Oct 012012
 

NetClick.mobi is a new, free, web-based clicker system. After uploading a pdf, students can see the pdf on their web-enabled devices. Students tap (mobile) or click (computers) on the screen to vote.

This is what it looks like for a typical multiple choice question.

On this question, I asked, “Which scatterplot represents a positive correlation?”

Setting it up.

After creating an account on the NetClick.mobi website, I need to upload some pdfs. The developers suggest saving PowerPoints as pdfs and just using NetClick.mobi to do the presentation. I have two problems with that. 1.) I use animations. Rather than have 7 slides, I gradually click through to reveal content on one slide. When converted to pdf, all of the content appears on one slide. There’s no way to reveal as I go. That turned out to be a pretty solvable problem. PPTSpliT is a PowerPoint add-in that will, well, split all the slides that have animations into their own individual slides. After the split, save the PowerPoint to a new file, and then save the file as a pdf. 2.) The second problem was more of an issue. My PowerPoints contain hyperlinks. Plus I like PowerPoint’s presenter view which allows me to see my notes and easily jump to other slides. (See this blog post for more about presenter view.) That all is lost in a pdf.

For now, I have pulled the slides I’d like my students to click on into their own PowerPoint files and saved them as pdfs. I’ll use PowerPoint as I normally do, and then switch to my web browser for the interactive content.

NetClick.mobi makes it easy to upload files. After logging into my NetClick.mobi account, I just drag my pdf into the “drop zone.”

Running it in class.

All of my uploaded files appear like this. I just hit the play button (bottom, right) when I’m ready to run it in class. I run my PowerPoint slides, then hit ALT-TAB (on my PC keyboard) to switch to my browser. I press ALT-TAB again to return to my PowerPoint presentation.

This is what appears in my browser window. Students go to NetClick.mobi. If they are on a mobile device, they’ll be immediately prompted to enter the access code, the six letters prominently displayed at the top of the page; JNZNAF, in this case. On a computer, students need to click on a tab labeled “Slideshow” in order to enter the code.

This is what it looks like on mobile devices. The blue dot is where a student has tapped. Notice the different access code. Every time NetClick.mobi runs, a different access code is generated.

To show student responses, I tap on the eye icon at the top of the browser window. This also locks student responses.

When I’m ready to move on to the next slide, I can click on the arrow keys at the top of the browser window, press enter on the keyboard, or use the keyboard arrow keys.

After class.

If I’d like to revisit student responses after class, say, for assessment purposes, I can go back to the main screen, and for the pdf I’m interested in, click on the people icon. NetClick.mobi automatically created these files; I didn’t need to save anything when I was done with my presentation.

This will show me the dates and times I’ve run the pdf. Clicking on the double-square icon allows me to look at the student responses for each slide.

Comparison to Socrative.

I like that NetClick.mobi allows for images. When showing a neuron for example, I can ask students to tap on the dendrites or tap on the section that releases neurotransmitters. You’ll notice that on the mobile view there are icons for a pencil, letter, and an arrow; all are greyed out. I suspect these are placeholders that portend future functionality.

Socrative allows me to collect student names on premade quizzes. NetClick.mobi (currently?) is completely anonymous.

If idle too long on student devices, students have to re-enter the code to see the screen.

NetClick.mobi is built using HTML5, so it’s limited to browsers that can handle it. Opera on mobile devices will not work. Firefox, Chrome, and Safari all seem to work just fine.

Have a favorite?

Do you have a favorite free, web-based clicker system?

Jun 242012
 

Have a tablet (Android or iPad)? If not, are you looking for a reason to get one? What if I told you that a tablet can be a mobile smartboard?

I’m using Splashtop’s Whiteboard. In my classroom, I hook up my laptop to the projector like I usually do, and then I open Whiteboard on my Motorola Xoom tablet. What is on my computer screen I see on my tablet. This is the remote desktop mode. I can now control my computer with my tablet or with my computer keyboard and mouse. Whatever I do on one, happens on the other. In annotation mode, I can draw on the screen.

