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Teach Online With Confidence

Helping Educators Engage More Online Students with Less Stress through Simple Strategies

Dr. Bethanie Hansen 

Teaching Excellence Strategist

#64: This Summer, Start Your 100 List to Lead a Rich and Thriving Life [Podcast]

#64: This Summer, Start Your 100 List to Lead a Rich and Thriving Life [Podcast]

This content first appeared at APUEdge.Com

What are some important things you want to accomplish that will help you lead a thriving and rich life? In this episode, Dr. Bethanie Hansen inspires online teachers to take some time this summer to start a “100 List.” Learn how to think about creating this list of inspiring experiences that will bring richness to your life, how to align these items with your values, and what items can help uplift others, too.

Listen to the Episode:

Subscribe to Online Teaching Lounge
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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen. And I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome To the Online Teaching Lounge. In today’s episode, we’re going to brainstorm some fun summer plans for the online educator. Not all online educators have summer vacations. If you work for a K-12 school district, perhaps you do have a couple of months where you might have a break from teaching.

Perhaps you’re regrouping after a difficult school year, where there were a lot of stops and starts and interruptions. Whatever the case, summer is a time when many of us traditionally think of rejuvenation. Going on a trip, doing something to rekindle the flame.

The area we’d like to think about today is creating a longer list that is not just for this summer. At the time of this recording, we’re heading into the summer of 2021, but this recording could be valuable to you any time.

We’re going to talk about your list of 100. Earlier today, I was at a brief conference, where Dr. Taniguchi, a BYU professor, was teaching a concept that he began at age 16 in his young life. And that was called a 100 list.

What’s a 100 List?

This 100 list was basically created so that he could list all of the things that he’d like to do to have a thriving life. You might’ve heard of a bucket list. It’s the things you would like to do before you die. Well, this is the opposite. This is a list of 100 things he wanted to do to have a rich and thriving life. Think about that. If we explore all the different things that we would like to have as part of our life, to give us solid experiences, help us keep growing, learning, stretching the boundaries, there might be a whole different set of things that we put on that list. Not quite the same as a bucket list, but maybe there are some overlaps there.

In this situation, I want to introduce you to Dr. Taniguchi. And what I learned from him, you can also find widely on the internet. This man has been chased by Mussai warriors in Tanzania. He has slept in snow caves to survive, swum through New Zealand caves to see glowing worms, stopped a bear from dragging his friend away in his sleeping bag.

He was a professor of experience, design and management, and there are so many things shared about him. Some other accomplishments he has attained are that he’s climbed the front of Yosemite’s half dome. He has paddled the Nile River. He has climbed to the summit of six of the tallest mountains in the world, and coached cross country skiers that were in the last five Olympic Winter Games. He’s from Hawaii. And he has a really remarkable life.

So when this man was 16 years old, he saw a picture in Life magazine, and the picture was a man holding up a list of 100 things he wanted to do before he died. That photo was taken, apparently, because that man had just done the last thing on the list.

The idea was that he started his own list, and it took him a long time to complete writing the list, not to do all the things on the list, but just to decide which 100 things to include. And long since that time, he has in fact accomplished all 100 things on his list. And I have some links to these sources on the podcast notes today. So please check them out.

In another space, he does show the list. And he has some really fascinating things on there. For example, some of the items that he has done that were on his list were to climb to the tallest mountains. He wanted to dip his toe in the Atlantic Ocean, in the Pacific Ocean, and various other places in the world. He wanted to visit all 50 states, learn another language, and a lot of other things.

So if you were to think about creating your own list, there are some rules that Dr. Taniguchi has developed to help you create such a thing. And those rules will really help you get started in deciding what should go on that list.

The first thing he suggests is that it’s a choice to decide to thrive in our lives. And thriving means we’re not just hanging in there, we’re not just enduring, but we’re having a rich and rewarding life. And we have some peak moments that we can really draw on throughout our lives.

As online educators, we do a lot of similar and repetitive things throughout the year. And sometimes those things can be very draining for us. Sometimes they can also be refreshing. But when we create options to help ourselves thrive, then we actually have experiences that perforate that sameness and bring highlights to the year, and to the life as a whole.

So think about what it would take for you to thrive. What kind of experiences you want to have. And then you find opportunities to prioritize those experiences. For example, if you were driving through South Dakota, and you had on your list of 100 that you want to see Mount Rushmore, then you would make it a point to stop there. And if you don’t have that on your list, you might not even think about it or know that it’s located on your drive somewhere.

So by putting things on this list intentionally, you’re going to be more likely to actually do those things. And who knows? Perhaps this summer as an online educator, you’re going to fit a few of those things on your list of 100 into your life.

Choose Items that Bring You Closer to Living Your Values

The second thing besides just simply deciding or choosing to thrive is knowing the values that govern your life. So one of the things Taniguchi says is, don’t put things that you want to try on your list. Don’t just put everything on there that you’re interested in trying, but put things that will actually bring you closer to living your values. And don’t put anything on your list that conflicts with your values, whatever those might be.

So you have to choose carefully and choose wisely, what will make your list of 100. You might come up with 20 or 30 great ideas, and then find the spaces on your paper difficult to fill. I’m curious about how far you’ll get. I started my list of 100 earlier today, and I got to about 35. So now I’m going to have to think about it and come back to that list.

But definitely, when I come to a break between classes or a break in my teaching, and I find that I do have time to get off, and do a trip, or learn something new, or try something new, I would really love to have some great ideas. So building this list of 100 is going to give me some of those ideas I can just look at and make plans for those things.

I talked to someone earlier today that said they had been to Norway and saw the Northern Lights there. That’s something I would definitely want to put on my list. And I’m sure there are many other things that will come to mind when other people mention them, and that I probably wouldn’t think of on my own, but really do interest me. Think about, wisely, what will help you have a thriving life and align with your values, and put those things on your list.

Once It’s On the List, It Stays on the List

Once you put something on your list, Taniguchi has a rule that you cannot take anything off your list. He says, if it was important to you at one point, that meant something to you, and it needs to continue to be important to you.

So one of the stories that this man has told, is that he had a client that he led up Denali, which is, I guess, the highest peak in North America. And the man had been diagnosed with terminal cancer months before the trip. And he almost canceled the trip. And he didn’t say anything about the cancer before the trip, so Dr. Taniguchi did not know that was the situation.

