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Hi everybody, welcome to our session

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today on setting the climate,

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burning a community of engaged learners.

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My name is Mia Lam.

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I'm a senior instructional designer with

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CTL and I'm also an associate faculty

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with health policy and management.

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I'm presenting today with my

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colleague selling Green Kelly.

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I'll just kind of move forward

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so it's I'm presenting today

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and I'm also joined by Celine,

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who is also a senior instructional

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technologist for the Center

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for Teaching and Learning.

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And she also serves as the ambassador

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for the School of Public Health.

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Huddle Ambassador,

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which is the Hopkins Universal

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design for learning.

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OK, so the premise of this workshop

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came about because we were

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encountering so many instances of

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the buds buzzwords of engagement

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engaged learner that spun out of our

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pandemic shift to virtual learning.

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And we thought there's value

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in digging into these concepts

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and developing more of a shared

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understanding of what they truly mean.

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So,

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like Celine happens to have

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a passion for UGL,

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which is universal design for learning

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and I have one for community of

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inquiry framework which is COI both

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of these educational approaches

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speak directly to engagement.

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And that's when we decided

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to bring them together,

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focusing in on one particular element.

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And that's the setting a positive climate

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for community of engaged learners.

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So today we want to create some

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clarity around this concept and then

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culminate the session with takeaways

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of authentic activities that support it.

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While embracing you GL and VAY.

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So today we will define the concepts,

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engage learner, a community of learning.

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Setting climate will also describe key

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points of the Udl framework and the CEO.

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I model will explore how UDL&CI

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intersect in setting climate,

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and then we'll discuss some

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strategies and authentic activities

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that set a positive climate for

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a community of engaged learners.

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See Selena.

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I'm going to turn it over to you

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if you're ready to begin diving in.

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Thanks Mia again.

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First of all, very sorry for that technical

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glitch that I had no control over.

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Fingers crossed the lights stay on.

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So again we wanna begin by talking

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about why any of this matters.

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Why should we care about making our

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students engaged and building community,

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building a community of learners?

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Aren't they just buzz worthy phrases?

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No, they're not.

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So, to begin, let's define a few things.

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He engaged learner. Who is this?

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Let's collaborate to come

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to a shared definition.

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I want everybody here to just

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stop multitasking for a moment.

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Just stop.

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I'm going to be asking you

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to think about a prompt.

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I'm going to put just 30 seconds on the

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clock for you to organize your thoughts,

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and that's the end of this time,

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and only at the end of this time

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you will be invited to share

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your responses in our chat.

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We will then have the opportunity to

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read each other's responses and to

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gain from each other's perspectives.

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OK, so just stop. And get ready.

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To think. What does it mean?

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Alright, now go. Go ahead and

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type your answers into the chat.

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Somebody told me that the music

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was so loud you couldn't hear me.

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I apologize. Anyway, right now,

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go ahead and type your answers into the chat.

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What does it mean to be an engaged learner?

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Motivation? I agree.

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After you've typed,

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I'd appreciate it if you take.

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We're going to give you another

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minute or so to scroll back

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through and read your the

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fellow participants responses.

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I apologize for that music,

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I had everything fine tuned before

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my power was lost and so all of

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my settings got all messed up.

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I've been seeing, you know,

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being actively involved.

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Focusing and listening.

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Open to learning material.

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Being aware. Interested and driven.

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Alright. Thanks Mayor, for reading

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some of those out loud for us.

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Whoops alright, so as we've just seen,

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the engaged learner means different

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things to different people,

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but let's make it a bit clearer.

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A bit more than a buzzword.

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Adapted from the vastly quoted literature

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by Lambourne, Newman and Wehlage,

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the engaged learner is a student who

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psychological investment and efforts in

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their academic work go toward meeting or

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exceeding the learning goals and objectives.

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The knowledge, skills or crafts that their

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academic work is intended to promote.

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Furthermore, as stated by Chen Gong,

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Iancu engagement is positively related

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to a host of desired outcomes,

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including high grades,

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students satisfaction,

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persistence, and by being engaged,

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students develop habits of the mind

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and heart that promise to scan

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them in good stead for a lifetime

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of continuous learning media.

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Right, thanks Celine and I'd like

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to jump off our great chat about the

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different perspectives on engagement and

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try to connect that back to how this

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helped establish a robust learning community.

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So when a learner joins a course.

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They become part of a learning community,

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right?

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So a community of learners can

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be defined as a group of people

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who share values and beliefs,

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and who actively engage in learning from

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one another in a learning community.

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You'll have an instructor.

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You'll have content and materials to process.

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And a community of peers in which to grow.

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And typically learners have two key roles

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and that's to maintain a cognitive presence.

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A continual process of critical thinking.

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And to develop a social presence which is.

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Focus on creating relationships that

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allow for learning and collaboration.

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And as mentioned today,

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will lean into what it means to develop a

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community in your class using UGL and guide.

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But we have to start kind

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of at the beginning,

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so a little bit.

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So let's just start with what you deal

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is and Celine will give us an overview.

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Thanks man.

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Moving forward in establishing

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the shared language or basic

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definitions of today's workshop,

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I want to introduce you to that concept

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of universal design for learning or udl.

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Almost 40 years ago,

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neuroscientific investigations led

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by the Center for Applied Special

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Technology forecast as it's now known,

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sought to improve education for

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people with learning disabilities.

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But the research actually found

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that everyone,

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not just a subset of the population.

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Everyone learns best when three specific

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areas of the brain are sparked or lit up.

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The effective,

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the recognition and the strategic

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neural networks,

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and this this research led to establishing.

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The UGL framework,

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a framework to improve and optimize

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teaching and learning for all people,

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making sure that everyone is given

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the same opportunity to succeed,

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and it's based on those scientific

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insights into how humans learn.

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The ultimate goal of udl.

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To develop and empower the expert learner.

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So you DL is focused on the learner,

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not on the learning objective and not

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00:09:23.355 --> 00:09:25.280
on the competency but the learner.

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00:09:28.150 --> 00:09:30.369
Udl is actually based on the idea

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00:09:30.369 --> 00:09:32.090
that learning should be flexible.

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00:09:32.090 --> 00:09:33.646
It should be accessible,

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00:09:33.646 --> 00:09:34.813
usable and adaptable

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regardless of our individual,

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00:09:36.730 --> 00:09:38.090
emotional, psychological,

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00:09:38.090 --> 00:09:40.810
neurological or physical needs.

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00:09:40.810 --> 00:09:43.826
On any given day, Udl is made for

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00:09:43.826 --> 00:09:46.277
everyone similar to universal design

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of objects and physical environments,

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00:09:48.970 --> 00:09:51.666
and the three neural networks you deal aims

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to spark the effective recognition and

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00:09:54.354 --> 00:09:57.190
strategic areas can be attributed to the Y.

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Learning the what of learning and the how

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of learning and as caste research taught us,

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00:10:03.790 --> 00:10:06.670
these networks are activated or sparked.

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00:10:06.670 --> 00:10:08.570
When we are provided with

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00:10:08.570 --> 00:10:10.090
multiple means of engagement,

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00:10:10.090 --> 00:10:12.400
multiple means of representation and

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00:10:12.400 --> 00:10:15.570
multiple means of action and expression.

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00:10:15.570 --> 00:10:18.014
Those three provisions, engagement,

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00:10:18.014 --> 00:10:21.069
representation and action and expression

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00:10:21.069 --> 00:10:24.588
are the principles or foundations of udl.

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Falling within each of these principles,

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cast has developed guidelines and

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00:10:29.225 --> 00:10:32.910
checkpoints on how to spark these networks.

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00:10:32.910 --> 00:10:34.698
There really isn't a rulebook for

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the Udl framework so much as a way

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to reflect on teaching and learning.

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00:10:38.710 --> 00:10:41.370
How are learners being engaged?

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00:10:41.370 --> 00:10:44.130
How is the content being presented?

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00:10:44.130 --> 00:10:47.082
How are learners going to act

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strategically and express themselves?

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00:10:49.050 --> 00:10:51.430
To help us reflect each of the

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00:10:51.430 --> 00:10:53.518
principles has a set of guidelines

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00:10:53.518 --> 00:10:55.842
and as a way to get started,

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cast has suggestions which they call

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00:10:58.964 --> 00:11:01.040
checkpoints for each guideline.

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There are actually 3 guidelines for

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each of the three udl principles,

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so nine in total.

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00:11:06.452 --> 00:11:08.192
In cast has actually assigned

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numbers to each of the guidelines,

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00:11:10.260 --> 00:11:12.177
so you can see them all on their website

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that I believe Emily pasted into the

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chatudlguidelines.cast.org.

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00:11:17.984 --> 00:11:20.532
The idea is that you should think

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about all of the guidelines.

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00:11:22.240 --> 00:11:23.520
Bracing at least one,

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but go ahead and try and incorporate

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as many as you can in every aspect of

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your curriculum and your instruction.

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00:11:31.580 --> 00:11:33.252
The corresponding checkpoints offer

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00:11:33.252 --> 00:11:35.760
specific ways to meet these guidelines.

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00:11:35.760 --> 00:11:37.655
They're kind of summary statements

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suggesting how you might go about

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00:11:40.019 --> 00:11:42.009
embracing UGL under that particular

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00:11:42.009 --> 00:11:44.417
guideline while you aim to meet

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00:11:44.417 --> 00:11:46.297
that particular principle or spark,

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00:11:46.300 --> 00:11:46.994
for instance,

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00:11:46.994 --> 00:11:48.729
under the principle of providing

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00:11:48.729 --> 00:11:50.640
multiple means of representation,

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00:11:50.640 --> 00:11:53.405
which aims to spark that recognition network.

