Getting Loopy with PowerPoint 2013

ppt-2013-icon

If your classes go anything like my workshops do, then you seldom start right on time. I always hate “wasting time” out of my scheduled class time, and wish I could do something to make that time more useful.

I’d really like to have something like the pre-previews content that movie theaters run; you know, the stuff with trivia games, ads, and the like that play before the house lights dim. There’s always an array of things to tell my learners about, and having that showing on the classroom projector while I do other things until class starts seems ideal.

PowerPoint to the rescue!

If you prepare a series of informational slides (when the next exam is, when the drop deadline is, what sort of cookies you prefer, etc.) it is possible to configure your slides to automatically advance, and when the end of the presentation hits, to loop around and play them all again. The two key elements are “Transitions” and “Loop Continuously.”

  1. First, make sure you don’t have any animations that are set to run “On Click.” If you do, those animations will not trigger.
  2. Next, for each slide, decide how long you want it to display on the screen.
  3. Move to the first slide, and click the Transitions tab.
    Transitions AdvanceSlide
  4. At the right side of the ribbon, in the “Advance Slide” area, uncheck “On Mouse Click”, check “After:” and set the time. That is minutes, seconds, and fractions of a second, so if you want the slide there for 15 seconds it must be set to 00:15.00.
  5. Repeat steps 3 and 4 on each slide of your presentation. Each may have a completely different time set.
  6. Next, go to the Slideshow tab, and click the “Set Up Slide Show” button near the left of the ribbon.
    Set Up Slideshow
  7. On the “Set Up Show” dialog, check the box for “Loop continuously until ‘Esc'”, and be sure the “Advance slides” control is set to “Using timings, if present.” That way, all those times you set will actually be used.
    Set Up Show Dialog
  8. Now you can save your show, as you normally would, in the PPTX format.

Technically you’re all done now (although you’ll want to test things BEFORE going into the classroom). But to trigger your presentation, all you need to do is right-click the PPTX file, and choose “Show” on the context menu. That should cause your presentation to open immediately into the slideshow mode, so all you would need to do then is sit back, and watch your presentation run itself.

PPTX Menu ShowNow, if you’re the type who wants to use animations, even in these slides, that can be done. The trick is to make sure all your animations are set to “With previous” or “After previous,” and that none use “On Click.” Of course, the more complex your animations, the more you’ll want to test and be sure everything works as expected.

So there you have it: Self presenting slides. My plan is to start such a presentation Showing a few minutes prior to my next in-person session, and see if anyone pays attention. When you give it a try, let me know how your experience goes!

 

Blackboard Adventure Time

Blackboard logo

Hi, this is David the human, and today I’ll be telling you a bit about my adventure last week in Las Vegas, at the BbWorld 2013 convention. (Okay, technically I attended both Blackboard’s Developer’s Conference, DevCon, and the main BbWorld conference, but the content from DevCon is uniformly tech in nature so likely nobody here cares.) Some of the BbWorld sessions were about esoteric topics, such as how to optimize the integration of data from the Palomar eServices system into Blackboard, or how to crawl around in the databases looking for diagnostic information to help make the system perform better. (If you’re interested in what all was available, you can revel in the official BbWorld 2013 documentation here.) But some sessions, as well as the conference keynotes, may be of interest to the faculty here, so I figured I should report in.

During the BbWorld conference many of the attendees tweeted, using the hashtag #BbWorld13. I also tweeted. I tweeted a lot. (Incidentally, if you’re interested in seeing those, feel free to find me on Twitter as @DavidTheGray.) So I’ll use some of those to describe what I found as the high points of the conference:

The opening keynote featured Clay Shirkey, who had some interesting stories about technology. One specific example given was the “Red Balloon Challenge” done by DARPA back in 2009. Perhaps I took the incorrect moral away from that story.

Red Balloon Challenge Tweet

Needless to say, Mr. Shirkey was able to get his story through to even MY brain.

"I can't do this on my own" Tweet

So the conference was off to a fairly powerful start. My first session, rather than being one of a technical nature, was actually more focused on pedagogy, and how to structure course content using “Predictable Design” to best support student success.

Tall order Tweet

don't read the syllabus Tweet

Predictable Design Tweet

GPS Tweet

With these admonitions still ringing in my ears, I’ll put out this challenge to y’all: If you’d like to sit down with me and discuss the workflow and layout of your Blackboard course materials, I’d love to work with you on that. Just let me know!

The following day, I sat through the Blackboard corporate keynote, and on the final day the Blackboard product roadmap. Here’s the best of show from those sessions:

Work together Tweet

Right out of the new CEO’s mouth, the company will be putting much focus on how the various Blackboard tools work together. The most immediate benefit from that for us will be having the Blackboard Collaborate tool finally integrate well with course sites.

