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Here are two of the strategies I intend to use in my courses. The first is the Discussion Forum. I have found the Forum to be an excellent way for students to communicate with each other about the class in an online format. The second strategy is the use of videos and podcasts that students watch or listen to either through  Moodle  or through Zoom.

Scott M. Campbell

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HRM523 is a hybrid course offered to MS-HRM students and community members who audit the course.  In addition to learning the material to further their knowledge and career, the focus of this course is to prepare people to successfully complete a certification exam that is administered by an outside entity. Many employers require or prefer hiring people with this certification. All the articles but particularly the article Universal Instructional Design (Golf & Higby,2008) led me to examine the components and how the course I am teaching this semester is designed.  The first change I decided to make to support social and cognitive presence is to increase the depth of the forum discussion.  To support the depth of discussion, I have included specific instruction on how to post and respond in the discussions. I included what is and what is not acceptable when posting and responding to others and provided examples of acceptable and unacceptable posts and responses. I am not requiring perfect grammar and spelling but encouraging thoughtful, meaty responses.  I am more interested in content. Week one forum is an ice-breaker type discussion. Going forward the discussions will concentrate more about tying the “book work” of the week to components of the exam preparation.  As an example: The exam usually has a couple of scenarios describing a situation in the workplace. The student/test taker must make decisions about which of the 35 competencies studied would be best involved in forming a solution to a workplace issue. I will form questions that will “force” students to think and go back to the material to provide a “case” for their posting as well as their required responses to classmates. They will learn form each other as well learn as they review the material to answer the question. Direct instruction is very heavy in this course because of the certification exam. There is not a great deal of opportunity for original thought in terms of the content.  Where I do encourage the students to practice “original” thought is to find creative ways to study the material, review the material, remember the material, and how to trigger the memory for applying what they studied in their course when taking the exam. Forums and study groups are part of an exchange of information on test taking in addition to course content. For this reason, I am encouraging offline study groups when the course is in the last 4 weeks and after the course ends until they take the exam. Traditionally and going forward with this class, I am offering to participate in study groups as needed or wanted.  Students can request me to be presence in person or virtually or send me questions. Additionally, to be present – weekly I am visible through videos (Echo360), mid-week emails to check in, and zoom or calls for students as needed .Social, Cognitive, and Teacher Presence will be my guide to review my course content and structure. I will review the resources provided through this training’s resources and other resources to assure I have covered each category.

# data[].attributes.subject
HRM523 is a hybrid course offered to MS-HRM students and community members who audit the course.  In addition to learning the material to further their knowledge and career, the focus of this course is to prepare people to successfully complete a certification exam that is administered by an outside entity. Many employers require or prefer hiring people with this certification. All the articles but particularly the article Universal Instructional Design (Golf & Higby,2008) led me to examine the components and how the course I am teaching this semester is designed.  The first change I decided to make to support social and cognitive presence is to increase the depth of the forum discussion.  To support the depth of discussion, I have included specific instruction on how to post and respond in the discussions. I included what is and what is not acceptable when posting and responding to others and provided examples of acceptable and unacceptable posts and responses. I am not requiring perfect grammar and spelling but encouraging thoughtful, meaty responses.  I am more interested in content. Week one forum is an ice-breaker type discussion. Going forward the discussions will concentrate more about tying the “book work” of the week to components of the exam preparation.  As an example: The exam usually has a couple of scenarios describing a situation in the workplace. The student/test taker must make decisions about which of the 35 competencies studied would be best involved in forming a solution to a workplace issue. I will form questions that will “force” students to think and go back to the material to provide a “case” for their posting as well as their required responses to classmates. They will learn form each other as well learn as they review the material to answer the question. Direct instruction is very heavy in this course because of the certification exam. There is not a great deal of opportunity for original thought in terms of the content.  Where I do encourage the students to practice “original” thought is to find creative ways to study the material, review the material, remember the material, and how to trigger the memory for applying what they studied in their course when taking the exam. Forums and study groups are part of an exchange of information on test taking in addition to course content. For this reason, I am encouraging offline study groups when the course is in the last 4 weeks and after the course ends until they take the exam. Traditionally and going forward with this class, I am offering to participate in study groups as needed or wanted.  Students can request me to be presence in person or virtually or send me questions. Additionally, to be present – weekly I am visible through videos (Echo360), mid-week emails to check in, and zoom or calls for students as needed .Social, Cognitive, and Teacher Presence will be my guide to review my course content and structure. I will review the resources provided through this training’s resources and other resources to assure I have covered each category.

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Mary Willoughby

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I am going to use the Getting to Know You Topic

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I am going to use the Getting to Know You Topic

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and to encourage a robust discussion, I am going to have students choose  a side of an issue that is opposite of their current stance.

Yasmin Habib

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I find great value in creating a video of myself for the students to connect them with me as an individual and to facilitate engagement.  I would also encourage students to form a GroupMe or similar so that they can bond. I find the personal relationships to be the biggest difference between face-to-face instruction and virtual. I plan to attempt greater involvement in discussion boards - I find this to be an area that gets set aside quite easily.

Michelle DeRue

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1.  I appreciated the Garrison, et.al article because it will reinforces the existing service-learning framework in class-- about the importance of process and not just producing 'stuff' of students' supposed learning. The discussion of Community of Inquiry provides a framework for the struture of classes--concrete, social, teacher experience as well as climate and structure and process.