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00:11:53.410 --> 00:11:56.448
The what of learning the three guidelines

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00:11:56.448 --> 00:11:58.890
are provide options for perception,

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00:11:58.890 --> 00:12:00.690
options for language and symbols,

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00:12:00.690 --> 00:12:03.450
and options for comprehension.

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00:12:03.450 --> 00:12:06.044
Now, if you were curious as to how you

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00:12:06.044 --> 00:12:08.363
might go about meeting the guideline to

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00:12:08.363 --> 00:12:10.660
provide options for language and symbols,

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00:12:10.660 --> 00:12:13.070
cast actually has five checkpoints

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00:12:13.070 --> 00:12:14.998
or suggestions for this,

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00:12:15.000 --> 00:12:17.772
and one of those is to promote

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understanding across the languages.

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00:12:19.760 --> 00:12:22.490
Cast website again.

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00:12:22.490 --> 00:12:23.817
That's UGL.

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00:12:23.817 --> 00:12:25.068
Guidelines.cast.org actually gives

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00:12:25.068 --> 00:12:28.087
concrete examples as to how you might

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00:12:28.087 --> 00:12:29.919
reach this particular checkpoint,

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00:12:29.920 --> 00:12:32.944
and one of these ideas is link key

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00:12:32.944 --> 00:12:34.881
vocabulary words to definitions

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00:12:34.881 --> 00:12:37.626
and pronunciations in both dominant

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00:12:37.626 --> 00:12:39.273
and heritage languages,

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00:12:39.280 --> 00:12:41.555
such as building or linking a glossary

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00:12:41.555 --> 00:12:43.658
to a learning module or course.

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00:12:43.660 --> 00:12:46.817
So very helpful in so many disciplines.

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00:12:46.820 --> 00:12:48.975
This concrete example is just

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00:12:48.975 --> 00:12:50.268
one authentic activity.

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00:12:50.270 --> 00:12:51.617
That embraces UGL,

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00:12:51.617 --> 00:12:53.413
another authentic activity that

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00:12:53.413 --> 00:12:56.159
strives to meet the same checkpoint

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00:12:56.159 --> 00:12:58.369
is to embed visual nonlinguistic

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00:12:58.369 --> 00:13:01.029
supports for vocabulary clarification.

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00:13:01.030 --> 00:13:02.262
As you can imagine,

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cast website with those guidelines,

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00:13:03.810 --> 00:13:05.630
checkpoints in concrete examples

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00:13:05.630 --> 00:13:08.360
can really be a great resource

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00:13:08.440 --> 00:13:10.606
when you begin to embrace udl.

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00:13:10.610 --> 00:13:12.506
Now I'm going to go ahead and turn

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00:13:12.506 --> 00:13:14.863
it back over to Mia so we can become

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00:13:14.863 --> 00:13:17.230
familiar with the community of inquiry model.

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00:13:17.230 --> 00:13:18.290
Thank you so much Selena.

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00:13:18.290 --> 00:13:19.349
It's a great.

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00:13:19.349 --> 00:13:21.574
A great overview now that we have

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00:13:21.574 --> 00:13:23.729
a very broad overview of Udale key

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00:13:23.729 --> 00:13:26.166
concept and to get everyone on the same page,

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00:13:26.170 --> 00:13:27.760
I'm ready to make the connections

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between the model.

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00:13:28.560 --> 00:13:30.422
Let's also take a quick look at

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00:13:30.422 --> 00:13:31.720
the community of inquiry.

NOTE Confidence: 0.805815114285714

00:13:35.400 --> 00:13:38.676
So the community of inquiry or CI?

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00:13:38.680 --> 00:13:40.940
It's a theoretical framework grounded

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00:13:40.940 --> 00:13:42.748
in a collaborative constructivist

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00:13:42.748 --> 00:13:45.516
approach to learning the visual you see.

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00:13:45.516 --> 00:13:47.561
Here is a very simplified

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00:13:47.561 --> 00:13:49.359
version of the framework.

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00:13:49.360 --> 00:13:51.439
It was developed by Doctor Randy Garrison,

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00:13:51.440 --> 00:13:52.880
who researches distance,

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00:13:52.880 --> 00:13:54.800
education and blended education,

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00:13:54.800 --> 00:13:57.284
and it represents a process for

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00:13:57.284 --> 00:13:58.526
creating meaningful learning.

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00:13:58.530 --> 00:14:00.218
Through the development of

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three interdependent elements,

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that's the social.

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00:14:02.720 --> 00:14:05.180
The cognitive and the teaching presences.

NOTE Confidence: 0.938814776875

00:14:07.500 --> 00:14:09.384
Now, social presence is defined as

NOTE Confidence: 0.938814776875

00:14:09.384 --> 00:14:11.316
the ability for learners to engage

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00:14:11.316 --> 00:14:13.494
in their course community and project

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00:14:13.494 --> 00:14:15.362
their own personal characteristics

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00:14:15.362 --> 00:14:17.230
into that learning environment.

NOTE Confidence: 0.938814776875

00:14:17.230 --> 00:14:19.380
A well established social presence

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00:14:19.380 --> 00:14:21.100
establishes trust and respect

NOTE Confidence: 0.938814776875

00:14:21.100 --> 00:14:23.031
to support learners to risk

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00:14:23.031 --> 00:14:25.185
sharing their ideas in a class.

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00:14:25.190 --> 00:14:27.696
In fact, group work is a key

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00:14:27.696 --> 00:14:30.209
part of the CLI experience.

NOTE Confidence: 0.938814776875

00:14:30.210 --> 00:14:31.925
The teaching presence is concerned

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00:14:31.925 --> 00:14:33.297
with the design facilitation

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00:14:33.297 --> 00:14:34.938
of the learning experience.

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00:14:34.940 --> 00:14:35.640
And lastly,

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cognitive presence is the extent

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00:14:37.390 --> 00:14:39.612
to which learners are able to

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00:14:39.612 --> 00:14:41.100
construct meaning through their

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00:14:41.100 --> 00:14:42.730
interaction with force content.

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00:14:42.730 --> 00:14:44.842
The ultimate goal of CIA is to build

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00:14:44.842 --> 00:14:46.948
a solid foundation of social presence

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00:14:46.948 --> 00:14:49.216
and teaching presence in order to

NOTE Confidence: 0.938814776875

00:14:49.283 --> 00:14:50.903
stimulate the cognitive presence in

NOTE Confidence: 0.938814776875

00:14:50.903 --> 00:14:53.250
a course in a sort of a nutshell.

NOTE Confidence: 0.873011168095238

00:14:56.630 --> 00:14:58.261
So because the big picture of this

NOTE Confidence: 0.873011168095238

00:14:58.261 --> 00:15:00.020
model is quite complicated and we only

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00:15:00.020 --> 00:15:01.870
have a limited amount of time today,

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00:15:01.870 --> 00:15:03.466
we're using our time today to

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00:15:03.466 --> 00:15:05.300
target how to set a positive

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00:15:05.300 --> 00:15:07.080
climate for building a community.

NOTE Confidence: 0.873011168095238

00:15:07.080 --> 00:15:09.696
A positive climate is one that is authentic,

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00:15:09.700 --> 00:15:10.740
intellectually challenging,

NOTE Confidence: 0.873011168095238

00:15:10.740 --> 00:15:13.340
motivating and also promotes a

NOTE Confidence: 0.873011168095238

00:15:13.340 --> 00:15:15.939
sense of purpose and belonging.

NOTE Confidence: 0.873011168095238

00:15:15.940 --> 00:15:18.264
So to better understand what this means.

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00:15:18.270 --> 00:15:20.025
We need to take one more kind of quick

NOTE Confidence: 0.873011168095238

00:15:20.025 --> 00:15:21.949
dive into these three elements and social,

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00:15:21.950 --> 00:15:22.686
social, cognitive,

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00:15:22.686 --> 00:15:24.526
and teaching presences and how

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00:15:24.526 --> 00:15:26.610
they relate to setting climate.

NOTE Confidence: 0.873011168095238

00:15:26.610 --> 00:15:30.386
So each of the presences is operationally

NOTE Confidence: 0.873011168095238

00:15:30.386 --> 00:15:33.226
defined in terms of categories.

NOTE Confidence: 0.873011168095238

00:15:33.230 --> 00:15:35.310
Social presence is defined in

NOTE Confidence: 0.873011168095238

00:15:35.310 --> 00:15:36.974
terms of emotional expression.

NOTE Confidence: 0.873011168095238

00:15:36.980 --> 00:15:40.180
Open communication and group cohesion.

NOTE Confidence: 0.873011168095238

00:15:40.180 --> 00:15:42.555
Teaching presence is defined in

NOTE Confidence: 0.873011168095238

00:15:42.555 --> 00:15:44.860
terms of design, facilitation,

NOTE Confidence: 0.873011168095238

00:15:44.860 --> 00:15:47.500
and direct instruction.

NOTE Confidence: 0.873011168095238

00:15:47.500 --> 00:15:48.880
And cognitive presence consists of

NOTE Confidence: 0.873011168095238

00:15:48.880 --> 00:15:50.740
the phases that lead to learning,

NOTE Confidence: 0.873011168095238

00:15:50.740 --> 00:15:53.078
so might begin with a triggering event,

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00:15:53.080 --> 00:15:54.400
then exploration,

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00:15:54.400 --> 00:15:57.700
integration and finally a resolution,

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00:15:57.700 --> 00:15:58.103
right?

NOTE Confidence: 0.873011168095238

00:15:58.103 --> 00:16:00.507
So according to Garrison model setting

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00:16:00.507 --> 00:16:02.829
climate is the overlap of social

NOTE Confidence: 0.873011168095238

00:16:02.829 --> 00:16:05.334
presence and teaching presence and the

NOTE Confidence: 0.873011168095238

00:16:05.334 --> 00:16:06.882
characteristics of setting climate

NOTE Confidence: 0.873011168095238

00:16:06.882 --> 00:16:08.939
will include some elements of both.

