Hurray! You’ve graduated from Pepperdine Caruso School of Law! The last thing on your mind is your Pepperdine Email account, but there are some things you need to know…
COVID-19 NOTE: Student email accounts, WaveNet, and other network-related resources are governed by university policy and managed by the university IT department.Typically, student email accounts, WaveNet access, printing, Zoom, etc. would be deactivated 90 days after the 15th of the month following the date of graduation.In these unprecedented circumstances, this date is being pushed further out. We do not yet have a fixed date for this but it is presently set to be 90 days after commencement. That’s the graduation ceremony, not the official graduation date which for Spring 2020 is 5/15/2020.
At some point, recent graduates’ student email accounts will be deactivated by the university. When the commencement date is set, recent graduates will receive automated notifications in their student email inboxes 90, 60 and 30 days before account deactivation.
After graduation a process starts that begins with your status changing from student to alumnus. This process involves a file transfer that takes place sometimes several days to a few weeks after graduation. Sure, you have the diploma but the system doesn’t recognize you as an alumnus until that file is transferred from the student system to the alumni system. Typically this takes place about a month after the date of your graduation. That’s when all the automated stuff starts up.
On the fifteenth day of the month immediately after your graduation date you will get an email to your student email account. This email will give you the instructions and an important link you will need to setup your alumni email account… but you needn’t wait for that note, you can do it NOW by going here.
Note that student email accounts are disabled 90 days after the student’s last enrolled semester (90 days from the time of your entry into the alumni system — typically less than a month after Graduation day).
Once an account is deactivated the data/emails in that account it is not recoverable.
But there’s good news. You’re an alumnus now! Alumni may obtain a free, email account through Pepperdine’s Alumni Association. You can find more information on Alumni Email at this website.
Part of this process also includes instructions on how to easily migrate your Pepperdine Google Drive contents to a new Alumni Google Drive account! The best benefit? UNLIMITED STORAGE!
After your student email address expires, no mail will be received at your student address. To make a smooth transition, the Alumni Association recommends:
Set up your new alumni e-mailaddress immediately when you get that email noted above.
Forward your mail in Wavenet to a new email address — that new alumni address or another one you prefer. (Note that forwarding will only work up until your student email account is suspended.)
Set up an out-of-office message in your Pepperdine Student Email (accessed through Wavenet) account informing all your contacts of your graduation and of your new email address. Log into Wavenet click on Options, and then update your Out of Office Assistant.
The following guide is intended to walk you through the process of taking your Spring 2020 Final Examinations. Please read these instructions carefully.
Unless you are otherwise notified by your professor, all final examinations will be administered remotely as “open book/open note/open Internet” exams this term.
You will have the ability to
“toggle” between your exam attachment, electronic notes, the Internet, and your
essay responses in ExamSoft.
Your exams will be timed. You are responsible for starting the exam at the time you are scheduled to take the exam and uploading your exam on or before the time the e-mailed instructions indicate you must end the exam. You are responsible for time-keeping if you begin the exam later than its scheduled time. If you begin the exam late, the timer may suggest that you have time remaining, but the deadline for uploading your exam is the time indicated in the instructions.
You are responsible for following the instructions as well as the honor code, which are included with every exam. Your exam submission indicates your certification that you have read, understand, and agree to be bound by the terms of the Pepperdine Caruso Law Honor Code, which applies with equal force to examinations submitted online.
Before taking your first exam, please do the following:
Take a Mock Exam – This will prevent unnecessary stress during exams
Download your Exams in Advance of your Exam Date
For further reference concerning requirements, installation and re-registration instructions and other features of Examsoft’s Examplify, please click here.
STARTING AND COMPLETING THE FINAL EXAM
On the day and time scheduled for your Spring 2020 final exam, an email will be sent to your class with exam-specific instructions, including the exam start and end time, password, and contact information should you require immediate assistance during your exam.
(Please note: If you have been approved and scheduled to take the exam on another day or time, you will receive this information on the day/time your exam was originally scheduled. Please save this information for the time your exam is scheduled. Your exam timer will begin the moment you enter the exam password. Do not enter your password until you are ready to take the exam.)
Once you have received the e-mail with your password information, please log-into Examplify and click on the exam you are taking in ExamSoft.
1. Under “My Exams” on the left-hand side of the screen, look for the name of the the exam you are taking and select it/click on it.
2. Enter the exam password that was e-mailed to you at the start of the exam. (Note: this password is case-sensitive and must be entered exactly as shown).
3. Please read and acknowledge the “Exam Notice,” which is the Pepperdine Caruso School of Law honor code for remote exams. (A copy is attached to this document for your thorough review.) Please read and scroll down to the bottom of the screen before clicking “Next” to accept the terms of the honor code.
4. The “Exam Controls” screen will appear, indicating that the exam includes an attachment and instructions where it can be found under the drop-down menu, “Exam Attachments.”
5. The screen, “Please wait until instructed to start” will appear. Please disregard this statement to start your exam by clicking “Continue.”
6. Next, please check the box, “I am authorized to start my exam,” then click “Start Exam.”
7. Once you have entered the exam itself, you will have the ability to “toggle” between your computer notes, the Internet, the exam attachment, and your response.
