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Elizabeth Stuart: Hi everyone, welcome to our today's session when people are coming in from the waiting room and we will get started in just a minute.

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Elizabeth Stuart: I'll wait. One more minute and give people

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Elizabeth Stuart: A minute to join.

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Elizabeth Stuart: Okay i in the interest of time, I'm going to get us going right on time, especially since I will have a couple words of introduction to this session.

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Elizabeth Stuart: Welcome, everyone. I'm Liz Stewart I'm Associate Dean for education and I'm thrilled to be moderating this series of sessions on teaching and an online environment.

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Elizabeth Stuart: I'm really excited about today's session, which I think it's going to be particularly interactive and let us sort of see some things in real time. So I'm really happy to have our three speakers today.

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Elizabeth Stuart: Cathy crash, who's the instructional design manager at the Center for Teaching and Learning ash Davison who is faculty in the School of Medicine and in our school public health.

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Elizabeth Stuart: And Helen the break, who is a professor in international health and I got a sneak peek at the slides and so know that got me really dynamic and interesting session. I think I'm going to learn a lot and I think

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Elizabeth Stuart: We all will

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Elizabeth Stuart: So this is again a series a series of one in a series of sessions and I'll come back to that at the end.

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Elizabeth Stuart: And give you some resources and links and we'll also put some of those in the chat.

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Elizabeth Stuart: The format for today is going to be similar to what we've used in other sessions where Cathy, and then ash and Alan will give some discussion and then we're going to do some breakout rooms and other zoom

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Elizabeth Stuart: technology tools and then feel free to throughout post questions in the chat box. I will be keeping an eye on those

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Elizabeth Stuart: And we might have some back and forth in the chat if we have time at the end. Then we'll also have some time for questions at the end. And at the

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Elizabeth Stuart: Very end I will sort of give some tips on how we can continue these conversations and sharing of resources and ideas.

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Elizabeth Stuart: So without further ado, I will hand it right over to Kathy crush from CCL who can give us an overview of strategies for promoting discussion online. So thank you all for being with us. And thank you Kathy.

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Kathy Gresh: Thank you. Thank you very much. Please be patient with me for a minute. While I

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Kathy Gresh: While I go to my

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Kathy Gresh: PowerPoint.

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Kathy Gresh: slide up there. I got. Sorry. So anyway, I wasn't sure exactly what I was going to see I'm screaming when it came up. I hope you can all see my screen now.

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Kathy Gresh: And as for on. Thank you, Liz for the introduction. As for the dynamics, you'll have to wait about 10 minutes for the really dynamic

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Kathy Gresh: When ash and Elaine go into their session. So, but I in about 10 minutes I'm going to try to review with you some key points and key strategies.

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Kathy Gresh: About promoting online discussion on a very extensive well research topic. It's come. It's going to be a little fast. I will go through these topics. I hope you learn some

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Kathy Gresh: key things that will

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Kathy Gresh: That you'll be happy that will help you as you go into these remote virtual classes I think imma Valerie talk talking to people who are right convinced. That's the importance of student discussion.

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Kathy Gresh: You wouldn't be here today. If you weren't convinced of that. And I know that many of you as you leave your face to face classroom I really worried about this.

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Kathy Gresh: About promoting discussion in a different environment. How are you going to be able to do it. So just quickly, I think you all know that having student discussion is very important that

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Kathy Gresh: The students. It's well documented that students learn more, they retain more and they spend more time learning about the subject.

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Kathy Gresh: There's I'm sure you've all run into a student who's actually spent time in a class and maybe had one aim in their education in mind and based on having

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Kathy Gresh: A very good class with interactive discussion. They've changed on their direction and gone on to a different goal. There's also much evidence to suggest that if you have your interest interactive classrooms, you'll have higher course attendance and also higher course rating.

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Kathy Gresh: Here as you reach begin to teach your classes this year and the virtual mode, you're going to have a couple tools, the primary tools available to you.

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Kathy Gresh: First, you're going to have live synchronous tool, you'll have the live zoom sessions Zoom is a tool of choice by the university and you'll be using those either

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Kathy Gresh: On your own with live synchronous sessions or in an online class or also chat tool. There are chat tools, both for synchronous and asynchronous.

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Kathy Gresh: When you go to the asynchronous mode, most likely you'll be working with the course plus discussion forum. There's also a chat tool in the course. Plus, so you'll have two different ways. You'll be using this tools, either as groups or with individual. So you have a different option.

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Kathy Gresh: The course plus discussion tool forum tool is a tool. Most of you have taught on site and not online probably have not used much but now is the time to review it and learn about it and find its value and how you can make strategies you use strategies in the classroom.

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Kathy Gresh: I'm getting some getting some

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Kathy Gresh: I'm getting some

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Kathy Gresh: Okay.

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Celine Greene (CTL): Kathy, are you able to hear us.

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Kathy Gresh: Yes, I'm hearing some background, are you here. Can you not hear me at all.

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Celine Greene (CTL): We could hear you. But we're not getting the background so

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Celine Greene (CTL): What I mean our audio sounds fine when you're talking to us. We can't hear any background information. So please feel free to go on maybe lower your speaker volume, so you don't get your interference. I'm not sure.

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Kathy Gresh: Okay, I'm sorry. Yes, I was receiving some background noise water. So anyway, some of the advantages, you're gonna find asynchronous discussion coming up.