NOTE Confidence: 0.873011168095238

00:16:08.940 --> 00:16:10.719
In other words,

NOTE Confidence: 0.873011168095238

00:16:10.719 --> 00:16:13.091
social pressure social presence

NOTE Confidence: 0.873011168095238

00:16:13.091 --> 00:16:14.870
establishes the climate.

NOTE Confidence: 0.873011168095238

00:16:14.870 --> 00:16:18.386
Mostly for like collaboration and connection,

NOTE Confidence: 0.873011168095238

00:16:18.390 --> 00:16:19.880
but teaching presence is the

NOTE Confidence: 0.873011168095238

00:16:19.880 --> 00:16:21.072
element that ties everything

NOTE Confidence: 0.873011168095238

00:16:21.072 --> 00:16:22.473
together through the instructional

NOTE Confidence: 0.873011168095238

00:16:22.473 --> 00:16:24.223
management and the course structure.

NOTE Confidence: 0.89700459625

00:16:29.030 --> 00:16:30.570
So in research conducted

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00:16:30.570 --> 00:16:32.110
by Parker and Harrington,

NOTE Confidence: 0.89700459625

00:16:32.110 --> 00:16:33.770
they proposed categories and

NOTE Confidence: 0.89700459625

00:16:33.770 --> 00:16:35.845
characteristics derived from the research

NOTE Confidence: 0.89700459625

00:16:35.845 --> 00:16:37.440
literature of Garrison community,

NOTE Confidence: 0.89700459625

00:16:37.440 --> 00:16:39.582
then query model and these can help

NOTE Confidence: 0.89700459625

00:16:39.582 --> 00:16:42.037
educators set the climate of a learning

NOTE Confidence: 0.89700459625

00:16:42.037 --> 00:16:44.100
experience and although see why I'm

NOTE Confidence: 0.89700459625

00:16:44.100 --> 00:16:46.166
the study that we're referencing is

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00:16:46.166 --> 00:16:48.046
focused primarily on distance learning.

NOTE Confidence: 0.89700459625

00:16:48.050 --> 00:16:49.562
The key points are really applicable

NOTE Confidence: 0.89700459625

00:16:49.562 --> 00:16:50.570
to all learning environment.

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00:16:53.810 --> 00:16:56.484
So. As you can probably tell already,

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00:16:56.490 --> 00:16:57.654
site setting the climate

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00:16:57.654 --> 00:16:59.109
is not as static task,

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00:16:59.110 --> 00:17:03.058
so creating that environment is not just.

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00:17:03.060 --> 00:17:04.350
Completely black and white, right?

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00:17:04.350 --> 00:17:06.085
It's a dynamic process that

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00:17:06.085 --> 00:17:07.820
must be nurtured and maintained

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00:17:07.880 --> 00:17:09.408
all throughout the course.

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00:17:09.410 --> 00:17:10.994
Growing naturally and progressively

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00:17:10.994 --> 00:17:12.153
and reactively, really,

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00:17:12.153 --> 00:17:14.331
the overlap of social and teaching

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00:17:14.331 --> 00:17:16.355
presence labeled as setting climate

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00:17:16.355 --> 00:17:18.525
in the Community inquiry diagram

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00:17:18.525 --> 00:17:20.748
includes critical aspects of building

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00:17:20.748 --> 00:17:22.468
a positive learning environment.

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00:17:22.470 --> 00:17:24.890
And again, Parker and Harrington's

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00:17:24.890 --> 00:17:27.310
research indicates 4 main aspects.

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00:17:27.310 --> 00:17:29.345
Those are the learning environment

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00:17:29.345 --> 00:17:32.395
which is focused on creating a usable

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00:17:32.395 --> 00:17:34.283
learning environment that includes

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00:17:34.283 --> 00:17:37.080
characteristics of design and organization.

NOTE Confidence: 0.865183395714286

00:17:37.080 --> 00:17:39.020
Building positive rapport by using

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00:17:39.020 --> 00:17:40.960
open and friendly communication being

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00:17:41.019 --> 00:17:42.799
approachable and showing respect,

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00:17:42.800 --> 00:17:45.338
courtesy and patience.

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00:17:45.340 --> 00:17:46.820
Fostering emotional expression by

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00:17:46.820 --> 00:17:48.670
engendering a sense of belonging

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00:17:48.670 --> 00:17:49.500
through actions,

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00:17:49.500 --> 00:17:51.840
like addressing students by name,

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00:17:51.840 --> 00:17:53.583
encouraging participation and

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00:17:53.583 --> 00:17:55.907
publicly or privately recognizing

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00:17:55.907 --> 00:17:57.650
progress and achievements.

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00:17:57.650 --> 00:17:59.162
An effective instructional management

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00:17:59.162 --> 00:18:01.966
that promotes a sense of purpose by

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00:18:01.966 --> 00:18:03.870
regularly monitoring student performance,

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00:18:03.870 --> 00:18:05.890
providing constructive and timely feedback,

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00:18:05.890 --> 00:18:09.798
and clearly articulating forceful.

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00:18:09.800 --> 00:18:11.846
Students also exhibit some of these

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00:18:11.846 --> 00:18:13.680
aspects when working in groups.

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00:18:13.680 --> 00:18:14.980
Behaviors such as monitoring

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00:18:14.980 --> 00:18:15.955
each others progress,

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00:18:15.960 --> 00:18:17.336
holding each other accountable

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00:18:17.336 --> 00:18:19.056
for work quality and deadline,

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00:18:19.060 --> 00:18:21.118
sets the climate for their group.

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00:18:21.120 --> 00:18:23.374
Effective group work also hinges on trust

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00:18:23.374 --> 00:18:25.707
and comfort level with the other students,

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00:18:25.710 --> 00:18:27.864
so build it in building positive

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00:18:27.864 --> 00:18:29.711
rapport and defensive belonging is

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00:18:29.711 --> 00:18:31.799
vital to setting group norms and

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00:18:31.799 --> 00:18:33.690
participating in efficient collaboration.

NOTE Confidence: 0.935008462666667

00:18:35.750 --> 00:18:37.520
You're going to see the characteristics

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00:18:37.520 --> 00:18:38.700
that we're discussing related

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00:18:38.750 --> 00:18:39.950
to each of these categories.

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00:18:39.950 --> 00:18:41.224
When we look at the next slide,

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00:18:41.230 --> 00:18:43.414
and as we begin to build our

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00:18:43.414 --> 00:18:45.190
connection between toin and New Deal.

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00:18:49.850 --> 00:18:52.262
So how does all this come

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00:18:52.262 --> 00:18:53.191
together individually?

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00:18:53.191 --> 00:18:56.317
Both frameworks use principles to create

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00:18:56.317 --> 00:18:59.029
meaningful environments for student learning.

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00:18:59.030 --> 00:19:01.730
The CLI framework lays the groundwork

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00:19:01.730 --> 00:19:03.530
for learners to collaboratively

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00:19:03.604 --> 00:19:06.109
engage and purposeful discourse and

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00:19:06.109 --> 00:19:07.950
reflection and with the flexibility

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00:19:07.950 --> 00:19:09.625
provided by the UDL framework.

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00:19:09.630 --> 00:19:10.956
Opportunities are provided

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00:19:10.956 --> 00:19:13.608
where all learners can engage in

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00:19:13.608 --> 00:19:15.679
rigorous and meaningful learning.

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00:19:15.680 --> 00:19:17.648
Therefore, while not explicitly the same,

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00:19:17.650 --> 00:19:19.740
both frameworks provide learners with

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00:19:19.740 --> 00:19:21.830
opportunities to develop the connection

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00:19:21.830 --> 00:19:24.126
to both their content and to peers,

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00:19:24.130 --> 00:19:26.068
and that's needed for authentic learning.

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00:19:28.160 --> 00:19:30.600
For me it introduced us to the categories

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00:19:30.600 --> 00:19:32.618
or aspects of setting the climate.

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00:19:32.620 --> 00:19:34.810
She also stated some of the

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00:19:34.810 --> 00:19:35.905
characteristics of each.

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00:19:35.910 --> 00:19:38.136
The table on this slide presents each

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00:19:38.136 --> 00:19:40.040
category with those characteristics,

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00:19:40.040 --> 00:19:41.996
and a few more as identified

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00:19:41.996 --> 00:19:43.300
by Parker and Harrington.

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00:19:43.300 --> 00:19:45.484
What we've done here is to link the

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00:19:45.484 --> 00:19:47.027
categories in their characteristics

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00:19:47.027 --> 00:19:48.899
directly to their corresponding

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00:19:48.899 --> 00:19:50.771
community of inquiry elements,

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00:19:50.780 --> 00:19:53.132
as well as the UGL numbered

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00:19:53.132 --> 00:19:54.308
guidelines and principles.

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00:19:54.310 --> 00:19:56.452
So each row in the table

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00:19:56.452 --> 00:19:57.523
represents the alignment.

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00:19:57.530 --> 00:19:59.898
Or connection between a

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00:19:59.898 --> 00:20:02.266
category of setting climate.

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00:20:02.270 --> 00:20:03.780
Its characteristics.

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00:20:03.780 --> 00:20:07.940
The Theo I presence and the UDL guidelines.

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00:20:07.940 --> 00:20:09.991
We don't expect you to read through

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00:20:09.991 --> 00:20:11.671
the entire slide right now we

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00:20:11.671 --> 00:20:13.593
are going to be making today's

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00:20:13.593 --> 00:20:15.303
slides available to you though,

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00:20:15.310 --> 00:20:17.907
so be ready to be quizzed later.

