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Elizabeth Stuart: welcome everyone.

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Elizabeth Stuart: i'm Liz Stewart vice Dean for education and welcome to this hybrid introduction into hybrid teaching.

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Elizabeth Stuart: Lots of few more people joining you have missed a few minutes of us getting organized behind the scenes, which I think is going to be one of the lessons from today is.

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Elizabeth Stuart: takes a few more minutes that we're used to to kind of get the system setup, but you can see that we have a hybrid introduction here, so I am joining class today from new Hampshire.

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Elizabeth Stuart: And we have three faculty plus a multimedia tech in the room and w 2008 So you can see the view there to see what the room looks like and we'll see a little bit more on that.

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Elizabeth Stuart: And we also have me a lamb, who is joining us also virtually so we're really highlighting what this is going to look like when we have people participating on site and virtually.

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Elizabeth Stuart: So welcome everyone i'm going to give a little introduction and then we'll turn it over so actually next slide please the slides are being controlled in the classroom today.

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Elizabeth Stuart: My slide helpers slow.

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W2008: For the delay.

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Elizabeth Stuart: When while we're waiting one do is you'll see, so this is set up as a zoom meeting, not a webinar so we hope that people will.

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Elizabeth Stuart: Post questions and ask questions and we'll have time for Q amp a so again just to introduce the session, this is a hybrid offering our first one of these teaching workshops conducted in a hybrid way huge thanks to.

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Elizabeth Stuart: The presenters who were willing to be on site today to help show how this all works we're going to have a short sort of.

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Elizabeth Stuart: pedagogical introduction from neelam from CCL and then comments from each of our three panelists who each have experience teaching a hybrid course from the spring.

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Elizabeth Stuart: And then moderated Q amp a so again, I encourage you to post questions in the chat you can raise your hand and we'll try to get to some of those questions so.

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Elizabeth Stuart: we'd love for this to be interactive um next slide please, so I wanted to take a minute, though first just to kind of level set and sort of clarify what we're talking about here so.

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Elizabeth Stuart: This teaching workshop is focused on what we at the school are calling a hybrid course which is hybrid or sorry concurrence on site and virtual instruction where students participate in both modalities.

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Elizabeth Stuart: turns out today, no one signs up to attend on site, but we have our three presenters who will play the role of students in the class.

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Elizabeth Stuart: And again, this is sort of distinguished from a situation where you might be recording an onsite lecture and then posting it through panoptic So the idea here is the synchronous concurrent instruction.

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Elizabeth Stuart: A little bit in the weeds, but these hybrid courses are implemented using paired core section numbers so partly i'm flagging this, because this is all relevant if you are teaching one of these section numbers this fall.

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Elizabeth Stuart: So onsite students register for either a dot O one or a dot six so section, showing that they'll be there on site and then virtual students register for a dot for one section.

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W2008: indicating that their virtual.

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Elizabeth Stuart: We had about 15 of these courses this past spring and we will have more this fall.

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Elizabeth Stuart: And I think part of the reason we're all excited to learn how to really make this work is that we expect to this format to continue, at least in some form post pandemic.

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Elizabeth Stuart: How much or which courses or exactly what that will look like is all to be decided, but with students spread around the world seems likely that we'll continue this in some form.

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Elizabeth Stuart: And to that point today's session is not meant to be a sort of technical introduction to the multimedia pieces.

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Elizabeth Stuart: For that we really encourage you to sign up for a help call with multimedia to get sort of one on one help.

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Elizabeth Stuart: Today is going to be sort of that higher level and sort of pedagogical focus, but I do want to highlight that there have been tremendous upgrades done already in the building.

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Elizabeth Stuart: To make the technology consistent across rooms so as you'll see today there are high quality microphones and speakers in the rooms multiple cameras in the rooms.

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Elizabeth Stuart: and multiple monitors and screens to help see virtual students and you can see a little piece of that in the w 208 picture on the zoom.

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Elizabeth Stuart: And some of this is a work in progress in that shipping delays of thanks to the global supply chain challenges me that some rooms are not going to be ready until second term don't worry if you're teaching.

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Elizabeth Stuart: A hybrid class in first term we have space for you, we have enough rooms setup and more will be coming on board for a second term so again just wanted to sort of level set what we're doing today and what we mean by a hybrid course so if we go go to the next slide please.

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Elizabeth Stuart: um I think I will go really quickly here, but I just wanted to flag, that we have been looking at the course evaluations from the spring, and I would say, a huge kudos to our faculty who taught.

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Elizabeth Stuart: hybrid courses this spring, including our three presenters today Doug huff john mcgreevey and Judy bass, in general, the ratings were sort of similar to our other courses.

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Elizabeth Stuart: Some successes, where students felt included they I think understood the challenges and implementing this and appreciated faculty working and instructors working hard to make it as well, work, as well as possible.

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Elizabeth Stuart: And the audio quality in general, was quite good.

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Elizabeth Stuart: Some of the challenges were you know audio quality sometimes had little things, so this is, I think, where instructors will learn kind of where to stand and little strategies for that and also challenges with just making sure that both groups really felt included.