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Kathy Gresh: In our discussion schedule and timezone flexibility. This is something that's been reported during the summer classes already that having synchronous discussion is can

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Kathy Gresh: Be a problem the problem. Some for some students also asynchronous this discussion. You can you can have, increase, increase your inclusive inclusive inclusive entity in classes, the

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Kathy Gresh: Students at as you know in life is as they work in your life classes as well as an

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Kathy Gresh: Online zoom classes you're only going to have able to hear from a few students possibly some students are going to be reluctant to speak. Others are going to

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Kathy Gresh: Hold back and they're just might not be a time. The other thing you can do as a synchronous discussion is you have more individual accountability, you'll be able to see who's participating and the quality of their participation also

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Kathy Gresh: Met. There are many

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Kathy Gresh: There are something

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Kathy Gresh: Very inherent to the writing process in depth critical reflection. Students can spend more time and

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Kathy Gresh: Think about what they're saying and more adept manner. It's really many students with English as a second language really evaluate. Also, there's also time for the structure to review and every grade and grade the

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Kathy Gresh: Their input.

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Kathy Gresh: But there are many challenges asynchronous discussion as well. It takes longer to post the reply discussion can go on for a couple days.

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Kathy Gresh: Most importantly, and I think this was the thing. Many of you are most sensitive to the last shuttle the subtleties of verbal communication, you can't see the students faces. You don't know if they are lost you, and you just don't have the fast quick given take as you do in the class.

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Kathy Gresh: If there is a misunderstanding and an asynchronous discussion, sometimes it takes more time to correct. Think of emails you might have read written in the past or chat and someone has misunderstood your

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Kathy Gresh: What you wrote, sometimes it's a little bit harder to correct that or another student or student to student

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Kathy Gresh: So what are some tips to get an active discussion forum going prime the pump start with something really low stakes. Just something simple. So students get used to. You going to the discussion forum and using it.

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Kathy Gresh: Divide and conquer small if you have a large class. In particular, it could. You could tap it could run out of steam after so many posting. So if you create smaller parallel discussion group, you'll have more opportunity for input.

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Kathy Gresh: Direct the traffic.

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Kathy Gresh: Is that clear expectations at the beginning, regarding the number of posts the deadlines and how much when they can expect to hear back so you

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Kathy Gresh: May see count. I hate to say this but students are really, really busy. They have a lot of competing priorities, especially right now in this virtual world. If you don't include it a great discussion as part of the greater

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Kathy Gresh: Portion students, you might not get as much participation. That's just the truth of it. The good part is that course plus has a really easy to use grading tool that doesn't take a lot of time to you.

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Kathy Gresh: Other here's some a few other actual good tips for getting a discussion forum going

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Kathy Gresh: When you think about your question. Don't just post something be really more specific use action verb find explain describing something like what did you think about this.

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Kathy Gresh: Incorporate student activity as to require as part of your instructions that students post something new and different not just, I concur or that was, you know,

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Kathy Gresh: Concurrent, of course, plus says have a tool that allows you to post. You can't view others others posts until after you have posted

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Kathy Gresh: Clarify your role will you respond to every student or are you going to manage on faculty include something in their syllabus and instruction about students having to post first or can respond to another students answer before the faculty will even post so please consider

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Kathy Gresh: How often how what your instruction would be provided instructions interact. This is the most important thing and we see all the time and course evaluation.

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Kathy Gresh: There's a really course plus has a really, really good tool called

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Kathy Gresh: In the discussion forum where you can subscribe to an individual close or a daily digest feature. So you get a list once a day of what was posted, but

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Kathy Gresh: If you set your expectation of replying within 24 hours or 48 hours and you make sure you include it in the syllabus. Make sure you go in and respond if you have multiple faculty or TA and the course decide who will do it. You don't so you don't, you can rotate responsibilities.

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Kathy Gresh: What are the advantages to synchronous communication.

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Kathy Gresh: Doctors will break and Davison will soon be covering many of these strategies. So I won't go over into too much detail, but suffice to say, you can have a really, really active discussion zoom discussion, very rich

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Kathy Gresh: In the van advantages will be very similar to your face to face course large classes are harder, it's a little bit easier in the smaller classes that you can do it.

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Kathy Gresh: One item that's often overlooked and we've just started talking about it as a school among different people. This week, it's about community building.

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Kathy Gresh: About how can you bring build community, not just in your class, but as a school in your classrooms with students are able to sit down next to each other, talk and chat if you include some extra time in your zoom sessions or even at the beginning of them.

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Kathy Gresh: Might allow students to get to know each other and chat. So consider community building as part of your strategy.

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Kathy Gresh: What are the challenges of virtual discussion. Once again, this is something that summer classes have been looking at the rigid schedule.

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Kathy Gresh: Having to be there a certain time, and I might not just be about, you know, the students

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Kathy Gresh: timezone, it could be family. They could be first line responders working at a hospital or other things. So that is one of the problems of getting everyone, especially if you were thinking about requiring

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Kathy Gresh: Synchronous sessions technical issues like I don't think I can say enough about what we learned this summer about

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Kathy Gresh: Getting everything set up technically the faculty teaching team practicing and advanced working with multimedia to go through to make sure that they were all set up, they will

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Kathy Gresh: Happy to practice with you and going over your technical setup and also students make sure you have information posted and you still about about what's required for joining the live talk. So once the live synchronous session so everyone's ready to go at the beginning.

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Kathy Gresh: Slow a flower Congress or station flow. It's much slower having, you know, you're waiting you ask the question, you wait people either to I'm do there, Mike, or put something in the chat room.

