00:03:10.020 --> 00:03:22.740 Elizabeth Stuart: Okay, so I again I'm thrilled to welcome you to this session. This again is our second and this one is going to focus on some strategies for promoting student engagement in a virtual classroom environment. 17 00:03:23.850 --> 00:03:40.350 Elizabeth Stuart: Thanks Amy for moving the slides along. We're going to have three people speaking I'm sort of moderating and we're going to have Amy Pinkerton from the Center for teacher teaching and learning give sort of an overview of thinking about student engagement and best practices. 18 00:03:40.560 --> 00:03:45.750 Elizabeth Stuart: And then we're going to hear from faculty who have a lot of really great experience in this area. 19 00:03:46.290 --> 00:03:52.050 Elizabeth Stuart: Ryan Kennedy from health behavior and society and then Megan Davis from environmental health and engineering. 20 00:03:52.350 --> 00:04:02.130 Elizabeth Stuart: And I think one thing that will be nice is you'll see that the two of them have slightly different ways of tackling things and different strategies and solutions. And so I think we'll see a nice spectrum of 21 00:04:03.000 --> 00:04:10.620 Elizabeth Stuart: Of options and my goal is to really have a fair amount of time for questions and discussion at the end. One of my goals in this whole workshop 22 00:04:11.070 --> 00:04:19.650 Elizabeth Stuart: Is to really help spread the expertise that we have at this school. We have a lot of great experience with online instruction. And so one of the goals in this whole series. 23 00:04:19.980 --> 00:04:30.120 Elizabeth Stuart: Is to get faculty, staff, talking with each other and being able to share what they've learned sort of in these ways. So I'm hoping that we can open it up to questions. You can 24 00:04:30.510 --> 00:04:32.880 Elizabeth Stuart: Put them into the chat box and I will monitor that. 25 00:04:33.510 --> 00:04:40.950 Elizabeth Stuart: Or we might be able to open it up with some audio questions and you can raise your hand at the end for that. But we'll, we'll come back to that at the end. 26 00:04:42.000 --> 00:04:59.010 Elizabeth Stuart: So with that, let me hand it over to Amy Pinkerton who will give us sort of an overview of again sort of strategies for how we can think about engaging students kind of from a distance in this current academic environment that we're in. So thank you so much. 27 00:05:03.000 --> 00:05:12.240 Amy Pinkerton: Thank you. So before we get too much dive too much into student engagement. I first went to define what is student engagement. 28 00:05:12.750 --> 00:05:20.670 Amy Pinkerton: And unfortunately, it's a somewhat ambiguous term to define because it has a lot of different definitions of literature. 29 00:05:21.330 --> 00:05:27.690 Amy Pinkerton: So, for example, the National Survey of Student Engagement which is used in the US and in various forms around the world. 30 00:05:28.500 --> 00:05:38.610 Amy Pinkerton: Defined student engagement as the amount of time and effort that students put into their studies and other educationally purposeful activities. 31 00:05:39.000 --> 00:05:52.980 Amy Pinkerton: As well as how an institution deploys its resources and organizes its curriculum, but other other definitions and literature include things like the strengthening the capacity of students to learn 32 00:05:53.970 --> 00:06:00.780 Amy Pinkerton: Enhancing students ability to learn how to learn and then also overall student behavior in classroom settings. 33 00:06:01.440 --> 00:06:10.560 Amy Pinkerton: But if you look at all of these different definitions across the literature, you start to see these key sub tasks or sub groups of student engagement and 34 00:06:10.980 --> 00:06:22.380 Amy Pinkerton: We're going to focus on two of these subtypes. The first subtype is behavioral and this is typically what you think of when you think of student engagement. 35 00:06:22.770 --> 00:06:32.610 Amy Pinkerton: This is how students react in or behave in classroom settings and it's typically tied to things like classroom participation and then also 36 00:06:33.660 --> 00:06:41.040 Amy Pinkerton: Again, that that idea of active participation in the classroom and students involvement in academic and social activities. 37 00:06:42.060 --> 00:06:56.220 Amy Pinkerton: The second subtype is cognitive and this is this draws on the idea of mental investment. So think about students thoughtfulness or willingness to exert mental or cognitive effort. 38 00:06:57.480 --> 00:07:12.780 Amy Pinkerton: And the end the the intellectual and mental efforts necessary to comprehend complex ideas and master difficult skills. So when we think of student engagement or when we're talking about it today. These are the two types of engagement that we're talking about. 39 00:07:14.850 --> 00:07:27.510 Amy Pinkerton: And why is this important well student engagement has been tied in the literature to to a growing body of work since the 19 mid 1980s. 40 00:07:28.260 --> 00:07:38.820 Amy Pinkerton: That shows a really strong correlation between student engagement and other desired outcomes and those desired outcomes include things like increase in overall 41 00:07:39.720 --> 00:07:48.420 Amy Pinkerton: Overall persistence and academic endeavors, an increase in critical thinking skills as well as an increase in overall student satisfaction. 42 00:07:49.680 --> 00:08:01.950 Amy Pinkerton: GA George coup said it best in his quotes virtually every report emphasize to varying degrees. The important link between student engagement and desired outcomes of college. 43 00:08:03.360 --> 00:08:11.400 Amy Pinkerton: So with all of that in mind. What can you do to engage your students, especially in a virtual online setting. 44 00:08:12.420 --> 00:08:24.570 Amy Pinkerton: Well, here's some strategies to consider. The first one is to simply be present. So in your face to face class, you have a lot of opportunity. A lot of interaction with your students. 45 00:08:25.050 --> 00:08:33.360 Amy Pinkerton: That you don't necessarily get in an online setting, but you can make up for this by being present in other ways. So, for example, 46 00:08:33.810 --> 00:08:41.790 Amy Pinkerton: Consider recording a Welcome to the course video where you not only introduce your student yourself to your students, but you might also highlight 47 00:08:42.180 --> 00:08:52.200 Amy Pinkerton: What you're passionate about or what interests you, in relation to the course topic, and then also what skills will they learn that you have found valuable in your own work. 48 00:08:53.640 --> 00:08:59.880 Amy Pinkerton: Also, in terms of being present. You should also consider setting very clear communication expectation. So 49 00:09:00.570 --> 00:09:09.750 Amy Pinkerton: Let your students know how they can reach you. And then, how soon or how frequent you'll you'll check those modes of communication. So for example, if they email you 50 00:09:10.590 --> 00:09:18.210 Amy Pinkerton: When can they expect a reply and then also set really clear communication expectations for things like your discussion forums. 51 00:09:19.560 --> 00:09:31.620 Amy Pinkerton: And then finally, under be present check in regularly with your students. So even if that just means a weekly check in via a class announcement or a class email or in the discussion forum. 52 00:09:33.960 --> 00:09:47.880 Amy Pinkerton: The next strategy to consider is using synchronous time wisely. So when planning your course sessions, think about what are those activities that can be done asynchronously. So, for example, readings. 53 00:09:48.330 --> 00:09:58.020 Amy Pinkerton: Watching pre recorded lectures or any kind of individual work versus what are those activities that greatly benefit from being done together or 54 00:09:58.260 --> 00:10:12.210 Amy Pinkerton: All at once. So things like group discussions or active learning activities or even q&a with your students. And then the those should be your primary focus when you're setting your synchronous class time 55 00:10:14.640 --> 00:10:18.660 Amy Pinkerton: Flip it around is another strategy to consider. 56 00:10:19.290 --> 00:10:29.700 Amy Pinkerton: This means that instead of traditional lecturing consider having students demonstrate their mastery or have the knowledge or the skills that they're learning in your course by having them present 57 00:10:30.630 --> 00:10:46.410 Amy Pinkerton: Either a topic or presentation or facilitated discussion on a course topic. So, put it on back on the students. And then finally, use your tools meaningfully so tools and technology can really help you and your students. 