students know that it won’t be recorded as 'late submissions' hence no penalties would be applied.

When you click Save and send, the extension date (new due date) will be set in FLO, and the student(s) will be emailed with your decision. Alternatively, you can press Email Preview to review what is sent to the student or Save without email to approve the request without emailing the student. Note: There is no ‘preview email’ function available if using the bulk moderating feature. 


Notification settings

By default, topic coordinators will receive a daily email with a list of requests that need attention. However, you can change the notification frequency or allow other teaching staff to review requests for a topic.

Change your email frequency
  1. Go to the Topic settings menu and select My email configurations
    My email configurations

  2. Click on the Edit link at the end of the table

  3. Change the frequency to Never, Daily, Weekly, or Immediately

  4. Save your changes

Note: FLO will stop sending notification emails two weeks after the topic’s end date, to prevent emails from unprocessed requests from being sent indefinitely.


Nominate a new approver

If you are not going to be actively teaching in the topic, or if you have large student numbers, you can nominate other members of the teaching team to be notified of/process requests:

  1. Go to the Topic settings menu and select Nominate approver

  2. Click on the Add new nominee button

  3. Select members of the teaching team (teachers/tutors) from the list of enrolled users and click the Add tutor / Add teacher button

Note: These settings do not roll over. You will need to add approvers each time the topic runs.

Send emails to a shared account

You can also send emails for pending requests to a shared email account (note that this only changes who is notified about requests, not who can access them).

  1. Go to the Topic settings menu and select Set shared email

  2. Click on the Add shared email button

  3. Add the email address and choose how often the account should receive emails

  4. Save your changes

Note: These settings do not roll over. You will need to set the shared email account each time the topic runs.



Limitations of the tool

The Assignment extension tool supports managing requests for extensions for the majority of topics, but this lightweight tool does not cater for all assignments:

  • Timed release and complex restrictions: Assignments that are restricted to certain students (eg only available to one group) will be seen by all students inside the tool. Seeing assignments they don’t have access to may cause confusion for students.

  • Feedback only assignments: Assignments set up to provide feedback only (ie no submission required) will be listed, along with any recorded due date.

  • Overrides, granted extensions: When a student submits a request, the tool is unaware of any existing extensions or group/user overrides, and will only report the assignment’s original due date. If you use group/user overrides you should review the student’s overridden date when considering the length of the extension.

  • Group assignments: If a student requests and is approved for an extension for a group assignment, only that student will receive an extension (not the entire group). In these cases, it might be easier to grant an extension manually within the Assignment grading screen instead, as this action can be done in bulk.

  • Resubmissions/reattempts: If the assignment resubmission feature is used, the tool is unable to determine a student's current attempt number and it may be difficult to track extension requests.

  • Hidden assignments: The tool will not list hidden assignments to students; however, teaching staff can see hidden assignments via Topic settings > Manage assignments.

  • Other activities: The tool cannot apply extensions for other activities in FLO (eg quizzes). However, a quiz or other activity can be added manually to the list of assignments, but any extensions will need to be manually applied inside that activity (eg for a quiz, apply a user override).

If you have any queries about the suitability of the Assignment extension tool in your topic, please contact your local eLearning support team.



College settings

College support staff see a third menu option with additional settings, which are currently not functional. Click the link below for further information about these settings.

View resources

The third menu option is called 'school settings'. It has two settings - Set policy messages, and download requests

Set policy messages allows College staff to change the messages sent to students. This change will then be applied to all topics in the college.

Students who create a new request will see messages that explain when and why they need to upload evidence when they submit their request. These messages are in the system is to discourage students from asking for an extension without a good reason, and to make sure they understand that requesting an extension doesn't automatically result in it being approved. The default texts are consistent with University policy, but if the college wants to provide more details or other changes, they can do so as long as these instructions are still compliant with University policy.

When students create a new request for an extension, they can choose different reasons for requesting the extension (Illness, Injury, DAP, Family tragedy and Other).

  • When they choose the reason Illness or Injury, the system requires the student to upload evidence (mandatory).
  • For the other reasons, it is not mandatory to upload evidence but students will see a message explaining that without evidence their request may not be approved.
  • The message for the Disability Action Plan (DAP) is slightly different. It doesn't ask for evidence but it explains to the student that a DAP must have been discussed with the topic coordinator before a student can use it as a reason for requesting an extension.
  • There is also the option to add a standard text to the (approve/decline) emails that are sent to emails after processing a request. It could, for example, give the students a link to a webpage with the college policy around extensions.