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Elizabeth Stuart: And sort of one way i'm actually thankful that so many of you have videos on who are participating virtually because I think that's a key thing is.

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Elizabeth Stuart: it's easier for this dual engagement when everyone is is engaged with videos and things like that, so we can come back to this and student insights later, but let's turn to the next slide.

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Elizabeth Stuart: So, as I said, we're going to start neelam will give us a little introduction to hybrid teaching overall and then we will hear from our three faculty participants who are live in Wall Street but i'll turn it over to me yeah now, thank you MIA.

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Mia M Lamm: Thanks Liz hi everyone so i'm neelam i'm a senior instructional designer with the Center for teaching and learning and also in associate.

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Mia M Lamm: With the Department of Health policy and management and as Liz mentioned i'm going to focus just a super brief overview of some best practices for our hybrid teaching.

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Mia M Lamm: And we can move to the next slide please thanks, so much so, ideally hybrid learning combined on site and virtual teaching into one cohesive experience.

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Mia M Lamm: And Liz already mentioned in the intro at our school I recourse format allows students to select a modality.

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Mia M Lamm: of either onsite or online and instructors then teach the course synchronously in both formats all students in a hybrid class are expected to meet the same learning outcomes.

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Mia M Lamm: Through the online and onsite activities presented, and therein lies are big part of our challenge next slide please.

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Mia M Lamm: The ideal is to design instruction to be intentional for the hybrid model and some key points have bubbled up to the top and looking at what's been successful both here at Hopkins as well as other universities.

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Mia M Lamm: Those key areas are facilitation, both in logistics and in instructional strategies, ensuring a balance in the learning experience across modalities clear and frequent communication.

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Mia M Lamm: and engagement and, specifically, you need to a hybrid class, making sure that, despite the different modalities that different section numbers and all of that that students are all engaged in and treated as a single learning community.

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Mia M Lamm: Next slide.

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Mia M Lamm: And, as was mentioned, we aren't going too deep into the technical aspect of the streaming classroom today, but there are a few logistics, important to just set the stage.

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Mia M Lamm: And one of those is a great hope that you'll find in practicing in your classroom.

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Mia M Lamm: Arriving early to class to try the technology launch your zoom do an audio video track all those things to ensure that your virtual students can see and hear you you'll have multimedia support, as mentioned, and you can request training.

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Mia M Lamm: learning what camera view to choose and why what best supports the instructional activities and the interactions that you've selected for your your class activities and.

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Mia M Lamm: How you're going to interact with your students and how they're going to interact with each other instructors will need to think about where to stand.

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Mia M Lamm: Where the cameras are in the room where the mics are and let your teaching style lead your choices, for example, if you typically like to stand behind the podium.

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Mia M Lamm: Or do you prefer to walk around the room, all of these things will kind of guide how you decide to display things and how you decide to use the technologies.

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Mia M Lamm: Next slide.

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Mia M Lamm: It up sorry go back one sorry.

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Mia M Lamm: it's so it's an extra challenge to teach and to format simultaneously, so we think about instructional strategy and that's one of the reasons that we're all here today, I would imagine.

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Mia M Lamm: That, in order to get a pulse of where students are it's important to build remote friendly assessments, so that we can assess both in person and virtual learner simultaneously.

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Mia M Lamm: For example, using formative assessments offers opportunities for students to ask questions and to gauge progress which can be more of a challenge and a hybrid format and this approach is also typically more engaging.

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Mia M Lamm: And in the same spirit, it can be beneficial to maximize time for discussion and active learning one idea is to use pre recorded lecture material to free up some class time.

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Mia M Lamm: and simultaneous learning doesn't have to be purely synchronous and faculty directed consider how you can also offer asynchronous opportunities across modalities, such as using a discussion forming course plus next slide please.

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Mia M Lamm: So how will you ensure your in person and virtual students have an equally engaging experience.

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Mia M Lamm: And some recommendations, although they seem logical kind of worth noting, use the full capabilities, of course, plus, for example, to post your materials.

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Mia M Lamm: This ensures that everyone in and out of the classroom can access the resources.

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Mia M Lamm: apply purposeful and consistent organization throughout the course as an all classes, we also want to embrace udl universal design for learning principles.

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Mia M Lamm: As well as follow the university accessibility requirements for all course materials, making sure everyone can access everything when they need to.

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Mia M Lamm: and establish the perimeters of communication during class, for example, do you want your remote students to raise the hand tool and zoom.

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Mia M Lamm: Or do you prefer they use the chat all of these ways that they're going to interact kind of need to be prescribed I need to be decided, so that it's super clear.

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Mia M Lamm: And the more planning that goes into the clear and intentional course design will result in a result in a better experience for all.

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Mia M Lamm: Next slide.

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Mia M Lamm: So the hybrid format may be unfamiliar students and that's where communication plays a very big role right, we can guide them by sharing how the course will be taught and what's expected of them.

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Mia M Lamm: Specifically, providing detail for both in person on remote learners, for example, what just participation look like for both sides right we're both groups and how will they all use technology.

