WEBVTT 1 00:00:04.230 --> 00:00:18.210 Amy Pinkerton: Alright. So welcome to the session. Our first teaching toolkit session of the fall term. My name is Amy Pinkerton and I'm an instructional designer at the Center for Teaching and Learning 2 00:00:18.779 --> 00:00:31.500 Amy Pinkerton: And today we're going to be talking about how to use zoom tools and features to promote active learning. So with zoom comes a lot of tools and features like polls breakout rooms. 3 00:00:32.400 --> 00:00:39.480 Amy Pinkerton: Annotation and screen sharing and sometimes it can be difficult to actually determine when and how to use these features. 4 00:00:39.900 --> 00:00:50.730 Amy Pinkerton: So I'm going to focus on the pedagogical aspects of Salem and then I'm also joined today by some colleagues from BTL who will be able to answer some of the more technical questions. 5 00:00:51.690 --> 00:01:02.490 Amy Pinkerton: If you do have any questions, please post them in the chat. Thank you. Me LM for monitoring today's chat room and let's dive right in. So for our very first 6 00:01:03.180 --> 00:01:20.400 Amy Pinkerton: Activity. We're going to use breakout rooms. So for those of you who are unfamiliar with breakout rooms zoom allows the possibility for participants. So if you're teaching a class with your students to break into small groups and these are used for small group discussions typically 7 00:01:21.450 --> 00:01:29.700 Amy Pinkerton: For this particular activity you're going to be broken into a number of groups and once you're in your small group. 8 00:01:30.390 --> 00:01:38.310 Amy Pinkerton: You'll identify one person who will be your, your groups spokesperson, who will then share out to the rest of us your group results. 9 00:01:38.820 --> 00:01:53.850 Amy Pinkerton: And within your small group you're going to answer the following question. What word comes to mind when you think of the term active learning. So that's the question that your group will be answering. So I'm going to go ahead and break you into groups. 10 00:01:59.070 --> 00:02:01.530 Amy Pinkerton: And you'll have two minutes to 11 00:02:01.530 --> 00:02:07.500 Amy Pinkerton: Answer the question, what word comes to mind when you think of active learning 12 00:02:14.310 --> 00:02:17.160 Amy Pinkerton: Alright, you should have instructions to join your group. 13 00:02:54.180 --> 00:02:57.570 Amy Pinkerton: It looks like some of you have not joined here small group yet. 14 00:02:59.940 --> 00:03:04.410 Amy Pinkerton: I believe you should have the option to trying to regional in your group. 15 00:03:10.920 --> 00:03:19.260 Paul Gaist: Where's the actual command. If I'm teaching a class where is actually the command to create the breakout rooms. 16 00:03:19.500 --> 00:03:29.580 Amy Pinkerton: Oh, that's a great question. So to create the breakout rooms. What you're going to do is, so first you have to enable breakout rooms as your 17 00:03:30.990 --> 00:03:47.430 Amy Pinkerton: As your in your meeting settings. Once you've enabled those breakout rooms, then the option will actually appear in the bottom right corner of your control panel. Now your participants won't see like you and any co hosts will be able to see that option. 18 00:03:52.440 --> 00:03:55.680 Paul Gaist: And I'm seeing six people. Does that mean I'm in my breakout room now. 19 00:03:56.730 --> 00:04:01.170 Amy Pinkerton: We're actually in the main room. Still, but actually I think we can go ahead and 20 00:04:02.310 --> 00:04:22.290 Amy Pinkerton: And use this as an example for small groups, so we can certainly discuss the question that was proposed to our small groups. So, which is what word comes to mind when you think of active learning. So I'd like to hear from you what what words do you think of when you think of active learning 21 00:04:24.000 --> 00:04:25.380 Mia Lamm: I think I've been gauge 22 00:04:27.120 --> 00:04:28.230 Amy Pinkerton: Okay, so I'll take that one. 23 00:04:30.660 --> 00:04:31.260 Amy Pinkerton: Anyone else 24 00:04:39.930 --> 00:04:41.040 Lu Yang: Interaction 25 00:04:44.550 --> 00:04:46.590 Amy Pinkerton: Interaction. Yeah, that's a good one. 26 00:04:48.990 --> 00:04:50.820 Amy Pinkerton: So engaged in traction 27 00:04:52.170 --> 00:04:53.670 Amy Pinkerton: Any other words that come to mind. 28 00:04:54.330 --> 00:04:55.320 Participation 29 00:04:56.580 --> 00:04:58.080 Amy Pinkerton: Participation, very good. 30 00:05:00.720 --> 00:05:09.060 Amy Pinkerton: Yes. And it looks like some folks from the other rooms have started to join. So I'll wait for everyone to come back. They saw 35 seconds left to 31 00:05:09.840 --> 00:05:20.490 Amy Pinkerton: Complete their small group discussions, but so far we've had some really good birds come up. So we had engaged participation discussion. So those are all really great words that come to mind. 32 00:05:29.520 --> 00:05:33.060 Amy Pinkerton: So 12 more seconds. We'll wait for everyone to join us. 33 00:05:41.250 --> 00:05:47.790 Amy Pinkerton: I think everyone should know be back in the main session. Welcome back everybody. 34 00:05:48.630 --> 00:06:06.510 Amy Pinkerton: So, so for the our small group discussion, you talked about what word comes to mind when you think of the term active learning and for the second half of this activity. We're actually going to instead of sharing out using, say, a 35 00:06:08.250 --> 00:06:20.370 Amy Pinkerton: I could have you verbally share what your groups came up with or post in the chat. But instead, I'm going to have you test. Another zoom tool, which is the annotation tool. Let me pull back my PowerPoint flat back out. 36 00:06:22.290 --> 00:06:22.830 Amy Pinkerton: Okay. 37 00:06:24.570 --> 00:06:36.000 Amy Pinkerton: And then each of you should have each group should have a spokesperson, who will write their, their group word on the PowerPoint screen using annotation. Let me pull up the screen. 38 00:06:36.660 --> 00:06:46.020 Paul Gaist: Or ask you a quick question while you're while you're doing now you're sharing your screen, is it possible when you're doing your commands to share your screen so you can see 39 00:06:46.380 --> 00:06:54.060 Paul Gaist: What you're clicking on because from the instructors point of view, that's kind of the dashboard, we're needing to learn. I thought 40 00:06:55.140 --> 00:06:56.190 Amy Pinkerton: Yes, so 41 00:06:56.970 --> 00:07:07.920 Amy Pinkerton: So from within. Zoom. Unfortunately, I can't show the host settings, while I'm sharing my screen that's just a limitation of zoom, but we certainly have a lot of 42 00:07:09.510 --> 00:07:21.030 Amy Pinkerton: training materials on the what buttons specifically to push for which tools. So, and after this after this workshop will be I'll share with you a number of resources, including 43 00:07:21.780 --> 00:07:28.320 Amy Pinkerton: The resources on how to actually use each of these tools and where where to go to set them up and also what buttons to push 44 00:07:28.620 --> 00:07:28.890 To 45 00:07:30.000 --> 00:07:30.450 Amy Pinkerton: Thank you. 46 00:07:32.250 --> 00:07:42.150 Amy Pinkerton: Alright, so, so for those of you. So for each group, you should have a again, you should have a spokesperson, and you're actually going to annotate your word on to this. 47 00:07:42.210 --> 00:07:42.780 Amy Pinkerton: Slide 48 00:07:42.810 --> 00:07:51.390 Amy Pinkerton: Using the annotation tool. So what you're going to do is you should see a green bar that shows that says you are seeing it was shared screen. 