WEBVTT 1 00:00:00.000 --> 00:00:01.170 So for those who don't know. 2 00:00:03.659 --> 00:00:16.080 Elizabeth Stuart: Welcome to this teaching workshop i'm Liz Stewart vice Dean for education and the professor in the department of mental health and by statistics and health policy and management. 3 00:00:16.650 --> 00:00:24.090 Elizabeth Stuart: really happy to be leading this workshop today, this is one in a series that we are doing we've done them. 4 00:00:24.600 --> 00:00:30.930 Elizabeth Stuart: Once every month or two throughout the pandemic really and and i'm hopeful that this will be a tradition that will continue. 5 00:00:31.320 --> 00:00:42.930 Elizabeth Stuart: As we emerge from the pandemic so we've had a number of sessions on different topics, all of the recordings are available and we'll post a link to those to the website that hosts those. 6 00:00:43.410 --> 00:00:50.940 Elizabeth Stuart: Later so today's is there well timed for week four of the terms is yes, this is before the term. 7 00:00:51.900 --> 00:01:02.250 Elizabeth Stuart: Because we're going to be talking about strategies for course organization, including mid course pivots so if you're teaching and first term it's not too late to make any changes. 8 00:01:02.760 --> 00:01:10.680 Elizabeth Stuart: And I think the topic overall is a really important one, as many faculty sorry i'm in the office and there's an ambulance going by. 9 00:01:11.490 --> 00:01:19.260 Elizabeth Stuart: Many faculty have larger courses than they've had in the past and now that we're operating often in a hybrid way with. 10 00:01:20.190 --> 00:01:36.960 Elizabeth Stuart: Some students online and some students on site it's even more important to that we have good organization for for our courses and things can run smoothly, so we are very happy today to have a set of wonderful participants. 11 00:01:37.980 --> 00:01:50.070 Elizabeth Stuart: First we'll hear from Brian class from the Center for teaching and learning he'll give us some technological strategies sort of based in course plus and other sort of tips from his perspective. 12 00:01:51.030 --> 00:02:02.160 Elizabeth Stuart: We then we'll hear from Dan barnett and oh my gosh job reading from who teach a course very well organized you'll learn. 13 00:02:02.970 --> 00:02:10.260 Elizabeth Stuart: A really impressive setup from their course, which is a large course and they've found ways to set it up in a way that really makes it work well. 14 00:02:10.770 --> 00:02:17.340 Elizabeth Stuart: And then we'll hear from Anna khobar chick who has a different court, you know she'll talk about sort of her experience. 15 00:02:17.880 --> 00:02:36.540 Elizabeth Stuart: And I want to say, we found these courses and faculty members, because they came highly regarded in terms of course organization and keeping the course fans are organized and clear and clear communications so really happy to be able to get their insights next slide please. 16 00:02:39.000 --> 00:02:48.540 Elizabeth Stuart: So just again sort of most of this i've already said, the one piece that I didn't say yet is that as we've done with other of these teaching workshops. 17 00:02:48.960 --> 00:03:02.010 Elizabeth Stuart: Really really love for this to be interactive so it's set up a zoom so that you can put things in the chat if we have time we can open up for participants to ask a question through audio. 18 00:03:02.550 --> 00:03:13.410 Elizabeth Stuart: So I really encourage you to engage and post questions and we will have time we'll have sort of organized presentations and then we'll have time for open Q amp a towards the end. 19 00:03:14.310 --> 00:03:25.170 Elizabeth Stuart: So with that I think next slide and I will hand things over to Brian class who will give us some strategies that we can use within course plus Thank you. 20 00:03:26.010 --> 00:03:27.150 Brian Klaas: Thanks Liz appreciate it. 21 00:03:27.420 --> 00:03:35.160 Brian Klaas: hi everybody i'm Brian Claus I am the senior technology officer in Center for teaching and learning and I also have an instructor appointment and I. 22 00:03:35.610 --> 00:03:47.550 Brian Klaas: And i'm going to talk for just a couple of minutes about tools that can help you organize and streamline workflows particularly around communication and collaboration with students in your classes. 23 00:03:48.180 --> 00:04:01.050 Brian Klaas: I happen to teach a couple of classes around communications at the school, one of the classes has 100 students every single term the other one is in second and fourth term it only has around 20 but I use similar strategies to. 24 00:04:01.590 --> 00:04:09.810 Brian Klaas: make my life easier with 100 mph students in every single term and what i'm going to talk about here also will apply to. 25 00:04:10.230 --> 00:04:19.560 Brian Klaas: What Joe and Dan will be talking about and some of the tools that they use in organizing their class so i'm actually going to switch over to my web browser. 26 00:04:19.950 --> 00:04:25.230 Brian Klaas: So I can show you these things in a very brief high level way inside, of course, plus. 27 00:04:25.710 --> 00:04:33.060 Brian Klaas: If you have questions about these tools, you can ask in the chat you can contact cta i'll help they're always happy to answer tools. 28 00:04:33.510 --> 00:04:43.590 Brian Klaas: Questions about tools and if you happen to work with an instructional designer in the Center for teaching and learning, they can explain how these tools might use for maximum effect in your Class two. 29 00:04:44.100 --> 00:04:49.590 Brian Klaas: And really we're going to focus on his workflows around communication and grouping students together. 30 00:04:50.040 --> 00:04:59.910 Brian Klaas: Because oftentimes in larger classes, we need to communicate with specific groups of students for specific reasons and that's really, what I want to focus on here today, so. 31 00:05:00.570 --> 00:05:07.020 Brian Klaas: i'll start out kind of as as I believe, Joe and Dan will and their segment of the presentation talking about the signup sheet tool. 32 00:05:07.710 --> 00:05:20.370 Brian Klaas: This is an extraordinarily useful and helpful tool anytime you need students to self organize in any way, so what I use in my class for the mph program is. 33 00:05:20.850 --> 00:05:26.160 Brian Klaas: students have to sign up for to deliver our presentation at a lightning talk at a live talk, excuse me. 34 00:05:26.520 --> 00:05:31.320 Brian Klaas: But I don't want to have to deal with keeping track of what student is going to sign up for what session. 35 00:05:31.650 --> 00:05:41.460 Brian Klaas: or students change days and I don't want to use a Google Doc that everyone can write to because people will override things so what I did instead was set up these sign up sheets and these can be set up for really anything. 36 00:05:41.910 --> 00:05:47.850 Brian Klaas: In this case, I have a group of nine sheets, because we have nine live talks where students give presentations, believe it or not. 37 00:05:48.480 --> 00:06:00.270 Brian Klaas: In the class and students decide which one they're going to sign up for it in the same way, you could have a final topic or a you know organizing group sort of theme that students would sign up for for the class. 38 00:06:00.750 --> 00:06:10.560 Brian Klaas: For example, the theme is cancer or a water safety or food security or whatever it is, whatever else it might be and students can self organize into these groups. 39 00:06:10.800 --> 00:06:18.240 Brian Klaas: Other classes of use this for lab sessions or ta weekly ta sessions for some of the really large classes students will say. 40 00:06:18.570 --> 00:06:30.150 Brian Klaas: i'm going to join the ta session that's on Tuesday and Thursday at you know, two o'clock in the afternoon and again you as a faculty Member and your teachers and the staff who work with you don't have to worry about all of this. 41 00:06:30.960 --> 00:06:42.600 Brian Klaas: So it's a it's definitely going to make your life easier using these tools and all the zoom in just a little bit see if I can do that, to make a little bit easier for you to see because I realized. 42 00:06:42.930 --> 00:06:47.940 Brian Klaas: Sometimes I have my display set a little low resolution, so I start with sign up sheets. 43 00:06:48.570 --> 00:06:55.350 Brian Klaas: Here, in terms of organizing students and then what I then move to is I change those over in the course groups. 44 00:06:55.740 --> 00:07:06.750 Brian Klaas: Because in this particular class that I teach students choose one of the assignments they're going to do and there's different deadlines and I do communicate in different ways to different groups in the students in the class. 45 00:07:07.110 --> 00:07:15.750 Brian Klaas: So my sign up sheets can easily be converted into course groups and that's what i've done here, where their students have basically to pass through the course. 