As indicated above, you may access the exam attachment by clicking on “Exam Controls” on the top menu, then “Exam Attachments” on the drop-down menu.
8. A pop-up window of the exam will appear on your screen.To open and/or print the Exam attachment in your PDF reader, please click on the printer icon/Print.
9. The exam will appear in your PDF reader and allow you to Print from its application, typically using the printer icon at the top of the screen.
10. Please type your answer in the space provided. There is a timer at the top of your screen.(Please note: It is your responsibility to start and end your exams on time. Your exams must be uploaded by the exam end time and will not allow for a “late start/end time.”)
11. Once you are finished with the exam, click “Finish” at the bottom right hand corner.
a. Before the time expires, you can upload your exam, as you typically do in Exam Controls as shown below.
b. IF the timer expires, a screen will appear to inform you that your “Time Limit is Reached,” and the exam will be uploaded for you. Please keep track of your time to ensure your exam is uploaded at the scheduled end time.
c. If the time limit expired and your exam was uploaded for you, you will see the following screen, which will indicate the status of the upload:
If you have manually uploaded your exam, you will be asked to confirm the completion of your exam. If you are certain that you would like to submit your exam, check the box and click “Submit Exam.”
13. PLEASE make sure your exam is completely uploaded. Wait until you receive the green screen, “Your exam has successfully uploaded.” Do not close your laptop until you see this screen.
(Please Note: If you do not receive an email confirmation of your exam submission, please open your laptop again to complete the upload process.)
Once you see this green screen, you may click “Return to Dashboard.”
HONOR CODE STATEMENT FOR REMOTE EXAM TAKING – SPRING 2020
The following statement will be attached to every exam you will be taking this term. By clicking “NEXT” and entering the password for your exam, you agree to the following:
By checking the box
below, you certify that you understand that the terms of the Pepperdine Caruso Law Honor Code apply
with equal force to examinations administered online. [link to the full policy]
In particular, you are aware of the following non-exhaustive examples of prohibited conduct that specifically apply to exams:
1. to consult with any other person during an examination, unless expressly authorized by the instructor;
2. to edit overtime on an examination;
3. to obtain unauthorized information concerning an examination one is to take, without immediately informing the Dean;
4. to take an examination for another student;
5. to divulge the contents of an objective or essay examination (note: all exams being administered online this semester should be considered as designated as an examination ‘not to be removed from the virtual examination room’)
6. to intentionally and unnecessarily disturb others taking an examination;
7. to incorporate into work offered for credit any passages taken either word for word or in substance from any work of another without properly crediting the original author and work;
8. to submit as one’s own work the work of another;
9. to submit for credit work that has been previously offered for credit or submitted to a journal;
10. to submit for credit work prepared in collaboration with another without securing the instructor’s permission in advance of submission;
11. to improperly reveal to a professor one’s identity in connection with an examination which is to be graded on an anonymous basis;
12. to unlawfully possess, distribute, or use prescription drugs without proof of prescription, to enhance academic performance;
In addition, it is a violation of the Honor Code
to willfully fail to fulfill the duty owed by every law student to report promptly
to the Board Chairperson or the Dean all circumstances which he or she believes
to constitute a violation of the Honor Code and to identify the person or
An honor code investigation may include, but is not limited to, collecting electronic data from computers, phones, and other potentially relevant data sources. Violations of the Honor Code are extremely serious, can cause sanctions including expulsion, and must be reported to the bar examiners as part of the moral character determination, thus potentially hampering your ability to ever practice law.
IF YOU NEED ANY TECHNOLOGY ASSISTANCE, PLEASE FEEL FREE TO REACH OUT TO INFORMATION SERVICES AT (310) 506-7425 OR SUPPORT@LAW.PEPPERDINE.EDU. GOOD LUCK!
If you have problems, the first thing to do, is to completely shut down your computer and restart. Most computer problems are corrected with this remedy.
Before you begin your Zoom session, we strongly recommend that you shut down and turn off any and all extraneous applications, especially those using the camera, the microphone, or the speakers. Turn off facebook and other social media apps. The only thing you should have running is your Chrome browser with minimal tabs open (two or three?). Avoid news sites, sites with video, other things that require more bandwidth while using Zoom.
Mic Problems? Try checking your microphone settings in Windows or on the Mac. Make sure that the microphone is on and is turned up enough to pickup your voice.
As a student you may want to use MS Word for taking notes but note that this may be an ideal time to use Google Suite apps as they are very lightweight and will save your computer’s power for more Zoom fun.
If your trouble shooting attempts above do not yield results, please see this comprehensive support site from Zoom
Note: you may find it valuable to acquire a USB headset for your Zoom classes. That will remove some variables with your computer’s audio (mic and speakers).
Please contact University Technology Support directly at 310-506-HELP (4357)
Chat live with our support team by visiting your account and selecting help in the lower right hand corner here.
Phone dial-in: 888-799-9666 ext 2
If you do not have a computer or way to connect to Zoom via the internet, please contact Dean Goodno.
What if, as a Pepperdine Caruso Law student I have a bad internet connection? How should I join my classes by Zoom? Can I call in?
