CIECT Booklet

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[DOCUMENT SUBTITLE] ADMI

Training interventions


Table of Contents Centre for Innovative Education and Communication Technologies [CIECT] ................. 3 CIECT Workshops .................................................................................................................... 5 eTools within iKamva ......................................................................................................... 5 ICT and Digital Academic Literacy .................................................................................... 5 Multimedia........................................................................................................................... 5 eTools and Assessment Workshop ....................................................................................... 7 Purpose Statement ............................................................................................................. 7 Outcomes ............................................................................................................................. 7 Design an Interactive Online Environment Workshop ...................................................... 9 Purpose Statement ............................................................................................................. 9 Outcomes: ............................................................................................................................ 9 Online Communication Workshop ......................................................................................11 Outcomes ............................................................................................................................11 Pre-requisites .....................................................................................................................12 An ‘eTools Kit for Lecturers’ Workshop...............................................................................13 Purpose Statement ............................................................................................................15 Outcomes ............................................................................................................................15 An ‘eTools Kit for Teaching Assistants’ Workshop.............................................................18 Purpose Statement ............................................................................................................18 Outcomes ............................................................................................................................18 Design and Develop an ePortfolio Workshop ....................................................................21 Purpose Statement ............................................................................................................21 Participant pre-requisites .................................................................................................22 Interactive Document Sharing Workshop ..........................................................................23 Purpose Statement ............................................................................................................23 Participant pre-requisites .................................................................................................24 An ‘eTools Kit for Tutors’ Workshop ....................................................................................25 Purpose Statement ............................................................................................................25


Outcomes: ...........................................................................................................................25 Digital Academic Literacy (a Large-Scale Programme) for Undergraduates training and support ............................................................................................................................27 Student Prerequisites........................................................................................................28 Skills Assessment Management (SAM)............................................................................29 Purpose Statement of Skills Assessment Manager (SAM) ........................................ 29 Supporting Students online (iKamva, email) ..................................................................30 Tutors supporting students online ..................................................................................30 Course: ICTs for Staff and Postgraduate Students ............................................................31 Purpose Statement ............................................................................................................31 Outcomes ............................................................................................................................31 Pre-requisites .....................................................................................................................34 Multimedia teaching tools for the digital age ...................................................................36 Outcomes ............................................................................................................................36 Pre-requisites for Participants to bring along:...............................................................36 Welcome & introduction ......................................................................................................37 Basic video editing training ..................................................................................................40 Purpose Statement: ...........................................................................................................40 Outcomes: ...........................................................................................................................40 Training structure ..............................................................................................................40 Screencast, Compression & Conversion Training Plan .....................................................42 Overview ............................................................................... Error! Bookmark not defined. Outcomes ............................................................................................................................43 Training Structure ..............................................................................................................43 Concept mapping ...................................................................................................................45 Overview ............................................................................... Error! Bookmark not defined. Outcomes ............................................................................................................................45 Contact Details: ............................................................................................................. 50



Centre for Innovative Education and Communication Technologies [CIECT] A need has arisen for ePedagogy training and support for academics and students within challenging, complex HEI settings. Equally important is indeed the constructive impact of Information and Communication Technologies (ICTs) on flexible teaching, learning assessment Professional CIECT Director: Dr. Juliet Stoltenkamp

and

practices. CIECT’s integrated Support

team

is

structured

around the niche areas of Digital Academic

Literacy and ICT Skills Development; Multimedia and Audio-Visual Services; Instructional. Design and Software Development & Application. Online Platform (iKamva) Students at UWC will engage in the Learning Management System, namely iKamva. Face-to-face lectures will be enhanced through access to the online platform where valuable resources are placed for self-study, reflection and assessment purposes. Lecture material and resources will be available online and can be retrieved via various modes of delivery.


CIECT Workshops eTools within iKamva The Centre for Innovative Education and Communication Technologies (CIECT) has designed and developed various support interventions and online workshops in order for lecturers to make effective use of various innovative communication, content creation, and assessment eTools within iKamva. iKamva is predominantly used by academics in order to design and develop their interactive online environments

ICT and Digital Academic Literacy The purpose of these courses is to introduce staff and students to digital literacy skills in order to apply the attained skills for research purposes. These courses have been designed to enable staff and senior students to utilise digital tools and skills for academic, leadership, digital and structuring purposes. Hence students will acquire and apply skills to create, review, and update content. Moreover, the students will acquire 21st century skills to collect data and communicate findings.

