Teach Online With Confidence

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

Dr. Bethanie Hansen 

Teaching Excellence Strategist

#72: A Quick Guide to Blended Learning for Online Educators

#72: A Quick Guide to Blended Learning for Online Educators

This content first appeared at APUEdge.com.

Teachers and trainers can develop effective blended learning using this quick guide to course design. In this episode, Dr. Bethanie Hansen shares tips to help online educators set a clear goal for the course, write a course outline, detail both the online and live portions of the course, design collaboration and interactivity, plan communication, consider learning resources, and design assessments.

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

Welcome to the Online Teaching Lounge Podcast. I’m so glad you’re here, and I want to welcome our listeners from all around the world who enjoy this podcast. One of our listeners in India this past week sent a message asking for help with blended learning. Today’s episode is a quick guide to blended learning for all of you who may be facing this kind of pattern.

Blended learning means that some of your learning is taking place in the virtual classroom. This could be in a learning management system of some kind or by email, whatever method that you choose to deliver that online content. The other half or other segments of the learning are delivered face-to-face. This could be in a live classroom, say you’re going down to the local campus and meeting as a group. It could be a tele-class where there are groups distributed in different geographical areas all meeting by videoconference. Or, it could be individually through Zoom or some other kind of web conferencing. But that other half of the blended learning is taking place live.

Whatever your method of the live component of your learning, the online learning component can be challenging to design and set up—especially if you’re not sure how to design two different halves without duplicating your efforts. I have some experience with this.  I designed some hybrid courses several years ago for a local community college, and I also taught those courses. I’ll share some of what I’ve learned and also what are some good best practices.

Here are your seven steps to create blended learning courses. I’ll share all steps with you up front and then I’ll go through each one and give you some details to help you out.

  1. Set a clear goal for the course.
  2. Outline what you’ll accomplish. That includes what you will do online as well as what you will do face-to-face.
  3. In your outline, detail those online and live portions of the course.
  4. Design collaboration and interactivity.
  5. Create a communication plan.
  6. Cultivate resources.
  7. Design your assessments.

Tip 1: Set a Clear Goal for the Course

Let’s go with number one: set a clear goal for your course. When you’re designing a blended learning situation, or a hybrid course, you want to know what you’re going to teach the students during that course. Define the learning outcomes.

When you’re backward mapping, in true backward mapping, this part of the process will also include some idea of your assessments that will ultimately measure students’ learning at the end of the course. If you know how you’re going to measure that learning as you’re designing it from the beginning, this is a really cohesive approach to outlining content later on.

Think about whether students need to pass a major exam, provide a practical demonstration of their learning, write about their experience, or provide some other artifact to show mastery of what you will teach them. This big-picture goal helps you design the scope of the course, in general. For example, if I’m going to be teaching some kind of music appreciation course, I will decide what eras in history to include, what genres and styles, what nationalities of music I might bring in, which major composers, and which interesting selections that I might have. Generally speaking, this is going to be part of my thinking as I’m setting that goal. But those details won’t really be nailed down until later.

I’m also going to be thinking about what students will be able to do with that knowledge and what they will need to demonstrate at the end of the course with that knowledge. So, that first goal upfront is helping you to set boundaries around what you’re going to teach and also clarify what you’re going to teach.

Tip 2: Outline The Weekly Goals, Topics, and Content of your Course

Number two: outline the weekly goals, topics, and content of your course. This will help you break down each week into manageable chunks of content, learning activities, and formative assessments to guide students along.

Formative assessments are those smaller ways of assessing your students to know how they’re doing. Formative assessments can be small, like a discussion board in an online section of the course. They can be quizzes. They can be just discussions in the live part of your hybrid or blended course. Whatever you do for formative assessments, these should be ways for the instructor to check in along the way to know how students are doing in the class, and also ways for students to gauge their own mastery along the way.

They should be able to do formative assessments to adjust their approach, to study more, to go back and review or to somehow adjust their progress and make sure that they can pass that course by the end of the term together.

When you’re doing this outline of weekly goals, topics, and content, I suggest something like a Microsoft Excel spreadsheet. On one column, you can list the different weeks of the course. This is basically a timeline. In the next column, you can list the topics, or the weekly goals, or both. Then in the next column, this would be the column to list the things you might consider doing in the online part of your class. What will need to be placed in the online classroom? What kinds of online content would you like to provide, and activities? And then, in the next column you can list what you would need to do during the live parts of the class.

And I suggest that during the live part, you’re going to have a lot of different information to share those first few weeks, and I’ll get to that in just a minute. So, outlining your weekly goals, topics, and content can take place very easily in some kind of a spreadsheet or database type of software.

Tip 3: In your Outline, Detail Those Online and Live Portions of the Course

On your outline, give the details of options for the online teaching and engagement, and the face-to-face time. You’ll want to break these down into significant activities in both places. There will be learning content and there will be some kind of interactivity, but it’s important not to duplicate your activities.

So if you have a discussion online, then you’re also going to meet live, that we can have the same kind of discussion. That’s what I mean when I say: don’t duplicate. You can have that discussion in the live space and then have some kind of a follow-up question-answer or message board. But having an additional online discussion when you’ve already had a live discussion is quite a bit for students to be doing.

