Hello- I've been considering posting video in my courses, giving verbal instruction to assist my visual and auditory learners- What format do you believe would be the best?

Hi Rebecca,

Thank you for responding. I think that videos are great way to reach all learning styles.  I have experimented with Youtube. The instructions are simple and most students are familiar with this mode. Some of my student teachers post videos of their lessons to me and the prominent format that they use is Movie maker and Youtube.It certainly adds a dimension to the lesson and it helps to quickly meet the goals of the lesson.

Hi Nesa,

Thank you for your response- I have been using YouTube in my teaching since YouTube began- It is a great teaching tool to reach my visual and auditory learners- I also found Red leaf press- they post specifically educational video on YouTube with permission to share- I've been learning how to create my own videos- I'm hoping to take a course or two in this- I believe I can learn more in a course than I can on my own- At least I'll have osmeone to ask questions when needed- 

Rebecca,

I will have to try Red leaf out. 

It sounds like a great resource. If you were to record on your own, what kinds of topics would you record for your students?

Rebecca and Nesa, I use loom but still make slides in powerpoint and show them while videotaping. I have several folders in loom to organize me (can you hear the librarian in me?) and start courses with a Nothing But the FAQs video (yes I like Dragnet as a kid). I find that many students watch after the first week, and loom tells me when videos have been viewed. Younger students are more likely to view, though interestingly older students are likely to do the Flipgrid CATS I include in the courses. Not having a great deal of luck with a backchannel - although those who did join me in our 24/7 Skype channel were relieved when Loudcloud went down and I gave everyone grace on assignments. Has anyone tried a virtual escape room?

Lisa

Nessa,

I teach a variety of topics- as of late the courses I've been teaching have to do with assessment, curriculum and lesson planning, and special education- I want my videos to be a resource specifically for the topics I teach

Lisa,

I got a few things from your post- I haven't been able to use Loom yet, I would love to try- but at this point I'm keeping my expenses down- I'm sure that eventually I will figure that out- it sounds like a great tool!

I'm curious, what is in your "FACTS VIDEO"?- I always start with a power point I created called "Class Expectations" (it's obvious what is in this power point)- 

What is a "flipgrid CATS"?

What is a virtual escape room?

Thanks for all of the information!

Lisa,

 I have not used  Loom fully in the past. I have taken some ideas off of their website.It is a great way for students to be engaged and get to know each other in a virtual setting. I am using it for my upcoming class. I wanted to do a "virtual field-trip" with my student and I think that Loom will be a great resource for this. 

Lisa,

 Yes, tell us more about the virtual escape room. Sounds interesting.

Hello,

Please check this article out if you have time. It has some great ideas about how to transition. I found one article that speaks to embracing multimedia; being present in the class-which is key; chunking the lesson; and by all means focus on active learning. So there is a wealth of research out there that supports using technology and online resources for virtual classes. This is one example and I have provided the link below. 

https://www.insidehighered.com/digital-learning/article/2017/07/12/7-guidelines-effective-teaching-online

Greetings, Colleagues! Hope everyone's doing well and staying clear of Covid-19.

As I read through the discussion thread, I couldn't help but wonder at what education level are these strategies applicable? My learners (doctoral level - Research course) are finding it difficult to keep up with the pace of the class, let alone to do something outside of the Syllabus. I've tried a Zoom session at the onset of the course and of a class of 12-25, I'm lucky, if I get 3 or 4 to attend, when while it was they, who determined the time. The response? I didn't sign up for synchronous class ... I have this to do, that to do. Apparently, my time is not valuable. So, I've stopped sacrificing; instead, I post CATs, journal articles, and book references. Again, I'm lucky, if I get 4 responses. My experience has shown me that learners are wanting to do the bare minimum to get by; I can barely get them to understand that to earn the maximum available participation points (18), they need to have contributed at least 3 substantive posts. Somehow, they think that throwing 3 posts - regardless of the appropriateness of content - is enough to earn the maximum points. Strategies will only work for learners, who are conscientious.

