1 00:00:11,930 --> 00:00:14,590 - Welcome everyone to this session 2 00:00:14,590 --> 00:00:17,573 on active learning in synchronous remote classes. 3 00:00:18,650 --> 00:00:20,520 My name is Jen Garrett Ostermiller Missteps. 4 00:00:20,520 --> 00:00:22,770 I ran the center for teaching and learning 5 00:00:22,770 --> 00:00:24,630 and I'm really excited to have developed 6 00:00:24,630 --> 00:00:26,888 and be facilitating this workshop 7 00:00:26,888 --> 00:00:29,890 with two of our faculty associate colleagues. 8 00:00:29,890 --> 00:00:31,940 And I will let them introduce themselves. 9 00:00:34,200 --> 00:00:35,560 Allison, do you want to start? 10 00:00:35,560 --> 00:00:37,110 - Yes, I'm Allison Anacker. 11 00:00:37,110 --> 00:00:39,920 I'm a lecture in psychological science 12 00:00:39,920 --> 00:00:43,330 and they teach for the undergraduate neuroscience program. 13 00:00:43,330 --> 00:00:45,480 And like Jen said, I'm a faculty associate 14 00:00:45,480 --> 00:00:47,463 with the center for teaching and learning. 15 00:00:48,550 --> 00:00:50,020 - [Laura] So I'm Laura Almstead. 16 00:00:50,020 --> 00:00:54,150 I'm a faculty member, a senior lecturer in plant biology 17 00:00:54,150 --> 00:00:55,460 and I'm a secondary appointment 18 00:00:55,460 --> 00:00:57,530 in nutrition and food science. 19 00:00:57,530 --> 00:01:01,370 And I teach a range of courses from intro biology 20 00:01:01,370 --> 00:01:04,513 to biochemistry, to a kitchen science class. 21 00:01:05,400 --> 00:01:08,430 And I have been thrilled to be a faculty 22 00:01:08,430 --> 00:01:10,363 associate with CTL this year. 23 00:01:18,960 --> 00:01:22,330 - And Laura, do you want to take control of the slide? 24 00:01:22,330 --> 00:01:25,410 - I wasn't sure if you were gonna say anything more. 25 00:01:25,410 --> 00:01:28,450 - So welcome to everybody. 26 00:01:28,450 --> 00:01:30,650 Thank you guys for engaging 27 00:01:30,650 --> 00:01:32,780 in our little icebreaker activity 28 00:01:32,780 --> 00:01:34,980 of posting a gift or emojis. 29 00:01:34,980 --> 00:01:38,223 It's like everybody chose to post gifts, which is fabulous. 30 00:01:39,260 --> 00:01:42,110 So this is a great example of something you can do 31 00:01:42,110 --> 00:01:43,980 at the beginning of class 32 00:01:43,980 --> 00:01:46,930 to start things off on a slightly lighter foot 33 00:01:46,930 --> 00:01:49,350 perhaps throughout the some conversation 34 00:01:49,350 --> 00:01:51,020 and basically kick things off 35 00:01:51,020 --> 00:01:55,713 in a nice way of building community. 36 00:01:59,230 --> 00:02:04,230 So this is an example of something I've done 37 00:02:04,250 --> 00:02:07,550 in all of my classes when I've been teaching remotely. 38 00:02:07,550 --> 00:02:10,340 So I taught one fully remote class 39 00:02:10,340 --> 00:02:13,570 and one mixed class this past fall. 40 00:02:13,570 --> 00:02:18,400 And I found that staring blankly at my wall at home 41 00:02:18,400 --> 00:02:21,870 or in the classroom, because there were people 42 00:02:21,870 --> 00:02:24,730 who attended the mixed class in person. 43 00:02:24,730 --> 00:02:27,260 I guess it'd be really boring on my part. 44 00:02:27,260 --> 00:02:29,240 So I started putting things 45 00:02:29,240 --> 00:02:32,520 in the chat or asking students questions 46 00:02:32,520 --> 00:02:35,683 and it really started kicking things off in a better way. 47 00:02:36,580 --> 00:02:39,480 I also found that it helped encourage 48 00:02:39,480 --> 00:02:41,930 additional participation during the class 49 00:02:41,930 --> 00:02:43,800 because students were more primed 50 00:02:43,800 --> 00:02:46,923 to be ready to converse both with me and with each other. 51 00:02:47,880 --> 00:02:50,880 So a couple examples of icebreaker activities you can use 52 00:02:50,880 --> 00:02:52,310 would be something like we just did, 53 00:02:52,310 --> 00:02:55,040 which is a gift, maybe a gift of the day 54 00:02:55,040 --> 00:02:58,083 or something that's centered around class material. 55 00:02:58,930 --> 00:03:01,430 You could also think about posting a news article 56 00:03:01,430 --> 00:03:05,220 or a cartoon, that was related to class material. 57 00:03:05,220 --> 00:03:06,200 That's something I've done 58 00:03:06,200 --> 00:03:09,060 in in-person classes quite frequently 59 00:03:09,060 --> 00:03:11,373 or just an informal questions. 60 00:03:11,373 --> 00:03:13,580 Some of the ones I used in my classes 61 00:03:13,580 --> 00:03:16,546 were like your favorite (mumbles) 62 00:03:16,546 --> 00:03:19,180 or what's your favorite thanksgiving food 63 00:03:19,180 --> 00:03:22,230 or food that you love to eat. 64 00:03:22,230 --> 00:03:24,650 Another example and this is actually 65 00:03:24,650 --> 00:03:27,880 one that I used frequently 66 00:03:27,880 --> 00:03:31,550 in my bio one class so frequently, pretty much every day 67 00:03:31,550 --> 00:03:36,550 after I started was to post a pun at the beginning of class. 68 00:03:37,420 --> 00:03:42,420 So my mom gave me a pun calendar, so they weren't mine. 69 00:03:42,650 --> 00:03:45,690 And I had quite a range to pick from 70 00:03:45,690 --> 00:03:47,360 but I would post a pun in the chat 71 00:03:47,360 --> 00:03:50,340 and it got to be so popular that one day 72 00:03:50,340 --> 00:03:52,050 the students and I were in the chat 73 00:03:52,050 --> 00:03:53,270 talking about something else 74 00:03:53,270 --> 00:03:55,030 and then it was time for class to start 75 00:03:55,030 --> 00:03:58,007 and somebody said, "Hey, where's the pun?" 76 00:03:58,908 --> 00:04:01,110 But just a quick example here. 77 00:04:01,110 --> 00:04:03,610 This one, my pun was, I have a fear of elevators 78 00:04:03,610 --> 00:04:06,390 but I've started taking steps to avoid it. 79 00:04:06,390 --> 00:04:09,546 So somebody posted a little gift of a clip 80 00:04:09,546 --> 00:04:14,020 in the elevator and somebody else chimed in 81 00:04:14,020 --> 00:04:18,560 with a another counter pun that's really uplifting. 82 00:04:18,560 --> 00:04:21,870 And then those students went off on a conversation about 83 00:04:21,870 --> 00:04:23,720 Christmas movies that they watched 84 00:04:23,720 --> 00:04:25,960 or other movies that they liked. 85 00:04:25,960 --> 00:04:29,293 And so it was a nice way to just kick off class. 86 00:04:35,060 --> 00:04:40,060 So as I mentioned, I taught both remote class 87 00:04:41,270 --> 00:04:45,980 fully remote class and a mixed class this past fall. 88 00:04:45,980 --> 00:04:48,430 So just to get kind of a baseline understanding 89 00:04:48,430 --> 00:04:51,570 of where you guys are coming from, 90 00:04:51,570 --> 00:04:54,070 it would be great if you would type in the chat, 91 00:04:54,070 --> 00:04:57,020 what modalities you taught in the fall 92 00:04:57,020 --> 00:04:59,767 or are planning to teach in the spring. 93 00:05:15,920 --> 00:05:19,080 Somebody is teaching all the way across the board. 94 00:05:19,080 --> 00:05:24,080 We've got a lot of remote synchronous, some in-person 95 00:05:29,135 --> 00:05:32,380 most are definitely remote here. 96 00:05:32,380 --> 00:05:35,023 Some people are teaching all across the board. 97 00:05:46,125 --> 00:05:48,950 So it looks like some people had experience 98 00:05:48,950 --> 00:05:52,170 and I know more people are still probably typing in. 99 00:05:52,170 --> 00:05:53,960 Some people have had experience 100 00:05:53,960 --> 00:05:56,110 teaching remote synchronous classes 101 00:05:56,110 --> 00:06:00,380 or mixed classes and bedding those of you 102 00:06:00,380 --> 00:06:02,070 who will be teaching them in the spring 103 00:06:02,070 --> 00:06:03,710 have also been thinking about them. 104 00:06:03,710 --> 00:06:05,390 So I definitely want to encourage you 105 00:06:05,390 --> 00:06:08,530 as the workshop progresses to pop in the chat 106 00:06:08,530 --> 00:06:11,523 type some ideas or questions that you have. 107 00:06:18,900 --> 00:06:20,710 Keep trying to use my arrow 108 00:06:20,710 --> 00:06:22,870 and it doesn't work on this slide. 109 00:06:22,870 --> 00:06:23,843 Okay, here we go. 110 00:06:25,420 --> 00:06:28,790 So as you know, the purpose of our workshop today 111 00:06:28,790 --> 00:06:30,480 is to talk about some strategies 112 00:06:30,480 --> 00:06:32,830 and tools to incorporate active learning 113 00:06:32,830 --> 00:06:34,703 into remote synchronous classes. 114 00:06:35,870 --> 00:06:37,700 So we'll use an adapted version 115 00:06:37,700 --> 00:06:41,930 of a process described by Dee Fink in his book 116 00:06:41,930 --> 00:06:45,330 called "Creating Significant Learning Experiences." 117 00:06:45,330 --> 00:06:47,730 And you guys will actually have an opportunity 118 00:06:47,730 --> 00:06:51,133 to read a short excerpt from that book a little bit later. 119 00:06:52,140 --> 00:06:54,010 So think with the founding director 120 00:06:54,010 --> 00:06:56,010 of the instructional development program 121 00:06:56,010 --> 00:06:57,910 at university of Oklahoma and currently 122 00:06:57,910 --> 00:07:00,140 works as a consultant higher ed. 123 00:07:00,140 --> 00:07:02,160 And then the process he describes 124 00:07:02,160 --> 00:07:04,770 at as integrated course design 125 00:07:04,770 --> 00:07:07,810 the first steps are to analyze situational factors. 126 00:07:07,810 --> 00:07:10,450 So these are things about your course 127 00:07:10,450 --> 00:07:13,360 and the specific one we're focusing on 128 00:07:13,360 --> 00:07:16,793 today is remote synchronous classes. 129 00:07:17,920 --> 00:07:20,490 And once you've considered your situational factors 130 00:07:20,490 --> 00:07:22,660 you formulate the learning goals, 131 00:07:22,660 --> 00:07:26,100 design the feedback and assessment procedures 132 00:07:26,100 --> 00:07:29,970 and then think about the teaching and learning activities. 133 00:07:29,970 --> 00:07:32,350 And the goal of this process is to really make sure 134 00:07:32,350 --> 00:07:35,700 that these three things are tied 135 00:07:35,700 --> 00:07:38,250 that your active learning activities are tied 136 00:07:38,250 --> 00:07:39,960 to your learning goals which are tied 137 00:07:39,960 --> 00:07:41,820 to your feedback and assessment. 138 00:07:41,820 --> 00:07:45,500 Now what we'll be focusing on active learning activities 139 00:07:45,500 --> 00:07:46,610 and learning goals. 140 00:07:46,610 --> 00:07:49,590 So we'll be skipping that third part for today 141 00:07:49,590 --> 00:07:52,040 but I definitely encourage you to be thinking 142 00:07:52,040 --> 00:07:55,423 about those as we work through the workshop. 143 00:08:00,520 --> 00:08:03,030 So I'm gonna give you an opportunity 144 00:08:03,030 --> 00:08:08,030 to engage very briefly in this thought process. 145 00:08:09,410 --> 00:08:11,340 So we'll walk through a series of steps 146 00:08:11,340 --> 00:08:14,150 and then we'll have your share the outcome of those steps 147 00:08:14,150 --> 00:08:15,280 in the chat at the end. 148 00:08:15,280 --> 00:08:18,500 So for the moment, just kind of jot things down for yourself 149 00:08:18,500 --> 00:08:19,603 on a piece of paper. 150 00:08:20,870 --> 00:08:23,870 So I want everybody to identify a specific goal 151 00:08:23,870 --> 00:08:27,810 or learning outcome you want to achieve this semester. 152 00:08:27,810 --> 00:08:31,520 This could be solving some problem from fall 2020, 153 00:08:31,520 --> 00:08:34,540 or re-imagining an approach to a topic 154 00:08:34,540 --> 00:08:36,460 that you're teaching in the spring 155 00:08:36,460 --> 00:08:39,280 or that students find challenging, 156 00:08:39,280 --> 00:08:41,770 or just a mechanism of achieving 157 00:08:41,770 --> 00:08:43,860 a specific learning outcome. 158 00:08:43,860 --> 00:08:46,853 So give everybody a minute or so to write something down. 159 00:09:33,130 --> 00:09:37,460 Okay, so hopefully you've had time to jot something down. 160 00:09:37,460 --> 00:09:41,570 So now I want you to think about what you would do 161 00:09:41,570 --> 00:09:45,200 if you were teaching under normal conditions in-person 162 00:09:45,200 --> 00:09:48,790 to achieve your goal and specifically try to brainstorm 163 00:09:48,790 --> 00:09:51,980 some things you categorize as active learning. 164 00:09:51,980 --> 00:09:53,860 So keep in mind that active learning 165 00:09:53,860 --> 00:09:56,260 means having students actually do something 166 00:09:56,260 --> 00:09:57,470 with what they're learning 167 00:09:57,470 --> 00:10:00,163 not just passively receiving information. 168 00:10:04,050 --> 00:10:05,199 I'll give everybody a minute to write, 169 00:10:05,199 --> 00:10:07,740 at least a couple of thoughts down. 170 00:11:21,710 --> 00:11:25,690 So as you're finishing up writing down some of your thing 171 00:11:25,690 --> 00:11:29,090 I want you to put a little flag or star or something 172 00:11:29,090 --> 00:11:33,010 next to activities that would need to be remodify 173 00:11:33,010 --> 00:11:34,510 in a remote class. 174 00:11:35,818 --> 00:11:38,501 So something that you would need to adapt 175 00:11:38,501 --> 00:11:41,057 or change in some sort of way 176 00:11:41,057 --> 00:11:44,307 in this new model of teaching remotely. 