Multimedia CIECT’s

Multimedia

workshops

and

training

sessions

equip

participants with content creations skills for the digital age. These workshops enable staff to engage in interactive hands-on workshops, which enable them to edit images, create audio (narration) tracks, compile media into video and upload to online platforms. Participants are exposed to a variety of tools and will be able to develop materials using the device and software of their choosing hence a multimodal approach to developing content.


Institutional Learning Management System: iKamva


eTools and Design Workshop Purpose Statement The Purpose of this workshop is to highlight the importance of creating an interactive online environment to support teaching-and-learning practices. The workshop aims to demonstrate the basic principles for online design, structure, development of outcomes and related activities through various modes of delivery

Outcomes By the end of the workshop, the participant should be able to: ● Create an online environment; ● Select relevant eTools for use in an online environment aligned to discipline; ● Apply the use of the eTools (content, communication and assessment) within a structured online environment; and ● Embed digital components. Phases

Instructional Strategy and setup online environment

Create online structure

Description ● Develop clear outcomes for online courses using an instructional strategy/plan. ● Create your online environment; and add introduction. ● Structure lesson plan/module

Time-Frame

10 min

chapters and sub-units into manageable units/themes (scaffolded approach). ● Upload and embed learning

45 min/1hr

material and digital components. ● Add a checklist for self-directed learning. Making use of the communication tools

● Create a discussion topic with clear instructions.

20 min


● Link to relevant discussion to themes/concepts within lessons Structure online

● Setup Test & Quizzes (question

assessments

pools with relevant question types).

45 min/1hr

● Setup online assignment. ● Link to assessments to themes/concepts within lessons.

Participants are expected to: ● Please ensure that your Novell Username and Password is active (Contact ICS ServiceDesk in advance).

Online eTools training by Norina Braaf


Design an Interactive Online Environment Workshop Purpose Statement The purpose of this workshop is to highlight the importance of creating an interactive online environment to support teaching-and-learning practices. The workshop aims to demonstrate the basic principles for online design, structure, development of outcomes and related activities through various modes of delivery.

Outcomes • • • •

Design and develop instructional strategy Structure lesson pages Upload and embed learning material Link to relevant activities and assessments

Phases

Instructional Strategy and setup online environment

Create online structure

Description ● Develop clear outcomes for online courses using an instructional strategy/plan. Create your online environment; and add introduction.

Time-Frame [1hr30min]

30 min

● Structure lesson plan/module chapters and sub-units into manageable units/themes (scaffolded approach). ● Upload and embed learning material and digital components. ● Add a checklist for self-directed learning.

30 min


Link lessons to relevant activities

● Link lesson to discussion topic. ● Link lesson to tests and/or assignment.

Online Environment workshop by Matthew-Chad Nelson

30 min


Online Communication Workshop Purpose Statement The purpose of this workshop is to highlight the importance of creating an interactive online learning environment through the effective use of specific communication eTools within the learning environment. The workshop aims to demonstrate the effective use of communication eTools to support blended online environments.

Outcomes By the end of the workshop, participants should be able to: • • •

Access online environment Structure and distribute communication Engage in live conference session

Phases

1. Module Welcome Page and Groups 2. Discussion forum as a communication and assessment tool

3. Dissemination of information

4. Engage in Live conferences

Description ● Adding an introduction to the module welcome page. Setting up online groups for tutorials and other purposes ● Create a discussion forum topic with clear instructions. Link learning material to a specific discussion topic. ● Limiting forums to specific groups ● Communicate with students by sending class announcements and/or group announcements ● Enabling and using the Blog tool ● Access the Meetings eTools ● Setup a meeting with title, description ● Adding a preloaded presentation

Time-Frame

15 Mins

25 Mins

15 Mins

20 Mins


Pre-requisites Please bring along: ● Related course documentation ▪ Word, PDF and/or PowerPoint documents ▪ Multimedia components (images, podcasts, etc.) Flash Drive (face-to-face workshops)

Online Practical training by Terrence Pretorius


eAssessment Workshop Purpose Statement The purpose of this workshop is to highlight the design and development of various online assessment activities to support teaching-and-learning practices. The workshop aims to demonstrate the creation of structured formative and summative assessments to monitor and track student progress.

