1 00:00:02,583 --> 00:00:05,130 [LAUGH] Perfect. 2 00:00:05,130 --> 00:00:10,110 Okay, I'd like to welcome everyone to our multimodal learning 3 00:00:10,110 --> 00:00:12,510 student webinar series. 4 00:00:12,510 --> 00:00:13,400 I'm Dr. Joy Fuqua. 5 00:00:13,400 --> 00:00:17,530 I'm the Executive Director of Multimodal Learning and 6 00:00:17,530 --> 00:00:22,865 today's topic is beyond busy work engaging in online discussions. 7 00:00:22,865 --> 00:00:27,720 And this topic, I'm sure most of you have experienced the discussion 8 00:00:27,720 --> 00:00:32,310 boards in the online and the remote courses that you're taking. 9 00:00:32,310 --> 00:00:36,409 So I think you'll find a particularly of interest. 10 00:00:36,409 --> 00:00:40,180 Our presenters today have done a great deal of research in this area. 11 00:00:40,180 --> 00:00:43,280 And I'm gonna go ahead and introduce them. 12 00:00:43,280 --> 00:00:48,982 First I have Dr. Ediz Kaykayoglu who wears a number of hatsat the University. 13 00:00:48,982 --> 00:00:52,408 One of which is the Associate Vice Provost for 14 00:00:52,408 --> 00:00:56,736 the extended learning and outreach which is my boss, and 15 00:00:56,736 --> 00:01:02,346 he is also the executive director of international programs so welcome. 16 00:01:02,346 --> 00:01:06,155 And our second presenter is Dr. Christopher Schedler. 17 00:01:06,155 --> 00:01:09,912 He is Professor of English and as a surprise to Dr. 18 00:01:09,912 --> 00:01:13,670 Schedler today, I'd like to announce that he has 19 00:01:13,670 --> 00:01:18,423 been chosen by his colleagues as the online mentor of the year. 20 00:01:18,423 --> 00:01:21,730 Congratulations, >> Yeah. 21 00:01:21,730 --> 00:01:26,636 >> He did not know this, so this is a surprise everybody so, 22 00:01:26,636 --> 00:01:29,480 >> Now this is gonna be in the recording. 23 00:01:29,480 --> 00:01:30,480 >> It is official. 24 00:01:30,480 --> 00:01:31,460 >> That's good. 25 00:01:31,460 --> 00:01:34,142 That's very official. 26 00:01:34,142 --> 00:01:39,244 We would like to congratulate you and also from your colleagues that they like you 27 00:01:39,244 --> 00:01:44,830 help them become better instructors, which helps the student outcome as well. 28 00:01:44,830 --> 00:01:46,517 So thank you very much. 29 00:01:46,517 --> 00:01:50,380 >> Thank you, I appreciate the recognition. 30 00:01:50,380 --> 00:01:52,870 >> You've done a great deal of work with us this year too. 31 00:01:52,870 --> 00:01:56,226 So we were very appreciative. 32 00:01:56,226 --> 00:02:01,187 But without further ado, I will let you begin and 33 00:02:01,187 --> 00:02:04,817 I think we can start the poll Frank. 34 00:02:04,817 --> 00:02:09,656 >> We're just gonna start for the participants of poll about how you see 35 00:02:09,656 --> 00:02:13,494 discussions in online classes and you can choose one or 36 00:02:13,494 --> 00:02:18,700 more of these answer choices, do you just see it as useless busywork? 37 00:02:18,700 --> 00:02:22,740 Is it useful for interaction with the course content the readings? 38 00:02:22,740 --> 00:02:25,368 Is it useful for interaction with other students? 39 00:02:25,368 --> 00:02:28,503 And is it useful for interaction with the instructor? 40 00:02:28,503 --> 00:02:33,196 So just take a minute, fill out your responses, 41 00:02:33,196 --> 00:02:38,070 and then we should be able to show some results. 42 00:02:38,070 --> 00:02:59,556 It's gonna be a small poll since we only have a few participants, but 43 00:02:59,556 --> 00:03:01,723 >> I think while we're waiting for 44 00:03:01,723 --> 00:03:06,868 the poll results I wanna congratulate Dr Schedler for his accomplishment. 45 00:03:06,868 --> 00:03:12,054 His recognition, what he brings to the university community his 46 00:03:12,054 --> 00:03:17,426 area of expertise, as well as he's know how in online education and 47 00:03:17,426 --> 00:03:22,723 constructing not only his classes love helping peers and others. 48 00:03:22,723 --> 00:03:26,631 Our colleagues and students as well as our administrators, 49 00:03:26,631 --> 00:03:28,860 including myself is so valuable. 50 00:03:28,860 --> 00:03:33,446 So we are really proud of being in the same team as you are in. 51 00:03:33,446 --> 00:03:35,888 So, and I know that you were waiting for 52 00:03:35,888 --> 00:03:39,229 this expecting this in the beginning of the session. 53 00:03:39,229 --> 00:03:42,173 But adding interest is important to recognize that and 54 00:03:42,173 --> 00:03:46,430 I know that my other colleagues join me in congratulating you as well. 55 00:03:46,430 --> 00:03:50,942 >> Thank you. 56 00:03:50,942 --> 00:03:51,870 >> Can we? 57 00:03:51,870 --> 00:03:54,040 >> Yeah, there we go. 58 00:03:54,040 --> 00:03:57,106 Okay, so the most people think it's useful for 59 00:03:57,106 --> 00:04:01,642 an action with the course content in terms of yeah students engaging. 60 00:04:01,642 --> 00:04:05,540 Being able to have a discussion around the readings and 61 00:04:05,540 --> 00:04:10,635 share their ideas, hear from other people's in terms of their ideas. 62 00:04:10,635 --> 00:04:14,712 And a few people thought it was valuable for interaction with other students, 63 00:04:14,712 --> 00:04:17,840 the instructor and one person thought it was busy work. 64 00:04:17,840 --> 00:04:21,810 Well, hopefully we can, through the course of this, 65 00:04:21,810 --> 00:04:27,130 help you see ways in which your engagement with the online discussions can help. 66 00:04:27,130 --> 00:04:34,676 Not only your individual learning but also the learning of your peers. 67 00:04:34,676 --> 00:04:36,530 So do you want to start? 68 00:04:36,530 --> 00:04:38,190 >> Sure. 69 00:04:38,190 --> 00:04:51,850 So the part that I was in, I put together is more, 70 00:04:51,850 --> 00:04:54,870 Can you all hear me now? 71 00:04:54,870 --> 00:04:55,490 Can you hear me now? 72 00:04:55,490 --> 00:04:57,171 >> Yeah. >> Okay, I was kicked out of the meeting 73 00:04:57,171 --> 00:04:58,180 for like two seconds. 74 00:04:58,180 --> 00:05:00,920 So I just got back I'm sorry. 75 00:05:00,920 --> 00:05:06,599 So what I wanted to share about was some of you already know this. 76 00:05:06,599 --> 00:05:11,542 Our faculty and administrators, staff members noticed. 77 00:05:11,542 --> 00:05:16,403 But I think that it is important to talk about these modes and 78 00:05:16,403 --> 00:05:18,845 different ways of learning. 79 00:05:18,845 --> 00:05:23,666 And that's where I think we wanted to talk about to have this kind of 80 00:05:23,666 --> 00:05:28,663 the importance of these discussion boards online discussions, and 81 00:05:28,663 --> 00:05:32,730 why they are, integral part of a learning experience. 82 00:05:32,730 --> 00:05:37,600 So, as you all probably a for the moment most of you are on RFF Enrol to 83 00:05:37,600 --> 00:05:43,002 an online course because during the spring we had a lot of courses not a lot. 84 00:05:43,002 --> 00:05:47,983 All of them were switched to online, but at the same time we have majority of our 85 00:05:47,983 --> 00:05:51,790 courses, online and hybrid during the fall quarter. 86 00:05:51,790 --> 00:05:55,950 So you are already experts in these things. 87 00:05:55,950 --> 00:05:58,270 But we wanted to reiterate why, 88 00:05:58,270 --> 00:06:02,770 when we talk about synchronous versus asynchronous mode, why are they important? 89 00:06:02,770 --> 00:06:07,465 And how should we at least look at them in the perspective of when 90 00:06:07,465 --> 00:06:09,509 we are going through this. 91 00:06:09,509 --> 00:06:13,518 And then the one thing is I also wanted to mention is if you wanna post 92 00:06:13,518 --> 00:06:18,330 your questions in Q&A So that everyone can see it, please feel free to do that. 93 00:06:18,330 --> 00:06:22,220 And we have colleagues who can also help answer, and we will answer it, and 94 00:06:22,220 --> 00:06:26,840 we will, at the end have a Q&A session part. 95 00:06:26,840 --> 00:06:31,220 Obviously, the synchronous modes are the mode where you're in real time 96 00:06:31,220 --> 00:06:36,480 interacting with students and faculty together and you're having a live session. 