WEBVTT
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Giving me the thumbs up.
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So I am here today to talk to you about community building
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during a pandemic in your remote online
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and sometimes some folks are posting
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or some folks are teaching a hybrid where some
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of your students are in person and some are at home.
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So the things that we're gonna discuss today
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are applicable to any of those situations.
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And there will be points during this hour
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that you can chime in about different things
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that have worked for you or not worked for you.
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So we can share ideas and really delve in a little bit more
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as to why community building is an important part
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of the course, whichever one you might be teaching.
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And so thank you for engaging in this quick activity.
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Obviously this is something that you could do
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with your students, or even in faculty or staff meetings.
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Sometimes we have this as a bit
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of a warmup before folks get going.
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And so I think that's just a quick and easy thing you can do
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that tool is generally available in any Team's space.
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And you can easily just either verbally ask a question
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or you can put it on a slide and I tend to have the prompt
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on a slide as folks are coming in
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so then they'll be able to see it right away
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in the meeting itself.
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(giggles) Nice Erica.
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So today, after the completion of the workshop
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these are some learning objectives that I set up for folks.
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I'm hoping that you're going to be able to identify
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some particular ways that you can build community
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in your online, remote or in-person teaching.
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We're going to have a moment to brainstorm ideas
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with each other at several points.
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And also there will be a link
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to some additional resources that you can review.
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And obviously look at those in more detail at a later time
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because they will be available to you online.
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So, first of all,
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I'd just like to start off with this prompt of
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why do you think building community is important?
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Like why are we even spending an hour to talk about this
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especially in this moment we're in right now.
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Why is this a good use of time?
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Why do you think this is something that's important?
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And so I'm just gonna pause for a few moments,
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have a sip of my coffee,
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and we'll see what folks are thinking
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about this morning related to building community.
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And you can also,
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if you have any experiences from last semester
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about building community that worked or didn't work for you,
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you can all feel free to share also in your response.
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So I'm gonna mute for just a few moments
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probably about one minute
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while folks start putting their responses in.
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So I'm just spending a moment looking
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at what folks have been posting
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because I think it's important if you ask people to engage
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in the chat that you pause, if you can
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and just spend a moment seeing what they're actually saying
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and you'll notice that many of you have started
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to use those little emojis that you can respond to people,
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a thumbs up, a heart, a smile, or a sad face.
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And I think that's a great, easy way again,
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to just let students know you're looking through
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what they're saying and you see that they're there
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and that they're participating.
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And I noticed, there's a thread here about
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that connection is necessary.
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We feel very isolated, a lot of us right now being home
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and students, especially if they're not students
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who have come to campus and are participating
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in any sort of social endeavors while they're on campus.
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Many of them are sitting alone at home isolated
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from other students, perhaps they might be
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with family members, but,
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it is certainly not the same experience as being
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on campus in groups together where you can just talk
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to somebody next to you as you're sitting in class.
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And, welcome Sarah, no problem.
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We're just answering this prompt that's on the screen.
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So if you have a moment and you wanna respond,
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that would be awesome.
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So I just think that it's really even more so
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as you are all documenting here in the chat, important
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to think about intentionally building
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in community during your class,
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and also perhaps helping students connect
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with each other outside of class.
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And we can talk more about what that might look like
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but if you have a number of at-home students who are
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in your classes, or as Erica mentioned in the chat
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she had an in-person component
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but many students chose not to come in person.
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And so she ended up in a class where there was only
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a few folks in person and many of the
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other ones were remote or at home.
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And so are there ways for them to engage
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with each other outside of class time as well?
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And how are they building any connections
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with other people in the class?
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One moment, might have to re-upload my slides
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'cause I definitely have more than just a couple of slides.
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So hold on one moment.
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(giggles) Thanks Wendy.
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There we go, okay.
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Apologies for that.
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I'm not sure what happened, perhaps inadvertently
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I may have uploaded a previous version
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of the sides that I had been working on.
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So we're gonna move forward here.
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Okay, see if this happens to all of us,
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we're in this together.
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Okay, so I found this article in The Chronicle
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during the summer and I found it so important just
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as a way to, we know community building is important
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and you've all demonstrated in the chat
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a lots of different reasons why.
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And the thing that can be a bit tricky is
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we sometimes have implicit biases as well
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as assumptions that maybe we're making
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as we try to build community with students.
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And so I'm just going to encourage you to think
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about that a little bit.
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And I'm wondering, as you are thinking about,
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okay, community and teaching and learning
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is there a word that comes to mind for you?
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And I'm gonna be talking
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about some excerpts from this article
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in The Chronicle that Flower Darby published.
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And we're gonna be sharing a scenario that she had
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in her class that was an online class.
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And so, just spend one moment thinking
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about community in teaching and learning.
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What does that mean to you, that phrase?
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Okay, so we've got, let's see,
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Jen started us off with the longing
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and Shelley wrote listening, Lisa says connection.
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I put in group, Sarah says togetherness.
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So Daya says togetherness, Bob humanity, Erica engagement.
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Oh, Claire building resiliency.
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And Elizabeth says mutualism.
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So these are terms that as we think about them,
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it's something that I feel a lot
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of times in the in-person situations that we were in
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in the before times, these things happened organically
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a lot of the time in classes, just by being together
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in a space that brought us into a community space.
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And then depending on how you set up
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your teaching in that space, a lot of times
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it was intentional in a lot of ways
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but then there were also things that just happened
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because we were in a space together.
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So now with this additional barrier
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sometimes it can be seen as, of being remote and online
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we have to be a little more creative
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I think sometimes as to how we go
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about building those spaces for engagement and togetherness.
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So this story, some of you may have heard this story before
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but it doesn't hurt to hear it one more time
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and be reminded of it.
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This is Flower Darby's story, which I think many
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of us might be able to relate to in some aspects
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where your intent was to build community
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and feel like there is a togetherness that was happening
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in the online course.
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And being able to see each other's faces is one way
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in which you can be intentional
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about getting folks to know one another.
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And this was an online course
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and she had a student that she'll,
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she's using the student in Lori.
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This person, an email to explain
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that she hadn't followed directions on the assignment.
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And I asked why, is what she says
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and I required students to submit a quick video
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of themselves, but this student posted an audio
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with just her photo attached.
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And what the woman explained was that she had been
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in a domestic abuse situation and her face was bruised.
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And she didn't want anyone to see that in her video
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because she didn't post a video and she only posted
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the still image, her grade had been reduced.
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And so obviously, this was something that horrified her,
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this was not at all what she intended.
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And she realized that requiring showing faces
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so we could get to know one another had backfired.
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So that's, again,
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you think that several people asked me today, like
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should we turn on our video?
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And I've heard a lot of faculty talk
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about how it's really difficult to be
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in a remote class and you don't see people's faces.
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Like I can see Jen right now, which is great.
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Thanks Jen.
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But I don't see everybody else.
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They're little dots.
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And so, but the thing is, I told everybody they had a choice
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if they wanted to turn on their video or not.
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And some people may be in a situation
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where they just can't do that right now
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but they do wanna be here
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and they do wanna be engaged in the class.
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So I think it's sort of a, just a fine line to think about
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are there times where we can just be a little more flexible?
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So what I've heard some people doing is asking students
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to upload an image of themselves into Teams.
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So part of this workshop is supposed to talk
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about how we can use the technologies available to us
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to promote community.
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And so what I noticed is several of you do not have
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an icon uploaded like Wendy,
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I can see her little emoji icon that kind of looks like her.
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And I can say, Oh yeah,
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I see that picture that looks like Wendy.
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But some of the rest of us do not have that.
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And that's just a quick way that students
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could upload a little picture of themselves.
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And if they don't wanna upload a photo of themselves
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it could be a pet or something else that might spark you
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to think, Oh, there's Bob, he's here today
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and I see his little icon instead of just those initials.
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So I would encourage that as just
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an easy step that you could do.
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And I'm curious just to think a little more
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about this scenario,
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has anyone in the past couple of semesters tried
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to do something to build community
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where it perhaps backfired
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or you had some sort of unintended consequence
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and you can raise your hand or you can post in the chat.