Connecting

On my computer I installed Splashtop Streamer (free). When Streamer launches for the first time, you’re asked to create a security code. You’ll need that in order to connect your tablet to that particular computer. Streamer runs in the background. You can find its icon in the system tray (lower right corner of your computer screen). On my Motorola Xoom tablet I have installed Splashtop Whiteboard ($9.99). When I run the Whiteboard app, it automatically detects my computer. To connect I enter my computer’s security code.

There are two ways you can connect your tablet to your computer. One is if both computers are on the same wifi network. This will be the fastest connection. If that doesn’t work, the app will look for the computer on the internet. In that case, Splashtop uses your gmail username and password to connect. (In my classroom, my computer is on the LAN and my Xoom is on wifi; the network is configured in such a way that Splashtop is able to connect them without any trouble.)

Using Splashtop Whiteboard

Once connected, Splashtop presents you with a handy set of instructions on your tablet. If I remember correctly, the very first time you connect, Splashtop runs you quickly through a tutorial on how to use some of these gestures. Every subsequent connection produces this reminder screen. Once you’ve internalized these gestures, uncheck “Show hints every time” at the bottom of the screen.

In the images below, I show what is both on my computer screen and my tablet screen. To show how this works in class, in my screenshots I’m running PowerPoint.

Look in the lower right corner of the tablet (right image below). The bottom icon is a keyboard that allows me to enter text, like in a web browser or in a Word document. Wherever I can type with my computer, that keyboard icon allows me to type with my tablet. The thin, vertical icon in the bottom right is a pen. Clicking that icon allows me to write on the screen – annotation mode.

These images show me in remote desktop mode.

Computer

Tablet

   

Clicking the pen icon, moving me to annotation mode, produces the toolbar at the top of the screen. The toolbar shows on the computer screen as well as the tablet, but the toolbar can only be controlled by the tablet. As you can see, I’ve used the pen tool to add ink to the screen.

Computer

Tablet

Let’s take a closer look at the toolbar.

Starting with the icon highlighted in yellow:

Pen (change color or thickness). While you can draw on the screen with your finger, a stylus gives you a little more control. Probably any stylus designed for “capacitive touch” will work, although some work better than others (I like this stylus a lot). With the highlighter, circle, and square, you can also change color and thickness. With the line tool, add a solid line, a line with an arrow, a line with an arrow on both ends, or a dotted line. Again, you can change color and thickness. Add a stamp (arrow, star, heart, smiley, checkmark, or X). The text tool (“A“) permits typing on the screen with the tablet’s keyboard. The eraser erases whatever it touches; erase all erases everything (lines, stamps, circles, etc.) that has been added to the screen.

The first icon is a little flipchart. Click it to get a blank screen. If you don’t want just a white screen, you can choose backgrounds like an xy graph or graph paper. Whichever you choose, scribble all over it to your heart’s content, and then, just like a paper flipchart, flip the page – in this case by use the toolbar’s right arrow. You will get a fresh screen. Want to go back to the screen with your scribbles? Tap the left arrow. Ready to go back to your slide presentation? Tap on the flipchart icon and select the first option in the row, the one with the X on it.

The camera icon takes a screenshot to save your brilliant explanation. The image gallery lets you call up those screenshots later to share your brilliant explanation with future classes. Or to return to it in a later class session.

If you are running PowerPoint (and this is also probably true for any presentation slide software), the arrows to the right and left of the toolbar allow you to move forward/backward through your slides. Or if you want to feel more powerful, put two fingers on the screen and slide left to advance, slide right to go back.

Don’t want the toolbar cluttering up the screen? Put two fingers on the screen, and slide up. To get the toolbar back, put two fingers on the screen, and slide down.

To exit annotation mode altogether, tap the pen icon in the bottom right corner.

