WEBVTT 1 00:00:11.340 --> 00:00:12.870 Elizabeth Stuart: So we'll get started right on time. 2 00:00:13.950 --> 00:00:18.330 Elizabeth Stuart: The session is going to be recorded. All right. Looks like Selena just restarted that, so thank you. 3 00:00:19.470 --> 00:00:30.270 Elizabeth Stuart: So I will get kick things off with a bit of an introduction to this series and session I'm Liz Stewart. For those of you who don't know me, I'm Associate Dean for education. 4 00:00:30.720 --> 00:00:40.680 Elizabeth Stuart: At the school and this is the third in a series of what we're calling her teaching workshops that we're doing this summer to help people prepare for fall instruction. 5 00:00:41.190 --> 00:00:48.810 Elizabeth Stuart: And I'm really thrilled for today, we're going to be focusing on lessons learned from moving courses online during fourth term. 6 00:00:49.410 --> 00:01:04.470 Elizabeth Stuart: So I'll give a little introduction to what we're going to be talking about and then we'll open it up in terms of format can go the next slide in terms of format. We're going to have brief conversations from three faculty members who 7 00:01:05.850 --> 00:01:10.830 Elizabeth Stuart: Did it seem to do a particularly good job of moving their course online during fourth term. 8 00:01:11.160 --> 00:01:19.170 Elizabeth Stuart: I'm Dan Barnett from environmental health and engineering Elizabeth college Tony from biostatistics and Adam Kuhn from international health 9 00:01:19.590 --> 00:01:24.300 Elizabeth Stuart: So each of them will talk for a few minutes about their experience after I give a little introduction 10 00:01:24.810 --> 00:01:32.010 Elizabeth Stuart: And then the hope is that like the previous sessions, we've had in this series will have time for questions and discussion at the end. 11 00:01:32.610 --> 00:01:38.370 Elizabeth Stuart: I'll be monitoring the chat box. And last time we had 100 attendees and we had a really robust 12 00:01:38.970 --> 00:01:47.340 Elizabeth Stuart: Conversation in the chat box. So I hope we do that again. I also will keep an eye out for themes and we can turn to those themes in an open Q AMP a 13 00:01:48.090 --> 00:01:55.980 Elizabeth Stuart: During that time, we also will probably have the chance for people to unmute yourself and ask a question through audio so you can raise your hand. 14 00:01:56.700 --> 00:02:04.560 Elizabeth Stuart: When we open it up to that, so we'll keep an eye on that. And please remember again this is being recorded and so encouraged. If you have colleagues. 15 00:02:05.040 --> 00:02:11.880 Elizabeth Stuart: Who maybe couldn't join us today, but want to hear the session. There'll be it will be posted online and I'll say more about that towards the end. 16 00:02:13.440 --> 00:02:26.340 Elizabeth Stuart: So thank you for. Thank you all for joining. It's great to see the focus and attention. Everyone is putting on how to think about the fall. So I wanted to just orient us a little bit to fourth term before I go to the 17 00:02:26.940 --> 00:02:28.590 Elizabeth Stuart: Just so as you all remember 18 00:02:29.010 --> 00:02:46.200 Elizabeth Stuart: We had what was it a week or so to move all of our instruction for fourth term to an online environment, and it was her to Herculean effort and what is really rewarding is that I think all of the efforts paid off so 19 00:02:47.460 --> 00:02:55.050 Elizabeth Stuart: You know, of course evaluations have their pros and cons. There's one measure of teaching quality. 20 00:02:55.590 --> 00:03:03.120 Elizabeth Stuart: But we do sort of see that the students really resonated with how we were able to conduct our courses and fourth term. 21 00:03:03.780 --> 00:03:18.180 Elizabeth Stuart: In the course evaluation system, we added and a question in all of the evaluations basically asking students, you know, if this was a course that was originally scheduled to be on sites. How did you feel about the 22 00:03:19.200 --> 00:03:24.690 Elizabeth Stuart: Transition online and that's in part how we chose the three presenters for today was they had 23 00:03:24.690 --> 00:03:33.480 Elizabeth Stuart: Courses that were rated very highly. So, in addition, though, we of course have our normal course evaluation questions and this graph. I just wanted to highlight 24 00:03:34.110 --> 00:03:42.420 Elizabeth Stuart: It's really striking. This was not true for terms, one, two, and three, but our average course evaluation scores were actually higher than the previous years. 25 00:03:42.720 --> 00:03:54.780 Elizabeth Stuart: Across the board, so students in fourth term of this year consistently rated the courses, the instructor, the organization assessments higher than they had the year before, so 26 00:03:55.980 --> 00:04:04.950 Elizabeth Stuart: There's a few potential reasons for this. I'll talk just a bit about this more. But I think this is just a great sign that all of like all of the hard work paid off. 27 00:04:05.490 --> 00:04:13.530 Elizabeth Stuart: In terms of sort of student satisfaction and are they against are resonating with the efforts that we made to move instruction online. 28 00:04:14.190 --> 00:04:22.410 Elizabeth Stuart: And so the hope with this session today is that we can use some of the good and bad things that we learned in fourth term to help us prepare for the fall 29 00:04:24.210 --> 00:04:30.240 Elizabeth Stuart: I did. We're going to hear some more of these themes from the individual faculty who will be talking in a few minutes. 30 00:04:30.930 --> 00:04:40.440 Elizabeth Stuart: But in reading through the course evaluation comments as well as information from our exit survey that we conducted at the end of the school year for all graduating students 31 00:04:40.830 --> 00:04:44.430 Elizabeth Stuart: There are just a couple of themes that I wanted to highlight to orient us today. 32 00:04:45.360 --> 00:04:54.300 Elizabeth Stuart: The first is, there was a consistent theme that students were feeling a lot of pressure from school work and home as I think faculty and staff would also agree. 33 00:04:54.810 --> 00:05:09.030 Elizabeth Stuart: And so, in part because of that there was great appreciation for increased flexibility that popped up over and over in evaluations and conversations and sort of in the comments was just this appreciation for when 34 00:05:09.060 --> 00:05:11.730 Elizabeth Stuart: Faculty can be flexible about deadlines or 35 00:05:12.390 --> 00:05:24.720 Elizabeth Stuart: Watching a lecture online rather than live. There's also a theory, you may or may not remember that during fourth term we relaxed. Our pass fail policy in the sense that 36 00:05:25.140 --> 00:05:36.180 Elizabeth Stuart: Students were able to take even required courses pass fail. So normally required courses for their programs have to be taken for a letter grade during fourth term, they were able to 37 00:05:37.710 --> 00:05:48.420 Elizabeth Stuart: Have the option to take everything pass fail if they chose. And so there's some theory that maybe that was also what contributed to the positive evaluations was just sort of the less stress and pressure. 38 00:05:48.960 --> 00:05:53.310 Elizabeth Stuart: Especially within the context of everything. People were dealing with outside of their class. 39 00:05:54.360 --> 00:06:01.470 Elizabeth Stuart: Sort of related to that, again, the other theme I really want to highlight was clear communication and course organization were key. 40 00:06:03.000 --> 00:06:10.530 Elizabeth Stuart: That question, I noted about a successful transition of the course online. The other question that was most highly correlated with 41 00:06:10.890 --> 00:06:18.720 Elizabeth Stuart: With responses on that was the course organization. And again, this popped up in the open ended comments as well. So students, I think. 42 00:06:19.440 --> 00:06:27.360 Elizabeth Stuart: Being you know communicative and having a well organized site and sort of clear dates and times and Zoo blinks 43 00:06:27.930 --> 00:06:42.630 Elizabeth Stuart: Really went a long way to students feeling like they knew what was going on and we're then able to really participate in the real content of the course. So again, we're just some of the evaluation sort of the themes that we've seen sort of from students overall 44 00:06:43.500 --> 00:06:43.950 Liz Selvin: But 45 00:06:44.220 --> 00:06:51.030 Elizabeth Stuart: What we really want to focus on in today's session is a little bit sort of stories from the trenches of the faculty who 46 00:06:51.420 --> 00:06:59.460 Elizabeth Stuart: Did move their courses online in very short time period during fourth term. So again, we have about three sessions. 