177 00:12:44,800 --> 00:12:49,050 Okay, so hopefully everybody's had a chance to 178 00:12:49,050 --> 00:12:52,970 at least brainstorm a couple ideas, flagged something. 179 00:12:52,970 --> 00:12:56,470 So now those of you who are willing, 180 00:12:56,470 --> 00:12:59,550 it would be great if you choose one of your activities 181 00:12:59,550 --> 00:13:02,820 that you marked as needing modification 182 00:13:02,820 --> 00:13:04,180 and type it in the chat. 183 00:13:04,180 --> 00:13:06,810 So one of those active learning activities 184 00:13:06,810 --> 00:13:09,640 that would need to be tweaked or tuned a little bit 185 00:13:09,640 --> 00:13:11,023 to teach remotely. 186 00:13:19,840 --> 00:13:22,383 It looks like we've got one thing pair share. 187 00:13:42,327 --> 00:13:45,910 Or a worksheet where students draw a graph. 188 00:13:50,360 --> 00:13:54,520 Small group discussions with the added challenge 189 00:13:54,520 --> 00:13:55,673 of a graded sheet. 190 00:14:00,406 --> 00:14:02,700 We're working and discussing with a partner, 191 00:14:02,700 --> 00:14:04,600 the anatomical features. 192 00:14:04,600 --> 00:14:06,103 That's an awesome activity. 193 00:14:08,340 --> 00:14:10,873 Using iClickers, we'll definitely touch on that. 194 00:14:14,680 --> 00:14:17,593 Yeah and my equipment, definitely a challenge. 195 00:14:26,320 --> 00:14:28,120 Wait and see if we can get one more. 196 00:14:44,840 --> 00:14:46,653 Anybody else willing to share? 197 00:14:48,223 --> 00:14:50,934 In all group discussions or parts of the whole class 198 00:14:50,934 --> 00:14:53,233 for a whole class discussion, awesome. 199 00:14:59,440 --> 00:15:00,703 Jen unmute dear. 200 00:15:02,170 --> 00:15:03,260 - We appreciate the thinking 201 00:15:03,260 --> 00:15:04,760 that you all are doing upfront 202 00:15:04,760 --> 00:15:07,860 about some of the active learning techniques 203 00:15:07,860 --> 00:15:12,210 that you already use in your in-person classes. 204 00:15:12,210 --> 00:15:15,210 And our goal today is to give you some ideas 205 00:15:15,210 --> 00:15:18,410 about how these might be converted 206 00:15:18,410 --> 00:15:20,320 as well as a kind of framework for thinking 207 00:15:20,320 --> 00:15:23,310 about what active learning might be successful 208 00:15:23,310 --> 00:15:24,570 in your classes. 209 00:15:24,570 --> 00:15:26,650 And we'll be revisiting these goals 210 00:15:26,650 --> 00:15:28,540 once you have a little bit more fodder 211 00:15:28,540 --> 00:15:31,163 to work from towards the end of the workshop. 212 00:15:32,580 --> 00:15:35,180 To ground us a little bit more deeply 213 00:15:35,180 --> 00:15:37,400 in this thinking about active learning, 214 00:15:37,400 --> 00:15:41,530 we're gonna have you actually do a very 215 00:15:41,530 --> 00:15:44,920 such a short activity of silent reading. 216 00:15:44,920 --> 00:15:47,275 And this was an aha moment for me. 217 00:15:47,275 --> 00:15:50,250 I follow a lot of educators on Twitter 218 00:15:50,250 --> 00:15:53,610 and saw this come through in November 219 00:15:53,610 --> 00:15:56,440 an instructor who teaches at Washburn University, 220 00:15:56,440 --> 00:15:58,292 who said I've been giving my students silent reading time 221 00:15:58,292 --> 00:16:01,260 during zooms and it correlated with significantly 222 00:16:01,260 --> 00:16:03,250 more participation from students. 223 00:16:03,250 --> 00:16:06,130 I thought, yes, I do that in-person all the time. 224 00:16:06,130 --> 00:16:07,680 We'll do some reading for homework 225 00:16:07,680 --> 00:16:10,640 and then I'll pull an excerpt that I want students 226 00:16:10,640 --> 00:16:11,870 to really concentrate on. 227 00:16:11,870 --> 00:16:13,280 And so we'll take five minutes 228 00:16:13,280 --> 00:16:15,250 to read silently in class 229 00:16:15,250 --> 00:16:17,060 to then launch into the discussion. 230 00:16:17,060 --> 00:16:18,640 I thought this was such a great idea 231 00:16:18,640 --> 00:16:22,100 that I wanted to model it here and also encourage you 232 00:16:22,100 --> 00:16:25,160 to do that kind of thinking, what do you do in-person 233 00:16:25,160 --> 00:16:27,170 that might work just as well 234 00:16:27,170 --> 00:16:29,960 with a little bit of modification online? 235 00:16:29,960 --> 00:16:30,960 So we're gonna actually do 236 00:16:30,960 --> 00:16:33,340 a little silent reading activity together. 237 00:16:33,340 --> 00:16:36,290 I'm going to upload a very short excerpt 238 00:16:36,290 --> 00:16:38,210 from a guide written by Dee Fink, 239 00:16:38,210 --> 00:16:42,453 who's the author of the book that Laura referenced earlier. 240 00:16:43,720 --> 00:16:48,720 It's a three page PDF that's uploading to our space. 241 00:16:50,210 --> 00:16:55,090 And the first page is just telling you 242 00:16:55,090 --> 00:16:55,923 where the sources is, 243 00:16:55,923 --> 00:16:58,310 so you don't have to spend a lot of time on that page. 244 00:16:58,310 --> 00:17:00,900 The second page has a little bit of text 245 00:17:00,900 --> 00:17:04,050 and then the third page is a table 246 00:17:04,050 --> 00:17:07,760 that illustrates some of the ideas on the second page. 247 00:17:07,760 --> 00:17:09,840 So you're gonna concentrate on the second and third page 248 00:17:09,840 --> 00:17:14,640 and the majority of the the reading is on that second page. 249 00:17:14,640 --> 00:17:18,090 So I'm gonna set a little timer for five minutes 250 00:17:18,090 --> 00:17:19,510 to give you all five minutes. 251 00:17:19,510 --> 00:17:22,880 And as you're reading I want you to think about 252 00:17:23,920 --> 00:17:28,720 three prompts, I'm gonna ask you to respond to one of them. 253 00:17:28,720 --> 00:17:31,090 And that response will be in a shared document 254 00:17:31,090 --> 00:17:32,610 that I will post in just a little bit 255 00:17:32,610 --> 00:17:34,120 after we're done reading. 256 00:17:34,120 --> 00:17:37,150 So the prompts are one of these three things. 257 00:17:37,150 --> 00:17:41,390 One, an emergent idea for me about active learning is. 258 00:17:41,390 --> 00:17:46,190 Two, my current teaching aligns with this framework because 259 00:17:46,190 --> 00:17:49,940 and three, I could utilize this framework to help my goal. 260 00:17:49,940 --> 00:17:54,500 The one that you were identified just a few minutes ago by. 261 00:17:54,500 --> 00:17:58,260 So those are kind of fill in the blank sentences 262 00:17:58,260 --> 00:18:01,110 and I'm going to start my timer now for five minutes 263 00:18:01,110 --> 00:18:04,433 for us all, to do a little brief reading together. 264 00:20:39,920 --> 00:20:43,100 We're about halfway through our silent time. 265 00:20:43,100 --> 00:20:44,700 Don't forget the three prompts, 266 00:20:44,700 --> 00:20:49,230 you're gonna choose one of them to respond to 267 00:20:49,230 --> 00:20:50,373 there on the slide. 268 00:23:10,817 --> 00:23:14,080 (alarm ringing) 269 00:23:14,080 --> 00:23:17,220 So that is our five minutes. 270 00:23:17,220 --> 00:23:22,220 I like using the little quiet alarm on my phone 271 00:23:22,470 --> 00:23:26,810 to call folks back from activities that the little well tip 272 00:23:26,810 --> 00:23:29,810 if you have a mobile device that has an alarm 273 00:23:29,810 --> 00:23:33,350 just a gentle chime is a nice way to bring people back. 274 00:23:33,350 --> 00:23:37,250 So I hope that that sort of stepping back a little bit 275 00:23:37,250 --> 00:23:40,253 and thinking about what is active learning, 276 00:23:41,150 --> 00:23:44,492 thinking about this broader framework of active learning, 277 00:23:44,492 --> 00:23:47,570 gave you some kind of new inspiration 278 00:23:47,570 --> 00:23:51,890 as you're thinking about your goal for your class. 279 00:23:51,890 --> 00:23:55,590 So what I'd like to do next is I'm going to share a document 280 00:23:56,930 --> 00:23:59,763 and it's going up into the chat right now. 281 00:24:00,720 --> 00:24:03,140 And this is a document with three pages 282 00:24:03,140 --> 00:24:08,140 and the three pages correspond with the three prompts 283 00:24:08,170 --> 00:24:10,230 that you were considering. 284 00:24:10,230 --> 00:24:13,240 And so what I want you to do is find the page 285 00:24:13,240 --> 00:24:15,243 that has your prompt at the top. 286 00:24:16,278 --> 00:24:17,750 It's set up in table format 287 00:24:17,750 --> 00:24:21,170 so that you can kind of claim a row and do some typing. 288 00:24:21,170 --> 00:24:23,370 So what I'd like you to do is find your page 289 00:24:24,240 --> 00:24:26,960 find a blank row, put your name in the first column 290 00:24:26,960 --> 00:24:30,030 and then your response in the second column. 291 00:24:30,030 --> 00:24:32,010 And then once you've had a chance to respond 292 00:24:32,010 --> 00:24:34,780 in that shared document, I'd like you to go back. 293 00:24:34,780 --> 00:24:37,140 You may not be able to read everybody's comments 294 00:24:37,140 --> 00:24:41,310 but scan through some and in the third column, 295 00:24:41,310 --> 00:24:43,780 there's space for reactions. 296 00:24:43,780 --> 00:24:46,660 And so what I'd like you to do is put an asterisk 297 00:24:46,660 --> 00:24:50,010 next to an idea that you find really effective. 298 00:24:50,010 --> 00:24:51,870 Put a question mark, next to an idea 299 00:24:51,870 --> 00:24:54,810 that you'd like to ask the author more about. 300 00:24:54,810 --> 00:24:56,300 And once folks have had a chance 301 00:24:56,300 --> 00:24:58,300 to participate in the document, 302 00:24:58,300 --> 00:25:01,870 I'm going to identify a couple of those question marks 303 00:25:01,870 --> 00:25:03,550 so that we can have some discussion 304 00:25:03,550 --> 00:25:06,140 about what is in the document. 305 00:25:06,140 --> 00:25:07,620 Before we launch into this, 306 00:25:07,620 --> 00:25:09,560 does anybody have any questions 307 00:25:09,560 --> 00:25:12,820 about what we're doing or how to do what we're doing? 308 00:25:12,820 --> 00:25:15,040 So shared the file in the chat 309 00:25:15,040 --> 00:25:17,340 you should be able to click on it and open it 310 00:25:18,700 --> 00:25:21,180 and you should be able to type into that document. 311 00:25:21,180 --> 00:25:23,870 Please let us know if you have any questions, 312 00:25:23,870 --> 00:25:27,210 raise your hand or just unmute yourself or type in the chat. 313 00:25:27,210 --> 00:25:29,340 Otherwise we will go work in that document 314 00:25:29,340 --> 00:25:30,610 for a few minutes. 315 00:27:05,665 --> 00:27:07,170 I see that there's one question related 316 00:27:07,170 --> 00:27:08,610 to technical difficulties 317 00:27:08,610 --> 00:27:10,903 about what question is being answered. 318 00:27:12,150 --> 00:27:14,160 Antonio, I will send you a one-to-one chat 319 00:27:14,160 --> 00:27:16,800 just so you have that information. 320 00:27:16,800 --> 00:27:18,400 It is displayed on the slides 321 00:27:18,400 --> 00:27:20,623 but I'm not sure if you're able to see that. 322 00:28:38,660 --> 00:28:43,090 And once you've had a chance to respond with your own idea 323 00:28:43,090 --> 00:28:45,230 you can go in and type some peer reactions. 324 00:28:45,230 --> 00:28:47,310 I see we've got some texts, which is great. 325 00:28:47,310 --> 00:28:49,450 Also feel free to use an asterisk 326 00:28:49,450 --> 00:28:51,168 to kind of emphasize something 327 00:28:51,168 --> 00:28:52,570 that you think is a really good idea 328 00:28:52,570 --> 00:28:54,060 or a question mark icon, 329 00:28:54,060 --> 00:28:55,160 if there's something that you might like 330 00:28:55,160 --> 00:28:57,843 to ask the author more about. 331 00:30:36,440 --> 00:30:38,640 Take another minute to scan 332 00:30:38,640 --> 00:30:41,160 through and write your reactions, 333 00:30:41,160 --> 00:30:42,530 I'm scanning through as well. 334 00:30:42,530 --> 00:30:44,920 And we'll pull out a few questions 335 00:30:44,920 --> 00:30:46,577 at the end of that minute. 336 00:31:46,326 --> 00:31:48,240 Okay, this is great. 337 00:31:48,240 --> 00:31:51,750 I love that discussion that's happening in our document. 338 00:31:51,750 --> 00:31:55,010 It's really fun to see how it becomes a space 339 00:31:55,010 --> 00:31:57,180 for conversation, and you all have taken it 340 00:31:57,180 --> 00:32:00,230 to the next level with your comments, I love it. 341 00:32:00,230 --> 00:32:03,300 There's a couple of questions that I want to address. 342 00:32:03,300 --> 00:32:07,190 And the first, if there's a bunch of interests 343 00:32:07,190 --> 00:32:11,770 of element in the activity that you described 344 00:32:11,770 --> 00:32:16,270 about having students read speeches. 345 00:32:16,270 --> 00:32:18,100 Now I'm trying to find where it is. 346 00:32:18,100 --> 00:32:18,933 One second, here it is. 347 00:32:18,933 --> 00:32:21,820 On how students read speeches, speech differences 348 00:32:21,820 --> 00:32:23,340 in different languages than transcribe 349 00:32:23,340 --> 00:32:24,780 the speech of someone from a different language, 350 00:32:24,780 --> 00:32:26,260 learning English then write about it. 351 00:32:26,260 --> 00:32:29,170 I could add some discussion presentations. 