You must use the Zoom app and connect via Internet. See our guide for students here. We strongly recommend that students use a computer with a reliable internet connection for connecting to their Zoom class sessions. Telephone dial-in will not work for attending classes remotely It is possible to connect using cell phone data to “tether” the phone’s internet connection to a laptop or desktop computer. Check with your mobile phone provider for details on this feature. Android Tether ArticleiPhone Tether Article
If you have questions please contact ExamSoft support at (866) 429-8889 or you may stop by the Law Library’s Public Services desk and ask for an Information Services team member.
Compatibility with Catalina
Examplify now supports the latest Mac OS Catalina. However, if you want to update your Macbook devices to this software, you must also reinstall version 2.1.0 of Examplify by going to www.examsoft.com/pepperdinelaw.
Both TWEN and Courses are utilized by both students and faculty for effective classroom communication. Read on to learn more about COURSES.
Coursesis Pepperdine’s open-source, learning management system that offers faculty and students a collaborative online environment to support teaching and learning. Basic features of Courses allow faculty to post syllabi, grades, and announcements. For more information, visit the University’s Courses Community page. Watch the video below to learn more about the basic features of Courses and view the user interface. For step-by-step instructions and a list of FAQs, please visit Pepperdine’s Courses Faculty Guide.
For online teaching, it is important to give students a clear agenda and set clear expectations for the class. Without the visual and in-person cues and conversation one receives in a regular classroom setting, guidelines are crucial to help the class flow. Consider giving students a written plan or agenda for each class meeting, via email or screen sharing a document at the beginning of class.
Encourage student engagement by using online platforms such as zoom’s whiteboard attachment. In whiteboard, through sharing your screen, students can use annotation to mark up the text.
To break up lecture time and encourage student engagement, consider breaking students into discussion groups; you can use zoom’s breakout rooms feature for this.
Pre-set your meeting settings to mute participant’s microphones upon entry. This will allow students to enter class without ambient noise, and keep your class environment more controlled.
Take a second after larger sections of lecture material to check in with students for comprehension.
Speak as if you are truly face-to-face with a class, and ensure you are a proper distance from the microphone and camera.
Embrace the pauses at the end of content delivery, giving students time to process.
For a comprehensive blog about the different features zoom offers, and how to navigate its basic functions, see our Zoom For Faculty page. Note that by scrolling to the bottom of the post, you can find additional posts that target specific questions regarding zoom.
FOR QUESTIONS OR ANY OTHER FORM OF TECHNOLOGICAL ASSISTANCE, PLEASE FEEL FREE TO REACH OUT TO INFORMATION SERVICES AT (310) 506-7425 OR SUPPORT@LAW.PEPPERDINE.EDU. GOOD LUCK!
In your zoom settings, you can customize your zoom personal meeting ID (PMID) to a different number. If helpful, you may change it to your faculty phone number extension.
For more information on how to set your PMID to be used for office hours, see this article.
To begin, navigate to the zoom website and log in.
Click on the Profile tab on the left column. Then click on Edit for the Personal Meeting ID bar.
This will open a page where you can edit your PMID. Simply delete the numbers that have randomly been assigned, and enter the sequence you would like. We recommend that you use your 10-digit faculty phone number. Remember to save your changes.
There have been numerous instances in which a faculty member is not able to properly access their Zoom account and receives an error notice, or gets redirected to Zoom.com.
While Zoom accounts are meant to be linked to an email designed as “email@example.com,” for faculty who teach in the 2PEP platform and “firstname.lastname@example.org” for instructors who teach regular on-ground courses, these accounts are getting mixed up.
Evidently, random faculty accounts that have been mixed seem to have restrictions on their settings they otherwise would not have with their proper Pepperdine account. Pepperdine and 2U are currently collaborating to fix these Zoom accounts, and we apologize for any inconvenience this may cause.
To avoid this issue: Please access 2U’s Zoom course sessions through the 2PEP platform. Use pepperdine.zoom.us to access all other Pepperdine sessions such as regular JD course meetings and faculty or staff meetings.
The Zoom software offers multiple options to schedule a meeting, such as from the Zoom App (desktop or mobile), the Zoom Web Portal, or from a Zoom plugin (Chrome, Outlook, Firefox).
This post will go into detail on how to install the Zoom Chrome extension, specifically. The Zoom Chrome extensions allows participants to schedule or start Zoom meetings directly from Chrome, as well as schedule them from Google Calendar. You may learn more about the Zoom Chrome extension by visiting Zoom’s official documentation here, or continue reading to learn how to use and install the service.
1. To utilize the Chrome extension, you must first have the Chrome browser, which you may download here. Note that Chrome is compatible with Mac OS X 10.10 or later, and it is preferable to have the latest updated version.
2. If you are already using the Chrome browser (or if you have just finished successfully downloading it), next, you may download the Zoom Chrome extension from the Google Chrome Store by clicking here.
3. From the Chrome Store, select “Add to Chrome.”
4. A pop-up window will now appear to confirm you selection. To confirm and begin installation, select “Add extension.”
5. Shortly, you should now see the Zoom icon appear at the top of your browser menu, to the right of your search bar. Another pop-up menu will show asking whether or not you would like to sync these extension to all computers under this Google account; select your preferred choice.