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Kathy Gresh: Also a big. Another thing we found on the summer is making sure you have enough people you come up with a great virtual synchronous session plan for your life sessions, but look at what you need to support the your plan and the class five, it's going to take a little bit more, more.

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Kathy Gresh: Support than you would in your day to clay class, who's going to be checking the chat room, who's going to be assigning rooms, who's going to be doing the breakout room, who's going you know so

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Kathy Gresh: It, who's going to be writing the session. So make sure you consider this is your planning and you're planning and make sure you have the roles assigned

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Kathy Gresh: Getting everyone on why webcam is also on the challenge, you're not only going to face. First of all, like, right now I'm looking at my laptop and I wouldn't be able to see all of you out there.

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Kathy Gresh: If you are all had your cameras on and but you could get an extra monitor or is it is also having those

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Kathy Gresh: Special classrooms where with a big screen, you could consider using those. But in addition to having ever on on what webcam, you're going to have some students

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Kathy Gresh: Who might have privacy issues that might not want to turn their camera and others who might have low bandwidth and having a camera on really doesn't work well from them. Technically,

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Kathy Gresh: Including everyone in the discussion is a big challenge also attire to unless you have a small class to try to include everyone and also like you just looking at your monitor. Sometimes, trying to figure out where you want to draw somebody into the discussion.

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Kathy Gresh: Tips for preparing for facilitation facilitation is a skill. It's something you want to practice and build upon. There are lots of tips out there online, Google down, look into facility, how to facilitate a better discussion about the same tips work for online and they would for a classroom.

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Kathy Gresh: Ensure everyone is familiar with the tools you're using justice were saying, but if you bring in, you're going to be learning about some other things, making sure everyone knows

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Kathy Gresh: What they are sending an agenda. Everyone in advance for your class and outline your expectations remind people about their tech setup remind them that if you come to agreement also have you come up with a plan about

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Kathy Gresh: How to who's going to raise hands and things like that, finally. Practice, practice, practice.

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Kathy Gresh: So as I said set expectations regarding participation with audio video or raising hands. Let them know if you're going to be going into breakout groups and they're going to need to work with their

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Kathy Gresh: With their other students in group and how, what is the raising hand issue. How do you want them to alert you

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Kathy Gresh: Online etiquette. There's a lot of material out there about online etiquette and we have some posted in some of our resources, you might want to include that in your soda soda. But also remember include it maybe in a reminder to your first class.

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Kathy Gresh: Soon, you're gonna work.

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Kathy Gresh: There's nothing worse than just a really long zoom session of sitting and listening to one person like this.

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Kathy Gresh: But so for especially for a long time. So use different techniques for virtual brainstorming both voting use energize your stress, like you in a classroom, if people are sitting along time you want to mix it up a bit.

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Kathy Gresh: So you'll hear a little bit more about some of those tools and ways to mix that up in a moment.

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Kathy Gresh: Other things to remember people forget about take some time to promote the questions or reactions from your class you're going to feel

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Kathy Gresh: This, as I said, it is slower. You're going to feel impatient, you're wanting to go on to the next thing, but allow time for people to answer the poll to raise raise their hand turn on your mic.

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Kathy Gresh: If you have a tactic in your really big class divided into smaller groups to discuss the topic and have them come back, mix it flip it up and changed it up, let the students

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Kathy Gresh: Take turns running the zoom sessions and stab are conducting the class it's good practice with them, have them present to you and do different things.

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Kathy Gresh: So a couple of weeks ago multimedia did a great session on improving your online presence. So I would encourage you to go back and view that I believe it's recorded and pasted on

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Kathy Gresh: And click on the link and paste it on the resources, but here are some real quick one. Look at the camera and create a try to can create an icon to access your students as best you can.

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Kathy Gresh: It creates the connection be guess if you're face to face with a class one shoring up, making sure you're not too close.

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Kathy Gresh: Or too far away that you can't see them when you're sharing images I

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Kathy Gresh: See this quite a bit where people will bring up an image I know many meetings that I'm in someone will bring up an image and they don't give time for you to look at it, or too small or

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Kathy Gresh: So make sure students have time to look at what you're you're showing and have a little bit time to react to it, justice and with every presentation embrace the pause. Take a moment after the end of your comments and allow students to react before going on.

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Kathy Gresh: I've included at the end. Just a few

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Kathy Gresh: Of the most thing tools use most to engage in zoom and you'll be hearing more about these in a minute. But here.

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Kathy Gresh: Zoom has some really, really great resources, their own resources, a little videos and everything on how to learn these tools.

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Kathy Gresh: These are direct links to those tools and the tool links are also provided as part of the virtual resource page that we have here.

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Kathy Gresh: And now for some really more active and dynamic presentation. Let me. Let's go on to Elaine and ash and they'll talk to you. They're the real experts, they've had some really, really successful fashion already and you can, you'll learn a lot. Enjoy.

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Ashwini Davison: Great. Thanks so much. Kathy. If you want to go ahead and stop sharing your screen and then Alan will pull up some of our slides.

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Ashwini Davison: thanks for kicking things off today and a huge thank you to lose and selenium. The team at Center for Teaching and Learning for having Alan and I on today. We have been

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Ashwini Davison: teaching online for, you know, many years. Now both of us and have some unique experiences to share. It's great to see a wide range of faculty on an Allen, I'll send it to you.