58 00:10:47.850 --> 00:11:04.110 Amy Pinkerton: Accomplish The learning objectives, but they should be used with a specific purpose in mind. So for example, let's say you're you want to use the discussion forum and your course. A lot of times we see a discussion forum setup for every week that of course runs 59 00:11:05.280 --> 00:11:06.150 Amy Pinkerton: Versus 60 00:11:06.480 --> 00:11:19.680 Amy Pinkerton: A discussion forum that is set up with a specific prompt in mind. So the discussion forum with a specific prompt in mind, that's going to be more meaningful and more strategic than just having a discussion forum setup for every week. 61 00:11:20.310 --> 00:11:28.650 Amy Pinkerton: And so these are just a few strategies to consider. Again, my fellow presenters will speak more on what they're doing in their courses. 62 00:11:29.730 --> 00:11:43.200 Amy Pinkerton: And then really briefly, I want to mention that you're not alone. See, Taylor has set up some resources specifically written for faculty who are transitioning there in person courses to online and 63 00:11:44.250 --> 00:11:50.190 Amy Pinkerton: Those resources are posted on the resource page on the major speech.edu sites. 64 00:11:50.700 --> 00:12:07.110 Amy Pinkerton: And then also there's an entire team of instructional designers and technologists, who are at the ready to help you. So please contact see TL if you want to discuss more about how you can incorporate more student engagement strategies into your course. Thank you. 65 00:12:09.840 --> 00:12:19.860 Elizabeth Stuart: Thank you so much, Amy. It was a helpful overview of sort of some of the big picture things that faculty and TA is should be thinking about as they plan their course. 66 00:12:20.400 --> 00:12:37.260 Elizabeth Stuart: We're now going to transition to hear some experiences from two faculty members on again sort of how they have structured their class to promote student engagement. So I'm happy to now turn to Ryan Kennedy, who is an assistant professor in the Department of Health behavior and society. 67 00:12:38.400 --> 00:12:48.930 Ryan David Kennedy: Thank you so much. I listened to the last lecture where we learned all about tricks with lighting. So I hope my lighting is OK. I was told. Once that I looked best in the dark. So 68 00:12:49.470 --> 00:12:57.300 Ryan David Kennedy: Here we go. I'm going to share some of the practices that I use to support student engagement and support online learning. Some are perhaps obvious. 69 00:12:57.780 --> 00:13:08.250 Ryan David Kennedy: And some might seem a little gimmicky, but they are tried and tested and hopefully some of these activities will be helpful and useful for you. So I teach three online courses and they range in 70 00:13:08.730 --> 00:13:16.110 Ryan David Kennedy: Size from about 10 students to about 210 students and these techniques have been relevant for really any class size. 71 00:13:16.470 --> 00:13:24.660 Ryan David Kennedy: I want to stay sort of building on some of what Amy said the role that teaching assistants play. They have a huge role in our 72 00:13:25.320 --> 00:13:40.740 Ryan David Kennedy: Teaching generally I think in an online setting because of the nature when your students studying online. It can feel very isolating tears can play a huge role and then engagement and providing feedback and regular check ins even and 73 00:13:41.790 --> 00:13:53.850 Ryan David Kennedy: In course. Plus, you can always monitor where students at in terms of which lectures. They've watched where they're at, with her life talks teams can play a really important role in helping to keep track of that. 74 00:13:55.050 --> 00:14:01.830 Ryan David Kennedy: The communication that we talked about. I have a strategy for regular and very structured communication with my course. 75 00:14:03.210 --> 00:14:11.700 Ryan David Kennedy: online students when they open the week's lectures, they can sometimes feel overwhelmed, seeing how many hours of lectures. They've got to plow through I 76 00:14:12.450 --> 00:14:19.440 Ryan David Kennedy: I find that if I send an email at the same time every week with sort of a highlight of what they're about to watch that week. 77 00:14:19.950 --> 00:14:28.440 Ryan David Kennedy: Almost like a TV God's summary of what they're going to be enjoying it can be helpful, but I also use the email as a way to really shine a light on specific 78 00:14:28.950 --> 00:14:30.810 Ryan David Kennedy: Lecture content specific content. 79 00:14:31.350 --> 00:14:41.880 Ryan David Kennedy: concepts that are going to be learning and as the week's go on. I use the email communication to also try and connect the dots between what they may be learned last week and what they're going to be building on in the weeks coming 80 00:14:42.390 --> 00:14:49.260 Ryan David Kennedy: I also use the email to sort of again shine a light on what you rate readings that week might be particularly important or what 81 00:14:49.890 --> 00:15:00.480 Ryan David Kennedy: Which readings might be more of a skin and in that email that I send. I also for that week. And that week. Only I provide a reminder of any of the deadlines that they have coming up. 82 00:15:01.050 --> 00:15:08.220 Ryan David Kennedy: So I know that when they get that email hopefully it's going to be perceived as something useful for them that if they read it, they're going to get more out of the lectures. 83 00:15:08.610 --> 00:15:18.180 Ryan David Kennedy: And that way, they won't Mr forget any important dates discussion forums. The, the idea to me had for a targeted or structured discussion is always 84 00:15:18.690 --> 00:15:26.460 Ryan David Kennedy: Helpful I set up my courses where there's a series of discussions that are purposeful and I think what I've learned over the years is that 85 00:15:26.910 --> 00:15:39.660 Ryan David Kennedy: It's really worth some time to build out your discussion forum content architecture in course plus. So, we start when they begin the course there. We've already got some of the discussion threads started 86 00:15:40.410 --> 00:15:43.770 Ryan David Kennedy: We have introduction threads. So the students can introduce themselves. 87 00:15:44.160 --> 00:15:55.440 Ryan David Kennedy: We spend time splitting the students into manageable groups so that their discussion forums can be useful discussions we find that groups around 10 to 15 students as ideal if it's more than 15 it's hard to have 88 00:15:56.070 --> 00:16:03.750 Ryan David Kennedy: Sort of inclusive discussions. So depending on what you're able to manage and also that the discussions are truly curated and so 89 00:16:04.140 --> 00:16:15.150 Ryan David Kennedy: It's not supposed to be a bulletin board where you're just posting things, but actually to use teaching assistant time and your own time to be going in and responding to students posts. 90 00:16:15.810 --> 00:16:24.900 Ryan David Kennedy: I think they really sometimes they're surprised when they noticed that someone's actually read their post and and, more importantly, when we've considered 91 00:16:25.710 --> 00:16:36.030 Ryan David Kennedy: What to add to that discussion to keep it going. I always think back to the rules of improvisation with discussion forums. You want to say yes and sort of to build on and keep keep it rolling 92 00:16:37.290 --> 00:16:53.160 Ryan David Kennedy: The group work in the online learning environment is really worth hard think from my experience, sometimes we we want to assign group work, because that's a very structured way for students to engage with each other. 93 00:16:54.180 --> 00:17:01.680 Ryan David Kennedy: In an online learning environment, particularly at a place like Hopkins, where we have students all over the world literally sometimes in every time zone. 94 00:17:02.460 --> 00:17:10.650 Ryan David Kennedy: Assigning group work can more test a student's ability to schedule something as opposed to complete and accomplish the learning objective. 