# data[].attributes.headline
1. Has the way you ask students to participate in and be accountable for their learning shifted in online modalities? How so? 

# data[].attributes.subject
1. Has the way you ask students to participate in and be accountable for their learning shifted in online modalities? How so? 

# data[].attributes.headline
Using the guiding questions as a starting point, work together to create a two-column chart exploring how the online classroom has changed the ways in which you hold students accountable for and ask them to participate in their learning. 

# data[].attributes.subject
Using the guiding questions as a starting point, work together to create a two-column chart exploring how the online classroom has changed the ways in which you hold students accountable for and ask them to participate in their learning. 

# data[].attributes.headline
2. How has your knowledge of your students helped you design and teach your courses in the virtual classroom? 

# data[].attributes.subject
2. How has your knowledge of your students helped you design and teach your courses in the virtual classroom? 

# data[].attributes.headline
Your chart might capture how your practice engaging knowledge construction in the physical classroom will change as a result of your experiences with online learning. 

# data[].attributes.subject
Your chart might capture how your practice engaging knowledge construction in the physical classroom will change as a result of your experiences with online learning. 

# data[].attributes.headline
3. How do teachers show trust in their class to be responsible for their own learning?

# data[].attributes.subject
3. How do teachers show trust in their class to be responsible for their own learning?

# data[].attributes.headline
4. What tools or strategies have you used to construct and preserve knowledge in your virtual classrooms?

# data[].attributes.subject
4. What tools or strategies have you used to construct and preserve knowledge in your virtual classrooms?

# data[].attributes.headline
5. What structures (materials, strategies, classroom norms) have you put in place to support knowledge construction in the virtual classroom?

# data[].attributes.subject
5. What structures (materials, strategies, classroom norms) have you put in place to support knowledge construction in the virtual classroom?

# data[].attributes.headline
6. How have you made your classroom more inclusive this year? How have such inclusive methods/strategies affected knowledge-making and learning? 

# data[].attributes.subject
6. How have you made your classroom more inclusive this year? How have such inclusive methods/strategies affected knowledge-making and learning? 

# data[].attributes.headline
7. What has effective student collaboration looked like in the online classroom?

# data[].attributes.subject
7. What has effective student collaboration looked like in the online classroom?

# data[].attributes.headline
8. What software platforms have been most useful to you in getting students to critically think and actively engage this year? How do you know these are working (e.g. students saying so in course evaluations, course retention/grades improving, you see them really actively engaging with the material and one another, etc.)?

# data[].attributes.subject
8. What software platforms have been most useful to you in getting students to critically think and actively engage this year? How do you know these are working (e.g. students saying so in course evaluations, course retention/grades improving, you see them really actively engaging with the material and one another, etc.)?

# data[].attributes.headline
9. What were the best methods you employed to preserve information in your classes this year (e.g. PowerPoint slides posted to Canvas lead to higher test scores, polling activities gave you a clearer sense of understanding and comprehension, Zoom recordings given to re-listen to class meetings, Google doc’s became effective study tools for students, etc.)?

# data[].attributes.subject
9. What were the best methods you employed to preserve information in your classes this year (e.g. PowerPoint slides posted to Canvas lead to higher test scores, polling activities gave you a clearer sense of understanding and comprehension, Zoom recordings given to re-listen to class meetings, Google doc’s became effective study tools for students, etc.)?

# data[].attributes.headline
10. What have you discovered about yourself as a teacher through your experiences in online learning?

# data[].attributes.subject
10. What have you discovered about yourself as a teacher through your experiences in online learning?

# data[].attributes.headline
11. How have you changed and/or adapted your teaching for the better (or worse) this year and what have you taken away from the virtual experience?

# data[].attributes.subject
11. How have you changed and/or adapted your teaching for the better (or worse) this year and what have you taken away from the virtual experience?

# data[].attributes.headline
12. How are the students embracing and/or turning away from technology as a result of being virtual for the year (virtually for some in part and others in full)? 

# data[].attributes.subject
12. How are the students embracing and/or turning away from technology as a result of being virtual for the year (virtually for some in part and others in full)? 

# data[].attributes.headline
13. How did you build a strong sense of classroom community this year-- you with your students as well as the students with one another (at the beginning of the course, during it, and near the end)? How were you able to create a safe space virtually?  

# data[].attributes.subject
13. How did you build a strong sense of classroom community this year-- you with your students as well as the students with one another (at the beginning of the course, during it, and near the end)? How were you able to create a safe space virtually?  

