WEBVTT 1 00:00:06.900 --> 00:00:10.320 BSPH CTL Teaching Toolkit (Amy P): Alright, and then, Carrie and Heather, you can begin whenever you're ready. 2 00:00:13.920 --> 00:00:16.140 Heather Schwitalla: I'm not seeing our slides actually. 3 00:00:16.149 --> 00:00:16.829 BSPH CTL Teaching Toolkit (Amy P): Oh. 4 00:00:17.279 --> 00:00:19.269 BSPH CTL Teaching Toolkit (Amy P): yeah, let me reshare. Sorry. 5 00:00:20.269 --> 00:00:21.509 BSPH CTL Teaching Toolkit (Amy P): Can you see them now? 6 00:00:22.000 --> 00:00:22.630 Heather Schwitalla: Yes. 7 00:00:22.880 --> 00:00:24.429 BSPH CTL Teaching Toolkit (Amy P): Okay, sorry about that. 8 00:00:28.050 --> 00:00:32.300 Heather Schwitalla: Alright. Welcome everyone, Harry. I think you were gonna start us, though. 9 00:00:33.520 --> 00:00:44.740 Keri McAvoy: Sure. Hi, everyone. Welcome to our picnic. Pd, session. Today. Today's session is called create activities to foster belonging in online learning environments. 10 00:00:44.850 --> 00:00:52.799 Keri McAvoy: My name is Kerry Mcavoy. I'm an instructional design support specialist with the center for teaching and learning heather. Do you want to go ahead and introduce yourself. 11 00:00:53.050 --> 00:01:07.750 Heather Schwitalla: Yep, I'm Heather Swatala. I'm an instructional designer on the open education team. And so I work with faculty who create moocs and other non credit learning opportunities. So not yet. Non credit varying courses. 12 00:01:10.480 --> 00:01:13.579 Heather Schwitalla: So we've got 3 learning objectives today. 13 00:01:13.990 --> 00:01:22.150 Heather Schwitalla: First, st we at the end of the session, you'll be able to understand the elements of engaging, synchronous and asynchronous discussions. 14 00:01:22.520 --> 00:01:36.809 Heather Schwitalla: You'll be able to model social presence in courses to encourage greater student participation, and finally, you will be able to create an engaging discussion, prompt that asks learners to connect their expertise and lived experience to the course content 15 00:01:37.480 --> 00:01:38.719 Heather Schwitalla: next slide, please. 16 00:01:39.380 --> 00:01:42.539 Heather Schwitalla: So here's our agenda for achieving the learning objectives. 17 00:01:42.560 --> 00:02:01.079 Heather Schwitalla: The 1st thing is introductions. We've already introduced ourselves and welcome to you all. We'll have an interactive portion later, where we hope to. Get your introductions as well. Next. After this we'll cover some background information on why we should take the time to Foster belonging. 18 00:02:01.120 --> 00:02:07.630 Heather Schwitalla: Then we'll go over 3 specific strategies to Foster belonging, and then we'll pull it all together with some final takeaways. 19 00:02:07.970 --> 00:02:19.869 Heather Schwitalla: and at that point. It will be a natural breakpoint for those who have to drop off off after 30 min. But we would love for you to stick around for some guided work, time and discussion. 20 00:02:20.000 --> 00:02:25.580 Heather Schwitalla: We've got a very practical activity, and like a hands-on activity where 21 00:02:25.910 --> 00:02:30.640 Heather Schwitalla: we will revise some discussion questions and apply it to strategies. 22 00:02:31.390 --> 00:02:37.690 Heather Schwitalla: it's and apply the strategies that we will go over. Excuse me next slide, please. 23 00:02:38.130 --> 00:02:39.909 Heather Schwitalla: So let's get started 24 00:02:40.190 --> 00:02:42.079 Heather Schwitalla: with the background information. 25 00:02:43.580 --> 00:02:47.040 Heather Schwitalla: I'm going to ask you to imagine a scenario. 26 00:02:47.310 --> 00:02:53.629 Heather Schwitalla: 1st of all, we may assume that our adult learners come to the course fully possessed of a sense of belonging. 27 00:02:54.350 --> 00:02:58.769 Heather Schwitalla: But I invite you to imagine this scenario where you walk into a party 28 00:02:59.060 --> 00:03:00.540 Heather Schwitalla: and don't know anyone 29 00:03:01.090 --> 00:03:05.259 Heather Schwitalla: on top of that. Perhaps the people at the party are speaking another language. 30 00:03:05.450 --> 00:03:07.730 Heather Schwitalla: or physically look very different from you. 31 00:03:08.110 --> 00:03:11.529 Heather Schwitalla: You've double checked the address, and you're sure in the right place. 32 00:03:13.440 --> 00:03:22.150 Heather Schwitalla: Now, in this next section. I'm going to offer some rhetorical questions. About your reaction to this scenario. Feel free to take your responses in the chat 33 00:03:22.390 --> 00:03:32.740 Heather Schwitalla: and respond to other participants. But in the interest of time we're not going to actively highlight the responses right now, but I would go feel free to have free rein in the chat. 34 00:03:33.000 --> 00:03:34.500 Heather Schwitalla: So in this scenario. 35 00:03:34.550 --> 00:03:36.579 Heather Schwitalla: where you don't know anyone at the party. 36 00:03:37.340 --> 00:03:41.550 Heather Schwitalla: you may start to wonder, do I even actually belong here at this party. 37 00:03:41.620 --> 00:03:43.629 Heather Schwitalla: Should I really be here? 38 00:03:44.890 --> 00:03:47.540 Heather Schwitalla: If you're feeling this way, what do you do? 39 00:03:49.020 --> 00:03:50.439 Heather Schwitalla: Do you join in? 40 00:03:51.000 --> 00:03:54.879 Heather Schwitalla: If you do join in? How long does it take you to do so. 41 00:03:55.860 --> 00:04:04.180 Heather Schwitalla: What do you miss out on if you don't join in, if you leave, or if you just sit in the corner looking at your phone, hoping that you appear occupied. 42 00:04:05.450 --> 00:04:14.800 Heather Schwitalla: Even if you are courageous, and introduce yourself to some of the strangers, it may take you a bit longer to join in than you would have if you immediately felt that you belonged. 43 00:04:14.940 --> 00:04:18.930 Heather Schwitalla: And thus you miss out on some of the discussions happening at the party 44 00:04:20.970 --> 00:04:22.490 Heather Schwitalla: next slide, please. 45 00:04:24.290 --> 00:04:28.520 Heather Schwitalla: So this problem is called belonging Uncertainty. 46 00:04:29.690 --> 00:04:32.420 Heather Schwitalla: In a quote from the Atlas of the Heart. 47 00:04:32.620 --> 00:04:35.679 Heather Schwitalla: which is a book written by Brene Brown. 48 00:04:35.720 --> 00:04:37.000 Heather Schwitalla: she states 49 00:04:37.350 --> 00:04:45.559 Heather Schwitalla: in research belonging uncertainty is the term sometimes used to describe. Questioning. One's social belongingness. 50 00:04:45.980 --> 00:04:50.079 Heather Schwitalla: Belonging uncertainty can be high among members of marginalized groups. 51 00:04:50.450 --> 00:04:52.759 Heather Schwitalla: and this can have real consequences. 52 00:04:53.460 --> 00:04:58.610 Heather Schwitalla: For example, among underrepresented students at mainstream academic organizations 53 00:04:58.660 --> 00:05:03.589 Heather Schwitalla: belonging uncertainty can have a negative impact on motivation and achievement 54 00:05:04.390 --> 00:05:12.030 Heather Schwitalla: as we think about belonging, and certainty. It's important to remember that belonging is not about the number of friends that one has in a space. 55 00:05:12.520 --> 00:05:16.289 Heather Schwitalla: According to Researcher Gregory Walton and Shannon T. Brady. 56 00:05:16.670 --> 00:05:30.410 Heather Schwitalla: It is a more general inference drawn from cues, events, experiences, and relationships about the quality of fit or potential fit between oneself and a setting. 57 00:05:30.810 --> 00:05:39.020 Heather Schwitalla: It is experienced as a feeling of being accepted, included, respected in and contributing to a setting 58 00:05:39.040 --> 00:05:44.350 Heather Schwitalla: or the anticipation, anticipating the likelihood of developing that feeling. 59 00:05:45.360 --> 00:05:48.569 Heather Schwitalla: and that's the end of the quote. I've only provided an excerpt here 60 00:05:48.920 --> 00:05:50.200 Heather Schwitalla: next slide, please. 