95 00:17:11.040 --> 00:17:14.820 Ryan David Kennedy: So in my courses. I've actually done away with group work entirely 96 00:17:15.600 --> 00:17:23.790 Ryan David Kennedy: We instead. And this is some of the ideas that came out of working with the teaching assistants and how to problem solve this with a series of sort of peer reviews that they can 97 00:17:24.360 --> 00:17:36.150 Ryan David Kennedy: Complete a part of an assignment and then they can share that with a subset of students and then provide sort of meaningful feedback back and forth, and so there's still a level engaged and engagement, but it's 98 00:17:36.930 --> 00:17:51.420 Ryan David Kennedy: More sequential than requiring synchronous work across live talks is a very clear and obvious way to engage with students. And there's a couple of tricks that I've sort of developed have learned here. 99 00:17:52.470 --> 00:18:00.450 Ryan David Kennedy: During the live talk, the very first live talk in a class when I'm typically doing an introduction to the course and an overview of the assessments. 100 00:18:00.900 --> 00:18:12.510 Ryan David Kennedy: I like to start by sharing some of the feedback. I've received from students in past years and reflect and highlight what and how I have incorporated some of those ideas just to set the tone for the idea that 101 00:18:13.260 --> 00:18:18.210 Ryan David Kennedy: Feedback and ideas from students are always welcome and further that they're listened to. 102 00:18:19.530 --> 00:18:27.930 Ryan David Kennedy: I try and log on. I know CCP likes us as people presenting presenting the live talks to be on about 15 minutes early. I try to be 15 or 20 minutes early. 103 00:18:28.260 --> 00:18:37.440 Ryan David Kennedy: And anytime. I've done that there are students already in the life talk and it's almost like going to class early, you can use some of that time to discuss and engage with students and sort of 104 00:18:37.890 --> 00:18:47.640 Ryan David Kennedy: Either gauge how they're doing with the content or how they're doing on certain assignments or just to make it feel like more like a traditional class. The 105 00:18:51.090 --> 00:19:04.080 Ryan David Kennedy: It's really hard as an instructor to manage the chat function in a live talk. So I've always asked a teaching assistant to help me with that so that you can focus on what you're trying to present and someone else can sort of staff that dimension of the functionality. 106 00:19:05.160 --> 00:19:16.560 Ryan David Kennedy: This is one of the gimmicky things that I've been doing, but in a class with your zoom you you have this ability to have background pictures I've asked students to send me pictures that they've taken 107 00:19:16.950 --> 00:19:25.590 Ryan David Kennedy: And it's sort of a story along if the view from their office is it sort of meaningful in some dimension of public health that we're talking about. And it is a way to 108 00:19:25.890 --> 00:19:32.520 Ryan David Kennedy: Engage in a way sort of fun way and remind the students that their, their cohort includes people perhaps from all over the world. 109 00:19:35.610 --> 00:19:42.360 Ryan David Kennedy: I really have focused on having my courses staffed with enough teaching assistance to achieve some meaningful. 110 00:19:43.440 --> 00:19:52.920 Ryan David Kennedy: Engagement with students. I think that's been a really important, especially when you're considering assessments that don't rely on group work, it's the. The list can be quite heavy 111 00:19:53.610 --> 00:20:01.680 Ryan David Kennedy: And appropriate numbers of teaching assistance, even though that as an instructor might add another layer of something that you need to do to make sure you're supporting them. 112 00:20:02.070 --> 00:20:07.230 Ryan David Kennedy: I think from a experience from the students perspective, it's, it's a really helpful. 113 00:20:07.830 --> 00:20:17.280 Ryan David Kennedy: Way. And one of the things that we did this past year, my colleague Blake Riley, who I think is on today, we, we found that students doing online. 114 00:20:17.670 --> 00:20:25.230 Ryan David Kennedy: Studies and when they're undertake King their assignments, we, you know, over the years, see students doing sort of the same mistakes for 115 00:20:25.950 --> 00:20:31.440 Ryan David Kennedy: The same portions of their assignments. So we actually recorded what we called a series of pitfall lectures. 116 00:20:31.770 --> 00:20:40.350 Ryan David Kennedy: Where we go section by section through an assignment and we say this is an area that students often get wrong or this is a common mistake. The students are doing 117 00:20:40.770 --> 00:20:53.880 Ryan David Kennedy: with an eye to supporting them doing this remote learning and also with the hope that it would make grading easier for the teaching assistants that they were doing a better job getting things more on the money. 118 00:20:55.140 --> 00:20:55.560 Ryan David Kennedy: And 119 00:20:56.940 --> 00:21:07.350 Ryan David Kennedy: We I guess the final sort of strategy of using this is one that list that she was going to maybe borrow when you design your course there's always perhaps aspects that students 120 00:21:08.310 --> 00:21:16.260 Ryan David Kennedy: Would like to see changed. One of the things that I experienced in one of my courses and as a product of being a tobacco control researcher. 121 00:21:16.800 --> 00:21:24.450 Ryan David Kennedy: Teaching. For example, a program planning class a lot of my examples were from tobacco control or tobacco cessation and things like that. 122 00:21:25.380 --> 00:21:34.440 Ryan David Kennedy: And students would say, Well, I want to see readings that are more linked to infection control, for example, so I I now offer a bonus assignment through my course. 123 00:21:35.070 --> 00:21:43.590 Ryan David Kennedy: Where if they would like to identify reading in my reading list that they would like to propose be swapped out for a new one. And they have to identify a new one and make a case for it. 124 00:21:44.010 --> 00:21:53.040 Ryan David Kennedy: And so it's a way to engage students to address or sort of get ahead of a problem that they can feel that they're meaningfully engaged in the course at that level as well. 125 00:21:55.800 --> 00:21:58.020 Ryan David Kennedy: And I think we're taking questions at the end. Right, Liz. 126 00:21:58.980 --> 00:22:09.510 Elizabeth Stuart: Yes, I am collecting them in in the chat and copying them into a different file. So I'll keep track of them, but let's go ahead and move on to Megan. 127 00:22:09.930 --> 00:22:20.910 Elizabeth Stuart: And then we'll kind of come back to all the questions I think they're going to be some themes that emerged, but. Yeah, thank you so much. Ryan, I think I am going to borrow a few things from your strategies in my next class. 128 00:22:21.930 --> 00:22:28.260 Elizabeth Stuart: So let's hear now from Megan Davis, who's an Associate Professor in the Department of Environmental Health and engineering. 129 00:22:29.310 --> 00:22:34.890 Meghan Davis: Thank you so much, and Ryan such great ideas I concur on a lot of your strategies. 130 00:22:36.330 --> 00:22:47.700 Meghan Davis: I also teach classes that range from fewer than 10 to 250 and they range from online, including the essential cells to society courses. 131 00:22:48.600 --> 00:23:02.580 Meghan Davis: I also do a very large summer class with up to 250 MPH students that is most typically held on site. And I've previously taught in some blended courses and what I thought I would do is rather than just sort of spout out a bunch of different 132 00:23:03.330 --> 00:23:15.510 Meghan Davis: You know strategies that I've found, I thought I would give a couple key examples. One is of an opportunity that arose in the context of a class that was already an online class and fourth term. 133 00:23:15.900 --> 00:23:24.570 Meghan Davis: And then the other is a problem or a challenge that we had to solve that we will be undertaking for this summer. So I thought I'd just go through that because I think they illustrate 134 00:23:24.750 --> 00:23:34.470 Meghan Davis: Some of the processes that we might go through in trying to manage student engagement in kind of this this new world that we're all living in educationally speaking 135 00:23:35.430 --> 00:23:47.160 Meghan Davis: So the interesting opportunity that arose was that I teach a class on one health and one health is the intersection of human health, animal health and environmental health. And as you can imagine. 