2.  The readings were very validating  because the readings/ activities reinforced the very challenges for me of going on line from an in person class: thus the strategy that I will use this semester is to engage students even more in making decisions, owning the class outcomes, and being actively engaged in a variety of roles to create a sense of community. I will use Moodle more, try to learn MURAL, and of course, access Zoom as platforms.   I will, as I always do, start with the students: where are we now? where do we want to be? what will it take us to get there? Community building..in order to development....Before reviewing thid module, I was not giving myself enough freedom or permission to be me/ and do me--after watching the videoes/ reading the materials, I am much more comfortable with my approach--even if I am not comfortable with computers...a great learning module!
Marie Watkins

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1) this has inspired me to be more visible and to break things down more efficiently and effectively on the Moodle page.

2) I also appreciated the reminder to check in individually with students over the first week.

Cubbie Rowland-Storm

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I am thinking I might attempt to video more lessons for the students using Echo and possibly begin to Flip the class instruction.  I especially find value in the idea about teaching our students "how to watch a video in a meaningful way."

I plan to attempt to use the online discussion tools to check for understanding related to course readings and content as well as help to build community.

John O'Gorman

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I'm looking forward to using discussion forums to get students thinking outside the classroom;  in particular, I may assign issue debate on such a forum. I'll also use video as a strategy, and work with students to think critically about what they are viewing.

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I'm looking forward to using discussion forums to get students thinking outside the classroom;  in particular, I may assign issue debate on such a forum. I'll also use video as a strategy, and work with students to think critically about what they are viewing.

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H.L. Holzhauer

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I really liked this module and it stimulated lots of new ideas for more engagement virtually.  I plan to use an introductory video google slide where everyone adds an introduction of themselves.  I would also like to implement some new Moodle activities such as glossary where students take turns adding new terms for all to see.  I used forum discussions in the spring and found they added more depth to discussions that we had, especially after lab activities and plan to continue with that.  I would also like to try different online tools such as this one, Padlet!

Lisa Sykes

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I love the idea of posting an introductory video. I think it's important for students to be able to see us and get an idea of our "real" personality. 

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I love the idea of posting an introductory video. I think it's important for students to be able to see us and get an idea of our "real" personality. 

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I also like the idea of adding polls and surveys; students always benefit from being heard.

Ingrid Wander

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1. I guess I never thought about how important it is to have an active online moodle presence beyond just being the course instructor. I want to have my picture included on my site as well as create an introductory video that students can view when they first arrive on the class page.

2. I plan on using online discussion boards to support asynchronous participation in between classes.

Maggie MacArthur

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I plan on using Zoom, combined with asynchronous assignments and activities, as a way to streamline class activities that students never really had to do during classtime. My hope is that I will learn to use my time with students more efficiently while also showing them how to do so in their own classrooms.
I'm also going to try to use online learning tools and activities as models for my adolescent education students. I hope they will be better prepared to adapt to the new normal as teaching evolves in this era.

Dave Caiazza

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I plan to assign Discussion Forums to see how students are responding the the static content I've provided each week. I intend to be more creative with the types of content I put on the Moodle page, using Echo 360 to provide short weekly overviews, offering connective images and things that interest me, trying out Bubbl.us for small group work in Zoom breakout rooms, etc. 

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I plan to assign Discussion Forums to see how students are responding the the static content I've provided each week. I intend to be more creative with the types of content I put on the Moodle page, using Echo 360 to provide short weekly overviews, offering connective images and things that interest me, trying out Bubbl.us for small group work in Zoom breakout rooms, etc. 

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Jennifer Thompson Stone

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I plan on using weekly Q&A discussion forums broken into groups. I am using the forum as a way for students to post "class presentation" videos on their research.
I am using movies related to topics covered in class followed by short multiple-choice quizzes and discussion forum for review.

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I am planning to use the getting to know you activity as a way to create an online community as well as for students to think through how to build rapport with their clients in clinic

Secondly, I hope to use more of the online discussion boards vs. in class reflections/discussions which we usually do.  I will be sure to create or have students help to create expectations/rules for online discussions; I also like the rubric idea for grading purposes

Kristin Bergholtz

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2 strategies for better online engagement

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2 strategies for better online engagement

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I will post more video intro/explanations showing my understanding of what we are trying to accomplish for that part of the course.
I want to wade into the blog/discussion board pond and set up some opportunities for low stakes interactions building community and checking on reading.
I already use get to know you assignments, but will consider making them share-able to the whole class to help them learn who their classmates are.
joe daboll-lavoie

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1. I will finally put up a picture of myself in that little circle! I never thought about how much that simple act could humanize me for my students.
2. My class will be divided with half of the class in-person on Monday and half on Wednesday. I'd like to find ways to build the class as an entire group by having them make and post Welcome videos and encouraging posting in some sort of online discussion. I have a skills class, so this may be an ask-for-help chat where everyone is required to ask and answer questions a set number of times per semester.

