Friday, July 31, 2020

Exciting Features coming out in in August, September 2020 in Microsoft Teams

Zoom is the king of online meeting platforms and a majority use it as the preferred platform for conducting online classes.  But Microsoft seems to have finally caught up.  In the next couple of months Microsoft Teams are rolling out features which may finally swing the vote to Microsoft Teams.





The following extract is taken from a Blog published by Microsoft on the 31st of July 2020 titled 25+Updates for Microsoft Teams for Education back to School in July written by Abby Schibach of Microsoft.

Here’s a quick review of all the features we shared along with their launch dates:
1) Run engaging classes through online meetings

Large Gallery view (aka 7x7) – expected in August
(New) Together Mode – expected in August
(New) Dynamic view – expected in August
(New) See more videos on iOS or Android devices – expected in August 
(New) Attendance Report post-meeting download – expected in early September
(New) Whiteboard in Teams features – available now
(New) Digital Whiteboard without student access – available now
(Update) Teams meetings now 300 interactive participants – available now
(New) Teams meetings up to 1,000 interactive participants – coming in the last quarter of 2020
(Update) Virtual Breakout rooms – no later than early Q4 2020

2) Maintain student safety with control of meetings and classrooms

(New) Hard Audio Mute – expected in early September
(New) Control when students can join meetings – expected in August
(New) Students Wait in Lobby – available now
(New) Custom video background policy – available now
(New) Delete cross posts – available now

3) Easily Deploy and manage Teams for your school or institution

(New) GradeSync to OneRoster API – expected in August
(New) Group policy assignment – coming soon
(Update) SDS adding back team creation– expected in August
(New) Educator-led team creation – expected in August
(New) Early Class Access API – expected in August

4) Do more with Assignments in Teams

(Update) View assignments across all classes (again) – expected in August
(New) Link thumbnail preview – expected in August
(New) Anonymous Grading/Marking – expected in August
(New) Assignment settings – expected in August
(New) Four additional overall improvements – expected in August
(New) New Assignment languages supported – available now

5) Keep learners engaged and collaborating in the classroom

(New) Class Materials on Android – available now
(New) New Turn-in celebrations – expected in August
(New) D2L’s Brightspace Course Connector – expected in August

6) Nurture social and emotional wellbeing outside of the classroom

(New) Reflect messaging extension – expected in early August



Tuesday, July 28, 2020

Learning Styles based Checklist for Instructional Material Features in E-learning

E-learning is a rapidly growing industry with a large number of users around the globe. The learning process of e-learning mainly depends on different learning techniques of instructional materials provided in the learning environment. 

Learning materials are the key component of comprehending information in an e-learning environment. Thus, it is vital to develop e-learning learning materials that are beneficial for the target learners. 

Different learners have different preferences in learning. Several learning style models have proposed over the years to define the different characteristics of different types of learners. This presentation describes an approach to map learner characteristics of seven such learning style models with features available in an e-learning environment.

The defined characteristics of each learner style in all seven learning style models are tabularized to emphasize the overlaps of learner characteristics focused in different learning style models. As the next step, a list of unique learner characteristics with reference to learning styles was defined using the information in the table with all learner characteristics. This paper also defines features available in e-learning materials. At present, MOOCs (Massive Open Online Course) can be defined as the key pillar of e-learning. Thus, several MOOCs provided by Coursera platform were analyzed to derive features of e-learning materials or e-learning environments. The identified unique learner characteristics of learning styles are then mapped with the list of features in learning materials in an e-learning environment. The final result of this research is a checklist which can be used by e-learning content developers to classify how the instructional materials are effective for the target learners. This checklist defines the satisfied learning styles of all seven learning style models by each identified feature of e-learning instructional materials. It can be used as a guideline for e-learning content developers to determine the features that has to be included in the learning materials to provide an effective learning environment for the target learners.

Sunday, July 26, 2020

Using QR codes for interactive engagement in live webinars

QR Codes has been used widely as a way for people to quickly interact mainly with websites.  As everyone in the Educational Sector is moving to online delivery of lectures QR Codes may provide the interactivity that is required to keep the students engaged.

We have used a wide variety of Webinar platforms for instance Cisco WebExZoomMicrosoft Teams Meeting and to Microsoft Live Events to deliver online lectures at the SLIIT Faculty of Computing.  We have embedded planned Quizes, online Activities and Q&A during these online lectures.