49 00:07:51.780 --> 00:07:59.460 Amy Pinkerton: And on next to that green bar there should be a button that says View Options and from there you should have an option to annotate 50 00:08:00.180 --> 00:08:14.040 Amy Pinkerton: Once you click on annotate you'll see this bar of this tool bar with various annotation tools. So I recommend for this activity using the text tool and you're actually going to click on 51 00:08:14.940 --> 00:08:30.360 Amy Pinkerton: anywhere within your box. So each each group was numbered hand write your response. If you don't remember your box number. That's okay. I don't. I assume that many of you probably did not take note of your group number. So just find an empty box. 52 00:08:31.410 --> 00:08:32.280 Tara Sanguinette: Hi, Amy. 53 00:08:32.580 --> 00:08:43.830 Tara Sanguinette: Yes, the annotation option does not appear when I click the View Options drop down. All I have is Zoom ratio request remote control or side by side mode. 54 00:08:45.480 --> 00:08:47.130 Amy Pinkerton: Okay. Oh, here we go, let's 55 00:08:48.720 --> 00:08:57.810 Amy Pinkerton: That's actually good learning moment. So you, it looks like you have to enable annotation for others. So I just enabled annotations. So you now should be able to annotate 56 00:08:58.500 --> 00:09:02.160 Amy Pinkerton: And that's a good point. So whenever you do using these tools in your class. 57 00:09:03.210 --> 00:09:11.970 Amy Pinkerton: Be sure to look to see what tools, need to be enabled versus which ones are enabled by default. So, for example, annotation is a tool that needs to be enabled. 58 00:09:13.350 --> 00:09:17.730 Amy Pinkerton: Alright. So, looks like we have some folks, putting in their responses. 59 00:09:18.900 --> 00:09:28.530 Doona Strobino: So Amy, I'm new to the group, but I don't know which group I joined a little bit late, so I don't. I have not been enabled for an annotation. 60 00:09:29.820 --> 00:09:30.090 Amy Pinkerton: Oh, 61 00:09:30.750 --> 00:09:36.120 Doona Strobino: I don't know whether that is because I joined late or or what 62 00:09:36.660 --> 00:09:44.490 Amy Pinkerton: Um, well, I just enabled it. So if you if if you could, could you try clicking on The View Options and seeing if it's now listed 63 00:09:45.660 --> 00:09:46.140 Doona Strobino: It's not 64 00:09:48.750 --> 00:09:49.200 Amy Pinkerton: Once 65 00:09:54.930 --> 00:09:59.130 Amy Pinkerton: It says, everyone should be able to annotate so I'm not sure. 66 00:10:01.170 --> 00:10:02.010 Amy Pinkerton: Why you can 67 00:10:03.690 --> 00:10:05.070 Doona Strobino: Watch what other people are doing. 68 00:10:05.100 --> 00:10:07.710 Amy Pinkerton: It's fine. Okay. All right. Sorry about that. 69 00:10:14.040 --> 00:10:30.300 Amy Pinkerton: Alright, so we have some really good words coming up in our annotations, including I'm seeing a lot of participation or participatory I'm seeing a lot of engaged or engagement and then also critical thinking. 70 00:10:31.980 --> 00:10:41.370 Amy Pinkerton: All right, very good. I'll give it. I'll give you about 10 more seconds for those remaining groups to enter their, their terms and their Fox. 71 00:10:42.060 --> 00:10:48.810 Paul Gaist: Me when people enter their comments are you as the instructor able to see who is entering what comments or no. 72 00:10:50.400 --> 00:10:59.220 Amy Pinkerton: So on this in the annotation view. I can see as they're typing their name will pop up, but I can't actually go back and see who typed what 73 00:11:00.330 --> 00:11:09.630 Amy Pinkerton: So, for example, it looks like Stan Becker his inbox six right now, but I can't see once they click off. I can't see who annotated with 74 00:11:16.950 --> 00:11:19.170 Doona Strobino: Some examples of when you use this tool. 75 00:11:19.680 --> 00:11:30.720 Amy Pinkerton: Sure. So I ain't so when you you're using the annotation tool. A lot of times it's whenever you want to either collect information like today. I'm collecting information from you. 76 00:11:31.410 --> 00:11:42.630 Amy Pinkerton: To get you starting to think about this term. You can also use annotation tool, whenever you want your students to solve a problem if there's like a clear step by step process. 77 00:11:43.050 --> 00:11:54.240 Amy Pinkerton: Or if you're working collaboratively collaboratively on some kind of information or data set. So in this example, you're Annotating a slide but 78 00:11:55.650 --> 00:11:58.050 Amy Pinkerton: There are other other 79 00:11:59.550 --> 00:12:13.290 Amy Pinkerton: Methods or assessments that you might use your activities that you might use this tool and as well. Another example would be if you have students they completing like a math problem or marking a graph or a chart. 80 00:12:14.130 --> 00:12:15.510 Amy Pinkerton: Thank you. Yes. 81 00:12:15.840 --> 00:12:25.410 Brian Klaas: I can give another example I've seen used in some classes, you just bring up a plain old whiteboard or playing PowerPoint slide you draw an X axis on it and you do a quick SWOT analysis right 82 00:12:25.800 --> 00:12:28.770 Brian Klaas: Here's a theory. Here's a framework here is an approach or an intervention. 83 00:12:29.040 --> 00:12:38.100 Brian Klaas: And let's I'll do a quick SWOT analysis on there and students can all just type in, you know, the strengths, weaknesses, opportunities and threats on the screen, very quickly and very easily. 84 00:12:38.370 --> 00:12:43.140 Brian Klaas: Taking, you know, three to four minutes to do that out of your class, you can get some really rich discussion from that. 85 00:12:45.090 --> 00:12:46.710 Amy Pinkerton: That's a great example. Thank you. 86 00:12:47.820 --> 00:12:52.710 Paul Gaist: And your instructor and you do something like this or you do something like what Brian just suggested 87 00:12:53.010 --> 00:12:57.720 Paul Gaist: Are you able to then as the instructor, save it and then come back to it later in the session. 88 00:12:58.320 --> 00:13:12.270 Amy Pinkerton: So I, I don't believe annotations are saved within the session. So the way that I've seen annotations captured is using a screen capture tool like the Snipping Tool on on you're on a PC. 89 00:13:13.710 --> 00:13:18.870 Amy Pinkerton: Hello. However, if you're using. So, for example, right now I have I'm having you annotate a PowerPoint. 90 00:13:19.620 --> 00:13:30.510 Amy Pinkerton: If the instructor was the only one doing the annotations and it's within PowerPoint. Then if you use the PowerPoint annotation tool, not the zoom annotation tool, then you can save those 91 00:13:31.140 --> 00:13:40.830 Amy Pinkerton: Directly into the PowerPoint presentation. The only limit there is that that's only on the instructor side. So the students can annotate directly via PowerPoint. 92 00:13:42.540 --> 00:14:00.330 Tara Sanguinette: So Amy, at the top of our toolbar, the annotation tool bar at the very right of that bar. There's a safe option. So are we able to save it, then if you're not able to, because there is a save option when you click on it, it says Save to folder. 93 00:14:02.550 --> 00:14:10.950 Amy Pinkerton: I'm going to pass that question on to our technologists lean green ASLEEP. YOU MIGHT report familiar with the technology side. 94 00:14:11.250 --> 00:14:20.580 Celine Greene: Actually when I'd love to do is I'd like to keep this straight to the pedagogical uses of it, and then we'll how tos. And I'm saying will send a follow up that links to 95 00:14:20.970 --> 00:14:32.790 Celine Greene: Specific things and you can always email me back. I'll have my email address on that follow up email for the specific how tos. Because again, some of this. It's hard for me to remember 96 00:14:32.820 --> 00:14:34.320 Celine Greene: Everything pedagogy plus 97 00:14:34.320 --> 00:14:40.050 Celine Greene: Everything but again it just takes practice. The more you use it, the more familiar, it's going to be and 98 00:14:41.040 --> 00:14:44.400 Celine Greene: Just like again with that view drop down option you have to first 99 00:14:44.670 --> 00:14:54.000 Celine Greene: Make sure that annotation to allow people to annotate and then you also when you're with the students. You have to make sure that they can even find the word annotate it's only after you they click View. 100 00:14:54.480 --> 00:15:01.110 Celine Greene: annotate that the annotation toolbar will pop up and separate a pop up until then. So again, all these little things. Let's go ahead and 101 00:15:02.850 --> 00:15:04.770 Celine Greene: Do that, in the follow up email that's okay. 102 00:15:05.370 --> 00:15:19.170 Amy Pinkerton: That's perfect. Thank you. Selina and actually that well leads me to my next point. So I'm also a lot of you, your small groups you came up with a lot of really great suggestions. So you came up with things like engagement, participation critical thinking. 