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And Erica, I see your response there.
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I think, it's interesting because I totally hear
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what you're sharing there about
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you don't want people to just think you're sort
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of self-important and I'm the only one with my camera on
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and I totally think that's a valid emotion.
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And I guess that's just part of how you have to figure out
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as the instructor, how do you go about encouraging people
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but not making them feel like they have to do it?
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And I feel like sometimes I will put
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on my camera at the start of a meeting
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but then I'll notice that most everyone else has it off.
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So I may feel sort of lonely with just my video on
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so then I might turn it off
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and I don't think there's a right or wrong.
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It's just allowing different options for people
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but I have never thought
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of you as being or self-important Erica.
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So I think it's totally fine
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if you wanna put your camera on.
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And Karen is asking how to add the photo.
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So I'm imagining probably a few
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of you are wondering that same thing--
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I added the link,
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just the webcam
Oh, thank you so much, Jen.
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I was going to ask that.
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It's not at all intuitive, unfortunately.
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And when we first started using Teams back
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in March with folks,
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this was the oddest thing that people kept saying,
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well, I try to upload my icon in the Teams window
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where I see my initials over in the upper right
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and I keep getting an error.
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So that, you don't actually upload it in Teams
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you do it in your email and you go into mail.uvm.edu
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and you'll see your same icon
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in that mail, program in the browser.
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And that's where you can do it.
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And Jen has put that link so you can follow the steps.
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And I'm not gonna mind if any of you wanna try
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it right now just to test it out, that's okay.
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Be advised though it may not,
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yes, Jen is one step ahead of me here.
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It could take a couple
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of moments for your picture to come over.
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So just be aware of that.
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Sometimes it happens right away,
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you might set it up and restart Teams and there it is
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and then other times it takes several hours.
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Jen has said maybe even a few days.
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Totally, okay.
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Did anyone have a scenario that they wanted to share
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or anything they encountered as a part
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of teaching in the past couple of semesters where
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they had a similar story to what Flower's shared here.
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Something happened that you didn't intend
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and there was a lesson learned from that.
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I just don't wanna squelch anybody's thoughts
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if they did have some.
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You could raise your hand or post it in the chat.
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It's okay if nobody has anything they wanna share right now,
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I like to just give a quiet pause
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in case somebody's thinking
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because sometimes we're not all
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at the same speed of processing what is being asked.
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And I do think it doesn't hurt just to take 30 seconds
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to say, okay,
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it doesn't look like anyone has something to say.
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Sometimes just pausing those extra couple of seconds,
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I noticed that someone might either post in the chat
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or raise their hand.
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So I do that as just part of the learning environment.
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So hopefully if you feel a little uncomfortable
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about the pause and the dead air,
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you can just lean into that feeling
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of being uncomfortable and realize it might be helping one
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of your colleagues just to have that moment.
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So again, we're not in the same space.
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And so usually these connections
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at this point will not happen just by accident.
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We have to be more intentional about them.
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And one thing you can do is think about ways
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to ask your students to actively engage during your class
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if it's a remote class or an in-person class.
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And if it's an online class,
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you can use tools like Flipgrid, other video tools,
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Yellowdig, discussion board and Blackboard.
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There's lots of interactive tools
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that you can use for active engagement.
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But again, you need to be planning for that
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and figuring out how often you think it might be possible
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for your students to do that.
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Wendy, yeah, I like that, intentional air.
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And Bob, thank you.
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90 seconds.
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I don't always wait that long, but I think you're right.
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It can take people certainly that long.
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And 90 seconds when you say it and you look at that,
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you're like, Oh, that's not very much time,
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but it can feel like it is
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an eternity when you're the person who's waiting to see
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if anyone's going to raise their hand.
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But again, I think learning is sometimes
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about being uncomfortable and that's okay.
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We just lean into that feeling
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and just pause a few extra moments.
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And I think that can be really helpful.
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So does anyone have any ideas
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for the group on that you'd like to share
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about how you kind of created some sort of schedule
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where you were intentional about some engagement
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between students during this past semester?
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I'm gonna just wait for a moment to see
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if anyone has some thoughts of what may have worked
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for them, because I think it can help to share ideas.
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Shelly, thank you for raising your hand.
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You can unmute if you like, and it's up to you
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if you wanna show your video.
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Okay, so I just wanted to have a suggestion
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of what not to do.
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I had a professor once who was told in a teaching workshop
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that you should wait at least 30 seconds to see
355
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if someone is going to respond to a question.
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And so what he would do is he would ask the question
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and then he would say one, two, three,
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that did not work.
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So I don't recommend that.
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(laughs) Thank you.
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Oh my goodness, I've never heard
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of someone doing that before, but,
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I think that the failure with that practice would be that
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for me anyway, as someone who likes
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a little extra time to think and process,
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the saying of the numbers out loud
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would be very distracting to me.
368
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So what I will do generally,
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if it's like a one minute free writes sort of thing
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I have my phone nearby where I will just set a quick timer
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on my phone and then I get the alert
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and sometimes I'll make sure I unmute.
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So everyone hears the little, I use the cricket sound
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on my phone and that way there's like an audio
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that's an alert, like, okay, the time's up
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for that pause in your free write
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but it's not overly intrusive during the time
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that people are supposed to be thinking.
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Erica, would you be willing to unmute
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and share how you kind of organize that
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where the small groups would meet
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in their own channel one time per class?
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'Cause I'm just curious how you manage like,
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when you might be lecturing and when they were told to go
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into their groups and how that worked kind of with the flow.
386
00:25:27.660 --> 00:25:32.366
Well, it was very improvisational.
387
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I partly did it in order to take attendance.
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00:25:37.240 --> 00:25:41.950
So just, I assigned the groups randomly on Blackboard
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this was an intro class with 60 students in it.
390
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So there were 15 groups in the class.
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And so they had a corresponding channel
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in the Teams, in our team for our class.
393
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And then just one time during each class period
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they would know that at some point I was gonna give them
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a little prompt and they would go off to their channel,
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meet with their group, respond to the prompt as a group.
397
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And then, I would call them back
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to class and we would discuss what they did
399
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or I would just say, thank you, come back.
400
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We'll keep talking now.
401
00:26:26.910 --> 00:26:31.910
So it wasn't like, I mean,
402
00:26:32.080 --> 00:26:36.640
I was trying to be a little unpredictable
403
00:26:36.640 --> 00:26:38.770
about it because I wanted to take attendance
404
00:26:38.770 --> 00:26:40.550
at different periods during the class
405
00:26:40.550 --> 00:26:42.190
so it wasn't like a student
406
00:26:42.190 --> 00:26:43.970
could just be off something else.
407
00:26:43.970 --> 00:26:45.330
They could come do their attendance.
408
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And then the leave again.
409
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Not that I think that they were doing that, but just.
410
00:26:52.270 --> 00:26:55.500
Sure, and did you have them post
411
00:26:55.500 --> 00:26:58.620
their responses somewhere, the group ones?
412
00:26:58.620 --> 00:26:59.620
Yes, I did.
413
00:26:59.620 --> 00:27:03.101
And that was one thing that I learned is that
414
00:27:03.101 --> 00:27:06.310
I gave them the option to post it either like
415
00:27:06.310 --> 00:27:09.020
in the chat for their channel or in the notes
416
00:27:09.020 --> 00:27:13.560
for their channel or in their group on Blackboard.
417
00:27:13.560 --> 00:27:16.730
And that was a nightmare when it came to keeping track
418
00:27:16.730 --> 00:27:19.350
of who 'cause it was doing it for attendance.
419
00:27:19.350 --> 00:27:22.020
So I had to go to all three of those places every time,
420
00:27:22.020 --> 00:27:24.360
for every class, for each group.
421
00:27:24.360 --> 00:27:25.780
And I don't recommend that.
422
00:27:25.780 --> 00:27:28.430
So in the coming up semester, I'm just gonna say,
423
00:27:28.430 --> 00:27:33.430
you have to use your Blackboard group journal
424
00:27:34.730 --> 00:27:38.810
or one of those things, haven't settled on which one yet.