47 00:06:59.850 --> 00:07:16.290 Elizabeth Stuart: Are sorry. We've three faculty members who were each going to talk for maybe five 810 minutes each, just to give a high level overview of kind of their experience and then at about 230 or so we'll be able to open it up to questions. Again, they can be in the chat or 48 00:07:17.370 --> 00:07:31.500 Elizabeth Stuart: By audio. If you have questions as the faculty are talking, you can put them in and I'll kind of moderate. So without further ado, I will turn it over to them and but again just to orient you, that's going to be the structure for today. 49 00:07:32.670 --> 00:07:50.400 Elizabeth Stuart: There we go. So our first discussing or presenter is Dr. Dan Burnett, who is from environmental health and engineering and I will turn to him to talk about his course on public health emergency preparedness. So thank you. 50 00:07:51.870 --> 00:07:55.140 dbarnett: Well, thank you, Elizabeth, and thanks to the dean's office for the opportunity to 51 00:07:55.320 --> 00:08:00.420 dbarnett: discuss these aspects of converting for term content online. 52 00:08:01.440 --> 00:08:06.450 dbarnett: This was, I will say an interesting natural experiment, experiment, at least for me. 53 00:08:07.500 --> 00:08:12.720 dbarnett: When I first learned that we were going to be doing this, I took a very deep breath, maybe several 54 00:08:13.230 --> 00:08:30.660 dbarnett: And I thought, well, how can we convert a course of course that I teach fourth term which is introduction to public health emergency preparedness from what had been an in person only course for the past 10 plus years to an online version and 55 00:08:31.770 --> 00:08:33.750 dbarnett: I want to highlight a few things that 56 00:08:35.100 --> 00:08:39.420 dbarnett: We found in the course that seemed to work well, a lot of this. 57 00:08:40.770 --> 00:08:45.690 dbarnett: dovetails off of some of the introductory comments that Elizabeth made 58 00:08:46.770 --> 00:09:05.220 dbarnett: But to sort of get into the into the nuts and bolts of it. So this is a course typically our course enrollment ranges between 35 to 48 students. So we had 42 students this year, mostly Masters level and mad. 59 00:09:09.270 --> 00:09:09.870 dbarnett: The Echo there. 60 00:09:10.500 --> 00:09:25.560 dbarnett: And many of them are on the front lines of code response so that introduced a whole set of challenges, not only converting an in person course online but also addressing the the work related and work life balance. 61 00:09:25.560 --> 00:09:27.000 William Eaton: Challenges, those who are 62 00:09:28.020 --> 00:09:28.740 dbarnett: On the front lines. 63 00:09:31.440 --> 00:09:32.790 dbarnett: So a couple of 64 00:09:33.390 --> 00:09:34.740 dbarnett: Sort of take homes that 65 00:09:35.070 --> 00:09:55.350 dbarnett: I wanted to share regarding lessons learned were communication. That was really I think one of the most central elements of what seemed to make that this transition successful based on feedback. So we use course plus heavily as I know 66 00:09:55.650 --> 00:10:01.350 dbarnett: Many, if not most of you do, but we use course plus to make class based email announcements. 67 00:10:01.980 --> 00:10:11.250 dbarnett: Regarding fulfillment of the syllabus based expectations. One of the things I should mention is that attendance is 25% of the course grade and 68 00:10:12.180 --> 00:10:21.510 dbarnett: That is because, to paraphrase Woody Allen with preparedness half of life is being there. And so we try to embody that expectation in terms of 69 00:10:22.350 --> 00:10:27.930 dbarnett: Our expectations for students. Having said that, with due to the fact that a lot of 70 00:10:28.530 --> 00:10:48.690 dbarnett: students in the class were on the front lines of code response, we were able to record our lectures and identify and monitor when students had subsequently viewed the the presentation. So we deliver this in real time Tuesdays and Thursdays from 9am to 71 00:10:49.710 --> 00:11:01.800 dbarnett: And fourth term. But as I mentioned, this was recorded so that students could if they weren't able to attend in person or live in that regard could do it afterwards. And we could monitor that as a proxy for attendance. 72 00:11:02.280 --> 00:11:06.900 dbarnett: Interestingly, some of the students who were not able to attend in person. 73 00:11:07.950 --> 00:11:17.970 dbarnett: We're very active in asking questions through the discussion forum. So we had a very lively discussion forum and that I think added value to the experience 74 00:11:19.320 --> 00:11:20.220 dbarnett: In terms of 75 00:11:21.600 --> 00:11:34.050 dbarnett: Some aspects of course delivery. We use zoom, of course. And one of the things we did is we use zoom based technical workarounds for a variety of aspects of this course. 76 00:11:34.680 --> 00:11:45.930 dbarnett: This class has I do most of the lectures, but there are a number of guests lectures and we made sure, for example, we had one guest lecture that was 77 00:11:46.500 --> 00:12:02.970 dbarnett: related to modeling it so there was an in class modeling exercise for infectious disease and we were able to use in class breakout sessions via zoom and then we students were able to reconvene after breaking out into their small groups and that proved to be very 78 00:12:04.650 --> 00:12:23.580 dbarnett: Helpful. The other thing that we did was whenever feasible. We asked students to unmute their microphones, rather than type in chat comments because we wanted to sort of replicate to the extent possible, the interactive feel of an in person class and that also 79 00:12:24.660 --> 00:12:31.470 dbarnett: Seem to be favorably received one thing we had done in the past that we were able to easily transfer over 80 00:12:32.280 --> 00:12:35.400 dbarnett: For this fourth term was the use of course plus quiz generator 81 00:12:36.090 --> 00:12:42.750 dbarnett: For exam taking exam administration and grading and the class we this course has two 82 00:12:43.860 --> 00:13:05.610 dbarnett: Exams multiple choice, true, false, that that's how we've always structured it. So that was something we were able to seamlessly incorporate into this version. And last but not least, I was very lucky in that I TA who I am proud to say her name is Monica Lee is a technical wizard and 83 00:13:06.660 --> 00:13:14.400 dbarnett: I relied greatly on her input and guidance for how to adapt things to 84 00:13:15.810 --> 00:13:33.660 dbarnett: The zoom based platform. So she often served as the host for the various class sessions and that was intentional. That would allow me, for example, to focus on presentation content and she would be very helpful in monitoring the chat. 85 00:13:35.130 --> 00:13:53.760 dbarnett: Feature so that I can be timely response response in a timely way to questions as they arose. So those are just a few sort of summit of overview updates regarding how we transition this course. It was actually thankfully a smoother experience than I 86 00:13:54.930 --> 00:14:10.860 dbarnett: Had thought at first. And I think the students really were based on the feedback, both in class and subsequently seemed highly engaged and very comfortable with the zoom platform. So that is a summary of my experience. 87 00:14:16.440 --> 00:14:26.760 Elizabeth Stuart: Thank you so much, really helpful. And again, I think people will start to hear some themes. So I will now turn it over to Dr. Elizabeth colon Tony from the bestest biostatistics department. 88 00:14:27.660 --> 00:14:32.910 Elizabeth Colantuoni: And thanks, Liz, and thanks for organizing this. And for all the efforts, the dean's office is 89 00:14:32.910 --> 00:14:34.350 Elizabeth Colantuoni: Putting forward for 90 00:14:34.740 --> 00:14:40.020 Elizabeth Colantuoni: These transitions and just to introduce the course. This was the fourth 91 00:14:40.080 --> 00:14:42.060 Elizabeth Colantuoni: Term of the fourth term. 92 00:14:42.390 --> 00:14:43.170 Sequence. 93 00:14:44.280 --> 00:14:54.900 Elizabeth Colantuoni: Methods and Biostatistics. So, this course is geared all of our masters degrees students and Biostatistics take this course as well as concurrent me just 94 00:14:55.500 --> 00:15:07.140 Elizabeth Colantuoni: Students in biostatistics and then a handful of will actually about 50% of Masters and PhD students from outside biostatistics but it's a course that is 95 00:15:08.100 --> 00:15:18.270 Elizabeth Colantuoni: Has more technical mathematics mathematics requirement that's above the 620 series. So there's a quite a bit of math. 96 00:15:19.110 --> 00:15:30.060 Elizabeth Colantuoni: Involved in the course, and this is the first time I've been teaching the course. So I just switched into this sequence from the longitudinal data analysis and multi level models course. 