103 00:15:20.250 --> 00:15:25.920 Amy Pinkerton: Talking doing discussing. So those are all great. Which leads me to my next point, which is 104 00:15:28.950 --> 00:15:43.770 Amy Pinkerton: Turn off annotations, which is actually defining active learning, which is any learning experience that requires student participation beyond passively listening to an instructor's lecture and possibly taking notes. 105 00:15:44.220 --> 00:15:58.230 Amy Pinkerton: So, for example, what we just, we just engaged in would be considered active learning because I had you discuss in a small group, a term and then come back and share with each other what you thought about that term. 106 00:16:00.210 --> 00:16:09.870 Amy Pinkerton: So student engagement is required in the learning process when it comes to active learning. And again, this is activities like writing 107 00:16:10.290 --> 00:16:22.800 Amy Pinkerton: Discussing or evaluating something and also calculating and problem solving. So all of those activities are considered types of active learning. And again, the key here is that the students are 108 00:16:22.800 --> 00:16:24.330 Amy Pinkerton: Engaging actively 109 00:16:24.630 --> 00:16:25.980 Amy Pinkerton: In the learning process. 110 00:16:27.060 --> 00:16:35.250 Amy Pinkerton: And one of the best the one of the benefits of this is that your activities can tie directly to your course learning objectives. 111 00:16:36.210 --> 00:16:46.920 Amy Pinkerton: So why is that important. Well, the ultimate goal of teaching, of course, is to prepare students to successfully accomplish their learning outcomes or their academic goals. 112 00:16:47.490 --> 00:16:54.660 Amy Pinkerton: So as I mentioned, the active learning activities can tie directly to your learning objectives and 113 00:16:55.140 --> 00:17:13.290 Amy Pinkerton: Research shows that when teaching strategies employee these active learning techniques in their classes that the they are more effective than traditional lecturing when it comes to students achieving those learning outcomes that benefit of active learning 114 00:17:14.790 --> 00:17:26.610 Amy Pinkerton: So now we're actually going to go on to our second activity which is do you were going to do a quick poll that asks do you use active learning strategies in your teaching 115 00:17:27.090 --> 00:17:34.530 Amy Pinkerton: And I suspect that many of you already use a lot of active learning strategies. So I'm going to open up a quick poll. 116 00:17:36.960 --> 00:17:50.970 Amy Pinkerton: And in this case, I already created the pole in advance. So I was able to just quickly pull it up. Now if you're in a live session and you think, Oh, this would be a great place to enter a poll question. 117 00:17:51.330 --> 00:18:00.450 Amy Pinkerton: Then you are, you do have the ability to add poll questions during the live session, but I always recommend that you if you're going to use polls, you can set them up ahead of time. 118 00:18:05.160 --> 00:18:09.270 Amy Pinkerton: All right, I'll give you two more seconds to fill out the poll 119 00:18:10.170 --> 00:18:12.210 Doona Strobino: Amy, can you use polls and lectures. 120 00:18:13.830 --> 00:18:15.870 Amy Pinkerton: Within. How do you mean 121 00:18:16.860 --> 00:18:27.630 Doona Strobino: Well, so for example, I was just thinking about my second term course where I usually ask questions and it'll and a lecture that I do on vital statistics. 122 00:18:28.170 --> 00:18:29.100 Doona Strobino: And I asked. 123 00:18:29.460 --> 00:18:33.990 Doona Strobino: Students to tell me what vital events are and 124 00:18:35.250 --> 00:18:47.790 Doona Strobino: So what I was planning to do was to ask that question in the lecture because I i know i have to do some lectures, rather than active lectures, ask that question. Pause 125 00:18:48.630 --> 00:18:56.910 Doona Strobino: I'm having think about a response, I could ask them to write it down. But I wondered if I could, at that point, pause and ask them to 126 00:18:58.590 --> 00:19:02.250 Doona Strobino: Write suggestions in a pole or open ended poll 127 00:19:03.270 --> 00:19:10.170 Celine Greene: Donna, but to just interject here at the polling feature in Zoom is limited to multiple choice only 128 00:19:10.320 --> 00:19:11.100 Doona Strobino: At it. Okay. 129 00:19:11.160 --> 00:19:26.610 Celine Greene: So it's either one or many, but it is multiple choice only however zoom does screen sharing, which are like me will get to. And if you use something like Poll Everywhere tool which allows for open ended responses. You can do that during your zoom session. Also, or 130 00:19:27.090 --> 00:19:28.680 Doona Strobino: When I was thinking more about 131 00:19:28.740 --> 00:19:29.700 Doona Strobino: Sort of having 132 00:19:31.500 --> 00:19:44.280 Doona Strobino: Them part sort of blended learning with a lecture and then opening up a session for discussion with questions and that will actually will already happened before we open up the discussion. 133 00:19:47.610 --> 00:19:51.180 Celine Greene: Even is a quiz feature and course plus and everything else. I mean, there's 134 00:19:51.630 --> 00:19:55.380 Celine Greene: A lot of other tools, but again zooms polls are limited to only multiple choice. 135 00:19:55.710 --> 00:19:57.660 Doona Strobino: Okay. And you can do that and Fernando as well. 136 00:20:00.690 --> 00:20:17.640 Celine Greene: Okay so panoptic has a lot of really neat features that aren't actually explored all the way and I am not at liberty to teach those to you right now, but you can definitely turn your questions toward the instructional technology team if that's okay. But I can always help you. I 137 00:20:17.640 --> 00:20:18.720 Doona Strobino: Know, I can do that. Thanks. 138 00:20:20.280 --> 00:20:20.910 Amy Pinkerton: Thank you. 139 00:20:21.540 --> 00:20:23.760 Amy Pinkerton: Alright. So looking at our poll results. 140 00:20:24.240 --> 00:20:25.380 Amy Pinkerton: You should see 141 00:20:27.840 --> 00:20:36.120 Amy Pinkerton: See, I'm going to share with the results. So it looks like many of you are good news, many of you do already use active learning strategies and your teaching was 142 00:20:36.330 --> 00:20:41.880 Amy Pinkerton: Some of you are not sure someone said, No, but I'm hoping that after this workshop that might change. 143 00:20:42.510 --> 00:20:47.130 Amy Pinkerton: But I'd like to take a moment, since so many of you to use active learning strategies. 144 00:20:47.610 --> 00:21:01.230 Amy Pinkerton: To give you a moment to share what is working well in your course. So, and for this. We're going to use the raise hand feature in zoom. So if you're comfortable and you'd like to share just want for one minute. 145 00:21:01.770 --> 00:21:16.560 Amy Pinkerton: Share what you're doing in your class that's working really well. Please go to you're going to click on participants and you should see a blue raise hand button to indicate that you're willing to share something that's working really well in your class. 146 00:21:18.780 --> 00:21:20.340 Amy Pinkerton: So, do I have any volunteers. 