And of course there’s nothing special about PowerPoint. Anything that shows on your computer screen can be annotated. Here I’ve opened a webpage, and marked it up with the pen, highlighter, and added a couple stamps (star, arrow).

Other nifty features

Pinch to zoom. Your computer screen is going to look smaller on your tablet. Pinch to zoom in (two fingers on the screen then move them together); unpinch to zoom out (two fingers on the screen then move them apart).

Menu items. While in remote desktop mode (pen icon is white), tap the tablet screen with three fingers to get this menu at the bottom of the screen. The question mark gives you the gesture hint screen. If you are using dual monitors the next icon allows you to switch monitors. (If you use dual monitors and are using PowerPoint’s presentation view, switching monitors allows you to see your notes and jump around in your slides. Just like in class, no one will be able to see what you’re doing. Just remember to switch back when you’re ready to write on the screen again.) The scroll icon adds a scroll tool (circled in blue); if you’re on a webpage, for example, it’s really easy to use this to scroll up and down. Just put your finger on it and slide up/down. If you use it in PowerPoint, it will cycle through your slides very quickly. It has essentially the same functionality as a scroll wheel on a mouse. The last icon toggles between sharp mode and smooth rendering video mode. If you wanted to watch a computer video from your tablet, the smooth rendering mode may make the video run more smoothly.

Conclusion

Since I record my lectures, I like having all of my writing on the screen instead of on the whiteboard.

I like the mobility – of not being stuck behind a computer monitor – or needing to frequently go behind the monitor. I’m now free to wander the classroom.

Jun 192012
 

Quick Tech Tip. Did you know that you can draw on PowerPoint slides during your presentation? You can use your mouse if you don’t have a touchscreen.

When you run your PowerPoint slides, in the bottom left corner of the screen are four hard-to-see transparent icons: Left arrow, pen, menu, right arrow. When you mouse over one of them, you can see it. In the image below is the pen.

Clicking the pen icon calls up this menu. Click the pen to draw; click the highlighter to highlight. Change the ink color if you’d like. When you want to go back to the arrow, for use when clicking on the slide, return to this menu and select the arrow.

Alternatively, right click on any slide to get this menu. Mouse over “Pointer Options” to get the pen/highlighter menu.

Or better yet, use the keyboard shortcuts.

CTRL+P: Switches to the pen
CTRL+A: Switches to the arrow
CTRL+E: Switches to the eraser
E: Erases all ink on the slide
CTRL+M: Toggles between showing/not showing ink on the slide

If you forget the keyboard shortcuts, run your slideshow, then press F1 to generate this information box. Choose the tab you want to see the shortcuts for that tab.

Jan 092012
 

In July 2011 I wrote about Socrative, a web-based student response system. (See the blog post here.) The brief version: The instructor logs into the Socrative website and gets a room number (change to whatever you’d like). Students visit the website on whatever web-enabled device they have (smartphone, iPod, tablet, laptop), and enter the room number. The instructor can ask multiple choice, true/false, or short answer questions. Ask them on the fly or create quizzes in advance. These quizzes can be teacher-paced or student-paced. Responses are collated into a spreadsheet and emailed to the instructor.

Socrative has added several very useful features to begin 2012.

On the premade quizzes, you can now randomize the answers. This is very handy if you want to make cheating a little more difficult.

The feature I really like is that you can choose whether you want students to get immediate feedback or not. After each exam, I identify the 4 most-missed questions. I push those questions back out to my students at the beginning of the next class session. Students can use their books, notes, and the other students near them to answer the questions for half credit. With immediate feedback turned off, students can’t share the correct answers with those around them.

Reports from quizzes used to be automatically emailed to instructors. Now you can choose to have it emailed, download it right now, or even choose not to have a report at all.

When building the premade quizzes, it is now possible to reorder the questions. That will be a huge help!

Another Socrative feature that I haven’t seen in other systems is the ability to push short answer responses back out to students for voting. The new addition is the ability to keep specific short answer responses from being sent back out for voting.