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00:20:17.910 --> 00:20:20.126
But let me take you through an example

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00:20:20.126 --> 00:20:22.529
or two as to how this can be useful.

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00:20:22.530 --> 00:20:25.197
So within the learning environment we see

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00:20:25.197 --> 00:20:27.850
organization as one of the characteristics,

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00:20:27.850 --> 00:20:29.901
and this is part of the CEO

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00:20:29.901 --> 00:20:31.350
I teaching presence element,

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00:20:31.350 --> 00:20:32.658
which if you recall,

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00:20:32.658 --> 00:20:34.620
is concerned with the design and

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00:20:34.682 --> 00:20:37.147
facilitation of the learning experience.

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00:20:37.150 --> 00:20:39.964
Organization is also connected to the Udl.

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00:20:39.970 --> 00:20:42.574
Guideline #6 to provide options for

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00:20:42.574 --> 00:20:44.773
executive functions which falls within

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00:20:44.773 --> 00:20:46.748
that principle to provide multiple

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00:20:46.748 --> 00:20:49.110
means of action and expression.

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00:20:49.110 --> 00:20:50.944
If you're unsure what that means or

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00:20:50.944 --> 00:20:53.377
even how to get started in providing

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00:20:53.377 --> 00:20:54.965
options for executive functions,

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00:20:54.970 --> 00:20:58.906
you can turn to cast website

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00:20:58.910 --> 00:21:00.416
udlguidelines.cast.org to find

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00:21:00.416 --> 00:21:02.424
the checkpoint support planning

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00:21:02.424 --> 00:21:04.528
and strategy development and one

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00:21:04.528 --> 00:21:06.023
example that cast provides for

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00:21:06.023 --> 00:21:07.984
that is to include providing

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00:21:07.984 --> 00:21:09.980
student checklists and project.

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00:21:09.980 --> 00:21:12.105
Planning templates that helps with

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00:21:12.105 --> 00:21:14.230
the organization that helps with

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00:21:14.299 --> 00:21:16.169
the teaching presence that helps

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00:21:16.169 --> 00:21:19.126
with the clarity of design and that

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00:21:19.126 --> 00:21:20.650
welcoming learning environment.

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00:21:20.650 --> 00:21:21.216
Similarly,

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00:21:21.216 --> 00:21:24.046
the emotional expression category is

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00:21:24.046 --> 00:21:27.230
tide to the characteristic of respect,

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00:21:27.230 --> 00:21:29.360
and this is connected to actually

NOTE Confidence: 0.830867085

00:21:29.360 --> 00:21:31.552
both the teaching presence and social

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00:21:31.552 --> 00:21:34.037
presence in the community of inquiry model.

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00:21:34.040 --> 00:21:35.419
And that's me and shared with us.

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00:21:35.420 --> 00:21:37.466
The social presence is when learners

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00:21:37.466 --> 00:21:39.652
feel supported to engage in their

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00:21:39.652 --> 00:21:41.172
community while contributing pieces

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00:21:41.172 --> 00:21:43.260
of themselves their own insights,

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00:21:43.260 --> 00:21:45.370
their own questions to the

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00:21:45.370 --> 00:21:46.214
learning environment.

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00:21:46.220 --> 00:21:47.294
And furthermore,

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00:21:47.294 --> 00:21:49.979
the respect characteristic is actually

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00:21:49.979 --> 00:21:53.023
connected with udl guideline #7 to

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00:21:53.023 --> 00:21:55.438
provide options for recruiting interest.

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00:21:55.440 --> 00:21:57.390
This guideline within the principle

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00:21:57.390 --> 00:21:59.340
of providing multiple means of

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00:21:59.408 --> 00:22:01.932
engagement includes a checkpoint,

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00:22:01.932 --> 00:22:04.508
minimize threats and distractions.

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00:22:04.510 --> 00:22:05.822
What does this mean?

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00:22:05.822 --> 00:22:06.150
Well,

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00:22:06.150 --> 00:22:08.446
one suggestion from cast is to vary

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00:22:08.446 --> 00:22:10.969
the amount of any breaks in routine.

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00:22:10.970 --> 00:22:12.965
In other words,

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00:22:12.965 --> 00:22:15.625
create predictable routine practices.

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00:22:15.630 --> 00:22:18.105
But when things become highly

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00:22:18.105 --> 00:22:19.590
routine or overly,

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00:22:19.590 --> 00:22:20.973
you know predictable,

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00:22:20.973 --> 00:22:23.278
try to introduce the novel

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or unexpected break,

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00:22:24.730 --> 00:22:26.380
but only after first queuing

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00:22:26.380 --> 00:22:28.474
students so they can be prepared

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and feel safe with such changes.

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00:22:34.020 --> 00:22:35.020
OK, so we've covered.

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00:22:35.020 --> 00:22:36.292
Thank you so much, Elaine.

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00:22:36.292 --> 00:22:37.924
We've covered a lot of material

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00:22:37.924 --> 00:22:40.046
and I know that it's a bit of

NOTE Confidence: 0.9044772925

00:22:40.046 --> 00:22:41.296
a sort of information dump,

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00:22:41.300 --> 00:22:43.285
but I'm hoping that it's starting

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00:22:43.285 --> 00:22:45.115
to come together a little bit.

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00:22:45.120 --> 00:22:47.030
But now comes the fun part, so.

NOTE Confidence: 0.9044772925

00:22:47.030 --> 00:22:48.980
How can we translate the

NOTE Confidence: 0.9044772925

00:22:48.980 --> 00:22:50.540
connections we just made?

NOTE Confidence: 0.9044772925

00:22:50.540 --> 00:22:51.476
The categories,

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00:22:51.476 --> 00:22:54.284
the characteristics and the key elements

NOTE Confidence: 0.9044772925

00:22:54.284 --> 00:22:57.070
of COMUDL into our course design.

NOTE Confidence: 0.9044772925

00:22:57.070 --> 00:22:58.780
We're ready to start talking

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00:22:58.780 --> 00:22:59.806
strategy and application.

NOTE Confidence: 0.77520293

00:23:03.460 --> 00:23:06.680
So. Back to Parker and Harrington.

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00:23:06.680 --> 00:23:08.640
They remember they gave us 4 strategies

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00:23:08.640 --> 00:23:10.515
for setting the climate that puts

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00:23:10.515 --> 00:23:11.819
the categories and characteristics

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00:23:11.819 --> 00:23:13.719
into a more explanatory form.

NOTE Confidence: 0.77520293

00:23:13.720 --> 00:23:16.176
So if we're trying to ensure that our

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00:23:16.176 --> 00:23:17.749
learning environment is user-friendly,

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00:23:17.750 --> 00:23:19.655
we might design our course

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00:23:19.655 --> 00:23:20.798
using consistent navigation.

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00:23:20.800 --> 00:23:21.624
One example.

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00:23:21.624 --> 00:23:24.508
Of this is making sure our course

NOTE Confidence: 0.77520293

00:23:24.508 --> 00:23:27.058
site pages have the same consistent

NOTE Confidence: 0.77520293

00:23:27.058 --> 00:23:29.265
layout using the same familiar paths

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00:23:29.265 --> 00:23:31.441
to resources so that students don't

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00:23:31.441 --> 00:23:33.625
have to hunt around to find things.

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00:23:33.630 --> 00:23:35.582
Or if we're hoping to promote a sense

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00:23:35.582 --> 00:23:37.646
of purpose, just as another example,

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00:23:37.646 --> 00:23:39.616
we might share specific learning

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00:23:39.616 --> 00:23:41.519
objectives for all major assignment.

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00:23:41.520 --> 00:23:43.236
This meets the strategy by communicating

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00:23:43.236 --> 00:23:45.364
a clear goal for the assignment so

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00:23:45.364 --> 00:23:46.919
that students understand what they

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00:23:46.919 --> 00:23:48.853
should be able to do or to know as

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00:23:48.853 --> 00:23:52.109
a result of the learning experience.

NOTE Confidence: 0.77520293

00:23:52.110 --> 00:23:54.030
Many of these things we might

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00:23:54.030 --> 00:23:54.920
do instinctively, right?

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00:23:54.920 --> 00:23:56.170
And you know, we we.

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00:23:56.170 --> 00:23:58.137
We always are trying new kind of

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00:23:58.137 --> 00:23:59.853
educational approaches and things like that

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00:23:59.853 --> 00:24:01.757
when we're teaching or teaching a class.

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00:24:01.760 --> 00:24:04.084
But it's helpful to understand how our

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00:24:04.084 --> 00:24:06.243
approaches to design of our learning

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00:24:06.243 --> 00:24:08.439
activities connect to the strategies for

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00:24:08.439 --> 00:24:10.560
building an engaged learning community.

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00:24:10.560 --> 00:24:13.080
So how else might we put these

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00:24:13.080 --> 00:24:14.160
strategies into concrete,

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authentic learning activities?

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00:24:15.429 --> 00:24:17.967
We thought we could all brainstorm

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00:24:17.967 --> 00:24:20.544
to fill in the DVD's that should

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be determined notes in the last

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column on this table and to share

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00:24:24.921 --> 00:24:26.403
activities that may support and be

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aligned with each of these four

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00:24:28.067 --> 00:24:29.163
strategies for setting climate.

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00:24:29.170 --> 00:24:30.880
So if everyone is game,

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00:24:30.880 --> 00:24:31.906
let's move to the next slide.

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00:24:37.980 --> 00:24:39.930
OK, so let's engage in

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this activity together.

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00:24:41.100 --> 00:24:42.460
We'll randomly assign each of

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00:24:42.460 --> 00:24:44.134
you to a breakout room based

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00:24:44.134 --> 00:24:45.670
on one of the four strategies

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00:24:45.670 --> 00:24:47.389
for setting a positive climate.

