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Facilitation Training
- Include more activities to shift attention every 5 minutes (map observations, ESRI training, lab preview, videos, podcast preview, news on geopolitics, etc.)
- Add a quiz to every class
- One idea per slide (PPT)
- Breakout Rooms notetaking slides
- One storytelling per class to explain a topic
- Roulette wheel for ask questions in class
- Recall activities - reference to readings and previous class
- Land acknowledgment on intro
- Add Professor Iracema Hub to D2L
- Add course info to Hub

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Teaching & Learning Training
- The instructor is a facilitator. Make students see over the message - goal of the class, assignment, applications for routine/job market
- Create a tech support list with more common issues and where students should go for answers (Splashtop - Bryan / Labs - instructors and tutors / Other assignments, deadline, communication - instructor / school/life balance - GIS advisor / software support - instructor, Bryan, ESRI, ESRI forums, Youtube?)
- Create a calendar schedule on Setmore
- Have all classes and list of resources ready on Syllabus, D2L, and Professor Iracema Hub
- Set extra assignments to improve grades - report from class activities.
- Set grade system o D2L
- Do not copy courses - start from scratch on D2L with new and updated grading system
- Set rubrics
- First day of class inform students about skills, characteristics, tools, environment - SUCESS in this class
- Skills: collaborations (me and students, students and students), communication (in class and out of class - email, meetings), interpersonal (don't be shy), time management, problem-solving
- Characteristics - dedication and patience (and maybe passion)  - for every study, for life, when learning a new subject; Tech-savvy (Youtube helps, time, ask instructor, read  Ongoing tutoring links), D2L navigation, persistency (essential in GIS), open to feedback (read feedback); set priorities, work efficiently (avoid distractions)
- Environment - quiet room, clean room, light music / lofi hiphop, eat/shower/go to bathroom before class, software and materials ready before class
- E-reader, tablet for readings, printer, camera and microphone, flash drive
- Do a short online survey during first day to test the online proficiency
- Send welcome email one week before. Add readings and book suggestions on syllabus.
- Include weekly announcements or emails to class
- Discussion board for assignment questions - and I MUST check frequently
- Have in-class activities where students put answers on the chat - points for that activitity
- Use spin wheel to select students who will participate on the chat activity
- Breakout Room Day 1: What is your learning strategy? What are the struggles? Learning strategy on online learning?
- Weekly outline for class activities and homework
- Talk about Netiquette
- Use oriented-learning activities in class that will support homework and readings of the week (ESRI tutorials, discussions, videos, podcasts, quiz, interactive websites)
- Provide timely feedback

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ESRI Educator Program
- FieldMaps for multiple data collection
- Tutorial for New Map Viewer - GEO 221 (symbology, groups, use of Living Atlas)
- Update ArcPro with HelpDesk
- Incorporate sessions from ESRI Conference in-class materials

