With the new school year around the corner and the recent notice of student organizations’ email addresses now being live, there are two main email tips student leaders should know.
As a student leader, you will likely want to auto-forward emails to the rest of your student organization’s leadership team using filters in gmail, as well as send emails from your student organization’s email address rather than your personal email address.
Below, please find two headlines that will hyperlink you to informational Google Docs with step-by-step instructions.
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 protected],” for faculty who teach in the 2PEP platform and “[email protected]” 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 zoom.pepperdine.edu to access all other Pepperdine sessions such as regular JD course meetings and faculty or staff meetings.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
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.
Welcome to iClicker for students! For an extensive tutorial on creating an account and utilizing the features iClicker has to offer our law students, please see the video below.
Note for returning students: the former “iClicker REEF for students is now named iClicker Student.”
1. Create a student account.
In a browser, go to the iClicker website and choose Sign In from the top right corner and then Student.
2. At the bottom of the screen, select Law School: Pepperdine University from the institution options and then select Go.
3. You will then be directed to the CAS campus portal. Log in using your CAS Login username and password.
4. You’ll then be directed back to iClicker student account setup page. If you already have a student account, you will be prompted to enter your iClicker password again (same as Wavenet password) to link the accounts.
Adding a Course
1. Click the plus sign at the top right corner of your iClicker Student account
2. When prompted for an institution, type Law School:Pepperdine University. Ensure that you do not choose simply “Pepperdine University” as that is not the version used by Caruso School of Law.
3. Click “Next” to confirm. The prompt should indicate that you attend Law School: Pepperdine University.
4. Next, type in either the name of your course or your instructor. Note: if the course does not appear, reach out to your instructor as they may have created the course in “Pepperdine University” instead of “Law School: Pepperdine University”.
5. Finally, confirm that the course is correct, and then click Add this Course.
iClicker on your Mobile Device
Download the iClicker Student app from the app store to your mobile device.
At the bottom of the login page, choose “Sign in through your campus portal”
Select Law School: Pepperdine University
Login with your Wavenet account at the CAS screen.
Add a course by clicking the plus sign in the top right of your screen.
9. Under “Find your institution”, find Law School: Pepperdine University.
10. Find your course by typing in the course name OR professor name. It will show up when you start typing. Then select it from the options listed.
11. Check to see the information is correct, then add the course.
12. Now, under course lists, your class should appear.
13. Note the major benefit of using iClicker: study tools. Once you enter a class, on the top toolbar region will be listed course history, statistics, and study tools to aid in tracking your progression!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
This presentation will explore Metacognition, or the awareness and understanding of one’s own thought process. In understanding the different approaches to learning, you will be able to enhance your own learning as a student.
This presentation is compiled from the information presented in Sandra McGuire’s best-selling Metacognition book, “Teach Yourself to Learn: Strategies You Can Use to Ace Any Course at Any Level”. You can buy the book here.
Metacognition, literally “cognition about cognition”, or “thinking about thinking” is the process of understanding how you learn and includes knowledge about when and how to use particular strategies for learning or problem-solving. This understanding can manifest in being aware of oneself, and monitoring or judging one’s level of learning.
The purpose of this presentation is to explain some strategies and self-evaluation techniques to equip you, as a student, realize your personal learning patterns and objectives.
Remember: for highest efficiency, choose one or two techniques that you can feasibly implement into a studying routine. There is a lot covered in this presentation; see if there are one or two ways you can implement metacognition in your own academic life.
Short-term benefits include:
Increased metacognition awareness has been proven to massively improve test scores.
This is not a one-off phenomenon; building strong learning habits is a continuous process that will continue to benefit you long-term.
The first metacognition strategy is linking concepts:
To illustrate this concept, follow this exercise, and have a pen or pencil and paper ready. There will be a timer set for 45 seconds. On the next slide, count all the vowels you see until time runs out.
Now, try to write down as many words as you can remember from the previous slide. If you’d like to calculate your score in percentage divide the number you remember by 15, and multiply by 100. The average is 3 phrases remembered, or 20%; did you beat the average?