136 00:23:47.520 --> 00:24:00.690 Meghan Davis: Covert 19 pandemic is exactly a major one health issue and is one where one health strategies different methods and processes for how you engage stakeholders and how you respond 137 00:24:01.200 --> 00:24:12.120 Meghan Davis: In in the context of some kind of scientific inquiry are very important to what we might do in terms of preparation for the next pandemic and understanding and mitigating the current one. 138 00:24:12.720 --> 00:24:22.110 Meghan Davis: But I didn't have obviously a lot of content in the course and we already had live talks that were devoted to group work that is meant to be. 139 00:24:22.380 --> 00:24:41.310 Meghan Davis: An exercise and engaging different stakeholders, so I didn't want to take away from that. So I had an opportunity presented itself. When I identified that actually my TA for my course was friends with the TA from a One Health problem solving course and the TA from the 140 00:24:42.390 --> 00:24:53.040 Meghan Davis: Pandemic course and they were all friends with people in the One Health student group. So with very little lifting on my part, we put together a 141 00:24:53.460 --> 00:25:05.820 Meghan Davis: Three class synchronous panel with the health security team and to environmental health experts, one of whom I see is on today on a rule. 142 00:25:06.210 --> 00:25:15.540 Meghan Davis: And they talked about the one health aspects of the covered 19 pandemic as a panel so they gave some small presentations and then the students and teachers are 143 00:25:15.750 --> 00:25:27.630 Meghan Davis: The ones who actually had collected questions from the various classes and feel did the questions. And so I basically felt like I showed up I waved. I said, look at the amazing work my teams are doing 144 00:25:27.930 --> 00:25:34.800 Meghan Davis: And we had, I think, a very successful panel panel that we're going to reprise the summer for the environmental health class. 145 00:25:35.580 --> 00:25:43.770 Meghan Davis: The challenge for this summer's class that I want to share with you also pertains to how you gauge 146 00:25:44.160 --> 00:25:49.110 Meghan Davis: But it's one where the particulars of moving to a virtual environment. 147 00:25:49.380 --> 00:25:57.540 Meghan Davis: Made it really hard. And so I thought I would step you through and take a little bit more time and talk about our process for how we thought about this. 148 00:25:57.810 --> 00:26:06.180 Meghan Davis: And what we've proposed to do so. I'm not saying it's going to be successful, just saying this is kind of how how we have thought about it and we being me. The other 149 00:26:07.410 --> 00:26:16.560 Meghan Davis: People who are engaged in this activity, who are leaders in this activity. These are my partners at the Maryland Department of Health and our crackerjack team for the summer. 150 00:26:17.550 --> 00:26:34.320 Meghan Davis: So we have conducted a table top flipped classroom exercise in this course that is an outbreak investigation related to foodborne illness. What we do is we actually bring all of the students together in find stone Hall. 151 00:26:34.710 --> 00:26:45.240 Meghan Davis: And we divide them into groups. So that basically a few days before this exercise, they get their group assignment and they're told what stakeholder group that that group is going to represent 152 00:26:45.540 --> 00:26:53.940 Meghan Davis: So for example, we have a group that is the Maryland Department of Health, we have a group that is the Maryland Department of Agriculture, because this involves food of 153 00:26:54.540 --> 00:27:10.350 Meghan Davis: dairy cow origin. We have a group that is the FDA, we have a group that is the FBI. So we have all of these different groups of a media group, we have a school group because schools received the milk and other products that were part of this outbreak. 154 00:27:11.040 --> 00:27:22.230 Meghan Davis: And the fun is to go around and watch them dynamically interact with each other in real time and then to have kind of that building of evidence towards a big reveal. So 155 00:27:23.040 --> 00:27:34.830 Meghan Davis: The concern was now we're in a virtual environment. I have students who are in, you know, time zones in Asia in the Middle East, as well as all over the United States. And who knows where else 156 00:27:35.400 --> 00:27:44.610 Meghan Davis: And in addition to having my classic full time MPH cohort with maybe a few on site part time MP teachers. 157 00:27:45.000 --> 00:27:57.000 Meghan Davis: I now have MPH authors who are part time and are working and or not, you know, the ones who would typically be able to be present on site and my part, and my full time teachers are all over the world. 158 00:27:57.990 --> 00:28:04.020 Meghan Davis: So how am I going to do this exercise that is so dependent on synchronicity. 159 00:28:04.800 --> 00:28:18.300 Meghan Davis: So we've decided to do is prepare for each group. We're still going to assign groups, the way we did before, in terms of the different stakeholder roles. But now we're assigning them with a plus or minus on time zone. 160 00:28:18.720 --> 00:28:24.450 Meghan Davis: So that we're we're choosing people who can possibly actually get together synchronously. 161 00:28:24.990 --> 00:28:37.170 Meghan Davis: And we're giving them instead of a couple of hours to work together we're giving them a full week and we're providing them the materials that that particular sick cold or group would have 162 00:28:38.100 --> 00:28:51.420 Meghan Davis: This exercise also has dynamic interjections as part of the exercise and so replicating, that is, is our current challenge we're thinking that we might have news flashes appear as part of 163 00:28:52.470 --> 00:28:59.040 Meghan Davis: I know CTF may have something brewing. That's an emergent technology that we can use or will use the discussion forum. 164 00:28:59.580 --> 00:29:07.200 Meghan Davis: And the students will come together as a group, and they'll prepare the report out together and then we will have a synchronous but recorded 165 00:29:07.500 --> 00:29:13.140 Meghan Davis: Exercise, where each group is going to have their designated person to report out and if they can't 166 00:29:13.470 --> 00:29:28.320 Meghan Davis: Actually join because of time zone. All of these reports will be available on kind of a collected place in the online library where each group can can really kind of get together and and take a peek at that 167 00:29:29.070 --> 00:29:40.050 Meghan Davis: And so that's how we're solving that problem. I'm also bringing in additional assistance. So we have our T A's, but I also have some students in my research team. 168 00:29:40.380 --> 00:29:48.300 Meghan Davis: Who are interested in education and would like educational opportunities and this is this is a nice small ask. I don't feel like I'm being too. 169 00:29:48.600 --> 00:30:01.380 Meghan Davis: burdensome to them by offering them this opportunity and so they will help us with that engagement, so that if we need to do breakout groups will have people who are actually present in the breakout group who can help. 170 00:30:02.250 --> 00:30:15.540 Meghan Davis: Actually guide the discussion or guide the students into an avenue of inquiry that would kind of relate to the the cohesive whole. Since, of course you know the the big reveal is is what the causes and it's 171 00:30:15.960 --> 00:30:20.640 Meghan Davis: It's a doozy for this one. So, so that's how we solve that problem. 172 00:30:21.210 --> 00:30:34.620 Meghan Davis: And I think that, you know, there are many, many more problems to be solved, but kind of going through that exercise and process of how you sit down with your teachers and your collaborators to to really break these essential issues synchronicity. 173 00:30:35.070 --> 00:30:48.690 Meghan Davis: Engagement reporting out. What about people who work. What about giving people more opportunity to be flexible in their time to to engage with this. We're all the different pieces that we kind of had to break out and address individually. 174 00:30:50.370 --> 00:30:55.530 Meghan Davis: So that's all I wanted to say for now and I'm happy to answer any questions as we move forward. 175 00:30:57.090 --> 00:31:03.690 Elizabeth Stuart: Great. Thank you so much. It was great to hear both of your strategies, Megan, I feel like I want to sign up for your class now. 176 00:31:04.800 --> 00:31:11.610 Elizabeth Stuart: Sounds like a really engaging experience. Yeah, I mean, just put in the chat to you, right, maybe you'll find some faculty auditors in your class. 