Ask yourself, “Will both parts be online?” Asynchronous learning is the LMS component or the online component of the course. And that’s the part that students should be able to access any time during the week and engage in throughout the week on their own. The synchronous learning will be done live, and this could be done entirely through videoconferencing like Zoom or some other platform. It could be done face-to-face in the live classroom, all in one group, or maybe students are distributed in different geographic locations just coming together through a teleconference in groups. Regardless of the live format, you want to figure out whether this live format is online as well as the course, or if it is actually taking place physically?

If it’s going to be online as well, you might consider adding some additional guidance and details about how to engage in the live parts, and how to engage in the asynchronous parts. That will make your blended learning experience a lot more positive for students, because they’ll know what to expect. And they’ll have no trouble getting online and engaging in both parts of your class.

If you have a live section where students will be physically face-to-face with you, that can be explained or demonstrated and you won’t have to have as much guidance about the live portion in your online section. As you’re doing the outline and detailing what you’ll do online and what you’ll do face-to-face, use Bloom’s taxonomy to design depth and engaged learning that goes beyond fact-based recall and basic knowledge. Now this is especially important if you’re teaching a training, and not just an academic course.

If you’re doing some kind of training where people need to be able to reproduce the skills or have basic knowledge and skills with that training, it is very tempting just to have quizzes and things that measure whether the students heard you or understood the content. But that tells you nothing about whether the students are able to reproduce that, act on what they’re learning, or do something else with it.

Bloom’s taxonomy is a great tool to create depth in your online portion and also consider what you might do in the live portion to get to a place way beyond fact-based recall. Bloom’s taxonomy is developed to provide a common language for teachers to talk about learning and assessment. If you use Bloom’s taxonomy, that doesn’t mean it’s the only thing you can use. There’s also Costa’s levels and there are other ways to scaffold the different levels of learning that might happen in your course.

Bloom’s taxonomy basically includes six levels. It starts with basic knowledge, and that would be your fact-based recall, multiple-choice quizzing, question-answer about just the basic details.

And then, the next level is comprehension. This is where your students will demonstrate back to you that not only did they learn the facts about what they were learning in the class, but they comprehended. They have a greater depth of knowledge, and there’s some activity that has to be done with the learning to get to that point of comprehension demonstration.

The third level, is application what can students do with what they’re learning. As you think about application, this is where assessments come into play. If students are taught something and given some skills, and then they need to put it together to apply it, that can be demonstrated through some sort of assessment beyond quizzing.

The fourth level is analysis. Analysis is much more complex, and when you ask your students to do analysis with the content, some demonstration of what analysis is would be helpful. You can explain analysis and demonstrate analysis, and then ask your students to do the analysis.

The next level is synthesis. That’s bringing a lot of different things together.

And the final step in Bloom’s taxonomy, the top level, is evaluation. If you think about these different levels of learning activities or thinking that you might do in either your face-to-face or the online component of that blended course, it’s going to help you to also scaffold the activities from week one all the way through the end of the course. Say, for example, week one might begin with a lot of very basic-level knowledge and structural information, academic vocabulary, build up to the big ideas. Then later a few weeks into the course, you might have some comprehension and application of that knowledge.

As you’re moving through the course, ultimately students should be able to demonstrate some higher-order thinking. Analysis, synthesis, and evaluation by the end of that course, at whatever appropriate level you select for the content. As you think about Bloom’s taxonomy throughout the course, but also throughout your assessments, this will help you to know: Did students really learn what you needed them to learn and understand in the class?

Tip 4: Design Collaboration and Interactivity

The next level is, on the next step in designing your blended learning course is, to create reasons for students to collaborate, interact with each other and their instructor, and work with the knowledge. This connects very well to Bloom’s taxonomy we just covered, when you consider that higher-order thinking activities require time, contemplation, and application of the learning to develop. If students can collaborate in real time during the face-to-face setting, you can design group work. You can do jigsaw conversations. There are many strategies you can employ during the live section to get students talking to each other and working together.

You can also use group activities online. This is very easy to do using the groups feature in Bright Space or other LMSs. You can also use discussion boards. You can have them do group projects. They can even schedule time outside of their asynchronous learning to get together on their own, live, to do a group project.

Tip 5: Create a Communication Plan

Because you have all these moving parts with your online content, in your live face-to-face teaching, a communication plan is essential to help your students know what to do.

You might have an online question-answer location, or a message board. If you’re having the live face-to-face portion first, this is a great time to guide students to engage with the online portion. So in the face-to-face meeting, you can pull up the screen, and you can walk them through the online part of your class. And then, of course, giving them some sort of handout or downloadable outline of each week of the course and where and when they should engage with each part of the course can also help your students follow along.

In my experience teaching a hybrid class several years ago, I spent most of the time during the live class over the first two weeks simply guiding students to get online and find their way around the classroom. If you don’t have a long period of time, you might create a video of yourself going to the classroom, and the face-to-face content, and showing students how to get each one. And what each one will involve.

Tip 6: Cultivate Resources, Online Content, and Learning Materials

Number six: cultivate resources, online content, and learning materials. Just like any class, these might include your textbooks, your video lessons, interactive web-based tools, and other content.

