by Bethanie Hansen | Best practices, Higher Education, Podcast, Students, Teaching Online
This content initially appeared at APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Associate Dean (Interim), School of Arts, Humanities and Education
Efficiency is important, but online educators must be mindful not to sacrifice student relationships for the sake of efficiency. In this episode, APU’s Dr. Bethanie Hansen shares eight strategies to consider when working to improve your efficiency while also building relationships and connections with students.
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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.
Hello, there, I’m Dr. Bethanie Hansen. And I’m here to talk with you today about a common online teaching dilemma. That is the difference between efficiency strategies and personalization in online teaching. I’ll cover that pair of topics that seem to be in opposition, and then I’ll offer eight ideas to help you streamline special student populations and strategies.
We all know that online teaching can be done anytime and anywhere. And for that reason, many people actually do take their computer just about everywhere they go. Perhaps we’ve got that laptop open while the family is watching TV for the night or hanging out together. Maybe we take it with us or use our smartphone to access the university or school app. And we probably post in discussion forums, answer questions, and meet students’ needs at all hours of the day and night. I’ve been there myself having taught online for 12 years, I have experienced that kind of feeling where it’s great to have the freedom to take your devices everywhere and really be prompt in your responses. And it certainly cuts down on the workload when you’re back in that online classroom. Who wouldn’t want that, right?
The problem is when we’re working anytime, anywhere, the other people in our life get the message that they’re no longer important to us, because while we’re with them, we’re working. Even if we’re sitting next to someone on the couch chatting and we just happen to glance at our smartphone and see a message from a student and answer it. That’s just interrupted the relationship at hand. An unanticipated outcome might be that our lives fall apart because we’re teaching anytime, anywhere or all the time and everywhere. And really, it’s about the work life balance and strategies to maintain efficiency so that we can do a great job, to meet our students needs and really help them along their path of learning without overwhelming ourselves or destroying all of the time outside the workday.
The idea that online education can kind of permeate everything we do, it makes me a big fan of efficiency strategies. I’ve also presented several sessions at conferences and university webinars at my institution about this. And in my full-time job, I have in the past led large teams of online faculty and coached many of them on efficiency strategies.
One of the tips I regularly offer is to always have at least one day of the week where you do not check your messages or go into that online classroom, because we need to refresh. That that gives us renewal, and we need the space away from the classroom.
While we need work-life balance and presence in our personal lives, there are many strategies and tools now available to help us to become more efficient in our online teaching and do things in ways that reduce the time we spend doing it. At the same time, the most important part of any kind of education is connecting with the learner himself and herself, connecting with that person that we’re teaching, and the whole group. And ensuring that those people are having a transformative experience, that they’re learning, that they’re growing, and that they’re feeling connected to us as their mentor and teacher, and really getting somewhere with their education. That flies in the face of setting limits and using efficiency because efficiency by its very nature can often use strategies that sort of depersonalize our online teaching approach.
And efficiency is all about speed and effectiveness, running through things quickly. So, I advocate efficiency strategies with relationships in mind, those relationships we have with our students who are critical. And we should not sacrifice the relationships in the name of efficiency.
When I talk about relationships with students, what I’m referring to is the connection in the classroom, but also the availability we have outside of the class. And where does that availability show up online? It can often show up in the message area of a learning management system, it can show up in your email, it can show up in a question area. It might also be that we’re picking up the phone to speak with a student or while we’re video chatting, or maybe we have an open office hour where we have the video open, whether it’s Zoom or some other platform.
So, there are a lot of ways we can connect with our students well formally and informally. The critical element is that they feel they can trust us and know who we are. They’re feeling guided by us. And we’re taking the time to actually learn what their needs and challenges are and see them as people not just names flying through the classroom.
Now, if you moved a live class online recently, you might already have a physical, face-to-face relationship with your students. Unless you have a super large class like a lecture-style class. So, if you have a small group, even up to 30 people, chances are you know who they are and you may already have that rapport. But what if you’re just teaching online for the first time, and have never met those people in person? That takes a little bit more effort.
Some of those things that we do to get to know our students in those circumstances are going to happen entirely in that online space. We might have like an icebreaker discussion or an introductory discussion during the first week, where people can share things about themselves. And we can get to know them better. In situations throughout the class, we want to look back over that discussion and remember who they are, where they’re living, what their situations are.
In a class I’m teaching right now, I made a list of my students in a notebook and added comments to help me remember their preferred names and other details that might be relevant like where they are living, whether they mentioned that they are working or serving in the military, and what they are majoring in for their degree.
And if a student comes to us with a special circumstance, like an illness, or an emergency, that’s something I would take the time to make a note of that. So, I can be more sensitive in the way that I follow up about assignments or outreach efforts.
Balancing the personal connection we make with people, and the efficiency strategies is really kind of the happy medium, the teeter totter of online teaching.
Now that we have touched on this basic area, I’m going to share a few things about working with special kinds of students or special situations. And some of this is based on my own teaching experience and expertise as an online educator, as well as my years of supervising and observing online faculty.
So, a lot of times in my previous supervisory role, I would occasionally receive a student complaint about something and through the investigation of that complaint, it might have come to light that maybe the student misunderstood, or the faculty member was not clear, or something happened in between. It regularly seemed like a lot of those things could be alleviated with a proactive approach to meet people where they’re at, recognizing that not all students are at the same stage of life or readiness for the online class. In fact, there are eight special situations that might each require a different type of response in order to more effectively work with the student in a positive relationship and also manage your educator’s efficiency strategies, these range from special student populations to teacher practices.
The eight areas I’ll mention today include:
- Adult learners
- Students with disabling conditions
- Communication plans
- Reaching out to missing students
- Guide students with time and task management
- Notice students new to the subject matter
- Plan ahead to accommodate potential interruptions
- Expect challenges and misunderstandings
1. Adult Learners
Adult learners are actually a lot different than younger students. When we have a population of say, 18- to 20-something-year-old students that we would call our traditional students, these people typically come right out of high school and go to college, or they might come just within a few years. They’re fairly young. And often they’re already in the mindset for learning. So, they know what to expect about schooling because they’ve recently been involved in school. And maybe they’ve even prepared for college and set a goal to get there. Now, of course, that’s not everyone, but that’s kind of a general understanding.
An adult learners, in contrast, are 25 and up. But we find that like the average is usually in the mid-30s and older. The university where I teach, we do have a large population of adult learners. So, I have a lot of experience with the stories they bring and the ways they learn and also their chief concerns, when they have concerns, about teaching and learning in the online classroom.
To help adult student online learners, first, I would make a screencast to walk through all of the critical parts of the classroom before the first day. There are a lot of free apps out there, such as Screencastify and Loom. Both of these have free options and are worth exploring to help you record classroom video walkthroughs and to show students where discussions will be held, where announcements might be, where assignments can be found, and the main way to contact you. All students really want to know how to contact you and what they need to turn in for credit and for a grade, not only adult learners. But creating a video guide is especially helpful for this group.
Another thing I suggest throughout all the classes you teach, if you do have adult learners in your classroom, is to provide step-by-step instructions for everything, so they understand exactly what the process is going to be as well as the purpose of the assignment. Explaining the learning goals and objectives and how the assignment will meet their own goals is important because adults want to know the value of every activity. They really don’t want to do anything that would be considered busy work or work without a clear purpose. It is a waste of time for them and to make it meaningful and to get their buy-in, all you need to do is tell them what it’s for and what it’s all about. It’s really that simple. So, helping them out by seeing their needs and giving them those step-by-step instructions and video guides will go a long way towards helping adult learners.
2. Students with Disabling Conditions
Students who have disabling conditions or need accommodations vary in their needs, and some students will come to you with accommodation requests from a Disability Compliance Office. Or maybe a student will just tell you they need something broken down into steps, they need an example, they need additional help. But either way, you will have students who might need this kind of help because either the student will tell you or a disability office representative will tell you.
One way to help them is to get to know them and what their needs actually are. Another way to help a student with a disability is to observe the way they’re participating in learning activities and the way they show up in your classroom. Do they log in every day? Do they participate in dialogue? Do they post close to the end of the week? Do they seem like they need a little additional time with things? The more observant you are about all of your students, the more you can connect with them and help them. And students with disabilities especially need your help because you’re the first point of contact and noticing what kind of help they might benefit from. And, also, they’re expecting you to be kind, kind and alert to their needs especially if they’ve communicated those things. So definitely work to be aware and observant.
Anyone who does have a clear need for accommodations of some kind will benefit from your regular outreach and your follow ups. It’s not only going to help them academically, but it’s going to make a huge difference in their lives, as knowing you’re a person who cares about their wellbeing and cares about their learning. We all need that, don’t we? And then lastly, if there is a disability plan given to you, no matter what age level or grade, it is very important to follow that disability plan. It’s critical and can actually be a legal compliance issue.
3. Communication Plans
Communication is a third area when you’re trying to assist students who might need additional help in your online classes and get that personal connection so that efficiency strategies can work and not distance you from your students. Communication plans help you connect students to anything out there that’s going to help them be part of a community, and to give them support services, like tutoring and writing labs if they exist. If they don’t exist, there are a lot of things you might find on the internet you can refer them to. And it’s definitely worth your time to communicate those out. Now is a great time to think about different kinds of tools and things that students can benefit from and communicate those things to your students.
Another communication consideration is to provide coaching-style comments, in your announcements, in your messages, and in your feedback on assignments and other things. Every time you communicate with students, communicating with them as a coach will remind you to include tips on how to be a great student, how to plan ahead for the next assignment, how your students can check in with you about how they’re doing in the class, how to prepare for whatever they’re going to do with this knowledge, and many other topics.
Coaching type of behaviors can include addressing things we consider soft skills, whether it’s communication habits in the discussion area, or it could be professional skills like time management and how to format assignments for professionalism. But all these kinds of things you share with students will help them in life and work and definitely in your class. If you can share them in an encouraging way, it goes a long way. If it’s just critiquing and feedback, it kind of misses the mark. So, tone is very important in the way we communicate to all of our students and especially when they need our help.
4. Reach Out to Missing Students
A fourth thing to think about when assisting students online, is missing students. It’s a best practice to contact everyone individually during the first week of your online time together. If you’ve just recently moved a class online, and you haven’t had a chance to check in with everyone, now would be a great time to do that. If your class started out online, hopefully that happened during the first week of class. I know a lot of folks who would like to use the first week for an academic assignment and an academic topic in the discussion area. If you do that, you still might add something separate that allows people just to socialize, to get to know each other and share a little bit of something so that they feel kind of special and actually look forward to being with others in the class. Finding a way to connect everyone builds the community feeling and it sets the tone for the rest of your class.
After week one, some students may slack in their participation or disappear from your online class with their name still showing up on the roster. Another best practice is to reach out by email, message, or telephone to contact students if they disengage in the class. So, after the first week is the best time to begin looking for abnormal participation or missing students because online a lot of time can pass before we might otherwise notice a disengaged student or reach out. And when the student stops participating, they might feel like they are quickly falling so far behind, they lose hope about being able to catch up or complete the class. Any time you start seeing people disengage in a class online, that’s a critical time to reach out, whether it’s a message or a phone call. And this contact can make all the difference. And at lots of schools, there is an advisor somewhere to whom we can also forward that student’s details to ask for some backup, some support.
I’m currently teaching an online course that is in week 3 of the class. And it’s my habit to write down students’ names and a few notes that help me remember their unique situations. Along with that, I’ll write down whether I connected with each student during the week to be sure that every two or three weeks I’ve had a substantial connection, replied to their discussions, or had some other method of engaging. And in my current class, I noticed one student did not participate in the week 2 discussion. At the beginning of week 3, I sent her a note to tell her that I missed her in the discussion and ask if she needed help. Within a day, she replied with an explanation of some unexpected things that kept her from class and she committed to be more involved. And she did a very nice job of participating in the third week. I’m not sure what her participation might have been like without the outreach, but I feel good about helping her reengage and believe that the contact made a difference.
