Preparing for Live Online Teaching with Collaborate Ultra

Description

This OER provides an overview of Collaborate ultra for live online teaching. Collaborate Ultra allows you to share audio, video, files and applications, use a virtual whiteboard and run polls. There is also a ‘breakout room’ feature which you can use to support small group interaction within your classes.

Benefit of this resource and how to make the best use of it

At Trinity we use Collaborate Ultra for live online teaching. This is a virtual classroom within your Blackboard module that is designed to support synchronous teaching events, facilitating real-time communication between students and teachers. You can use Collaborate Ultra to support your ‘real-time’ live teaching in hybrid/blended or online provision. This OER provides general guidelines and information on managing breakout rooms.

Related OER

The Toolkit includes an introduction to generative AI and lexicon of terms, guidelines for ethical use, recommended adjustments to common modes of assessment to mitigate against the potential risk of unethical use, and discipline-specific case studies of good practice that share innovative forms of learning, teaching and/or assessment.

This publication will be a helpful, collaborative resource to all teaching staff at and beyond TUS. It may also generate further ideas for improving practice and enhancing student engagement. This first compendium has led to further publications where ‘pedagogical communities of practice’ continue to share our knowledge.

All the ingredients for an instant inclusion resource for students in your VLE.
Itʼs already assembled so download it and edit for your own context.
1.Inclusive technology options in Google and Microsoft Tools and more.
2.Awareness of UDL and how technology gives us options regarding reading, writing and more.
3. Digital Accessibility Skills

The self-assessment guidelines contain policy-oriented questions with good practice examples from countries that have successfully implemented policies for FLPs in their higher education systems. These examples are drawn from the national case studies implemented under the IIEP research, as well as from a broader review of the literature. The guidelines also include key bibliographical references for further reading related to these policy questions.

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URL: https://www.tcd.ie/CAPSL/Assets/pdf/Academic%20Practice%20Resources/Preparing_for_live_online_teaching.pdf