Active Learning Strategies in the Traditional or Virtual Classroom

welcome to the webinar today so first guess we'll do bit of an introduction of Andy and myself and then we'll jump into just few housekeeping things before we get into the presentation piece of today's webinar so Andy do you want to start with your introduction sure my name is Andy Lee I'm an educational developer here in the Center for Teaching learning primary responsibilities around educational technologies on cue as well as well active learning classrooms on campus which will be tertiary discussion today so my name is Carolyn McRae I'm postdoc so an educational development fellow in the Center for teaching and learning and share Andy's portfolio of active learning and some active learning classroom work so just few logistics before we jump into the presentation for the webinar today we're going to ask everyone if you wouldn't mind muting your microphone and you can feel free to turn off your video because we'll be putting up PowerPoint presentation that will be recording the first part of this webinar if you have questions throughout the webinar today feel free to use the chat box and we'll be checking back periodically to address the questions in the chat box if you personally find the chat box distracting you can hide it by clicking on that speech bubble icon on your toolbar and we'll be answering the questions throughout the webinar if you would like captioning on your video today there is an option for auto captioning if you click on the three dots on your toolbar you can turn on auto captioning for yourself so Sandra started the presentation so we're just going to jump right in all right is everyone able to see my screen you're good okay all right so first we wanted to start by doing an acknowledgement of the land and so traditionally we be working in workshop and we'd be on Queens campus which is situated on the traditional land of the Anishinabe and Houghton is shown but thought that this was also good time for us to be reflective of where we all might be whether that's at home or at our workplace and thinking about what land we are on and what the history is of the land that we're on as well as what that land means to us so today I've been very grateful to be able to see some sunshine so far here even though I'm currently in basement working on this webinar so what are we going to cover in terms of the webinar today so we're gonna start by talking about some of the general pieces of teaching and learning in remote environment so some challenges and what are some things to consider we'll talk about active learning why it's beneficial and some guiding principles around active learning in general and then we're gonna jump into some examples of active learning in that remote environment and then lastly we'll be answering some questions okay thanks Carolyn mean thought it would be important before we jump into active learning that we kind of take step back and think for moment about our students and what they're gonna face come the fall because think it's important that we recognized that they didn't really sign up for well maybe they did but they didn't really miss EIN up for what's going to be happening and think it's important that we think about now just as an overview but and specifically when we start talking about active learning and be mindful of our students and what they may be experiencing as result of this shift so there's no doubt that overall there's gonna far more distractions far more difficulties and far less scheduling for them in the environment they are there in time management then becomes an issue the idea that they're not on campus or not meeting in large class or even small classes face to face means they don't really have that connection with theirs their fellow students with their buddies and they don't really have connection with you the conduits for them than to get in touch with you to ask questions to get see clarity when those things when they require those things are gonna be that much more challenging so think that we really need to be mindful of these things as we start to think about our courses come the fall that there's going to be lot of moving parts they're taking likely three or four other courses which will equally have moving parts so we need to be just put ourselves in their shoes for moment and think okay what am doing that's either going to facilitate help with that or is going to create confusion or troubles for them so think that's important that we think about next slide equally think it's important that we recognize where we're at mean frankly you didn't sign up for this either for the most part and think that as we transition to the fall there is lot of uncertainty about us and hence why we were having these webinars and creating resources for you so we recognize and that this is going to be in some ways new experience and difficulty you also are going to have the sense of lack of community and lack of connection with your students you are going to be asked to be using technologies that may be unfamiliar with you so there is distinction between and difference between your face-to-face environment and the environment you're going to the being in the fall and think it's important that we acknowledge that and think about the best ways hence this conversation to mitigate some of these challenges for you as we go through this there's no doubt that we're going to try to help be clear about where the resources are what helps are for you what you may want to consider to mitigate these things as you move forward so that's our goal with respect to this conversation you'll see the bulletin on the bottom left more engaging elements of your course are harder to transfer online and that's germane to this conversation in the sense that in your fear in classroom and you want to transition to something to get your students to work on something answer questions discuss yes it has its challenges but at least you're there and you can provide the context and you can provide the feedback when needed and prompt and those kinds of things so or group work it's easier to set up okay turn to you know the five you get together do this whereas in this environment that is much more difficult to do because you are not there to help facilitate that so we're mindful of that we'll talk about