46 00:07:15.960 --> 00:07:22.530 Brian Klaas: And there's pathway and path be and using the data and the sign up sheets, I can automatically transfer that, over the course groups. 47 00:07:22.740 --> 00:07:31.650 Brian Klaas: So that I don't have to think about weight is Rebecca in group a and group B it's in the group she signed up for group B, I know that. 48 00:07:31.830 --> 00:07:35.580 Brian Klaas: I don't have to worry about it again and I can create as many groups, as I want to. 49 00:07:35.790 --> 00:07:46.830 Brian Klaas: I can do, random assignments, whatever it might be, but in this case I have them tied to those sign up sheets, which again makes my job of keeping track of who is doing what a whole lot easier. 50 00:07:47.550 --> 00:08:00.120 Brian Klaas: And then beyond that I can then take those groups and limit what students have access to, in some ways in the class website and communicate with them in specific ways, so if I go from my course groups over the dropbox. 51 00:08:00.900 --> 00:08:10.590 Brian Klaas: A common problem, especially when you have large classes with different groups of students who might be turning things in at different times or days of the week or different labs. 52 00:08:10.950 --> 00:08:17.310 Brian Klaas: Is that students put stuff in the wrong dropbox is probably happened to all of us many times so. 53 00:08:17.880 --> 00:08:27.660 Brian Klaas: I have a number of dropbox is in my class here and there's one dropbox that pretty much everybody has to turn in and stuff into but then there are other ones were that are specific to specific groups. 54 00:08:27.900 --> 00:08:36.600 Brian Klaas: So what i've done is i've set up in my dropbox i've said, I only want this dropbox to be available to this group of students. 55 00:08:36.930 --> 00:08:47.490 Brian Klaas: As defined back over in my course groups, so if the group students in group, a path a in the class can only submit to the dropbox then only they will see it. 56 00:08:47.700 --> 00:08:54.930 Brian Klaas: only they can submit to it and there isn't going to be this problem of the wrong group the wrong people in the wrong group so many of the wrong dropbox. 57 00:08:55.560 --> 00:08:58.200 Brian Klaas: If you have lots of groups, you might have to create lots of drop boxes. 58 00:08:58.830 --> 00:09:12.660 Brian Klaas: But from an organizational perspective, it does make things easier in terms of keeping the right files for the right students together in the dropbox and you have all of the other dropbox tools that are available to you. 59 00:09:13.110 --> 00:09:17.700 Brian Klaas: In the in the dropbox in this case i've just limited them to a course group. 60 00:09:18.480 --> 00:09:28.470 Brian Klaas: And then finally on the class email tool, I can say you know if I want to communicate with a group saying hey here's a reminder, a deadline for your group is coming up soon. 61 00:09:29.160 --> 00:09:41.190 Brian Klaas: Or let me send an email to this entire group explaining an issue that came up in the group work, whatever it might be, I can say inside a class email tool in this tool, where it says, send a message to. 62 00:09:41.820 --> 00:09:46.650 Brian Klaas: Any groups that you have set up will then appear here, so I don't have to remember. 63 00:09:46.830 --> 00:10:00.810 Brian Klaas: All 32 students who are in path, a group I just select path as students, I say select listed and boom the work is done i'm not going back and forth, to the roster i'm not opening up an excel file to remember who's in the group and who's not. 64 00:10:01.560 --> 00:10:11.370 Brian Klaas: So I can then say you know, this is the group that I want to send things to and that's really helpful and, on top of that, if I use the filters that are in the dropbox. 65 00:10:11.910 --> 00:10:24.240 Brian Klaas: Here, I can say i'm sorry the filters tab that's in the class email tool if i'm just looking for students who are in a group who haven't done an assignment I could say you know students who have not done. 66 00:10:24.870 --> 00:10:32.370 Brian Klaas: You know their slide deck revisions and I could say did not turn in the assignment and will pull up only the students in that group. 67 00:10:32.670 --> 00:10:38.520 Brian Klaas: Who haven't turned in that assignment, because for that group I said only that group has access to that dropbox. 68 00:10:38.970 --> 00:10:50.820 Brian Klaas: So this is a lot of the some time saving things that can really reduce the amount of sort of like repetitive click through double checking making sure i'm emailing or contacting the right person to the right files. 69 00:10:51.090 --> 00:10:59.220 Brian Klaas: are being submitted the right dropbox by students and again it starts with the sign up sheets, where you would have students self select into groups, for whatever reason. 70 00:10:59.550 --> 00:11:04.680 Brian Klaas: It gets you can then via sign up sheets change those into course groups, for your class. 71 00:11:04.950 --> 00:11:15.090 Brian Klaas: Add those to drop boxes add those two discussion forum posts there's a number of other tools that use the group's to restrict content or access only to them, and if, when you need to communicate. 72 00:11:15.360 --> 00:11:27.180 Brian Klaas: Using the class email tool with either filters or the selection of students in the send message to tool, you can make sure you can quickly communicate with those students, without having to jump through a lot of hoops. 73 00:11:28.200 --> 00:11:33.540 Brian Klaas: And that is everything I wanted to share today so i'm going to turn it back over to Liz. 74 00:11:34.950 --> 00:11:49.380 Elizabeth Stuart: Great Thank you so much yeah I know I use course groups in my own class, and it is really helpful for all the ways you've described, I think, especially for me having a discussion forum things linked to them, they can chat amongst themselves. 75 00:11:50.190 --> 00:11:57.810 Elizabeth Stuart: So lots of we can all learn and play around with in course plus and sort of figure out what works to help keep things organized. 76 00:11:58.830 --> 00:12:01.920 Elizabeth Stuart: So great Thank you so much, and yes, right on schedule. 77 00:12:02.550 --> 00:12:13.230 Elizabeth Stuart: we're now going to turn to some faculty perspectives to hear what has worked in their classes and you know, maybe honestly a little bit of what hasn't worked, because I think that's also part of the learning process. 78 00:12:13.620 --> 00:12:22.800 Elizabeth Stuart: So first we're going to turn to a tag team of again I mentioned Dan burnett and Joe bernstein who teach Problem Solving in public health. 79 00:12:23.640 --> 00:12:34.980 Elizabeth Stuart: A dial eight one course and as you'll hear from them really impressive organization and I will turn it over to them, and they can share more about the course and the strategies they've used Thank you. 80 00:12:39.690 --> 00:12:41.640 Daniel Barnett: Great well, thank you very much Liz and. 81 00:12:42.120 --> 00:12:49.620 Daniel Barnett: Thank you, Brian for kindly advancing the slides, as well as some of the bullets within them it's a pleasure to present with my colleague. 82 00:12:50.220 --> 00:13:02.280 Daniel Barnett: Joe pro Dean, thanks to the dean's office for this opportunity to share insights from this course just by way of introduction, in case folks are not familiar with this class. 83 00:13:02.970 --> 00:13:09.360 Daniel Barnett: This problem, of course, is Problem Solving for public health it's actually it has a long and rich history of the school. 84 00:13:10.440 --> 00:13:16.770 Daniel Barnett: With Bernie guyer and Bob Lawrence I took this course I won't say how long ago but it's been a while. 85 00:13:17.250 --> 00:13:31.140 Daniel Barnett: When I was a student here and really this is this course is as much, if not more about processed and content, and it really is focused on a systematic problem solving methodology for public health problems so for the for the next aspect of the slide. 86 00:13:32.490 --> 00:13:33.300 Daniel Barnett: Thanks for advancing. 87 00:13:34.380 --> 00:13:47.160 Daniel Barnett: So there are a lot of moving parts as you'll hear from Joe and me in this course and, basically, the idea is there are two our meetings each week. 88 00:13:47.640 --> 00:13:59.850 Daniel Barnett: Most of the learning occurs with facilitated small groups and we found that for this class, irrespective of the number of students six to eight students per group with one ta. 89 00:14:00.960 --> 00:14:11.160 Daniel Barnett: Facilitating is the optimal range and we apply the problem solving process that is available on the course catalog and exploit. 