I am using Loom videos (http://useloom.com). Students create a screencast demonstrating and presenting their project. For our upcoming graduate programs in Computer Science and Data Science, I am considering use FlipGrid for DQs: I am thinking that one of the weekly DQs would be submitted as a Flipgrid video instead of text

Nessa,

That is a good article, I was "chunking" and didn't even notice- Thank you for sharing

Hazel

I believe that the level could go as low as middle school - kids need to learn this to succeed in tomorrow's world- with that said, I struggle with my students who aren't yet able to write! Ha I have the same issue with students keeping up, many of them don't discuss anything with me until they look at their grades at the END of the term- Typically by then, it is not such a great grade- then of course I get the same attitude my daughters gave me when they were teens- Thank fully not all of my students are this way, but it can be a drain at times when I have to remind each one of them the my expectations were posted before class started in the announcements-

I've also used Zoom, I've had some success with Zoom- I record each session then post it in the announcements for those who missed it- this way they can't complain that they didn't get the same information, and I can use my own schedule-  I also post CATs, journal articles, and book references, and I'm lucky if I get  responses. My experience is not much different than yours, "learners are wanting to do the bare minimum to get by" - your students are lucky they only need to posy 3 times I require mine to post 5 times! Then if they don't use citation and reference to support their post 1 point out of 5 is deducted- a few of them catch on early and begin to post all 5 times with the required references  Somehow, they think that throwing 3 posts - regardless of the appropriateness of content -

Thank you, Rebecca, for your contribution to the discussion. As much as I want to help and have been trying to help, it comes down to a lack of readiness.  I find that learners do not come to the course with the level of readiness required for the rigor that is involved in a research course - a course that requires them to make application of what they've learnt from the reading material. They're still at the copy/paste stage. They've got to learn how to think ... thinking about thinking, in order to transfer thoughts from one context to another. That was one skill that having the Zoom session would help to hone, as I would stop a conversation and pose a question for redirection or for them to clarify an expression. Remember, each of these learners is going off to develop their doctoral research - each with a different focus, different methodology, different design. 

I don't know where they get the notion that they must only post 3 times. In my Announcements, I write - and underline - at least 3 substantive posts. The more they engage, the more likely that they'll amass 3 substantive posts. But, the policy states responses to 3 classmates; that doesn't mean any or all of these 3 will be substantive. As for the meaning of substantive, that's another matter. Sometimes, I wish that some of the topics were designed to be taught synchronously. Regardless of Time Zone, everyone appears in the Zoom Room for a 1 hour class - sacrifice on the part of everyone. The use of Atlas.ti was taught to us during a Residency (although I didn't pay attention, because I was bent on doing QUAN research and wouldn't need it. But God has a sense of humour; my research was Mixed-Methods - won't say more); in my class, learners must follow the assignment instructions and familiarize themselves with MAXQDA - enough to code narrative data. They're freaking out, and I do not have the bandwidth to give to teaching them how to use the tool, in order to complete the assignment. Many of the issues on which we're trying to place band-aids come back to Curriculum Development and Instructional Design, given the nature of the virtual learning environment.

Hi Hazel,

Thank you for your post. I have that issue as well. I have to make several comments before, during and end of week posts.

Dr. Artzi is the one who got me started on padlet - the ECE students love it and see all sorts of ways to use in their own classrooms. Students who use Flipgrid video respond more deeply than in the DQs. I don't think I have the ability to change the syllabus, but I love using these tools for substantive posts. Every once in a while, I do have a student who does the bare minimum, and it shows in their grade. Usually, students get tired of me hounding them - I am using Microsoft Teams with the ECE crowd and a Skype chat with the TEC crowd. I have been known to text students using WhatsApp. Dr.  Reynolds glad to see someone else is insisting on APA citations and good writing - I use the MEAL plan format and suggest the ABC discussion replies - by the end of the course, I can really see improvement and community formation. This discussion is so rich - thank you all!

Greetings all! I'm new to GCU and am currently teaching my second class. In my former position, I developed professional development for school staff on topics related to teaching students with disabilities. Each semester I facilitated professional learning communities with a new topic each week. Over the years, I have used many platforms for training including Zoom, Canvas, Schoology, Padlet, Prezi, videos, and face-to-face sessions. 

The courses I've had the opportunity to facilitate are graduate courses in special education (non-traditional). I usually post more than one CAT each week and use open-ended questions to expand the discussion, but very few students participate. 

Does anyone else facilitate the non-traditional 6-week courses? I have shared additional resources and research articles. However, I don't feel I have much freedom in how I incorporate material that is not required in the syllabus. 

Thank you all for sharing your experiences and resources!

Lisa, I am interested in learning more about how you utilize FlipGrid with CATs. Thanks!

Lisa, I am also interested in learning about your experience with FlipGrid. I am considering using it for online DQs for MS students. Post videos instead of written answers.

