I hope you all had a great weekend. Today is the first topic for our monthly discussion. We will be discussing why it is important to develop strong student/instructor relationships early and the dual benefits of doing so. I would like to start by asking why you feel this is important. What approaches do you employ and how does this impact the overall experience for the students and you as the instructor?

Good Afternoon Jesse:

Your question regarding why it is important to develop strong student/instructor relationship brings to mind another question as to who we, as professors, prefer to learn from.  I trust my Lord Jesus and for that reason (among others), I learn from him.  I had a dissertation committee chair that taught me much about writing integrity, and I trusted her and learned learned from her.  I think there may be a connection between those we trust and those we learn from.  Maybe this is too simplistic, but trust must be (should be?) considered some part of what we engender with our students in order to facilitate effective learning. 

Karl Kinkead some students will do great with little interaction with their instructors. Those intrinsically motivated and confident in their own abilities tend to do well regardless of the situation. However, many students absolutely do have anxiety and/or low self-esteem and those are the students we can really help by being approachable. We absolutely should be trying gain the trust of students to help ensure their success.

Jesse Prather I find that students especially in week 1 are more motivated, and gain confidence at a faster rate correlated to how quickly I can grade. I tend to watch for submissions in week 1, and aim to grade ASAP so they can start getting that positive reinforcement when they are feeling a little shaky and nervous as they are getting started. I have found it is a helpful strategy to engage them and retain them. 

Megan Neel I absolutely agree. Whenever I have the opportunity to train new hires, particularly those that are going to be in 103, I focus on prompt grading and feedback in week one. Students want to know they are getting things correct and knowing quickly is reassuring.

I have started using Zoom the first week of my courses as it seems to dictate how the course runs. Zoom allows me to share my experience in the field, my mistakes, lessons learned and my expectations. Since this first week is kind of open forum topics I can see students opening up and not feeling so uptight with me and course material. Too say deer in headlights...  

My goal is to establish a connection as a member of GCU faculty. During the second week, my weekly CAT is Just Ask A Question, any question about the program, expectations, course, capstone project, APA, SSC... This really generates discussions as I allow students to just vent and it is funny to see the responses and points of view. Sometimes, that is all students want is to just know someone is listening, makes my day!!! 

I post a comment in QTI to indicate that communication is critical to me. I cannot assist if I do not know of needs. 

I also indicate for students to fill out the EOCS and indicate their concerns. That is the only way for the university and faculty to learn, develop, progress and implement. 

Dr. Angela 

Angela Parker it is great that you are using Zoom to interact with students. During the pandemic many of us have become familiar with this application and its benefits. What percentage of students would you say login to your Zoom meeting? I really like that you mentioned the EOCS in your post. I have a very high completion rate in terms of students taking the survey because I reinforce the value of it. When students feel they are being heard they are more likely to be successful.

Angela Parker This is a GREAT idea! I love that you establish an open discussion feel through that prompt. I may have to test it out :)

Megan Neel open dialogue leads to opportunities for growth. We as instructors need to look for both creative and tried and true methods in this area. 

I really try to get 50%, the challenges are the time zones and those who work flex-shifts. So there are incentives added throughout the week before the Zoom. I make attempts at telling my students they do not have to be on camera. They can open up the zoom and listen while in the car, at work, shopping. I want my students to be comfortable and that flexibility shows that I am adaptable as well. Heck my last Zoom, I was out on my patio with my dog just chatting away about my expectations, course material, GCU requirements. The engagement was awesome as another student turned on her Zoom camera from the airport. 

Angela Parker 50 percent is a really great goal, having half the class on a Zoom call really helps set them up for success.

Jesse Prather Hey,

It is vital to gain trust and then respect our students during their process as learners. There are an array of benefits and needs to fit this list. Some of our students are going to college for the first time or finally making their goal of going to college. Some of these students may be intimidated by the content or overwhelmed. By creating a trusting relationship with the student, we gain the opportunity of helping that student when they are in need. Some students need further guidance and can be shy or intimidated by approaching instructors. By becoming approachable, we are able to help the student achieve their goals and pursue their student careers.   

Danny Fladhammer well said. These are all factors that will have an impact on student success. Simply being aware of the fact that your interactions with students plays a role in their success or failure is a major part of becoming approachable.

Danny Fladhammer intimidation is a key point to discuss. Many students come in and do not have a lot of confidence when they first come into school or are taking what they perceive to be a difficult class. It is our job to change that perception and make them feel comfortable and confidence in their abilities to be successful.

Jesse Prather positive reinforcement and encouragement in the forums, private forum messages, and Remind app messages go a LONG way in building confidence and morale. I will send a Remind app message bi-weekly with the intention of just encouraging/thanking them for their investment in learning. Taking a moment to show them an appreciation for going above and beyond is powerful. Students rise to meet expectations! 

I think it's important for online students to hear my voice and see my face. I like to post an introduction video as part of my bio. I feel like it is a good way to break the ice and help them see that I am approachable. 

Alan Guthrie thank you for starting us off. I certainly agree; students have consistently provided positive feedback about instructors who post an introduction video. It helps to put students at ease and certainly increases their level of comfort right away. A video does not need to be long or perfect. Online students are looking for a way to connect with their instructors and this is one very solid approach to help ensure that. I encourage all faculty to create a video introducing themselves to students and reap the benefits of a more engaged class.

Do you all have a preferred place for your introduction video? I've tried on the Class Wall and in Announcements and neither seems to get much viewing.

Elizabeth Reusch I have always placed my introduction video as a reply in the DQ 1 forum. I created a new updated video three months ago and it has 600 views currently. I also post my assignment videos in the same place (one under each DQ forum if there are two assignments) along with my weekly video announcements. I do put my traditional announcements posts in the Announcements tab but I found a vast majority of students prefer the video version.

Elizabeth Reusch I have put it a variety of places. I put the welcome video in the Announcements, with my bio on the class wall, and also as the first post in Topic 1 DQ1. Putting the video link in the DQ forum has increased the visibility for me. I hope this helps.

Alan Guthrie I am going to have to revise my first post to see if this helps.

Elizabeth Reusch one of the benefits of Loom is that you can see how many students are actually watching your videos. When I used to do just regular announcements I felt like a majority of students never reviewed them. Now I know what percentage of my students are reviewing the materials just based on the number of unique views.

Jesse Prather Yes, which I enjoy seeing. My intro/bio video that I have created using Loom is over a year old and has very few views, less than 10% of the students I have taught. It's on the Class Wall. 

Elizabeth Reusch placement is key. Mine is in the DQ1 forum and currently in six months has 700 views. An additional benefit of having it there is it gets students acclimated to videos being in there. 

I just wanted to add my video as perhaps some would find it useful in creating their own.

I have to get comfortable seeing myself on the video first, have not made it that far  

Angela Parker that is a very common answer I hear when talking to faculty about the betters of creating videos. Trust me, when I started I was not comfortable at all. While I now have a video for every assignment and announcement in my class, I started out with a brief introduction video. I felt so odd and cringed when I watched it, but when I realized 90 percent of my class watched it and replied back to me saying they loved that level of personal connection I realized the benefit far outweighed my own views of how I look/sounded in my own head.

I hear you Angela Parker. I did about 10 takes my first time until I was satisfied with the video enough to post it.