147 00:21:30.720 --> 00:21:35.100 Amy Pinkerton: am looking at the participants don't look like anyone has raised their hand. 148 00:21:39.420 --> 00:21:41.760 Amy Pinkerton: It looks like Stan Becker you've raised your hand. 149 00:21:44.640 --> 00:21:45.840 stan becker: 123123 150 00:21:46.380 --> 00:21:46.740 Yes. 151 00:21:47.910 --> 00:21:57.330 stan becker: We have debates in my class and the students really liked it and they have to prepare for it and everything. I'm not sure if that's what you meant, but certainly is is active learning. Thank you. 152 00:21:57.870 --> 00:22:05.820 Amy Pinkerton: Yes, that's a great, that's a great example. So debates student debates are one of those things that can be difficult to transition from in person to online. 153 00:22:06.600 --> 00:22:14.310 Amy Pinkerton: But one way that you could do a student debate would be either a small group or you could keep students in a large group in the main room. 154 00:22:14.700 --> 00:22:23.820 Amy Pinkerton: And if you just have to students to be getting at one, but some. That's great. Thank you. And then I think I saw another hand grazed. Let me see. Oh, no. 155 00:22:24.360 --> 00:22:39.000 Amy Pinkerton: Looks like they unraced their hand. Alright, so, um, so, yeah. So debate is a good example. Other examples that I've seen a lot of classes use what's called a think, pair, share where students might break into pairs are very small groups. 156 00:22:39.570 --> 00:22:51.090 Amy Pinkerton: Thinking about a concept and then share out similar to what we did in our first activity. So there are a lot of ways that you can build in active learning strategies into your courses. 157 00:22:52.470 --> 00:23:02.340 Amy Pinkerton: And I think with the zoom the biggest difficulty isn't necessarily identifying an activity, but thinking about how to actually do that activity in a virtual setting. 158 00:23:03.060 --> 00:23:05.550 Amy Pinkerton: Which we'll talk about in them in a moment, but 159 00:23:05.580 --> 00:23:06.030 Amy Pinkerton: Thank you. 160 00:23:09.000 --> 00:23:24.840 Amy Pinkerton: So when you're actually implementing an active learning activity in, zoom, there's some considerations that you need to think about an interest before you actually create the activity. So these considerations include things like your learning goals or goals. 161 00:23:25.890 --> 00:23:38.340 Amy Pinkerton: You, your class size the required time and resources needed to actually do the activity. And then finally, the technology tools available. So we're going to look at these in more detail. 162 00:23:42.420 --> 00:23:56.580 Amy Pinkerton: So it's the learning goal. The ultimate goal of your instruction, again, is to prepare students to achieve their learning goals or their learning objectives. So when you're designing an activity. Think about how does this activity. 163 00:23:58.260 --> 00:24:08.640 Amy Pinkerton: Either compliment or help your students achieve those learning goals. So, identify what learning objectives you hope to support and achieve through the activity. 164 00:24:10.920 --> 00:24:17.220 Amy Pinkerton: Next consider your class size. So, and this has to do with scalability of your activity. 165 00:24:17.610 --> 00:24:29.850 Amy Pinkerton: So you want to make sure that you design an activity that's appropriate to your class size. So, for example, our first activity was originally not didn't include a breakout room. So that was added later. 166 00:24:30.540 --> 00:24:37.830 Amy Pinkerton: It was originally I was going to originally have each participant annotate the slide individually, and that was 167 00:24:38.370 --> 00:24:44.040 Amy Pinkerton: That activity was designed when there were only about 20 participants total. So, but 168 00:24:44.340 --> 00:24:54.450 Amy Pinkerton: At the end of last week I went in and checked in. There were 50 participants and I thought, oh 50 that might be that might be too much and might become too cluttered that 50 individuals. 169 00:24:55.290 --> 00:25:10.740 Amy Pinkerton: Annotating a single slide. So that's why I altered the activity, the better mash the, the size of the participant pool. So instead of having 50 people annotate I had 15 people annotate so think about how does your activities fail. 170 00:25:11.250 --> 00:25:15.330 Amy Pinkerton: For either a small amount of participants or a large amount of participants. 171 00:25:18.750 --> 00:25:28.950 Amy Pinkerton: And then next. Think about the required time and resources that you need to actually complete the activity. So for time. You want to not only include 172 00:25:29.850 --> 00:25:45.990 Amy Pinkerton: The time it takes to do the activity. So, say, two minutes for breakout room, but also the setup time beforehand and the follow up time afterwards. And then I always had a little bit of wiggle room in case there's any technical difficulties or if you have any questions. 173 00:25:47.250 --> 00:25:55.320 Amy Pinkerton: For other resources, think about things like handouts tools needed and then also what kind of support. Do you need 174 00:25:55.800 --> 00:26:04.230 Amy Pinkerton: And that could be supported from say a teaching assistant or a co faculty or colleague. So a good example is I have my colleague neelam 175 00:26:04.770 --> 00:26:14.700 Amy Pinkerton: Supporting this session through the chat. And then also, my colleagues, Brian classes lean green available to answer technical questions. So in that regard, they're here for 176 00:26:15.480 --> 00:26:25.560 Amy Pinkerton: As a resource to help facilitate the workshop. So these are things that you should think about before you think about or as you're developing an activity. 177 00:26:29.730 --> 00:26:37.500 Amy Pinkerton: And then finally, to think about your technology tools available. And this is, again, particularly important for virtual sessions and zoom 178 00:26:37.950 --> 00:26:51.060 Amy Pinkerton: That you not only are familiar familiarize yourself with the zoom tools and options are available, but also being able to decide to determine which tool is the best option for you and your students. 179 00:26:51.960 --> 00:27:01.680 Amy Pinkerton: So for example, let's say, we'll use annotation tool so zoom has an annotation tool but PowerPoint also has an annotation tool. 180 00:27:02.190 --> 00:27:09.480 Amy Pinkerton: So if you're looking at these two tools and you're thinking, okay, what are the needs of my class, you might choose one over the other based on your needs. 181 00:27:10.170 --> 00:27:21.690 Amy Pinkerton: Same with some polling that we mentioned earlier, these zoom calling or do you use a more robust system like Poll Everywhere. So think about what tools are available and then which one is the best option for you. 182 00:27:23.820 --> 00:27:31.740 Amy Pinkerton: Alright, so we have another activity, and this time we're going to use the chat box. So for this activity. I want you to 183 00:27:33.000 --> 00:27:48.780 Amy Pinkerton: To think about what other considerations you make when planning and class activity. So we mentioned learning goals class size time and resources and tools, but what other considerations. Do you think of when you are making or your, your planning and activity for your class. 184 00:27:50.100 --> 00:28:00.330 Amy Pinkerton: While You Write in the chat box. I'm actually going to use the annotation tool, the whiteboard tool and annotate your responses. 185 00:28:08.580 --> 00:28:13.320 Amy Pinkerton: Alright, so I will. Let's see. It is the education level of the students 186 00:28:19.200 --> 00:28:30.060 Amy Pinkerton: That's a good one. So thinking about probably their, their experience, their expertise and what they should or shouldn't be familiar with. So that's a good, that's a good example. 187 00:28:37.770 --> 00:28:38.310 Amy Pinkerton: Typing 188 00:28:42.150 --> 00:28:44.130 Amy Pinkerton: Familiarity with technologies. 