61 00:05:52.090 --> 00:05:56.966 Heather Schwitalla: Now that we've conduct conducted that thought experiment about the 62 00:05:58.160 --> 00:06:08.929 Heather Schwitalla: the party where you weren't sure. If you belonged and learned about the impact of that sense of belonging uncertainty, you may already have a clear understanding of why we should foster, belonging 63 00:06:09.650 --> 00:06:23.749 Heather Schwitalla: those who attended last week's picnic Pd. Session, which I think I recognize some a name or 2 for those of you who attended last week's picnic Pd session, you might remember the Learning series, community of inquiry and social constructivist model of learning. 64 00:06:24.140 --> 00:06:29.819 Heather Schwitalla: both of which state that interaction and discussion are essential for learning to occur. 65 00:06:30.750 --> 00:06:33.350 Heather Schwitalla: So, just as we saw in that party scenario 66 00:06:33.370 --> 00:06:39.760 Heather Schwitalla: before learners can engage in the discussion, they must feel like their contributions, belong in the discussion. Forum 67 00:06:41.290 --> 00:06:45.599 Heather Schwitalla: belonging is a prerequisite for even being able to learn. 68 00:06:46.270 --> 00:06:57.199 Heather Schwitalla: So here on the screen, I've got mass laws, hierarchy of needs, and we can see that academic learning which happens someplace between self-esteem and self-actualization 69 00:06:57.270 --> 00:06:59.720 Heather Schwitalla: requires that sense of belonging. 70 00:07:00.270 --> 00:07:09.360 Heather Schwitalla: that the sense of belonging is met at the social needs level of the hierarchy. So before we can get to learning, social needs is a more basic need. 71 00:07:10.880 --> 00:07:12.400 Heather Schwitalla: Next slide, please. 72 00:07:15.140 --> 00:07:22.329 Keri McAvoy: So while there are many different strategies to help create a sense of belonging in your online or in person class 73 00:07:22.430 --> 00:07:25.419 Keri McAvoy: today, we're going to focus on the use of discussion. 74 00:07:25.750 --> 00:07:32.150 Keri McAvoy: Most learning management platforms have a discussion forum application already within their system. 75 00:07:32.320 --> 00:07:41.520 Keri McAvoy: So whether you use course canvas, or you've created a mooc in your coursera. In Coursera you should find today's workshop to be beneficial for you. 76 00:07:42.090 --> 00:07:48.799 Keri McAvoy: There are many obvious benefits to using online discussion boards such as allowing time for in-depth reflection. 77 00:07:49.120 --> 00:07:56.549 Keri McAvoy: They facilitate learning by allowing students to view and respond to the work of others, and they help develop thinking and writing skills. 78 00:07:56.720 --> 00:08:02.850 Keri McAvoy: But one of the many positives is that it's 1 of the only tools that can also help to build a class community. 79 00:08:02.860 --> 00:08:19.950 Keri McAvoy: However, it is up to the subject matter, expert to morph, that community into a place of social belonging where all students feel welcome. And today Heather and I are going to review 3 strategies that you can use when writing and guiding an online discussion that will help to build that class community 80 00:08:19.990 --> 00:08:21.320 Keri McAvoy: next slide, please. 81 00:08:22.960 --> 00:08:26.290 Keri McAvoy: fostering a sense of belonging may be simpler than you think. 82 00:08:26.370 --> 00:08:34.530 Keri McAvoy: By integrating 3 strategies in your discussion, forum questions or prompts, you can help students feel represented and welcomed in your class. 83 00:08:34.770 --> 00:08:41.010 Keri McAvoy: Those 3 strategies that we're going to go over today are implementing the idea that representation matters 84 00:08:41.020 --> 00:08:42.999 Keri McAvoy: inviting background knowledge 85 00:08:43.130 --> 00:08:45.220 Keri McAvoy: and encouraging friendly debate. 86 00:08:45.810 --> 00:08:47.110 Keri McAvoy: Next slide, please. 87 00:08:52.310 --> 00:08:54.090 Heather Schwitalla: Representation. Matters 88 00:08:55.040 --> 00:08:56.000 Heather Schwitalla: why. 89 00:08:56.330 --> 00:08:59.609 Heather Schwitalla: as we heard earlier in the excerpt from Brene Brown. 90 00:08:59.930 --> 00:09:10.789 Heather Schwitalla: belonging, is experienced as a feeling of being accepted, included, respected in and contributing to a setting or anticipating the likelihood of developing this feeling. 91 00:09:11.940 --> 00:09:15.549 Heather Schwitalla: creating a space where students feel safe, representing themselves 92 00:09:15.960 --> 00:09:18.110 Heather Schwitalla: in the way that they choose 93 00:09:18.620 --> 00:09:21.450 Heather Schwitalla: helps to foster their sense of belonging. 94 00:09:22.620 --> 00:09:25.609 Heather Schwitalla: Think back to that party scenario. I shared earlier. 95 00:09:26.090 --> 00:09:28.710 Heather Schwitalla: What happens if no one is at the party 96 00:09:30.390 --> 00:09:31.770 Heather Schwitalla: except the host. 97 00:09:33.390 --> 00:09:38.229 Heather Schwitalla: What's a version of where the discussion Forum is? Only the instructor. 98 00:09:38.540 --> 00:09:42.750 Heather Schwitalla: An instructor can remedy this by being a good host. 99 00:09:43.500 --> 00:09:51.620 Heather Schwitalla: They start the process of representation matters in the questions that they posit and the incentives that they provide to the learners to participate. 100 00:09:51.870 --> 00:09:54.430 Heather Schwitalla: But they cannot create this space on their own. 101 00:09:55.010 --> 00:09:59.050 Heather Schwitalla: On the other hand, the learners can't create it on their low own, either 102 00:09:59.370 --> 00:10:03.939 Heather Schwitalla: everyone must participate to create a forum where everyone belongs. 103 00:10:04.670 --> 00:10:06.279 Heather Schwitalla: Next slide, please 104 00:10:10.060 --> 00:10:12.520 Heather Schwitalla: representation matters strategies. 105 00:10:13.450 --> 00:10:17.829 Heather Schwitalla: So here I've got some strategies for applying representation matters. 106 00:10:18.409 --> 00:10:25.680 Heather Schwitalla: I want to note that this is, there's many, many different ways to do this. So this is not comprehensive. It's just some starting points. 107 00:10:27.220 --> 00:10:28.450 Heather Schwitalla: So 1st 108 00:10:29.030 --> 00:10:44.099 Heather Schwitalla: model and motivate social presence to create a forum where learners are certain they belong to techniques might include inclusive icebreakers, and discussion prompts with scenarios representing a variety of cultures. So socioeconomic statuses, races, genders. 109 00:10:44.790 --> 00:10:54.290 Heather Schwitalla: The list can go on the point here is not to successfully represent every possible type of person, but to create a sense that someone like them is likely to be represented. 110 00:10:54.650 --> 00:11:00.609 Heather Schwitalla: And I would like to note here that it's important that this representation is authentic. It doesn't feel forced. 111 00:11:00.700 --> 00:11:07.633 Heather Schwitalla: If you can't find the right prompt. Just go with Mr. Smith for the name. If you can't find the right image, just go with the 112 00:11:10.209 --> 00:11:17.670 Heather Schwitalla: the stereotypical white person, because that's what a lot of stock stock photos are, so don't make it feel forced, but also 113 00:11:17.930 --> 00:11:20.459 Heather Schwitalla: try, make, make some effort. 114 00:11:21.970 --> 00:11:27.400 Heather Schwitalla: Second, demonstrate to learners that the discussion Forum is a valuable place for them to learn. 115 00:11:28.130 --> 00:11:38.340 Heather Schwitalla: start the course by giving participation credit for a learners. Initial response to a discussion, prompt and additional points for responding to other learners. Posts so make it worth their time. 116 00:11:39.460 --> 00:11:44.450 Heather Schwitalla: give credit if they post something of substance, even if it's not correct. 