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Mia M Lamm: For example, will your will you have some activities where your onsite students are interacting with your online students and in that case, do they have special technology, like a headset or something else that they need to bring the class.

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Mia M Lamm: And it works well, to define these expectations, and of course syllabus.

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Mia M Lamm: And i'd like to emphasize the value of using course plus announcements and weekly email to give clear instructions to students, as well as posting written directions in both course plus and zoom is appropriate during class activities to minimize confusion.

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Mia M Lamm: Next slide.

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Mia M Lamm: So Richard research shows us that when students feel they belong to their academic community that they matter to one another.

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Mia M Lamm: That they can find emotional social and cognitive support with one another to ensure successful Community building in your course consider your context the technology is available to you, and what must be established that so that students can interact right.

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Mia M Lamm: And one idea is to use social icebreakers their instructional tactics designed to facilitate this kind of connection.

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Mia M Lamm: icebreakers can take a lot of forms and they're typically you might see them at the first day of class, but they can be used all throughout the term term in different ways.

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Mia M Lamm: You also might break the class into smaller groups and use the breakout room function and zoom to simulate a group experience.

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Mia M Lamm: And finally, as we launched first term it will be a new journey, be sure to gather feedback the input and insights for from our students from our faculty peers will be invaluable for making improvements feel free to contact cto.

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Mia M Lamm: got to make a blog I can vouch for our instructional design team we're here to support you we're happy to support you, even if it's simply.

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Mia M Lamm: to bounce around some new ideas and with that I will stop here and I will pass things over to our fantastic faculty panel Thank you so much for listening.

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Elizabeth Stuart: Great Thank you MIA So yes, next slide please and will turn to you now are three hybrid teaching experience faculty were in the room first.

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Elizabeth Stuart: we'll hear from.

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W2008: From.

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Elizabeth Stuart: The Department of Health policy management.

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W2008: alrighty Hello everybody i'm Doug have faculty Member on my glide path to retirement, but have been teaching lots and lots of courses and.

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W2008: i've created online courses main courses that were intended to be online the course i've sent them when they refuse to have as an online course with strategic planning, which is the one i'm going to be talking about.

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W2008: And the reason is that this is a course that's highly interactive the concepts and tools of strategic planning are not all that hard.

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W2008: and students have to really use them, so I didn't want a sort of static online course but it turns out that.

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W2008: This format or really kind of works nicely, and this was a course that that's designed for the ma che program, but we also have a variety of other students who are who are in it now.

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W2008: Let me just walk through the structure of it so it's one class per week three hours was Wednesday afternoon 330 to 630 we had 18 students on site physically an animator and 22 who were in zoom lamp as I call it relative and it wasn't lecture.

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W2008: And a whole variety of things that we did include in every three weeks and three weeks, we had an in class case study with a live CEO so we had the actually that one was the chief medical officer of something called lemonade.

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W2008: And they're a Tele health new telehealth company and the man.

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W2008: He was able to zoom in from sacramento and then we had a student team who came in, who actually lead the lead the discussion.

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W2008: might be helpful to see what my.

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W2008: assignments are, I do not have any tests, no exams any of that stuff the way I say it is that the people who are taking this course, are going to be working.

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W2008: In management and, as I also, as I put it, I did consult strict strategy consulting for 20 years.

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W2008: never wants to the client give me a true false multiple choice fill in the blank quiz it was Doug help us solve the problem, so I want my assignments, to be sort of of that of that ilk and so no exams of that record, but I have.

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W2008: They have to interview a CEO of an organization about how are you planning and also and that's an individual project and then.

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W2008: We have a group project they self organize and which they do a strategic assessment of a health related organization so that's the structure of the of the course next lifetime.

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W2008: So we'll talk about the pros cons and recommendations from my standpoint, the pros are oh my gosh.

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W2008: You can interact with live students again after teaching of an entire year with seen people on a little teeny boxes of civil great to have students physically in the classroom and they loved it as well, I mean you could just tell us really terrific.

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W2008: So, or that and one of the reasons that it really works is you can read body language so much easier when they're here physically then then on a little.

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W2008: A little box, the discussions tend to be more natural winner when when they're.

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W2008: That way, and also well so we'll get to the some of the challenges the other part, is that the fact it is a combination of a lot alive and consuming land is that the guest speakers it's easier much easier to get the guest speakers, because they can join.

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W2008: You know, via zoom the CMO from sacramento didn't have to fly across the country we didn't have to pay on it really worked out sort of remarkably well the cons are and here you may have already noticed it is that.

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W2008: The I found that the students in zoom land felt like they were they had disappeared.

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W2008: Because here's the here's the challenge, and this is where, in some sense, it will be better if many of you were in this classroom as opposed to watch it on zoom.

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W2008: Because if i've got half of the students here i'm talking to them my my my camera is here, so this the students in on zoom.

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W2008: can see me face forward but I can't see them i've got to go like this to see them and if i'm doing this, then they're thinking well he's not looking at me.