The table below shows where and when which message is shown. If the college has different policies about requiring evidence, it is possible to convey these policies through these messages. The Message content column shows the default text. These default texts can be deleted and replaced with other text. Clicking the Save button changes the text for all topics in that college. 


The Download request option allows college staff to download a selection of requests in the college; for example, to report about numbers of requested and approved extensions for one semester. For privacy reasons the download will not include any uploaded evidence, but be aware that the spreadsheet may still contain confidential data. 


If you need any help, please contact your local eLearning support team.

Gradebook - remove overrides from grade items (Grader report)

Grades iconThis entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than through the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

Overridden grade in gradebook

However, you can easily remove overridden grades in the Grader report screen. Note: You can alternatively remove overrides via the Single view screen.



Steps

  1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
    Grades link in navigation menu

  2. On the Grader report screen, click the Turn editing on button (located bottom-right in the banner)
    Turn editing on button

  3. Locate the grade that has been overridden (it will be highlighted) and click the Edit grade cog
    Edit grade cog

  4. On the Edit grade screen, untick the Overridden box and Save changes
    Overridden setting

  5. Click the Turn editing off button in the banner

  6. You can now modify the grade in the assignment activity

Gradebook - remove overrides from grade items (Single view)

Grades iconThis entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than though the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

Overridden grade in gradebook

However, you can easily remove overrides quickly through the Single view screen. Note: You can alternatively remove overrides via the Grader report.

 


Steps

  1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
    Grades link in Navigation menu

  2. In the View tab, click on the Single view tab
    Single view button

  3. You can either: (1) select an assessment from the Select a grade item… drop-down list to show all the grades for the item, or (2) select a student from the Select a user… drop-down list to show the grades for all items for a single student
    Single view selections

  4. Grades that have been overridden will show a tick in the Override column
    Overridden grade in Single view

  5. To remove one override, uncheck the box; to remove several overrides at once, click the None link. Then click the Save button
    Remove overrides in Single view

  6. The override/s will be removed and you can now enter the grade/s through the activity
    Overrides removed

H5P

This entry explores ways to plan, create and use your own (self-created) H5P content in your FLO topics. 

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

H5P is a tool that enables educators to create content such as interactive videos, quizzes and presentations.

H5P content can be created in the Content bank and added to your course as an H5P activity or embedded into other Moodle activities or resources.

Jump directly to instructions on how to create or upload your own H5P content

View examples or continue below.

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to H5P-related resources are provided below. 

Design principles for creating engaging digital content | Using technology in your teaching

 


Examples

You can use H5P content in learning and teaching for a number of purposes:

  • Create a presentation (Interactive self-paced slides)


  • Build dialog cards that are Interactive flip cards with double sided content


  • Use flashcards that are interactive, quiz based flashcards:


  • Use an interactive video to add quiz questions that are engaging (Note: please use this guide to get your video link if using the interactive video tool)


  • and many others (link opens in new window)



1. Plan

What is the key message or purpose of the interactive content? Is it a quick communication or should it be a highly produced, reusable resource? Knowing the answers to these questions will influence what tools you use and how much time you invest in planning and production. A storyboard or script may be an important component in planning the interactive content, depending on how complex your content needs to be.


 


2. Build

Create H5P content in the Content bank

It is strongly recommended that you follow the process outlined below. Although there are a number of ways to access the H5P Content bank the method outlined here is the most straightforward.

  1. In the topic, scroll down the LH navigation column and click on the entry for Content bank. 

    Content Bank

  2. Click on the ‘Add’ button in the top RH corner of the page.

     Add H5P activity

  3. Scroll through the list of available H5P activities and select the activity you want to use.

    Add H5P Content

  4. Configure the activity settings to suit your needs, then click ‘Save’. The activity should now be available for use in your Content bank.

    Note that if you want to add video to your content, please ensure it is stored in Kaltura (My Media). Use this guide to get your video link if using the interactive video tool.