97 00:06:36,480 --> 00:06:37,690 We'll talk more about them and 98 00:06:37,690 --> 00:06:42,570 then the synchronous modes involved technology mediated interactions 99 00:06:42,570 --> 00:06:47,740 between students and faculty and due to the geographical distances. 100 00:06:47,740 --> 00:06:52,199 Next slide, please. 101 00:06:52,199 --> 00:06:52,740 Thank you. 102 00:06:52,740 --> 00:06:56,610 So obviously synchronous some of you already have been into this some of you 103 00:06:56,610 --> 00:07:00,400 may be all only took in asynchronous classes, so 104 00:07:00,400 --> 00:07:03,188 there are live sessions like today's session. 105 00:07:03,188 --> 00:07:08,283 And video Conferencing is the one that is mainly by Zoom, 106 00:07:08,283 --> 00:07:11,901 MS Teams, we use many other softwares. 107 00:07:11,901 --> 00:07:14,077 But then also it could be also Chat. 108 00:07:14,077 --> 00:07:17,313 I know that some classes also utilise Chat option so 109 00:07:17,313 --> 00:07:21,839 you're not technically seeing individuals in a face to face session. 110 00:07:21,839 --> 00:07:26,986 But meaning face to face but having this virtual, and kind of video Conferencing 111 00:07:26,986 --> 00:07:31,730 structure where you can see one another or you can talk to one another. 112 00:07:31,730 --> 00:07:34,314 You're also doing this via, Chat. 113 00:07:34,314 --> 00:07:38,040 And then we also have many different ways of doing virtual classrooms. 114 00:07:38,040 --> 00:07:40,930 These are sometimes we do this for our center students. 115 00:07:40,930 --> 00:07:46,070 Or students from centers to here, so we have these different attributes as well. 116 00:07:46,070 --> 00:07:50,780 And some faculty preferred is some faculty prefer to not utilize 117 00:07:50,780 --> 00:07:53,440 the synchronous classes and it is okay. 118 00:07:53,440 --> 00:07:58,210 It's not to say that every class, every course, that is being taught at Central 119 00:07:58,210 --> 00:08:01,820 all around the world has to have a synchronous component. 120 00:08:01,820 --> 00:08:05,441 Chris, next slide please. 121 00:08:05,441 --> 00:08:08,990 How is it that your asynchronous ones that many different versions? 122 00:08:08,990 --> 00:08:16,460 Their versions of individuals, utilizing e-books, emails, blogs. 123 00:08:16,460 --> 00:08:18,907 And we'll talk more about discussion boards. 124 00:08:18,907 --> 00:08:24,571 Videos and learning management systems to have a learning experience true and 125 00:08:24,571 --> 00:08:29,817 asynchronous structures where you're not having a live instruction. 126 00:08:29,817 --> 00:08:34,201 But you have an interaction with the class or 127 00:08:34,201 --> 00:08:39,060 with your course materials with your students in 128 00:08:39,060 --> 00:08:44,049 a non-live kind of is not a real time as sessions. 129 00:08:44,049 --> 00:08:48,650 Next slide please Chris Yeah. 130 00:08:48,650 --> 00:08:52,949 So the importance of asynchronous communication is for 131 00:08:52,949 --> 00:08:57,887 some they wanna utilize and wanna miss most important parts that 132 00:08:57,887 --> 00:09:02,780 is differences that we're not doing it at a specific time. 133 00:09:02,780 --> 00:09:05,327 So that gives you the time flexibility, right? 134 00:09:05,327 --> 00:09:08,477 You can complete this 3am in the morning, 135 00:09:08,477 --> 00:09:14,490 you can complete this at 8am in the morning, or 9pm, whatever you prefer. 136 00:09:14,490 --> 00:09:16,423 And there are deadlines and 137 00:09:16,423 --> 00:09:20,886 Chris will guide us on how to be good at all of these components. 138 00:09:20,886 --> 00:09:23,676 And then it also creates kind of yourself pace so 139 00:09:23,676 --> 00:09:28,380 that you have a little bit more autonomy in that part of an asynchronous course. 140 00:09:28,380 --> 00:09:33,540 And then you have individuals who prefer only to have that text only 141 00:09:33,540 --> 00:09:35,930 kinda communication. 142 00:09:35,930 --> 00:09:39,970 And, also some individuals in our bond prefer to be 143 00:09:39,970 --> 00:09:43,330 in those discussions in live sessions. 144 00:09:43,330 --> 00:09:47,830 They feel like, maybe in the classroom, 145 00:09:47,830 --> 00:09:51,320 you might feel like okay, there's a way that I won't get the attention but 146 00:09:51,320 --> 00:09:54,190 when you're in a zoom session, everyone's looking at you right? 147 00:09:54,190 --> 00:09:59,550 You might feel like you can and then you have the actually focus off. 148 00:09:59,550 --> 00:10:04,134 You have to always focus on what is happening you 149 00:10:04,134 --> 00:10:07,120 have to always be at your best. 150 00:10:07,120 --> 00:10:12,142 Some faculty members do not require the cameras to be turned on. 151 00:10:12,142 --> 00:10:15,470 Some do require, so, just depends on the way that it is done. 152 00:10:15,470 --> 00:10:20,117 But the way that individual faculty choosing this is dependent on the way 153 00:10:20,117 --> 00:10:22,797 that they wanna construct their course. 154 00:10:22,797 --> 00:10:27,270 But as we also taught certain courses also have the both the synchronous and 155 00:10:27,270 --> 00:10:28,906 asynchronous structure. 156 00:10:28,906 --> 00:10:32,730 Which are all the fundamental part is that it is not to, 157 00:10:32,730 --> 00:10:37,638 we usually when we have these things we're not looking at it by judging 158 00:10:37,638 --> 00:10:41,440 the way that it is delivered in a different mode. 159 00:10:41,440 --> 00:10:46,700 It's just the preference of the faculty to find a way to teach. 160 00:10:46,700 --> 00:10:51,550 And this is why when you're having these courses, sometimes you might be like, 161 00:10:51,550 --> 00:10:54,402 why do I have some courses only live sessions and 162 00:10:54,402 --> 00:10:57,636 why do I have these courses in different structures? 163 00:10:57,636 --> 00:10:59,624 But as you all have an access to countless and 164 00:10:59,624 --> 00:11:01,570 utilize our learning management system. 165 00:11:01,570 --> 00:11:05,170 It is important for you to understand that these are preferences and 166 00:11:05,170 --> 00:11:07,520 then your faculty make the decision. 167 00:11:07,520 --> 00:11:11,130 But giving feedback to faculty is also an important component 168 00:11:11,130 --> 00:11:13,150 of your job as a student. 169 00:11:13,150 --> 00:11:16,080 But tell them and Chris can talk more about that as well. 170 00:11:16,080 --> 00:11:20,953 Next slide please. 171 00:11:20,953 --> 00:11:24,517 Yeah the importance of online discussion boards, and 172 00:11:24,517 --> 00:11:30,050 then after that we'll talk about how to navigate them in and talk about them. 173 00:11:30,050 --> 00:11:33,923 As we talked about, this creates a creation of an environment where students 174 00:11:33,923 --> 00:11:35,900 can collaborate with other students. 175 00:11:35,900 --> 00:11:42,010 When you're in a live session, you can have group, chats or group breakup rules. 176 00:11:42,010 --> 00:11:43,870 So you can do them in live sessions. 177 00:11:43,870 --> 00:11:45,650 You can do them outside. 178 00:11:45,650 --> 00:11:48,600 But I think the key is that you have this platform one 179 00:11:48,600 --> 00:11:50,910 platform where you can share your ideas. 180 00:11:50,910 --> 00:11:53,100 Have comments and questions and you'll talk about it. 181 00:11:53,100 --> 00:11:58,750 You can also, find ways to do some of the group work within there as well. 182 00:11:58,750 --> 00:12:02,300 But as we said, it is creating this additional learning platform for 183 00:12:02,300 --> 00:12:03,920 you to utilize. 184 00:12:03,920 --> 00:12:08,460 It is avenue so that you can actually, interact with others, you interact 185 00:12:08,460 --> 00:12:12,420 in class and sometimes it might be small discussions outside of activities. 