Alan Guthrie I feel awkward watching myself! I still need to work on this area. I only did it once, and then the rest of my videos are on "screen only" :)

Remilyn Mueller this is very common. The best advice I can offer is the pros will far outweigh the cons and once you see how much students love this form of interaction your anxiety will drop significantly (or completely). I was incredibly anxious the first time I made a video of myself, and now I have at least one for every week of the class with great view rates.

Jesse Prather I hope to get there one day! Practice makes progress! 

Remilyn Mueller I am sure you will!

What is a preferred application for videos, Loom, Youtube? 

Do you have one\video link to share ?

Angela Parker I use Loom exclusively for videos. Here is the link (because I cannot embed in here that I can figure out) to my welcome to class video. This video was created in January and has over 600 views.

https://www.loom.com/share/fd0f87ad7d7243f5a0ad508688993eab

Thanks for the link, great video. My goal is to incorporate more technology within my courses. I also have to adapt as well with my students. 

Angela Parker you are quite welcome!

Remilyn Mueller I totally understand that, and I felt the same way for a very long time. I started pushing myself to do it more often, and students started commenting how connected they felt when they could "see" me during instructional videos. I think it felt more akin to in-person instruction. I won't say that I am "comfortable" with it at all, but I know that my students truly appreciate it so I do it just for their benefit. 

Megan Neel nobody can argue with the success of these type of videos, the results are evident in student comments and EOCS results. There are two main reasons instructors are reluctant, and they are that nervousness of putting themselves out there or perceived difficulty levels of implementing something like Loom. I can say it is incredibly easy, so that just leaves taking the initial leap of faith to see the great results.

https://www.loom.com/share/eb79d35cb797499eaff962f20d111f27

Here is maybe a template one could use if they are not quite ready for their face being in a video. This is a very quick video I post in week one that has received over 1800 views.

Angela Parker I use Loom to create videos, and Canva now has a present and record feature that is also phenomenal :) Sometimes I upload Loom videos to YouTube, but only when needed for other EdTech applications. 

Megan Neel if you get a chance could you give us a bit of  detail about Canva? I have not heard of that technology before.

Jesse Prather Yes! I actually did FAB Workshops on it this year for staff. Here is a link to the recording: https://youtu.be/F7EOVtW64ZE

Basically, you can create and share anything/everything. Infographics, presentations, interactive collab boards, record videos, etc. Canva is a phenomenal tool and the free version is enough to create fabulous things. 

Alan Guthrie I agree! I started doing this based on your example from our in-office days. Videos are a complete game changer! 

Yes they are Megan Neel. Yes they are. I made a video to explain how to earn full DQ posts. I use it to set the expectation in my FAQ post at the start of the class. I also use the video when students ask for clarification about their grade or the Participation requirement. This video alone has saved me a lot of time and has eliminated a lot of confusion. Game changer!

Alan Guthrie you mentioned the time saved on the back end.  A video takes a few minutes to make but saves you hours over time in questions not asked. I have videos with over 5000 views from week one, I cannot even fathom how many questions those videos have saved me over time.

This is such a great question, Jesse. Thank you for hosting this discussion.

I would hope my students see me as someone who is easy to talk with.

In my experience, I find it's important to start off with introductions and expectations. I don't remember which MBA leadership class emphasized this to me way back when, but it's definitely stuck with me over the years. I need to know who you are as a person to be able to relate to you, speak with you, and question your perspectives. 

To start to build that relationship, I want to encourage students to tell me their personal stories and experiences, so I try to set that expectation upfront. My bio uses the mnemonic ABOUT ME, I conclude posts on the Class Wall with "I look forward to hearing more about your experiences in the forums.", the first CAT in the class asks about individual experiences, and I commiserate and congratulate with student experiences where I can. I tell students how to contact me, what's the best way to reach me, and what I preferred to be called. I also tell students I am good at answering questions related to class, and still cannot read minds or know where you are personally struggling unless you tell me.

This seems to serve me well based on my student feedback.

Elizabeth Reusch thank you for your input. Those all sound like solid ways to let students relate to you and feel comfortable. There are always students that are inherently shy and need a gesture from their instructor to warm up. In many cases developing a rapport early is what helps a student be successful.  We all have different styles and approaches to teaching, and it is important to showcase our skills while being willing to try new approaches that could benefit students.

I insist for my students to share lived experiences. I do not need them to regurgitate course material, I already know that  . Correlate course material with life experiences\events, let me know how these concepts tie into their daily activities, relationships, professions, etc. 

Sometimes, I have to keep pulling to get information, eventually they break down and share. 

Angela Parker you are so right. Sometimes the material is, let's face it, dry. However, when we add CATS and other participation opportunities that allow for personal life experiences, students tend to open up. For example, I use scriptures each week and dozens of students reply to them. I see great discussions from the students and for many it is their favorite part of participating. 

Angela Parker Excellent post and I agree that sometimes you have to keep pulling to get them to share. But, eventually, the students do become accustomed and become comfortable with the material enough to explain their side of it or explain the material in their terms. I, too, have noticed when students start sharing real-world experiences, eventually more will chime in, or that one student will continue to participate in the course.

Danny Fladhammer there are always students that will keep to themselves, but many students want to engage with their instructors, and it just takes that initial effort on our end to get them feeling comfortable. Comfortable students become confident students, which leads to success.

I facilitate public health and environmental health from the science perspective, so most of my students are nursing students. Many of these students have studied medicine or in some type of health care profession. They have no idea what other aspects of public health or environmental health are as a part of our everyday lives. 

My first weekly CAT is what do you know about public health or environmental health? I insert true\false, multiple choice and tell me about an environmental problem in your locale as the weekly CAT. I pick topics from the textbook chapters as well as insert information found on the internet and note to students where to locate the response. I then state, these are topics we will discuss in the course. 

When that week is ending, I post, I enjoyed the responses and I am sure many of you have been challenged. 

I find this particular icebreaker allows students to think about what is going on in our environment as we follow our daily routines. 

Angela

Angela Parker our approaches can certainly change depending on the audience. I speak to my military students in a different way than I do with other students for example. Whatever you can do to "know your audience" and ensure the message is received is a good idea.

I agree as I have to bring up our biochemistry, parasitology and microbiology courses from undergrad, then the students have an a-ha moment. They totally forgot that stuff. Then I stay to myself, I did also, I would have never thought I would be teaching those topics. 

I love it when students say they studied some of the topics 20 years ago and I say me too, however, the environmental health concern is relevant today. 

I never want to speak to my class as an arrogant know it all. I consistently state in the course, the goal is for all of us to learn including myself. It seems as I can see tension released, when I say that I learn from my students in the course. We never stop learning. 

Angela Parker as the saying goes nobody likes a know it all. I often tell my classes that my goal is to learn at least one thing a day and it is many times from my students. While we are in charge of the class the concept of being servant leaders for our students is an important one if we want to be approachable.

I think establishing an approachable tone in Topic 1 is incredibly important. The earlier the better! If students know you are on their side, you are available to actively support them throughout the course, and that you are friendly and responsive they are more likely to "plug-in" faster. Also, this helps to establish a more proactive instead of reactive approach with students. They are more likely to reach out and ask questions instead of holding on to them and hoping they figure it out on their own. Students tend to either engage or start losing interest or momentum very early on, so an active instructor can combat this from day one. I do this through classroom personalization (using Bitmoji's, color-coding, Ice Breaker CAT's in T1, etc). I also reply to each student on the class wall and send a "personalized" private forum welcome message.