Outcomes By the end of the workshop, participants should be able to: • • • • •

Structure online test environment; Select various question types according to outcomes; Structure question banks/pools; Create assignments and link to Turnitin platform; and Monitor and track student activity

Training Workshop

Description

Time-Frame

Phases 1.Development of online test

• • • • • • •

2.Setup of online assignment

• • • • •

Add test title Select question type (showcase various assessment types) Enter answer options Preview test Showcase ‘question pool’ and ‘parts’ Showcase ‘markup’ test option Settings and Publish test Create new Add description and dates (open, close) Select assessment type Attach assignment rubric Link assignment to Turnitin and apply specific settings

30 min

30 min


3. Setup of online gradebook

• • • •

5. Monitoring and Tracking (Statistics tool)

• •

Showcase tests and assignments linked gradebook Edit gradebook item Add gradebook item Export gradebook results View online engagement/activities Download statistics results

20 min

10 min

Pre-requisites Please bring along: • Question Bank (minimum 5 questions and answers – can be various question types) • Sample assignment • Rubric related to assignment Flash Drive (face-to-face workshops)


An ‘eTools Kit for Lecturers’ Workshop Purpose Statement The Centre for Innovative Education and Communication Technologies (CIECT) has designed a customized programme for lecturers that will enable them to effectively co-teach and support students via the Learning Management System (LMS) iKamva, Turnitin (Tii), Google Applications and the Marks Administration System (MAS). The Programme, ‘An eTools Kit’ for Lecturers will be conducted over a period of time.

Outcomes By the end of the workshop, participants should be able to: ● Setting up online environment and Creating ‘data lite’ lectures ● Engage in student support ● Create assessments linked to specific Learning platforms ● Monitor and evaluate student engagement Training Workshop Phases Day 1 Setting up online environment and Creating ‘data lite’ lectures

Day 2 Student Support

Description

● Access and Navigate iKamva platform ● Create online environment; and select relevant eTools within iKamva ● Upload content into online environment (iKamva) ● Structure lesson plan/module chapters and sub-units ● Embed learning material/digital media components ● Understanding digital media content ● Optimizing and compressing media content ● Create online student groups (iKamva) ● Discuss and share via Discussion Forums (iKamva) ● Setup and communicate in Chat rooms

TimeFrame

60 min

30 min

45 min


Day 3 Google Applications

● ● ● ● ● ●

● Day 4 iKamva Assessment & Turnitin

Day 4 Monitoring, Feedback and Evaluation

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Day 5 Record keeping & Marks Administration System

● ● ● ●

Managing a Google repository Create spreadsheets and forms Update and sharing of documents Download documents Collate data Schedule, conduct and record online training and consultation sessions (Google Hangouts) Develop online test using Tests and Quizzes (iKamva) Setup of online Assignment (iKamva) Setup Rubric and link to assessment Setup of online Gradebook (iKamva) Set-up online assignment Apply settings for Turnitin integration View submissions (Tii reports) Review generated reports View assessments linked to gradebook Share grades via Gradebook (iKamva) Share comments and feedback via Discussion Forum (iKamva) Capture assignment feedback and comments (iKamva) View assessment scores and submissions (iKamva) Download submissions and scores Export gradebook items Statistics eTools within iKamva - view online engagement/activities View and download Class list Understand MAS roles (Administrator, Lecture and Coordinator) Upload marks on MAS (Marks Administrator role) Verify marks on MAS (Lecture role) Confirm and publish marks on MAS (Module Coordinator) Review MAS Reports

1h30 min

60 min

30 min


Day 6 Turnitin (Tii) Platform [stand-alone platform]

● Generate and download the full mark report ● Setup class and assignment ● Apply settings and related allocations ● Align Turnitin Peer Review eTools to assignment ● Online marking ● Review and download feedback (generated report) ● Review summaries in Turnitin Gradebook


An ‘eTools Kit for Teaching Assistants’ Workshop Purpose Statement The Centre for Innovative Education and Communication Technologies (CIECT) has designed a programme for newly appointed Teaching Assistants that will enable them to effectively co-teach and support students via the Learning Management System (LMS) iKamva, Turnitin (Tii) and the Marks Administration System (MAS). The programme, ‘An eTools Kit’ for Teaching Assistants will be conducted over a three (3) day period, once a month.

