NOTE - This transcript is based off the original recording so while the transcribed content is accurate, any timings are not going to match the edited video file.


1
00:00:03.540 --> 00:00:05.700
Celine Greene: Alright, so I am going to.

2
00:00:06.720 --> 00:00:07.740
disable the waiting.

3
00:00:13.320 --> 00:00:15.120
DeansOffice JHSPH: Recording so, then you can go ahead and let.

4
00:00:20.790 --> 00:00:25.230
Elizabeth Stuart: hi everyone welcome we'll wait just a minute let a few more people join.

5
00:00:42.270 --> 00:00:44.820
Elizabeth Stuart: lunchtime here so there's lunch Christian.

6
00:00:47.100 --> 00:00:48.900
Elizabeth Stuart: Great welcome nice to see you.

7
00:01:02.580 --> 00:01:03.930
sz@jhu.edu: The young ones in so we can see.

8
00:01:03.930 --> 00:01:04.110
That.

9
00:01:05.910 --> 00:01:08.400
Elizabeth Stuart: They purposely tried to avoid being on camera.

10
00:01:08.880 --> 00:01:10.800
sz@jhu.edu: Well then, don't feed them lunch.

11
00:01:11.490 --> 00:01:14.910
Elizabeth Stuart: Well, the big how the question is how do you open the new chicken nugget bag.

12
00:01:20.040 --> 00:01:20.940
Elizabeth Stuart: Really high.

13
00:01:21.030 --> 00:01:22.410
Elizabeth Stuart: High quality lunch happen in here.

14
00:01:32.100 --> 00:01:37.860
Elizabeth Stuart: Alright i'm going to get us started, since it is 1202 and we might as well, have a little bit of introductory.

15
00:01:39.060 --> 00:01:40.290
Elizabeth Stuart: Thank you so much for joining.

16
00:01:40.290 --> 00:01:41.910
Elizabeth Stuart: US for the latest.

17
00:01:41.910 --> 00:01:51.000
Elizabeth Stuart: In our teaching workshop series on sort of this started the first of these started last summer, when we were all sort of trying to figure out how to make fall work and.

18
00:01:51.660 --> 00:02:00.300
Elizabeth Stuart: I think things have gone very smoothly and now we're trying to continue these sessions with thinking about how do we teach in this continually evolving environment.

19
00:02:01.200 --> 00:02:06.900
Elizabeth Stuart: So I guess I should introduce myself i'm Liz Stewart i'm associate Dean for education school.

20
00:02:07.410 --> 00:02:14.730
Elizabeth Stuart: And i've sort of helped organize these sessions, with great help from selene green from the Center for teaching and learning.

21
00:02:15.660 --> 00:02:33.900
Elizabeth Stuart: We are going to do this, like we've done the others with a couple sort of saline will start us off with some pedagogical backgrounds and sort of introduction and then we're going to turn to to faculty to give their perspective today's topic is student engagement in the virtual classroom.

22
00:02:35.160 --> 00:02:41.730
Elizabeth Stuart: i'll come back to introduce those faculty in a minute, but I want to just say we currently do this as kind of a normal zoom session.

23
00:02:42.000 --> 00:02:49.500
Elizabeth Stuart: So that it can be interactive and we want you to be able to chat with each other in the chat and, at the end, we might be able to allow.

24
00:02:50.370 --> 00:03:01.230
Elizabeth Stuart: audio for questions or depending on time and so really treat this as interactive we're trying to build sort of a learning Community here, so I encourage you to engage in those ways.

25
00:03:02.700 --> 00:03:03.330
Elizabeth Stuart: The.

26
00:03:04.470 --> 00:03:17.910
Elizabeth Stuart: And sorry my distractions here in the House, we certainly had great interactions over in some of the previous sessions and really good tips and feedback being shared in the chat so I really encourage you to continue that today.

27
00:03:18.990 --> 00:03:27.810
Elizabeth Stuart: So without further ado, I want to introduce our two speakers today first we're going to hear from one of our faculty in the School of Public Health Ryan Kennedy.

28
00:03:28.260 --> 00:03:33.180
Elizabeth Stuart: Who is associate professor in health behavior and society and we'll hear more from him later about.

29
00:03:33.780 --> 00:03:42.690
Elizabeth Stuart: Some of his strategies and the courses he teaches but he has great experience with online teaching in opal and then also virtually this year.

30
00:03:43.020 --> 00:03:50.010
Elizabeth Stuart: And I don't think we'll touch on this too much today, but he is one of our faculty teaching on site right now so that's pretty exciting.

31
00:03:50.730 --> 00:04:01.290
Elizabeth Stuart: And then really happy to be joined by Jamie young from the Department of chemistry of you again you'll hear more from Jamie later, but he gets to teach intro chemistry to.

32
00:04:01.770 --> 00:04:12.930
Elizabeth Stuart: Huge numbers of freshmen, and so I think has a different perspective there's sort of a different audience than some of us, but I think we'll have a lot to learn from him, one thing I just want to end by is.

33
00:04:14.040 --> 00:04:18.900
Elizabeth Stuart: These two speakers Ryan and Jamie are incredibly motivating and inspirational.

34
00:04:19.380 --> 00:04:24.780
Elizabeth Stuart: I don't want you to be scared I don't want you to feel like you have to get all the way to like the cool stuff they're showing.

35
00:04:25.050 --> 00:04:34.050
Elizabeth Stuart: But we're hoping to sort of motivate you and show kind of what's possible and if you take one little nugget away from today's session I will view it as a success.

36
00:04:34.440 --> 00:04:47.790
Elizabeth Stuart: And there's going to be resources to help us implement moving forward, you get to teach yes great so without further ado i'm going to hand things over to celine for for her introduction thanks so much.

37
00:04:49.020 --> 00:04:59.040
Celine Greene: Thank you Liz so I want to start today by introducing universal design for learning or udl and explain what you do, has to do with student engagement.

38
00:04:59.640 --> 00:05:07.890
Celine Greene: For those who aren't yet familiar with udl Let me give you a quick summary udl is a strategic approach to building an educational experience.

39
00:05:08.160 --> 00:05:15.480
Celine Greene: That sets up all students for success, no matter the students, no matter the curriculum without jeopardizing academic rigor.

40
00:05:16.140 --> 00:05:24.360
Celine Greene: The approach requires careful course design and facilitation from the outset, without the need for further adaptation, as this course and term progresses.

41
00:05:24.870 --> 00:05:32.910
Celine Greene: udl can be succinctly addressed by incorporating three principles into the curriculum providing students with multiple means of engagement.

42
00:05:33.450 --> 00:05:43.380
Celine Greene: Multiple means of representation and multiple means of action and expression it's The first of these principles, providing multiple means of engagement that aligns with today's discussion.

43
00:05:44.880 --> 00:05:53.190
Celine Greene: So universal design for learning is an inclusive and scientifically a strategy for developing expert learners people who are intrinsically driven.

44
00:05:53.490 --> 00:05:56.940
Celine Greene: resourceful and strategic and accomplishing their personal goals.

45
00:05:57.390 --> 00:06:05.970
Celine Greene: The udl framework is inclusive and equitable structured for all students, without discrimination, specifically in regards to a person's potential barriers.

46
00:06:06.270 --> 00:06:18.240
Celine Greene: Be at their abilities be at their experiences, or even their resources, the strategy considers how everyone learns in conjunction with all aspects of a learning environment from design to facilitation.

47
00:06:18.900 --> 00:06:31.410
Celine Greene: You do isn't simply a trial and error list of best practices, nor is it focused on a theory instead udl has evolved from targeted research of the neural networks, what is happening in our brains, as we learn.

48
00:06:32.070 --> 00:06:40.200
Celine Greene: Research shows us that our experiences and our emotions, or I diversity of self obviously varies from person to person and punctuates over time.

49
00:06:40.560 --> 00:06:52.020
Celine Greene: But those things are experiences and our emotions impact, how are effective, recognition and strategic neural networks operate and respond, allowing us to become expert learners.

50
00:06:52.560 --> 00:07:04.110
Celine Greene: But regardless of our differences, all three of these networks which correspond to the why the what and the how of learning are integral to building the opportunity for success as an expert learner.