Hi Instructor Megan Neel, Your assessment of students either "either engage[ing] or start losing interest" is spot on. I am reaching out to students today as they lost interest and fell behind. In a lot of cases, the student gets stuck on something basic, loses that momentum and throws in the white towel. In a lot of cases, it is almost as easy to get that student back on line by throwing some instructor support behind them as it was for the student to lose momentum, like rolling a fallen tire down a hill.

When I notice students start to fall behind, I start to post motivational videos, something to jumpstart that energy.

Sometimes it is really hard to tell what is going on. I insert the link to the Disability Services\Accommodations staff for students to reach out if services are needed.

I also find myself being more flexible as I notice a trend. Many students have mentioned they take multiple courses, which I certainly did not know was allowed at the graduate level. This also correlates to what I did during my studies, working full-time, taking multiple courses, and juggling the household. 

Yes, we have to offer  some support without offer a hand-out. 

Angela Parker being able to develop empathy for students really is important. I completed two degrees here at GCU and I share my experiences with students all the time. Today I had someone share some tragic news about the loss of a parent. I was able to reply in the private forum with my own story of losing my mother while I was in school many years ago. I have shared that story in the past with students and it always resonates. To be approachable is to show your human side to others. So many students view us as faceless graders of work, so it makes it easier to bail when things get tough. When we can engage it often is the catalyst for change on their end.

You are right, adding a face or experience, event to the story makes a big difference. 

Angela Parker in the end if we are able to show that human side of us in any way, it always ends up being beneficial for the students.

You are correct. When I speak to students in the private forum about certain matters, I have been told if they knew my class would be so meticulous, they would have dropped. Then my thought is why give in so early? What are we training\training our future leaders? If things do not go their way, flight or fight. As my son is preparing to leave in the fall for college, I think is he part of the culture who believes in entitlement? 

Angela Parker this is a very deep question that I have pondered for years. I remember my grandparents saying the same thing about my generation. Things have certainly changed in that technology has caused some people to get famous for virtually nothing, and certainly a percentage of young people see that and think they should be able to do the same. On a personal note my girls are twelve and I try to teach them the value of hard work. I think that is the best we can do.

Woody Mason early on in a program this is especially true. Students can be fragile when they start, and something small can snowball into a larger problem very quickly. Having an open line of communication can prevent some of those students from giving up on themselves.

Megan Neel I am so glad you stopped by. I appreciate your post and certainly agree with what you are saying. One area that I think is important is replying to the Class Wall posts. It takes time, but I try to ensure in each post I mention one thing related to the student so they know I read it and took the time to personalize my response. That is a good way to show that you are caring and approachable. Thank you again.

Megan Neel well said. Some may assume students will just be motivated because, well why wouldn't they be?  But the truth is we do not know what is going on in their lives and in many instances being that support system in the early stages is what gets them to believe in themselves.

Hi Jesse, 

I remember getting creative writing inspiration from my 4th grade teacher. I remember because I was so excited to show her what I did and even more excited for her writing ideas. An early instructor/student relationship is important and beneficial to both student and instructor. Students take on each course with a purpose of learning and moving to the next course. Instructors have a goal of facilitating learning while setting students up for future course success. Effective classroom relationships allow students to feel comfortable and free to interact with instructors and classmates. Interactions surrounding course content means learning interactions. In a 6/7 week course format, the first weeks are a time to build relationships and get started on learning interactions. These learning interactions should greatly contribute to student/instructor end goals, forming a strong student/instructor relationship. 

Woody Mason I have known you a long time and must give you credit for getting me onboard with Loom, which has been a boon for me in terms of reaching students and improving their overall success. You mentioned the word comfortable. This is critical. I tell my students all the time that my first two goals in every class is to make them feel comfortable with me and confident in their own abilities. Sometimes we are the only person that says "I believe in you" and that goes a long way in developing a strong rapport.

One of the things I let my students know during the first Zoom meeting is that I am a person first, faculty next. I have circumstances that challenge me as well. Life gets in the way for all of us, and time does move on. 

One student mentioned she was about to drop my course based on the expectations posted and that I seemed rigid, unapproachable and straight to the point. After the Zoom meeting, she figured out, I was not that bad.

Angela Parker so many students assume we will all be faceless entities grading their work. I have had dozens of students tell me over the years they were surprised I was a real person. Breaking down that barrier opens up the path for success.

Hi Jesse, and colleagues!

I send a welcome note in the Private Forum, but I also ask them to acknowledge it by responding with a Bitmoji, or Selfie.

On my first post in Topic 1, I ask them to introduce themselves and I respond to each one!

Then, I also noticed that this pattern in responding to their messages (DQs, PF, or QTI) works. It eliminates their stress and makes them feel that I care:

• start off with "Hi, (name)!", followed with "Thanks for reaching out!"
• Acknowledge their situation/excuse (if they say they are sick, tell them "I am sorry you are feeling sick! What a bummer!"
• Offer solutions (You can still submit the assignment you missed!)
• But remind them of school policies (Ex. 10% deduction per day)
• Let them know they can reach out if they have further questions OR say "Let me know if you got this figured out!" 
• Sign off with a comical Bitmoji

Note: In their late assignments, I don't do the 10% deductions. But I would note in the comments something like: "Late submission. Penalty waived." OR "Late submission. 10 points deducted instead of 10% per day" That way, they would know GRACE has been given. Sometimes they are more appreciative when they know they could have it worse.

Not sure if this answer befits your original question, but that is how I try to establish rapport with students.

Remilyn Mueller you gave several really strong suggestions on how to build rapport and approachability. I know several instructors that use cartoons/emojis and such in their classroom. This is an example of something that I am not comfortable with but works very well for others. The key is to find ways that do work for you and employ them because anything that can develop a relationship with students is beneficial to both side.

Communication is critical to me within the forum. While my students are in healthcare, the pandemic posed a challenge for me as well as the students, a majority of students are first responders. I certainly had to adapt and be flexible. I had to be fair and ask for anyone who needed an extension to request an extension,  speak up. 

Many students were working extended shifts and days and there was clearly no way assignments and discussions would be turned in on time. So late penalties were nonexistent for a while  . Many students agreed and were appreciative. 

Dr. Parker

Angela Parker the discussion of late penalties is very interesting. I have always taken a deduction for late work, with the exception of week one. I explain it to the students like this. I am not doing it to be punitive, but to be fair to the other students that got the work done on time. I also ensure they know I take far less than the standard ten percent penalty so they understand that in the future they really need to work hard on getting the work in.

Many of us in health and healthcare were being called back into the field. The school \GCU itself adapted to instructors volunteering to assist and some of us took on extra classes to cover. When I thought about my colleagues making the decision to go back as first responders I had to think about the oath were are required to take which is inclusive of service. As I thought about the human aspect, I had to realize what is more important,  providing treatment or issuing penalties?

Angela Parker that is one of the reasons I enjoy working for GCU in a full-time position, because they allow instructors latitude in many aspects of their classes.