6. Now, when selecting the extension’s icon, you will be asked to sign-in. To use your Pepperdine Zoom account, select “Sign In with SSO” at the bottom.
7. Next, enter your Pepperdine email address and password.
8. You will now be able to either schedule or start a meeting directly from your Chrome browser menu at any time.
9. Additionally, when logging on to the Google Calendar associated with your Pepperdine account, you may schedule any calendar event or invite as a Zoom meeting.
To do so, simply select on the time and day you would like to schedule a meeting on your calendar, and a pop-up window of details will appear. Adjust the meeting settings accordingly to fit your preferred title, date and time.
On this window, select “Make it a Zoom Meeting” on the bottom right.
10. You will now see the meeting created, alongside an automatic Zoom Meeting Link. To edit or view the details of this meeting, simply click on the scheduled event.
11. If you have shared this meeting with another individual, he or she will automatically receive an email with the Zoom Meeting invitation and link. If you would like to adjust any details on your created meeting, simply select the “Edit” pencil on the top menu of your scheduled event.
In this post, we will discuss how to utilize PowerPoint and/or Google Slides to create an informational and visually effective presentation that will generate the optimal level of student learning engagement and retention.
Because this is a lengthy post, feel free to navigate to the topics of interest in the table of contents below, as well as be navigated back to the top at the end of each section.
When creating a presentation, it is important that the audience is in mind, the presentation is message focused, and that the information is presented in a clean, clear format. Knowing visual design concepts alongside presentational skills available on popular presentation platforms such as PowerPoint and Google Slides are vital to ensure your information is presented clearly.
Creating a memorable and effective lecture is almost like crafting a story. Here are a few key points to keep in mind when considering the storytelling structure of a lecture or lesson.
Put the audience first. Remember that your story is their story, meaning that though this lecture is coming from your knowledge and perspective, the goal is to have your students understand and relate well enough to envision the knowledge as their own. When creating a lecture, make sure to keep your audience in mind.
Have a solid theme and structure. A theme can be as simple as the main subject point of the day’s lecture–however, it is important to have a clear and set theme in which each sub-point is constantly reconnected toward. The structure can be as simple or as complex as the instructor desires, but it must help build his or her narrative. The more details and complexity included in the lesson, the more important it is to have a clear theme so your students may hear, understand and remember your points.
Hook them early, and add emotion. Though somewhat cliche, it is often helpful to begin a long topic with an engaging anecdote. Individuals are more likely to engage and retain information on topics that they resonate with, so adding an emotional hook with story examples or a brief anecdote may increase your chances of having a more responsive audience. Otherwise, throughout the presentation, attempt to keep only one or two points on each slide, along with visuals that illustrate the message (more details on these topics to come later in this blog post).
Typography can make or break the presentation. Choosing the right font (proper typeface and proper sizing) is important in determining how efficiently a student can read, decode and process the information presented on the slides.
In terms of typeface selection, the general lesson is: good fonts are invisible, while bad fonts are noticed right away. For beginner designers, stick to Helvetica, Arial or Proxima Nova.
When considering font size, ensure your text big enough in order to ensure readability on your screen or projector even in the back of the classroom. For titles, 30pt minimum is suggested; for main text, size 18pt minimum is recommended.
Notice the difference between the first and second slides presented below in terms of readability in typeface and font size selection.
Once you get more advanced, you can start to play around with whatever readable and compatible fonts you like. Keep in mind that for screen projection, sans serif type faces are preferable, as serif is mainly used for print. However, sans serif and serif fonts are compatible when wanting to contrast titles and body text.
Notice the visual hierarchy created with these two different fonts and boldness selection. We will go more in depth on hierarchy in the next section.
The amount of text you include on your slides and the way you present them contribute greatly to the way your readers take in your information. Text hierarchy revolves around the perception of importance. You can stress the importance of points in many ways, such as making the font larger, bold, a different color, etc.
When designing slides, make sure to keep in mind good visual hierarchy so you can be confident that the right elements are catching the students’ attentions.
In general, it is better to bullet your points instead of including full, complete sentences on the slide. This will ensure that your students are paying attention to you and your lecture, rather than simply attempting to read the text on the slide.
Notice how in the first slide, complete sentences overwhelm the reader and make it difficult to understand what facts are key pieces of information. In the second presentation slide below, the points are bulleted and the key takeaways are highlighted in a bolder typeface of the same family as well as with color (we will go more in depth on color in the next section).
In this last example, notice how the incorporation of more than one visual aids separates the points by categories, alongside the subheading in a bolder, larger font. The sub-point in the last bulleted statement is in a smaller font, showing that it holds the least amount of importance on this slide.
In a perfect world, we would all have the time to learn the basics of color theory. Though seemingly intuitive, figuring out which colors are compatible is harder than it seems.
The easiest rules to remember are those of complementary colors and analogous colors. Complementary colors are those that are on opposing sides of the color wheel (for instance, Christmas’s green and red, or Pepperdine’s blue and orange). Analogous colors are any four slices on the wheel that are directly connected to one another (such as “yellow” all the way to “red-orange”).