97 00:15:30.870 --> 00:15:44.100 Elizabeth Colantuoni: So in many ways like having this online twist was probably just as stressful as having to teach the course for the first time. And then we have three teaching assistants for the course to 98 00:15:44.880 --> 00:16:02.040 Elizabeth Colantuoni: Were very integrated into the teaching holding office hours and helping me with lab instruction and then we had one teaching assistant who was dedicated to grading this year there were 33 students in the course, a few auditors were included in that 33 99 00:16:03.120 --> 00:16:07.830 Elizabeth Colantuoni: So for me, as a faculty member, I had the added benefit of 100 00:16:09.120 --> 00:16:23.820 Elizabeth Colantuoni: Having that I taught the third term and the fourth term of this sequence. And so when the, when the switch to the online format happened in between third and fourth term I already knew the students. And so as we logged on to the zoom sessions. 101 00:16:24.690 --> 00:16:38.130 Elizabeth Colantuoni: For each class period. I already recognized names. I had faces associated with those names and I knew some personal features for each, you know, personal things around each of the students. So that was one advantage. I think I had 102 00:16:39.210 --> 00:16:44.460 Elizabeth Colantuoni: I'm transitioning into the online format. And what I chose to do was just 103 00:16:45.480 --> 00:16:55.320 Elizabeth Colantuoni: Use utilize a synchronous zoom session plus record each session and have that with the transcript posted after each class. 104 00:16:56.340 --> 00:17:08.790 Elizabeth Colantuoni: I will spend a couple minutes talking about my general lecturing style because I think that this offers an advantage. So for the last, I don't know, seven or eight years I've been teaching using a tablet. 105 00:17:10.410 --> 00:17:20.250 Elizabeth Colantuoni: I use a Lenovo think pad tablet, but there's many versions that are like very inexpensive. And so when I write a lecture, I have a combination of 106 00:17:23.100 --> 00:17:35.010 Elizabeth Colantuoni: Like tech slides slides that have figures and data and maybe code and then I build in like blank slides into my lecture notes where I will actually make derivations or write out 107 00:17:35.730 --> 00:17:47.790 Elizabeth Colantuoni: Equations and then interpret them for the students. And so I was already using that format for the class, but many students commented to me at the end that that structure in particular worked really well. As we transitioned. 108 00:17:48.300 --> 00:18:04.710 Elizabeth Colantuoni: Into the online format and having the ability to annotate the slides I think allow the students to feel that it was a little bit more interactive for the class structure we utilize the course plus structure to keep everything organized 109 00:18:05.790 --> 00:18:14.190 Elizabeth Colantuoni: And then the students had voted at the beginning of the third term for in terms of the discussion forum, we, we were either going to use 110 00:18:14.220 --> 00:18:15.900 Elizabeth Colantuoni: The course plus discussion forum. 111 00:18:16.260 --> 00:18:20.640 Elizabeth Colantuoni: Or use Slack as an option. And so the students voted for a slack. 112 00:18:23.010 --> 00:18:27.330 Elizabeth Colantuoni: Workspace instead of the horse blessed discussion forum. So that's what we did. 113 00:18:28.470 --> 00:18:36.750 Elizabeth Colantuoni: In terms of lesson learned. And I tried to build in some interaction as much as possible with the students. So 114 00:18:37.140 --> 00:18:45.120 Elizabeth Colantuoni: I took a few minutes at the beginning of each class session to say hi to everyone as they logged on actually one of my students is on 115 00:18:45.660 --> 00:18:56.040 Elizabeth Colantuoni: I see that she's on the call. So maybe she can comment along the way but I tried to engage with the students and say hi and check in and see how they were doing. 116 00:18:58.080 --> 00:19:06.930 Elizabeth Colantuoni: Several of the students had small children, and I have children at home. So there was a lot of commiseration around changes in childcare and childcare responsibilities. 117 00:19:08.040 --> 00:19:19.020 Elizabeth Colantuoni: Which created a nice connection in terms of during the lecture, I encourage the students to interrupt me with questions. Some were comfortable 118 00:19:19.920 --> 00:19:29.250 Elizabeth Colantuoni: Asking questions allowed and many would use the chat. And so I just had to what I had a hearing impaired student that was in the class. So I needed. 119 00:19:29.550 --> 00:19:38.790 Elizabeth Colantuoni: To have a good transcript for her. So if someone did post a question in the chat. I took the time to read the question aloud and then address the students question. 120 00:19:39.360 --> 00:19:47.880 Elizabeth Colantuoni: And then in not all the lectures, but many of the lectures, I tried to include a short like you do exercise. So just something. Now we take 121 00:19:48.240 --> 00:19:55.590 Elizabeth Colantuoni: Two to five minutes that the students could do. And then I could ask for a volunteer and then the student would walk through their solution. 122 00:19:55.920 --> 00:20:15.420 Elizabeth Colantuoni: And that sort of building those elements in seem to create a more interactive session for the students. And just like Liz and Deanna said, I also built in some extra flexibility around scheduling. So in the third term, the students took 123 00:20:16.920 --> 00:20:30.270 Elizabeth Colantuoni: An in person quiz three times during the term these I moved to online format where I gave them the quiz and then they had a certain period of time to complete that schedule, when they could do it completed and submitted via Dropbox. 124 00:20:30.750 --> 00:20:35.430 Elizabeth Colantuoni: And I also had many students asked for extensions, which I happily granted. 125 00:20:36.630 --> 00:20:43.860 Elizabeth Colantuoni: I might have waited to post a solution or ask them via email to confirm that they wouldn't look at the solution, but 126 00:20:45.090 --> 00:20:55.710 Elizabeth Colantuoni: I just tried to be as flexible as I could. With respect to the students time and for the lab session that accompanies this course and the third term. 127 00:20:56.130 --> 00:21:05.190 Elizabeth Colantuoni: It was an hour this the teachers would do a little bit of teaching for 20 or 25 minutes and then there would be an actual exercise that the students would do together. 128 00:21:05.970 --> 00:21:17.550 Elizabeth Colantuoni: And then myself and the teaching assistant will walk around the room to the various tables and engage with the students around solutions to the problem that I tried to just do that in the zoom 129 00:21:18.060 --> 00:21:29.820 Elizabeth Colantuoni: Session without using breakout rooms and I wasn't really I wish I'd going back, I would have organized it a little differently. It didn't work very well. The lab sessions didn't work very well at all. 130 00:21:30.330 --> 00:21:37.350 Elizabeth Colantuoni: And this I would give they would be like this radio silence as the students would be working and it's somewhat awkward. 131 00:21:38.490 --> 00:21:49.860 Elizabeth Colantuoni: So I would encourage if you had a laboratory session and you were that had a similar structure to mine were like there would be one on one interaction to utilize the breakout rooms. 132 00:21:50.940 --> 00:22:00.540 Elizabeth Colantuoni: To get more interaction going there. And then the last day of the class I dedicated that entire class session to just a discussion about how the course went 133 00:22:01.020 --> 00:22:09.420 Elizabeth Colantuoni: And getting feedback from the students about what they thought was positive or negative. And one of the themes that popped up in that session was that 134 00:22:10.320 --> 00:22:17.340 Elizabeth Colantuoni: We all agree that we had a benefit because we knew each other. And one of the students said I would encourage all faculty 135 00:22:17.970 --> 00:22:27.900 Elizabeth Colantuoni: For a new class with new students to do an icebreaker as they are like first class session or something, some small exercise to get to know the students in some way. 136 00:22:28.350 --> 00:22:41.580 Elizabeth Colantuoni: And if this all the students seem to really appreciate the fact that I knew them and I was asking personally about how they were doing as we were moving through the course and so engaging or investing a little bit of time there to being in the class. 137 00:22:42.900 --> 00:22:47.370 Elizabeth Colantuoni: To make that connection. And I think goes a long way. I think that's all I have. 138 00:22:49.500 --> 00:23:01.830 Elizabeth Stuart: Right. Thank you. Yeah. Again, I think there's some, some things are hearing in terms of flexibility, empathy, some amount of tech savvy with zoom. So we'll come back to some of these themes as we go along. 