51
00:07:04.740 --> 00:07:19.380
Celine Greene: And while you do is focused on the science of learning, as I stated earlier, has three main everyday principles and its framework multiple means of representation multiple means of engagement and multiple means of action in expression.

52
00:07:20.910 --> 00:07:27.090
Celine Greene: The multiple means that engagement is the why of learning and it can be mapped to the effective network of our brains.

53
00:07:27.510 --> 00:07:42.150
Celine Greene: The multiple means of representation is the what of learning, and that is mapped to the recognition networks in our brains and the multiple means of action and expression is the how of learning and can be mapped to our strategic neural networks.

54
00:07:43.200 --> 00:07:53.580
Celine Greene: So let's focus a bit on that why of learning aligning with the effect of network multiple means of engagement, what do we mean by engagement is it keeping busy.

55
00:07:54.240 --> 00:08:01.230
Celine Greene: Is it keeping students, attention is it edutainment well yeah it can be all of that, and a lot more.

56
00:08:02.070 --> 00:08:09.930
Celine Greene: Really, when you when the udl framework suggests that educators provide multiple means of engagement it's referring to implementing practices.

57
00:08:10.290 --> 00:08:16.470
Celine Greene: That spark and maintain our learners curiosity their passion and their intrinsic motivation.

58
00:08:17.040 --> 00:08:24.030
Celine Greene: Because we're also very different what works for one is not going to work for all what works at one time is not going to work all the time.

59
00:08:24.780 --> 00:08:32.100
Celine Greene: factors that influence our students engagement, including include their own culture, we have to learn to honor our students, be they.

60
00:08:32.490 --> 00:08:35.850
Celine Greene: A working medical professional or somebody who has a full time students.

61
00:08:36.540 --> 00:08:45.510
Celine Greene: We have to consider their personal relevance, are they taking the course simply because it's required, or is there a passion or other interests that drove a student to enroll.

62
00:08:46.020 --> 00:08:55.500
Celine Greene: We have to consider their background knowledge there's often personal biases maybe we're fighting fake news or other views taken in through a personal lens.

63
00:08:55.890 --> 00:09:05.520
Celine Greene: We have to consider students comfort and confidence that imposter syndrome that so many of our students might have and there's so many more factors that we have to consider.

64
00:09:06.210 --> 00:09:12.600
Celine Greene: When we provide multiple means of engagement, including but not limited to the methods that we're going to be hearing about today.

65
00:09:13.170 --> 00:09:29.490
Celine Greene: We are clicking with or reaching the effective neural networks that drive our students emotions motivation and self regulation addressing this why of learning goes a long way toward developing expert learners who are purposeful and motivated or intrinsically driven.

66
00:09:30.960 --> 00:09:39.690
Celine Greene: cast, which was originally called the Center for applied special technology is the organization, who performed the initial research that led to the udl framework.

67
00:09:40.200 --> 00:09:48.000
Celine Greene: In the evolution of the framework cast developed guidelines for each of the three principles and refined checkpoints under each of the guidelines.

68
00:09:48.390 --> 00:09:59.550
Celine Greene: The idea is that of course employing universal design for learning should embrace one or more of these recommended practices, the guidelines and the refined checkpoints in most of its activities.

69
00:09:59.970 --> 00:10:09.120
Celine Greene: The guidelines are different under each udl principle and on this slide the guidelines for providing multiple means of engagement, are listed, you can see, the guidelines sort of.

70
00:10:09.480 --> 00:10:17.640
Celine Greene: grow or ramp up from the teachers to the students bested and personalized responsibilities and actions from access to empowerment.

71
00:10:18.360 --> 00:10:26.700
Celine Greene: In providing access to the why of learning we strive to get students to interact with the course content by recruiting or sparking their interest.

72
00:10:27.090 --> 00:10:31.080
Celine Greene: They need to be shown how is the curriculum relevant to them personally.

73
00:10:31.680 --> 00:10:37.560
Celine Greene: We also need to build and develop the students engagement by providing options that sustain their efforts and concentration.

74
00:10:37.950 --> 00:10:43.260
Celine Greene: Making deeper connections to their learning and encourage them to persist in their quest to.

75
00:10:43.950 --> 00:10:48.000
Celine Greene: increase and increase their desire to grow and develop as learners.

76
00:10:48.420 --> 00:10:59.040
Celine Greene: Lastly, we need to provide options for self regulation such as self assessments and reflections where students promote their own expectations and beliefs their own purpose and motivation to learn.

77
00:10:59.610 --> 00:11:10.560
Celine Greene: And since one size does not fit all in one moment does not fit all remember our experiences and our emotions our diversity of self will always influence how we learn fast.

78
00:11:11.100 --> 00:11:27.330
Celine Greene: We need to be flexible in our approach, we need to remember that the udl principle is provide multiple means of engagement, so today is all about opening up our minds to become inspired starting by considering the means of engagement that Brian and junior here to talk about today.

79
00:11:31.020 --> 00:11:40.980
Celine Greene: that's it This concludes my portion of today's presentation, when I hope the udl framework has become a bit more familiar to us all, specifically its connection to student engagement.

80
00:11:41.430 --> 00:11:53.130
Celine Greene: And I want to thank you for this time and I welcome you to learn more about udl specifically in regards to higher education by visiting udl on campus that cast.org.

81
00:11:53.730 --> 00:12:04.590
Celine Greene: or simply be on the lookout for communications and opportunities from the Hopkins universal design for learning or huddle initiative, which I am an ambassador for, and also from the Center and teaching and learning.

82
00:12:05.880 --> 00:12:17.100
Celine Greene: And i'm going to go ahead and go back to live and our guests, I know we're all eager to find out more about how is this relevant to me as they share their experiences and motivate us to become empowered educators.

83
00:12:20.340 --> 00:12:33.540
Elizabeth Stuart: Great Thank you so much Lee and those it's always good to hear this sort of science and the basics behind what we're doing, we might we might be doing things, but if we don't always sort of know what's really behind it and what the real motivation underlying might be.

84
00:12:34.560 --> 00:12:44.160
Elizabeth Stuart: So that's great, and I know we're now going to transition yeah to just sort of hearing what are some strategies that Brian and Jamie have used in their own teaching so.

85
00:12:44.700 --> 00:12:52.860
Elizabeth Stuart: If you can go to the next slide I guess actually I haven't needed to describe what courses Ryan has taught, I will turn it over to Ryan Kennedy from H vs thanks Ryan.

86
00:12:53.130 --> 00:13:01.110
Ryan Kennedy: Thank you so much, and thank you selina I think we all those of us that have been teaching in this online format have been.

87
00:13:02.010 --> 00:13:09.780
Ryan Kennedy: really trying hard to understand, especially during the pandemic where students are starting from and what or how we move them along.

88
00:13:10.680 --> 00:13:18.960
Ryan Kennedy: And I think I think a lot of us that are perhaps used to teaching in a in person environment we maybe think about online.

89
00:13:19.530 --> 00:13:36.060
Ryan Kennedy: mediums and perhaps focus on some of the drawbacks or perceived limitations, but I wanted to spend a little bit of time today talking about really how this can be a fantastic medium for teaching and some of the sort of inherent aspects of online.

90
00:13:37.140 --> 00:13:52.560
Ryan Kennedy: really can help, especially some of the students that might really appreciate it and enjoy the opportunity to, for example, pause lectures or go back or the opportunity to use some of the tools that we have like discussion forum posts and and i'm going to go through my nuggets in a moment.

91
00:13:53.820 --> 00:13:58.740
Ryan Kennedy: I think i'm going to share some of the activities that we use for student engagement and.

92
00:14:00.180 --> 00:14:03.570
Ryan Kennedy: i'll start with explaining some of the courses that I do teach currently.

93
00:14:04.500 --> 00:14:13.020
Ryan Kennedy: listed, some of them are open and you can see those class sizes range I get to teach a relatively small class line line called tobacco regulatory science.

94
00:14:13.950 --> 00:14:20.670
Ryan Kennedy: Typically around 15 students, right up to the program planning class that we teach in fourth term and that had over 200.

95
00:14:21.540 --> 00:14:29.190
Ryan Kennedy: It pales in comparison with the student class sizes that Jamie juggles with the teaching at homewood but in the context here.