Is this different than the face-to-face classroom. Perhaps not, but online life forces one to be more intentional.
Margaret Leenhouts

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I’ll be employing more frequent use of Q and A forums, which I typically use only a few times and mostly second semester. I plan on incorporating the resource on a far more regular basis.  It has some obvious downsides: lack of face-to-face communication and all its attendant visual and auditory clues that enhance discussion, the loss of that free wheeling “bounce” effect as discussion pinballs around a room, and the inability to monitor and guide/adapt in real-time, among others. But the upsides balance those losses out:  all students engaging rather than just the more confident/extroverted ones, thinking through responses instead of immediately reacting, giving serious consideration to others’ thoughts.

For my own sanity, I’ll be using an explicit communications window regarding student contact.  Last semester was the first time I can recall feeling actual stress while teaching (and I taught two years of middle school), thanks to feeling communication was a never-ending deluge. So I’ll set some clear parameters that afford me some rejuvenation periods. And I’ll use a weekly “newsletter” format as well that will incorporate class items as well as some more personal/community news.

I’ll be “dismembering” assignments (clearly I've been watching too much Nordic noir)
and models into more manageable chunks and with more explicit explanation/annotation since I won’t have the luxury of in-class back and forth to allow me to fill in details, deal with immediate questions, note those furrowed brows and quizzical looks and students won’t be able to piggyback off of other students’ questions and confusions/clarifications.  And to make things a bit more personal, I’ll interweave short recorded videos amidst all that.

Bill Capossere

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Engaging students through Zoom and videos

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Engaging students through Zoom and videos

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I plan to use Zoom more regularly in my hybrid classes to maintain contact between on-campus sessions. I also like the idea of a video as the launch to the semester.
Ray  Martino

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I’m going to use this padlet feature as a way to solicit feedback on difficult readings - the visual layout of this is really helpful. I’m also going to to create a welcome video using Adobe Spark. I found the Venn Diagram in the Community of Inquiry reading really helpful (social presence, teaching presence, and cognitive presence) and will use that to guide my course design.

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I’m going to use this padlet feature as a way to solicit feedback on difficult readings - the visual layout of this is really helpful. I’m also going to to create a welcome video using Adobe Spark. I found the Venn Diagram in the Community of Inquiry reading really helpful (social presence, teaching presence, and cognitive presence) and will use that to guide my course design.

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Kim McGann

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!.  I am asking my class to create a community poem, each student crating a short section reflecting on the last few months.
2.  I plan to use discussion forums, asking for continued examination of the reading for the class period and answering some questions which require inference.
Midge Marshall

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For the fall semester I plan to use Google Slides (in addition to Moodle) to host discussions, post content, and engage in critiques. My students really enjoyed this format last spring. New strategies I would like to incorporate into my hybrid courses are asynchronous videos, introduce further discussion forums, and to create content that diversifies how I present and deliver course materials.
-Holland Webster-Houdek

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I plan to create a welcome video/written materials and some cool banners in Canva.

I also plan to send weekly (or maybe by unit?) email overviews to students to help them monitor their progress as well as help them stay on top of which SLOs are being addressed each week/unit.

Megan Tobin

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I have really enjoyed taking this boot camp class to help me refine my online teaching strategies. I definitely like the idea of making an introductory video. I have used online discussion boards and have found them to be a great tool, so I will use those again. I like the idea of asking the students to contribute to creating guidelines for a supportive online community so I will definitely use that idea. I also like the idea  of setting up a thread or forum for homework help.
-Clara Marchese

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1. I love the idea of creating a welcome video with info about the course layout and as an immediate, friendly way to begin establishing community.  I may ask students to create an intro video of some type (perhaps in flip grid), which could help build connection from the first day in my hybrid grad course of 15 students.
2.  Another aspect I want to improve is building engaged discussion, either through planned chats or intentional discussion forums.
3.  With a hybrid model, I will also want to plan low stakes check ins each week through the moodle quiz feature to make sure everyone is thinking through and engaging with the material.  In class, I usually would plan some kind of class reading reaction/discussion/interactive display of understanding, so this will be different.

-Tania Giorgis

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1. One new strategy for the fall will be to use a short Moodle quiz and/or Zoom poll in order to determine the students' level of understanding and engagement with the reading assignments. In f2f classes this would occur via whole class and/or small group discussion or short pop quizzes.

2. In the spring I did use the weekly communication email strategy and I thought that it was very effective. I think it is important to balance giving the students information but not necessarily giving them ALL of the information. In my emails I would direct them to use specific resources found on Moodle, rather than placing everything in the email. In f2f classes I would typically spend the last 5 minutes of a class period explaining the next steps and showing where the relevant information could be found on Moodle. However, I did not send weekly emails, I simply reminded them to use the syllabus and Moodle in all classes.

3. I also plan to use the survey feature in Moodle in order to periodically check in with my students in terms of how they are feeling about the course content, delivery and general self care questions. This is something that I often did in f2f classes as a quick "ticket out the door." However, virtually I don't necessarily want to take too much time out of synchronous classes in order to check in individually. In the spring I used a FAQ forum on each Moodle page and encouraged them to use the forum for questions that would be relevant to everyone. However, the survey feature would allow students to anonymously share how they are doing.