90 00:14:12.180 --> 00:14:20.910 Daniel Barnett: So one of the things that we'll talk about is, we had to transition talking about pivoting from a. 91 00:14:22.200 --> 00:14:32.730 Daniel Barnett: institute based in person course to an eight week online course that is a lot and i'll talk about that in a moment, but the singular goal of this. 92 00:14:33.390 --> 00:14:41.310 Daniel Barnett: course for students is a proposed evidence based solution to a selective public health problem that their individual small group. 93 00:14:42.000 --> 00:14:53.160 Daniel Barnett: chooses, and that includes a presentation, as well as a paper, as I mentioned a moment ago, this course has traditionally been taught in person over two weeks. 94 00:14:54.060 --> 00:15:08.790 Daniel Barnett: during winter and summer institutes and students would travel to baltimore from across the world, this course is historically at least recently for part time mph students and so. 95 00:15:09.690 --> 00:15:23.760 Daniel Barnett: Last caution in 2020 early 2020 we faced the challenge of shifting this course, not just to a online format, but to, as I mentioned an eight week term and that presented several challenges. 96 00:15:26.010 --> 00:15:30.000 Daniel Barnett: So we had to restructure the schedule, we have to do a complete overhaul. 97 00:15:31.050 --> 00:15:32.490 Daniel Barnett: Everything that had been sort of a. 98 00:15:33.960 --> 00:15:43.230 Daniel Barnett: sprint had to turn into more of a I would call it a an 800 meter run maybe rather than a marathon, but it really necessitated planning. 99 00:15:44.010 --> 00:15:51.480 Daniel Barnett: To ensure that we had attendance during the final presentation, that is the major graded deliverable and it is a requirement that we we. 100 00:15:52.290 --> 00:16:01.080 Daniel Barnett: prize all students at the beginning, of course, that is a requirement for successful completion and next on this slide. 101 00:16:01.680 --> 00:16:10.080 Daniel Barnett: timing of activities was absolutely critical so as I mentioned, we have weekly small groups of six eight students with their ta. 102 00:16:10.710 --> 00:16:18.210 Daniel Barnett: And to create a more live feel, given the asynchronous nature of the course. 103 00:16:18.690 --> 00:16:31.470 Daniel Barnett: We replace the in person guest lectures with live talks so the students could hear the lecture and interact with the lecture and based on the lecture that they had recorded. 104 00:16:32.100 --> 00:16:54.570 Daniel Barnett: So that was a very big value add we had 2014 days for Class enrollment of 160 students in third term a wide 2020 2021, and so this really was a Franklin industrial scale and we really had to think very carefully about how to make sure it ran smoothly, given the scale and scope. 105 00:16:57.390 --> 00:17:07.350 Daniel Barnett: We really want to this is going to be a repeated theme think CCL, not just because they're not to because brian's here, but they were absolutely instrumental Kathy rash and. 106 00:17:07.890 --> 00:17:21.300 Daniel Barnett: Brian and all the other colleagues from CCL were absolutely instrumental to make sure this works, we use course plus extensively as we'll talk about in more detail, including of course groups we use zoom for the. 107 00:17:22.320 --> 00:17:28.560 Daniel Barnett: small group sessions as well, and we use one drive and we'll talk more about that. 108 00:17:30.090 --> 00:17:33.360 Daniel Barnett: So i'll turn it over to Joe for this one yeah. 109 00:17:33.390 --> 00:17:42.060 Joe Brodine: Thank you so exactly as Dan said, we were shifting from an intensive two week course where everyone can kind of. 110 00:17:43.140 --> 00:17:49.830 Joe Brodine: come in and take good living out of hotel for about two weeks during the institute's and really focusing on the course to really. 111 00:17:50.580 --> 00:17:57.330 Joe Brodine: distributing the work over eight weeks, so please advance we did you sign up sheets to. 112 00:17:57.780 --> 00:18:08.010 Joe Brodine: figure out which timing was going to work, so we could for the students who are going to join in on a small group because we wanted to fulfill the promise of the school that. 113 00:18:08.220 --> 00:18:18.240 Joe Brodine: That for a part time mph cohort students wouldn't be able to integrate this into their lives advanced please and then for the weekly class wide live talks. 114 00:18:18.810 --> 00:18:32.160 Joe Brodine: We recorded these so people could see them later we had to be really judicious with our language, we knew we were expecting a lot from folks so we use words like encouraged for live talks versus required for small groups and then finally. 115 00:18:32.790 --> 00:18:40.800 Joe Brodine: Advanced again, please final deliverable is a very critical thing as Dan mentioned there's no tests here there's no quizzes it's really just all the. 116 00:18:41.190 --> 00:18:47.280 Joe Brodine: process, and then it comes to fruition, with the final deliverable but we definitely. 117 00:18:47.520 --> 00:18:57.750 Joe Brodine: anticipated there was going to be a lot of pushback from busy clinicians or administrators or other professionals we're taking the course so advanced the next slide please we we needed to practice. 118 00:18:58.380 --> 00:19:05.520 Joe Brodine: Extreme advance notice so here, you can see we've we have an example of what Brian had mentioned earlier, with the sign up sheets. 119 00:19:05.730 --> 00:19:11.700 Joe Brodine: This really made our lives, a lot easier when 160 students needed this say we had him sign up. 120 00:19:11.880 --> 00:19:22.290 Joe Brodine: Tell me your first second or third most preferred slot and then we sort of organized people 90% of our students got their top choice which is pretty good we thought and nobody had to drop because of it. 121 00:19:23.070 --> 00:19:24.600 Joe Brodine: If you get advanced again, please. 122 00:19:25.320 --> 00:19:40.980 Joe Brodine: We also, at the very first page of course plus really were careful to end our syllabus in careful to use the the wording of encouragement, rather than required, in other words we sort of picked our battles, where we wanted to emphasize attendance. 123 00:19:41.760 --> 00:19:51.210 Joe Brodine: And then one more advanced slide please, and then the biggest thing was the extreme advance notice so before the course even opened. 124 00:19:51.540 --> 00:20:05.880 Joe Brodine: We had posted this up on the course plus page because we knew that people were going to say oh gosh look on August 25 i've got to do a final deliverable now I have eight weeks to ask my boss, if I can you know be out of the. 125 00:20:06.300 --> 00:20:17.040 Joe Brodine: Out of the workplace for that for that time, rather than like you know tell them the week before have it be less emphatic so we were careful to do a lot of this communication. 126 00:20:17.760 --> 00:20:27.690 Joe Brodine: In terms of our workforce Oh, and one of the great tool that we use with cpl Dan you want to mention about this, this was a great collaboration, the cpl. 127 00:20:30.240 --> 00:20:31.260 Joe Brodine: Your minute in. 128 00:20:32.370 --> 00:20:43.830 Daniel Barnett: Sorry, yes, so So yes, we are great debt of gratitude to cto and specifically Ryan fun Jimmy from CCL who is an expert with graphics. 129 00:20:44.370 --> 00:20:51.360 Daniel Barnett: We, in order to help students get a sense of where they work, and if you are here in the course flow. 130 00:20:52.320 --> 00:21:11.670 Daniel Barnett: Work with cto and Ryan, to develop this infographic that basically indicates the various elements in terms of the temporal flow of the course and where students need to kind of be in terms of their preparation and readiness for the upcoming final deliverable along the way. 131 00:21:13.920 --> 00:21:14.610 Daniel Barnett: So next slide. 132 00:21:17.520 --> 00:21:31.140 Daniel Barnett: So one of the other things, as I mentioned earlier 2014 days is a lot 160 students as a lot and we needed to we realized early on that we needed to identify. 133 00:21:32.040 --> 00:21:42.390 Daniel Barnett: A mechanism for recruitment, so we have a great debt of gratitude to to meridian or West, as well as katie crew from the mph program office who helped. 134 00:21:42.840 --> 00:21:52.590 Daniel Barnett: us sort of identifying approach for contacting vetting and recruiting Th and the mechanism that we identified was. 135 00:21:53.460 --> 00:21:57.960 Daniel Barnett: sort of basically students who earned an A in the course. 136 00:21:58.320 --> 00:22:10.290 Daniel Barnett: But also positive recommendation of the ta who taught them and, finally, and very importantly, demonstrated a real enthusiasm for the course and Problem Solving methodology, as evidenced by their weekly. 137 00:22:10.800 --> 00:22:27.990 Daniel Barnett: Products during the course as well as internal of course evaluations an exciting one this one each ta provided for us their top three preferred time that they were available for instruction, as mentioned with the the global. 