Baleap tel sig conference slides
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The document discusses the effective use of breakout rooms in a fully online pre-sessional English course at the University of Sheffield, highlighting principles such as collaboration, inclusion, and task-based learning. It compares the functionalities of different platforms, specifically Blackboard Collaborate and Zoom, and provides practical tips for managing breakout rooms. Challenges encountered include connectivity issues and student reluctance to participate, while successful strategies involve clear instructions and the flexible use of groupings.
Baleap tel sig conference slides
- 1. A Breakout Summer First-hand Experience in using Breakout Rooms Effectively on a Pre-sessional 2020. Phil Longwell BALEAP TEL SIG conference 3 October 2020
- 2. Breakout Rooms or Escape room? Image sources: https://www.historymystery.games/escape-game-castle-meadow https://www.norwichvr.com/the-vr-escape-room
- 3. English Language Teaching Centre The University of Sheffield ● 10 week Pre-sessional (PS) course ● Flipped Learning (Interactive Content) ● Blackboard ‘MOLE’ (VLE) and Blackboard Collaborate ● Fully online with students accessing content and live sessions from home ● TEL team and TECH team working from home ● Taught from my (bed)room in Endcliffe Village.
- 4. Lesson Material Interactive Content Google Slides (pdfs) ● Interactive Content - Articulate Rise ● Grade Centre in Blackboard ● All lesson materials created in Google Slides, converted to .pdfs uploaded to Collaborate ● Breakout Group Slides x 2 (based on classes) ● Partner teaching (25 students in total)
- 5. Lesson Material Interactive Content Google Slides (pdfs) ● Interactive Content - Articulate Rise ● Grade Centre in Blackboard ● All lesson materials created in Google Slides, converted to .pdfs uploaded to Collaborate ● Breakout Group Slides x 2 (based on classes) ● Partner teaching (25 students in total)
- 6. Breakout Rooms Principles of using them: ● Group work ● Collaboration ● Theories of learning constructivism / connectivism ● Task-based Learning ● Production (Higher Order Thinking Skills) ● Inclusion of all students Different platforms vary in their functionalities. Most virtual classroom tools have a breakout room option, but differ in the way they work and what can be done using them.
- 7. Breakout Rooms : Collaborate ● Collaborate has advantages over Zoom in its ability to share slides (.pdfs, images) directly. ● Google Slides converted to .pdfs work well - sometimes a lot are required, but can be like ‘stop-start animation’ as slides might vary slightly. ● Custom assignment / Random assignment ● Choose an appropriate number of groups depending on student numbers or task or skill. ● Options to manually move students or for them to move themselves, which is recommended.
- 8. Breakout Rooms : EAP / Pre-sessional ● Colour coded groupings ● Single, tailored Image slides ● Clear instructions / reminders ● Options for students to move ● Different groupings for different skills, tasks
- 9. Breakout Rooms : EAP / Pre-sessional
- 11. Breakout Rooms : EAP - what did not work ● Connectivity. Starting/moving into breakout rooms - slows Collaborate down. ● Breakout sessions without clear instructions. ● Learners who did not do the interactive content beforehand. ● Students unwilling to speak. ● Glitches in slide sharing. ‘Random’ groups. Fun but unreliable. Slides missing in Collaborate. Better in Zoom! Despite some ‘teething problems’, having patience helped and even the adapted materials included a reflective element (self study).
- 12. Breakout Rooms : Tips what did work ● Make sure you have the main and breakout slides uploaded to Collaborate. Add Files to main room then share to groups. ● Pre-assign Breakout Group & share slide(s) before the lesson begins. ● Give clear instructions - what should students do and how long do they have. ● Have a separate set of breakout slides, but vary these if needed. Collaborate more flexible than Zoom. ● Make sure everybody knows what group they should be in and give a warning before starting (if not already pre-assigned).
- 13. Breakout Rooms : Tips ● For difficult tasks, show the breakout slide(s) in the main room and check understanding before asking students to move to the correct room. ● Keep the same groups throughout the course for one skill (e.g. writing) but have a second set of groupings for other lessons (e.g. speaking/seminars) ● Encourage students to turn on mics (cameras if appropriate). Assessment! ● Warn students when Breakout groups are going to end. Countdown! ● Make slides visual - consider different tasks or options for each room. Differentiation! Image credit: Esther Park @MrsParkShine
- 14. Breakout Rooms : Tips ● Audio - use headphones or earphones / feedback and background noise ● Vary the number of breakout rooms and be flexible if something isn’t working. ● Make use of the Group chat as well as the ‘everyone’ chat. Know the difference, too! ● Unobtrusive monitoring and the Panopticon principle! ● Think about numbers - what is the most effective - ‘Bystander Theory’ ! Image credit: Adam Simpson in Shone (2013)
- 15. Conclusions ● Collaborate is excellent for file sharing and the management of documents within the platform. ● It has advantages over Zoom in this one main respect. Zoom has advantages over screen sharing, a more user-friendly interface and annotation and whiteboard options. ● Effective management of breakout rooms (groups) is dependent on a number of factors highlighted, but ultimately they are essential at EAP level in order for inclusion, engagement and production. Higher-order thinking skills.
- 16. Conclusions ● Collaborate is excellent for file sharing and the management of documents within the platform. ● It has advantages over Zoom in this one main respect. Zoom has advantages over screen sharing, a more user-friendly interface and annotation and whiteboard options. ● Effective management of breakout rooms (groups) is dependent on a number of factors highlighted, but ultimately they are essential at EAP level in order for inclusion, engagement and production. ● Note: MS Teams is rolling out virtual breakout rooms very soon (Q4): https://bit.ly/3coddO0
- 17. References: Longwell, P. (2020). Getting Students to Collaborate in Breakout Rooms in Remote Teaching. An LTSIG workshop delivered on 29 August 2020. Recording available here: https://www.youtube.com/watch?v=0o3l0u6Qpok Longwell, P. (2020). My EAP Summer in Sheffield: A Reflection. Available at: https://teacherphili.com/2020/09/05/my-eap-summer-in-sheffield-a-reflection/ Read, D. (2020). Collaborate Breakout Groups. A training session given to ELTC teaching staff, PS10 on 25 June 2020. Slides accessed here: https://bit.ly/31kIsWs Recording not publicly available. Shone, T. (2013). Surveillance State. A review of ‘The Panopticon’ by Jenni Fagan. Available at: https://www.nytimes.com/2013/07/21/books/review/the-panopticon-by-jenni-fagan.html Accessed 11 September 2020.
- 18. Q & A