177 00:31:12.930 --> 00:31:23.970 Elizabeth Stuart: Amy, maybe why don't for now. You take the slides off and we send, we can see the speakers, a little bit better. And we're going to just have. I have. I've assembled some 178 00:31:24.570 --> 00:31:36.660 Elizabeth Stuart: questions from the chat and I will just sort of now have kind of an open conversation. It's the kind of thing that if we were all in a room together, we would just be sort of having conversations. I'm trying to replicate that as much as possible. 179 00:31:38.070 --> 00:31:49.140 Elizabeth Stuart: So I think, you know, there were a few themes that emerged for me. And in hearing the three speakers. One is kind of the need for clear and frequent communication. 180 00:31:49.650 --> 00:32:01.620 Elizabeth Stuart: And that might not immediately kind of strike people as being about student engagement. But I think when you think about it, it really is. Because sort of feeling like they know what's happening in the class and sort of feeling like 181 00:32:02.130 --> 00:32:09.330 Elizabeth Stuart: They're on top of things can really then facilitate the students being more engaged and instead of just getting frustrated about trying to find 182 00:32:09.600 --> 00:32:21.030 Elizabeth Stuart: Where's the zoom link for today or what what what what do we do this week. So I think that communication piece is a really crucial for the engagement, even if at the first of its sort of might not feel that way. 183 00:32:21.810 --> 00:32:33.000 Elizabeth Stuart: Um, what I want to tackle first so sorry, that was one and then the other piece I sort of a theme I heard was sort of getting to know the students and 184 00:32:33.510 --> 00:32:38.520 Elizabeth Stuart: You know that's harder. I ran. I really liked some of your ideas about having them share a photo. 185 00:32:38.910 --> 00:32:47.340 Elizabeth Stuart: I have them do a little introduction to themselves in the discussion forum which helps me learn more about why they're taking the class and kind of gives me a little context. 186 00:32:47.970 --> 00:32:52.740 Elizabeth Stuart: And then the third thing we heard a lot about and that's the one I want to tackle first because there's been a lot of 187 00:32:53.310 --> 00:33:01.890 Elizabeth Stuart: Text in the chat is groups because I think we all sort of feel like group work and sort of getting the students interacting with each other in groups. 188 00:33:02.370 --> 00:33:09.960 Elizabeth Stuart: Is a great way for them to engage and get to know each other and sort of engage with the material, but there's a lot of challenges, potentially, so 189 00:33:11.670 --> 00:33:24.510 Elizabeth Stuart: There were a lot of questions specifically for Ryan some maybe also return to him first. In this regard, but I think some of the themes of the questions that were typed in. We're basically sort of that seems like lab. 190 00:33:25.620 --> 00:33:30.330 Elizabeth Stuart: Groups can work really well, but also there's usually a subset of students who just really don't like them. 191 00:33:31.440 --> 00:33:38.340 Elizabeth Stuart: And then there's additional a bunch of questions about how to actually assign students to groups. So Ryan. I'll just sort of turn to you. 192 00:33:38.670 --> 00:33:47.910 Elizabeth Stuart: And see if you have any thoughts on want to expand a little bit on your thinking about groups and how they work for you and maybe also especially with the different sizes of your classes. 193 00:33:48.150 --> 00:33:51.840 Elizabeth Stuart: Yeah, and then we'll open it up to Megan and Amy to see if they have anything to add. 194 00:33:52.320 --> 00:34:03.000 Ryan David Kennedy: Sure. So in my larger class that one that's over 200 the student body makeup is from literally every time zone in the country and so 195 00:34:03.480 --> 00:34:09.660 Ryan David Kennedy: We had a lot of I did, I have tried that class where we did put folks into groups and we had 196 00:34:10.350 --> 00:34:16.500 Ryan David Kennedy: Some students that were saying like, Well, I'm from this region of the world. And I'm always put in groups with people. 197 00:34:16.830 --> 00:34:24.480 Ryan David Kennedy: From this region of the world, and I don't like always working with those folks and then other people would say, Well, I don't want to work with people in different time zones, so 198 00:34:24.870 --> 00:34:30.360 Ryan David Kennedy: It's, um, and, and I think particularly and I know this is a general sort of 199 00:34:30.900 --> 00:34:36.000 Ryan David Kennedy: Discussion about online learning, but in the context of coven I found this last time around. 200 00:34:36.270 --> 00:34:44.460 Ryan David Kennedy: Some students a lot of our students are primary care providers and they their schedules are just so unpredictable and especially in light of the pandemic. 201 00:34:44.790 --> 00:35:00.450 Ryan David Kennedy: They might have spent four days in a row at the hospital and they just, you know, what would it would be one extra thing for them to try and navigate and negotiate a group meeting, especially if it's a group with, you know, several people and needing to coordinate that, and so 202 00:35:01.740 --> 00:35:16.020 Ryan David Kennedy: The I would say from my evaluations, you know, the first year we went away from groups I for every one student who said, oh, would have been nice to have group work, I had 15 that said thank you for no group Brooke for. So that's my sort of thoughts and insight. 203 00:35:20.400 --> 00:35:25.020 Meghan Davis: Yeah, I can add that we don't do group work for the sake of group work and the classes I have 204 00:35:25.320 --> 00:35:34.110 Meghan Davis: Actually, most of my smaller courses don't have any the two classes that do are both around stakeholder engagement and about teaching stakeholder engagement. 205 00:35:34.380 --> 00:35:42.930 Meghan Davis: And the group process is explicitly about that. So it's communicated to the students that learning how to operate within 206 00:35:43.230 --> 00:35:53.850 Meghan Davis: A group that has different perspectives and learning to value those perspectives and understanding how to kind of go out of your way in terms of communication is is a piece of this 207 00:35:55.260 --> 00:36:04.530 Meghan Davis: In fact, in that One Health coven panel. Most of what people were talking about an interested to talk about was in that communication realm and how you 208 00:36:04.770 --> 00:36:16.350 Meghan Davis: Kind of communicate across different disciplines. And also, you know, with a wide range of of kind of content expertise. So from from people at the public side who may have 209 00:36:16.680 --> 00:36:25.500 Meghan Davis: Little content expertise to people who fight over content expertise. And so I think that that helps. And I also limit the group work. 210 00:36:25.980 --> 00:36:30.990 Meghan Davis: Certainly for like the large MPH class. This is the only group exercise, they have 211 00:36:31.350 --> 00:36:42.090 Meghan Davis: It's not a giant piece of their grade. It's only 10% of their participation grade. And so that, or I should say the participation is 10% of their grade and so 212 00:36:42.750 --> 00:36:46.920 Meghan Davis: I think that helps. And we're very kind of clear with our communication around 213 00:36:47.340 --> 00:36:55.290 Meghan Davis: You know, trying to be understanding where people have inflexible schedules and we have to accommodate the One Health tools classroom fourth term. 214 00:36:55.560 --> 00:37:02.880 Meghan Davis: Has a lot of people who have, you know, either medical care that they're providing as their profession. 215 00:37:03.180 --> 00:37:12.540 Meghan Davis: Or they're in health security working for different government or international agencies and so their lives were exploding. And in fact, for many of them. 216 00:37:13.140 --> 00:37:23.820 Meghan Davis: They, they needed to think about that incomplete option at the end of term and we worked with them and said, the one thing we want you to try to do is the group exercise. 