117 00:11:45.840 --> 00:11:56.209 Heather Schwitalla: We know that learning is a process of practice with lots of mistakes and failures. The discussion forums is a great place to do that practice without having to be perfect without thinking about 118 00:11:56.650 --> 00:11:58.969 Heather Schwitalla: whether you're passing the final test. 119 00:11:59.300 --> 00:12:02.270 Heather Schwitalla: This is a place to practice those ideas first, st 120 00:12:04.240 --> 00:12:18.090 Heather Schwitalla: and also ensure learners get frequent practice, and that they understand that the forums are a valuable learning spaces, frequent short discussion questions within the flow of each lecture. 121 00:12:18.200 --> 00:12:24.876 Heather Schwitalla: So if you're teaching a course on coursera, you can actually put it. Yeah, as the next step in the course and 122 00:12:25.410 --> 00:12:29.019 Heather Schwitalla: course, plus, you can embed it onto the lecture page 123 00:12:29.960 --> 00:12:36.200 Heather Schwitalla: and finally, learners, not just instructors contribute to the sense of belonging in the course. 124 00:12:36.480 --> 00:12:42.510 Heather Schwitalla: Motivate your students to do this by providing discussion prompts which invite learners to represent themselves 125 00:12:43.150 --> 00:12:47.479 Heather Schwitalla: encouraging learners to support each other by respectfully responding to each other's posts 126 00:12:47.860 --> 00:12:54.609 Heather Schwitalla: and creating opportunities for learners to post questions when they are struggling to understand some of your course materials. 127 00:12:55.690 --> 00:13:01.180 Heather Schwitalla: In some cultures it's easier for learners to approach their peers to ask questions 128 00:13:01.340 --> 00:13:11.670 Heather Schwitalla: than it is to ask the instructor. So some. This provides a variety of learning opportunities for different learning. Co cultural learning styles 129 00:13:12.430 --> 00:13:13.730 Heather Schwitalla: next slide, please. 130 00:13:16.140 --> 00:13:22.000 Heather Schwitalla: So here's an example of a discussion prompt that applies some of the concepts of representation matters. 131 00:13:23.040 --> 00:13:28.030 Heather Schwitalla: What representation matters. Strategies, do you see represented in this prompt. 132 00:13:28.660 --> 00:13:41.488 Heather Schwitalla: and I'm going to read it aloud, to give you some time to kind of process it, and for those of you who might not be able to see the screen right now. But I would love it if you popped in the chat. What kind of representation matters 133 00:13:42.710 --> 00:13:48.309 Heather Schwitalla: strategies you see here, and it may or may not be one that I specifically called out in the list before. 134 00:13:49.806 --> 00:13:52.070 Heather Schwitalla: So the discussion prompt. 135 00:13:53.170 --> 00:14:01.290 Heather Schwitalla: You are a contact tracer. Speaking with Mr. Achebe, who was told that he tested positive for COVID-19, 3 days ago. 136 00:14:01.700 --> 00:14:04.360 Heather Schwitalla: You collect the following information from him. 137 00:14:04.640 --> 00:14:11.439 Heather Schwitalla: Mr. Achebe's neighbor visited the house to talk with him for an hour the day before. Mr. Achebe began to feel bad. 138 00:14:11.910 --> 00:14:20.369 Heather Schwitalla: His adult daughter and son-in-law live with him, and his cousin has been living, leaving pre-made lunches for him on the front step while he has been ill. 139 00:14:20.380 --> 00:14:26.589 Heather Schwitalla: Mister Aceabe's neighbor watched television with him 4 days before Mister Echebe began feeling bad 140 00:14:27.570 --> 00:14:32.950 Heather Schwitalla: as a contact tracer. Construct your advice to Mr. Chebi and his contacts. 141 00:14:33.070 --> 00:14:35.939 Heather Schwitalla: Post your advice in the discussion. Forum. 142 00:14:35.960 --> 00:14:40.450 Heather Schwitalla: then, were applied to 2 other posts from your 143 00:14:40.900 --> 00:14:49.310 Heather Schwitalla: 2 other posts, from the other students, with Follow up questions that Mr. Chebe might have might have based on the advice in that post. 144 00:14:51.020 --> 00:14:52.300 Heather Schwitalla: So what 145 00:14:52.670 --> 00:14:57.690 Heather Schwitalla: kind of representation matters? Strategies, do you see represented in this discussion? Post? 146 00:14:58.160 --> 00:14:59.109 Heather Schwitalla: So 147 00:15:05.070 --> 00:15:06.669 Heather Schwitalla: see here, if I can 148 00:15:06.710 --> 00:15:09.699 Heather Schwitalla: re-articulate it for you. 149 00:15:11.120 --> 00:15:14.480 Heather Schwitalla: Yes, multi-generational household, great. 150 00:15:22.950 --> 00:15:30.230 Lauren Dana: And then heather. I can read some of these for you. So variety of relationships shared. So there's like a neighbor, cousin, daughter, son-in-law. 151 00:15:30.640 --> 00:15:34.489 Lauren Dana: So not just like a nuclear family, but a variety of relationships. 152 00:15:47.460 --> 00:15:58.549 Heather Schwitalla: So one thing that might be useful. As people are thinking about this discussion prompts with scenarios representing a variety of cultures, social socioeconomic statuses, races, genders, etc. 153 00:16:02.760 --> 00:16:30.730 Heather Schwitalla: give participation credit from the start. Initial posts, response to posts, a space to practice, ideas not to be perfect post, frequent short discussion. Questions within each lecture invite learners to represent themselves, encourage learners to support each other by responding to each other's posts and create opportunities for learners to post questions to get answers from peers. Do you see any of those represented here? We've we've hit on some of them already, definitely. But is there anything else people see? 154 00:16:30.920 --> 00:16:33.220 Heather Schwitalla: Give it just another moment 155 00:16:34.170 --> 00:16:36.319 Heather Schwitalla: in case there's other answers coming in 156 00:16:48.870 --> 00:16:50.996 Heather Schwitalla: alright. So 157 00:16:54.780 --> 00:16:56.339 Heather Schwitalla: let's move on. 158 00:16:56.340 --> 00:17:07.539 Lauren Dana: Oh, heather! We have one more so. The replies are labeled as advice, oh, this is a great one, which may feel like a lower stakes activity than asking, what is the correct answer? So kind of adding that 159 00:17:07.940 --> 00:17:15.180 Lauren Dana: that as a strategy, we have from Kathy 2 opportunities to to get engage in discussion with others. 160 00:17:16.819 --> 00:17:18.979 Lauren Dana: So those are 2 of our answers in the chat. 161 00:17:20.510 --> 00:17:21.359 Heather Schwitalla: Awesome. 162 00:17:21.589 --> 00:17:22.599 Heather Schwitalla: All right. 163 00:17:22.910 --> 00:17:25.860 Heather Schwitalla: Let's move on. Make sure people can get out of here if they need to. 164 00:17:28.069 --> 00:17:28.992 Keri McAvoy: Great thanks heather. 165 00:17:29.669 --> 00:17:36.329 Keri McAvoy: Another great strategy, when writing discussion prompts, is to invite learners to share their background knowledge. 166 00:17:36.639 --> 00:17:43.559 Keri McAvoy: Many of our students come into our classes, already having some prior knowledge or experience with a topic being taught. 167 00:17:43.639 --> 00:17:51.579 Keri McAvoy: providing them a safe space to share what they already know, based on their own lived experiences, creates an inclusive learning environment for all. 168 00:17:51.979 --> 00:18:00.439 Keri McAvoy: So, as you can see on the side, writing discussion, questions or prompts that focus on uncovering what learners already know has several solid advantages. 169 00:18:00.479 --> 00:18:09.219 Keri McAvoy: It positions learners as active participants in knowledge, creation, and sharing rather than just passive receptacles waiting to be taught new information. 170 00:18:09.389 --> 00:18:18.359 Keri McAvoy: It also reduces barriers to participation in the discussion, meaning students don't have to come up with an innovative idea to have something worth sharing. 