Looking at the list again, try to find the underlying pattern that orders the group.
Now, repeat the exercise again- you will be given 45 seconds.
Did your average improve?
This exercise illustrated the strategy “linking concepts”, in particular focusing on the overall goal. When the goal is clearly set (memorize the list) to match the expected outcome (write as many words as you can recall), the outcome is much improved.
Secondly, and implementing a holistic, pattern-driven strategy helped to make the learning process familiar. By linking the words to numerical order, it was easier to recall the words in the exercise. In academia, the “linking concepts” approach remains relevant; connecting content to the overall goal, and making content relatable to things familiar to the student helps to format the learning experience to the student.
For example, you may try to link the content or your readings to something you have encountered in everyday life, thus making the learning process tailored to your own experiences.
The second strategy is Bloom’s Taxonomy:
Bloom’s taxonomy is a quantitative, measurable hierarchy. Each level of learning builds on the next, and to understand which level you are at versus which level you need to be at for the goals of the class is vital.
The first stage is remembering, essentially rote memorization. The second is understanding the terms, characterized by the ability to paraphrase the content.
The third is applying, where you can take the information you’ve understood and use it in new contexts that you have not seen before. Fourth is analyzing, where you can break the concept down into parts, and examine the constitution or structure of the concept.
Fifth is evaluating, where you can take the concept you’ve learned and compare, contrast, and judge influences and competing ideals based on your knowledge of the concept. Lastly, sixth creating: in this stage, you are able to solve problems originally, building off of the knowledge of the concept.
Differing from the buy-in to metacognition, which many view as simply raising grades, Bloom’s taxonomy challenges you to truly understand the material, identify how you, personally, interact with material, assess what you know, and shift study habits to engage in deeper learning.
After evaluating where you are on the taxonomy, how do you move higher, out of levels of memorization and into levels of deep comprehension? Use the study cycle!
The cycle consists of 5 steps: Preview, attend class, review, intense study sessions, and assessment.
The preview stage happens before class, where you skim over notes or completed homework to ascertain the learning objectives for class that day, and any questions you may have.
The second stage is attendance; go to class, no matter what, and taking meaningful notes.
Directly after class, you should review main concepts learned that day and review by reading over notes and answering questions.
The fourth step is engaging in short study increments where you implement metacognition techniques.
Periodically, you should pause and make sure that you fully understand the material you have studied. You may try assessing their stage in Bloom’s taxonomy; are you simply in the memorizing stage, or higher in the evaluating stage?
In college, the level of material retention necessary to succeed in a class is higher than in high school. You should be aware of the Bloom’s stage they need to be at to succeed; typically, you should be at the analysis or synthesis stage.
Next is a model of the study cycle when applied to reading.
As the student, you should be able to identify the questions the instructor needs to you answer before reading the text; skim the reading broadly first to understand the topics that will be covered in the reading.
When reading the actual text itself, you should not go straight from beginning to end, instead you should read in chunks to fully digest the information in a feasible manner.
It is vital that you attend class and take physical, hand-written notes, engaging completely with the material while in class.
Homework should be done first without notes or a guide, and used as an assessment to see how well you understand the material covered in readings or class.
In summary, using metacognitive strategies is deeply beneficial in you understand how you individually learn best, and how to format your study and class practices to master material.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Here, we examine author and molecular biologist Dr. John Medina’s “Brain Rules,” a popular book on implementing brain science to classroom and professional dynamics. Medina lists 12 fundamental “brain rules” (what scientists know for sure about how our brains work), and many presented points are incredibly pertinent to molding the ideal learning environment.
The way our collective brains as a species have evolved is a truly fascinating and ongoing event. Possessing a deeper understanding of the way our minds function on both a mass and individual level allows us to hone our cognitive strengths, as well as revolve our routines to our benefit.
Separating the analysis between students and faculty, below are a few key takeaways for both sides of the classroom that are directly related to fostering a learning space that may maximize educational efficiency and retention.