425
00:27:38.810 --> 00:27:41.950
But I found actually, I think I had
426
00:27:41.950 --> 00:27:44.770
I'm leaning towards the chat in the group channel
427
00:27:44.770 --> 00:27:49.020
because using notes is good
428
00:27:49.020 --> 00:27:50.500
because it's like they can all work
429
00:27:50.500 --> 00:27:53.730
on the document together, but it's very hard.
430
00:27:53.730 --> 00:27:57.360
Sometimes it will tell me who's contributed what
431
00:27:57.360 --> 00:27:58.760
and other times it won't
432
00:27:58.760 --> 00:28:02.110
and I can't figure out what's the differences.
433
00:28:02.110 --> 00:28:04.150
So the clearest thing in terms
434
00:28:04.150 --> 00:28:05.950
of taking attendance is just to have them write
435
00:28:05.950 --> 00:28:07.700
in the chat in their group channel.
436
00:28:09.700 --> 00:28:11.593
Yes, thank you.
437
00:28:12.720 --> 00:28:15.930
I also see that there's been some comments in the chat
438
00:28:15.930 --> 00:28:19.230
where using the group channel wasn't so successful
439
00:28:21.268 --> 00:28:25.300
and it wasn't that the students may have felt kind
440
00:28:25.300 --> 00:28:27.880
of uncomfortable doing that.
441
00:28:27.880 --> 00:28:29.980
Do you wanna unmute for a moment to Daya,
442
00:28:29.980 --> 00:28:33.773
and tell us a little bit more about what happened?
443
00:28:35.710 --> 00:28:40.710
Sure, so mine was also an intro class about similar size.
444
00:28:41.140 --> 00:28:43.770
And so my idea was that I would have them meet
445
00:28:43.770 --> 00:28:45.930
in different groups each time to actually get
446
00:28:45.930 --> 00:28:48.180
to know each other a little bit better
447
00:28:48.180 --> 00:28:49.710
and get to know more people.
448
00:28:49.710 --> 00:28:51.400
And I think they just felt
449
00:28:51.400 --> 00:28:55.120
like strangers with these new people each time.
450
00:28:55.120 --> 00:28:57.180
And so eventually I switched probably
451
00:28:57.180 --> 00:28:58.940
about halfway through the class
452
00:28:58.940 --> 00:29:02.110
to having them meet with the same group each time.
453
00:29:02.110 --> 00:29:03.710
And they liked that a lot better 'cause now
454
00:29:03.710 --> 00:29:05.150
they have their own little community where
455
00:29:05.150 --> 00:29:08.680
they already knew people and felt comfortable discussing.
456
00:29:08.680 --> 00:29:11.040
So I think that was a much better way to go.
457
00:29:11.040 --> 00:29:14.010
I just wish I had figured that out a lot earlier.
458
00:29:14.010 --> 00:29:15.450
Sure, sure.
459
00:29:15.450 --> 00:29:18.730
And it's kind of difficult to know
460
00:29:18.730 --> 00:29:20.270
when we were first trying this out.
461
00:29:20.270 --> 00:29:23.010
'Cause sometimes, you probably have had
462
00:29:23.010 --> 00:29:24.650
the experience of getting stuck in a group
463
00:29:24.650 --> 00:29:26.890
where you feel like it's a dud
464
00:29:26.890 --> 00:29:29.370
and so you wouldn't want students to do like over
465
00:29:29.370 --> 00:29:33.150
and over have to be in a group where they felt that way.
466
00:29:33.150 --> 00:29:36.090
So I could definitely see why you thought mixing it
467
00:29:36.090 --> 00:29:39.150
up each time was worthwhile.
468
00:29:39.150 --> 00:29:42.430
And I'm curious to Erica, it sounds like probably had
469
00:29:42.430 --> 00:29:44.810
since you made them in Blackboard, you had the same group.
470
00:29:44.810 --> 00:29:47.590
Was that throughout the whole semester.
471
00:29:47.590 --> 00:29:50.883
Yeah, and they also did a group work project.
472
00:29:52.220 --> 00:29:55.890
And I will say that in my student evals
473
00:29:55.890 --> 00:29:58.603
that they were responded positively to that.
474
00:29:59.960 --> 00:30:04.960
Great, the only thing that I can think of is that
475
00:30:07.520 --> 00:30:12.520
if there is someone in a group where they're feeling
476
00:30:12.730 --> 00:30:14.830
like it's not functioning well,
477
00:30:14.830 --> 00:30:16.940
did either of you have something in place
478
00:30:16.940 --> 00:30:19.210
where a person could speak up and say,
479
00:30:19.210 --> 00:30:21.150
I'm not feeling like this works for me
480
00:30:21.150 --> 00:30:22.600
and I need a different group?
481
00:30:24.320 --> 00:30:27.910
So in one of my other classes, I did that last semester
482
00:30:27.910 --> 00:30:29.870
and it was a smaller class and we told them,
483
00:30:29.870 --> 00:30:31.850
if somebody either isn't contributing
484
00:30:31.850 --> 00:30:34.170
or something, please come to tell us.
485
00:30:34.170 --> 00:30:37.730
And nobody came to us and actually most people ended
486
00:30:37.730 --> 00:30:38.970
up really liking their groups.
487
00:30:38.970 --> 00:30:41.393
There was one person at the end of the class who talked
488
00:30:41.393 --> 00:30:44.080
about how her group was really frantic
489
00:30:44.080 --> 00:30:45.660
and it didn't work well for her
490
00:30:45.660 --> 00:30:47.840
but we reminded people constantly to please come
491
00:30:47.840 --> 00:30:48.970
to us if there are problems.
492
00:30:48.970 --> 00:30:52.590
So I think some students just aren't gonna feel comfortable
493
00:30:52.590 --> 00:30:55.040
speaking up about that no matter
494
00:30:55.040 --> 00:30:57.440
how much you give them the chance to.
495
00:30:57.440 --> 00:30:59.483
Yes, thank you.
496
00:31:00.340 --> 00:31:05.090
Another thing I've used in the past to give people an avenue
497
00:31:05.090 --> 00:31:08.530
to speak up is the survey tool in Blackboard
498
00:31:08.530 --> 00:31:10.780
because it can be anonymous.
499
00:31:10.780 --> 00:31:15.780
So you can run a simple survey, just asking like
500
00:31:16.000 --> 00:31:18.600
how is your group functioning, et cetera.
501
00:31:18.600 --> 00:31:20.840
And then there can be a space where
502
00:31:20.840 --> 00:31:24.010
if someone wants to report that they'd like to talk
503
00:31:24.010 --> 00:31:27.360
to the instructor or a TA about something happening
504
00:31:27.360 --> 00:31:30.150
in a group that's not performing really well
505
00:31:30.150 --> 00:31:32.220
that they can put their name
506
00:31:32.220 --> 00:31:37.160
in that actual field so that you can contact them
507
00:31:37.160 --> 00:31:40.120
outside of class privately about it.
508
00:31:40.120 --> 00:31:43.820
So it's not like they have to come to you on their own.
509
00:31:43.820 --> 00:31:47.200
It would be part of a survey that everyone else is taking.
510
00:31:47.200 --> 00:31:49.650
So that's just something to think about because
511
00:31:49.650 --> 00:31:53.110
if they don't put their name in the field for extra help
512
00:31:53.980 --> 00:31:57.370
it's an anonymous tool where you can just gauge,
513
00:31:57.370 --> 00:31:59.750
okay things are going well, or no,
514
00:31:59.750 --> 00:32:01.810
a bunch of these people are reporting
515
00:32:01.810 --> 00:32:04.300
that their groups aren't really functioning well
516
00:32:04.300 --> 00:32:06.143
and I need to do some intervention.
517
00:32:07.780 --> 00:32:12.320
So then there's gonna be the whole other layer coming up
518
00:32:12.320 --> 00:32:14.420
this semester, where there is access
519
00:32:14.420 --> 00:32:19.250
to the breakout rooms, functionality in Teams.