139 00:23:02.610 --> 00:23:13.290 Elizabeth Stuart: But I'll now turn to Dr. Kuhn, who is from the Department of international health and he can tell us about the health systems graduate seminar. 140 00:23:14.310 --> 00:23:22.200 Adam Koon: So thanks. Liz and. Before I get going. I've been having a little bit of network trouble. So Liz or saline if if I cut out just raise your hand or something. 141 00:23:23.700 --> 00:23:43.410 Adam Koon: So this was like Elizabeth course. It sounds like this was the fourth term of a four term course. So this was the health systems seminar. It's required of our health systems Masters students and we had the advantage of having the students transition from term three to term with us. 142 00:23:44.640 --> 00:23:47.310 Adam Koon: So the way we did we did up was there were two instructors. 143 00:23:48.540 --> 00:23:51.120 Adam Koon: per term. So, in the first two terms are 144 00:23:51.120 --> 00:23:51.930 dbarnett: Rushing rushing 145 00:23:53.310 --> 00:23:55.290 Adam Koon: And then in the second two terms, it was the 146 00:23:55.500 --> 00:24:04.590 Adam Koon: Same two instructors and we had a TA. So that's a pretty good ratio, I will have net to two instructors in a TA for 20 students for one credit course. 147 00:24:05.040 --> 00:24:12.450 Adam Koon: That said, you know, we were really nervous because we had planned some things in advance that we didn't know that we'd be able to do over zoom 148 00:24:14.160 --> 00:24:14.640 Adam Koon: So, 149 00:24:15.690 --> 00:24:24.060 Adam Koon: This kind of take to the strengths of what we were trying to accomplish with a retooled seminar actually wouldn't it based on previous years feedback. We wanted to 150 00:24:24.690 --> 00:24:36.840 Adam Koon: Provide some like practical skills. A lot of students for career development networking presentation skills. Those are kind of glossed over in some of their courses in the past or they weren't emphasized. And so we tried to 151 00:24:37.800 --> 00:24:42.780 Adam Koon: Have some practical determine three and term force we focused on like science communication. 152 00:24:43.320 --> 00:24:52.740 Adam Koon: We had some group work around presentations. We had Career Services give a nice talk about, like, you know, overhauling your resume and CV and what to look for when you're on the job market. 153 00:24:53.670 --> 00:25:00.960 Adam Koon: We had a guest lecturer and term for from Eric rice and the whiting School of Engineering on team building 154 00:25:01.890 --> 00:25:07.770 Adam Koon: So it was it was a lot of these practical skills which involve a lot of interaction and we didn't know how it would work on zoom 155 00:25:08.280 --> 00:25:19.320 Adam Koon: Another thing before I kind of get into the mechanics of term for is is before we started, we had a student and how some say, you know, I wish there was some culminating event. 156 00:25:20.010 --> 00:25:26.220 Adam Koon: That pulled together all of our coursework and health systems into some, something like that. 157 00:25:27.090 --> 00:25:32.790 Adam Koon: And so we picked her brain a little bit and rosemary Morgan approached us and she helped us think through this competition. 158 00:25:33.030 --> 00:25:42.330 Adam Koon: Well then Cove, it happened. And we were like, how are we going to do this big competition, we decided, the heck with it. Zoom is pretty good. We're going to go for it and i think i think we pulled it off. 159 00:25:43.530 --> 00:25:50.250 Adam Koon: So, but before that was that that end. And I'll talk about that in a moment. The very first class. 160 00:25:50.790 --> 00:25:57.750 Adam Koon: This was all new to us. If you recall all faculty and students were very concerned about what was going to happen with online learning. 161 00:25:58.470 --> 00:26:05.940 Adam Koon: So we like kind of took a break our syllabus is pretty streamlined for one credit course. But we went over the syllabus and then we just kind of we did 162 00:26:06.450 --> 00:26:13.620 Adam Koon: Like three or four polling questions through zoom the polling feature in Zoom is super easy. We asked questions like, 163 00:26:14.250 --> 00:26:26.460 Adam Koon: How worried are you about coven right now. Like, are you worried about your parents are you worried about what to do for your coursework and surprisingly the students are pretty optimistic. This is a great opportunity. Finally, our family knows why we're here. 164 00:26:27.180 --> 00:26:34.800 Adam Koon: You know, that kind of stuff. So they they had a more positive kind of spin on it. The other thing is, we asked about their concerns about online learning. 165 00:26:35.220 --> 00:26:45.570 Adam Koon: And I think all but three of the students had taken an online course before and I think overall, they're kind of like, yeah, what's everyone's making a bigger deal of it then. 166 00:26:46.200 --> 00:26:57.960 Adam Koon: Then we think needs to be made of it. I, I never took an online course so so for me it was it was all new like teaching in that instance is less worried about what it would look like in practice. 167 00:26:59.040 --> 00:27:08.010 Adam Koon: So you know we did, but that also created a nice for us to discuss kind of our concerns we dedicated a whole class or how are you feeling essentially 168 00:27:08.280 --> 00:27:14.010 Adam Koon: And people were worried and they wanted to talk about it. And one of the things that you know occurred to us over the years is 169 00:27:14.430 --> 00:27:19.350 Adam Koon: You know, you have this assumption that students are together all the time and that they know each other and they hang out together. 170 00:27:19.530 --> 00:27:29.670 Adam Koon: But something like a required seminars. The only space where they can interact freely and part of our job by having lunch during it, and stuff is to get them to kind of let down their guard and to open up more 171 00:27:29.970 --> 00:27:34.050 Adam Koon: And I think they were able to still accomplish that at zoom. There was a level of informality 172 00:27:34.470 --> 00:27:46.350 Adam Koon: That was helpful. So if something wasn't working. Somebody would raise their hand and ask clarifications or they follow up with us afterwards, like some of the participants in the earlier session, which, by the way, this is great that 173 00:27:47.520 --> 00:27:56.400 Adam Koon: That the series is happening and I encourage anybody that's interested to look at the recording from the previous session like a week or two ago because there are all kinds of fancy things that we weren't doing in ours. 174 00:27:57.240 --> 00:28:03.150 Adam Koon: But it was helpful to login. One of the people mentioned that a logging in ahead of time was nice. We did kind of 175 00:28:03.420 --> 00:28:08.850 Adam Koon: Because we had two instructors were able to like login and kind of ask the students how they were feeling and there was a lot of 176 00:28:09.090 --> 00:28:15.000 Adam Koon: You know, chat. Some students hung around after class, so to speak, the informal like approaching you at the podium to ask you a question. 177 00:28:15.780 --> 00:28:22.680 Adam Koon: We didn't really make good use of the discussion boards, it became like job announcement or posting boards for practical experiences. 178 00:28:23.490 --> 00:28:31.710 Adam Koon: But then as we moved into the competition. We were really concerned about Zoom's capabilities. So we dedicated a whole class for group work. 179 00:28:31.950 --> 00:28:43.500 Adam Koon: And we pick out rooms RTA was also tech wizard, but she also was kind of like, yeah, this is not in breakout rooms bowling. It's not as complicated statistical software, for example. 180 00:28:44.370 --> 00:28:50.970 Adam Koon: So, so she had us each of the five groups organizing breakout rooms and the faculty mentor could then be assigned to the room. 181 00:28:51.420 --> 00:28:55.920 Adam Koon: When they join the zoom call and then what was really nice. As the course instructors could pop in each of the rooms. 182 00:28:56.430 --> 00:29:00.330 Adam Koon: Like just kind of operate and appear and then disappear after 10 minutes that kind of just 183 00:29:01.020 --> 00:29:07.200 Adam Koon: gauge how each of the groups are interacting and they every time you popped in they had questions. Oh, we want to ask you this and that. So, 184 00:29:07.440 --> 00:29:17.550 Adam Koon: breakout rooms were not that complicated with a good CA and really helpful. I felt like for the group or so then when we moved into the competition. We had seven minutes per group. 185 00:29:18.150 --> 00:29:24.780 Adam Koon: It was modeled after the sidebar again another plug for sidebar. If you haven't looked at any of the pitches. It's worth a look over lunch break or something. 