138 00:22:29.130 --> 00:22:38.190 Daniel Barnett: Attendance we really were mindful of ta time zones and availabilities and so forth, so we really wanted to make sure that we were getting to. 139 00:22:38.700 --> 00:22:45.990 Daniel Barnett: direct input next item, and we did a weekly ta debrief with all the Th Joe and I. 140 00:22:46.590 --> 00:22:59.730 Daniel Barnett: Did and that allowed for resolution of any process concerns giving them support or guidance direction for the upcoming week and, frankly, also help with peer based support, because this is a heavy lift for teachers and we're extremely grateful to them for that. 141 00:23:01.770 --> 00:23:15.900 Daniel Barnett: I just want to reiterate a point that Brian made earlier how helpful, of course, groups is on course Plus we utilized it heavily as depicted on this slide and. 142 00:23:16.530 --> 00:23:29.670 Daniel Barnett: One of the great value adds, is it allows for situational awareness, for lack of a better phrase you can see, here it tells us what group what times they meet the ta and we can directly. 143 00:23:30.150 --> 00:23:40.350 Daniel Barnett: email a group in a very in a very efficient way, using this this tool from cto and so we're very appreciative of that. 144 00:23:41.820 --> 00:23:42.240 Daniel Barnett: Joe. 145 00:23:42.750 --> 00:23:55.920 Joe Brodine: And Dan mentioned about how we needed to make sure our our teachers and our students were sort of up to date so 111 thing that we needed to ensure was that they had competency on course plus zoom and onedrive so. 146 00:23:57.030 --> 00:24:08.040 Joe Brodine: If you want to advance to the next bullet point rts did get training on this, we had a special session for them before the class started where folks from CCL. 147 00:24:09.060 --> 00:24:18.870 Joe Brodine: had supported their their learning of certain zoom features and certain, of course, plus features and then, if you want to advanced one more technical skill development was actually something that we. 148 00:24:19.590 --> 00:24:24.840 Joe Brodine: We embrace so we knew that there were some we had some folks who were. 149 00:24:25.590 --> 00:24:33.960 Joe Brodine: Older learners in our group, and some of those folks certainly expressed a lot of trepidation about embracing multiple platforms, as they were. 150 00:24:34.170 --> 00:24:38.820 Joe Brodine: sort of coming back to school, after years and having to learn some of these platforms, so we we sort of. 151 00:24:39.120 --> 00:24:50.160 Joe Brodine: tried to embrace that as part of those small group sessions, even though we're mostly talking about public health problem solving during those sessions, we also made sure we had some dedicated and focused time to talk about. 152 00:24:50.520 --> 00:24:59.910 Joe Brodine: How to navigate one drive where we kept our files and did some of our real time editing as well as sort of course plus features, so that was very effective. 153 00:25:00.390 --> 00:25:09.630 Joe Brodine: To give everyone just a final kind of glimpse of what our course looks like we again trained our teams ahead of time and then on the bottom row there's these. 154 00:25:09.630 --> 00:25:19.260 Joe Brodine: Little points demonstrating that we had live talking small group sessions and as Dan said sort of circled back to do a debrief with tears, so this organization. 155 00:25:19.650 --> 00:25:28.380 Joe Brodine: This scheme allowed us to kind of come back after each group and really solve technical problems attendance problems. 156 00:25:28.770 --> 00:25:31.950 Joe Brodine: reinforce the methods messages of the course and and. 157 00:25:32.250 --> 00:25:39.030 Joe Brodine: I will actually just share quickly, there was a student who said I was so frightened when I learned for this course, that I was going to have to fear at three different. 158 00:25:39.210 --> 00:25:51.480 Joe Brodine: things on the computer, but after this course, I feel ready to do the rest of my graduate school and now I feel very comfortable now after this experience so it's sort of a it's an intense course but it, I think it gave. 159 00:25:51.840 --> 00:26:00.090 Joe Brodine: More than just public health skill, training, so I think we have one last slide Dan do you want to start us off for this slide. 160 00:26:00.630 --> 00:26:01.680 Daniel Barnett: Sure, so. 161 00:26:02.940 --> 00:26:04.440 Daniel Barnett: advanced in advanced. 162 00:26:05.550 --> 00:26:09.510 Daniel Barnett: Meaning This requires sort of next level communication to be candid. 163 00:26:10.710 --> 00:26:18.180 Daniel Barnett: for students, because letting them know in advance the the deliverables the expectations was absolutely critical and. 164 00:26:18.510 --> 00:26:32.760 Daniel Barnett: Given the large scale of a course making sure that synced communication happens regularly and in a timely way was absolutely vital to ensure students attendance and minimize their confusion also i'll turn it over to Joe for. 165 00:26:32.760 --> 00:26:34.830 Daniel Barnett: The next aspect regarding ta preparation. 166 00:26:35.340 --> 00:26:43.200 Joe Brodine: yeah just to say that we we realized that our ta is where some of our strongest internal course resources and we are so grateful to them. 167 00:26:43.350 --> 00:26:55.590 Joe Brodine: So really working with them closely actually helped us to see as we were taking our course from in person to online they helped to see where the fixes needed to be, and that was really a great partnership. 168 00:26:55.920 --> 00:27:09.000 Joe Brodine: And then, all of the work I will confess to you guys that doing the first, second and third choice that does that did gobble up about 10 hours, but it was well worth it, because, again, we had no dropouts and we had great attendance and everyone got. 169 00:27:09.330 --> 00:27:16.590 Joe Brodine: 90% plus got their first pick so that front end logistical investment was seemed to be well worth it for our course. 170 00:27:18.630 --> 00:27:19.680 Daniel Barnett: And last but not least. 171 00:27:20.070 --> 00:27:27.000 Daniel Barnett: The partnerships that we were able to avail ourselves of with CT L and. 172 00:27:27.600 --> 00:27:37.170 Daniel Barnett: It client services and multimedia were absolutely invaluable for ensuring the success of the course in terms of implementation conversion to the online. 173 00:27:37.560 --> 00:27:52.200 Daniel Barnett: And all of the the many moving parts that and that it entails so with that That concludes my portion of the presentation regarding this course and i'll turn it back over to lizard or designee. 174 00:27:52.860 --> 00:27:54.480 Elizabeth Stuart: Great Thank you so much. 175 00:27:55.560 --> 00:28:00.090 Elizabeth Stuart: And it's really impressive what you've set up and one of the things that I think we can come back to. 176 00:28:00.660 --> 00:28:07.560 Elizabeth Stuart: Anna might touch on and we can come back to in the Q amp a is what about those of us who don't have 2014 days or however many. 177 00:28:08.490 --> 00:28:15.750 Elizabeth Stuart: But I think there really are some lessons that anyone can take from either, and one of the lessons I hear from you is. 178 00:28:16.320 --> 00:28:24.480 Elizabeth Stuart: not surprising, but just the importance of organization upfront and sort of spending that time and that sort of things run more smoothly during the class. 179 00:28:24.900 --> 00:28:34.590 Elizabeth Stuart: You know sort of sounds basic but it's easy to forget in the moment and it's clear that you spent a lot of time thinking through the setup and that really helps things run smoothly so. 180 00:28:35.130 --> 00:28:44.100 Elizabeth Stuart: Thank you, and welcome back to that in the Q amp a and but i'll now turn to Anna khobar check, who is from the Department of international health. 181 00:28:44.970 --> 00:28:59.790 Elizabeth Stuart: I believe I forgot I screwed up and didn't put my notes with me, but she you know I think doesn't have 2014 days, and so I think also will have a nice perspective on some other strategies that faculty can use so um and I will turn it over to you, thank you. 182 00:29:00.300 --> 00:29:02.850 Anna Kalbarczyk: Thanks Liz and I yeah I don't have 2014. 183 00:29:02.850 --> 00:29:13.710 Anna Kalbarczyk: days, but I do want to echo the importance of the power of ta is one of the courses that i'll talk about today, I teach every term and what I try to do is recruit a student. 184 00:29:14.160 --> 00:29:19.890 Anna Kalbarczyk: Early on, who will serve with me for the whole for all year for all four terms, so that. 185 00:29:20.550 --> 00:29:28.800 Anna Kalbarczyk: We can maintain that relationship and work together and and just build on the course over time so having that continuity is hugely helpful. 