-Missy Reed

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1. I will use a Moodle discussion board for students to not only respond to a question I post, but also respond to the posts of two of their classmates. In an in person class, I usually require students to keep a reading journal in which they reflect on questions I pose and to create their own topics. The Moodle discussion will enable them to respond to each other in writing, an activity with which I have not engaged my students previously.
2. I will also post links to asynchronous videos, such as author interviews, and ask my students to summarize the author's responses to particular questions. I normally show videos such as these in class and ask students to respond immediately after viewing them This alternative format will allow students to watch the videos multiple times and reflect more deliberately before writing their summaries.

Mark Madigan

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-Can I call my courses "Hybrid, Flipped, and 100% Online"?

-For example: MON = ASYNC content (my mini-lectures, links to other resources); WED = SYNC, live on Zoom to engage in discussions, "practice" the content learned from MON, and clarify any confusion, but def. no plans to do LIVE lectures.

-Also thinking about conducting quarterly 5-minute informal check-in's with each student via Zoom = each student will meet with me for 5 minutes on 4 occasions in the semester (and I'll assign 0/1 point to them for showing up and talking to me).

-Will also tie very low-stakes assessments to the ASYNC content I share with them -- to make sure they've completed it, and to see if they kind of understand it.

-Interested in fostering community of inquiry... Need to explore that further.

-MChen

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A new strategy I plan on trying is quizzes; I've used in-person quizzes before, but when we switched to online I stopped because they didn't seem like they would translate in the same way.  I'm now rethinking the role of quizzes as a way to break up other activities, so I plan to use them in Moodle in a different lower-stakes way.

I also plan to use discussion boards: I did use these in the Spring, but there were some new aspects I hadn't seen before (like the Feedback forum - maybe that wasn't a discussion board per se, but it functioned the same).

Finally, building community is something I've been thinking a lot about for the fall, when we will primarily be interacting online, and so I was glad to see ideas like having an introductory forum for everyone - I've done introductory emails to me in the past, but not something that was open to everyone, so that is one thing I will try.

Heather Ames Lewis

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Great ideas and help in navigating the Moodle options!  I will definitely use the Getting to Know You Topic before our first class meeting and take advantage of the Forum feature to encourage asynchronous discussion.

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Great ideas and help in navigating the Moodle options!  I will definitely use the Getting to Know You Topic before our first class meeting and take advantage of the Forum feature to encourage asynchronous discussion.

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Getting precise clarification on these tools has been very helpful.  I knew about many in a general way, but this course does 'demystify' all of the tools that I've seen before but never used.

I plan on incorporating 360 videos with close captioning with each of the assignments and demonstrations I perform.  This will of course give remote students access and will also provide a good framework of digital material in the event that in-person instruction becomes impossible at any given time.

I will also deconstruct the course material that I already have on Moodle.  I feel like I end up repeating myself to students over and over and over, so making it even easier for them to access FAQ-type materials will be a time saver in the long run.

-Stefan Zoller

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1.  I would like to create a greater variety of activities to engage students such as videos, podcasts, creative use of case studies, etc. I am attempting this in my summer course which has improved the online experience greatly.                                            2. I would also like to improve my use of online discussions. I have used them in the past but have always felt there is something missing. There were several suggestions that I would like to try.                                       3. I need to improve the appearance of my Moodle course because it is not inviting. I plan to use Canva as a resource. I have tried using more labels to make the site easier to navigate. 

# data[].attributes.subject
1.  I would like to create a greater variety of activities to engage students such as videos, podcasts, creative use of case studies, etc. I am attempting this in my summer course which has improved the online experience greatly.                                            2. I would also like to improve my use of online discussions. I have used them in the past but have always felt there is something missing. There were several suggestions that I would like to try.                                       3. I need to improve the appearance of my Moodle course because it is not inviting. I plan to use Canva as a resource. I have tried using more labels to make the site easier to navigate. 

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(Laura Riddle)

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1. On Fridays this semester, I plan to have synchronous Zoom meetings that will be devoted to discussing questions students have from the weekly exercises, required readings, and class lecture. Students will be able to post questions in the Zoom chat, making it more interactive. I will also address questions students may have emailed me throughout the week. These sessions will be primarily led by students' questions and will help them review for future assessments.

2. I plan to encourage students more to meet with me individually in Zoom "office hours" to discuss paper drafts and exam questions. Some students did meet with me in Zoom "office hours" in the spring,  and it really helped them improve. It also made them  more confident and passionate about the course material. By sending encouraging emails and setting aside office hours, I think that more students will take up this opportunity to have a kind of an individual instruction and communication. In my smaller classes, I may also require meetings with students before their main paper, depending on whether the course becomes more online than in person.

Machessa Samz

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I am feeling excited and overwhelmed.  I thought that my course was easy to switch to synchronous online learning, but WOW, there is so much out there to make the information more exciting and accessible.    I am going to use a variety of Moodle activities (which I haven't done before) to engage students in my material, and I am going to revamp course to have a consistent pattern of instruction and independent activities, along with revamping the syllabus to be more specific and clear about learning activities.   I also took to heart the information about timely feedback and will be using the 24-72 hour guideline. 

# data[].attributes.subject
I am feeling excited and overwhelmed.  I thought that my course was easy to switch to synchronous online learning, but WOW, there is so much out there to make the information more exciting and accessible.    I am going to use a variety of Moodle activities (which I haven't done before) to engage students in my material, and I am going to revamp course to have a consistent pattern of instruction and independent activities, along with revamping the syllabus to be more specific and clear about learning activities.   I also took to heart the information about timely feedback and will be using the 24-72 hour guideline. 