Add an H5P activity from the Content bank to your FLO topic

Create H5P content in the H5P Content bank

  1. Navigate back to your topic home page.

  2. Turn editing on

     Turn Editing on

  3. Scroll to the topic module where you want the H5P activity to appear. Open the module if it’s not already open.

  4. Click on ‘Add an activity or resource’.
    Add activity or resource
  5. From the Activity picker click on the H5P icon.
    H5P icon

  6. Give the H5P activity a name (and description if required).

  7. In the section titled ‘Package file’ click on the ‘Add’ icon.
    Add package file
  8. From the Content bank select the file you intend to use.
    Content Bank

  9. Click on ‘Select this file’.

    Select this file

  10. Configure the remaining activity options to suit, then click on ‘Save and return to topic’.

    Save and return to topic

  11. The activity now appears in the module.
    H5P appears in module


Embed an H5P activity from the Content bank into an existing FLO activity, such as a Label or Book.

If you want to embed an H5P activity inside an existing FLO activity, use the following process.

  1. From the topic home page turn editing on
  2. Navigate to the FLO activity you want to embed H5P into.

  3. In the case of a Book, open the Book and navigate to the appropriate chapter.

  4. In the Table of contents click on the cog icon

    Table of Contents - H5P

  5. In the editing toolbar of the content window click on the H5P icon

    H5P Button in toolbar

  6. In the window that pops up click on ‘Browse repositories’.

    Browse repositories

  7. From the H5P Content bank select the H5P file you want to use.

  8. Click ‘Select this file’.

    Select file

  9. Click ‘Insert this file’.

    Insert H5P

  10. Add any other text you require in the Content editing window.

  11. Click on ‘Save changes’.

    Save changes

  12. Note: it might take a minute or so for the embedded H5P activity to load.

  13. To set completion tracking, open the settings section and scroll down to Activity completion:

    Timeline block: Using the 'Expect completed on' date in the Activity completion section will show a date to students in the Timeline block.

Download and replace activities

  1. In the topic, scroll down the left hand navigation column and click on the Content bank.
    Content bank

  2. Select the activity you wish to replace
    Content bank - open


  3. In the top right corner of the screen, click on the cog and select either Download or Replace with file
    Note: the cog is in the top-right corner of the banner (higher up than usual)

    Replace with file

  4. If replacing an activity, either upload a new file or select a file from the content bank and select Save changes.


Hiding/unlisting activities
Unlisting activities hides your H5P resources from others.

  1. In the topic, scroll down the Left hand navigation column and click on the Content bank.
    Content bank

  2. Select the activity you wish to unlist
    Content bank - open

  3. In the top right corner of the screen, click on the cog and Make unlisted
    Note: the cog is in the top-right corner of the banner (higher up than usual).
    Make unlisted

  4. To make an unlisted activity visible again, repeat these steps.



3. Test

Once you've created/uploaded your H5P content, it's recommended that you test the final product by previewing it (with sound on if using sound) before you upload.



5. Review

Occasionally, you'll need to review and update the H5P content and you may be interested in finding out how students are engaging with your content. FLO has tools to help you do all of this. 

If you need to make updates to the H5P content, you'll need to do this in the original H5P file. You can then replace the H5P content for an updated version, if appropriate.


 Training and support

 Troubleshooting

Training

Support

No known issues with these tools

Video - creating interactive video

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

All interactive video functions are created in My Media or the Media Vault, using an uploaded recording.

Once the video has been uploaded to the My Media/Media Vault areas, all the below functions can be accessed.

Note: Please be aware that you can add either Hotspots or Quiz questions to a video, but you cannot do both in the same video.


Hotspots

Hotspots display a configurable block on top of a video during playback. When a viewer clicks the hotspot, they are taken to either another location within the video or a web address.

Hotspots can't be added to the lower part of a video (the red bar in the image below) as this is reserved for Captions.

Hotspots can be used to link to:

  • Another video
  • A form
  • A wiki article
  • A pdf
  • A citation
  • A different time point in the video

Creating hotspots

  1. Select a video from My Media or Media Vault

  2. Turn on the Video editor by selecting Actions, then Launch Editor

  3. In the left panel, click on the Hotspots button
    Hotspot editing window

  4. Select the location on the timeline when you want the hotspot to appear, then click on the video screen where you want the hotspot to appear.