217 00:37:24.540 --> 00:37:34.050 Meghan Davis: And anything else you can catch up on. But that's the one thing we'd like you to try to engage with. And they all they they they did. They did a wonderful job. And so I was very proud of them for that. 218 00:37:34.350 --> 00:37:45.240 Meghan Davis: But I agree. I've done other I've been in other courses as both a student and faculty member where there was a lot of consternation about group work for the sake of group work and 219 00:37:45.630 --> 00:38:00.150 Meghan Davis: I don't know about the time zone thing that's, that's something that maybe after the summer, I'll have a little more insight into, but it was the only solution we could think of, if other people have ideas please share them in the chat. I would be. I would love to see them. 220 00:38:02.280 --> 00:38:07.770 Elizabeth Stuart: Great, thank you. I'm speaking and sharing ideas, I will give a little plug. This is a bit of a 221 00:38:09.660 --> 00:38:17.460 Elizabeth Stuart: I don't know risk or something. But we're setting up a Microsoft team site to follow up on these conversations and again link will be going out on that. The next day or two. 222 00:38:17.700 --> 00:38:31.560 Elizabeth Stuart: But the hope is that many of this sort of sharing of ideas can shift. It's sort of like slack for the review slack, but a team site will kind of allow for this kind of informal sharing so stay tuned for that. And we can again continue some of that. So just want to put that plug in 223 00:38:32.580 --> 00:38:37.530 Elizabeth Stuart: There's a couple of additional questions that have come in on related to group. So I'm going to continue on this for a minute. 224 00:38:38.010 --> 00:38:45.030 Elizabeth Stuart: And Amy maybe see if you have kind of insights. So one of the questions that have come on come in from Danny Fallon is 225 00:38:45.660 --> 00:38:58.050 Elizabeth Stuart: Whether people have found that sort of using Google Docs or course plus to have the groups work asynchronously with each other, kind of, if there has been successful that strategy to avoid some of these timezone challenges. 226 00:38:58.740 --> 00:39:03.810 Elizabeth Stuart: Um, and then any Hughes sort of raised a question about sort of what do we mean by group work. 227 00:39:04.950 --> 00:39:15.060 Elizabeth Stuart: Both sort of working on a project together or just doing a discussion. I mean, just doing a discussion, but sort of discussing as a group or doing actual group work together. 228 00:39:15.510 --> 00:39:28.890 Elizabeth Stuart: And then maybe kind of how the breakout rooms kind of fit with that. So that is a lot but MBA just sort of a now will be returned to view and see a from a retail perspective you have any insights that you want to add 229 00:39:29.460 --> 00:39:43.980 Amy Pinkerton: Sure. Thank you. So, so I'll take on the the asynchronous group work tools and how all those can work. So a lot of students have concerns, especially since we're all over the world now. 230 00:39:45.210 --> 00:39:57.360 Amy Pinkerton: About time zones and finding synchronous times to meet between busy schedules and maybe different time zones, etc. So there are asynchronous options that students can use to still collaborate and still have that experience. 231 00:39:58.050 --> 00:40:07.350 Amy Pinkerton: Of course, there's the class email tool. And then there's you can create for fuse course groups, each of your course groups could have their own discussion forum setup as well where they can 232 00:40:07.710 --> 00:40:10.860 Amy Pinkerton: Go in and talk to each other asynchronously in the discussion forum. 233 00:40:11.790 --> 00:40:23.490 Amy Pinkerton: There's also also things like voice thread. So for example, if they're giving a group presentation. They don't even have to record at the same time, they can record their piece and then send it on to the next group member 234 00:40:24.150 --> 00:40:38.430 Amy Pinkerton: To record, you know, and so on. So there are asynchronous group tool, a group work tools that are available to your students. And like I said, if you want to discuss more about that your instructional designer will be happy to talk about those options. 235 00:40:40.950 --> 00:40:46.560 Elizabeth Stuart: Great, thank you. Okay, I'm going to now shift us to a new topic which is that 236 00:40:47.640 --> 00:40:49.710 Elizabeth Stuart: This feels like a lot of work, potentially 237 00:40:50.370 --> 00:40:53.310 Elizabeth Stuart: You know, and, sort of, I would like to have a little conversation. 238 00:40:53.580 --> 00:41:02.190 Elizabeth Stuart: And wanted someone put in the chat, sort of, what about classes that don't have a TA, you know, sir, but I think we've heard a lot about, oh, is the key is to help with these sorts of things. 239 00:41:02.550 --> 00:41:15.330 Elizabeth Stuart: So maybe if each of you could talk a little bit about kind of feasibility and are there lessons for people who maybe don't have a TA but ways that you can kind of help. I will say for myself with my course. 240 00:41:16.890 --> 00:41:30.210 Elizabeth Stuart: I use the discussion forum for all course communication. So, and I think that was one thing that sort of, I think it helps the students engaged to each other. Basically it avoids them just emailing me individually and me having to then respond to 100 emails. 241 00:41:30.630 --> 00:41:38.250 Elizabeth Stuart: Instead, that conversation goes to the discussion forum and students can see the replies and it turns into more of a conversation there. 242 00:41:38.490 --> 00:41:43.980 Elizabeth Stuart: So that's one strategy I use, which I think increases engagement and cuts down on by work. 243 00:41:44.280 --> 00:41:56.010 Elizabeth Stuart: Although, as Ryan said you have to be you have to make sure you're engaged in that discussion forum for it to work well. So just. Any thoughts from the three of you on kind of how to make this visible especially maybe when there is not a TA involved. 244 00:41:58.020 --> 00:42:01.860 Elizabeth Stuart: On Megan, maybe, I don't know if I can just to call someone out, see if we could 245 00:42:02.490 --> 00:42:14.820 Meghan Davis: Sure, yeah. Because I've, I've had classes, both with and without TA is and it is more work when you don't have a really good TA, or if you know I mean one of the things that we've been thinking about in terms of 246 00:42:16.050 --> 00:42:28.290 Meghan Davis: The courses is what if one of us gets sick, and who is going to be the person to kind of take over. So we've been trying to build in a little bit of redundancy and resiliency and a clear path for 247 00:42:28.590 --> 00:42:38.580 Meghan Davis: You know who's going to take over. If, for example, you know, something happens or something happens to a loved one, and you have to kind of disengage a little bit, but I think that 248 00:42:39.660 --> 00:42:54.450 Meghan Davis: I think student engagement can absolutely be done with a little bit more. Shall we say structure on your engagement. So one of my strategies in those cases has been that I have a certain period of time. 249 00:42:55.230 --> 00:43:00.750 Meghan Davis: Every day that I'm going to go on and look at the discussion forum and I communicate that to my 250 00:43:01.080 --> 00:43:06.090 Meghan Davis: team of students. I tell them I'm going to be doing this at, you know, certain times. 251 00:43:06.330 --> 00:43:14.880 Meghan Davis: So if you don't hear from me for 24 hours is because, you know, I've got these and if there's something really urgent that's administrative please send me an email. 252 00:43:15.120 --> 00:43:29.880 Meghan Davis: So I just try to set those expectations. And I also try to scope like this tabletop exercise. I would not even think about doing if there were not how many faculty in my course and how many teachers in my own team that I could draw upon and my state partners. 253 00:43:30.150 --> 00:43:37.200 Meghan Davis: So if I didn't have that kind of large Qadri and pool of effort that could be put into this, I would not even attempt it. 254 00:43:37.440 --> 00:43:42.780 Meghan Davis: You know, we try to manage my own expectations for what I can accomplish and set some boundaries on that. 255 00:43:42.990 --> 00:43:57.300 Meghan Davis: But I think when you are clear in setting your boundaries and you are willing to be, you know, flexible when the cases are more extreme and you provide avenues for people to access you during those times that they'll, they'll be pretty understanding 256 00:44:00.810 --> 00:44:04.140 Elizabeth Stuart: Great. Amy, Ryan. Anything you want to add here. 257 00:44:05.910 --> 00:44:06.360 Elizabeth Stuart: Maybe 258 00:44:06.930 --> 00:44:09.060 Elizabeth Stuart: I'm right quick. 259 00:44:09.090 --> 00:44:15.960 Amy Pinkerton: Point. Um, so, Megan mentioned structure. I also think preparation can help a lot as well. So, for example, 260 00:44:16.800 --> 00:44:23.610 Amy Pinkerton: We mentioned those weekly check in emails or announcements that you can post those can be pre written at the beginning of the term. 261 00:44:24.300 --> 00:44:33.900 Amy Pinkerton: Knowing what you're, you know, knowing your course schedule ahead of time, of course, you can include some some new developments as the term goes on. But the basic structure of those can be pre written 262 00:44:34.290 --> 00:44:44.790 Amy Pinkerton: So think about what are the aspects of your class that can be done ahead of time. And if those are already in place, then you can use the time during the term to actually focus on student engagement. 