BigBlueButton(BBB) is a web conferencing tool which supports real-time sharing of audio, video, slides, chat, and screens. This eTool is integrated within the institutional Learning Management System, iKamva and has been named Meetings.
BBB offers a variety of features which allows you to prepare for your lectures before engaging in an online meeting:
● Moderate and control student interactions;
● Upload and present their lectures (Pdfs, PowerPoint slides);
● Use annotation features on live presentations and documents; and
● Highlight key sections within a document/article.
‘Live Lecture’ Interactive Engagements
Students should be able to interact with the lecturer and:
● Engage in live interactive video lectures;
● Listen to audio slides and live chats;
● View the lecturer’s shared desktop; and
● Review recorded video lecture sessions.
There is no ‘time-limit’ for the meeting/live lecture. The features can be used in various disciplines across faculties. Students can view the recorded videos at a later stage which assists with the reinforcement of learning.
NB: Approximately 3316 sessions were conducted with the BBB tool for the year 2020.
Users should not select the option to notify users. Lecturers are encouraged to send students an ‘Announcement’ to inform them of the live Meeting/lecture that will take place.
Do not set any closing date and time for the meeting.
Instructional Videos & Instructional Sheet
View the instructional videos below and find attached instructional sheet that will assist you with setting up the online Meeting:
How to Access an Interactive Online Class: https://youtu.be/bWRmGWxmZpo
How to upload and present lectures Pdfs, PowerPoint slides: https://youtu.be/Fe9ulqFb2Nc
How to annotate live presentations: https://youtu.be/G9cHswR8w1k
How to Moderate User: https://youtu.be/JBonvyJVqKM
Education Faculty: Blended Learning Arrangements [planning, design, development prior and during to pandemic/national lockdown]
Lecturers in the Education Faculty created a number of 90 online modules within iKamva, for the 2020 academic year. Lecturers have made use of various eTools (content creation, communication and assessment), including the integration of Turnitin (Tii).
Structured Interactive Online Environments
Lecturers created structured online environments to provide students with relevant interactive learning material such as videos, PowerPoint presentations, articles and documents. The ‘Lessons eTool’ is used to present content in an interactive manner by embedding presentations, videos, and other learning material.
Online Reading Corner
An ‘online reading corner’ was created by a lecturer, which was aimed at motivating students to read different literature pieces and share their feedback within the Discussion Forum.
Lecturers engaged in online meetings with their students, using various online meeting applications (BBB, Zoom & Google Meet).
Weekly Assessment Activities
Students were expected to engage in weekly tasks which were designed within the Tests & Quizzes eTool. These tasks included the use of various question types such as True-and-False, Short Answer and Multiple-Choice Questions (MCQs). Formative tasks were used as a form of consolidation of course content; and also, a space for reflection and goal setting. In addition, these tasks assisted with reinforcement, revision and preparation for examinations as well as their future careers as educators.
Assessment submissions: Turnitin (anti-plagiarism) platform prior to final submission
‘Take-home’ assessments were set up, whereby students needed to submit a research proposal. Rubrics were shared with students which entailed the assessment criteria. These assessments were set-up and students were expected to submit assignments within the Tii platform, prior to final online submission (link within iKamva: ‘use Tii plagiarism service’). The students were given sufficient time in order to submit and edit accordingly for re-submission purposes.
Students were required to complete evaluations (surveys shared via iKamva) – which provided feedback to the lecturers around their teaching and learning approaches; and student learning and progress.
Group assignments and structured reflective assessment tasks
A lecturer within the Language and Education Department has created structured online environments for undergraduate and postgraduate students. Various individual and group assessment tasks were created. The students were expected to join a specific group, contribute to the group sessions; submit group assignments; as well as individual reflective pieces.
Use of WhatsApp for assessment purposes: Supplement the online environment
Students created WhatsApp recordings/podcasts (oral assessment task) aligned to specific topics. The reflective oral tasks were uploaded via the ‘Assignments eTool’ within iKamva.