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00:24:47.390 --> 00:24:49.118
We ask that with your group,

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00:24:49.120 --> 00:24:50.960
you brainstorm ideas for authentic

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00:24:50.960 --> 00:24:53.564
activities you can implement in a class

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00:24:53.564 --> 00:24:55.319
that support your assigned strategy.

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00:24:55.320 --> 00:24:56.830
So just for another example,

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00:24:56.830 --> 00:24:59.112
if I was assigned to the strategy

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00:24:59.112 --> 00:25:01.489
to engender a sense of belonging.

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00:25:01.490 --> 00:25:03.274
One idea for an activity might be to

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00:25:03.274 --> 00:25:05.007
start my class with an icebreaker.

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00:25:05.010 --> 00:25:06.720
This meets the strategy because

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00:25:06.720 --> 00:25:07.746
it encourages relationship,

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00:25:07.750 --> 00:25:08.665
building and trust,

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00:25:08.665 --> 00:25:10.190
and it's an authentic experience

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00:25:10.190 --> 00:25:12.408
that might happen in any meeting and

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00:25:12.408 --> 00:25:13.958
creates real opportunities for gaining

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00:25:14.015 --> 00:25:15.860
familiarity with peers and colleagues.

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00:25:17.960 --> 00:25:20.320
We have a handout that will serve as

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00:25:20.320 --> 00:25:22.658
a reference for you, and it's also a

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00:25:22.658 --> 00:25:23.846
shared document for collaboration.

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00:25:23.850 --> 00:25:25.215
So we're asking that when

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00:25:25.215 --> 00:25:26.580
you get into your group.

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00:25:26.580 --> 00:25:28.180
Just quickly nominate one person.

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00:25:28.180 --> 00:25:29.464
Real relaxed, informal.

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00:25:29.464 --> 00:25:32.198
You know, just one person to note the

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00:25:32.198 --> 00:25:34.828
groups ideas down on the shared document.

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00:25:34.830 --> 00:25:36.290
To access the document,

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00:25:36.290 --> 00:25:38.115
you can navigate to the

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00:25:40.330 --> 00:25:41.108
tinyurl.com/climate setting.

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00:25:41.108 --> 00:25:44.220
We have also put it in the chat.

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00:25:44.220 --> 00:25:45.936
Will also share a PDF of

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00:25:45.936 --> 00:25:46.794
our presentation slides,

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00:25:46.800 --> 00:25:48.210
just in case you want to

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00:25:48.210 --> 00:25:49.898
refer back to the table or

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00:25:49.898 --> 00:25:51.278
any other information there.

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Anybody have any questions?

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00:25:55.660 --> 00:25:59.640
Good. OK, awesome great.

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00:25:59.640 --> 00:26:01.390
So we will have about 8 minutes

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00:26:01.390 --> 00:26:02.560
for the breakout groups.

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00:26:02.560 --> 00:26:03.480
I know it sounds fast,

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00:26:03.480 --> 00:26:04.805
but we're really just jotting

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00:26:04.805 --> 00:26:06.790
our ideas down as a brainstorm.

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00:26:06.790 --> 00:26:09.840
There's no right or wrong idea, right?

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00:26:09.840 --> 00:26:11.600
So about 8 minutes,

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00:26:11.600 --> 00:26:12.770
then we're going to come back

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00:26:12.770 --> 00:26:14.179
and report out to the main room.

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00:26:14.180 --> 00:26:15.578
So leaving I will stay here

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00:26:15.578 --> 00:26:17.099
in the main room and Emily,

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00:26:17.100 --> 00:26:19.164
if you have any questions and will send

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00:26:19.164 --> 00:26:20.930
a blast announcement with the time

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00:26:20.930 --> 00:26:23.429
left near the about the two minute mark.

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00:26:23.430 --> 00:26:23.890
So remember,

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00:26:23.890 --> 00:26:25.040
these ideas can be rough.

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00:26:25.040 --> 00:26:26.732
They do not need to be

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polished or perfect ideas.

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00:26:27.860 --> 00:26:29.444
Our main objective in the activity

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00:26:29.444 --> 00:26:31.829
is just to get everyone making the

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00:26:31.829 --> 00:26:33.529
connections and critically thinking

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00:26:33.529 --> 00:26:35.617
about the instructional approaches that

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00:26:35.617 --> 00:26:37.879
help build and engage certain community.

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00:26:37.880 --> 00:26:40.058
So if Celine will get started,

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thank you so much.

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00:26:41.908 --> 00:26:43.294
It's very good.

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00:26:43.300 --> 00:26:45.585
It's everybody able to access

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00:26:45.585 --> 00:26:47.413
that the collaborative document.

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00:26:52.830 --> 00:26:55.656
OK so I'm gonna just switch

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my screen just real quick.

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This is on the different screen

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'cause the power had gone out.

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00:27:01.720 --> 00:27:03.220
I apologize, hold on one second.

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00:27:05.260 --> 00:27:07.525
So we did make the link that

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00:27:07.525 --> 00:27:08.995
everybody should be able to edit,

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00:27:09.000 --> 00:27:11.212
so you will be directly in this

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00:27:11.212 --> 00:27:12.935
document and the breakout room

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00:27:12.935 --> 00:27:15.385
you're assigned to you will see a

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00:27:15.385 --> 00:27:17.649
title of top of the breakout room.

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00:27:17.650 --> 00:27:18.906
It is random assignment,

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00:27:18.906 --> 00:27:20.790
but it coordinates with the learning

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00:27:20.842 --> 00:27:22.620
environment, building rapport,

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00:27:22.620 --> 00:27:24.360
emotional expression or

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00:27:24.360 --> 00:27:25.520
instructional management.

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00:27:25.520 --> 00:27:27.249
So I'm going to go ahead and

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00:27:27.249 --> 00:27:28.680
open all rooms and asthma,

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00:27:28.680 --> 00:27:30.560
said you'll have about 8 minutes and we'll

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00:27:30.560 --> 00:27:32.457
give you a warning before we come back.

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00:27:32.460 --> 00:27:33.180
But again,

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00:27:33.180 --> 00:27:36.060
please be ready to report your selected that.

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00:27:36.060 --> 00:27:37.588
Selected activities when we

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00:27:37.588 --> 00:27:39.498
return to the main room.

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00:27:39.500 --> 00:27:41.590
Alright.

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00:27:41.590 --> 00:27:44.726
Please go ahead and join the breakout

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00:27:44.726 --> 00:27:47.479
room that you've been invited to.

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00:27:47.480 --> 00:27:48.240
Assign

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00:27:50.330 --> 00:27:52.238
coming up with ideas you know.

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00:27:52.240 --> 00:27:54.268
You're welcome to share those too.

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00:27:54.270 --> 00:27:55.600
Do you wanna start with?

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00:27:58.140 --> 00:28:01.080
With our first group, user friendly content,

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can anybody do user friendly content?

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00:28:08.860 --> 00:28:13.000
That's the learning environment.

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00:28:13.000 --> 00:28:17.770
That was my. Group I had Renee with

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00:28:17.770 --> 00:28:22.142
me and what we discussed was to have

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00:28:22.142 --> 00:28:24.430
an interactive learning environment

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00:28:24.518 --> 00:28:27.894
we should bring in native speakers.

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00:28:27.894 --> 00:28:31.238
For organization, have some clear objectives

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00:28:31.238 --> 00:28:34.310
in the curriculum from the beginning.

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00:28:34.310 --> 00:28:39.182
And for design PowerPoint point slides in

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00:28:39.182 --> 00:28:43.630
both languages would facilitate learning.

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00:28:43.630 --> 00:28:45.615
That's great, and could you

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00:28:45.615 --> 00:28:47.203
explain for the interactivity?

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00:28:47.210 --> 00:28:49.282
Bring in native speakers?

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00:28:49.282 --> 00:28:51.380
And I was just curious what

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00:28:51.380 --> 00:28:52.898
where you were going with that.

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00:28:52.900 --> 00:28:55.360
Make sure I understood.

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00:28:55.360 --> 00:28:59.384
So with that, if these students can meet.

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00:28:59.390 --> 00:29:03.190
The speakers who are.

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00:29:03.190 --> 00:29:07.040
And export and how they?

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00:29:07.040 --> 00:29:09.380
Use the language to express.

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00:29:09.380 --> 00:29:13.185
That would give them an

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00:29:13.185 --> 00:29:16.229
interactive way to learn.

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00:29:16.230 --> 00:29:17.404
Great ideas.

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00:29:17.404 --> 00:29:18.578
Good idea.

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00:29:21.410 --> 00:29:23.168
And I'm just gonna give us

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00:29:23.168 --> 00:29:24.760
play for the PowerPoint thing.

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00:29:24.760 --> 00:29:26.068
Just real quick.

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00:29:26.068 --> 00:29:28.684
I'm just if anybody hasn't learned

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00:29:28.684 --> 00:29:30.808
PowerPoint actually has a feature.

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00:29:30.810 --> 00:29:33.239
Where if you turn on in the

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00:29:33.239 --> 00:29:35.727
presentation and I'm not doing it today,

NOTE Confidence: 0.772467842727273

00:29:35.730 --> 00:29:38.817
somebody could actually have a URL to

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00:29:38.817 --> 00:29:41.411
do lifetime translation of the spoken

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00:29:41.411 --> 00:29:43.799
word to written like closed captioning

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00:29:43.799 --> 00:29:46.094
of whatever language they choose

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00:29:46.094 --> 00:29:48.830
within a set number of languages.

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00:29:48.830 --> 00:29:51.504
It's automated, so you don't have flaws,

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00:29:51.510 --> 00:29:53.298
but it's better than sitting there

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00:29:53.298 --> 00:29:55.190
and not receiving any information.

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00:29:55.190 --> 00:29:58.448
I think, hopefully.

