Hot questions from session by https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz Post your responses to the hot questions en-us 2020-07-20 09:37:24 UTC 2020-07-20 14:03:03 UTC hello@padlet.com There seems to always be a longer pause between people speaking in online synchronous sessions than in face-to-face groups, which means it takes longer to have equivalent conversations e.g. to critique a paper. Any advice on how to speed up the conversation when you can't read body language to prompt students who have something to add? kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658283969 2020-07-20 09:37:55 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658283969 In the context of a synchronous seminar (BB collaborate or similar) I can envisage strategies for managing most of the problems that may occur (technical issues, uneven student participation in discussion, students who may prefer to engage without using mic and video, students talking over each other, student apathy/poor preparedness, etc.). What I find difficult to imagine is being able to respond to or manage all these issues at the same time. I am worried about keeping track of who has/hasn't spoken (or even who is or isn't attending); monitoring the chat for students flagging technical issues; chairing the discussion to make sure students get their turn to speak, and delivering my usual seminar content which is, when I do face-to-face teaching, fast-moving, responsive and intellectually demanding. How can we make sure that all the new activities that online teaching requires don't slow down and de-energise synchronous teaching occasions? kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658284184 2020-07-20 09:38:37 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658284184 One of my main concerns in in-person seminars is always encouraging all students to participate. I usually do this by giving them tasks to work on in pairs, early on in the seminar, then they all report back. I'm not sure yet how well this technique will work online, or if I'll need to adapt it. kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658284628 2020-07-20 09:39:45 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658284628 When I ran a few online seminars in the spring I felt that the sessions really relied and built upon the rapport I had already established with students in the classroom, and the friendships and comradery they had developed across the year or term. One big concern I have is about how to establish that rapport with a 'born-digital' seminar group who may never have met each other in person. kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658285049 2020-07-20 09:40:50 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658285049 In a recent synchronous session, one of my main concerns was being able to give effective feedback on group discussions without interrupting the flow of the conversation. I wondered about taking notes on etherpad (or similar) and sharing on chat thread after the task. Does anyone have any other (better!) suggestions? kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658285889 2020-07-20 09:43:32 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658285889 What is the best way to deal with different levels of comprehension across the student cohort, given that students may find it more difficult to understand/learn the language if they do not have standard f2f interactions. kmatthewman https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658286161 2020-07-20 09:44:21 UTC https://padlet.com/kmatthewman/2ytdkw5dib9z4qbz/wish/658286161