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W2008: The other challenge is, at least in this setup it only has five by actually four by five or 20 students can show up if we've got extra students, then they're kind of their kind of lost and it's really a challenge to kind of figure figure that out the other part, and me ahead.

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W2008: I had sort of alluded to this.

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W2008: In class exercises and one of the things I get remember that I had students organize themselves into teams to do that strategic assessment, well then, in my breakouts.

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W2008: I would have those students that team do an assignment and during class well that was fine if they were either on zoom our ball here.

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W2008: But when I found out that my tumor here one was on zoom one was here to run zoom they were trying to connect through.

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W2008: Through their iphones through their ipads through their laptops and it got pretty chaotic until after about two or three times of doing that the students said can leeches gentlemen.

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W2008: Just together all the the the in class students do it together and the zoom students do it together so that's kind of a challenge of doing that.

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W2008: A couple more things and i'm going to turn it over to I think Judy.

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W2008: When you're up here.

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W2008: i'm i'm sure that a number of you have been teaching via zoom and you've had to work with all the controls.

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W2008: But if you're in if you're doing this you're having to him to work with these students these students.

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W2008: And as you can see we've got through three screens here we've got a laptop we've got this screen and we've gotten this screen.

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W2008: To be a leading the discussion and trying to deal with that, especially if you've got powerpoints or our.

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W2008: Our surveys, or whatever you're going to go crazy and you're just getting your mind is just connects flow so it's going to be really helpful to have a ta.

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W2008: Who, not only is there, but has done a vulcan mind meld with corey or someone else in multimedia and one of the great things that weren't.

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W2008: For the fourth term is my ta and corey just work beautifully together and I, they were worried about all the details I didn't have to worry about that I had to worry about these students and the students and how I can create a useful environment, the other part, is.

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W2008: The multimedia folks are really, really busy, and although I would have loved for them for corey to have sat in my class from 330 to 630 that was not going to work.

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W2008: But what was really, really helpful was that he stayed here for the first five or 10 minutes and we got things going and by the time that.

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W2008: And that by that time I was comfortable and he could take off and he was available.

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W2008: All the time the final thing is, at least for me it was just too easy to forget the zoom land students, it was just so nice to have.

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W2008: Real students in a real classroom I had to kind of force myself to look over and to engage the gauge those students now I don't do cold calling typically mean just comment on a student, but I would do that here.

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W2008: In part, just to kind of make sure that students for engaged but you've got to be.

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W2008: Doing that also is that one of the things that ta can do is a monster and the screen, so that in the various slides around and monitor the chat so that's pretty much it for me at least on an intro.

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W2008: Standing ovation of the students in here lead.

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Elizabeth Stuart: and actually i'm going to jump in we have multiple requests for different camera angles so actually you all switch it to, we can see the live instructor.

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main screen.

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W2008: Which camera which should be only on the screen.

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W2008: Which one which one would you like to switch I soon.

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W2008: As I do so.

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And I people vizio.

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W2008: hi.

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Elizabeth Stuart: Everyone.

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Elizabeth Stuart: This is a case in point of.

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Trying to.

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bridge.

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W2008: If you want to go necessarily take three or four people.

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W2008: Just to let you know.

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W2008: I think the shed some light on I don't know the middle there we go there, we go there, we go here we go.

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W2008: Yes, I do hi everybody so.

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W2008: Get rid of the chapter so hi everyone, my name is Judy bass, I am faculty in the department of mental health and I had the benefit of team teaching third third and fourth term with janine parisi the NHS seminar, and it was.

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W2008: Two terms, though not it was required for the students, the NHS students and third term, it was optional in fourth term so.

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W2008: The first third term we had about 35 students virtual and four or five on site, and then we went to 20 or so virtual and aidan site and janine and I set it up where she was on virtual and I was in person, and so on.

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W2008: And we had a bunch of guest lectures in our situation, all of the guests lectures did were joined via zoom so we did not have any other in person guest lectures.

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W2008: Though I participated as a guest lecturer frequently from the classroom itself.

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W2008: The format of the class were didactic presentations at the beginning group work discussion conversations and things like that.

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W2008: The thing before I get into sort of what I learned and some best practices for what we did the thing that.

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W2008: is important for me, as I think about moving into these courses going forward is that, while the students have to learn have to get the same learning objectives, that is all students, whether they're in prison or virtual or online or whatever modality.

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W2008: What we have to understand is that the student experience will be different, and that is okay.

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W2008: Because they're they're in different modalities, but that the intention should be that they fully get the intended curriculum.

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W2008: Despite the fact that they're getting a different mode of learning of experiencing the course because they won't have the exact same experience.

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W2008: Being virtual being in person and so just sort of keeping that in mind not trying to make the virtual be the exact as the in person, but having the intention that the experience that the experience of the objectives are fully engaged for both groups.

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So.

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I am.

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W2008: tricky.

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W2008: Spot right, you have to go over the other screen.

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W2008: There we go I don't know how to advance it, this is why you need many faculty involvement so some lessons learned.

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W2008: We had the benefit of to faculty teaching our class most larger classes will not have to faculty but will have a faculty and a ta even if it's a smaller class, I would still highly recommend that you get a ta.

