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Note: You do not need a Canvas plugin to use Zoom within Canvas – create your meeting according to the instructions below and paste a link in Canvas for your students. From your dartmouth. Each of the settings you elect here will apply to all recordings on your Zoom account by default, going forward.

Local Recordings – Toggle OFF — Recommended to prevent participants from recording and storing the video file of the session to their own device. Automatic recording — You may either decide to enable automatic recording of all of your meetings here OR enable it individually at the meeting scheduling level.

Only authenticated users can view cloud recordings — Toggle ON — Recommended to ensure that users must be logged into their Zoom account in order to view the recording of the session, and prevent those without a Zoom account from viewing it. Recommended to inform students that the session is being recorded, and enable them to protect their privacy if they wish by exiting the meeting, turning off their camera, turning off their microphone.

Zoom allows for two ways to share meeting details: 1. We recommend that you schedule your class sessions using the Meeting Scheduler and Recurring Meetings. Hosts can control the ways that participants can interact during a meeting or class. Using these options can help you better manage a meeting or class by minimizing excess distraction or disruptive participants. Recordings, Settings. If you need help with troubleshooting Zoom during a call, please contact the Dartmouth Service Desk at The following are tips for virtual discussions and class sessions in Zoom.

Without the non-verbal cues of the face-to-face classroom, active learning becomes an even more important tool to help students demonstrate learning progress and for us to provide feedback on their learning. Creating an active, student-centered classroom environment will also help keep students more engaged and motivated. Promote Social Presence.

Unlike teaching in a classroom, teaching remotely leaves us without many of the social connections and contexts we rely on to engage students. Online, we cannot look around the room and check whether students are paying attention or following along as we can face-to-face.

Clarify online classroom expectations and roles through community agreements. If learning in an online environment is new for you and for your students, consider having a discussion with students about how to translate your classroom norms from the face-to-face classroom into your online space. By building these community agreements collaboratively with your students, you and your students will be more invested in using the online classroom as a shared space.

Topics to address include use of microphones, webcams, and chat features; protocols for interacting and engaging during online activities; and ways to seek help with technology. Encourage webcam use. Listening to a disembodied voice over slides can be very disengaging. Similarly, having a conversation without seeing the person on the other end removes many of the social cues we rely on to understand one another.

For these basic reasons, using a webcam for discussions or other interactive activities can improve engagement and learner satisfaction. If a student feels uncomfortable with sharing their webcam, encourage adding an avatar to their Zoom user profile. Create opportunities for students to interact informally as they would in a face-to-face classroom.

These bits of small talk or fun can go a long way in helping build community over distances. This can be done quickly through icebreakers or activities that students can do as they enter the online classroom right before class or as class begins. Allow students to Join Before Host and not immediately ending your meeting when you finish are ways to promote this.

Translate your favorite face-to-face activities to the online space. Though not everything will translate directly, the online classroom provides opportunities for similar activities that you can use to get students to engage in their learning and with each other. For example, try using breakout rooms for small group discussions before thoughts are shared out over webcam in the main room; use polls in Zoom or via PollEverywhere as a digital clicker system; or use the chat for a class brainstorm.

Introducing even small, informal activities throughout your class session helps keep students more engaged. Encourage collaboration through shared note taking using Google Docs and group generation of questions to be answered by instructors or other students via chat. Increasing opportunities for you and your students to exchange ideas in real time will help further motivate students to participate in your online class sessions.

Model collaborative interactions for your students to help encourage productive participation. This can be particularly helpful with the technological unpredictabilities that might lead to sporadic information in sessions.

Define learning objectives and participation expectations. Communicating learning objectives to students helps to keep them focused on what they are learning, and will help you and your instructional team determine what is most important to do synchronously online. Use your objectives to consider what should or can only be done when your class is meeting and what might be movable to out-of-class videos, homework, or activities.

Similarly, defining what participation looks like will help your students make progress towards these learning objectives, and allow for you to give feedback on engagement. Teach as a team. If you are working with Teaching Assistants TAs or Learning Fellows LFs to facilitate your course, you can share responsibilities like communication, discussion facilitation, and possibly low level student technology support. If you have an instructional team e. Two such roles include the instructor who leads the class providing the main voice and being the person on camera throughout the learning experience and the instructor who supports the lead instructor helping to answer questions on chat, to set up any online tools e.

If you use breakout rooms, the supporting instructor or TAs can also help facilitate small group discussion. Making these roles clear to students is helpful so that they can engage the appropriate person if they need help. Create a clear lesson plan and class outline. Creating a class outline that signals to your instructional team and to your students what technology, tools, or platforms they will be expected to use as part of class is also a good practice.

