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One of the things I would for my student to use is the Padlet platform, I truly believe that can be a tool for students that can be utilized on the academic side and also on the professional side.

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I feel that integrating video links for course requirements and lessons, as well as hyperdocuments for the course syllabus, can considerably improve social presence. Based on student feedback, the learners feel more engaged and encouraged in our math class when consistent communication, interaction and collaboration is established.

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I designate the first week of the course to an Ice Breaker Discussion. Though, this is a great idea too. I find it very hard to keep track of in regards to postings.
-Ashley Olson

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I allow students to engage in online interactions through online discussions in the classroom. Usually, the first day of my online class is set aside for students to introduce themselves and to provide a little bit of their academic, life and job background. Other students are allowed to respond to any matter of interest to them. Social presence is also created when topics of interest are posted in discussion forums and students are expected to comment and discuss such topics and are also expected to reply to other student's posts.

Amos Obiefuna

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I love Student Engagement in the classroom

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I love Student Engagement in the classroom

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Amos

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I love student engagement in the classroom

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This is a great day!!

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Something I do in my courses is make discussion a big component of assignments. One major assignment every module is to create a discussion post and comment on two other students posts. This serves as a massive study board for students to reference each module and is a way for the students to interact with each other. I also post announcements regularly and communicate with the class that way! - Cassidy Cybriwsky

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I will use this padlet to encourage student that learning is not just in the immediate are of learning but can extend far beyond textbooks. The emphasis is to have students dig deeper and think critically.

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I use the Padlet to encourage students to dig deeper into the assignments and pay attention to details, as they do, they will pay attention to questions and other discussions that will lead to better understanding and comprehension of the materials.

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Find a stop sign with Graffiti

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Hello everyone,
Every semester I create a discussion board with an introduction of myself. I include my 4 Quarter life cycle, goals and bucket list. You might ask what do I mean by 4 quarter life cycle, well here's a quick breakdown. 1st quarter is from age 1yr to 25yrs, 2nd quarter is 26yrs-50yrs, 3rd quarter is 51yrs to 75yrs and 4th quarter 76yrs to 100yrs. I include education, profession, experience and life obstacles and successes. I prompt them to create a 4 quarter life cycle, goal and bucket list. I also ask what they are excited to learn and accomplish by the end of the semester and also give a quick description of the characteristics and attributions they have to be successful in the profession of Cosmetology and ask them to give feed back to another peer.

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Kim Thornton- How I Use Social Presence in My Class

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Kim Thornton- How I Use Social Presence in My Class

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I'm learning to use the weekly online discussion which allows the students to reflect of a question regarding the chapter. The students have shown me that this assignment is building a place of trust and sharing with one another. The students respond to each other with a sincere and engaging attitude that supports each other's success to persist with their college and life goals. I appreciate understanding how even in an on-campus course format, a social presence is key. I've noticed that students will share more in the online discussion than in-class. Thanks for allowing me to share too.

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I am using the Padlet timeline now in my Music Appreciation course. Students comment on various topics from each period of music and I am hoping it will serve not only to build a social presence and allow the students to interact but also they can use the information as an exam review.

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After a personal introduction and an opportunity to ask questions about my person, I lead them through a simple mindfulness activity. This permits them to be present and to relieve some of the anxiety they may be experiencing. I explain how this activity is linked to many of the topics that will be covered in the course. I ask questions specific to this activity and end with feedback. As we cover different topics throughout the course, I remind them of this icebreaker experience and tie it into the specific concept where it can be applied.

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I post a weekly recap email, where I share deadline reminders, attach documents answering any questions. I have decided that I am going to start posting a audio message or video message weekly as well.

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Hi AFCP classmates! I am slow getting into phase II. Here I go, though. I do my best to respond to any emails, texts, or messages within 24 hours. If any of the messages are negative I turn it into something positive. For example, I thank them for reaching out. It takes courage to reach out.