# data[].attributes.body
1.  My lectures are usually broken up with small group discussions or activities that lead to a larger class discussion.  In the fall I plan to use the breakout group feature in Zoom for small group discussions during synchronous class sessions, and the grouping setting within the discussion forums for asynchronous Moodle discussions.  I'm hoping that this will be less overwhelming/intimidating than always participating with the entire (35 person) class at once, and will facilitate more engagement with discussions and activities - even at a distance.

2. From teaching online classes in the past, I know I need a schedule for things other than assignments and grading!  I plan to have a checklist for posts to the online classroom during the week (to show I am present and provide reminders), reading and responding to discussions (again, to show I am paying attention - and to prompt further discussion or redirect if needed), and monitoring student progress to catch any issues early.

Courtney Forbes

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This unit contained lots of great specific and comprehensive ideas for online teaching. While reading/watching these materials, I have taken notes and made some draft materials. The article on not overusing high-tech synchronous approaches helped me develop a reasonably balanced plan that mixes different instructional formats. The slide presentation on facilitating online discussions helped me outline detailed rules and expectations that I will use in my hybrid courses this Fall. I also appreciated some efficient ways of checking on student learning that I never thought of before, like asking students to photograph and submit their handwritten or typed notes, taken during the viewing of a documentary. Very helpful! (Olena Prokopovych)

# data[].attributes.subject
This unit contained lots of great specific and comprehensive ideas for online teaching. While reading/watching these materials, I have taken notes and made some draft materials. The article on not overusing high-tech synchronous approaches helped me develop a reasonably balanced plan that mixes different instructional formats. The slide presentation on facilitating online discussions helped me outline detailed rules and expectations that I will use in my hybrid courses this Fall. I also appreciated some efficient ways of checking on student learning that I never thought of before, like asking students to photograph and submit their handwritten or typed notes, taken during the viewing of a documentary. Very helpful! (Olena Prokopovych)

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My students will need to engage frequently in different forums to become accustomed to engaging with individuals that they do not know very well.

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My students will need to engage frequently in different forums to become accustomed to engaging with individuals that they do not know very well.

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It will be important for my graduate students to help set community guidelines for the course.  These expectations will be reviewed periodically to make sure everyone feels inclluded

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It will be important for my graduate students to help set community guidelines for the course.  These expectations will be reviewed periodically to make sure everyone feels inclluded

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As I read/watched this information, I was glad to see that I had already incorporated many of these strategies in my online class in the spring semester. It was great reinforcement! However, I also took away a couple of things that I would like to try to boost students' engagement this fall. The first thing I would like to do more of is building a classroom community. I love the idea of having students post an intro during the first week of class like I would have them do if they were in a physical classroom. I am thinking they can include an image and talk about one thing they hope to learn in the class. This will hopefully carry over some of the community that can be built on the first day of class in a physical classroom to the online setting. In addition, I want to vary my weekly assessments. Last semester I did mostly discussion posts. I feel like students lost interest in these after a while, so I think I will build in some quizzes and other forms of assessment to mix it up. I also want to work on getting students to provide more and deeper replies to each other in the discussion posts that I do include. This hopefully simulate the physical classroom discussion experience more closely than what I did in the spring semester.

# data[].attributes.subject
As I read/watched this information, I was glad to see that I had already incorporated many of these strategies in my online class in the spring semester. It was great reinforcement! However, I also took away a couple of things that I would like to try to boost students' engagement this fall. The first thing I would like to do more of is building a classroom community. I love the idea of having students post an intro during the first week of class like I would have them do if they were in a physical classroom. I am thinking they can include an image and talk about one thing they hope to learn in the class. This will hopefully carry over some of the community that can be built on the first day of class in a physical classroom to the online setting. In addition, I want to vary my weekly assessments. Last semester I did mostly discussion posts. I feel like students lost interest in these after a while, so I think I will build in some quizzes and other forms of assessment to mix it up. I also want to work on getting students to provide more and deeper replies to each other in the discussion posts that I do include. This hopefully simulate the physical classroom discussion experience more closely than what I did in the spring semester.

# data[].attributes.body
Amy Fisher

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I had not realized there was/is so much to Moodle. I think I'm finally getting the understanding of the plethora of activities to engage my students.
My course is a hybrid so my first class will be f2f for sure. I want my students to see, get to know the "real me" so they can better interpret (hopefully) my meaning online whether synchronous or asynchronous. Since we'll initially meet f2f, I hope to continue building a rapport (maybe it will be a little easier after initially meeting) with my students to deepen their comfort level. I don't want to seem like the "heavy" but maybe in our initial Zoom, including a Kahoot activity related to the topic to lighten the atmosphere and relax everyone.
Asynchronous, I'm a little skittish about, but after reading one of the comments and remembering the idea of using a rubric to maybe keep them on their toes as well as myself, I was somewhat encouraged!  It also will be a consistent vehicle for feedback. Another positive is my shy/slower processor student, (like me :)) gets the opportunity the "think" before answering without feeling like they are "the last one to respond again". I do plan on trying to include asynchronous, I'll let you know how it goes Jenna!
Ros Aaron

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1. This unit made me realize how much I tend to focus on content to the exclusion of presentation and community-building. In my online courses this semester, I'm interested to experiment with Canva to make my Moodle pages more visually engaging. I also like the idea of creating a block for students and me to post a picture/avatar of ourselves and a brief bio, as way to create a feeling of community. It strikes me that this could potentially make discussion more personalized than is typical in an in-person class, where students often haven't learned all their classmates' names even by the end of the semester.
2. The Wheler article impressed on me the importance of creating a communication plan with a schedule for reaching out to each student individually. That makes a lot of sense now that I think about it.