Read more about Socrative’s new features.

Nov 272011
 

I just finished reading a Scientific American blog on how people watch television. The author reports that “TV networks have taken to dividing their audience into two new segments.” There are those who watch TV like people have always watched TV. And then there are those who watch with a web-enabled device in their hands. I’m not sure there’s much difference between those two groups in that both groups want to share the experience. If we have people in the home to watch with, we’ll do that. If our family and friends are scattered to the four winds, we’ll turn to the internet to connect with them – or to connect with strangers who love the show as much as we do. At root, we’re social creatures. Why wait until tomorrow morning at the water cooler to share our thoughts about the show when we can do it right now, in real time?

People are no different when you take them from in front of the TV and drop them into a classroom. If the class is even remotely engaging, students are going to want to say something to somebody. Some instructors encourage dialogue, others don’t, and don’t for a variety of reasons. Large class sizes certainly make dialogue more difficult, for example.

Some instructors encourage their students to use Twitter with a course-specific hashtag to ‘talk’ with each other during class. Earlier this year I wrote about backchan.nl as a way to create a walled-off space for you and your students. Here’s an even easier-to-use alternative. (Shout out to Steve J. of the Teaching High School Psychology blog!)

TodaysMeet is an impromptu meeting space. No logins required. Enter a name for your room. The URL will be http://todaysmeet.com/[whatever you name your room]. Decide how long you’d like the room to be available. Click “Create your Room.” Give your students the URL.

When a student enters, she or he enters a name, and clicks the “Join” button.

The student types comments in the “Message” box, and clicks “Say”. Comments from all students appear in the “Listen” area. Anyone who is in the room can see what everyone else has written.

At the end of class, you can save all of the comments as a PDF. Use it, if appropriate, as assessment data or to assign class participation credit. Respond to student comments or questions during the next class session or take them to your class discussion board or email list if you use one.

Want students to work in groups? Great! Have them huddle up to respond to some question, and then have someone enter something on the group’s behalf.

I’m often asked, “If students are looking at their devices, how do you know they’re doing something class-related?” I don’t, any more than I know that if they’re writing on paper, they’re taking notes and not working on their math homework. Or if they’re looking at me, they’re thinking about the course material, and not the great weekend they had or are planning.

Nov 072011
 

by Eric Landrum [Note: I am thrilled that Sue Frantz has allowed a guest blog to appear here within her excellent Technology for Educators blog. I just hope I don’t ruin the neighborhood].

Recently heard at an anonymous meeting: “Hi, my name is Eric, and I am a clicker user.” [Audience in unison: “Hi Eric”]. OK, so I don’t think there are truly CA meetings, but I hope by the end of the this post you may be a bit more intrigued about why someone would use clickers in the classroom.

There are many different vendors and software systems for the use of audience response systems (AKA clickers)—summary to follow. And there are also web-based smartphone applications that do not require separate clicker hardware, just the use of text messaging or an app on your phone. But here I will highlight my use of Turning Technologies TurningPoint software, which is an add-in to Microsoft Word, in conjunction with the TurningPoint XR response device.

The general web site for Turning Technologies is here: http://www.turningtechnologies.com/

To download the free PowerPoint software add-in: http://www.turningtechnologies.com/responsesystemsupport/downloads/

After you install the PowerPoint plug-in, your PowerPoint ribbon will have this new tab:

You can continue to use your own themed slides—there are so many options you can pursue for designing the type of clicker question, how it is displayed, a countdown for students to respond, a prompt to ‘answer now,’ a counter that tallies how many students have responded so far, and so on. A sample clicker slide before being displayed to students looks like this:

One of the key benefits to using an audience response system (i.e., clickers) is that you and your audience can receive instant results as to whatever question was polled, whether a factually-based knowledge question, a question about attitudes and beliefs, a descriptive, informational question (like the one pictured here), or any other type of question-and-answer form.