171 00:18:19.069 --> 00:18:26.509 Keri McAvoy: and it gives instructors an insight into existing knowledge which allows faculty to tailor upcoming exercises accordingly. 172 00:18:26.639 --> 00:18:35.679 Keri McAvoy: and pro tip. It is also a wonderful opportunity for you. The faculty to join the discussion and share your lived experiences as well. 173 00:18:35.779 --> 00:18:48.199 Keri McAvoy: Modeling social presence in your online classroom is key when aiming to enhance student engagement because it makes the students feel like one. You are paying attention. And 2, you actually care. 174 00:18:48.619 --> 00:18:49.939 Keri McAvoy: Next slide, please. 175 00:18:52.089 --> 00:19:05.679 Keri McAvoy: A simple but effective way to invite students to share their background. Knowledge is to ask learners to share something like what they think, they what they think about a concept person idea or related event. 176 00:19:06.039 --> 00:19:21.029 Keri McAvoy: some other simple but effective examples are questions or prompts like, what do you already know about this topic, or what do you want to know or agree or disagree with the following statement, and explain why your prior knowledge justifies your opinion. 177 00:19:22.009 --> 00:19:34.299 Keri McAvoy: So let's practice tapping into our own background knowledge so that you can kind of feel what this feels like from the student perspective. If everyone could go ahead and open up their chat for me 178 00:19:34.559 --> 00:19:38.519 Keri McAvoy: and answer this prompt in the chat. 179 00:19:38.759 --> 00:19:41.859 Keri McAvoy: What do you already know about 180 00:19:42.009 --> 00:19:43.719 Keri McAvoy: making a sandwich 181 00:19:45.589 --> 00:19:48.709 Keri McAvoy: so tap into that background? Knowledge you have 182 00:19:49.849 --> 00:19:57.279 Keri McAvoy: about making a sandwich. I think that probably most people here have made a sandwich at least once in their life. 183 00:19:57.389 --> 00:19:59.259 Keri McAvoy: So what do you know about it? 184 00:20:00.769 --> 00:20:02.879 Keri McAvoy: What ingredients are needed? 185 00:20:03.029 --> 00:20:05.219 Keri McAvoy: What are the steps required. 186 00:20:07.370 --> 00:20:11.619 Lauren Dana: Yes, we have our 1st one. Unless it is open face there will be a top and a bottom. 187 00:20:12.190 --> 00:20:13.310 Keri McAvoy: Yeah, the person really. 188 00:20:13.310 --> 00:20:14.360 Lauren Dana: I thought of, yeah. 189 00:20:14.677 --> 00:20:30.539 Keri McAvoy: Really good point, Celine, and thank you for bringing that up right. We don't always all make sandwiches in the same way. So it depends on your background knowledge, and where you come from on, whether you are someone who likes 2 pieces of bread or likes an open face. 190 00:20:30.970 --> 00:20:47.080 Lauren Dana: This is a good one from Tilly. You need some sort of filling, and I like to have this. The word filling was used. Renee. Usually a lunch option, Emily, I always want there to be mustard. Sounds like a personal preference. Rene, Renee, added the caveat, that sandwiches can also sometimes be breakfast. 191 00:20:47.730 --> 00:20:55.429 Lauren Dana: Kathy asks some questions to think about is, Who will the sandwich before? What ingredients will it be served immediately or later? 192 00:20:56.105 --> 00:21:00.129 Lauren Dana: Mia had need a plate, need an implement, decide on a filling 193 00:21:00.677 --> 00:21:08.982 Lauren Dana: and then toolkit slash. Amy. Choice of bread is important. I agree, Amy, and also toasted or cold depends on accompanying ingredients. 194 00:21:09.840 --> 00:21:19.579 Keri McAvoy: Yeah, wow, so as we can see, a lot of us think about the way that we make our sandwiches very differently. And we think about who we're making it for. Could also 195 00:21:19.970 --> 00:21:44.989 Keri McAvoy: that could lead to different things? Right? So you guys just all tapped into your sorry Kathy to make you so hungry. I know, right around lunchtime, and I bring this up. But everyone here who answered in that chat, thank you so much. But what you all did. There was tap into your background knowledge, and it made you feel comfortable responding to that prompt. And that's what we're trying to do with our student as well when we invite them to share their background. Knowledge 196 00:21:45.060 --> 00:21:47.759 Keri McAvoy: in in these discussion prompts 197 00:21:48.680 --> 00:21:50.100 Keri McAvoy: next slide, please. 198 00:21:53.980 --> 00:22:04.430 Keri McAvoy: Another effective strategy and the final one that we're going to review today. That helps to create a sense of belonging in your class is the ability to ask questions that encourage friendly debate. 199 00:22:05.090 --> 00:22:19.729 Keri McAvoy: I know it might seem like a backwards concept. The idea of purposefully sparking an argument in order to help students feel more welcomed and comfortable, but by doing so you encourage students to use evidence to construct and formulate opinions. 200 00:22:19.750 --> 00:22:28.949 Keri McAvoy: and when students feel like their opinions are heard and acknowledged, that allows them to grow a deeper connection in the topic, and a willingness to hear other perspectives as well. 201 00:22:29.390 --> 00:22:36.479 Keri McAvoy: Some ideas on how to write questions that prompt debate are to create questions that challenge common beliefs. 202 00:22:36.700 --> 00:22:42.820 Keri McAvoy: relate questions to current events and reference major debates in your academic field. 203 00:22:44.030 --> 00:22:45.460 Keri McAvoy: Next slide, please. 204 00:22:47.780 --> 00:22:56.739 Keri McAvoy: You might be wondering to yourself, but how do I keep it friendly? Because, as we all know, a friendly debate is often more a more productive one. 205 00:22:57.070 --> 00:23:09.540 Keri McAvoy: So my main advice for you would be to set clear expectations from the beginning, and you can do this by encouraging or requiring that students use their peers 1st names in their responses. 206 00:23:09.820 --> 00:23:14.400 Keri McAvoy: They acknowledge the opposition prior to starting their own opinion. 207 00:23:14.730 --> 00:23:22.940 Keri McAvoy: or you could require students to ask clarifying questions to their peers before responding with their own perspective. 208 00:23:23.360 --> 00:23:28.640 Keri McAvoy: That's another great strategy to help keep these debates. Quote unquote, friendly. 209 00:23:29.000 --> 00:23:38.530 Keri McAvoy: I would also recommend creating a rubric and grading student responses. You could even include a section on the rubric be dedicated to debate etiquette. 210 00:23:38.880 --> 00:23:50.069 Keri McAvoy: If students respond in a negative or unproductive way, mark that on the rubric. And finally, there is always the option to delete unproductive responses from a discussion board. 211 00:23:50.640 --> 00:23:57.209 Keri McAvoy: So I want to practice but heather before you copy and paste what I had originally planned to ask. 212 00:23:57.280 --> 00:24:04.250 Keri McAvoy: I want to shift gears here, based on how excited everyone got about the sandwich background knowledge. 213 00:24:04.380 --> 00:24:11.190 Keri McAvoy: So I do again want to have us open up our chat and practice the art of friendly debate 214 00:24:11.340 --> 00:24:16.519 Keri McAvoy: in the chat, agree or disagree with the following statement, and explain your reasoning. 215 00:24:16.800 --> 00:24:20.309 Keri McAvoy: A hot dog is not a sandwich. 216 00:24:26.530 --> 00:24:39.759 Keri McAvoy: so again, open up your chat and just real quick blur. Remember, we're keeping this friendly agree or disagree with the following statement, and explain your reasoning. A hot dog is not considered a sandwich. 217 00:24:50.280 --> 00:24:55.270 Heather Schwitalla: I might have caused problem. I said, you can make a sandwich if you keep your chat handy. So maybe everyone 218 00:24:55.500 --> 00:24:57.319 Heather Schwitalla: missed that second step. 219 00:24:59.530 --> 00:25:00.550 Keri McAvoy: That's okay. 220 00:25:01.135 --> 00:25:01.660 Keri McAvoy: Hi. 221 00:25:01.660 --> 00:25:07.119 Lauren Dana: We have 2 agrees. So Kathy agree not to sandwich, Selene agrees. Renee agrees. 