5. Guide Students with Time and Task Management
Another thing that we can do to help our online students in a personal way, while we’re coaching them and helping them, especially if they are new to online learning, is we can help them with their time and task management. Time management has to do with how students are regularly entering the online classroom, completing their learning activities, and managing their discussions and other assignments.
And task management is how students break down the things they need to do to get them done. An example of this might be when you have to read 100 pages, you might have to break it down over two or three days if you don’t sit well and read for hours. If you’re going to do a big assignment, you might have to break that task down and work on a draft, and then an outline, and then write the entire assignment. We can go a long way working with our online students in managing time and tasks.
In this area, I would suggest that you give a sample work plan in weekly announcements so that your students kind of know what to expect. At one institution where I was a part-time faculty member, I used to give them Monday through Friday outlines. On Monday, I suggest that you read this and take this quiz; on Tuesday, I suggest that you do this; by Wednesday, I suggest you post in your discussion forum and take the second quiz. And everything’s due by Friday. But I would give these suggested days to kind of break it down for them.
And I had a lot of students thank me and tell me that they really appreciated that kind of support and suggestions because they weren’t necessarily good planners. And it was very helpful to see how it could look. Other students didn’t need it and probably disregarded it and did it their own way and that’s okay too. But giving that kind of help for time, and task management is definitely a real benefit to help all types of students succeed.
6. Notice Students New to the Subject Matter
We also have, whatever the subject matter, students newer to the subject area and how they might struggle on the class. In my subject, music appreciation, I provide students who have absolutely no music background or experience with additional links and video guides to help them better understand terms like tempo, melody, and harmony. And in your subject matter, whatever it is you’re teaching, there are going to be folks that are familiar with the subject matter or very good at it. And there are always going to be people who are either anxiety riddled about what they’re going to learn, or they just are inexperienced in that subject matter. So, whatever it is, provide ample resources to define, illustrate, explain, and teach basic concepts in that academic discipline. In my case, I would give a lot of music examples to find the music terms and kind of give some idea of how to use and apply them.
Another way to help students who struggle more with the subject area would be to provide live lecture opportunities. These could either be replacements for the week’s discussion, whether you give them the grade for being at the live lecture, and don’t have the requirement for the discussion or make the discussion optional for those who can’t attend the live lecture. Or you could do the live lecture and record it so that everyone who can’t attend can still get the information.
If you do a live lecture, then you can explain further on the fly. And you can give a lot more detail that people are going to appreciate later. And they can rewind and rewatch that. Most video systems now create transcripts for your live lecture, like Kaltura, YouTube, and others. And you can always turn on a dictation program on a smartphone while you’re doing your live lecture and it will take some dictation as well. I encourage you to explore live lectures. They really don’t always work well as mandatory measures, especially when people live in multiple time zones. But they can be a great way to support what you’re doing and to give additional help to those who are interested.
7. Plan Ahead to Accommodate Potential Interruptions
During the COVID-19 pandemic, some of the students I taught were first responders, and so I expected that they might be intermittent with their participation and they might need extra time at the end of the class to finish. There might be interruptions where they’re not able to show up the way they would normally. But there are also other things, like there could be food or financial insecurity. A student might be a young person, if you’re teaching a lower grade group, they might just need a lot more help and be dependent on their parent or the others at home for their technology or for the time to get things done.
Many adult learners work while taking classes or may have unpredictable schedules. There are so many ways that things interrupt a typical online learner’s life. So, if possible, be flexible with your online learners, it doesn’t mean that you never have a late penalty and it doesn’t mean that you just let students do whatever. You can have guidelines and policies in the classroom and need to support academic rigor. But the more you can work with special situations, the more they’re going to learn that you’re human. And they’re going to get much more out of that experience with you. So, maintain some flexibility with students who have emergencies. And if needed, refer students out to their advisor, the counselor at the school you’re working with, or support services like the chaplain or advising or disability services, whatever seems appropriate and fits your situation.
8. Expect Challenges and Misunderstandings
And lastly, this should come as no surprise, but in any situation, there are going to be people who misunderstand us or take issue with what we’re doing. And I call those challenging students. So, a challenging student is someone who, in the teacher’s perspective, presents as being either argumentative or difficult, or maybe even hostile. And in my former role, as a faculty director, I saw students occasionally appear to be challenging. Based on my experience, the first thing a challenging student wants is to be heard and understood. Even if the message is coming across in a way that seems inappropriate. If we can focus on what they’re trying to say, before we address the hostility, then we can get somewhere because we’re seeing the student as a human being, and they know it. And we might learn something very helpful that de-escalates the entire situation.
Most of the time, I found that the student was very upset mainly due to one misunderstanding that continued over time and was never cleared up. When we focus only on the behavior, it’s very hard to turn that around and difficult to have a productive conversation. And it’s also difficult to make any changes. So even though it seems contradictory to what our instincts might tell us, I would suggest looking for the message first, worrying about the behavior second, unless it’s overly threatening. And then there might be other choices that need to happen.
I always recommend reaching out privately to a challenging student and not shaming them in a public discussion in an online forum form by calling them out in front of others, but actually sending like a private message, or just picking up the phone. And also model really professional and authentic responses and behavior. I see this kind of urge that online educators sometimes have when we feel threatened by someone’s hostility or disagreement or even just challenging a grade, it can be really easy for us to pull back and go in our box and get defensive. And then we’re no longer modeling what we want the student to be doing to us. So, it’s critical to not step back into that box and not get closed off. But really be open to still seeing the student as a human and really meeting them on that level so they can be heard.
And then consider your response before you send an email. Because especially if a student’s being very challenging, it can be difficult to think clearly. And something we might say that we think is coming across clearly actually could sound quite hostile from us. As you work with students who appear challenging, it’s also a good idea to involve your dean, principal, director, or whoever your manager or supervisor is, to seek support and advice. You have very likely a whole team of colleagues out there that you can reach out to. And if you don’t, and you want encouragement with what you’re doing, feel free to send me a quick email. You can reach me on my website at BethanieHansen.com and I’m happy to hear from you.
As we close out today’s podcast, remember that we don’t have to sacrifice connection and relationships for efficiency in our online teaching, and both efficiency and connection matter. When we plan ahead, what our strategies will be, we become much more efficient without losing sight of those we are teaching. And taking the time to get to know our students in the first week will help us carry that into the entire class. I thank you for being here today and I hope that you will share this podcast with your colleagues who teach online. We want to continue supporting online educators in their work and can’t do that without your help in sharing the podcast.
Take some time to subscribe for regular updates as our episodes come out each Wednesday. In the coming week, I wish you all the best in balancing efficiency and personalization in working with your students to ensure their needs are met and you are connecting with them on a personal level. I know it’s going to bring greater meaning and depth to what you’re doing in the online format and help you find more satisfaction connecting with those people you’re teaching. Best wishes 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.
by Bethanie Hansen | Career, Higher Education, Leadership, Podcast, Professional Development
This content first appeared at APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Associate Dean (Interim), School of Arts, Humanities and Education
Part of learning and stretching is sharing your knowledge with others. In this episode, APU’s Dr. Bethanie Hansen discusses the benefits of presenting at a professional conference. Learn tips on selecting an engaging topic, writing a conference proposal as well as what mistakes to avoid.
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Read the Transcript:
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, I’m Bethanie Hansen. And I want to talk with you about how to write a conference proposal. As an online educator, you may be thinking, you need some professional development, and it’s a great idea to go to a conference. There are so many kinds of conferences you could attend. If there’s one locally in your area, it’s especially good to set aside the time and go attend that conference: Low cost, local area, fast access.
But something across the country or across the state, that’s a different story altogether. Now we’re talking about spending money to attend that conference. And it’s a lot easier to justify spending that money if you’re also going to be presenting at that conference. Or, if your institution is considering sponsoring you, chances are the only way they’re going to do that is if you are presenting at the conference. So how do you write a conference proposal?
Well, before we talk about that, I just want to dive into how we can tap into your genius about what you might present at a conference. First, I’ll tell you a little story about myself.
I used to go to professional development conferences as a band director in California. I would go to the State Music Educator National Conference conventions that were for the state of California. These would rotate between Sacramento and San Diego or Los Angeles, every other year. As I went to these, and I noticed others presenting on topics of interest to me, one day, I realized I had that same knowledge. A woman stood up there and shared some exercises that she used with her band and she taught us all how to use them and talked around them.
And I thought to myself, I could be the person presenting this workshop, I know that same stuff. And suddenly it dawned on me, not everybody knows what I know. And, just like me, not everybody knows what you know, either. And so, in my next step, I wrote up a proposal about what was most important to me as a band director. And, as a band director, and still, as an educator today, the very most important thing to me was recruiting and retention.
Recruiting is a whole process of giving awareness to other people, helping them to notice you notice your band program and get interested in joining it in the future. And then there’s those actions about having them join your band this year. And, all of the steps that have to do with that like getting a band instrument, convincing your parents that you should be in the band, figuring out how you’re going to get started. And all of those things that are part of joining the band, the very first year you’re thinking about it.
There’s also the recruiting at different ages. So, if your school district’s band program starts in sixth grade, maybe in seventh grade, someone has moved in from somewhere else, and they didn’t have that chance, and they still want to join band. So, there’s several different processes to recruiting. There’s even high-school level recruiting, where you might be recruiting people to twirl a flag in your marching band, or play cymbals in your percussion section, or even be a beginner on a band instrument. So, there’s a lot of levels to this and I had experience and passion for all of that.
So, I wrote that proposal. And I drafted it up for that State California conference.
And the other half is retention. Once you recruit kids into your program, or students into any class, you have to help them want to stay there. There’s this whole idea that band directors used to have all over the place where they just assumed kids would stay because band is worth doing all by itself, right? Well, that’s not the case. In fact, when kids join your band, you have to work just as hard to keep them there, as you do to get them there in the first place.
There is so much that competes for your students’ time when you’re a band director. You have to really work with them on balancing all those activities they might be in, what if they’re in sports and band at the same time or different clubs, like debate or going on field trips for academic decathlon? There’s just so much. So that topic of recruiting and retention, it’s kind of two different things that goes nicely together. And that’s what I decided I wanted to present on at a conference. So, I wrote up my proposal and I submitted it. And it was accepted. And it was my very first time presenting at a professional conference.
So, I prepared, I made my PowerPoint slides, created a packet of handouts. And I went to this conference. And this session was in a huge theater. And it was full, totally full of about 200 people. I was amazed at how many people came to that conference session that I presented. I ran out of handouts, I had to give them email copies later. But it was a huge success for me, the very first time out.
Other conferences I have presented at have had varying degrees of interest and attention. I have sometimes presented a session to five people, sometimes 35. So, even when you’re accepted to present at a conference, you can never really know exactly what you’re going to get in terms of who shows up, and what you need to deliver it with success. But what you can assume is that someone will want to hear it, even if it’s just one or two people. So, writing that proposal, I suggest thinking about number one, what you know about.
Determine Your Area of Interest to Present On
What is your area of expertise in your academic discipline? What subject matter do you really want to share something about? It could be a teaching strategy, or like my example of recruiting for band directors, it could be a problem-solving strategy. It could be some kind of community-building, like how you could use labs in your virtual science class. It could be some kind of a networking idea, how you’re going to collaborate with other teachers. And maybe you’re going to present a model of how to do that. There are so many ideas of things you are good at, that you could potentially share at a conference.
If you’re not really sure what would be appropriate for a conference, I suggest looking up the website for a conference you might consider attending and looking at last year’s topics. Many of the websites out there for conferences have a list of the topics and the titles of the presentations for the last several years. These can give you a good idea of what might be interesting to conference attendees, or what might suit the audience, generally.
One example for the online teaching space is the Online Learning Consortium. They have two conferences a year one is in the spring, and it’s called OLC Innovate. And when is in the fall, it’s called OLC Accelerate. And as of right now, at the time of this recording, they have a virtual and a live option. So, even if you could not travel to attend that conference, you could still present, even if it’s virtually.
