Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces. Using the Collaborate activity in a topic ideally consists of the following 5 stages.
Collaborate is a new tool for the University in 2017 and was chosen due to its modern and intuitive interface, the ability to be used by anyone within the University (with up to 250 participants per session) and Collaborate's focus on accessibility and technologies to optimise the session to the participants available bandwidth. The 15 minute video below provides an overview of Collaborate, how this tool differs to FLO Live (used before 2018): Login or click here to view the video if it doesn't appear below : Transitioning to Collaborate
If you wish to collaborate as a teaching team (ie with other staff) you could use Webex – an online video and audio-enabled meeting place that allows you to meet with anyone, anywhere, in real time using a web browser on your computer or mobile device, including iPad, iPhone or Andriod.
The following information will provide information on best practice and use cases for Collaborate as well as guide you to adding and creating Collaborate sessions within your FLO topic.
Collaborate may be used in a range of purposes: 1. One-to-one 2. One-to-many and 3. Many-to-many
1. One to one
Discussion/consultation between one academic and one student This format usually replaces a face-to-face consultation/meeting due to distance as a barrier for staff or student. May be useful for discussing topics virtually face-to-face for remote students, including supervised research students, where a document needs to be shared on the screen (in comparison to a phone only discussion which does not require a visual sharing). Not traditionally recorded, but individual video camera advisable.
Presentation by an individual student for assessment purpose to one other (teacher) This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Individual student presents to an assessor (teacher). Not traditionally recorded, but individual video camera advisable.
2. One to many
Group discussion between students and teacher This format is useful for discussing assessment requirements prior to submission, where distance or time is a barrier. Students are provided the opportunity to ask questions of their teacher and/or peers to help clarify any confusing information associated with the assessment task. Aural discussions are more useful at clarifying points than written email or forum posts, as ideas can be expressed differently. The session can be recorded to provide the information for non-attendees. Individual (presenter) video camera advisable.
Tutorials and lecture-style sessions This format sees one presenter/teacher presenting to multiple participants, where discussion or quizzing interaction is encouraged. The session can be recorded to provide the information for non-attendees or as revision for attendees. If no interaction is encouraged for this session, then the presentation may be best recorded using video creation tools like Camtasia and Kaltura Desktop Recorder, both freely available at Flinders University. Individual (presenter) video camera advisable.
Presentation by a student for assessment or other task to a group of students This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Individual student presents to a small group of students and an assessor (teacher). The session can be recorded to provide the information for non-attendees. Individual (presenter) video camera advisable.
3. Many to many
Group discussion between students This format opens communication equally between all participants in a session. Common uses for this approach is for student peer discussion over a shared task or assessment where location is a barrier. Other uses for this approach is to discuss topics from tutorial tasks. Breaking up large group of students into small groups for facilitating discussion is appropriate in this format. Individual video camera and recording of session not advisable.
Presentation by a group of students for assessment or other task to another group of students This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Students present to a small group of students and an assessor (teacher). The session can be recorded to provide the information for non-attendees. Individual video camera not advisable (especially as break-out rooms are not recorded).
Collaborative task between students This format includes students sharing documents and screens to support their collaboration, such as preparing for a presentation or other activity. Individual video camera and recording of session not advisable.
When using a tool like Collaborate for the first time, it is a good idea to give yourself and your students the opportunity to test they can enter the room. This will help reduce unnecessary technical issues before scheduling important sessions.
Create a session and informally invite your students to visit during a scheduled time. Alternatively, encourage students to use the 'Course room' to visit you. The Course room is open at all times, and will provide students the opportunity to meet with you or with each other at anytime without the need to schedule sessions. It also enables users (you and your students) to check that they can enter the room and use some features, like video, audio and chat.