186 00:12:12,420 --> 00:12:14,110 But this is a great platform but 187 00:12:14,110 --> 00:12:18,240 you can also learn about the group the bigger group is also sharing. 188 00:12:18,240 --> 00:12:24,366 And that's a an important element of generating intellectual, skills. 189 00:12:24,366 --> 00:12:28,612 But also facilitate this facilitation of gaining higher order thinking 190 00:12:28,612 --> 00:12:30,497 proficiencies are important. 191 00:12:30,497 --> 00:12:35,430 Now the part is, it is written, right it is a written text and that's the part that 192 00:12:35,430 --> 00:12:41,000 you have to in we'll talk about how to be most effective in online discussions. 193 00:12:41,000 --> 00:12:44,950 It is important to understand that and 194 00:12:44,950 --> 00:12:49,660 some faculty might look at your grammar, most of them will. 195 00:12:49,660 --> 00:12:53,590 And so it is important for you to know that you have opportunities to 196 00:12:53,590 --> 00:12:55,750 look at that, and we'll talk more about it. 197 00:12:55,750 --> 00:12:58,537 And then what you do is you create this apply and 198 00:12:58,537 --> 00:13:02,271 transfer the knowledge to a specific unique circumstances. 199 00:13:02,271 --> 00:13:06,623 And I think, online discussions are an important 200 00:13:06,623 --> 00:13:10,464 integral part of our learning experience. 201 00:13:10,464 --> 00:13:14,146 But at the same time as a university, I think we feel that, 202 00:13:14,146 --> 00:13:18,956 online discussions can not only contribute to what we have said, but you can 203 00:13:18,956 --> 00:13:25,350 also find many other unique opportunities for you to have these discussions. 204 00:13:25,350 --> 00:13:29,858 And in what I want to do is next is that I want to ask Dr. 205 00:13:29,858 --> 00:13:34,589 Schedler to talk more about how to be an expert in this. 206 00:13:34,589 --> 00:13:39,357 How to navigate all of this, and I think he has really great comments 207 00:13:39,357 --> 00:13:43,051 that you want to share with all of you Dr. Schedler? 208 00:13:43,051 --> 00:13:45,290 >> Okay, thanks Ediz. 209 00:13:45,290 --> 00:13:49,450 Yeah, I just wanna reiterate some of the things that Ediz was saying. 210 00:13:49,450 --> 00:13:53,918 In particular, I'm gonna be focusing on the asynchronous online discussions. 211 00:13:53,918 --> 00:13:58,030 Those are the discussion boards that you would find in Canvas. 212 00:13:58,030 --> 00:14:02,150 But I think a lot of what I'm saying would apply in synchronous 213 00:14:02,150 --> 00:14:03,890 discussions if you have. 214 00:14:03,890 --> 00:14:07,160 Zoom meetings in terms of just preparing yourself for 215 00:14:07,160 --> 00:14:10,600 those interactions and discussions as well. 216 00:14:10,600 --> 00:14:15,220 And I really wanna reiterate that this is an opportunity for 217 00:14:15,220 --> 00:14:19,700 you to interact with your fellow students, 218 00:14:19,700 --> 00:14:25,650 to communicate and to apply the knowledge that you get from your reading. 219 00:14:25,650 --> 00:14:31,346 Through these discussions and if they work well it becomes a conversation. 220 00:14:31,346 --> 00:14:36,152 And it really is an opportunity to hear from all the students. 221 00:14:36,152 --> 00:14:39,860 Often in synchronous meetings or face to face classes. 222 00:14:39,860 --> 00:14:43,380 A few people will be talking but, in online discussions, 223 00:14:43,380 --> 00:14:46,950 normally everyone is required to post and share. 224 00:14:46,950 --> 00:14:52,840 And so you hear a variety of voices and getting all of those different voices 225 00:14:52,840 --> 00:14:58,900 together into a conversation is what really makes an online discussion dynamic. 226 00:14:58,900 --> 00:15:02,330 And so that's what I really wanna encourage you to. 227 00:15:02,330 --> 00:15:09,790 Participate at a level that allows you and your peers 228 00:15:09,790 --> 00:15:15,680 to learn from each other and to extend your knowledge that way. 229 00:15:15,680 --> 00:15:20,704 So the first thing I'm gonna talk about is just some tricks within Canvas discussion. 230 00:15:20,704 --> 00:15:22,815 So that you can get the most out of them and 231 00:15:22,815 --> 00:15:26,620 so that you can be most efficient in how you use them. 232 00:15:26,620 --> 00:15:31,650 And in particular, I just wanna emphasize that this 233 00:15:31,650 --> 00:15:37,378 screenshot is this from the web based Canvas discussions. 234 00:15:37,378 --> 00:15:41,940 Which has a number of tools that most the mobile app does not. 235 00:15:41,940 --> 00:15:46,821 And so if you're trying to use the mobile app for discussions, 236 00:15:46,821 --> 00:15:52,731 it's much more limited and it's it's more difficult I think to navigate. 237 00:15:52,731 --> 00:15:56,674 Because basically you're just gonna see all the texts, 238 00:15:56,674 --> 00:16:00,877 all the messages in one long page and trying to find threads. 239 00:16:00,877 --> 00:16:04,980 And trying to navigate through it is often more challenging. 240 00:16:04,980 --> 00:16:09,720 So I would really encourage you to use the web based version of Canvas. 241 00:16:09,720 --> 00:16:14,330 Especially, if you're using, discussions heavily within your course. 242 00:16:14,330 --> 00:16:17,806 So in the web based version of Canvas, you'll see, 243 00:16:17,806 --> 00:16:24,680 a number of different aspects that will help you navigate through the discussion. 244 00:16:24,680 --> 00:16:27,783 So you know that, when you read a prompt, 245 00:16:27,783 --> 00:16:32,935 there's one place where you can reply that will create a new thread. 246 00:16:32,935 --> 00:16:36,004 And then people can respond to your posting. 247 00:16:36,004 --> 00:16:38,856 And then when you're responding to someone else's posting, 248 00:16:38,856 --> 00:16:42,492 you're gonna hit the reply button that's beneath their message. 249 00:16:42,492 --> 00:16:47,115 So I just wanna be think about where you're replying to a prompt. 250 00:16:47,115 --> 00:16:50,852 If you're replying with initial post to create a thread or 251 00:16:50,852 --> 00:16:55,824 you're applying to another student to be part of that conversation thread. 252 00:16:55,824 --> 00:17:00,628 When you have multiple threads within Canvas, then it can get very long in terms 253 00:17:00,628 --> 00:17:04,370 of the discussion and trying to navigate your way through it. 254 00:17:04,370 --> 00:17:08,320 So some ways that you can help to make it more efficient, 255 00:17:08,320 --> 00:17:10,700 there are some buttons here. 256 00:17:10,700 --> 00:17:16,012 Up arrow and a down arrow, those will collapse and uncollapse the threads. 257 00:17:16,012 --> 00:17:19,539 And so sometimes that makes it easier to find, okay, well, 258 00:17:19,539 --> 00:17:23,634 this was the initial posting by this student, and I wanna reply to it. 259 00:17:23,634 --> 00:17:28,564 So I can find it more easily or maybe you wanna go back to your thread and 260 00:17:28,564 --> 00:17:30,700 see who's responded to you. 261 00:17:30,700 --> 00:17:34,020 So you collapse them all and find your specific thread, and 262 00:17:34,020 --> 00:17:37,240 then open that up to see who's replied to you. 263 00:17:37,240 --> 00:17:40,965 If you're coming back after you've done your initial posting and 264 00:17:40,965 --> 00:17:45,162 you've read through some of the threads, but you want to see what's new. 265 00:17:45,162 --> 00:17:50,053 You can click the button that says unread and that will just show you the messages 266 00:17:50,053 --> 00:17:54,400 that have been posted since you last read the conversation. 267 00:17:54,400 --> 00:17:59,556 You can also do a search and you can search by specific students, 268 00:17:59,556 --> 00:18:04,061 or an instructor or specific topics within the thread. 269 00:18:04,061 --> 00:18:06,720 And that's a great way to hone down like if you said, yeah, 270 00:18:06,720 --> 00:18:08,960 I remember that person was talking about this topic. 