-Greg Foran

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In my larger lower level courses, I typically have students write papers and give presentations. I normally give 3 tests. I normally have a lot of discussion mixed with lecture. Those strategies do not translate seamlessly to online teaching.

1. I liked the ideas about how to  better facilitate online discussions and plan to try that. I have been nervous to try that before, but it seems like now would be a great time to give it a try!
2. I also like the idea of giving students the option to make videos or complete other types of assignments. More frequent, lower stakes assessments seem like a good idea.

Becky Fahy

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1. I have always been in love with the idea of the flipped classroom but have never been able to fully implement it. This fall with one of my hybrid classes, I am jumping in and making a unit or two as a flipped asynchronous learning opportunity with the in person session focused on complex diagnostic problems. In the asynchronous portion I will attempt to stay within a 15 minute time limit for the video guided lectures  and embed simple questions to ensure the students watch the videos. This is similar to how I teach in class to assess understanding of the material - by asking simple questions every few slides. The difference will be that I will be unable to stop right at the point of confusion to ensure understanding.

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1. I have always been in love with the idea of the flipped classroom but have never been able to fully implement it. This fall with one of my hybrid classes, I am jumping in and making a unit or two as a flipped asynchronous learning opportunity with the in person session focused on complex diagnostic problems. In the asynchronous portion I will attempt to stay within a 15 minute time limit for the video guided lectures  and embed simple questions to ensure the students watch the videos. This is similar to how I teach in class to assess understanding of the material - by asking simple questions every few slides. The difference will be that I will be unable to stop right at the point of confusion to ensure understanding.

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2. I am going to use Moodle with more direction and intent. In the past, I have uploaded information to Moodle in a unit by unit basis with no other organization. Now I am intentionally designing the Moodle page to be easy to navigate, clearly identify the assignments and external readings, and organized still unit by unit. I am adding low stakes Moodle assessments and attempting to use the Discussion board to increase engagement. For summer B, my online class, we are using Google Docs and breakout rooms within Zoom to simulate group lab work. If this is successful, then I will implement it in my Fall classes and labs also.
Lauren Brooks

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1. I appreciate the reminder to present content in multiple ways to encourage student engagement.  Incorporating more videos, podcasts, different types of readings, interactive activities, etc. are important and clearly will improve engagement.
2. I really enjoyed the "Effective virtual instructions" video.  In one of my classes last semester, I used forum discussions but didn't get the depth of responses and engagement that I had hoped for.  Including more open ended, creative and specific prompts, clearly articulating expectations for length & depth of responses and also clear expectations of the number of responses and time frame for those responses are helpful tips that I plan to employ.
3. I also plan to try to flip a few lessons and use a low stakes quiz to check for student participation in and understanding of the online portion of the lesson.
Amy Pete

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1. I love the idea of having students contribute to the guidelines for discussion forums, and I am definitely going to try incorporating this in the fall. I think it will really assist in the development of engagement as a class-community.

2. I also really appreciated the reminder of the importance/potential in "low-immediacy; low- bandwidth" instructional tools. As I move a F2F lecture course to a fully on-line format for the fist time, I acknowledge the need to adjust the entire design, and not simply shift to delivering lectures over Zoom. This module nicely articulated the benefits and various ways of incorporating low-tech, asynchronus instructional techniques. I can't wait to experiment with screencast-o-matic and voicethread (and this padlet assignment set-up is pretty cool too)!
-Jason Willey

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The past two years I've been using Google Docs to create an interactive online discussion for the students but I think I am going to try using Moodle but not just forum. I want to use a variety of types  of activities like choice to maybe influence the direction of future discussions. My in class discussions are led by students so I will figure out how to continue that. I'm also planning to do a bunch of short videos to introduce topics and they would act as a  replacement to class lectures. I'm using a blended asynchronous /synchronous approach so once a week the students will have an opportunity to engage in discussion together. I may also incorporate the Moodle chat feature so they could be posting while we are talking or use it for a video watch session during which they are posting their thoughts in real time and then we can come back to that in discussion

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The past two years I've been using Google Docs to create an interactive online discussion for the students but I think I am going to try using Moodle but not just forum. I want to use a variety of types  of activities like choice to maybe influence the direction of future discussions. My in class discussions are led by students so I will figure out how to continue that. I'm also planning to do a bunch of short videos to introduce topics and they would act as a  replacement to class lectures. I'm using a blended asynchronous /synchronous approach so once a week the students will have an opportunity to engage in discussion together. I may also incorporate the Moodle chat feature so they could be posting while we are talking or use it for a video watch session during which they are posting their thoughts in real time and then we can come back to that in discussion

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Noel Wolfe

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1. I'm going to try discussion forums. I"ve been reluctant to use this format in the past because I prefer to have discussion happen in class, but in an online format they seem almost essential. 