This helps signpost to students what is coming up, and transparency about technology use gives them an opportunity to prepare so that they are ready to engage once the activities begin. Additionally, if you are shifting roles throughout the class period, a clear lesson plan will make sure that your team knows when and how these transitions occur, and when during class students may need assistance.

Check your tech and test your activities with your team. Making sure all technology is working well is even more important online, when the whole class is relying on technology to enable interaction. Test any external tools that you may be using on multiple devices, if possible. Also test out activities with your instructional team, and get their feedback in order to best assure success when running the activity with students and to help get your team all on the same page.

Once you know how you would like your activities to work, encourage your students to check technology and practice using it so that the class experience can be as seamless as possible. Start Small, Collect Feedback, and Reflect. Remote teaching is likely a new experience for you and your students, and will certainly not be without its challenges. Do not feel you need to use all the tools at once, as that would most likely be overwhelming for everyone.

Instead, introduce tools and activities slowly to give you and your students practice. Encourage your students to provide feedback on their experience to help you to reflect, revise, and try again next class. Your Email Leave this field blank. Advanced features of this website require that you enable JavaScript in your browser.

Thank you! Logging into Zoom and Installing the Zoom App Note: You do not need a Canvas plugin to use Zoom within Canvas – create your meeting according to the instructions below and paste a link in Canvas for your students.

Navigate to dartmouth. Dartmouth has a subscription to Zoom Pro Meetings which allows for up to participants. Dartmouth also has a limited number of webinar licenses available upon request by contacting help dartmouth. To learn more about Webinars versus Meetings, refer to this Zoom comparison guide. Install the Zoom Meetings app from Zoom’s download page. Zoom Recording Account Settings From your dartmouth. Recording disclaimer — Toggle ON Ask participants for consent when a recording starts — Uncheck Ask host to confirm before starting a recording — Check Recommended to inform students that the session is being recorded, and enable them to protect their privacy if they wish by exiting the meeting, turning off their camera, turning off their microphone.

Scheduling Meetings vs. Your Personal Meeting Room Zoom allows for two ways to share meeting details: 1. Navigate to the Meetings panel in Zoom. Click the button labeled Schedule a Meeting. Use the topic field to name your meeting after your course number. Skip over the When, Duration, and Time Zone fields. Check off Recurring Meeting. Click the Recurrence drop-down and select the option for No Fixed Time. Otherwise, you may select the option to use your PMI which will make it persistent across your other meetings that utilize your personal meeting room.

Fill out the other options based on your desired preferences. Or refer to our Quick Reference in the next section. This will protect access to your personal meeting ID.

Do this for both office hours and class sessions. You can encode the password in the shared URL but this must be enabled for your participants to join in.

Enable Join Before Host – Make sure to allow Join Before Host arrives in you meeting settings so students can get in, get setup, and connect with each other. If Office Hours Enable Waiting Room – this will allow you to accept a single student into the room at a time from the participants panel.

Only authenticated users can join – enable this to prevent others without Zoom accounts from joining your meetings. Note: as of this writing, it does permit non-Darmtmouth Zoom account holders to join.

Mute Participants upon entry for Class Sessions Record the meeting automatically – enable this if you want meetings to be recorded automatically. Choos the option for the Cloud Recording. This will generate a link that you may directly place and stream in your Canvas site. Quick Reference: Managing Participants Hosts can control the ways that participants can interact during a meeting or class. Mute a participant.

People often leave their microphones on by mistake, meaning everyone in the meeting can hear their background noise.

 
 

 

ZOOM classes from Monday 4th Jan MEETING ID codes and info below.

 
ZOOM MEETING ID. ZOOM SESSION PASSWORD. MEETING, THEN ENTER THE ZOOM ACCESS CODE AND PASSWORD BELOW. TO ACCESS ZOOM BY PHONE. Zoom Meeting IDs and Passwords · 3rd Nine Weeks Learning Pathway Selection Form · Morgantown Middle School Counselor. Congratulations Class of. For Zoom Students Only We recommend you join the classes 5 minutes before they start. First time user: Make sure Virtual Classroom Online LIVE Classes.

 
 

Zoom live class codes – zoom live class codes: –

 
 
ZOOM Links / Google Classroom Codes – First week of school. Adams, Peter. Meeting ID: PC: Alexander, Michelle. Zoom Meeting IDs and Passwords · 3rd Nine Weeks Learning Pathway Selection Form · Morgantown Middle School Counselor. Congratulations Class of. Here are all of our zoom meeting IDs. The password for all classes is We will always let you know by 1pm if classes will be happening on Zoom.

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