271 00:18:08,960 --> 00:18:12,840 Let me find that again and you can go in and search by that topic or 272 00:18:12,840 --> 00:18:15,600 search by that specific students. 273 00:18:15,600 --> 00:18:20,450 You can also subscribe to a conversation, and then you will get notifications 274 00:18:20,450 --> 00:18:24,660 when new things have been added to that discussion as well. 275 00:18:24,660 --> 00:18:30,915 So just some tricks to keep in mind in terms of using Canvas to your benefit and 276 00:18:30,915 --> 00:18:36,409 most efficiently as your navigating through these discussions. 277 00:18:36,409 --> 00:18:39,331 If you have questions about using Canvas, 278 00:18:39,331 --> 00:18:43,479 feel free to post those in the Q&A and we can talk about them. 279 00:18:43,479 --> 00:18:47,981 Likewise, I'll just reiterate as Adiz said, if you have questions as I'm going 280 00:18:47,981 --> 00:18:56,380 through my talk, feel free to add those to the Q&A and we'll respond to them. 281 00:18:56,380 --> 00:19:01,612 So now, just to start off with some basics around online discussions and 282 00:19:01,612 --> 00:19:04,719 these are just general, I teach English. 283 00:19:04,719 --> 00:19:08,614 And so discussions are a major part of the courses that I teach, 284 00:19:08,614 --> 00:19:11,345 because we're talking about literature. 285 00:19:11,345 --> 00:19:15,888 We're talking about texts that have multiple interpretations and 286 00:19:15,888 --> 00:19:20,705 we build a lot of interaction within my classes, around discussions. 287 00:19:20,705 --> 00:19:26,732 Other instructors may use it differently. 288 00:19:26,732 --> 00:19:29,663 Some people will just have maybe one discussion or 289 00:19:29,663 --> 00:19:32,840 a couple discussions throughout the whole term. 290 00:19:32,840 --> 00:19:37,626 Some will use it more for doing kind of group work, or projects, or 291 00:19:37,626 --> 00:19:39,001 things like that. 292 00:19:39,001 --> 00:19:44,005 So there are a variety of ways that instructors use the online discussion for 293 00:19:44,005 --> 00:19:46,284 different types of assignments. 294 00:19:46,284 --> 00:19:52,708 But this should in general be applicable to most of your experiences. 295 00:19:52,708 --> 00:19:56,241 So when you're thinking about online discussions, 296 00:19:56,241 --> 00:20:00,550 it's great to review the discussion grading rubric. 297 00:20:00,550 --> 00:20:06,670 If there is one posted by your instructor and you can find that 298 00:20:06,670 --> 00:20:11,180 by going to in a discussion, there's three little dots. 299 00:20:11,180 --> 00:20:14,215 I don't know if it's actually visible here in this or not. 300 00:20:14,215 --> 00:20:19,244 But up here when you click on it, it will show you whether 301 00:20:19,244 --> 00:20:23,531 a rubric has been attached to that discussion. 302 00:20:23,531 --> 00:20:27,428 If there isn't a rubric attached, it would be appropriate for 303 00:20:27,428 --> 00:20:29,486 you to talk to your instructor and 304 00:20:29,486 --> 00:20:34,207 ask like what are the criteria that you're being graded on in a discussion. 305 00:20:34,207 --> 00:20:38,989 If that's maybe listed on the syllabus or if you can find out from the instructor, 306 00:20:38,989 --> 00:20:42,733 that will help you understand what the instructor is looking for 307 00:20:42,733 --> 00:20:47,310 in terms of evaluating your discussion responses. 308 00:20:47,310 --> 00:20:50,340 Of course, review the requirements like is there a minimum word count? 309 00:20:50,340 --> 00:20:55,752 Often, faculty will say that there's a specific word count, number of words, 310 00:20:55,752 --> 00:21:01,006 paragraphs or something like that, that you need to include in your responses 311 00:21:01,006 --> 00:21:06,206 to the discussion or a certain number of posts, a certain number of replies. 312 00:21:06,206 --> 00:21:09,832 And whether or not you need to cite sources, 313 00:21:09,832 --> 00:21:14,149 if you are using ideas or quotes from other sources. 314 00:21:14,149 --> 00:21:16,470 Whether you need to actually cite those, 315 00:21:16,470 --> 00:21:21,750 some instructors are more formal around that and some are less formal. 316 00:21:21,750 --> 00:21:24,500 Be sure to check the deadlines, because 317 00:21:24,500 --> 00:21:29,410 often there will be different deadlines for you to put your initial post in. 318 00:21:29,410 --> 00:21:33,010 And then to complete your replies to other students. 319 00:21:33,010 --> 00:21:37,122 And one thing that's challenging about Canvas is that you can 320 00:21:37,122 --> 00:21:41,790 only have one deadline for a discussion within Canvas. 321 00:21:41,790 --> 00:21:46,348 And so maybe the instructor puts that deadline as the initial post but 322 00:21:46,348 --> 00:21:51,389 is expecting you to come back within the next two days and post your replies. 323 00:21:51,389 --> 00:21:56,233 So you need to be tracking that, because Canvas will not necessarily 324 00:21:56,233 --> 00:22:00,254 send you a reminder that there's an upcoming deadline. 325 00:22:00,254 --> 00:22:05,292 Some instructors get around that by like posting a second task for 326 00:22:05,292 --> 00:22:07,316 you to post your replies. 327 00:22:07,316 --> 00:22:11,494 But really make sure you're tracking that in terms of the class schedule, 328 00:22:11,494 --> 00:22:14,825 when you need to be posting and when you need to be replying. 329 00:22:14,825 --> 00:22:19,090 But if there is only one deadline, try to beat that deadline. 330 00:22:19,090 --> 00:22:24,231 So try to post early in the week, say, your initial posting and 331 00:22:24,231 --> 00:22:29,469 that will maximize the time that you have to get replies to that. 332 00:22:29,469 --> 00:22:34,080 If a deadline is every Friday and everyone's posting 333 00:22:34,080 --> 00:22:39,480 their initial postings on Thursday night or that Friday. 334 00:22:39,480 --> 00:22:41,240 There's not enough time for 335 00:22:41,240 --> 00:22:46,094 the discussion to really develop as much as it could into a real conversation. 336 00:22:46,094 --> 00:22:50,363 Because everyone's just posting and replying at one time rather than 337 00:22:50,363 --> 00:22:53,256 the asynchronous nature that we talked about or 338 00:22:53,256 --> 00:22:58,246 at least talked about with these online discussions is that, they allow people to 339 00:22:58,246 --> 00:23:02,908 come in at at multiple times, within this period, this weekly period say. 340 00:23:02,908 --> 00:23:08,157 And that really allows the conversation to grow and develop. 341 00:23:08,157 --> 00:23:12,424 And try and spread out your replies, so that often times, 342 00:23:12,424 --> 00:23:15,450 there will be these orphan posts. 343 00:23:15,450 --> 00:23:18,420 Students will post something and no one replies to them. 344 00:23:18,420 --> 00:23:23,450 So if you see a post, you know that hasn't gotten any replies, it would be great for 345 00:23:23,450 --> 00:23:29,210 you to reply to that post rather than, everyone replying to one person. 346 00:23:29,210 --> 00:23:32,780 Just spread that out, so people feel like they're being heard, 347 00:23:32,780 --> 00:23:37,750 their ideas are being heard and you can interact with them more. 348 00:23:37,750 --> 00:23:42,380 Don't plagiarize, so post your own ideas rather than copying from others. 349 00:23:42,380 --> 00:23:45,510 Some instructors will actually set up the discussion, so 350 00:23:45,510 --> 00:23:50,010 that you have to post first before you can see any replies. 351 00:23:50,010 --> 00:23:51,060 And in that case, yeah, 352 00:23:51,060 --> 00:23:54,140 you have to post your own ideas before you see everyone else's. 353 00:23:54,140 --> 00:23:58,580 But if it is an open posting criteria, make sure that you're 354 00:23:58,580 --> 00:24:03,116 posting your own ideas rather than reading someone else's. 355 00:24:03,116 --> 00:24:07,804 And then just summarizing them or copying them. 356 00:24:07,804 --> 00:24:12,941 And make sure to follow up and respond to any questions that you get, 357 00:24:12,941 --> 00:24:17,280 that really helps the again the conversation grow. 358 00:24:17,280 --> 00:24:20,430 So maybe an instructor will read your post, and 359 00:24:20,430 --> 00:24:26,380 then reply to it with a follow up question that asks you to extend your ideas, 360 00:24:26,380 --> 00:24:30,660 or to add additional information, or additional evidence. 