that as we go forward that being said given what's happening you're probably in better position to actually engage your student in active learning in the remote environment then you would be if they were on campus six feet apart so there is there is silver lining sort of speak that we can help you think about how to get your students to work together leveraging the technology and leveraging sort of the design that we're gonna discuss today okay next slide Thanks so without being directive we wanted to share with you some thoughts about how you may want to set up or think about your course what elements of your course we believe would be useful you for you to consider even before we get into the active learning specifically think there's an acknowledgement that for the most part and I'm careful about that word that the environment is going to be asynchronous not exclusively but for the most part given the challenges of time zones and accessibility and things like that think that we have to be careful about having highly synchronous course design and again I'm not and I'm not certainly not encouraging you to deliver your your lectures fully online in synchronous way so these kinds of bulleted points here are things that we've thought about that we hope you will consider and help make the course we believe better way better experience for the students so obviously you want to orient your students to what this course is about how you're going to run it so what are the key elements of the course way of and it's more than just the syllabus think there has to be sort of an intentionality to recognize the environment that we're in share with them how you're approaching this remote environment what the key elements of the course are and how the course sort of fits together we're suggesting secondly that you in order to help facilitate community in order to facilitate clarity of expectations all these challenges that the students are going to face that you embed prepare and embed in your course and on cue course video every week and it's not about content it's hello it's check-in this is where we are this week it's minute it's two minutes long the students see you it's friendly face you may want to tackle sort of some of the issues that came up the week before or what's coming up in the week what are the highlights it's very short it's something that the students will know is coming weekly and it sort of sets the foundation we're gonna share with you later how you do that we have very youtube video that tells you specifically how to do this in with our streaming server Ensemble and then how to upload on cue so it's something we're suggesting but we're also in the resources provide for you the the resource to do that we're suggesting that you send one well crafted email per week with instructions that you might have we don't want to inundate the students with many many emails they're likely to miss them and the significance of them goes down the more you get them as you know so we're suggesting one well-crafted email if you can and then that goes out again student expect it's going to come and that that's what the highlight will be for their particular course if there is more needed nor clarification needed then set up other avenues whether it be the announcement box and or some other in terms of content again with the assumption that for the most part the content delivery if you will is now going to be asynchronous think about how you can parcel out the content of your course such that you were not you what you may have done before in lecture now needs to be or could be in different formats yes you could have voiceover PowerPoint for some you have short video centering the website sentence to reading so how you create the transfer of the course content should become variety so it doesn't get repetitive and it gives you the opportunity to develop these resources for your students so that's sort of the content part be selective about the technologies in this webinar and hopefully in the webinars in the future we're gonna be very clear about the ones we're suggesting you use and the ones were suggesting your you you use are the ones that are Queen supported centrally supported for the most part that are not new necessarily they may be new to you and they certainly may need to be new to your students but by using something that has already been endorsed here on campus you know then that your students and yourself can get support for those kinds of things so again as we go through these things well hopefully we'll be clear about which ones you could you're encouraged to use for which activity finally obviously as you build out your course in terms of course quant content and course delivery there's that element of it but really the significant learning as you know is going to happen when the students get to do something with that course content that's where this webinar hopefully comes in how can we engage our students how can we get them to then utilize the the information we're giving them or the curriculum we're giving them to to accomplish their learning outcomes that you have for your particular course finally can't see the last one actually they just gave me this in terms of setting up the students are going to need many avenues for them to ask you questions whether it be emails whether it be the discussion forum would also suggest and this is where the syncs the synchronous part may come in you may want to set up in your course this opportunity for students to get together with you synchronously to ask questions it's not about necessarily content delivery it's not your lecture but an opportunity maybe maybe not every week maybe every second week or once month so it's this Q&A session so that could be synchronous mindful of time zone so you might have to repeat it at different times during the day so students have opportunity for it if possible think that what we're suggesting is that you have ten students or so per group and say that because think don't know there's hundred people on this thing now there's no way we're gonna all gonna talk even thirty or forty you're not gonna get students to talk so if you really wanted it to be think useful ten students is with suggestion think could have in this environment fairly good Q&A session with ten students so that's suggestion as best as you can