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1. I'm going to try discussion forums. I"ve been reluctant to use this format in the past because I prefer to have discussion happen in class, but in an online format they seem almost essential. 

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2. I'm also considering different assessment techniques than I would normally use in a live class. more frequent, lower stakes assessments seem like a good idea.
3, I've always provided links to additional content on the course Moodle page, but I will due these resources more intentionally in an online format.
Grant Gutheil

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1) Create structured discussions with clear objectives and low-risk quizzes to engage students in content on a regular basis. These will have a completion requirement in order to access the following week's lecture slides, which students always want before class.
2) Regular check-ins and postings to be more visible to students and encourage discussions. This has been an ongoing challenge for me because I only teach one course and work full time elsewhere, so it will take some pre-planning on my part to be present regularly and to no create too much extra work for me.

Liane Grasso

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1.  Create regular structures for lab activities.  Labs can often be more free flowing, since some labs will have varying investments of time and effort in face to face environments.  To the greatest extent possible, keep a regular schedule (perhaps weekly) of when pre-lab, lab, and post-lab activities are due, including any assessments.
2. Have content that is involved in debriefing from a lab - since we're designing backwards, start by reiterating the hypothesis, and ask the students to consider what results might prove/disprove the hypothesis.  Then discuss sample results with them, including showing them results that might prove/disprove the hypothesis that I the instructor have created.  Also include results and explanations that can come from mistakes in performing the lab, asking students to reflect on how to design their lab procedures to avoid them.

Matt Schoell

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1. Creating small, low-stakes quizzes to check that students have done the assigned work ahead of time is a great. Putting the next assignment behind a completion requirement in Moodle means I can guarantee that a student has done the work they're supposed to do and not racing ahead.
2. The idea of "outside spaces" sounds fantastic! One thing I miss from F2F classes is going off on tangents, whether they're directly related to the course, current events, the weather, or something else entirely. Creating a space where those kinds of discussions can take place, and encouraging students to use them (by modeling this behavior myself) will (hopefully) bring back some of the energy of a classroom that I miss so much virtually.
Matt Koetz

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1. Being creative with presented content for my students. Consistency is important, but having some variation in how it's presented  is going to be fun. Whether it's a video announcement, an article link, etc. Just keeping it familiar and structured, yet fresh each week.
2. Simplicity is key. If the "tool" is too complicated, the students will not be focused to learn the material and content. This way they can worry about connecting with each other and the material.
Hilary Toothe

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1. Being more creative with the structure of modules in Moodle, not just Week 1, Week 2, ...
2. Finding creative ways to be present, such as with a Bitmoji
3. Asking students to contribute to the guidelines for online discussion
4. Finding materials other than  articles and readings (e.g., podcasts and videos) for engaging students in online discussions
Amy Brandebury

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1.Building rapport is important to me.  I like the idea of having smaller groups online each week to get the personal connection. Taking "notes" to help remember tidbits about each student will help with the rapport~
2.Keeping it simple is helpful advice! I will be gentle with myself and try one or two new things and assess from there. So important to remember this.  The best learning happens when excitement is invovled~ and not feeling overwhelmed.
Sue Mack

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I started last year to use discussions boards (forums in Moodle), and have had increasing success with preassigned topics. Students love to talk to each other online! From materials in this course I had a few ideas how to expand discussions in a student interactive format to regular class lectures, not just special topics discussed in groups like I did before. I will ask students, in an open format forum (all have access and can comment) to pick and describe a lecture topic in 200 words, adding a reference with new, additional details from outside. Students would get points for their statements and comments to others (in Q/A format, they can see other statements only after they post themselves).
Letting students know requirements clearly and beforehand is my second important point. That I have not done well before, and articulating clearly the goal and the process will be a major issue for me in the future. I learned the hard way that writing in the syllabus means nothing to more than half the students. All the information must be available at the point of use, in the LMS.
Third, I liked how this course is self-guided by linking and conditioning progress to certain acheivements, and I intend to use linking to make online classes (especially for flipped classes I now must teach) interactive with feedback activities.
PS: the posting on the padlet could have been done as a Forum on Moodle, though not as sightly. Alin

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1. It was clear that being visible was important through many of the resources in the Module. To that end I have small, moderate, and "big" plans:
Small: Though I already have a photo of myself for Moodle, I plan on creating a bitmoji to add in places on Moodle.
Moderate: I will rework my Welcome Space on all of my Moodle courses so that it isn't just the custom banner that I create for each course each semester, but I will have a section there with information about me. I'm still deciding if it will be text or video.
"Big": My communication plan will be in multiple places (syllabus, Course Welcome Space) and will be explicit since I will not be able to reiterate it to students nor will they be able to just "drop by" my physical office as they usually have.

2. Community Building: I plan on using Zoom breakout rooms as well as online forums for to help with this. As I develop each of my courses for the fall I will be able to be more intentional with this strategy.