263 00:44:47.340 --> 00:44:48.570 Elizabeth Stuart: Thanks. It's a great tip, Brian. 264 00:44:49.170 --> 00:44:53.010 Ryan David Kennedy: I just, it's sort of building on that. But the something else I experienced 265 00:44:54.120 --> 00:44:59.160 Ryan David Kennedy: In fourth term in light of covert was this idea of like being organized and I have a time 266 00:44:59.670 --> 00:45:08.250 Ryan David Kennedy: There were certain students that just really wanted to work ahead. And so having more and more sort of organized ahead of time can reduce a lot of stress for the students as well. 267 00:45:08.880 --> 00:45:16.020 Ryan David Kennedy: It's sort of is that the expensive engagement because it means that sometimes they're doing things before you've maybe covered it in the live talk or something like that, but 268 00:45:16.770 --> 00:45:25.530 Ryan David Kennedy: One of the advantages of this format and this type of learning is that in to some extent, if everything is available, they can work at their own pace or when they're able to work. 269 00:45:28.290 --> 00:45:35.820 Elizabeth Stuart: Great. I definitely had that experience in fourth term with students wanting to jump ahead because they knew they were going on clinical service or whatever it was. So 270 00:45:36.330 --> 00:45:46.830 Elizabeth Stuart: I want to now turn. Oh, actually, I forgot to remind everyone, if you do want to ask an audio question. We can do that to raise your hand, using the zoom feature for that and I can call on you. 271 00:45:47.310 --> 00:45:50.610 Elizabeth Stuart: But I want to turn next to a topic that has raised in the chat. 272 00:45:51.270 --> 00:45:58.680 Elizabeth Stuart: By Jennifer deal and then Janice, boo. He mentioned it, which is around accessibility because, you know, as they are legitimately pointing out 273 00:45:59.010 --> 00:46:13.860 Elizabeth Stuart: In order to engage the course material has to be accessible to all students. So I'm actually going to call on saline green from CCL who has offered to respond to some of those questions. So Selena I'll turn it to you. Thanks. Liz I'm 274 00:46:13.890 --> 00:46:19.530 Celine Greene (CTL): Just real quick, one of the resources that you're going to find in the resource of cycles. 275 00:46:20.070 --> 00:46:31.440 Celine Greene (CTL): Set up the link is doing more with an octo so some people have pre recorded lectures and cannot do. And one of the underutilized features of panoptic is it actually has automatic captioning. 276 00:46:32.070 --> 00:46:40.710 Celine Greene (CTL): They call it as our automatic since something, I don't know, but it's basically automatic captioning. But you actually have to turn it on. 277 00:46:41.220 --> 00:46:51.000 Celine Greene (CTL): And you have the ability to edit those automatic captions zoom. If you have access to a cloud recording, you have a transcript that you can post alongside 278 00:46:51.240 --> 00:47:08.550 Celine Greene (CTL): Your zoom recording. Now, if you have a HIPAA compliance or if you're a TA Zoom is not going to give you that auto transcript. So, you will have to use a third party service. There are free accounts like Otter date otter.ai allows 279 00:47:09.810 --> 00:47:14.310 Celine Greene (CTL): You to upload a certain number of hours per month to do the transcript and everything. 280 00:47:15.090 --> 00:47:21.450 Celine Greene (CTL): But there are options. So accessibility when it comes to different formats. Yes, I agree with Jennifer that Cpl. 281 00:47:22.050 --> 00:47:33.450 Celine Greene (CTL): does a fantastic job of making things accessible. But you do have options. In addition, if you have a student with a documented accommodation you're finding out at the beginning of the term and the onus is on us faculty 282 00:47:33.810 --> 00:47:44.280 Celine Greene (CTL): Let DSS to let the Department of Student Services know that you're going to have synchronous sessions because DSS has to have the opportunity to allow students to have that live captioning. 283 00:47:44.520 --> 00:47:51.420 Celine Greene (CTL): It is their accommodation is documented but DSS doesn't know when your sessions are unless you communicate with them. 284 00:47:52.110 --> 00:48:00.420 Celine Greene (CTL): And so that is one of the things about accessibility. Of course I have lots of resources to help people learn how to make their documents accessible. 285 00:48:01.080 --> 00:48:12.420 Celine Greene (CTL): But I'm not going to spend time on that. But we definitely have a lot of guidance with that it does take some time, a little bit of practice and then it comes second nature to have your Word documents in your PDFs accessible. 286 00:48:13.440 --> 00:48:25.590 Celine Greene (CTL): But again, I just want to let you know that there are options that are kind of like under the radar, but I'm bringing them up on the radar, such as turning on that automatic captioning and an opt out after the lecture is recorded. 287 00:48:26.160 --> 00:48:34.170 Celine Greene (CTL): And addition, since I have a little bit of screen time. I'm just going to make one quick comment about breakout rooms and zoom. I know I saw somebody comment that breakout rooms aren't recorded 288 00:48:34.530 --> 00:48:42.510 Celine Greene (CTL): And that is true. If you have a cloud recording. If you are fortunate enough to have PhDs who can go into a breakout room. 289 00:48:42.960 --> 00:48:52.770 Celine Greene (CTL): They can actually start a local recording. So for this group work where you're doing synchronous activities in zoom breakout rooms and you have a TA if, again, if you're fortunate enough 290 00:48:53.190 --> 00:49:03.420 Celine Greene (CTL): Or even the students just say you're going to be the record taker. We have roles, I think, Megan had talked about stakeholder so we have stakeholders, we have roles. So if somebody a timekeeper somebody could be the record keeper. 291 00:49:03.870 --> 00:49:13.140 Celine Greene (CTL): For somebody could be the master of the zoom sharing the screen or writing the presentation that they can also record locally while that breakout room is happening. 292 00:49:13.710 --> 00:49:24.870 Celine Greene (CTL): So I just wanted to give you that heads up to and if you have questions specific to zoom or accessibility, feel free to email me later. I'll put my email address into the chat. Thanks. 293 00:49:25.920 --> 00:49:35.790 Elizabeth Stuart: Great, thank you so much as your great tips. I'm now going to open it up to your first audio question Sam Becker has his hand raise. So, Stan. You want to go ahead and ask your question. 294 00:49:36.210 --> 00:49:37.230 sbecker@jhsph.edu: Okay, so 295 00:49:37.290 --> 00:49:46.920 sbecker@jhsph.edu: I teach a population course in the population in 2020 is equal to the population 2010 plus burst minus desk plus in migrants minus migrants and I asked the students to 296 00:49:47.340 --> 00:50:02.820 sbecker@jhsph.edu: Drive an estimate of net migration in in the period from that formula and I have the whoever thinks I haven't come up to the board and present it and I derive other things sometimes on the board. So how are we going to do that sort of thing. Thank you. 297 00:50:05.340 --> 00:50:06.510 Elizabeth Stuart: Megan is raising her hand. 298 00:50:06.540 --> 00:50:15.060 Meghan Davis: I am I have an example from our summer environmental health class because we have something very similar. So Brian towards one of our faculty 299 00:50:15.240 --> 00:50:28.920 Meghan Davis: Starts the very first class by asking the students questions and trying to get engagement around what they think are the greatest one. I'm sorry, environmental health challenges currently 300 00:50:29.640 --> 00:50:41.040 Meghan Davis: And then the TA is record all of the different ideas that come up whether and now this time it's going to be people raising their hands like you did and getting permission to speak in zoom 301 00:50:41.460 --> 00:50:47.280 Meghan Davis: And people putting things in the chat and then we use a software program called Poll Everywhere. 