222 00:25:08.140 --> 00:25:12.780 Lauren Dana: I'm gonna disagree, cause it has bread and a filling. So that's my hot. Take. 223 00:25:13.800 --> 00:25:16.760 Keri McAvoy: No, I think that that's really important. So this is 224 00:25:16.920 --> 00:25:37.570 Keri McAvoy: helps. Bring in your background knowledge, right of what is a sandwich. And for those that said, It's bread and a filling. You would think you would agree that a hot dog would then be considered a sandwich. But a lot of you are claiming it's not. And hopefully you're supporting that evidence with or supporting that statement with evidence. But your 225 00:25:37.800 --> 00:26:01.520 Keri McAvoy: in a discussion forum. You may ask your students. If you have the time, or when you have more time than we do here, you may ask your students to acknowledge the opposition. You may ask your students to support their statement with evidence and keep this debate friendly Lauren. I hope that everyone in the Chat's keeping it friendly. 226 00:26:03.480 --> 00:26:04.830 Keri McAvoy: Oh, you're muted, Lauren. 227 00:26:05.790 --> 00:26:14.691 Lauren Dana: They are keeping it quite friendly. I think everyone's in good spirits. We have a couple of people who don't even like hot dogs, and I will accept that. So yes. 228 00:26:17.610 --> 00:26:19.720 Keri McAvoy: Well, that's a whole other debate. But it's fine. 229 00:26:20.280 --> 00:26:27.190 Keri McAvoy: Thank you. Guys. So much for participating in that chat. Can I go ahead and have the next slide, please. 230 00:26:30.360 --> 00:26:45.220 Keri McAvoy: So before we get into the workshop portion of this presentation, it's really, I think it's really important that we remind ourselves that as faculty it's always necessary to ask the question, what do I want my students to learn from this 231 00:26:45.400 --> 00:26:57.209 Keri McAvoy: whether it's recording a lecture creating an assessment or writing a discussion question that helps to foster belonging in your class. It's important to always identify the purpose behind it. 232 00:26:57.610 --> 00:27:16.280 Keri McAvoy: Bloom's taxonomy is a really helpful tool when writing questions to foster engagement and discussion which might be surprising to some of you. I'm sure that many of you have heard of Bloom's taxonomy when thinking about writing their learning objectives. But hopefully, today you walk away realizing that's also really helpful when writing discussion questions as well. 233 00:27:17.959 --> 00:27:25.150 Keri McAvoy: By selecting one of the previously mentioned strategies and determining a Bloom's taxonomy level for learning. 234 00:27:25.410 --> 00:27:34.310 Keri McAvoy: you can create discussion questions that enhance student learning as well as create a welcoming environment where all students feel accepted and excited to engage. 235 00:27:34.320 --> 00:27:42.789 Keri McAvoy: So if we take a look at the slide that's up on the screen on the left side you'll see the bloom's taxonomy pyramid, the 6 levels of cognitive domains 236 00:27:42.890 --> 00:27:47.430 Keri McAvoy: and the lowest level being to remember, and the highest being to create 237 00:27:47.890 --> 00:27:57.210 Keri McAvoy: as you move higher in the blooms. Taxonomy, pyramid. You are asking students to do more higher order thinking in their responses to your questions. 238 00:27:57.900 --> 00:28:07.459 Keri McAvoy: So let's use a really common story, Goldilocks and the 3 Bears, to review how we can use Bloom's Taxonomy to guide the writing of our discussion questions or prompts 239 00:28:07.780 --> 00:28:22.719 Keri McAvoy: in case you need a reminder. The story is about the little girl Goldilocks, who visits or breaks in really to the home of papa, mama and baby Bear, where she sleeps in their beds, eats their food, and sits in their chairs. 240 00:28:23.920 --> 00:28:41.669 Keri McAvoy: So if your goal is to have your students read this story, and simply remember or recall things that they read, you might create a discussion prompt that asks students to list the items used by Goldilocks while she was in the Bears House. You can see that question all the way at the bottom with the remembering example. 241 00:28:43.090 --> 00:28:55.870 Keri McAvoy: Maybe you want your students to examine the story in a little bit more detail. You might ask them to analyze by comparing this story to reality. So what events could actually happen or not? Really. 242 00:28:56.700 --> 00:29:00.840 Keri McAvoy: maybe you want your students to make a judgment or an evaluation about the story. 243 00:29:01.000 --> 00:29:07.880 Keri McAvoy: You might write a prompt that asks students to propose how the story would be different if it was titled Goldilocks and the 3 Fish. 244 00:29:08.750 --> 00:29:17.400 Keri McAvoy: The type of verb you choose to use in your discussion question, or prompt is key when determining what level of Bloom's taxonomy. You want your questions to fall within. 245 00:29:17.560 --> 00:29:37.170 Keri McAvoy: I believe, Heather already. Thank you, Heather. She posted a link to a verb chart that can be really helpful when writing your questions or prompts, so you can go ahead and open up that chart and see a long list of many verbs that fall within the 6 different domains of the Bloom's taxonomy pyramid. 246 00:29:40.110 --> 00:29:41.500 Keri McAvoy: Next slide, please. 247 00:29:45.880 --> 00:29:46.910 Heather Schwitalla: Okay. 248 00:29:47.040 --> 00:29:48.350 Heather Schwitalla: so 249 00:29:48.360 --> 00:30:15.014 Heather Schwitalla: we're going to ask you to apply what you just learned by revising some discussion questions of your own. But we oh, right on the dot. Look at us! We're at time right now for this kind of didactic part portion of the of the session, and so we recognize that some of you might need to sign off due to time constraints. So I'm gonna wrap up this part right here so that the Emily and Lauren and 250 00:30:16.182 --> 00:30:36.977 Heather Schwitalla: amy can do a few announcements before all anybody has to take off, but we would love for you at all all to stick around for our workshop portion. I think. It might be kind of fun to play around, especially based on the discussions I've seen in the chat here. I think we might have some fun with it. So hopefully, you found this presentation useful. 251 00:30:37.380 --> 00:30:41.470 Heather Schwitalla: If you leave here with nothing else today we'd like you to remember these key takeaways. 252 00:30:41.910 --> 00:30:46.440 Heather Schwitalla: Fostering belonging is a prerequisite for learning to Co. To occur. 253 00:30:46.560 --> 00:30:51.700 Heather Schwitalla: The discussion Forum is a powerful tool for creating, belonging in an online class. 254 00:30:52.287 --> 00:30:59.080 Heather Schwitalla: creating a space where students feel safe, representing themselves in the way that they choose, helps to foster belonging. 255 00:30:59.970 --> 00:31:06.420 Heather Schwitalla: providing an opportunity for learners to share their background. Knowledge creates an inclusive learning environment for all 256 00:31:06.640 --> 00:31:13.410 Heather Schwitalla: encouraging friendly debate in an online discussion. Forum allows students to feel like their opinions and perspectives are heard. 