Whatever you put online can be as basic as reading and watching the videos, if needed. But if you can get a little bit more sophisticated, that will be more engaging for students. Ideally, it should be interactive in the online portion and take full advantage of the options available through modern technology. If you are going to create a lot of videos for the online portion, I suggest segmenting these into shorter videos of, maybe, five minutes each. That will help your students stay engaged and get through them one at a time, when their time allows.

Tip 7: Design your Assessments

I suggested during step one, thinking about your assessments early on, as you are setting the course goals. Now, this final step is to actually flesh out and design your assessments. And that could take place online, it could take place live, face-to-face. But those assessments need very clear guidance and instructions.

And as you review them yourself, ensure that they do map to the course goals. Do they actually measure what you intended to teach and what you did teach? Do they help students demonstrate those higher levels in Bloom’s taxonomy of thinking at the application and the analysis, synthesis, and evaluation stages?

If all you need is knowledge and comprehension, that’s pretty simple to do and could be done through essays and exams or oral activities as well.

Launching Your Blended Course

As you launch your blended course, review these seven steps to ensure you haven’t missed anything. And of course, “test drive” the content that you have. Make sure everything in your online segment of the course is accessible and viewable by your students, and works properly.

I wish you all the best in your quest of creating blended learning, and again hello to our friends in India who sent us this question. Thank you, and have a great week teaching online!

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.

#71: 7 Best Practices for Online Teaching

#71: 7 Best Practices for Online Teaching

Teachers can be successful teaching online by adopting best practices to help them prepare and teach the class. In this episode, Dr. Bethanie Hansen shares seven best practices to help online educators plan ahead, humanize their classroom, guide students to tackle challenging assignments, be adaptive during the class, conduct self-evaluations, and get students’ feedback during and after the course.

Listen to the Episode:

Subscribe to Online Teaching Lounge
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Read the Transcript:

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

Welcome back to the Online Teaching Lounge. It’s Bethanie, your host, and I’m very excited to meet with you today.

We’re starting a new school year at the time of this recording. But even if you’re not starting a new school year, often we’re looking for best practices for online teaching.

There is no real “best” way to teach online, but there are definitely best practices that work and are tried and true. You can be a great online teacher, and your virtual teaching can be exceptional in ways that students rave about.

Some of the things I’ll share with you in these seven tips today are ways to get started with the class and also how to connect with your students. So let’s dive in.

Tip 1: Plan Ahead

When you’re teaching online, it’s critical that your classroom be prepared in advance. If universities or institutions create the course for you, perhaps there is a standardized classroom. And there might be some content that is prepared ahead of time including the lessons, the homework, the assignments, the discussions, and an assigned textbook. But if you are the instructor who is creating that class, you will definitely want to plan ahead.

Teaching online is not an experience where you want to “wing it” or “walk into the room” with your vast array of expertise and just lecture. Instead of being the sage on the stage, online teaching is more the guide on the side experience.

You will want to facilitate discussions. You will want to tell them what’s coming and will also need to be able to tell them how the items all meet the course objectives. How the experiences they are going to have in this class are going to serve them incredibly well to learn the subject matter. All of that requires advanced planning.

Additionally, your classroom will need some extra helpful elements. For example, when you have discussions, you will need to give them some directions on how to participate in those discussions. What kind of things they should write, when they are due, what day of the week, and what to expect in terms of their engagement. Should they reply to others?

When you plan your classroom in advance, you really need to plan every week of the course. Most of this can be installed into an online classroom ahead of time, and you can have a space for everything that you might still be adding as the course unfolds. Just a word of advice here from someone who’s been there: building your class while you are teaching it is an extremely overwhelming experience.

If you are building the class while you’re teaching it during the semester, you will have very little time to actually teach it. You will find that you’re doing the back end stuff so much that you’re no longer connected to your students. So planning your course in advance and getting it up there into the E-classroom is critical.

Tip 2: Find Ways to Personalize the Course that Represents You, Specifically.

Some of us are a little bit worried about putting our image, our video, or any personal information about ourselves online. After all, there are all kinds of spam that come to your Gmail account, if you have one of those, or other email. There’re also phishing attempts. There are a lot of different kinds of internet hacks, were people try to get to know you and steal your information. So we’re very protective online as people, and we don’t want to share very much.

However, as the instructor in an online class, you must share some things about yourself to help students feel comfortable engaging. If they were with you face-to-face in a live classroom, you would tell all these things to help them get to know you. In the written form, or in video form, or even if it’s an audio clip, you also need to help students get to know you. So, the second tip that’s a best practice for online teaching is to humanize your online classroom.

Some ways I’ve seen this done incredibly well are by making screen casts, by creating video introductions of yourself as the instructor. Creating audio narrations to slideshows that you might have in week one, but also in other weeks, and by typing some things about yourself that tell who you are as a person. For example, you might share that you have a background in your subject matter and then you might also tell people about how you love downhill skiing, baking bread, and taking care of your puppies. Whatever it is that humanizes you, share with your students, and it will invite them to be themselves and share as well.