Design & Development of ePortfolios
ePortfolios have been used as practical tools for teaching and assessment purposes. The CIECT team assisted the students (undergraduates across 3 modules, and various year levels) to design and develop ePortfolios. The final ePortfolios were shared with the lecturers for assessment purposes.
Integration of Math tool for Graphing, Geometry, 3D Visualisation
A lecturer within the Math Education Department has made use of an external tool which was integrated within the iKamva lessons tool.
The external tool GeoGebra (https://www.geogebra.org) was implemented in order for students to practice using the online math tools for graphing, geometry 3D and more. Students are able to download the program on their laptops or PCs and as an App on their smartphones. The benefits are numerous as the students’ learning is more meaningful, as concepts are visualised in real time. Short tests were set up to enable students to assess and reinforce learning as they received their scores immediately. Students were able to repeatedly engage in these self-assessment tests.
CIECT conducted the iKamva Live/Synchronous Demonstration Sessions via Google Hangouts from Monday-Friday, 01-05 March 2021. A total number of 901 UWC first year and returning students joined these sessions. Students who joined these sessions were familiarised with the iKamva platform in order to access and navigate their online modules, engage with learning content and submit assessments. Students were also advised on how to access their student email.
During these sessions students were able to ask specific questions which were mostly related to:
· Access to their online modules in iKamva
· How to access student email
View Table below which highlights the number of students who joined each session.
Live/Synchronous Demonstration Sessions via Google Hangouts: Familiarisation of the Online Platform (iKamva)
|Monday, 01 March 13:00-13:45||Click on link to join session:https://meet.google.com/wjy-hsyx-kxu||Number of students attended 249|
|Tuesday, 02 March 13:00-13:45||Click on link to join session:https://meet.google.com/wjy-hsyx-kxu||164|
|Wednesday, 03 March 13:00-13:45||Click on link to join session:https://meet.google.com/wjy-hsyx-kxu||196|
|Thursday, 04 March 13:00-13:45||Click on link to join session:https://meet.google.com/wjy-hsyx-kxu||224|
|Friday, 05 March 13:00-13:45||Click on link to join session:https://meet.google.com/wjy-hsyx-kxu||68|
All sessions are recorded and shared accordingly with attendees.
The same sessions will continue on Monday-Friday, 08 – 12 March 2021
EMS Faculty: Blended Learning Arrangements [planning & design prior and during Covid-19 pandemic/national lockdown]
A number of 266 online environments have been created for the 2020 academic year. Lecturers across the various departments within the EMS Faculty engaged in blended activities to supplement their learning-and-teaching. The iKamva platform was used to conduct online lectures and tutorials.
Scaffolded Lessons (slides, readings and multimedia resources) aligned to outcomes & weekly checklists
Lesson topics were scaffolded into sections related to specific learning content, chapters and themes accordingly. Learning outcomes were provided at the start of each section, in order for students to familiarise themselves with the required objectives. This was supplemented with a checklist which students could use to monitor their progress for the activities in each section. Multimedia resources such as YouTube Videos, reading material, and lecture slides, were embedded within each section.
Structured Course Resources
A lecturer within the Extended Curriculum Programme (ECP) which focuses on the discipline of Financial Management and Business Analysis has structured specific learning materials using the ‘Course Resources tool’ effectively. These structured resources included: recorded video lectures, audio- recordings, lecture presentations and feedback to specific tutorial tasks.
Assessments aligned to weekly topics & activities
Both formative and summative assessments were structured within the Tests and Quizzes as well as the Assignments eTools within iKamva. Students are therefore allowed to submit their work remotely and enable immediate tracking of non-submissions. Major assignments were checked for originality using iKamva’s Turnitin integration. Weekly assignments were set up for student submission and constructive feedback was provided. Lecturers have created weekly tests and quiz assessment activities within their respective modules for their students (part-time blended approach and fully online students). The specific tests were aligned to the learning content that they engaged in for the specific week.