96
00:14:29.880 --> 00:14:37.320
Ryan Kennedy: I guess the what I wanted to say, really, what is that some of the strategies, I use seem to work with the smaller or larger.

97
00:14:37.830 --> 00:14:46.830
Ryan Kennedy: But you can adopt and sort of think through what and how to try and achieve opportunities for students to engage with you and you to engage with students, regardless of the size.

98
00:14:48.360 --> 00:14:54.660
Ryan Kennedy: First students have some standard ways that they engage with us, and one thing is their.

99
00:14:55.530 --> 00:15:07.800
Ryan Kennedy: Evaluations that they give the course we've all had evaluations that have made us laugh or cry I have colleagues that have some of their evaluations printed out and they put it on a Bulletin board in their office.

100
00:15:08.610 --> 00:15:17.850
Ryan Kennedy: One of the things that we start out with our courses, is that we go through some of those evaluations and sort of in the vein of Jimmy fallon how he has celebrities read tweets.

101
00:15:18.390 --> 00:15:31.800
Ryan Kennedy: We read some of those evaluations that we've received from students and we do this in a in an attempt to sort of engage in sort of what or how they might be considering or thinking about the course especially in that critical add drop period.

102
00:15:32.670 --> 00:15:40.890
Ryan Kennedy: But we use it as an opportunity to let students know that we've received these sorts of ideas or suggestions and what or how we've integrated or adapted the course based on that.

103
00:15:41.190 --> 00:15:48.300
Ryan Kennedy: And it's just something I like to do, out of the gate to make sure that students know that we are listening and we are continually trying to improve the class.

104
00:15:50.100 --> 00:15:50.670
Ryan Kennedy: The.

105
00:15:53.160 --> 00:16:04.410
Ryan Kennedy: weekly in a term environment we we have eight weeks of the course goes very, very quickly when things are in an online format, especially if you've got pre recorded lectures.

106
00:16:04.950 --> 00:16:13.650
Ryan Kennedy: Students can feel like they can fall behind a little bit during the pandemic i've as much as possible opened up all the lectures early on.

107
00:16:14.520 --> 00:16:24.840
Ryan Kennedy: To try and provide flexibility for students, whether they want to watch lectures ahead or be able to work a little bit forward to give them that option.

108
00:16:25.440 --> 00:16:40.920
Ryan Kennedy: I do, send a weekly email on Sunday or Monday to the classes, where I, and I use this expression, I said TV guide summary of what you're going to watch this week and, finally, a Grad students only I didn't understand my reference so.

109
00:16:43.530 --> 00:16:52.290
Ryan Kennedy: And imdb description of what's going to be focused on that week and the purpose, there is really answering the talking about saline and helping students.

110
00:16:53.040 --> 00:17:00.600
Ryan Kennedy: Trying to help them focus on what to focus on and understanding that if you can give them a little bit of insight into what you want them to be learning that week.

111
00:17:00.900 --> 00:17:10.080
Ryan Kennedy: or sometimes they'll post questions that I want them to keep in their mind, while they're watching and and building on that, when we do meet weekly with our live talks.

112
00:17:10.590 --> 00:17:21.090
Ryan Kennedy: Just to keep things focused and keep them sort of productive, I guess, in a sense, because facing sort of three hours of didactic lecture can be overwhelming so anything you can.

113
00:17:21.090 --> 00:17:21.870
Ryan Kennedy: do in terms of.

114
00:17:22.500 --> 00:17:37.140
Ryan Kennedy: Making sure they know what you want to pull from that week's content assignments doing things online remotely if you're not in a classroom to talk to classmates about what what they're working on for assignment to there's there can be.

115
00:17:38.310 --> 00:17:47.610
Ryan Kennedy: It can be challenging to engage students, while they're doing that process, especially when they're juggling things we've recorded what we call pitfall lectures, where we.

116
00:17:48.510 --> 00:17:59.700
Ryan Kennedy: My colleague blake and I will sit down and we'll record actually going through an assignment together and will shine a light on areas where students tend to fall into what we call common pitfalls.

117
00:18:00.210 --> 00:18:04.830
Ryan Kennedy: To help them avoid those dangers with completing their assignments.

118
00:18:05.640 --> 00:18:12.330
Ryan Kennedy: We also post examples of all of our completed assignments just in the online format, we find that this is a really helpful way.

119
00:18:12.660 --> 00:18:21.240
Ryan Kennedy: To keep the scale and scope of what students are doing so that they don't end up doing a lot um something that's five times, for example, the length that you want them to.

120
00:18:22.800 --> 00:18:32.010
Ryan Kennedy: We we do live talks and I try to log in early to those almost sort of like showing up to class early i've do things like all people.

121
00:18:32.730 --> 00:18:36.660
Ryan Kennedy: play music, while they're coming into the room and they know they can hang out for a little bit.

122
00:18:37.020 --> 00:18:46.920
Ryan Kennedy: I also asked students to send me pictures and i'll use those others in my zoom background or we'll start the lecture with some of those as a way to jump off and start discussions.

123
00:18:47.430 --> 00:18:50.550
Ryan Kennedy: help students to connect not just with me, but with each other.

124
00:18:50.910 --> 00:18:59.430
Ryan Kennedy: And will often ask for some of that content to be sent in that's relevant to the course material and tobacco regulatory science, for example, students will send me pictures of.

125
00:18:59.730 --> 00:19:11.580
Ryan Kennedy: Tobacco advertising or tobacco products from their community and it's just a really easy way, but again keying into the medium of the online format and the flexibility that we have to do some of these.

126
00:19:14.070 --> 00:19:20.460
Ryan Kennedy: zoom tricks, for example, will help pulling sometimes students will send in images we have to guess where they are.

127
00:19:21.960 --> 00:19:27.060
Ryan Kennedy: The the discussion forums online, I think, is a really, really.

128
00:19:28.080 --> 00:19:42.480
Ryan Kennedy: important opportunity for us to have meaningful engagement and my colleague blake and I have recorded and john mccready has we can maybe find the link to share it with we made a short video on how to have better discussion forums online and we.

129
00:19:43.680 --> 00:19:51.810
Ryan Kennedy: You know sort of highlight the idea of having a good topic you want people to have something that's worth discussing you don't want to post, you know, yes, no questions.

130
00:19:52.380 --> 00:19:57.990
Ryan Kennedy: We want to have clear examples of the expectation for posts that students are expected to be providing.

131
00:19:58.860 --> 00:20:06.510
Ryan Kennedy: I really encourage teachers to curate discussions, especially early on, so that if students start to veer off the path that or.

132
00:20:07.080 --> 00:20:14.400
Ryan Kennedy: or completing the assignment in a way that's not correct and in terms of what you're trying to achieve they can sort of course correct very quickly.

133
00:20:15.210 --> 00:20:20.610
Ryan Kennedy: And if you have a discussion forum post to remember you want a discussion so you want people to be able to respond and.

134
00:20:21.210 --> 00:20:27.030
Ryan Kennedy: Have a dialogue and for that we make sure that we have initial posts that are do maybe on a Wednesday.

135
00:20:27.300 --> 00:20:34.380
Ryan Kennedy: But then responses, maybe not due until Sunday so there's actually time for students so building that into your sort of structure of the class.

136
00:20:34.800 --> 00:20:43.230
Ryan Kennedy: And then I try as much as I can, to highlight some of the discussion that's gone on in those discussion forums in life talk so it's a continuum of discussions.

137
00:20:44.190 --> 00:20:53.220
Ryan Kennedy: And for discussion forum groups like I guess you know, looking at a class with 200 that's not going to work, so we try and split it up into groups more in the 10 to 15 range.

138
00:20:53.790 --> 00:21:08.520
Ryan Kennedy: And so that you can actually have a little bit more meaningful discourse there so Those are some of the tricks and nuggets that I am willing to share and I gotta say i'm glad I went before Jamie instead of after because I know he's gonna wow us with some of.

139
00:21:09.570 --> 00:21:12.060
Ryan Kennedy: His strategies and especially technologies.

140
00:21:14.250 --> 00:21:20.970
Celine Greene: If you want to point out if you're not doing the chat but I did paste the links to the just the video that you mentioned yeah.