189 00:28:50.190 --> 00:28:57.510 Amy Pinkerton: That's a good one timezone. Yes, that's a really good one, especially right now. I'm going to put an exclamation point after time zone. 190 00:28:58.290 --> 00:29:08.490 Amy Pinkerton: Right now, especially as I said timezone can be so important. So do you have students who might be the middle of the night early morning or middle of the day. So that's a good 191 00:29:09.510 --> 00:29:10.110 Amy Pinkerton: That's a good 192 00:29:10.890 --> 00:29:12.750 Mia Lamm: Me. So I also see 193 00:29:13.410 --> 00:29:16.380 Mia Lamm: Someone wrote their interests like career. 194 00:29:17.340 --> 00:29:18.150 Amy Pinkerton: Oh, yes. 195 00:29:22.050 --> 00:29:28.440 Amy Pinkerton: So that might stem into student motivation and how how motivated are they to engage in the class. 196 00:29:28.980 --> 00:29:31.980 Mia Lamm: There's another response on their intellectual background. 197 00:29:33.240 --> 00:29:36.540 Amy Pinkerton: Well, I like that one. I'm going to add that one on to educational level. 198 00:29:39.330 --> 00:29:49.320 Mia Lamm: And there's also a comment that that I sort of tags on to what I was saying to and I agree, just whether it's student or instructor. But, you know, our own comfort with 199 00:29:49.380 --> 00:29:52.500 Amy Pinkerton: Technology and content. Yes, yes. 200 00:29:53.730 --> 00:29:58.500 Amy Pinkerton: Yeah, those are great. Those are really great points like how comfortable are you with 201 00:30:00.420 --> 00:30:07.710 Amy Pinkerton: Not just the technology, but with the content and the technology, all in one. So yes, that's a really good point. 202 00:30:09.540 --> 00:30:16.500 Amy Pinkerton: Alright, so those are all really great considerations to take in mind only have one, one that just came in. So 203 00:30:18.150 --> 00:30:20.730 Amy Pinkerton: So thinking about what's the best delivery. 204 00:30:21.960 --> 00:30:23.250 Amy Pinkerton: Of the content. 205 00:30:25.110 --> 00:30:28.620 Amy Pinkerton: And probably how best to achieve the learning goals. 206 00:30:29.370 --> 00:30:33.300 Mia Lamm: And that's a good one prior coursework and the need to explain background content. 207 00:30:34.590 --> 00:30:42.090 Amy Pinkerton: I guess that's absolutely right. So you know what assumptions are we making about what the students should know we're already be familiar with. 208 00:30:43.140 --> 00:30:52.980 Celine Greene: Also, one of the comments in there was video and I think that's could be looked at different ways because what it's not just the comfort and familiarity of technology, but the resources. 209 00:30:53.280 --> 00:31:02.160 Celine Greene: Now, not everybody has the bandwidth. Not everybody has the equipment, etc. So again, resources available to the entire 210 00:31:03.300 --> 00:31:05.070 Participants and instructor 211 00:31:06.570 --> 00:31:13.200 Mia Lamm: And we can add as well really very important accommodating multiple learning styles and disabilities. 212 00:31:15.870 --> 00:31:17.340 Amy Pinkerton: Yes, that's absolutely 213 00:31:17.370 --> 00:31:18.870 Amy Pinkerton: Important so 214 00:31:19.890 --> 00:31:30.780 Amy Pinkerton: To to have that those accommodations in place, especially for something like this. So for annotations. I think I'm not sure how accessible. I know zoom has an accessibility. 215 00:31:31.980 --> 00:31:43.080 Amy Pinkerton: Has some accessibility built in, but say if I were reading this out loud in class, I might take a minute to explain what is on the slide and then for to verbalize it. And to 216 00:31:44.580 --> 00:31:53.160 Amy Pinkerton: Read what it is I'm typing in my annotation to make sure that anyone who's listening can still follow along without having to see the slide. So that's absolutely 217 00:31:54.930 --> 00:31:56.610 Amy Pinkerton: A consideration to make. Thank you. 218 00:32:01.920 --> 00:32:08.490 Mia Lamm: One. One last one, I think, Amy, and someone just chatted if students are expected to do presentations. 219 00:32:10.080 --> 00:32:23.070 Amy Pinkerton: Yes. So thinking about on the student side and their experience of zoom like do the students are they able to share their screen. Can they share their audio, etc. So what are the student expectations. 220 00:32:27.150 --> 00:32:29.610 Amy Pinkerton: I'll say for presenting 221 00:32:30.840 --> 00:32:44.520 Amy Pinkerton: Less participating. So these are all eating. These are all really great considerations that we we should keep in mind as we're creating any activity, but especially in a virtual environment where 222 00:32:45.390 --> 00:32:57.390 Amy Pinkerton: You really have to. There's a lot of moving parts that you have to keep track of. So these are great. Oh, and then also, one last comment on how much time do you need versus how much time do you have, yes. 223 00:32:58.440 --> 00:33:14.940 Amy Pinkerton: So time constraints is definitely a big one. So those are all really great and I'm actually going to save these so I'm save those as a PNG. Okay, very good. So I'm going to close out my whiteboard. 224 00:33:16.320 --> 00:33:19.860 Amy Pinkerton: And then I'm going to return to your PowerPoint presentation. 225 00:33:21.540 --> 00:33:24.150 Amy Pinkerton: So with those considerations in mind. 226 00:33:25.590 --> 00:33:31.170 Amy Pinkerton: We're going to oh my PowerPoint, so sorry about that. 227 00:33:32.550 --> 00:33:50.070 Amy Pinkerton: So with those considerations in mind these are all things that we should think about as we're picking our tools and creating our activities. So with those in mind, let's look at how to actually pair you're learning your active learning goals with your zoom tools. 228 00:33:52.050 --> 00:33:58.680 Amy Pinkerton: So for this part of the of the presentation. I've actually I've identified a number of common learning goals. 229 00:33:59.190 --> 00:34:05.310 Amy Pinkerton: That take place within zoom session that are tied to active learning and I paired them with zoom tools. 230 00:34:06.090 --> 00:34:16.500 Amy Pinkerton: And throughout all also mentioned, if there are other tools that might be equally available. So for this first one. Let's look at collaborative learning. So for example, if you're 231 00:34:17.280 --> 00:34:23.400 Amy Pinkerton: If you are learning goal is some kind of peer learning or collaboration, or if you want your students. 232 00:34:23.880 --> 00:34:30.300 Amy Pinkerton: Specifically to practice their communication skills and engage in some kind of collaborative activity or problem solving. 233 00:34:30.810 --> 00:34:38.220 Amy Pinkerton: Then, chances are you're going to use breakout rooms. And again, these can either be randomly or manually assigned 234 00:34:38.850 --> 00:34:54.660 Amy Pinkerton: They can be timed based on your activity needs. And then you can also reuse once you've created your breakout rooms. You can reset them again and again within the session. So these are really great tool to use when you want students to work collaboratively. 235 00:34:58.920 --> 00:35:08.430 Amy Pinkerton: Our second learning goal is demonstration so as subject matter experts, you're often tasked with modeling your knowledge and your expertise for your students. 236 00:35:09.180 --> 00:35:22.440 Amy Pinkerton: So, and this is sort of obvious for things like complex statistical analyses, or a calculation, where you would traditionally show your work to your students on sale whiteboard or board in front of the class. 237 00:35:23.730 --> 00:35:34.290 Amy Pinkerton: But how do you do this in in a virtual setting. How do you do this in zoom. So you would typically do this using a screen share and screen share this includes not just stagnant. 238 00:35:34.920 --> 00:35:45.330 Amy Pinkerton: Screen Sharing whatever's on your screen. Like, for example, I'm sharing my PowerPoint presentation but also screen sharing with annotation. So earlier I annotated the whiteboard. 