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00:29:58.450 --> 00:30:00.320
Yeah, good point. The point.

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00:30:00.320 --> 00:30:05.290
And David, I'm only I think we're in a group.

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00:30:05.290 --> 00:30:07.310
You also did, UM,

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00:30:07.310 --> 00:30:08.825
user friendly environment.

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00:30:08.830 --> 00:30:11.030
Do you have any other things to add?

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00:30:11.030 --> 00:30:11.640
Other ideas?

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00:30:15.790 --> 00:30:17.116
Talking about gamification,

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00:30:17.116 --> 00:30:19.768
as far as an initial kind

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00:30:19.768 --> 00:30:23.050
of starting activity.

NOTE Confidence: 0.898381407

00:30:23.050 --> 00:30:24.790
I was mentioning so I'm I'm.

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00:30:24.790 --> 00:30:27.436
I'm teaching a class this summer

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00:30:27.440 --> 00:30:29.715
at School of Education and all my

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00:30:29.715 --> 00:30:31.850
students are Chinese and so one of

NOTE Confidence: 0.898381407

00:30:31.850 --> 00:30:34.659
the things that I I I've been looking.

NOTE Confidence: 0.898381407

00:30:34.660 --> 00:30:35.952
I've been taking over.

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00:30:35.952 --> 00:30:37.567
Someone else is learning materials

NOTE Confidence: 0.898381407

00:30:37.567 --> 00:30:39.551
and I notice that a lot of the the

NOTE Confidence: 0.898381407

00:30:39.551 --> 00:30:41.100
the the learning materials come

NOTE Confidence: 0.898381407

00:30:41.100 --> 00:30:42.920
from a Western blot perspective

NOTE Confidence: 0.898381407

00:30:42.920 --> 00:30:45.153
and so I'm looking for and it

NOTE Confidence: 0.898381407

00:30:45.153 --> 00:30:47.923
has to do with game gamified

NOTE Confidence: 0.898381407

00:30:47.923 --> 00:30:50.219
systems and simulation design.

NOTE Confidence: 0.898381407

00:30:50.220 --> 00:30:52.929
And a lot of it taken from his said.

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00:30:52.930 --> 00:30:55.758
Socratic methods and and

NOTE Confidence: 0.927806902380952

00:30:59.420 --> 00:31:00.383
the Greek thought.

NOTE Confidence: 0.927806902380952

00:31:00.383 --> 00:31:02.630
And so I'm trying to find examples

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00:31:02.696 --> 00:31:04.802
in Chinese thinking that would be

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00:31:04.802 --> 00:31:06.760
equivalent to talk about Chinese.

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00:31:06.760 --> 00:31:08.734
How does how does Chinese pedagogy work?

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00:31:08.740 --> 00:31:11.480
How does Chinese gamification work?

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00:31:11.480 --> 00:31:14.064
Not my area of expertise, but I'm learning.

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00:31:14.064 --> 00:31:16.632
I wonder if you can even.

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00:31:16.640 --> 00:31:18.938
In some way, like as appropriate,

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00:31:18.940 --> 00:31:20.714
include the students in that, like.

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00:31:20.714 --> 00:31:22.384
Maybe they can't even provide

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00:31:22.384 --> 00:31:23.720
some input and feedback.

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00:31:23.720 --> 00:31:25.583
That's that's really.

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00:31:25.583 --> 00:31:29.270
That's an assignment. Very good.

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00:31:29.270 --> 00:31:31.634
Do we have anybody else anybody

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00:31:31.634 --> 00:31:34.040
else want to add for that?

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00:31:34.040 --> 00:31:36.170
Area.

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00:31:36.170 --> 00:31:38.074
Otherwise you did anybody

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00:31:38.074 --> 00:31:39.580
do building rapport?

NOTE Confidence: 0.941673366666667

00:31:44.620 --> 00:31:47.818
Yes, Kathy and I had that

NOTE Confidence: 0.941673366666667

00:31:47.820 --> 00:31:52.248
topic and so we talked about.

NOTE Confidence: 0.941673366666667

00:31:52.250 --> 00:31:54.485
Ways of having introductions and

NOTE Confidence: 0.941673366666667

00:31:54.485 --> 00:31:56.720
identifying areas of interest so

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00:31:56.790 --> 00:31:59.060
that people can network together.

NOTE Confidence: 0.941673366666667

00:31:59.060 --> 00:32:02.240
We also talked about.

NOTE Confidence: 0.941673366666667

00:32:02.240 --> 00:32:05.075
Waste threads as an introduction as well.

NOTE Confidence: 0.941673366666667

00:32:05.080 --> 00:32:07.288
We talked about polling as options,

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00:32:07.290 --> 00:32:08.562
especially with live talks,

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00:32:08.562 --> 00:32:10.834
and I'm going to do that with

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00:32:10.834 --> 00:32:12.616
one coming up in three weeks.

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00:32:12.620 --> 00:32:15.368
We also, during a laptop talked

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00:32:15.368 --> 00:32:17.779
about putting questions to help

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00:32:17.779 --> 00:32:20.279
stimulate students to think a

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00:32:20.279 --> 00:32:23.380
little differently and bring other

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concepts into the presentation

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00:32:26.580 --> 00:32:29.660
and maybe some prompts as well to

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help get people to to participate.

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00:32:32.690 --> 00:32:34.130
That's great, I would think too.

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00:32:34.130 --> 00:32:36.202
With polling I mean a couple of things

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00:32:36.202 --> 00:32:39.095
that kind of closes that loop would be

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00:32:39.095 --> 00:32:42.050
one when you're sharing the results.

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00:32:42.050 --> 00:32:45.025
It's kind of like a cohesiveness of.

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Shared understanding or showing gaps in that

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00:32:47.424 --> 00:32:50.225
that can be a like a connector in a way,

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00:32:50.230 --> 00:32:52.086
but also that discussion

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00:32:52.086 --> 00:32:54.406
that wraps around the pole,

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00:32:54.410 --> 00:32:56.366
so bringing it back and wrapping.

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00:32:56.370 --> 00:32:58.055
You know, wrapping that everybody

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00:32:58.055 --> 00:32:59.403
into discussion can really.

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00:32:59.410 --> 00:33:02.770
Build that and strengthen, I agree.

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00:33:02.770 --> 00:33:03.824
Anybody else?

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00:33:03.824 --> 00:33:04.878
Great ideas.

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00:33:07.670 --> 00:33:09.650
Did anyone work on? Looks like

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00:33:09.650 --> 00:33:12.014
we did engendering a sense of

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belonging the emotional progression.

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00:33:16.140 --> 00:33:18.588
Yeah, so we actually had a a pretty

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00:33:18.588 --> 00:33:20.558
good time talking about this.

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00:33:20.560 --> 00:33:21.768
As we said before,

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00:33:21.768 --> 00:33:23.278
just talking about Ice Breakers

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00:33:23.278 --> 00:33:25.378
and getting to know you activities,

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00:33:25.380 --> 00:33:27.744
but also having an agreed upon

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00:33:27.744 --> 00:33:30.332
set of ground rules that everyone

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00:33:30.332 --> 00:33:33.587
works along with to make sure that

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everything everyone feels safe and

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00:33:36.026 --> 00:33:38.536
comfortable in the class and even

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00:33:38.536 --> 00:33:40.384
making sure that for your students

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00:33:40.384 --> 00:33:42.290
that tend to be more introverted

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00:33:42.290 --> 00:33:44.138
or have issues speaking in the

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00:33:44.197 --> 00:33:46.084
classroom that you send things.

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00:33:46.084 --> 00:33:48.567
Ahead of time to give them an

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00:33:48.567 --> 00:33:50.377
opportunity to react to things

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00:33:50.377 --> 00:33:52.900
and you know with some students,

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00:33:52.900 --> 00:33:56.056
sometimes they're like I'm OK with.

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00:33:56.060 --> 00:33:58.636
Engaging via chat or anything like that,

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00:33:58.640 --> 00:34:00.614
but sometimes I I like to send

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stuff so I can be prompted,

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00:34:02.640 --> 00:34:05.118
so just giving them that opportunity

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00:34:05.118 --> 00:34:07.463
and asking them like how do

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00:34:07.463 --> 00:34:09.380
you prefer to communicate.

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00:34:09.380 --> 00:34:13.930
And I think Pamela was talking about.

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00:34:13.930 --> 00:34:15.916
Even though when you're in a

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00:34:15.916 --> 00:34:17.906
live talk session to say OK,

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00:34:17.906 --> 00:34:20.840
not everyone in a group of 50 is

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00:34:20.840 --> 00:34:23.465
going to feel comfortable speaking.

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00:34:23.470 --> 00:34:24.158
But after.

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However,

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give them a chance to have that

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00:34:26.978 --> 00:34:29.120
reflection so that they can share

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00:34:29.120 --> 00:34:31.375
their thoughts in a more cohesive

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00:34:31.375 --> 00:34:33.680
manner so that they can participate

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00:34:33.680 --> 00:34:36.890
in a way that feels safe for them.

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00:34:36.890 --> 00:34:38.180
Yeah, that's great.

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00:34:38.180 --> 00:34:39.764
That's really, really important.

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00:34:39.764 --> 00:34:41.936
I mean, I would think too.

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00:34:41.940 --> 00:34:43.080
You know there might be other.

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00:34:43.080 --> 00:34:46.104
There might be like a variety of of

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00:34:46.104 --> 00:34:48.758
avenues to to that participation,

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00:34:48.760 --> 00:34:50.860
even not just only speaking,

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00:34:50.860 --> 00:34:53.137
right so or presenting in front of the class.

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00:34:53.140 --> 00:34:53.760
I mean,

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00:34:53.760 --> 00:34:55.310
you know there's different kinds

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00:34:55.310 --> 00:34:57.040
of reflection that can be shared.