520
00:32:19.250 --> 00:32:22.540
And I just wanted to say that
521
00:32:22.540 --> 00:32:24.900
because many of you may be sitting there thinking, well
522
00:32:24.900 --> 00:32:26.280
now we're gonna have breakout rooms
523
00:32:26.280 --> 00:32:29.290
and that's something else that we can do.
524
00:32:29.290 --> 00:32:34.240
And I think as far as the breakout rooms work
525
00:32:34.240 --> 00:32:38.070
in our tests so far is it's perfect
526
00:32:38.070 --> 00:32:41.320
for something where you want to send some students
527
00:32:41.320 --> 00:32:45.680
into small groups together to discuss something
528
00:32:45.680 --> 00:32:47.700
and then bring them back.
529
00:32:47.700 --> 00:32:52.700
And they're not doing a ton of work like that's aimed
530
00:32:52.880 --> 00:32:55.070
at a project where they're gonna be working together
531
00:32:55.070 --> 00:32:56.780
long-term on a project.
532
00:32:56.780 --> 00:32:59.390
It's more for like where you in class
533
00:32:59.390 --> 00:33:03.190
you would do a think pair share because they're sent
534
00:33:03.190 --> 00:33:05.540
into a group there's not a whole bunch
535
00:33:05.540 --> 00:33:10.203
of tools that function right away really well.
536
00:33:11.390 --> 00:33:14.320
And then they can be brought back
537
00:33:14.320 --> 00:33:18.100
by a click of a button on your end, back to the main group.
538
00:33:18.100 --> 00:33:21.880
And they don't, depending on how you've set it up,
539
00:33:21.880 --> 00:33:23.790
they don't always have access to go back
540
00:33:23.790 --> 00:33:27.130
to that same room over and over again.
541
00:33:27.130 --> 00:33:30.550
Whereas in a channel you can have them keep going back
542
00:33:30.550 --> 00:33:33.290
to like their work space, right?
543
00:33:33.290 --> 00:33:35.920
And have documents there and have a chat
544
00:33:35.920 --> 00:33:39.490
that lingers with the group who uses that channel.
545
00:33:39.490 --> 00:33:41.810
So I really feel like
546
00:33:41.810 --> 00:33:44.300
the breakout rooms will be an advantage
547
00:33:44.300 --> 00:33:49.210
but a cautionary one, because you may have that feeling
548
00:33:51.120 --> 00:33:54.700
that we were talking about where they don't feel connection
549
00:33:54.700 --> 00:33:57.840
with the folks, if it's always someone, a different group.
550
00:33:57.840 --> 00:34:01.740
And also the document sharing is a little more difficult
551
00:34:01.740 --> 00:34:03.673
in the breakout groups.
552
00:34:05.020 --> 00:34:07.480
And Bob, I see you posted in the chat
553
00:34:07.480 --> 00:34:12.210
that you have two group activities that repeat three times
554
00:34:12.210 --> 00:34:14.350
and that you use separate group assignments
555
00:34:14.350 --> 00:34:19.350
for each so that they can develop to smaller communities.
556
00:34:20.140 --> 00:34:22.040
Do you wanna say a little bit more about
557
00:34:22.040 --> 00:34:24.983
how you manage that, that might be helpful for the group?
558
00:34:27.540 --> 00:34:32.513
Well, those were just, they weren't the,
559
00:34:33.405 --> 00:34:36.430
I think parent share activities was something
560
00:34:36.430 --> 00:34:41.430
that they were basically doing online,
561
00:34:41.540 --> 00:34:46.540
a extended engagement in a discussion board over a week.
562
00:34:48.040 --> 00:34:50.190
And so then they come back to the same group
563
00:34:50.190 --> 00:34:51.680
but there were two separate activities.
564
00:34:51.680 --> 00:34:53.260
So in order to avoid the problem
565
00:34:53.260 --> 00:34:57.490
of being stuck in a dud group, which does happen
566
00:34:57.490 --> 00:34:59.210
because at the very beginning of the semester
567
00:34:59.210 --> 00:35:00.190
I don't know the students.
568
00:35:00.190 --> 00:35:04.070
So I just do a random distribution and it always turns out
569
00:35:04.070 --> 00:35:08.170
that I'll get the five best students in the same group.
570
00:35:08.170 --> 00:35:11.120
I mean, I don't know how that happens, but it does.
571
00:35:11.120 --> 00:35:14.330
And the students who don't participate at all.
572
00:35:14.330 --> 00:35:16.920
And in fact, it'll always happen
573
00:35:16.920 --> 00:35:20.020
that I'll have four students drop the course
574
00:35:20.020 --> 00:35:21.878
and they'll all be from the same group.
575
00:35:21.878 --> 00:35:26.878
So in order to not afflict students with a problem
576
00:35:28.730 --> 00:35:31.450
I mean, if it's too bad, then I can always reshuffle
577
00:35:31.450 --> 00:35:33.520
but I try not to do that because then it interferes
578
00:35:33.520 --> 00:35:36.470
with the community building as well.
579
00:35:36.470 --> 00:35:38.420
So I just off with two separate groups.
580
00:35:38.420 --> 00:35:41.210
So that's always worked out that every student gets
581
00:35:41.210 --> 00:35:43.400
into at least one functioning group
582
00:35:43.400 --> 00:35:46.100
from the beginning that doesn't have to be,
583
00:35:46.100 --> 00:35:48.293
doesn't have to have emergency surgery.
584
00:35:49.600 --> 00:35:53.830
Nice, and what size is the class that you're talking
585
00:35:53.830 --> 00:35:55.188
about where you do this?
586
00:35:55.188 --> 00:35:57.140
Oh, it would be a class of 40 students.
587
00:35:57.140 --> 00:36:00.960
And so I'm putting them in, depending on
588
00:36:00.960 --> 00:36:03.520
what a number divides most evenly
589
00:36:03.520 --> 00:36:05.520
into the actual number that I ended up with
590
00:36:05.520 --> 00:36:06.600
after the first week
591
00:36:06.600 --> 00:36:10.113
which can be anywhere between 35 and 41.
592
00:36:11.060 --> 00:36:14.123
I'll put them in a group of five to seven students.
593
00:36:15.700 --> 00:36:18.143
Great, thank you for sharing that.
594
00:36:28.810 --> 00:36:31.490
I'm wondering if anyone experimented
595
00:36:31.490 --> 00:36:36.490
with having sort of drop-in time where students could relate
596
00:36:37.640 --> 00:36:41.170
to you sort of like an office hour
597
00:36:41.170 --> 00:36:45.800
or an informal coffee time where you,
598
00:36:45.800 --> 00:36:47.080
it was not necessarily
599
00:36:47.080 --> 00:36:50.260
during the regular scheduled remote course,
600
00:36:50.260 --> 00:36:51.760
but there was a time,
601
00:36:51.760 --> 00:36:54.900
it could be maybe 15 minutes before class,
602
00:36:54.900 --> 00:36:58.690
after class or at a designated other time for office hours.
603
00:36:58.690 --> 00:37:03.600
Did you experiment with anything where you created a space
604
00:37:03.600 --> 00:37:05.350
and it, Oh, another thing it could have been
605
00:37:05.350 --> 00:37:08.060
is like an online discussion area
606
00:37:08.060 --> 00:37:10.513
where it was just kind of an open topic.
607
00:37:11.670 --> 00:37:14.760
Did anyone experiment with that idea?
608
00:37:14.760 --> 00:37:17.040
And I'm curious how that may have worked
609
00:37:17.040 --> 00:37:18.870
and if you didn't experiment with it
610
00:37:18.870 --> 00:37:22.000
are you thinking you might try something this semester?
611
00:37:22.000 --> 00:37:23.593
Sarah, I see your hand.
612
00:37:24.560 --> 00:37:29.560
Yeah, so I did not do that last semester.
613
00:37:29.850 --> 00:37:32.700
One of my good friends has, Molly's class.
614
00:37:32.700 --> 00:37:34.040
I think it was 40 students.
615
00:37:34.040 --> 00:37:36.290
And she said at one-on-one meetings with them
616
00:37:37.660 --> 00:37:39.440
during the first, like two weeks of the semester.