-Isac

Hazel,

My CAT responses are not as high as I would want the either. I tried posting them in the middle of the week, hoping that students would feel compelled to complete  during the middle of the week as opposed to the end. 

It is good to hear about these great experiences. I was used in a PD that I participated in last year. It was a great way to introduce members of the the PD and it could transfer over to introduction and engagement with class groups. I see it particularly useful with the CLCs. Any thoughts?I would love to hear your ideas.

I post more than one CAT per discussion. I do post the first message per discussion, but I also post participation points opportunity almost every day. The difficult days are the first two of the week - everyone is reading and while this is good it doesn't make for much discussion. Note that Kim Underdown is a Flipgrid Ambassador.

Lisa,

That is great too! I will try that. I normally just post one CAT per week at the beginning or the end. But I will try posting two a week starting off and see how that works out. I just started a new course and I will progress monitor its effect on my students.

Hi Angela,

 Welcome to GCU!  You provide a lot of opportunities for engagement in your classroom. How do you utilize the face-to-face? Is Skype an option for you? I have also done a call in to simulate an actual class session. Some success there, but scheduling was difficult.

Angela,

I did not respond to the other part of your question. I teach non-traditional courses for CoED. It can be difficult go outside of the structured syllabus. I, too add articles that relate to the 6 weekly topics via articles and individual (project ideas that students can consider). If I am adding a new assignment outside of the syllabus, I ensure that I inform them in the syllabus in the opening email. It has worked out for me so far.

Hi, 

Thanks Isac......

Does anyone have experience with the "Flip Grid" outside of using it for introductions?

Nesa,

In the past, I have used Adobe Webinar and Zoom. I have Zoom to be the easiest to manage. I’m interested in learning more about how I can utilize FlipGrid for CATs. I post a CAT at the beginning and end of each week. I also use announcements to remind students of participation requirements, APA resources (with brief videos) and upcoming assignments. I have found that many students submit an assignment without addressing all required elements or without reviewing the rubrics. 

Angela,

 I have that same experience. I remind them at the beginning of the week to review to rubrics for maximum points. I am also surprised about the numbs of stunt who dod not review the rubric or receive the full points for the participation points. I am using FlipGrid for this upcoming assignment. Are you signed up for flip grid already? I plan on using it this week for my announcements to see how the student react to it. It will be something different with out adding too much to their deliverables. I will let you know how it turns out. 

http://blog.flipgrid.com/gettingstarted

I am not familiar with FlipGrid. I will have to check this out. 

I am a GCU Chair/Methodologist and always looking for new technological tools to help my students succeed.

Thanks for sharing. I will be sure to check it out

Jeffrey Kaplan PhD

GCU Chair/Methodologist

Faculty Advisory Board Member 2019-20

Wednesday, February 19, 2020

Hello Dr. Kaplan,

 I think that we may have worked on a dissertation together. I usually work as a content expert. But thanks. It is a great way to get students engaged at all levels and graphics enhances the presentation.

Hello all, 

I have taught for 25 years and 15 online. One thing I try to keep in mind is how I might create the same impression online as I might on the ground. This means, each piece of information presented in person, is presented online. For instance, I use an ice-breaker online, as in person. I cover the syllabus, but embed links, but cover each part of the syllabus. I also have peer-review online. Even though the format may be different, the content is typically the same if the competencies/course objectives are the same. 

There are a number of learning tools to use. I have used padlet, but not Flipgrid. It sounds interesting, however, and it is great that it is free. Padlet is useful for brainstorming topics or class discussion and/or debate.

Discussion forums can become "stale" for most students and teachers. I try to break up the discussion with a lot of questions and then introduce the week with a quick video. Some platforms have built in video and students seem to like the unscripted videos the most for the quick recap and upcoming agenda. The videos help with scaffolding concepts if the discussion tapers off and students start writing the same things.

I have been teaching for GCU for 5 years, and been teaching online since 1998.  Here is the criteria I use for discussion participation and trying to operationalize substantive posts.  Perhaps of use  Chris

Criteria for Forum Participation

 Qualitative Requirements

The ABC’s of a Discussion Posting

A - Acknowledge/Appreciation

B -Broaden with personal example, story, quotation from assigned reading, image, video, relevant URL.

C - Critical-thinking – Ask questions which promote critical thinking/furnish brief answer to create context for

discussion.

Here are some strategies students in previous classes have employed to increase the substance of their discussion posts.