Zoom has a built in polling feature, but most of the other webinar platforms do not have a built in polling or a quiz feature.  We have used tools such as SlidoSocrativefreeonlinesurveys.com and repl.it for interactivity.  All these tools have support for mobile friendly web interfaces.  We were able to get participants to go to specific interactive content with ease using QR Codes 


The first QR Code  is a link to Slido, the second to a sample program in repl.it.  The third is a quiz running in freeonlinesurveys.com and the final one is a Google Forms Survey.

We can effectively use QR Codes in any situation where a mobile phone can be used to provide interaction.  One advantage is that the student can continue to be attentive to the webinar that is being conducted without moving onto a separate screen in the browser to complete the interactive activity.


Using repl.it for conducting self guided programming labs



Programming Courses are generally challenging for undergraduate freshman who haven't done coding at school.  Generally most programming courses provide ample lab exercises and physical guidance to novices in programming.  However there is a limitation in time during physical lab sessions, and students typically do not exhaustively test the programs they write for possible errors.  They generally assume that their programming efforts are successful if their program compiles and is able to produce a reasonable output.

We wanted to have an environment that allows students to self check if their programs were correct and submit them once they pass a set of unit tests.  repl.it provides a feature called classrooms which essentially allow you to create lab assignments for students with auto grading features.

repl.it is a very popular online collaborative programming Integrated Development Environments (IDE).  repl.it supports over 50 programming languages and has support for unit testing of student programs.

Setting up a repl.it account is straight forward by signing up.  There are two modes Teachers and Students.


When you select Teachers mode you can create Lab Assignments which are essentially classrooms in repl.it.  


The Create Classroom option allows you to create a Lab Assignment, you have to name it and also specify a Programming Language.  If you on a paid option you can make these classrooms private.  By default they are public and accessible to anyone who has a link.


You can setup the Lab Assignment as show below.


For each Assignment (Exercise) you can provide details of the problem on the right hand side panel  and provide skeleton code on the left side.


You can use Mark down on the right hand side panel to write the details of the Exercise the student is going to solve.  This can include text, code snippets and images.  You can also embed html tags as well if needed. You can have fairly elaborate descriptions provided for the assignment description, when you include images.


The next step is to setup unit tests to check if the students code submissions work.  You can get to the next screen by clicking on the next button which is on the top right hand corner of the figure above.


You can setup as many test cases as needed.   Basically in a test case you provide the inputs separated by spaces and the outputs.  In the figure below the inputs to this problem are 10, 10, 10, 2, 3, 4 and the expected outcome of this program is the addition of the volumes of the two boxes with the dimensions 10x10x10 and 2x3x4 which is 1000 + 24 = 1024.  This is given as the output in the cage below.


There are subtle variances on how you can specify the output.  

  1. Flexible - Will ignore whitespaces and and special characters when checking with the output
  2. Strict - Will check for an exact match in an output including whitespaces
  3. Regexp - Here you can use regular expressions to check for the answer
These are essentially unseen unit tests that we are providing to check the students solution.

In the same page you can also provide feedback to students by providing a sample solution.

You can preview the exercise as the student sees it and once satisfied you can publish the assignment.

There are multiple ways to distribute the lab assignment to your students.  The easiest way is to send them an invite.  You can select Invite more under Student Overview.

Here you can either enter the emails of the students or share the Direct invitation Link
One of the coolest features that you get as a teacher you can monitor how your class is progressing.

You get email notifications of when students enrolled and submit lab work.  You can also click on any of the completed lab work to see what the student has done and also to provide feedback if needed.  

The students when attempting the assignments they use the built in repl.it editor on the left panel to write computer program.  


In the above assignment the student had to complete the function given in line 32 to 34 as part of solving the lab exercise.  The students use their own test data to check the program.  The beauty of repl.it's unit tests is that using the Flexible and RegEx options you don't need to have exact matches.  The students output has the text Volume of Box is followed by the calculated output (See the black panel on the bottom left corner above).  This additional text is ignored.  For this specific run the student has used 40 30 20 5 6 7 as inputs and has got 24210 as the output.