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W2008: Are my suggestion and what worked really well for us was to have one of the Faculty one of the instructors be virtual and one be in person.

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W2008: And the reason that that was beneficial was was multiple there are multiple reasons, one reason.

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W2008: Was that the students who were virtual got to experience someone being virtual with them, and so, if it was the ta if the Faculty goes back and forth they're having some of the experience of having the primary faculty in their situation.

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W2008: it's also then they can manage things so if it's the ta that's virtual they can manage the.

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W2008: The the slides if you want them to be posted from them, they can manage the chat they can be there, and when there's small group work, you can have a faculty do walk around the room.

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W2008: For the small groups, and you can have the online faculty or the online ta attend the different groups, and so we found it really helpful to have to instructional people faculty ta to faculty were one was in each modality.

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W2008: The virtual person in this case a ta or someone can also have been speaker know when there are questions things like that.

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W2008: In terms of logistics, I think one of the things that Doug raised is the idea of making the people who are not in person feel like they're really present.

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W2008: So when you're in person, you log on you're sitting there in person, you don't have to log on early you're you're hanging out you're typing in you're getting your slides.

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W2008: Set up people walk in you chit chat you say hello, you welcome them, you can do the same thing with the virtual people can log on if you set it up five minutes ahead of time, you can say hi everybody, you can.

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W2008: Name their names The good thing is their name show up on the slides as opposed to in the person in person, you have to remember their names.

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W2008: So this way you say oh hi welcome, how is your day, you can have chit chats with both, and so it really became important to be able to greet both groups, one of the things that I did not for for this class, but for a different class was I would post a.

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W2008: Question up on the slide and so people could come in and say hello, but they could also write their answers.

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W2008: And the people in the classroom could like be talking about them, and so they can be like you know what was your favorite ice cream, or you know something unrelated but, so the icebreaker.

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W2008: At the beginning, but it was a way to welcome people to be as present, as you are in person standing and actually welcoming people.

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W2008: The other part of that is the end of class oftentimes We know from in person classes, at the end students lineup and they want to have a talk with you.

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W2008: Making sure that you set aside time for the virtual students to have that opportunity as well, whether you alternate weeks or you have, if you have a class that meets twice a week, maybe.

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W2008: Mondays, you have the students in person lineup and Wednesdays you do the virtual lineup or once a week or something but giving both groups the opportunity to sort of line up and ask questions and listen to each other's questions.

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W2008: becomes really an important part of the learning experience so having both of those.

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W2008: The other part that I would say that we learned is the idea of encouraging discussion and not having it just be an in person discussion or or a virtual discussion.

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W2008: Is that I found we found it was helpful to have some open ended questions that didn't need to have fully responsive, so you could say you know.

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W2008: brainstorm on.

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W2008: ideas of things that you might want to put into your CV so we were talking about professional development.

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W2008: And so they could be in the chat sort of listing them and cocking them and copying back and forth, and we could also be talking and so it's not like we had to have Q amp a.

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W2008: Q amp a so both groups and we could post the chat you know, we could have the chat up on the screen so both groups could be engaged.

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W2008: In that brainstorming activity, rather than having it be one person answer one person given answer and listening back and forth, so those types of questions really benefited.

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W2008: This duel modality and getting people involved, the other is the the breaking into smaller groups was great but it's a time suck when they come back.

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W2008: to report back so one of the other things that we found were helpful was that, instead of reporting back in person that's a great use of the discussion forum.

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W2008: Have each group go on to course plus into their discussion forum and report back there.

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W2008: So they get the group experience they go see each other's report backs you as a faculty can also go and comment in there, but it's a better use of class time and allows for Richard discussion so Those are just some basics and some learnings that we got I, so I met this camera angle.

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W2008: And now look at the john john where do you want to go i'm gonna stand there as well, maybe i'll use a camera person up.

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W2008: here.

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W2008: hi i'm john mcgrady who don't know me by my name is john migrating from the Department of biostatistics wonderful to be with you today virtually.

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W2008: But for those of you who know me, you know I like to walk around when I talk in, so this is it's going to be hard for me, can you see me.

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W2008: Okay, great so i'm.

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W2008: Back at that camera okay got it so it's hard for me so So yes, I will walk in, so I will come out in three dimensions here, if you have special glasses.

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W2008: What I found in the course that I did so I don't have nearly as much pedagogical experience designing.

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W2008: I can you keep talking.

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W2008: yeah we have the camera issue gotcha home side, this is important, so I taught actually in this classroom a relatively easy course to administer it was for mph students last year.

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W2008: who wanted to take sort of an open course once a week to be in person or applying to have an opportunity to practice their capstone presentations get feedback from the group.

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W2008: read their projects and such and there wasn't much arkadin new planning wise i'll defer to Judy and Doug for the drill down the details.

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W2008: But still, the physical aspects of the space where we're something that I had to get used to in both Judy Doug and listen and we have all comment on this, but let me just give you a couple of examples.