Don’t worry, color theory memorization is not required to create a great presentation. If you would like to experiment with color, Adobe Color allows you to select any color on the color wheel and will automatically provide you with compatible colors based on your selection.
In terms of perception, brighter, more vibrant colors often come across as more playful, while darker colors often feel a little cooler and usually more professional.
Notice how in the slide below, incorporating a complimentary color theme and visual hierarchy makes the slide seems more professional and more engaging.
This slide was created with the help of a free template. Powerpoint and Google Slides both have pre-generated theme templates that are easily accessible. SlideCarnival is a reliable site with more options that may be downloaded for Powerpoint and/or Google Slides.
To breathe life into an ancient cliche, a picture is worth a thousand words. This is even more noteworthy when presenting information to an audience. Though a picture may not give all of the detail needed to grasp a concept, a picture will act as a visual image to aid in the memory and understanding of whatever topic presented, as long as it is related.
Overall, the best visuals are often the ones that are simply designed. If your image is too large, the audience may tend to focus on it and be distracted from the key information.
One of the only times suggested to use a large image, or background picture, is for introductory slides. This image paints a foreshadowing picture of the topic, as well as leaves room for the instructor to provide a preliminary lecture for the upcoming section.
It is often handy to incorporate visual images in presentations, whether that be through pictures, icons or data displays. It is pertinent that the image is directly relevant to the topic discussed on the same slide to aid in consistency and lecture retention.
Visuals should always help illustrate the point. If desired, icons can be the extras that make your presentation fun and visually pleasing. Much like images, icons should always directly relate to the point being presented.
Multimedia elements can be extremely useful and memorable ways to convey information. If there are certain videos or audio clips that you would like to incorporate into your presentation, it may behoove you to embed them into your slideshow rather than disrupting your flow by exiting out and opening a new window.
Aside from videos and audio clips, you can also incorporate gifs by downloading them off reliable websites, such as Giphy.com, and importing them as if they were ordinary images.
VIDEO INSTRUCTIONS FOR GOOGLE SLIDES
1. On the slide that you would like the place an audio or video clip, select “Insert” at the top left of your menu bar on Google Slides.
2. For this guide, we will select “Video.” A new window will appear with a title of “Insert Video.” From here, you may either search for a video on Youtube, copy and paste a video URL, or import a video from your Google Drive.
3. After choosing your video and embedding method of choice, click “Select” to have your video placed on your side. Feel free to resize and reposition your video to your liking.
4. Notice that a new menu titled “Format options” now appears to your right side. Here, you can adjust the settings of your video, such as whether you would like the video to automatically play once you enter this slide, when the video should start/end, etc.
VIDEO Instructions for Microsoft Powerpoint
1. On the slide that you would like the place an audio or video clip, select “Insert” at the top left of your menu bar on Powerpoint.
2. Navigate to the right side of the toolbar that has now been presented. Here, you will see the options to either import your video or audio of choice.
3. For this guide, you may select “Video” and have the drop-down menu appear. From these two selections, you may either use “Movie Browser” to search your computer for movies (iMove files, Adobe Premiere files, etc.) or “Movie from File” if you would like to import a video saved from your desktop.
Note that, unlike Google Slides, you are not able to search a video on Youtube or simply link a URL. This will mean you need to take a few extra steps for inserting a specific video from online that you desire. You may download the video off Youtube through any reliable Youtube to MP4 converter, such as https://ytmp3.cc/en13/, or find a free, downloadable source.
Transitions are the potential effect selections you may choose as you move from one slide to the next. It is advised to either choose one (or no) transitions throughout the entirety of the presentations for consistency, or mindfully choose a transition for a specific slide to illustrate a memorable point. This is due to the fact that though continuously changing transitions may be fun and quirky, they have the potential to seriously distract your audience.
transition instructions for google slides
1. If you would like to emphasis a certain slide with a transition, go on the slide you wish to have a transition effect on in Google Slides. Select “Transition” at the top of your menu.
If you would like to set one consistent transition throughout your presentation, you may click on “Transition” as well.
2. From here, a new menu will appear on your right. Under “Slide Transition” you will see that you can select your desired transition, as well as dictate the speed at which the effect will occur by moving the yellow bar.
By selecting the drop-down menu, you will see a list of possible Google Slide transitions. By selecting “Play”, you may preview the effect. The button titled “Apply to all slides” will automatically set this effect to all slides in your presentation.
transition instructions for microsoft powerpoint
1. If you would like to emphasis a certain slide with a transition, go on the slide you wish to have a transition effect on in Powerpoint. Select “Transitions” at the top of your menu.
If you would like to set one consistent transition throughout your presentation, you may click on “Transitions” as well.
2. By selecting the dropdown menu under the transition images, you will see the entirity of your transition effect options.
3. On the right side of your transition options, you will see a variety of transition preferences you may adjust, such as how this transition will occur and for how long.
If you would like to set a general, consistent transition effect across your entire presentation, select “Apply To All” on the far right of the menu.
Animations are movements that can be applied to objects within a slide. Since animations are pretty fun, it’s easy to get carried away. Animations are best used when it relates and enhances the message presented and you want the audience to remember the point you are making.