257 00:31:13.570 --> 00:31:19.629 Heather Schwitalla: and modeling and motivating social presence in online learning environments is crucial for engagement 258 00:31:22.260 --> 00:31:24.520 Heather Schwitalla: that I'll hand it over to. Yes. 259 00:31:26.270 --> 00:31:51.979 Emily Haagenson: Thank you all for taking the time to come to our session today. We would love your feedback on what went well and what you're taking away from this experience, please, as Heather said, feel free to linger and ask some questions, or work on some of your discussion prompts with us. Heather and Carrie and some of the other ID team members will be here 260 00:31:52.130 --> 00:31:59.489 Emily Haagenson: if you can give us your feedback. That'd be great. Lauren has put this link in the chat, or you can use the QR code here. 261 00:32:00.078 --> 00:32:02.150 Emily Haagenson: Next slide, please, Amy. 262 00:32:03.430 --> 00:32:22.090 Emily Haagenson: we have some more sessions coming up this summer, so please continue to join us during your lunch hour. We have some really good topics for more of the ID team and the team at Ctl. So please register for these events through the end of July. 263 00:32:24.690 --> 00:32:50.499 Emily Haagenson: Oh, if you'd like even more resources from Ctl, we have the essentials, of course, design, development, and teaching at bsp, this is a modularized, facilitated course designed for faculty. We have ta training. If you're a ta, we'd love to see you in there and help you get ready for your new role. And then we have lots of on-demand videos and workshops 264 00:32:50.780 --> 00:33:02.390 Emily Haagenson: on our teaching toolkit website as well as a blog with just-in-time updates of things going on with course, plus and other 265 00:33:03.030 --> 00:33:17.430 Emily Haagenson: features of Ctl, so we're here to support you in so many ways. If you have any questions, please reach out to any of us Kerry and Heather, or Amy Pinkerton, Lauren, Dana, or myself 266 00:33:17.510 --> 00:33:23.799 Emily Haagenson: again. Thank you so much for your time. Please stay on if you want to discuss discussion. 267 00:33:24.685 --> 00:33:35.070 Heather Schwitalla: We've got an activity, in fact. So it's not even just discussing it. We've you don't have to bring anything but yourself to it. So yeah, next slide, please. 268 00:33:36.090 --> 00:33:36.660 Heather Schwitalla: yeah. 269 00:33:36.660 --> 00:33:47.029 Keri McAvoy: Thank you. So again, we're going to move into the working part of this workshop. We do have an activity, but we are also open to answering any questions you may have. As well. 270 00:33:48.240 --> 00:33:49.310 Keri McAvoy: so 271 00:33:49.750 --> 00:34:12.010 Keri McAvoy: that's the plan for the remainder of this session. But please note that if you do have to go. We will send out many other helpful resources in a follow-up email, and you can always access the padlet that we're going to be using today, we'll send out the link to that as well. So you can look at some examples that we come up with as we work for the remainder of this session. 272 00:34:13.310 --> 00:34:14.100 Keri McAvoy: Great. 273 00:34:15.540 --> 00:34:24.909 Keri McAvoy: So a couple of things that I'm gonna ask for you guys to do as we go in to this practice session. 274 00:34:25.030 --> 00:34:49.719 Keri McAvoy: First, st I want us to start with a discussion question. Now, this can either be a question that you've used in a past course, or one you plan on using in an upcoming course? And if you are blanking and you don't have a discussion question that you want to revise right on the top of your head. But you still want to practice how to revise such discussion questions. 275 00:34:49.719 --> 00:35:06.509 Keri McAvoy: You can use one of the examples that I showed from the Goldilocks and the 3 Bears. I'll go back to that slide here shortly, so you can snag one of those, and you can use one of those questions to revise as we work through this working portion today. 276 00:35:07.270 --> 00:35:10.569 Keri McAvoy: Once you've determined the discussion question you're going to use. 277 00:35:10.640 --> 00:35:22.490 Keri McAvoy: I also am going to ask you to remind yourself of the goal of the discussion question or prompt. So, thinking about Bloom's taxonomy in those 6 domains, what do you want students to get out of this discussion. 278 00:35:22.550 --> 00:35:47.470 Keri McAvoy: tapping into the resource that Heather shared with the verbs, and I think Celine also shared a helpful resource with verbs for Bloom's taxonomy, as well knowing which level of Bloom's taxonomy you want your students to meet can help you revise and rewrite a discussion question because it can help you choose which type of verb to use for that question or prompt. 279 00:35:48.750 --> 00:36:10.219 Keri McAvoy: So you have your question. You know what Bloom's taxonomy level we're gonna use. We're gonna ask you to access our padlet. Heather's gonna post a link to the padlet in the chat, and we'll also share a QR. Code if you want to access it on a mobile device instead. And in that padlet we're gonna ask you to post 280 00:36:10.310 --> 00:36:13.829 Keri McAvoy: 2 things, one, the original discussion question 281 00:36:14.740 --> 00:36:18.830 Keri McAvoy: followed by your revised discussion question. 282 00:36:19.800 --> 00:36:40.720 Keri McAvoy: And when you go to revise your discussion question, I want you to keep the 3 strategies that we talked about today in mind representation matters, background, knowledge, or friendly debate, and try to accomplish one or include one or more of those ideas within that revised discussion or prompt Lou, you have a question. 283 00:36:47.370 --> 00:36:49.550 Keri McAvoy: Oh, hang out! That's okay. 284 00:36:51.680 --> 00:36:55.389 Keri McAvoy: Heather went ahead and posted the padlet. 285 00:36:55.400 --> 00:37:03.050 Keri McAvoy: So if you want to go ahead and click on that link and open it up. You'll see an example there as well, which we can go over in a second. 286 00:37:03.504 --> 00:37:11.359 Keri McAvoy: She also posted some great resources for the verb charts for the bloom Saxonomy. And then, Amy, could you go to the next slide, please? 287 00:37:13.840 --> 00:37:22.950 Keri McAvoy: Here's a way to access the padlet through a QR. Code. We'll keep this up for just a few seconds. So if you want to access this on your mobile device instead, you can. 288 00:37:28.760 --> 00:37:31.349 Keri McAvoy: And then, Amy, go ahead to the next slide. 289 00:37:32.930 --> 00:37:55.910 Keri McAvoy: This is the slide that I showed earlier in case you did not come in with a discussion question ready to revise, or you can't think of one right now. Feel free to grab one of these examples from Goldilocks and the 3 Bears and our blooms Taxonomy, example, slide and use one of those as your original discussion question, and then you can work to revise that question. 290 00:37:59.085 --> 00:38:01.410 Keri McAvoy: Amy, could you open up 291 00:38:01.490 --> 00:38:03.500 Keri McAvoy: the padlet page 292 00:38:03.820 --> 00:38:06.329 Keri McAvoy: so that we can use that. Thank you. 293 00:38:06.560 --> 00:38:07.970 BSPH CTL Teaching Toolkit (Amy P): Give me one second. 294 00:38:07.970 --> 00:38:08.610 Keri McAvoy: Yeah. 295 00:38:09.960 --> 00:38:10.880 Heather Schwitalla: And carried 296 00:38:11.473 --> 00:38:13.240 Heather Schwitalla: would you like me to? 297 00:38:13.840 --> 00:38:14.710 Heather Schwitalla: Yeah, in. 298 00:38:14.710 --> 00:38:15.640 Keri McAvoy: Yeah from here. 299 00:38:17.020 --> 00:38:31.260 Keri McAvoy: So I think let's give everyone a few minutes. So if hopefully, you've accessed the padlet, if you haven't, please let me know in the bottom right of the padlet. If you're not sure how to use padlets, you just click on that plus sign, and you can add a post there. 