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Alain Labrique: Yeah, no I that's absolutely right. Ashley. Thank you, Cathy for setting this up and and you know what we're trying to try to do today is is

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Alain Labrique: Give you all some live hands on experiences and and see some of what Kathy introduced as well as talk about some of our favorite

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Alain Labrique: Strategies to keep folks engaged and active and in this new normal of online teaching. So without further ado, we're going to launch you through some of our background and and today's agenda ash. Do you want to walk through it.

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Ashwini Davison: Sure, I thought we'd start off by both of us talking a little bit about our backgrounds in online education as well as you know, one of our Zoom's tools of choice.

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Ashwini Davison: Then we'll cover a little bit of challenges and opportunities with, I think, Kathy really went into nicely. Then we have a short breakout room exercise and a final poll for all of you before we hand it back to Liz for a q&a. So, next slide please.

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Ashwini Davison: Like Kathy mentioned, I'm an assistant professor in general internal medicine with a few other appointments and 8pm and Health Sciences informatics

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Ashwini Davison: courses that I teach her in the opal program essentials of population health management kicking off again in Q1.

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Ashwini Davison: This is part of the M as in pop health management program that's directed by Mark Biddle, and I also teach courses in

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Ashwini Davison: School of Medicine online using both course. Plus, as well as blackboard and I just wanted to mention that for myself, personally.

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Ashwini Davison: I've been doing online education for several years and it's been wonderful for me because

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Ashwini Davison: I have young children, and I live far away from Baltimore. So for me it was a great opportunity when we had to move away from Maryland for me to continue to be involved with the graduate programs and

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Ashwini Davison: Now, seeing during the pandemic, how it is really growing in need and necessity and it's been really great to be able to offer some of the experiences that I've had lessons learned in the various schools. Next slide please.

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Ashwini Davison: I wanted to share an image from one of the courses that I taught in March. This is an

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Ashwini Davison: A course for medical students actually and wanted to mention one of the questions in the chat was about

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Ashwini Davison: What's the etiquette around sharing cameras. So, you know, one of the directives that we've been given is that we can't mandate that cameras be

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Ashwini Davison: You know the videos be put on. But when I have done that's been a good practice for me if I'm going to have a guest speaker, like a Bloomberg Distinguished Professor like Dr. Christopher shoot or someone from Chris the HIV was Martin.

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Ashwini Davison: I'll have my TA or myself in advance. Send a message to students just saying we encourage you, with our guests to share your cameras. But again, we can't require it.

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Ashwini Davison: But I've noticed that it's worked well in this particular session because of that little prompt more students were willing to share just out of respect for our guests compared to the usual where maybe they don't

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Ashwini Davison: Will also get into the poll example later. Now I'll hand it back to Alan to talk a little bit about himself.

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Alain Labrique: Thanks ash and

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Alain Labrique: Yeah, very briefly, I think both of us, you know, have have been through the learning curve of of loving and hating and then loving the the online experience and learning tips and tricks.

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Alain Labrique: I see. There was a question in the chat about using Poll Everywhere there are other other more sophisticated tools mentee meter is one that

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Alain Labrique: A number of us have used and and again as you get more and more comfortable with the basics of zoom and online teaching and lecturing

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Alain Labrique: I think, feel free to explore how to integrate these these very exciting tools into enhancing your, your presentations and your engagement of students and faculty

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Alain Labrique: So I'm a professor in the Department of international health again with

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Alain Labrique: joint appointments in in a number of other divisions, as well as the departments within the school and across the university.

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Alain Labrique: I teach a number of online and on site, formerly onsite courses which are now virtual including global health policies community trials and a number of courses on digital and E health so

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Alain Labrique: There's nothing more embarrassing than teaching a class on digital technologies and having to ask people if they can hear you have your mic is on or not so

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Alain Labrique: I think that the bar is very high for for some of us who are teaching about technology and public health, making sure that we know the ropes and ins and outs of

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Alain Labrique: These tools that we're sharing today. One of the exciting things and just to share. We actually pushed the limits of zoom this past semester in launching a course in response to the Kobe pandemic, where we had a on a regular basis over 450 students attending

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Alain Labrique: These zoom sessions with guest lecturers from across the university and beyond, talking about the cutting edge information on about the coronavirus pandemic and

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Alain Labrique: Believe you mean Zoom is is not the video conferencing technology off of our ancestors a this is a very powerful stuff and and having synchronous video from hundreds of students.

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Alain Labrique: Is is actually quite feasible and and is as long as you've done your homework and made sure that

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Alain Labrique: You planned the activities. It's very, very robust and stable. So don't be afraid of the kinds of failures that you may have experienced in the past video conferencing software's

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Alain Labrique: This platform really is robust and can handle a good bit of stress. So, so feel free to to try out the exciting things like what we're going to share today.

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Alain Labrique: So we thought we'd start by a bit of mental Bingo. And this is a distant amusing slide that's been going around the the inter webs about the zoom. Bingo. And I'm sure, just as you as you as you take a look here.

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Alain Labrique: You probably have been guilty of one or more of these. Maybe even earlier today, but certainly these seems to be a nice catalog of the kinds of things which which hopefully as we get better and better at this, we will be able to fill in fewer and fewer boxes but

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Alain Labrique: I see.

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Ashwini Davison: I'm putting I'm putting a star on all the ones that I feel like I've violated so far today. My goal is

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Alain Labrique: A good chance so many of you will see it in in on your screen. There's a bar on which there is a mute button. Stop video button and other buttons that you may or may not have experimented with before. But there is one that we'd like you to just

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Alain Labrique: Go ahead and punch right there called the annotate button and it's one we're going to be using a bit today. But if you go ahead and punch the annotate button. It looks like a crayon, or a pencil.