But the experience of hiking up that mountain really changed the man’s life. He got re-engaged, he got married, he finished his last cases at work, and he continued living vibrantly. And before that, when he got his diagnosis of cancer, he felt like giving up completely and he was disengaging from his life. That experience meant the world to him. And he accomplished quite a bit, and had a lot of life left before the end came for him.

So your list of 100 can be inspiring things that give you a life worth living. And it will make your life fascinating to others as well, as you share some of those stories. And it will also help you inspire yourself to keep going.

Add Items that Help Better Yourself and Uplifts Others

Some other tips about creating your list of 100 is to better yourself and uplift others. Each time you accomplish something on your list, you could ask yourself, will this make me a better person? And will it help me to uplift and have a positive effect on others?

So every time you’re going to spend time enriching or bettering yourself, it’s going to make you a better educator and a happier person. And you’re, of course, going to be better at all that you do. And you’re going to be able to be more satisfied with your life, because you have variety, and intense and challenging experiences, and things that you’re really pleased about that you have accomplished.

Add Things that are Outside Your Comfort Zone

Now, some things on your list should be some risks, like a real stretch. I’m not a person who is interested in putting Mount Everest on my list of 100, but maybe you are. Maybe you want to try to do something new that really is far outside your comfort zone.

For me, if I were to write on my list that I want to run a marathon, that would definitely be one of those risks. And I don’t have a whole lot of experience running, but I do think that would be a super fun thing to do. And I would like to add it to my list. And if you’re a person who does routinely run marathons, you can appreciate the fact that for someone who’s never done that, it sounds daunting and challenging and really out of my comfort zone.

And maybe there’s something new that you’d like to do. When I was younger, I would have put learning to ski on that list. And, yes, you can put things that you’ve already achieved in the past that are inspiring to you, that you have already done, that you want to include on the list. That is one of the rules that you can do. So I would love to put that on my list. I did learn how to downhill ski at one point.

And interestingly enough, as I’m talking to a group of educators here on the podcast, I want to share that in my first professional teaching position, I worked in the Marsh Valley School District in eastern Idaho. And one of the things they did over there was, they took the entire junior high to the ski mountain several times during the year, and they taught the kids how to ski.

So I had an opportunity as a teacher to go up there and be a beginner, because I knew nothing about skiing. And I’m really glad I did, because I had some great experiences, and it developed into a lifelong joy of alpine skiing that I shared with my family. And my husband, when I married him, had been a ski patrol or ski instructor, I forget which, but he’s an excellent black diamond downhill skier. So it was kind of helpful that I had at least checked out skiing and had an interest. And then we were able to raise our boys as skiers as well.

So you never know how something you put on this list of 100 things you’d like to do to have a life of thriving is going to enrich your life in even more ways by connecting you to other people, or maybe even creating entire family hobbies that everyone can enjoy.

So this summer, as you’re thinking about what kinds of things might enrich you as an online educator or give you fulfillment or even professional and personal growth, I want to encourage you to get started on your list of 100. To create that list of things that you want to strive to do over the next year, or 20 or 30 years, to have a thriving life and really create peak moments that are worthwhile.

Thank you for being with me here today to consider developing ourselves as people and as educators, and creating rich and thriving lives. I wish you all the best in creating that list of 100, and in your online teaching this coming week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#63: Benefits of Mentoring Online Students [Podcast]

#63: Benefits of Mentoring Online Students [Podcast]

This content originally appeared on APUEdge.com

Teachers are always seeking better ways to connect with their students, especially in the online classroom. In this episode, APU professor Dr. Bethanie Hansen discusses the value of mentoring students and why it can be helpful to think of students as customers. Learn how forming a mentoring relationship can help teachers connect better with students, improve student learning, and also bring greater satisfaction to the teacher.

Listen to the Episode:

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen. And I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

In today’s episode we’re going to look at mentoring online students in higher education. This is a hot topic right now because everyone wants to connect better with their students. And here on the Online Teaching Lounge, connecting with our students and working with them much better than we have in the past is one of our primary objectives.

At the university where I teach and work, we have a focus on student success, and we want to have students-first programs. So it makes sense that we would want to also include a mentoring approach. This is something some of my faculty have explored, and other leaders across the institution. So I’m going to share some thoughts with you today about mentoring online students.

Choosing to be a Leader

As an instructor or an online educator, you may not be in a leadership role at your institution. But you can lead from any seat that you’re in. As a leader in the classroom, you can try things out that may work for you, and share them with colleagues. You might be able to get an IRB request and do a little research on what you find, and share it with the bigger community as well.

And of course, there’s the practitioner report. You can just notice what’s going on and prepare a practical presentation to share with others, or write up an article on that. There are so many ways you can have an experience with mentoring and share it with other people.

When we think about ourselves as online educators, perhaps we get into some routines or patterns that don’t bring us as much satisfaction and joy as they once did. Mentoring our students can be something that freshens that up and helps us connect much more deeply with the people we’re teaching.

There’s a story in a book called “Lead From Any Seat” by Andrei Anca, and in this book, he shares a story called The Parable of the Coffee Bean, and he has an unknown author listed there. But the story is like this. And I’m going to read it directly from the book, “Lead From Any Seat.”

“A young woman went to her mother and told her about her life and how things were hard for her. She didn’t know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed that when one problem was solved, a new one arose.

Her mother took her to the kitchen. She filled three pots with water. And in the first pot she placed carrots. In the second one, she placed eggs. And in the last pot, she placed ground coffee beans. She let them sit and boil without saying a word.

In about 20 minutes. She turned off the burners. She took the carrots out of the water and placed them in a bowl. She then pulled the eggs out and placed them in a bowl. She then ladled the coffee into a bowl. Turning to her daughter. She asked, ‘Tell me what you see.’ ‘Carrots, eggs and coffee,’ the daughter replied.

The mother, brought her closer and asked her to feel the carrots. She did and noticed that they were softened. She then asked her to take an egg and break it. After peeling off the soft shell, she observed the hard-boiled egg. Finally, she asked her to sip the coffee. The daughter smiled and she tasted the rich aroma.

The daughter then asked, ‘What’s the point mother?’ Her mother explained that with each of these objects, they had all faced the same adversity, the boiling water, but each of them reacted differently.

The carrot went in strong, hard and unrelenting. After being subjected to the boiling water, it softened and became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior. But after being exposed to the boiling water, the inside became hardened.