Outcomes By the end of the workshop, the participant should be able to: ● Create an online environment; ● Structure and develop online assessments ● Engage in Monitoring and Evaluation Training Workshop Phases

Day 1 Setting up online environment

Topic and Focus Areas

TimeFrame

● Access and Navigate iKamva platform ● Create online environment; and select relevant eTools within iKamva (site info add TA’s as project owners/lecturer) ● Upload content into online environment 60 min (iKamva) ● Structure lesson plan/module chapters and sub-units ● Embed learning material/digital media components ● Schedule Online Training and consultation sessions (Google Hangouts) ● Develop online test using Tests and Quizzes (iKamva) ● Setup of online Assignment (iKamva) ● Setup Rubric and link to assessment 60 min ● Link assignment to Turnitin and apply specific settings within Assignments eTools


● Setup of online Gradebook (iKamva)

Day 2 Feedback, Monitoring and Evaluation

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Day 3 Tutor management, student support & record keeping

● ● ● ● ● ●

View assessments linked to gradebook Share grades via Gradebook (iKamva) Capture assignment feedback and comments (iKamva) Setup Google Forms Review MAS Reports Generate and download the full mark report Setup Turnitin Peer Review Collate marks on MAS roles (administrator, Lecture and Coordinator) Upload marks on MAS (Marks Administrator role) Verify marks on MAS (Lecture role) Confirm and publish marks on MAS (Module coordinator) View assessment scores and submissions (iKamva) Download submissions and scores Export gradebook items Setup Google Forms Create Online Tutor Groups (iKamva) Communicate and share via Discussion Forum (iKamva) Create Google drive folder for communication and sharing Discuss and share via Discussion Forums (iKamva) Setup and communicate in Chat rooms Create WhatsApp Group Provide assistance via Email and Telephone Statistics eTools within iKamva - View online engagement/activities View and download Class list

45 min

1h15 min

1h30 min


Download and Review Turnitin reports


Design and Develop an ePortfolio Workshop Purpose Statement The purpose of the ePortfolio workshop is to highlight the importance of the application of the design and development of an ePortfolio to support and demonstrate teaching-and-learning practices. The workshop also aims to enable lecturers to think about their teaching and learning strategies and how ePortfolio can be used for their teaching practice.

Outcomes By the end of the workshop, the participant should be able to: • • •

Create an ePortfolio Structure ePortfolio with related evidence of achievements Share ePortfolio

Training Workshop Phases

Description

1. Interactive document sharing in Google Drive

● ● ● ●

Create a Google folder Upload files and folders Share files and folders Set permissions for sharing

2. Design and Develop ePortfolio

● ● ● ● ●

Create ePortfolio Select a theme [aesthetics] Create main/sub-pages Insert content and text Embed relevant resources [linked to Google Drive]

3. Preview and publish ePortfolio

● Preview your ePortfolio ● Publish portfolio for the first time

4. Share and collaborate

● Share your ePortfolio with relevant stakeholders

Time-Frame

30 min

45 min

10 min

5 min


CIECT YouTube Channel In order to prepare yourself for the upcoming session, please ensure that you have gained access to the Self-Help videos shared on the CIECT YouTube channel: https://tinyurl.com/yc7vl24j

Participant pre-requisites • •

Please ensure that your Gmail Username and Password is active (Contact ICS ServiceDesk in advance). Electronic format of evidence to upload to Google Drive folder Time-Frame: Facilitated online on specific days for 1.5hrs [9:30am – 11:00am]

Example of ePortfolio


Interactive Document Sharing Workshop Purpose Statement The purpose of this workshop is to demonstrate the interactive engagement within the Google environment, specifically Google Drive, and how to set up and share a survey using Forms.

Outcomes By the end of the workshop participants should be able to: • Access Google Drive • Create and structure folders • Create a survey Training Workshop Phases

Description

Time-Frame

Discuss ‘Google Cloud’ Accessing Google Account

10 Mins Access Gmail account and launch Applications Drawer.

Uploading Files and Folders and sharing permissions in Drive

Apply settings in order to engage in Google Drive Uploading/creating a folder Uploading/creating a file or document Setting permissions for sharing files and folders

25 Mins

Editing and commenting on a document Creating a survey using Google Forms

Select a theme (template) Provide a description Add a ‘question bank’ Select ‘answer options

15 Mins


Sharing a Google Form

Sharing a survey with facilitator for editing Sharing a survey with students

10 Mins

Participant pre-requisites Participants should: • Have an active Gmail Account Bring files or documents that can be uploaded to the Drive from their device

In person training by Norina Braaf


An ‘eTools Kit for Tutors’ Workshop Purpose Statement An ‘eTools Kit for Tutors’ Online Workshop will focus on familiarizing prospective and current Tutors - within the Learning Management System (LMS), iKamva. The Tutors engaged in the workshop will gain access to an online environment and set up specific student groups for teaching-and-learning practices.