186 00:29:29.130 --> 00:29:35.940 Anna Kalbarczyk: I don't know that you'll be able to recruit the same 24 people again, but you should you should you should keep them, you can. 187 00:29:36.540 --> 00:29:42.720 Anna Kalbarczyk: So in my section what i'd like to do is provide some insights on two different courses i'm going to do a little compare contrast. 188 00:29:43.290 --> 00:29:51.270 Anna Kalbarczyk: One is a newly launched course that I taught this summer, it was an intensive summer institute course that was the kind of course that was. 189 00:29:51.660 --> 00:30:02.400 Anna Kalbarczyk: Like fun exciting people we're definitely going to you know show up and really, really want to engage and not every courses like that, because the second course i'll talk about is a required course. 190 00:30:02.790 --> 00:30:20.130 Anna Kalbarczyk: on international travel preparation, safety and wellness what I used to coin, the most hated course of the department and the hazing ritual that I got to undertake by teaching it and I think you know what I tried to do is take it really seriously transform it and take those brutal. 191 00:30:21.750 --> 00:30:25.890 Anna Kalbarczyk: end of term reviews with my large. 192 00:30:25.920 --> 00:30:28.740 Anna Kalbarczyk: glass of wine and really turn it into some. 193 00:30:28.770 --> 00:30:38.760 Anna Kalbarczyk: organizational tips and tricks so that's been very honest but it took it took a while to get to where I am so i'll say it's been some lessons learned on these two very different courses. 194 00:30:39.930 --> 00:30:46.260 Anna Kalbarczyk: Alright, so the first course was, as you can see it's a fun course essential skills for women's leadership in global health. 195 00:30:46.680 --> 00:30:53.070 Anna Kalbarczyk: It was a summer institute course you know, our hope was that we would be able to launch it in person, of course, that didn't happen. 196 00:30:53.700 --> 00:31:04.950 Anna Kalbarczyk: But then what that meant, is that we were really doing it online, but largely synchronously so it was five days four hours a day together staring at zoom all the time. 197 00:31:05.370 --> 00:31:15.480 Anna Kalbarczyk: And we really ended up having to create a mix of synchronous and asynchronous material in order to get everything into those five days four hours and. 198 00:31:15.780 --> 00:31:24.630 Anna Kalbarczyk: This course was super organized around activity practice and discussion so for me that meant those things came first. 199 00:31:25.050 --> 00:31:33.630 Anna Kalbarczyk: lectures came second like whatever it meant that we needed to do didactic Lee was not the priority in terms of course organization, it was about creating time. 200 00:31:33.930 --> 00:31:43.140 Anna Kalbarczyk: For activity practice because to me, this was a skills building course and you can't do that by listening to me, you are on and on it's really about being able to practice next slide please. 201 00:31:45.630 --> 00:31:53.700 Anna Kalbarczyk: Alright, so you know, as with many institute courses what we had our first assignment was do prior to the first day, but it was an assignment where people. 202 00:31:53.940 --> 00:32:03.510 Anna Kalbarczyk: You know it didn't need to have a ton of material ahead of time this was really sort of a self reflection assignment I get to choose your own adventure, you know come to the class feeling prepared to talk. 203 00:32:04.080 --> 00:32:15.600 Anna Kalbarczyk: And then each day had lectures podcasts videos readings that people needed to watch prior to the start of the next class and so these were either reinforcing materials that we talked about. 204 00:32:16.230 --> 00:32:21.750 Anna Kalbarczyk: Each day or preparing students for the next set of activities so not only did we really have those. 205 00:32:22.080 --> 00:32:31.830 Anna Kalbarczyk: four hours together, every day, but we also had these additional activities that we were building on top of it to keep people engaged and to keep people thinking into the next day. 206 00:32:32.760 --> 00:32:41.340 Anna Kalbarczyk: And then again that in class time was largely dedicated to discussion activities and debriefs with lectures interspersed as needed. 207 00:32:41.970 --> 00:32:49.680 Anna Kalbarczyk: And four hours, like together each day feels like a lot of time and it is, I mean i'm certainly exhausted, at the end of it, each day. 208 00:32:50.160 --> 00:32:57.930 Anna Kalbarczyk: But it flies by and so it's really critical with this organization to have a mix of synchronous and asynchronous activities. 209 00:32:58.380 --> 00:33:09.300 Anna Kalbarczyk: and trying to find that balance, and I think we did a good job in the first year certainly lessons learned about how to balance some of that stuff but, again, it was the activities that took Center stage next slide. 210 00:33:10.680 --> 00:33:18.390 Anna Kalbarczyk: All of the activities, so we, in our five days together, we had a series of unstructured discussions. 211 00:33:18.630 --> 00:33:26.460 Anna Kalbarczyk: That I was totally surprised by these emerged from the lectures, but you could tell like you could just see people chomping at the bit like I want to talk, I want to talk like all right. 212 00:33:26.790 --> 00:33:31.770 Anna Kalbarczyk: let's have a conversation I don't need to talk let's do that and it took up a lot of time, but it was great. 213 00:33:32.130 --> 00:33:45.840 Anna Kalbarczyk: We had a series of case studies that people did in smaller groups, then we had skills building practice that built on top of that, so there were specific activities that people came prepared to do with others, so elevator pitches presentations. 214 00:33:46.590 --> 00:33:51.570 Anna Kalbarczyk: Doing an active listening exercise or even having a business negotiation case study. 215 00:33:52.020 --> 00:33:59.460 Anna Kalbarczyk: We would always debrief every activity, whether it was immediately after or the next day, because having that conversation was really important getting. 216 00:33:59.700 --> 00:34:03.960 Anna Kalbarczyk: people to talk about what they learned what they struggled with right and sharing those lessons. 217 00:34:04.380 --> 00:34:14.640 Anna Kalbarczyk: And then on the final day we had a panel okay So these are all of the activities that we did it wasn't one activity per day it was, like all of these activities mixed in every day. 218 00:34:14.970 --> 00:34:21.870 Anna Kalbarczyk: And that meant that this had to take Center stage we had to incorporate breaks right, you have to do all of these things, because people are humans and people. 219 00:34:22.320 --> 00:34:34.500 Anna Kalbarczyk: Plus we had people from east coast West Coast, Australia, Thailand Ethiopia, where we were managing a lot of time zones here with a lot of different activities that required. 220 00:34:34.800 --> 00:34:44.100 Anna Kalbarczyk: Participation I felt particularly bad for our West coasters and our Australians who are up either very early or very terribly late next slide. 221 00:34:46.410 --> 00:34:56.370 Anna Kalbarczyk: So one pivot I want to talk about you know, we had just freshly designed the course and you know you go through all of this, you design these courses you feel like it's all going to go great you know before it's just going to work. 222 00:34:56.820 --> 00:35:03.480 Anna Kalbarczyk: and half of our day three was dedicated to having a guest speaker who just needed to cancel because of a personal reason. 223 00:35:04.140 --> 00:35:16.650 Anna Kalbarczyk: But what I was starting to sense was how much people really were engaging in activities and thinking about how we could just take those lecture materials that she was going to give anyway, and then transform them into into activities. 224 00:35:17.070 --> 00:35:25.320 Anna Kalbarczyk: and luckily that guest speaker was able to sit with me and talk to me a little bit about how we might be able to do that right, she didn't just say oops i'm canceling i'm out, you know the book. 225 00:35:25.800 --> 00:35:32.430 Anna Kalbarczyk: We strategize a bit she had some pre recorded material, I was able to give people asynchronously and then we dove right in. 226 00:35:32.700 --> 00:35:39.030 Anna Kalbarczyk: and honestly this worked out even better than I could have imagined so sometimes like just taking that pivot. 227 00:35:39.300 --> 00:35:50.490 Anna Kalbarczyk: ended up being really brilliant, because now, these activities ended up being really useful for people's final assignments, and it was something that we that we all enjoy it, I think, maybe more than having a guest speaker and a guest lecturer. 228 00:35:51.450 --> 00:35:56.880 Anna Kalbarczyk: Next slide all right, so this is the dreaded requires like a required course. 229 00:35:57.120 --> 00:36:04.350 Anna Kalbarczyk: People come into is international travel man, you know at this point, most people are coming into School of Public Health they've got some degree of experience. 