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Alain Labrique: You make

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Alain Labrique: That a bar shows up underneath where you can choose a number of options, including draw stamp spotlight. So go ahead and and and mash the stamp button.

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Celine Greene (CTL): And Eric Allen, just because some people might not have the chat window open, I just want to mention they might have to click on View Options as a drop down menu before they see the option to annotate thank you for that really good point.

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Alain Labrique: So for those of you have the the bar if you can select the stamp and you can choose a star or heart and I see many of you are

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Ashwini Davison: Oh, I saw someone put a bunch of hearts and then they undid them, but I really liked those hearts. See, that is one of my favorite features to being able to undo it.

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Ashwini Davison: Um, but yeah.

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Alain Labrique: So, so this is just a quick and dirty way to show you how easy it is to get people to interact, even if it says an icebreaker to get people engaged in the conversation.

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Ashwini Davison: Going to have some really good breakouts with this.

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Ashwini Davison: Crew, Alan. Look at that. Yeah. These 90 participants are raring to go. I like the person with the least and a heart.

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Alain Labrique: And what's nice as the as the host. I can always go in and clear all the drawings to keep things of it discipline but

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Alain Labrique: Moving on. I think that was a great exercise and what, when, when you find yourself in that situation where you're wondering what's going on, why can I move forward, make sure to go back and select the mouse, once again, to be able to resume normal activities so

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Ashwini Davison: And of course with students, especially or faculty, we'd set ground rules right Alan that you're not allowed to do that on all of our slides. Yes.

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Alain Labrique: Just the ones where does the one where we we we asked you to

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Alain Labrique: But you know as as Kathy mentioned, you know, this, this area is really a hot topic of growth and and around the internet you can find a host of valuable material beyond

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Alain Labrique: You know what, what these limited webinars are able to convey just recently there was an excellent article that was circulated.

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Alain Labrique: By the dean's office around how to make the most of a virtual conference which had a lot of great tips and tricks so so

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Alain Labrique: The materials are out there. They're not hard to find. And I think as we are all academics and and continuous learners. It's good to seek that advice and find out ways to improve

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Alain Labrique: Now, we thought we would first start ash and i by going through some of the

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Alain Labrique: The, the problems and challenges that we find. And I know Kathy had a very structured and elegantly put together list but

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Alain Labrique: This is a more I see someone is still enjoying drawings. I'm going to go through and make sure we we clean that the screen but you know it is difficult to keep people engaged, and I think

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Alain Labrique: This format where where people are easily distracted and you know there may be kids in the room or other things happening.

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Alain Labrique: It's really contingent upon us as educators to be to be trying to make things more digestible and engaging in this in this format.

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Alain Labrique: It's a different workflow from in person teaching you can't see the eyeballs are everyone. I have no idea if if

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Alain Labrique: If Kesha and and we are actually looking into their screens or they may be, you know, doing some analyses on another screen. And so for those people who have video again it's there. I can see she does have a major distraction right next to her so

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Alain Labrique: You know, it's a different workflow and you have to plan for that you have to make sure you

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Alain Labrique: You you make the segments, much shorter with breaks in between, allowing for questions. You have to try to incorporate things that are more dynamic stopping and asking questions more often.

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Alain Labrique: Poles and drawing on the screen or brainstorming together on a white slide many different things that you can think about

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Alain Labrique: Inevitably, with the distribution of students around the world, we will have challenges with conductivity. So it may be quite possible that people will drop off and drop back in

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Alain Labrique: And so getting comfortable with absorbing that chaos. I think will be will be very critical ash had some really important points about video and and especially with smaller class sizes. We're teaching one class right now on technology for coronavirus and

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Alain Labrique: We have a hand we have maybe two dozen students in the class at any given time, we've actually started by asking them if, if possible, to keep their videos on

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Alain Labrique: So it helps everyone engage in a in an active environment while looking at each other and and making sure that the conversation is is going on, naturally. Now, Kathy did say something about silence and I think both ash and I, we talked about this, to some extent, but

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Alain Labrique: That there will inevitably be awkward silences. And I think this is something that that that I've had to master and really learn and force myself to do because

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Alain Labrique: When you ask a question in a classroom. We already know that there's often that awkward silence, where, where students are looking to see who's going to take this one and and it is always the three or four

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Alain Labrique: Young people who are that are making them sort of self small so that they don't get chosen to answer the question.

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Alain Labrique: But it's important to just wait give the students time and let that that uncomfortable gap in in conversation be a cue for them to actually fill in with with a response. So, so I think we do have a tendency to want to fill in those gaps of silence with content.

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Alain Labrique: But one of the things that I think we both agree is is we have to wait for the response to come in, especially if we've asked a question.

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Alain Labrique: So ash over to you.

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Ashwini Davison: Great, thanks. Alan, um, you know, these are some of the opportunities. And I think for purposes of time we'll touch on them briefly but then continue along so that we have time for the breakout session.

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Ashwini Davison: Activity, as well as the Q AMP. A and so as far as embracing the cam chaos. I think we've covered encouraging cameras in advance. But, you know, not being able to require them sounds like several of us, you know, have a comparable approach.

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Ashwini Davison: Incorporating live questions is certainly something that is important and engaging th and monitoring the chat. I think we're modeling that today. I'm not with th but by ensuring that Liz saline Cathy

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Ashwini Davison: That we can all take turns facilitating the chat. It's really hard when you're the one presenting. So if you can make sure to specify for your teachers, what your expectations are in advance that can be very, very helpful.