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W2008: For now i'm looking at the back of the room, if this is kind of like being in a band, where the only other Members in the audience or from other bands right.

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W2008: Here, but the balance is different and I talked before there are people on site in the respondent online, but you could have any will split etc, so when i'm addressing the people on campus you know i'm looking.

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W2008: At that's in this classroom that in 2008 that's the default camera that picks this up, and I was only where that camera.

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W2008: And so I thought there was only one in the classroom but long currency and probably your tendency after teach you on zoom for months or years or over a year.

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W2008: Is when you're teaching on zoom from home you're looking at the screen and you're.

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W2008: Looking at people's faces on the screen etc that's what i'm doing now, I feel like I haven't really mentioned with you i'm hopping on the screen hey Karen.

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W2008: how's your day, you know that sort of thing I feel like I have this connection with you you're looking at the map right, and this was a very hard for me to break I don't think I ever broken shoveling setting and you know.

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W2008: So that's something to think about I found.

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W2008: My class was small enough that we could have discussions working to people online in campus any concert and the audio was good, etc.

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W2008: And I felt like it was small enough to make that work it's harder to bigger classes to have that dialogue well, but again I would find myself going Oh, you know what is your thought on this and people will be like john we're seeing the bathroom every everyone seemed that.

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W2008: sounds trivial when he stopped because you all wanted a different type of camera angle from before right you wanted to see.

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W2008: The presenter in a different way and so you can imagine how the people on site feel when I was doing that and, ironically, the people in line as well because well, I felt like I was making this connection with them, they were seeing that I had said that.

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W2008: The staging of this is not trivial, and so it probably would be helpful to have another person affiliated with the course in the class if you can, at least in the first session or two to help you with the blocking of this to be like john you need to turn that might.

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W2008: know the other smart classrooms have different setups, for example, uber is a wd 4030 s on that has cameras in the bag and the front of.

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W2008: The cameras in the front door voice activated so far turned around and looked at folks only the people on campus would see the back of my head.

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W2008: The cameras would switch the ones in from you would see additionally there's another camera that will follow your person around as if you're a Walker like.

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W2008: It will track you as you're speaking to.

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W2008: Some of the other classrooms like 2008, which is the first one, I was in doing this empty capstone course that was the camera in the back, it turns out there's a repurpose document camera that can be used for different angles, that I wasn't aware of, but that was the extent of.

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W2008: Certainly.

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W2008: Something that really helped with the group presentations cross platforms is everybody who shows up to the classroom can log into the zoom session.

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W2008: And so, when we had students giving presentations the slides they would log in from their laptop in the classroom and share their screen.

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W2008: That was very efficient, because what they did was shown on the front of advice here and.

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W2008: It was what you were seeing on your share screen so really well, but there was an unfortunate for me byproduct of that, but I just another thing to be aware of that may sound trivial but.

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W2008: it's I think it's important it takes me a while to learn people's names it's even harder for me to do that when I only see half of their face, and we were all that stuff right.

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W2008: But I like Judy said we kind of get a little bit of help with the presentation, because people's names are there, but what would happen is students in the class for logging in, and I think I was being clever and conversational by turning on the screen and saying.

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W2008: You know where are you checking in from the day i'm right behind you and here in the class and that took a little bit of getting used to that some people are represented in two modalities, but they were there in person.

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W2008: So something to think about another thing about this is it's a plus actually I couldn't mess up, no matter how hard I try i'm gonna walk around a little bit i'm going to speak in front of you well.

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W2008: Internally now i'm wearing a mask the mumble i'm talking under my breath the ceiling like scared of our fantastic.

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W2008: They pick up the smallest shells from the client is participants everybody with masks that adds a layer want to listen to the sound.

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W2008: etc, and in fact that Ryan Kennedy go on now looking at, but you seen the bad news on that session I right.

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W2008: He had we're doing this in parallel in different classrooms that he gave me this great tip which was there were times when.

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W2008: We would be having this discussion where somebody would be giving a presentation from on campus and I couldn't hear them that well because they were speaking so softly, and you can ask somebody to speak up, but you know, sometimes.

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W2008: Just quiet speakers, but everybody online can hear them perfectly so Ryan gave me this presentation, which was to bring your earbuds.

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W2008: And you know connect to the one of the computers in the classroom so that you can actually hear what people are saying in the class if they're quiet and so that's actually a great idea, so thank you Ryan for that.

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W2008: So these are just a couple things to be aware of it will take getting used to I don't think I ever fully got used to it because I only in this in this classroom for maybe six seven sessions.

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W2008: And then, in the fourth term we pulled ryan's in my section together and did it in summer fall and I can say, and I get ryan's input on this as well that that was a completely different feeling and experience.

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W2008: So the tips i'm giving you now we're telling you about the stories and telling you better anecdotal based on this classroom you will need to get a feel for the layout and locking in the classroom you have any equipment that is a fail so.

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W2008: Those are just some sort of things to think about going into this, the tech side is not trivial, as others have learned to Korea is a godsend very helpful with this.

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W2008: Dealing with three different monitors and lunch is difficult, with the person, that is.