Creation of Question Pools for Formative and Summative Assessment
An Industrial Psychology module was structured according to weekly lessons and topics related to the learning content. Once students navigated the learning content they were expected to complete formative assessments to test their learning and competence. The specific semester test was structured in two parts which allowed the two student groups to work with two different data sets. The lecturer also created question pools and sub-pools, which were set up in advance and imported into the relevant assessment. Students were allowed to view the memo only after the tests were completed, in order to identify gaps in knowledge and review accordingly.
Contact CIECT to assist with the development of your interactive online environment.
Training Workshops [March – Nov 2021]: Create lessons making use of the 3D assets/objects (EON-XR Platform) & embed within iKamva
The CIECT team has collaborated with the EON- Reality team to offer hands-on interactive sessions to create structured Augmented Virtual Reality (AVR) lessons, making use of 3D assets/objects within the EON-XR Platform.
The training workshops should enable participants to:
· Navigate and manage the Creator AVR and EON-XR Platform
· Experience a Creator AVR lesson
· Create and assign Creator AVR lessons making use of the 3D assets/objects
· Apply basic teaching and learning pedagogical models with Creator AVR
· Embed the 3D teaching resource within the ‘lessons tool/content pages’ (iKamva).
The Training Programme/Session will entail the following:
|Access & Navigate Creator EON-XR Platform Portal||§ Access and navigate online environment§ Engage with structured learning content|
|Experience a Creator EON-XR lesson||§ View a specific lesson§ Engage in learning activities|
|Create and assign EON-XR lessons making use of the 3D assets/objects||§ Create EON-XR Lesson § Add text to speech snippets§ Assign task items§ Save and publish lesson|
|Embed the 3D teaching resource within the ‘lessons tool’ (iKamva).||§ Access online environment§ Embed interactive 3D resource within Lessons|
Training Workshop Dates & Links (via Google Meet/ Hangouts)
Please join the hands-on interactive sessions to familiarise yourself with the EON-XR Platform from March – November 2021. These Live/Synchronous Sessions will be hosted via Google Hangouts.
|Thursday, 25 March 09:00-12:00||Click on link to join https://meet.google.com/zbf-zjhh-cfp|
|Wednesday, 28 April 10:00-13:00||Click on link to join https://meet.google.com/cuf-pjvh-grw|
|Wednesday, 26 May13:30-16:30||Click on link to join https://meet.google.com/goj-eqhu-yea|
|Wednesday, 30 June09:00-12:00||Click on link to join https://meet.google.com/ioq-fedr-bpc|
|Thursday, 29 July10:00-13:00||Click on link to join https://meet.google.com/uvv-ceqf-bgo|
|Thursday, 26August09:00-12:00||Click on link to join https://meet.google.com/nku-iuyy-bjt|
|Wednesday, 15 September13:30-16:30||Click on link to join https://meet.google.com/cek-drix-bqo|
|Thursday, 28 October10:00-13:00||Click on link to join https://meet.google.com/hpf-ztwa-ogi|
|Thursday, 25 November13:30-16:30||Click on link to join https://meet.google.com/zno-rwyu-wpt|
Contact the CIECT team to book for the AVR Workshops.
Integration of AR/VR Library within iKamva: Easy access to created resources & upcoming training (creation of lessons using 3D objects)
The EON-XR Library has successfully been integrated into the institutional Learning Management System, iKamva via LTI integration.
Benefits of integrating EON-XR within iKamva (teaching, learning & assessment)
Lecturers are able to structure lessons/units of work within iKamva; and embed a specific Augmented Virtual Reality Resource/s (AVR). You will be able to link the resource from your lessons page/tool. The AVR resource will open in a new window (opens EON site), allowing the student to view the resource. Hence, the resource is aligned to a specific lesson and activities.
