CEE Teaching@JCU Support Learning Glass
The Learning Glass
- Aboriginals and Torres Strait Islanders in Marine Science
- Courses
- Future Students
- Current Students
- Research and Teaching
- Partners and Community
- About JCU
- Reputation and Experience
- Celebrating 50 Years
- Academy
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre
- Living on Campus
- Advanced Analytical Centre
- Applying to JCU
- Alumni
- AMHHEC
- JCU Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Association of Australian University Secretaries
- Australian/NZ Students
- Australian Lions Stinger Research
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- JCU-CSIRO Partnership
- Employability Edge
- Career Ready Plan
- CASE
- Careers at JCU
- Careers and Employability
- Chancellery
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- College of Business, Law and Governance
- College of Healthcare Sciences
- WHOCC for N&M Education and Research
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Centre for Disaster Solutions
- CSTFA
- Cyber Security Hub
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- Discover Nature at JCU
- Research Division
- Services and Resources Division
- Education Division
- Economic Geology Research Centre
- Elite Athletes
- eResearch
- Environmental Research Complex [ERC]
- Estate
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- General Practice and Rural Medicine
- GetReady4Uni
- Give to JCU
- Governance
- Information for JCU Cairns Graduates
- Art of Academic Writing
- Art of Academic Editing
- Graduate Research School
- Graduation
- Indigenous Education and Research Centre
- Indigenous Engagement
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- International Schools
- International Students
- Research and Innovation Services
- JCU Eduquarium
- JCU Events
- JCU Global Experience
- JCU Ideas Lab
- JCU Job Ready
- JCU Motorsports
- JCU Prizes
- JCU Sport
- JCU Turtle Health Research
- Language and Culture Research Centre
-
CEE
- Search
- About CEE
- Education Strategy
- Teaching@JCU Support
- Assessment@JCU
-
TEL Design
- About LearnJCU
-
Assessment & Feedback
- Artificial Intelligence
- Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Enable or Disable Submission View
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- One Question at a Time
- Peer Review
- Release Conditions
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Save Grade Centre Filtering
- Submission Receipts
- Test Response Download
- Test Settings
- Timezones
- Video Assessment
- Collaboration
- Communication
-
Content & Learning Resources
- Accessibility in LearnJCU
- Banners for Subjects
- Computations
- Content Management
- Create Studio
- DIY Engaging Videos
- Emojis in Ultra Docs
- Exemplars in LearnJCU
- H5P in LearnJCU
- Hypothesis
- Intro Videos
- Learning Sequence (PDF)
- LearnJCU Layouts (PDF)
- Digital Media Support
- LinkedIn Learning
- Mayer's 12 Principles of Multimedia (PDF)
- Media Resources
- Open and Licensed Resources
- Padlet in LearnJCU
- Panopto Video Capture
- PebblePad ePortfolios
- Progress Tracking
- Release Conditions
- Subject Site Setup
- Organisation & Structure
- Participation & Engagement
- Subscribe to the Learn Lowdown
- Teach with Tech Ebook
- Data & Evaluation
- Student Success
-
Development & Recognition
- Professional Development
- PD Webinar Recordings
-
Grants & Awards
- JCU Learning & Teaching Innovation Grants
- JCU Sessional Teaching Awards
- JCU Inclusive Practice Awards
- JCU Inclusive and Accessible LearnJCU Site Awards
- JCU Citations for Sustained Commitment to Enhancing Diversity, Equity and Inclusion
- JCU Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- Showcasing Excellence
- Communities of Practice
- SoTL @JCU
- LearnJCU
- Library
- Mabo Decision: 30 years on
- MARF
- Marine Geophysics Laboratory
- New students
- Off-Campus Students
- Office of the Vice Chancellor and President
- Virtual Open Day
- Orpheus
- Outstanding Alumni
- Parents and Partners
- Pathways to university
- Planning for your future
- Placements
- Policy
- PAHL
- Publications
- Professional Experience Placement
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Safety and Wellbeing
- Scholarships
- Contextual Science for Tropical Coastal Ecosystems
- Staff
- State of the Tropics
- Strategic Procurement
- Student Equity and Wellbeing
- Student profiles
- SWIRLnet
- TARL
- TESS
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- Unicare Centre and Unicampus Kids
- UAV
- VAVS Home
- Work Health and Safety
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Clinical Psychedelic Research Lab
The Learning Glass (LG) uses LED light technology to illuminate your writing with neon markers on specialised glass to transform a traditional whiteboard lesson into an engaging student experience.