Key Takeaways for Students
Rule #1: Exercise Boosts Brain Power Exercise improves cognition for two reasons: 1. Exercise increases oxygen flow into the brain, which reduces brain-bound free radicals. One of the most interesting findings of the past few decades is that an increase in oxygen is always accompanied by an uptick in mental sharpness.2. Exercise acts directly on the molecular machinery of the brain itself. It increases neurons’ creation, survival, and resistance to damage and stress.
Rule #7: Sleep well, think well. Sleep must be important because we spend 1/3 of our lives doing it! Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity. Taking a nap might make you more productive. In one study, a 26-minute nap improved NASA pilots’ performance by 34 percent!
Rule #3: Every brain is wired differently. What YOU do and learn in life physically changes what your brain looks like – it literally rewires it. We used to think there were just 7 categories of intelligence. But categories of intelligence may number more than 7 billion—roughly the population of the world. Learn which learning style is best for you, personally, and customize your studying style to learn effectively.
Rule #5: Repeat to remember. Improve your memory by elaborately encoding it during its initial moments. Many of us have trouble remembering names. If at a party you need help remembering Mary, it helps to repeat internally more information about her. “Mary is wearing a blue dress and my favorite color is blue.” It may seem counterintuitive at first but study after study shows it improves your memory.
Key Takeaways for Faculty
Rule #4: We Don’t Pay Attention to Boring Things. For instructors, it’s important to note that boredom is less of a matter of determination, but more of a matter of evolution. The topics and delivery methods that students pay attention to are profoundly influenced by predictive memory. Try to open main ideas and lectures with emotional and relevant anecdotes, or something attention grabbing to capture the students’ interests in seconds. Typically, an individual can maintain attention for only 10 minutes, and then requires a break and second boost of attention to restart the clock.
Rules #5 and #6: Repeat to Remember, Remember to Repeat. Memories are very volatile. The human brain can only retain around seven pieces of information for less than 30 seconds; this is crucial for powerpoint presentations in terms of not overwhelming your audience with multiple facts on one slide. If an instructor would like to extend information retention to a few minutes or even an hour or two, the information must be consistently re-exposed to students in specifically times intervals through either examples, practice or checkpoint summaries.
Rule #10: Vision Trumps all other Senses. The book describes the interconnection between sense and memories as a “learning link,” stating that multi-sensory environments will always lead to a better learning outcome. The human brain is incredible at remembering pictures, so to hear information presented alongside a visual stimulant will increase a student’s memory retention by 55 percent. It is also important to note that, during presentations, interpreting pictures is more efficient than interpreting text in terms of brain functionality.
Rule #8: Stressed Brains Do Not Learn the Same Way. It is important to pay attention to the classroom dynamics that are created amongst peers and between the faculty and students. If an individual does not feel safe–whether that be physically or emotionally–he or she may not perform as well. A student may become isolated if they feel misunderstood by a teacher or disconnected with their teaching methods.
Rule #3: Every Brain is Wired Differently. Lastly, it is essential to understand that every student enters the classroom with their own personally built set of developmental strengths and stress, short and long term memories, and overall varying levels of cognitive function. Every brain is wired differently, so it may behoove an instructor to attempt to integrate different pedagogical techniques to see what is best for the majority, or place separate, special attention to individuals who may require or seek other methods of learning and engagement.
Thank you for your interest and attention!
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
If a Zoom recording is hosted in the cloud, the start and end times can be modified.
First, log into zoom.pepperdine.edu using the Sign in button. Then, go to your Recordings tab in your zoom account. Click on your video to open up the preferences for that recording.
Next, click on the play arrow in your video to open up the video and editing preferences.
This will open up your video. Click on the scissors icon on the bottom right of your screen, which opens “playback range”
Finally, drag the arrows at either the beginning or end of your video to trim.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
To begin a poll, you need to either: a) create a new meeting, OR b) go to an existing meeting under the “Meetings” tab.
Scroll to the bottom of the meeting invitation, click “Add” to begin creating the poll.
4. Title the poll, enter question type (single or multiple choice), and click “Save.”
Launching a poll
1. Click “Polling” in the bottom toolbar.
2. Click “Launch Poll.”
3. Participants in the meeting will be prompted to answer the polling questions. Once an answer has been submitted, the host will be able to see the live results.