  5. Type the text to be displayed, then select if it is linking to a website or to another location within the video.
    • URL- Paste the link into the box
    • Time in this video - enter minutes & seconds (best to record times before adding hotspots)

  6. Click Advanced settings if you want to adjust block colour, text size or how long the hotspot is on the screen.

  7. Click Done once finished.

  8. You can edit/duplicate/delete a hotspot by clicking the on 3 dots next to the block text in the middle column.

 


Video quiz

Interactive Video Quiz allows you to embed questions at any point in a video. These questions are attached to the video and ‘travel’ with it wherever it is embedded or presented. As viewers watch the video, the question will appear at the chosen point, with the video continuing after the question is answered. Results can be integrated directly with the FLO gradebook.

You can choose whether viewers can skip questions, revise answers, receive hints, and discover the correct answers, allowing Interactive Video Quiz to be used to increase engagement, test knowledge and retention, collect data, and more.

How a student takes a quiz - instructions

There are 4 question formats. Refer to below for individual steps:

  1. Multiple choice - allows up to 4 answers
  2. Yes/No
  3. Reflection Point
  4. Open-Ended Question

Creating video quiz

  1. In either My Media or Media Vault, select the Add new button

  2. Choose Video Quiz

  3. Select the video you want to add quizzes to

  4. The quiz edit window will appear
    Interactive quiz setup window

  5. Select the location on video timeline when you want the quiz to appear

  6. Click Add a Question

  7. Choose a quiz format. Refer to below for individual steps:
    • Multiple choice - allows up to 4 answers
    • True/False
    • Reflection Point
    • Open-Ended Question

  8. Enter question and then click Save

  9. Move to another location in the timeline and add next question

  10. Once all questions are done you can click Preview to test your quiz or click Done if you have finished.
    Note: You can edit the quiz questions and settings at any time but don’t edit after students have accessed it.

  11. Publish the quiz to your topics’ Media Vault.

Question settings

Some questions will have a Hint/Why option that allows you to add extra text.

  • Hint (Add Question Hint)
  • Why (Add Correct Answer Rational)

Multiple choice
Quiz - Multiple choise options

True/False
Quiz - True/False options

Reflection Point
Quiz - Reflection Point options

Open-Ended Question
Quiz - Open-ended options

Options

Options can be done before or after setting up the quiz questions. For more detail: https://knowledge.kaltura.com/help/kaltura-video-editing-tools-quiz-tab

  1. Details
    • Quiz name - change to a more descriptive name
    • Show Welcome page - This page warns the student that there is a quiz component.
    • Allow download of questions list - This allows students to see the questions before doing the quiz. This will allow them to prepare for the types of questions being asked. If being done as a test you may want to disable this.
    • Instructions - standard text is "All questions must be answered. The quiz will be submitted at the end." This is added to the Welcome page and can be changed if you allow skipping questions or want to supply more instructions.

  2. Scores
    • Allow multiple attempts
    • Show or hide scores from students
    • Show answers to students

  3. Experience
    • Allow students to change answers - Allow students to change their answers before submitting the quiz.
    • Allow or stop skipping quiz - This allows student to skip a question and come back to it or if turned off then they must answer before they can continue watching the video.
    • No seeking forward - stops participants from fast forwarding or jumping sections in the video and then going back and answering questions afterwards.

 


Adding a Video quiz to FLO

Non-graded

  1. Open your topic and turn editing on

  2. Select Add an activity or resource

  3. Select either:
    • Video resource - for embedding one video Video resource icon
      Add Name - Make it descriptive so the students know what it is about (Description field is optional but doesn't display on front page)
      Select Add media, then Media Vault and select the required video by clicking </> Embed.
      Click the Save and return to topic button.

    • Rich text editor buttonsPage, Assignment, Book etc (anywhere the Rich Text editor is available) - for embedding within a content area or multiple videos on one page). Don't place it in the description field.
      In the Rich Text editor, select Add media button, then Media Vault and select the required video by clicking </> Embed. (repeat if multiple videos are required)
      Click the Save and return to topic button.