617
00:37:39.440 --> 00:37:41.693
And I was like, that's a lot of meetings,
618
00:37:46.880 --> 00:37:48.190
she thought it was really important though.
619
00:37:48.190 --> 00:37:52.370
And she said sometimes it was very awkward and short
620
00:37:52.370 --> 00:37:54.790
but other times she was able to kind of connect
621
00:37:54.790 --> 00:37:56.480
with a student and have some, talk about things
622
00:37:56.480 --> 00:37:58.530
where they had questions and they had to.
623
00:37:59.490 --> 00:38:04.010
So I'm adopting her idea for this spring
624
00:38:04.010 --> 00:38:06.897
which is like I have, okay.
625
00:38:06.897 --> 00:38:09.740
So I have 170 students,
626
00:38:09.740 --> 00:38:11.983
I'm putting them into 28 groups of six,
627
00:38:13.148 --> 00:38:14.390
half of them are coming Monday,
628
00:38:14.390 --> 00:38:16.170
half of them are coming Wednesday
629
00:38:16.170 --> 00:38:19.310
but what I'm doing with the first week of class is Monday.
630
00:38:19.310 --> 00:38:20.620
It's like, everyone will be there.
631
00:38:20.620 --> 00:38:22.810
And I would like talk about how everything works
632
00:38:22.810 --> 00:38:26.150
and then Wednesday, I'm gonna have everybody come
633
00:38:26.150 --> 00:38:29.010
but they're gonna go into their groups.
634
00:38:29.010 --> 00:38:32.560
So like there's 14 groups that have 14 names
635
00:38:32.560 --> 00:38:35.150
but there's a Monday of it and a Wednesday of it.
636
00:38:35.150 --> 00:38:37.500
So that when they're all there, they can,
637
00:38:37.500 --> 00:38:40.870
both of the groups can be in a double group,
638
00:38:40.870 --> 00:38:41.900
if that makes sense.
639
00:38:41.900 --> 00:38:44.170
So yeah, basically, I wanna meet one-on-one
640
00:38:44.170 --> 00:38:45.633
with two groups at a time.
641
00:38:48.345 --> 00:38:52.080
So that's kind of my effort to have that like face time
642
00:38:52.080 --> 00:38:55.023
and just a little getting to know you.
643
00:38:56.540 --> 00:38:57.980
I'm worried about it 'cause I feel like
644
00:38:57.980 --> 00:39:02.100
it can be very awkward but I'm gonna come up
645
00:39:02.100 --> 00:39:04.900
with some kind of like kick-off questions and things.
646
00:39:04.900 --> 00:39:05.733
That's my plan.
647
00:39:05.733 --> 00:39:07.573
Yes, that's a good idea.
648
00:39:09.220 --> 00:39:10.130
So you're gonna do that
649
00:39:10.130 --> 00:39:12.930
during class time with each group or?
650
00:39:12.930 --> 00:39:16.610
Yeah, I mean, basically, I have to also sorted out like
651
00:39:16.610 --> 00:39:20.120
what are the groups doing when I'm not there, 'cause I,
652
00:39:20.120 --> 00:39:23.540
but I'll give them some kind of like maybe something to read
653
00:39:23.540 --> 00:39:27.863
and talk about that relates to the class and then, yeah.
654
00:39:29.490 --> 00:39:32.330
Well, I think that's a really interesting idea
655
00:39:32.330 --> 00:39:34.430
and I'm happy that you shared it.
656
00:39:34.430 --> 00:39:38.090
And I liked that idea of having two smaller groups
657
00:39:38.090 --> 00:39:39.410
with the same name.
658
00:39:39.410 --> 00:39:40.910
So like there's an Uber group
659
00:39:40.910 --> 00:39:43.430
and then they have their smaller ones
660
00:39:43.430 --> 00:39:46.320
so that may promote even more community.
661
00:39:46.320 --> 00:39:47.400
We'll see.
662
00:39:47.400 --> 00:39:49.380
I mean, the reason I did it that way was I thought like,
663
00:39:49.380 --> 00:39:52.750
okay, instead of having 28 channels, I only need 14 channels
664
00:39:52.750 --> 00:39:55.020
'cause only half of them will be there.
665
00:39:55.020 --> 00:39:57.390
And then I thought, okay, actually, I could also use
666
00:39:57.390 --> 00:40:01.103
that sometimes to have these double groups.
667
00:40:03.936 --> 00:40:05.420
So then maybe I'll come back around and say,
668
00:40:05.420 --> 00:40:07.340
here's what not to do.
669
00:40:07.340 --> 00:40:09.440
Maybe, but maybe it'll work really well.
670
00:40:09.440 --> 00:40:11.060
Who knows, let's see.
671
00:40:11.060 --> 00:40:12.600
Thank you for sharing that.
672
00:40:15.500 --> 00:40:17.590
And I see someone else has their hand up.
673
00:40:17.590 --> 00:40:18.603
Was that you Erica?
674
00:40:19.630 --> 00:40:20.503
Yes.
Yeah.
675
00:40:21.390 --> 00:40:25.110
I was just gonna say, I did have scheduled
676
00:40:25.110 --> 00:40:28.240
in the middle of the semester one week
677
00:40:28.240 --> 00:40:31.640
where I canceled classes and I just set up meetings
678
00:40:31.640 --> 00:40:33.230
with all of the groups that I had.
679
00:40:33.230 --> 00:40:35.660
So since I had two sections, it was 30 groups
680
00:40:36.570 --> 00:40:38.630
and each group had three or four students in it.
681
00:40:38.630 --> 00:40:43.630
And that I think really was a good thing to do.
682
00:40:43.770 --> 00:40:46.600
So Sarah, I think you have the right idea.
683
00:40:46.600 --> 00:40:49.550
I mean, I don't think I could have ended up
684
00:40:49.550 --> 00:40:50.690
with every single student,
685
00:40:50.690 --> 00:40:53.240
but meeting with them in a small group,
686
00:40:53.240 --> 00:40:56.430
they really seem to appreciate that and I did get to,
687
00:40:56.430 --> 00:40:59.330
and I felt more connected to them.
688
00:40:59.330 --> 00:41:02.120
Yeah, four classes was 18 students
689
00:41:02.120 --> 00:41:03.090
so I could have done it.
690
00:41:03.090 --> 00:41:04.400
I just didn't think about it at the time
691
00:41:04.400 --> 00:41:06.520
but I did have one-on-one meetings with them kind of
692
00:41:06.520 --> 00:41:07.520
in the middle of the semester talking
693
00:41:07.520 --> 00:41:09.880
about their final projects and those were good.
694
00:41:09.880 --> 00:41:12.640
And we do have, there was a lot of stuff
695
00:41:12.640 --> 00:41:13.610
we had to talk about, but yeah.
696
00:41:13.610 --> 00:41:15.340
And then I thought, Oh, I could have done this earlier
697
00:41:15.340 --> 00:41:17.280
and actually gotten to see what they look like
698
00:41:17.280 --> 00:41:19.383
and things like that, but yeah.
699
00:41:22.910 --> 00:41:24.240
Thank you both for sharing that.
700
00:41:24.240 --> 00:41:25.910
And Karen, I see that you posted
701
00:41:25.910 --> 00:41:30.740
in the chat that you had drop-in office hours
702
00:41:30.740 --> 00:41:33.220
and that students attended those.
703
00:41:33.220 --> 00:41:34.380
Do you wanna just say a little bit
704
00:41:34.380 --> 00:41:36.363
about how that went and what you did?
705
00:41:37.650 --> 00:41:41.660
It was just a scheduled time each week that was posted
706
00:41:41.660 --> 00:41:43.100
for the students who attend.
707
00:41:43.100 --> 00:41:45.830
And I said that, somebody always came
708
00:41:45.830 --> 00:41:48.148
and they were appreciative to talk
709
00:41:48.148 --> 00:41:52.200
and get clarification on what was happening in class.
710
00:41:52.200 --> 00:41:56.363
I can't say that I saw the whole class by any means,
711
00:41:57.240 --> 00:41:58.073
but it worked.