My friend and colleague Stephen Chew of Samford University would argue that students arrive equipped with a built-in audience response system—raising their hands. Of course he is correct, but I believe (and others do too) that there are additional advantages of using clickers in your classroom:

  • A clicker allows for anonymity, whereas hand-raising connects a students’ identity to his or her response (particularly useful for shy students who would be reluctant to otherwise participate)
  • Clickers (and the software) can provide a precise, instant tally of a roomful of responses, and display that data instantly (as well as save that data for future use)—good for demonstrating the value of data in the social sciences
  • By thinking about the classroom as a laboratory for teaching, teachers can embrace the scientist-educator model in higher education and systematically study classroom interventions and new pedagogies, contributing to the SoTL literature
  • Clicker use provides another strategy for promoting student engagement in the classroom, and clickers can be particularly useful in large lecture halls

Imagine if you were teaching your introductory psychology class and you asked your 300 students to raise their hand to answer your questions; of course there would be audience response, and folks in the fixed-seating forward-facing auditorium could spin around and see how their student colleagues responded. But I would contend that it is much more efficient in the large lecture hall to use clickers and engage students from every corner of the room. Plus, by building in course-based points for clicker use and participation, you can “take attendance” in a large lecture hall situation without ever taking attendance.

Are there drawbacks to using clickers (and for that matter, any type of technology) in the classroom – of course. There are the respective learning curves for faculty and students. There is an investment for hardware by students (although some departments loan clickers to students). I believe that the benefits highly outweigh the risks, and I encourage you to conduct your own risk-benefit analysis. Higher education legend Vincent Tinto recently wrote “Simply put, the more students are academically and socially engaged with faculty, staff, and peers, especially in classroom activities, the more likely they are to succeed in the classroom” (2011, para. 8).

Types of clicker systems, with URLs for more information:

 

For a nice resource on different applications of clickers in higher education, see this web site at the Vanderbilt University Center for Teaching: http://cft.vanderbilt.edu/teaching-guides/technology/clickers/

Sep 062011
 

Ellen Finkelstein invites you to join this free webinar series to learn how to eliminate Death by PowerPoint and make your presentations come to life. Listen to guest experts share their best techniques and answer your questions!”

There will be seven sessions on Wednesdays at 11am PT/2pm ET beginning tomorrow, September 6, 2011 and running through October 26th (no session on September 21st).

Visit the PowerPoint blog to see the list of speakers.  Or visit the OutstandingPresentationsWorkshops.com website.

Register here.

Hope to see you there!

Aug 092011
 

Do you play Jeopardy in class as a test review? Jeopardy Labs makes it easy to create a web-based Jeopardy game.

Here is one created for the “Biological Bases of Behavior” chapter in an Advanced Placement Psych class.

In the opening screen, decide how many teams will be playing. You can choose up to 12.

Click “Start” to bring up the board.

Clicking “100” under “The Neuron” produces this question.

Students buzz in by whatever method you’d like. After the team responds, click “Correct Response” to show the correct answer.

At the bottom of the screen, click +/- to add/subtract points to the responding team’s score. If it’s a 200 point question, click + once, and 200 points will be added to the team’s score. If you do not click + or -, the question will remain available on the board. Clicking multiple times will add multiples of the question’s value.

Click “Continue” to return to the board where the chosen question has been removed. You can, however, still click on the box to reveal the question. The score can be seen at the bottom of the board.

No fancy Double Jeopardy or Final Jeopardy, though.

Building a Jeopardy board is easy. Click in the appropriate boxes to change the title and category names. Click on a numbered box to enter the answers and questions.

Click save at the bottom of the board when you’re done. You’ll be redirected to a page that will provide you for the URL for your board. Bookmark it. That’s the only way you’ll be able to get to it to run the game or edit it, unless you create an account and donate money to the site creator – a worthwhile expense if you intend to make heavy use of the site.

Jul 102011
 

[Update: See a more recent post on new features.]