The ground coffee beans however, they were unique. After they were placed in the boiling water, they had changed the water. ‘Which are you?’ she asked the daughter. When adversity knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean?”

Now let’s take this to our online teaching. Each of us enters the profession of teaching as educators, and we have goals and we have things we’d like to accomplish there. Things happen, jobs are difficult. We can’t reach some of our students. We have success with others. Many things occur during our teaching career. And as we’re teaching, we transform in one of these three ways.

Just as we transform in one of these three ways, our students also approach their experience with us in either an approachable manner, soft and ready to be taught. A resistant manner, perhaps they don’t want to take the course and they’re taking it because it’s a required class. Or maybe they come in with mixed feelings. And they can have an impact on others as well.

Through mentoring, we can have that difference, like the ground coffee beans.

Changing Your Perspective

When we think about students, an interesting thing is that many of us think about them as these people that need to be taught, need to be molded, need to learn the ropes in some way, either in the subject matter or in the field.

Either way, it would be an interesting flip to see the student instead as a customer. If we were a business in education, instead of looking at ourselves as simply an educational entity, thinking about your student as your customer gives you a whole different perspective on the way you approach the people who come to learn from you. A student wants to learn, of course, but a customer wants value from what they’re getting.

If we were to make an impact on our students that’s much more significant than simply giving feedback and conversation in the online classroom, we can think about our students in a way that we see them quite differently.

Again, in the book, “Lead From Any Seat,” the author tells us that the first step in making an impact is to change the way we think about other people. One way we can think about our students as customers will be to see through their experience. We need to understand what they need, what they really want in life and in their education.

Essentially, the idea is if we’re going to be successful mentoring students and really helping them in what they’re learning, we need to see their point of view. We need to be able to understand their perspective, and we also need to see through their eyes. This is sometimes called an outward mindset from others. It could be called many things. It could be taking on a new perspective. It could be servant leadership.

But either way, when we take the focus off ourselves, our workload, and our approach to teaching, and we put the focus instead on the person we’re teaching, and seeing through their experience and their eyes, we have a totally different experience working with them in our course.

Understanding the Value of Mentoring

You might be asking yourself at this point, what is mentoring? What is that in higher education? And what is that in online education? I can’t answer all of those questions in today’s brief podcast, but I will start with the idea that mentoring is about giving a relationship to someone else, connecting with them, and working with them for their own development. This could be personal development, professional development, growth in a specific area.

Through the mentoring relationship, we connect with other people and we share our expertise. We might provide guidance and examples about how they can repeat our success, or success of others in the field.

Or more generally, it could be about academic success. What does it take, for example, to be a great student? If we think about the things our students come into our classroom wanting to know specifically from us, this can turn us towards a mentoring approach. It can help us think a lot more about what kind of mentoring we would give our students.

Now, even if there is not a formal mentoring program in place, we can always take a mentoring approach to the way we teach our courses. For example, in the comments we might use in a discussion, we can mentor students by talking through the ideas with them, giving critical questions to help them think more deeply about how to apply these concepts in real life. And we can ask them about how they might use the ideas in their professional world, now and in the future.

If we’re mentoring them in a subject matter where they’re going to major in it, like, for example, if you’re a communication faculty member and you’re teaching students majoring in communication who intend to go into that field, you might bring in relevant career examples. Scenarios and situations to prompt their deeper thinking about that. And then you can ask students how that might apply to what they’re seeking to obtain in the future.

Group mentoring is also possible if you have live calls or group discussions. You might try some kind of group approach to mentoring where you share different scenarios about the professional world, and have students chat with you and toss around the ideas about how they might prepare, or how they could apply the concepts you’ve shared.

Whether you’re mentoring someone in their academic skills or the academic ability to survive the online class, generally, or perhaps you’re mentoring them in becoming someone who moves into that professional area, students really need a sense of their identity. And by the word identity, I mean they need to be able to see themselves as a scholar or student in the academic space.

Students also need to be able to imagine themselves in that career when they’re finished with their degree. Something difficult for a lot of people who go into a new field is feeling like they are legitimate or prepared in that field.

For example, there have been a lot of studies done about the field of education. And people who major in something to become a teacher later often struggle seeing themselves as an educator. There’s a lot of imposter syndrome that can happen for folks when they start teaching for the first time.

And just an extension of that, I remember my first year as a teacher, 25 years ago, when I walked into that classroom and I didn’t have any faculty or supervising teachers with me. I was extremely nervous every day. Sometimes I called my mentor teacher that had done work with me the previous year, and I asked for guidance and feedback. I looked for some kind of insight to help me feel more like the official educator that I wanted to be.

Things we can say and do with our students can help them imagine themselves in that profession, and create a professional identity for themselves in their minds, and in reality, as well.

As we wrap up this brief discussion about mentoring, I’d like to encourage you to look at your students and find out what they really want from their experience with you. Even if they post in a discussion during week one what they’d like to get out of the class, many times these statements are brief or even superficial.

As you start to see them engage and think about who they really are, where they’re coming from, and what their experience is with the subject matter, you might be able to see beyond those comments into a greater depth of who those students would like to be in the future.

And as you see through their eyes, you might have some insights about small things you can do to connect with them through a mentoring style and a mentoring approach, until you’re able to give a little bit more in the future where you might create some ideas around some kind of more formal mentoring experience with your students.

You can also give them some feedback when they give you assignments, that is more focused on who they’re becoming in that academic area, and more mentoring-focused as well. And in the long term, something might occur to you that you can do to give a little bit more mentoring to your students, again, even if there is no formal program.

There were some faculty that I worked with, and they took a mentoring approach to a course. And we found that the brief and small changes they made actually had these students re-enroll in courses at a higher rate, just because the faculty took a unique approach or approached it through a mentoring lens.

When you approach your teaching as a mentor and not just as a teacher, you’re going to find a little bit of a difference in your results as well. I encourage you to think about this in your online teaching this coming week, and I wish you all the best in your teaching.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#62: Connecting with Students Through Zoom

#62: Connecting with Students Through Zoom

This content first appeared at APUEdge.com.

Engaging with students and building a sense of community in an online class can be very difficult. In this episode, APU professor Dr. Bethanie Hansen discusses the benefits of hosting a Zoom meeting with students. Learn the numerous options for setting up a Zoom meeting that gives students an opportunity to interact and work together. Also learn tips to help teachers prepare to host a meeting, how to use breakout rooms and other technology tools to increase student engagement, and more.