Outcomes By the end of the workshop, Tutors should be able to: ● ● ● ● ● ●

Access and navigate the iKamva environment Create specific student groups and export of student group rosters; Communicate with dedicated student groups via Announcements; Structure and share learning material; Create consultation and meeting sessions; and Grade Assessments.

Training Workshop Phases

Description

Access & Navigate iKamva Platform

● Access and navigate online environment ● Engage with structured learning content

Create and manage

● Create tutorial group (name)

tutorial groups

● Add students to group ● Export of student groups

Time-Frame

10 min

15 min


Communicate with

dedicated student

● Create announcement to tutorial

tutorial groups

group/ students ● Setup of discussion topics

20 min

● Engage (respond) to student feedback on topics/forums ● Setup of academic events ● Create consultation sessions Assessment and Grading

● Create Tutorial Assignments (uploadable) ● Grade assignments online ● Submit feedback and marks (online) ● Showcase and discuss Gradebook functionalities ● View student activity within online environment ● Export statistics and reports

20 mins


Digital Academic Literacy (a Large-Scale Programme) for Undergraduates training and support The CIECT Team has designed and developed the Digital Academic Literacy (DAL) Programme. This basic computer literacy programme is offered to 1st year students (novice users). The CIECT Team collaborates with the Faculty to identify student needs. The programme is integrated into accredited modules across various faculties including EMS, Education, CHS, Dentistry, Law, Arts and Natural Science. The team implemented a Skills Assessment Manager (SAM) platform (Interactive online training) to complement the face-to-face teaching. The use of SAM is to strengthen the blended-teaching approach, to train and support students. The DAL Programme includes eTools training (institutional Learning Management System/ iKamva). The LMS is also used as a mode of delivery for the DAL Programme. The DAL Programme is offered over a semester to participating Faculties. Departments engage with CIECT to design customized lessons. Contact the Manager: DAL and ICT Skills Training Development to plan and customize, in advance for 2022: Mr. Fundile Nkunge at fnkunge@uwc.ac.za ; X3147 Students will acquire and apply skills to create, review, and update content. Moreover, students (researchers) will acquire 21st century skills to collect data and communicate findings. Following is a list of packages and requirements needed by both facilitator and students during training and support sessions. ICT Package Basics to Pc, Internet and Email MS Word

Description Introduction to computers: Working with Text, images, video and audio Advance features for completing writing by making use of Text Formatting, Table of content, Table of figures, Page numbering, Images and Referencing.

Time-Frame 45 min x 2 weeks 45 min x 2 weeks


MS Excel

MS PowerPoint

Make use of spreadsheets to create and collate data, add images; and showcase data within graphs and formulae.

45 min x 3 weeks

Text created within MS Word documents will be collated within PowerPoint presentations with images, audio and videos.

45 min x 1 week

Student Prerequisites The student should ensure that he/she should be equipped with: ● Digital Content o Text (to be used during training) o Training manuals o Pre-recorded audio clips o Pre-recorded video clips o Images ● Stable Internet connection **It should be noted that the facilitators will provide generic content (images, audio and video clips).

DAL training, in person and online


Skills Assessment Management (SAM) The current global crisis (spread of Covid-19 and related Lockdowns) - enables the CIECT team to collaborate with partners, such as Cengage - to implement innovative teaching and learning methods. For the past two years, CIECT has explored and piloted a specific platform, Skills Assessment Manager (SAM). The pilot was successful and reported accordingly.

The Director of CIECT motivated for the

necessary budget - in order to deliver the Programme in 2020 and beyond. It is now necessary for the CIECT facilitators and students (remote teaching and learning) - to make use of the platform. Many of our students do not have basic computer literacy skills.