352 00:32:29,170 --> 00:32:31,060 I see four question marks about this. 353 00:32:31,060 --> 00:32:33,040 So there's clearly some interest. 354 00:32:33,040 --> 00:32:34,490 Are you willing to talk a little bit more 355 00:32:34,490 --> 00:32:35,640 about that activity? 356 00:32:35,640 --> 00:32:37,080 And maybe also, as you're thinking 357 00:32:37,080 --> 00:32:40,100 about this shift from doing that in-person 358 00:32:40,100 --> 00:32:43,033 to doing that online, what's on your mind. 359 00:32:45,550 --> 00:32:49,240 - So, I'm teaching a phonetics course. 360 00:32:49,240 --> 00:32:52,740 And part of what I try to talk about is 361 00:32:55,000 --> 00:32:56,750 the speech sounds in other languages. 362 00:32:56,750 --> 00:33:01,750 And so the students have to do a project 363 00:33:01,800 --> 00:33:04,920 where they investigate the sounds 364 00:33:04,920 --> 00:33:08,370 and sound structures in other languages. 365 00:33:08,370 --> 00:33:10,690 And then they have to transcribe 366 00:33:10,690 --> 00:33:13,760 the speech of someone that based on the differences 367 00:33:13,760 --> 00:33:15,640 between English and the other language 368 00:33:15,640 --> 00:33:17,370 they have to predict what sounds 369 00:33:17,370 --> 00:33:19,550 would be hard in English for those people 370 00:33:20,390 --> 00:33:23,700 and then they have to transcribe the speech of someone 371 00:33:23,700 --> 00:33:27,320 who speaks at other language speaking English 372 00:33:27,320 --> 00:33:29,440 and see what errors they made 373 00:33:29,440 --> 00:33:32,610 and are those the same errors that they predict. 374 00:33:32,610 --> 00:33:35,220 - And are you, are these videos that you have 375 00:33:35,220 --> 00:33:38,260 where students are making these observations, 376 00:33:38,260 --> 00:33:40,580 what's your source material? 377 00:33:40,580 --> 00:33:45,580 - So in the past, I've paired them up 378 00:33:45,880 --> 00:33:50,880 with an international student, or they also had a choice. 379 00:33:51,970 --> 00:33:53,960 I also talk about child's speech development. 380 00:33:53,960 --> 00:33:57,440 They also had a choice of going and observing in a daycare 381 00:33:57,440 --> 00:34:00,110 and transcribing the speech of a child who was there. 382 00:34:00,110 --> 00:34:03,540 So obviously we can't do in-person this year. 383 00:34:03,540 --> 00:34:08,540 And so I have Guillermo from whose last name I forget 384 00:34:09,510 --> 00:34:12,130 from the TESOL program was kind enough 385 00:34:12,130 --> 00:34:15,140 to send me some videos of some adults 386 00:34:15,140 --> 00:34:19,010 from specific different languages, speaking English 387 00:34:19,010 --> 00:34:21,573 saying the same reading, the same passage. 388 00:34:22,720 --> 00:34:25,300 So this time it will be videos. 389 00:34:25,300 --> 00:34:28,240 - Great, so you found a way to do some adaptation 390 00:34:29,230 --> 00:34:30,850 which also gives you then some content 391 00:34:30,850 --> 00:34:33,010 that you could reuse in future semesters. 392 00:34:33,010 --> 00:34:36,120 That's great folks who put some question marks 393 00:34:36,120 --> 00:34:38,240 what other questions do you have for Shelley about this? 394 00:34:38,240 --> 00:34:40,670 And it seems like it's sparking some ideas 395 00:34:40,670 --> 00:34:41,520 for the rest of you. 396 00:34:41,520 --> 00:34:42,970 Someone willing to raise their hand 397 00:34:42,970 --> 00:34:45,133 and add any questions you may have? 398 00:34:52,930 --> 00:34:55,230 Your questions may have been answered as well. 399 00:35:00,550 --> 00:35:03,490 Okay the next topic that had some questions 400 00:35:03,490 --> 00:35:05,830 was around minute papers 401 00:35:05,830 --> 00:35:09,390 and minute papers are exactly as they found it. 402 00:35:09,390 --> 00:35:11,170 If anyone is curious what they are 403 00:35:11,170 --> 00:35:14,060 that students are given a chance to write 404 00:35:14,060 --> 00:35:15,960 for one minute on a prompt 405 00:35:17,000 --> 00:35:21,270 and this is a way of sort of doing some formative assessment 406 00:35:21,270 --> 00:35:22,930 for both you and for the students. 407 00:35:22,930 --> 00:35:25,470 So it may be a sort of metacognitive prompt 408 00:35:25,470 --> 00:35:27,670 to have students practice we're calling information 409 00:35:27,670 --> 00:35:29,240 or it may be more reflective prompt 410 00:35:29,240 --> 00:35:33,027 as they're thinking about the muddiest point of the class 411 00:35:33,027 --> 00:35:35,510 and the most important learning. 412 00:35:35,510 --> 00:35:39,730 There were some questions about how to ensure 413 00:35:39,730 --> 00:35:43,710 that minute papers don't become a source of anxiety 414 00:35:43,710 --> 00:35:45,910 for students who may have disabilities 415 00:35:45,910 --> 00:35:48,420 that affect sort of processing time 416 00:35:48,420 --> 00:35:49,780 or for international students 417 00:35:49,780 --> 00:35:52,343 who may just need more time to write. 418 00:35:53,390 --> 00:35:55,730 And then there was also a question about grading. 419 00:35:55,730 --> 00:35:57,760 So I'm wondering, I know there was some discussion 420 00:35:57,760 --> 00:36:02,760 about sort of this idea that it should be low stakes. 421 00:36:03,590 --> 00:36:05,180 And if it's done at the end of the class 422 00:36:05,180 --> 00:36:06,960 then if a student isn't quite finished 423 00:36:06,960 --> 00:36:08,300 they might be able to complete on their own. 424 00:36:08,300 --> 00:36:10,940 It's a little less obvious that they're still writing 425 00:36:10,940 --> 00:36:12,590 when other students are not. 426 00:36:12,590 --> 00:36:13,860 But I'm wondering if anyone has 427 00:36:13,860 --> 00:36:15,450 anything that they would like to add 428 00:36:15,450 --> 00:36:17,750 about success with minute papers 429 00:36:17,750 --> 00:36:21,220 or lessons learned from minute papers. 430 00:36:21,220 --> 00:36:24,460 I will be sharing it a little bit at a technique 431 00:36:24,460 --> 00:36:27,320 that's a little bit sort of higher stakes 432 00:36:27,320 --> 00:36:29,760 than minute papers, but includes some reflective 433 00:36:29,760 --> 00:36:31,540 and writing that you all may be interested in. 434 00:36:31,540 --> 00:36:34,830 But I want to start with this minute papers question. 435 00:36:34,830 --> 00:36:36,793 Great, I see a hand up Shelly. 436 00:36:38,700 --> 00:36:43,700 - So I just participated in the alternative grading session 437 00:36:44,360 --> 00:36:46,750 this morning, earlier this morning. 438 00:36:46,750 --> 00:36:50,080 And I haven't used any minute papers before 439 00:36:51,090 --> 00:36:51,980 but it occurred to me 440 00:36:51,980 --> 00:36:54,930 that that could be something that I could make optional. 441 00:36:54,930 --> 00:36:59,930 But if you want specific times 442 00:37:00,430 --> 00:37:02,800 when there would be the option for a minute paper 443 00:37:02,800 --> 00:37:05,560 throughout the class and say if you want an A in the course 444 00:37:05,560 --> 00:37:09,230 you have to do X number of minute papers. 445 00:37:09,230 --> 00:37:14,120 - Great, so sort of quantity of completion 446 00:37:14,120 --> 00:37:17,580 rather than necessarily the like quantity 447 00:37:17,580 --> 00:37:19,120 of what is shared in a single one. 448 00:37:19,120 --> 00:37:19,953 Thanks Shelly. 449 00:37:19,953 --> 00:37:22,380 And don't forget to lower your hand, 450 00:37:22,380 --> 00:37:24,433 so we don't end up with legacy hands. 451 00:37:25,830 --> 00:37:27,330 Similarly, some folks use them 452 00:37:27,330 --> 00:37:29,890 as exit tickets or entrance tickets. 453 00:37:29,890 --> 00:37:32,160 So you could also assign a minute paper 454 00:37:32,160 --> 00:37:33,300 that students bring to class, 455 00:37:33,300 --> 00:37:34,690 which gives them a little bit more time 456 00:37:34,690 --> 00:37:36,180 to write on their own. 457 00:37:36,180 --> 00:37:38,400 But again, you wanna really encourage students. 458 00:37:38,400 --> 00:37:40,550 This is not edited writing, right? 459 00:37:40,550 --> 00:37:43,483 It's just kind of a brain dump for one minute. 460 00:37:45,540 --> 00:37:48,120 Other thoughts on minute papers? 461 00:37:48,120 --> 00:37:49,823 Feel free to raise your hand. 462 00:38:08,430 --> 00:38:12,200 - I just wanted to comment that, I mean I've only done them 463 00:38:12,200 --> 00:38:14,010 in the physical classroom, 464 00:38:14,010 --> 00:38:16,520 but it is definitely more than a minute. 465 00:38:16,520 --> 00:38:20,590 I mean, I just see there's a thing that I have to read 466 00:38:20,590 --> 00:38:21,850 and then they respond to it. 467 00:38:21,850 --> 00:38:24,660 And so why, like when a bunch of people 468 00:38:24,660 --> 00:38:27,280 have started writing, then I set my phone 469 00:38:27,280 --> 00:38:29,670 to like two and a half minutes 470 00:38:29,670 --> 00:38:33,390 and I put it on the display camera 471 00:38:33,390 --> 00:38:35,570 so they can see the time counting down. 472 00:38:35,570 --> 00:38:37,070 And I just collect them at the end of the time. 473 00:38:37,070 --> 00:38:39,360 So, I mean, I thin a minute is really short, 474 00:38:39,360 --> 00:38:40,560 but it also depends on like 475 00:38:40,560 --> 00:38:42,560 what, how much thinking they have to do. 476 00:38:43,630 --> 00:38:46,980 - Great great and there's some discussion in the chat 477 00:38:46,980 --> 00:38:49,580 about using technology to collect those. 478 00:38:49,580 --> 00:38:52,760 So everything from Microsoft has forms 479 00:38:52,760 --> 00:38:54,860 that you could have students submit theirs into 480 00:38:54,860 --> 00:38:57,150 which would collate everything into a spreadsheet, 481 00:38:57,150 --> 00:38:58,670 or if you want to be more formal doing it 482 00:38:58,670 --> 00:39:01,450 in a Blackboard journal, that kind of thing. 483 00:39:01,450 --> 00:39:02,993 Great, Andrea next. 484 00:39:05,780 --> 00:39:08,430 - [Andrea] Yeah, I just wanted to comment 485 00:39:08,430 --> 00:39:13,430 that I find them really useful for figuring out 486 00:39:13,930 --> 00:39:16,860 where maybe I haven't explained something clearly 487 00:39:16,860 --> 00:39:18,490 especially after a lecture. 488 00:39:18,490 --> 00:39:21,260 So I go through them and specifically 489 00:39:21,260 --> 00:39:23,910 I look for like a lot of people 490 00:39:23,910 --> 00:39:26,170 having the same kinds of questions, 491 00:39:26,170 --> 00:39:29,620 but I also find them really, really helpful 492 00:39:29,620 --> 00:39:32,600 when I'm teaching a bunch of people who are online 493 00:39:32,600 --> 00:39:35,900 to get feedback that they're actually engaged 494 00:39:35,900 --> 00:39:37,660 and what they found interesting. 495 00:39:37,660 --> 00:39:42,050 And so that's, it's like we don't get a lot of feedback 496 00:39:42,050 --> 00:39:47,050 and on a lot of times our course even don't come 497 00:39:47,090 --> 00:39:50,370 until maybe month or two later in CALS. 498 00:39:50,370 --> 00:39:52,300 So it's really nice to have that up to the minute. 499 00:39:52,300 --> 00:39:53,920 Oh yeah, okay people are actually enjoying 500 00:39:53,920 --> 00:39:55,140 the stories that I tell 501 00:39:55,140 --> 00:39:56,730 but they're actually making useful points. 502 00:39:56,730 --> 00:39:58,620 Oh, people are actually engaged. 503 00:39:58,620 --> 00:40:00,840 - That's wonderful, yes, exactly. 504 00:40:00,840 --> 00:40:04,920 And that idea of you can vary the prompt, right. 505 00:40:04,920 --> 00:40:07,900 So it can be, what did you find most interesting 506 00:40:07,900 --> 00:40:10,190 versus or what was confusing? 507 00:40:10,190 --> 00:40:12,760 What would you like me to go over next class? 508 00:40:12,760 --> 00:40:14,070 The best advice I can give is 509 00:40:14,070 --> 00:40:16,710 just doing some sort of feedback loop for students. 510 00:40:16,710 --> 00:40:18,650 So once you've collected those minute papers 511 00:40:18,650 --> 00:40:20,810 the next class, you can start by saying 512 00:40:20,810 --> 00:40:22,130 there are a few themes that came through 513 00:40:22,130 --> 00:40:25,320 and I want to address this topic. 514 00:40:25,320 --> 00:40:27,060 And it sounds like people still had some confusion 515 00:40:27,060 --> 00:40:28,950 about so we're going to start by revisiting that 516 00:40:28,950 --> 00:40:31,680 before we launch into the new material that kind of thing. 517 00:40:31,680 --> 00:40:32,993 And Laura Almstead. 518 00:40:37,785 --> 00:40:40,900 - So a couple modified versions 519 00:40:40,900 --> 00:40:45,900 of sort of the minute papers that I've used in a large, 520 00:40:46,110 --> 00:40:51,110 like 200 person class, is simply to have students write 521 00:40:52,960 --> 00:40:55,940 for a minute, right at the beginning of class. 522 00:40:55,940 --> 00:40:59,840 And then I typically ask a question that's related 523 00:40:59,840 --> 00:41:01,330 to what they wrote. 524 00:41:01,330 --> 00:41:04,280 So I don't necessarily collect their writing. 525 00:41:04,280 --> 00:41:08,100 And it's really for their personal benefit. 