Graded (appears in the Gradebook)

  1. Select Add an activity or resource
  2. Select Video quiz Video quiz icon

  3. Click the Select Content button.

  4. Select Media Vault and then click </> Embed for the required quiz (only videos with quiz features will be displayed)

  5. Change Activity name to an understandable name. You can also add an Activity description (Show more link) and display on topic page.

  6. Add your Grade points and any other settings required. (note: scales are not supported)

  7. Click the Save and return to topic button.

You may need to check the Gradebook to adjust the weighting for the video quiz.

Assignment - planning questions

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

assignment dropbox icon

Getting into the electronic mindset is about looking at the different phases of the assignment process. In setting up the assignment activity, the main questions and considerations are around:

Answers to these questions/considerations will determine what settings you apply in FLO and the processes you use.

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assessment-related resources are provided below. 

Rubrics | Rubrics and marking guides in FLO

 


How will students submit their work?

  • What do you want your students to submit?
  • If submitting files, consider how many, maximum file size, and what file types you can accept.
  • Is this a group assessment with the group submitting a single piece of work or do you want the group to collaborate before submitting an individual piece of work?
    • Creating a group collaboration space is different from creating a group assessment (where a single piece of work is submitted for all group members).
    • If you set up a group assessment, it cannot be changed once a submission has been made.
    • If no group has been applied, the whole cohort will be deemed a group and the first submission will be visible to all students.
    • Do you want one group member to be able to submit for everyone or would you like one member to upload the file and all other members to confirm they accept that file as the submission?
    • Check you have the correct settings for your situation.

  • Will students be allowed to continue editing their submission?
    • If students need to submit a draft of their work, you may want them to continue working on their submission. In this instance, you can create an iterative assignment.
    • If you want to prevent students from making any further changes to their submission you can require them to click the submit button to finalise their assessment.
    • If students need to upload multiple files, they can leave their submission in draft mode until all required files are uploaded. They can then click the submit button to finalise their submission.



How do you intend to mark the work?


How will you return feedback and marks?

  • Will you be using an online rubric, an online marking guide, or feedback files?
  • Do you want to display letter grades rather than numerical marks?
    • There may be a course-wide decision regarding grades. It would be worth checking with your course or topic coordinator before releasing anything to students.
    • If you want to display letter grades to students, you still need to enter points for the assessment and change the display type within Gradebook.

  • If displaying letter grades to students:
    • you could mark in increments of 5 rather than increments of 1
    • avoid giving half marks. If the total is 0.5 below the next grade bracket the incorrect grade is displayed, for example, 64.5 is displayed as P rather than CR as the value is not rounded up.

  • Do you intend to moderate marks within your team before returning them to students?
  • How will you release marks/feedback to students?
    • In most instances, good practice is to release marks/feedback to all students at the same time. Make sure marks/feedback are hidden until you are ready to release them.
    • If students are completing the assessment at different times (eg placement) you may want to release marks/feedback as they become available. In this instance do not hide the grades from students and the marks/feedback will be accessible as soon as the marker enters them into FLO.



How will you provide support?

  • Do your students know how to use the FLO tool you have chosen for your assessment?
    • Link to FLO Student Support resources from assessment instructions, especially for video assessments.
    • Clearly explain how the tool will function for each assessment (eg what type of file is expected, how many files are expected, what is the required word count, etc).
    • Try to provide students with an opportunity to practice using the tool before their assessment. This could be in an earlier topic.

  • Will you discuss the assessment task and rubric/marking guide with your team before the assessment begins?
    • It is a good idea to ensure all members of your teaching team understand both the task and how it will be marked before the assessment is released to students.
    • This will ensure everyone provides the same information to students to eliminate any confusion.
    • It is good practice to produce a short video explaining the assessment task and rubric for both students and staff, especially if you have a large teaching team. Everyone hears the same instructions.

  • Does your teaching team know how to use the FLO tool you have chosen for your assessment?
    • If you have new staff members, are using different features within a tool (eg marking workflow), or are using a less common tool (eg Self and peer assessment) make sure your team knows how to use the tool, both for marking and to answer students' questions.
    • If any of your team need assistance, you can refer them to relevant pages within these FLO Staff Support (FLOSS) pages or ask them to contact their local eLearning support team.


Styles and layout - main entry

Styles and layout are an important part of the user experience, and support the usability and accessibility of multimedia products (eg websites). Look and feel enables user (eg student) engagement. FLO has various tools that facilitate structure and layout.