This is the tool I’ve been waiting for. Socrative turns your students’ smartphones into a powerful student response system. It’s like PollEverywhere (see this earlier post), but with greater flexibility and ease-of-use, the ability to attach student names to electronic quizzes, and free – even when you have more than 30 students. This promises to be a real challenge to the makers of student response systems.

You and your students have options for accessing Socrative. Access it via the website using a computer or any web-enabled mobile device. For the mobile devices, you can either just access the website, or you can download the free app (Android or iPhone). I tested it out by visiting the Socrative teacher site on my computer and using the student app on my Xoom.

Socrative includes a simulation on their website, so I took the liberty of taking screenshots. You can try it out yourself by going to the Socrative website, and clicking on “Hands-On Demo” in the lower right corner.

To experience it yourself, on your ‘teacher’ device, go to http://t.socrative.com. On your ‘student’ device, go to http://m.socrative.com. Yes, it’s just that easy. In class, you go to the ‘t’ website and send your students to the ‘m’ website. If you or your students have the app, just run the app.

Connecting student devices to the teacher’s device

On the lecturer’s device, you see “my room number”. When students run the app or visit http://m.socrative.com, they’ll be asked to enter a room number. They just enter the number you have on your device. You can change that number if you’d like. Just select “Change room number” (it’s on the bottom half of the menu, not visible in the screenshot). The number doesn’t have to be a number. It can be text, say, your name or the name of your course. Whatever you choose will be remembered both on your device and your students’ devices. The student’s device will show “Waiting for teacher to start an activity” until you, well, start an activity.

Multiple Choice Questions

Pose a multiple choice question orally, or by writing it on the board, or in your presentation slides. Tap “Multiple Choice”, and the students will be given A through E options.

Once the student chooses, the instructor gets a bar graph, and the student’s device goes back into waiting mode. Unfortunately, at this time, there is no way to display this bar graph to students other than displaying your device using an opaque projector, or if you’re using your computer’s web browser, displaying the web page.

Short Answer Questions

Pose a short answer question to your students. On your device, tap “Short Answer”. That generates a response box on the student’s device.

Here the student entered “I have no idea what the answer is.” That appears on your device, and the student’s device goes back into waiting mode.

Now, if you’d like, you can have students’ vote on the best responses by tapping “Vote on responses.” Each student device now shows all of the short answer responses that were submitted. In this case, just one.

Quick Quiz (Self-Paced)

In a quick quiz, you give students a set of pre-planned questions. After a student submits one question, they move onto the next one, and the next until they’re finished. The first question should be their name.

Here you can see that there is one active user in the room. We know that because that’s how many devices have entered the Socrative room number. At this point, no one has completed the quiz.

The student has answered all 4 questions in the quiz. On the lecturer’s device, click “Live Results” to see who has responded and how they did. Once everyone has completed the quiz, click “End Activity & Send Report.” An Excel spreadsheet will be soon emailed to you with all of the data from the quiz.

This is what the spreadsheet looks like. The green-filled boxes are correct answers; the red-filled are incorrect.

Tip: On the quizzes, change the first question about name into two questions. Question 1: Enter your last name. Question 2: Enter your first name. When you get the spreadsheet, you can sort by last name for easy entry into your gradesheet.

Exit Ticket

The Exit Ticket works in much the same way as quizzes. With 5 to 10 minutes left in class, click “Exit Ticket” and students respond with their name and quick responses to a question, such as “define independent variable.” Research has shown that responding to open-ended questions related to the course content at the end of class improves performance on exams. [See for example: Lyle, K.B. & Crawford, N.A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38, pp. 94-97.]

The Exit Ticket should be editable, but as of this writing it doesn’t appear to be. Instead, you can accomplish the same thing by giving a Quick Quiz since the Quick Quizzes are editable.