Tips to Writing a Successful Proposal
So, as you think about the topic, there are some tips to help you get this written well and have a greater chance that your proposal will be accepted. The first one is of course to have a suitable topic, the best way to have a suitable topic for a conference, once you’ve decided on your area of interest, whether it’s a subject matter or a strategy, the best way is to think about the tracks and the topics that conference is requesting.
In the case of the OLC Accelerate conference, there are certain tracks and they are all aimed at different audiences. I’ll just give you an example of what these tracks might be, so you have an idea of the type of variety that conferences can have.
The track descriptions for OCLC Accelerate are:
- access, equity, and open education
- blended learning strategy and practice
- engaged in effective teaching and learning
- instructional design
- leadership and institutional strategy
- research, evaluation and learning analytics
- student support and success
- technology and future trends
And often there will be some big ideas that have lots of sessions connected to them. And if you can propose something to a less-popular area, where what I mean to say is where there are likely to be fewer proposals, but there is still interest in the audience that even increases your chances of getting accepted more.
So, one example would be that a lot of people at that particular conference, propose things in the category of engaged and effective teaching and learning. After all, most things we’re going to think about in online education are about the teaching and learning, right? Now, if you have something specific about the way you set up the classroom, or a method of the instructional design itself, it makes a lot more sense to tailor it to that instructional design topic, where there are fewer proposals. So, yours will be stand out and it gives you a greater likelihood of being accepted.
Now, in terms of your audience, you want to think about the types of audiences that typically attend those conferences. So, in this situation, where I mentioned one in particular, which is OLC Accelerate, the audiences range from K-12, educators, higher ed educators, to the tech people who designed the classroom itself, you might have instructional designers, tech support, all kinds of people who are really good at focusing on the way the classroom is set up.
There’s a whole audience that is interested in alternative or accessibility strategies. So, if you have a really good handle on universal design for learning, or accommodation strategies for diverse learners, then you could tailor your proposal to that angle. If you are in leadership, or you think your idea is great for an institutional-level strategy, or the leadership team over an organization, then you might tailor your presentation to that. And, if you really want to stretch, you could have a topic that you tailor one way for the leadership group, and a totally different way for the instructional design group and that would give you two different proposals.
Determine the Type of Presentation to Create
Now, as you’re fleshing out your topic, you also want to think about what kind of presentation it’s going to be. And those kinds of presentations vary, there are the virtual poster sessions where you create some slides, they play automatically, and a person watches it like a mini-web presentation. There’s also the education session, which is like your typical lecture style presentation. There are short workshops that are hands on where you expect people to bring a device and play along with you. There are gamified sessions. And there are larger workshops, which would be 90 minutes to 2 hours in length. So, if your topic takes more than just that 45-minute window, maybe it has a Part A and Part B or something that builds on that initial stuff, then you’re going to propose it as a larger workshop.
Proposal Writing Tips
As you write up your proposal, some interesting things that stand out are to have a creative title that conveys exactly what it’s about; to have an abstract that tells participants what they would walk away with if they attended this session. And then in the deeper part of your proposal, where you really flesh out what it’s about, what you will do, and how you will engage the audience that comes to be part of this presentation, two helpful tips seem to work all the time.
One is to use references. Support your approach with some scholarly research and some sources that do support your idea. This adds credibility to what you’re submitting.
And second, detail exactly what participants will leave with at the end of the session. Is it an idea? Is it curiosity? Is it a handout? Is it a template? Whatever it is, your participants will be able to leave with, make it very clear, explain it. And, if appropriate during the proposal process, even include a copy.
Most proposals are intended to be entirely anonymous, and you would need to leave your name off of them. You should not mention your school or your institution. And you want to look over these to make sure they are grammatically correct and well written. I know that seems to go without saying, but I’ve been a reviewer for conference proposals myself for many years now. And, every once in a while, I’ll see one where the person just forgot to use spellcheck and forgot to use the right punctuation, like maybe they dictated it and didn’t check it afterwards. So, be sure to check those things because at the very least, you want it to look and sound professional when you submit it.
And then submit it before the deadline, turn everything in that you need to do and then you wait and you’ll hear back at whatever time they tell you you’ll hear back. I always put that date on my calendar so I can check and find out whether something has been accepted. And the more you practice it this, the more likely you are to get presentations accepted to present at conferences.
Then your next steps would be to plan the presentation around your audience so they definitely get out of it what do you say they’re going to get out of it. One of the biggest mistakes is to prepare a proposal, get accepted, show up, and then present on something different than what you said you were going to present. I’ve sat through presentations like that myself, and perhaps you have also, where we’re sitting there thinking we’re going to learn something, and we never get that out of that session. And it seems to be a huge disappointment. Like, why did we sit through that if we were not going to get what we came for? So, addressing the topics that you say you’re going to address is a really important part of this when you come full circle and actually give the presentation.
The bottom line of all of this is that you have a lot of expertise, you know a lot, and you have areas that you can share with other people who are just learning. It’s time to get up and present those things and share them with your professional community. I want to encourage you to do that. And if you’re listening to this around the time of the recording where this podcast is produced, there are proposals right now being accepted for the OLC Innovate conference coming up in the Spring of 2023. And I would encourage you to submit a proposal to that, and stretch, figure out what you can share with the online community.
And if you’re listening to this later, after the initial publication, you can just check the OLC’s website to see when the next conference is coming and when the next set of proposals will be accepted. I want to encourage you to grow and stretch and share because that’s what helps us to stay motivated and keep learning ourselves. I wish you all the best in writing up your proposal and submitting it this coming month or even 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.
by Bethanie Hansen | Career, Energy, Healthy Habits, Higher Education, Leadership, Life, Podcast, Professional Development, Stress, Teaching Online
This content first appeared on APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Associate Dean (Interim), School of Arts, Humanities and Education
What motivates you to keep teaching? In this episode, APU’s Dr. Bethanie Hansen discusses tools to assess your true drive and how to track the impact you’re having as an educator.
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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 podcast. Today, I want to talk about some motivation we have to show up for work, why we’re in this game of teaching in the first place. And that question on my mind is, “What fuels you?”
What is it that motivates you to keep teaching, to reach out to help other people? They’ve studied this out. And the research tells us that there are a lot of different orientations we have, to come to teaching. On a practical level, that’s really nice and kind of helpful to figure out about yourself.
If you’re interested in the direction that you’re going with teaching, the Teaching Perspectives Inventory is an awesome tool to assess what your main driver really is, and whether or not you’re actually doing it. The teaching perspectives inventory is one way to see your primary motivation and the comparison between reality and fantasy. So, check it out.
Some people will be the apprenticeship type, some will be the social change type, and there are several others. I’m not an expert in the TPI, but I do know that this was the first thing that opened my awareness to the fact that we are not all educators for the same reasons. Some people are educators for reasons that really light their fire. And it makes them happy and excited to just do what they do. And some people are not as excited about the job that they do but the fact that they get to be with people.
Sometimes people are much more excited about just being involved in that subject area. Like maybe you teach geology and you just love rocks, you just love the mountains and all the different rock formations and everything you can talk about with rocks. If you get to talk about it all day long when you’re teaching, that’s going to bring you that joy and excitement, right?
As a musician myself and a creative, I really love teaching music. I especially loved teaching live music classes, when I was a band teacher, or when I was leading some choir group. It would be so much fun to take something that was very rough, and help people put it together until it was just absolutely beautiful and totally expressive. To me, that was so much fun.
But it was nothing compared to seeing the people that I was working with transform as human beings. And there’s a phrase that I like to bring into my role as an educator. And strangely, it comes from Napoleon Bonaparte. And I didn’t ever know until I looked it up who initially said this phrase. But the phrase is, “A leader is a dealer in hope.” That is so interesting to me. So not only is an educator a leader, by being an online educator, you’re out there creating new things. Helping people into whatever field it is. Helping them learn and grow and transform, and you’re also just leading the future.
So, a leader is a dealer in hope. And that is something we all have that we can do as educators. And hope is absolutely essential to a happy life, or a high-quality life. Hope is that idea that there is something better in the future. We can get through the tough times, because they won’t always be tough. We can look forward and we can look to what will be that hasn’t come to pass yet.
The leader’s hope really comes from the belief that a goal is attainable. We can teach people something new; we can help them to learn, grow and transform. It gives you the strength to take yourself through the tough times. It also helps you to use your own personal creativity. And to think more about ideas that have you stuck, too. You wrestle with them and come up with new possibilities.
And hope also brings the ability to be resilient, which means to get through the tough times, to bounce back, to keep going. When we face uncertain times in our life like the world we’re living in now, we need more inspiration. We need more creativity. And we need more resilience to get through and keep going. And hope can bring us all of those things.
So as a leader, as an educator, we are dealers of hope. We bring hope, we talk about hope. And we provide a frame of reference so others can have hope too. Beyond that, what is it that really does motivate you to teach? What is it that brings you into the arena every single day, to do what you do? If we can pause and just capture that, the fuel behind what you do every day, then we can make sure you have it in your life every day. We can actually be intentional about doing the kinds of things that are going to put that in its proper place.
One of the things that fuels me is the people and the joy of connecting with other people, but also wrestling with things and creating something that is transformed. It could be that we’re wrestling with a problem, a program, or trying to develop a musical number we’re going to polish and perform. It could be anything like that. But that wrestle and the transformative experience, and then the product at the end. That is such a beautiful bright spot in my life. And I look for that all the time when I’m an educator doing my educator thing.
What is it that you look for? Take a moment to just jot down some ideas for yourself. And if you have a reflective journal, this is a great idea to write about today. What is it that you deal in? As an educator primarily, we deal in hope. But what else? What is it for you?
Think about the last week of your life as an educator, just the last seven days. If you’re teaching a class right now, what is it that happened during your day that brought you a ray of sunshine, or made you feel really excited or look forward to doing it again? Whatever that is, I would write that down in your reflective journal. This is going to be a clue of the big picture ideas you need to be pursuing so that you have more satisfaction in your role and more happiness in your job.
One of the things I love most about that, wrestling with problems, is collaborating with other people. And right now, in my current role, I do a lot of collaborating with other educators, with colleagues and peers and leaders of all levels. And we might end the day with a conversation where we’re talking about something that is a challenge we’re working on. I love focusing on some of the wins of the past week. So often, I’ll try to choose a conversation for the end of the day that will bring a spark or a light into that day and end the day really well.
That way, in my own role as an educator, no matter what challenges I’m facing during the day, I’m going to end the day in a way that really leaves me feeling great and having a sense of control over what I’m doing. After all, there is so little we can truly control in our world. And in our lives, we can control the attitude we have. And a great way to do that is to put people in your path that you know you can be positive with or who will celebrate with you, or who are willing to look at the hope and the bright side of things. So if you’re interested in that, that could be a way to end your day as well.
What else brings you a fuel for what you’re doing? What gets you through those hard times and helps you persevere, when things seem really, really difficult? It’s very easy to notice all that’s going wrong, we could list five things that are going wrong right now. But what’s going right for you?
If this is a bit of a struggle, and it’s difficult to know what lights your fire, I’d like to suggest one activity you could try every day for the next week. And pretty soon you’re going to be able to identify those things that do bring you a sense of satisfaction in your work. And then you’ll notice what really lights your fire, not just satisfaction, you’ll get to that next level of being really excited about what you do. This activity is to write three good things that are happening or did happen.
At the end of every day, schedule five minutes, just take a notepad and write down three good things. After you do that for a couple of days, turn them into three good things that you did. Things where you had an impact, where you contributed your strengths or your talents. Something where you had autonomy, or you benefited by collaborating with somebody else. Whatever it is, you want three distinctly different things every single day for one week.