526 00:41:08,100 --> 00:41:10,320 And they get so used to the fact that, 527 00:41:10,320 --> 00:41:12,940 Hey professor Olmsted asked us to write it down 528 00:41:12,940 --> 00:41:16,220 write something down and she usually asks us a question. 529 00:41:16,220 --> 00:41:19,200 So it sort of motivates them to actually engage in it 530 00:41:19,200 --> 00:41:21,760 and do it and I found that very useful 531 00:41:21,760 --> 00:41:25,000 and feedback from students as it's been helpful. 532 00:41:25,000 --> 00:41:28,710 And then it's technique that I used in actually 533 00:41:28,710 --> 00:41:32,580 an asynchronous online course this summer 534 00:41:32,580 --> 00:41:35,800 was to have students in the Blackboard journal 535 00:41:35,800 --> 00:41:40,800 write three important points from each online video. 536 00:41:41,290 --> 00:41:44,510 And then one thing they found very interesting 537 00:41:44,510 --> 00:41:46,920 and the one thing they found most confusing. 538 00:41:46,920 --> 00:41:50,750 And then I could circle back and either respond to the class 539 00:41:50,750 --> 00:41:52,940 as a whole if there was a common confusion 540 00:41:52,940 --> 00:41:55,450 or respond individually to students. 541 00:41:55,450 --> 00:41:58,343 - Great great, that's really helpful, thank you. 542 00:42:00,340 --> 00:42:02,760 The last question, which is very brief answer 543 00:42:02,760 --> 00:42:05,410 was how did I do this shared document business? 544 00:42:05,410 --> 00:42:08,320 So I'll tell you the easiest way. 545 00:42:08,320 --> 00:42:10,920 Open a word document on your computer. 546 00:42:10,920 --> 00:42:12,570 I love using tables just 547 00:42:12,570 --> 00:42:14,680 'cause I think it keeps it a little bit more organized. 548 00:42:14,680 --> 00:42:17,180 People aren't typing on top of each other. 549 00:42:17,180 --> 00:42:20,480 So I set up the three tables with the three headers, 550 00:42:20,480 --> 00:42:22,880 saved it to my computer and then I uploaded it 551 00:42:22,880 --> 00:42:25,330 to this meeting's chat. 552 00:42:25,330 --> 00:42:27,680 We've been noticing a little funkiness with Teams 553 00:42:27,680 --> 00:42:29,896 that some of these meetings, the chat icon 554 00:42:29,896 --> 00:42:32,770 or the chat field at the bottom in the meeting 555 00:42:32,770 --> 00:42:35,940 is missing the paperclip icon to upload a document. 556 00:42:35,940 --> 00:42:37,830 But there's a little work around, 557 00:42:37,830 --> 00:42:38,970 you don't have to worry about it right now, 558 00:42:38,970 --> 00:42:41,040 but I'll just mention that there's also 559 00:42:41,040 --> 00:42:42,600 you can access the meeting chat 560 00:42:42,600 --> 00:42:45,190 in the main Teams window on the chat 561 00:42:46,342 --> 00:42:49,480 or on menu on the left and right there in that chat 562 00:42:49,480 --> 00:42:51,130 there's another tab called files. 563 00:42:51,130 --> 00:42:53,600 So you can always upload documents there. 564 00:42:53,600 --> 00:42:56,930 If for some reason the paperclip is missing from the chat. 565 00:42:56,930 --> 00:42:58,850 We've also, we're working with ETS to figure out 566 00:42:58,850 --> 00:43:00,960 why it's not showing up for us in these meetings, 567 00:43:00,960 --> 00:43:03,000 but there is a workaround. 568 00:43:03,000 --> 00:43:05,000 Okay, so that's sharing documents. 569 00:43:05,000 --> 00:43:08,360 And once it's shared, then students, 570 00:43:08,360 --> 00:43:10,980 anyone in that meeting has access to that document. 571 00:43:10,980 --> 00:43:14,210 And Maribel I don't know if that works in Zoom. 572 00:43:14,210 --> 00:43:16,850 So that might be a question for the college of medicine. 573 00:43:16,850 --> 00:43:19,180 IT folks, I just am not that familiar 574 00:43:19,180 --> 00:43:21,943 with how the Zoom technology works. 575 00:43:23,840 --> 00:43:26,280 For the sake of time, I'm gonna move us 576 00:43:26,280 --> 00:43:27,270 forward a little bit. 577 00:43:27,270 --> 00:43:30,410 And so want to talk a little bit about 578 00:43:30,410 --> 00:43:35,040 transitioning from the reading to sharing illustrations 579 00:43:35,040 --> 00:43:37,960 of the ways that the three of us who are facilitating, 580 00:43:37,960 --> 00:43:41,570 have implemented the these sort of 581 00:43:41,570 --> 00:43:43,530 pedagogical modes of learning 582 00:43:43,530 --> 00:43:46,890 the information, ideas, experience and reflective dialogue. 583 00:43:46,890 --> 00:43:48,900 And so this is just a little table 584 00:43:48,900 --> 00:43:52,100 and this is actually a snapshot of a bigger table 585 00:43:52,100 --> 00:43:53,680 that I'll be sharing with you 586 00:43:55,180 --> 00:43:56,990 that has some additional ideas 587 00:43:56,990 --> 00:44:00,100 beyond the ones that we're going to illustrate today. 588 00:44:00,100 --> 00:44:02,240 But we wanted to just give you a little bit more information 589 00:44:02,240 --> 00:44:03,580 with some in-depth examples 590 00:44:03,580 --> 00:44:06,660 of how you might do this in an online class. 591 00:44:06,660 --> 00:44:09,710 So with that, I'm going to turn things back 592 00:44:09,710 --> 00:44:11,533 over to Laura Almstead. 593 00:44:12,500 --> 00:44:15,363 And yes, Allison just shared that in the chat. 594 00:44:16,710 --> 00:44:18,320 - So thanks Jen. 595 00:44:18,320 --> 00:44:22,970 So I'm gonna kick off with the first one here 596 00:44:24,000 --> 00:44:27,240 as Jen said, this is a snapshot of that bigger table 597 00:44:27,240 --> 00:44:30,860 and I'm gonna talk a little bit about 598 00:44:30,860 --> 00:44:35,860 the way I use iClicker Reef in my class, 599 00:44:36,220 --> 00:44:38,740 actually both of my classes I taught. 600 00:44:38,740 --> 00:44:40,510 So for those of you who aren't familiar 601 00:44:40,510 --> 00:44:43,910 iClicker Reef is a remote response system 602 00:44:43,910 --> 00:44:46,140 that's similar to iClicker classic 603 00:44:46,140 --> 00:44:47,690 which many people may have used 604 00:44:47,690 --> 00:44:49,463 with the actual physical remote. 605 00:44:50,340 --> 00:44:53,710 And iClicker Reef allows students to submit their responses 606 00:44:53,710 --> 00:44:56,760 to questions during class, either using an app 607 00:44:56,760 --> 00:45:00,200 on their phone or online with a web browser. 608 00:45:00,200 --> 00:45:02,900 So the questions can be multiple choice 609 00:45:02,900 --> 00:45:04,590 but you also have the option for things 610 00:45:04,590 --> 00:45:09,120 like short answer or numeric, and the answers can be scored 611 00:45:09,120 --> 00:45:11,800 in whatever way suits your course goals. 612 00:45:11,800 --> 00:45:16,580 Anything from simply participation to an actual grading 613 00:45:16,580 --> 00:45:18,913 is this answer right or wrong. 614 00:45:19,800 --> 00:45:21,570 And I used it in fall 2020 615 00:45:21,570 --> 00:45:24,780 and two of my classes to achieve a few goals. 616 00:45:24,780 --> 00:45:27,840 First of all, to get feedback on students' understanding. 617 00:45:27,840 --> 00:45:31,210 So immediate feedback and I'd used iClickers 618 00:45:31,210 --> 00:45:33,360 in classes in the past. 619 00:45:33,360 --> 00:45:37,120 And as soon as we transitioned to remote, I was like, okay 620 00:45:37,120 --> 00:45:38,990 I gotta figure out how to do this 621 00:45:38,990 --> 00:45:41,900 'cause this goal is particularly important for me, 622 00:45:41,900 --> 00:45:43,540 especially because I tend to teach 623 00:45:43,540 --> 00:45:47,280 larger classes where you can't necessarily 624 00:45:47,280 --> 00:45:49,643 converse one-on-one with every student. 625 00:45:50,810 --> 00:45:55,110 It also gives students very low stakes 626 00:45:55,110 --> 00:45:57,530 way to practice working with the material 627 00:45:57,530 --> 00:45:59,780 which I also think is important and links back 628 00:45:59,780 --> 00:46:04,080 to Dee Fink's sort of model of thinking about 629 00:46:05,520 --> 00:46:08,700 how you want your learning activities 630 00:46:08,700 --> 00:46:12,223 to be linked to how you want to assess the students. 631 00:46:13,890 --> 00:46:17,080 In terms of specifically remote classes 632 00:46:17,080 --> 00:46:21,280 this helps prevent sort of that screen fade out 633 00:46:21,280 --> 00:46:22,720 as you're listening to the professor 634 00:46:22,720 --> 00:46:26,000 and sort of drifting off, students are now like, okay 635 00:46:26,000 --> 00:46:29,200 I gotta wake up, I gotta do something I gotta respond. 636 00:46:29,200 --> 00:46:32,090 And so it really promotes engagement as well. 637 00:46:32,090 --> 00:46:35,160 It also motivates students to join remote classes 638 00:46:35,160 --> 00:46:38,253 and actually physically be at their computers. 639 00:46:40,240 --> 00:46:44,070 So a couple of examples of how I use this. 640 00:46:44,070 --> 00:46:47,430 So I use it both to sort of get tabs 641 00:46:47,430 --> 00:46:50,190 on how well students were understanding material. 642 00:46:50,190 --> 00:46:53,950 So here's one example that I used in a bio one class, 643 00:46:53,950 --> 00:46:56,490 where they had to select the statements 644 00:46:56,490 --> 00:47:00,880 that correctly compares artificial and natural selection 645 00:47:00,880 --> 00:47:03,690 after a discussion of those two topics. 646 00:47:03,690 --> 00:47:05,870 I also used it to get a baseline 647 00:47:05,870 --> 00:47:08,120 of the classes understanding. 648 00:47:08,120 --> 00:47:10,470 So this was a question that was marked, 649 00:47:10,470 --> 00:47:13,363 as you can see for participation only, 650 00:47:14,350 --> 00:47:19,260 I wanted to see sort how the students interpreted 651 00:47:19,260 --> 00:47:22,800 the term mutation before we talked about it in the context 652 00:47:22,800 --> 00:47:25,203 of information processing and genetics. 653 00:47:27,560 --> 00:47:31,920 In addition to like checking students' knowledge 654 00:47:31,920 --> 00:47:35,390 or getting a baseline understanding, 655 00:47:35,390 --> 00:47:37,000 great thing about iClicker I found 656 00:47:37,000 --> 00:47:39,710 was you can also use it to achieve 657 00:47:39,710 --> 00:47:41,910 multiple other learning goals. 658 00:47:41,910 --> 00:47:45,000 So one thing I used it for right 659 00:47:45,000 --> 00:47:48,160 at the start of the semester was in community building. 660 00:47:48,160 --> 00:47:50,640 So as I mentioned, I taught about by one, 661 00:47:50,640 --> 00:47:55,140 which had nearly 200 students and it's a mixed majors class 662 00:47:55,140 --> 00:47:57,220 so they're from all over the map. 663 00:47:57,220 --> 00:47:59,770 And so I wanted to get a sense of what their major was 664 00:47:59,770 --> 00:48:02,320 so this was a short answer question. 665 00:48:02,320 --> 00:48:05,580 And the great thing about iClicker Reef 666 00:48:05,580 --> 00:48:09,160 is you can actually auto fly, have it create a word cloud. 667 00:48:09,160 --> 00:48:10,920 So I was able to share this word cloud 668 00:48:10,920 --> 00:48:13,170 with my students right in class. 669 00:48:13,170 --> 00:48:17,023 And you can see sort of where they fell in their major. 670 00:48:17,890 --> 00:48:20,010 I also use it frequently for applications. 671 00:48:20,010 --> 00:48:23,830 We show a lot of graphs, talk through a lot of experiments. 672 00:48:23,830 --> 00:48:26,810 So students are asked to analyze data or experiments 673 00:48:26,810 --> 00:48:31,320 come up with controls for analysis and things like that. 674 00:48:31,320 --> 00:48:35,050 And then of course, simply to capture students' attention 675 00:48:35,050 --> 00:48:37,870 either to keep their attention focused on class 676 00:48:37,870 --> 00:48:39,710 or to ask them a really engaging 677 00:48:39,710 --> 00:48:40,637 and thought-provoking question 678 00:48:40,637 --> 00:48:43,310 that gets them thinking about something 679 00:48:43,310 --> 00:48:46,720 and either think about asking a short answer question, 680 00:48:46,720 --> 00:48:48,200 showing a word cloud 681 00:48:48,200 --> 00:48:51,893 and then using that to kick off a class discussion. 682 00:48:55,170 --> 00:49:00,170 So just some take home messages about iClickers 683 00:49:00,530 --> 00:49:03,720 is based on their responses from a feedback survey 684 00:49:03,720 --> 00:49:05,913 I ran in my classes. 685 00:49:06,790 --> 00:49:09,350 Students find iClicker quite effective 686 00:49:09,350 --> 00:49:14,260 at achieving particularly the goal of increasing engagement. 687 00:49:14,260 --> 00:49:17,670 So as you can see, the vast majority said, yes 688 00:49:17,670 --> 00:49:20,590 iClickers increases their engagement during class time 689 00:49:20,590 --> 00:49:24,760 or at least somewhat, very small percentage said no. 690 00:49:24,760 --> 00:49:26,930 And when I asked them whether they would recommend 691 00:49:26,930 --> 00:49:29,270 using iClicker Reef next semester, 692 00:49:29,270 --> 00:49:32,660 overwhelming majority said yes. 693 00:49:32,660 --> 00:49:34,600 And Allison had a similar experience 694 00:49:34,600 --> 00:49:38,720 in her classes where she asked a short answer question, 695 00:49:38,720 --> 00:49:40,800 what's the most effective thing the instructors 696 00:49:40,800 --> 00:49:43,350 do to help you stay engaged during class. 