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Ashwini Davison: And then we always say let the silence last for two more seconds than you're comfortable with, especially when posing a question to the group.

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Ashwini Davison: As far as the multimedia approach. I think that what we mean by that is having some video maybe even some audio switching screens.

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Ashwini Davison: Today, you know, you heard from Kathy and then she passed it to us. We have the annotate activity will do break out

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Ashwini Davison: And then, you know, making use of embedded tools today. We're squeezing in quite a bit, but you don't need to use them all in each session. And then I think Kathy certainly touched on the plan, plan, plan and practice what's coming.

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Alain Labrique: Practice is something that you know you can you can never get too much of. And the interesting thing is you can actually host a zoom session for just yourself and it's not embarrassing to have a zoom session where it's just you practicing with the different tools. And if you have

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Alain Labrique: Children have teenage persuasion, then, you know, force them to login and be your audience and test out things with them.

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Alain Labrique: And and i think there's many of us who are willing to to come in and help out with that. So, so certainly practicing and learning how to do these things smoothly is a something to think about.

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Alain Labrique: I think the other the other important thing at the beginning of your class, whether it's in the first few sessions, maybe reiterating these ground rules.

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Alain Labrique: Is really something that that can help the rest of the term go smoothly, making sure that the th and the instructors if especially if you have a guest lecturer.

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Alain Labrique: Come in a few minutes prior to the launch of the class. So all of the screen sharing and microphone issues have been

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Alain Labrique: Worked out in advance is is really important. There are expectations. I think our CPL does make it clear and the school as well that students are expected to have a functioning Mike and camera.

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Alain Labrique: If, if there will be exceptions to that and and just make sure your students understand that if they can't connect one day. Well, then this is a situation that needs to be to be rectified.

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Alain Labrique: We do find there was a really, really brilliant student who took a took a picture of themselves in this position.

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Alain Labrique: And use that as their background as they had their cameras off and it took us well into the first quarter to realize that

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Alain Labrique: That wasn't them on their camera that was actually the screensaver. They had in the background, making it look as if they were engaged and paying attention, but you know we're not quite sure that they were actually there in the in the in the session, but I think there's also does

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Alain Labrique: Make the importance of also evaluating engagement and other ways beyond the zoom. And because our classes are now virtual

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Alain Labrique: Course plus and CPL have a range of tools that allow us to look at not not only whether students are engaged in the online synchronous learning process, but also

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Alain Labrique: Whether they're accessing materials as they should be, and whether they're contributing to and reading the things that are given to them in advance.

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Alain Labrique: The other thing is that, as we mentioned, this, this, this environment is really very different and challenging to maintain organically. And so, allowing people and encouraging them to use the chat window.

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Alain Labrique: As the presenter right now my chat windows disappeared. So I can't find it, but I know that ash and others and and our colleagues at

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Alain Labrique: Silly and and Kathy are looking at the chat window and seeing the active conversation that's going on. And so th can be great in fielding questions and queuing them up.

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Alain Labrique: For the guest lecturer, or the lecture to to pay attention to. I think the other important thing is mastering the art of background noise. And so as a as an organizer, you do have the ability to look at your participants and

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Alain Labrique: Mute or unmute them if if there's

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Ashwini Davison: Any

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Alain Labrique: So that was a great example you see ash ash was

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Alain Labrique: Was yelling at the kids in the background. And I was able to rapidly jump in and mute her mic so she wouldn't disrupt the

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Alain Labrique: The lecture and I know

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Ashwini Davison: You practice that many times in advance of this session, we're quite proud of that. Thank you. Thank you, Ryan.

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Alain Labrique: And so, so, um,

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Alain Labrique: So yeah, so expecting disruptions. We all have learned some of us the hard way about the zoom bombings and and that thankfully is something that has been reduced in in in frequency and occurrence and so

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Alain Labrique: Using passwords and secure logins, but I think having the TA is actively engaged in curating the session is really, I think the bottom line here.

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Alain Labrique: So,

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Alain Labrique: When you have, you may be familiar with this, with this example, and this was sort of the, the video conference interruption heard around the world. And this is well before the pandemic. This gentleman who was presenting on BBC

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Alain Labrique: Had his, his very, very cute two year old amble into the room and disrupt his, his interview, but then that made him extremely famous around the world because of the the depth way in which his wife jumped in and grab the kids so

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Alain Labrique: Don't be embarrassed if you do have an interruption. This happens to all of us and just make sure you just go with the flow and we're all doing the work that we do under difficult circumstances.

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Alain Labrique: A few other sort of pro tips before we get into the example. One of them is, is the ability with zoom to log in from multiple devices so

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Alain Labrique: Many of you have iPads or phones that are able to log into zoom. And so you might find it easier to actually

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Alain Labrique: manipulate your slides on your tablet and present from your tablet versus your screen and having the two sessions open live as long as your sound is disconnected on one of them.

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Alain Labrique: can enable you to do a lot of very neat things that that are difficult to do with only one device.

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Alain Labrique: Again, we encourage you to try every button. If there's a button on there that you feel a bit trepidation about and you're not sure what it does.

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Alain Labrique: We'll give it a give it a give it a punch and see what happens. Poke, poke around. You can't really break zoom and if you do, Cathy is there to to rescue us

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Alain Labrique: With others of our team. And so, play around and get familiar with all of the different features and and settings. In fact, I mean, if you haven't

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Alain Labrique: taken the time to go into zoom settings and explore the different toggles that you can turn off and on. You may be surprised to find a lot of neat functionality in both the regular and the advanced settings.