141
00:21:21.120 --> 00:21:30.300
Celine Greene: And plus updated, as well as our it's a great collection that was put together by john gradients velocity so please bookmark that as links.

142
00:21:32.280 --> 00:21:39.810
Elizabeth Stuart: Great Thank you and sleep is also hopefully putting in sort of her summary of the conversation so far so yeah don't miss out on the chat.

143
00:21:40.530 --> 00:21:49.230
Elizabeth Stuart: i'm great Thank you so much Ryan, I am inspired to go watch your video, especially to learn about how to better use the discussion forum, I think it's a under.

144
00:21:49.800 --> 00:22:02.520
Elizabeth Stuart: underutilized, I think, at least in my case, especially in a world right now, where there are a lot of constraints to synchronous interactions and so, the more we can sort of have really good robust interactions through that I think this can be really helpful.

145
00:22:04.230 --> 00:22:07.800
Elizabeth Stuart: Great so i'm for Jamie now we've like built it up, so I don't know.

146
00:22:07.860 --> 00:22:09.780
Elizabeth Stuart: How precious we are now but.

147
00:22:09.900 --> 00:22:10.200
i'm.

148
00:22:11.550 --> 00:22:21.510
Elizabeth Stuart: really happy that we could have Jamie join us and just really thankful for being so generous with his time to join us from the chemistry department so i'll hand it over Thank you.

149
00:22:22.080 --> 00:22:30.240
Jamie Young: Thank you yeah guys it's a pleasure to be here i'm as guys are saying i'm from the chemistry Department on a homewood campus and it's really a pleasure to engage with.

150
00:22:30.600 --> 00:22:35.640
Jamie Young: with you all, you know it's a different kind of school and I don't very often get this opportunity, so thank you so much.

151
00:22:36.030 --> 00:22:41.640
Jamie Young: Liz and celine for the invite and thank you, Brian for being such good hype man as well, I really that's important.

152
00:22:42.180 --> 00:22:53.730
Jamie Young: First nugget not even on the slides if you can get yourself a good hype man like Ryan like get yourself a ta who's willing to come in early and be like you guys guys talk to young real good real really knows what he's doing very, very helpful.

153
00:22:55.380 --> 00:23:07.620
Jamie Young: Well yeah i'm i'm pretty early on in my teaching career actually i've been doing this, this is my I guess i'm partway through my third year teaching on the homewood campus I came to the US in 2016 and did a postdoc.

154
00:23:08.850 --> 00:23:16.710
Jamie Young: Two year postdocs done in the chemistry department and then transitioned to the teaching So you can see, on the list there I do teach some big courses.

155
00:23:18.480 --> 00:23:29.940
Jamie Young: The main challenge associated with teaching such a large course obviously is the just the sheer number of students but also it's managing ta Is anybody who has a large number of ta is it's like herding sheep trying to get them to do what you want.

156
00:23:30.720 --> 00:23:41.160
Jamie Young: So anyway, I teach introductory chemistry labs one and two, so I teach intro cam one lab in the fall and that's typically more around 600 students.

157
00:23:41.550 --> 00:23:56.640
Jamie Young: Across seven to eight sections and then I teach intro camp to in the spring, which is closer to 500 so right now we're in the midst of a hybrid class on in the lab right now, as soon as this meeting is done, I have to go and ta for.

158
00:23:57.960 --> 00:24:08.940
Jamie Young: Oh yeah absolutely no offense to ta is but it's you know it's difficult to disseminate the information to you clearly right because often we don't know what we're doing so, giving it to you guys is a challenge, so um.

159
00:24:10.140 --> 00:24:14.940
Jamie Young: But then I also do get the opportunity to teach to slightly different courses, so the one on their science of color.

160
00:24:15.360 --> 00:24:20.340
Jamie Young: is how I initially got into teaching at Hopkins is through the dean's postdoctoral teaching fellowship.

161
00:24:20.760 --> 00:24:29.190
Jamie Young: And it's been adapted, since I taught it first in fall 2018 has been adapted to be one of the new freshmen seminars that are being implemented by the qt report.

162
00:24:29.730 --> 00:24:39.060
Jamie Young: So that was really, really lovely it's 11 students, we met three times a week and we just talked about college stuff So you can see behind me here i've got some solutions that I made.

163
00:24:39.570 --> 00:24:42.060
Jamie Young: The kind of pH indicators and things like that.

164
00:24:42.450 --> 00:24:50.640
Jamie Young: So that was a really nice course and really let me practice more engagement techniques for the more intimate synchronous session so i'm going to talk a little bit about that.

165
00:24:50.880 --> 00:25:00.090
Jamie Young: And I also get to teach introduction chemistry, to the lecture in the summer and that's the five week compressed course that we teach in the summer and that's a whole different beast.

166
00:25:01.230 --> 00:25:07.500
Jamie Young: But it's it's a really fun challenge to make sure that you can get the engagement.

167
00:25:08.760 --> 00:25:14.970
Jamie Young: Early on, right because you've only got that five week period, you have to get the students engaged and you know.

168
00:25:15.330 --> 00:25:29.430
Jamie Young: Taking on the content as soon as you can, because if they miss even you know one or two days at the beginning, whether or not you're fully involved and they don't really realize what they need to be doing, then you've lost them because the catch of times is very, very challenging.

169
00:25:30.600 --> 00:25:38.280
Jamie Young: So going on to kind of my techniques that I use I do a lot of the things that Ryan does too, and I wanted to kind of touch on the.

170
00:25:38.760 --> 00:25:45.600
Jamie Young: The final point he made about the discussion forum, so this is my third point here so available lines of communication and online Community building.

171
00:25:46.320 --> 00:25:51.780
Jamie Young: Something I mentioned in the chat to with discussion forums and things like that it's very, very important that you.

172
00:25:52.620 --> 00:25:56.220
Jamie Young: Especially for the first couple of weeks, you are very responsive to students.

173
00:25:56.730 --> 00:26:09.540
Jamie Young: Who are posting in that there is nothing worse and we i'm certain we've all felt the same way you post you think you've got a really good point to make you want to debate with your your peers and your Professor you type it out and you hit enter and the time ticks on.

174
00:26:10.740 --> 00:26:17.700
Jamie Young: And nobody responds, and you like well, that was a waste my time I won't do that again so it's really important and Ryan made the point that.

175
00:26:17.970 --> 00:26:21.780
Jamie Young: Normally, has the Th curate the discussion that's something i've used to get the cia's.

176
00:26:21.990 --> 00:26:30.360
Jamie Young: You know that first couple weeks really checking the discussion forums, or the post early on, and you can really build that conversation, and it really does not take long.

177
00:26:30.630 --> 00:26:38.160
Jamie Young: Before students are responding to each other right as soon as they realize that their points are valid and they're being heard and they're being listened to, they will.

178
00:26:38.580 --> 00:26:45.780
Jamie Young: You know more frequently respond to each other so that's a really good strategy there Another thing I like to do and there's a fine line.

179
00:26:46.350 --> 00:26:56.280
Jamie Young: Is between having too many lines of communication and having enough so obviously we all make like to make ourselves available via email, but I also have a teams page that I use extensively.

180
00:26:56.520 --> 00:27:02.760
Jamie Young: For my big class, especially it's really great because we can have a general page that's open for.

181
00:27:03.420 --> 00:27:13.650
Jamie Young: You know, everybody to post questions and things like that I split them up also into smaller channels that have just them, and their ta groups, so a ta has about 25 to 30 students per group.

182
00:27:13.890 --> 00:27:20.220
Jamie Young: So that's a nice way to have different ways of kind of communicating with students, so if a student.

183
00:27:20.520 --> 00:27:30.390
Jamie Young: doesn't feel comfortable posting in front of all 600 students, they can go to the ta group and post it there, and if they're still nervous and I don't want to post there they can send an email to me or the ta.

184
00:27:30.690 --> 00:27:38.340
Jamie Young: it's important, though, to make sure you are encouraging them and say oh that's a really good question, I think you should post that in the team's page because other students would really benefit.

185
00:27:38.610 --> 00:27:47.550
Jamie Young: And again it's constantly kind of nudging and giving students kind of the the confidence to go ahead and engage in these online communities that we're building.

186
00:27:49.590 --> 00:27:57.150
Jamie Young: My going back now to my first point that consistent changes and improvements from course feedback very similar to what Ryan does I don't do the the Jimmy.