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I am fully aware that students are thoroughly engaged with media and online forums. In between lectures, I try to find supporting videos to help give them another way to absorb course material. Other ways I encourage media, is by providing students with the links and ability to register with APA sections as a student to receive newsletters and follow conventions. I also allow students to add me on linkedin at the end of the semester to help them successfully network.

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Creating my social presence Karen McCarty

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Creating my social presence Karen McCarty

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I have a page in my orientation module called "meet your professor" which has a bit of personal information as well as some professional background. I also have an icebreaker and spend time in the first few classes just talking to the students.

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I introduced an ice breaker in the form of a Flipgrid. My course is fully asynchronous so this allows the students to post a brief 30 second to 1 minute video introducing themselves to their classmates before responding to 2 other classmate videos.

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Hi everyone,

This is usually what I do as an icebreaker. For the first class, right after I present the syllabus, I go through a PowerPoint to introduce myself. Since I work with small groups (less than 12), I ask them to shortly introduce themselves. They have to share their name, their background (do they know any other languages-I am a French teacher) and the reason(s) they enrolled in the class. It helps me find out what their expectations are at the same time. Also, for the following classes, I make sure I do a lot of breakout rooms so that they get to know each other in a non-intimidating context.
- Anne-Marie Roy

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Social Presence in Distance Learning (Sara Fields)

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Social Presence in Distance Learning (Sara Fields)

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I always start the semester with a quick welcome email where I introduce myself to the students and provide materials that will hopefully quell some anxiety about the class. One of their first assignments (due by the end of the first week) is to introduce themselves to their peers. They are allowed to write whatever they wish, but I provide some questions that they can answer if they would like to. The questions I ask are about their experience in college, their major, and to tell us some of their favorite visual media they consume (TV, movies, art, and so on). It gives us a chance to talk about these specific things while also exploring visual media in a broader context. I respond to everyone and re-introduce myself to them individually.

This is an activity that I hope helps to build a bond and give them a sense of connection - with me, their classmates, and the material.

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In my classes I use my own experience as a writer to build a presence in my course. The students discuss the writing process and I share my work as a published author. The exchange builds credibility and helps students to buy into the idea of writing as a process that requires practice and dedication.

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At the beginning of the semester, I like to have the students complete a discussion icebreaker answering random questions about their experiences or personal preferences.  It helps me to get to know each student a bit more personally.  I then use the information shared to send at least one personalized email to each student over the course of the semester. In addition to connecting about the shared topics, I also touch base with each student to see how they are doing and to determine if there is anything I can do to help support them. I've received a some feedback from students that they have appreciated that I took the time to reach out and connect with them.

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Hello, everyone!!                                                             On the first day of class, I ask students to complete the 4 questions for the Icebreaker and on the second class every student has the opportunity to talk about their answers and share them with the rest of the class.   Karla Silva

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Hello, everyone!!                                                             On the first day of class, I ask students to complete the 4 questions for the Icebreaker and on the second class every student has the opportunity to talk about their answers and share them with the rest of the class.   Karla Silva

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Hello, friends,
I'm teaching a 14-week face-to-face class this Spring (SDEV Foundations College Learning). To build a social presence, I include an online discussion where students are asked to answer a few questions and respond to two classmates, plus ask me a question that helps everyone get to know one another a quick more so than our in-person initial class. Looking forward to learning more from each of you. Kim Thornton

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I use Canvas to post announcements and send emails to the class with messages about HW solutions and try to be open to two-way communication. I am not exactly clear about what is meant by "social presence" - I do have a profile picture posted and use Canvas and technology when appropriate. My students speak openly in class to me and each other. I encourage questions and encourage them to work together.

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Hello Fellow Educators,
I teach speech communications online. To communicate with my students, I post a weekly video announcement reviewing the module and deliverables. I hope this makes me seem more accessible.

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Establishing a Social Presence Nika Davis

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Establishing a Social Presence Nika Davis

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I share with students an overview about myself and the class expectations. I welcome them to class with video and personal descriptions about myself.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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I might use this site for my class to encourage to post some interesting topics.