I believe working with videos with today's social media presence is essential for the learning experience. With the current college I work with, I have notice students will watch my videos over reading some of the announcements that are posted. Videos are easy for the student to access and view; videos will have close captioning, adjustable speeds, and more which helps the visual learner. 

With videos, we are able to show the students who we are and how we sound. Emails are hard to conduct tone, and we do not want students to get discouraged or have issues with reading. From experience, I have noticed that showing videos and speaking to students may have helped and give ease when I send emails to students. 

Danny Fladhammer you are absolutely correct. Email or private forum messages can be misconstrued. Tone is very important, and you can get a positive tone across in a video. Additionally positive body language can be presented in a video. If they feel like they "know" you after a video an email can certainly be viewed in a more positive light.

Danny Fladhammer great post. Things have changed dramatically in the ten years I have been at GCU. When I started I never imagined making videos for students. I was even skeptical when some of my fellow FTF become early adopters. However, after that first video I realized how drastically it improved student comfort levels.  You mentioned tone and that is so true. We have all received a mixed message from someone (and been guilty ourselves) from an electronic conversation. Videos can really help to send a clear message.

I think it would be nice if SSC had more videos as well. 

1. 1. Why sharing personal, relatable experiences with students builds rapport and increases student success.

This is a great question and needed attribute during the student experience. When I was a student years and years ago, I was kind of arrogant in this matter because I found it hard to take instructors seriously when they had no experience in the subject they were teaching. The instructors didn't have answers on what to do when you fail. They would give us some answer that was very PC and not realistic. Finally, for an advertising course, I got a real art director as an instructor, and he was able to give the best advice ever on success, failure, and how the real world works, which helped me produce some of the best work in my career today. Students today want to know that we are not infallible; it brings down a guard and opens up a new line of communication with the student, which later will turn into a successful starting point for the student. 

Danny Fladhammer obviously any teacher should be a content expert so situations like you mentioned to do not happen. If a student fails they should clearly understand why. In my course, because I teach 103 exclusively, the answer is almost always the same; poor time management or lack of effort. To your other point, students do want to see us as human beings and not just some faceless person on the other end of a screen grading work like a machine. Open communication absolutely leads to a better end result.

I had the opportunity to facilitate a 100-level course this past spring. I usually teach graduate courses. I certainly noticed a big difference in needs between the group of students. 

My graduate level students appreciate a couple of videos and live meetings and prefer to move on. I guess in so many words,  not be the helicopter instructor... My preference is to have things outlined from the beginning of the course for those students who care to read the entire syllabus and work ahead. The graduate students are already professionals and have little time to spend with me. Scheduling a designated time for Zoom and Team meetings often pose a problem due to work schedules.

My experience with the 100-level students was slightly different. Those students reacted more to videos and personal interaction. They wanted to see me and wanted me to see them. Live chats and videos are the preference. One thing I did find out, it is hard to get in touch with those first year students to have a one-on-one. I found myself calling their parents home and leaving messages. Now, that was funny after the third call as I realized it was the home voicemail in which I was leaving messages.

There is a generational gap with e-learning, just have to figure out the best way to connect, which also describes my disapproval with videos. I do not care to be on social media, posting or reading something that may nor may not be factual at all times. I'll adapt, it is getting easier, graduate students are adapting as well. 

My point is for all my students to know I am available no matter the means of communication. 

Angela 

Angela Parker Angela Parker there is a major difference between UNV 103 and every other class in terms of how students need to be engaged. Even 104, which is the second course in the schedule for most students, is less hands on than 103. I would contend the videos still were very valuable in both courses, but brand new students need to see they have a person in their corner that will help them. Your final point is incredibly important. If students know and believe you will be there for them, their comfort level increases as does their confidence.

Welcome to week two of our discussion. This week we will be talking about the value of embedded videos and other practices that can improve approachability.  I look forward to hearing from many of you about the topic.

Embedded videos help make instructors approachable, what are other methods that work for you?

Jesse Prather Embedded videos have an array of benefits for not just the students but the instructors too. On the student side, there are going to be students who are more visual learners and those who may struggle to be in an online environment. With the videos, there is an opportunity to help those with hearing disabilities, who need content repeated, and more. Videos bring content to the learner on how they need to learn; this also includes not watching the video but there if they need it. 

Methods that have worked for me are recording my Zoom lectures and recording my screen when demonstrating something in an Adobe program. With both, I am able to upload to YouTube, YouTube will add close captioning, provides the ability for almost any device to view, and I am able to share that video for future classes. 

For the instructor side, recording our demonstrations once and be able to repeat them is a great time saver to help dedicate our time towards other needs for the class. For example, I teach HTML/CSS for another course, and some of HTML and CSS have not changed since the '90s. So, I am able to record the basics and focus on new, improved methods for the course if needed.

Danny Fladhammer these are really good examples as to some of the benefits of using videos.  One overlooked area I believe is that making videos does save time in the end. There is the initial time invested but I have videos with thousands of views that I know have saved me countless hours of questions.

Danny Fladhammer embedded videos in the forums, and in the announcements is a complete game-changer when it comes to student engagement. I am still a newer OFTF (about 3 years now) and there is a night and day difference from when I was using links to when I began embedding. My EOCS went up and students started to engage more overall in the forums. It is convenient for them, and it gives them the opportunity to see that I am invested in their success! Here is to hoping Halo allows for embedding :)

Megan Neel I appreciate your post. The Halo issue is significant. I have spoken to leaders about embedded videos being crucial. I have videos with thousands of views. The evidence is there that students will watch them if they are allowed to.

Jesse Prather I 1000% agree and I hope this is acknowledged and part of future Halo additions. 

Hi Jesse and everyone else,

I personally use embedded videos quite often in my class. I embed videos of the assignments in my weekly bulletin boards as well as include a post with embedded videos specifically for the assignments weekly. There are times that I extend the discussion by adding an embedded video of a TED talk or other video that can add to the week's topic. The last way that I use embedded videos is a recorded Zoom Class call. There is a small percentage of students that are able to attend a live Zoom meeting, but having the video available has proven helpful.

All of these different ways of using embedded videos create an atmosphere for open and honest communication between the students and myself. This creates my presence in the classroom and tends to present myself as an instructor as "real".

One other thing that I use to create approachability is creating Loom feedback for assignments when needed. Students have stated that they feel like the instructor is actually sitting with them and providing feedback.

I look forward to this week's discussion.

Sue

Sue Small you listed several great ways to be approachable in student's eyes. I cannot stress enough the value of embedded videos, whether they are created by the instructor or from another person. I have several videos I post in my own classes that have consistently led to exceptional discussions. Thank you for the quality examples Sue.

Sue Small, I agree with recording Zoom classes. I currently do that with another school, and it has helped dramatically for students with overbearing schedules. Students who do attend class can then revisit and recap anything they may not understand or re-practice something that was demonstrated in class. 

Danny Fladhammer I have never used Zoom with my students before, but your point about having a record that can be reviewed at any time by students is important. While the call itself is great for the students that can attend, those that have schedule issues like you mentioned still benefit.

 I was trying to find something to say we could record videos without violating FERPA. Unfortunately, I work for the federal government, so security is a big concern discussed at all times with respect to citizens and privacy.

Since I could not find anything, I did not record my videos, but made note to contact faculty development. 