4. When finished with the poll, click “End Poll.”
5. (Optional) To share polling results with meeting participants, Click “Share Results.”
6. Click “Stop Sharing” to stop sharing poll results with meeting participants.
Creating a poll during your class/meeting
You can also create a poll by clicking Polling during the meeting.
This will open up your default web browser where you can add additional polls or questions. Click “add a question” and then navigate to the page that will appear in your browser, where you can create a question to be used in your meeting.
After your have created your question, follow the same instructions for launching and sharing a pre-planned poll:
First, to get back into the meeting currently running, click Join Now to be directed back to your class.
Next, click the polling icon in the bottom toolbar, which should bring up the newly-created question. Click Launch Poll.
When students finish answering, click End Poll.
Finally, you will have the option to Share Results from the poll, or Re-launch the question.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
The Waiting Room feature allows the host to control when a participant joins the meeting. However, if the Waiting Room option is enabled, re-admitting student who lose connection or enter the session late may be a hassle, and join before host will not work for that meeting.
Please follow these instructions to disable the Waiting Room feature for your sessions:
2. Click Settings on the lefthand side, and then select the Meeting tab.
3. Navigate to the Waiting Room option under the Meetings tab and verify that it is not selected. To deselect, click the blue button until it shifts positions and turns grey to show that you have deselected the setting.
After setting up your meeting, you may choose to record your class for saving or distribution purposes after the session is completed. For a guide on how to record in zoom, check out: Two Ways to Record in Zoom (PDF)
Recordings on the Cloud are saved in your Zoom account.
Recordings on your computer are saved in your Documents folder in the Zoom subfolder.
Recording folders are named for the date and time of recording, the meeting number, and the meeting name.
To view a recording in the Cloud
Go to the zoom web portal and click on the “Recordings” tab in your left tool bar.
Your recordings will be listed under the Cloud Recordings tab.
If your meeting has just finished, the recording may still be processing, and you will need to wait for the “processing recording” signal to disappear before viewing and sharing.
By clicking on the title of your class, you will receive three recording options to download/share: Audio and video, just audio, or a transcript.
By clicking on the “share” icon on the right of the page, you can copy the link to your clipboard, meaning you can paste the link directly into an email or other distributive platform.
You will receive a dialogue box that will allow you to change sharing settings:
To view a recording on your computer
Navigate to your computer’s Documents folder and open the Zoom folder
find the meeting you would like to view; the meeting title will be “double-click-to-convert-01”
Double click the file and zoom will convert the file.
When conversion is done, the double_click_to_convert_0X file will be replaced by three files:
audio_only – an M4A file
playback – an M3U file with video and audio
zoom_0 – an MP4 file with video and audio
Play the files in a media player.
If you want to share the recording, you’ll have to save the file and share it manually.
For more about accessing your local recordings and changing the recording location, see Local Recording in the Zoom Help Center.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
First go into your Zoom website profile — go to peppedine.zoom.us and click on “Settings.”
After clicking “Settings” go to “In Meeting (Advanced)” and make sure that the dot next to “Virtual Background” is slid to the on or “blue” position. If it’s gray, it’s not on.
Make sure you have the Zoom application installed on your computer (not using the web app).
Open the application
Login using SSO and Pepperdine as your domain
And you are presented with the Zoom app’s desktop version
Select the icon in the upper right of your Zoom screen that represents you (for me it’s my face)
Then select the “Settings” choice in the drop down menu
Then select Virtual Background
Then select your background from the group.
Uploading Your Own Virtual Background
In this example, we will be using a background developed for Pepperdine Carruso Law School’s 50th anniversary — you may use this background for your own personal use!
To save the Pepperdine Carruso Law School background, click and drag the image below to your desktop. This will save in your desktop files for personal use and for following along in this tutorial.
1. From the window you were left at on the previous guide, click on the “+” button on the top right corner.
2. A pop-up window with your file options will now appear, and you may browse and select the proper image. After selecting the image, click “Open” to have it download onto the Zoom software.