And then at the end of the week, look back for patterns. What similarities do you see? Are there similar activities that were good in your opinion? Did these things bring you hope, satisfaction, happiness? Help you feel glad that you are doing the career field you’re in? Whatever you see in those patterns, you can then decide how to get more of that in your daily work. And that’s going to continue to light your fire.
As you think about what fuels you as an educator, and what really brings you excitement in your day and passion to your work, there are some things we can do to help light the fire of other people around us. This is especially important if we have friends, family members, peers and colleagues who are struggling to feel like the work they do makes a difference.
The first thing we can do to inspire hope in other people and light their fire is to show that we love and care for them. That could be we’re just listening, we’re just being there being present, just spending the time. Everyone needs to feel that they are important, and that others will listen to them and just care for them. So demonstrating the love and care we have for others can be a real bright spot that lights the fire.
Second, remember that everyone deserves happiness. And there are some simple things we can do to inspire happiness. While we may not be able to make anyone feel an emotion, we can definitely invite happiness through the things we do. Sometimes it’s through a thank you note, sometimes a phone call, there are a lot of things that can bring happiness. And if you think about what the person in your life might be most interested in, you can act on that and generate a little more happiness.
A third thing we can do is to help the other person figure out what lights their fire and motivates them most. And this could be a lot of talking about the past, what brought them excitement in the past, why they entered the teaching profession, what they have loved. Sometimes in courses they have taught in times when they’ve had a good experience professionally, or with students, happy memories they have during their career.
There are a lot of ways to get at that and really identify what someone’s passion is in their professional area. And if it’s really, really challenging for a person to get up to the space of finding that, we could also look at recreational interests and life areas, and find something that brings joy, excitement, passion, enthusiasm and happiness for that person. Simply having the conversation and exploring that with someone else can also demonstrate that love and care that was the beginning of this list. Anytime we spread that hope in others, and light the fire for them by identifying what they care most about, that will just bring more of the good that we’re trying to put out there in the world by being educators, teaching others and lifting them to the next level of whatever their career field is, or whatever their professional goal is or their personal development goal. So the more we help other people figure out what lights their fire, the more we’re generating a lot of that.
Alright, so think about what lights your fire. Notice it over the next week, and see if you can share and inspire others to do the same. And of course, I would love to hear from you and hear how you’ve made this a reality in your life and in your work. Go ahead and visit BethanieHansen.com/request, and you can share your comments there. And any tips and strategies you have in this particular area would be wonderful. We can share them with other educators in a future episode. Take care of yourself this coming week and enjoy your students. Now we’re wishing you all the best 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.
by Bethanie Hansen | Podcast, Students
This content first appeared on APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Professor, School of Arts, Humanities and Education
Quizlet is a very popular flashcard app used in education. In this episode, APU’s Dr. Bethanie Hansen talks about using Quizlet flashcards to build long-term memory along with suggested ways that students can help create, use and share the flashcard content as part of the course.
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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, I’m going to talk about the application or the platform called Quizlet. Apparently, Quizlet is super popular in education, generally. But let’s just talk about its potential in online education, shall we?
Online, we have so much possibility here. One thing we can do with Quizlet is get a free account as an educator and just use it for creating some things we share with our students. At the very basic level, that’s a good thing. So, let’s just say that you remember way back, I don’t know how long ago this was, but in your early educational years. Mine were a long time ago. And you used to make flashcards. If you ever had that experience, you know the experience of trying to repeat phrases, terms, ideas and concepts, right?
I remember walking across the university campus, oh, I was probably 18, 19 years old. And I had this huge stack of flashcards. And on the front of the card, I had whatever kind of term it was I was trying to study. And on the back, I would have like this big definition. So, I would first go through and read the term on the front, then flip it read the term on the back and try to associate the definition with the word. And then I would go through backwards, I would read the back of the card, then read the front.
And in my experience, this was great because it was a new method, right? It was the reverse of that first approach. So, it was like studying in a whole different direction. And then I could give my set to somebody else. They didn’t even have to be in my class because the answers were right there. I could have them hold my cards and just say the word, check the back for me and I was never looking at it. And I could explain to them what I believed it was, and then we could kind of make it a conversation.
There were so many ways to use those flashcards. And I remember studying so many concepts for different courses. I’m pretty sure it was not a world language course although I did take Japanese and Spanish. And I probably used flashcards in those classes. This experience was some kind of course with a big, heavy load of content and vocabulary terms. It might have been an advanced course in some subject matter that I was learning about. I just remember that stack of cards mattering to me and carrying it all over the place.
If you’ve had that experience long ago, in your earlier education years, as I have, you know that that is a profound way to study something that you just need to integrate into your brain. It’s like we need to soak up the words and make them part of our new vocabulary. You can’t really do that just passively reading a textbook.
Use Flashcards to Build Long-Term Memory
Let’s think about our students today. And what they’re going to get from our online class. They’re going to go through the content, hopefully they’ll take notes. Some of our students may take notes, some of our students will just read it, watch a video that’s in the class, and then click through and do the work. And there’s not enough time there for all of that content to move from short-term memory into long-term memory and become an area of mastery for our students. So, Quizlet is a great tool that can help us make that shift with our students and promote a greater level of mastery, for the sheer goal of just learning the terms and the content itself.
Now, you could take this a lot further, and there are a lot of other ways to use Quizlet. But this is the one I am really emphasizing today. And that is to bring academic vocabulary into the world that our students live in and help it to become part of who they are.
Many people believe a college education ought to transform the individual. So, if a person is taking an online class in a subject matter, they don’t really know very well, the only way to become transformed by it is to actually make it part of who you are, to consume it, to be able to speak about it intelligently, to learn the terms the phrases, the concepts, the ideas, and then to apply them in real life, or imagine applying them, if it’s not something we can actually carry out. Whatever that takes, at the very least, our students need to be able to speak the language of the subject they’re studying.
Quizlet can help us a lot with that. I’ve visited the platform myself several times. And I’ll be honest, I haven’t used Quizlet to its maximum capacity. This is an area I’m exploring too as an online educator. I’m just checking it out and thinking how wonderful it would be to have this set of flashcards, and to just embed that in the classroom.
One of the things I could do as an educator is to create the flashcards myself. I can spend the time, I could put images on there, I could add all kinds of definitions, color coding, highlighting, whatever it takes. And I can download the app and do it on my mobile device. So, if I have a few minutes here and there, I could be creating that content for my online course.
Guide Students to Create the Content
But I have this other plan for Quizlet that I think would be even better than me as the instructor spending the time building the content. My other plan is to have students create the content. They can create their own flashcards with the content from the course. And then they can collaboratively share it within the course. So, let’s just say I have 20 students in my class, or 25 students in my class, and I’m going to give each one the opportunity to get in there and build their set of flashcards.
Then, they can bring that flashcard set into the discussion space, and everyone’s going to share it there, which means everyone can click through and try your flashcards. And by the time they’ve gotten through several sets of these flashcards, they’ve had that repetition, but they’ve had it in a special way that’s different with each set of flashcards. It’s like magic. We’re going to surround them with the terms and the ideas so they can absorb them and become conversant in that language of the subject matter. This is a very basic level of learning something in a course, that entry level of just learning the key words and phrases that are to be used.
Some people online will tell you there’s a fear that Quizlet could be used for cheating. Quizlet is a study app, it is not used for cheating. However, if a student goes there and takes their ideas off someone else’s freely shared flashcards, that would definitely be an academic violation, a problem with academic integrity.
As you set up your activities in Quizlet, or with Quizlet for students to create or build, what are the things you can do to encourage students into academic integrity and academic honesty? One is to use that content for studying, then to put it aside and to use their own memory and their own thinking when they’re creating their assignments and doing their work. This is the only way your students can know for sure if they actually learned anything. And, by the way, students monitoring their own learning is the critical element that gives them the responsibility for what’s going on. Not everyone is going to see it that way. However, the more you coach them to create the flashcards, the less likely they are to just copy other people’s work.
You could have a little contest or you could have a grade for this. You could do all kinds of fun things to ask them to be creative or to encourage the creativity. You could share the terms, you could share the definitions right up front and make it a contest of the graphics that they could include on those flashcards. Whatever approach you decide to try, there are many ways for you to encourage creativity and originality in what they’re doing.
If you want to run their submissions through a plagiarism checker, an originality checker like Turnitin.com, you could have them submit the terms and definitions to you as an assignment in a Word document, and then go create the flashcards. See, there’s always a way to check originality even when you’re using multimedia tools.
Try Live Rounds of Quizlet in Synchronous Classes
Now, if your students decide to use the free version, this app does have ads on, it is going to be a little more limited than the paid version. Quizlet Plus is a version for teachers. And they call it adding “teacher superpowers” to your account. If you decide to get the Quizlet Plus version for teachers, you can actually enroll specific students in the Quizlet group. And you could have these Quizlet rounds that are called live rounds in real time. If you’re teaching a synchronous online class, this could be especially fun. You could see your students’ progress as they’re completing their study sessions. And you can encourage them to get in there and do the work.
You can also see what topics your students are studying when they’re in the app. So that Quizlet Plus version is a very interesting way to give yourself the space to tailor the help that you give your students and to meet their needs more fully. There are a lot of ways for you to explore this tool, and several types of games that students can play once they have Quizlet flashcards. They can create new sets of flashcards quickly and easily, there can be various ways of studying the fronts or the backs, we could put diagrams on those things. And as I mentioned, images, all kinds of stuff. You can also import from Word Excel or Google Docs to create a study set. So that makes it even easier. And you can have a library of these cards, so you can collect them over time, and have study sets from a lot of different people or a lot of different topics.
It’s a very interesting tool that can even be embedded in your classroom. So, you can put a link to the site, coach your students on how to use it, and then have a repository of all their Quizlet stuff sort of stored there in your classroom. There are also some solutions for textbooks provided on the Quizlet site.
Try Textbook and Existing Resources on Quizlet
Just looking through their myself, I see subjects like chemistry, calculus, engineering, linear algebra, physics, biology, languages, business, and even more. So, some of these flashcards are already there and already available ready for you to use.
As you’re thinking about how you might use Quizlet, I just want to encourage you to try it out, give it a trial run, see what you think of it. And also ask your students what ideas they have for using this tool in different ways. Once you get a flashcard set and you start playing with it, you’ll be surprised at all the different ways that you can play with those ideas that are there for you.
I want to talk you through what you’re going to see when you start working in this set of flashcards that are in Quizlet. So, let’s just say you want to look for an existing set of flashcards that somebody else already created and just see if you could use that. There’s a search bar in the upper righthand corner of the platform when you’re on a PC. And you could just type the term; and since I teach music appreciation, I just typed the word music.
And the first thing that happened was several sets of flashcards came up. And as I open the flashcards I see there’s a set of 137 flashcards in this particular card deck. And down below, I can scroll up and down and see which items are on the flashcards. The flashcards I’m looking at happen to be the note names on the treble clef and the bass clef, along with some other symbols in reading musical notation.
This set of flashcards is a really fun one, because I see the name on the front of the card. And then when I click on the card, it flips over, and it shows me the answer. Then I go to the next one, same deal. Click on the card, flip it over, it shows me the answer. So, I can just click through these and really study that way. And that’s the self-study activity called “flashcards.”
Now, what if I want to do the learning mode? I could choose a goal to personalize my learning Quizlet. And your students could do this too. There’s a Quick Study, there’s a Memorize It All feature. And then there’s a Learn and Apply, where you try to build long-term knowledge. So, this is a degree of personalization that looks like it’s going to be pretty fun.
There’s also a function called test. And in the Test section, we’ve got some true and false questions. We’ve got a definition here and a term here. And we’ve got some things that we can do to click true and false down below. There’s also a little icon where I can click on it, and it’ll speak it out loud, which is great if I want to hear what is being said, especially if I’m studying World Language flashcards. That’s a good thing. So that test function is especially helpful.