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge. Today, we’re going to talk about how you can connect with your students through using Zoom for video conferences. Now, there are a lot of different ways to be engaged in your online teaching. You might consider having asynchronous classes where people just participate on their own and interact separately. Perhaps you have live classes where they are conducted online already. Or maybe you’re in some kind of hybrid situation where students will go to the online class for part of their work and meet with you face-to-face in the live physical classroom.

Regardless of your format, Zoom conferences for your students can really create relationships and introduce different types of engagement than anything else you might use. So I’m going to teach you today how to basically use Zoom in a few new ways, and I’m going to also help you overcome any hesitation you have to using Zoom by giving you tips and strategies to help you in this area.

This is a great solution for connecting with students who might be less achieving, less vocal, less present. And help them get engaged in small groups and smaller conversations so that they are getting a lot more out of the experience and connecting more with you and with each other. Let’s get started.

Integrating Zoom into Online Classes

How do you start a Zoom meeting, or how do you get one going? First, there are some learning management systems where Zoom is already integrated and it’s available for you to use. If you have Zoom integrated into Brightspace, into Canvas, into some other learning management system, then you’re already set with a way to set Zoom up so that you can talk to your students.

If you don’t have access to Zoom, you can set up a free account online for up to 40 minutes for a small group or a longer duration if you’re going to just have one-on-one calls. I recommend using your educator email address because there just might be some kind of special recognition that Zoom will give you to provide an educational discount or an education account of some kind. So if you don’t already have access, definitely check out those options that might be available.

Review and Update Zoom Settings

Looking at your Zoom meeting, you can see particular settings in the Zoom settings menu if you go in through a browser. For example, you can have all of your participants need to log in with their institutional email if you’re using an account that does that.

You can have a waiting room set up so you can let participants in one at a time. You can also give people permission to mute and unmute themselves, use video, and also you can choose whether they can save the chat or not save the chat. There are so many settings that are worth your time to investigate so that you can set up your meetings in a way that really suits you best and preserves students’ privacy as well. And of course, you can record those meetings and you can share those with students who cannot attend a live session.

Use Doodle or Survey to Find a Good Meeting Time

Once you’ve set Zoom up, the best way to move forward is to provide the invitation to students ahead of time. I recommend giving this information to your students at least one week ahead, so they can put it on their calendar and look forward to the meeting time.

You might even choose an app called Doodle, that you can mark with various times that are possible for you and send it out as a poll well in advance of your Zoom call. If you do this, students can let you know of all the many times they might be available to make that Zoom call and you can choose the scheduling that will work best for all of your students or most of them, at least. So a Doodle poll can set you up for success before you ever schedule that meeting.

Send Out Repeated Meeting Reminders

Once you’ve done that, I also so recommend putting announcements in your course home page, sending announcements out in emails and messages one week before the call, a day before the call, and a couple of hours before the call. And lastly, 10 minutes before the call is about to begin.

Students get a lot of emails and a lot of messages. And if they’re taking more than one class, they also read a lot of announcements. They’re going to need reminders repeatedly to know when your live call is scheduled in Zoom and to be able to access it and join you there.

Establish a Backup Plan for Internet Connectivity

Once it’s time for the call, you can succeed in meeting your students where they’re at by being early and having your technology set up with a backup plan if your internet should fail. For example, if you have a Wi-Fi internet at home and you’re working from home, it’s good to also have a hotspot on your cell phone so that if your internet blanks out, you don’t lose your connection to the Zoom meeting. I usually have two or even three backup plans because I really don’t want to lose any of my Zoom meetings, and I have many of them that happen throughout the day and throughout the week. So think about what your backup plan will be for internet.

Assign a Student Who Can Take Notes, Continue Meeting

Secondly, you can have someone work with you. It can even be a high-achieving student who can take notes during the meeting in the chat, or who can be listed as a cohost so that if something should happen to your access, someone will still be there that can make sure the meeting continues and that the progress can be made.

Decide on Your Background

When you’re setting up for the call, check the background in the room that you’re going to be in. If you have the latest version of Zoom, you can set the background to be blurry, so it actually doesn’t matter what’s in the background, or you can choose a virtual background if you have a good solid space. Otherwise, it’s going to pixelate through that virtual background and you’re going to see part of your background and part of the virtual background. I recommend the fuzzy background because it just focuses on you being there and being very clear and it blurs everything else.

Of course, there are some fun settings in Zoom where you can also adopt caricatures and makeup and mustaches and hats and different things. And if you’re having a fun meeting or a celebration, you might consider using those with your teammates or with your class members as well.

Test Your Audio Quality

Within the platform, you can choose whether you use an external mic on your computer or a headset or some other setup. I recommend using a headset and not using the external speakers and microphone on your computer because there can often be an echo produced when you do that.

So test your system out ahead of time and make sure that your sound quality is good and your video quality is good as well. If you find that these things are not good, troubleshoot them before you meet with your students live.

Prepare a Lesson Plan for the Meeting

The more you prepare in advance of conducting a live class meeting in Zoom, the more you’re going to find success there and have a positive experience. I do recommend approaching this as if you’re teaching a live face-to-face class. In that situation, you might prepare a detailed lesson plan. You might tell students up front what to expect and what you’re going to cover during the period of the meeting.

And you might also discuss what topics you’re going to do and any activities needed. For example, if you’re planning to use breakout rooms during your virtual meeting, you want to tell students ahead of time so they have access to a microphone and can be on video.

Establish Expectations with Students

It’s also a great idea to send those expectations out to your students well in advance of the meeting. For example, you might have a dress code if you don’t want students to show up in pajamas, or you want them to be dressed like they would be attending school, and you can also suggest what kinds of places they might be, where they’re on video.

For example, if they’re going to the local McDonald’s to get the internet to be in class, there might be a lot of background noise and they might need some kind of headphones or noise-canceling tools.

Think about Level of Student Engagement

You might also think about whether or not students have to engage in the text area. Plan this ahead of time. Zoom has excellent polling features. And if you want some basic interactivity, you can either use the chat box, you can call on students directly to make verbal comments live, or you can put a poll up there and have everybody participate that way.

There are also some external things you could have students access during the Zoom call, like Mentimeter and Poll Everywhere. And there are several others as well, where they could engage in polling, they can make word clouds. They can basically each contribute their own ideas in real time and feel like they’re actually engaging in what’s being discussed rather than being a passive consumer.