361 00:24:30,660 --> 00:24:34,350 And so you need to go back into the discussions. 362 00:24:34,350 --> 00:24:39,132 And follow up, and see if you need to clarify, 363 00:24:39,132 --> 00:24:43,556 if you can add to your discussion posting. 364 00:24:43,556 --> 00:24:44,990 And in that way again, 365 00:24:44,990 --> 00:24:50,126 it helps you in terms of your individual learning to be able to defend your ideas, 366 00:24:50,126 --> 00:24:55,000 to be able to expand upon them to be able to really use evidence. 367 00:24:55,000 --> 00:25:03,440 And those kinds of critical thinking skills that Adiz was talking about. 368 00:25:03,440 --> 00:25:06,923 So then, what makes a strong initial posts? 369 00:25:06,923 --> 00:25:10,462 So this is the first post that you make into a discussion where you're 370 00:25:10,462 --> 00:25:13,040 responding to a prompt. 371 00:25:13,040 --> 00:25:18,015 What makes it strong is if you have one focused and developed point. 372 00:25:18,015 --> 00:25:22,530 It's better than having many kind of shallow or superficial points. 373 00:25:22,530 --> 00:25:27,923 If you can take a point, and you can really develop it, and focus it and 374 00:25:27,923 --> 00:25:33,971 expand on it, so that it's clear that you have an understanding of that idea. 375 00:25:33,971 --> 00:25:37,031 And then there will be opportunities for 376 00:25:37,031 --> 00:25:41,176 you probably in your replies to add additional ideas. 377 00:25:41,176 --> 00:25:45,746 But for your initial posting, most instructors would rather see you 378 00:25:45,746 --> 00:25:50,633 create something that is focused and well-developed with evidence than 379 00:25:50,633 --> 00:25:56,930 something that just skates along the surface kind of the ideas. 380 00:25:56,930 --> 00:26:03,260 Make sure to use examples for support and these could come from the class readings. 381 00:26:03,260 --> 00:26:06,815 They could come from your own personal experience, 382 00:26:06,815 --> 00:26:10,138 in other classes or in work or outside of school. 383 00:26:10,138 --> 00:26:16,095 Sometimes if you're applying what you're learning to other kinds of environments or 384 00:26:16,095 --> 00:26:17,163 experiences. 385 00:26:17,163 --> 00:26:22,053 Or they might come from other sources that you have found as you've 386 00:26:22,053 --> 00:26:26,960 been doing research or that you've encountered in other places. 387 00:26:26,960 --> 00:26:32,026 But really providing examples will show that 388 00:26:32,026 --> 00:26:39,505 you understand this topic, you can support your own ideas. 389 00:26:39,505 --> 00:26:43,525 And this will really help to as if you're writing papers, or exams or 390 00:26:43,525 --> 00:26:49,670 assessments that you can use these examples in other ways as well. 391 00:26:49,670 --> 00:26:55,990 Often, not only examples, but quotations really show the most direct evidence. 392 00:26:55,990 --> 00:27:00,754 So if you have found a point within a reading that supports your ideas, 393 00:27:00,754 --> 00:27:04,640 then go ahead and quote that from the reading. 394 00:27:04,640 --> 00:27:08,734 And that really shows that, yeah, you've done the reading, 395 00:27:08,734 --> 00:27:11,683 you've understand this topic, this idea. 396 00:27:11,683 --> 00:27:17,003 And you can apply it to your own argument that you're making, 397 00:27:17,003 --> 00:27:19,740 and then do use citations. 398 00:27:19,740 --> 00:27:24,790 Sometimes they are specifically required by the instructor, 399 00:27:24,790 --> 00:27:31,374 sometimes they're not, but it does show that you are citing your sources again. 400 00:27:31,374 --> 00:27:35,305 So you're not open to this charge of plagiarism that you recognize that 401 00:27:35,305 --> 00:27:40,840 the ideas that you're using are taken from someone else. 402 00:27:40,840 --> 00:27:43,520 Do take a risk sometimes, sometimes it's 403 00:27:43,520 --> 00:27:49,480 easy just to answer the same question that other people have answered. 404 00:27:49,480 --> 00:27:54,086 One that you know has a clear answer, but if you choose to, 405 00:27:54,086 --> 00:27:59,726 if you take the risk to answer some question that hasn't been addressed 406 00:27:59,726 --> 00:28:04,521 by other people or that you can take a unique perspective on. 407 00:28:04,521 --> 00:28:09,081 Really that, again, extends the conversation in ways that will be 408 00:28:09,081 --> 00:28:12,367 beneficial to you and to other students as well. 409 00:28:12,367 --> 00:28:17,513 Because they'll see a different take, a different question, a different answer. 410 00:28:17,513 --> 00:28:23,570 And that's, again, a really good way to make a conversation more dynamic. 411 00:28:23,570 --> 00:28:28,256 So that it's not just every one answering the same question the same response. 412 00:28:28,256 --> 00:28:33,640 But really can take the conversation in different directions. 413 00:28:33,640 --> 00:28:38,880 In terms of your writing style, think of this as a semi-formal writing style. 414 00:28:38,880 --> 00:28:44,925 So it's not the same as texting, you're not gonna use abbreviations and 415 00:28:44,925 --> 00:28:50,104 colloquial's, slang language, it's an academic format. 416 00:28:50,104 --> 00:28:54,972 This is a class setting and it may not be as formal 417 00:28:54,972 --> 00:29:00,140 in terms of the tone as you would take in a paper. 418 00:29:00,140 --> 00:29:04,250 So it can be somewhat more conversational in terms of the tone. 419 00:29:04,250 --> 00:29:09,840 But you should be using full sentences punctuation, grammar spelling. 420 00:29:09,840 --> 00:29:15,038 Most instructors will want you to still maintain these 421 00:29:15,038 --> 00:29:20,243 expectations in terms of the conventions of writing. 422 00:29:20,243 --> 00:29:24,528 And not only does it help at preparing for your own writing, 423 00:29:24,528 --> 00:29:29,255 you're going to do in other assignments, like papers, exams. 424 00:29:29,255 --> 00:29:34,127 If you get into the habit of writing in this kind of academic style, 425 00:29:34,127 --> 00:29:37,880 it will help you in other assignments as well. 426 00:29:37,880 --> 00:29:41,343 But it also really lets your ideas shine through, 427 00:29:41,343 --> 00:29:45,967 because often it's not necessarily your ideas that are unclear. 428 00:29:45,967 --> 00:29:49,805 But the way that they have been presented in, 429 00:29:49,805 --> 00:29:56,370 if you're writing in incomplete sentences, the spelling is wrong. 430 00:29:56,370 --> 00:30:00,570 Your reader can't understand the ideas that you're trying to express, so 431 00:30:00,570 --> 00:30:06,440 the more clear the more direct You are expressing 432 00:30:06,440 --> 00:30:10,630 your ideas through your writing, the more your ideas will come through and 433 00:30:10,630 --> 00:30:18,610 people will be able to respond to them appropriately. 434 00:30:18,610 --> 00:30:21,170 So you've done your initial posting, and 435 00:30:21,170 --> 00:30:27,030 now usually you're asked to reply to a certain number of other students. 436 00:30:27,030 --> 00:30:30,880 And so when you're doing replies to other students, 437 00:30:30,880 --> 00:30:36,630 you should go beyond just saying I agree, or good job, or great point. 438 00:30:36,630 --> 00:30:43,640 You need to say why you agree with someone or even why you disagree with someone 439 00:30:43,640 --> 00:30:49,670 and you need to be able to articulate your own ideas. 440 00:30:49,670 --> 00:30:53,740 And again, kind of extend that discussion. 