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Learn more about the Online Jewish Learning project

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Learn more about the Online Jewish Learning project

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https://www.brandeis.edu/mandel/events/current-events/online-j-ed-workshop-2021.html

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Teaching Choices That Stay With Us: Pandemic Decisions and Their Lasting Impact for Jewish Education

Session 1: October 26, video available soon
Session 2: November 2, 3-4:30 p.m. ET via Zoom

These events are free and open to the public but registration is required.
Register here for Session 2
In the summer of 2020, the Mandel Center launched a set of investigations of online teaching and learning in five diverse Jewish educational settings, with partial funding by the Lippman Kanfer Foundation for Living Torah. Join us for one or both sessions to learn about the discoveries from the Online Jewish Education project.

Session Two - November 2, 3-4:30 p.m. ET via Zoom:

Daniel Olson ( National Ramah Commission), Erica Frankel (Hillel International)

This presentation will explore how the critical closing moments, or 'mic drops,' of a class take on new weight online. The presenters will share their observations, and speak to the creators of the JLF curriculum, and to a JLF educator about what goes through their mind as they end a class online.

Ziva Hassenfeld (Brandeis University) with Gavriella Troper-Hochstein ( Brandeis University)

Professor and veteran teacher, Ziva Hassenfeld, with the help of her SCRoLL Lab research team, embarked on self-study in this project, becoming a Tanakh teacher for a pre-K/1st grade remote class. This session explores the findings of their research on remote teaching but goes one step further, opening up a conversation between Hassenfeld and her research team about what it was like to watch and implement her student-inquiry approach - in real-time - in a virtual classroom. Did it work? What questions were her undergraduate research assistants left with?

An opportunity to ask questions to the researchers from both of the sessions.

Past Session - October 26, video available soon:

Mindy Gold(EdtechMMG), Miriam Raider-Roth(Mandel Teacher Educator Institute), Elie Holzer(Bar Ilan University)

In this session the presenters will invite you to experience an online iteration of line-by-line text study piloted in the summer of 2020, paired with a discussion on how social, cognitive, and teaching presence were enacted. They will illustrate how planning online text study with the framework of these three presences, as well as the accompanying teacher facilitation moves, can help cultivate rich engagement and dialogue.

Joshua Ladon (Shalom Hartman Institute of North America) with Elana Stein Hain (Shalom Hartman Institute of North America)
How did a Talmud teacher translate her relational, beit midrash focused Talmud class into a Zoom webinar for adult learners? This presentation will describe the instructional strategies employed in an online Talmud class, and will include a discussion with the educator about her educational decisions.

Matt Reingold (TanenbaumCHAT), Amanda Strawhacker

Jewish high school educator Matt Reingold adopted different models of online Zoom learning with his students for the 2020-2021 school year, and used the opportunity to research how two classes engaged with the same Israel studies content in online vs. blended learning modalities. Qualitative results showed that meaningful learning occurred in both contexts, and further, offers insights about the how engaging students in debates about controversial Israeli policies and current events complicates their nuanced relationship with Israel.

Project and session leader: Ziva Hassenfeld

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Teaching Choices That Stay With Us: Pandemic Decisions and Their Lasting Impact for Jewish Education

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Session 1: October 26, video available soonSession 2: November 2, 3-4:30 p.m. ET via Zoom These events are free and open to the public but registration is required. Register here for Session 2 In the summer of 2020, the Mandel Center launched a set of investigations of online teaching and learning in five diverse Jewish educational settings, with partial funding by the Lippman Kanfer Foundation for Living Torah.

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Like & connect with Mandel Center on social media

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Like & connect with Mandel Center on social media

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Visit our website at brandeis.edu/mandel

Join our mailing list: https://forms.gle/kfroF3qDYJRxajSq7

Facebook: @mandelcenter, https://www.facebook.com/mandelcenter

Twitter: @mandeljewished, https://twitter.com/mandeljewished

LinkedIn: Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, https://www.linkedin.com/company/jack-joseph-and-morton-mandel-center-for-studies-in-jewish-education-at-brandeis-university/

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"The Online ‘Mic Drop’ as Seen in a Study of Hillel’s Jewish Learning Fellowship (JLF)"

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"The Online ‘Mic Drop’ as Seen in a Study of Hillel’s Jewish Learning Fellowship (JLF)"

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"Discussing Bible in a Pre-K/1st Grade Full-Time Remote Classroom"

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"Discussing Bible in a Pre-K/1st Grade Full-Time Remote Classroom"

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Please share questions. We will take a few now and invite you to reach out via our contact information for further questions.