Tip 3: Look Ahead to the Difficult Assignments Students Will Face During the Course, and Prepare Some Helpful Guides

There is at least one other episode of the Online Teaching Lounge podcast devoted to creating student assets. For that reason, I’m not going to get into those details here. I just encourage you to check out that episode. Plan ahead and create guidance in some form that’s uniquely from you helping students prepare for the assignments and leading them into a successful result.

Tip 4: Plan Ahead to Work Regularly and Consistently During the Class

When you’re teaching a live class, you’re going to go to class five days a week, three days a week, or two days a week, and in the in-between time, you don’t even have to be thinking about that class. You might plan, you might grade work; you might answer emails from students. But when it’s a live class much of the action happens during the course or around the course meeting time.

When you’re teaching online, your presence needs to be a lot more methodical and regular. So you’ll have to check in, you’ll have to be checking the discussions, and I recommend five days a week or every other day if your institution doesn’t have specific guidance, or if you get to choose.

Whatever your pattern is, tell students when you’re going to be online so they can expect you and know when they can watch for you. This means that when you’re online, you are to be posting some answers, some comments in the discussion; you’re going to be grading work from time to time. And you’re probably going to answer students’ questions, whether that’s in messaging or in your email, or also in the discussion area.

Tip 5: Be Adaptive

Now it’s a great idea to be adaptive to whatever is happening in the world when you’re teaching the course. For example, if something happens across the country and students are really going to be impacted by that emotionally or intellectually, acknowledge it when you’re teaching the course, you might share a news clip or announcement. You might even adjust your forum discussion prompt so that can be addressed and discussed.

Students need a place to talk about their fears, their worries, but also tie the course content into the real world. If you can find ways to adapt what you’re doing while you’re doing it, that’s going to help meet students’ needs and is also can help them feel seen and heard so that this course isn’t really taking place in an isolated academic environment or in a vacuum, it’s in the real world. And you’re seeing students’ needs as it’s unfolding.

Another way to be adaptive while you’re teaching your online class is to think about getting to know your students. This starts in the first week, when you’re reading their introductions. You can get to know what their backgrounds are, what age bracket they might fall into, and also what they’re pursuing as a course of study.

Many students will tell you what their major is and sometimes you’ll learn about their age bracket, as I mentioned. You have a lot of adult learners who are older, have a lot more life experience they can bring into the course, and need to have some autonomy to their learning. It’s good to know that.

If you have a lot of younger students who are fresh out of high school, maybe in the 18- to 25-year-old range, they might need a little more guidance and a little more specific direction, and it’s good to know that too.

As you get to know your students, you’ll notice some things and what they do in the discussion area or specific things they’ll tell you in your messaging or over email. And these things about students can really help you get to know them and adapt your approach. For example, if you have a student who is serving in the military and they might be in another country, and you don’t see them very often, you can start reaching out because you’re aware of who they are and what their needs might be.

Tip 6: Self-Assess

Before you ever begin teaching your online course, recognize there will not be a lot of observers passing through to give you feedback. And your students may not give you feedback until the end of the class. Likewise, it’s easy to get negative feedback when feedback is given, because the few vocal minority who are having a negative experience, the smaller group in your class, those people will speak out often. And the ones who are really happy with your teaching may not say so much. So you will need a way to self-assess to know how you’re doing, and to observe yourself.

Think about what you’re trying to accomplish as an educator, and also think about what you’re hoping to accomplish in the subject matter with these students, specifically. And periodically throughout your teaching, take the time to reflect on what’s going on. Notice yourself. How you are engaging with others. How much time you’re giving this, and give yourself some self-assessment.

And of course, if you notice something needs to be changed, make some adjustments along the way. So that your teaching can improve. Your presence can improve, and you can meet the needs of your students while you’re teaching them.

Tip 7: Get Your Students’ Feedback

Just like it’s important to self-assess, it’s also important to get your students feedback. Most institutions have some kind of end-of-course survey. You’re not going to get this feedback until the class has ended. And because it has ended, it’s not going to help you teach the current course. You can look to previous feedback and you can see what was said to you and make adjustments for the next time you’re teaching.

But in order to get feedback about the current course you’re teaching from these students you have right now, you’ll need to ask them questions along the way.

One way I like to do that is to embed in the discussion forum an additional question that just asks the check-in. That could be something like adding: “And how does this apply to your life and work? Where are you in your learning in the class? Are you accomplishing so far what you hoped to learn? Is there more you wish you were doing at this point? How on-track are you with your learning goals?”

You can add those to the discussion area, and it’s a very natural way to get a sense for how students are doing and whether they’re pleased with how the course is going. That way, you can mid-course correct when you get their feedback.

A second less direct way to get feedback is by simply looking at the work students are submitting. How often they’re logging in and how much they’re engaging. Some learning management systems have statistics where you can see how much your students are engaging in the class. If you have high engagement, quality assignments, and things that reflect that they are learning, and they are personalizing that learning, that’s great feedback. You can take that away and you can use that to reflect on your practice.

Overall, there are many, many ways for good virtual teaching, and you can be a great online teacher with different approaches that humanize you. That create guidance for your students, that plan ahead to engage. That adapt to what is needed. That self-assess and get students’ feedback.