187
00:27:57.570 --> 00:28:02.820
Jamie Young: What is it the Jimmy fallon and the reading mean tweets thing, although I might start doing that.

188
00:28:03.510 --> 00:28:16.410
Jamie Young: But really making sure you're communicating to students, that you are as invested in the course as they are right come across to them that you care about the content, you care about the course you care about improving it right, even so much to say.

189
00:28:18.900 --> 00:28:26.700
Jamie Young: Let me know kind of what you guys want me to change, even as we're in the midst of the course you know if there's something i'm doing that you guys don't need.

190
00:28:26.970 --> 00:28:32.760
Jamie Young: Or you want more of just let me know and there's no promises that I can actually do that, but you know if you're enjoying.

191
00:28:32.970 --> 00:28:40.680
Jamie Young: These live sessions that i'm doing, we can try and add one more into the rotation if we if you know if it's beneficial and so really making the students feel heard.

192
00:28:41.070 --> 00:28:54.450
Jamie Young: really just brings up this engagement, you know if a student feels like they have part ownership of the content or you know part ownership of the way the course operates they're going to be much more interested in what we have to say alright.

193
00:28:55.770 --> 00:29:04.890
Jamie Young: The next point live sessions, through various platforms using approachable technologies now that's a bit of a mouthful and this, I think, is what Liz was warning you all about what i'm about to show you so selena if you could.

194
00:29:05.430 --> 00:29:14.280
Jamie Young: switch off that sharing that i'm going to show you guys now if I spotlight myself here, you should be able to see me in big now i'm in big and.

195
00:29:15.630 --> 00:29:21.000
Jamie Young: So what i've got right it's just a very simple setup, and this is what I use in live sessions to make.

196
00:29:21.210 --> 00:29:31.830
Jamie Young: My presentations a lot more engaging right sharing through zoom can actually be very clunky little bit challenging you know shifts all the windows about, and if you had everything curated right where you wanted it everything gets screwed up.

197
00:29:32.190 --> 00:29:40.770
Jamie Young: So what I use is something called obs studio it's a third party program that lets me use my webcam as.

198
00:29:41.430 --> 00:29:45.480
Jamie Young: A whole bunch of different stuff whatever I want to use it for so what I can do is I can hit some buttons over here.

199
00:29:45.780 --> 00:29:56.790
Jamie Young: And I can switch right so now my webcams in the top right right and what i've got here, I have down on my my desk I have my writing tablet my surface pro, but you can use an iPad and things like that.

200
00:29:57.720 --> 00:30:10.320
Jamie Young: And I switched to it on the fly, and I can write notes, so you know this is me Dr young right as you Tina I am stealing that 100% that's not my official title i'm going to apply to get that put on there.

201
00:30:10.950 --> 00:30:23.280
Jamie Young: But being able to switch on the fly to some slides or something like that I can also switch over to here to my powerpoints or what have you you build up this kind of.

202
00:30:24.720 --> 00:30:30.810
Jamie Young: screenshots or you know, whatever you want all these different sources that you want to use.

203
00:30:31.200 --> 00:30:32.040
Jamie Young: In your webcam.

204
00:30:32.370 --> 00:30:38.520
Jamie Young: All right, and then I can switch back on the fly now, not only is this great for teaching, you know if you've got your slides up you're on the screen.

205
00:30:38.580 --> 00:30:48.180
Jamie Young: At the same time, you know, sometimes with the sharing with the the small windows and stuff it's a little bit confusing, but you just spotlight yourself, you can have yourself in the top corner and you can go ahead and teach your content.

206
00:30:48.600 --> 00:30:55.620
Jamie Young: Having it on a writing tablet like i've got lets me draw notes and stuff so if i'm on my powerpoints I can write notes and clarify different things.

207
00:30:56.250 --> 00:31:01.440
Jamie Young: But something for us as educators, which is really, really important and Brian touched on this briefly is.

208
00:31:01.650 --> 00:31:08.730
Jamie Young: Being able to record our content and provide it for students, often but that's another way to engage, not every student likes being there in the moment and.

209
00:31:09.060 --> 00:31:16.710
Jamie Young: You know, listening live they like to be able to pause it scroll back and stuff like that, so this piece of software that I use allows me to record.

210
00:31:17.730 --> 00:31:27.870
Jamie Young: separately from the zoom window and so anything that happens on my webcam here can be recorded separately, so it avoids lots of privacy issues of recording the students.

211
00:31:28.350 --> 00:31:37.710
Jamie Young: Only my audio is recorded, so you know what I try and do if a student asks a question i'll repeat the question for my recording and so I can switch on the fly.

212
00:31:39.690 --> 00:31:44.760
Jamie Young: So that's a really good way to kind of engage in that technology, you know doing something like this.

213
00:31:45.030 --> 00:31:55.290
Jamie Young: As well brings me to the last point that I had on the slides there no need to go back, but that's personality right, I find the most important thing when you're teaching is to humanize the cause.

214
00:31:55.530 --> 00:32:06.000
Jamie Young: Right we've all been in seminars, or you know presentations or whatever, where the Professor stands at the front and says Hello everyone, my name is this doctor, and this is the content.

215
00:32:06.510 --> 00:32:11.220
Jamie Young: And we've all like had that right, and sometimes that's fine right if if that's.

216
00:32:12.210 --> 00:32:20.760
Jamie Young: You know how the presenter wants to present that's fine, but when we're trying to engage students in a course right putting your personality and humanizing it.

217
00:32:21.030 --> 00:32:27.810
Jamie Young: is going to be one of the most successful things that you can do for me it's goofy chemistry bow ties and animals.

218
00:32:28.590 --> 00:32:39.420
Jamie Young: I normally if i'm at home in my home studio I have like a second webcam that will point my floor that has all my pets in it, I don't have that today, but what I do have here is Snickers the dog.

219
00:32:40.050 --> 00:32:51.870
Jamie Young: This is my dog Snickers he's a grumpy old man, but he shows up on my my lectures every now and again, who else we got here, this is one of the Foster kittens we've got as well, so I foster kittens for the local aspca so they'll show up.

220
00:32:52.290 --> 00:33:00.720
Jamie Young: And now, obviously we don't want to be distracting students with these things, but you know if we're in a zoom call and you're you've got a long lecture an hour and a half, two hour lecture or something like that.

221
00:33:00.930 --> 00:33:08.730
Jamie Young: You can tell when students are getting tired and dragging and stuff like that, and so you pay attention to the students and you just like you know let's take a puppy break.

222
00:33:08.940 --> 00:33:16.200
Jamie Young: You know, and we pause the lecture for a second i'll open a box of dog treats and throw them on the floor and turn on the pet cam and in they come.

223
00:33:16.860 --> 00:33:26.730
Jamie Young: So being able to engage the students, through your personality, and through you know your human miss I think it's something that's going to be one of the most.

224
00:33:27.240 --> 00:33:35.160
Jamie Young: kind of successful engagement strategies that you can do and again this kind of technology that i'm using that lets me switch and show different things.

225
00:33:35.910 --> 00:33:48.600
Jamie Young: You know it's a really simple almost gimmicky and again that entertainment term that's being used is actually really, really kind of descriptive have never been so seen before i'm an entertainer right I don't necessarily.

226
00:33:50.130 --> 00:34:03.840
Jamie Young: Have kind of the I don't know what i'm looking for, but like the the presence, you know i'm not like a big deal i'm a member of teaching faculty so I don't research or anything like that so in order to get these you know 600 freshmen engaged in a course.

227
00:34:05.070 --> 00:34:13.920
Jamie Young: You know, we do these tricks, you know the students spend all this time watching YouTube and things like that, like we can throw some little YouTube things in here and let them try and get them and again.

228
00:34:14.190 --> 00:34:23.550
Jamie Young: i'm not trying to say that we need to make this or gimmicks and things like that, but using the technologies that we have available everything i'm showing you is you know third party free.

229
00:34:23.880 --> 00:34:33.660
Jamie Young: open software that you guys can access, I have also detailed tutorials that I can share in the chat afterwards as well, but being able to kind of use these resources to kind of.