239 00:35:46.680 --> 00:36:02.100 Amy Pinkerton: Before that, we saw some students. Some of the participants annotating us PowerPoint slide. So there are different ways to have students annotate and also for your instructor to annotate something as their screen sharing 240 00:36:04.830 --> 00:36:14.970 Amy Pinkerton: And then also, while I'm on screen sharing. There's another thing that's often overlooked, but within zoom you have the ability to also share video with your students. 241 00:36:15.600 --> 00:36:23.130 Amy Pinkerton: So if you click on the screen share button, you'll see a list of options. And in the very bottom corner there's a little checkbox. 242 00:36:23.430 --> 00:36:33.330 Amy Pinkerton: That says optimized for sharing video and if you check that then students if they're watching, they'll be able to hear the audio from your computer. 243 00:36:33.750 --> 00:36:43.500 Amy Pinkerton: So it will say you're if you're playing a video or something, then they'll be able to watch that video and hear the video as well. So think there's like. So that's just another option for screen sharing 244 00:36:46.650 --> 00:36:57.690 Amy Pinkerton: learning goal number three is gathering information. So let's say your goal is to collect information from your students. So either a class survey. Perhaps you're taking attendance. 245 00:36:58.080 --> 00:37:10.320 Amy Pinkerton: Or you're pulling to see a preferred topic for a review session or you could also be gathering information as an assessment or formative assessment. 246 00:37:10.770 --> 00:37:21.630 Amy Pinkerton: So it might be a quick knowledge check indicate to you whether or not your students are grasping the instructional content that's being delivered and identify things that might need further clarification. 247 00:37:22.350 --> 00:37:33.120 Amy Pinkerton: So for that, you have two options. The first option would be polls and zoom. And again, this is great for whenever you want to collect a lot of information in a short amount of time. 248 00:37:33.750 --> 00:37:39.750 Amy Pinkerton: And for the zoom poll. Again, there's they're limited to multiple choice questions. 249 00:37:40.410 --> 00:37:56.880 Amy Pinkerton: And as we mentioned earlier, pull everywhere is another example of a polling tool, but you have access to. That's a little bit more robust they if you wanted to create a word cloud or a short and say, short answer response question and Poll Everywhere might be a better option. 250 00:37:59.580 --> 00:38:06.870 Amy Pinkerton: And then also, another feature and seeing that's often overlooked is reactions. So reactions there. 251 00:38:07.710 --> 00:38:17.130 Amy Pinkerton: They're great for quickly gathering information from your students and actually best takes me to our next activity, which is in this final activity. 252 00:38:17.490 --> 00:38:27.660 Amy Pinkerton: We're going to use the zoom reactions to indicate the answer to a question. So, thumbs up. So at the bottom of your screen you'll see a little reaction. 253 00:38:29.070 --> 00:38:43.950 Amy Pinkerton: Option and I'd like you to do a thumbs up if you learn something new in this workshop that you can apply in your class. So you might not have all of these options, but you should at least have the the thumbs up option as a reaction. 254 00:38:48.420 --> 00:38:49.140 Amy Pinkerton: Very good. 255 00:38:50.370 --> 00:39:06.360 Amy Pinkerton: So that's a really fast way of collecting a lot of feedback all at once. So for example, if I were teaching a topic, I could say, you know, did everyone grasp that topic. Thumbs up, thumbs down or and then really quickly visually see where my students are and how they're feeling 256 00:39:08.250 --> 00:39:18.360 Amy Pinkerton: Alright, so with that I'm actually going to open up the floor. We have a bit of time left for open questions and answers. I'm going to stop sharing my screen. 257 00:39:19.380 --> 00:39:29.730 Amy Pinkerton: And we have the rest of the time remaining about 20 minutes to I'd like to give you all an opportunity to, to, to ask questions and get some answers from us. 258 00:39:30.390 --> 00:39:40.020 Amy Pinkerton: I'll be answering some pedagogical questions but also saline, and Brian are available for those technical questions as well. So please let us know what questions you have. 259 00:39:41.190 --> 00:39:44.040 Amy Pinkerton: Oh, looks like Douglas, how has raised his hand. 260 00:39:47.640 --> 00:39:48.540 Celine Greene: That you're muted. 261 00:39:51.240 --> 00:39:51.630 Douglas Hough: Muted 262 00:39:52.710 --> 00:39:54.660 Douglas Hough: rookie error. Okay, um, 263 00:39:57.420 --> 00:39:58.920 Douglas Hough: I've used the 264 00:40:00.210 --> 00:40:02.250 Douglas Hough: whiteboard tool. 265 00:40:03.780 --> 00:40:22.770 Douglas Hough: When, when I ask people a question, just like you did. And then my TA would write the trouble with that is TA writes a lot slower than the students talk. So it kind of slows things down. Would it be better to use the annotated the annotation tool for that. 266 00:40:23.940 --> 00:40:24.090 And 267 00:40:25.860 --> 00:40:41.220 Douglas Hough: Instead, instead of having people either say it or type it, then they would put it in the annotation tool use the annotation tool and it would get the responses are quick my quicker and the technology wouldn't be slowing down the discussion. 268 00:40:42.960 --> 00:40:50.160 Amy Pinkerton: Yeah, I would say yes, but it depends. So how many students are in your class. And also, it looks like Brian has a comment. 269 00:40:50.490 --> 00:40:50.700 Douglas Hough: Yeah. 270 00:40:50.940 --> 00:40:56.070 Douglas Hough: I mean, it's gonna yeah I mean it may just kind of go from about 15 to 40 271 00:40:57.240 --> 00:41:09.630 Douglas Hough: So, I mean, that kind of size. And so I managed to get reasonable discussions in there, but there was some times in which I really liked him memorialize what they're saying. So that somehow we're going to keep that for 272 00:41:10.710 --> 00:41:11.370 Douglas Hough: For a while, 273 00:41:11.520 --> 00:41:13.590 Douglas Hough: Or may come back to it in the 274 00:41:13.620 --> 00:41:14.430 Douglas Hough: In the class. 275 00:41:16.080 --> 00:41:33.870 Amy Pinkerton: So I would say, possibly, but it might get a little like it might get a little hectic with that number of individuals annotating all at once. So if you give them clear instructions and organizations, then that might work. Brian, do you have something addition, in addition to say 276 00:41:34.470 --> 00:41:43.140 Brian Klaas: You know, I always do. Um, so one ultimate to doing that if you didn't want to use the chat and you wanted to have the mic. Have a space where they can actually write down their questions. 277 00:41:43.530 --> 00:41:47.460 Brian Klaas: Is to open a Word document, share it with everybody. 278 00:41:47.940 --> 00:41:56.820 Brian Klaas: And have them literally type in Word. At the same time, I don't know if everyone's aware of this, but these real time collaboration tools that you'd find that people like, Oh, we have to use Google Docs to do that. No, no. 279 00:41:57.210 --> 00:42:01.710 Brian Klaas: Don't use Google Docs, because none of your students in China can access Google Docs. 280 00:42:02.010 --> 00:42:11.970 Brian Klaas: Not a single one. And in Iran and in Syria and in Turkmenistan, those are the four countries in which Google services are 100% banned across the board. 281 00:42:12.270 --> 00:42:21.570 Brian Klaas: So we have as part of Johns Hopkins office 365 the it even more less recent version of Office 365 have built in collaboration, so 282 00:42:21.960 --> 00:42:24.630 Brian Klaas: What you do is you have a Word Doc, you save it into your OneDrive. 