do it and then finally if you are going to have group work sorry if you're are gonna have group work with suggestion for those is five I'll get to that when we come to the section on active learning the last part is about assessment and think we need to be really careful here and think we experienced this at the turn into term last year sort of this reshuffling of what we were going to do so there's two for me there's two sort of messages here one is try to try not to have high-stakes final exam specifically high-stakes final exam that requires remote instruction remote proctoring sorry because that has its challenges in itself know in some disciplines that's necessary get that but if you're in position where you can navigate that my suggestion is don't do that because of the the difficulties for the student but also for the difficulty for you in the institution to actually implement remote proctoring as best you can have sort of multiple places where the students are assessed being mindful that you're not having so many moving parts that the students are overwhelmed with different things so I'll leave it at that those are just suggestions that we've sort of gleaned over that you know our discussions and best practices so hopefully they'll they'll provide things to think about as you go forward and designing your course and I'll pass it over to you Carolyn great so now we'll shift into kind of thinking about your course in general and maybe about how you can integrate some of these active learning elements within your course and and being mindful of all of those things to consider that Andy just talked about so we'll start by just having brief kind of question of what is active learning and there's number of definitions that we can find out there that describe what active learning is but to me think about active learning think about the activities that we choose for our course and the instructional strategies that we choose that are going to help encourage deep rather than surface learning for our students and most of these active learning strategies place responsibility on the students for their own learning processes we're putting lot more on to them to be engaged and to you know bring something to the table in these activities and we're creating opportunities for students to engage in higher-order thinking skills so we're asking them to apply their understanding do an analysis synthesis maybe some set of critique transforming that content into something new and we're just asking them instead of just taking in the content we're asking them to do something with it and to me that's the premise of active learning so what why would we do this why do this in our course so there is whole body of evidence of ground active learning and the integration of active learning into courses and that it works and that students come out with better understanding of course materials they retain that knowledge longer and they just enjoy the course when they have this active learning component and there isn't as much evidence that shows that one method or one strategy is better than another most of the research shows that just integrating some level of active learning is beneficial for students so our suggestion is just if you haven't put active learning into your course before maybe start small and think about one or two activities that you can design and and kind of just start somewhere start small okay so in terms of now thinking about active learning ultimately you're making choice about having your students do something and the hope here and this is key the hope here is you're selecting those activities or those projects or those cases because they in reinforce precisely what you want your students to know or what you want your students to be able to do so if you go back to your learning outcomes for your course try this now start thinking about okay which part which ones of these are the key ones or which elements of my course are the key things and then design the activities around those kinds of things it's reinforcing and getting students to engage with those important concepts it's also something called time on task you're actually you know you're the time in your course is commodity so now you're choosing to have students spend time on this particular topic so it better be important so as you start to think about okay what am choosing to do what should do there's the difference between doing something for the sake of doing it which we're not suggesting at all but making sure you're making clear and specific choices around what you're choosing to do and why now in terms of the rollout and these principles frankly are the ones we would share with you if you are working with us to to do this in your class or an active learning classroom that kind of things but the principles themselves apply themselves to the online environment as much as it does face-to-face and it's clear and you'll see them there you need to be very explicit about why this is important so talk your students through this is what we're doing and this is why and why this activity was chosen so students who lift they're going what are we doing and why that kind of feeling so be very explicit be very clear second thing is as they're engaged in this activity check in now in classroom that certainly might be easier to walk around you'd poke your nose and you'd ask some questions you ask how it's going certainly that is going to be more of challenge in this remote environment that being said as you set this up try to think about how you can do that even if you need to set meeting times with specific group that you want to say I'm gonna meet with you guys on Wednesday at 2:00 p.m. is that okay with you and then check-in as if they have meeting so those kinds of check-in places or or have specific discussion forum for that group where they can and you can ask questions of them but there needs to be this idea that you are you care about what they're doing as they work through this particular activity and that you're also there for them to answer questions if you need be and again provide feedback the last thing is is make sure in some way you debrief the exercise the activity whatever it is so students are again aren't left with okay why did we do that so be clear about what the expectations are were and what they are and then how