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Online Delivery Training
MODULE 3
- Highlight learning objectives on the syllabus and include them in the activities and assignments
- Online class is not easier or less work. Keep your pace! Same time as F2F, no plagiarism, similar design, same content, and outcome goals.
- Clear due dates - set a calendar and checklist
- Add a brainstorm about online learning on the first day (pros and cons, expectations)
- Pros: less commute time; learn from your bed(room); more time for routine tasks - and easier to include education on routine; save money on food and transportation.
- Cons: suffocated/isolated in the room - no boundaries of school and home - be in touch with classmates; hard to keep track of activities; too much time on screen- take pauses/walk breaks.
- Course should be well designed, ready to go, and accessible for students
- Maintain communication with students along the week - not only during the classes
- Basic technology tips/tutorials
- Get in touch with students to complete assignments
- Participate in discussion forums, and bring examples from discussion forums to class discussions
- DO ATTENDANCE!!!
- Manage time: include estimated time for an activity
- On the review activity, include the summary of Discussion posts.
MODULE 4
- Inform the students about minimum technical requirements
- Inform the students how to reach out to instructors and staff - email etiquette (avoid late-night emails, explain class subject on title)
- Ask students to complete a readiness quizz1 or quizz2
- Review pre-requisites and inform why you need them (include technology savvy as a hidden pre-requisite)
- Course Scavanger Hunt
- Welcome message sample, welcome message 2
- Welcome video on how to use D2L - introducing myself
- Include the online remote handout to students on D2L materials - review them in class.
- Review Module 4 readings materials to find the support for online learners
MODULE 5
- Create quizzes that will fix the learning outcomes of the week. It doesn't need to be difficult.
- Highlight the learning objectives after quizzes and activities. For example, in the Raster Lab include the objective of "perform analysis from SPatial Analysis toolbox"
- Separate materials in modules (Raster, Vector, Data Collection, etc). DO NOT MERGE PDF and TOPICS!
- Add more alignment activities. For example, when using Census data, try statistics on Excel, to get familiar with the data. Explain activities with more details.
MODULE 6
- Inform that lab days can also work as office hours, after the first hour
- Fix the D2L grading, so students can monitor their progress/grades.
- Arrange guest speakers in advance and inform the students when they are coming
- Check on PCC Class prep folder the suggestions for online activities
- Use screenshots for online activities (and teach how to do screenshots), such as W3Schools codes.
MODULE 7
- Incorporate corrective, suggestive, and epistemological feedback models on D2L rubrics.
- Adjust the rubrics and feedbacks for each assignment
- Activate calendar deadline on D2L
MODULE 8
- Check resources on PCC Class prep folder for discussions feedback
- Plan discussions, why are they relevant to course content
- Use synchronous sessions to provide overall feedback on the discussion - read the discussion posts before the class.
- Follow these tips
- Grade discussions - open a rubric/grade on D2L
- Discussion: post during the week, reply by the weekend -before next upcoming week.
- Update Rubrics for discussion
- Level of performance: A: Write about 250 words and reply to the post of at least two classmates // B: Less than 200 words or more than 500 words. Missing one post reply. //C: Vague content on the post. No replies. // D: Only post reply, no post submission by student. // F: Fail to submit the post.
MODULE 9
- Include Bibliography and course material list in the last week
- Add to professor Iracema Hub materials

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GEO 221 Class Prep
- Collective drawing about Portland (Jamboard)
- Plan an observation & Survey 123 (work in pairs or trios) meeting on a park or public event
- Plan a rephotography in downtown / Pearl District
- Class activity about a Portland Geography explored during summer break
- Field Maps and QuickCapture weeks
- Show videos about the AGOL tools
- Use FieldMaps and QuickCapture offline - teach how to
- Connect ArcPro and AGOL
- Intro: Map with neighborhoods and metro area. Add a pin o Paddle where you are, what do you like, what you don't like, place you go often.
- In-class activity: Storymap (identify the elements of a storymap)

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GEO 266 Class Prep
- ESRI Training for each class
- Trimet guest speaker
- Urban Forestry guest speaker
- Quiz for every class
- Bolstad readings during class for concepts' references
- Labs explanation during lectures
- Tips for data visualization on ArcPro
- Lab 6: relate tables exercise, digitize maps - London map
- In-class activities: Census (Kentuchy map), aerial interpolation, create features and address locator, raster exercise (collect data from PRISM website), use raster tools,, model builder - mountain lion habitat, origin-destination tools (proximity).
- Abolish midterm - use questions from midterm and include midterm activities as graded activities.
- Week 1 - Interpolation (use slides from Calculating Density ESRI) - Bolstad materials - readings on first law of Tobler

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GEO 170 Class Prep
- Add quiz questions from abolished midterm and finals for each week
- Work on signature assignment discussion for each week
- Check links
- In-class geospatial online activities
- Breakout Rooms discussions
- Storytelling for first map, GPS and aircraft (with videos)
- Podcasts and videos for discussion topics