And then there’s a matching game. So, if you click “Start Game,” all these things fly on to the screen. And I see for example, the word melody, and then on a different spot I see “it’s the line or tune in music, a concept that is shared by most cultures.” And I’m thinking, based on all the other answers, that’s probably the answer. So, I’m going to click on melody, and I’m going to click on the definition. And I’m going to stack them on top of each other and they disappear. And it’s timing me on the lefthand side. So, it’s kind of fun. It’s like a little game, and students will find this fun, too. So, I’m going to click on these different things and stack them on top of each other and pretty soon I’m going to be done. Yep, my last one. It took me 45 seconds to finish that quiz of matching.
And then on the screen, I have some feedback. It says great start. Now can you do it even better. And someone else who has done this particular set of flashcards, their name is on the screen. It says, “Can you beat this person’s personal best to 44.6 seconds?” And I have the option to study some more or go back to the set to play it again. And there’s my name, it shows me at 45.2 seconds. Wow. So, there are three people that are faster than me on this game. And I could click through again and become better and better if I really want to.
You might have a challenge with all of your students in one class, which would be kind of fun, because then they’re competing against people they know, and who they’re talking to in the same discussions and all of those things. So that matching game, even though it may seem basic, at first, could be super fun, a great way to get students engaged in their memorization and just their understanding of terms, definitions and applications.
There’s also something called “Checkpoint,” and it’s a new feature in Quizlet. It’s a type of assessment. And it’s going to help you choose which terms and definitions that you really want to see. And you get 20 seconds per question. So, it’s going to give you this challenge round and it’s just another way of testing their knowledge in Quizlet.
So, I hope you’ll take a look at Quizlet. Every time I introduce different kinds of technology here on the Online Teaching Lounge, I like to give it a try and talk about all the features, but I’m definitely not selling anything. I don’t work for Quizlet. I’m not an expert at Quizlet. Just talking through the possibilities and options.
Now if you use Quizlet, and you have experience with this, or you try it out after this podcast, I would love to hear how it’s working for you and any ideas you came up with that you might share with others. We can add it to a future episode. So just go to bethaniehansen.com/request. There’s a comment form there and you can share your experience and tell us how this worked for you. Thank you very much for being here and for listening to me walk through the Quizlet app. I hope you’ll check it out. And best wishes trying it this coming 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.
by Bethanie Hansen | Best practices, Higher Education, Online Education Trends, Podcast, Students, Teaching Online
This content first appeared on APUEdge.edu.
Podcast with Dr. Bethanie L. Hansen, Professor, School of Arts, Humanities and Education
Many teachers, especially those who are new to online teaching, struggle to figure out how to connect with students. In this episode, APU’s Dr. Bethanie Hansen shares ways to establish a relationship and rapport with online students.
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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.
Every time I start to teach a new class, I remember the students I’m about to meet may not know anything about the subject matter, and they might not know me either. I probably have not met them yet, and I will need to get to know them quickly as we all get into the online classroom space. There might be many other things I want to think about as an online educator starting to teach a new online class, and maybe you have a long list of things you think about, too.
In my experience, I should pay attention to those thoughts I’m having before the first day of class and take action in the most important areas. That will make all the difference. In today’s episode, I’m going to walk you through key areas to address before you start teaching your next online class, and the number one most important thing to set the tone for the entire course session. You may be thinking, “It’s just an online class. What could there be to worry about?” And you would be right, you don’t need to worry. With attention to these key areas and the number one most important thing to address, you can have a wonderful online class. Pretty exciting, right?
Let’s get started with some of the questions I hear most often from online educators.
- What do my students already know about the platform, and how am I going to help them find their way around the class?
- How do I get to know students online?
- What is the best way to contact my students so I know they are getting my messages and announcements?
- How do I get my students help when their technology isn’t working, or when parts of the course aren’t working for them?
- What am I supposed to do when my technology isn’t working for me? I don’t want to look bad in front of my students, but I know I don’t know everything about the technology either.
- How do I help students get excited about this class if I didn’t write the course, and it’s not exactly organized how I would have created it, if it were up to me? After all, what should I do to try to get excited myself about the class?
- If I get it all wrong and just don’t know how to teach online very well, what is the most important thing I should pay attention to?
These seven big questions land into three different areas, and I’ll walk you through these one at a time.
Focus on Communications in the Online Class
First, there are key elements to include in your initial communications, and those communications can include a welcome message sent before the first day of class, a course announcement published on or before the first day of class, and your introduction provided in the online classroom. These communications will focus on answering four of the important questions I hear most often from online educators.
That first question was, “What do my students already know about the platform, and how am I going to help them find their way around the class?” I like to assume that my class is always the very first course they are taking at my university. This way, I provide the kind of guidance a new student really needs. The experienced students can skip past these items, by including them I guide the new student into a successful start.
If my class really is the first one they are taking, it’s common for this student to know very little about the platform and nothing about how to get around the online classroom. I solve this by giving them a video walk-through of the space. This can be done with Screencastify, Loom, Kaltura, Camtasia, or any other video-making app. I have a few earlier episodes of this podcast that focus on making videos in detail, and I encourage you to take a look if you’re interested in more details on how to do it.
My walk-through video is going to be narrated by my own voice to start the relationship with my student, and I’ll show them where to click for the syllabus, the lessons, the discussions, the assignments, and everything else. I’ll usually end this walk-through by showing them exactly where to go to start their first bits of work in this class.
Some schools and universities have their own orientation videos to the platform, in which someone more generically guides the student through the online classroom space. If you have access to one of these and are short on time, you may be able to link to this or embed it into your classroom to save time. If you choose this option, I suggest putting a copy into your welcome message and your first course announcement, and then emailing both of these to your students for the special needs of newer students. After all, if they are less familiar with the platform, they are not going to know where to find the walk-through video if it’s hidden in the classroom.
While we are still talking about those initial communications, I’ll point out that the welcome message greeting your students before the first day of class is one key element for a great start. And, the first week’s course announcement is another key element. Both of these should include details about what students can expect, how to get started in the class, and how to contact you when they need your help. And, in both of these areas, you can find out how you can best contact your students to know if they are getting your messages and announcements. All you need to do is ask them to email you a short message to let you know they received that first communication, so that you know it’s a good way to reach them. And, of course, you’re going to have to follow up with those who don’t connect with you and keep trying different methods until you get it right.
Before your class begins, you have a little more time to find out who to contact about technology problems your students will have, and those technology problems you might have during the course. You can contact the classroom support department, or a help desk, or if you’re really not sure, the faculty HR department to find out who to contact. Believe me, you will need these contact phone numbers and links before that class starts because once class is in progress, you won’t have as much time to try to find out who to contact. You can share the tech department contact information with students in that welcome message and the first announcement, to put them at ease and get them focused help. This is time well spent. Trust me on this one.
One additional tip I have for you is to build relationships with colleagues and supervisors in your institution. You might not know everything about the technology and can get some great ideas from these people who are in the same boat with you. It’s always better to get the help you need to make technology work for you, so you can continue to be effective with students and focus on relationships with them, rather than learning the technology. And if you are still learning, don’t be afraid to tell your students just that. That you are still learning a few things in the online space, so you know how they feel being in learning mode—you’re right there with them. Owning this helps you encourage and connect with students, instead of making excuses and feeling like it’s totally out of control.
Ways to Get to Know Students
The second question online faculty ask is, “How do I get to know students online?” If you’re very experienced teaching face to face, it might seem like online classes couldn’t possibly bring you the same relationships and connections you might get when you’re in the same room with your students. But with some creativity, you can. Answering the question means that you’re going to think about the type of activity you might use to build rapport and relationships. And, you will also consider what kind of technology will make that happen for you. Will it be live, synchronous video meetings? Asynchronous video clips posted in the discussion space? Images each person posts, with some written introductions?
A basic way to get to know students is to think about what you really want to know, and then ask. And be sure to share it about yourself, too. I’ll give you an example of this. When I’m teaching music appreciation online, I like to know about students who have heard traditional music in other parts of the world. In my own introduction, I’ll tell them that I went to Brazil for a music teacher conference and describe some of the instruments I saw and heard. And I tell them that when I went to that same conference a few years later in Scotland, I saw informal groups of people in local pubs playing instruments and singing together. And I also saw a man in a Scottish traditional kilt standing in the center of town playing the bagpipes. And this man had a fancy attachment on the top of the pipes that made fire come out of them.
After sharing these examples, I ask them whether they have traveled, and if so, what kinds of music they might have noticed in other parts of the world. In the process of talking about the music, students who are musicians will usually share that information, tell us what they like to sing or what they like to perform, and what instruments they play. And some will even share sound clips or videos of themselves creating music. This is the beginning of getting to know my students in the online space, and we’re going to keep building on that each week in our discussion. Ultimately, to get to know your students, we have to be willing to share who we are as human beings, and invite them to share a little that brings them into the class and helps us see them as human beings, too.
When I get to know online students and bring in details about the subject we are going to study in the course, this can generate some excitement for the class. I know, it’s sometimes very difficult to get excited as the teacher if you didn’t write the class and you’re teaching what we call a standardized online course. But you can bring in those things that do excite you about the topics and the subject matter itself, and weave them into your weekly approach to that class, even if the structure of the class and the main content cannot be changed. By finding ways to relate to what you’re teaching, you will have a better chance of getting students excited about that class. And this will build positive momentum to help you keep going each week, and to help your students want to complete that course successfully.
I’ve shared some ideas here around getting ready and jumping into the first week of class, and about guiding your students around the course. And, I’ve also touched on some ideas to help you get relationships going with your students and with a course you didn’t create. In the end, some of you listening might be thinking, “If I get it all wrong and just don’t know how to teach online very well, what is the most important thing I should pay attention to?”
The answer is that the most important thing isn’t a thing at all. It’s the people on the other end of the screen. Your students are all there for a reason, and they all have their own, individual needs and challenges while they are in your class. They need support, encouragement, and above all, understanding. When you’re struggling to get through to them, remember that they are human beings who want to be successful, and they need you. Even if you have no strategies for communication plans, and you don’t know exactly what the best ways to reach your students are, if you stay in touch with empathy for your students and really want to help them, you will do well in all of your efforts. You don’t have to get everything right, and you don’t have to be perfect. But there is no replacement for caring about your students and being kind in your approach.
As you focus on the people you’re working with, this will invite you to sometimes be more flexible with them, or give them a few more resources to guide them. And maybe it will mean that you pick up the phone and try to reassure them when you’ve noticed that they didn’t log into the class at all this week.
Whatever you feel inspired to do in your care for your students, acting on those ideas will make you an excellent online educator. It will also help you enjoy teaching. Because the focus isn’t going to be about you and whether or not you’re doing it right. The focus will be on your students, and how you can guide, support, and love them. And as you prepare to teach your new online class, getting to know and caring about your students really is the most important thing.
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.
by Bethanie Hansen | Career, Energy, Healthy Habits, Higher Education, Life, Personal Growth, Podcast, Teaching Online, Time Management, Time Managment
This content first appeared on APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Professor, School of Arts, Humanities and Education
Teaching online can be time consuming and seep into instructors’ personal time. In this episode, APU’s Dr. Bethanie Hansen provides insight into how to plan a strong work routine. Learn about the importance of surveying your workload ahead of time, writing it down and tracking it, and reflecting and adapting to improve your time management.
Listen to the Episode:
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Read the Transcript:
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.
Thank you for joining me here today on the Online Teaching Lounge podcast. I’m very excited to share with you some ideas to help you plan your online teaching routine. If you’ve taught online before, you already know this can expand to fill every inch of available time. It can become something that takes more and more time all the time, because there is so much more we can do when we’re working online.
The other reason this can expand to fill all of our space is that when we teach online, many times we succumb to interruptions and diversions and other courses of action. So, we might be in the middle of writing discussion responses to our students when a child comes in and wants our attention. So, we’ll get up and go attend to that. And then a lot of time has passed. And when we get back in the room to do more of our online teaching, we’ve lost our train of thought. We have to back up and get started all over again. Examples like this, and many others, are very much reality for all of us who teach online.