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W2008: functionally undetectable by the naked eye.

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W2008: So what happens is when you're in the beginning this was saying, can you invest side, please, and believe you me, I was advance I will have advanced slides.

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W2008: And I was doing it, but I didn't realize, if you do it on the computer on the podium here and only advanced was there, and not on the screen, we see what is this thing being shared with you so it's like.

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W2008: 71 but it turns out, I had to move the cursor over to the middle screen advanced there for it to advance in the shared spreadsheet server so there's a whole list of things like that you'll have to.

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W2008: suss it out for yourself and get a feel, et cetera don't be intimidated, it will work out, but having the resource like corey and possibly falling or ta attend some of the sessions with you in the beginning, may be really helpful for some of these.

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W2008: positioning audio visual and technical.

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W2008: Thank you.

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Elizabeth Stuart: awesome Thank you john i'm going to give her request, which is that you all stop screen sharing now and we can maybe sort of try to you know have almost there more of like a discussion.

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W2008: cheers up front, so that we.

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W2008: are huge, so you can see out this backpack so, can you guide me to the stream, so this is definitely.

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yeah.

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W2008: You guys can stand out like i'm going to help Elsa.

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Elizabeth Stuart: So thank you all that was so incredibly helpful and we've had a really good exchange in the chat while you all were sort of lecturing teaching and.

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Elizabeth Stuart: I wanted to just highlight a couple things first again just wanted to give a huge plug to all of our faculty who tried this out this spring.

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Elizabeth Stuart: heard from three today but there's multiple others who are on this zoom who taught in the spring and so most departments have someone who tried it out and I encourage you to reach out.

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Elizabeth Stuart: to sort of learn more about that and their experience the other theme is lots of questions about the.

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Elizabeth Stuart: camera angles and screens and that and again just really want to highlight the value of getting in the building and trying this out for yourself, please, please don't have it be 10 minutes before your first class.

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Elizabeth Stuart: session that you are doing that for the first time.

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Elizabeth Stuart: I will say the students, the feedback we got one of their complaints was that it sort of sometimes felt like the beginning of the class session.

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Elizabeth Stuart: And there was a little bit too much of that sort of getting organized.

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Elizabeth Stuart: I get it we're often running from one thing to the next, but you know, the more prep you can give yourself, the better just to start things out smoothly and so please set up a you know time that you can go in and try stuff out.

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Elizabeth Stuart: So i'm hoping someone else might have a question and we can replicate like class session where Maybe someone raised their hand.

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Elizabeth Stuart: I could call on someone but maybe that's.

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Elizabeth Stuart: been.

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Elizabeth Stuart: There are a couple of sort of technical questions in the chat I guess those mostly got answered i'm.

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Elizabeth Stuart: not seeing any hands raised.

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Elizabeth Stuart: john and Doug and Judy anything you want to kind of reflect on before I see if there's other big picture I do I, I can keep babbling but i'll turn to you.

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W2008: One of the things.

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W2008: If you don't have here so so thinking about ta is, if you have a small class and you don't have a tea, or if you don't have a ta.

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W2008: The other thing you can do and we've talked about this for some of our classes.

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W2008: is asked one of your students each class to rotate who's sort of tracking the chat.

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W2008: So it doesn't become one student doing it, the whole class, but you know student a hey Mary will you check the chat today just raise your hand if someone's raising your hand and i'm not seeing it.

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W2008: Joseph will you do tomorrow, you know, like asking the students to an answer to giving them the.

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W2008: assignment so it's not just say hey can you check it that, like can you monitor for hands going up that I don't notice, and can you monitor for chats or things like that so that's also something they can do.

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W2008: I did not love having students in person, have their computers open because, like many of us, they do lots of other things on their computers, rather than pay attention.

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W2008: But sometimes it's needed to help them help facilitate or to get a presentation.

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W2008: The one number one thing i'm sure i'll have other things, but.

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W2008: The biggest thing for me and because, probably the most important recommendation I was kind of give you all is you've got to practice this you've got to go in a week or two before your first class.

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W2008: have your ta there have corey or another multimedia person there and walk through what you're going to do, because when you're in the moment that cursor.

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W2008: is going over three different screens and it will lose itself, it will just disappear and then you're fumbling around and doing that stuff.

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W2008: The other part is I found that i'm an okay kind of techie but I found that my ta just knew so much more just about tech in general.

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W2008: And so, he and corey could do a vulcan mind meld and they knew what they were talking about I had no idea, and then I mean i've been trying to insert myself at some point, and then I would say, you know walk away because they're going to deal with it, you know.

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W2008: I can concentrate on on the current on the curriculum on what I wanted to do that day again engaging with the students before class and then just getting on with it so trust trust trust the multimedia folks trust your ta to to really help you on that.

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W2008: And if there's no questions All they need is true you'll need to practice but certainly you are all experienced with practicing because into a lot of us.

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W2008: A fair amount of time to get up and comfortable with zoom and some of us still like we forget to unmute right, I mean it's just an ongoing thing a couple things to think about even if you can't get a colleague or ta.