Space Race

Students compete in small groups (maximum: 10) to answer your pre-loaded questions as quickly as they can. The team that gets the most right in the shortest amount of time wins. Again, when you’re done, click the “end activity & send report” button at the bottom of your screen (not shown). You’ll be emailed an Excel spreadsheet with the results.

CONSIDERATIONS

Not all students have smartphones, laptops, netbooks, or other portable web-enabled technology. On the quizzes and the exit ticket, once a student is done responding, they’re given the option to finish or let another student take the quiz. For activities that could potentially have points attached, there’s at least this option. If many of your students don’t have internet access in your classroom, consider pairing students so that the two of them provide one response.

I anticipate trying this out in the fall. If anyone tries it before I do, I’d love to hear what you and your students think of it!

Thanks to Free Technology for Teachers for posting on this technology!

Apr 022011
 

[UPDATE 10/9/2012   : Tegrity now has dual-monitor support for both Macs and PCs.  When you run the Tegrity recorder, if Tegrity detects more than one monitor, it will ask if you’d like to record the current monitor.  If you want to record the other one, click the blue arrow to change monitors.  Very easy!]

Bear with me while I digress from my normal postings. Typically I discuss technology that is freely available to most or about technology that many already have, such as Microsoft Office. This time I’m going to discuss an issue that I spent quite a bit of time working on before hitting upon a solution. This post is for people who meet the following two conditions:

  1. You use dual monitors for your presentations. That means that you have your regular computer screen and you have an ‘extended desktop’ projected on a second monitor. In my classroom, my laptop is my main monitor, and what is projected onto the screen that my students see is the secondary monitor (aka ‘extended desktop monitor’).
  2. You use Tegrity. Tegrity is lecture capture software. It will record whatever is on your computer screen and webcam and whatever audio is fed through a microphone. In other words, it captures your lecture as you lecture. It’s very helpful for students who missed class, for students who have an accommodation for a notetaker, for ESL students, or for students who just want to hear the instructor’s explanation one more time.

My setup

In the image below, on the left is what my students see projected on the classroom screen. On the right is PowerPoint presenter view (see this blog post if you’re unfamiliar with presenter view. Briefly, the projected screen is duplicated in the top left of the laptop window. My notes are on the right, and at the bottom of my laptop screen is a filmstrip of my slides that allows me to jump to any slide in my presentation.)


The problem

Tegrity only captures what is on my laptop screen (my notes, all of my slides), not what I’ve projected on the classroom screen. I want that to be the other way around. You’d think that Tegrity would be able to detect when dual monitors are in use and allow the user to determine which monitor would be recorded. But, as of this writing, that’s not an option.

The work-around solution

To get Tegrity to record what is on the classroom screen, I need to trade screens. I need to put my computer on the projected screen and put the extended desktop on my laptop.

  1. Flip the monitors. For me that means right clicking on my desktop and under ‘graphic properties’ I make the monitor (projected screen) my primary device and make my notebook my secondary device.

    My computer’s desktop is now visible on the projected screen. This is what Tegrity will record.

    Tip: If you don’t want your students to see your desktop icons, you can temporarily hide them. Right click on the desktop. Under view, uncheck ‘show desktop icons.’

    If I just stop here and run PowerPoint, all of my notes and the filmstrip of my slides will appear on the projected screen, and just the slide will appear on my laptop. Not what I want. To solve that, I need give PowerPoint some instructions.

  2. Flip PowerPoint presenter view. Open the PowerPoint presentation, and on the Slide Show tab, check ‘Use Presenter View.’ Directly above that, where it says “Show On:’ select ‘Primary Monitor.’ In step one, we made the ‘primary monitor’ the projected screen. That means that slides will now be projected on the classroom screen. This will need to be done for all of your PowerPoint files. Once you change one PowerPoint file, all of the others (just in the same folder?) will change as well. [Updated  5/3/2011.]

In a nutshell

Tegrity will only record the primary monitor. What I’ve done is make the projected screen the primary monitor, and I’ve told PowerPoint to project slides onto the primary monitor.

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