Even though my children are fully grown, and they’re not going to walk into the room and ask for my attention while I’m teaching, I do know exactly what it’s like because I’ve been there. And in my experience, planning ahead and sticking to that plan can help everyone function better while you’re an online educator, and expect when you’ll be free, and spend time with you later.
So, today, I’m going to share three tips with you for some good planning of your routine when you’re teaching and working online. And those are to survey ahead of time, write it down, and reflect and adapt, no matter what.
Survey Your Activities and Needs
So, we start out with surveying, and surveying is simply looking ahead to see what our tasks are going to be and how long they’re going to take. I know, we don’t always know exactly how much time it’s going to take. But we can give it our best guesstimate.
For example, if we’re going to grade papers, and we have some kind of estimate about how long it takes to grade an essay, then we can look at how many papers we could logically expect to grade that week and divide it up over how much time. And pretty soon, we know exactly how much time we need to spend.
Perhaps we’re going to plan ahead to do it all in one day. Or we’re going to break it up to do over several days. But it involves surveying and looking ahead in a way that I’ve heard of called pragmatic prospection. I know, that’s a little bit of a mouthful. But pragmatic prospection is about being practical. And looking ahead.
The pragmatic part is, “What’s it really going to look like?” Am I really going to read a lot of messages from students? Am I going to answer a lot of questions? Will I need to make some kind of asset, like a video or a handout to post in my class? Will I have a lot of things to grade? How much do I expect to engage in that discussion?
And as I’m looking pragmatically about the realities of my particular online course, I’m also looking ahead. That’s the prospection part. I’m thinking, “What do I want that to look like?”
What does the quality of my comment need to be? What do I really want to invest for it to be good quality, but not take up more and more and more time? So, as you’re looking ahead, you can start to envision what the workload is going to look like, what you’re going to need to do, and what the rest of your life will be like when you’re teaching that online course.
As part of doing this habit of surveying, or looking ahead to the different types of tasks and the time it’s going to take, don’t forget to include all of the things that you do outside of work. So, we’re going to look at the online teaching first and write it down and think about it. And then we’re going to look at the rest of our life.
If there’s some kind of family obligation happening, I want to be able to plan for that. And so, I want to set aside the time for those things as well. And maybe I need to prepare for that by going shopping or calling some of my relatives, getting some of that done. So, I’m surveying all that I need to do. And I’m thinking ahead. I might also be surveying what it’s going to look like when I’m doing some grocery shopping, if that falls on me this week, and if I’m doing any household chores, and how much rest I want, and all of those sorts of things.
So, the survey is kind of like an overview, where I’m just thinking through my day, and my week, and I’m thinking about what it needs to look like, what it’s got to include, and where I want to be at the end of the week.
Write it Down and Schedule Your Time
Step two is to write it all down. Now after I’ve taken the initial survey, I’m going to start writing down the actual plan.
When we’re taking the time to write things down that we’re working on, like a calendaring habit or a schedule for online teaching, the goal is to realistically write down exactly what is expected to happen. And, yes, that might be painstakingly writing every 15 to 20 minutes of activity, and then tracking it while you’re doing it. So, not only will you write down what you expect to do, you want to make little notes about when you had to modify, spend more time than expected, or spend less.
Writing it down is going to help you realize how much time you actually spend in your online teaching. And that will also help you know if you are over anticipating how much time it will spend, or under budgeting the time. Writing it down could be every single day for a week, and then reassess. Or it could be every day for an ongoing duration. You have to decide what will work best for you in terms of tracking this, but the goal is that once you write it down ahead of time, that you stick with that schedule, no matter what.
I don’t know about you, but many times in my experience, I will sit down and think about grading some essays. And sometimes my mind will just be not very focused for grading essays. And I’ll think, “You know, I’m going to do something else. And I’ll come back to this in a little while when I’m a little bit more focused for that.”
And in doing this plan, the way I’m suggesting today, surveying ahead of time, writing it down, scheduling your time in advance, and then reflecting afterwards, we have to stick to that plan to know if it’s going to work. So, if I’m going to approach it from a mindset of not really being focused and wanting to delay the work that I’ve planned for myself, I’m going to have to do something to get myself in a mental frame of mind to do the work, not just when I’m in the mood to do the work.
So, if that’s your experience, I want to suggest thinking about a time when you were focused on doing that work, and figuring out what it’s going to take to get your brain back in gear in the moment that you need to do it now. So, whatever it takes to help you reframe your mental energy, and your focus and concentration, you can kind of play with that and try a lot of different approaches to help yourself get back in the game, and do the thing that you wrote down that you would do.
Reflect on Your Time, and Adapt as Needed
And then step three, this is reflect and adapt. Looking back on the week, we’re going to look over what worked and what didn’t work. Were there some things that took a lot of mental energy that were hard to do late in the day? Do they need to be scheduled earlier in the day? Did something take a lot longer and need to be scheduled for a longer duration with breaks in the middle?
As you’re reflecting on what works and what didn’t work in planning your routine, you’re going to get better and better at planning your online teaching routine. Reflection isn’t just about what didn’t work, it’s also about what did work. If you notice that certain tasks go really well together, make a note of that, and notice it so that you can plan it ahead and do it again next time.
Adapting means that you’re going to take the plans you made this week, and you’re going to change them a little bit based on what your reflection has turned up. If, when you’re reflecting, you happen to notice that something was really hard to do at a certain time of day, adapting would mean you’re going to do it differently next time.
And maybe instead of a specific task, and maybe you want to give yourself a choice between two certain tasks at one time of day and the same two tasks later in the day. Whichever one seems most challenging, do it first when your mental energy is at its best. And then you can come to the easier one later when that same window of time comes around.
As you’re reflecting, celebrate some of the growth and achievement that you’ve attained. If grading essays or posting in discussions is particularly troublesome for you, if it takes a lot of time and energy, but you were able to get it a little faster, or streamline it a little bit, maybe you could celebrate that success and notice what’s going really well.
And then the other thing to celebrate is if you really did make yourself stick to the plan you made. When you write your schedule and you stick to it no matter what, even if you’re not in the mood, you can celebrate that afterward because you pushed through that mental challenge or that energy-level challenge.
Another tip about all three of these things, surveying, writing it down, reflecting and adapting. These steps can be used with family members, if you have family members living in the home with you. You could share your planned schedule and ask for their input. Is there anything that they suggest adding to your work schedule that maybe you didn’t notice that you spend time on? Or is there something in your family and personal life that they’d like to make sure goes on your calendar at a certain day and time?
All of those suggestions and ideas can be really useful to you in getting a very realistic sense of what your routine should be like when you’re working and teaching online. And, of course, when you’re reflecting on the week and deciding what did work for you, you can also run that by family members, or those people that live with you, and ask them for input in that case as well. Maybe they will have noticed that certain things worked really well and certain things need to change.
Anytime you write up a schedule, and you’re really trying to stick to it, it also helps to post that schedule, so other people know exactly what to expect and when you’re going to be available. If they want to spend time with you in the middle of the day and they’re used to interrupting you, but now you’re going to take a break at a certain set time, they’re more likely to leave you alone until that time, when they know when it’s coming up and what exactly they can expect. So, share that information with your family members or people who live with you.
And I say “people who live with you” because not everyone is living with a spouse and children. Some of you may have roommates. Or you may live with other extended family members, whoever is important to you in your life. Include them in your planning, and the survey of all that is involved in your online teaching time, and all the things that are important in your life outside of that. And get their help when you’re reflecting. The more eyes you get on your plan, the more refined it’s going to be. And the better it’ll be.
Wrapping it up today, I want to just share my own experience planning the routine and sticking to it. Whenever I do this, and I share it with my family members, it’s so much easier for me to have a rewarding life, in my workday and outside of it. My family members are ready to spend time with me and really excited to see me at the end of the day. And also, they know what they can expect when I’m working. And they know what my schedule is. It’s super helpful to me to plan it ahead of time and also to communicate out.
And, on the flip side, when I failed to do that, and I’m trying to get it going, I might start and stop two or three different tasks without completing any of them. If I’m not aware of what I need to do and what my timeline is. And pretty soon my work is going to fill up all of the available time, including the family time after work. So, I know firsthand from experience how important it is to plan and keep track of the time spent.
It can also help me feel really great about all that I accomplished during the workday and realize that I really did get a lot done, and I contributed to my students and all of the other people that I’m working with. I hope you’ll try this out, doing the survey, writing it down, then reflecting and adapting and see what works for you. Let’s get some input. There’s a form on bethaniehansen.com/request where you can share your experience and let us know what works in terms of scheduling your online teaching, and what doesn’t. Stop by and give us a note.
If this podcast has been valuable to you, and you enjoy what you hear, share it with your colleagues. We would love to extend our audience and also help other people teach well online. There’s so much we can do to improve our practice and make this a better experience for everyone. Thanks again for being here and best wishes 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.
by Bethanie Hansen | Podcast, Technology Tools, Video
This content first appeared on APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Professor, School of Arts, Humanities and Education
In this week’s episode, APU’s Dr. Bethanie Hansen discusses best practices and quick tips for adding video or other multimedia assets to the online classroom to enhance student learning.
Listen to the Episode:
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Read the Transcript:
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 podcast. Thanks for joining me today. We’re going to be talking about seven tips to use video and multimedia in your online teaching. I love this topic because anything that includes multimedia or video makes that whole class so much more engaging for your students.
These seven tips I’m going to give you today will be:
- Personalize it.
- Make it evergreen.
- Keep it short.
- Focus on one topic or concept in each asset.
- Show what to do.
- Make it accessible.
- Streamline your process.
Now before I dive into these seven quick tips, I’d like to define one word that I’m going to use a lot today. And that is the word asset. An asset is anything that you’re going to include in your online teaching that could be a chunk of information or a resource. So, an asset could be a small video segment, it could be a PDF, it could be a worksheet. It could be a tool, an interactive element, any of those sorts of things. An asset is that individual piece.
Personalize It.
And the first tip I’d like to share with you today is to personalize it. Your students are looking for your presence throughout that class, and they really want to know you. They want to know who’s teaching them. They want to trust you. And they want to feel like they’re part of your class. So, if you personalize your assets, it’s wonderful to see you in those.
If it’s a video, record yourself. Don’t worry about perfection. It doesn’t have to be overly professional and perfect. Keep it conversational and friendly.
If you’re on camera, make your appearance inviting and think about your background. For example, if your office is in your bedroom, don’t film yourself in front of a messy, unmade bed with laundry everywhere. Check the background and clean it up. You could always use Zoom with a fuzzy background and that’s going to make it all better.
And, of course, when you’re being filmed or when you’re on video or audio, speak clearly, use simple language. If you use any jargon, idioms or acronyms, be sure to explain those.
Use good lighting and a microphone that produces high quality audio and limit distractions. Now a lot of devices you might use today already do these things. Even a good smartphone will give you great audio for something like a video. So, consider that it doesn’t have to be super expensive, and you don’t have to run out and buy the latest Blue Yeti microphone. But you can try to improve these over time, if you do want to upgrade your audio or your video.
If it’s a screencast, include your image on screen as you’re narrating or talking to your students, or your narrated voice at least to guide your students. And if you include your own thoughts and opinions on the topic that you’re teaching about, make it clear what is part of the curriculum, and what is part of your own thinking. This is especially important to make it obvious when students need to think for themselves about a topic and also when students need to think for themselves on a topic, and when they also need to be able to critically think so they can differentiate between what’s just your opinion and what is really essential.
Make it Evergreen.
This word evergreen just means what it sounds like. It needs to last. If you’re going to go to the trouble of making a video that you want to include as part of your lesson content. Unless it’s a weekly announcement you’re only going to use once, don’t talk about today’s date, or the time of year. Create it in a way that allows you to reuse it the next time you teach this class. This will save you time and effort.
Be sure to include whatever details and context you need to keep it relevant in the upcoming sections of the class so that even if you change out another part of the course, that content is standalone and is complete.