3. You will now see your downloaded image displayed as an option for choosing a virtual background. Select the image, and you may now see the background in the video preview above. If you would like to remove this image from your options, click the “x” on the top right of the corresponding image.
Please note that this new virtual background will only be functional on the computer where you made this setting.
If you are having trouble with your microphone when using Zoom please check your microphone input settings to ensure there is input level.
Both Windows and Mac settings are addressed below:
On MS Windows it would look something like this:
In the bottom right corner of your screen, you will notice the volume icon in the system tray.
Right-Click on the volume icon and click Open Sound Settings.
In the Sounds Settings window, look for Input and Choose your input device and then click the blue Device properties link (circled in red) in the screenshot below..
This will pull up the Microphone Properties window. Click the Levels Tab and you will then be able to adjust your microphone volume settings.
The volume level does not have to be at 100%, but should be high enough that the computer can detect audio.
Please make sure that your microphone is not muted. If you see the icon below, click the speaker icon to un-mute.
Once you determine the best settings for you and your system, click OK to save the settings and then close all settings windows upon completion of adjusting your microphone volume settings.
For MacOS:
——————————–
You will need to open your System Preferences menu, and in the second row to the right will be Sound. Click on that.
In the Sound menu, click on the Input tab to see the list of microphones available to use. This is where you want to select the mic you’ll be using. If you’re using a laptop, it will have a built-in Internal Microphone that is usually selected by default.
If you have headphones with a mic attached and they are plugged in, you’ll see them listed as an External Microphone. Either of these will work, and you can test them by talking and seeing that the bars in the Input level fill up.
If none of this solves your microphone solution, please send a note to [email protected] or call Pepperdine University IT support at 310-506-HELP (4357).
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).
Tech Support:
Please contact University Technology Support directly at 310-506-HELP (4357)
Zoom’s user support is available for Zoom Pro users (your Pepperdine Zoom Pro account qualifies for the Education support option — best/highest support level). Report support tickets to Zoom by:
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
Please note that you can start recording your meeting/class after you start the session. If you want to setup recording as an automated feature you can do that as well, even after you have setup the meeting link.
Below is the information on how to start a recording DURING your class session. There are two options. One is for the professor/host and one is for the attendee/student.
As the faculty member hosting the meeting you have the option to record your Zoom session to the cloud or locally to your computer.
We recommend you record to the cloud as it is easier to track and manage through Zoom’s web interface.
There are two ways to access your recordings. • The first way is to use the link Zoom emails you after your session has ended. • The second way is to log back into your Zoom profile at http://pepperdine.zoom.us and click on Recordings menu on the left as shown in the image below. i. Then click on Cloud Recordings ii. Locate the session you want to share and click on the share button.
4. Select “Only authenticated users can view; Signed-in users in my account” and then “save”
5. You can choose if you would like to allow viewers to download the link by clicking the slider to blue for yes or gray for no.
6. Click on the Copy To Clipboard button will copy the information that is the grey box labeled “Recording Link Information”. You can then copy all of that information into an email for students.
Students manage their own recordings
Student participants should request for their professor’s permission to record the session either via email prior to the Zoom sessions or privately to the professor in the Zoom Chat feature.
2. As the host you need to allow for each student individually to record the session. Participants have the option to save to their Zoom cloud account or on their computer.
From the Chat tool move your mouse to the right of a student’s name and you will see the Mute and More button appear. Click on More.
3. Then click on the Allow Record button
4. You will now notice the red record dot appear at the top left of the screen. Please note that this will appear for everyone in the session.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
Zoom is a video conferencing product that all Pepperdine students and faculty are licensed to use. This site is great for joining or hosting meetings, workspaces and webinars–whether it be for attending a remote class lecture or creating a personal audio/video chat.