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W2008: with you on a given day they will be people in class, who tend to be tech savvy and like to show that, to remind you that that that savvier than you so if something goes on it's not just you and your basement like it was for me.

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W2008: right here, you know somebody can be like john just drag this over here if you know internationally psychologically helpful, but the other thing I will say, and this is confounded by the fact that he was the first return to campus but the excitement of the students in person was palatable.

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W2008: My excitement of being in person, and I think that gave me a boost of excitement and energy to the people, online because.

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W2008: they're thinking Well, yes.

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W2008: And some of my classmates are on zoom but i'm also seeing classmates in a classroom and i'm interacting with them and and.

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W2008: You know, yes, certainly if you're teaching something that's more difficult to administer like Judy and Doug are versus what I was doing there are certainly steps you have to take them make sure things run smoothly interfacing between the two, but.

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W2008: I think is a big bonus to everyone, by having folks in both settings when you have this kind of course.

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W2008: And I usually get a good course evaluations not like him.

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W2008: But I got the best course evaluations overhead in that course and i've been teaching that course for upwards of 20 years.

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W2008: And I think part of it was just the excitement of being in class.

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W2008: The students were willing to accept some glitches for that.

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W2008: And the other part, is, as I said, I did these case studies and I had the CEO has come in and then it just seemed to work there.

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W2008: That everybody more people were engaged than are usually engaged and and for this program for the ma che program these students are slog through I mean.

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W2008: For for terms and they've already gotten their assignments for the next year when when they're when they do their administrative resonances usually they're on senior slump and I saw probably the least amount of senior slump and fourth term as i've seen and I didn't get any better.

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W2008: I think part of it was the format and something magical happens so go there and never 15 person oh yeah yeah.

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Elizabeth Stuart: Also, this, I think, is a great note to end on it's 354 so I want to make sure to finish up before for maybe give people two minutes.

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Elizabeth Stuart: But this has been such a great session I feel like i've learned a lot and I think even just for everyone to see.

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Elizabeth Stuart: What it looks like i'm we were you know, I was nervous about doing this in this format, but i'm so glad that we were able to give people a.

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Elizabeth Stuart: view of again yeah what this What this really involved in can be and i'll end with a couple just wanted to make a few other notes so.

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Elizabeth Stuart: Again we've sort of been focused today on these truly hybrid classes these dot four one pairings and those are, in some ways, our first priority for first term as we.

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Elizabeth Stuart: kind of try to get those going over time, I expect more of those but also, as has been talked about in the chat.

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Elizabeth Stuart: These room upgrades are going to be in the rooms it's not like the upgrades only work when it's a classroom or a class session.

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Elizabeth Stuart: And so you know I anticipate groups doing meetings or someone was mentioning concentration meetings for mph students and who might be in both.

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Elizabeth Stuart: modalities, so I think we're all really excited about the technological tools that will help us reach all of our students in new and different ways, it is going to be a bit of their again i'm huge.

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Elizabeth Stuart: it's going to be a bit of a learning experience for all of us, but I think these themes of kind of.

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Elizabeth Stuart: humility and again just echoing what some of the comments we just heard, I think the students appreciate sort of the hard work and I think they recognize that this is hard.

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Elizabeth Stuart: But when sort of we go in trying our best, I think the students have really appreciated that and to reacted really well, so this is great, and I love seeing all the people who are about to set up multimedia help tickets sorry well Boston corey sunlight going to get really.

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busy.

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Elizabeth Stuart: But.

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W2008: I also want to plug Liz do you want to plug into the peer program and the peer mentoring teaching.

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Elizabeth Stuart: Yes, so we early in the chat and maybe celine can quickly put the link back in I want to highlight to you all the virtual and hybrid teaching resources web page which.

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Elizabeth Stuart: Has new and improved stuff for this year with more focus on hybrid teaching, including some documents that summarize kind of some of these points and best practices.

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Elizabeth Stuart: And there is a listing there of our teaching Council and.

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Elizabeth Stuart: Teaching fellow Members who represent each department and can be an additional resource and they are kind of a little bit more up to speed on some of this stuff, and so the link is in the chat and you can find them there as a resource within your department.

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Elizabeth Stuart: So I.

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Elizabeth Stuart: Any final I want to say.

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W2008: I guess, I would just say if if the class if you're going to be teaching a hybrid class first or second term, and if it fits any of the types of classes that we've been talking about.

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W2008: You know it and you want somebody like you want to bounce a couple ideas here i'm thinking of doing this just to email me oh yeah it will just email, you know so where around feel free to email me and I gonna forward introduce you.

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W2008: To john.

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Elizabeth Stuart: awesome.

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Elizabeth Stuart: Well, I can't wait to wear all together in the building again.

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Elizabeth Stuart: But great asleep just posted a super helpful chat so please look there for the resources and, of course, cto is always available for consultations as well, so we have lots of people who can help.

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Elizabeth Stuart: And I know that first term will be great and we will all will make the most of it and do our best, so thank you all for this and see you around the building hopefully soon or on zoom.