We will now give you two examples and step-by-step instructions on how to properly incorporate animations in your presentation. Though one set of instructions will be for Google Slides and another for Microsoft Powerpoint, the concepts and procedures remain the same on both interfaces.
animation instructions for google slides
Sometimes, it’s beneficial to not have all of your information presented on the screen at once, so students can focus on one point at a time instead of haphazardly attempting to copy all information provided in their notes. For this example, we will be using the timeline icons slide. Having a point on a timeline appear on-click is a very common way to guide discussion.
1. Go on the presentation and slide in which you would wish to have animations.
2. Highlight the object(s) you would like to be animated. In this case, we are highlighting the text boxes, bar, and circle icon all together to be animated as one cohesive object.
3. With the object(s) still selected, you may release your click and navigate toward “Animate” at the top of Google’s menu bar.
4. Now you will see a “Motion” menu pop-up on the right side. This is where you can adjust the animation settings. Because we mass selected objects, you will see each object and their coinciding default selection. Click the arrow on the left to see a list of animation details.
5. If you click the arrow next to the “Fade In” option, you will see a drop-down menu of all potential animation selections for an object. For our purposes, we will leave it at “Fade In.”
6. If you click the arrow next to the “On Click” option, you will see a drop-down menu of all potential selections for when the object will animate. For our purposes, leave the selection to “On Click” for the first selected object on the top.
7. The right-hand bar in yellow indicates the speed of which these animations will move. For our example, you may leave the animation at it’s default pace.
8. For the latter objects, make sure that the “On Click” selection is set as “(With previous)”. This will ensure that all objects will appear at the same time, instead of staggered.
9. Apply steps 2-8 to the next timeline objects.
10. Now, when you press “Play” or present your slideshow, you will see that the animations will appear on each click.
ANIMATION INSTRUCTIONS FOR microsoft POWERPOINT
1. Go on the presentation and slide in which you would wish to have animations.
2. Highlight the object(s) you would like to be animated. In this case, we are highlighting the text boxes, bar, and circle icon all together to be animated as one cohesive object.
3. Next, select “Animations” on the top of your menu.
You can now see all of the default animation selections at your disposal. Since we are trying to represent the fact that “water positively increases nutrient mobility in the body,” the “Rise Up” animation will help illustrate that point.
You will now see a new menu appear on the right of your presentation. This will show all of the objects that you have animations on this particular slide. Notice the tabs titled “Effect Options,” “Timing,” and “Triggers.” This is where you may adjust the details for your animations.
You will also notice your selected objects on the slide having numbers next to them. Since they are grouped as one, all of these objects will have the number “1” next to them, meaning that they will be the first to animate. These numbers will not appear when you present the presentation.
4. Under “Timing,” it is preferential to select “On Click” so your animation will happen on the command of your click.
You can also see the same options appear on the top right of your menu bar.
5. Now, this “Rise Up” animation can be shown through a trial play through of your presentation. On your click, the selected objects should now move themselves up to their establish position.
Hotkeys are keyboard shortcuts. By clicking these letters and/or symbols at once, you may conduct an action in one press that may have taken you several clicks. Though seemingly confusing and hard to memorize at first, after frequent practice, hotkeys are incredibly useful for speeding up the presentation creation process.
KEYBOARD SHORTCUTS for microsoft powerpoint
Below is a list of the most popular hotkeys/shortcuts used for creating Powerpoint presentations. For a complete list, visit Microsoft’s blogpost by clicking here.
KEYBOARD SHORTCUTS FOR MICROSOFT POWERPOINT
Below is a list of the most popular hotkeys/shortcuts used for creating Google Slides presentations. For a complete list, visit Google’s blogpost by clicking here.
As we adapt our teaching styles to fit with the digital world, it is useful to know that there are many ways to utilize Zoom to replicate typical classroom technology. With a smartphone, a computer and the Zoom software, you can incorporate a document camera into your lectures. This article will guide you through the steps on how to download, install and use your smartphone for this purpose.
A document camera, also known as a digital overhead, is an electronic imaging device that can project or display on a screen whatever is being captured through a connected camera.
Typically, a phone stand is useful when using a smartphone adaption of a document camera. You may browse through numerous options online to find one that best suits your needs, or check out this one from the photo above.
How to Turn Your Phone into a Doc Cam by Signing into Zoom with Two Devices
Teachers who are utilizing online meeting platforms such as Zoom have likely found that the built-in whiteboard is not easy to use, unless paired with a tablet built for this purpose. Thankfully, since most phones have high-quality cameras that can project well on the computer and visible to students on their screen, you can join your Zoom meeting with your cellphone as a second device that may act as a document camera.
To use your phone as a document camera at home, follow these steps:
However, first, make sure that your Pepperdine Zoom account has been properly activated. For more information on Zoom for faculty, please click here.
2. Next, start or join your meeting from your computer as normal.
3. Now, transition to your phone. Go to your device’s app store so you may search and download Zoom.
First, there are two main tips we ask you to consider while using your phone as a second device for a document camera:
Whether on an iPhone or Android, go to your settings menu, and set your brightness and screen settings to never turn off in the display preferences. This will ensure your screen will not go dark while streaming.