697 00:49:43,350 --> 00:49:45,540 And as you can see iClicker questions 698 00:49:45,540 --> 00:49:47,673 popped up pretty predominantly. 699 00:49:50,930 --> 00:49:54,420 So as I mentioned, the great thing about iClickers 700 00:49:54,420 --> 00:49:59,420 and one benefit in my eyes is that this one technology 701 00:50:00,200 --> 00:50:02,420 allows me to achieve multiple goals. 702 00:50:02,420 --> 00:50:05,120 So in remote learning one thing you want to think 703 00:50:05,120 --> 00:50:06,860 carefully about is you can use 704 00:50:06,860 --> 00:50:10,000 all these different technologies to achieve your goals, 705 00:50:10,000 --> 00:50:13,020 but you gotta be careful about overwhelming students 706 00:50:13,020 --> 00:50:15,883 in terms of sort of tech overload. 707 00:50:18,100 --> 00:50:20,010 And as Jen just posted in the chat, 708 00:50:20,010 --> 00:50:22,480 if you're interested in adopting iClickers, 709 00:50:22,480 --> 00:50:24,370 there is a workshop next week, 710 00:50:24,370 --> 00:50:26,633 so I definitely encourage you to go to that. 711 00:50:27,700 --> 00:50:31,263 With that, I will turn over control. 712 00:50:35,010 --> 00:50:36,533 - All right, thanks. 713 00:50:37,730 --> 00:50:41,813 So let's see. 714 00:50:46,170 --> 00:50:50,660 Okay, so Laura has just told us about using iClicker Reef 715 00:50:50,660 --> 00:50:54,300 and you also saw some examples of using Teams chat 716 00:50:54,300 --> 00:50:55,830 at the beginning of our workshop 717 00:50:55,830 --> 00:51:00,830 as ways that you can create engagement in your class 718 00:51:01,046 --> 00:51:04,940 and then ways that we fit into this mode 719 00:51:04,940 --> 00:51:08,650 of active learning domain of information and ideas 720 00:51:08,650 --> 00:51:10,660 to act as a knowledge check 721 00:51:10,660 --> 00:51:14,050 or identify or activate prior knowledge. 722 00:51:14,050 --> 00:51:15,700 So now we're gonna go a little bit deeper, 723 00:51:15,700 --> 00:51:18,380 both in terms of the level of engagement 724 00:51:18,380 --> 00:51:22,320 within a class session and also the level of engagement 725 00:51:22,320 --> 00:51:26,590 with course material by getting into this domain 726 00:51:26,590 --> 00:51:29,120 of experiential learning. 727 00:51:29,120 --> 00:51:33,923 So I wanna give you an example activity that I use 728 00:51:34,780 --> 00:51:38,390 which is applying information to a problem. 729 00:51:38,390 --> 00:51:42,780 And this activity might be a bit specific for my class 730 00:51:42,780 --> 00:51:45,030 and maybe even a little bit complex. 731 00:51:45,030 --> 00:51:46,680 So I want to start out by saying, 732 00:51:46,680 --> 00:51:50,380 I understand if you don't if this doesn't resonate with you 733 00:51:50,380 --> 00:51:53,640 as something that you can immediately apply in your class 734 00:51:53,640 --> 00:51:55,580 but it has a lot of elements within it 735 00:51:55,580 --> 00:51:57,490 that I think are widely applicable 736 00:51:57,490 --> 00:52:01,210 to different courses and different activities. 737 00:52:01,210 --> 00:52:03,270 So it can include collaborative documents 738 00:52:03,270 --> 00:52:07,750 similar to what you just experienced among others. 739 00:52:07,750 --> 00:52:09,230 So, first I want to give you a little bit 740 00:52:09,230 --> 00:52:12,650 of background about the kinds of assignments 741 00:52:12,650 --> 00:52:14,760 that I'm working with in my class. 742 00:52:14,760 --> 00:52:18,770 And this has come from a shift over a few semesters 743 00:52:18,770 --> 00:52:23,100 in the way that I use assignments in my class. 744 00:52:23,100 --> 00:52:25,740 And basically I got pretty tired 745 00:52:25,740 --> 00:52:28,810 of seeing my own words from slides, 746 00:52:28,810 --> 00:52:32,330 regurgitated back to me on traditional tests. 747 00:52:32,330 --> 00:52:34,270 And so I've shifted away from that 748 00:52:34,270 --> 00:52:38,550 because I really want students to be able to think 749 00:52:38,550 --> 00:52:42,360 about all of the different tools that we've been discussing 750 00:52:42,360 --> 00:52:44,670 and different pieces of information 751 00:52:44,670 --> 00:52:48,380 and be able to identify and apply the best ones 752 00:52:48,380 --> 00:52:51,510 to be able to solve a problem of some kind. 753 00:52:51,510 --> 00:52:56,257 And so students might pick different aggregates 754 00:52:57,150 --> 00:53:01,790 of information or tools to apply to a given problem 755 00:53:01,790 --> 00:53:04,360 that I provide and they might come up with solutions 756 00:53:04,360 --> 00:53:07,820 that look really different but it's that experience 757 00:53:07,820 --> 00:53:10,930 of being able to identify the right information 758 00:53:10,930 --> 00:53:13,500 and describe it appropriately in a given setting 759 00:53:13,500 --> 00:53:15,810 that I really want them to work on. 760 00:53:15,810 --> 00:53:18,970 So my goal is to encourage independent thinking 761 00:53:18,970 --> 00:53:21,530 and application of ideas and tools 762 00:53:21,530 --> 00:53:24,270 that students are learning in the class. 763 00:53:24,270 --> 00:53:26,480 In my class usually takes the form 764 00:53:26,480 --> 00:53:30,210 of being able to design a research experiment 765 00:53:30,210 --> 00:53:33,870 to be able to answer a particular question. 766 00:53:33,870 --> 00:53:37,800 So of course this is a really difficult thing to do 767 00:53:37,800 --> 00:53:40,550 and this is what we do in my upper level classes. 768 00:53:40,550 --> 00:53:43,500 It takes a lot of scaffolding learning the different parts 769 00:53:43,500 --> 00:53:46,400 of the problems and practice. 770 00:53:46,400 --> 00:53:48,610 So this activity that I want to share with you 771 00:53:48,610 --> 00:53:51,200 is the practice that students are getting 772 00:53:51,200 --> 00:53:55,050 before they actually do a real more high stakes assignment 773 00:53:55,050 --> 00:53:57,180 or take home exam. 774 00:53:57,180 --> 00:53:59,650 So this is something that all devote a significant 775 00:53:59,650 --> 00:54:01,823 chunk of class time too. 776 00:54:02,870 --> 00:54:04,570 And the process starts 777 00:54:04,570 --> 00:54:07,270 with me providing them with some kind of problem 778 00:54:07,270 --> 00:54:09,870 a problem that could have multiple approaches 779 00:54:09,870 --> 00:54:13,250 or solutions based on material that they've been learning 780 00:54:13,250 --> 00:54:15,340 either maybe that day in the class session 781 00:54:15,340 --> 00:54:19,163 or within an entire unit or even the entire course. 782 00:54:20,040 --> 00:54:21,680 So this example that I'll give you 783 00:54:21,680 --> 00:54:24,990 is something that students do in a practice session 784 00:54:24,990 --> 00:54:27,510 prior to a take-home exam, where I tell them 785 00:54:27,510 --> 00:54:31,290 that they're going to have a very similar looking question. 786 00:54:31,290 --> 00:54:34,580 So I'll give them this prompt and it's okay 787 00:54:34,580 --> 00:54:36,960 if you can't read this depending on the size of your screen. 788 00:54:36,960 --> 00:54:38,760 I can't read it very well right now 789 00:54:38,760 --> 00:54:41,440 but I just want to guide you through the big ideas. 790 00:54:41,440 --> 00:54:43,300 So there's this big question. 791 00:54:43,300 --> 00:54:45,900 The question here is you want to assess the effects 792 00:54:45,900 --> 00:54:49,800 of remote learning in college students on stress levels. 793 00:54:49,800 --> 00:54:50,960 So that's their big question 794 00:54:50,960 --> 00:54:52,930 that they want to find a solution to given 795 00:54:52,930 --> 00:54:55,070 the information that we've been talking about. 796 00:54:55,070 --> 00:54:58,560 This isn't a physiological psychology class. 797 00:54:58,560 --> 00:55:01,100 So then I give them these sub props 798 00:55:01,100 --> 00:55:02,660 who are your subjects going to be? 799 00:55:02,660 --> 00:55:04,080 What methods will you use? 800 00:55:04,080 --> 00:55:05,970 What are you actually going to measure? 801 00:55:05,970 --> 00:55:07,800 And what kind of results do you expect? 802 00:55:07,800 --> 00:55:11,220 And so they're walked through the process of doing this 803 00:55:11,220 --> 00:55:14,270 and this is similar to what their take home exam question 804 00:55:14,270 --> 00:55:15,650 is going to look like. 805 00:55:15,650 --> 00:55:17,620 So I might present this to them on a slide 806 00:55:17,620 --> 00:55:18,780 so that they can read it 807 00:55:18,780 --> 00:55:21,810 and then spend a few minutes just on their own 808 00:55:21,810 --> 00:55:24,340 digesting all of this information 809 00:55:24,340 --> 00:55:26,420 and thinking back about what they know 810 00:55:26,420 --> 00:55:30,060 what they could actually apply from what they've learned 811 00:55:30,060 --> 00:55:32,260 jotting down a few notes, maybe looking back 812 00:55:32,260 --> 00:55:35,150 at old class notes, to refresh their knowledge 813 00:55:35,150 --> 00:55:39,280 and be able to describe some of that information. 814 00:55:39,280 --> 00:55:42,170 So they spend a few minutes on their own 815 00:55:42,170 --> 00:55:45,450 before they I direct them to join a group 816 00:55:45,450 --> 00:55:48,510 to discuss possible solutions. 817 00:55:48,510 --> 00:55:51,270 So here they'll use a collaborative document 818 00:55:51,270 --> 00:55:53,850 similar to what you just experienced 819 00:55:53,850 --> 00:55:58,400 but this will be in a smaller group setting. 820 00:55:58,400 --> 00:56:02,310 So I direct them to a particular group 821 00:56:02,310 --> 00:56:04,770 and if you're familiar with using Teams for your classes 822 00:56:04,770 --> 00:56:06,283 this probably looks familiar, 823 00:56:07,600 --> 00:56:10,180 in my class I have groups that are together 824 00:56:10,180 --> 00:56:11,160 for the whole semester. 825 00:56:11,160 --> 00:56:13,100 So I can just say, go to your group channel 826 00:56:13,100 --> 00:56:14,860 and they're experienced with that. 827 00:56:14,860 --> 00:56:16,060 But if I didn't use that 828 00:56:16,060 --> 00:56:19,320 I would have a list on a slide of names 829 00:56:19,320 --> 00:56:23,030 for it to go to each particular channel that I've created. 830 00:56:23,030 --> 00:56:23,980 So on the left here 831 00:56:23,980 --> 00:56:25,680 you can see these different group channels. 832 00:56:25,680 --> 00:56:28,300 Group one two, three and so on. 833 00:56:28,300 --> 00:56:31,030 So group one student will go to group one here 834 00:56:31,030 --> 00:56:33,390 and hit that files tab. 835 00:56:33,390 --> 00:56:35,630 And there they'll see the document 836 00:56:35,630 --> 00:56:37,780 that I have uploaded before class time. 837 00:56:37,780 --> 00:56:39,500 So it takes a little bit of preparation 838 00:56:39,500 --> 00:56:42,550 on the instructors part but that document will have 839 00:56:42,550 --> 00:56:44,390 the prompt that I just showed you. 840 00:56:44,390 --> 00:56:45,850 And so now all of the students 841 00:56:45,850 --> 00:56:48,210 within this group are viewing the same document 842 00:56:48,210 --> 00:56:51,280 and can start writing responses there. 843 00:56:51,280 --> 00:56:52,790 But what I really want them to do 844 00:56:52,790 --> 00:56:55,240 is talk about the possibilities and come up 845 00:56:55,240 --> 00:56:58,950 with a best solution that they can together. 846 00:56:58,950 --> 00:57:00,610 So again, within this channel, 847 00:57:00,610 --> 00:57:02,860 they can actually start a meeting 848 00:57:02,860 --> 00:57:05,420 and have a video chat with the whole group 849 00:57:05,420 --> 00:57:09,040 the whole small group there to discuss the possibilities. 850 00:57:09,040 --> 00:57:12,450 So that'll pause them in our main class meeting 851 00:57:12,450 --> 00:57:15,260 while they start this video discussion. 852 00:57:15,260 --> 00:57:17,860 And I'll probably prompt them to say, 853 00:57:17,860 --> 00:57:21,250 each person explain what you thought was the best approach 854 00:57:21,250 --> 00:57:23,870 and then start questioning each other. 855 00:57:23,870 --> 00:57:27,250 Why is one approach better than another 856 00:57:27,250 --> 00:57:30,670 and really get them talking about the material. 857 00:57:30,670 --> 00:57:33,450 So then ultimately they'll come to a consensus 858 00:57:33,450 --> 00:57:35,500 and start writing their response 859 00:57:35,500 --> 00:57:39,860 within the prompt on that shared document. 860 00:57:39,860 --> 00:57:41,190 So now they're getting the experience 861 00:57:41,190 --> 00:57:42,820 of actually answering this question 862 00:57:42,820 --> 00:57:45,240 that's very similar to what they're going to see 863 00:57:45,240 --> 00:57:47,290 on their take home exams soon. 864 00:57:47,290 --> 00:57:49,330 And they're getting the benefit 865 00:57:49,330 --> 00:57:52,100 of other people's perspectives and the discussion 866 00:57:52,100 --> 00:57:54,963 and analysis of these different approaches. 