they've met them and what you hope that they got from it and even how they're going to use this information or the experience in the future if it ties into the final exam somehow you need to explain how these things tie in to the final or that kind of thing or or paper that's coming up so these principles again are the ones that we would suggest you no matter where you're teaching but again want you we're gonna come back to these throughout but the idea is that you need to make sure you also do these particularly regards to the activity when you're doing this remotely think we'll go on just few strategies now that we can we're gonna show you yeah so being mindful of these guiding principles that Andy just suggested we're gonna talk about some active learning strategies that you might attempt to use in remote teaching and learning environment and these are by no means all of the strategies there are many out there that you can think about how you would adapt for your remote course and and think the thing to think about is always coming back to those guiding principles and you'll see that we're going to come back to those and reflect on those in some of our examples that we're going to talk about so the first example is the idea of either an intake sheet or an exit ticket and so an intake sheet is something that you might use at the beginning of week or at the beginning of new block of course content and it can be something that's quite simple and just you know maybe prompt or question to get students ready for the learning that's going to happen by priming them and so good example of this is we sent you everyone who is registered early last week we sent out onedrive link and said to and asked people to reflect on their own active learning strategies that they've used in the past or we'd like to use this year as well as some of the challenges that they think they might encounter using those active learning strategies in remote environment and so that was our prime to those of you who had registered early to think about some ideas that you could share with us and so on our onedrive sheet we collected responses from number of participants and that helped us with preparing our presentation and what we might talk about later but it also hopefully helped you start to think about some of these things before coming to the session today and for something like an intake sheet students could do this as an individual activity or you could work on it as group if you have specific prompt or question that might require some peer interaction and we did it through onedrive shared file and that's just one idea of how you could do this an intake sheet can also be integrated through an on cue quiz survey or discussion board the other option which is quite similar is an exit ticket so instead of doing something where you're asking for student feedback and ideas at the beginning of content module you might want to ask them at the end of their week or at the end of their module what was their muddiest point on this particular area of the content or did they have any feedback or areas that they need clarification and so this type of exit ticket is something that you might ask single question or two questions in quiz or survey in on queue and ask students to provide that information and that might help you is the instructor to figure out at the end of the week if you want to clarify some concepts what might need to be different in terms of the every for the following week or those exit tickets and intake sheets could also be used to spark some discussion so if you've got some students that are providing some great ideas or some linkages to feel life examples maybe that's an area for you to bring the students into that content development and use their examples in class so when we think about technology options most of the ones that I've shared here all have to do with on cue the reason for that it's because it's relatively simple and it already embeds with what you're doing in the course so quizzes and surveys and on cue are very simple things that you could set up with easily just one or two questions the main difference here between quiz and survey is if you want your students to be able to respond anonymously so the quiz feature is an individual students responding where the survey feature you could do as anonymous responses from students the discussion board is another idea if you want students to be able to build off of ideas that come from these intake sheets or exit tickets but they are not typically anonymous and then we used onedrive file for our example for this webinar and onedrive file can be actually embedded right into your on cue content section so you could do something very similar to what we did for this webinar another active learning activity that you might have heard of it were used in your class already is think-pair-share and so this is typically pretty fast activity that can be done in small seminars large lectures tutorials and it's really got three different components the think piece is giving individual students an opportunity to reflect on question or prompt they might want to write down or jot down some notes their ideas and then they move into the second piece which is the pair and that's typically in lecture student turning to the student next to them to share something with peer it might be small group of two or three students sharing together and then section is the share piece where all of these individual little clusters of students or pairs are able to bring their discussion and ideas to the larger group or to the entire class and the think-pair-share is great in the sense that it kind of builds discussion so you go from these individual student ideas group ideas to large class discussion and find one of the advantages of the think-pair-share is for your students who wouldn't normally have an opportunity to speak up they get to share their ideas with one or two peers which is often less intimidating than the whole class and then maybe their ideas become shared and as part of that whole class discussion when they normally would not have spoken up so in remote environment how will you do this and this might be little more challenging because I'm not going to have maybe peer sitting right next to me but do have peers in the course and so you can facilitate this using either