Dr. Parker 

Angela Parker I am looking into this right now for you. I am fairly certain you can record them since the students all know each other are in the particular class, but I certainly understand your trepidation without a concrete answer. I reached out to Rick Holbeck to see if he can give me that official answer for you.

Rick Holbeck got back to me. He is the Executive Director of Online Instruction and he indicated that yes, Zoom conference calls can be recorded and placed in the classroom. You would want to ensure to only post videos within the class you recorded them however to ensure you are within the FERPA guidelines.

Thanks Jesse!

Angela Parker you are quite welcome.

Sue Small Hi Sue! I'm a big fan of using Loom for feedback videos as well. I have found that when using Loom, I tend to have a much more conversational approach to feedback rather than a purely analytical critique approach. It wasn't really planned that way, but I feel as though that this more narrative-like approach that Loom allows for really does seem to engage students in a different way.

Colin Witherspoon I found when teaching courses with essays Loom video feedback is especially helpful. Not only do the students watch those videos at a significantly higher percentage than other forms of feedback, they tend to understand what needs to be corrected moving forward and create better work as a result.

Jesse Prather This is one idea that I have not tested out much in my own classroom, and I think it would absolutely add value. What assignment(s) in UNV-103 have you found Loom feedback to be a good fit for? I'm curious!

Megan Neel I very rarely use Loom for UNV 103 assignments. I will make a video if a student does extremely poorly on the week two reflection, but because I already have a video that walks them through exactly what they need, I rarely see anything bad. It is the beauty of the videos is that a little time upfront saves so much time in the end.

Megan Neel I use Loom videos in UNV 103 for students that are having difficulty with the APA formatting style. I have received feedback that this has been helpful for students to hear and see the changes that are needed.

Sue Small that is a GREAT idea! Thank you for sharing your wisdom! :)

Sue Small there are so many potential applications for these type of videos and I believe every class can benefit from a variety of video types.

Sue Small I receive the same feedback! Students feel more seen and heard through the use of embedded videos. It humanizes the classroom and really does break down barriers and fear. It has been such a vital tool in my own classroom and I am so encouraged by positive comments from students in the forums, and in EOCS that state what value the embedded videos have for them and their learning. 

Megan Neel once again well said. I would contend that an instructor has nothing to lose and everything to gain from creating at the very least a welcome video. This is particularly true for students coming from a class that uses them, because they are likely to expect some sort of video interaction even if it is not full on like posting multiple videos a week.

One of the things I adopted is the use of GIFs. Before I transitioned to any videos, I started using GIFs to add a graphic element to my classes. That was an easy small step for me to take that allowed me to choose relevant graphics for certain posts, Announcements, and DQs. I found some great images on GIPHY, found some great sources with images, and also created some of my own using PowerPoint. Students regularly comment that they appreciate the graphics since sometimes all they really desire is some kind of visualization assistance or stimulation.  

Elizabeth Reusch ah yes, the GIFs. I love them in my personal life but have never used them in the classroom. Many students enjoy them and anything that engages their attention is a positive.

I often insert Google images especially when I can feel my students need encouragement to finish the course strong. 

Angela Parker what type of images do you use?

Jesse Prather It depends on the topic. Since I facilitate leadership and public health courses, I tend to find motivational and encouragement material. I almost always insert a Google image for each holiday. Just a way to lighten up the course. During Christmas, I had images of masks and reindeer, Santa, elves, gingerbread man, anything to get the point out about safety during the Christmas break and the ongoing pandemic.  

Angela Parker that is a good idea. I have not been one to do this, but I can see the merits and will have to try it out in future courses.

Elizabeth Reusch this is a GREAT idea! I have never used GIF's in my classroom before, but this would be a fun way to encourage engagement. I do use Canva, and I embed Canva videos and graphics in my forums. Some of my Canva creations have GIF's, so I suppose in a roundabout way I still use them. I think our students are VERY visual (a good amount anyway) and it truly helps them feel excited to learn and be in the classroom. 

You all have really enlightened me. I am going to have to break out of my comfort zone. One thing I am finding is that my computer is a little old, which is not what I would say, but computer years, yes. The computer hangs up or lags with video programs so I am currently checking computer specs to see what I will be purchasing soon. I need to keep up with Gen Z.   

I love this discussion because of the many great take-aways. I strive to be easily available to my online graduate students whenever needed and I encourage my students to ask as many questions as they need-several a day if needed. Some of them apologize for asking so many questions, but I always reassure them that I welcome their questions and their feedback. Regarding student assignments that are almost always research papers, I encourage the students to consider my feedback as a door to opening a conversation. I hope to position students to develop their academic research and writing skills. Part of the positioning process is a two-way conversation about the feedback on their assignments, yet many students do not respond to my written assignment feedback and keep making the same mistakes. I would like to incorporate the Loom idea into my assignment feedback. My classes use an auto-rubric, so do you embed the video link into the assignment rubric or do you send it via the Private Forum?

Lucinda George I am glad you have enjoyed the discussion to this point. Your question would be better suited for someone else that has essays (I teach only UNV 103 at this point). However, I can say you absolutely can provide the link in the final comment box  as I used to do that in 104. I never sent any videos to the private forum so personally I would place the link in the assignment feedback section.

Lucinda George Such a great reminder to constantly encourage questions from students. Do you have a way that seems to work for you to get the students to ask lots of questions?

I have several pre-developed Questions to Instructor posts that I start the class with, e.g. What version of MS Office are we using in this class? The rubrics asks for an advanced organizer in the presentation, what is an advanced organizer?, that seem to help start students into the questioning mode.

Elizabeth Reusch I feel that the more proactive we can be the better the results for our students. One of the benefits of the videos I create for example is to reduce the number of questions they will have about assignments, which makes them feel more comfortable. Of course we must be approachable when they do have questions to ensure the lines of communication are open.

Elizabeth Reusch The Questions to the Instructor pre-developed questions are a great idea!  Generally, I include a request for questions in my feedback, whenever students contact me via the Private Forum or the Questions to the Instructor Forum, and always in my announcements. What I like about including a Loom video touches back to the discussion about tone. While I try to be clear and objective in my written feedback, I feel that if students can hear my feedback and see a smile, they may feel more comfortable asking me questions. 

Lucinda George I use a couple myself, specifically for UNV 103 and the fact that I have an Instructional Assistant that marks posts and grades participation. It helps to reduce questions and improve student understanding of what will be occurring within the class.

Welcome to week three of our discussion. This week we are talking about why sharing personal, relatable experiences with students builds rapport and increases student success. Please feel free to ask any questions or give examples of things you do in the classroom.

I decided I would share something a student emailed me at the end of a class. This is just a small part of the overall email, but I feel it helps illustrate the benefit of sharing personal experiences.

"When my grandmother passed away in our class I never thought I could possibly continue. I was set to withdraw, but after I reached out to you and you told me the story of losing your mom while you were in school and how you kept going to honor her, it really gave me the strength to continue. Thank you for being there for me during a very difficult time and I hope to see you at graduation".

This is a student that at last check is four classes into her program and is doing well. Had I not shared with her in that moment, there is a real chance she would have dropped out. Showing students we care and empathize through personal stories can be life changing.  If anyone has anything similar to share please feel free to do so.