How it works:
- You stand behind the LG and annotate while being filmed
- The image is then flipped in camera
- Students see you and the annotations
- You can either share a recorded session or deliver it live online.
The LG makes teaching much more dynamic and engaging compared to traditional whiteboards where you are annotating facing away from your students. You are able to connect with your students using important social and emotional cues and “gaze guidance” (Fiorella and Mayer, 2016).
Teaching with LG technology
The LG is currently located on both the Bebegu Yumba Campus (Townsville) and Nguma-bada Campus (Cairns)
- Bebegu Yumba: B302.002
- Nguma-bada: A4.222B
How can I book
Both locations can be booked using the Web Room Booker.
- Log on using your JC number and Password
- Select your campus
- LT-Recording room
- View filtered rooms
- Select the LG on your campus
- Select date
- Select time and duration and then choose next
- Select your booking
- Fill out the confirmation details with a RED *
- Confirm booking
- You will receive a confirmation email.
If you have any issues using the booking system please refer to the following guide:
- Educational Designer - Helps with designing your session
- Academy Learning Tech Team - Provides technical assistance (email ltech@jcu.edu.au)
- VAVs Team - Maintains the equipment and space (includes replacing of pens)
When recording a LG session to share in your LearnJCU subject site, we recommend that you use Panopto Capture.
Guides:
The LG can be used in Collaborate to live teach.
To see an example of the LG used in a live teaching scenario please view the recording below where Lecturer Diana Castorina is teaching her economics class live in Collaborate. (Note this recording has been edited for demonstration purposes)
Guides:
Look at the camera not the TV
Do not write too big or small. Test your writing first and see how it looks on camera
Only use the pens provided
Use different colour pens to highlight different points
If you are live and you ask your students a question, give them time to answer
Also, if live it is better to request students verbally ask questions rather than use the chat box
Wear clothing that is block coloured, medium dark greys, navy or black
One concept per glass, do not try and overload your learning glass with multiple concepts as it can get very busy very quickly
Once a concept is complete clean the glass before beginning a new concept
Save space on the left or right of the LG to show students you and maintain that uninterrupted connection with students
To minimise squeaking on the glass, from pens, you may have to write slower and ensure there is adequate ink in the tip of the pen
Have a piece of paper towel on the desk that you can use to prime the pen
Keep your LG recordings short, one recording equals one topic.
Teaching by design
To make the most of your time with the LG, it is essential that you plan your session before attending your booking. To aid in the planning stage we have provided you with a demonstration video, example lesson plan, and template.
- From paper to glass - demonstration video (4mins)
- Lesson plan template (DOCX, 24 KB)
- Lesson plan example (DOCX, 181 KB)
Weekly learning sequence checklist (PDF, 66 KB)
The checklist can be used if you wish to implement a weekly learning sequence into your LearnJCU subject site.
When planning, keep in mind the LG can also be used to team teach and in some situations it is more engaging. See an example below, from the Librarians Bronwen Forster and Janet Catterall.
Cognitive Theory of Multimedia Learning (Mayer, 2009, 2014A) is one of the theories we have adopted to guide our teaching practice using the LG. This theory amalgamates human actions, human emotion with learner experience. The tables below from Fiorella and Mayer (2016) explain the interactions which happen when using the LG to teach your students.
Basic Principles of Multimedia Learning and Observing Instructor Drawing
Principle | How it works | How it applies to observing drawing |
---|---|---|
Signalling | Directs attention to relevant Information | Hand directs attention to the relevant visual information |
Temporal contiguity | Integrates words and pictures in time | Visuals drawn concurrent with verbal explanation |
Segmenting | Breaks down material into manageable parts | Visuals drawn one at a time rather than presented all at once |
We adopted Mayers (2017)12 Principles of Multimedia Learning. These principles are essentially a guideline for you to follow when designing your LG lesson. Mayer's (2017) 12 Principles of Multimedia checklist is available for you to use for your LG lesson design or any multimedia design.
Theories Related to Observational Learning and Observing Instructor Drawing
Area | Theory | Explanation |
---|---|---|
Teaching modeling | Self-efficacy | Watching a model perform a task enhances learners' beliefs that they are capable of understanding the material. |
Dynamic visuals | Human movement | Observing task-relevant movement takes advantage of an innate human bias to learn from others. |
Social cues | Social agency | Personalized language and human-like movements (e.g., gestures) establishes a sense of partnership between the instructor and the learner. |
The LG also lends itself to incorporate Embodied Learning. "Embodied Learning can be understood as the conscious use of creative experiences and the active involvement of students to champion the acquisition of knowledge" (Paniagua, & Istance, 2018, pp.118).