So think about these things ahead of time and plan out what your approach will be as well as a brief lesson plan. Tell your students ahead of time, check your background and what you’re wearing and make sure it looks clean, clear, professional, and confident. And then host your meeting.

Tips on Hosting Strategies

When you’re hosting your meeting and having that live call, sit up tall, roll your shoulders back a little bit to give yourself an extra boost of confidence, and help yourself to connect better with your students. Even though you’re on screen and you’re not really looking directly at each one of them, you want to look towards the camera so that you feel like you’re making eye contact with them and being present.

And whatever your plan is for engaging them during the live call, definitely include lots of ways to engage. As I mentioned before, these could be typing in the text box, these could be polling features or external programs. And you could also put them in breakout rooms.

Prepare Breakout Rooms in Advance

If you use breakout rooms, I highly recommend putting the questions out in advance because once they leave the main room, they can no longer see any slides you were sharing or the questions you might have. You can also broadcast a message to all of the rooms if you put people in groups, so that they can still see what they need to see and be able to talk about it while they’re in that breakout room.

And definitely tell students if they’re going to do a breakout, how long it will be, and ask them to appoint a timekeeper in each group. Even though Zoom might time the breakout rooms for you, you want someone in that group to keep everyone aware of how little time they have left as that time is winding down. Nobody likes being jerked out of a breakout room abruptly in the middle of a comment.

Assessing Student Engagement and Community

Now, you can look around the video screen and see where students are, and sometimes you can even see their demeanor and whether they’re tracking along with the meeting or the presentation. You can also see if they’re just a name with no camera enabled, and you can engage with people anyway and call on their names or have them type in the chat.

Sometimes students are caring for little ones at home, and they’re not really able to chat on video, but they would be able to type in the chat and are still there with you, even though they don’t want to be on screen. I personally believe you should respect that because not everyone is comfortable being on screen, but also we can’t really gauge that they’re all fully present just by seeing them. We can also gauge that presence through the chat and other features that we might use.

Either way, you’re going to create a sense of community by using Zoom in your online class, so students feel more connected to you and more connected to each other. And they can also get this whole sense of community that they’re part of a big program in a university or a school that you’re teaching for.

Zoom has the potential to really take conversations deeper, especially if you use those breakouts and other tools, and help your students to feel like they’re a lot more engaged and invested. I personally have used Zoom a lot in teaching and coaching and in leading faculty meetings.

And also I have used it with one-on-one calls. Even though sometimes it can seem a little bit much for a one-on-one call, I have really enjoyed being able to see people face to face and engage with them, and they have appreciated being able to see me while they’re talking to me as well. And many have said that.

As you try Zoom in your online teaching, I encourage you to stretch in several of these ways to try the different things you can integrate and see how creative you might be, and definitely inform students ahead of time, and practice. You want to be confident and not have technical glitches while you’re carrying it out. As you do these things, you’re going to get a lot more engagement from your students, and they’re going to get trust for you and reach out to you whenever they have problems in the course. And that’s a good thing.

Best wishes to you in creating your Zoom meetings and connecting better with your students, and solving the problem of that distance we all have in online education. And best wishes in all of your teaching this coming week as well.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

 
#61: Five Creative Ways to Enhance Forum Discussions

#61: Five Creative Ways to Enhance Forum Discussions

Discussion forums in online classes can sometimes get repetitive and stale. In this episode, APU professor Dr. Bethanie Hansen suggests five creative ways for online teachers to spice up discussion spaces to revitalize the discussion and get to know students better. Learn about role playing, technologies to create video responses and collaboration sites, and more.

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen. And I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Have you ever struggled to engage in the discussion of your online course? For some courses we teach, it might seem that over and over we’re discussing the same topics with the same students from the same approach.

Of course, it may be a new group of students, but it seems like we’re having that same dialogue over and over again. And sometimes there might be a feeling that it’s difficult to find new questions to ask, or new ideas to share. If this sounds familiar to you, it might be time to try some creative alternatives to the traditional discussion format. And when you take a totally new approach, it can revitalize your thinking about online discussion spaces and help you engage much more with your students too.

Today, we’ll review five alternative discussion forum ideas for your next online class. And by the end of today’s podcast, you’ll walk away with something new you can try this coming week.

Role Play Can Enhance Forum Discussions

Number one, role-play. The idea of role-play in online discussions involves creativity and imagination. To be able to engage in the dialogue, students must do a little research about an individual from the past, their context and culture, and their life’s achievements. There are forum prompts like this in music appreciation courses that I teach. So I’m going to share my own experience with you on role-plays.

In the first discussion we have that involves this role-play idea, students are asked to create five questions that a media interviewer might ask prominent musicians from the 1600s. Then students create replies as if that composer might provide them. And they format and post their discussions in some ways that are also creative.

I noticed some of my students take it further, so they even introduce the entire post in character as if they are the interviewer, complete with fictitious names for the magazine or newspaper they represent, and some additional fun details.

By doing this approach, students must weigh the facts on a historical musician and find those lesser-known details that can really pique your curiosity. They also have to think in present tense, first-person voice, as if they are speaking as that composer in their responses. It can help students start to think about people from hundreds of years ago much more humanely, and understand more than just some facts and some dates that they could write about. And it elicits their creativity, so they will spend a little more time putting it together.

In the other role-playing discussion we have, we have students who write imaginary conversations that take place between three composers, which they get to choose, from the romantic era. They bring in people like Beethoven, Berlioz, Chopin and Liszt, and they write the conversation as if these three people they selected really did meet at a party or a gathering. Sometimes students will write the conversation as if Beethoven has completely lost his hearing and keeps ignoring other people, asking loudly, repeatedly what they have said. And some of them portrayed Liszt as this dark emotional person, bringing in a mention of various elements from his life struggles.

We’ve been able to dive into the conversations about composers they select and explore musical issues, and the cultures the composers lived in as well. But more than that, some wider topics come in like musicians and mental health, relationships, and even challenges they face in life. And many of the students find that they understand these composers and the challenges and musicians as fellow humans, instead of just names and dates.

And some have even remarked that they contemplate the challenges that certain musicians have faced and overcome these, and they think about their own lives as well. So they liken perhaps the deafness of Beethoven and his composing symphonies anyway, to whatever life struggle they’re having. And a few students have even said they’ve been inspired to overcome their own challenges and keep moving forward because of these experiences, these stories.