Purpose of Skills Assessment Manager (SAM) The Skills Assessment Manager (SAM) is an online tool, which assists students with acquiring ICT skills. The Skills Assessment Manager (SAM) hosts an interactive online environment, including simulations, instructional videos and a self-assessment interface. Students are able to view instructional videos on how to complete tasks within the SAM platform. Students are able to practice skills acquired during the video presentation before completing an online. The greatest challenge is that the SAM platform is only compatible with a desktop, laptop and some tablets depending on the screen size, and use data. Hence the CIECT team emphasises a blended approach for the delivery of the DAL Programme, especially use of simulations. [An ideal support system for DAL is a blended approach whereby some students are able to access the resources such as labs and WIFI; and others access from home].


Supporting Students online (iKamva, email) The DAL team with collaboration with the Multimedia team creates instructional videos and upload them on iKamva on specific functions on the work that is covered already to enforce learning. Staff support students as follows: ● iKamva (Discussion Forum, Chat) ● Staff email ● DAL mailbox The main issue and a challenge with our students with any online interventions is the access to the hardware and internet, hence scheduled classes at the moment. It is even worse during the lockdown as students are not allowed to move around.

Tutors supporting students online The DAL Tutors will also assist the DAL team members by being actively engaged with students on iKamva to monitor assigned student groups via the discussion forum and chat tool to support students on any other platform(s) DAL is using such as SAM.

Figure 1Example of SAM and DAL training


Course: ICTs for Staff and Postgraduate Students Purpose Statement The purpose of this course is to provides Digital Literacy skills Workshops to staff (academics, non-academics & post-graduate students across faculties and departments at UWC) in order to apply the attained skills for research purposes. The Course has been designed to enable staff and senior students to utilize ICT tools and skills for academic, leadership, digital and structuring purposes. Hence the student will acquire and apply skills to create, review, and update content. Moreover, the student (researcher) will acquire 21st century skills to collect data and communicate findings.

Outcomes The Senior students engaged in this course should be able to: ● Write-up making use of Microsoft Word, ● Collate data making use of a Spreadsheet, ● Use *Google applications to create, review, collate and update data, ● Present findings using a presentation and other digital media tools; and ● Make use of Turnitin to promote original writing.

ICT Package

Description

Time-Frame

Advance features for completing writing by making use of Text Formatting, Table MS Word

of content, Table of figures, Page numbering, and Referencing.

2 hours

Make use of spreadsheets to create and MS Excel

collate data; and showcase data within graphs and formulae.

2 hours


Text created within MS Word documents will be collated within PowerPoint

2 hours

presentations which will be showcased MS PowerPoint

to postgraduate’s respected lecturers or supervisors. Submit writing to Turnitin for text similarity check. The reports generated

Turnitin

1 hour

by Turnitin will indicate text similarities found in the UWC local repository as well as the World Wide Web. Is a free web-based email client

Gmail

launched by Google which integrates into various cloud based online tools. Logging into your Gmail account automatically gives you access to Google’s cloud computing services. This allows you to make use of many services, namely:

1 hour

Instant messaging service with video Hangouts

conferencing; available for computers as well as portable devices.

Contacts Database

Google Drive

Personalized contacts list which can be updated via pc or mobile device. Dedicated online storage repository for documents, files and multimedia content).

30 min


Google Docs provides you with enhanced tools that will assist you in creating professional looking Google Docs

documents. The software will allow you to insert graphics and text to enhance

30 min

your completed documents. Google Slides is a presentation creation software package. It provides you with enhanced tools that will assist you in Google Slides

creating a professional looking presentation. The software will allow you

30 min

to insert graphics, sound and video to enhance your presentations.

The Google Survey tool creates structured surveys which include description, questions and answer Google Survey

options. The Surveys are shared via

30 min

email; all responses are collated within the senders Google Drive.

Make use of spreadsheets to create and Google Sheets

collate data; and showcase data within graphs and formulae.

30 min

Google Scholar is a web-based search engine that can be utilized freely by Google Scholar

scholars to retrieve text submitted to the

30 min


World Wide Web. Retrieved text is indexed and can easily be referenced by scholars.

The Google Translate online tool can be utilized by scholars to translate text to over 100 different languages. Text can Google Translate

easily be copied and pasted to a word

30 min

document.

Video clips created and edited within Vodcast

software are saved in snippets (collected

1 hour

data and findings) ** iEnabler Link: https://itsprodapps2.uwc.ac.za/pls/prodi01/w99pkg.mi_login to book training Email: ictstafftraining@uwc.ac.za to book departmental group training and queries

related to scheduled training sessions.