230 00:36:04.650 --> 00:36:11.670 Anna Kalbarczyk: you've got people who are like you know kind of mad that they have to take this course i've been doing this work for 10 years, why are you making me take this. 231 00:36:12.030 --> 00:36:22.350 Anna Kalbarczyk: You know we've got MDS who end up taking the course who were saying like, why are you trying to teach me about diarrhea right whatever it is you've got this huge range of students, which I think we face in many courses. 232 00:36:22.890 --> 00:36:29.610 Anna Kalbarczyk: And so, one of the lessons that I learned here was to sort of like loosen the reins on. 233 00:36:30.240 --> 00:36:39.240 Anna Kalbarczyk: You need to watch every lecture in order to you know do well in this course, and my messaging around the organization then became. 234 00:36:39.720 --> 00:36:48.990 Anna Kalbarczyk: You need to do what feels right to you like, where are your gaps in your own knowledge and we're using quizzes to help you identify where those areas are. 235 00:36:49.590 --> 00:36:53.850 Anna Kalbarczyk: And then the course was really designed to be almost entirely self paced. 236 00:36:53.910 --> 00:37:03.720 Anna Kalbarczyk: it's open at the beginning, the assignments, are there they're open all of the lectures are there they're open, if you want to do this in week one and never think about it again, other than the laptops you can do that. 237 00:37:04.110 --> 00:37:18.420 Anna Kalbarczyk: If you need to wait until the end of course do that too right, it was really a recognition that people were already coming in a little bit MC with this course, and that the design needed to reflect flexibility for people to sort of enjoy and actually engage with the material. 238 00:37:19.590 --> 00:37:29.760 Anna Kalbarczyk: So all of the materials open on day one, we have a set of pre recorded lectures pass fail quizzes a discussion forum assignment and a self reflection into life talks. 239 00:37:30.300 --> 00:37:40.770 Anna Kalbarczyk: The discussion forum assignment and the two laptops were really my way of keeping people engaged, so that if you did just want to do everything at the beginning, it was a way to keep. 240 00:37:41.040 --> 00:37:52.530 Anna Kalbarczyk: people staying on topic right, so we, we know that people are going to come in and out of the course at different times or you're going to do that your discussion forum assignment here you're going to do the quizzes there. 241 00:37:52.800 --> 00:38:00.330 Anna Kalbarczyk: But a way to keep conversations going for a while, so that it's not just a stagnant discussion page, but rather something that people are continuing to visit. 242 00:38:01.110 --> 00:38:07.260 Anna Kalbarczyk: And then the other lesson that I learned with a live talks is that in this field, it was really important not to just rely on. 243 00:38:07.860 --> 00:38:13.860 Anna Kalbarczyk: A guest lecture or a reinforcing lecture for a topic that we thought was important right this. 244 00:38:14.070 --> 00:38:20.970 Anna Kalbarczyk: That was not going to work for these students, they were not going to show up, they were not going to be happy like why didn't I just record that for them, like everything else. 245 00:38:21.510 --> 00:38:28.740 Anna Kalbarczyk: This was about Actually, I think, pushing buttons and moving the Needle, on some really interesting topics and so right now. 246 00:38:29.190 --> 00:38:39.930 Anna Kalbarczyk: What that has meant is transforming those live talks into discussions on white savior ISM and global health training, so this like really gets people going it's a really great conversation going. 247 00:38:40.620 --> 00:38:44.340 Anna Kalbarczyk: And then the other thing that was really missing was this idea about identity and travel. 248 00:38:44.850 --> 00:38:56.640 Anna Kalbarczyk: What does it mean to be international and working international with intersection of identities that can be difficult or unexpected accepted in different places right, and here we now bring in. 249 00:38:57.060 --> 00:39:06.480 Anna Kalbarczyk: A guest speaker to do that so it's not just me assist white woman talking at them about difficulties with identities we're really recognizing that we have a you know, a huge. 250 00:39:06.840 --> 00:39:20.310 Anna Kalbarczyk: diversity within our faculty and people who can come talk to these issues, so I really see that as a pivot this idea that like your life talks can change the way you do them can change and that all of these things can be really responsive to students excellent. 251 00:39:22.020 --> 00:39:26.250 Anna Kalbarczyk: Alright, so just a couple of considerations for the second course and tying into the first one. 252 00:39:26.580 --> 00:39:32.940 Anna Kalbarczyk: I really find that regardless of course students love it when materials are all available upfront. 253 00:39:33.240 --> 00:39:40.260 Anna Kalbarczyk: And I think this is because increasingly we've got a global audience we've got people who are on the move, so if they could download things. 254 00:39:40.560 --> 00:39:50.430 Anna Kalbarczyk: You know, do things, maybe ahead of schedule, in some cases it really helps people to feel like they can stay on top of what is an insane eight week term right, this can just be really difficult for people. 255 00:39:50.760 --> 00:39:56.100 Anna Kalbarczyk: So it doesn't work for all classes, but I do find that there's an appreciation for having everything available up front. 256 00:39:57.750 --> 00:40:09.570 Anna Kalbarczyk: But that for online courses that can really mean having other regular modes of engagement, so with the travel course we have weekly prepared emails with resources or discussion questions we have the discussion forum and then the LIFE talks. 257 00:40:10.110 --> 00:40:17.520 Anna Kalbarczyk: And then, for me, critically, I think, different courses i've taught are organized really around availability and extensive engagement. 258 00:40:17.790 --> 00:40:22.800 Anna Kalbarczyk: So what does that look like if you're trying to engage with people every single day what is, of course, the to look like. 259 00:40:23.100 --> 00:40:35.910 Anna Kalbarczyk: If you've got this self paced online course what is that engagement look like, how do you balance right emailing people way too much where they just ignore what you write versus you know emailing the right amount of time and getting people to come back and log back in. 260 00:40:36.270 --> 00:40:41.130 Anna Kalbarczyk: So I hope we've got some questions, and thank you all for for letting me speak about this. 261 00:40:43.770 --> 00:40:45.150 Great Thank you so much. 262 00:40:46.410 --> 00:40:54.810 Elizabeth Stuart: Brian I think we can stop sharing the slides and see people's faces, this was really helpful Thank you all and, yes, we can see. 263 00:40:55.860 --> 00:40:58.140 Elizabeth Stuart: variation and sort of size and complexity. 264 00:40:59.280 --> 00:41:10.290 Elizabeth Stuart: And you really, first I want to say, please any attendees please do either just raise your hands your zoom hands, and we can call on you, or post in the chat and happy to incorporate your. 265 00:41:11.070 --> 00:41:16.650 Elizabeth Stuart: Questions or or maybe you have your own suggestions that you want to contribute to the conversation, which would be great. 266 00:41:17.730 --> 00:41:27.480 Elizabeth Stuart: So I well, first I want to just again to thank everyone, then Anna your comment at the end i'm going to try to segue this to my first question. 267 00:41:28.980 --> 00:41:39.630 Elizabeth Stuart: The year i'd sort of occurred to me that in my own class i've just my online course have recently started that weekly email, you know, and I have it scheduled to get sent on Sunday evening. 268 00:41:40.170 --> 00:41:46.770 Elizabeth Stuart: And it only takes a little bit of my time and it's so helpful for these self paced classes to sort of help orient the students. 269 00:41:47.490 --> 00:41:52.020 Elizabeth Stuart: So where i'm going with this is that I think partly when we're used to teaching on site. 270 00:41:52.380 --> 00:41:57.780 Elizabeth Stuart: You know you sort of see the students each week and you, you can sort of give those little reminders at the beginning of class. 271 00:41:58.050 --> 00:42:07.860 Elizabeth Stuart: So I wanted to just probe a little bit the differences that you know we've heard a lot about online courses wanted to probe a little bit from each of you any of you. 272 00:42:08.850 --> 00:42:16.500 Elizabeth Stuart: kind of differences, you see, for sort of online and on site or now hybrid and kind of just have a little conversation about that. 273 00:42:17.520 --> 00:42:20.190 Elizabeth Stuart: And when want to jump in first on that. 274 00:42:23.400 --> 00:42:28.020 Anna Kalbarczyk: I could take a quick stab just since we're tying it to emails I actually think that our lessons. 275 00:42:28.020 --> 00:42:33.480 Anna Kalbarczyk: learned from some of the organization around online courses that we could better applied to in person courses. 