441 00:30:53,740 --> 00:30:59,479 Move that discussion forward by asking a question, or challenging an idea, 442 00:30:59,479 --> 00:31:03,629 so that not only does that well help the conversation but 443 00:31:03,629 --> 00:31:07,005 it also helps your peer, the other student. 444 00:31:07,005 --> 00:31:10,041 Because then the student, if you ask a question, or 445 00:31:10,041 --> 00:31:14,595 if you challenge one of their ideas and they come back and they have to clarify, 446 00:31:14,595 --> 00:31:19,218 or they have to add to, or support, that helps extend their thinking as well and 447 00:31:19,218 --> 00:31:25,080 helps them really clarify what point they're trying to make. 448 00:31:25,080 --> 00:31:30,020 If you can quote from the posts that you're responding to, again, 449 00:31:30,020 --> 00:31:35,200 quoting is a great way to hone in on a specific point that 450 00:31:35,200 --> 00:31:40,770 you're trying to respond to, or specific idea, and 451 00:31:40,770 --> 00:31:46,330 that will let you point to a specific idea within the post that you're responding to. 452 00:31:46,330 --> 00:31:50,336 And again, showing that you have fully read this post, 453 00:31:50,336 --> 00:31:56,218 you understand what's being said, but also that you have something to add to it, 454 00:31:56,218 --> 00:32:00,078 or a question or challenge that you're presenting. 455 00:32:00,078 --> 00:32:04,583 If you can provide additional evidence, maybe you agree with this posting, 456 00:32:04,583 --> 00:32:05,977 and you can say, yeah. 457 00:32:05,977 --> 00:32:10,280 And here's another evidence from this reading or 458 00:32:10,280 --> 00:32:15,607 from my own experiences, or from other sources that I found, 459 00:32:15,607 --> 00:32:20,628 that will help this student to explicate the argument that 460 00:32:20,628 --> 00:32:25,751 this person is going to make then maybe this student is going 461 00:32:25,751 --> 00:32:32,016 to use this posting as the basis for a paper or for some other assignment. 462 00:32:32,016 --> 00:32:36,790 And you can provide other evidence that they can use as they 463 00:32:36,790 --> 00:32:40,992 continue on to work on this this topic or this idea. 464 00:32:40,992 --> 00:32:46,522 And it's fine to express a difference of opinion if you don't agree with someone. 465 00:32:46,522 --> 00:32:53,667 And that actually is great because, again, people have different interpretations, 466 00:32:53,667 --> 00:32:58,301 different perspectives and just maintain a civil tone so 467 00:32:58,301 --> 00:33:02,839 that it's a civil conversation, a civil engagement, 468 00:33:02,839 --> 00:33:07,395 not necessarily an attack, or a conflict around this. 469 00:33:07,395 --> 00:33:11,220 And we'll talk a little bit more about netiquette and 470 00:33:11,220 --> 00:33:18,080 how to communicate in an effective way in this digital environment. 471 00:33:18,080 --> 00:33:21,210 Then try to connect to other posts in the discussion. 472 00:33:21,210 --> 00:33:26,220 So not just reading to other people's posts and replying but look 473 00:33:26,220 --> 00:33:30,930 through the whole conversation and see what else is going on in that discussion. 474 00:33:30,930 --> 00:33:35,050 And if you can make connections in your reply and say like, yeah, 475 00:33:35,050 --> 00:33:38,180 I really like what you're saying, and this other 476 00:33:38,180 --> 00:33:41,770 student was saying something similar maybe with a little different perspective. 477 00:33:41,770 --> 00:33:45,980 So you might check out this person's posts, as well. 478 00:33:45,980 --> 00:33:51,260 And again, that helps as we would like in a classroom situation 479 00:33:51,260 --> 00:33:55,740 to refer to each other, to build on each other's ideas. 480 00:33:55,740 --> 00:34:08,338 And that's, again, a way to make it more dynamic in terms of the conversation. 481 00:34:08,338 --> 00:34:14,885 Okay, so netiquette, which is etiquette for digital communication. 482 00:34:14,885 --> 00:34:19,385 These are just things to think about as you're communicating in this online 483 00:34:19,385 --> 00:34:27,055 environment, whether it's in discussion boards, or emails, or messages chat. 484 00:34:27,055 --> 00:34:32,580 They're just ways to create an environment within this digital realm 485 00:34:32,580 --> 00:34:39,790 where everyone feels included and know then these kinda conflicts don't develop. 486 00:34:39,790 --> 00:34:45,088 So it's really great to address other students and the instructor by name 487 00:34:45,088 --> 00:34:50,643 when you're responding to someone, that gives a sense of social presence, 488 00:34:50,643 --> 00:34:54,914 that gives a sense that you see this other person as a human, 489 00:34:54,914 --> 00:35:00,738 as someone who is on the other side of the screen, not just the text on the screen. 490 00:35:00,738 --> 00:35:06,295 But there's actually a person there that you're responding to. 491 00:35:06,295 --> 00:35:11,698 Avoid abbreviations, as I mentioned that you might use in texting 492 00:35:11,698 --> 00:35:16,630 because again, it's just an off-hand way of conversing. 493 00:35:16,630 --> 00:35:21,780 But in this academic format, you want to be more formal 494 00:35:21,780 --> 00:35:25,660 in terms of the text that you use and make sure that everyone understands what you're 495 00:35:25,660 --> 00:35:31,910 trying to say so that it's clear in terms of your ideas. 496 00:35:31,910 --> 00:35:36,850 Don't use all capital letters which indicate shouting but you can use caps for 497 00:35:36,850 --> 00:35:37,480 emphasis. 498 00:35:37,480 --> 00:35:39,620 Like if you want to emphasize a word. 499 00:35:39,620 --> 00:35:45,880 Maybe you put that all in caps, but not the whole message. 500 00:35:45,880 --> 00:35:50,960 Be careful about humor and sarcasm cuz it can be misinterpreted 501 00:35:50,960 --> 00:35:55,788 within this mediated context of screens, 502 00:35:55,788 --> 00:36:02,670 because without hearing someone's voice, 503 00:36:02,670 --> 00:36:07,000 whether their inflection, the context of the situation, 504 00:36:07,000 --> 00:36:10,950 in which they're discussing it, sometimes, a humor, or 505 00:36:10,950 --> 00:36:15,540 sarcasm doesn't really come through in a text-based format. 506 00:36:15,540 --> 00:36:21,220 So just be careful about the tone that you're using in your writing and 507 00:36:21,220 --> 00:36:26,130 use the proper word choice for an academic setting, not using slang, 508 00:36:26,130 --> 00:36:31,980 or colloquial language, or swear words, or things like that. 509 00:36:31,980 --> 00:36:36,840 Be respectful, as you would with someone in a face-to-face conversation. 510 00:36:36,840 --> 00:36:41,870 So maybe read through the response that you've written out loud and 511 00:36:41,870 --> 00:36:46,970 say, would I say this to someone if this person was face to face with me? 512 00:36:46,970 --> 00:36:53,060 Because often, the anonymity of being in this digital kinda communication, 513 00:36:53,060 --> 00:36:58,410 makes you say things that you may not if you were face to face with that person. 514 00:36:58,410 --> 00:37:03,261 So be clear that this is something that you would be willing 515 00:37:03,261 --> 00:37:05,545 to say to someone's face. 516 00:37:05,545 --> 00:37:10,220 Ask for clarification if there's some ideas that you don't understand. 517 00:37:10,220 --> 00:37:15,110 Rather than jumping to conclusions, ask a question. 518 00:37:15,110 --> 00:37:19,610 Pose it as an open-ended kind of statement rather than saying, 519 00:37:19,610 --> 00:37:25,080 you're wrong, I don't agree with you. 520 00:37:25,080 --> 00:37:28,110 Again, trying to elicit ideas and 521 00:37:28,110 --> 00:37:34,390 extend that conversation rather than closing down the discussion. 522 00:37:34,390 --> 00:37:37,150 Don't retaliate if you feel offended, or 523 00:37:37,150 --> 00:37:42,540 insulted if someone has responded in a way that isn't appropriate. 