300 00:38:31.260 --> 00:38:47.850 Keri McAvoy: and within that post we would love for you to write your original discussion question just like you can see in the example the original discussion question in the example is right from the Goldilocks and the 3 Bears, where it says, propose how the story would be different if it was titled Goldilocks and the 3 Fish. 301 00:38:48.000 --> 00:39:14.240 Keri McAvoy: and then underneath that if you would take a few minutes to revise your question and rewrite excuse me, rewrite your discussion, question or prompt, and then we can take a look at what everyone has posted, and have a discussion about it, and if you have any questions at all. While we're giving everyone a few minutes to work, please feel free to raise your hand or type those questions in the chat. 302 00:39:16.260 --> 00:39:20.719 Heather Schwitalla: And we're all we're also happy to like Pop into breakout rooms if people need that. 303 00:39:21.390 --> 00:39:24.619 Heather Schwitalla: One thing I want to say about the padlet here. 304 00:39:24.630 --> 00:39:33.329 Heather Schwitalla: Sorry I'm getting some background noise. One thing I want to say about the padlet here. The main thing we want you to do is just post that original prompt 305 00:39:33.731 --> 00:39:42.668 Heather Schwitalla: if we have time, and if you're inspired, we can do something where we respond to help others refine it further. So there's some collaboration on this. 306 00:39:43.320 --> 00:39:47.921 Heather Schwitalla: but that's not a required step. This is an example of 307 00:39:49.040 --> 00:39:55.246 Heather Schwitalla: just an example of how to give feedback and have learners do that. And 308 00:39:55.830 --> 00:39:57.500 Heather Schwitalla: respectful way. 309 00:39:57.670 --> 00:40:05.579 Heather Schwitalla: Hopefully, Carrie, I was respectful in this response. You never. We didn't. We didn't check in about it. But I strive. I was striving to be respectful. 310 00:40:23.340 --> 00:40:42.269 Keri McAvoy: So once you're done posting. If you want to take a few minutes and review some other examples that have been posted as well, we have a couple of other examples up there, and feel free to add comments to those examples. Any thoughts, questions you have 311 00:40:42.818 --> 00:40:46.400 Keri McAvoy: feel free to add those in the padlet, as well. 312 00:41:20.293 --> 00:41:25.139 Heather Schwitalla: For can you, Amy? Or who? Who's in charge of the screen? Is it Amy? 313 00:41:25.280 --> 00:41:26.430 BSPH CTL Teaching Toolkit (Amy P): Yup, it's me! 314 00:41:26.831 --> 00:41:31.248 Heather Schwitalla: Will you? Will you scroll down to the second post here? 315 00:41:32.370 --> 00:41:36.299 Heather Schwitalla: And so this one. It looks like this one. We might be able to 316 00:41:36.630 --> 00:41:40.839 Heather Schwitalla: have some discussion here. If anonymous is 317 00:41:41.390 --> 00:41:43.287 Heather Schwitalla: comfortable with that 318 00:41:44.710 --> 00:41:45.625 Heather Schwitalla: Oh, 319 00:41:53.710 --> 00:41:56.930 Heather Schwitalla: I'm not sure who posted this. I thought I maybe had the message. 320 00:41:58.208 --> 00:42:09.031 Heather Schwitalla: Oh, I got a message from the person who posted it, and they said that they're good with us going through this one. So so yeah, let's talk through this. Does anybody see 321 00:42:09.750 --> 00:42:24.829 Heather Schwitalla: ways that this person could incorporate? So at the bottom, it says, if you scroll down to the comment that they post in response to their own initial post. They say I think I did a good job here with the background knowledge, but I think I can adjust for representation and friendly debate. 322 00:42:26.220 --> 00:42:28.600 Heather Schwitalla: Anybody have any thoughts of how we can 323 00:42:29.730 --> 00:42:30.230 Heather Schwitalla: maybe. 324 00:42:30.230 --> 00:42:36.409 Keri McAvoy: So just their original prompt says in your role or past roles. 325 00:42:36.420 --> 00:42:39.469 Keri McAvoy: how important does it feel to be a good teacher 326 00:42:39.600 --> 00:42:52.520 Keri McAvoy: in your experience. What are the benefits and drawbacks of traditionally structured lectures or high stress assignments? What is your experience like with interactive lectures, small group work, low stakes, assignments. 327 00:42:52.891 --> 00:43:13.099 Keri McAvoy: And they like heather, said they commented that they think they did a good job here with background knowledge, and I completely agree. But that they could adjust for representation and friendly debate. And I just wanna clarify that we gave these 3 strategies as separate strategies. We don't think that every single discussion, prompt or question, needs to include 328 00:43:13.570 --> 00:43:17.709 Keri McAvoy: background, knowledge, representation matters, and debate, but by 329 00:43:17.990 --> 00:43:44.109 Keri McAvoy: sprinkling, using those topics or ideas and sprinkling them into your discussion forum in different ways really helps students to feel that sense of belonging. And so I think that this original question does a really good job of including and inviting background knowledge. So I I would argue that it's a strong, a strong question, or a prompt. So thank you for that. 330 00:43:55.470 --> 00:43:58.789 Heather Schwitalla: We've got some new ones coming in down below. 331 00:44:20.030 --> 00:44:42.639 Keri McAvoy: So the one at the very bottom. Let's focus on that one. It says, in the realm of public policy, how should higher education institutions balance their roles as education providers and societal change agents discuss the ethical considerations and practical challenges involved in shaping policies that aim to foster both academic excellence and social responsibility. 332 00:44:42.640 --> 00:45:01.820 Keri McAvoy: Oh, and they just updated it with a revision. They said they could include countries, types of universities, etc, in the expected response to prompt greater thinking, and I think by in. I would agree with you, and I think, by including those different types of universities or countries that helps to acknowledge 333 00:45:02.020 --> 00:45:08.920 Keri McAvoy: are the topic that we reviewed today, which is representation matters. So I think that's a really great 334 00:45:09.050 --> 00:45:14.460 Keri McAvoy: revision to that prompt so amazing job. 335 00:45:16.650 --> 00:45:17.620 Heather Schwitalla: So 336 00:45:19.450 --> 00:45:25.549 Heather Schwitalla: I'm I'm wondering, like looking at this. Whoever posted this feel free to pop into 337 00:45:25.700 --> 00:45:34.789 Heather Schwitalla: like, unmute and participate or type in the chat or whatever. I'm wondering if we could revise it right now. So you can take this and do it. 338 00:45:34.820 --> 00:45:36.760 Heather Schwitalla: vision, including 339 00:45:49.400 --> 00:45:51.408 Heather Schwitalla: like maybe you could just 340 00:45:53.680 --> 00:45:57.360 Heather Schwitalla: state in the part where you say discuss you could state. 341 00:45:59.840 --> 00:46:06.109 Heather Schwitalla: please include. Please consider a specific country, or something like that. Without 342 00:46:08.890 --> 00:46:17.499 Heather Schwitalla: would adding the word potential. Ethical considerations help create an completion mindset over the correct answer. Yes, I think that's helpful. 343 00:46:18.476 --> 00:46:21.860 Heather Schwitalla: And it suggests the idea they don't have to. 344 00:46:26.490 --> 00:46:38.271 Heather Schwitalla: Well, it actually suggests you don't need to hit everything, because the idea is it should be really open ended. There should be lots and lots of different answers, and not every student hitting every single answer, 345 00:46:39.150 --> 00:46:52.679 Heather Schwitalla: is necessary for the learning to occur in a discussion forum. If we there's only one correct answer, or if there's like finite number of correct answers, like, maybe you only have 3 correct answers. Those might be better 346 00:46:52.760 --> 00:47:05.922 Heather Schwitalla: served for multiple choice questions or quiz other kinds of quiz questions, and the discussion Forum is great, for, like those kind of, there's no end to the possible answers, such as ethical questions, 347 00:47:08.320 --> 00:47:10.099 Heather Schwitalla: and maybe you could say. 348 00:47:10.480 --> 00:47:16.249 Heather Schwitalla: instead of discuss, you could say, apply the ethical considerations that we learned in X lecture 349 00:47:16.260 --> 00:47:21.409 Heather Schwitalla: to the practical challenges involved in shaping policies in sub-saharan Africa 350 00:47:21.780 --> 00:47:29.100 Heather Schwitalla: which fosters both academic excellence and social responsibility. The specificity of those depends on, of course, the lecture. 