276 00:42:33.810 --> 00:42:39.990 Anna Kalbarczyk: You know I can think about the number of times classes up all right everybody's going Oh, we will we got a reminder don't forget to blah blah blah. 277 00:42:40.320 --> 00:42:57.540 Anna Kalbarczyk: Right, and I think it's far more inclusive and accessible if we actually think about how we can put those messages very clearly, you know and regularly out to students so maybe that's just one takeaway is that that's a good lesson learned from from online courses in organizing our communication. 278 00:43:01.770 --> 00:43:14.370 Daniel Barnett: I would completely ECHO agree with anna's comments just the the the sort of cadence and the approach to email communication through the online. 279 00:43:14.850 --> 00:43:24.240 Daniel Barnett: modality, I think, will translate very well, not just online, but to in person future iterations that we speaking regarding the course that Joe and I described. 280 00:43:26.790 --> 00:43:28.590 Daniel Barnett: Joe do you have additional thoughts about that. 281 00:43:29.610 --> 00:43:38.700 Joe Brodine: I would agree, and also mentioned again we learned a lot from our colleagues and cto Brian actually was the person who advised that. 282 00:43:39.060 --> 00:43:45.960 Joe Brodine: Maybe we open some of our live talks with a Pole, and it was it was as i'm paraphrasing it Brian, but it was a great. 283 00:43:46.470 --> 00:43:56.070 Joe Brodine: I don't think we had considered that it was a great way of getting people to sort of do an icebreaker and kind of a customer needs to start engaging and it also was a technique Dan and I used to sort of. 284 00:43:56.460 --> 00:44:05.490 Joe Brodine: Take the temperature and we kind of asked questions like how are you feeling your course you know the course is going and we kind of did some formative evaluation as we went and so. 285 00:44:06.120 --> 00:44:14.400 Joe Brodine: that one of the one of the nice things about an online courses, especially with a tool like polling or whatever you kind of get a. 286 00:44:15.450 --> 00:44:29.670 Joe Brodine: You might get some instant feedback with respect to evaluation type questions, and it can be anonymous and immediate and that that's that I think kind of helped Dan and I figure out maybe when we were going off the tracks, or when we were still on the tracks. 287 00:44:32.550 --> 00:44:34.410 Elizabeth Stuart: yeah that's great Thank you um. 288 00:44:35.070 --> 00:44:45.240 Elizabeth Stuart: And maybe it maybe this sort of could relate to that yeah I think one of the other aspects to course organization, you know we might have we think very well organized class and things very clearly laid out. 289 00:44:45.930 --> 00:44:59.460 Elizabeth Stuart: But then the question is, do the student sort of understand that organization and i'm wondering if any of you kind of can just talk a little bit more about how you communicate kind of the organizational structure, Dan and Joe I love that. 290 00:44:59.940 --> 00:45:04.650 Elizabeth Stuart: graphic you had of that is amazing i'm wondering, even as simple as like. 291 00:45:05.160 --> 00:45:20.010 Elizabeth Stuart: The syllabus and how do you make sure students actually read the syllabus because I i'm sure some of the organizational pieces are in the syllabus and so just could you comment on kind of how you make sure that the students internalize that organizational structures. 292 00:45:23.010 --> 00:45:24.120 Daniel Barnett: I love that question. 293 00:45:24.960 --> 00:45:26.520 Daniel Barnett: I live into that question. 294 00:45:27.060 --> 00:45:35.850 Daniel Barnett: So the reason that I answered that responded just now, the way it is because that has happened, more than one time i'll just say that i'm not going to. 295 00:45:36.390 --> 00:45:49.980 Daniel Barnett: give an exact number but let's just say more than one hand I, and so one of the sort of motivations of the reasons that we developed in conjunction with CTI that that trap. 296 00:45:50.640 --> 00:46:07.860 Daniel Barnett: tracking graphic was to really supplement and kind of create a course at a glance, if you will, in a even more digestible way than the the syllabus itself or at the very least, to complement the syllabus itself for that purpose, so Joe. 297 00:46:09.030 --> 00:46:11.310 Daniel Barnett: You have additional thoughts on that regarding this. 298 00:46:11.880 --> 00:46:21.720 Joe Brodine: I agree we did a number of things, I mean the The pre scheduled emails reminders and prompts verbally during weekly live talks. 299 00:46:22.620 --> 00:46:32.460 Joe Brodine: The poll even we use sometimes to ask people if they've read this this and it was sort of interesting to find out who has read the syllabus in a given moment um one thing that we we. 300 00:46:33.330 --> 00:46:44.700 Joe Brodine: saw a lesson learned third term one thing we hadn't planned on was since we had gone from intensive two weeks to stretched out eight weeks, one of our key is even use the term. 301 00:46:45.390 --> 00:47:00.150 Joe Brodine: boiler sort of like effect to that, like a pressure cooker so people sort of got to the final deliverable of the two week intensive course because everyone was right there every single day, day after day for 10 business days in a row with eight weeks. 302 00:47:00.780 --> 00:47:05.100 Joe Brodine: In the third term with the first time that we did it online I think students actually felt kind of. 303 00:47:05.400 --> 00:47:14.430 Joe Brodine: Almost ambushed by the final deliverable they had had ample warning, but I don't think that we have really put on our biggest strongest megaphone to message to them. 304 00:47:14.670 --> 00:47:24.150 Joe Brodine: That hey a big presentations coming up a big papers coming up, you know it's the only sort of deliverable you have so we again turn to our ta days to really start mentioned. 305 00:47:24.870 --> 00:47:35.730 Joe Brodine: Bringing that in to the discussions early so guys, knowing that you're going to have to write a paper and maybe we could get server now cool could, how could we divide up the section that was like week one. 306 00:47:35.940 --> 00:47:50.160 Joe Brodine: So we started again super advanced communication and and really relying on our ta colleagues to be in the discussions, where we weren't to make sure people didn't feel surprised or knocked off by by the the. 307 00:47:50.190 --> 00:48:02.580 Joe Brodine: breadth of the final deliverable which some return, thankfully, when we took our sort of internal temperature it didn't seem like anyone had similar experiences of the first time around, so lesson learned for sure. 308 00:48:03.510 --> 00:48:09.210 Brian Klaas: So this i'm just gonna jump in one of the things that I do in my classes, because reading the syllabus is important, especially. 309 00:48:09.570 --> 00:48:19.020 Brian Klaas: I have students have to make choices about what they're going to do in the class and trying to explain to them why you'd want to choose path a versus path be and what's meaningful about that choice like what you'll get out of it. 310 00:48:19.800 --> 00:48:21.780 Brian Klaas: Is that I have a very simple. 311 00:48:22.620 --> 00:48:32.580 Brian Klaas: sort of Sir a syllabus quiz and it's optional and students who do it get like three extra points in the class and it's a points base class and those three extra points. 312 00:48:32.790 --> 00:48:46.620 Brian Klaas: can make the difference between an A and a B for some students and it's a really good motivator it's not gonna you know make or break somebody's grade in the class, but I get you know 95 97% completion of that quiz. 313 00:48:47.340 --> 00:49:00.060 Brian Klaas: Because students just you know our students want the points they want every point that they can possibly get and that seems to be motivated it's worked pretty well for me it's not a challenging quiz but it just make sure that they've actually read it. 314 00:49:04.170 --> 00:49:04.800 Elizabeth Stuart: that's great. 315 00:49:06.180 --> 00:49:13.710 Elizabeth Stuart: I haven't implemented that myself but maybe this year will be the year and, and I see you posted something in the chat do you want to just verbally. 316 00:49:14.790 --> 00:49:16.980 Anna Kalbarczyk: yeah so i've been i've had a. 317 00:49:17.190 --> 00:49:18.510 Anna Kalbarczyk: lot of experience with different. 318 00:49:18.510 --> 00:49:20.400 Anna Kalbarczyk: course plus layouts and I think. 319 00:49:20.460 --> 00:49:26.670 Anna Kalbarczyk: Like more than the syllabus to me the way you lay out everything on course plus your labels, though order. 