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Listen to and watch Marti´s video and slides.

Add your reflections to the questions in the Padlet and if you have questions for Marti

It can be your individual reflections or from your PBL group.

If you like, write your name or PBL group number in the title to make follow-up easier.

Your reflections, comments and questions will be used in preparation for the webinar on 25 November.

Looking forward to see you then!
//Marti, Anne, Cecilia & Lars

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Marti Cleveland-Innes - Presentation slides

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Marti Cleveland-Innes - Presentation slides

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https://athabascau.adobeconnect.com/p9d6l6c332hb/

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A reflective comment: The shift from traditional teaching to digital/online teaching has also affected the role of teacher, from traditional to facilitator. I think it is a positive change for the teacher role, but also a challenge. It requires another mindset of the teacher and the students. For instance, the teacher puts more trust in guidance of students and students need to be more active in their individual learning. Thus, the process of learning is more visible than before, from both teachers and students.

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I have set up discussionforums for the students during the course. The students are encouraged to discuss assignments or other educational issues with each other on that forum, but also receive support from the teacher.

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I have been more didactically precise in line with the digital/online framework and requirements.

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In online and blended learning. it is stated in the community of Inquiry framework that teaching presence is enhanced when participants become more metacognitively aware and are encouraged to assume increasing responsibility and control of their learning. But how do we get student (design for...) to be more responsible for their own learning? E..g. to participate in non-mandatory seminars where co-creation of values takes place=learning?

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We had to redesign, and in some cases, redo a lot of the material.
Screen casts of power point slides
Made some films of the lecture.
Had to make new slides and somehow not leverage writing on the whiteboard. Had to be cognizant of lecturing too quickly.
Had to get more familiar with tools for online teaching. Prior to the pandemic, we had limited experience with these tools.
Had to focus more on what the students were doing with their time more than before

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Before - We went to the classroom and had our class. We were involved right there and in that time.
Now - With blended learning, we, as teachers, are involved almost 24-7. We are supposed to answer questions very fast, not only the next class.

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No.
Too many new adjustments for students and teachers so hard to implement and expect students to have the wherewithal to adopt.
Many students entrenched in pre-existing learning networks

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Putting extra effort into engagement.
Make many more decisions about the learning concepts.
Solicit questions and communication as they are even more passive than before pandemic times.

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We give the students more homework to do that has to be done until next class. The students are expected to be more self-directed in their learning. And I, as a teacher, have to construct these assignments.

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At Luleå University of Technology we use Canvas as a learning platform. Our students all have access to a personal oom-room.
Students can also have ability to create a Facobook room.

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Since I have not thought for so long, I can only imagine what would I differently....Well I guess it would be like trial and error kind of way for me...I would see how students engage better, until I find the best way to reach students, I would keep trying different approaches.

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we had seperate discussion sessions for students to involve. We used to pick nobel laureate articles in medical science and go over the article. We lead the students to understand what questions the scientist tackled. We tried to teach them think like a scientist...They were shy to discuss and come out, but we used to pick names from the list....In that way they usually would come prepared to the class.

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The teacher plays a pivotal role in the learning mood of the class. A creative and passionate teacher creates a warm and happy environment to engage and mentor students. Personalized touch in teaching for each student can transform passive and introverted students into active and more socialized.
Teacher has a dynamic role which switches between conventional educator and moderator. By experience and education teacher will find a balance to switch between these roles without perturbing the harmony of the class.

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In Sweden, we mainly use Canvas as a learning platform. Teachers and students can interact easily. Students have access to the required material and teacher's feedback on the assignments. Moreover, it has been used during the learning period in the university in bachelor, master, and medical school levels. Therefore teachers and students are used to it and feel in a comfortable zone. Thus, more time is spent on learning and teaching than getting to know the educational tool.

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To me, the main responsibility of a teacher, especially during a time when information is readily available, is to facilitate the learning to discern information quality and to synthesise disparate information sources. I do not see a change in my fundamental role as an educator with the shift to a more digital format.

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It has shifted the time used for teaching to be more before the sessions. Also it has made me think how to construct the content and what is the division between teaching (online) and the work students do outside teaching. And in whcih order should these follow each other.

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Almost everything.

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The assignments for the modules I teach are now really different for remote teaching. I spent much time refining the assignments so that they are more reflective, and self-directed. To ensure that students utilise easily-available information yet promote independent thought processes was difficult to achieve for each assignment!

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The students maintained a break-out group of 4-5 persons for hte entire semester.

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The course involved more skills and we developed videos to demonstrate the skills. This supposed to shorten or take away the need to demonstrate in class.

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We do set up forum in the LMS however it was utilized minimally.

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There is definitely a clear shift between teaching in a face to face environment to the online/blended learning. There is much more need for the socialisation element as well as taking the students through the learning journey in a very specific way, even the methods in which we teach need to change. I find myself being much more motivating and looking for more fun ways of learning to ensure the students are engaged, and stay engaged in the content. There is definitely a bigger emphasis on the motivation toward students for me.