*Note: It should be noted, Google Applications are free web-based applications released by Google which integrates into various cloud-based systems. Logging into your Gmail account automatically gives you access to Google’s cloud computing services. This allows users to make use of many services, which are freely available within the Google cloud-based system.

Pre-requisites The student should ensure that he/she should be equipped with: ● Laptop ● Digital Content o Pre-recorded audio clips o Pre-recorded video clips o Images


**It should be noted that the facilitators will provide generic content (images, audio and video clips). **Furthermore, if you do not have your own device (laptop) you will be able to make use of the desktop computers within the specific venue.


Multimedia teaching tools for the digital age Purpose Statement The Multimedia teaching tools for the digital age workshop will enable you to engage in a full day session (interactive hands-on workshop), which should enable you to edit images, create audio (narration) tracks, compile your media into a video and upload to an online platform. Furthermore, you will be exposed to a variety of tools and will be able to develop your materials using the device and software of your choosing hence a multimodal approach to developing your content.

Outcomes The aim of this workshop is to enable participants to design and develop effective digital materials related to their disciplines to supplement their teaching-and-learning practices.

By the end of the workshop, the participant should be able to: ● Write a script ● Take and edit images; ● Record and edit audio; ●

Develop a story (video) using a personal learning environment of their choosing;

● Upload a video to an online platform (iKamva, YouTube) Pre-requisites for Participants to bring along: ●

Laptop, (Mac/ Windows)

smart Cell phone,

USB flash drive,


Earphones (headsets)

Camera (optional)

a sense of adventure

(Please bring along your own laptop device). Welcome & introduction 10 mins allocated to free writing - preparing a script.

Task

Applications

(IMAGES) How to use images

● Pixlr

effectively

● Gimp

● Searching and examples of

Time

● Artweaver

photos / images (10 min) ● Photography principles ● Graphics editing ● Cropping ● Resizing ● Adding text ● Colouring ● Blurring ● Exporting Collect images related to story

1h30 min


(NARRATION/VOICE) Recording &

● Audacity

Editing audio ● Import audio from mp3 / record audio ● Normalize audio ● Edit mistakes in audio (cut 1h30 min

out pieces) ● Add an effect to the audio (change pitch, etc.) ● Add background music to the project ● Saving and opening the project file ● Exporting as mp3

(ASSEMBLAGE) Digital storytelling

● Windows Movie 2 hours

(demo on individual tools) ● Exploring different tools for packaging/ editing ● Collating clips ● Exporting in different formats ● Explain: Compression and streaming

Maker ● Windows Photo Story ● WeVideo ●

Filmora

● OpenShot ● iMovie


(PRESENTATION/HOSTING) Screening ●

Licensing

Uploading to YouTube

Hosting on different

platforms (YouTube, Vimeo, iKamva) ● Screening of completed product

● YouTube

30 min


Basic video editing training Purpose Statement During this workshop, participants are exposed to the various stages of video production with the main focus on post-production also known as the editing phase. The principals learned during the workshop will enable the participants to produce their own video content.

Outcomes Participants engage in a show, tell and do session editing stock footage. The workshop will empower academic staff with the skills to produce video content for online and offline purposes. By the end of the workshop, the participant should be able to: ● Navigate the video editing interface ● Add video and images to the timeline ● Apply effects ● Apply transitions ● Create titles ● Ad audio Stock footage is made available during the training for participants to edit. Training structure Task

Application

Introduction

Explore the OpenShot

Presentation on the use of video for teaching and

Time

application interface. Familiarizing the participant with all the

30 min


learning.

different features of the software

Editing footage Using all the different features:

● Add video and images to the timeline ● Apply effects

1 hour

● Apply transitions ● Create titles ● Ad audio

Exporting video files

Saving the Movie Maker project into a video file appropriate for the platform where it is going to be used.

30 min


Basic video editing training by Clint Braaf

Screencast, Compression & Conversion Purpose Statement Screencasts are instructional video recordings of computer screen output that demonstrate a combination of specified features within a digital environment. Screencasts are created using software to record computer screen activities as well as audio narration. Video files come in many different formats, the process of file conversion can make a video more suitable for the environment in which it is going to be used. Compression is the process whereby the file size of the video is reduced and is beneficial for use in online environments where there are bandwidth constraints.


