Student Engagement Remotely Deirdre Cijffers April 2020 Aims - - PowerPoint PPT Presentation

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Student Engagement Remotely Deirdre Cijffers April 2020 Aims - - PowerPoint PPT Presentation

Jul 13, 2023 263 likes •480 views

Managing Student Engagement Remotely Deirdre Cijffers April 2020 Aims Good enough Synchronicity Content and connection Actively managing Chat Planning Versius prototype image Remote Teaching Good enough Purpose Principles

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Deirdre Cijffers April 2020

Managing Student Engagement Remotely

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Aims

‘Good enough’ Synchronicity Content and connection Actively managing Chat Planning

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Versius prototype image Remote Teaching

Prototype Content Connection Focus ‘Good enough’ Purpose Principles

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Teaching in Higher Education

Online Lecture Seminar

One to many Extended content Small group facilitated discussion New content Feedback Extended content Assignment

Lecture Online Classroom

Teams Zoom Adobe Connect

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What is synchronicity? A: Being part of an urban symphony B: Being together at the same time C: Singing badly again and again

Synchronicity

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Cost of Synchronicity

Technological

  • Wifi – per individual and for the network as a whole, coverage
  • Devices – standards, availability
  • Need to learn new tech tool
  • Accessibility

Temporal

  • Time specific
  • Loss of time to technical issues – at the beginning or when everything crashes

Personal

  • Distraction – caring responsibilities, lack of quiet space in which to work
  • Stress – high pressure to get everything covered/to understand everything
  • Support - need for moderators in larger groups
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Dr Lisa Jardine-Wright, Physics

What happens in your lectures?

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Lecture

Lecture

Purpose

  • introduce new content, concepts, theories
  • Build on previously presented content

Value

  • social event
  • fixes time – contributes to routine, finite (predictable)

Effectiveness

  • Content covered or learning achieved
  • attention span, strategies

Online Lecture

Content Connection

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Remote Teaching

Flexibility Connection Individual Shared

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Inclusive Teaching

Mobility Vision Learning Mental health Neurodiversity Hearing Microsoft accessibility tools Keep to time Minimise stress Self access accessible content Signpost Say what you see Use the Chat

Isolation Quick wins

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Minimising Stress

What simple inclusive teaching approaches can help minimise stress for students during

  • nline lectures?
  • Materials in advance
  • Plan available in advance
  • Clear signposting throughout
  • Using chat for comms not camera/mic
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Managing Chat

Questions, questions

  • Preparatory
  • Contextual/Personalising
  • Predictive
  • Concept Checking (CCQ)
  • Pointless
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Preparatory

If you can hear me, can you please type the name of your least favourite pandemic in the chat box? Sets tone Sets expectation Flags activity to people who haven’t switched on audio Hands on keyboard

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Contextual/Personalising

What happens in your lectures? Type in the verbs for teacher actions, for student actions. Reflect on current practice See commonalities in group Recognise connection to new practice Analyse effectiveness and transferability together

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Predictive

What is synchronicity? What might the cost of synchronicity be?

  • Elicit existing knowledge
  • Share (knowledge) authority
  • Activate schemata
  • Build argument with participants
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Concept checking question (CCQs)

What simple inclusive teaching approaches can help minimise stress for students during online lectures?

  • Identify whether students have understood something
  • Identify and address specific misunderstandings quickly
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Pointless

Does that make sense? Yes, yes, yes Time intensive to unearth actual misunderstanding from individuals

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Behaviours

How did I manage the questions?

  • 1. Signal
  • 2. Ask
  • 3. Instruct (‘type in the chatbox’, time limit)
  • 4. Re-read question
  • 5. Wait/Countdown
  • 6. Respond
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Review

  • 1. Online lecture = content + interaction
  • 2. Use questions to involve students and

control the Chat

  • 3. Sit with silence
  • 4. Less content/more concise
  • 5. Be yourself
  • 6. Get feedback
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Implications for Planning

  • 1. Don’t give a talk. Talk to people. What do they need from you?
  • 2. Plan your questions – type and interval
  • 3. Fewer slides (20-25 per hour, including question slides)
  • 4. Focus on what students most need to know or will have most

trouble with

  • 5. Decide what to provide to them outside the live online session

and how it fits in overall

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Thank you!

highereducation@Cambridge.org dcijffers@cambridge.org @CamTELP