Provide transcripts and captions. When you’re making a video, you want to include this as part of your process so you avoid having to do more work and add it later.
There are a lot of tools out there and services that provide fairly accurate captions. Now, you can get these in zoom Kaltura on YouTube and a lot of other tools. You’ll want to check the transcripting or the captioning to do some minor editing, though, because it’s not always perfect. And we would hate for students to completely misunderstand just because we didn’t check those captions and clean them up.
Keep it Short.
Keep it short, especially if you’re creating something on video, five to seven minutes total per segment is the maximum. Some people out there will tell you go ahead and make a video up to 10 minutes long. That really is pushing the envelope here for a student’s attention span. It’s easy to update and revise a chunk of video later. If you keep the segments five to seven minutes or fewer.
You can also maintain your students’ attention better, and you give them time to process the information from one piece of content to the next. This is a really good thing when you have working adults in your class. If you have short five-to-seven-minute segments, they can watch one video on their lunch break, they can fit another video in on their afternoon break.
Whatever it is, they’re going to be able to get through this content better when it’s in smaller segments. And they’ll be able to learn the content that way. So, think about student attention span and also that maximum time per segment.
Focus on One Topic or Concept in Each Asset.
If you put just one topic or concept in each asset, this gives your students better choice as to where they want to start. They can pick and choose from the assets you give them. And they can go in an order that makes sense to them. It also gives them the chance to view in smaller bits of time, as I previously mentioned, like a lunch break or an afternoon break whatever they have available.
And, of course, it’s going to be more comprehensible when it’s just one topic or one concept. If you really need to give your students an overview of how those concepts fit together, that could be its own asset, its own standalone piece that sort of weaves the elements together. So, think about how you can chunk the content and break it down into these different assets you might create.
Show What to Do.
Show what to do, both as content and as introduction to any multimedia that you’re going to use. You can share your screen, there is a lot of screen casting software out there that makes this a lot easier. Screencastify.com is just one of many. I like to use Kaltura. But you might have your own favorite.
Keep slides light and limit the text. If you have a PowerPoint or a slide deck of any kind, here are a few tips to make it even better, so you can show what to do in a way that makes it simple and comprehensible for your students:
Use high contrast between colors on any slides. Keep the font easy to read with simple fonts that have consistent thickness all throughout the lettering. Make the text big enough to easily read. If you include any motion and animation that is necessary for your topic, explain it and use it. But if it’s unnecessary for actually understanding the content, just avoid it. Fancy slide transitions are not helpful. Include images, graphics, illustrations or animations with descriptions for accessibility.
Learn how to make your PowerPoint presentations accessible using these practices as you build out the slides. Be sure to check out the transcript of this podcast, because I have a lot of links to websites that are going to help you improve your accessibility in presentations and other types of media you’re going to include.
Make it Accessible.
If you develop a solution that meets the needs of all users with and without disabilities, then you’re doing something we call Universal Design. And creating accessible assets as part of your process is a great way to go. There are a lot of tools available online to help you with this.
There’s a website called Section508.gov, which is a great place to start. If you’re using documents, PDFs, presentations and spreadsheets, there are a lot of tips, tools and strategies available to guide you online.
If you have images as part of your assets, check the alternative text decision tree. It’s available at W3.org. And it helps you to understand what kind of alternative text you might need for decorative images, functional images and informative images. Always think about this when you’re including some kind of picture or drawing or something like that to illustrate in your classroom.
Now if you’re using diagrams, think about how that content can be a screen reader friendly. This can be something we overlook, and we need to pay attention to it when we include interactive or media elements. I’ve got a great example from a website linked in the transcript notes from this podcast, so check it out.
And in video or interactive media, if you have any text displayed in the video, and if it’s necessary to understand the video, be sure to describe that text for those who are visually impaired and also used captions and transcripts to support learners.
Lastly, there are a lot of tools online that will help you test your videos and media assets for accessibility. I’ve got a link to one of those resources in the podcast transcript. So, take a look.
Streamline Your Process.
Whenever you’re creating videos, audio content slides, or any kind of interactive media, keep track of your process. Make it a system that you can easily repeat and find ways to accomplish many of those steps at one time.
One example of this might be to have video options that automatically provide captions. Or you could just write a script for yourself upfront and use that script to record the video. It could even be an outline that you flesh out afterwards.
When you streamline and simplify the process you’re using, you make it a lot easier to do this in the future. And if it’s too complicated and takes too much time, you’re not going to want to repeat it. But adding these kinds of elements into your online classroom enriches the learning experience for everyone. And students really enjoy seeing and understanding the content better when you illustrate it, you show a video about it, you explain it in audio, and all of that. It’s worth doing even though you want to take the extra steps that it does take to make it accessible for everyone.
And then once you’ve got a process that works for you, consider sharing what you’re doing at a professional conference. Like you could propose it at the Online Learning Consortium’s OLCInnovate conference in the spring, it’s held every year. And it’s a great place to share ideas for doing multimedia video, and other interesting practices in our online teaching.
They have a lot of opportunity to share things that you’re doing to enhance accessibility for all learners as well. So, if you’re branching out in these areas, and you’re really working on that, that’s something you could share that the Innovate conference also. And then, of course, OLC has a fall conference called OLC Accelerate, which is another great place to propose your sharing and share your strategies with other people.
Thanks for being here today to listen on the seven tips for helping you include videos and multimedia in the online classroom. We have a few other episodes on video and multimedia, which are linked right here in the transcript. So, take a look at the transcript notes. And you’ll find links out to those other episodes just in case you want a deep dive on video creation or multimedia assets further.
#47: Tips for Adding Audio, Video, and Multimedia to the Online Classroom#39: Creative Methods and Strategies for Teaching Online#24: How to Make Videos for Your Online Class
Until then, thanks for being here. And I wish you all the best 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.
by Bethanie Hansen | Podcast, Students, Teaching Online
This content first appeared on APUEdge.Com.
Podcast with Dr. Bethanie L. Hansen, Associate Dean (Interim), School of Arts, Humanities and Education
Listening is both a simple and complex skill. In this episode, APU’s Dr. Bethanie Hansen discusses the importance of “listening” in the online classroom, even when classes are delivered asynchronously. Learn about four types of listening as well as three tools to help online educators effectively respond to students.
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Read the Transcript:
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.
Hello, I’m Bethanie Hansen, and I help online educators through this Online Teaching Lounge podcast. We’re going to hear something about listening today, and how listening is both simple and complex. It is a skill that can serve us incredibly well in life, generally, and, it’s essential to our work as online educators.
We find the job of teaching online to be both simple and complex. There are so many areas that we can explore, expand, refine, and improve.
The simplicity of teaching online means that we can see this experience as simpler than teaching a live, face-to-face class. You basically put content into the LMS, guide students through it, and evaluate their progress. And viewed in its simplicity, we might wonder what can make it a better, richer, a better experience for everyone. And we might ask how we can assure that it is a quality experience. Or, in other words, what makes it worth doing?
The complexity of teaching online means that we can get lost in the many things to do to assure that it is a transformative experience for students. We have frameworks to help us develop curriculum and content. We have accessibility measures that must be followed to help all learners access the content appropriately for their needs. We have various media tactics, including text, picture, video, audio, and interactive forms. We have models of interaction and engagement throughout the learning journey. We have types of instructor presence and strategies to achieve these aspects. And there are quality checks we can use through the OLC Scorecard, or the Quality Matters rubric, or something else. If you’re deeply involved in all of these things I’ve mentioned, you know online education can be rich and quality-focused, designed to promote the growth and transformation of our students from every angle.
In all of its simplicity and complexity, because it is done online, listening is not a topic that often comes up. After all, if online education is asynchronous, there is no live talking happening. But there is asynchronous talking of all kinds. This includes text, timing, tone, perspective, and assumptions. And if there is all of this “talking” going on, there must also be listening.
As an online educator, how do you focus on listening in the online space? How do you interpret what you hear? And how do you respond?
Today, I’m sharing four types of listening and three tools to respond to what you hear. These types of listening are:
- listen for social connection
- listen for big ideas and concepts
- listen for facts and authority and
- listen for application and relevance
When listening in each of these four ways, some helpful responding tools include acknowledging, validating, and affirming. Beyond these strategies, most educators will naturally add questioning, challenging, building their students’ ideas, and redirecting when needed.
Listen for Social Connection
Building social connection is one way of listening to others. If you’ve ever been in a meeting in which someone was smiling and nodding at the speaker the whole time, it’s possible that his person was listening for social connection. A person listening in this way is not concerned about what is being communicated. Instead, they are participating in the social experience of building relationships by listening to connect with others.
Listening in this way means that I might be trying to see the person behind the speaker or writer. I’m primarily concerned with who they are and how I might understand them as a human being. I might engage in ways that help me build a bridge with the other person and put aside any other agenda to get fully present in the social space. If I listen to build social connection, my primary concern is to build empathy.
As an online educator, social presence is part of our community of inquiry model. To listen in this way, you might make special note of the background of your students. You might listen to their goals and degree plans. And you might also become aware of all that they bring into the online space, and what challenges they are facing as they participate in your class. With this kind of listening, you’re building relationships and becoming more informed and empathetic at the same time.
Listen for Big Ideas and Concepts
A conceptual listener is one who is most interested in the big idea behind a person’s words. It is the underlying theme or big-picture concept. The details might help paint this picture, but listening in this way doesn’t get lost in the details or require them to all be lined up in order perfectly.
Listening in this way means I might try seeing the big concept presented in a speaker or writer’s entire message. I’m primarily concerned with the idea itself and how I might observe their own understanding of this big idea. I might engage in ways that help me see more fully how the other person understands this big picture, rather than trying to impose my own understanding of that idea or concept. By putting aside my own ideas about it, I’m more able to hear how they see the concept.
As an online educator, cognitive presence is partly satisfied through the communication of big ideas and concepts. Listening in this way helps us learn how students construct knowledge for themselves and how they understand the concepts needed in any subject area. This kind of listening can help us detect where additional knowledge might be helpful or where we can support and redirect our students. With this kind of listening, you’re going to know when your students have sufficient understanding to play with theories and work to apply them.
Listen for Facts and Authority
A listener focused on facts and authority is most interested in the primary subject matter experts in the field, and the ways in which students use them in writing and speaking. Facts are just that—undeniable details. These might be core principles, dates, names, and other evidence or data. Authority means that well-developed source materials and quotes are integrated into the conversation, and where needed, these are cited appropriately.
Listening in this way means that I might hear what is said but wait for the supporting evidence or authority to back it up. I’m mainly concerned that the ideas are not just one person’s opinion, but something more well-known and research-based. I might engage in ways that provide this kind of information to others, showing by example. I might ask follow-up questions to prompt my students to share more about what they read and what they said and what they wrote.
As an online educator, facts and authority are another way in which we satisfy cognitive presence. Listening in this way helps us detect what students are actually learning specific to the subject matter and about engaging as academics and scholars themselves. And listening for these details, we can help mentor them to communicate on an academic level about ideas in the field that others believe are essential.
Listen for Application and Relevance
A listener focused on application and relevance is mostly interested in what can be done with the ideas being shared. The facts and authority might be important, and a solid discussion of the big picture concept. But more than that, it would be all about what we can do with these ideas.
Listening in this way means I might think, “This is nice, but why does it matter? What can we do with it in the real world?” I’m mainly concerned with how it can apply to me in my own life. Or how it can be implemented in the workplace. I might engage in ways that bring up various scenarios or what-if proposals. I might ask questions about making it real and trying it out.
As an online educator, especially with adult learners, applying the learning is a priority. Our students want to know how the ideas and details are relevant to them, and they want to be able to do something with the knowledge they have gained. Listening in this way helps us communicate on that same level with our students about areas they care most about. And this brings us full circle from learning social connection about who they are to the application of learning into more of who they are.