an on cue discussion board where you might set up some small group teams for your students to interact in those kind of pair environments and then discussion board where everyone in the class is able to share their ideas and so you still get the individual piece of think the small group discussion board of care and then the large whole class discussion of share the other thing you could use to facilitate this is Microsoft teams so you could assign groups or pairs and ask students to find time on their own to meet in Microsoft teams for either you know video chat or text chat where they can share their ideas before kind of maybe sharing on discussion board with the entire class and think one of the things about think-pair-share that's really important for us to talk about now is you know this idea of building discussion and this might be strategy that you use to help create that discussion that's happening in that remote environment we often hear one of the challenges with using discussion boards in OnCue is to get students engaged with writing on those discussion boards and providing their ideas in meaningful way and so kind of breaking down into the think-pair-share might encourage your students more to have thoughtfully created response you know honed that response with peer first and then sharing to that larger just group discussion one of the important things to reflect back upon those guiding principles is when you're working on an activity like this is how are you going to do debrief and how are you going to consolidate all of the information that happens during this thing pair share and one way to do that is for you as the instructor to do summary post on that discussion board and that summary post could be written but it also could include video of maybe you explaining what you've taken away from this discussion what students have kind of generated as that discussion and maybe how that links to some of the other content or real-life example so taking that discussion that they're creating and making it meaningful for the students Carolyn you have the chat about whether think-pair-share is more challenging when where we as instructors are encouraged to do asynchronous teaching and whether if students are not in the same time zone available at the same time how they'd be able to do it yeah that's great question so when thinking about doing the think pair share think it can be done asynchronously think it's not quick activity like we often think about it in synchronous lecture hall where I'm turning to the person sitting next to me to do my pair and then sharing with the class in synchronous environment that might be five-minute activity or 10-minute activity where in the asynchronous environment see this might be spread across few days the think is the individual piece maybe the pair happens through the discussion board or Microsoft teams but you give students few days to make that connection or day to make that connection with their smaller groups and if it's done on small OnCue discussion board that still happens asynchronously students don't have to be in the same time zone to contribute their ideas to their small group on discussion board so that's an option to do it asynchronously and then the large share might happen you might have discussion board that closes for the whole class again day or two later where that small group has to post to that larger discussion board and then maybe your debrief happens closer to the end of the week so it definitely becomes more spread out thoughtful activity and it won't be kind of this quick thing that happens during synchronous session but it's certainly doable in that asynchronous environment does that help to answer the question that came in okay yes thanks me think ultimately it is more challenging no doubt yes sir what we're trying to think you have to think this through the purpose may be similar but the the timeline might be different and if you do have the opportunity of made perhaps small group eight synchronous then then that's possible obviously in the traditional form yeah one of the things that think is encouraging about using Microsoft teams as well is if you want students to go off and perón and have that discussion on their own Microsoft teams allows them to do either synchronous video chats or they can do kind of just written response chat back and forth to each other and that can happen asynchronously so you can set up opportunities for them to do that in ways that they choose and and they can communicate that amongst themselves in group and giving them that choice is really helpful great so I'm gonna shift gears slightly now think I'm up next might yeah so we're gonna talk about those activities that perhaps are more significant and the ones that take place over period of time say so these are the ones that you have made choice about this is where you want your students to work together on this is where you want your students to produce something analyze something perhaps create presentation or something to that effect if we go back to the principles again you're making decision what this would be based on those key elements of your course so again keeping in mind that this is where to certain extent the conversations going to happen the community building the working together is going to happen that this is probably more challenging than it would be to answer the question preamp the question it is challenging to do this remotely as well and frankly it probably will take more time so be mindful of that in terms of the expectations of deliverables and the timeframes and things of that nature as you're thinking about this and and Carolyn's already made mention of this is we're endorsing this Microsoft teams don't know to the extent that people are familiar with teams it is what we've been using for our webinars we've also been using this almost exclusively for our CTL work and if you're not familiar with it this is the the solution that we're suggesting for group work in particular would be the application to use and we're suggesting that because of the ease of forming groups because of the functionality of file sharing document sharing uploading conversations chat that's all sort of kept for you so for keeping group together again of small group of students that are working on something this is where we would suggest