# data[].attributes.headline
Q3  The difference between asynchonous learning and synchronous learning is highlighted (I think) in the online environment.  In both environments I need to trust them to do the work.

# data[].attributes.subject
Q3  The difference between asynchonous learning and synchronous learning is highlighted (I think) in the online environment.  In both environments I need to trust them to do the work.

# data[].attributes.body
Using chat to record conversations.

# data[].attributes.body
A scrolling "ticker" in in-class interactions.

# data[].attributes.headline
1. Discussion threads: Gives students opportunities to have a voice and create community before and during the course.

# data[].attributes.subject
1. Discussion threads: Gives students opportunities to have a voice and create community before and during the course.

# data[].attributes.headline
7. Using pinup.com and google docs- have a student/s be the discussion leader and run the class-- with a list of discussion questions listed in pin up or Google docs and then students go into Break-out rooms

# data[].attributes.subject
7. Using pinup.com and google docs- have a student/s be the discussion leader and run the class-- with a list of discussion questions listed in pin up or Google docs and then students go into Break-out rooms

# data[].attributes.body
I think that this is a fascinating question, but I don't know how we can know the answer to this. To succeed in the classroom they almost inevitably had to engage with technology.

# data[].attributes.headline
7. More "break out" rooms in person--with more accountability and collaboration. Some (but not all) Discussion threads OUTSIDE of class--allows for more flexibility BUT can feel like busy work....so it's a fine line of how much/many and moving the 'newest' thread around and professor jumping in the discussion MORE

# data[].attributes.subject
7. More "break out" rooms in person--with more accountability and collaboration. Some (but not all) Discussion threads OUTSIDE of class--allows for more flexibility BUT can feel like busy work....so it's a fine line of how much/many and moving the 'newest' thread around and professor jumping in the discussion MORE

# data[].attributes.headline
Q1 and Q3  I really loved how they responded to discussion boards (and having that type of low stakes writing helped both their writing and their understanding of texts).  I used to use journals but I think discussion boards provide the same value (with value added)

# data[].attributes.subject
Q1 and Q3  I really loved how they responded to discussion boards (and having that type of low stakes writing helped both their writing and their understanding of texts).  I used to use journals but I think discussion boards provide the same value (with value added)

# data[].attributes.headline
1. Lessen the writing regimen and more video posting (e.g. Voice thread, screencast-o-matic, etc.)

# data[].attributes.subject
1. Lessen the writing regimen and more video posting (e.g. Voice thread, screencast-o-matic, etc.)

# data[].attributes.headline
1. Took the video posting into in-person classrooms

# data[].attributes.subject
1. Took the video posting into in-person classrooms

# data[].attributes.headline
2. Students use so much technology--so I added more multi-modal and multi-genre

# data[].attributes.subject
2. Students use so much technology--so I added more multi-modal and multi-genre

# data[].attributes.headline
2. More multi-modalities and multi-genre watching/writing/reading---(Ted Talks, YouTube, Comic strips) (UDL)

# data[].attributes.subject
2. More multi-modalities and multi-genre watching/writing/reading---(Ted Talks, YouTube, Comic strips) (UDL)

# data[].attributes.body
The teacher always praised the students even for small things.

# data[].attributes.headline
Q 11.  I will definately continue to provide options 

# data[].attributes.subject
Q 11.  I will definately continue to provide options 

# data[].attributes.headline
13. Asked in the first 5 minutes "How are you doing?" Students would say what they did and others piggy back off this. Often, they would then move to anxieties they felt and others would give their advice or ideas for what they did.

# data[].attributes.subject
13. Asked in the first 5 minutes "How are you doing?" Students would say what they did and others piggy back off this. Often, they would then move to anxieties they felt and others would give their advice or ideas for what they did.

# data[].attributes.body
-Used Realia= Using artifacts/games-2 truths and a lie, etc. to build community and collaboration in the classroom--especially early on

# data[].attributes.headline
5./10. Considered/will consider how to re-focus the syllabi to encompass the full student and/or professors' lives--they're working, going to school, trying to have a life and a family, etc. 

# data[].attributes.subject
5./10. Considered/will consider how to re-focus the syllabi to encompass the full student and/or professors' lives--they're working, going to school, trying to have a life and a family, etc. 

# data[].attributes.headline
5/10. Really think about our students and ourselves--all of our mental health, our access to technology, our place at/in the Ivory Tower.

# data[].attributes.subject
5/10. Really think about our students and ourselves--all of our mental health, our access to technology, our place at/in the Ivory Tower.