We also recommend turning off notifications while you are teaching to prevent potential disruption, or even using an old phone that is not connected to your data plan.
Note, the screenshots shown below visually represent the process for an iPhone, however, the general steps are practically the same for an Android device.
Once found, select “Download” or proceed to re-install the app if you have already installed it previously.
4. Once installed, find the app on your home screen and select the icon to open Zoom on your mobile device.
5. Once opened, you will be presented with a screen that asks you how you would like to proceed. Select “Join a Meeting” at the bottom of the screen.
6. Much like another meeting participant would join your Zoom Meeting, enter the Meeting ID that you created and/or distributed to your students.
You may also find the specific Meeting ID to your Zoom meeting at the top center of your active meeting.
7. Before selecting join, make sure that you select “Don’t Connect To Audio” on your second device. This will ensure that there will not be an echo when you continue to lecture.
8. Now, you may click “Join.”
9. Going back to your computer or primary device, notice that your “Manage Participants” icon is orange. This shows that your second device is now waiting to be admitted into your meeting.
Select “Manage Participants” to be directed to the waiting room options. Click “Admit” for your cellphone device.
10. Depending on your personal phone settings, you may get three pop-up windows at this time: click your preference when asked if Zoom may “Send You Notifications,” click “OK” when asked if Zoom may “Access the Camera“, and click “Don’t Allow” when asked if Zoom may “Access the Microphone.”
11. Now, you have two devices at your disposal: the camera that is broadcasting your face, and the camera that is broadcasting whatever view is on your cellphone. You should notice that your Zoom screen is broadcasting the same visual that your smartphone camera is showing.
Place your phone on whatever object you choose to have support your camera (whether that be a phone stand, a random household object, or your hand–obviously, the first choice is the most recommended) and position your camera to show
12. To have your second device be the main screen showing on your Zoom meeting for yourself, such as the image above, you must pin the screen of your secondary device. This will allow you to see what the students are seeing, and you may properly adjust your smartphone’s positioning and orientation accordingly.
First, ensure that your Zoom meeting interface on your computer or other primary device is showing Speaker View. Your screen should show your participants as depicted below, with the grid icon presented on the top right.
If you are operating on Grid View, select the button at the top right titled “Speaker View” to switch.
In Speaker View on your primary device, you may now select the three dots on the top right of your smartphone’s display. Select “Pin Video,” and you should notice that your smartphone’s camera display is now the main visual on your screen. You may advise your students to do the same.
13. As another note, there is no zoom-in feature on the Zoom software; therefore, the Zoom image being broadcasted by your cellphone will not operate as your camera application. To zoom-in on your document or give your students a closer look at the information being shown, you must manually adjust the positioning of your device holder to shorten the distance between your document and your smartphone.
14. Once you are done using your smartphone document camera, to end this broadcast, select “Leave” on your cellphone at the top right corner.
You will still remain active on your primary device to continue teaching as normal, or end the meeting for all of your participants at your liking.
FOR QUESTIONS OR ANY OTHER FORM OF TECHNOLOGICAL ASSISTANCE, PLEASE FEEL FREE TO REACH OUT TO INFORMATION SERVICES AT (310) 506-7425 OR SUPPORT@LAW.PEPPERDINE.EDU. GOOD LUCK!
This post describes how to set up a WiFi extender, which can help improve WiFi connection to avoid freezing and glitching for video/audio calls! Consider setting up an extender if you are having connectivity issues with conferencing platforms such as zoom or Google Meet. This material is compiled from Tech and Learning’s website on WiFi extenders.
A WiFi extender is a device that extends the range of your WiFi from your router, to reach further areas of your property.
To begin, you need to see what your download and upload speed currently is. Open a browser and go to a website such as this one to run a speed test. Once you know your baseline speed, you can find an extender that improves your number.
From there, buy an extender. Ideally, one that plugs directly in to a power socket.
For placement, you will want to place your extender halfway between your router and the dead zone. The sweet spot will be where the extender is close enough to the router to still pick up a signal, and close enough to the dead zone to transfer WiFi.
Make sure the extender is placed in an open area, and not behind a fridge or other object which could obstruct the signal.
If you do not have an outlet in the desired area, consider running a power socket extension cord from an accessible outlet to the area.
If the dead zone is upstairs, place the extender directly above the router, on the dead zone floor.
In terms of angles, some extenders come with antennas to direct the signal. This can help to direct the signal directly to the dead zone. Also, you can even create your own booster or WiFi reflector with foil or half a can; this video describes how to create a diy booster.
Finally, test and adjust your extender. “Name” the extender in your system so that is it easy to locate (this can usually be done from within the app the extender is connected to, or through the setup website as instructed through the installation booklet) then run the same speed test from step 1. If the speed is not much improved in your dead zone area, try moving the extender, or adding an antenna. Repeat the process until the speed is improved.
If the extender does not work and you still have dead or slow WiFi zones, consider installing a mesh WiFi network.
A mesh uses multiple points to create a web-like signal that interconnects your entire home. This is a more advanced system and will cost you more, but the end result is usually very impressive with strong signal in every room, even for larger homes.