All of this works really well when you prep your course in advance and plan ahead for what’s going to be needed during the term. Think about your practice as an online educator, and set up your next course in a way that makes you very satisfied to be there, no matter what the students’ experience. If you put yourself out there and do your best work and make those adaptive changes to help your students along the way, you’re going to be satisfied with your own work as an educator. And you can accomplish those things you set out to do in working with your students.

Thank you for being here with the Online Teaching Lounge today. I wish you all the best with these seven best practices for online teaching as you start your next course.

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.

#70: Parallel Thinking for the Online Educator

#70: Parallel Thinking for the Online Educator

This content first appeared at APUEdge.com

Thinking is a skill that can always be further developed and improved upon. In this episode, APU professor Dr. Bethanie Hansen shares insight into the concept of parallel thinking, which focuses on constructive and creative thinking. Learn more about this unique approach to thinking that uses the concept of “thinking hats” that enables individuals to view something from six unique viewpoints to more fully understand it.

Subscribe to Online Teaching Lounge
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Read the Transcript:

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

Thank you for joining me today. If you’re here listening to this podcast, I assume that you’re either an online educator or you work with online educators. Or perhaps you’re a parent who is working with your young person at home in an online education fashion. Either way, regardless of who you are or from where you approach online education, one thing is certain that education comes with some traditional Western views. In the United States, we often think of Socratic analysis or Socratic discussion, which is largely the discussion—the question and answer method—and we’re looking for the truth.

We might have some kind of logical analysis, definitions, categories, principles, and analysis that we use in critical thinking, generally speaking. And a lot of what we’re doing in our online education pursuits and education generally is to describe how things are, what it is. We want to define it, we want to use the terms correctly, we want to use them to describe it so we can speak the language as if we’re in that subject matter as participants.

What is Parallel Thinking?

Today I’m going to introduce to you something called parallel thinking. This is a little bit different than the traditional way we look at things in our educational world. This comes from “Six Thinking Hats” by Edward de Bono. It’s an international bestseller and it has changed the way the world’s most successful business leaders think.

The idea is that thinking is a skill and we can develop it further and we can improve upon it. If you think about traditional critical thinking, we’re analyzing, we’re judging, we’re arguing. We are describing what is. We’re trying to understand something from various points of view.

In the idea about “Six Thinking Hats” in the book, we’re talking about how there’s another aspect of thinking, which is what can be. It is constructive thinking, creative thinking, and it’s known as “designing a way forward.”

The idea behind parallel thinking is that it is a new and unique approach to seeing something. Instead of judging the way forward, we’re going to “design the way forward” using parallel thinking. We need to be thinking about what can be and not just what is.

Now, if you think about the jobs that exist in the world today, many of the jobs people hold never existed 10, 15, or even 20 years ago. And I can give you an example of my own job. I’m an online educator. I’m a professor at an entirely online university. I’m also a faculty director and I manage a large team of online faculty in my department.

When I was going through my bachelor’s degree to become a band teacher, face-to-face, I would have never imagined in the mid ’90s, early 1990s, that this kind of a career was even possible. I didn’t know what it was, I didn’t know I would want to do it, nor did I know I would do it.

Over time, online education emerged. The internet became a staple of modern society, and now we have online careers. Of course, due to the pandemic, even more work has moved online than we ever thought would be possible.

As we think about the changing world that we live in, and we know that careers that exist today as we now know them never existed in the past, the world of tomorrow could yet be different, still. We need to think about our students and what they will need to move into the future that lies before them, and to have the thinking skills and capacities to meet the demands of tomorrow.

In the introduction to his book, “Six Thinking Hats,” Edward de Bono gives a really great example to explain what parallel thinking is. And I’m going to just share that example with you today to share the concept generally.

So in the introduction, he tells us to think about a large, beautiful country house. We’re just going to pretend for a minute that I’m standing in front of that house and you’re standing behind the house. Two of our friends are standing on each side of the house. We’re not seeing the same side of the house, but all four of us have a view of the house.

We’re all arguing over our cell phones. So we’re kind of on a group call and each of us is standing on one side of the house and we’re arguing that the view we are seeing is the view of the house. I’m describing this front door, big garage doors, and all of the plant features. You’re describing the back door, the things that are in the backyard, all of those features. And likely we’re going to disagree because we’re not looking at the same side of the house.

As de Bono says, using parallel thinking, we would walk all around and look at the front. Then we would all walk around to one side and look at that. Then we would all look at the back of the house and look at that together. And finally, we would all look at the remaining side together.

And in doing this, each of us is going to be looking in parallel from the same point of view. We’re all going to be looking at the front of the house at the exact same time. Instead of being an argument, this is really the opposite view point. We’re not going to be having adversarial thinking. We’re not discussing whose viewpoint is right, and we’re not taking the opposite view. We’re looking at all sides of the house and we’re exploring the subject of the house fully, each of us.

So parallel thinking is the idea that we’re all looking in the same direction at that object at the same time. It could go a little bit further if we were just using traditional critical thinking. If you and I were to disagree, there’s an argument in which each of us is going to try to prove each other wrong. We’re going to assert our points and gather evidence and support our point of view.