712
00:42:00.030 --> 00:42:01.780
And how big was your class Karen?
713
00:42:02.940 --> 00:42:04.390
50 students.
714
00:42:04.390 --> 00:42:06.233
Okay, great.
715
00:42:07.480 --> 00:42:10.060
And I think that something else I've heard
716
00:42:10.060 --> 00:42:13.860
that some faculty do is perhaps just log
717
00:42:13.860 --> 00:42:18.650
into the classroom meeting, maybe 15 minutes early
718
00:42:19.540 --> 00:42:23.210
and then they, might have some music playing.
719
00:42:23.210 --> 00:42:26.350
They might put up a prompt, as an icebreaker kind
720
00:42:26.350 --> 00:42:30.130
of thing before class officially starts.
721
00:42:30.130 --> 00:42:32.800
So students can kind of casually come in early
722
00:42:32.800 --> 00:42:34.720
if they feel like it.
723
00:42:34.720 --> 00:42:39.310
And there can be some, chit chat happening beforehand
724
00:42:40.420 --> 00:42:45.420
just more informal time to connect if they liked to.
725
00:42:45.981 --> 00:42:48.750
And that has worked for some people.
726
00:42:48.750 --> 00:42:51.540
And it's just an option.
727
00:42:51.540 --> 00:42:56.540
It's pretty easy to do if you have a chance to log in
728
00:42:56.700 --> 00:42:59.313
a little early and sometimes students do as well.
729
00:43:00.679 --> 00:43:03.850
And a lot of times I've noticed that in
730
00:43:03.850 --> 00:43:06.250
a couple of classes I joined that students would log
731
00:43:06.250 --> 00:43:10.060
in early and have their cameras on early.
732
00:43:10.060 --> 00:43:12.200
And then once class officially started
733
00:43:12.200 --> 00:43:13.860
they would turn them off.
734
00:43:13.860 --> 00:43:17.000
But that time also before class was,
735
00:43:17.000 --> 00:43:19.020
they felt more comfortable as people were coming
736
00:43:19.020 --> 00:43:22.190
in to have their cameras on and kind of just chit chat
737
00:43:22.190 --> 00:43:24.890
about a TV show they were watching or,
738
00:43:24.890 --> 00:43:28.100
a lot of us are obsessively streaming different shows
739
00:43:28.100 --> 00:43:30.000
that we like right now.
740
00:43:30.000 --> 00:43:32.930
So that was something they were kind of sharing
741
00:43:32.930 --> 00:43:35.520
in the chat or just verbally.
742
00:43:35.520 --> 00:43:37.490
So I thought I'd just throw that out there
743
00:43:37.490 --> 00:43:39.313
as an idea as well.
744
00:43:40.861 --> 00:43:44.270
And I think offering that option as Karen was mentioning
745
00:43:44.270 --> 00:43:48.650
like those office hours were optional that just
746
00:43:48.650 --> 00:43:53.240
having that choice, some people may really like that
747
00:43:53.240 --> 00:43:56.380
as a way to connect and other people it's not for them
748
00:43:56.380 --> 00:43:58.810
but that theirs is an opportunity depending
749
00:43:58.810 --> 00:44:01.853
on how you feel about that way of relating.
750
00:44:03.550 --> 00:44:07.250
And I think it's also perfectly fine to have
751
00:44:07.250 --> 00:44:10.710
a space in a Blackboard discussion board
752
00:44:10.710 --> 00:44:15.370
or if you are a person who likes the Yellowdig tool,
753
00:44:15.370 --> 00:44:19.120
that's another way you can have more informal conversations
754
00:44:19.120 --> 00:44:23.630
as a community in like a more fully online way
755
00:44:24.530 --> 00:44:26.573
not just during a remote session.
756
00:44:28.680 --> 00:44:33.440
I liked this quote here that short says
757
00:44:33.440 --> 00:44:36.463
in this April 2020 blog post about,
758
00:44:37.720 --> 00:44:41.540
if we send out this vibe to our students
759
00:44:41.540 --> 00:44:44.940
that we really feel like communication is important
760
00:44:44.940 --> 00:44:47.780
and getting together and community is something we care
761
00:44:47.780 --> 00:44:50.700
about, they will understand that.
762
00:44:50.700 --> 00:44:54.850
And they will also feel like we care about them
763
00:44:54.850 --> 00:44:59.697
as people and that we want to really help them
764
00:45:01.860 --> 00:45:02.930
in their learning.
765
00:45:02.930 --> 00:45:06.260
So showing that we care not only helps them feel
766
00:45:06.260 --> 00:45:10.380
as Bob just posted in the chat, our shared humanity
767
00:45:10.380 --> 00:45:12.400
but it also helps them with the learning
768
00:45:12.400 --> 00:45:13.750
that they're trying to do in our course
769
00:45:13.750 --> 00:45:18.100
because we're putting out that communication
770
00:45:18.100 --> 00:45:21.640
that we really want them to succeed in class and learn.
771
00:45:21.640 --> 00:45:22.943
And we care about that.
772
00:45:28.640 --> 00:45:30.790
And I was talking a little bit more
773
00:45:30.790 --> 00:45:35.210
about this as we were just sharing some of our ideas
774
00:45:35.210 --> 00:45:37.890
but if there's ways to be flexible.
775
00:45:37.890 --> 00:45:41.380
So not always in Flower Darby's story
776
00:45:41.380 --> 00:45:43.010
where she wasn't very flexible,
777
00:45:43.010 --> 00:45:45.053
she wanted everyone to post a video.
778
00:45:46.270 --> 00:45:48.790
Sometimes that may be necessary depending
779
00:45:48.790 --> 00:45:50.460
on what the assignment is.
780
00:45:50.460 --> 00:45:53.420
But other times there are perhaps options
781
00:45:53.420 --> 00:45:57.730
particularly if you're thinking
782
00:45:57.730 --> 00:46:00.450
about how you can have students just engaging
783
00:46:00.450 --> 00:46:03.840
in their small groups or in the class environment
784
00:46:03.840 --> 00:46:06.620
and what those options are for cameras
785
00:46:06.620 --> 00:46:11.620
or for posting their icon, posting those GIF images
786
00:46:12.850 --> 00:46:15.750
as an icebreaker if they don't feel like having
787
00:46:15.750 --> 00:46:19.000
their camera on or they can't because of their bandwidth.
788
00:46:19.000 --> 00:46:21.990
So just thinking about what are those different options
789
00:46:21.990 --> 00:46:24.480
that you can make available to students
790
00:46:24.480 --> 00:46:29.480
and not always adhering all the time to,
791
00:46:33.540 --> 00:46:36.360
if it's not turned in at a certain point
792
00:46:36.360 --> 00:46:38.890
then you can't get any credit for it.
793
00:46:38.890 --> 00:46:42.080
Are there ways that you can be a little bit more flexible?
794
00:46:42.080 --> 00:46:44.590
And I know that sometimes that can backfire
795
00:46:45.450 --> 00:46:47.820
students might be taking advantage of that.
796
00:46:47.820 --> 00:46:49.980
So you have to be careful.
797
00:46:49.980 --> 00:46:52.310
There's sort of a fine line about that.
798
00:46:52.310 --> 00:46:53.660
Erica, I see your hand is up.
799
00:46:53.660 --> 00:46:55.520
Do you have a comment about that?
800
00:46:55.520 --> 00:46:56.933
Or you just have a legacy?
801
00:46:57.940 --> 00:46:59.280
Actually both.
802
00:46:59.280 --> 00:47:00.763
Okay
If that's okay.
803
00:47:01.980 --> 00:47:06.980
Because in my, I had a smaller class also,
804
00:47:07.847 --> 00:47:12.847
and in that class, there were a lot of like basically
805
00:47:15.010 --> 00:47:18.000
every week there was an assignment they could do
806
00:47:18.000 --> 00:47:20.690
and they had to do four of them by the end of the semester.
807
00:47:20.690 --> 00:47:25.150
So there was flexibility in that on that level.