Role plays can be powerful and useful if you want to help your students connect to their learning. To make discussions successful, clear and detailed instructions are needed. Step-by-step instructions can be important to help students know exactly what is expected and how the post should be written.

Create Video Discussion Forums Using Flipgrid

For this second idea you’re going to leave the learning management system completely. You’re going to get out of the LMS and go into a program called Flipgrid. Now, if you haven’t tried Flipgrid, it is definitely worth a shot. You leave, you use Flipgrid, and then you post it in the classroom.

This is a free video discussion forum tool. It builds your students’ perceptions of the connectedness in the online classrooms, so it takes discussions to a totally different place. You can use Flipgrid for video discussion forums. They’ll take the video and embed the video in the online course that students have created. And you can use it in a lot of different ways to connect yourself to your students and to connect students to each other.

Embedding a tool that brings voice, tone, and body language to the classroom really does build that sense of connection, and you can see who everybody is. You get a sense of the other students in the class and the instructor. And this raises the bar for everything happening in that discussion forum.

There’s a post on Edutopia about several different LMS strategies, and Flipgrid is one of those. They quote a high school English teacher named Kyleen Gray. And Kyleen said, “Flipgrid is a fantastic oral communication application that is easy to use.”

It’s a video-sharing platform, as I mentioned, and you can write the forum prompt to the discussion just as you always would. But instead of having students type the answer, you simply have them answer it in a short video. So this is a great tool that’s going to give you feedback in sort of an informal way. You can find out how students are doing in their learning, and you get to hear it in their own voice.

And of course, there’s been some research done on this, and it’s been found that Flipgrid actually boosts students’ feelings of being connected in the online classroom, which overcomes a lot of that sense of anonymity, and also that disconnection that is really common in online education. And it also helps them to bridge the gap between you and them, so they’re willing to ask you for help.

Of course, there are some additional fabulous ideas for using Flipgrid that you might also be interested in. Not only can your students just post videos of themselves talking and embed these in your forum discussions, but you can invite outside speakers. So there’s a guest mode in Flipgrid, and you can invite a guest speaker to participate in the online discussion asynchronously. Guests can watch the student videos and respond to them. This gives your expert a way to share knowledge from the field, and also allows them to share it at the convenient time for them.

If you’d like to have guest speakers in your online class, this is a really creative idea about how it can be done, and it can be done in a discussion, so that throughout the week everyone can engage with that guest and go back and forth.

We can also take this a little further. Flipgrid is great for sharing language acquisition if you’re teaching a world language, and, of course, you can share and celebrate work. If you celebrate completed projects, essays, assignments, and things like that in the discussion area using Flipgrid, you can have students talk about their projects and show them off at the same time. And then post that video so that each person can go through and sort of see a showcase of work. What a great alternative in a forum discussion.

Using Padlet to Improve Collaboration and Sharing

Today’s third creative idea for discussions is to try Padlet. There are many lists out there on the internet available for you on creative ways to use Padlet in your online classroom. I’ll just highlight a few of these today.

First of all, if you’re wondering what Padlet is, it’s kind of like a Post-it board, so you can put notes on there and everyone else in the class can do that as well. You can use Padlet in your online classroom by installing the app on your device or opening the Padlet website. You make a board and then you have posts there that everyone can add.

There’s a lot of ways to do this. First, you can use Padlet to brainstorm topics. If students are going to be writing an essay, this might be a great way to use your discussions face for the week. They can brainstorm topics together, thesis statements, projects, ideas, and other things that they might turn in for the class. You can try this and have students just collaborate with each other, and together they just might come up with even better ideas.

You can use that same space to create a live question bank. And a live question bank would be where students ask questions about the lesson, during the lesson. You could take this further and have them design three or four questions that each of them would ask if they were the one creating the final exam. This is a wonderful way to create creative questions in a big list all at once. And it won’t take very long when you have each student contribute.

Another way to use Padlet in your discussion area is to create icebreaker activities. For example, if you really like that activity, Two Truths and One Lie, students can post something about themselves and we can all go through and guess which were true and which were not, and have fun getting to know each other the first week of class.

And of course, you can use that same space to share highlights from the semester, or things that they’d like to honor about each other. It can be a celebration space for reflection at the end of the semester in your discussions. You can also use it as a question board, so your students can go there and ask and answer questions for each other.

And the last tip I have on Padlet today is to use bubble maps, thinking maps, or brainstorming maps. Padlet is a great way to organize the ideas, move them around, and create them into various ordering systems to help students think through the way they might use the information they have learned.

And all of these ideas I’ve just shared with you here about using Padlet came from an article called “30 Creative Ways to Use Padlet For Teachers And Students,” posted by Lucie Renard in 2017. There’s a link in the podcast notes here, so be sure to check it out.

Using Jamboard for Live Collaboration

The fourth creative discussion idea is actually a synchronous one. If you teach hybrid or live synchronous online courses, or if you teach face-to-face you could even use this idea. Google has a product out there called Jamboard. It’s all one word if you’re going to search it.

It’s for sketching out ideas and using a whiteboard style collaborative space. When you use Jamboard, students can write on it at the same time and they can add their own sketches or calculations. You could use Jamboard for a lot of different things.

For example, if you have some kind of visual art class and you want students to literally sketch things, you can use Jamboard. If you’re teaching mathematics, especially if you have a real-time meeting where you’re going to collaborate and do problems together, this is a fabulous way to help students get involved. And they can also put images on there and notes and take different assets from the web or pull in documents or slides or different sheets from the Google platforms. And they can all collaborate at the same time, no matter where they are.

It’s totally free, unless you want the freestanding Jamboard to be in your physical classroom, in which case there is a cost to it. But it’s a wonderful collaborative tool for synchronous use online in your discussions.

Integrating Photography into Discussions

And we’re down to our number five example. This fifth example comes right back to the traditional discussion format. So we’re not using the external technologies, but we are using one kind of media, and that would be photography. This example is shared by Kristin Kowal in 2019. Kristin says that, “This is adding images of examples in students’ posts.”

So for this example, you’re going to have students post the image along with their written response in the discussion forum. One of the best things about this strategy is that it’s somewhat personalized. It helps students be motivated to use more than one modality in their discussion post, and it helps them connect more to each other and to the ideas.