320 00:49:26.910 --> 00:49:35.040 Anna Kalbarczyk: Where you put your assignments, you know, some people prefer to like have them staggered throughout most of my classes, I like to have them in a big chunk up at top. 321 00:49:35.490 --> 00:49:51.930 Anna Kalbarczyk: Right, I think that is really a critical communication point for course organization that is often overlooked and sometimes really difficult I course pluses and always super friendly, but it is it's the tool we have, and I think that can really help keep people on track. 322 00:49:53.760 --> 00:50:02.520 Elizabeth Stuart: Great and i'll give a little plug i'm sure staff at CCL would be happy to help anyone sort of think that through and have examples, probably of. 323 00:50:02.970 --> 00:50:07.440 Elizabeth Stuart: Those pages and kind of how different courses have you said organization, so if anyone. 324 00:50:08.400 --> 00:50:15.990 Elizabeth Stuart: wants to reach out and get thoughts on that the saline has been posting the CCL help email address in the chat so please use that resource. 325 00:50:16.620 --> 00:50:24.960 Elizabeth Stuart: So we we have about five minutes left, so I want to try to give you all a couple minutes before too, and I want to go back to the ta question. 326 00:50:25.920 --> 00:50:35.280 Elizabeth Stuart: Which is kind of you know, in some ways the elephant in the room, in that I think a lot of the time it's easier to be organized if you have well easier or harder to be organized if you have a. 327 00:50:35.850 --> 00:50:47.100 Elizabeth Stuart: Good instructional team, one thing I first want to sort of clarify, is that the you know cadre of ta is that Dan and Jo had, I want to mention this because I think it's really. 328 00:50:48.990 --> 00:50:59.790 Elizabeth Stuart: Innovative they aren't full to the way we normally think about them, so I think many of us think of tea as as like PhD students and they work five or 10 hours a week, all term. 329 00:51:00.510 --> 00:51:06.300 Elizabeth Stuart: These days, and Dan and Jo can come in a little one this you know our sort of smaller number of hours. 330 00:51:06.720 --> 00:51:13.020 Elizabeth Stuart: and, interestingly, you know might be in a two year master's program and sort of or you know, in the part time Program. 331 00:51:13.500 --> 00:51:29.310 Elizabeth Stuart: And so, and again partly I want to raise this because I think many of us are feeling the pressure of larger class sizes smaller PhD cohorts and we're pretty nervous like where do we find all these T a's so Dan and Jo maybe hoping, you could say a couple more words about. 332 00:51:30.330 --> 00:51:44.460 Elizabeth Stuart: You talked a lot about sort of the process of how you find them, but just maybe say a little bit more because, and again I want to just sort of remind people that maybe there's innovative strategies we can use, even if we don't sort of have support of sort of faulty. 333 00:51:47.190 --> 00:51:55.440 Daniel Barnett: Thanks Liz for that very good question and first of all I want to thank Marie the inner West because she helped us sort of. 334 00:51:56.430 --> 00:52:07.980 Daniel Barnett: brainstorm how to just get Th available for this course, and we realized early on that the traditional as you described was sort of profile of a ta. 335 00:52:08.490 --> 00:52:28.020 Daniel Barnett: was simply not going to be available in enough enough numbers to accommodate the needs of the course one of the things I just on that note is the part time mph years are in many cases mid career professionals very busy but also we were really. 336 00:52:29.040 --> 00:52:35.490 Daniel Barnett: pleasantly surprised to see how motivated they were to when we asked them to be teased to do so. 337 00:52:36.810 --> 00:52:43.470 Daniel Barnett: You know, and these are busy clinicians in many cases, and so I think. 338 00:52:45.060 --> 00:52:54.390 Daniel Barnett: They they viewed it as a value add for them, they wanted to sort of pay it forward in many cases, or some similar phrasing when we try we reached out to recruit them. 339 00:52:54.750 --> 00:53:05.820 Daniel Barnett: We developed a recruitment email with follow up and we have this list of you know where we were where we are in the recruitment process we've already started recruiting ta for third term. 340 00:53:06.960 --> 00:53:16.320 Daniel Barnett: I can't emphasize the advanced planning how you know how necessary that's it so anyway long answer to a short question but Joe if you have other thoughts or additional thoughts. 341 00:53:17.310 --> 00:53:29.100 Joe Brodine: And I think it's I think it's a great question I, I have to say I must acknowledge what I don't know about all the folks on this call, because I know there's so many folks on this call, with very. 342 00:53:30.570 --> 00:53:40.230 Joe Brodine: Profound depth of subject matter, expertise and I can imagine that when you're anticipating the recruitment of a ta you need to have somebody that can at least. 343 00:53:41.100 --> 00:53:52.650 Joe Brodine: match the level needed to administer over students and help make decisions, I think, clarifying exactly what tests, the ta need to have is a very useful thing that. 344 00:53:53.100 --> 00:54:00.480 Joe Brodine: We were able to do for our course and then as i'm seeing is evident in the chat we definitely sort of followed that. 345 00:54:01.020 --> 00:54:09.810 Joe Brodine: aphorism of hire for attitude train for skill, even if there was somebody that you know, had not necessarily been in some specific. 346 00:54:10.200 --> 00:54:20.820 Joe Brodine: Public Health leadership role before if they were enthusiastic and professional and interested that kind of went really a far away, for what we needed. 347 00:54:21.120 --> 00:54:26.130 Joe Brodine: And then we just made sure that we were very available to them to answer questions and. 348 00:54:26.370 --> 00:54:35.520 Joe Brodine: They kind of filtered out a lot of the more mundane questions you know, like what is this do or whatever and and really sort of the more complex questions came to us, and that was a. 349 00:54:35.970 --> 00:54:49.590 Joe Brodine: Again it's just a really great great partnership, but that That being said, I think probably I imagine that each faculty Member on this call has to decide what is appropriate for the the scope and depth of the subject matter that they teach to. 350 00:54:51.000 --> 00:54:58.500 Elizabeth Stuart: Great and we could talk about this a long time, and one really quick question these teams were paid correct on an hourly basis. 351 00:54:59.250 --> 00:55:00.390 Joe Brodine: yeah that's. 352 00:55:01.380 --> 00:55:07.980 Elizabeth Stuart: Great yeah though there was a question in the chat great so we're out of time, Brian if you could pull up the last slide. 353 00:55:08.340 --> 00:55:15.300 Elizabeth Stuart: I wanted to just send Thank you so much, this has been a great conversation and actually a segue is that I see Brian we are put in the chat. 354 00:55:15.900 --> 00:55:33.060 Elizabeth Stuart: A question about late night emails from students and I know many faculty are feeling this pressure, right now, especially with large class sizes, so I wanted to highlight that we are working on two more teaching workshop topics, probably in October, we will be. 355 00:55:34.140 --> 00:55:37.650 Elizabeth Stuart: Oh, my gosh my brain is totally like scattered. 356 00:55:39.060 --> 00:55:48.030 Elizabeth Stuart: November we're going to do one on sort of student interactions October will be one on sort of scaling up large classes or sort of how to deal with classes that might be larger than planned. 357 00:55:48.390 --> 00:55:58.830 Elizabeth Stuart: So we don't have a date and time yet, but stay tuned for that so Brian we're just that question is very much in the spirit of the kinds of topics that we're going to be tackling. 358 00:56:00.510 --> 00:56:08.160 Elizabeth Stuart: And part I wanted to mention that because we have our teaching Council, which is the group that is really helping organize these workshops now. 359 00:56:08.400 --> 00:56:15.030 Elizabeth Stuart: And there were representatives from every department of the school and you can also reach out to teaching Council members. 360 00:56:15.570 --> 00:56:22.080 Elizabeth Stuart: To talk through any of these topics, so the link is there, maybe slightly upgraded saline just put it in the chat. 361 00:56:22.800 --> 00:56:35.970 Elizabeth Stuart: So stay tuned for more of these reach out as always with any questions or suggestions and again just huge thanks to today's presenters for sharing their insights and expertise and experiences. 362 00:56:36.390 --> 00:56:50.070 Elizabeth Stuart: And I will hope to see many of you back for one of our next teaching workshops stay tuned look for announcements on dates and times and I think we'll have lots of good strategies for this fall, so thank you all and enjoy the rest of the day. 363 00:57:08.910 --> 00:57:13.020 Celine Greene: Marcus we're going to stop recording and good to turn off the transcript Thank you. 364 00:57:14.430 --> 00:57:15.150 Celine Greene: Thanks all.