If we were to be using parallel thinking, we’re going to use both of our views and, even if they’re a little contradictory, we’re going to set them down in parallel, then we’re going to choose at that point whose viewpoint we’re going to adopt. We’re going to really consider all the possibilities when we’re looking at things from the same vantage point. And the emphasis is to have a cooperative viewpoint, to have a way forward.

Understanding Parallel Thinking by Wearing Different “Thinking Hats”

Basically, parallel thinking as presented in “Six Thinking Hats” introduces six different perceptions or directions of thinking. We would put on the same hat at the same time and we’re all going to try to take that perspective. There are some labels we’re going to use here to talk about parallel thinking. And so the metaphor is colored hats.

For example, we’re going to put on a white thinking hat, and while we’re wearing the white thinking hat, we’re going to all be deliberately focusing on the information. We’re going to find all the information that’s available, determine what information is still needed, what questions we need to ask, and how else we could get the information. So the white thinking hat is about information. We’re not trying to argue it, we’re not trying to interpret it or get emotional about it. We’re just looking at all the information we have and all the information we need. And we’re doing this together. So this is a group effort, and we’re all coming at it from that same white hat perspective.

It’s not really me choosing the white hat because I like information and you choosing a different hat because you like that perspective. It’s all of us practicing one single point of view at the same time. We’re all going to put the white hat on and we’re going to look at information.

We’re going to go to the red hat and we’re going to look for feelings, intuition, and emotions on a particular issue. We can all put the red hat on and adopt this perspective at the same time and we can all explore what the intuition and emotions of that issue might be.

Then we could switch to black hat thinking. This is also going to be about cautiousness. It’s going to point out possible difficulties, loopholes, and problems, with this thinking.

We’re going to then go to the yellow hat, and the yellow hat is about benefits, values, and things like that. And we’re going to take each of these perspectives in turn so we can practice coming at a problem from each of these points of view.

How to Use the Principle of Thinking Hats in Your Teaching

The main idea is we want to be able to see things in different directions. We want to practice that with our students, and we want to use it in our online educator role. There are a lot of different ways we can use these six thinking hats.

One, we could have a forum discussion. So in the discussion space, we could teach the thinking hats ideas, introduce each of the “Six Thinking Hats” and the orientation. And we could have our students try on one or two of these hats in this particular discussion.

Or maybe when we are having them prepare for an assignment, we could do an advanced organizer, which would be sort of like a preparatory activity. We could teach the “Six Thinking Hats” and have them use one particular thinking hat to gather all the information they know about the issue.

Then when we’re having them talk about the implications or the impact of the issue in reality, we could then have them put the red hat on and write about the emotional impact of other people. We could also talk about whether we’re going to put on, say the black, the yellow hat, or one of the other colors.

The six hats are basically ways to get out of our stuck thinking about something and try on a new viewpoint. There are a lot of other ways to do this as well. And it’s possible you’ve already got your own strategies as an educator that you might employ.

I’m throwing this out there to you today because the “Six Thinking Hats” method is also used in business, and it’s a great way to objectively move between viewpoints or perceptions. We don’t want to use these hats to describe people. We don’t want say like that’s a white hat thinker or a black hat thinker or a red hat thinker, or maybe a green hat person.

If we start labeling people that way, we put them in a box where they are only going to be capable of one thing. It’s not about labeling people or labeling schools of thought. It’s really about the mode of behavior. That we’re looking at something in a certain way. It is true that you might know some people that sound like descriptions of these hats and it’s okay to notice that, but we definitely don’t want to use them for that purpose. It’s not why they’re there.

You might even prefer one of these thinking directions or modes to another one. Either way, understand that this is not about categorizing people. We want to teach every person to be skilled at looking at a problem or a situation in each of these six directions. The more we teach people about parallel thinking and looking at a problem or issue in six different directions, the more we equip them with skills to truly evaluate things, to look at things from so many angles that they have a thorough understanding. And problems can really be solved when we’re doing this.

You could also do this for different stages of an assignment. As I mentioned, the advanced organizer might start out with white hat thinking. And through the steps of creating the assignment, a student might want to put on each of these hats for different parts of their work. In any kind of presentation, you’re certainly going to want to present the cautious side of things, why one should be looking for potential holes in thinking, and we can also come up with a lot more considerations when we’re trying on each of the different hats.

If we’re working in groups or having our students work in groups and they do this together, they’re going to be able to see things the same way very quickly in each of the thinking hat categories and work together as a group a lot more effectively.

And if you’re in asynchronous online education, that’s particularly important. Students are logging in at all different times of the week, and it’s easy for them to get off base from each other, or see things in different ways, and have a conflict.

Benefits of Trying Different Directions of Thinking

One of the great benefits of exploring the Six Thinking Hats by Edward de Bono in our online teaching is that this is no longer about being right. Instead of being right, what we’re doing is sort of playing a game. We’re asking our students to try on different directions of thinking. And whether they are shy or assertive or participate a lot or a little, as long as they are able to try on the thinking hat that we’re working with at the time, they’re cooperating. They’re playing the game. And this is a great way to bring all kinds of students together that might otherwise have different types of behaviors or different habits.