867 00:57:56,650 --> 00:58:01,640 All right, so as with any group activity, 868 00:58:01,640 --> 00:58:03,920 yeah let me respond to this comment here from Robert, 869 00:58:03,920 --> 00:58:08,670 to yes I can join in on the groups one at a time 870 00:58:08,670 --> 00:58:13,410 and discuss with them, or I can ask them to post in the chat 871 00:58:13,410 --> 00:58:16,790 if they have any questions so I can jump into their group. 872 00:58:16,790 --> 00:58:19,370 And we can also have a debrief 873 00:58:19,370 --> 00:58:22,420 with the whole class afterward who had questions about this 874 00:58:22,420 --> 00:58:24,803 what came up, what was surprising and so on. 875 00:58:25,660 --> 00:58:30,660 In my class, these groups are typically five ish. 876 00:58:30,870 --> 00:58:33,770 I think groups of like three to six are really good 877 00:58:33,770 --> 00:58:35,413 for this kind of activity. 878 00:58:37,890 --> 00:58:41,440 So as with most kind of group activities 879 00:58:41,440 --> 00:58:45,150 we might fear that there's the couch potato 880 00:58:45,150 --> 00:58:47,730 just kind of along for the ride 881 00:58:47,730 --> 00:58:50,550 maybe not participating in the discussion or writing any 882 00:58:50,550 --> 00:58:53,240 of the responses in the collaborative document. 883 00:58:53,240 --> 00:58:55,470 So I wanna try to show you a different version 884 00:58:55,470 --> 00:58:57,900 of this that I'll go through kind of quickly 885 00:58:57,900 --> 00:59:00,760 but you can ask any questions if you want to, 886 00:59:00,760 --> 00:59:02,720 to just explain another version 887 00:59:02,720 --> 00:59:04,830 that has more individual accountability. 888 00:59:04,830 --> 00:59:07,460 So here students will individually respond 889 00:59:07,460 --> 00:59:09,640 to an entire prompt. 890 00:59:09,640 --> 00:59:13,580 So in this case, my collaborative document looks different. 891 00:59:13,580 --> 00:59:16,470 I have three separate pages. 892 00:59:16,470 --> 00:59:17,890 And so at any given time 893 00:59:17,890 --> 00:59:20,560 one student is going to be working on the document. 894 00:59:20,560 --> 00:59:22,620 So the first student is going to come in 895 00:59:22,620 --> 00:59:26,010 and type a response to that prompt on the first page. 896 00:59:26,010 --> 00:59:27,980 And then they're gonna go do something else 897 00:59:27,980 --> 00:59:30,110 I'll explain that in a minute. 898 00:59:30,110 --> 00:59:32,800 A second student is now gonna come into the document 899 00:59:32,800 --> 00:59:35,560 and they're going to answer the same prompt, 900 00:59:35,560 --> 00:59:38,620 but on a second page and I have it set up so that they 901 00:59:38,620 --> 00:59:42,240 shouldn't actually even see the other person's response. 902 00:59:42,240 --> 00:59:45,010 So they're on their own generating their own response 903 00:59:45,010 --> 00:59:47,460 to the same prompt. 904 00:59:47,460 --> 00:59:49,770 Then they go onto their next activity. 905 00:59:49,770 --> 00:59:52,680 A third student comes in and this student 906 00:59:52,680 --> 00:59:56,550 is going to read the prior two responses 907 00:59:56,550 --> 01:00:00,260 and then synthesize those on the third page 908 01:00:00,260 --> 01:00:02,150 and do a little bit of analysis. 909 01:00:02,150 --> 01:00:05,220 Which of these approaches is better and why? 910 01:00:05,220 --> 01:00:06,930 And is there anything missing 911 01:00:06,930 --> 01:00:09,110 that these students didn't address 912 01:00:09,110 --> 01:00:11,790 and add that in for feedback? 913 01:00:11,790 --> 01:00:12,950 So now on this document 914 01:00:12,950 --> 01:00:16,680 we have two different responses and a synthesis. 915 01:00:16,680 --> 01:00:19,600 So from the student's perspective 916 01:00:19,600 --> 01:00:21,980 what they're doing is highly directed. 917 01:00:21,980 --> 01:00:24,820 So I'm there telling them at every point, along the way 918 01:00:24,820 --> 01:00:26,320 which document they need to move to 919 01:00:26,320 --> 01:00:27,470 and what they need to be doing 920 01:00:27,470 --> 01:00:29,660 it takes a lot of organization 921 01:00:29,660 --> 01:00:33,010 but a student is going to view one problem 922 01:00:33,010 --> 01:00:34,370 and write a response. 923 01:00:34,370 --> 01:00:35,830 Then they move to another document 924 01:00:35,830 --> 01:00:39,030 where they see a brand new problem and write a response. 925 01:00:39,030 --> 01:00:40,580 Then they move to a third document 926 01:00:40,580 --> 01:00:43,190 where they're seeing the other student's responses 927 01:00:43,190 --> 01:00:46,150 to a third problem that they've never seen before. 928 01:00:46,150 --> 01:00:47,490 So now they're getting experienced 929 01:00:47,490 --> 01:00:49,270 with three different problems. 930 01:00:49,270 --> 01:00:51,780 They've had to write pretty full responses 931 01:00:51,780 --> 01:00:55,990 to two of them and then analyze other student's responses 932 01:00:55,990 --> 01:00:58,080 to a third problem. 933 01:00:58,080 --> 01:00:59,890 So you have all the major elements 934 01:00:59,890 --> 01:01:02,370 of application of material 935 01:01:02,370 --> 01:01:05,894 and then some analysis of what's going on there. 936 01:01:05,894 --> 01:01:08,610 But you're missing a little bit of the discussion 937 01:01:08,610 --> 01:01:11,530 and direct interaction with this method 938 01:01:11,530 --> 01:01:14,140 even though there's more individual accountability. 939 01:01:14,140 --> 01:01:17,103 So there's some trade-offs with these two approaches. 940 01:01:18,140 --> 01:01:19,690 So like I said, I recognize 941 01:01:19,690 --> 01:01:23,140 that this is a pretty specific kind of activity. 942 01:01:23,140 --> 01:01:26,990 So I just want to highlight the different tools 943 01:01:26,990 --> 01:01:31,990 that are used here that might be beneficial for you 944 01:01:32,210 --> 01:01:34,300 in different kinds of environments. 945 01:01:34,300 --> 01:01:36,660 So we're talking about using collaborative documents 946 01:01:36,660 --> 01:01:39,060 and specifically within a small group. 947 01:01:39,060 --> 01:01:41,130 And I've given you now an example 948 01:01:41,130 --> 01:01:43,550 of how you can do this together at the same time 949 01:01:43,550 --> 01:01:45,610 as you experienced in this workshop 950 01:01:45,610 --> 01:01:48,620 or somewhat asynchronously where one person writes something 951 01:01:48,620 --> 01:01:50,320 and then another person comes along 952 01:01:50,320 --> 01:01:52,570 and reads and writes there. 953 01:01:52,570 --> 01:01:55,470 And then we talked about remote group discussion 954 01:01:55,470 --> 01:01:58,270 using the channels in Teams. 955 01:01:58,270 --> 01:02:00,530 And now we have the breakout rooms functions 956 01:02:00,530 --> 01:02:02,330 which functions pretty differently 957 01:02:02,330 --> 01:02:05,110 but that's another option for doing discussion, 958 01:02:05,110 --> 01:02:09,430 which a lot of people might be useful for the people 959 01:02:09,430 --> 01:02:12,550 who mentioned wanting to do think pair share in class. 960 01:02:12,550 --> 01:02:14,800 I think that's gonna be a great tool for you. 961 01:02:16,290 --> 01:02:18,500 And then of course, this uses application 962 01:02:18,500 --> 01:02:22,970 of material and some analysis of both the course material 963 01:02:22,970 --> 01:02:25,853 and other students information. 964 01:02:27,030 --> 01:02:28,060 So I want to pause here 965 01:02:28,060 --> 01:02:29,830 and see if there are any more questions. 966 01:02:29,830 --> 01:02:31,660 We got a few in the chat 967 01:02:31,660 --> 01:02:33,070 but we do have a couple of minutes. 968 01:02:33,070 --> 01:02:36,020 We can take care if you have any more questions about this. 969 01:02:41,490 --> 01:02:45,650 - [Megan] Yeah, how did you make it so that they can not 970 01:02:45,650 --> 01:02:50,650 see what the previous person see their answers? 971 01:02:50,710 --> 01:02:52,890 - Yeah, so it's a little bit on the honor system 972 01:02:52,890 --> 01:02:56,420 but what I do is I have those different prompts set up 973 01:02:56,420 --> 01:02:58,350 on different pages. 974 01:02:58,350 --> 01:03:03,120 And I tell the first round of students, 975 01:03:03,120 --> 01:03:07,820 who's going in write your response on page two. 976 01:03:07,820 --> 01:03:10,010 And so it takes a lot of direction 977 01:03:10,010 --> 01:03:11,540 and I color code everything. 978 01:03:11,540 --> 01:03:13,960 So like you should be seeing red words right now. 979 01:03:13,960 --> 01:03:17,460 And I really direct them to where they should be. 980 01:03:17,460 --> 01:03:18,690 And so I asked the first students 981 01:03:18,690 --> 01:03:20,710 to actually respond on page two 982 01:03:20,710 --> 01:03:23,370 and then for round two I asked students 983 01:03:23,370 --> 01:03:25,000 to go to their next document 984 01:03:25,000 --> 01:03:26,880 and just don't scroll down to page two. 985 01:03:26,880 --> 01:03:29,870 So you're now on page one and now you respond to the prompt. 986 01:03:29,870 --> 01:03:33,290 So I try to make it so that they can easily see 987 01:03:33,290 --> 01:03:35,270 the other person's response 988 01:03:35,270 --> 01:03:37,233 but it is a bit of an honor system. 989 01:03:42,310 --> 01:03:44,330 So Megan, let me know 990 01:03:44,330 --> 01:03:47,130 if that wasn't enough to answer your question 991 01:03:47,130 --> 01:03:51,930 but I'll have these word documents and then upload them 992 01:03:51,930 --> 01:03:56,930 into that files tab on each channel within Teams, perfect. 993 01:04:00,840 --> 01:04:04,730 And then it's more complex with that alternative approach, 994 01:04:04,730 --> 01:04:07,010 because with that there has to be a different document 995 01:04:07,010 --> 01:04:09,840 for each student cause at any given time 996 01:04:09,840 --> 01:04:13,463 there's only one student working on each document. 997 01:04:18,480 --> 01:04:20,600 Okay, I think I will turn it over to Jen 998 01:04:20,600 --> 01:04:22,070 if there aren't any more questions. 999 01:04:22,070 --> 01:04:24,700 I think we'll have time for questions at the end too. 1000 01:04:24,700 --> 01:04:26,673 - Thanks, Allison, that was great. 1001 01:04:29,183 --> 01:04:32,090 So I'm gonna talk a little bit about a reflective 1002 01:04:32,090 --> 01:04:35,303 sort of dialogue process that I use in my teaching. 1003 01:04:36,290 --> 01:04:39,430 And it is a weekly end of class reflection. 1004 01:04:39,430 --> 01:04:42,570 And you could certainly use a variety of technologies, 1005 01:04:42,570 --> 01:04:44,410 Blackboard journals, Teams notes. 1006 01:04:44,410 --> 01:04:46,450 You could even just have Blackboard assignments 1007 01:04:46,450 --> 01:04:48,850 and where students are uploading documents, 1008 01:04:48,850 --> 01:04:51,880 but I'm going to walk you through how I use that 1009 01:04:51,880 --> 01:04:56,380 and how it's tied to assessment as well in my class. 1010 01:04:56,380 --> 01:04:58,810 So I teach a small interdisciplinary 1011 01:04:58,810 --> 01:05:00,450 first semester seminar class 1012 01:05:00,450 --> 01:05:02,860 at the community college of Vermont. 1013 01:05:02,860 --> 01:05:05,850 And because it's small, I have some luxuries 1014 01:05:05,850 --> 01:05:06,870 in how I do this. 1015 01:05:06,870 --> 01:05:09,720 I think this could be adapted to larger classes 1016 01:05:09,720 --> 01:05:12,530 as well and would love to talk with folks offline 1017 01:05:12,530 --> 01:05:15,780 about that and how you might do that. 1018 01:05:15,780 --> 01:05:19,600 Especially if you have some TAs that can help you. 1019 01:05:19,600 --> 01:05:23,610 So I have students write a weekly end of class reflection. 1020 01:05:23,610 --> 01:05:27,550 And my goals of having this as part of the class 1021 01:05:27,550 --> 01:05:29,590 are one to promote metacognition 1022 01:05:29,590 --> 01:05:32,910 which is actually one of the course objectives of my class. 1023 01:05:32,910 --> 01:05:36,380 The second is to help students engage in perspective taking. 1024 01:05:36,380 --> 01:05:39,060 And the third is for self-assessment 1025 01:05:39,060 --> 01:05:41,033 both informal and formal. 1026 01:05:42,260 --> 01:05:44,030 So let me tell you a little bit about the process 1027 01:05:44,030 --> 01:05:46,870 and then I'm going to share some examples 1028 01:05:46,870 --> 01:05:48,640 of how this shows up. 1029 01:05:48,640 --> 01:05:51,930 So students complete in the learning management system 1030 01:05:51,930 --> 01:05:53,370 for us at the community college in Vermont, 1031 01:05:53,370 --> 01:05:55,750 it's canvas at UVM, it's Blackboard 1032 01:05:55,750 --> 01:05:57,750 within 24 hours of the end of the week. 1033 01:05:57,750 --> 01:06:01,090 So they have a window of time to do this and it's routine 1034 01:06:01,090 --> 01:06:03,640 so they know that they have to do that, 1035 01:06:03,640 --> 01:06:06,880 within 24 hours of the of the week ending. 1036 01:06:06,880 --> 01:06:10,260 I co-teach this class and so my co-instructor 1037 01:06:10,260 --> 01:06:12,910 and I write a strengths-based narrative response 1038 01:06:12,910 --> 01:06:15,920 to each student, not long, a few sentences 1039 01:06:15,920 --> 01:06:17,960 responding to what they've written. 