Outcomes On completion of this training session, participants will be able to record narrated video screen captures. Participants will then be shown how to convert these videos into different formats and in the process compressing these videos so that it has a smaller file size. Training Structure Task

Introduction

Application

Time

● What is a Screencast? ● Where and when Screencast can be used ● Equipment needed

20 min

to Capture Audio and Video

Practical

● Installation of Software (Monosnap) ● Software GUI (Graphic User Interface) and Help Button ● Selecting Record Area ● Selecting Record Frame ● Using Output

1 hour


Folder ● Recording Options ● Using Integrated screen recorder

Converting in different

● Merging videos

video and audio Formats

● Converting to

20 min

various audio and video formats Compression

● Reducing file size

20 min


Concept mapping Purpose Statement Concept mapping also referred to as Cmap is a software tool developed at the Institute for Human and Machine Cognition (IHMC). Cmap is a free application that allows users to share their knowledge through Concept maps (also known as mind maps) via the Internet. The Concept map tool allows users to create an illustration using text; graphics; and inserting web links.

Outcomes This tool can be used to map your face-to-face lectures; presentations; tutorials; and workshops. You can further integrate the Cmap tool into your online environment to structure your objectives, content and assessment tasks. Students will be able to view the concept map with their online courses. Task

Application

Time

Welcome and Introduction

● Cmap tool, folder with various 5 min documents i.e. PPT, video, images etc.

Concept mapping theory

● Presentation

Hands-on practical: Cmap

● Cmap Tools Software

tool interface, creating

20 min

30 min

concept bubbles, linking concepts, creating nested nodes, moving concepts Saving Cmaps

● Exporting to different formats

5 min


The following table outlines necessary hardware to successfully complete digital academic literacy online training and support.

Hardware and Software Purpose Statement Requirements Desktop, laptop or mobile device

To launch and utilize Google Hangouts, BigBlueButton (BBB) and the Zoom platform

WIFI Modem or integrated internet connection

Internet connection with active data package will allow hardware devices to access online environments

Mic, speaker or audio headset

Audio devices which renders good quality sound during online interaction on various platforms

iKamva (Valid Username and Password)

Login to iKamva learning management system, to access and download digital course material.

Google Chrome

Google Chrome browser has integrated plugins which allows ease of use with iKamva, Google Hangouts and Zoom etc.

Multimedia:

Desktop computers, Laptops, Tablet computers and smartphones. Adequate specifications are needed for Multimedia productions especially video production and simulations.

Video, Audio and Screen Recording Access to Google Hangouts

To conduct training, consultations etc. between multiple users in different geographical spaces by using computer hardware and network to transmit video and audio


Mobile Devices: Cellphone and Tablet devices with Android or Apple operating system

Using Android and Apple mobile devices will allow users to download, install and access: · iKamva; · Google Hangouts and · Zoom

Zoom

Hardware required to access these resources include: Desktop computers, Laptops, Tablet or smartphone with Windows, Android or IOS (Apple) operating system

Concept map training by Andre Daniels


Mobile Video Editing (MVE) Purpose Statement Advances in technology has given us access to tools previously in the sole domain of professionals in the hands of the broader population. Statistics show that smartphones in South Africa are more ubiquitous than laptops and tablets and allows anyone with access to these tools to produce videos on the move. Many educators are leaning towards the submission of evidence-based assignment as a method of assessment.

Outcomes The purpose of the workshop is therefore to equip participants with the awareness of the appropriate (free) tools and competencies to create videos on a smartphone.

Requirements •

A smartphone is defined as any cell phone that can connect to the internet.

(BYOD) install software prior to the workshop on your Android smartphone device.

Task

Application

Time

Welcome and Introduction

● Mobile Video editing: basic principles

5 min

Tools: Capcut or Vlogit

● Presentation

20 min

Hands-on practical:

● Capcut or Vlogit

importing of video, audio and images. Motion features, how to use effects & transitions, adding titles

30 min


Saving/ exporting and sharing videos

● Exporting to different formats ● Sharing platforms ●

Figure 2: Multimedia Training

10min


Contact Details: Staff / Student Support iKamva, Turnitin, Google Applications and various

Team Email Address elearning@uwc.ac.za

Personal Learning Environments (PLEs) Digital Academic Literacy- basic computer literacy

dal@uwc.ac.za

Multimedia content related to course and

mdt@uwc.ac.za

assessments Google Hangouts to view and engage in your live lectures

ictskillstraining@uwc.ac.za