As you think about trying on “Six Thinking Hats,” these are the six descriptions and I hope there’ll be useful to you. The white hat is neutral and objective, concerned with facts and figures. The red hat is the emotional view. The black hat is careful and cautious, the “devil’s advocate” hat. The yellow hat is sunny and positive. The green hat is associated with fertile growth, creativity, and new ideas. And lastly, the blue hat is the coolness, the color of the sky, above everything else, the organizing hat.

If you think about how you might use these different hats with students all at the same time to unify groups into trying on different types of thinking, it’s possible something might occur to you that you could try in a forum discussion, in a group activity, or even in an assignment.

I hope that you’ll step into the shoes, or rather step under the hat, of each of these colored thinking hats and try them on as an educator, as well as in the online classroom. For more information about Six Thinking Hats by Edward de Bono, the international bestseller I’ve been mentioning throughout this podcast, please see the link in the podcast transcript. I wish you all the best this week trying on Six Thinking Hats 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.

#69: 10 Leadership Principles to Refresh Your Teaching Career

#69: 10 Leadership Principles to Refresh Your Teaching Career

This content was first posted at APUEdge.Com

Teaching online can sometimes get stale or repetitive. In this episode, APU professor Dr. Bethanie Hansen shares 10 leadership principles that online educators can apply to their teaching strategies and professional development. Use these principles to revitalize your teaching career and help you connect with your students so you can bring your best self to the classroom.

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

Hey, welcome back to the Online Teaching Lounge podcast. I’m so glad you’re here. We’re going to talk about how you can give your online teaching career a refresh. What does that mean? Well, we’re going to talk about 10 different areas to think about if you’re getting a little stale in your online career.

There is a well-known experience that many people have. You start teaching, it’s exciting at first, maybe even challenging, and you have a lot of things you’re going to be learning to try to help yourself really get in there and do a good job.

Over time, you develop your skills a little bit, you start to build relationships with colleagues and peers, you connect with the community. Hopefully you’re continuing to grow as an educator all this time and continuing to move forward. What you may have heard in the past is, “If you’re not growing, you’re moving backwards.” There’s just no way to stay in one spot in our professional development or as a person.

So this idea of being stale in our careers, what is that even about? That might have to do with not having things to look forward to, or when we get in a pattern of teaching the same courses all the time and we don’t have any new approaches to those things, or maybe we are always in the same spot. So every year we have a routine and we’d like something to refresh that for us or revitalize it.

So if you’ve been thinking about whether you should change jobs, change schools to teach at, or maybe whether teaching is really right for you at all, before you start asking those questions, let’s ask whether your career just needs a refresh. Is that possible?

Does Your Career Need a Refresh?

A refresh of your career is that maybe your role as an educator could start to expand in ways that it hasn’t before. We go into the classroom and we really own that shop. It’s kind of like we own a little business when we’re teaching a class, whether we’re live or online, we are in charge of that space. We get to set the rules within reason that comply with the institution we teach for, but, generally speaking, we manage the classroom in a way that works for us. And that’s like setting our own rules.

We get to teach in a way that works for us for the most part and we get to build relationships. No one else is standing between us and those people we’re teaching. We have student relationships. We can also see the results of our work by observing whether or not students are learning, and by changing some of the things we do and seeing what those results are. And if we have a process like this, we can even use students’ feedback to get a sense of how they’re loving our class or experiencing our class or not. And that can even trigger some growth.

So there are a lot of things we do already as educators, whether we’re teaching live or online, but particularly online, it can feel like we don’t know what other options are out there to help us grow. So today, these 10 areas I want you to think about will stretch you beyond just the role of educator and into the space of thinking about yourself as an educational leader.

That means that you’re not just a leader in that classroom or in that department, but you’re a leader in this field of education. And some of the competencies leaders use in a lot of other fields apply to you as well.

There’s a wonderful article Harvard Business School Publishing put out, Harvard Business Review, and it’s about what makes an effective leader. Today, we’re going to dive into this article a little bit, which was the report of a research in progress of 195 leaders in 15 countries in 30 different organizations.

Applying Business Leadership Principles to Teaching

We’re going to look at these 10 leadership areas as they apply to you as an online educator and see what kind of possibilities these might create for you. They might stir up some new ideas of things you’d like to try in your career or one thing you’d like to do a little differently. It might stretch your perspective beyond the current perspective that you have, and that’s a great thing, because anything you can do that’s going to change the status quo for you is going to give you some kind of new, refreshing experience in your career.

These top 10 things are grouped into five areas, but I’m going to just read all 10 of them for you here.

Ethical and Moral Standards

So the first one is ethical and moral standards, and that really covers the area of having strong ethics and safety. This can be part of your career area. It could be something you stretch outside of and share with other people. Maybe you are an advocate for certain student groups. There are a lot of subgroups within a student population that one could advocate for or could help. Maybe you want to start to move in a certain direction where you seek to mentor people in certain groups and ethically, safety, and morally in these three areas you might have some pretty clear ideas of what you’d like to do differently or where you’d like to grow. So think about strong ethics and safety and having your ethical moral standards.


The second area is called self-organizing. There are two sub-areas here that create the list of 10, providing goals and objectives with loose guidelines or direction, and clearly communicating expectations.