186 00:29:25.650 --> 00:29:38.340 Adam Koon: But we had the students pitch for, you know, a fictitious $1 million a research or an applied kind of experience that would fund it with a panel of three faculty judges. 187 00:29:39.300 --> 00:29:46.410 Adam Koon: On it. It opened it to the health systems program. I think there ended up being like 50 something people on the competition. 188 00:29:46.980 --> 00:29:57.960 Adam Koon: Each group had seven minutes were very tight transitions between the seven minutes we we emphasize to them that they were going to be cut off at seven minutes that Zoom is not easy to upload slides and to have everything humming 189 00:29:59.400 --> 00:30:03.810 Adam Koon: They all stuck their time and they were actually really good presentations. We recorded it 190 00:30:04.650 --> 00:30:14.700 Adam Koon: Or at least I felt like they were really good. But I was probably pretty biased. We had the judges have like a scoring matrix. And then the judges then were you know whisked away to a room. 191 00:30:15.330 --> 00:30:22.650 Adam Koon: They had trouble. Coming to a decision and we were so worried about the technology we hadn't actually thought about the format of announcing and justifying the winner and stuff. 192 00:30:23.250 --> 00:30:29.730 Adam Koon: So I would do that a little bit differently then came back and we winner and everyone went their own way. We got it to time. 193 00:30:30.000 --> 00:30:40.410 Adam Koon: And I'm glad we did the competition because I think that the students learned a lot. The only complaints we had about the whole course with some of the groups, put in, way, way more work than they felt like was necessary for a one credit 194 00:30:41.160 --> 00:30:57.810 Adam Koon: Class, but I don't think we did anything terribly innovative between the, you know, one polling and the breakout rooms we just asked students regularly how they were feeling which, you know, I think that kind of do anyways in teaching 195 00:31:00.540 --> 00:31:08.280 Adam Koon: So I think that's, that's all I have to say, I'm looking forward to the discussion and thanks again for providing a forum for all of us to compare notes and to discuss these things moving forward. 196 00:31:09.990 --> 00:31:18.180 Elizabeth Stuart: Great. Thank you so much. I'm going to stop sharing the slides so that we can now more easily see the people talking 197 00:31:19.920 --> 00:31:26.910 Elizabeth Stuart: Thank you all. That was perfect. I think a great overview of sort of some of the things and Adam I really appreciated your final comments that 198 00:31:27.240 --> 00:31:36.660 Elizabeth Stuart: This doesn't necessarily have to be anything super innovative, you know, it's, you know, you might have to adapt things and be maybe a little creative, but you know 199 00:31:37.560 --> 00:31:48.120 Elizabeth Stuart: A lot of what you do online is kind of similar to what you do on site. So I think that's a great, a great reminder that it makes it also made me feel a little bit less daunting. 200 00:31:49.200 --> 00:32:05.160 Elizabeth Stuart: So we're now going to have 25 minutes or so 2025 minutes for q&a I've teed up some questions that were coming in through the chat that I'm going to start with, although I'm going to take the liberty to first highlight a few other resources. I just want to make sure to say this. 201 00:32:06.180 --> 00:32:17.580 Elizabeth Stuart: For so that in case people drop out early or something. All of that I'm about to say within the teaching related email sent from the dean's office last week, I believe, Thursday. 202 00:32:18.150 --> 00:32:22.950 Elizabeth Stuart: So go check your email if you didn't see that. But again, I just wanted to highlight a couple things. 203 00:32:23.310 --> 00:32:34.140 Elizabeth Stuart: First is Celine, just put in the chat box. A resources webpage that CPL has really taken the lead to put together. And the idea with that is, I'm calling it the sort of one stop shop of 204 00:32:34.470 --> 00:32:41.700 Elizabeth Stuart: Key resources on how to start thinking about online instruction. So it's things, you know, big picture stuff to consider and then 205 00:32:42.030 --> 00:32:49.530 Elizabeth Stuart: More specific details on. Well, how do I record a lecture in Conoco or how do I do zoom breakout rooms or or things like that so 206 00:32:50.370 --> 00:33:01.530 Elizabeth Stuart: Check out that website that website also has links to the two previous webinar workshops that we've done. Thanks, Adam for The Shoutout. For those. And so you can find those links on that page. 207 00:33:03.330 --> 00:33:15.540 Elizabeth Stuart: And then I want to move to john Michelle in particular is raising a lot of good questions about T A's. And so I want to quickly say something about additional resources in that regard. And then we'll sort of turn it to a question. 208 00:33:16.620 --> 00:33:17.220 Elizabeth Stuart: And 209 00:33:18.420 --> 00:33:26.220 Elizabeth Stuart: The I'm sorry I'm distracted. Now, if I come in. What happens when you're managing chat and presenting so 210 00:33:26.910 --> 00:33:36.570 Elizabeth Stuart: To other things that are starting and again the information on this was in the email sent out last week and then hopefully you saw another follow up on the school in partnership with the University 211 00:33:37.080 --> 00:33:48.900 Elizabeth Stuart: Has set aside funds for a senior teaching assistant position and a faculty peer teaching mentor position. So every department is going to have funds for one or two of each of these types of people 212 00:33:49.620 --> 00:33:53.970 Elizabeth Stuart: Depends on how many courses and students are taught in that department for the one versus two 213 00:33:54.390 --> 00:34:02.400 Elizabeth Stuart: And the idea is that these. It's kind of a train the trainer model. So the idea we're recruiting them literally like today I have emails in my inbox from chairs. 214 00:34:02.760 --> 00:34:06.060 Elizabeth Stuart: Sort of detailing who they are going to tap to do this. 215 00:34:06.570 --> 00:34:12.330 Elizabeth Stuart: The idea is that the faculty member and TA, and each department will be a resource for all the other faculty in that department. 216 00:34:12.570 --> 00:34:20.220 Elizabeth Stuart: And for example, they will learn about this CTO resources page, they will get training on zoom breakout rooms, they will kind of get up to speed. 217 00:34:20.610 --> 00:34:29.790 Elizabeth Stuart: And then the hope is that they can sort of spread that to the other faculty entities and, for example, meet with every faculty member who's teaching in the fall. 218 00:34:30.900 --> 00:34:39.420 Elizabeth Stuart: The to those. These were kind of senior teaching assistants so the senior TA is they will not be replacing the normal TA stuff that a normal TA would do. 219 00:34:39.780 --> 00:34:48.420 Elizabeth Stuart: Grading and such. But depending on the department. They can be used again, either to train the other TA is or maybe even to fill in as extra 220 00:34:48.720 --> 00:34:57.660 Elizabeth Stuart: hands on deck for live zoom session, sort of, if you need someone to help with chat. So that's going to be determined on a kind of department by department course by course basis of what the needs are. 221 00:34:57.870 --> 00:35:12.450 Elizabeth Stuart: But I just wanted to make sure everyone knew about those additional people resources that are coming again we're recruiting those people like literally this week. And so that will get rolled out really quickly. So again, so there's been a lot of 222 00:35:13.530 --> 00:35:15.060 Elizabeth Stuart: chat about TA is 223 00:35:16.110 --> 00:35:26.820 Elizabeth Stuart: I don't know, let's see, maybe, Elizabeth, I'll start with you and see if you want to add anything, it sounds like you did use your TA is somewhat, but for example your lectures, you, you were able to man the chat. 224 00:35:27.480 --> 00:35:40.260 Elizabeth Stuart: Sorry, let me say one additional thing, which is that I think another reminder is the size of the class in terms of how many students. So maybe Elizabeth, if you can just start and sort of talk a little about about how the team has interacted in your class. 225 00:35:40.560 --> 00:35:46.230 Elizabeth Colantuoni: Yeah, I had an advantage because one of the team was already dedicated to only grading. 226 00:35:46.710 --> 00:36:00.180 Elizabeth Colantuoni: And so then my other two teaching assistants were helping develop the lab materials and then and then lead the lab such such sessions as the instructors and so in the lab sections, I would act as 227 00:36:01.110 --> 00:36:10.980 Elizabeth Colantuoni: The moderator of the chat. But the TA was leading that. And so, and they were taking turns. So there's one one a week for the eight weeks. And so I think 228 00:36:11.550 --> 00:36:20.700 Elizabeth Colantuoni: averaging out all the time to develop my lab materials and then administer them and have one office hour per week. I think it averaged out to a reasonable number of hours. 