Transcript: Link to Micro-Lesson 1.3 video transcript

View Google Slides for Micro-Lesson 1.3

1.3 Outcomes (WHAT): In Micro-Lesson 1.3, we will

Identify strategies for facilitating flexible course experiences in both physical and virtual environments;
Navigate and set up physical and virtual learning environments;
Structure well-organized flexible course experiences that incorporate multiple modalities (space, time or both);
Construct a flexible course module template; and
Identify common settings that support flexible course experiences in different technology platforms (e.g., learning management system, videoconference).

1.3 Purpose (WHY): Knowing more about your different learning environments allows you to prepare and to support students wherever and whenever they participate. Preparing to navigate different environments ahead of time will reduce your stress when your class begins.

1.3 Instructions (HOW): To complete this micro-lesson:

Review the material in at least one of the following ways:
1. watch the Micro-Lesson 1.3 video OR
2. review the Micro-Lesson 1.3 slides with speaker notes OR
3. review the Micro-Lesson 1.3 transcript
Complete one or more Activity 1.3 tasks that are relevant to your plans.
Click the 'Mark as done' button on this Micro-Lesson 1.3 page when you are ready to move on or to submit your work for Activity 1.3. This helps you keep track of your progress in a flexible course experience.

Estimated time: 7-10 minutes for content review + 10-15 minutes for Activity 1.3

Environments and requirements
Environments and tools
Working in multiple environments
Meta-moment
Settings
Creating a course module template
Activity 1.3

Environments and requirements

If it’s your first time teaching groups of students who are separated by space, time or both, you’re not alone. In the past, you may have had students who could not join a class meeting from time to time and needed to watch the recording. However, now we’re going to be more intentional about it. That means that we’ll study ways to let students know what’s possible without overwhelming them with choices.

Let’s think about what different course modality options require:

In-person learners may need you to read chat comments out loud before replying to them.
Flipped classroom learners require early access to the content so they can focus on engagement in class. They also benefit from activity outlines ahead of time, so they come prepared to contribute.
Real-time remote learners may need you to repeat in-person questions before answering them.
Real-time remote learners using only a smartphone may need to use fewer technologies.
Hybrid learners need to know what they’re expected to do in each environment
Hybrid learners working in cohorts need to know when they’re scheduled to be in each environment
Online, on-demand (asynchronous) learners need pathways to review and somehow participate in real-time discussions.

Which options apply to you and your class? What requirements emerge based on what students need to see or hear?

Environments and tools

We looked at what the learners need. Now let’s look at the different tools and features found in different physical and virtual environments:

The Physical Classroom (or Lab space)
- Classroom computer (or instructor laptop)
- Projector
- Media player
- Document camera
- Instructor microphone
- Student microphones
Learning Management System (LMS)
- Regardless of where students are on the time-space continuum, the learning management system can be the gravity—a centralizing force that helps students make sense of how everything in the universe interacts
- Although it may be clunky, you can use some of the LMS tools during class to create equivalent experiences. For example, if you prompt students to do a QuickWrite to start class, have them do it in a discussion forum instead of the chat. Everyone’s work will be in one place.
Video conference solution
- Polls
- Chat
- Breakout rooms
3^rd party apps (virtual labs)
3^rd party Learning Technology Integration or LTI apps for communication
- Tools like Pronto, Slack, Harmonize and even Google docs may create a more fluid discussion among students learning in real-time and on their own time.
- Tools like polleverywhere and Kahoot also allow students to participate in activities synchronously or asynchronously.
- We’ll look at tools like these in more depth in Module 3.

Working in multiple environments

Working in multiple environments is an emerging challenge across the Cal State system, so we’ll circle back to this topic throughout the Institute. We can get started by thinking through some basic scenarios

A class with in-person and remote real-time learners: Before class starts, a teacher might need to walk into the classroom, connect a laptop, and start the projector; then start a Zoom session and begin recording; and finally pulling up what you need for the class session (like presentation slides), answer in-person questions and greet students in both environments.

That may sound like juggling bowling balls and chain saws at the same time, but there are ways to reduce the complexity. For example, like an airline pilot you can create a checklist for a streamlined startup sequence. You can chunk related activities. You can complete some startup tasks before you enter the room. You can use fewer applications.

Thinking back to the camping metaphor, each scenario gets easier if we can get some support and do more preparation ahead of time. In Module 3 we’ll talk about strategies that leverage your own students for help, such as Zoom jockeys and remote buddies.

Meta-moment

If campus staff is stretched thin, then consider building a team of student assistants. Even before the pandemic, La Guardia Community College has had a model program called Student Tech Mentors, hiring and training about 50 students who help faculty and fellow classmates with technology. As campuses start looking for ways to increase flexibility, students themselves can help to scale support.

Settings

Some learning management system settings to consider

Completion tracking supports students who may use different modalities to participate. They can see what they’ve done so far and pick up where they left off.
Advise students how to use LMS notifications to stay on top of tasks.
LMS platforms have ways to identify students who haven’t logged in or completed an assignment. Use message features to check on them.
If your campus uses badges, they provide another way for students to monitor progress.

Some video conference settings allow you to balance flexibility, security, accessibility, the classroom atmosphere, and demands for your attention.

These settings include decisions about using a waiting room and muting everyone when they enter the room.
Some settings reduce your startup and shutdown lists, like automatically recording each session to the cloud and saving the chat automatically when each session ends.
Allowing students to enter the room without the host present supports study group meetings at convenient times for students.
Automated captioning or transcription continues to improve and supports non-native English speakers. Students who request accommodations related to hearing may need a real-time captioner or putting a spotlight on a sign language interpreter.

Creating a course module template

Let’s look at the modules for this Institute.

Structure

Overview: What/Why/How
Check-in with Yourself: Background knowledge probe
Explore and Learn: Content to learn concepts, activities to practice, discussions for sharing/engagement
Take Action: Assessment/reflection involving creating a plan and/or putting concepts into action
Keep Learning: Supports learners who need more background (to catch up) or additional challenges

Considerations

People may complete either synchronously or asynchronously; in person or online
Its design draws on Universal Design for Learning principles, such as sharing content in multiple formats.

What structure does your online course environment take currently? Based on the flexibility you want to add to your course, what will students need to learn independently?

Activity 1.3

For this activity, you get a choice! Pick the highest priority for you right now. You can come back again later to complete all three:

Create a startup and shutdown checklist for navigating physical and virtual environments. Identify what you can do in advance, and what you need help to complete.
If Settings are your priority, use this time to go through your environments’ settings – e.g., course-level settings in your LMS, top-level settings in your video conference tool. Identify what you can do in advance, and what you need help to complete.
Start brainstorming a new or revised course module template for your LMS course shell(s). Identify what you can do in advance, and what you need help to complete.

How this activity will work:

If you’re joining me in real-time, either in the room or online, I’ll create three breakout rooms – one for discussing startup checklists, one for discussing settings that support flexibility and one for discussing course module templates. You can join any of them or jump from one to another. Each room should assign a scribe to type up the group’s collective ideas in the Google docs I will share in the chat.
- Clicking each link below will allow you to edit the collaborative document. Add your name or breakout room number in an empty row, so the others know you are working there. Please do not erase other people's work! This document will act as a shared resource for the entire cohort.
- You are welcome to create a copy for yourself as well!
If you’re working on your own time, directly above you will find the link to the Activity 1.3 Google doc associated with each activity you want to complete. If you choose to work on a collaborative document, add to the thinking that the real-time group began and use the comment feature to ask questions. If you choose to work on your own copy, please share your thoughts and questions in Slack!