524 00:37:42,540 --> 00:37:47,262 It's better to email the instructor about how you 525 00:37:47,262 --> 00:37:51,086 feel this person has responded to you and 526 00:37:51,086 --> 00:37:56,035 let the instructor mediate with the other student, 527 00:37:56,035 --> 00:38:02,806 rather than getting back into a kinda back and forth with that student. 528 00:38:02,806 --> 00:38:07,491 It's challenging, it's hard sometimes when someone responds in a way that you have 529 00:38:07,491 --> 00:38:11,655 a visceral kinda response to and, no, he didn't understand what I meant or 530 00:38:11,655 --> 00:38:13,295 something like that. 531 00:38:13,295 --> 00:38:17,100 But again, in this kinda setting, 532 00:38:17,100 --> 00:38:23,440 it would be better just to try and leave that 533 00:38:23,440 --> 00:38:28,390 for the moment and let the instructor know that you don't feel this person is 534 00:38:28,390 --> 00:38:34,020 communicating in an appropriate and effective way. 535 00:38:34,020 --> 00:38:39,260 And then maintain privacy so that you shouldn't be sharing things 536 00:38:39,260 --> 00:38:43,100 from a discussion in class outside of the class. 537 00:38:43,100 --> 00:38:49,100 Since there should be a level of privacy especially because often 538 00:38:49,100 --> 00:38:54,860 online discussions involve topics maybe that are sensitive, 539 00:38:54,860 --> 00:38:58,220 people are sharing personal experiences. 540 00:38:58,220 --> 00:39:03,570 And within the setting of the class or of a class room often, 541 00:39:03,570 --> 00:39:08,680 it's clear that what happens in the class, stays in the class. 542 00:39:08,680 --> 00:39:11,970 It's a little bit different in online settings because, again, 543 00:39:11,970 --> 00:39:13,340 there's the anonymity. 544 00:39:13,340 --> 00:39:16,450 Things can just be copied and pasted very easily. 545 00:39:16,450 --> 00:39:20,550 But really, you should just only communicate within that class, 546 00:39:20,550 --> 00:39:25,140 the ideas and the experiences that are being shared there. 547 00:39:25,140 --> 00:39:30,330 So I think that's really important, as well. 548 00:39:30,330 --> 00:39:36,426 That is all that I have in terms of my presentation. 549 00:39:36,426 --> 00:39:39,154 So we can take questions now, 550 00:39:39,154 --> 00:39:44,832 we can additional conversation around online discussions, 551 00:39:44,832 --> 00:39:55,380 and we could even talk more about synchronous discussions, as well. 552 00:39:55,380 --> 00:39:59,040 >> Do we have any questions? 553 00:39:59,040 --> 00:40:01,930 >> So far we don't have any questions posted. 554 00:40:01,930 --> 00:40:08,517 So just another invitation to any of our participants. 555 00:40:08,517 --> 00:40:16,160 If you have questions about any other topics that were discussed? 556 00:40:16,160 --> 00:40:17,850 >> I wanna comment. 557 00:40:17,850 --> 00:40:21,110 I think Chris did an amazing job. 558 00:40:21,110 --> 00:40:26,350 And I think for everyone who goes through an online discussion form, 559 00:40:26,350 --> 00:40:31,540 I think, should go through your lecture first and then go through the course. 560 00:40:31,540 --> 00:40:35,940 I think what we were trying to also portrayed is that this is a form of 561 00:40:35,940 --> 00:40:37,220 communication. 562 00:40:37,220 --> 00:40:44,020 As pointed out, it is important to pay attention, 563 00:40:44,020 --> 00:40:47,250 because it's written, because you're not in the same environment, or 564 00:40:47,250 --> 00:40:52,040 in the same space with someone, that doesn't mean that things will change. 565 00:40:52,040 --> 00:40:56,140 But I really underline that asking for clarification part. 566 00:40:56,140 --> 00:40:59,290 I think that's one of the most important parts because, 567 00:40:59,290 --> 00:41:02,520 even in emails tomorrow that you will read, right? 568 00:41:02,520 --> 00:41:06,243 Even between ourselves colleagues, we have to revisit like, 569 00:41:06,243 --> 00:41:07,870 what did this person mean. 570 00:41:07,870 --> 00:41:12,595 And then asking for clarification makes sense because we wanna avoid those 571 00:41:12,595 --> 00:41:17,846 misunderstandings and we wanna make sure that these are the opportunities that you 572 00:41:17,846 --> 00:41:23,230 see, cuz regardless when you go to the real world, this is how the real world is. 573 00:41:23,230 --> 00:41:29,971 They exchange emails all the time, we are asking one another what that means and 574 00:41:29,971 --> 00:41:36,107 then [INAUDIBLE] for the facts, so we have to have some kinda follow-up, 575 00:41:36,107 --> 00:41:47,913 I think faculty are very, very open to having those discussions, so. 576 00:41:47,913 --> 00:41:52,845 >> Yeah, I agree and I don't know, I think though the aspect of 577 00:41:52,845 --> 00:41:57,686 synchronous discussions as well is something that would be 578 00:41:57,686 --> 00:42:01,848 useful probably to have as a future presentation, 579 00:42:01,848 --> 00:42:08,860 I think being able to mediate a discussion that synchronous is a challenge, as well. 580 00:42:08,860 --> 00:42:13,788 And yeah, I'm doing that next quarter, and I'm doing it this quarter with 581 00:42:13,788 --> 00:42:18,879 a small group of graduate students but a larger group, even up to 20 or 25. 582 00:42:18,879 --> 00:42:23,172 I think being able to manage that in a synchronous environment s another 583 00:42:23,172 --> 00:42:27,972 different kinda challenge. 584 00:42:27,972 --> 00:42:29,640 >> So Delayna, was there a question for 585 00:42:29,640 --> 00:42:33,020 us experiences you've had as a student in online education? 586 00:42:33,020 --> 00:42:39,490 >> No, I wanted just to elicit some response from the students. 587 00:42:39,490 --> 00:42:45,340 And Hillary shared that she's taken many online classes through Canvas and 588 00:42:45,340 --> 00:42:50,870 that these were all very key effective points for her. 589 00:42:50,870 --> 00:42:55,733 >> I think it will be valuable since we have this recording and 590 00:42:55,733 --> 00:42:59,604 posting it now on the multimodal website, and 591 00:42:59,604 --> 00:43:04,367 then instructors can link to it, or maybe even put it into 592 00:43:04,367 --> 00:43:09,752 camera's commons module, or something that could go with us. 593 00:43:09,752 --> 00:43:13,430 >> For sure, thank you very much, yeah. 594 00:43:13,430 --> 00:43:18,130 And I think that navigating the synchronous, or 595 00:43:18,130 --> 00:43:22,380 the in real time discussions will be an additional very useful one. 596 00:43:22,380 --> 00:43:27,704 So thanks for [LAUGH] being willing to share that. 597 00:43:27,704 --> 00:43:33,024 >> I'm gonna share one of my experiences that was very frustrating, 598 00:43:33,024 --> 00:43:37,204 and one of my first courses in my doctorate program, 599 00:43:37,204 --> 00:43:41,004 the course was two courses splitting into two, 600 00:43:41,004 --> 00:43:44,899 we had the live sessions inside a classroom, and 601 00:43:44,899 --> 00:43:49,950 then the other course was all online discussion. 602 00:43:49,950 --> 00:43:54,410 And let me tell you this, it took me a while to make that connection. 603 00:43:54,410 --> 00:43:59,500 But I kept asking my peers, I kept asking my faculty members, 604 00:43:59,500 --> 00:44:02,070 I'm like, okay, am I missing something? 605 00:44:02,070 --> 00:44:08,100 But then I realized that sometimes we feel really, 606 00:44:08,100 --> 00:44:12,680 we all, I think, feel unknown is something that we don't wanna maybe ask to my staff. 607 00:44:12,680 --> 00:44:14,910 I think Central students are great. 608 00:44:14,910 --> 00:44:17,340 We ask questions, don't be shy. 609 00:44:17,340 --> 00:44:18,360 Ask that question. 610 00:44:18,360 --> 00:44:19,820 Am I doing good or not? 611 00:44:19,820 --> 00:44:23,400 I think that's an important, and if I come to you like that, Chris, 612 00:44:23,400 --> 00:44:24,960 I think you would give a feedback, right? 613 00:44:24,960 --> 00:44:27,920 As a student, if I say, how am I doing in discussion board? 614 00:44:27,920 --> 00:44:29,150 Am I on the right track? 