229 00:36:22.110 --> 00:36:31.380 Elizabeth Colantuoni: For class time. Um, I guess it was somewhat clunky, I would guess that I would go back and forth between the chat. 230 00:36:32.430 --> 00:36:35.160 Elizabeth Colantuoni: If I saw a message pop up and then 231 00:36:37.230 --> 00:36:48.150 Elizabeth Colantuoni: Insert address that and then go back to the lectures, I tried to like stop every few slides and then then look at the chat or if there's a natural break point and to address address questions but 232 00:36:49.140 --> 00:37:00.900 Elizabeth Colantuoni: The students were really. I mean, the students I had fourth term are pretty interactive and so they were, they didn't hesitate to ask a question or to pause, but they usually would do that at the end of a slide say 233 00:37:04.200 --> 00:37:04.560 Elizabeth Stuart: Thanks. 234 00:37:05.010 --> 00:37:07.290 Elizabeth Stuart: Adam. Adam, you want to add anything 235 00:37:07.770 --> 00:37:21.210 Adam Koon: Or I mean RTA which just interrupt us if somebody had a question in the chat. Because as you say it's pretty hard to, you know, be managing slides talking seeing people when you know monitoring the chat thing, but I was also surprised that 236 00:37:21.660 --> 00:37:25.380 Adam Koon: You know, this gives a new route of communication to the instructor. They didn't have before. 237 00:37:25.560 --> 00:37:36.330 Adam Koon: I got some private chat like questions from students that didn't feel comfortable like asking a question for the group. Maybe they thought it was stupid. And they would just send it into individually to me, which I was, I was always kind of like taken aback by 238 00:37:37.590 --> 00:37:39.360 Adam Koon: But I do think that it 239 00:37:40.590 --> 00:37:51.840 Adam Koon: For us, it was really helpful. Having a TA who, you know, kind of was unflappable. I mean, we didn't do any dry runs or anything. We just kind of, you know, learned as we as we went through the course. 240 00:37:54.780 --> 00:38:01.050 Celine Greene: I was, I'd love to add in one thing I think john miceli I apologize if I mispronounced your name. 241 00:38:01.770 --> 00:38:12.450 Celine Greene: Had asked a question about the technical savvy OF TH I just want to offer the fact that, for when there is a large course with, for instance, two or three or even more th 242 00:38:13.290 --> 00:38:19.980 Celine Greene: It's a great idea to reach out to multimedia to actually organize a team training session for zoom 243 00:38:20.400 --> 00:38:27.120 Celine Greene: And if it's just one TA, or just one faculty with no TA. So you can always reach out to either multimedia or CTO 244 00:38:27.360 --> 00:38:37.320 Celine Greene: But multimedia is always more than willing to have these one on one training sessions and it's really helpful when you have a group to learn things like managing the breakout rooms and when it might be 245 00:38:37.620 --> 00:38:44.910 Celine Greene: Appropriate instead of having one meeting with breakout rooms to have the TA set up their own meetings, etc. But just wanted to throw that out. 246 00:38:46.260 --> 00:38:53.940 Elizabeth Stuart: Yeah, thank you. And also, just a reminder that CTA also has a whole TA training course that actually live right now and so 247 00:38:54.210 --> 00:39:02.490 Elizabeth Stuart: That you know there's all sorts of resources. So if you feel like you have a TA who isn't as tech savvy as the hope there's, again, lots of resources to help them come up to speed. 248 00:39:03.630 --> 00:39:10.200 Elizabeth Stuart: One more. I just want to add one more quick thing about THC because again john you're just very focused on tears. 249 00:39:11.250 --> 00:39:21.810 Elizabeth Stuart: Tears are not always required to take the CTF course, although I believe some departments do require it. Also, there is also a lot of departments use 250 00:39:22.410 --> 00:39:30.210 Elizabeth Stuart: And I have an example, if anyone wants to email me and get an example, they'll use sort of a contract. So there is a concern. We want to be mindful and Elizabeth alluded to this. 251 00:39:30.630 --> 00:39:40.590 Elizabeth Stuart: Of tea time, you know, and if we're suddenly requiring them to attend course sessions that might add up to a lot of hours and sort of go beyond really what they're kind of responsibilities normally would be. 252 00:39:41.700 --> 00:39:51.060 Elizabeth Stuart: Quite a few departments have sort of cotton contracts in quotes that they use at the beginning of the term to sort of lay out the expectations and to have a conversation and sort of make sure 253 00:39:51.450 --> 00:40:05.910 Elizabeth Stuart: That the faculty expectations and the TA expectations are aligned and that the workload seems appropriate. So if your department doesn't use one of those already I really encourage thinking about that. And again, anyone can reach out to me and I can help give you some examples. 254 00:40:07.110 --> 00:40:12.120 Elizabeth Stuart: So let's move away from teachers who are incredibly useful. 255 00:40:12.780 --> 00:40:20.970 Elizabeth Stuart: And both Sabra line and tick mark them had questions about sort of the small group projects. And I think this is a really good thing to talk about, because 256 00:40:21.300 --> 00:40:33.150 Elizabeth Stuart: It is one of the things we all sort of, I think, feel like there is in moving to an online environment, we run the risk of sort of not letting students kind of interact in small groups and get to know each other so 257 00:40:34.410 --> 00:40:43.830 Elizabeth Stuart: I think basically Sabra is asking for examples of the small group meetings and projects and kind of how those happened and then also do a sort of on the logistics so 258 00:40:44.820 --> 00:40:59.010 Elizabeth Stuart: Maybe I'll start with Adam this time and see if you could just talk a little bit more about how the small group sessions works. I will also say that again. The last recorded session also covered this, if this is a topic near and dear to your heart, you can listen to that workshop 259 00:40:59.670 --> 00:41:10.020 Adam Koon: Yeah, as I mentioned before, we decided to go for it at the end of the term and have the groups, you know, start presenting this sidebar styled competition. 260 00:41:11.550 --> 00:41:18.960 Adam Koon: We wanted to make sure that they were actually working on it. So that's why we. That's the only reason why we dedicated some class time 261 00:41:20.010 --> 00:41:24.900 Adam Koon: To the group work, and also like having us, then, like I said, pop in and support them. 262 00:41:25.170 --> 00:41:35.670 Adam Koon: It wasn't like surveillance. It was more like support and it was pretty funny because some groups were like tinkering with the fonts on the slides. They'd already made and some groups are still trying to think about what they were going to present 263 00:41:36.210 --> 00:41:44.310 Adam Koon: So they were all over the place. Kind of like group work, our whole you know focus was on team building conflict negotiation presentation skills. 264 00:41:45.090 --> 00:41:46.470 Adam Koon: To put that into practice is 265 00:41:46.470 --> 00:41:47.580 Samuel’s iPhone: Pretty important 266 00:41:49.440 --> 00:41:50.130 Adam Koon: Component. 267 00:41:51.540 --> 00:42:01.290 Adam Koon: I do. But I didn't think you know we had asked the teams, if they could meet you know on zoom or outside of class to work together and 268 00:42:01.860 --> 00:42:10.500 Adam Koon: Whether they did it or not as on them. I do think that the team that was the least prepared when they're doing the group work is probably the team that one. So it doesn't matter how they get it done. 269 00:42:12.090 --> 00:42:23.280 Elizabeth Stuart: Great. I'm, I'm, actually. Thank you, Adam, and I'm now going to use the interactive part of zoom Lori. I see mentioned that she had some examples. And so I'm going to ask her to unmute herself. 270 00:42:23.760 --> 00:42:35.340 Elizabeth Stuart: And maybe talk through her experience with small groups and again. Also, and we haven't used this yet, but if you have a question you want to ask by audio, feel free to raise your hand and then I can call on you. So Lori. 271 00:42:36.750 --> 00:42:50.730 LORI Heise: Yeah, I was actually quite unprepared. Originally, because my classes like a seminar 20 some odd people, a lot of small group work, a lot of interaction. A lot of small discussions. 