Frank Yang

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Hello! I do several things. The first night I make sure cameras are on and everyone introduces themselves. I have an "About the Instructor" page and some videos about the course. In addition, we have an icebreaker where they post a selfie with something musical and their first assignment is a Powerpoint they present about a piece of music that is special to them. I have my own examples for them & we cover a lot of the music terminology by using their songs as an example.

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Sandra Galindo
In my online course, I initiate the conversation in the orientation discussion forum where all the students write a little about themselves, and I do the same so they can know more about me. Every week, I send a message to introduce them to the module and remind them of upcoming assignments' due dates, encouraging them to contact me if they have any questions. And I include introductory videos to each module in my asynchronous courses. At the same time, in my remote classes, I begin our Zoom meetings by asking my students questions related to the previous module so we can initiate the conversation with questions they have and connect the last module with the new one.

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Usually, I email the students about 2 weeks before the class starts and provide them very general info such as book info and an orientation/icebreaker requirement. The orientation is just looking at the class calendar, looking at the "digital backpack" which is just links to anything they might find helpful during the semester like tutoring, pop up markets, etc., a syllabus exam which is 5 short questions and lastly to post a response to an icebreaker. I try to change the icebreaker every semester. Some of the time it is asking them to post a picture of something that represents them or even who has influenced them the most politically, etc. I make sure to respond to each of their postings in a positive manner to make sure they feel comfortable asking questions later. My goal with all this is to make sure, they have all they need to have a good semester by having the info they need all in one place and also showing a positive presence.

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Hello fellow instructors,
This semester I want to engage my students in ways to better enhance their understanding of what is expected of them once they enter the job market. I realize some have worked in the industry, but my experience and hands-on approach should help them understand the reality of the industry.  I am excited to be able to provide them with opportunities to engage in fruitful conversations and with opportunities to prepare them for successful careers.

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Hello everyone, I am excited to be here and continue this journey. I have found that relating my personal experiences to my class and conversing with them about their experiences as it pertains to what they will be learning is a great way to build a presence. Doing this with a constant dialogue is key to getting them involved and comfortable on the first day.

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For my ice breaker, I first introduce myself. I tell them more non-academic things than academic things (like that I watch certain tv shows or play videogames) and then I tell them about myself academically. I encourage them to make their own videos (for online classes), but not just "Hi, my name is X and I am X-major." I ask students to share their dream job, dream vacation, and an actual vacation they've been on. This is followed up by asking them to give 2 pros and 1 con of their vacation. This works both online and F2F because then it's not just "Tell us something about yourself." It's a fun exercise and builds connections. I've had students who were on vacation at the same time in the same place and didn't even know it.

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I start to build my presence in classroom the week before semester starts, I email students with a welcome statement of Encouragement & Motivation. I include what the semester intel’s & what exciting creative projects we will be working on (Cosmetology is the discipline). On the first day I conduct a quick introduction and share my experience in the field. I then ask students to write down what goal they hope to achieve in the industry as a professional licensed Cosmetologist. I write an inspirational quote for semester on blackboard and read it to students. There after, every following class session I rotate students and ask the students to write an inspirational quote of their own on blackboard) and read it aloud. I also conduct Ice Breaker for student’s example: “The Mingle” every student is given an index card and asked to write down a question they would like to ask another student in class? Once they have completed index card, students are to stand up and create a circle in the classroom ½ will walk one way and the other ½ walk the other way and when I say stop they face the student closest to them and they ask each other the questions on index cards once they are done they raise their hand and they walk again. I do this about 5 times minimum depending on class size. Not only does this help them get acquainted & breaks the ice in class, I use it as an example of what the industry intel’s. I explain to them that it is the service industry and as a service provider they will have to interact with all walks of life and they have to be able to be open to communication. I also include them in lecture by asking questions about the material and have them inform me if anything was unclear to them and I will explain or break it down to a method of understanding for them. I try to make the course as interesting and fun as possible, so their inclusion is always a part of course, whether it be lecture or labs. We also create a Padlet & Group me for class.