283 00:42:24.840 --> 00:42:32.220 Brian Klaas: On your computer and then you make the sharing so that anybody at Johns Hopkins can access it now. No one's going to find this Word document, unless you give the link 284 00:42:32.430 --> 00:42:41.850 Brian Klaas: So you can copy and paste that link in the chat you send it to all the students and everybody can type in that word document in real time. At the same time, just as fast as they would normally type in Word. 285 00:42:42.150 --> 00:42:48.540 Brian Klaas: And then you'd have a Word document that would contain those artifacts that artifact that you can distribute after the fact. Yeah. 286 00:42:49.500 --> 00:43:00.540 Douglas Hough: That's really interesting. And of course, you were saying that pretty quickly and about 40 minutes I will totally forget how to do it. So somewhere, you can put that you're right. 287 00:43:00.600 --> 00:43:02.010 Douglas Hough: Right, all that all down for those 288 00:43:02.430 --> 00:43:07.080 Celine Greene: There's a great news for coffee Mia lamb and Celine green or his IDs and we're 289 00:43:07.260 --> 00:43:08.100 Celine Greene: Going to 290 00:43:10.620 --> 00:43:12.330 Celine Greene: Definitely be able to tell you that 291 00:43:12.660 --> 00:43:12.960 Celine Greene: Yet 292 00:43:13.200 --> 00:43:13.950 Brian Klaas: But we should document. 293 00:43:14.010 --> 00:43:14.700 Brian Klaas: To, you know, 294 00:43:16.800 --> 00:43:18.870 Brian Klaas: It's really easy and you can do that with 295 00:43:19.170 --> 00:43:26.370 Brian Klaas: In the live talk training. Now I know that some of you who have taught online before having attended the live training in a while, but one of the examples I give is actually 296 00:43:26.820 --> 00:43:28.980 Brian Klaas: We're an Excel file that has sort of like 297 00:43:29.700 --> 00:43:38.580 Brian Klaas: Perceptions access on it. You do you feel that the world has changed by individuals or by groups and are you more optimistic or less optimistic and place yourself somewhere on this grid. 298 00:43:38.760 --> 00:43:42.780 Brian Klaas: So we can you know get a better idea of your perspective and where you are and that's just not an Excel. 299 00:43:43.170 --> 00:43:51.150 Brian Klaas: You know, really easy to do. And again, share that link for that file with everybody in the class, and they can all work on it at the same time. So we should come up with some 300 00:43:51.900 --> 00:44:00.750 Brian Klaas: Visual tutorial or some guides for this because it's a powerful technique for a lot of different uses for Word or Excel or PowerPoint documents and student interaction. 301 00:44:01.050 --> 00:44:02.310 Douglas Hough: Okay, okay. 302 00:44:02.370 --> 00:44:03.090 Great, thank you. 303 00:44:04.560 --> 00:44:06.720 Amy Pinkerton: Stan Becker, it looks like your hand is raised 304 00:44:07.620 --> 00:44:09.870 stan becker: Thank you. I just wondered if you could compare the 305 00:44:11.130 --> 00:44:16.950 stan becker: Zoom poll versus Poll Everywhere. Poll Everywhere you have to go out and get it sort of thing. And it's better in some ways. 306 00:44:17.730 --> 00:44:27.330 Amy Pinkerton: Yes. So, so I can speak to both of those a little bit in saline. Feel free to chime in as as you as you'd like. But so with zoom poll 307 00:44:27.720 --> 00:44:38.280 Amy Pinkerton: You're limited to multiple choice questions now. You can choose whether or not it's a single answer or multiple answers. So for example, you can have the choose the best answer or she was all that apply. 308 00:44:38.730 --> 00:44:46.320 Amy Pinkerton: But at the end of the day, it's still a multiple choice questions now faculty have access to what's called Poll Everywhere and that 309 00:44:46.710 --> 00:44:47.970 Amy Pinkerton: Again is more robust it 310 00:44:47.970 --> 00:44:49.110 Amy Pinkerton: Supports other 311 00:44:49.860 --> 00:44:52.440 Amy Pinkerton: Question types. So things like word clouds. 312 00:44:52.530 --> 00:45:02.880 Amy Pinkerton: Essay questions rankings all types of other questions, and that I believe you have to go through, see, to get to pull everywhere in my career to clean the or not. 313 00:45:02.940 --> 00:45:08.280 Celine Greene: Yeah, yeah. Um, if you don't have an instructional designer that you work directly with just right to see to help 314 00:45:08.670 --> 00:45:17.340 Celine Greene: And they'll forward it to make sure that you get your account. I will say kind of piggybacking off of Brian's thing because one of the things I've done one time. Poll Everywhere. 315 00:45:17.790 --> 00:45:21.690 Celine Greene: Fantastic. It is robust. But one of the things about that shared 316 00:45:21.810 --> 00:45:25.980 Celine Greene: Link for an Excel form office 365 Excel forms. 317 00:45:26.040 --> 00:45:38.820 Celine Greene: You could do like a survey or multiple choice question open ended or not, whatever, and you actually could be displaying the responses as they come in. While the students have clicked on that link. They don't have to navigate back and forth. It 318 00:45:39.180 --> 00:45:52.170 Celine Greene: There are a lot of different options but again it's goes back to Amy slide on knowing the tools that are available to you and then making the decision of what your, what is going to be the most beneficial to you, not just in terms of 319 00:45:52.860 --> 00:45:55.530 Douglas Hough: achieving your goals. But in terms of your own comfort level. 320 00:45:58.470 --> 00:45:58.740 Douglas Hough: Thank you. 321 00:45:58.800 --> 00:46:00.870 Amy Pinkerton: Cool. It looks like Kathy has her hand raised. 322 00:46:01.920 --> 00:46:04.770 Kathy: I just wanted to just add one note and the poll everywhere. 323 00:46:05.370 --> 00:46:19.170 Kathy: That you wouldn't really have to send the students out though. You also have the option of bringing the doing it in advance and bringing the Poll Everywhere slides right into your presentation. So it would be live you would be sad sending them out somewhere else. So 324 00:46:20.850 --> 00:46:21.270 Amy Pinkerton: Thank you. 325 00:46:23.790 --> 00:46:34.800 Amy Pinkerton: All right, and then I don't see any other hands raised. But if anyone else has any questions. Oh, I just saw another hand raised. Yeah. Alan Arnold. 326 00:46:35.880 --> 00:46:41.940 Allyn Arnold: I i've been put into breakout rooms. But I don't know how to put everybody else into breakout rooms bigger explain that, please. 327 00:46:42.060 --> 00:46:51.870 Amy Pinkerton: Yes. So if you have breakout rooms enabled on your meeting, then I believe you have to have a licensed account to have access to breakout rooms. 328 00:46:53.130 --> 00:47:10.050 Amy Pinkerton: So on your meeting bar. Your like your options bar in the lower right side you'll see a breakout rooms button. And once you hit that you'll see all of the options for your breakout rooms and then there'll be like a create rooms button. And once you hit that your breakout rooms will appear. 329 00:47:11.820 --> 00:47:12.120 Amy Pinkerton: Yep. 330 00:47:13.320 --> 00:47:13.800 Allyn Arnold: Thank you. 331 00:47:14.160 --> 00:47:14.490 Yes. 332 00:47:16.110 --> 00:47:17.400 Amy Pinkerton: And then looks like. 333 00:47:18.810 --> 00:47:21.570 Amy Pinkerton: Yeah, Douglas, you have another question. 334 00:47:22.740 --> 00:47:28.200 Douglas Hough: Yeah, sorry. It's a quick question for Cathy. So, and this may be totally obvious question. 335 00:47:29.550 --> 00:47:34.710 Douglas Hough: To bring Poll Everywhere up. Would you just it just be a share screen. 336 00:47:35.850 --> 00:47:36.360 Kathy: Yes. 337 00:47:36.780 --> 00:47:44.760 Douglas Hough: Okay, so you just use share screen and what your share is the Poll Everywhere page just as you would if you were in a classroom show 338 00:47:45.000 --> 00:47:54.210 Kathy: Oh, Celine, correct me if I'm wrong, because if I am obviously. But if you're sharing a presentation, I'll just come up as part of your thing, and they'll have the 339 00:47:55.410 --> 00:47:55.980 Kathy: The 340 00:47:57.390 --> 00:47:59.970 Kathy: Instructions, how to do the poll 341 00:48:00.210 --> 00:48:01.650 Kathy: As part of your shared screen. 