230
00:34:34.110 --> 00:34:43.680
Jamie Young: improve the the amount of engagement that we can offer to students is is actually very simple to do and you'll find I think great success in in showing off who you are, and you know.

231
00:34:44.760 --> 00:34:51.660
Jamie Young: Having your kids pop in and having your pets pop in, and it really just kind of helps normalize the whole situation so.

232
00:34:52.140 --> 00:35:03.420
Jamie Young: that's me dottie young entertainer extraordinary, I am very, very happy to answer any questions you might have that was very kind of glossed over a brief overview of what i've been doing.

233
00:35:03.630 --> 00:35:10.950
Jamie Young: Over the past kind of what three or four terms that we've been teaching online and again it's it's a pleasure to be here, so thank you.

234
00:35:13.380 --> 00:35:23.970
Elizabeth Stuart: Great Thank you so much really again really inspiring and you know as we talked about I was a chemistry minor in college, but the the idea of teaching.

235
00:35:25.980 --> 00:35:41.220
Elizabeth Stuart: freshman chemistry virtually is impressive, so thank you for sharing your lessons and, yes, there are multiple requests in the chat for details on the software that you use and the I think the tutorial sheet will be very appreciated.

236
00:35:42.990 --> 00:35:52.230
Elizabeth Stuart: So I want to first say that we, yes, we have, maybe i'm going to endeavor to end us a little before one, so that people can have a little break in between their next zoom.

237
00:35:52.530 --> 00:36:00.300
Elizabeth Stuart: But we have probably 15 almost 20 minutes for questions I you know I think we have time, so if you want to raise your hand that you raise your zoom hands.

238
00:36:01.320 --> 00:36:11.070
Elizabeth Stuart: We can have people ask questions that way or put stuff in the chat i'm sure I had about six questions in my head and now i'm blanked on which one I was going to start with.

239
00:36:11.730 --> 00:36:17.250
Elizabeth Stuart: But I guess one one takeaway this isn't a question, it was more of a comment, but I think one takeaway i'm going to have from this session is.

240
00:36:17.760 --> 00:36:28.260
Elizabeth Stuart: That helping students engage with the class a good first step is for us to engage with the class and that you know that sort of in you know, partly what i've heard is just a lot of commitment to.

241
00:36:28.770 --> 00:36:36.450
Elizabeth Stuart: Being on top of messaging with students being on top of the discussion forum being engaging ourselves in whatever way works for you.

242
00:36:36.840 --> 00:36:54.690
Elizabeth Stuart: And that that then will help motivate the students to engage and I think I somehow hadn't quite sort of obvious now that I say it out loud, but I think not always kind of explicit and so one thing I did want to maybe come to thanks for sharing That to me is.

243
00:36:55.980 --> 00:37:04.860
Elizabeth Stuart: we've talked a lot we like the this idea of synchronous and asynchronous engagement has come up so that was one thing I thought, maybe we could talk a little bit more about.

244
00:37:05.880 --> 00:37:11.280
Elizabeth Stuart: And just sort of we've talked about the discussion forum, in particular, but if one or both of you, maybe i'll start with Ryan.

245
00:37:11.850 --> 00:37:18.060
Elizabeth Stuart: could just talk a little more about the sort of asynchronous engagement in even if you want to just.

246
00:37:18.630 --> 00:37:29.220
Elizabeth Stuart: expand on the discussion forum, like a couple examples of the questions you post and then how you really get the students kind of engaging with each other and with you, that would be great so go to Ryan, and then Jamie.

247
00:37:30.330 --> 00:37:44.550
Ryan Kennedy: yeah and I guess, this is also in the considering the medium, so the discussion forums online So my first discussion forum post in my program planning class I asked students to identify a PSA or some sort of video.

248
00:37:45.300 --> 00:37:54.930
Ryan Kennedy: That focuses on a behavior change specific you know specific video that was created to encourage a behavior change linked are relevant to health.

249
00:37:55.920 --> 00:38:04.380
Ryan Kennedy: And what we find is you know, often they find videos that actually don't have any behavioral dimension, they are they're sort of promoting an NGO or they're.

250
00:38:04.860 --> 00:38:13.890
Ryan Kennedy: Raising awareness about a specific issue, which is a great way to enter into a course about behavior change is like you know, this is a missed opportunity we're just you know and then.

251
00:38:14.280 --> 00:38:24.180
Ryan Kennedy: After suffer weeks of content that when they've learned some of the content around health behavior change theories, I asked them to revisit their video or to find a new one, if it wasn't actually behavioral.

252
00:38:24.750 --> 00:38:35.040
Ryan Kennedy: And then identify what or how some of these constructs from different behavior change theories are appearing like almost reverse engineer the video and and often.

253
00:38:35.880 --> 00:38:47.610
Ryan Kennedy: You know there's not one behavior change theory so posting sort of like I think this is relevant from this construct from this theory and other students there's lots of other theories so there's it's a good example of where there can be discussion.

254
00:38:48.210 --> 00:38:55.200
Ryan Kennedy: And interpretation but it's also building on each other and there's sort of an intuitive and ongoing sort of.

255
00:38:56.220 --> 00:39:08.220
Ryan Kennedy: And then, and once they've done that the next assignment is on health behavior change theory so they've they've been primed a little bit through the discussion forum they've had the opportunities for some peer exchange and to think through.

256
00:39:08.850 --> 00:39:13.020
Ryan Kennedy: And that that will help them, hopefully, be more successful with their written assignment.

257
00:39:16.530 --> 00:39:22.500
Jamie Young: For me, getting students to me oh sorry um yeah for me getting students to engage in these forums.

258
00:39:23.040 --> 00:39:33.090
Jamie Young: was a challenge you know i'm seeing lots of new posts in the in the chat about how you know you haven't never engaged with chemistry we you know, wish you had had you done it on for Chemistry right.

259
00:39:33.690 --> 00:39:42.120
Jamie Young: I get that from all 600 students that even in my lab and like oh man Why am I doing chemistry right 85% of my cohort are pre MED.

260
00:39:42.570 --> 00:39:59.070
Jamie Young: Right so they're coming in with the attitude of like okay cam is the beast I have to defeat in order to become a doctor and doctor young is the master of that beast and so overcoming that initial kind of.

261
00:40:00.390 --> 00:40:14.820
Jamie Young: I don't know, and I want to say hatred it's not hatred, but overcoming that bias, that they have for Chemistry is a big challenge, and so what I do is again try and humanize the whole situation, so I post in that first couple of weeks I post a lot on the.

262
00:40:16.110 --> 00:40:19.380
Jamie Young: On the discussion forums to say you know.

263
00:40:19.950 --> 00:40:31.350
Jamie Young: A pose questions you know, not necessarily additional practice problems, but you know, like hey i'm I was working through this content and I thought about this as anybody seen this you know posting a relevant YouTube video posting.

264
00:40:31.890 --> 00:40:43.440
Jamie Young: You know, a relevant snippet of the textbook or something like that bringing in extra media an extra kind of resources for them in a way that still engaging them in the discussion forums.

265
00:40:44.070 --> 00:40:52.470
Jamie Young: I also as kind of a neat little trick in my discussion forums or my you know Microsoft teams page i'll also have a channel that's not course related.

266
00:40:52.680 --> 00:41:04.680
Jamie Young: And i'll specifically say the not chemistry channel right not in big caps bold it right and it's like here, you can discuss stuff that's not chemistry, and so, for me, I use it to post pictures of by.

267
00:41:05.010 --> 00:41:17.610
Jamie Young: Too many pets and my foster you know, especially if we get a group of foster cats in i'll kind of share their progress with the students as they're progressing through the course so it's a really nice way for the students to kind of.

268
00:41:18.120 --> 00:41:26.010
Jamie Young: Not necessarily remain engaged with my content, but I know they're engaged with the forum itself and it's a way to make sure that they're still checking in.

269
00:41:26.250 --> 00:41:31.770
Jamie Young: And you know, on the off chance that they don't come in to check the content they come in to check on the progress of the six week old kittens.

270
00:41:32.250 --> 00:41:46.620
Jamie Young: Oh, and they see they've gotten a notification over in the chemistry channel, they should probably go and check that and so it's a way to kind of just keep people coming back to kind of looking at these forums and try and engage a little bit more try and discuss with their peers so.