Jessie, I had a similar experience. Many times I believe our students share because they are truly struggling with what to do, when. As a previous online student myself, my goal was to complete what I started and prove to myself that I could fulfill my goal.  I tell my students I took several breaks just to get my sanity back. The breaks I determined strategically as my mentors\committee had indicated to me that I was about to plateau and burn-out. When I realized it, they were right, I needed a break, however not withdraw. 

This past session, I had one student who started with me in 2019 and to see her in my course near the capstone project certainly elated me.  I heard on the radio some time ago, do not make permanent decisions with temporary circumstances, those challenges will pass. 

Often, I have students request the name of future courses I will facilitate and if they can request me as the instructor and this leave me speechless as I know I am where I am supposed to be.

Angela Parker thank you for sharing. I believe that any of us that have taken even one online course (or an entire degree program) has a unique advantage with students. I would like to add to your radio comment. I often tell students giving up in a class is a temporary solution that creates a long-term problem.  Additionally, I appreciate the fact that you know where you should be. Finding your purpose is not just a slogan but should be what every person should strive to be doing.

Angela Parker I just wrote that quote down! SO much truth to that statement. 

Jesse Prather That is so touching, and I think we have a unique privilege and gift in how we are able to connect with our students. I use two prompts in my classroom consistently that give me an opportunity to share, and the replies I receive back from students are also incredibly vulnerable and inspiring. Sometimes I wonder if they realize the impact they make on us! I use the Song of the Week and Some Good New post in my classes, and it fosters a set "space" where they can share their thoughts and feelings on a deeper level. It is easy in the forums for there to be a superficial, or surface level to conversations, but these prompts always break through that. I can also share my own good news and my own thoughts and experiences as I reply to them. My favorite is when they celebrate with each other as they share their milestones and weekly good news. I think this humanizes the classroom and really emphasizes that I care about each of them and their personal story. 

Megan Neel it is very easy to have those surface conversations that you mentioned, and if we are being honest there is a lot of material in a college class that does not lend itself to really interesting, engaging conversation. When we add to what already is in the course showing a part of ourselves, students become more comfortable and are far more likely to be successful.

Jesse Prather This is a great example, Jesse.

I'll share an example that's not as heart-wrenching as yours, one of the latest comments from my EOCS:
"This Instructor made it easy for me to comprehend and learn about computer technology and it will change my career path because of it."

Elizabeth Reusch any way we can connect with a student is a good thing. When I taught high school English before coming to GCU I would reach out to some students that were very shy and struggling. Once I broke the ice and told them I could relate to their issues, they often improved greatly in my classes.

Thanks for facilitating the discussion Jesse! Fantastic questions!

Really, it all comes down to building relationships.  As a traditional classroom teacher, I always found this to be one of the most important first steps in creating a successful learning environment.  I see a lot of people have commented on using videos, so I won’t mention that much other than to say I agree.  Allowing the students to see my face and hear my voice helps to make that personal connection.

I really like your 4^th prompt since most of what we do is in the written format.  Some of the things that I do is over encourage in the written forums.  For example, if a student asks a question, I will usually start my response with “Good question!” or “Thanks for asking!” and I use their name.  I’ve also noticed students will sometimes apologize for asking questions or feel like they are bothering me with requests.  I like to start those replies with something like “Thanks for reaching out and no apology needed!”  - I want them to know questions are not something that need apologies attached.   

I know these are little things that a lot of people are probably doing.  But I really think these little details can go a long way in building that connection and approachability.

Brian Clark I appreciate you mentioning the "Thanks for reaching out..." and "Thanks for asking..." verbiage. I also use these phrases in my responses to students, too.

My Granny always told me to remember to say "please and thank you".    

Elizabeth Reusch this all relates to an old saying that my Gram told me that I am sure many of us have heard from others as well. It costs nothing to treat people with kindness. It can be easy when we have multiple classes with lots of questions to get frustrated or want to reply with short, curt answers. However, if we push past that and treat people like we would like to be treated, the results are going to be much better.

All,

I encourage my students to speak to others using first or last names. In fact today, I took a training course how to communicate\introduce yourself in a virtual world? 

Sometimes it can seem so harsh when  a speaker starts to communicate in the virtual class without a proper salutation. My course instructor for today mentioned, we would never approach a person in the real world and not say Hi Sir\Ma'am, excuse me Mrs.\Mr., why do we not say the same in our virtual communication ??? I do not have an answer, but it does not go on in my classes.   

Angela

Jesse Prather Your Gram was a smart lady!

Elizabeth Reusch she absolutely was :)

Angela Parker this is a good point. I would also just like to say it is awesome that you are so immersed in training and development. You are adding great tools to the tool belt and the course you took sounds very helpful. When I get private forum or QFI messages I always reply Hello "name". It may not really matter to some students but it certainly makes others more comfortable and that is the goal.

Brian Clark using a student's name is very helpful. I make sure on all assignments I use student names with the feedback and it has been relayed that it is appreciated. Doing so in the discussion forum is just another way to build that rapport that allows students to feel comfortable. Thank you for adding to our discussion.

Jesse Prather I do this as well. Students appreciate personalization as it shows our attentiveness and willingness to invest in their learning and experience. 

Megan, we all desire personalization. I think when I was younger and individuals did not use my name or salutation when speaking to me, I would ignore them. Well, I have grown and matured and that certainly was disrespectful on my part. Now, more than ever we desire to be inclusive regardless of our differences. One simple acknowledgement has the potential to change a person's day.  

Angela Parker I agree, Angela! We all desire to be "seen and heard" and the more I can show my students that I see them as an individual  with their own learning style, life story etc, the easier it is to connect and engage them when it comes time to dig into the learning objectives. 

Megan Neel you mentioned learning style. One of the benefits of using videos is that it helps many students learn more effectively as opposed to just reading. The more options we can provide the class the better the end results will be.

Angela Parker this is very true. I have an instructional assistant now, but when I graded participation and DQs I always used the student's name in the feedback. It is a small thing that takes only a few extra second to type but it really does make a difference.

Welcome everyone. I hope you have found our discussion to be beneficial to this point. We enter our last week, and here is the question to discuss.

How do we make students feel comfortable with the words we use when answering questions both in group forums along with private questions?

I sincerely look forward to an active final week!

I will start off by giving one example from my own classes. Any time as student sends me a message in the private or QFI forums, I make sure I use their preferred name to start a post. If they are thanking me, I saying "you are quite welcome" along with their name. It is a simple yet effective way to build a level of comfort for students.

Jesse Prather using the right words is an extremely important choice for any instructor. Our words set the tone, and relay to the student who we are, and how we approach classroom management. I tend to be as positive as possible, and as personable as possible. Like you, I always use their name, or preferred nickname if they have stated one. I always thank my students for reaching out in the forums, and then I dive into answering their questions or pointing them to the materials they need, and then I close with something like "As follow-up questions arise, please feel free to reach out.