342 00:48:01.830 --> 00:48:13.860 Celine Greene: Right, so another another session that we could go ahead and plan is one where you integrate Poll Everywhere into a PowerPoint presentation because if you add in a poll everywhere slide as part of your PowerPoint presentation. 343 00:48:14.460 --> 00:48:23.700 Celine Greene: Okay, students will see the link, you can put a QR code on there or they can see the link in the PowerPoint, it'd be something like, you know, pull F dot Doug is 344 00:48:23.730 --> 00:48:24.450 Douglas Hough: Awesome. 345 00:48:24.780 --> 00:48:31.740 Celine Greene: And they go to that link, but your PowerPoint slide that you're sharing with them is displaying the live results. 346 00:48:32.010 --> 00:48:34.770 Celine Greene: So again, they get to that link, you can paste it in the chat. 347 00:48:35.190 --> 00:48:35.700 And 348 00:48:36.720 --> 00:48:49.140 Celine Greene: And again, but your screen is not see showing the same thing that they're, you know, going off to the side and doing then they return after they answer your pole, they return and they're seeing the live results come in on your PowerPoint same 349 00:48:49.440 --> 00:48:51.330 Celine Greene: In any lecture hall or anything else. 350 00:48:51.390 --> 00:48:54.120 Douglas Hough: Okay, okay. Yeah, right, to see that tutorial. 351 00:48:56.130 --> 00:49:12.990 Amy Pinkerton: So for example, I just created, literally, it's a blank open ended question in Poll Everywhere that's been paired with my PowerPoint, as we mentioned, and this is how it appears on a slide so usually would have your, your question here where it says untitled and then the responses. 352 00:49:14.670 --> 00:49:17.130 Amy Pinkerton: Have been certainly will know that for a future tool kit. 353 00:49:17.460 --> 00:49:17.760 Yep. 354 00:49:19.680 --> 00:49:24.210 Amy Pinkerton: All right, any other questions and we still have about 10 minutes left. 355 00:49:26.250 --> 00:49:27.990 Celine Greene: I'd like to point out something 356 00:49:30.240 --> 00:49:44.040 Celine Greene: That several members of CTF tripped across today because we were very privileged in not registering for the session. So we asked each other for a shared link to the session which because this was a meeting. 357 00:49:44.580 --> 00:49:51.270 Celine Greene: not typical of classes. But if anybody ever does this you share your link with somebody that you got an A personal email from zoom 358 00:49:51.750 --> 00:50:01.470 Celine Greene: When they click on that link. They're going to log in and look like they are you. That's why, at one point via was named Celine Brian was named Celine Kathy was named Lou just 359 00:50:01.530 --> 00:50:03.840 Celine Greene: Again, be very careful when you're sharing a link with 360 00:50:03.840 --> 00:50:12.840 Celine Greene: Somebody that you rename yourself if you have that ability. You know, just that's that is an option. And that actually 361 00:50:14.160 --> 00:50:20.610 Celine Greene: You know, the school knows there's discussion. I don't. I think that's an understatement there's discussion about student privacy and things like that. 362 00:50:20.820 --> 00:50:34.290 Celine Greene: So, allowing renaming is something that you may want to do and practice. But again, know that if you ever logged into zoom and you're logged in as somebody else check to make sure you can rename yourself as a quick fix. 363 00:50:35.880 --> 00:50:42.780 Amy Pinkerton: Yes, thank you. That's a great point, especially with all the discussion know are going around school right now. That's great. Thank you. 364 00:50:44.520 --> 00:50:56.010 Amy Pinkerton: Alright, so it doesn't look like we have any other questions. So I'm going to go ahead and share a couple of resources. So today I pulled a lot of the content. So we talked about active learning a lot today. 365 00:50:56.790 --> 00:51:08.640 Amy Pinkerton: So I'd like to share with you the details research resource page on active learning. So at our teaching toolkit website, which I'll share the link to 366 00:51:09.150 --> 00:51:15.480 Amy Pinkerton: We do have an active learning site that contains different strategies techniques and some additional resources. 367 00:51:15.930 --> 00:51:30.630 Amy Pinkerton: And I highly recommend checking this out. I believe we're going to update this page at some point. But it's a good starting point to get you thinking about active learning, especially if these other activity techniques. It'll it might give you some ideas to bounce off of 368 00:51:32.250 --> 00:51:33.720 Amy Pinkerton: And then, yes. 369 00:51:33.960 --> 00:51:40.050 Celine Greene: I want to point out, because I'm seeing some of these active learning techniques scroll by that some of the things that the larger classes have done. 370 00:51:40.500 --> 00:51:46.860 Celine Greene: Is instead of having just breakout rooms, they might ask students every Jay Chou student goes to Jade you 371 00:51:47.250 --> 00:51:59.250 Celine Greene: I'm going to save bluebirds that's not right. Blue Jays that zoom.us they have a pro account. They can set up their own meetings to do some of these active learning strategies such as preparing for debates and everything. 372 00:51:59.250 --> 00:51:59.610 Celine Greene: Else. 373 00:51:59.970 --> 00:52:11.880 Celine Greene: They don't have to do everything asynchronously, and they don't have to do everything as part of the scheduled class time they have zoom pro accounts. There's some limitations, including no cloud recording on the Student Accounts. 374 00:52:12.930 --> 00:52:23.310 Celine Greene: But again, basically, everything that you might come across in this active learning page or any activity that you can think of. If it doesn't require physical contact 375 00:52:23.850 --> 00:52:32.190 Celine Greene: It probably can be done online, it really kind of just takes some ingenuity and creativity and sometimes it takes reaching out to see to help to say, I'd like to be put in 376 00:52:32.490 --> 00:52:39.210 Celine Greene: Touch with an instructional designer to help me rethink this activity that I had in my classroom, but now I'm trying to do it online. 377 00:52:40.440 --> 00:52:44.460 Celine Greene: Doesn't have to be the exact same but again we keep the goals in mind. And we might get there. 378 00:52:45.150 --> 00:52:58.770 Amy Pinkerton: Yeah, thank you. That's absolutely a great point about thinking about not just your actual learning activities but also what can be done synchronously, and what can be what needs to be done synchronously versus what can be done asynchronously. Thank you. 379 00:52:59.850 --> 00:53:10.800 Amy Pinkerton: And then, in addition to this page. I also highly recommend CCL has a handout that we just created this year on how do I engage students in a live synchronous lecture via zoom 380 00:53:11.220 --> 00:53:19.440 Amy Pinkerton: And what I love most about this document is that at the bottom. It has ideas for activities in zoom sessions. So again, this is another 381 00:53:19.890 --> 00:53:34.860 Amy Pinkerton: Really great idea of starting point for you if you if you're, you want to start using some of these ideas, but you're not sure how that I recommend this handout and links to all of these resources will be provided via email after the session. 382 00:53:36.030 --> 00:53:36.330 Cool. 383 00:53:38.490 --> 00:53:50.130 Amy Pinkerton: All right, well, if we don't have any other questions, then I just want to say thank you. Thank you. Thank you so much for attending today's session and for participating in all of our activities. I hope that you found this 384 00:53:51.120 --> 00:54:00.420 Amy Pinkerton: interesting and engaging and please reach out to see TL. If you have any questions or if you want to discuss more what you can do in your class. 385 00:54:04.290 --> 00:54:04.530 Douglas Hough: Great. 386 00:54:04.650 --> 00:54:05.970 Thank you, everybody.