UX Design Tweet

The company is recognizing that user experience (shortened to UX) is key; it really doesn’t matter how great the tools may be, if they can’t be used then… they are useless.

New Improvements Tweet

My personal choice for the best improvement over the last twelve months… difficult choice, as Blackboard has released many improvements. Calendar, Discussion Board, Video Everywhere, and the Inline Assignment Grading are all new. But after some thought my choice for “best” goes to the Test Deployment Exceptions. Incidentally, ALL of those are currently available on our production system; hopefully that doesn’t come as a shock.

SafeAssign Tweet

The “coming soon” modification that made me happiest is that Blackboard plans to consolidate the SafeAssign tool with their regular Assignment tool. So sometime soon it should be… you know, the way it always ought to have been… create an Assignment, then simply check a box to have an originality report generated. (Okay, there’s more tech work than just that, but from the user’s point of view it should be just that simple.)

Test Activity Logs Tweet

Not really a “coming soon” but instead a new function already released that we will have on our production system come Fall 2013: There will be faculty-readable logs of how a student progresses during their test attempts. (So you can tell if “Joe Student” spent the whole time without ever answering a question, or if they ran through the first fifty in ten minutes and then spend thirty minutes on the next question. Stuff like that.) Naturally there will be a whole post dedicated to this new function… I just haven’t written it yet!

The closing keynote speaker was Sugata Mitra, who shared some amazing stories of his Hole in the Wall work, and the implications he sees.

Pedagogy Tweet

Naturally I can’t do the man justice in my paltry blog post; I would advise you to examine what he offers in the way of TED talks.

Finally, lest I come off as insightful or some such, let me leave you with a tweet from one of the technical presentations I attended:

Feel dumb Tweet

It made for a fantastic conference, but a bit overwhelming. So if you’re worried about your students getting overwhelmed in your course, take my plea: Give them some pictures, instead of more text or talking.

Finalizing Grades in Blackboard

b-plus

It’s that time of year. Students are turning in their final projects. Instructors are feverishly trying to get everything graded. With that in mind, here are a few simple steps that instructors can take at the end of a semester to ensure that there will not be any surprises when it comes to grades in Blackboard:

Delete or Exclude Unused Columns

Due to unexpected problems such as illness, power outages, inclement weather, and the like it is sometimes necessary to cancel a particular assignment that was originally planned. When that happens it is easy to forget to manage the matching column in the Blackboard Grade Center. If the column is left as is, it may cause problems with calculating the final semester grade for students. The easiest solution, in many cases, is to simply delete the column. To do so the column cannot be attached to a currently deployed Blackboard assignment or test. In that case, the assignment or test link must be removed first before the column can be deleted. If deleting the column is not possible or desired, the other primary option is to exclude the column from grade center calculations by using the “Edit Column Information” menu option. On the “Edit Column” screen, look for a check box towards the bottom to exclude the column.

Include this Column in Grade Center Calculations option
Set this option to no to exclude the column from calculations

Create Grade Reports for Students

Blackboard has a great feature that lets an instructor create a custom grade report for each student showing just the individuals grades. There is a short video demonstrating how to create grade reports at the Blackboard On Demand Learning Center website.

Blackboard Grade Report Example
An example of a Blackboard Grade Report

Backup Grades

The Blackboard Grade Center allows an instructor to export the grades in a format that is easy to view and manipulate in any spreadsheet application. To download the grades, access the Blackboard Grade Center, point to the “Work Offline” button, and choose “Download”. The grades can be downloaded in either CSV or TXT format, both of which can be opened in Microsoft Excel. Again, Blackboard has created a video showing how to download grades.

Archive Your Course

Archiving a course in Blackboard is important for many reasons. One of those reasons is that a Blackboard course archive can store a complete history of Blackboard grades and any changes made to the grades for an entire course. If it ever came down to it, the archive could be restored (with the help of a Palomar College Blackboard Administrator) and access to all of the grade history would be possible. David Gray gave a great overview of the archive process in his recent webinar titled “No Fooling, Archive Your Course”.

Blogging and Journaling in Blackboard

blackboard3

One of the most common objections I hear from instructors about teaching online is the lack of interactivity between students. The most popular tool in Blackboard for student to student (and instructor to student) interaction is the discussion board. I recommend considering the blog and journal tools as well as they are also great ways for students and instructors to interact with each other.