1040 01:06:17,960 --> 01:06:20,960 And then students write in this class 1041 01:06:20,960 --> 01:06:24,800 and midterm and end of semester narrative self evaluation 1042 01:06:24,800 --> 01:06:27,780 which they have to incorporate aspects 1043 01:06:27,780 --> 01:06:28,970 of their weekly reflections. 1044 01:06:28,970 --> 01:06:30,380 So this is building towards 1045 01:06:30,380 --> 01:06:34,123 a couple of larger reflective exercises. 1046 01:06:35,450 --> 01:06:37,980 And this is tiny, I know so I'll read it out loud, 1047 01:06:37,980 --> 01:06:40,810 but I have three sort of sets of questions 1048 01:06:40,810 --> 01:06:42,270 that students have to answer 1049 01:06:42,270 --> 01:06:43,980 as part of this weekly reflection. 1050 01:06:43,980 --> 01:06:46,250 And they are essentially the same every week, 1051 01:06:46,250 --> 01:06:49,580 I'll make a few tweaks if there's something particularly 1052 01:06:49,580 --> 01:06:52,010 different about that week, but in general, they're the same. 1053 01:06:52,010 --> 01:06:53,420 So the first question is, 1054 01:06:53,420 --> 01:06:55,260 what were your most important learnings 1055 01:06:55,260 --> 01:06:56,840 as a result of this week's class? 1056 01:06:56,840 --> 01:06:59,360 Please share specific details for instance 1057 01:06:59,360 --> 01:07:02,440 what was clarified or what new insights did you gain? 1058 01:07:02,440 --> 01:07:04,430 And this one it's pretty open-ended. 1059 01:07:04,430 --> 01:07:07,410 And so I spend the first few weeks coaching students 1060 01:07:07,410 --> 01:07:09,140 I'm like, give me a little bit more here, 1061 01:07:09,140 --> 01:07:10,410 or I really liked what you said, 1062 01:07:10,410 --> 01:07:13,160 but I'd like to know a little bit more about this. 1063 01:07:13,160 --> 01:07:17,730 But it's intentionally open-ended because I want to know 1064 01:07:17,730 --> 01:07:19,580 where students learn something 1065 01:07:19,580 --> 01:07:21,790 and I'm often surprised they learned something 1066 01:07:21,790 --> 01:07:24,750 from a classmate in a small group that was really, 1067 01:07:24,750 --> 01:07:27,490 some integral for them, but I didn't even observe it. 1068 01:07:27,490 --> 01:07:29,340 So it's nice 'cause I get a little bit 1069 01:07:29,340 --> 01:07:32,170 of a kind of insight into their world. 1070 01:07:32,170 --> 01:07:34,870 The second question I list the essential objectives 1071 01:07:34,870 --> 01:07:37,250 or the learning objectives for the class. 1072 01:07:37,250 --> 01:07:40,250 And then I ask students to please share an example 1073 01:07:40,250 --> 01:07:43,080 of how you moved closer to mastery of one or more 1074 01:07:43,080 --> 01:07:44,950 of these essential objectives as a result 1075 01:07:44,950 --> 01:07:47,190 of this week's homework and our class, 1076 01:07:47,190 --> 01:07:49,560 and tell us which essential objectives you're discussing 1077 01:07:49,560 --> 01:07:52,040 explain how you think the growth in knowledge skills 1078 01:07:52,040 --> 01:07:54,530 or attitude will benefit you in college 1079 01:07:54,530 --> 01:07:56,800 and work and relationships in life. 1080 01:07:56,800 --> 01:07:58,590 And so again, it's open-ended. 1081 01:07:58,590 --> 01:08:02,680 I have in my syllabus, I've linked this week 1082 01:08:02,680 --> 01:08:05,440 we're talking about this, which links to this objective 1083 01:08:05,440 --> 01:08:07,370 but students often make connections 1084 01:08:07,370 --> 01:08:09,210 to objectives that weren't in my mind 1085 01:08:09,210 --> 01:08:11,780 when I'm designing that week. 1086 01:08:11,780 --> 01:08:13,260 And so it's really interesting to see 1087 01:08:13,260 --> 01:08:16,650 what students are responding to. 1088 01:08:16,650 --> 01:08:21,240 And then the third gives them four prompts to choose from. 1089 01:08:21,240 --> 01:08:24,620 So students are required to respond to at least one 1090 01:08:24,620 --> 01:08:26,420 they can do more if they want to. 1091 01:08:26,420 --> 01:08:28,560 And they write three to five sentences in response 1092 01:08:28,560 --> 01:08:31,650 to the prompt and providing enough detail 1093 01:08:31,650 --> 01:08:33,330 for myself and my co-instructor 1094 01:08:33,330 --> 01:08:34,880 to better understand their ideas. 1095 01:08:34,880 --> 01:08:39,470 So the first is one insight I had related to the class 1096 01:08:40,320 --> 01:08:43,550 including the physical class this week, 1097 01:08:43,550 --> 01:08:46,310 our time together, but I didn't get to share 1098 01:08:46,310 --> 01:08:49,010 was so an insight they didn't get to share 1099 01:08:49,010 --> 01:08:50,870 because of this week's assignments and our class. 1100 01:08:50,870 --> 01:08:52,082 I'm still thinking about or wondering about 1101 01:08:52,082 --> 01:08:54,100 or want to know more about. 1102 01:08:54,100 --> 01:08:56,580 So that's often where students express some confusion 1103 01:08:56,580 --> 01:09:00,370 that they might not have expressed at the end of class. 1104 01:09:00,370 --> 01:09:02,190 When I say, does anybody have any questions? 1105 01:09:02,190 --> 01:09:04,640 Sometimes they're embarrassed or not quite sure 1106 01:09:04,640 --> 01:09:07,738 this gives them a little space to think about 1107 01:09:07,738 --> 01:09:09,323 what their thinking is. 1108 01:09:10,210 --> 01:09:12,690 One connection I made as a result of this week's assignment 1109 01:09:12,690 --> 01:09:15,770 and our class is, and then if I could talk to anyone 1110 01:09:15,770 --> 01:09:17,570 about something that came up in class this week 1111 01:09:17,570 --> 01:09:20,070 it would be please tell us who you would talk with 1112 01:09:20,070 --> 01:09:21,150 what you would share with them 1113 01:09:21,150 --> 01:09:22,940 and why you think they would find it interesting 1114 01:09:22,940 --> 01:09:24,843 and or helpful or provocative. 1115 01:09:26,050 --> 01:09:28,400 And so these have a three questions 1116 01:09:28,400 --> 01:09:30,870 that students respond to every week 1117 01:09:30,870 --> 01:09:33,070 and I'm giving you, I'm gonna share 1118 01:09:33,070 --> 01:09:36,540 in the next three slides, some examples of, yes, Elizabeth 1119 01:09:36,540 --> 01:09:38,090 I'm happy to share this. 1120 01:09:38,090 --> 01:09:40,240 I'll share the slides afterwards 1121 01:09:40,240 --> 01:09:42,740 but I wanted to share with you some examples 1122 01:09:42,740 --> 01:09:44,430 of the kinds of responses that we get. 1123 01:09:44,430 --> 01:09:46,980 Not because you need to know what's happening in class 1124 01:09:46,980 --> 01:09:51,770 but just to get a sense of the depth that is pretty common. 1125 01:09:51,770 --> 01:09:54,760 And so sometimes the responses are content oriented 1126 01:09:54,760 --> 01:09:56,830 and all of these examples are related 1127 01:09:56,830 --> 01:10:01,290 to a unit where we're reading a non-fiction text. 1128 01:10:01,290 --> 01:10:03,100 And so in this case the student gained 1129 01:10:03,100 --> 01:10:05,000 a better understanding about consent 1130 01:10:05,000 --> 01:10:06,320 as a result of the class 1131 01:10:06,320 --> 01:10:10,520 because of some conversation with peers and with the class 1132 01:10:10,520 --> 01:10:12,480 and that they're interested to see how laws 1133 01:10:12,480 --> 01:10:15,440 and requirements will change over the years. 1134 01:10:15,440 --> 01:10:17,660 The second is a skills oriented reflection. 1135 01:10:17,660 --> 01:10:19,780 So I was pretty bad at procrastinating 1136 01:10:20,830 --> 01:10:22,160 over the course of the book, 1137 01:10:22,160 --> 01:10:23,990 the student made some adjustments 1138 01:10:23,990 --> 01:10:26,320 and by the last set of chapters, 1139 01:10:26,320 --> 01:10:27,990 they did it over the course of the week 1140 01:10:27,990 --> 01:10:29,410 and found it wasn't as stressful 1141 01:10:29,410 --> 01:10:31,275 and that they're getting better at managing time 1142 01:10:31,275 --> 01:10:35,750 and setting goals and making those goals work for them 1143 01:10:35,750 --> 01:10:37,700 related to their homework. 1144 01:10:37,700 --> 01:10:40,480 And then a third example is values oriented. 1145 01:10:40,480 --> 01:10:41,810 This is a student who's thinking 1146 01:10:41,810 --> 01:10:43,070 about the content of the class, 1147 01:10:43,070 --> 01:10:45,540 but thinking about sort of morality related 1148 01:10:45,540 --> 01:10:48,390 to the content of the class and that the reflections 1149 01:10:48,390 --> 01:10:51,070 that humans were usually quick to say what we do 1150 01:10:51,070 --> 01:10:53,370 but the truth is it isn't as always as easy 1151 01:10:53,370 --> 01:10:56,660 which is why I tried to put myself in other person's shoes. 1152 01:10:56,660 --> 01:11:00,020 And so I'm giving an example of how that showed up 1153 01:11:01,050 --> 01:11:03,380 for them as they were reading a chapter. 1154 01:11:03,380 --> 01:11:05,600 And so you can get a sense of kind of how 1155 01:11:05,600 --> 01:11:09,440 these prompts lead students to do some reflection. 1156 01:11:09,440 --> 01:11:11,730 And then I spend a few minutes 1157 01:11:11,730 --> 01:11:13,780 and write a strengths-based response. 1158 01:11:13,780 --> 01:11:16,730 So I might pull out, like I noticed this 1159 01:11:16,730 --> 01:11:18,300 that you did this thing in class 1160 01:11:18,300 --> 01:11:20,040 and it was really useful related 1161 01:11:20,040 --> 01:11:21,600 to this idea that you're bringing in. 1162 01:11:21,600 --> 01:11:23,350 Thank you, do more of that 1163 01:11:23,350 --> 01:11:26,950 or I'm glad that you're exploring this question. 1164 01:11:26,950 --> 01:11:28,780 What about if we took it a step further 1165 01:11:28,780 --> 01:11:29,990 and went in this direction? 1166 01:11:29,990 --> 01:11:31,790 So it's a way to actually have a little bit 1167 01:11:31,790 --> 01:11:34,690 of a reflective dialogue with me 1168 01:11:34,690 --> 01:11:37,050 because not only of the students writing, 1169 01:11:37,050 --> 01:11:40,060 I'm writing back to them and then in the midterm 1170 01:11:40,060 --> 01:11:43,270 and the final, where they write a longer narrative 1171 01:11:43,270 --> 01:11:45,920 of kind of their progress they're responding 1172 01:11:45,920 --> 01:11:48,300 to those responses that my constructor 1173 01:11:48,300 --> 01:11:49,843 and I have written to them. 1174 01:11:51,980 --> 01:11:54,680 So I really liked this idea of weekly reflections. 1175 01:11:54,680 --> 01:11:57,110 Obviously the size of the class is gonna impact 1176 01:11:57,110 --> 01:11:59,650 how you might implement this. 1177 01:11:59,650 --> 01:12:02,480 And I've actually used this in a variety of ways. 1178 01:12:02,480 --> 01:12:06,530 So students can actually self-assign participation grades 1179 01:12:06,530 --> 01:12:08,700 using weekly reflection and a scoring rubric. 1180 01:12:08,700 --> 01:12:10,163 I've done that in the past. 1181 01:12:11,140 --> 01:12:13,780 I have shifted to contracts and specs grading. 1182 01:12:13,780 --> 01:12:16,940 And so I don't actually assign grades or points 1183 01:12:16,940 --> 01:12:19,670 but if students do a good faith effort 1184 01:12:19,670 --> 01:12:22,870 at completing this weekly assessment 1185 01:12:22,870 --> 01:12:24,760 then they earn engagement credits, 1186 01:12:24,760 --> 01:12:27,550 which contributes to earning and like a plus or minus 1187 01:12:27,550 --> 01:12:28,793 on their final grade. 1188 01:12:29,890 --> 01:12:32,200 And then I'm thinking about moving in the future 1189 01:12:32,200 --> 01:12:34,750 to an ungraded process where students are fully 1190 01:12:34,750 --> 01:12:36,570 self assessing their grades. 1191 01:12:36,570 --> 01:12:37,900 I think weekly reflections 1192 01:12:37,900 --> 01:12:40,100 would be an absolutely integral part of that. 1193 01:12:40,100 --> 01:12:42,210 So you can think that there's a variety of ways 1194 01:12:42,210 --> 01:12:45,263 to kind of tie this to assessment. 1195 01:12:46,718 --> 01:12:49,990 And I think if you have TAs, this is a great place 1196 01:12:49,990 --> 01:12:54,313 for TAs and students to be engaging with one another. 1197 01:12:56,710 --> 01:12:59,000 So that is the conclusion of that. 1198 01:12:59,000 --> 01:13:00,590 Still a little mini presentation 1199 01:13:00,590 --> 01:13:04,850 of talking about reflection, happy to take questions. 1200 01:13:04,850 --> 01:13:08,690 Although I think probably this felt pretty straightforward. 1201 01:13:08,690 --> 01:13:10,230 So I'll pause for a minute, see if there are questions 1202 01:13:10,230 --> 01:13:11,730 and then otherwise I'm going to turn it 1203 01:13:11,730 --> 01:13:13,163 back over to Allison. 