Be Blessed,

Megan"

One of my favorite trends to see in my classroom is that by week 2 or so of the course, my students start to use the "Be Blessed" closing for their posts and messages. That always reminds me that our students model the behaviors we show them, and therefore, being positive and proactive with how we interact directly impacts their communication with us, with their classmates, their grad team, and within their remaining GCU journey. Words matter :)

Be Blessed,

Megan

One additional thought...I elect to use Bitmoji's in my classroom, and in Remind because I feel like it puts students at ease from the very start, and relays that I am approachable and "visible" in our classroom. Sometimes when a student needs a little extra encouragement, I will add a Bitmoji that has supporting words. This helps lighten the tone of the conversation and helps them relax a bit as we continue to converse or discuss things in the forums. Students take their learning seriously and can oftentimes be "too hard" on themselves when they struggle with a concept. Sometimes the use of visuals such as Bitmoji's shows them that although learning is a serious business it can also be enjoyable!

Megan Neel I think you are probably the most positive person I know, and it is no doubt that you carry that over into your classrooms. Your students in 103 are very fortunate to have someone as caring as their first instructor.

Megan Neel I recently created a bitmoji and it was very easy to do. I am not certain if I will ever use it in the classroom as it seems like it might not be the ideal fit for me, however I know many instructors have had success with it.

Megan Neel I love Bitmoji's like this. I haven't quite taken this leap personally though. Although, I do use the "You Rock" phrase in my classes, too.

Elizabeth Reusch when I used to sub classes I would occasionally wind up in a class with someone that used bitmojis and students tend to like them from what I saw. Of course you want to use what you find comfortable in your own classes.

Elizabeth Reusch I was extremely hesitant at first too. I debated if it would make me seem unprofessional, or too carefree. I actually discovered the opposite was true. Students saw it as me trying to find a positive way to be visible and form connections with them. They saw past the Bitmoji, to the fact that it was me putting in extra effort to improve their learning experience. I am sure it will eventually lose its luster, but for now, I have found it to be a helpful tool and my students will sometimes even join in--it's great for morale! :)

Jesse Prather Yes, it is not everyone's "cup of tea" but I think that for now, it plays a helpful role in establishing a classroom tone that is warm and inviting. 

Jesse Prather Wow, such a HUGE compliment! Thank you! I am so grateful to work alongside, and be inspired by, so many wonderful team members like YOU! I truly believe "iron sharpens iron" is the ultimate teaching philosophy/verse. We all make each other better and more well-rounded instructors for the benefit of our students! I love that we each use our own unique gifts and skills and then teach each other. The culture surrounding GCU faculty is so nurturing and helpful--the ultimate pro-collaboration environment! 

Jesse Prather YES! Comfort is key! Students know when you aren't being authentic. Not every instructor needs to use all the same tools to be effective. We color with different crayons and pencils, and some with markers and pens. Each one functions with the same intended purpose but is unique to the faculty and their classroom management and engagement strategies. Hopefully, that analogy worked to further explain that our varied tools play off of who we are as individual faculty members, and that is a GREAT thing. We should play to our strengths and spend time learning how to improve our weaknesses. 

All, I am trying to stay current with the trendy words so my students won't say what era is she from? We are teaching multigenerational students. 

Megan Neel I have good results with GIFs, so this shouldn't be a huge leap for me. 

Megan Neel this is a natural fear I believe. We want to find the balance between professional and relaxed. I am more formal by nature with people I do not know but in the classroom I have opened myself up to a degree because I know it will help students to be more successful.

Megan Neel it certainly fits into your fun and ultra positive personality and I believe students can see it as authentic which is what they want.

Megan Neel I feel that all instructors should look at their skills and their results to see if change is needed. If a person is consistently getting low pass rates or poor EOCS scores, there is a reason for that. Getting help from others is never a sign of weakness and the staff here are great and willing to help any of our fellow faculty.

Elizabeth Reusch I need to start using GIF's! What is the easiest way you have found to incorporate them? 

Jesse Prather It is a fine line to walk, but once you find the balance it really can add so much to the learning experience :)

Jesse Prather Thank you! :)

Jesse Prather I agree. Numbers don't lie! EOCS reports are revealing, and they offer us up a unique opportunity to shift gears, or confirm certain strategies work effectively :)

Megan Neel Usually, I embed GIFs in my Classroom Assessment Technique (CAT) posts. Talking about trends, communication patterns, software vs systems, designing mobile apps, or comparing social media platforms is way easier when there is a GIF involved.

And, then I have a few in places like my Prayer forum, specific Announcements, and some FYI posts I make.

Angela Parker this is true. I have had students as young as 16 and as old as 80 in my classes. The more we know our audience, the better we can relate to them and improve comfort levels.

Jesse Prather creating an approachable tone when responding to students' questions in both forums is crucial for their comfort when approaching the instructor. For me, I end each response with "feel free to reach out with any other questions or concerns". Of course, as has been discussed, the student is addressed at the beginning of the response and I try to relate to what the question or concern might be. This has helped to foster open and direct communication between myself and my students.

Sue Small this is a very solid approach that works well. Thank you for sharing one of your methods. I know you are very approachable and positive which engages the students.

All, I consistently post throughout the course, I cannot assist if I do not know your concerns, ask questions.

I have had some students to say he/she does not bother me. Then that usually goes into a discussion in which I state my goal is to mentor/coach and assist when and wherever needed.

All, my preference in the private forum is to have more conversational tone instead of the formal tones. Students tend to communicate more and are open when my choice of words is less formal. 

In group forums, I tend to allow the group to lead and I have more of a participative approach, I guess I would say I become the student also. I do ask questions and provide a little nudge when I notice the group is brainstorming. 

Angela Parker I wanted to take a moment and thank you for being so active in our discussion over the past few weeks. I really appreciate it and you have given some great information to the others viewing the discussion board.

Angela Parker I certainly agree with the private forum being a good place to be a little less formal. Some students see us as authority figures and they clam up, but if we show them we are people that want to help them reach their goals they are able to open up more.

Jesse Prather - I have learned a lot as well, working on that first video using Loom. I recorded a few videos last night, have to practice looking at the camera instead of around the room.   

Angela Parker that is so awesome to hear! I can sincerely say that once you post that first video you will see how much students enjoy it and you will be hooked.

Hmmm... specifically around the words I use:

1. I use Grammarly to check my tone to ensure I am coming across as friendly, clear, and encouraging/optimistic. If it comes across as formal, I try to rewrite my response before I post it to the student.

2. In the forums, I thank the student for their question. And, remind them if there are more questions to keep them coming my way. I have also adopted the approach of posting in the DQ 2 about asking students my version of "how's it going?".

3. I also use several different words in place of the word "good" throughout my feedback, comments, responses, posts and announcements. And when I grade something that resulted in a poor performance, I let the student know I saw they struggled with it.

Elizabeth Reusch do you like Grammarly? I have never used it but have heard good things about it. I have never used the approach of thanking student for questions, I will have to try that at some point. Thank you for your examples.

Jesse Prather I use Grammarly (the paid version) and I love it! I also recommend the free version to students and many have found it incredibly useful! 

Megan Neel - I have never used Grammarly, again, I am learning a lot with these discussions.  I am beginning to think, one of the reasons I spend so much time in the classroom is I am not using technology as a shortcut.  Technology could possibly enhance my time management and efficiency.  Hmm...

Jesse Prather Yes, indeed. Grammarly helps me sound more like me. Not too formal and helpful! Otherwise, I end up sounding like a stuffed-shirt my years in the military leads me towards.

Elizabeth Reusch thank you for the information. Nice job using a tool that helps you help students.