272 00:42:51.480 --> 00:43:02.850 LORI Heise: So I wasn't sure how we were going to do that. And a couple things that we just example of how we adapted something. So one of the exercises that students were supposed to do. 273 00:43:03.300 --> 00:43:16.620 LORI Heise: Was do sort of a mini ethnography and so go out to a setting and do observations and take notes and do all that. And so I'm like, Great, now what do we do, um, and 274 00:43:18.090 --> 00:43:29.430 LORI Heise: So what we did, though, is we actually made it into an online thing. So it was it was actually to do an exercise to look at how places of interactions can be gender. 275 00:43:30.030 --> 00:43:43.020 LORI Heise: And so we made it into an online thing and they could pick a website, they could pick a site like there's all these sites that you can go to museums that you can walk through virtually 276 00:43:44.130 --> 00:43:54.300 LORI Heise: You could, you know, do anything and you did the exercise and then they had to do a five minute kind of presentation back to the class. 277 00:43:54.750 --> 00:44:04.230 LORI Heise: And I would say was fascinating. I mean, what people came up with and where they went in their presentations were actually much better. 278 00:44:04.530 --> 00:44:16.950 LORI Heise: Than what we did, you know, when they were doing it in person. And it was very clever and I, one of the things that I thought was interesting about this experience for me is it allowed 279 00:44:17.520 --> 00:44:30.390 LORI Heise: The students to also use lots of different formats. So we had also a group process us and they met in their groups online and zoom 280 00:44:30.720 --> 00:44:52.140 LORI Heise: Off not during class time and they had to do a group presentations. And so, you know, some groups did a video. Another group. Did you know they all use different types of platforms. Some use just zoom in PowerPoint, but it was very interesting to see the creativity that got introduced 281 00:44:53.370 --> 00:45:17.280 LORI Heise: And then finally, I took a course on doing facilitation interactively we are not doing the types of things I do when I facilitate group processes, but doing them sort of in a virtual environment and got some resources about how to do like stickies 282 00:45:18.570 --> 00:45:33.570 LORI Heise: Processes where you're having groups like write ideas down and put them up on a board and move them around and stuff and and ways to make that easy to do. And in a virtual environment. So I'd be happy to share some of that as well. 283 00:45:35.790 --> 00:45:37.470 Elizabeth Stuart: Great. Thank you so much. 284 00:45:40.080 --> 00:45:53.880 Elizabeth Stuart: And I will share more on how we can share things like that in a second when we wrap things up. Um Dan, I want to give you a chance. I forget. Actually, if you had small group things. Anything you want to add on that I haven't. You haven't had a chance to talk during the session this part. 285 00:45:58.590 --> 00:45:59.580 Elizabeth Stuart: Except the you're muted. 286 00:46:02.520 --> 00:46:03.420 Can you hear me now. 287 00:46:04.530 --> 00:46:12.240 dbarnett: Okay, great. So we did in class small group sessions sort of breakout type sessions. 288 00:46:13.260 --> 00:46:15.240 dbarnett: And zoom actually worked quite well. 289 00:46:16.410 --> 00:46:25.470 dbarnett: For that. So we have, as I mentioned about 42 students in the class for one activity we we had a guest lecturer who presented 290 00:46:26.310 --> 00:46:42.210 dbarnett: An Introduction to infectious disease modeling and the students there was an in class exercise that students broke up into groups of four to five each. And so we were able to have sort of small zoom breakout rooms and then they reconvened 291 00:46:43.350 --> 00:46:52.500 dbarnett: I would say the the most challenging and actually kind of interesting experience technical technologically from my perspective was 292 00:46:53.130 --> 00:47:03.360 dbarnett: We did a tabletop exercise for which has always been part of the class regarding a public health emergency disaster response scenario. 293 00:47:03.900 --> 00:47:17.100 dbarnett: And tabletop exercises, by definition are conducted around a table and this really gave us gave me insight as to how it actually can successfully be done. 294 00:47:18.090 --> 00:47:33.300 dbarnett: Online and as we deal with social distancing health departments and other agencies that are doing real time activities that require you know timely communication, but you can't sit around a table. 295 00:47:34.590 --> 00:47:39.120 dbarnett: This really was a natural experiment that showed, at least to me that it's a viable one 296 00:47:42.510 --> 00:47:43.170 Elizabeth Stuart: Great, thank you. 297 00:47:45.030 --> 00:47:45.420 Elizabeth Stuart: Um, 298 00:47:47.220 --> 00:47:51.270 Elizabeth Stuart: There's two, one question that came up as about 299 00:47:52.500 --> 00:47:53.400 Elizabeth Stuart: Sort of tech or 300 00:47:53.460 --> 00:48:02.820 Elizabeth Stuart: Financial accessibility issues and just curious if any of you, Elizabeth. You alluded to this a little bit with the student who needed accommodations. I'm 301 00:48:03.270 --> 00:48:16.380 Elizabeth Stuart: Just curious if any of you had experience or comments you want to make about sort of the challenges of working with students who are spread all over the world. And as I now sit somewhere without broadband Internet and sort of recognizing that it doesn't always work smoothly. 302 00:48:17.610 --> 00:48:30.660 Elizabeth Stuart: Any comments on sort of how you dealt with that Dan. Maybe I'll turn to you first, actually, because it sounds like partly you. That was what led to some of your flexibility about attendance and sort of allowing students to view a lecture later. So if 303 00:48:31.470 --> 00:48:38.610 Elizabeth Stuart: Maybe you can each just talk briefly about that concern and just those individual student issues that might have come up and how you're handling them. 304 00:48:39.690 --> 00:48:40.140 dbarnett: Right. 305 00:48:41.460 --> 00:48:52.020 dbarnett: So I'm not sure the proportion of most classes of students who are on the front lines of code response, but maybe it was self selected we in my courses or preparedness course and 306 00:48:52.530 --> 00:49:00.930 dbarnett: So maybe had a higher percentage of students who were involved in coven response, but I always tried to rather than any financial or 307 00:49:01.440 --> 00:49:12.150 dbarnett: Reason I just tried to be mindful of the extraordinary sacrifices, frankly, that they are making and the time that it takes to do that. And that's why 308 00:49:13.050 --> 00:49:28.020 dbarnett: You know I allowed very gladly students to view the lectures on their own time that they were unable to do so in sort of a live online session. But interestingly, those students. 309 00:49:29.250 --> 00:49:47.010 dbarnett: Whether coincidentally or not we're some of the most engaged because they participated. The most in the discussion board and and they also at least two students one funders working on the front lines in Canada and other working on the front lines at 310 00:49:48.300 --> 00:50:05.280 dbarnett: Hopkins baby because it turned out they did just superb work academically throughout. And so it was heartening to see that the fact that they couldn't attend the live sessions didn't affect their ability to engage in the class very 311 00:50:06.900 --> 00:50:08.940 dbarnett: You know intensively and do well in class. 312 00:50:12.300 --> 00:50:14.580 Elizabeth Stuart: Thank you. I'm Adam, you want to add anything 313 00:50:15.210 --> 00:50:17.130 Adam Koon: We. I mean, we didn't really 314 00:50:17.550 --> 00:50:24.450 Adam Koon: I think most of the students were in Baltimore, we had the same issue is Dan, and that you know a lot of students, they didn't 315 00:50:24.570 --> 00:50:27.570 Adam Koon: Take an inconvenience to approach them were like, how can we help. We want to get 316 00:50:27.570 --> 00:50:29.160 Adam Koon: Involved. Can you post things about 317 00:50:29.160 --> 00:50:30.930 Adam Koon: Opportunities, how can we do practical 318 00:50:30.960 --> 00:50:37.470 Adam Koon: That are related to coven response, but none of them really asked for time off in our attendance pretty 319 00:50:39.330 --> 00:50:42.330 Adam Koon: Pretty solid. I don't. I think everyone passed. 320 00:50:43.680 --> 00:50:47.310 Adam Koon: A couple people had family issues they had attend to. And they asked us ahead of time and we 321 00:50:47.310 --> 00:50:48.330 dbarnett: Said, You know, you can just 322 00:50:48.450 --> 00:50:49.530 Adam Koon: Check course. Plus, we're 323 00:50:49.560 --> 00:50:51.180 Adam Koon: All of our recorded lectures are 324 00:50:52.440 --> 00:50:54.180 Adam Koon: But all of mad computers. 