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There has been an increasing focus on student support and motivation - this is not what our student initially signed up for, and lack the motivation to keep going.

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I have tried to set up these communities, even trying to extend areas where students can speak to each other in a casual environment (where study/classroom talk is simply not allowed).  In SA, we have students from all over the country now all together in one meeting room (for the first time ever), and I was trying to utilise the space for them to become comfortable and familiar with each other before having to focus on the studying aspect.

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In trying to create a conducive online learning environment - there are many aspects that need to be taken into account.  My biggest concern that I face is the creating of a learning community - everyone seems very willing to participate in class, but when it comes to the forums where scenarios are posed to them, they are hesitant to go answer, and majority of the time they simply ignore it.  How do we as educators encourage these learning communities in a better light?
Also - how are we better able to inspire learners to take control of their own studies, rather than depending on the educator stating what needs to be completed when?

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In these times of pandemic, I find it to be necessary to reconsider a synchronous online meeting in for example Zoom, as what was former known as a physical face-to-face learning moment. Do you think that, when reading literature from before 2020, it is possible to regard blended learning as being a blend of the two most used remote teaching situations; asynchronous online teaching and synchronous online face-to-face teaching?

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I think I failed in doing so. I tried to encourage using discussion fori (plural of forum this should be, forums?!) but ended up with only teachers posting things there. Sometimes we got good discussions in Zoom discussion meetings after a lecture, but it seemed more by chance, so really want to improve this. The course I refer to started end of March so of course, everyone, the students and we, were a bit overwhelmed...

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We haven't changed much in spring, no time to reflect. Of course we added occasions to discuss but it didn't feel like the students really took those. I hope I can improve this for the next round!

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Spontaneously I feel like one needs to be more than a teacher, there are more roles to take and to live up to. Both fun and a challenge!

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I agree with most of the comments above, and yet I see the strain in many of my colleagues (and in other univiersities) to be flexible. Instead, quite a lot of what I see is simply a transition to a Zoom version of how we used to teach in class. But I cannot blame them, because to be flexible and truly adapt to the new context, you need A LOT OF TIME...time that we are not given...which means that if you are willing to be flexible, you need to put a lot of extra time to it, something that many, don't have (nor should put without the allocated resources).

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I finally took the opportunity to do a flipped classroom set up. I compressed and filmed my theory lectures and all the Zoom time is devoted to working together as a group. I also allowed myself to be much more open and personal with my students. Since we can't meet in the class, I create closeness by teaching in sweatpants and a hoodie. In line with my previous message, this requires A LOT OF TIME and is exhausting. I am very happy with the result, but it comes at a personal cost, too.

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Changing is always inconvenient, you have to make an effort to adjust yourself in your new role. It's easier if you see other teachers around you who are also striving for this change, or if you have the support of the university in the form of courses, training, or even understanding the IT section when you ask "strange" questions.

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I introduced padlets in spring. Now I learn how to use them bolder. I also prepare my presentations/lectures to publish, so they need to be very precisely described, which I find very time-consuming.

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I did both synchronous and asynchronous learning.  I did blended learning and flipped classroom and hybrid teaching with "roomers" and  "zoomers".  I got in touch with the representative student leaders and sought feedback on their experience and am planning to collaborate with them on how they want to shape their way of getting instructions.

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New environments, such as the online teaching, give new possibilities for designing different approaches. I think I want to do more than I have the means to do, and by that I refer to time, skills and tools.

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When the course has been planned to be remote from the beginning, it is easier to be more creative and set up for example recorded lectures, and then live seminars. But during COVID-19 and you needed to switch from one day to another, lectures seems to be quite restricted to a Power Point and a small box with me talking...

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I am not there yet, but I really would love to find the tools for doing this and make sure that students find this a great place to hang out!

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I would really like to know more about the idea of blended learning, based on the asynchronous and synchronous teaching when it is completely online. It also addresses the question of developing a learning community for students. What do we need to do to be able to create rooms for students to feel at home with their peers when they are advised not to meet in person? What tools do we need to have in overall at universities to make this work?

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I now see my role more as a facilitator and guide for the students, to help them find information and also how to assess and use the information. My teaching has become more hands-on, with films on how to search databases and how to do certain calculations. I hope that reflection will follow from the hands-on experiences the students get.

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I have always put effort into constructing my powerpoints in a way that supports learning, as I have published them on learning management systems for years -so they could be used for taking notes and as rehearsal for examinations. Now I make films of my lecturing, but I still use some of my didactic tricks, such as asking questions and then staying silent to allow the students time for reflection. During zoom-teaching I try to involve the students with quizzes etc, to bring some distractions and reflections into the teaching session. Films with hands-on examples.

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The learning management system can be used in a variety of ways to create student interactions. Examples are chat forums, assignments to comment on other student's work, using wikis to make students produce content together, etc. A flexible and multimodal LMS is key for creating a community sense among distance learners.