Instructions & Pre-requisites: How will a student view the AVR resource within iKamva?
It is important that your students download the EON-XR Application in order to view the resources within iKamva.
The student will be requested to download application (a pop-up message will appear within iKamva and include the specific application link)
Thereafter the student will be able to view the resource within the application
Hence the student does not leave the online classroom (specific lesson within iKamva). Rather, opening an application in order to view; and easily return to the lesson page.
*Augmented and Virtual Reality education enable students to actively engage with immersive interactive 3D objects.
Access to the EON-XR Library via iKamva
The educational technology, “Learning Tools Interoperability (LTI)” integration will allow any iKamva user to access the EON-XR platform and content through a Single Sign-On (SSO) method. This enables lecturers and students to access the interactive module content from their online environment within iKamva.
EON-XR User Roles (within iKamva)
Your role within iKamva will not change (i.e. lecturer, student, project owner, and tutor).
You will be able to view the Library resources, making use of your current role.
**How user roles are assigned within iKamva? The Student role is automatically assigned to all students within the course roster. All other roles are set-up within the iKamva site creation process.
Watch this space: Training sessions on how to create lessons making use of the 3D assets/objects within the Library
The Library entails many 3D assets/objects (currently 1538 assets).
You will be able create a lesson and make use of the assets accordingly (discipline specific). This teaching resource can be embedded within the ‘lessons tool’, within iKamva.
The CIECT team will be marketing upcoming training sessions.
Lecturers in the CHS Faculty have created a total number of 330 online environments within the institutional Learning Management System, iKamva – during the 2020 academic year. Lecturers within the CHS Faculty have made use of various eTools, which includes Google Applications and iKamva (communication and assessments).
Interactive Communication: Discussion Topics, Supervision,
The communication eTools used include Announcements, to keep students updated on administrative and content related tasks and activities. The Discussion Forum was used as a communication tool for group engagement, supervision activities, and overall class discussions. Lecturers used the BigBlueButton (Meetings eTool) to facilitate lectures and discussions with students, sharing resources and bringing together speakers on different topics.
Lessons aligned to Clinical Practicals
Online lessons were designed and aligned to module topics; and specific Clinical Practical outcomes & broad module outcomes.
Formative and summative assessments: Online Community block teaching module
Various assessments, specifically class and group assignments were structured online for student submissions.The Tests & Quizzes eTool has been used across disciplines for formative, as well as summative assessments. A community block teaching module was structured to allow for students who were unable to physically access their communities for fieldwork purposes. The lecturers used the ‘Community Process’ document as a guideline for students regarding processes to follow in the communities. However, the assessment of learning was based on a selection of essay topics, rather than the traditional case study. The students submitted their reflective tasks to the Assignment eTool, which was also linked to Turnitin (anti-plagiarism platform).
e-IPE World Café Success Story: Collaborative online interactive session via iKamva (UWC & Stellenbosch University students)
The Interprofessional Education Unit (IPEU) hosted the first e-IPE World Café on 8 May 2020 via iKamva. As a result of the lockdown due to Covid-19, this event called for creative intervention to ensure that no student was disadvantaged due to a lack of data. UWC and Stellenbosch University students from Dietetics and Nutrition, Physiotherapy, Social Work, Natural Medicine, Biokinetics and Medicine engaged in a 2-hour session via iKamva. eTools used included that of the chat room to engage in real-time; use of lessons tool to guide students through activities; embedding and sharing of presentations and other resources; discussion forums for group engagement amongst peers and facilitators; and assignments.
Interdisciplinary Research Module
Lecturers within the CHS Faculty set up their online environment for the Interdisciplinary Research module which was offered over a period of two weeks with other lecturers across the CHS faculty. Topics were presented to students over 8 lectures including aspects of research methodology, approaches and ethics. Students engaged in their various disciplinary groups. At the end of this block teaching period, the students submitted assignments as individual groups, and also engaged in peer evaluation.