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Alain Labrique: But finally, you know, when in doubt, you're not alone. And there's a lot that you can you can find in terms of support from colleagues and and our CPL team.

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Alain Labrique: The one thing I will say that many of us experience. And you may have experienced this, as we started sharing our screen. Is that your entire monitor was taken over by the slide deck and so escape.

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Alain Labrique: Remember to escape. If you feel like your monitor has been taken over by the presenter and that should reduce back the size of the screen to a manageable size that you can then see what else is going on in the background. So very simple tip.

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Alain Labrique: Now we're going to just talk a little bit about and maybe ask you what you want to take some of these Pro Tools.

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Sure.

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Ashwini Davison: So as far as requesting audio requesting video, I would say that those are features that we won't go into the technical aspects of today, but

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Ashwini Davison: Just the more you can prompt the students also verbally when you are, you know, based on the ground rules that you set the better than it will be. So if it's a particular session where you want them to use the hand raising feature.

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Ashwini Davison: To answer, you know, then I think you just need to set those ground rules at the beginning. So even if you're familiar with the tools, remember that not all of your

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Ashwini Davison: Students might necessarily be familiar with them. So I think setting the expectations for what you hope for them to utilize into is important. And we've listed a few of these here.

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Ashwini Davison: we demoed the host commute participant a feature. And I think as far as the emojis go. I'm a fan of those. I think it serves as a nice segue. And especially when you're, perhaps, you know, running short on time.

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Ashwini Davison: It's a nice way to thankfully do the thumbs up or the hand clapping as far as screen sharing something very important to remember is that if you do not want others to be

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Ashwini Davison: You know, sharing their screen to disable that feature we talked about video sharing. And as far as a whiteboard. We're going to go into that in a moment. And Alan, did you want to talk about multiple zoom instances.

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Ashwini Davison: We knocked off another thing on the bingo card, you're on mute.

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Alain Labrique: Hey, you're just gonna say, yeah, and we plan that as well. Right.

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Alain Labrique: But it just wasn't yet. This is a we covered that in the last slide. So I think we're, we're good to to keep going. But, you know, again, these are these are buttons that are ubiquitous all over your screen, feel free to explore and identify

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Alain Labrique: Them as you as you go forward and and you know as he, as you can see here on your screens, you should have a list of participants that you can you can view. If not, you should be able to see that.

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Alain Labrique: By clicking on the word participants of the icon for participants and at the bottom of that list, you should be able to see the the familiar icons of raise hand or or

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Alain Labrique: You know, these other icons that are seldom us but we sometimes use them to say if you agree with this, click yes if you don't agree. Click know and very rapidly. You can see who would reason, who doesn't agree with the statement, you've made.

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Alain Labrique: The invite button is very useful because that allows you to then go in and share the link with others who may want to join the session.

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Alain Labrique: So we wanted to start by just quickly breaking out into this feature that many of you are asking about in the chat here about breakout rooms and how do we how do we enable

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Alain Labrique: side conversations or smaller group discussions in the middle of a class. And so you should see a button called breakout rooms and that will enable

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Alain Labrique: You to allocate people into a different rooms have either pre allocated size or off of random allocation based on on whether you have assigned groups or not.

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Alain Labrique: As hosts. You can move from from room to room and check in and how things are going. If you've set an assignment and time limit for that activity to to go through. So when when when within the breakout room.

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Alain Labrique: We're actually going to activate one in just a moment. But we, you can also activate a feature, known as the whiteboard. And so when you, when many of you are familiar with sharing your screen.

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Alain Labrique: And usually what you do is you click on the share screen button and then choose one of the screens, where

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Alain Labrique: You have the content, you'd like to share. But there's also a button within the share screen.

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Alain Labrique: Page that allows you to create a whiteboard and like a real life. Life whiteboard. This allows people to have a white page on which you can

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Alain Labrique: doodle and and and share text ideas and so forth. The other sort of important pro tip that we wanted to keep in mind. Sometimes you want to share a video.

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Alain Labrique: And have students watch a video that's either hosted on YouTube or elsewhere.

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Alain Labrique: But one of the core mistakes that we've seen people make over and over is they share the video without remembering to share the audio off the video directly

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Alain Labrique: And there's a small little checkbox at the bottom of the screen here, which allows you to share the computer sound.

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Alain Labrique: Which is really critical to check when you're sharing a video, but also to then optimize the screen share for video clips. If you're, if you're going to do that.

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Alain Labrique: If you don't do that, you might find the sound is not very clear because it's coming through your microphone and you might also find the video to be very choppy. If you're on the receiving end of that information.

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Alain Labrique: So just to remind everyone ash, did you want to walk through the View Options.

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Ashwini Davison: I'm sure I was just going to mention that since we have 10 minutes left. We're going to make this a speedy round of breakouts and when we do go into the breakout rooms.

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Ashwini Davison: Even though we have 83 folks. What we're going to do today is for purposes of example we're just doing to breakouts. So obviously, if you wanted you could have 10 breakouts with eight or nine folks in them.

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Ashwini Davison: Too, because you know one of the, you know, really nice things about a breakout is the students often feel more comfortable. So we already practiced with the annotate feature. What we're going to do in a little bit is Alan's going to hit the breakout room.

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Ashwini Davison: Because he is

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Ashwini Davison: A post and we're going to go off into our individual breakouts. I'll be facilitating one and Alan will be facilitating another in a true graduate student program at Johns Hopkins.