325 00:50:54.210 --> 00:51:04.530 Adam Koon: Bandwidth seemed to be fine. The only thing is, at the beginning of the class, everyone had their videos on which is really nice because it felt like a class. And over the course of the term fewer and fewer 326 00:51:04.590 --> 00:51:05.880 dbarnett: People out there videos on 327 00:51:06.540 --> 00:51:07.590 Adam Koon: I wish that we could 328 00:51:07.620 --> 00:51:13.320 Adam Koon: Kind of make them other videos on but because I did, I did like not speaking to a bunch of blank screens. 329 00:51:14.700 --> 00:51:15.000 But 330 00:51:16.470 --> 00:51:17.790 Adam Koon: In terms of accessibility was fine. 331 00:51:18.480 --> 00:51:18.720 Celine Greene: I 332 00:51:18.810 --> 00:51:19.530 Celine Greene: Want to make two 333 00:51:19.620 --> 00:51:22.350 Celine Greene: Very quick comments. One as to the videos. 334 00:51:22.350 --> 00:51:34.740 Celine Greene: Sharing and everything. There are going to be instances where that can be strongly encouraged, but we also have to be cognizant of both cultural and technical and other things. Obviously, but um 335 00:51:35.340 --> 00:51:41.850 Celine Greene: We want to set our expectations up front. So that's part of it and speaking. The other piece of it. Speaking toward expectations. 336 00:51:42.270 --> 00:51:51.930 Celine Greene: We all today are here and we already had one of our speakers lose access and have to come back in when you are sharing your information when you're connecting online. Please make sure 337 00:51:51.930 --> 00:51:52.200 dbarnett: You 338 00:51:52.260 --> 00:51:54.000 dbarnett: Do share, not just the link, but 339 00:51:54.000 --> 00:51:58.500 Celine Greene: Habits someplace where the students can easily get back to it, not like a one and done. 340 00:51:59.280 --> 00:52:13.350 Celine Greene: Just make sure they know where to go. They shouldn't be digging for that information to how to connect in case they have to go back to course plus connect or whatever else. So again, just being cognizant of the video thing. And again, certain instances. Great. 341 00:52:13.380 --> 00:52:14.280 dbarnett: But when there's 342 00:52:14.340 --> 00:52:17.070 Celine Greene: Three 300 or 100 like today people 343 00:52:17.220 --> 00:52:28.440 Celine Greene: Having all those video feeds. Maybe it's not as necessary. But when it's a small breakout session, set your expectations saying you know what you're going to be in a group of 10 we'd encourage you to have your video on so again setting expectations up 344 00:52:28.440 --> 00:52:29.670 dbarnett: Front and also making sure 345 00:52:29.670 --> 00:52:30.180 dbarnett: Your students 346 00:52:30.210 --> 00:52:34.140 Celine Greene: Know where to get the link for the session. Same place each time, hopefully. 347 00:52:36.540 --> 00:52:36.780 Elizabeth Stuart: Thanks. 348 00:52:37.920 --> 00:52:39.930 Elizabeth Stuart: Elizabeth. Anything you want to add on this point. 349 00:52:40.710 --> 00:52:41.700 dbarnett: Um, so I had one 350 00:52:41.730 --> 00:52:43.350 I had one of my students 351 00:52:44.430 --> 00:52:49.860 Elizabeth Colantuoni: Who was taking the course from China and so that student actually 352 00:52:50.250 --> 00:52:51.780 Elizabeth Colantuoni: logged on to the 353 00:52:51.960 --> 00:52:53.460 dbarnett: Synchronous lectures. 354 00:52:53.550 --> 00:52:54.660 Elizabeth Colantuoni: Even with the time 355 00:52:54.720 --> 00:52:59.610 Elizabeth Colantuoni: Change, but the lab session wasn't viable. 356 00:52:59.670 --> 00:53:03.090 Elizabeth Colantuoni: With that time. So I, I, to be honest, I 357 00:53:03.210 --> 00:53:06.720 Elizabeth Colantuoni: Just kept a lot of communication open with that particular student 358 00:53:07.080 --> 00:53:07.890 Elizabeth Colantuoni: Throughout the course. 359 00:53:07.920 --> 00:53:11.430 Elizabeth Colantuoni: And I made sure that once the zoom recording was available. 360 00:53:11.700 --> 00:53:12.750 Elizabeth Colantuoni: I added the link 361 00:53:13.110 --> 00:53:13.620 Elizabeth Colantuoni: To the course. 362 00:53:13.650 --> 00:53:15.960 Elizabeth Colantuoni: Plus site so that there wasn't any delay. 363 00:53:16.410 --> 00:53:17.340 For that person. 364 00:53:18.720 --> 00:53:18.960 Elizabeth Colantuoni: But 365 00:53:19.740 --> 00:53:22.470 Elizabeth Colantuoni: They did express to me that there were some challenges. 366 00:53:22.530 --> 00:53:23.310 Elizabeth Colantuoni: On and off with 367 00:53:23.340 --> 00:53:25.560 Elizabeth Colantuoni: Joining the synchronous lecture, but having the 368 00:53:25.560 --> 00:53:27.210 dbarnett: Recordings helped 369 00:53:27.360 --> 00:53:29.670 Elizabeth Colantuoni: For them to go back and listen to them. 370 00:53:29.670 --> 00:53:30.000 Again, 371 00:53:33.870 --> 00:53:40.260 Elizabeth Stuart: Great. Thank you so much, really helpful. Um, so it's, I think we are nearing the end of our time. I'm gonna, I want to 372 00:53:42.210 --> 00:53:56.220 Elizabeth Stuart: Well, I'm going to go back to a couple more. Just a final let me share my screen again to just share a few resources and we can wrap things up because I do want to hopefully give everyone at least a two minute break in between zoom calls 373 00:53:57.420 --> 00:54:01.830 Elizabeth Stuart: So let me just try to sort of wrap things up a little bit here. So again, thank you. 374 00:54:02.430 --> 00:54:18.810 Elizabeth Stuart: Like a huge amount to today's presenters, you know, again, a lot of my motivation for setting up this workshop series is that we have so much expertise on site expertise and experience and on site, I should say, in quotes. And so part of the goal of these workshops, is to spread and share 375 00:54:18.960 --> 00:54:19.800 Elizabeth Stuart: All of these great 376 00:54:20.040 --> 00:54:21.690 Elizabeth Stuart: Insights. So I think today was a great 377 00:54:21.690 --> 00:54:22.740 Elizabeth Stuart: Example of doing that. 378 00:54:23.880 --> 00:54:29.100 Elizabeth Stuart: As always, please reach out to me with any questions comments or suggestions. These two links. 379 00:54:29.790 --> 00:54:43.680 Elizabeth Stuart: Celine had already put the virtual teaching resources page in the chat box. I also wanted to mention this Microsoft Teams group which all, I believe, actually, it's mostly oriented for faculty, but I think anyone with a jug can probably 380 00:54:44.130 --> 00:54:49.560 Elizabeth Stuart: Join. And the idea is some of the chat that we were having sort of on the side and Lori. For example, some of the 381 00:54:49.560 --> 00:54:59.160 Elizabeth Stuart: Insights you brought in. The idea is to provide sort of informal discussion based place for that sort of sharing. So in that teams group there are 382 00:54:59.730 --> 00:55:04.650 Elizabeth Stuart: Sort of channels set up for each of the workshops and I encourage you if you're interested in this topic. 383 00:55:05.340 --> 00:55:16.680 Elizabeth Stuart: Login there. It's a small crew of people right now, but I hope that we can use that you know even moving forward into the future, when we are back face to face as a way to share resources and ideas for 384 00:55:17.040 --> 00:55:19.560 Elizabeth Stuart: Teaching and instruction. So please 385 00:55:19.590 --> 00:55:30.510 Elizabeth Stuart: Click on that link sleep. Maybe you can put that one in the chat, too, that'd be great. And then I wanted to make a plug for the final workshops in the series at least what we have scheduled so far. 386 00:55:31.770 --> 00:55:36.930 Elizabeth Stuart: We, the next one will be Wednesday, July 22 and that one's going to be focused on online assessments. 387 00:55:37.710 --> 00:55:45.060 Elizabeth Stuart: With Brian class Jennifer deal and then actually jaan Bernanke will also join to talk about academic ethics concerns within that context. 388 00:55:45.870 --> 00:55:54.360 Elizabeth Stuart: August six that 1pm we will have one on promoting discussion online that one might be particularly relevant for those courses that are more discussion based 389 00:55:54.750 --> 00:56:04.410 Elizabeth Stuart: And then August 18 at three is going to be sort of a one last final things that we might need to be thinking about for the fall and including things like little tips on zoom and things like 390 00:56:04.410 --> 00:56:10.290 Elizabeth Stuart: That and I do now have presenters lined up for all of these. I haven't yet. I didn't listen here. 391 00:56:11.220 --> 00:56:23.310 Elizabeth Stuart: So I hope that this again. I hope that this is just the start of conversations are sort of just one way that we can start having lots of conversations like this and provide a way for people to connect and share ideas and resources. 392 00:56:24.090 --> 00:56:29.460 Elizabeth Stuart: So thank you so much for joining. It's 258 or so. And again, thanks. 393 00:56:29.880 --> 00:56:34.170 Elizabeth Stuart: A huge thanks to our three presenters into saline for joining us. So 394 00:56:34.590 --> 00:56:39.150 Elizabeth Stuart: Have a great rest of the day everyone and continue the conversations and other ways.