615 00:44:29,150 --> 00:44:31,610 What would you say to me? 616 00:44:31,610 --> 00:44:36,116 >> I mean I do use a grading rubric for discussions and so 617 00:44:36,116 --> 00:44:38,882 I provide feedback each week for 618 00:44:38,882 --> 00:44:44,210 students in terms of various criteria that I'm looking for, 619 00:44:44,210 --> 00:44:48,921 like not only the posts and replies and responses, but 620 00:44:48,921 --> 00:44:55,496 the quality of the responses as well, the use of evidence, the arguments. 621 00:44:55,496 --> 00:45:00,325 And so then I'll write feedback, especially earlier in the quarter to give 622 00:45:00,325 --> 00:45:04,230 them an idea that there is that they need to work on. 623 00:45:04,230 --> 00:45:08,479 And so if there is a rubric like that, make sure that you're, 624 00:45:08,479 --> 00:45:11,080 as a student, checking that. 625 00:45:11,080 --> 00:45:15,120 But also, yeah, if you aren't getting that kind of feedback, 626 00:45:15,120 --> 00:45:18,690 asking the instructor directly to give you some feedback, 627 00:45:18,690 --> 00:45:24,420 then most likely they would be willing to tell you what areas to work on. 628 00:45:24,420 --> 00:45:30,776 Oftentimes instructors may also have examples of very good postings and 629 00:45:30,776 --> 00:45:34,734 replies that they could provide you with, so 630 00:45:34,734 --> 00:45:40,581 that you could see what they quantify as an appropriate response. 631 00:45:40,581 --> 00:45:45,439 So yeah, I think definitely asking for feedback is great. 632 00:45:45,439 --> 00:45:50,203 >> Chris, when somebody has kind of a spin-off on what the topic is, 633 00:45:50,203 --> 00:45:55,220 and the reply goes that way, is that acceptable? 634 00:45:55,220 --> 00:45:59,160 Some faculty, I know, like to stay within the discussion of the facts and 635 00:45:59,160 --> 00:46:00,810 the things that they're covering. 636 00:46:00,810 --> 00:46:02,920 But sometimes, it is a live conversation. 637 00:46:02,920 --> 00:46:06,920 So students will go, so what do you suggest students, if they're curious, 638 00:46:06,920 --> 00:46:09,620 do they do it off of the discussion board? 639 00:46:09,620 --> 00:46:12,140 Or should they write that in? 640 00:46:12,140 --> 00:46:16,430 >> Yeah, I mean sometimes instructors will have a discussion 641 00:46:16,430 --> 00:46:21,430 that's more like a student lounge or a water cooler discussion. 642 00:46:21,430 --> 00:46:26,290 That's a place for taking those kinds of tangential 643 00:46:26,290 --> 00:46:30,390 conversations, and just where students can 644 00:46:30,390 --> 00:46:35,560 interact around topics that may not specifically be related to the course. 645 00:46:35,560 --> 00:46:41,570 And so sometimes that's a good place for those kinds of conversations. 646 00:46:41,570 --> 00:46:46,080 But I do think just feeling willing to 647 00:46:46,080 --> 00:46:51,140 move the conversation in a new direction, yeah, sometimes that opens up things that 648 00:46:51,140 --> 00:46:55,890 maybe the instructor hadn't thought about, or other students hadn't thought about. 649 00:46:55,890 --> 00:47:01,987 And I think that that's usually fine. 650 00:47:01,987 --> 00:47:06,499 >> Thank you, I know that in my own courses, students would often come in, and 651 00:47:06,499 --> 00:47:10,166 there were more conversational than factual at the time, but 652 00:47:10,166 --> 00:47:13,072 it was a good issues discussion off of the topic. 653 00:47:13,072 --> 00:47:17,022 But I know some faculty members would rather not that 654 00:47:17,022 --> 00:47:21,570 discussion happen right in the board or the forum. 655 00:47:21,570 --> 00:47:26,726 >> Yeah, so maybe, a student could ask, could you set up a discussion where we 656 00:47:26,726 --> 00:47:32,544 could have these conversations that are maybe related, but not exactly on-topic? 657 00:47:32,544 --> 00:47:36,874 >> I think it's neat how that does have that communication in an asynchronous 658 00:47:36,874 --> 00:47:41,400 course, where people really, you can tell they're connecting. 659 00:47:41,400 --> 00:47:44,193 And maybe saying, well, let's take this off to another [LAUGH], or 660 00:47:44,193 --> 00:47:46,116 I'll meet you on Zoom in an hour, [LAUGH] okay? 661 00:47:46,116 --> 00:47:49,940 That's the beauty of it. 662 00:47:49,940 --> 00:47:54,190 >> Yeah, definitely, I mean, I think that level of interaction, 663 00:47:54,190 --> 00:47:57,070 especially in online courses, which can be so isolating. 664 00:47:57,070 --> 00:48:01,860 If you're just doing your work on your own, self-paced, 665 00:48:01,860 --> 00:48:04,330 we crave that, we miss that interaction. 666 00:48:04,330 --> 00:48:08,740 And even though it's somewhat mediated in these online discussions, 667 00:48:08,740 --> 00:48:13,530 at least you're making those connections, and you're being heard. 668 00:48:13,530 --> 00:48:20,246 Your voice is being expressed, and people are responding to you. 669 00:48:20,246 --> 00:48:23,021 >> And Hillary made a great comment, I think on the chat box. 670 00:48:23,021 --> 00:48:24,595 Delayna, do you wanna read it? 671 00:48:24,595 --> 00:48:27,113 I know you've responded, but I know in the recording, 672 00:48:27,113 --> 00:48:29,053 sometimes chat is not captured, I think. 673 00:48:29,053 --> 00:48:30,692 Do you want to read it, Delayna? 674 00:48:30,692 --> 00:48:34,890 >> Sure, so Hillary mentioned that she's been in the professional workforce for 675 00:48:34,890 --> 00:48:35,400 a while. 676 00:48:35,400 --> 00:48:40,097 And all of the skills that were mentioned are great things to practice for 677 00:48:40,097 --> 00:48:44,107 any type of job that our students and eventually will go into. 678 00:48:44,107 --> 00:48:49,115 I mean, learning to express yourself in a clear 679 00:48:49,115 --> 00:48:53,750 way in writing is definitely something that 680 00:48:53,750 --> 00:48:59,220 you'll use when you get out of academics. 681 00:48:59,220 --> 00:49:03,800 >> Yeah, especially since so much of the work is now going to remote work. 682 00:49:03,800 --> 00:49:06,510 And the pandemic has certainly exacerbated that. 683 00:49:06,510 --> 00:49:14,866 But it appears that that kind of shift is going to be long-lasting, 684 00:49:14,866 --> 00:49:15,900 even after the pandemic, and so, and I think was mentioning this, too. 685 00:49:15,900 --> 00:49:20,906 The way that professional communication works these days through these 686 00:49:20,906 --> 00:49:25,663 remote kinds of tools, whether it's Teams, or Slack, or Chat, or 687 00:49:25,663 --> 00:49:30,504 Zoom, that being able to express yourself in a way that's clear, and 688 00:49:30,504 --> 00:49:36,082 being able to get your ideas across, will definitely help prepare you better for 689 00:49:36,082 --> 00:49:47,158 the workforce that we will be seeing in the future. 690 00:49:47,158 --> 00:49:52,128 >> Yep, absolutely, so I think that we're all set on the questions. 691 00:49:52,128 --> 00:49:55,634 >> Okay, well, thank you very much, both of you, for speaking. 692 00:49:55,634 --> 00:49:58,556 I think this is, like I said, they'll be on the website so 693 00:49:58,556 --> 00:50:02,494 students can access it prior to quarter and during quarter, when they begin to 694 00:50:02,494 --> 00:50:06,275 wonder what they're doing with communication on the discussion boards. 695 00:50:06,275 --> 00:50:09,395 So thank you both very much. 696 00:50:09,395 --> 00:50:13,325 And congratulations again Dr. Schedler- >> [INAUDIBLE] 697 00:50:13,325 --> 00:50:16,080 >> For being faculty mentor of the year 698 00:50:16,080 --> 00:50:19,190 online, faculty mentor of the year, so. 699 00:50:19,190 --> 00:50:22,920 >> Thank you, and yeah, thanks everyone for participating. 700 00:50:22,920 --> 00:50:29,220 And good luck with the end of the quarter and end of the year. 701 00:50:29,220 --> 00:50:31,455 Hopefully, 2020 will be over soon. 702 00:50:31,455 --> 00:50:35,776 [LAUGH] >> Yes, yeah, [LAUGH] [INAUDIBLE]. 703 00:50:35,776 --> 00:50:40,320 >> Thank you, thank you for the opportunity, everyone, take care.