271
00:41:48.990 --> 00:41:54.480
Elizabeth Stuart: Great Thank you I might want to join the not chemistry channel to see the six week old kitten.

272
00:41:56.430 --> 00:42:06.210
Elizabeth Stuart: So this is, you know, this is a question coming out of left field, in a sense, I didn't warn you that the two of you so apologies in advance if it's hard to answer, but it occurred to me that.

273
00:42:06.870 --> 00:42:13.290
Elizabeth Stuart: You know, especially so we came out of you know, we have eight week term so our classes go very quickly, and I, I certainly have found that over time.

274
00:42:13.350 --> 00:42:21.780
Elizabeth Stuart: Some cohorts are just more engaged than others and, and I think often it's like there's a handful of students who might be really engaged and then they kind of bring some of the others along.

275
00:42:22.380 --> 00:42:26.580
Elizabeth Stuart: i'm wondering if especially right now we're in week four of our actually week five of our term.

276
00:42:27.330 --> 00:42:43.920
Elizabeth Stuart: What are there any strategies for what to do if things just are not clicking like it's been a couple weeks and we're sort of like, for whatever reason, the students aren't don't seem engage what are some mid course correction suggestions that you might have.

277
00:42:45.330 --> 00:42:46.740
Elizabeth Stuart: Well i've i've.

278
00:42:46.830 --> 00:42:55.500
Ryan Kennedy: done the strategy of just directly reaching out to people I think might have the potential to be though sort of internal leaders and requesting.

279
00:42:56.250 --> 00:43:12.450
Ryan Kennedy: Increased or direct being specific about the ask you know, can you, you know, can you share in the live talk next week, this and it's always framed in it, like, I thought you did a really good job on this, I think your peers might benefit from that and so.

280
00:43:13.770 --> 00:43:20.640
Ryan Kennedy: You know yeah it's I totally agree some some courses, or just wait Larry cohorts are way more engaged in certain aspects.

281
00:43:21.720 --> 00:43:22.350
Ryan Kennedy: But it's.

282
00:43:23.520 --> 00:43:31.380
Ryan Kennedy: As much as i've sort of every offering to every offering sort of tweaking what and how and where we're doing things so that you're.

283
00:43:31.860 --> 00:43:35.460
Ryan Kennedy: Creating it it's easier for success for the students, I think.

284
00:43:36.450 --> 00:43:44.190
Ryan Kennedy: And so yeah in some cases it's just like oh i'm gonna file that away and then it's like parenting right, like every time, but your kids like sort of.

285
00:43:44.550 --> 00:43:51.390
Ryan Kennedy: Are you just like Oh well, I was expecting them to do this, but they didn't have lunch and they didn't really have enough, and they you know what.

286
00:43:52.470 --> 00:44:02.760
Ryan Kennedy: So what you know you want to sort of make sure all the antecedents are in place that that they can succeed and so it's it's it's being aware enough to understand what was missing I guess.

287
00:44:04.080 --> 00:44:15.780
Jamie Young: yeah for me, I think that mid course correction isn't as prevalent when we have the 15 week times it's it's easier to kind of you know right the ship a little bit more slowly, I think.

288
00:44:16.080 --> 00:44:23.130
Jamie Young: But I do teach that five week summer class and again if you're not doing something correct in there that's you know you've really got to turn things around.

289
00:44:23.490 --> 00:44:32.040
Jamie Young: And as Ryan said it's it's it's the reaching out to the students, give them ownership of the content, give them ownership of how the course is running if they're not engaging in it.

290
00:44:32.700 --> 00:44:44.820
Jamie Young: They you know might have ideas they might not necessarily have ideas, some of them know they don't like it, but don't know how to fix it and i'm sure we've all seen that in the course evaluations I hated this class.

291
00:44:45.990 --> 00:44:47.310
Jamie Young: Great effects.

292
00:44:48.780 --> 00:44:52.710
Jamie Young: But being able to you know, try and give the students some kind of.

293
00:44:53.160 --> 00:44:59.250
Jamie Young: You know, even if it's a quick survey and say like how often you engaging in office hours how often are you engaging in help sessions.

294
00:44:59.610 --> 00:45:11.940
Jamie Young: find the things that they're most engaging with are the things that they you know are kind of using the most and big those things up trying to make those things more prevalent if you can and it's not always easy to do that.

295
00:45:12.570 --> 00:45:14.880
Jamie Young: But yeah I think giving giving students, the.

296
00:45:15.570 --> 00:45:21.870
Jamie Young: Giving the students, the opportunity to to improve the class, you know, not only does it help you because you don't have to sit there and rack your brain about why ideas.

297
00:45:22.200 --> 00:45:29.010
Jamie Young: Right when you're trying to guess what the students want have them tell you what you want, what they want, and you can try and try and provide it for them.

298
00:45:29.910 --> 00:45:34.620
Ryan Kennedy: yeah I mean I had this is one of my favorite tips and I didn't include it but.

299
00:45:35.130 --> 00:45:44.580
Ryan Kennedy: I was criticized at one point for my reading list they students felt was out of date or it wasn't relevant because it was heavy on like injury and tobacco control, and so I made a.

300
00:45:44.940 --> 00:45:54.600
Ryan Kennedy: BONUS assignment where students could like suggest a replacement reading, you know, so it was like putting it back on them, and it was fantastic because all of a sudden, I was getting a better pulse on what my.

301
00:45:55.050 --> 00:46:10.410
Ryan Kennedy: Student body was actually interested in, and of course it's I was missing a lot of clinical dimensions and that it was a great way to update it and and then people you've sort of taken away the like complaint standpoint, because it's you've created a mechanism to address it.

302
00:46:12.900 --> 00:46:14.070
Elizabeth Stuart: Great tips, thank you.

303
00:46:15.840 --> 00:46:25.740
Elizabeth Stuart: One thing I will add just to on jamie's point about the survey, I want to just flag, that the course plus has in the survey tool within course plus there's a templates.

304
00:46:25.980 --> 00:46:30.000
Elizabeth Stuart: And one of the templates is sort of a mid course survey and we actually.

305
00:46:30.420 --> 00:46:41.190
Elizabeth Stuart: One of them has a title that we started at this year, which is a little bit more tailored for the sort of virtual environment to start to get out like the ratio of synchronous and asynchronous and things like that so.

306
00:46:41.730 --> 00:46:54.570
Elizabeth Stuart: it's not too late to use it in third term if you want to make some quick changes but yeah So hopefully that will help make it easy to do that, you know I like that theme, the theme, basically, is kind of reach out to the students to help them figure out how to definitely.

307
00:46:55.770 --> 00:47:01.620
Elizabeth Stuart: So maybe we'll turn now to a question from the chat which awesome please post we don't have a ton of time, but.

308
00:47:02.460 --> 00:47:15.630
Elizabeth Stuart: lauren basically was asking about using breakout rooms and sort of how to use breakout rooms effectively to help with this question so i'm not sure i'll look to Ryan just unmuted himself I think so maybe i'll turn to Ryan.

309
00:47:15.930 --> 00:47:18.810
Ryan Kennedy: yeah breakout rooms are great and i've certainly done them and.

310
00:47:19.410 --> 00:47:30.930
Ryan Kennedy: Like sort of assignment oriented breakout rooms so it's, it has to be very clear what you expect to happen and as much as you can to curate it to if you have the capacity to do that.

311
00:47:31.560 --> 00:47:42.510
Ryan Kennedy: Because otherwise it's sort of like you know you can't be in every room, so you have to which is good in some circumstances it's great to like remove yourself from the discussion, sometimes.

312
00:47:43.200 --> 00:47:55.500
Ryan Kennedy: But it's like every everything you have to have a clear what are we doing right now and make sure that if the students require support for that that there is some whether it's a ta or you've assigned a student to sort of be the.

313
00:47:56.910 --> 00:47:58.230
Ryan Kennedy: leader in that scenario.

314
00:47:59.460 --> 00:48:09.030
Jamie Young: yeah so i've not used the very much um with with the big kind of lab class that I teach it's not as easy to come up with group assignments.

315
00:48:09.420 --> 00:48:17.370
Jamie Young: i've done i've done a few of them, though, in my small classes and something I learned from another faculty Member here on the homewood campus is to use Microsoft.