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Reform education (by Sabine PBL gr. 16) 

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Reform education (by Sabine PBL gr. 16) 

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I see here the rediscovery of reform pedagogy. It is no surprise that John Dewey and “Community of Inquiry” are named together (expl: http://lingua.amu.edu.pl/Lingua_24/10_Ewelina%20Czujko-Moszyk.pdf ). Is the real breakthrough of the ideas in educational reform now coming from global digitization? Will we come closer to the ideals of humanistic education?

If we extract the (old and new) reform pedagogical ideas, we will be able to draw from Anton Semjonowitsch Makarenko's Collective Education as well as from Kersten Reich's Constructivist Didactics. Knowledge about pedagogy and educational science needs to be upgraded, as well as the use of this knowledge and further development in the digital framework.

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I start with asking the students which questions they want to be able to answer at the end of the term. Answering the questions, I use the method "Learning trough teaching" for many years successfully - so no problem to transfer it to the digital world. The third part of that community building is evalution (avoiding grading) everybody for everbody. I make sure that the students feel that they are taught as persons with their context and experience and not that I teach a subject... (more to add on the blog)

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Teachers are always the facilitator for learners. What teachers should remember is what we can offer the best for our students. No matter what types of learning environments or leaning designs. We hold our students' hands to grow together.

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I realised its easier to lose concentration for the students if I talk too long in online environment than in a classroom. Therefore I try to talk less and give more time for student discussions. This meant that I had to record some parts of the lectures.
Instead of having peer discussions in groups of two, I have breakout room sessions. This may work actually better since in this way the students could discuss in different groups everytime instead of only discussing with their friend sitting beside them.

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I have tried to. Also in Sweden, so we use Canvas. Must say it works better than expected. Breakout rooms in Zoom and Canvas quizzes works well.

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More focus on making sure everyone is doing ok. More interactive tasks (e.g. zoom polls) to keep the students' focus, shorter sessions. All in all, I think it has actually been an improvement in some ways switching to remote teaching.

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Im now part time software engineer it seems...lots of new tools to master.

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My course design is very explicit in the online environment and my role as a teacher has been a long process of change: in the beginning of online teaching I felt almost lost and worried since I had to learn digital tools and use them without knowing them well and because of the lost contact with the students. Today, the explicit course design has become a natural part of my work, but still, through this course I realize that there is a lot more to learn.

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I agree with both my peers, Marcus and Mohit:) I also design the tasks for the groups in a way that creates needs for the students to interact, both orally and written (I teach Spanish).

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We have tried to establish discussion groups on Canvas but it doesn't seem to work well. Maybe since it's not compulsory to participate or maybe because of lack of "marketing" from us teachers. But since a few years back there is a community in social media which is appreciated among students who have studied or are studying Spanish at our university:)

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I believe that my role as teacher change or adjust to the design of a course, which in return change in relation to learning objectives, level of education (under/post graduate, 1st, 2nd or 3rd year of a programme et c). Curricula, objectives, length of the course, study pace, pedagogical idea, campus/online/blended, geographical distribution of teacher and students et c et c are things that decide which role I should have as a teacher. However, I believe that I could be more aware of this and also need to practice to really change, and not stay the same.

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After having watched Marti´s video presentation, I would say that I have put more energy and effort into stimulating cognitive presence in the student groups I meet. I have also had to explicitly work on how to create environments that will facilitate social presence. My own role has also changed I believe, in the direction of designing more interactive teaching activities.

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I have been more active in posting news that I believe to be of interest to students in the web based learning platforms. I have created discussion forums, used break out rooms in Zoom, created a Zoom room for online meetings among students at any time. I have also engaged students to mentor other students in order to expand the learning community. I have also started to meet students in scheduled, but open contact hours in order to work and discuss matters that students themselves wish to bring up, things they work on, struggle with and so on.

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I would like to know more about how I can support students in lasting as online students during the pandemic. When you work from home as a student (or teacher) the rest of life can be harder to set aside. I know about all the tips for taking a walk during daytime, get up and move every now and them, try to keep a space for studying only, exercise, eat well and soo on, but how to help students to put all that into practice in order to manage their studies. Spending a lot of time looking at things on a screen is demanding.

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Det gäller att lägga in pedagogiska proceser/aktiviteter över tid

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lagt in sociala presentationer, lärandegrupper, breakoitroom, frågestunder i Zoom med mera.

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As a coach, rolemodel who has thougt  through the lessons (activity), course or hole program

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I feel my role as designer and better knowledge of the pedagogical steps is even more important in online learning, otherwise interactions with students and the activities become harder to fulfill.

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To be with the students in the beginning and the change roles

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I noticed that I give more freedom to students and more responsibilities in engaging the activities. It's easier for them to just act as receivers online, so I have give more targeted activities.

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I think differently after ONL, I will rethink and think more progression step by step and PBL groups and using the FISH-model

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Subgroups and commong group goals that can be achieved through collaborative work. That's what I'm trying to promote to achieve better community building.

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In this PPT video presentation, Marti is sharing her thoughs personally with you on this topic https://athabascau.adobeconnect.com/p9d6l6c332hb/