Dr. Michael Eskenazi and Dr. Chaz Underriner were invited to hold a panel around their experiences with online learning as a professor in the classroom. The Brown Center Director Harry Price worked with them to moderate the session which occurred on June 30, 2020. This is the third panel in a series we are doing around the experiences of professors working in an online format to discover best practices for teaching in an online format.
This post contains content authored by Kevin Kelly, PhD, a specialist in online teaching and learning, and technology. His article appears on the “Phil on EdTech” website May 7, 2020, and provides a comprehensive overview of the process of designing and implementing a Hybrid course. Be forewarned, this article is lengthy, BUT WELL WORTH READING! Topics include a discussion of motivations for creating a Hyflex course, implications of adopting a Hyflex course, and discussion of pros and cons associated with the Hyflex approach. The author also provides as a response to a request posted on the Professional and Organizational Development (POD) Network listserv, a Creative Commons Google doc with detailed examples of the layout of HyFlex classes of differing lengths (e.g., 45, 50, and 75 minute classes). In the words of the author, ” Specifically, I wanted to see what types of typical in-class activities would work for different length HyFlex course sessions, as it may take more time to prepare students and conduct an activity with students participating in different ways. I based my examples on research-based practices, such as breaking the class session into mini-lectures paired with activities. This reduces cognitive load and gives students a chance to work with a concept before moving onto a new idea.”
The Google doc he so generously provides offers a detailed description of the temporal organization of different components of a Hyflex course (for example, breakout sessions, quick polls, mini-lecture, etc.). The link to the document is given below.
Teaching in-person allows for us to not only share physical space with our students, but emotional space as well. Teaching an online course necessarily creates a separation that can have a profound impact on both the teacher and students which can negatively impact learning. The speaker in this You Tube video focuses on considerations and strategies hat are crucial for effectively humanizing an online course, which will foster a student’s sense of connection to the course, fellow students, and you, the instructor.
The author of this article, Christopher Pappas, Founder of eLearning Industry’s Network, offers 7 tips for successfully integrating synchronous and asynchronous elements into an eLearning strategy so that you can offer a improved course for your students.
This resource is provided by Dr. Ranjini Thaver, Director of the First Year Seminar Experience. The contents of the attached file provide an overview of the three discussions held between May 7th and 8th, 2020. For faculty who regularly teach an FSEM or those who will do so for the first time, these slides will provide useful insights about the challenges encountered, lessons learned and recommendations made for teaching an FSEM this coming fall.
On Monday, June 22 from 2:00 – 3:00 PM, the first of three panel discussions hosted by the Brown Center took place on Blackboard Collaborate. The panelists shared their online teaching experiences focusing on the style of online course they teach (e.g., synchronous, asynchronous, hybrid/blended), strategies they employ or have employed to bolster student engagement, foster discussions (both in real-time and asynchronously), give effective exams and quizzes, and manage assignments.
Thank you to Dr. Heather Evans-Anderson and Dr. Stuart Michelson for their efforts on this panel. Below is a recording of this session.
The next session will be on Tuesday, June 25 from 2:00 PM – 3:00 PM where we will have our new Brown Faculty Fellow for Remote and Distance Learning Bill Sause and a representative from OOLET will hold a discussion focused on optimizing the use of platforms such a Blackboard Collaborate Ultra when teaching an online course. The panel will also provide responses to questions about problems encountered while teaching an online session. The link for this session is given below.
Session: Thursday, June25th: https://us.bbcollab.com/guest/df0cda2662c54dc28bf55051827d27a4
for anonymous call in: +1-571-392-7650
PIN: 369 221 4886
Last Friday, the Brown Center for Faculty Innovation and Excellence and the Office of Diversity and Inclusion hosted a virtual panel discussion titled, “Truth, Racial Healing, and Transformation as a Campus Community”, which you can find the recording to at the link above.
The discussion was powerful and we are grateful to the panelists for sharing their truths with the Stetson Community. Towards the end of the panel we asked participants to respond to the following question anonymously:
How have you been IMPACTED BY or PARTICIPATED IN ANTI-BLACKNESS and systemic racism? What is YOUR truth to this question?
You can find the responses to this question on the Brown Center Website, below the panel recording. The question form is still open and we encourage Stetson community members to participate in responding by following the below instructions. Responses to the question will be updated daily.
- Go to: https://b.socrative.com/login/student/
- Room Name: Griffin9570
This resource was provided by Dr. Heather Evans-Anderson, Dept. of Health Sciences. It describes strategies for employing a range of options (e.g., group work, discussions, note taking, etc) to enhance student engagement. https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/
This resource was provided by Dr. Bill Sause, Dept. of Business Systems and Analytics. It provides information on ‘hardening’ online exams/quizzes against cheating. Respondus is accessed via the ‘Course Management’ tool bar in Blackboard.
Preparing an exam for use with Lockdown Browser and Respondus Monitor https://www.youtube.com/embed/7J1K8-R20ao?rel=0&autoplay=1
Instructor Quick Start Guide https://www.respondus.com/downloads/RLDB-QSG-Bb-Instructor-Ultra.pdf
The Blended Learning Toolkit provides a comprehensive array of resources to help faculty create a blended/hybrid courses. The Toolkit was created as a result of a collaboration between The University of Central Florida and the American Association of State Colleges and Universities (AASCU) and twenty AASCU member institutions. The consortium was funded by the Next Generation Learning Challenges under the Wave 1 Blended Learning challenge area.