808
00:47:25.150 --> 00:47:29.000
But also I basically told them straight out
809
00:47:29.000 --> 00:47:30.150
at the beginning of the semester
810
00:47:30.150 --> 00:47:33.480
and I repeated it often throughout the semester that
811
00:47:33.480 --> 00:47:36.530
because it's a pandemic and people have all kinds
812
00:47:36.530 --> 00:47:38.950
of different situations and this was a hybrid class
813
00:47:38.950 --> 00:47:43.950
and some were at home students that there were deadlines
814
00:47:44.140 --> 00:47:48.330
on the syllabus and I take those deadlines seriously.
815
00:47:48.330 --> 00:47:52.410
But at the same time, every deadline is a suggestion
816
00:47:53.440 --> 00:47:55.100
except for the group project
817
00:47:55.100 --> 00:47:56.960
which they had to have done at a certain date.
818
00:47:56.960 --> 00:48:01.960
And so most of them did and I definitely get
819
00:48:02.900 --> 00:48:04.820
what you're saying about like it can backfire
820
00:48:04.820 --> 00:48:06.160
if they take advantage of it, whatever
821
00:48:06.160 --> 00:48:07.700
and they can get themselves into trouble
822
00:48:07.700 --> 00:48:10.240
by procrastinating and putting it off too much.
823
00:48:10.240 --> 00:48:13.500
But I actually didn't have that because I did present it
824
00:48:13.500 --> 00:48:17.650
as these are the deadlines, but I repeatedly said to them
825
00:48:17.650 --> 00:48:20.910
if you need to be late, it's fine.
826
00:48:20.910 --> 00:48:21.870
You can be late.
827
00:48:21.870 --> 00:48:24.140
And some of them actually made different arrangements
828
00:48:24.140 --> 00:48:26.620
with me on their own.
829
00:48:26.620 --> 00:48:29.640
So I definitely support that idea.
830
00:48:29.640 --> 00:48:32.150
And I'm gonna, in fact, I feel like,
831
00:48:32.150 --> 00:48:34.280
for me it worked pretty well
832
00:48:34.280 --> 00:48:38.452
and I may continue even after the pandemic situation.
833
00:48:38.452 --> 00:48:40.950
Right, and did they need to let you know
834
00:48:40.950 --> 00:48:42.910
they were handing it in late Erica
835
00:48:42.910 --> 00:48:44.683
or how did that work?
836
00:48:46.100 --> 00:48:51.100
No, they just had to do it as soon as they could do it.
837
00:48:52.770 --> 00:48:55.320
And if there was somebody who was having like
838
00:48:56.210 --> 00:48:58.560
an issue and they knew they were gonna be late
839
00:48:58.560 --> 00:49:01.670
on a series of things, they talked to me about it
840
00:49:01.670 --> 00:49:02.910
or I would reach out to them
841
00:49:02.910 --> 00:49:05.400
if I saw that they weren't doing any of the work.
842
00:49:05.400 --> 00:49:07.680
And I would just say, I'm checking in with you.
843
00:49:07.680 --> 00:49:12.680
So they weren't getting penalized by it
844
00:49:12.730 --> 00:49:15.000
but I was trying to keep track of it.
845
00:49:15.000 --> 00:49:18.190
In a bigger class, I'm not sure I could do that.
846
00:49:18.190 --> 00:49:22.700
Right, does anyone else have anything they'd like to share
847
00:49:22.700 --> 00:49:26.180
about ways they built in some flexibility last semester
848
00:49:26.180 --> 00:49:27.640
or thoughts they might be having
849
00:49:27.640 --> 00:49:29.800
about doing so this semester?
850
00:49:29.800 --> 00:49:31.870
And you'll notice on this slide
851
00:49:31.870 --> 00:49:35.333
there's also this idea of handing out tokens.
852
00:49:36.200 --> 00:49:39.140
I call them life happens tokens.
853
00:49:39.140 --> 00:49:42.970
And so my students can say I'm using one
854
00:49:42.970 --> 00:49:47.500
of my life happens tokens if they miss a journal entry
855
00:49:47.500 --> 00:49:50.890
or they're not able to attend class for some reason.
856
00:49:50.890 --> 00:49:53.680
And they don't have to tell me why,
857
00:49:53.680 --> 00:49:56.150
but, they do have to say, yes
858
00:49:56.150 --> 00:49:59.663
I have to take advantage of that possibility today.
859
00:50:01.800 --> 00:50:05.220
Anyone else have some, wanna share some ideas
860
00:50:05.220 --> 00:50:08.120
of when that has worked for them to have some flexibility?
861
00:50:16.020 --> 00:50:18.080
You can also share when it has backfired
862
00:50:19.020 --> 00:50:20.943
because I know that does happen.
863
00:50:23.290 --> 00:50:24.123
Sarah.
864
00:50:26.400 --> 00:50:28.080
My classes are really not very flexible
865
00:50:28.080 --> 00:50:31.940
because sometimes they give out the answer sheets
866
00:50:31.940 --> 00:50:34.230
or in another class, like they were supposed
867
00:50:34.230 --> 00:50:36.730
to be reading this stuff for class discussions
868
00:50:37.593 --> 00:50:40.560
and filling out this response form,
869
00:50:40.560 --> 00:50:42.210
which, if they did it afterwards,
870
00:50:42.210 --> 00:50:44.160
it was not at all the same thing
871
00:50:44.160 --> 00:50:46.800
because it had all the benefit of the discussion.
872
00:50:46.800 --> 00:50:50.110
So what I usually do instead is
873
00:50:50.110 --> 00:50:52.110
if people miss it, well for the homeworks and stuff
874
00:50:52.110 --> 00:50:53.310
I could drop the lowest grade,
875
00:50:53.310 --> 00:50:55.130
but sometimes I'll give them like
876
00:50:55.130 --> 00:50:57.680
an optional bonus assignment so that will,
877
00:50:57.680 --> 00:50:59.110
that will replace their lowest grade
878
00:50:59.110 --> 00:51:02.780
so that the students who did for whatever reason,
879
00:51:02.780 --> 00:51:07.780
I don't care not do it on time, they can do this one.
880
00:51:08.970 --> 00:51:10.900
And the students who did do it, don't have to do it.
881
00:51:10.900 --> 00:51:12.270
I think sometimes when you have extra credit
882
00:51:12.270 --> 00:51:15.070
like the good students also feel obligated to do it.
883
00:51:15.070 --> 00:51:16.720
And I hate that because it's like, well
884
00:51:16.720 --> 00:51:18.070
I'm not trying to pile more work on people
885
00:51:18.070 --> 00:51:19.770
but when you set it up that way
886
00:51:19.770 --> 00:51:22.430
it works to like rescue the ones that need help
887
00:51:23.370 --> 00:51:26.220
but still holding them that like they had to do something
888
00:51:27.490 --> 00:51:29.240
but also not compromising the fact
889
00:51:29.240 --> 00:51:30.840
that you can't turn this stuff in late
890
00:51:30.840 --> 00:51:33.750
because it's not worth the same anymore,
891
00:51:33.750 --> 00:51:37.853
like it did deteriorate in terms of its value.
892
00:51:38.800 --> 00:51:39.763
That's how I do it.
893
00:51:41.050 --> 00:51:42.620
Thank you.
894
00:51:42.620 --> 00:51:47.620
I like that optional sort of a rescue assignment at the end.
895
00:51:48.010 --> 00:51:49.160
That's nice.
896
00:51:49.160 --> 00:51:53.330
And the other thing that you said
897
00:51:53.330 --> 00:51:54.860
that I think is important is sometimes
898
00:51:54.860 --> 00:51:59.740
you can just build in to, your grading scheme
899
00:51:59.740 --> 00:52:02.633
that you dropped the lowest quiz or you dropped,
900
00:52:03.820 --> 00:52:08.820
at least you're able to have two attendance,
901
00:52:09.030 --> 00:52:11.700
you miss two classes and your attendance grade
902
00:52:11.700 --> 00:52:16.220
doesn't drop just because you did miss two.