Respond by Acknowledging, Validating, and Affirming
Even when listening in different ways, it can be challenging to know how to respond. Three easy responses that help online students feel seen, heard, and understood can be learned and practiced and chances are, you’re already doing them.
Acknowledging means that we let others know they were heard. In the online classroom, this might mean that we provide a statement about the student’s message to indicate we have seen it or read it. Even a simple “thank you for posting about the topic,” and adding a few details you noticed in the post, helps a student know you read it. Acknowledging is a basic exchange and does not require additional interpretation or any discussion.
Validating goes beyond just acknowledging. Validating means that in some way, we let others know we accept their point of view and their feelings, even if we don’t agree. We are basically saying that their statements are valid. You don’t try to correct them, persuade them, or tell them their viewpoint is wrong. Validation is an empathetic way of communicating and is not judgmental. This isn’t about facts and data but much more about others’ life experiences and preferences and opinions. To be helpful, validating must show that you really hear the other person and understand why they feel the way they do.
Affirming is a way to recognize a person’s strengths or positive behaviors and improvements. The intention behind these statements is that they support a person’s growth and their capacity to learn and change. They are only effective when they are true. As online educators, we might respond to a student’s idea as a helpful suggestion or respond to their application of the concepts as original and resourceful. As they continue to learn and develop, affirming statements help our students feel seen and understood, and they also praise evidence of their growth with specific evidence along the way.
As we close out this episode about types of listening and three ways to acknowledge what we hear, I realize this is a lot of information! My suggestion is to pick only of these ideas to try out and see what happens. And remember, that these are foundational ideas. It’s likely you’re already going beyond these strategies by questioning, challenging, building on students’ ideas, and redirecting them when needed. And by trying one new concept this coming week, you’re going to add variety to your listening approach online. And who knows? Your students might even like it! Thank you for listening today, and best wishes 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 switches this coming week in your online teaching journey.
by Bethanie Hansen | Career, Energy, Life, Personal Growth, Podcast
This content first appeared on APUEdge.com.
Podcast with Dr. Bethanie L. Hansen, Associate Dean (Interim), School of Arts, Humanities and Education
What motivated you to be an educator in the first place? How do you find meaning in your life and work? In this episode, APU’s Dr. Bethanie Hansen provides guidance on how to identify your “why” and how that information can help you get through challenging times.
Listen to the Episode:
Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora
Read the Transcript:
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, I’m glad you’re with me. And, likely, you have an interest in teaching online, or perhaps you’ve been doing it a very long time. Either way, this podcast is typically targeted or focused on those of you who are out there doing the good work of teaching online.
This can be a very challenging profession and professional endeavor. And it can sometimes be just downright discouraging. There are times where we have to really pick ourselves up and push hard to get through the toughest times in online teaching. And if you’ve been doing this very long, you know exactly what I’m talking about. So, today we’re going to talk about what fuels you. Or in other words, what is your “why” behind what you’re doing, as you’re teaching online?
The more clarity and the more direction we can get around the why behind what we’re doing, the easier it’s going to be to continuously push through those tougher times that tend to discourage or be disheartening to us all as we’re teaching online.
What kind of things might come along that could put us in a funk or in a space where we need that connection with our why behind what we’re doing? Really, it could be anything. It could be some kind of outside situation in the world, something happening, clear across the world that, for some reason, really impacts us personally, or for which we emotionally feel quite invested in.
It could be something in the organization for which we teach, maybe things are becoming difficult in that organization. Or we might be suffering from lack of resources, lack of time, overwork, overburdened workloads, lots of different things can create stress in the work situation that we have.
Maybe we teach for more than one institution, and we’re struggling to balance deadlines, timelines, the deliverables we need to turn in, or all that work we need to grade for our students.
Or, maybe it’s something totally personal. Some of the things that impact us personally could be our own health, our mental, physical or emotional health, our ability to connect with other people, or the frequency of connecting with others to enrich ourselves. Maybe we’re feeling lonely, isolated, detached from those around us. Other things that could happen might be in our home situation or our relationships. Maybe we’re struggling with a child that’s having challenges or a spouse.
Whatever it is, there are so many reasons why it’s powerful and useful to find the why behind everything we’re doing in our online work. So today, think about what led you to become an educator, first of all, and let’s start with all those things that easily pop into your mind.
What Drove You to be an Educator?
For example, did you ever have an educator that you really admired? Did you have one that inspired you or made you feel like you really belonged? If you can think about an educator who promoted your value as a human being and really pushed you to become who you are today, perhaps you became an educator so you could give back or so you could be like that person. Think about that initial start that got you into teaching.
Maybe it’s the subject matter. Maybe it wasn’t a person at all, but more the topics, the interest, the path you took through college studying this stuff? Is there a bigger meaning behind all of that that really drives your passion to teach it to other people?
Is it the ability you have to make an impact? Do you see the value of your teaching on other people easily? Are you able to notice what they can glean from you? The somewhat-apprentice learning they get from you? The way they’re nurtured by you? Are you able to help people feel connected, like they have purpose and they have belonging? Let’s start thinking about all those deeper meaning type of feelings that we have about what we do.
How Do You Find Meaning?
There’s a man named Viktor Frankl who is well known for his philosophies that came out of his experience living in the concentration camp for a time. And he created this theory that we really gain meaning from three different things. We’re going to get meaning in life through our work, through love and through suffering. And sometimes the work we do every day when we’re teaching, whether we’re teaching face to face, or we’re teaching online, that work brings us a sense of meaning, like, we’re just contributing to the world.
We’re putting good out there, we’re giving every day, and we have the ability to get meaning from that very thing we’re doing. If you’re in that group, you’re not alone, a lot of people, their why is the work. You can lose yourself in the work, you can feel a great purpose in the work. And daily, if you get out of bed excited about doing the work, it’s very likely that the work of teaching itself really excites you, and you get meaning in life from this endeavor.
This idea of getting meaning in life through love. Now, this is the idea of those cherished personal relationships that are closest to you, the deep love that you have for others, and the way you want to be with them, and build relationships with them and connect with them. Is there something about your students that really brings out your love for humanity, for individuals, for other people? Do you feel this deeper feeling for them that drives your work? Is the meaning that you’re getting in your educating coming from that love?
And lastly, through suffering. Many times, if we suffer some very difficult thing, it could be an illness, or an accident or tragedy or any kind of external or internal suffering, there can be this constructed meaning through the suffering. One can decide to turn that suffering into transformative development and growth, and really find deep purpose and meaning in that suffering.
Sometimes in our online teaching work, we might be motivated through the work itself. And maybe at other times through the love. This last year, when our institution had its large graduation exercise, there were hundreds, even thousands of people there. And it would be very easy to connect to the students there, face to face and feel love for them, especially if you taught them in several courses over time. It’s also very easy to feel connected to this work by loving colleagues, really feeling like those relationships have developed over years. And there’s a deep love and respect for those that one works with.
And then, of course, there are those hard times where things just all come together into a horrible crucible of suffering. And it could be the late nights struggling through teaching a tough concept, grading hundreds of essays, and just pushing through when there are other things competing for our time as well. Or it could be even beyond that—the personal challenges, the health challenges, the world challenges, and all the suffering involved with those things.
So, looking at all three of those ways people find meaning in life and in work. What resonates most with you today? What seems to light your fire? What brings the why into what you do? Why did you decide to be an educator? And why do you keep doing it?
It might be easy to say, “Well, I do it because it’s a paycheck. Well, I have student loans, and I do it because I need to pay them off.” Or “I do it because, well that’s the job I have, or because I work here.” If any of those ideas come into your mind, I want to encourage you to just set them aside temporarily. Those are important ideas and worth thinking about. If we take it to a little bit of a deeper level, what beyond that keeps you showing up every day? Because you could work anywhere.
With your brain capacity, experience, intelligence and educational background, you could get a job anywhere, but you work where you work, doing what you do with your gifts, talents, attributes, and the ability to make your unique contribution. Why is it that you’re doing it?
What is it that you love about it, or that you get out of doing that? What motivates you to be there?
I encourage you to find a place where you can brainstorm these ideas, write them down and list everything that comes to mind. You’re not going to show it to anyone else. And it’s okay if some of the things that come out are things that you wouldn’t be proud to share. Like if you don’t really want to tell anyone that the main reason you do what you do is for the money. It’s okay to write it down. You don’t have to share it. It’s your business. But write all the different reasons why you’re doing online teaching.
Some people like this because they can reach a lot of people all over the world and really engage with many different cultures and people from different backgrounds and learn as well as teach at the same time. And some people do it for convenience, they could teach face to face, but they like the flexibility that comes from teaching online. Whatever comes to your mind, write it all, make a huge list—some people call this a “brain dump”—and sort it all out.
And once you’ve written down all the different reasons why you do what you do teaching online, sort them into different levels. So, we have the very practical, basic “why.” Maybe because it’s flexible, maybe because it brings us a good paycheck, or whatever that is.
And then start to look for those things that you might have listed, that go to a slightly higher level or a deeper level of thinking for you. Maybe you have a connection to your students that you can’t get any other way. Maybe you feel a huge reward in certain types of situations, when you’re teaching online. Whatever that is, let’s sort them into kind of levels to see what, ultimately, is your biggest “why.”
Does it really boil down to the practical arrangement? Does it hit your deeper level of getting the meaning through the work itself or through the love you have? Or through the suffering that it might involve?
And then we’ll take this one step further. Once you’ve made your list that creates your why behind what you do, what kinds of words and language do you use when you talk about your online teaching? “I have to go do this.” “Well, I’m late again.” I mean, things like this, do they come out?
Or is it, “I get to go do this,” “I’m really fortunate to have this opportunity” and “I can’t wait to get back in that classroom”? The words we use can actually create meaning all by themselves for our thinking and for our brains. So, if we’re constantly saying things in somewhat a negative, pressured light, like a “have to,” that starts to make us feel like the meaning is very superficial, or maybe it’s less than it really is.
And if we use words that empower us to find that sense of meaning through what we’re doing, then as we go to the work, it gives us this subconscious desire to get that meaning out of it, to have a deeper purpose behind what we do.
I have thought about this a lot. I have a son who works in restoration work. And in his company, he goes into people’s basements when they’ve had a flood or some kind of disaster that has destroyed part of their home. And he is part of the crew that initially arrives when they’ve had this disaster and tears up and mucks out and cleans out whatever has overflowed or exploded or erupted underneath their home.
Sometimes it’s a very disgusting job that most people would not want to do, especially when something like a sewer has backed up. And when I was speaking to my son about what he does, and asking him why he does this job, he had a really positive why behind it.
He said, he works with people in their most desperate hour, in some pretty devastating circumstances through which they are suffering, and they can’t see a way out. And he is there, superhero in his way, able to completely block it off, make it a sterile environment, clean it out, tear it out and refresh it so that they can have the new materials put in and have their house back into a livable condition, even better than it was before. And, in this way, it is like being a superhero, saving people in their darkest hour.
As he thinks about his why, of course, there are some pretty bad experiences that he’s going to have in that job. The dirty work of restoration before it’s time to do the restoration itself, getting rid of the old stuff that’s there. That’s the hardest part. So, I admire that why, and I’m sure it comes in handy a lot of times when he’s thinking about the hard parts of the job.
Just like that job, as online educators we have wonderful things we can do for people meeting them wherever they are and helping them become educated when they might not otherwise have access to this kind of opportunity.
And during the hard times, if we can create a few statements like my son did about his restoration work and remind ourselves of those things when we are in our toughest moments, knowing the why behind what we do for our own selves and our own work will empower us and help us more than anyone else ever could. I hope you’ll think about your why and take it home today and write up a few statements that help you remember it.
Keep it in a place you can look at it often. And enjoy being the online educator that you are, through the hard times and through the good times.
Thank you for being here. We’re all in this together getting through the profession we have of being online educators. I wish you all the best and hope that you feel uplifted this week. And I wish you all the best in 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 switches this coming week in your online teaching journey.