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00:34:57.040 --> 00:34:58.780
Their you know, exit tickets.

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00:34:58.780 --> 00:35:00.412
There's a like a lot of ways to

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00:35:00.412 --> 00:35:02.118
have that input in that connection.

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00:35:02.120 --> 00:35:03.540
I think it's a great,

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00:35:03.540 --> 00:35:04.948
but I don't really call to me what

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00:35:04.948 --> 00:35:06.110
you're saying. I was fixing the oven.

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00:35:08.500 --> 00:35:10.820
Anybody else have any?

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00:35:10.820 --> 00:35:13.140
I think flings back.

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00:35:13.140 --> 00:35:14.572
Having some connection issues,

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00:35:14.572 --> 00:35:17.026
does anybody else have any comments?

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00:35:17.026 --> 00:35:19.058
Or thoughts on that?

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00:35:21.890 --> 00:35:23.238
OK, and then lastly,

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00:35:23.238 --> 00:35:25.723
we're going to talk about some more

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00:35:25.723 --> 00:35:27.889
ideas for strategies too, but I just

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00:35:27.889 --> 00:35:29.570
wanna I wanna hear from you all first.

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00:35:29.570 --> 00:35:31.554
So and then what about promote a sense

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00:35:31.554 --> 00:35:33.369
of purpose instructional management?

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00:35:33.370 --> 00:35:34.290
Does anybody work on that?

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00:35:34.290 --> 00:35:35.460
I think maybe, maybe not.

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00:35:39.160 --> 00:35:39.888
But some of them,

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00:35:39.888 --> 00:35:41.700
so you know just some of my ideas like

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00:35:41.700 --> 00:35:43.275
just to share something I don't think.

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00:35:43.280 --> 00:35:45.960
I don't think any groups worked on that.

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00:35:45.960 --> 00:35:47.500
You know you might we?

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00:35:47.500 --> 00:35:48.930
We talked about articulating goals,

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00:35:48.930 --> 00:35:50.616
so we might even do an

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00:35:50.616 --> 00:35:51.740
activity around a goal.

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00:35:51.740 --> 00:35:53.440
So accurate activity around

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00:35:53.440 --> 00:35:55.565
making sure that the learning

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00:35:55.565 --> 00:35:57.620
objectives are displayed and shared.

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00:35:57.620 --> 00:36:01.156
That's like one way of guiding that that

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00:36:01.156 --> 00:36:03.868
process and making sure students are

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00:36:03.868 --> 00:36:06.698
rooted in what they're supposed to do.

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00:36:06.700 --> 00:36:10.840
Uhm, so why don't we?

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00:36:10.840 --> 00:36:12.814
Move forward to some more of

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00:36:12.814 --> 00:36:14.980
our examples that I think is

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00:36:14.980 --> 00:36:16.935
Selena still connected or life.

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00:36:16.940 --> 00:36:19.817
I'll do it that we can discuss.

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00:36:19.820 --> 00:36:21.408
So are you OK?

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00:36:21.408 --> 00:36:23.393
Fine connected on my phone.

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00:36:23.400 --> 00:36:25.896
I have the presentation up but if you

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00:36:25.896 --> 00:36:28.559
can pull yours up I can speak through.

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It'll be easier.

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00:36:30.930 --> 00:36:33.408
The presentation up on my phone.

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00:36:33.410 --> 00:36:34.820
One quick second.

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00:36:37.090 --> 00:36:41.230
So hopefully again, this is a little odd.

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00:36:41.230 --> 00:36:43.225
Obviously I'm presenting from my

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00:36:43.225 --> 00:36:45.634
phone and I'm whatever flipping your

NOTE Confidence: 0.79034122

00:36:45.634 --> 00:36:48.084
orientation of how you're seeing my web,

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00:36:48.090 --> 00:36:49.650
my camera preview. But anyway,

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00:36:49.650 --> 00:36:51.648
I wanted to say I did get to hear

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00:36:51.648 --> 00:36:53.685
some of the ideas that were shared,

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00:36:53.690 --> 00:36:54.590
but not all of them,

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00:36:54.590 --> 00:36:56.831
and I wanted to thank you all so much

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00:36:56.831 --> 00:36:59.186
for sharing these ideas that each of

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00:36:59.186 --> 00:37:01.709
us can immediately take away and work

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00:37:01.709 --> 00:37:03.899
into our course design and facilitation.

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00:37:03.900 --> 00:37:06.330
These activities certainly support the proven

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00:37:06.330 --> 00:37:08.999
strategies for setting a positive climate.

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00:37:09.000 --> 00:37:11.704
And for learning and in effort to compliment

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00:37:11.704 --> 00:37:14.079
your hard work and your great ideas,

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00:37:14.080 --> 00:37:16.584
me and I were actually being proactive and

NOTE Confidence: 0.79034122

00:37:16.584 --> 00:37:19.395
wrote down some examples of other authentic

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00:37:19.395 --> 00:37:20.800
activities serving the same purpose.

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00:37:20.800 --> 00:37:22.708
Now some of the ones since I didn't

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00:37:22.708 --> 00:37:24.563
get to hear all of the ones that you

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00:37:24.563 --> 00:37:26.376
shared since I was dealing with my

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00:37:26.376 --> 00:37:29.530
little technical difficulties here.

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00:37:29.530 --> 00:37:31.226
Some of them might have already been shared,

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00:37:31.230 --> 00:37:33.354
but I'm going to just highlight

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00:37:33.354 --> 00:37:36.308
a few of the ones that haven't.

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00:37:36.310 --> 00:37:38.650
Tord creating a user friendly

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00:37:38.650 --> 00:37:39.586
learning environment.

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00:37:39.590 --> 00:37:43.034
You can positively influence the pace and

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interactivity of learning by assigning

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00:37:45.907 --> 00:37:48.553
interactive simulations such as a

NOTE Confidence: 0.79034122

00:37:48.553 --> 00:37:50.317
Pathfinder activity built-in course,

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00:37:50.320 --> 00:37:53.720
plus that guides exploration

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00:37:53.720 --> 00:37:55.420
and understanding,

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00:37:55.420 --> 00:37:57.744
and in establishing trust a part of

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the positive climate, social presence,

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00:37:59.970 --> 00:38:02.430
or building rapport category.

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00:38:02.430 --> 00:38:04.680
Make sure to use students preferred

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00:38:04.680 --> 00:38:05.805
pronouns and names,

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00:38:05.810 --> 00:38:07.380
and learn how to pronounce.

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00:38:07.380 --> 00:38:08.164
Other names,

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00:38:08.164 --> 00:38:10.908
if you haven't looked at a course

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00:38:10.908 --> 00:38:12.460
plus roster lately,

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00:38:12.460 --> 00:38:14.240
there's actually for those students

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00:38:14.240 --> 00:38:16.020
who have opted into recording

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00:38:16.080 --> 00:38:17.780
how their names are pronounced.

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00:38:17.780 --> 00:38:20.132
You can actually listen to how the

NOTE Confidence: 0.79034122

00:38:20.132 --> 00:38:21.508
students pronounce their names

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00:38:21.508 --> 00:38:23.028
in the course plus roster,

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00:38:23.030 --> 00:38:24.926
and that is a wonderful way to build

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00:38:24.926 --> 00:38:27.175
rapport as well as just simply be respectful,

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right?

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00:38:29.690 --> 00:38:32.168
Then let's go ahead and skip

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00:38:32.168 --> 00:38:33.407
toward emotional expression,

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00:38:33.410 --> 00:38:37.234
a sense of belonging that might be addressed

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00:38:37.234 --> 00:38:40.429
by providing valuable and timely feedback

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00:38:40.429 --> 00:38:43.651
from faculty as well as encouraging

NOTE Confidence: 0.900442668888889

00:38:43.739 --> 00:38:46.925
self and peer reviews and reflections.

NOTE Confidence: 0.900442668888889

00:38:46.930 --> 00:38:49.912
Maybe it could be, you know, a blog entry,

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00:38:49.912 --> 00:38:53.510
or it could be a peer assessment evaluation,

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00:38:53.510 --> 00:38:56.330
and that requires requiring the students

NOTE Confidence: 0.900442668888889

00:38:56.330 --> 00:38:59.240
to give informative and constructive.

NOTE Confidence: 0.900442668888889

00:38:59.240 --> 00:39:03.002
Critiques that foster growth and also

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00:39:03.002 --> 00:39:06.250
you might want to establish as a

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part of instructional management and

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00:39:08.314 --> 00:39:11.069
establishing relevance by assigning a

NOTE Confidence: 0.900442668888889

00:39:11.069 --> 00:39:13.607
learning activity to build concept maps

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00:39:13.607 --> 00:39:16.150
where relationships are visualized.

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00:39:16.150 --> 00:39:18.985
Relationships between content areas are

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00:39:18.985 --> 00:39:21.253
visualized or otherwise established.

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00:39:21.260 --> 00:39:22.928
Again, that establishes relevance

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00:39:22.928 --> 00:39:24.179
to the students.

NOTE Confidence: 0.900442668888889

00:39:24.180 --> 00:39:27.115
That's part of your instructional

NOTE Confidence: 0.900442668888889

00:39:27.115 --> 00:39:28.289
management idea.

NOTE Confidence: 0.900442668888889

00:39:28.290 --> 00:39:28.930
And lastly,

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00:39:28.930 --> 00:39:31.490
I'm just go ahead and give the example

NOTE Confidence: 0.900442668888889

00:39:31.562 --> 00:39:34.490
of a classic udl example establishing

NOTE Confidence: 0.900442668888889

00:39:34.490 --> 00:39:36.730
flexibility in student choice,

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00:39:36.730 --> 00:39:38.830
such as allowing the demonstration of

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00:39:38.830 --> 00:39:41.025
learning to be delivered as written

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00:39:41.025 --> 00:39:44.150
text and animation or illustration,

NOTE Confidence: 0.900442668888889

00:39:44.150 --> 00:39:46.060
or even a video submission.