this is what we would suggest you use their zoom is another application you've probably heard of it's probably less elegant for the group where collaboration piece it's probably better for the fully synchronous outward one time and an event if you're if I'm going to distinguish the two teams is also the thing that is endorsed and every student has access to by virtue of queen student so they're for single sign-on all those kinds of things in integration with on queue etc is that much more seamless so we'll start with that now as suggested earlier on for these group work assignments think group of five is where we're suggesting even if we were in an active learning classroom we would say five to seven something to that nature so think the sweet spot is somewhere around there again think that you can have meaningful and actually get to know people with this online world with five people or so more than that gets more challenging think especially in terms of seeing everybody and everybody contribute so that's suggestion in terms of now forming the groups again you've made decision about what you're gonna do you're setting this up you're gonna have it over perhaps few weeks in your course my suggestion to you is that you form the groups for them so you set and arrange them the way you may want to do that is by learning something about your students their background their year their what their major is those kinds of things their skill levels depending on what you're trying to do with the particular group and try to then have an equal representation of those kinds of things in each group it makes it think by assigning it in this environment makes it less challenging for the students and allows you to control who is in each group so that's that's the suggestion how you may want to collect that information could be the on queue survey could be something an intake cheat those kinds of things where you learn who your students are then form the groups then each group would get team account that they would you could form for them and then they would use that as their primary place to interact in this group assignment now in terms of making sure that the students follow through on what the activity is again if we go back to the principal's telling them what they're doing how long is going to take what the expectations are what the deliverables are that will help in your weekly video saying this week we're working on the group assignment by the end of the week you should be here look forward to you know checking in on you those kinds of things that will help by breaking down if it's larger assignment by breaking down the assignments where they have to deliver components of it through over the period of few weeks is also way of making sure that keep on track as opposed to having big due date at one time way at the end certain groups get left behind having them sort of check-in throughout or at least maybe make calm to post or something to demonstrate where their ad may also be way to keep them on track so that's sort of forming the groups allowing for them to start to work together giving them some help with respect to teams and how to use it will mention on that front we're going to create for support documents that you can give to your students because know that many of these things may be unfamiliar to instructors they may be equally unfamiliar to in students so to expect them to all of sudden launch into the team and they're in this group assignment may be unrealistic so you may need to help them learn how to use teams and we can help with some support documentation or or things of that nature to send them to to help get them they'll figure it out but they still might need some help from you so they're not left behind so that's in terms of what you decide to do how you create the group's the length of time that you choose to do this activity that really depends on what the product and what you're hoping to accomplish now throughout I'm gonna make two other suggestions regarding the evaluation or what you do with the particular outcome of the work and have the title called incorporate peer assessment so think throughout it's important that if students are creating something or even if they're creating something themselves there should be an opportunity that you can have your students get feedback from other students and easily done all these sort of evaluation and feedback doesn't necessarily need to come from you or your TA so by having students submit something even if it's draft and have other students or other groups of students evaluate that work is nice segue to develop on the work that they're creating now have you'll see down at the bottom something called feedback fruits so feedback fruits is technology that Queens is in the purpose in the process of purchasing that will allow for peer evaluation of work it essentially replaces ropa for those who knew Erica and it integrates with on so the there will be an investment in this particular technology we will provide that documentation that information when we get it such that it will allow easily for students to submit document work of some form and then other students to be assigned to evaluate it you can give rubric to it or ask rating scheme you can give directions on how to give that feedback but it's it's technology that helps for the distribution and collection of feedback either at the final or sort of an interim draft status so look for that going forward as you start to think about these group assignments or the product of these group assignments that this particular tool will help with students get feedback now at the end part of that is that there may be final product to this particular group assignment whether it be PowerPoint presentation that they have to give or whether it's reports whether it's poster those kinds of things so there you can have mechanism for to submit and have those evaluated at completion again with feedback routes with the rubric attached that would be one aspect of the final product and it's evaluation the final aspect of that you may want to in your course choose that not only have the product assessed you might want also the contribution of an individual student to the group work also assessed so if feedback fruit also has the option that within group of five you can again with your guidance and and