Check out the video below to learn about different types of extenders:
This post offers a list of keyboard shortcuts for zoom that can be useful for instructors. The material has been summarized from Tech Learning’s website.
Note that these specific shortcuts can only be used in the zoom app, and not in a browser window.
PC: Alt + A (to mute yourself)
PC: Alt + M (to mute your students)
Mac: Cmd + A/M
iPad: Cmd + Shift + A/M
To mute yourself in zoom without navigating to the mute/unmute button in your toolbar, try using the combination of keys listed above relevant to your device type. Always remember to check your profile on zoom to ensure that you have muted and unmuted successfully!
Screenshot Your Page in Zoom
PC: Alt + Shift + T
Mac: Cmd + T
iPad: Volume up + Power buttons
If there is an instance where you would like to capture what is presented on your screen, try using the shortcuts above. The picture will save in your files for later. This can be helpful during someone’s zoom presentation, where the presentation may not be saved and you would like to take notes afterwards and review the material. Make sure, though, that the presenter is informed that you are saving their presentation, and that they are ok with you doing so.
Note: There’s no Zoom shortcut for the iPad but you can share your screen by accessing the control center, holding down the record button (solid white circle inside another circle) and selecting Zoom from the options.
PC: Alt + Y
Mac: Option + Y
A really great feature of Zoom, which makes it feel more like a real-world meeting, is the ability to raise a hand. This allows you to keep the group muted but still give participants the feeling that they can speak up and interject when they need to, perhaps with a question.
For a full list of zoom shortcuts, go to Settings in the upper right hand corner of your main zoom screen. Then, on the left, click keyboard shortcuts, which will show a full list.
This post is a student response to Thomas Tobin’s webcast on Universal Design of Learning as well as the UDL Guidelines page from UDL’s website. For more information, please visit those sites.
In his webcast on the basics of UDL, Thomas J. Tobin of the University of Wisconsin-Madison made it clear that we need to re-frame how teaching institutions approach UDL and accessibility. When presented with students who desire accommodations for their learning, instructors, though willing to comply, can often feel frustrated and stressed at the prospect of altering curriculum to fulfill the request.
But, UDL is not only a disability or access services format. Rather, UDL is a proactive way to structure material to help make the interactions the happen at your institution more easily accessible for people on their mobile devices.
What is UDL?
UDL is defined as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. There are three components:
We need multiple ways to keep learners engaged. This is the “why” of learning. For example, instructors could give a time estimate for an assignment so that students know how to self-regulate their approach to the assignment, and experience autonomy.
We need multiple ways of representing information. This is the “what” of learning. For example, the students can be presented with both audio and visual versions of the content, and choose which style works best for them to retain the information. Providing different options for the information display allows deeper comprehension for the student, as they may understand one form of communication better than another.
We need multiple ways to give people choices for their actions. This is the “how” of learning. For example, as long as learning objectives remain the same, you can offer multiple ways for the student to complete an assignment, perhaps through an essay or visual presentation option. Or, give multiple options for first drafting that point toward the same end result assignment.
UDL helps to understand what has to happen at the level of course design that makes accommodation less necessary.
UDL is “plus one” learning. If there is a way you interact with students, just make one more way to interact with materials, each other, and the wider world.
Remember that UDL reduces barriers by offering students choices and control. If you offer more ways for students to access material, they are more likely to persist in classes, more likely to be retained in later years, and more likely to be satisfied with their learning experience.
UDL is work, but will alleviate more work and stress that could potentially arise later in the course, as it is a proactive, not reactive format.
Many instructors are familiar with DI, or “differentiated instruction”. DI is customizing the instructor’s response to the student in any way they can. DI occurs in the moment, responding to a specific student situation. It is also reactive, allowing instructors to hear and respond. UDL is the proactive counterpart to DI, and happens on “day 0” to set up for success.
5 strategies for UDL:
Start with text. Use your written content as a script for audio/podcast or video. You can post the text version and video/audio as the alternative (multiple ways to represent information).
Make alternatives. You can offer different formats for print/PDF content, or post take still photos with captions from a video. This reduces cognitive barriers for students. Note: UDL does not aim to water down content, but instead makes it easier for the student to get in and do it.
Let them do it their way. As long as objectives for assignment are the same, could offer video or paper presentations, let the student choose.
Go step by step. 10:2 ratio. Give info for 10 mins, then ask students to respond for 2 mins. The response does not even need to be related to the info, it is used as a pause to retain info given in the 10 minutes.
Set content free. Publish content on platforms that are mobile accessible. Also, make sure they are not tied to a specific software that the student has to download or buy.
What about the science surrounding different learning styles? Learning styles, in the conventional sense, (audio verses visual presentation, etc.) don’t exist. At least, not as six characteristics. Our learning preferences change from moment to moment based on the content and circumstances. For example: a man who is taking a class but also has to drop his daughter off at school before work may prefer an audio version of the class content to listen to during his commute, and in that instance, an audio option is much more helpful to him than a PDF.
Retention also varies and is not based on hard principles but based on accessibility; if the student can get to the information, look through it multiple times, and customize how they move through it, they can retain it.