351 00:47:29.180 --> 00:47:31.659 Heather Schwitalla: the regions that you're trying to accommodate. 352 00:47:36.785 --> 00:47:49.959 Keri McAvoy: I just wanna call out Amy, because she's our other example on the tablet. So Amy wrote the stole one from our example, with Goldilocks and the 3 Bears. She took the original one 353 00:47:50.314 --> 00:48:06.959 Keri McAvoy: where? It asked students the question, is Goldilocks good or bad? And then she revised it by saying, use evidence to judge whether Goldilocks actions were good or bad. Amy, I'm gonna call you out. Would you mind very quickly, just sharing your thought process, and which 354 00:48:06.960 --> 00:48:12.620 Keri McAvoy: topic, or what we went over today, inspired the revision. 355 00:48:12.750 --> 00:48:34.190 BSPH CTL Teaching Toolkit (Amy P): Yeah, yeah. So my so I chose this one cause I thought, I like the higher order, like on the blooms taxonomy. I like the higher order questions. And I think those are more interesting for discussions. Kind of what heather hinted at earlier. When when you have like a specific answer versus an more open, ended answer. The open ended ones are great for discussion. 356 00:48:34.752 --> 00:48:44.620 BSPH CTL Teaching Toolkit (Amy P): So that's why I chose this level, the judge level, and then the recent, like the the changes I made. So I mostly followed the friendly debate 357 00:48:44.820 --> 00:49:11.460 BSPH CTL Teaching Toolkit (Amy P): aspects that you covered, so I wanted them to use evidence and not just say, Oh, is Goldilocks good or bad? And then I also wanted to pull the judgment away from Goldilocks as a person, and focus on her actions, and again, that thinking that that might be a better way to keep the students, if this were a discussion in class to keep the students focused on what they're supposed to judge versus, just like judging Goldilocks as a person. 358 00:49:11.850 --> 00:49:14.489 BSPH CTL Teaching Toolkit (Amy P): So that's what my! Those were. My thoughts. 359 00:49:15.220 --> 00:49:21.440 Keri McAvoy: That's wonderful, Amy. Thank you so much. And I wanted to highlight yours. Because I think one really important thing about 360 00:49:21.510 --> 00:49:41.049 Keri McAvoy: a takeaway that maybe we didn't mention today is that you don't need to completely take a question that you've written in the past and throw it in the trash and rewrite it from scratch in order to help kind of foster this sense of belonging. But very often it's kind of just reminding yourself what's the purpose of this, and then 361 00:49:41.050 --> 00:49:57.809 Keri McAvoy: looking at it in a different way, and and adding, in a couple of you know different words or different types of language that can just make all the difference here. And that's really what Amy did. By just simply adding in the use evidence and highlighting the actions. 362 00:49:57.810 --> 00:50:14.190 Keri McAvoy: She's made that question, a lot stronger in helping to allow students to put in their opinions using evidence to support it. And that's really the whole, the whole goal of what we're going over today. 363 00:50:15.580 --> 00:50:37.640 Keri McAvoy: Awesome. So it seems like we went over the great examples that we that were posted on our padlet today. And I wanna thank everyone who stuck around to participate in this discussion, who added in some of their discussion questions or prompts to be revised 364 00:50:37.985 --> 00:50:54.229 Keri McAvoy: in our padlet. I wanna kind of give the last a little bit less than 10 min. Just time for everyone to open it up to ask any questions you may have for us or for the Id team in general. About this specific topic. 365 00:50:55.330 --> 00:51:17.420 Heather Schwitalla: And while people are generating their questions, I just wanna mention that we intend to leave this padlet up and open. So anybody who is currently watching the recording feel free to post your stuff there for future learners to see or if you are currently here and you come up with another idea, feel free to post theirs there also for future people 366 00:51:18.168 --> 00:51:25.359 Heather Schwitalla: to see, and Kerry and I hope to do this presentation. At other events, so you might help 367 00:51:25.410 --> 00:51:31.280 Heather Schwitalla: others learn who the different variations as well. So hopefully his padlet will continue to grow 368 00:51:32.410 --> 00:51:35.549 Heather Schwitalla: any questions generally specifically 369 00:51:35.610 --> 00:51:40.679 Heather Schwitalla: unrelated to this topic at all, although probably better if you stay on topic. 370 00:51:49.340 --> 00:51:52.170 BSPH CTL Teaching Toolkit (Amy P): Oh, it looks like a question was posted in the chat. 371 00:51:54.570 --> 00:52:06.040 Keri McAvoy: Yeah. So the question, I'll just read it aloud says, what is the trend for assigning participation points for discussion, forum questions versus participation during live talk sessions. 372 00:52:06.540 --> 00:52:31.519 Keri McAvoy: you have a lot of members of the ID team here today, so I'll let multiple people help me respond. It says, Do faculty just combine both together from my perspective. I don't believe that I often see them combining both together. I know that live talks are not mandatory, so it's difficult to 373 00:52:32.170 --> 00:52:51.579 Keri McAvoy: grade participation in a live talk when it's not mandatory for students to attend. If we're focusing on fully online courses, I should point that out. So I think that more so faculty. What I'm seeing is that they're focusing on the grading of discussion. Forums 374 00:52:52.073 --> 00:52:58.210 Keri McAvoy: more so than they are with live talk participation. Does anyone else wanna add into that. 375 00:53:01.340 --> 00:53:19.089 BSPH CTL Teaching Toolkit (Amy P): Just to agree with what Carrie said, that usually I don't. I wouldn't recommend combining them as an id. If a faculty, if a faculty asked me that question that I'm working with and predominantly, because live talk participation in the live session isn't. 376 00:53:19.440 --> 00:53:32.429 BSPH CTL Teaching Toolkit (Amy P): isn't. It? Can't be like required because of the for online fully. Bsp, online courses. So yeah, I would recommend keeping those separate. Now, you can make them the same like amount of points 377 00:53:32.540 --> 00:53:37.960 BSPH CTL Teaching Toolkit (Amy P): and judge similarly. But but I would keep the actual like numbers separate. 378 00:53:38.590 --> 00:53:39.110 BSPH CTL Teaching Toolkit (Amy P): Emily. 379 00:53:39.760 --> 00:54:08.729 Emily Haagenson: Well, I was just going to share in the chat a blog post that we did, or one of our colleagues did, describing graded discussion forum posts, and how like as you're reading, you can check them off and grade them. That's a really efficient way to give participation credit for discussion forums. So just check that out. There's more in the blog about discussion forums. But this one in particular is about grading 380 00:54:12.400 --> 00:54:13.060 Emily Haagenson: right. 381 00:54:13.060 --> 00:54:14.089 Keri McAvoy: Thank you guys. 382 00:54:14.410 --> 00:54:16.720 Keri McAvoy: any other questions 383 00:54:18.870 --> 00:54:20.290 Keri McAvoy: for us today. 384 00:54:34.110 --> 00:55:03.650 Keri McAvoy: So it's 1255. I wanna thank you all who attended and who stuck around for participating in our working portion of this workshop. I I really appreciate it. I know Heather does as well. Again, we're this is recorded so that will be sent out. We do have helpful resources. At the end of our slideshow, we will send those helpful resources out in a follow up email. In a few days as well. And that will include this padlet link. So like Heather said, you can always go back to it and 385 00:55:03.650 --> 00:55:16.960 Keri McAvoy: add to it. Take a look at it if you need some ideas. Yeah. And if you have any other questions you're always welcome to to reach out to me and heather individually, and ask us any questions as well.