There are a lot of visual learners. It’s something like 60% to 80% of all people are visual thinkers. So when you start adding the image to this discussion post, you have something really interesting coming out. It’s personal. It motivates students. It connects them.

Erin Ratelis, an online instructor says that, “It not only feels different for the students, but it’s also a different type of activity that will stand out for them. It leverages a different technology and photos are a great visual tool to solidify class insights. It requires students to explore class topics through a very personal lens, no pun intended.”

So in the course where Erin used this strategy, she had her students go to a retail environment in their community. So they were looking for 10 ways that a consumer marketer would influence the purchasing decisions. And she asked her students to post photos, but made it optional. Most of the students chose to include picture examples, like retail displays at Target or other stores. And students even commented directly in their posts about how much they enjoyed taking the pictures and including them.

You can draw attention to all kinds of real-life examples, no matter what course you’re teaching, by asking students to show an example in a photograph. It could be the bonus point on that forum discussion.

You can also use it if you’re asking students to take a field trip. So if you ever have an assignment where your online students need to go out of the classroom and prove that they’ve done something, such as attending a concert or going to a museum, it’s best if they also have a picture of themselves at that event.

Lastly, think about privacy concerns when you have students post photos. If they’re taking photos at work and sharing them, it might be a good idea to get permission from their employer. Think about which areas you might want to use this activity in, where it might pique the most ideas. And you might consider doing it again later in the course.

So these five creative forum discussion ideas are here to give you alternatives so you’re not just posting and writing and posting and writing and students are doing the same. That kind of repetitive approach to a forum discussion gets old. And even if you’re having a very stimulating discussion, students tend to repeat the approach that they’re using. As you stretch and try these alternative methods, I think you’ll really spice up your online class and have a lot of fun doing it. I wish you all the best this week in your online teaching. This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

 
#60: Building Social Presence in the Online Classroom

#60: Building Social Presence in the Online Classroom

This content initially appeared on APUEdge.com.

Online teachers must work to build social presence in their online classes to enhance community and connections with students. In this episode, Dr. Bethanie Hansen provides tips and strategies about how to achieve social presence including instructor involvement, knowledge sharing, interaction intensity, and more. Learn why social presence is important, how to determine if your efforts are working, and how to think of new ways to create community within the classroom.

Listen to the Episode:

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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents, who know that online teaching can be challenging but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen and we’re talking today about social presence in your online teaching.

As you know, in this podcast, we have four different areas of focus. The first one is best practices when you’re teaching online. Second, we focus on students and areas where we can connect with them or help them. Third, we talk a lot about media, multimedia and technology you might integrate and why you might try it. And lastly, we focus on your life and your balance while you’re working online.

The area of social presence has everything to do with best practices. It is a best practice to have teaching, social and cognitive presence. This comes from the COI, Community of Inquiry framework, but also social presence has to do with connecting with your students. So we’re bridging two different areas today and we’re even dipping a little bit into the media category, because to give good social presence, a lot of times you need images or videos, so we’ll talk a little bit about that too. But the main elements we’re going to cover today are: What is social presence? Why does it matter? How can you create it? And how do you know if it’s working? Let’s dive in.

What is Social Presence?

Let’s begin with instructor presence as social presence. What does that even mean? Social presence has a model out there that many have researched and put together and it has five parts. And the five different areas of your social presence, when you’re teaching online, include:

  • affective association
  • community cohesion
  • instructor involvement
  • interaction intensity and
  • knowledge and experience

In essence, we can summarize social presence as the degree to which you uniquely show up in the course that you’re teaching.

Students begin to trust you when you are authentic and present, and they get to know you a little bit. Your social presence is how they get to know you. It’s the idea of who is teaching that class, and what you bring that is uniquely your traits and knowledge and experience.

Why is Social Presence so Important for Online Instructors?

Second, why does it matter? In online education students don’t have a lot to use for a connection to the institution. As an instructor, you’re the face of that organization, and they really connect through you to the larger organization itself. But beyond that, they build trust in the classroom to open up and engage in the risk-taking behaviors that are engaged in learning.

It does take risk, it takes discipline and commitment to follow through in studying something and doing the assignments and engaging in the discussion. So students are there taking a risk and they need to know who’s behind the other side of the screen. They need to know you.

They cannot risk enough to really fully engage when the instructor is completely absent or invisible. If you’re only facilitating and you never share your own thoughts or insights, and you don’t really have your persona in the classroom, it’s difficult for students to know how much they can put out there, how much they can really challenge the ideas they’re learning and how much they should devote to the course at hand.

So, social presence matters immensely. It has a significant impact on students’ engagement and it also impacts the way they respond and show up when they’re completing the work and when they’re discussing things in the classroom overall.

Building Connections

When we talk about social presence in online learning, there are some other words that come to mind, and these words have been included in a lot of literature on this subject. For example, we might consider the word connection. Connection has to do with social presence. We’re facilitating relationships with our students and helping them relate to each other and really the goal of social presence is connection for everyone.

Evoking Emotion

We also have a lot of emotion involved. We typically look at this when we see a lack of social presence and we notice something like perhaps if the instructor’s social presence is not very strong or students don’t have a very strong social presence, it’s difficult to feel happy about the class. Even a challenging class can be more enjoyable when social presence is high and there’s a sense of real community within that classroom.

Intimacy is another one. We get to know each other. I have some online instructors in my department who actually write letters of recommendation for their students because they’re intimate with their students, in the sense that they get to know who they really are. They build true relationships and they have this camaraderie and this rapport that we do call intimacy.

Generate Immediacy

Another one is immediacy. Immediacy has to do with responsiveness and how aware we are of what’s actually going on in the course. Immediacy is responsiveness when someone reaches out and asks us a question or communicates. We can see things happening in a discussion and we can also pop in there and share comments along the way, because we have a sense of immediacy.

Building Social Interaction

And lastly, of course, social interaction. There are various ways people engage online and social interaction could just be exchanges of discussion comments. It can be live, synchronous commentary where we’re talking to each other, or it could also be sending messages or sending emails. There are a lot of different ways for social interaction to happen, but the main principle is that it’s interactive. There’s a back and forth, a give and take, just like there is in any relationship.

Social presence includes all of these ideas, and when it’s absent, we know it because then some of the same things also pop up. For example, when social presence is low in online experiences, we have negative emotions often associated with that absence or that lack. Often there’s a defensiveness that prevents relationship building and an intimacy that I mentioned before.