NOTE Confidence: 0.900442668888889

00:39:46.060 --> 00:39:47.975
It helps set that flexibility

NOTE Confidence: 0.900442668888889

00:39:47.975 --> 00:39:49.507
in the learning climate,

NOTE Confidence: 0.900442668888889

00:39:49.510 --> 00:39:50.960
instructional management,

NOTE Confidence: 0.900442668888889

00:39:50.960 --> 00:39:54.585
establishing flexibility in student choice.

NOTE Confidence: 0.5910205

00:39:56.860 --> 00:39:57.340
Mia

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00:39:59.640 --> 00:40:02.097
I think we are open for questions.

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00:40:02.100 --> 00:40:04.420
Does anyone have any questions?

NOTE Confidence: 0.963309624285714

00:40:04.420 --> 00:40:05.500
Wants to discuss anything?

NOTE Confidence: 0.903774645789474

00:40:15.400 --> 00:40:16.976
Do you have any tricks for when you

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00:40:16.976 --> 00:40:18.719
have a large class mastering all

NOTE Confidence: 0.903774645789474

00:40:18.719 --> 00:40:20.339
the pronunciations of peoples names?

NOTE Confidence: 0.77410937875

00:40:24.010 --> 00:40:27.517
I think I don't. That's a good

NOTE Confidence: 0.77410937875

00:40:27.517 --> 00:40:30.390
question. I think a lot of times.

NOTE Confidence: 0.70570081775

00:40:33.040 --> 00:40:35.917
But I think 2. I sorry to

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00:40:35.917 --> 00:40:38.459
somebody else have a suggestion?

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Were you guys able to hear me or?

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Now we do. Silly.

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You weren't hearing me before, OK?

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I think it had connected to my

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home Wi-Fi and then disconnected.

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OK, we heard you all through your slag

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Salina until you turned it over to Villa.

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OK, so with regard to the pronunciation,

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then again, I would encourage people

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to go into the course plus roster.

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And look for that new.

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It's a newer feature, Emily.

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I think you have the link for the CTL

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00:41:08.701 --> 00:41:11.088
blog if you can paste that into the

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00:41:11.088 --> 00:41:13.774
chat that has an entry in the blog

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about that new feature being added in,

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00:41:16.670 --> 00:41:19.810
you can actually search.

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If you go to. The search feature?

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00:41:22.790 --> 00:41:23.348
Excuse me,

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the categories of the blog and just

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search for the word on the page names

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and it'll actually find that blog entry.

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I think too.

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I think it's.

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Respectful, like if if maybe the

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00:41:36.652 --> 00:41:38.430
student has been opted in at.

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It's not on the roster 'cause you look there,

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it's not, they're not.

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You know you have to opt in and actually

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go through the motions to do it.

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It's respectful, you can ask.

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How would you like you know

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me to pronounce this am I am

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I pronouncing it correctly?

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00:41:55.540 --> 00:41:58.100
I think that you know a way to go to

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and then you don't have to overtime.

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Becomes familiar.

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Not the greatest answer, but.

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Anybody else have any? Yes and no.

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Definitely appropriate to ask

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00:42:13.976 --> 00:42:16.246
if you're unsure about anything

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about names about pronouns,

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about comfort level,

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00:42:19.520 --> 00:42:21.280
and just being respectful,

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00:42:21.280 --> 00:42:23.055
and I think having humility

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is a huge piece of that.

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Knowing knowing enough

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to not presume right.

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Yep.

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OK, does anybody else have anything

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they want to share or question? Sure.

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I just saw a hand up.

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I thought yeah I just put it down 'cause

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I love your your acknowledging me.

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00:42:47.980 --> 00:42:51.278
Yeah hi, my name is Maya and as

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00:42:51.278 --> 00:42:53.371
somebody who likes to use that function

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'cause I get all the sorts of ways

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for people to pronounce my name.

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00:42:57.120 --> 00:43:00.282
I do genuinely appreciate when people

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try to say my name separately.

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00:43:03.760 --> 00:43:08.167
My my question that I had was if you're

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already working with students and

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with different people and you haven't

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already introduced your preferred pronouns,

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00:43:15.256 --> 00:43:18.692
how do you include that as part

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of a conversation?

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Or what do you do or like? How do you?

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Go out there.

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00:43:27.260 --> 00:43:30.706
So. One of the things that I

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want to emphasize is that.

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These are fantastic questions.

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00:43:34.344 --> 00:43:36.655
Number one, they are garnered

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more toward a justice equity,

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00:43:39.080 --> 00:43:40.528
diversity and inclusion type

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00:43:40.528 --> 00:43:41.936
workshop through idea. However,

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00:43:41.936 --> 00:43:44.780
that also happens to be one of my passions.

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00:43:44.780 --> 00:43:46.154
I'm speaking to my phone and

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00:43:46.154 --> 00:43:47.460
I'm looking at the camera.

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00:43:47.460 --> 00:43:50.810
I'm on two things here, sorry.

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00:43:50.810 --> 00:43:54.070
But the The thing is,

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00:43:54.070 --> 00:43:57.510
is that it it really stems from humility,

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00:43:57.510 --> 00:43:59.798
and if you are the one who wants

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00:43:59.798 --> 00:44:01.830
to introduce it, that is on you.

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I mean, it is perfectly.

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Acceptable and becoming?

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It's always acceptable.

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You should never.

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You should never feel less than and if

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you want to say for instance myself.

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00:44:16.310 --> 00:44:17.270
If I say hi,

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00:44:17.270 --> 00:44:19.790
I'm Celine she her and then continue talking.

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That's one way if you're curious about

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how somebody else wants to be referred to,

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that's different.

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00:44:24.506 --> 00:44:26.846
Some people really just don't

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00:44:26.846 --> 00:44:29.078
want to even have any labels,

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and that's the whole thing

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that I've really grown to learn

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00:44:32.133 --> 00:44:33.463
over the past few years.

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00:44:33.470 --> 00:44:36.160
And my deeper understanding of

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00:44:36.160 --> 00:44:38.850
Jedi practices is that just

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00:44:38.949 --> 00:44:41.269
because of the fact that.

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I want to be.

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Cognitive I want to be friendly.

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00:44:45.520 --> 00:44:47.059
I want to be this and I want to

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use the right pronouns.

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I want to use the right pronunciations.

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00:44:49.840 --> 00:44:51.464
There's other people who are like I don't.

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00:44:51.470 --> 00:44:53.114
I don't want labels so I

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if you send me an email,

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00:44:54.920 --> 00:44:58.056
I'll send you some great resources with

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00:44:58.056 --> 00:45:01.258
some tips for addressing just that.

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00:45:01.260 --> 00:45:02.092
And again,

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it's really about respecting others

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and also respecting yourself.

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Thank you so much.

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So it's time to wrap up.

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I don't want to keep anybody late.

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Thank you everyone for

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all your participation.

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00:45:17.660 --> 00:45:19.330
You've done some wonderful brainstorming.

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We really appreciate the effort and

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00:45:20.722 --> 00:45:22.439
have come up with some great ideas.

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00:45:22.440 --> 00:45:24.588
So thank you and great questions.

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00:45:24.590 --> 00:45:27.548
I hope that the characteristics and

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00:45:27.548 --> 00:45:29.820
the guidelines discussed today are

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00:45:29.820 --> 00:45:32.718
provide some assistance and some help.

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00:45:32.720 --> 00:45:34.244
In developing the physical,

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00:45:34.244 --> 00:45:35.387
you know emotional,

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00:45:35.390 --> 00:45:37.178
social and structural strategies

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needed to set a positive climate

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00:45:39.932 --> 00:45:42.337
for an engaged classroom community.

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And I also want to say thanks

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for coming today.

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00:45:45.840 --> 00:45:47.541
I am wondering though how did it

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00:45:47.541 --> 00:45:49.633
feel to work as individuals and as

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00:45:49.633 --> 00:45:51.258
teams on our planned activities.

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00:45:51.260 --> 00:45:53.636
Were you interested where you invested?

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Were you making the efforts

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to contribute and to learn?

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00:45:56.780 --> 00:45:59.705
And did Mia and I set a positive climate

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00:45:59.705 --> 00:46:01.910
for you? We tried to be organized.

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00:46:01.910 --> 00:46:03.644
We tried to establish a positive

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00:46:03.644 --> 00:46:05.711
tone and build trust with you and

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00:46:05.711 --> 00:46:07.415
encourage you to continue that way

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00:46:07.415 --> 00:46:10.052
with each other where we respectful as

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00:46:10.052 --> 00:46:12.680
as you participated in the workshop.

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00:46:12.680 --> 00:46:14.584
We want to know so feel free

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00:46:14.584 --> 00:46:16.080
to email us directly.

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00:46:16.080 --> 00:46:18.082
Emily is provided our emails in the

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00:46:18.082 --> 00:46:20.108
chat and then also on the screen.

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00:46:20.110 --> 00:46:22.610
We're always looking for feedback.

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00:46:22.610 --> 00:46:24.451
We're also going to be sending up

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00:46:24.451 --> 00:46:26.660
a follow up email to actually all

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00:46:26.660 --> 00:46:29.170
registrants to with links to today's slides,

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00:46:29.170 --> 00:46:31.430
the recording and an evaluation,

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00:46:31.430 --> 00:46:33.257
and we really appreciate it if you

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00:46:33.257 --> 00:46:35.610
might take a few moments to complete it.

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00:46:35.610 --> 00:46:39.998
So thanks everybody. Have a great day.