Lisa Vela

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The intro video is the first thing my students see when they log into the course.  I hope that watching me speak about the class for a few minutes helps to establish a human link for the remainder of the semester.  I also hold a couple of (optional) Zoom sessions - these are also recorded for easy viewing.  It's particularly challenging to build a presence in asynchronous online courses.

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One thing that I would do to build a presence in my course is to actively engage with my students by starting class with a question or discussion related to the material. This encourages active participation and helps to create a sense of community in the class. Additionally, I would make an effort to get to know my students by learning their names and encouraging them to ask questions and share their thoughts throughout the course. I would also make sure to be available for extra help outside of class and respond to any messages or emails in a timely manner.

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I too have my full syllabus completed and published the weekend before the semester begins and the first item on the syllabus is a Meet & Greet assignment. By the time the students arrive the first day to class, they have had the opportunity to read my bio so they have some knowledge of who I am, what I expect of them individually, and how we will accomplish the class together.  Conversely, I ask them to post something they would like to share about themselves; such as, their major, their goals, about their family, what they enjoy doing for relaxation, etc.

To add to this ice breaker, on the first day of class, I use the wrap up technique, the beach ball bingo as a first day conversation starter.  I begin by holding the ball and introducing myself in person, tell them one thing about myself I have not already shared, and assuring them that I am her to learn and grow with them as we venture through our Business class.  Each student takes a turn to introduce them self and share something they hope to learn about the class, or to ask any questions, or make a comment they liked to make.  The ball is tossed around the room until all students have taken a turn.

I believe that letting my students know that I am here to help them grow academically and that I am genuinely concerned about their cognitive growth and holistic well-being are important factors when connecting with my students. I want to gain my student’s trust and give them a sense of belonging, respect, and imperative knowledge that will guide them through the semester and beyond.

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Hey everyone! I hope you all have a great semester! 

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Hey everyone! I hope you all have a great semester! 

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A way I add social presence in my classroom is posting small videos throughout the week that will clear up questions/muddy points.
Enjoy the day all :)

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Breaking The Ice - From AFCP Member - Greg Abbott

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Breaking The Ice - From AFCP Member - Greg Abbott

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Hello all, As I await the Spring 2023 Semester my Ice Breaking considerations are to be as organized with the first day as possible. Having the Syllabus ready and a file system ready helps all involved to relax, focus and build a community class environment. I have offered some imagery to display my concepts. Thanks - Greg Abbott

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This is a sample post. -Mark Farris

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Like many folks who have posted, I have my Canvas course ready to go before the semester starts and e-mail students in advance of the start of the semester so that they can do some browsing if they wish.  The Canvas course includes a welcome video and short videos that address course mechanics (e.g., how to take a quiz, create a BioSig, and the like).  As for in-class icebreakers--I am fortunate this year to be working with an Early College High School cohort, so they know each other (and me, from last Fall) and we can dive into content immediately.  

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Like many folks who have posted, I have my Canvas course ready to go before the semester starts and e-mail students in advance of the start of the semester so that they can do some browsing if they wish.  The Canvas course includes a welcome video and short videos that address course mechanics (e.g., how to take a quiz, create a BioSig, and the like).  As for in-class icebreakers--I am fortunate this year to be working with an Early College High School cohort, so they know each other (and me, from last Fall) and we can dive into content immediately.  

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Yours, Thomas Clarkin

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The first thing students do in my class is post to an intro discussion.  They need to identify themselves, share a favorite local eatery and post a music video or song that they like.

This helps to create rapport I feel but just as importantly it let's us all know where the good food is at.  If you're a foodie, you're sure to like this one.  My google maps is full of "want to go" flags.

Regards,
Italo Samano

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This will be my first online course. I think it's important to stay in constant contact with the students. I regularly email and post important announcements. I remind the students to check and keep up with their student emails. I plan to post netiquette and zetiquette guidelines for expectations while online. I like to use Discussion Boards starting off with getting to know you ice breakers; and, have them post and respond to each other. I also make sure my contact information is available in multiple locations for questions or to answer questions related to the course.
~ Tivy