your questions in your tool if you will you can have students evaluate the other members of the group and therefore provide some feedback on their their teamwork or their their group participation so that's another avenue that you may want to consider with respect to your group assignment so group assignments are those places in your course where students are going to build upon and work with that sort of content of your course think in the online environment the use of teams actually can really fortify and make this work somewhat seamlessly given the given the circumstances were in means students can actually no matter where they are work together on doing something with your guidance with your clarity of expectations and with clear timelines of what is going to happen mean the teams that integrates with on cue in the sense on cue is the place where the structure and the thing is happening and then teams is where the work happens and then you may have them upload finally to on cue such that it integrates with the gradebook and things of that nature at the end so those are that's an example of things want you to think about I'm suggesting you think about with respect to larger significant over time directive intentional activities you may have in your course related to your learning outcomes but built over period of time know many of you do this already hope that we're trying to give you means to which you can accomplish this when you don't have them in the same in the cut in the same classroom okay yeah so I'm just gonna I've been looking through the chat and Donna's doing great job at answering some of the questions that are coming in for us one of the questions was about the fact that Queens is looking into zoom licenses and think that we need to just be aware that there are very valuable opportunities to use zoom but also very valuable opportunities to use teams and think that we need to distinguish that zoom is good for synchronous sessions only or teams is where your students won't be able to not only be able to do that synchronous piece but teams allows us to do asynchronous chat they can file share and collaborate on documents together plus have that opportunity for synchronous conversations so think that's one of the reasons why we're also suggesting teams for group work is it's not just synchronous platform make that clear thank you No so just wanted to make that distinction the other questions that's coming up is Lisa's asking question about is there currently tool and on queue for peer evaluation and because think feedback crews will be coming hopefully for the Fall yeah it's it's it's in sort of it should be rolling out within the next couple of weeks is my understanding based on my latest Intel yeah so I'm sure Lisa that there'll be more information on our website as soon as feedback routes is available to be used and on cue right now there is no kind of feature for peer evaluation built into on cue the other than rope is that correct Andy yeah and rope it will still be available the problem with rope and why we're seeking out more sustainable solution frankly is that it it is labor intensive for for Selena and others whereas feedback fruit is literally integrated into on cue so I'm hopeful wouldn't put it on this slide if were I'm not making false promises wouldn't put it on the slide if was not confident and excited about this particular tool to accomplish those two particular ass in rope used to do and that's why remember it also has other functions but I'm not going to walk down that road partly because don't really know how they operate that well so get excited about it and hopefully it will it will come sooner than later ok another question that's coming in is about the difference between teams groups and on cue groups and how they work and so in the past you've been able to create groups and on cue and now there's going to be new piece in CCT plus don't know if it's active yet where you will be able to create groups in your on cue course that then creates those groups and teams for you yeah that one I'm hesitant to say it will be for sure right now you can definitely get team set up for your entire course yeah that's easily done and should be in CCT plus or if it isn't it will be soon the work to actually have the groups that are set and on cue to become teams also there's little more work and that's something that we'll have to get back to you on don't want to say that that's happening for certain guess ok all right yeah good questions there's another one ok should we go on yeah okay so mean we're coming to the end to be honest about our messaging around this we try to provide couple examples and try to give you some things to think about at the end of the day as we were already suggesting and we keep coming back to this think it's really important to think about this think about your students think about where they are literally and metaphorically meaning they're not around and this is going to be more difficult to do therefore careful planning more more clear guess but clear expectations about what is happening and when and what the timelines are without overwhelming students with too many things and then obviously choosing the specific strategy depending on what you're trying to accomplish making sure that you're choosing those for the right reasons meaning it is reflective of your learning outcomes and what you're trying to do in your course active learning itself is mean sometimes we use it to generate excitement and we generate energy in our class that is still the case but that's more challenging in this remote asynchronous typically environment so the idea being is that it's directive for the student learning probably is important that we continue to keep in the back of our minds okay so resources as suggested throughout we tried to be clear about what it is you should use or we're suggesting you use as you go forward and again this will be senti think it's gonna be uploaded actually as document now by Carolyn if you don't mind me doing that Carolyn if not we can provide it to you talked about that weekly greeting that friendly face that sense of community at the beginning of each week just to say hey this is where we are so students get to see you there's video tutorial now that tells you how to do that with our queen streaming server it's and how to