And, of course, there’s a gap, or a lag, in responding to comments, questions, inquiries, things of that nature, so immediacy is threatened. And often it will be kind of like people are talking alone, so we’ll all post our comments, but they’re not necessarily responding well to each other. So instead of social interaction, we just have these independent commentaries happening throughout a course and especially in a discussion area.

Even businesses today care greatly about their social presence. There’s this desire to have an identity out there in the world and communicate consistently. Just like businesses do that, online faculty and online instructors need to be cognizant of social presence. We need to be very aware of what one’s social presence is in a particular course, and in an overall online educator career.

How to Achieve Social Presence

So let’s begin with how you’re going to achieve social presence. We know it’s important. It has an impact. It affects things that we do. So how do we achieve this?

The first area of the social presence model that we’re going to talk about is called affective association. So if we have affective association, there are a lot of ways that people will associate us with our name, our identity, and all the things that we’re doing in the course.

Some of those things can be achieved by connecting purposely, like as in with an introduction profile. You might have your teacher persona on the front page of the course. There might be an image of you, perhaps some comments about what you’ve been doing or what your interests are. You might also have an introductory image or video of yourself and also some kind of welcome announcement or a welcome letter that you’re going to send.

There are quite a few things you can do to help students associate your name with your presence and who you really are. This can also be added to announcements and reminders in the course and you can include video clips throughout the course, introducing each week’s content, perhaps participating in the discussion, or an enunciating some details about the content itself, whatever they are to be learning.

Building Community Cohesion in an Online Classroom

The second area of social presence that we can focus on achieving is the community cohesion part. This would be the way that you bring everyone in and help them to feel like they’re part of that community in your classroom. This might be the way you greet your students. You can use a lot of phrases like, “We are working on this.” And you can also include in your feedback, some ideas about what we as a class are working on and learning on and some things that you can refer to in discussion areas as well.

You can mention other students’ posts. You can have a summary comment where you tie together all of the things that others have written and you maybe highlight a few by name, but also tie up the ideas that we as a group mostly have discussed and put your spin on it as well; your insights about what they should walk away from at the end of the week.

Instructor Involvement

Third, we have instructor involvement. And instructor involvement in social presence is the way you know your students, the way you personalize things. How you might share the stage with them. Maybe you also have them hosting a debate or kind of facilitating the forum discussion with each other.

Also, share some reflection of your own. What are you noticing about their learning? How are they growing? What are you really surprised about and pleased with and where would you like to encourage them? What are your insights as a lifelong learner?

And give some personalization as well to the way you talk to your students. Call them by name and sign your name at the bottom of announcements and posts. This instructor involvement brings you and your identity and your name into the class and it helps students to see you throughout all of the things that are going on there.

Interaction Intensity in Social Presence

Then we have interaction intensity, in the social presence model. This is the way in which you build those relationships and what quality they are, and how safe they feel. You connect with your learners through the comments and the intensity is how frequently and how substantially you do this.

If you do anything special on your end to create some additional places where students can connect and discuss things with each other, maybe even you share resources from the field or highlights from your own expertise to help them conquer the academic material, you’re bringing in this whole sense of who you are as the instructor. That interaction intensity can add a lot to the safety of their learning experience, and also their willingness to take more risks as they’re participating.

An additional idea you might do there is have a question and answer area in the course. This is always a great idea, because question and answer areas are where they can come with their informal questions, not necessarily the ones to be discussed in the forum discussion itself.

Share Your Knowledge and Experience

Now, lastly, in the social presence model, we have the knowledge and experience that you bring in your social presence. Now we do have teaching presence and cognitive presence in your space, where you’re showing up. This kind of knowledge and experience is weaved into who you are. You share some ideas about your own experience and expertise and your life experience as a professional. You might ask some questions that help other people share their social presence in the classroom.

Think about what students already know and ask them how they can contribute that to the class we’re now studying. Ask them what they want to know, and discuss it with them and tailor some of your approach around what they really want to get out of the class.

And then in the end of the experience, have a lot of reflection, where you share your reflection and encourage them to share their insights as well. And engage fully in that conversation, as the academic community draws to a close at the end of the class.

And always be authentic in sharing your knowledge and experience. Never make up stories or make up details or use other instructors’ posts and just make them your own, if it’s talking about personalized knowledge and experience. You have something unique to offer and it’s your responsibility and privilege to bring that into the classroom and into your identity as the online instructor.

As you do these things and bring in your social presence fully to the online space, you can create this presence through the way you converse, the attitude at which you bring yourself into the classroom, and through a lot of different tools and devices.

Of course, you might choose to put images of yourself here and there throughout the classroom. You can also think about using video to create true social presence. And then definitely bring in those things you will learn about your students, so it’s a back and forth, give and take exchange.

How Do you Know if Your Efforts to Build Social Presence are Working?

Lastly, how will you know, if it’s working? How will you know if those efforts you’re making to create true social presence in your online class are working out for students as well? One of the things you can do is review your practices and self-evaluate.

On a primary level, that’s of course effective in determining whether or not you met your goals of proactively getting in there and creating a lot of social presence in your course and in your teaching.

But secondly, your students will help you to know this. You can get feedback throughout the course by noticing how they respond to you, how they engage, how much they’re willing to share, how much authenticity do you sense in the work they’re completing and the communications they have with you? Does it feel like a conversation or are students kind of talking to the wind?

Everyone deserves to have you in that class. That’s why you’re there. You can make a significant impact in your teaching and in online education, generally, as you focus on building your social presence across the board.

Keep Social Presence Professional and Authentic, but Don’t Overshare

One word of caution, as you dive in with additional strategies to increase social presence, and that is to consider the fine line between overly personal sharing and professional sharing.

There is such a thing as sharing too much when you’re building your social presence as an online instructor. Remember keep things, academic, professional, and authentic to you. You can always share personal things that have to do with the content and do seem professionally appropriate.

Review those things on occasion to make sure you’re keeping them in line with what you feel is authentic and appropriate to share with your students. As you do this, you’re going to create a beautiful culture where people are seen, and heard, and engage fully in the academic discussions that unfold.

Thank you for thinking about social presence with me today. For additional links and tips, please check out the transcript in the notes from this podcast. Best wishes in your online teaching this week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit Bethaniehansen.com/request. Best wishes this coming week and your online teaching journey.