Megan Neel I think that a service like that, particularly the free version, is a great addition to any student's tool box and I think I will start discussing it in my classes.

Angela Parker this is probably true. I know personally I have gotten better results in less time since I started creating videos and my students have absolutely benefitted. Once you put in the effort on the front end the back end is much better in my experience.

Jesse Prather I have a post about it I can send your way...or better yet, I will just include it here in case others want to use it. It's a super quick post I pop into T1DQ2 (the source code is below). 

Grammarly & Spell Check ⇒ Just do it! ✓

<p>Hi Class,</p>

<p>To ensure you are properly polishing your work before posting into the DQ forum I would highly suggest either using the spell check button <strong>AND/OR</strong> downloading and using Grammarly as an extension on your computer (it's free and so incredibly helpful!).</p>

<p><span style="background-color: #ffff99;"><strong>If you want to use Grammarly (FREE). Read about it here</strong>:</span> <a href="https://www.grammarly.com/faq" target="_blank" rel="noopener">https://www.grammarly.com/faq</a></p>

<ul>

<li><span style="background-color: #ccffff;"><strong>Download it here: </strong></span><a href="https://app.grammarly.com/" target="_blank" rel="noopener"><strong>https://app.grammarly.com/</strong></a></li>

</ul>

<p><span style="background-color: #ccffcc;"><strong>How to Polish Your DQ's:</strong></span> <a href="https://www.loom.com/share/48b781340a774907a222232b6aa4bf28" target="_blank" rel="noopener">https://www.loom.com/share/48b781340a774907a222232b6aa4bf28</a></p>

<p><iframe allowfullscreen="allowfullscreen" width="790" height="395" frameborder="0" src="https://www.loom.com/embed/48b781340a774907a222232b6aa4bf28"> </iframe></p>

<p>Be Blessed,</p>

<p>Megan</p>

<p>&nbsp;</p>

Angela Parker Oh ABSOLUTELY! Once I started to incorporate EdTech into my classroom I found that my students started to find more success, and I enjoyed my work even more. This is a key component of GREAT success in each class--Topic Bulletin Boards. I will post a presentation Jillian Hartman and I did a while back. It has continued to be an asset in my classes.

Our Presentation:
https://youtu.be/J8tJyI8kcPY

Our Takeaway Document: https://docs.google.com/document/u/1/d/e/2PACX-1vT6RbswkIiZ0egxySranSDSgUvY7i0UcAxMT2nR6v-RBKeduvPA8BQSsiF9mCvK7YJeUCWJqIBF5Ylr/pub

Megan Neel thank you for sharing some great tools with the group.

Jesse Prather Absolutely! Thank you for hosting a valuable discussion. 

Jesse Prather I can't wait to hear the feedback and your experience!

Megan Neel this was a really great experience and I know I have some new options I can try in my own classroom moving forward.

Jesse Prather SAME HERE! It was great to collaborate digitally and gather some new ideas! :)

Megan Neel - the more I am reading here, the more I think was I approachable?  These discussions have challenged me to think about my own presentation to my classes.  I have challenged myself to do as I say. I have to uphold myself to the same  expectations as I hold my students.

Angela Parker it seems like you got a lot from the discussions the past few weeks. It is great that you are willing to look inward and take stock of where you are and where you want to be. That is a sign of a sincere person. I really have appreciated your questions and additions to our discussions.

Angela Parker that is a fantastic way to frame your thinking. You are spot on when you state we should be held to the same expectations as our students. I wholeheartedly agree, and I aim to be humble and open to being challenged, and to growth opportunities. I think that is also encouraged and fostered through servant leadership demonstrated by faculty chairs and peers. GCU faculty culture is unique, and nourishing to creative and academic endeavors!

Elizabeth Reusch I use Grammarly EVERY day, and it has been an invaluable tool and time-saver. 

Megan Neel is it user friendly in terms of new students? I do not like to recommending applications or services unless I know from others or personal experience of their ease of use.

Jesse Prather YES! I use a post in 103 (what is your favorite resource) and I share about Grammarly, and many students chime in that they already use and love it, or that they have downloaded and find it to be a game-changer :)

Thank you for the inspiration, everyone! And thank you, Jesse, for hosting this discussion. 

As you can see, I am trying out the Bitmoji idea. We'll see how the students like it in these last couple of weeks of my current class.  

And, I am going to see about revising my first post in DQ 1 to include my Loom intro video in my upcoming class.

I wish everyone a great 4th of July weekend. Stay safe and be well!

Elizabeth Reusch I appreciate your thoughts during the past several weeks. I think it is great you are branching out. If you ever have any questions or need any assistance with Loom ideas, please feel free to reach out to me as I am happy to help. I think the bitmoji looks great!

Jesse Prather - this has been great. Two Loom videos created, one more to go  . It is interesting, I have noted already that I do not have to repeat myself. Students are viewing my videos. 

thanks for everything !

Angela Parker go you! Just wait a few months, and suddenly some videos have HUNDREDS of views. That is quite a feeling and a reminder that students are invested in their own learning and they appreciate our effort to elevate their learning experience. They see and notice!

Megan Neel this is absolutely true. I update my videos about once a year give or take in many instances, but I do have an older video that is two years old with almost 5500 views. It is the first thing students see when they go into DQ1 and it shows them how to post. I will need a new one when Halo comes out but I know that has saved me countless hours of questions.

Elizabeth Reusch I love it!! I am positive you will see a good response! I have had many students create their own Bitmoji's in response to mine, and the forums become a bit more alive and creative with their addition :)

Megan Neel this sort of things shows students instructors are real people and engaged in the class. If they feel those two things, they are likely to become engaged themselves.

Retrieved from Pinterest

Angela Parker That is a BEAUTIFUL GIF! I always put together a 4th of July post for my classes with activities, history, and of course a song and bitmoji :)

Megan Neel - You are certainly creative and inspiring. 

Angela Parker this is very true. I have the fortune of being on her team and she is constantly sharing great ideas with our group and does so selflessly. She is truly a top notch FTF here at GCU.

Angela Parker Wow, thank you! What a compliment. I hope we "meet again" on a future FAB board :) Learning from other faculty is one of my favorite things. Such brilliant minds here to be sharpened by! 

Jesse Prather way to make my day/week! That is so incredibly generous, and I am so grateful to work alongside faculty members that are a constant source of inspiration. GCU faculty are special, and you are such a thoughtful team member to work with! 

Angela Parker this is a simple yet effective type of post for the classroom. An instructor could easily get away with just typing a "I will be out of the office" post, but something like this just adds a level of personality that is beneficial for students.

Jesse Prather in my opinion, the more personality, the more approachable you are to students. When you are more approachable, it reduces stress and anxiety for students and increases engagement. 

Jesse Prather Thank you for hosting such a fabulous FAB discussion board! I have truly enjoyed the interaction, and it has certainly enriched my approach and learning. You have done a wonderful job as a facilitator, and thank you for all of your insight and wisdom!

Be Blessed,

Megan 

Megan Neel I appreciate your kind words. I have a passion for teaching and working here at GCU is truly my purpose. I have very much enjoyed the discussions over the past several weeks and look forward to facilitating something like this again in the future.

Jesse Prather Yes! I would be elated to participate in another discussion led by you!