Style tools  |  Layout tools  |  Resource types  || Support

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to styles and layout-related resources are provided below. 

Accessible and inclusive learning | Accessibility and inclusivity in FLO

When you set up/layout your topic site, it is always a good idea to test how it looks using the Preview as a student function. 
 

Style tools

The HTML editor is available in any activity and resource (Description field). The toolbar for the HTML editor has many functions (create heading styles, create text styles, add an image, embed a video etc).


How to (using the HTML editor)

Narrative

The HTML editor helps you narrate in your topic

 


Layout tools

 


Resource types

In FLO, you can Add an activity or resource to the topic site. Resources include the following, and contribute to the organisation/structure of the site. They can be a form of 'sensemaking' for a user (ie student) – providing 'containers' for content that make navigation easier.

See Tool options - resources to determine what type is suitable for your needs.

  • Book (create a multi-page resource, with chapters and added navigation)
  • File (upload a PDF, Word file, image etc)
  • Folder (upload a collection of files, add a zip file)
  • H5P (create content such as interactive videos and presentations)
  • Label (display text on a topic's homepage)
  • Page (create a web page, or embed a video)
  • URL (link to an external website)

 

Training and support

Troubleshooting

Training
Support

Currently, there are no known issues.

Video - recording rooms

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

This entry relates to Video.

The University has 2 recording studios and 4 recording pods:

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

    These rooms are available to all staff on a self-service basis. All rooms have the ability to do video and audio recording. The studio at Sturt also has green screen technology, which replaces the green wall behind you with a backdrop of your choice (PowerPoint presentation, images, video, websites (live) or even Skype or WebEx calls).

    No specialist skills are required to use these rooms, making high-quality professional-looking video accessible to everyone.

    The following information is available to help you use these rooms. Please pay close attention to those items marked *.

     


    Access to the rooms

    All staff cards have access to the rooms. Standard access is between 8am and 6pm, Monday to Friday. If you require access outside of these times or for general access problems, please submit a Service One request (Facilities > Building or room access) requesting access to the required recording room.

    Remember: This room is accessible by anyone so please ensure you do not leave your personal belongings in there as it is not secure. This also applies to your USB stick.

     


    Booking the rooms

    You are able to manage your own bookings for these rooms using the following process:

    1. Using your Outlook calendar, find a day and time that you’re available and create a new meeting request.
    2. In the To field, enter the room name below to invite the room to your meeting. Add any other meeting attendees.
      • Room - U_LIB_109a_Recording Pod 1 (2)
      • Room - U_LIB_109b_Recording Pod 2 (2)
      • Room - U_LIB_109c_Recording Pod 3 (2)
      • Room - U_LIB_109d_Recording Pod 4 (2)
      • Room - U_SSS_374_Recording Studio (5)
      • Room - U_STS_418_Recording_Studio (4)
    3. Click on scheduling assistant tab to check the availability of the room and other attendees. If the room is already booked at the time you’ve chosen, you will need to adjust the date/time.
    4. Complete any other details associated with your meeting and click send.
    5. If the room is available at your chosen time your booking will automatically be accepted. If the room is already booked, your request will automatically be rejected, and you’ll need to send a new one.

    If you have made a booking and can no longer make it – please cancel your booking so other staff have the option to use the room at that time.

     


    Arranging a familiarisation session

    If you are unfamiliar with the room, a member of your local eLearning team can run a session in the room with you. This session should take no more than 30 minutes. Please submit a Service One request (Education > Recording room familiaristion session) to arrange this and a member of the eLearning team will book this for you at a mutually convenient time.

    Once the familiarisation session is booked you may want to consider booking a recording session directly after your familiarisation session to practice recording something.

     


    Preparation before you arrive

    1. Create your PowerPoint slides
      • Set the aspect ratio of your presentation to 16:9 (widescreen mode) to fill the screen in the room and prevent black bars appearing down both sides of your final recording.
      • Leave a blank area in each slide to provide you with space to stand without obscuring your information.
      • Make your slides visually interesting yet neat, tidy and clear. Limit the amount of words and use sharp, high-quality images. Complicated and busy slides will overwhelm your audience.
      • Use colour but consider visually impaired audiences and make your background and text visually contrasting.
      • Ensure a minimum font size of 24pt to ensure readability on a small screen (phone or tablet).
      • You may want to use some of the Flinders corporate PowerPoint slides. If so, download them from Flinders Press Branded Templates (scroll down and look for Recording Studio Corporate Powerpoint Slides).
      • Maintain a consistent look across all slides (background/fonts/colours).