then upload it to your on cue course it's on the YouTube channel that we have in the CTL the link is there if you can't use that then go to the YouTube channel link on the CTL page it's very explicit instructions and how to make this particular video weekly and upload it there's ideas of onedrive as Carolyn was talking about so there's more details there how you might want to do that think somebody was asking for that and then other functionalities you can see as you go down beat back fruits there has the ostraca substrate because it's not necessarily ready for primetime yet but the hope will be if you want to go and sort of familiarize yourself with it then then that is the link there any Carol you want to add anything no don't think so I'm just trying to put the resources in the chat box right now okay well put the Lexx next slide on please while you do that please okay are you able to see the next slide no but didn't think what no that's very bizarre you're gonna try to put it back up we're coming to the close so if people have questions we have one more slide next quite frankly just to talk about next steps there you go and then we will be happy to entertain questions of course so in terms of what you may want to consider going forward as result any of this stuff that you've seen today or seen on you know the resources available to you check out the CTL site there's transforming toolkit that covers lot of the material and more around good course design and good teaching principles there is also on their pages around specific educational technologies more beyond what we discussed today for sure if you have question feel free to book consultation with anyone of us obviously remotely by doing contacting the CTL directly through the through the the email address or call suppose we do have on cue virtual drop ins that are starting to occur so if you're thinking about on queue and how you need to leverage it or talk about integrating any one of the tools we spoke about today they are Tuesday from 1:30 to 2:30 Kingston time and Thursday 10:00 to 11:00 a.m. Kingston time so you can click on there and and and on queue support will be there talk to your faculty embedded units so arts and science engineer etcetera they have resources available in people to help you as well you also may want to find out if there is departmental resource person in your department because know that Faculty of Arts and Science in particular was hiring group of individuals to help individual departments so you may want to check that out we are having course design Express Institute in July the idea over few days will help you build and think about your course and then finally follow up sister webinar to this particular one on active learning and non lecture courses meaning those experience alerting those laboratory those kinds of environments is coming up later on in July so I'll leave it there Carolyn and Andy you did have question from Sarah what do you recommend if we have student who's unable to access our selected software for instance because of internet problems or Geographic restrictions so mean would have there's two there's two answers to that meaning Geographic restrictions that assume is time zones think that again we need to be mindful where the students are and if you are going to have an element of your course that requires synchronous connection then you may need to think about organizing that element or having group of students that can work within that particular time zone so that would be the one answer the second answer around technology restrictions know that IT service is working hard on getting the connections that are required in international locations VPN has an example would suggest if the student does have technical issue they contact IT services and they will work with them to make sure that the student gets what they need gyah grandpa okay good and if you could just let me know when you would like me to put any evaluation link that would be great are there any more questions Rob see told you the guy was gonna come and cut my grass any more questions Robin that we we should Sara perhaps we can talk offline about that particularly any more questions anybody how can we access the slides good question Carolyn yeah so know people are having trouble downloading the resources file as well I'm not exactly think it's cuz tried to share it while also sharing my screen which made it little funky so will make sure that we can get the slides as well as that resource document out to everyone who's registered for their webinar will figure out how to do that it does seem there is question coming through about for instance students who might be in China where there's limits on access to content so think it's the geographic restrictions are getting into the nitty-gritty of individual countries and access and that sort of thing yeah to be honest that's that's beyond me to some my point of view think that we need to work with our partners and IT services to figure that out because it's or it is real concern and don't think anybody is trying to dismiss it per se but there's probably better people than me to answer that directly and Shawn's asking about the closed captioning issue that we had earlier and mean Sandra feel free to jump in basically what we did there Sandra and myself and Caitlin all worked behind the scenes googling things and trying to find out what was going on Caitlin called IT services and that was where the advice came in about rebooting teams and seeing if that solved the problem but think mean having sat through at least for me at least number of webinars that we posted and that others opposed these ones of technical difficulties are frustratingly common not just with teams but with zoom and with any online platform mean even within this session know my internet got spotty for bit and so missed some of what Andy was saying so think mean for me at least that's just one more example of really emphasizing both synchronous and asynchronous modes of delivery so you know Carolyn and Andy have piles of resources that they've shared with you and when you're teaching kind of keeping that in mind see Bev has her hand up go ahead Deb not knowingly no would you like to say something anyhow now that you have don't think we have any more questions then Sam could you couldn't do what you need to do