903
00:52:16.220 --> 00:52:19.610
So figuring out if, especially in larger classes
904
00:52:19.610 --> 00:52:22.450
if that can be something that's possible
905
00:52:22.450 --> 00:52:24.600
because then it just gives you
906
00:52:24.600 --> 00:52:26.660
and the student a little more flexibility.
907
00:52:26.660 --> 00:52:29.313
So thank you both for sharing that.
908
00:52:31.410 --> 00:52:36.290
Here, I've posted a link, which we're running short
909
00:52:36.290 --> 00:52:41.110
on time right now, but I'm wondering if Jen
910
00:52:41.110 --> 00:52:44.130
maybe you could post this also in the chat.
911
00:52:44.130 --> 00:52:47.010
And if you click on the slide, you should also
912
00:52:47.010 --> 00:52:49.610
be able to open it in your browser at your computer.
913
00:52:51.543 --> 00:52:53.240
And I can send this out as part of
914
00:52:53.240 --> 00:52:56.410
the follow up email as well,
915
00:52:56.410 --> 00:52:59.040
but there are a number of resources, thank you, Jen,
916
00:52:59.040 --> 00:53:02.930
on this site that I would encourage you to take a look at
917
00:53:02.930 --> 00:53:06.050
and see if any of them are of use to you
918
00:53:06.050 --> 00:53:09.440
and something that you would like to try out
919
00:53:09.440 --> 00:53:11.203
with your students moving forward.
920
00:53:13.330 --> 00:53:15.760
So that's gonna be your tasks that you can do
921
00:53:15.760 --> 00:53:17.543
on your own as a follow-up.
922
00:53:18.560 --> 00:53:23.040
And finally, I know that a lot of people have experimented
923
00:53:23.040 --> 00:53:26.900
with some icebreakers and I think it would be valuable
924
00:53:26.900 --> 00:53:30.690
to take a minute or two and just share if there's a prompt
925
00:53:30.690 --> 00:53:33.100
or something that you did that really worked for you
926
00:53:33.100 --> 00:53:35.060
that you liked, and you felt like
927
00:53:35.060 --> 00:53:37.430
it really helps students get to know each other
928
00:53:37.430 --> 00:53:39.620
or you to get to know them better.
929
00:53:39.620 --> 00:53:43.780
If there's a particular thing that you felt like worked.
930
00:53:43.780 --> 00:53:46.350
I thought just taking a couple moments to share
931
00:53:46.350 --> 00:53:47.913
those would be really useful.
932
00:53:55.860 --> 00:53:57.760
So you can write something in the chat again
933
00:53:57.760 --> 00:53:59.440
or you may raise your hand
934
00:53:59.440 --> 00:54:01.640
if there's something particular that worked.
935
00:54:27.540 --> 00:54:29.863
Oh, I like that one Wendy, nice.
936
00:54:39.180 --> 00:54:40.253
Great Sarah.
937
00:54:43.770 --> 00:54:45.960
If you were an animal, what would you be?
938
00:54:45.960 --> 00:54:46.883
That's fun.
939
00:54:48.580 --> 00:54:51.173
I also have tried this one,
940
00:54:52.667 --> 00:54:55.010
I can also type it in the chat, but it's
941
00:54:56.290 --> 00:55:00.173
if you, let's see, click on the chat here,
942
00:55:01.540 --> 00:55:06.540
if you knew me well, you would know.
943
00:55:09.960 --> 00:55:13.570
So that prompt, if you knew me well, you would know,
944
00:55:13.570 --> 00:55:15.623
and then you give them a particular,
945
00:55:17.010 --> 00:55:20.883
a chance to say something about themselves that,
946
00:55:23.810 --> 00:55:26.050
I've used this in some faculty workshops.
947
00:55:26.050 --> 00:55:28.530
And I just find some astounding things
948
00:55:28.530 --> 00:55:31.770
about people that I would have never guessed about
949
00:55:31.770 --> 00:55:35.540
perhaps, disco, they like dancing disco.
950
00:55:35.540 --> 00:55:40.540
They really enjoyed gaming,
951
00:55:40.560 --> 00:55:43.150
just things that you would never necessarily guess
952
00:55:43.150 --> 00:55:46.010
and it's really a fun way to get
953
00:55:46.010 --> 00:55:49.163
to know people like another layer.
954
00:55:51.770 --> 00:55:52.603
Oh, I like that one.
955
00:55:52.603 --> 00:55:54.200
What is another class you are taking
956
00:55:54.200 --> 00:55:55.593
that you're excited about?
957
00:55:56.780 --> 00:56:00.730
And Jen shared a link to some icebreaker questions
958
00:56:00.730 --> 00:56:02.113
that might come in handy.
959
00:56:04.860 --> 00:56:05.860
Oh, these are great.
960
00:56:09.200 --> 00:56:10.590
Yeah, that's similar.
961
00:56:10.590 --> 00:56:13.390
Something that no one else might know about you.
962
00:56:13.390 --> 00:56:14.543
I think those are fun.
963
00:56:16.660 --> 00:56:20.220
Well, thank you for spending that moment
964
00:56:20.220 --> 00:56:22.853
to brainstorm these, they'll be in the chat.
965
00:56:24.260 --> 00:56:26.290
And I wanted to remind folks
966
00:56:26.290 --> 00:56:29.640
that we are here to support you in these endeavors
967
00:56:29.640 --> 00:56:33.360
as you're trying to think about ways to build community.
968
00:56:33.360 --> 00:56:36.340
And we are trying something new in the next couple
969
00:56:36.340 --> 00:56:38.920
of weeks where we have not only the email
970
00:56:38.920 --> 00:56:40.990
but also drop-in open hours
971
00:56:40.990 --> 00:56:44.420
and some are happening today from one to 3:30.
972
00:56:44.420 --> 00:56:46.340
So you go to our webpage, there's a button
973
00:56:46.340 --> 00:56:51.290
for drop-in open hours and you can click on that button
974
00:56:51.290 --> 00:56:54.540
and go to a live link where Wendy
975
00:56:54.540 --> 00:56:57.120
and I and other folks will be standing by
976
00:56:57.120 --> 00:57:00.270
and we'll be available to help you.
977
00:57:00.270 --> 00:57:02.560
We're also going to ask that you fill
978
00:57:02.560 --> 00:57:05.120
out a survey about this workshop
979
00:57:05.120 --> 00:57:08.510
and I have the link on my next slide here.
980
00:57:08.510 --> 00:57:10.600
But if you need to run off to another meeting,
981
00:57:10.600 --> 00:57:14.563
Jen has put it in the chat and we will also,
982
00:57:15.780 --> 00:57:16.710
you're welcome, Sarah.
983
00:57:16.710 --> 00:57:20.560
We will also be sending this out in an email with those.
984
00:57:20.560 --> 00:57:23.330
We can also put the links that we shared in the chat
985
00:57:23.330 --> 00:57:25.690
to those resources in the email
986
00:57:25.690 --> 00:57:29.000
and get that out to you as soon as possible.
987
00:57:29.000 --> 00:57:32.520
We're trying to really get some feedback on how
988
00:57:32.520 --> 00:57:37.510
these workshops were for folks during the January semester
989
00:57:37.510 --> 00:57:39.980
and be able to use those to improve them.
990
00:57:39.980 --> 00:57:43.790
So thank you so much for being here and participating
991
00:57:43.790 --> 00:57:46.820
for this hour and our community building workshop.
992
00:57:46.820 --> 00:57:48.503
I appreciate all of you.
993
00:57:51.750 --> 00:57:53.670
Wendy, bring your own coffee.
994
00:57:53.670 --> 00:57:56.670
I wish we could be hosting pastries
995
00:57:56.670 --> 00:58:00.410
and coffee and lots of treats, but we will do that again
996
00:58:00.410 --> 00:58:01.933
once we are in person.
997
00:58:03.500 --> 00:58:05.550
It is good to see all of you
998
00:58:05.550 --> 00:58:08.883
and I hope you have a nice rest of the day.
999
00:58:41.231 --> 00:58:42.710
Thank you, Jen.
1000
00:58:42.710 --> 00:58:43.580
Okay, bye.
1001
00:58:44.499 --> 00:58:45.332
Bye.