In terms of compatible equipment, Zoom is compatible with basic i3 Windows 10 and Mac OS X with Mac OS 10.10 and higher. You may use Zoom with an integrated web cam and built-in audio system, or with any mid-range webcam and USB headset. A good approach is to standardize using a USB headset as this will avoid a number of variables that can cause problems for your audio functionality. There is no need to spend a lot of money for very good functionality. We have had great success with Logitech, Sennheiser, and Plantronics brands that range from around $20 up to around $50.
A minimum link of 2 mb (download) is recommended for Zoom usage, yet 600k is a functional minimum. To test your link speed, please visit speedtest.net or click on the link provided.
For tips on how to maximize your remote internet experience, please click here.
Ok, so you’re going to attend a meeting or a class OR A JOB INTERVIEW online using something like a conference call, Zoom, WebEx, Skype for Business, or Google Teams, or … you get the idea.
First, let’s not alienate those we’re connecting with and potentially endanger our careers or at the very least embarrass ourselves.
Here are some simple guidelines for participating in a group connection over the phone or over the web:
MEETING ETIQUETTE:
Mute your audio if you are not speaking.
Be presentable in business attire. If for some reason you cannot be presentable, mute your video. Also consider this approach if there may be visual distractions in the frame of your camera (i.e. crazy bird, weird wall hanging, etc.). The ideal is to present a professional image as much as possible and not to distract from the meeting.
As mentioned above, it’s always best to be prepared for a professional interaction, especially in your appearance if video will be used.
Don’t stare at your phone, your tablet, the newspaper, or something else while other people are presenting.
Don’t interrupt other people when they’re speaking (or attempt to speak over them)
Test all technology (including camera/video, Wi-Fi, and screen sharing) before the meeting.
Read the agenda, and come prepared.
Don’t work on other tasks (like checking email) during the virtual meeting.
Turn off all notifications and make sure your cell phone is on silent.
If you are leading the meeting, make sure all participants are in a quiet area free from unnecessary distractions.
Students have the ability to record their online classes through zoom, if granted permission by the professor.
Alternatively, the student may email the professor before the class begins to obtain approval ahead of time.
A video with these instructions can be found at the bottom of this page.
Obtaining recording access:
Step 1: Join your class session and ensure your audio and visual settings are set up correctly for the class.
Step 2: If you click on the recording icon in the bottom toolbar, a dialogue box will appear that indicates that you must request permission from the host (your professor) before you can record.
Step 3: To obtain permission, locate the chat box on the bottom toolbar.
Step 4: Make sure to format the “To” section to a direct message to your professor. This way you may send the request privately in the chat room.
Step 5: Request the recording by sending a private message.
Step 6: Once recording access has been approved by the host, you will receive a notification bar in the top right corner informing you that you may begin recording.
Starting and saving your class recording:
Step 1: Once you have obtained permission, click the recording icon in the bottom toolbar. This will begin recording, and you have “pause” and “stop” recording options in the bottom toolbar and top left toolbar.
Step 2: Once the class is finished, stop the recording and leave the meeting via the “leave meeting” box in the bottom right corner.
Step 3: Once you leave the meeting, a box will pop up notifying you that the zoom recording is being converted into viewable format.
Step 4: Once the recording has been converted, a “save recording” box will appear. Choose “choose a new location” from the drop-down menu.
Step 5: Save the recording in a folder you can access again later. It may be helpful to create a zoom folder specifically for zoom class recordings.
iClicker is a polling software for use in a classroom or seminar setting.
iClicker is a responsive teaching and learning tool that incorporates clickers, mobile phone clicker usage, GPS attendance, polling/quizzing, and study guides.
To create an account, visit the iClicker website and select “create an account” in the upper right of the page.
iClicker
iClicker provides real-time feedback from students, and promotes active learning.
With iClicker, a toolbar floats above instructor content and allows the instructor to ask multiple choice, short answer, numeric and target questions on the fly. Instructors do not input the text of questions into the clicker system ahead of time.
NOTE: If you as an instructor have existing TurningPoint questions, you can continue to use the PowerPoint slides, although you may want to remove the bar graph.
For more information on iClicker for students, please click here.
For more information on iClicker for faculty, please click here.
If you have any questions, please feel free to contact Information Services at [email protected] or (310) 506-7425.
