FI FINI NISHIN SHING G TH THE E SEME SE MESTER STER ST - - PowerPoint PPT Presentation

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FI FINI NISHIN SHING G TH THE E SEME SE MESTER STER ST - - PowerPoint PPT Presentation

Sep 16, 2022 586 likes •756 views

As you join the room, please introduce yourself in the chat: Your name Your institution Courses you are teaching FI FINI NISHIN SHING G TH THE E SEME SE MESTER STER ST STRON ONG E N G A G I N G S T U D E N T S I

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SLIDE 1

E N G A G I N G S T U D E N T S I N O N L I N E C O U R S E S

FI FINI NISHIN SHING G TH THE E SE SEME MESTER STER ST STRON ONG

As you join the room, please introduce yourself in the chat:

  • Your name
  • Your institution
  • Courses you are

teaching

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SLIDE 2

SESSION HOSTS

Eric J. Hagan, Ed.D.

Dean of Online Education DeSales University eric.hagan@desales.edu 610.282.1100, ext. 1689

Manuela Borzone, Ph.D.

Assistant Director, CITLS Lafayette College borzonem@lafayette.edu

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SLIDE 3

AGENDA

  • 1. Welcome
  • 2. COVID College: the bad and the good
  • 3. Finishing the semester strong
  • 4. Breakout session #1: Ideas for “letting go” (10 min)
  • 5. Preparing for spring
  • 6. Breakout session #2: Ideas for engaging students (10 min)
  • 7. Close
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SLIDE 4

COVID COLLEGE BLUES

  • I can’t do {labs, performing arts,

discussion, projects, group work, etc.}

  • nline! It’s not the same!!!
  • Technology-mediated communication

not as rich as face-to-face

  • Can’t get to know masked students
  • Students just do the minimum online
  • I miss the students
  • I miss my colleagues
  • Lost sense of community
  • Everyone’s exhausted
  • Nobody signed up for this
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SLIDE 5

BUT …

  • I only need a waist-up wardrobe
  • Parking is better
  • I’ve had to rethink the basics
  • I’ve learned a lot
  • We’re still here!

How can my students and I thrive in this environment?

This Photo by Unknown Author is licensed under CC BY-NC

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SLIDE 6

M A I N TA I N I N G F O C U S A N D AT T E N T I O N I N O N L I N E C O U R S E S

FINISHING THE SEMESTER STRONG

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SLIDE 7

MIX IT UP

  • 1. Devise non-screen time activities for live
  • nline sessions like "Muddy Points"
  • 2. Jump-start participation though classic

strategies like “Think-Pair-Share”

  • 3. Use polling software to engage students
  • 4. Try an asynchronous video-based

discussion

  • 5. Stage structured debates
  • 6. Pet Day!

This Photo by Unknown Author is licensed under CC BY

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SLIDE 8

LETTING G GO: GO: ALLOWIN WING G ST STUD UDENT NTS S (SO SOME) ) CONT NTROL L

  • Why?
  • How?
  • Individual agency / choice
  • Whole-class agency / choice
  • Ideas
  • Choice of course topics
  • Choice of class activities
  • Let students teach something
  • Option for a creative vs. a standard

assessment

This Photo by Unknown Author is licensed under CC BY-SA-NC

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SLIDE 9

On The Handmaid's Tale

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SLIDE 10

BREAKOUT #1: LETTING GO

  • 1. Moderator: group member whose FIRST name is first alphabetically
  • 2. Moderator calls on each group member to introduce themselves:
  • 1. Name
  • 2. Institution
  • 3. Role
  • 3. Select a note-taker/reporter

4.

  • 4. Ge

Generate 2 2 id ideas as for givi iving stu tudents control th this is se semester th that ar are lik likely to

  • get

th their attention.

  • 5. Reporter shares with the larger group.
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SLIDE 11

W H AT A R E Y O U G O I N G TO T R Y ?

PREPARING FOR SPRING SEMESTER

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SLIDE 12
  • 1. How can I make my online class more

relationship-based and less transactional?

  • 2. How can I make better use of synchronous vs.

asynchronous class time (or, if a hybrid, in-class

  • vs. online class time)?
  • 3. What should I do more of?
  • 4. What should I do less of?

TO THINK ABOUT …

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SLIDE 13

This Photo by Unknown Author is licensed under CC BY

THE LAUNDRY TEST

If students can fully participate in an activity while folding laundry, it’s probably better as an asynchronous (recorded) activity.

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SLIDE 14

BREAK EAKOUT #2 #2: : IDE DEAS AS FOR OR SPR PRIN ING G SEMES MESTER TER

  • 1. Moderator: group member whose first

name is LAST alphabetically

  • 2. Moderator calls on each group member

to introduce themselves:

  • 1. Name
  • 2. Institution
  • 3. Role
  • 3. Select a note-taker/reporter

4.

  • 4. Ge

Generate 2 2 id ideas as to tr try in in th the sp sprin ing to im improve stu tudent engagement.

  • 5. Reporter shares with the larger group.

This Photo by Unknown Author is licensed under CC BY

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SLIDE 15

RESOURCES

Abella, D. (2020, October 7). The new rules of engagement. The Chronicle of Higher Education. https://www.chronicle.com/article/the-new-rules-of-engagement Levy, D. (2020, August 7). The synchronous vs. asynchronous balancing act. Harvard Business Publishing

  • Education. https://hbsp.harvard.edu/inspiring-minds/the-synchronous-vs-asynchronous-balancing-act

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. doi:10.24059/olj,v22i1.1092 Martin, F., Polly, D. & Ritzhaupt, A. (2020). Bichronous online learning: Blending asynchronous and synchronous

  • nline learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/9/bichronous-online-

learning-blending-asynchronous-and-synchronous-online-learning McEldoon, K. & Schneider, E. (2020, July 24). 7 tips from research for effective hybrid teaching. Pearson Blog. https://www.pearsoned.com/7-tips-from-research-for-effective-hybrid-teaching/