1204 01:13:22,100 --> 01:13:25,340 - All right, so we want to spend the rest of our time 1205 01:13:25,340 --> 01:13:28,167 just figuring out what works for you. 1206 01:13:28,167 --> 01:13:32,630 And so if you haven't already, please look at that chart 1207 01:13:32,630 --> 01:13:36,880 that I posted back in the chat, maybe I'll repost it. 1208 01:13:36,880 --> 01:13:38,530 So it's fresh here. 1209 01:13:38,530 --> 01:13:42,290 I dunno if I can do that since I've already uploaded it so-- 1210 01:13:42,290 --> 01:13:43,710 - I can grab a link to it and make sure 1211 01:13:43,710 --> 01:13:45,310 they would get a copy of that. 1212 01:13:45,310 --> 01:13:46,143 - Okay thanks. - Yep. 1213 01:13:46,143 --> 01:13:49,280 - Okay so there's a full chart of many different activities. 1214 01:13:49,280 --> 01:13:51,860 We've shown you examples of one activity 1215 01:13:51,860 --> 01:13:54,770 in each of those three domains. 1216 01:13:54,770 --> 01:13:56,890 So we want you to be able to identify at least 1217 01:13:56,890 --> 01:14:00,060 one activity that you think will work for you. 1218 01:14:00,060 --> 01:14:04,330 So maybe it is from that domain of information and ideas. 1219 01:14:04,330 --> 01:14:06,450 Maybe it's about experiential learning, 1220 01:14:06,450 --> 01:14:08,820 or maybe it's about reflective dialogue. 1221 01:14:08,820 --> 01:14:10,170 But as you look at that chart 1222 01:14:10,170 --> 01:14:12,660 and identify activity that will work for you, 1223 01:14:12,660 --> 01:14:16,210 note which of these categories it comes into. 1224 01:14:16,210 --> 01:14:20,530 And in a moment, we'll ask you to post in the chat 1225 01:14:20,530 --> 01:14:23,540 about which activity is going to work for you. 1226 01:14:23,540 --> 01:14:26,950 We'll do this in rounds by each category. 1227 01:14:26,950 --> 01:14:30,600 So first we'll ask people who identify 1228 01:14:30,600 --> 01:14:32,920 an activity in the domain of information 1229 01:14:32,920 --> 01:14:35,410 and ideas to post in the chat 1230 01:14:35,410 --> 01:14:37,883 if you wanted to start drafting something. 1231 01:14:41,940 --> 01:14:44,190 Any activity that you want to post is great 1232 01:14:44,190 --> 01:14:45,940 and if you want to explain a little bit 1233 01:14:45,940 --> 01:14:47,680 about how it connects to your course, 1234 01:14:47,680 --> 01:14:49,520 that might be great for us to see 1235 01:14:49,520 --> 01:14:52,490 how you are actually going to apply it. 1236 01:14:52,490 --> 01:14:54,260 So I'll give you a minute in silence 1237 01:14:54,260 --> 01:14:57,060 to just actually look through that chart and read. 1238 01:16:23,430 --> 01:16:26,790 All right so hopefully you've had a minute to identify 1239 01:16:26,790 --> 01:16:29,500 one activity that you think will work for your course 1240 01:16:29,500 --> 01:16:32,990 and noted which category that fits into. 1241 01:16:32,990 --> 01:16:36,230 If you have one that fits into that information 1242 01:16:36,230 --> 01:16:40,380 and ideas domain, go ahead and join Mary Val 1243 01:16:40,380 --> 01:16:44,683 in posting in the chat, what activity that is. 1244 01:17:29,370 --> 01:17:32,000 Great, so we're seeing a variety of techniques 1245 01:17:32,000 --> 01:17:35,510 that we talked about and also some new ideas coming up 1246 01:17:35,510 --> 01:17:39,630 like using the discussion forum before class 1247 01:17:39,630 --> 01:17:43,000 and then talking about specific points during class. 1248 01:17:43,000 --> 01:17:44,340 Yeah, I like that. 1249 01:17:44,340 --> 01:17:45,890 That's when I'm gonna be using. 1250 01:17:51,230 --> 01:17:54,610 Okay, feel free to keep them coming if you haven't submitted 1251 01:17:54,610 --> 01:17:57,440 but we'll go ahead and move on to the next domain. 1252 01:17:57,440 --> 01:18:00,050 So if you had an activity that works under 1253 01:18:00,050 --> 01:18:03,390 the category of experience, please post that in the chat. 1254 01:19:08,123 --> 01:19:12,400 Great, there's a big variety here, that's great. 1255 01:19:12,400 --> 01:19:16,240 And so there's everything from using specific documents 1256 01:19:16,240 --> 01:19:21,240 to presentations, to discussions, yeah. 1257 01:19:25,610 --> 01:19:27,943 All right, glad that's resonating. 1258 01:19:35,210 --> 01:19:36,670 Yeah and I'm happy to talk more about 1259 01:19:36,670 --> 01:19:39,900 some of those specific logistics Antonio, if you want to 1260 01:19:41,620 --> 01:19:43,993 or share the slides that I use for prompts. 1261 01:19:47,510 --> 01:19:49,640 Yeah, okay let's get to our last domain 1262 01:19:49,640 --> 01:19:51,800 and then we'll have a few minutes left for questions 1263 01:19:51,800 --> 01:19:55,150 about what anyone's posting or anything else here too. 1264 01:19:55,150 --> 01:19:59,120 So anyone who has a reflective dialogue activity 1265 01:19:59,120 --> 01:20:02,053 that they think they'll be using, tell us what you think. 1266 01:20:53,140 --> 01:20:54,720 All right seems like this minute papers 1267 01:20:54,720 --> 01:20:56,363 are the hot topic for today. 1268 01:20:59,800 --> 01:21:02,520 Yeah and the icebreakers, I think they're so important. 1269 01:21:02,520 --> 01:21:05,300 And we've heard a lot of reflections from students 1270 01:21:05,300 --> 01:21:07,120 that can be anything community building, 1271 01:21:07,120 --> 01:21:10,460 especially in the remote environment is really critical 1272 01:21:10,460 --> 01:21:13,130 for their wellbeing, but also just for feeling engaged 1273 01:21:13,130 --> 01:21:14,233 in the class. 1274 01:21:27,130 --> 01:21:29,530 Great I'm seeing applying that in different settings, 1275 01:21:29,530 --> 01:21:31,913 like in a clinical setting, that's a great idea. 1276 01:21:40,070 --> 01:21:41,623 Great, okay. 1277 01:21:45,100 --> 01:21:49,340 So if we have our last few minutes for any questions 1278 01:21:49,340 --> 01:21:52,490 you can type into the chat or turn your microphone on. 1279 01:21:52,490 --> 01:21:54,470 And we have a couple of announcements. 1280 01:21:54,470 --> 01:21:56,830 I might actually ask Jen to make the announcements 1281 01:21:56,830 --> 01:21:59,980 as since I'm not sure I can remember everything. 1282 01:21:59,980 --> 01:22:03,540 - Indeed, so the first is that we are asking folks 1283 01:22:03,540 --> 01:22:06,110 to take a few minutes at the end of each workshop 1284 01:22:06,110 --> 01:22:11,070 to fill out an evaluation just so that we have slightly 1285 01:22:11,070 --> 01:22:15,750 sort of broader responses which helps us formulate 1286 01:22:15,750 --> 01:22:20,340 our workshops when we repeat them 1287 01:22:20,340 --> 01:22:21,970 this was a first time out of the gate. 1288 01:22:21,970 --> 01:22:24,610 So thank you for your extra attention to feedback. 1289 01:22:24,610 --> 01:22:26,740 I'll post that in the chat in just a second. 1290 01:22:26,740 --> 01:22:28,960 And then I think our other announcements were mostly 1291 01:22:28,960 --> 01:22:30,860 about workshops which are upcoming. 1292 01:22:30,860 --> 01:22:33,080 And I think that we've posted those in the chat. 1293 01:22:33,080 --> 01:22:35,110 So there's some iClicker workshop, 1294 01:22:35,110 --> 01:22:37,440 Teams breakout rooms which Allison mentioned 1295 01:22:37,440 --> 01:22:39,760 as a new feature in Teams. 1296 01:22:39,760 --> 01:22:42,760 So feel free to sign up for additional workshops 1297 01:22:42,760 --> 01:22:44,700 and then finally consultations. 1298 01:22:44,700 --> 01:22:47,300 So as staff and faculty associates 1299 01:22:47,300 --> 01:22:50,370 we are available to you for consultations. 1300 01:22:50,370 --> 01:22:52,850 So if you have something that you're kind of mulling over 1301 01:22:52,850 --> 01:22:55,630 and you want some additional perspective on 1302 01:22:55,630 --> 01:22:57,573 we are here to help you. 1303 01:22:59,490 --> 01:23:02,460 - And then one more note, I just uploaded into the chat 1304 01:23:02,460 --> 01:23:06,000 a second table, which has a lot of same information, 1305 01:23:06,000 --> 01:23:07,560 but It's organized differently 1306 01:23:07,560 --> 01:23:10,570 as a list of the different technological tools 1307 01:23:10,570 --> 01:23:13,420 you might either have or be interested in using. 1308 01:23:13,420 --> 01:23:16,640 And then what activities you can use 1309 01:23:16,640 --> 01:23:19,480 to go along with that particular tool. 1310 01:23:19,480 --> 01:23:22,917 So it's sort of a reverse of the table that we've given you. 1311 01:23:28,785 --> 01:23:30,440 And it has links to workshops 1312 01:23:30,440 --> 01:23:32,690 including the yellow dig workshop 1313 01:23:32,690 --> 01:23:35,900 which Megan asked about in the chat. 1314 01:23:35,900 --> 01:23:37,800 So all of the workshops that are being offered 1315 01:23:37,800 --> 01:23:42,030 in January and our open hours as well 1316 01:23:42,030 --> 01:23:44,580 where you can just drop in with specific questions. 1317 01:23:49,257 --> 01:23:52,674 And I think there's a hand up, see Sarah. 1318 01:23:54,880 --> 01:23:57,840 - [Sarah] Yeah my question is like, all these things 1319 01:23:57,840 --> 01:24:02,300 are like these things they seem to be really text-based 1320 01:24:02,300 --> 01:24:05,280 and I just, probably the answer is there aren't 1321 01:24:05,280 --> 01:24:08,640 but I just wonder if there's ways that, 1322 01:24:08,640 --> 01:24:11,210 you could get students to draw something 1323 01:24:13,203 --> 01:24:14,900 because that's what they would be doing in class. 1324 01:24:14,900 --> 01:24:16,780 They would draw graphs. 1325 01:24:16,780 --> 01:24:20,400 - Yeah I asked students to draw things quite often 1326 01:24:20,400 --> 01:24:24,440 and and just do that on their own. 1327 01:24:24,440 --> 01:24:27,090 I can't see what they're drawing necessarily 1328 01:24:27,090 --> 01:24:32,090 but there is also the whiteboard function in Teams. 1329 01:24:32,170 --> 01:24:35,400 You can use that as a collaborative document 1330 01:24:35,400 --> 01:24:37,920 where people can draw in that. 1331 01:24:37,920 --> 01:24:41,380 We don't normally use that for the whiteboard function 1332 01:24:41,380 --> 01:24:43,860 as an instructor because it doesn't fit in, 1333 01:24:43,860 --> 01:24:46,720 it doesn't get recorded with our class session 1334 01:24:46,720 --> 01:24:50,640 but it is very useful as a just class-- 1335 01:24:50,640 --> 01:24:53,810 - [Sarah] Have you had students in channels 1336 01:24:53,810 --> 01:24:56,250 they could each have a whiteboard? 1337 01:24:56,250 --> 01:24:59,440 - I'm not sure, Jen, do you know about that or anybody else? 1338 01:24:59,440 --> 01:25:02,030 - Yeah, so couple of things, 1339 01:25:02,030 --> 01:25:04,220 so on each meeting has a whiteboard 1340 01:25:04,220 --> 01:25:06,430 and so yes in those channels. 1341 01:25:06,430 --> 01:25:07,740 The other thing is the whiteboard 1342 01:25:07,740 --> 01:25:09,240 kind of lives outside of Teams 1343 01:25:11,120 --> 01:25:16,120 so I always go to office.microsoft.com. 1344 01:25:16,130 --> 01:25:17,646 Once I log in with my credentials 1345 01:25:17,646 --> 01:25:19,740 I have access to all the applications 1346 01:25:19,740 --> 01:25:21,530 and whiteboard is one of those applications. 1347 01:25:21,530 --> 01:25:22,880 So you can also actually create 1348 01:25:22,880 --> 01:25:25,080 kind of distinct whiteboards, 1349 01:25:25,080 --> 01:25:27,300 just like sort of like I did with a word document, right? 1350 01:25:27,300 --> 01:25:28,820 Like it's sort of separate word documents 1351 01:25:28,820 --> 01:25:30,780 that you then link into the meeting. 1352 01:25:30,780 --> 01:25:32,458 And so there's a variety of ways 1353 01:25:32,458 --> 01:25:36,020 to use multiple whiteboards in one class. 1354 01:25:36,020 --> 01:25:40,710 - Wondering with that is students would need a device 1355 01:25:42,300 --> 01:25:45,367 in which they could actually draw on their screen-- 1356 01:25:46,710 --> 01:25:48,487 - Use it with a mouse and (mumbles). 1357 01:25:49,750 --> 01:25:51,870 - You wanna have them draw. 1358 01:25:51,870 --> 01:25:56,800 One thing I used actually, but it was for assignments 1359 01:25:56,800 --> 01:26:01,770 in a lab course is to ask students to draw something 1360 01:26:01,770 --> 01:26:04,090 and then take a picture and upload it 1361 01:26:04,090 --> 01:26:06,310 with their assignment or a piece of this picture 1362 01:26:06,310 --> 01:26:09,240 and a word doc that they could convert to PDFs, 1363 01:26:09,240 --> 01:26:11,060 which upload pretty easily. 1364 01:26:11,060 --> 01:26:13,280 - [Sarah] Yeah I kind of agree in trainings 1365 01:26:13,280 --> 01:26:15,480 but not as part of like a class session. 1366 01:26:15,480 --> 01:26:19,600 I just, yeah, but yeah, that's great. 1367 01:26:19,600 --> 01:26:21,300 I'll think about those, thank you. 1368 01:26:32,520 --> 01:26:34,520 - Any other last questions before we go? 1369 01:26:43,580 --> 01:26:44,613 All right thank you all. 1370 01:26:44,613 --> 01:26:45,980 It's really nice to see you 1371 01:26:45,980 --> 01:26:49,360 and hear all of your new ideas indeed 1372 01:26:49,360 --> 01:26:50,950 and I'll be sending out materials 1373 01:26:50,950 --> 01:26:52,270 including our shared document 1374 01:26:52,270 --> 01:26:53,500 'cause I think there were some good ideas 1375 01:26:53,500 --> 01:26:57,444 in there that you might wanna approach from a colleague, 1376 01:26:57,444 --> 01:26:59,110 as well as our slides 1377 01:26:59,110 --> 01:27:01,110 that you've got all of this information.