Mindy mindy@mtei-learning.org
Miriam miriam@mtei-learning.org
Elie elie@mtei-learning.org

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Matt: matt.reingold@gmail.com

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Overview of the Community of Inquiry Framework

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Overview of the Community of Inquiry Framework

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Community of Inquiry Background and Research

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Community of Inquiry Background and Research

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https://coi.athabascau.ca/coi-model/

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Line-by-Line Google Slides
https://docs.google.com/presentation/d/1aU8vsQBpc_PzKTjkoLGVJmlyPl09CvLp/edit?usp=sharing&ouid=108862240150156800812&rtpof=true&sd=true

Read each line out loud and discuss.
We will be revealing each new line electronically using Google slides.

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Audience Questions about "Rabbi Meir and Bullies" example

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Audience Questions about "Rabbi Meir and Bullies" example

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Define Bullies?
Who are they bullying?
If this is the gun in act 1, what's in act 2?
What’s considered the neighborhood?
Are they like the schoolyard bullies of my childhood?
What is the definition of Bullies?
Where is the neighborhood of Rabbi Meir?
Is biryoni being used generically or specifically?
How did they get there? Why that neighborhood?
who else was in the neighborhood?
How many bullies?
Are there 2 bullies? Are there hundreds of bullies?
What will Rabbi Meir do about it?
Who considers them bullies?
What's the issue- what is the bullying about- or what is the focus?
What qualities defines someone a bully?
Did they know R. Meir?
Who did they bully? What does it mean to be biryonim?
Do the bullies live in that neighborhood or were they visiting?

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Will you please tell us the text source and send us the complete text after the presentation?

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Will you please tell us the text source and send us the complete text after the presentation?

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A: Text Source for Line by Line: Rabbi Meir, Bruriah, and the Bullies, Talmud, Tractate Brachot 10a

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Why was the research focused on line by line exploration of the text rather than a chunk of text broken down by the participants?

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Why was the research focused on line by line exploration of the text rather than a chunk of text broken down by the participants?

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Love that the structure forces the chevruta to "be in the text" and not "cheat" by looking ahead

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Love that the structure forces the chevruta to "be in the text" and not "cheat" by looking ahead

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what is the pedagogical intent of line by line learning? is it to have the learners surface questions? make predictions? create social connection?

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what is the pedagogical intent of line by line learning? is it to have the learners surface questions? make predictions? create social connection?

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What teaching strategies are important to you?

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What teaching strategies are important to you?

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Observation without judgment
Ask a question
Wait time
Authentic questions
Asking questions that uncover learners' thinking
Tell me more…
Jigsaw
Socratic method
Attuned listening
Barefoot reading
Questions that relate to the personal experiences of students
Creating space for silence/thought

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how does one do the line by line in a vacuum with no context given before commencing the learning?

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how does one do the line by line in a vacuum with no context given before commencing the learning?

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A: On reflection, Elana thinks she could have offered more scaffolding to help students have a strong understanding of the basics before they break out. One big thing for her is how to make that bridge

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Can you explain what value concepts are?

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Can you explain what value concepts are?

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A: Drawn from the work of Max Kadushin, going beyond the letter of the law. Hebrew values that go beyond the translation of the specific words.

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do you find any adults who are more comfortable in havruta on line [as a safety cushion] versus in person?

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do you find any adults who are more comfortable in havruta on line [as a safety cushion] versus in person?

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Can something be done to build trust early in the course, to make Hevruta feel more appropriate for participants?

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Can something be done to build trust early in the course, to make Hevruta feel more appropriate for participants?

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The way in which the chat is NOT like chevruta is that it is public. To me it sometimes feels like showing off

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The way in which the chat is NOT like chevruta is that it is public. To me it sometimes feels like showing off

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In Project Zug, for example, it may have been awkward to discuss moral issues with a Hevruta who was virtually a stranger, it became incrementally more natural from session to session.

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In Project Zug, for example, it may have been awkward to discuss moral issues with a Hevruta who was virtually a stranger, it became incrementally more natural from session to session.

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Israel travel has been a common pedagogy for Israel education. What are the implications of this research for the world of Israel tourism education?

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So interesting what Matt said about the online space affording a potentially safer space to digest and process more difficult material. Worth thinking about more!

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Q: Matt, I would like to learn a lot more about the comparisons you chose (friend, parent, etc). Is it explained in an article that you've written?

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Q: Matt, I would like to learn a lot more about the comparisons you chose (friend, parent, etc). Is it explained in an article that you've written?

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Three campuses in the northeast, one (the large public) on the west coast

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Q: What school is Jonah referring to (where JLF was a lifeline)? Did all of the students have sufficient computer access?

