Preparing for Live Online Teaching with Collaborate Ultra

Preparing for Live Online Teaching with Collaborate Ultra

Creator(s)

Organisation(s)

Centre for Academic Practice, Trinity College Dublin

Discipline(s)

Teaching & Learning

Topic(s)

Digital Learning, T&L Practice

License

CC BY

Media Format

PDF

Keywords

applicationsaudioblendedbreakoutbreakout roomscollaborate ultradigitalfilesguidehow tohybridinteractiononlinepollspracticeremoteteachingvideovirtual whiteboard

Submitted by

Exports

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.

Creative Commons Attribution (CC BY)

This work is licensed under a CC BY license, allowing sharing and adaptation with proper attribution.

https://creativecommons.org/licenses/by/4.0/
? This citation is automatically generated and may not be perfectly formatted. Always check and adjust it according to your required citation style.
Centre for Academic Practice, and Trinity College Dublin (2021). Preparing for live online teaching with collaborate ultra. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/preparing-for-live-online-teaching-with-collaborate-ultra/

Related OER

This report discusses the views of final year students and graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success. The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar, student talks, a panel discussion and workshop discussions on the day of the seminar. In order to have a framework to discuss the concept at the seminar, a thematic analysis was performed on the written submissions which students submitted prior to the seminar. Three broad categories of success were identified: academic, personal and social. While initially academic success features predominantly, as students progress through their studies, they develop a more holistic perspective where personal and social success become increasingly important to them. Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation.

While Generative AI technologies have existed for many years, recent rapid advances in the field have pushed these technologies into mainstream use across society. As higher education institutions grappled with these new technologies, initial responses focused on potentially significant threats to academic integrity. However, as our understandings have evolved, there is an increasing awareness that these developing technologies also present opportunities for teaching, learning, assessment and research in higher education.

Against this rapidly evolving backdrop, we in the Centre for Academic Practice (Trinity College Dublin) found ourselves faced with new challenges. How could we best support our educators to respond to the challenges of GenAI? How might we influence and support strategic initiatives and policy development regarding GenAI for teaching, learning and assessment at the institutional level? Conscious that our colleagues across the sector were facing similar challenges, we decided to initiate a cross-institutional collaboration with teaching and learning leaders from across the sector, where we could tackle this together!

An interactive learning tool that explains academic integrity at University College Dublin. The unit features short videos, quizzes, and scenarios designed to help students reflect on ethical learning.

UCD Academic Integrity Policy

CC0
Report an Issue

Name

External Resource

Following this link opens a new browser tab and sends you to an external website outside of the National Resource Hub

Proceed

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