1. Quote from assigned reading
2. Quote from external reading
3. Post a reflective question which extends discussion. If you post a question, post a brief answer to create a context for discussion
4. Respond to one of my questions I pose to the class (Agree/Disagree; What say ye all?)
5. Disagree with one of your course mates’ response and state the reasons
6. State a personal example which dramatizes and extends the post of a course mate.
7. Making connections with previous concepts which have been discussed in class
8. Suggesting specific reading from the net or a book you have read which extends and amplified the topic of discussion
9. Posting a video clip/URL which extends or dramatizes the concept under discussion.
10. Post a meme, image, cartoon which dramatizes content relevant to the assignment.

Chris

Good day

What an excellent list of suggestions for increasing the substance of classroom discussion and posting

I will definitely make a note of all your excellent suggestions

This is a most productive discussion

I continue to learn so much from these perceptive and detailed postings

Thanks

Jeffrey Kaplan,PhD

GCU Faculty Advisory Board Member

College of Doctoral Studies

GCU Chair/Methodologist

Tuesday, February 25, 2020

To piggy-back off of Chris Kasch's post, which includes great strategies, below is a list of student standards for discussions that was part of a last year's Best in Class Spring into Summer Online Conference. I think it is a good tool for evaluating the quality of students' posts. It may be good to share with students too, so they understand the expectations.

All,

A few days ago I discovered a new video tool http://www.movavi.com. It is a very easy to use screen cast and video recorder, better the Loom. The video is recorded on your computer and than you can upload to the Movavi cloud, YouTube, or just email it to anyone.

The best feature is the ability to embed a quiz in the video. The quiz answers are emailed to an address you provide. if you create a video and post to your class, you get an email with all the answers in one file, including basic statistics on the distribution of the answers.

You can add all kind of visual effects to the video, like scrolling titles and credits. You can even stich multiple clips together and add transition effects. Many more features, and all for $50/yr, well worth it in my opinion. 

I have started to record videos for graduate online classes and plan to embed check for understanding questions throughout.

Here are some standards and strategies for instructor posts...If you have other strategies, please share!

Jennifer, I appreciate your comment regarding making the online experience match the traditional experience. I try to do that too. I create DQs of mini-lectures with CATs, at least 2-3 times a week, to give my online students the same experience.  I mix it up with videos to accommodate different learning strategies.Thanks for mentioning that!

Georgette and Chris,

These are excellent suggestions. I too try to mirror the traditional experience as much as possible. Especially if there is some confusion in  the content of the communication. The students are always surprised when I do call. Their reaction surprises me as well that they are not thinking that I am a real  person. Sometimes I get more out of a 2-3 minute conversation on the phone than the back and forth with the question-to instructor forum.

I see that many of use are fusing in videos. 

Isac, you brought up a good suggestion in place of Loom. Movavi seems to be user friendly and centers on the engagement piece that many may struggle with. I'll give that a try as well.  My goal is to try something new with each class. Thanks for your input.

Hi,

Did anyone come across any areas this week in your classes that elicited more engagement in your courses? If so, please share.

It was a cheap shot at sparking interest, but it worked.

In one of my BIg Data & Analytics class (CST-425) we discussed building a prediction model for presidential candidates' viability. The premise was that we are now evaluating candidates as if we are considering going on a date with them. Instead, what if we didn't see the candidates and didn't know their age, gender, and sexual orientation? Incidentally, this is the required policy for every employer, but for some reason, it doesn't apply to the highest office in the land. So students were tasked to mine data from media and compile quantitative information about candidates' qualifications (e.g. years experience in project management).

As a chair and methodologist in the College of Doctoral Studies, I use Zoom to connect with my learners. 

Zoom is a highly effective tool to meet with students to both establish a rapport, a sense of belonging, and more importantly, to answer their specific questions about their work.

Often when students are online, they long for the visible presence of their teacher so they can explain what they are reading and why what they are reading is important to their own understandings about their written work.

Jeffrey S. Kaplan

College of Doctoral Studies

Tuesday, March 3, 2020

Jeffery,

Zoom has a financial cost. As adjunct faculty does GCU help with the cost?

Isac, 

Thanks for your comment Isac.It seems like an unbiased engaging activity especially with election year coming up.

Jeffrey and Rebecca,

I love Zoom. I use Zoom all the time for dissertation committee meetings and also for my student teacher interns. I do not incur any cost for Zoom for those duties.  I do think that the University does incur cost and depending on your university responsibilities that cost may be passed on to the employee. Check with your particular college (i e. College of Education or College of Business).

Zoom is free https://zoom.us/pricing 

Thank you for the clarification and sending the link!