The blog tool is best for student to student interaction. It allows students to submit entries (posts) consisting of text, links, and images which can be commented on by other students. The blog can be setup as a graded assignment or as just an optional component of the course. One of the strengths of using a blog is that it encourage critical thinking without requiring the formality of turning in a formatted paper. Students can quickly type up and submit their views on a particular topic and then other students can comment with their own opinions. The blog tool also allows instructors to chime in with comments. Blogs in Blackboard can be a good alternative to using the often cluttered discussion board. Threaded discussions can be great, but the mix of threads and replies (and replies to replies) can make it difficult to evaluate a students writing in some cases. The simple appearance of a blog entry and comments is easy to read:

The journal tool is very similar to the blog tool but with the important difference that entries by students can only be viewed by the instructor (by default). Here is what a basic journal entry and comment from the instructor looks like:

Journal comments are limited to just the student who wrote the entry and the instructor. After the journal assignments have been graded, there is a setting that can be turned on which will allow students to read each others entries.

Blackboard has provided a few resources that will be helpful when setting up and using blogs and journals. Here are a few useful links:

Getting Started with Journal Prompts to Improve Student Writing (pdf)

Creating a Blog (video)

Creating and Editing Blog Entries (video)

Commenting on a Blog Entry (video)

Creating a Journal (video)

Creating and Editing Journal Entries (video)

Commenting on a Journal Entry (video)

A Brief Introduction to Google Docs

google_docs

Google Docs is a service offered by Google that offers the ability to create, edit, manage, and share documents online. It is possible to make text documents, spreadsheets, presentations, drawings, and forms. Google Docs can be compared to software suites such as Microsoft Office or OpenOffice but is housed online so that it can be accessed from almost any computer or device with an internet connection. Assuming that you have a compatible device with access to the internet, the only other requirement is that you have a Google Account.

After signing in to Google Docs, the Docs list is displayed. The Docs list is the command center for creating and managing all of the document types.

The Google Docs list
The Docs list is where you create new documents or edit and manage existing ones.

Any existing docs can be viewed or edited by clicking on its name in the list. To create a new document click the Create button. The type of document must be selected. Whether editing an existing doc or creating a new one, the interface will be familiar to anyone who has used an office suite application.

 

Editing a document
When editing a document the interface has many features that are similar to that of traditional word processing applications.

It is possible to upload documents to Google Docs as well. Almost any type of file can be uploaded. For many file types Google Docs can automatically convert it to the appropriate Doc type. For example, a Excel spreadsheet file can be converted to a Google Docs spreadsheet. Once a file is converted it can be edited just as easily as one that was originally created in Google Docs. Similarly, any Google Doc can be downloaded to a computer or device by first opening the doc and then choosing “Download as” from the File menu.

The sharing features of Google Docs is where it really shines. A document can be shared in multiple ways:

  • A doc can be emailed directly to someone as an attachment.
  • A link to a doc can be placed on a website or in another document.
  • Another person’s Google Account can be specified allowing that person to see the doc in their own Google Docs list.

If a link is placed on a website (or elsewhere), any changes to the document after the link was provided will be seen by users clicking on the link. If the doc is shared with another person’s account they can optionally be given editing, commenting, or ownership rights to it. These sharing features make Google Docs a great tool for collaborating with others.

For more information about Google Docs, checkout the recording of the Google Docs webinar that was offered by the Academic Technology Resource Center on April 10, 2012.

Recording Room Blues

Here in Academic Technology we talk about crafting screen recordings or doing narrated videos from your PowerPoint slide deck, and we really are emphasizing these functions since the recent purchase of Camtasia Studio for all district computers.

However, the one resource that can be in short supply on campus is finding a quiet place to get recordings done. That’s where the “Blue Room” comes in. For the last seven years Academic Technology has maintained the “Faculty Technology Center” in room LL-111 on the first floor of the Library building on the San Marcos campus. The ancillary room LL-111A, pictured below, has come to be known as the “Blue Room” for obvious reasons.

Wide angle view of the LL-111A room layout

With all-new computer equipment (the “all-in-one” model of workstation soon to be in the LL-109 computer lab classroom, coming this Summer) it is easier than ever to record material using Camtasia in the Blue Room. To ensure that you get the best sound quality we have covered the walls with sound-proof foam pads, and with the door closed there is a sound difference that has to be heard to be believed. (Truly, just about all the ancillary echoes that we take for granted are dampened down, which gives a richness to the quality of the silence in the room.)

Headset, workstation, document stand and lamp, everything for a great recording session.

As you can see above, the small room has a headset, webcam, document stand… everything needed to record academic content for your students. And, of course, it’s within ten strides of the ATRC offices, where the techs will be able to assist you with anything you might need during your recording sessions.

So come on down, and try your hand at recording in the ATRC Blue Room!