302 00:50:47.730 --> 00:50:55.920 Meghan Davis: To design kind of a real time option of students to rank what they think the greatest environmental health challenges are 303 00:50:56.130 --> 00:51:07.080 Meghan Davis: And they can text or they can go on their computer and note what their choice is. And so at the at the next class, we can put up the slide that has all of their 304 00:51:07.800 --> 00:51:25.740 Meghan Davis: Answers. So I would say that, you know, either something like in zoom where you give them permission or through some other method to collect these and to be able to then identify a student who has it to present might be an option. 305 00:51:26.340 --> 00:51:31.980 Meghan Davis: But the, you know, what we do is, is this kind of dynamic thing as well. And it's, it's always very popular. 306 00:51:32.610 --> 00:51:35.730 sbecker@jhsph.edu: We're gonna have a blackboard or whiteboard that you're writing on sort of thing. 307 00:51:36.300 --> 00:51:37.320 Meghan Davis: So I think you can actually 308 00:51:39.030 --> 00:51:45.330 Elizabeth Stuart: So I will. And yeah, you could either have it on hand, or actually zoom has a whiteboard option or you could have the students 309 00:51:45.360 --> 00:51:50.460 Elizabeth Stuart: Type it in a PowerPoint and then share their screen. So as long as the students have 310 00:51:51.090 --> 00:52:02.940 Elizabeth Stuart: Long as it Sept so that the attendees can share their screen, they could write something draw something on their side and then share their screen and it would work very similar in some ways to a whiteboard in a class. 311 00:52:04.020 --> 00:52:05.370 sbecker@jhsph.edu: In fact, there's a little chat. 312 00:52:06.210 --> 00:52:14.340 Elizabeth Stuart: So look into the whiteboard feature Elizabeth college when he says she uses a PDF Annotator on slides and so students can kind of help. 313 00:52:15.480 --> 00:52:30.420 Elizabeth Stuart: It. She says that she had the students tell her what to write. So she's sort of writing and real time on. And I've done that in the zoom session to you can write pretty easily. And you can have the students tell you what to write. So there I think there's some creative solutions like that. 314 00:52:30.780 --> 00:52:32.670 Meghan Davis: A Sharpie or also work. 315 00:52:33.000 --> 00:52:34.560 Elizabeth Stuart: Sure. Love it. 316 00:52:36.450 --> 00:52:51.000 Elizabeth Stuart: That just be nice like low tech love it. I'm great. Sorry, I've now lost a little track of my comments isn't really good chat discussion, I think, send us out of their hand raised. 317 00:52:53.310 --> 00:53:09.240 Elizabeth Stuart: Okay, let me go back to this. So we've covered engagement. We talked about that one. So maybe in our last few minutes because I just want to be cognizant to end a couple minutes early give everyone a few minute break between between Zoom's 318 00:53:10.920 --> 00:53:21.240 Elizabeth Stuart: Katie lesko asked, maybe just kind of framing back out kind of Ryan, you have taught very different sized classes and Megan, I think you to ranging from 10 to 200 319 00:53:21.570 --> 00:53:30.240 Elizabeth Stuart: So maybe let's just end with a little discussion of kind of the different considerations when you kind of have those two different extremes. 320 00:53:33.090 --> 00:53:44.460 Ryan David Kennedy: Sure well with the smaller classes. I think you have a lot more freedom in terms of the student engagement in a collective sense so you can, you know, if you're organized. You can schedule things so that the students are doing some of that flipped. 321 00:53:45.420 --> 00:53:54.450 Ryan David Kennedy: Content that Amy talked about, you don't have the same sort of challenges with navigating the creation and formation of groups and things like that. 322 00:53:55.590 --> 00:53:56.190 Ryan David Kennedy: I think 323 00:53:57.690 --> 00:53:59.700 Ryan David Kennedy: I think with a smaller classes. 324 00:54:00.690 --> 00:54:07.890 Ryan David Kennedy: If it's if it's still a class, my smaller class it is people from all different time zones. So we'd still have challenges with sort of 325 00:54:08.130 --> 00:54:21.330 Ryan David Kennedy: Synchronous activities because it's just not feasible for everyone to always log on at the same time, but it is where sort of considering who is in your class and where they are and what time might work for most people. So I guess that's the, that's the main thing that I've learned there. 326 00:54:24.420 --> 00:54:25.050 Elizabeth Stuart: Anything to add, 327 00:54:25.710 --> 00:54:39.540 Meghan Davis: Yeah, I would agree. I think that having a smaller class does give you the opportunity to get to know students better and therefore to tailor some of your content delivery to kind of the context of where they are and and i love that aspect. 328 00:54:40.290 --> 00:54:46.470 Meghan Davis: But there is also something nice about these these giant classes that have such diversity of opinion. 329 00:54:46.800 --> 00:54:56.700 Meghan Davis: Sometimes in smaller courses you know if if students are really frazzled, it's ended term their engagement can go down and that can really diminish the enjoyment. 330 00:54:56.940 --> 00:55:04.170 Meghan Davis: And in a large class, you have, you know, I mean, there are moments when the entire class is somewhat frazzled, but there are also 331 00:55:04.500 --> 00:55:17.820 Meghan Davis: I think a lot more moments where there's some people who are more engaged in one particular aspect and then another group gets more engaged in a different aspect and kind of watching that dynamic, I think, is really a lot of fun. I don't 332 00:55:18.330 --> 00:55:34.380 Meghan Davis: Except for, you know, having more discussion based aspects and smaller classes. I wouldn't say that I that I do things remarkably different in a small versus a large class, except for that one component of being able to have more kind of one on one discussion. 333 00:55:37.200 --> 00:55:45.660 Elizabeth Stuart: Great, thank you Amy. I'll see if any if there's anything you want to add and also maybe ask you to put the final slide backup will turn to that. 334 00:55:46.320 --> 00:55:47.670 Amy Pinkerton: Night, I'm 335 00:55:47.760 --> 00:55:49.770 Elizabeth Stuart: Not being fair asking you to talk and 336 00:55:49.950 --> 00:55:51.150 Elizabeth Stuart: screen share at the same time. 337 00:55:51.600 --> 00:56:01.710 Amy Pinkerton: No worries. I don't actually have anything else, any final thoughts to add because I think Ryan and Megan did a great job of answering that. So I don't have anything to add. But here's the final slide. 338 00:56:02.700 --> 00:56:07.830 Elizabeth Stuart: Great, thank you. Again, I want to be times when when it's time you made sure to end on time so 339 00:56:08.160 --> 00:56:22.980 Elizabeth Stuart: Thank you so much. This has been a great session and I particularly liked the sort of sharing, even in the chat and then just informally of all these tips, again, everyone has a huge amount of expertise at the school and it's great to share it. So on that, on that note, 340 00:56:24.030 --> 00:56:32.730 Elizabeth Stuart: This third bullet here is talking about this new virtual teaching resources page and Selena, or I think the spleen, put the link in the 341 00:56:33.000 --> 00:56:39.030 Elizabeth Stuart: Chat box and an email is going to be going out to faculty in the next like day or two with more details on that. 342 00:56:39.420 --> 00:56:45.510 Elizabeth Stuart: So we're hoping to use that and this Microsoft Teams group to continue this conversation and information sharing 343 00:56:45.960 --> 00:56:52.320 Elizabeth Stuart: And we have to our former sessions planned for the summer and the dates and times are on this. 344 00:56:53.280 --> 00:56:59.460 Elizabeth Stuart: Slide. If you see a topic not represented, we might be able to continue these into the fall. So reach out to me. 345 00:56:59.790 --> 00:57:10.890 Elizabeth Stuart: Or if you feel like you would have a great perspective on one of these and want to lend your expertise, especially to the August 6 or 18th topics. As you can see, we're still looking for presenters for those 346 00:57:11.490 --> 00:57:17.040 Elizabeth Stuart: But again, I love this session, and this ability to hear from people who have 347 00:57:17.670 --> 00:57:29.430 Elizabeth Stuart: Struggled with these things and found some solutions that have worked for them. And so thank you all so much for the session and have a great rest of the day. And hopefully we'll see you on July 8. So thank you. Thank you all.