The CSV file that can be generated contains a summary of all submissions done by students.  You receive an email of the CSV file when you select the option Export to CSV.

We have found increased student satisfaction and engagement when we used repl.it to support programming labs.

A detail study of using repl.it and other related tools were published in a research conference. This paper highlights the use of Active Learning Approaches to enhance Student's learning experience in programming and related concepts[1]


References

[1] Imbulpitiya, Asanthika, Nuwan Kodagoda, Anjalie Gamage, and Kushnara Suriyawansa. "Using Active Learning Integrated with Pedagogical Aspects to Enhance Student’s Learning Experience in Programming and Related Concepts." In International Conference on Interactive Collaborative Learning, pp. 218-228. Springer, Cham, 2019.











Using repl.it for interactive programming during a live Webinar



repl.it is a very popular online collaborative programming integrated development environment.  repl.it supports over 50 programming languages and brings online collaborative programming to a new level.

In this article we will explore how we used repl.it as a mechanism that supports online activities during a live webinar session.  In an undergraduate freshers programming module we used to use Microsoft Visual Studio in physical lab session.  The current online delivery methods that we are using forced us to rethink about the Integrated Development Environments (IDE) that we should use.  Essentially we wanted to use an IDE that allows online web based programming and one that supports online collaborative programming.

We have had experience using repl.it in the past and we have used it widely at SLIIT Faculty of Computing for several programming modules. In the past we have used it as a way to share code we academics write to the students and also as a way for self assessed labs which students are required to submit.  repl.it's ability to share code seamlessly and allowing students to change the code the teachers write is the reason that we have used in the past.  It also has a unique way of setting up assignments which can be auto graded using a feature called classrooms.  

During live webinar lectures that we conducted through Microsoft Teams Live Events and zoom we got students to write code using repl.it.  The students had to submit their program code by copy pasting the url of their code to Slido.  This is a Q&A tool that we used during the live lectures.


This allowed us to show and run programming code that the students did during the live webinar session.


Allowing us to look at student submissions, discussing it, running the programs and also modifying the programs submitted during the live webinar made a compelling interactive session allowing students to try out the programming concepts thought during the live webinar itself.

Typically this would have been done as an asynchronous activity alone, where students would try out programming exercises after the lecture is over.  Students also had the option of clarifying doubts that they had by asking questions directly using Slido


70% of the student population felt that the repl.it platform was effective for coding during the live webinar.  We suspect that the 25.7% who were neutral might have failed submit a correct coding solution to the problems we gave. As we continue to use this platform we feel that students will be more comfortable with the programming environment and will be able benefit more.

What was amazing was that we introduced this environment during their first live webinar, the students were able to setup their accounts get used to the environment and submit code for a new programming language that they just learnt C++.   Usually students are introduced to programming environments during physical lab sessions.  A sample first program submitted by one of the student is given below.








Doing collaborative Lectures with a resource Panel of Lecturers in Microsoft Teams Live

The current global pandemic has created an unprecedented  situation which has caused major disruptions in life arguably after the 2nd World War.  Every sector including the Educational Sector had to innovate to keep business as usual. One of the major challenges in the shift to online education, is keeping student attention during live webinars.  Getting Students attention has been a major difficulty even in face to face classes. The problem escalates when we have more students in a typical university setting.

Interactive techniques like live polling, doing interactive work, using breakouts for group work are ways which are known to enhance student engagement.  In delivering an undergraduate freshers course on programming and software engineering, we tried to use a novel approach of making use of a resource panel to deliver live webinars.  This involved planning well in advance to ensure a smooth delivery during the webinar.  This article describes the approach we used to conduct an online lecture making use of a set of academics to represent a resource panel.


The idea that a group of resource panel might be able achieve better student retention during an online live  lecture was based on the experience the resource panel had in observing how panel discussions are conducted during live conferences.  The resource panel were part of lecture panel that delivered an undergraduate freshers course on Object Oriented Concepts.  Essentially this course is a mixture of software engineering concepts and programming.  We have over 2,000 students taking this course this semester at SLIIT Faculty of Computing and in typical face to face classes we would take a maximum of 240 students in a classroom.  

Since we decided to use Microsoft Teams Live Events we needed to factor considerations of using that platform as well.

We had other support staff to manage the Microsoft Teams Live Events.