316
00:48:17.760 --> 00:48:31.380
Jamie Young: Microsoft use the Google suite of products so using Google sheets or Google docs you can have a single live document that each student is contributing to from that breakout room.

317
00:48:31.770 --> 00:48:40.260
Jamie Young: And this is a really nice way to kind of find that middle ground between what Ryan was saying, and actually being in every breakout room right, and I think I actually have a written tutorial for this to.

318
00:48:40.590 --> 00:48:47.850
Jamie Young: That I put together, so if any of you are interested in that, but essentially what you do is you create your document ahead of time, you can create your assignment in there.

319
00:48:48.090 --> 00:48:52.260
Jamie Young: You know if you're discussing a passage of the book you copy and paste the passage, or what have you.

320
00:48:52.650 --> 00:48:57.090
Jamie Young: And you have different tabs I use Microsoft sheets, because you can organize it a little bit better.

321
00:48:57.300 --> 00:49:01.590
Jamie Young: But you organize the tabs for each breakout room, so you break out 11234.

322
00:49:01.770 --> 00:49:10.980
Jamie Young: And five you send them off to their little rooms and so you're not in their rooms with them hearing that discussion, although you can obviously hop in between, but what you can do is see what they're.

323
00:49:11.370 --> 00:49:18.780
Jamie Young: inputting to the Google sheet right and what you can do is you, if you have a little space for your comments right as they're kind of thinking of ideas, you know.

324
00:49:19.080 --> 00:49:28.950
Jamie Young: Thinking about how this thing was influenced by this thing you can see that comment you'd be like this is a really great idea keep going with that thought so you can provide that input in real time.

325
00:49:29.490 --> 00:49:37.620
Jamie Young: without having to right which the students in this room where, am I going is this breakout room, you know it, because that's kind of clunky it's all about kind of getting in that quickly and.

326
00:49:37.800 --> 00:49:41.550
Jamie Young: Promoting the idea of making sure that they're following the topic you want them to follow.

327
00:49:42.510 --> 00:49:58.680
Jamie Young: So when I shut up in a second see if i've got like you to i'm pretty sure I have but yeah using using again simple technologies that we have access to to share content in a in a kind of synchronous way through this online platform is a really great way to to use those breakout rooms.

328
00:49:59.010 --> 00:50:11.430
Celine Greene: i'm gonna i'm going to do, like spotlight for me Jamie just shared having the source outside of zoom the whiteboard and South and zoom is great for impromptu this that the other, but when you're actually.

329
00:50:12.090 --> 00:50:28.740
Celine Greene: Having students go to a URL right to a website via the you know Microsoft or Google or whatever it is that, actually, first of all it's it's not as intensive of bandwidth there on that toolkit shelf that I shared the link for earlier, we have tips for.

330
00:50:30.330 --> 00:50:38.910
Celine Greene: Enhancing the stability of your zoom session but literally if you're doing something like sharing a document through zoom that's streaming video through zoom so there's like.

331
00:50:39.300 --> 00:50:44.160
Celine Greene: compression and all these other things, but it's okay to do it, so when.

332
00:50:44.730 --> 00:50:54.210
Celine Greene: jamie's tip of working outside of zoom while you're in zoom it actually is very beneficial for many reasons, one is to reduce bandwidth and the other thing is that's going to live.

333
00:50:54.780 --> 00:50:59.130
Celine Greene: that's going to live for all the students after your session so you could be having.

334
00:50:59.790 --> 00:51:06.930
Celine Greene: You know assignments or activities that bounce off of that and they all got a copy of it, as well as again the Faculty team can.

335
00:51:07.350 --> 00:51:20.760
Celine Greene: download and share and discern etc, so I just felt like that was a great idea was a great little tip and it's from the technology perspective, like really, really great and then from the pedagogical perspective it's great to.

336
00:51:21.870 --> 00:51:24.180
Jamie Young: cannot recommend a second monitor enough.

337
00:51:25.380 --> 00:51:28.710
Jamie Young: When you're teaching online if you haven't got a second one get one.

338
00:51:31.620 --> 00:51:40.260
Elizabeth Stuart: yeah I am I really like that example to that like very specific suggestion, because this idea that you can be in all you can be at all the breakout room sort of at the same time.

339
00:51:40.890 --> 00:51:54.060
Elizabeth Stuart: Through the Google sheet, I think, is a really great one and in less intrusive like you don't just sort of pop in and then suddenly interrupt whatever they're doing it's just sort of sphere more in the background, so yeah that's great and yeah thanks for the tutorial.

340
00:51:55.710 --> 00:52:03.810
Elizabeth Stuart: I think i'm I might sort of start to wrap things up a little bit, this has been such a rewarding conversation and partly I want to take a minute.

341
00:52:04.230 --> 00:52:16.080
Elizabeth Stuart: On to kind of remind people to school of how to continue these conversations so celine can put some links in the chat, but I want to remind you of a few things, in particular, hopefully it's a reminder and not.

342
00:52:16.170 --> 00:52:17.790
Elizabeth Stuart: A first notification.

343
00:52:19.020 --> 00:52:19.950
Elizabeth Stuart: First, we have.

344
00:52:21.210 --> 00:52:28.920
Elizabeth Stuart: Perfect so we have the virtual teaching resources page, which is meant to be sort of a one stop shop, it has recordings of the.

345
00:52:29.070 --> 00:52:30.180
Elizabeth Stuart: Previous workshops.

346
00:52:30.240 --> 00:52:36.570
Elizabeth Stuart: It has tons of resources of kind of where to start if you're trying to learn how to do something.

347
00:52:37.770 --> 00:52:45.060
Elizabeth Stuart: We also have a teams group that is meant to you again modeling this sort of we have these synchronous sessions, but then.

348
00:52:45.480 --> 00:52:59.820
Elizabeth Stuart: We also have the opportunity for asynchronous conversations through the team's site and so that is a great place to be sharing and actually slay me of you, and I can work together to make sure that some of these resources get put there so that they can live there after the session.

349
00:53:01.320 --> 00:53:02.850
Elizabeth Stuart: dies, you know our end.

350
00:53:04.290 --> 00:53:14.760
Elizabeth Stuart: We have these faculty peer teaching mentors and senior team is spread across all of the departments, and so they are a great resource, if you just want to, I mean the cto instructional designers are.

351
00:53:15.390 --> 00:53:23.070
Elizabeth Stuart: A great point of connection, you also just want to send a quick like hey Can someone help me with this like specific brainstorming.

352
00:53:23.550 --> 00:53:33.690
Elizabeth Stuart: The senior teachers and faculty peer teaching mentors are another great resource the cto blog for says great insights and then I wanted to flag our next.

353
00:53:34.320 --> 00:53:42.360
Elizabeth Stuart: session of this which is going to be Friday march 19 from one to two, which is going to be a bit sort of just kind of general best practices we've.

354
00:53:42.660 --> 00:53:51.510
Elizabeth Stuart: found a couple faculty that are teaching very highly rated and sort of well received classes and so we're going to hear from them about their strategies.

355
00:53:52.950 --> 00:54:02.430
Elizabeth Stuart: So thank you so much, again I know Jamie you're running off to teach lab, I guess, really, thank you for joining us from across town.

356
00:54:03.690 --> 00:54:15.690
Elizabeth Stuart: And Ryan, thank you for sharing your insights, and again I really just hope that all of us can continue in these other ways some strategies have been helpful to everyone, thank you selina for the great organizing and introduction so.

357
00:54:16.170 --> 00:54:25.170
Celine Greene: My pleasure and we will be having the recording is going to be shared, so please make sure to encourage your colleagues to also view it and reach out to us.

358
00:54:27.390 --> 00:54:27.870
Elizabeth Stuart: Wonderful.

359
00:54:28.170 --> 00:54:28.890
Ryan Kennedy: Good luck everyone.

360
00:54:29.250 --> 00:54:29.460
Jamie Young: yeah.

361
00:54:29.490 --> 00:54:29.820
Thank you.

362
00:54:31.530 --> 00:54:33.360
Jamie Young: Thank you, thank everybody can do this.

363
00:54:36.810 --> 00:54:38.580
Elizabeth Stuart: All right, bye everyone bye bye.