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Q: What school is Jonah referring to (where JLF was a lifeline)? Did all of the students have sufficient computer access?

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A: I (Jonah) work at Hunter College Hillel in NYC. Part of the CUNY (City University of New York) system.

(Follow up: I know it well. I’m a grad of Queens College. But I was unaware of the Jewish students’ suffering from food insecurity.)

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Note: Rabbi Jonah and his team helped secure internet access for a number of their students, so they could get online and participate in these experiences at all.

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Note: Rabbi Jonah and his team helped secure internet access for a number of their students, so they could get online and participate in these experiences at all.

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Q: Was it possible to get food packages to the students?

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Q: Was it possible to get food packages to the students?

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How does the mic drop manifest differently online versus inperson. Thinking about how stark ending a class online can already feel versus, in-person, the way we often have conversations on the walk out of our classroom teaching. This is to say, how conclusive is this statement? What are its relationship to questions and further conversation?

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Is the mic drop the last thing planned or the first thing planned? How does it relate to UBD?

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Q: What is meant by Jonah's phrase, "Jewishly inclined”?

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Q: What is meant by Jonah's phrase, "Jewishly inclined”?

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A: I only use it for people who are thinking of becoming jewish.

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Q: How well did these students know each other before they joined this online class? Were they able to speak to each other across the boxes because they were used to it, or because it became natural to them?

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Q: How well did these students know each other before they joined this online class? Were they able to speak to each other across the boxes because they were used to it, or because it became natural to them?

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Q: Gavriella, as you envisioned the class just from the recording, what did you see in your head?

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Q: Gavriella, as you envisioned the class just from the recording, what did you see in your head?

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Q: I wonder whether the finding that the experience of the Zoom classroom differs dramatically should then encourage us to think differently about the supposedly shared experience of the in-person classroom.

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Q: I wonder whether the finding that the experience of the Zoom classroom differs dramatically should then encourage us to think differently about the supposedly shared experience of the in-person classroom.

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Q: (For ALL presenters) When we think of Ziva's "tic tac toe" board of students, how do we address/explore the assumptions that students are already bringing into classrooms?

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Q: (For ALL presenters) When we think of Ziva's "tic tac toe" board of students, how do we address/explore the assumptions that students are already bringing into classrooms?

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A: (from chat) Even teaching grad students online during the pandemic, we learned that prioritizing conversation and building relationships amongst our students, and checking in with them vis-a-vis health and welfare, were essential!

A: (from Miriam) Students think about "peeking ahead" and so looking at the affordances of the room and teaching materials are so useful.
In person, people can be nodding, giving body language, but really not paying attention at all. We need to check our assumptions

A: (from Daniel) in large-scale quantitative studies of JLF, students rated breakout rooms as MOST helpful, 4x more helpful than Zoom alone (large group). When we asked how well JLF met overall goals of program (making friends, finding mentors, enjoying learning of jewish texts), students felt the overall loss most in "making friends"

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Q:  What/how do we carry forward from this learning and research into future Online Jewish Education?

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Q:  What/how do we carry forward from this learning and research into future Online Jewish Education?

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A, From Miriam: This piece has been very influential for me in thinking about the future: https://www.tandfonline.com/doi/abs/10.1080/10665684.2020.1863883
I don't think it's a zero-sum game. Mindy Gold changed my mind. A recent evaluation of our offerings across current and graduate cohorts showed that we were able to build community across online spaces. I encourage everyone to explore the community of inquiry model: https://coi.athabascau.ca/coi-model/

A, from Ziva: Something is lost. A human relationship is important

Chat responses:

I want to echo what Miriam is saying both about Mindy Gold transforming our life and about the potential for relationship building in on line spaces. We have also given this a lot of attention in a hybrid fellowship for day school teachers in teacher leadership. But I do think the fact that Ziva was working with young children not with adults is no small factor.

I am cautiously optimistic that the conversation about online education has gotten disentangled from the question of scale. Not so long ago, the fantasy that Jewish education was scalable (MOOCs!!) was still fairly prominent. I think that’s diminished. There may still be efficiencies to be gained, through various forms of online education, but it’s not going to be a matter of delivering content at massive scale.

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An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.

The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.

Social presence is "the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities" (Garrison, 2009, p. 352).

Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

History of the CoI Framework
In an interview for the Reflective Teaching in a Digital Age podcast, Dr. Randy Garrison describes the history of the CoI framework, including its role in the thoughtful design of online education, and practical ways of helping students learn through active participation and shared meaning-making.
Click here to listen to the interview

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Related Files

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An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.