Lindsey LaPlant

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1.  I like the idea of creating the debate modality in Moodle forum, starting with instruction on civility and community as a basis, the debate, especially taking the opposite side of what you might typically do can be a good learning tool and stretch the students.
2.  I really liked the rubric to give the student frequent feedback on their participation in the asynchronous activities.  I had not thought about a good way to give feedback in a consistent manner on a person's participation in the online activities.  This will help the student know how to stay engaged throughout the course.
Mike Rood

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1. I love the idea of recording a welcome video or creating an Adobe Spark video to welcome students to the class. I always write a brief welcome message  to appear at the top of my Moodle course page for my f2f classes, but a video is much more creative and I can see how it would be more engaging for students! I think this will also enable students to see my passion and enthusiasm for the course material, which will hopefully help engage them.

2. In keeping with the recommendation to make frequent, strategic, and highly visible appearances online, I plan to offer course-specific "virtual office hours" each week. This is different from what I typically do f2f as with f2f office hours I have a few hours per week and students are free to drop by any of them. I used course-specific "virtual office hours" in the spring when we transitioned online, and I found this to be a great opportunity to stay connected to students and provide them with an opportunity to "see" their classmates and me on a regular basis.

Carly Alicea

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1. I will most likely have students take low-stakes quizzes each week due on Sunday.  These will only be worth one point but will allow the students to see what information they are not grasping from the week's course material. I usually try to do this directly in class, but this won't be as easy online.

2. I will try to flip more classes (not something I have tried before).  I will record 10-15 minute lectures that cover the basic material for that topic.  During class time, we can discuss what they did not understand and work on example problems as a class.

Ryan O'Loughlin

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Strategies: Engage the Senses/Frequent Feedback

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Strategies: Engage the Senses/Frequent Feedback

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Engaging the senses keeps students alert and incorporates strategies  that may be more effective for different learners. This may be especially important when preparing for remote learning. Visual, auditory, movement and tactile activites all need to acknowledge what might be available to students at home. This would challenge students and instructors alike to think outside of the box!
Surveys along with frequent check-ins would also be a good strategy to boost engagement and give students an opportunity to indicate what is working for them or what they might need. Surveys don't necessarily need to be written or check box, they can also be visual or auditory responses.

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1. I love the idea of "bringing the outside in" to help the students feel less insulated (and isolated). I hope to recruit guest speakers in my subject area from around the community who can pop into a zoom class and add a new perspective on what we're learning.
2. I appreciated the accessibility reminders and am planning on exploring the video recording capabilities of Echo360.
3. Even given the debate about effectiveness, I do plan on using the discussion forums on Moodle, but also the "Groups" feature right from the beginning. I think a strong connection with a small group is better than a weak connection with the whole class.
4. I also like this visual setup of this site. I think I'll play with Padlet! I'm assuming that the way to remove the "anonymous" is to have students sign up and log in?

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1. I plan to see if I can find a video to replace a brief lecture I plan to record. I'm sure the students will appreciate hearing someone else even if the material is very similar to what I would say.
2. I plan to incorporate short quizzes after each section to assure they read the material and understand the basics. I am also planning to require them to post a question or comment in the discussion forum. We will meet via zoom once/week so I will address their questions in the zoom class.
3. I like the idea of using a variety of methods to incorporate various learning styles- break out rooms for case studies, hands on activities for lab time, readings and post a video with an outline of the material

Other ideas? What do you think of these?

I have another question.. Is it OK to incorporate pictures from google images, as long as they don't say they are copyrighted? I hope so because I tend to use a lot to liven up my slides.

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1.) Consider creating a short Adobe Spark video to welcome the students to you, as the instructor and to the course! This may help the students learn a little about your personality, even though you may not have met f2f.
2.) Structure to the course on Moodle! Consider a weekly email or weekly overview so students can quickly engage in their learning.

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I often engage students in case studies in f2f environment and have them work in groups to discuss.  I hope to continue having them work together by using discussion forum options.

I need to be sure to provide clear guidelines and expectations for student contribution to discussion board topics. This should include a development of a rubric on how they will be evaluated for their contributions.

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1) Prepare and find materials and activities to ensure varied course offerings: pre-recorded short lecture videos, outside videos (from youtube, Films for the Humanities, TEDx, Vimeo), interactive activities having to do with simple research online, and readings. In face to face classes, I rely mostly on readings and, on rare occasions, in-class video.

2) Teach the students how to approach the activity, reading or video: Before embarking, I'll describe the context and the purpose of each activity, give questions in advance for them to take notes on, explain how one piece of content builds upon previous work. In face-to-face work, I don't normally spelled things out quite so much, but probably should.

3) 3) Try out the Forum activity on Moodle (a.k.a. discussion board): There seems to be mixed feelings about this, how to get students to authentically engage, and how not to make grading onerous. It might be a good way to count toward a participation grade, if done well. Flower Darcy is a proponent, to be sure.

4) Figure out a way to make my welcome pages look fancy: This seems to require some tech skills; we'll see how it goes.

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In the Essentials Workshop, and in other online courses I teach, I try to consistently leverage two specific strategies to engage my students.

1) Weekly emails through the Course Announcements forum which highlight important notes about the week and reflect on salient points from the previous week's discussion.

2) Imagery & humor! I am a huge fan of memes and gifs which I use, when relevant, throughout my course and communications in the hopes that my students gain a sense of my personality, even if they never meet me in person.

These strategies have worked so well for me in an online environment that I consistently use them in my f2f courses also