Composition of the Resource Team
  1. Resource Panel - 3 academics
  2. Moderator - 1 academic who would ask questions
  3. Microsoft Teams Live Events - Producer - 1 academic
  4. Handling Q&A - 1 academic
The key take aways of doing a successful collaborative live webinars are as follows.
  1. Getting to know the tools that you are using really well.  We used Microsoft Teams Live Events, Slido and freeOnlineSurvey.com    You cannot experiment during a live webinar, to do a great live webinar requires a good knowledge of the tools at your disposal.  We spent several days experimenting with specially Microsoft Teams Live Events as it was a new tool for everyone.  By the time we went live, we were pretty confident that we would not have any surprises during the session.
  2. Planning the delivery.  We prepared a detail script on who would take what section.  Essentially the material we took was a lecture that was traditional done by one academic. We broke the lecture into sections allowing each resource person to take a logical section.
  3. Embedding interactivity.  We planned to embed Quizes, and interactive activities to the lecture.  The quizzes were prepared in advance in freeOnlineSurvey.com and the interactive activities included answering questions to submitting programming code.  We used Slido for Q&A and later for some of the webinars we also used Microsoft Teams own Q&A tool.  For programming we used the collaborative online programming editor repl.it.  In both cases (programming and answering questions) students submitted their answers to the Q&A platforms provided.  In addition they were encouraged to ask any other questions they had.
  4. Communicating during the Webinar.  This was a key element to ensure that everything went smoothly.  We setup a WhatsApp group to communicate.  This helped us to adjust on the fly as the situation demanded, resulting in a seamless delivery during the live webinar.
  5. Planning out carefully who shares the screen.  Although multiple resource personal could share their screen, we opted for one individual to control the screen.  We recognise that for most teams it would be better for the individual resource person to share their own screen.  The only thing you need to do if this approach is used is to ensure smooth transfer between the sharing of screen.  The producer should be in sync of what is happening.
  6. The final point obviously is a given, you need to know the content in and out. This was not a problem for us as we have been delivering this course for over three years.
During the live delivery we had the moderator leading the session asking the resource panel the various questions that leads to them describing the relevant content.


Close to 84% of the students claimed that this specific delivery method increased their interest in the course.  A majority surveyed found this method of delivery was a better approach and said that they had higher retention rates even when the delivery was close to 2 hours.

The lecture content of the webinar was close to 1 hour, the rest of the periods were for various student activities.  The time for embedded student activities varied from half an hour to one our depending on the nature of the lecture we conducted.



Interactivity in Microsoft Live Events Webinars

Microsoft Live Events is a broadcasting platform that scales upto an audience of 10,000.  It is the big brother of all all other Webinar Platforms which includes Microsoft Teams, Cisco Web Ex and Zoom

The other main plus point this platform has in addition to the numbers is the uninteruppted session that can be conducted. 

Downside on using Microsoft Live Events is that larger numbers in the audience and a time lag of 10 to 20 seconds from the live broadcast.

We managed to have highly interactive sessions with upto 800 students using Microsoft Live Events.  The key was recognising the delay of upto 20 seconds.


The approach we used was that we would give students an interactive activity which were typically quizzes. This could be something lasting from one to five minutes (See Slide 3 from above image).  Instead of discussing the results immediately we would dive into a section and comeback for the discussion of the student answers later (See slide 8 from above image). This ensured that the majority of students had time to attempt the quiz even if they had delays in the broadcast.

We slightly deviated for questions where students had to use the Q&A to answer a direct question we posed.  These questions were of a more inquiring nature, which were asked as we teach students new concepts.  This was used to generate ideas students had and ensure that their thoughts were in the right track.  We used slido and Microsoft Live Events for Q&A in these situations.  In these situations we generally we do not expect the entire student cohort to respond to a direct question we ask, so if we get a set of sample answers we would take it as a representative sample.  In this case we would wait till we see a few answers come up in the platform that we used and move ahead with the explanation.

We have tried the second approach successfully even in situation where students had to produce a complex artefact such as programming code as a submission during an online delivery using Microsoft Live Events.

The students and our team of academics enjoyed working with Microsoft Live Events.  We were able to produce high quality webinars with no interruptions, the recording were of high production quality.  The students responded with a satisfaction rate of over 86% in a survey we conducted.





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