    2. Plan your message
      • We suggest preparing a clear and concise script to keep yourself on track and prevent you from forgetting anything important.
      • The rooms don't have teleprompter/auto-cue technology so make sure you rehearse beforehand. This will help you to appear relaxed and natural.
      • 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.
      • 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.
      • Ensure any resources you did not create yourself are copyright compliant and can be rebroadcast e.g. 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.

    3. Dress for success
      • Consider what you wear to ensure it works well on camera and with your slides.
      • If using green screen function, Don’t wear any green as you will be replaced by your backdrop.
      • Aim for a bold single colour that contrasts with your slide background colour.
      • Avoid thin stripes and plain white (it’s too stark under the lights).
      • Be aware wear lanyards or shiny jewellery that can rattle or reflect the light.

    4. What to bring with you on the day
      • An empty USB (16GB USB 3.0 version is recommended. This will store approx. 3 hrs of recording time).
      • Your presentation on a separate USB or available via the network.
      • Your mobile phone in case you need to authenticate with Okta when you log into the system.
      • Your staff ID card to access the room.

     


    Tips to produce a professional recording

    1. 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).
      • If you use a script, consider how you are going to read the script and maintain eye contact with the camera. Do not read large slabs of a script looking down at notes on the lectern etc. eLearning support staff can provide support in mimicking a teleprompter/auto-cue, but it is still better to be well-rehearsed than just reading multiple paragraphs of text from paper or screen.
      • Motivate your audience by explaining what they will get out of watching your video.
      • If recording two people conversing (for example an interview with an invited content expert), the presenters can alternate between looking at each other and the camera – this engages the audience as the 'third person' in the interview/discussion.

    2. Don't be the distraction
      • Make sure you maintain eye contact with the camera keeping your head still. It is distracting if your eyes are roaming.
      • Speak clearly at a consistent volume, and at a 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.

    3. Creating 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.

    4. Don't rush
      • When explaining or demonstrating websites or specialist software, move your mouse slowly and allow time to show hover hints or popups. The mouse cursor in your final video may end up being very small, so the added benefit of the room is that you can point to items.
      • If you muddle your words, start the sentence, or even the whole section or PowerPoint slide, again. You can edit the mistakes out later. When restarting, compose yourself and leave a few seconds of silence and no movement before starting speaking, to facilitate the editing process later.

     


    Setting up when you arrive in the room

    1. Try to prevent unnecessary interruptions
      • Place your phone out of sight and switch it off or turn it to silent.
      • If you have any other software open on the computer, close it to prevent pop-up or audio interruptions (e.g. email notifications)
      • Pop-up interruptions may be an issue if trying to demonstrate/record websites. You can contact your eLearning team for advice.

    2. Make things readable for your audience
      • This is particularly important for web pages and Excel.

    3. Know how to navigate your presentation
      • If possible, learn the short-cut key commands to navigate through your presentation during your recording.
      • Avoid going back to previous slides to re-explain a concept – students can review the video as many times as they need.

    4. Good audio is crucial to engagement
      • Always check the microphone is working correctly before starting your recording.
      • Some rooms have fixed room microphones, or you will need to attach one of the lapel microphones to yourself and switch it on.
      • If using a lapel mic, place the microphone cable under your clothing if possible, to hide it from the camera and avoid getting tangled with your hands during your recording and place the radio transmitter unit in a pocket/belt using the attached belt clip.

     


    Technical support

     As these are a self-service recording rooms, on-demand technical support is not always available. If you encounter any difficulties, please contact your eLearning team on 15000.

     If there are problems with your recording, you can book another session in the room.

     


    Room help guides

     


    Edit your recorded video

    Depending on the number of mistakes and outtakes 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 room 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 our 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 and if online discussion or reflection is encouraged after viewing, then ensure students can easily access the location in FLO where this collaboration 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.