Tag: blue jeans

Recording an Interview Over Blue Jeans

When teaching an asynchronous, online course it can be difficult to find a time for a guest speaker to appear in your course. A guest speaker can instead record a presentation or speech on their own and send a recording for use in your online course, or you can host an web conference to help facilitate a recording and capture a conversation between you and your guest. If you choose to facilitate a recording over web conference, read on for recommendations to make the process go as well as possible. However, web conference technology can limit the quality of a

Blue Jeans Desktop Application Change as of September 1

Northwestern IT has shared the following announcement with all Blue Jeans users: Beginning September 1, how you access the Blue Jeans videoconferencing service will be changing. If you are using the Firefox, Internet Explorer, or Safari browser you will need to download the Blue Jeans desktop application to access your meetings. This change does not affect Chrome browser users. No action is needed if you are already using the desktop application to access your meetings. You can download the Blue Jeans desktop application now for Mac and Windows to avoid any delays in joining your online meetings. After September 1,

Blue Jeans: June 2016 Online Learning Webinar

June’s Online Learning Webinar, hosted by instructional technologist Jackie Wickham, was a demo of Blue Jeans, Northwestern’s new web conferencing software that integrates with Canvas. Online faculty in the School of Professional Studies are encouraged to use Blue Jeans to host synchronous class meetings or meetings with students. Beginning in the Fall 2016 quarter, Blue Jeans will be the default option for web conferencing at SPS; faculty wishing to use Adobe Connect will need to request an account by e-mailing spsconnect@northwestern.edu. A recording of the June Online Learning Webinar can be found here. The next Online Learning Webinar will take

Ready, Set, Collaborate!

Designing and assessing group projects that promote meaningful learning experiences in positive collaborative environments. While students may groan at the prospect of performing group work, positive group experiences have been shown to contribute to student learning, retention, and overall program success. By working in collaborative groups, students can exercise a host of professional skills that can they can apply in the real world and reinforce knowledge and skills that are relevant to your coursework and curriculum. For Faculty, one benefit is being able to assign more complex, authentic problems than you could to individuals. This may introduce more unpredictability in