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Ashwini Davison: What you might want to join your breakout is work on a SWOT right, you would have SWAT and have people populate strengths, weaknesses, opportunities threats.

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Ashwini Davison: Or you might want to do a balanced scorecard. Or you might have a risk pyramid and you're having everybody put on there where they would put the patients based on their risk.

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Ashwini Davison: But for purposes of this session, we're going to do some gamification, and it's going to be a competition to see if Alan's breakout group or ashes can come up with a better breakout mascot. And we only have

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Ashwini Davison: 90 seconds to do it right. Alan 90 seconds. And so we're going into our breakout rooms. COME ON, TEAM ash and then we're going to vote. When we return, so

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Alain Labrique: All right, here we go. I'm moving folks into their breakout rooms and here we go 123 open the rooms.

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Alain Labrique: Okay. Welcome back everyone.

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Alain Labrique: I'm going to illustrate the, the beautiful job that that folks did

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Alain Labrique: Okay. Do we have everyone

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Alain Labrique: Let me see here. We had 80 okay 35 so the other group I gave, I gave a 32nd countdown for the other groups. So they're probably because they're much less adept we had the expert Brian on our team.

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Alain Labrique: Their group is probably still lagging behind, until, we'll see. Here they come. Flow books.

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Alain Labrique: Welcome back. Welcome back.

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Ashwini Davison: Takes time

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Alain Labrique: Did you want to share, you're asked to do you want to share your thing on Skype with me and I'll paste it on the

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Ashwini Davison: Um, yeah, I can, I can share my screen. If you want to share yours first. And I'll pull mine up. We have about four minutes left, so we'll keep yeah

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Alain Labrique: Alright, so I will share mine first and show you guys the amazing artwork that the that our group developed

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Alain Labrique: And this was called Bob the cat.

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Alain Labrique: All right, ash. Your turn.

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Ashwini Davison: So saline I saved mine and it went into one of my various zoom folder. So this is a perfect example of what happens if you have 50 different zoom folders on your desktop. Did anyone else in our group, go ahead and take a screenshot of it, who might be able to pull it up sooner.

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Celine Greene (CTL): Let's just say that ash is giving us an example of why we need to make sure we plan in advance and

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Alain Labrique: So,

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You know,

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Alain Labrique: If you have a Mac. Then, or a PC. You can do a screenshot which which which captures it into the clipboard.

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Ashwini Davison: Yep. Yep. All of these are excellent things that could for purposes of time today. I think what we're gonna do is we're going to go ahead and launch the poll and it's going to, you know, and we're going to just see

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Ashwini Davison: Because ash has a busy desktop. So there's like 50 different zoom jpg that have been saved here so we can launch the pool launch the poll Allen and

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Ashwini Davison: Okay, which breakout room mascot, do you like best 819 seconds. Yeah, let's see, we have option A Allen's breakout room mascot option B obviously ashes breakout room mascot.

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Ashwini Davison: Option. See, I like both equally option D. I don't understand the question. We have about 64% of you who voted. We're going to give it about five more seconds. Then we'll end the poll, and we'll have Alan share the results.

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Ashwini Davison: All right, alrighty 321

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Ashwini Davison: And we are going to share the results. It looks like somehow option A Alan's breakout room mascot received

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Ashwini Davison: Consent.

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Ashwini Davison: And for those of you who Mark I don't understand the question that's perfectly fine. We're going to be following up with optional office hours, another time. No, really, we have that there because we think it's an important Option to Include

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Ashwini Davison: Because it's an anonymous poll and students might feel comfortable

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Ashwini Davison: Following up with you afterwards. So we always like to have that we're going to stop sharing this and then Liz, we are giving you a speedy two minutes to wrap this up.

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Ashwini Davison: But we hope this was helpful and an interactive enough session where folks got a sense of what other tools they might want to incorporate and how they might want to follow up with the team at CCL to learn a little bit more about the technical aspects, Liz.

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Elizabeth Stuart: Perfect, thank you. As you can see, this is nice and interactive and let me go out there. Yeah.

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Elizabeth Stuart: Really briefly here just a super quick. We will share the slides on this resources page. And if if something has a second. I'll post it in the chat right now but

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Elizabeth Stuart: Just a reminder that we have the sort of one stop shop webpage, the CTO virtual teaching resources page, which is the third bullet and Celine, just put it in the chat. Thank you. Saline

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Elizabeth Stuart: And we have a teams group to continue the conversation. And then I also just really want to put a plug for the faculty peer teaching mentors and senior th

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Elizabeth Stuart: If you don't know who they are, reach out to me. I could have link in earlier but they're meant to be sort of ambassadors to help us all figure this out and you know maybe guinea pigs. If you want to try out zoom

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Elizabeth Stuart: So thank you so much for this interactive session Alan ash and Kathy again. I learned a lot.

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Elizabeth Stuart: Our next one. The final scheduled one at least is August 18 and three which is going to be a little bit of a hodgepodge of sort of additional resources. I think it's actually going to build really nicely on today's session.

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Elizabeth Stuart: So, in the interest of ending on time, I will end up here. But thank you so much to everyone who participated and for being active, active actively engaged in this session on discussion and engagement. So thanks so much and see you on the 18th

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Alain Labrique: And above all, don't panic.

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Elizabeth Stuart: It's all about empathy and flexibility and it's all good.

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Alain Labrique: All right.

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Elizabeth Stuart: Thanks, everyone.

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Alain Labrique: Everyone

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Celine Greene (CTL): Thank you everybody and thanks, Jason. See you later.