These two categories of self-organizing as a leader are critical. You want to be able to communicate expectations when you’re a leader. And when you’re a teacher, an educator, this is also super critical. The more you communicate your expectations to others, the more they’re going to be able to learn and do the assessments in an effective way. They’ll be able to move forward and also understand what you’re expecting and have a great experience with you. So one area you could grow in and think about in your leadership as an educator is how you communicate what you expect to other people, both your students and those people you might interact with in the education community.

That second one, providing goals and objectives with loose guidelines or direction, this is the perfect opportunity to be thinking about the kinds of assignments, forum discussions, and other tasks you have for your students in the online classroom.

There are goals and objectives in every class that we teach. That’s how we design courses, right? We have a course description and we decide, what should students know and be able to do when they leave that class? Those are your goals and objectives. When you have loose guidelines and direction, this could be something like giving students three options for their final project. You’ve clearly explained what they are, but they get to choose.

You could even explain that you want the project to include these things, but they can choose the format. There are a lot of ways to explore providing those goals and objectives and, yet, loose guidelines so that you can start to see products from students that are a lot more varied and interesting for you.

You can also bring out a lot more independence and growth from your students, which can bring you greater satisfaction and joy as an educator. So this area of self-organizing that you have as an educator is a type of leadership, and I encourage you to start exploring how you might do that a little differently and bring it out in your students as well.

Efficient Learning

The third area is called efficient learning, and this is simply the flexibility to change opinions. I know a lot of online educators who are fabulous at being lifelong learners. I also know some online educators who just want to accumulate knowledge and do have a belief that there’s one right answer to things.

Either way, you’re going to have your own belief and your own direction about what your opinions are. If you remain open and curious to your students, to the subject matter, and to continued learning as a person, you’re going to have places to go with that. You can seek out additional background courses that you’d like to take to refresh your own understanding and have something new to bring into your professional pursuits.

Or you could even learn new teaching methods. Perhaps in the online world you want to attend the Online Learning Consortium’s Accelerate or Innovate conference. They have two of those, and they both take different forms, but they happen in the Fall and in the Spring and can give you a lot more flexibility to change your opinions about some things and to try a lot more efficient learning for yourself, to professionally develop, and also to give you some ideas to turn that around into your teaching.

One of the reasons online educators and educators generally get stale in their careers is that we don’t have a lot of options. We don’t think we do at least. So the more we can get efficient learning professionally, the more we can change opinions, try new strategies, and keep things fresh.

Nurtures Growth

The fourth area that is a leadership competency is nurtures growth. And this means that the leader is committed to the ongoing training of their direct report or their follower or their student. If you were to just translate that directly into our field of online education, when we’re committed to the ongoing training of those who report to us or study from us, what we’re really saying is two things: One, we’re committed to the ongoing growth and learning of our students. We really want them to grow, be capable, and be able to speak the language of our subject matter.

And secondly, we are also invested in helping our students become students and eventually, practitioners. It really depends on the course and the subject level that we’re teaching, but generally when we see the people that we teach as those in whom we are invested and committed to, we are nurturing the growth of other human beings. And that is a new approach to be thinking about instead of just running a class, ushering in a new group of people that will then leave again. The more we think about nurturing them individually and in groups, the more we can see our teaching a little bit differently and come up with new ideas that can help us refresh what we’re doing.

Connection and Belonging

And the last area is the biggest area of leadership, this is connection and belonging. And as online educators, we need connection and belonging so much and so do our students. There are five subcategories in this connection and belonging leadership competency. They are:

  • communicates often and openly,
  • is open to new ideas and approaches,
  • creates a feeling of succeeding and failing together,
  • helping me grow into a next generation leader, and
  • provides safety for trial and error.

As you can imagine, these different areas all create a learning community, not just a learning community, but a community in which we are learning alongside our students. For example, we may be learning that our methods are less effective, that we need to try different ones. We might learn something from a student that gives us a new insight about how to approach our subject matter.

More than that, we’re not just the sage on the stage distilling information to these people who are our students. We succeed and fail together, and we also learn together. Even though I may be a subject matter expert in my area that I’m teaching, I’m still a learner in life generally and I’m going to be able to learn some things from my students, even if all it is, is that I’m learning new ways of thinking.

I’m really excited about being with my students generally and when I think about succeeding and failing together, I want to make sure I’m putting my efforts into that classroom, trying new things, giving them a little bit more help in the areas that students are starting to struggle in.

It’s easy to get focused on what’s going wrong instead of what’s going well. And this can be very frustrating and a source of getting stale in our online teaching and in our careers, generally. So some things that can help with connection and belonging are to brainstorm the ideas of how we can actually get connection professionally and grow our connections with our students more deeply, more fully, and in ways where we can see the result of our own efforts.

We also want to make sure that we’re communicating to our students what their efforts are getting them. Instead of just having them complete assignments and get grades, our feedback can give them an idea of how this could relate to their overall learning, their degree program, and their professional objectives and life.

As we’re thinking about our students as next-generation leaders and communicating openly and often with them, we’re going to be able to approach our classroom with fresh ideas every time.

Now, the more we think about ourselves as educational leaders, the more we step outside the classroom and into this bigger professional arena. Have you thought about presenting at a conference lately? Have you considered writing a paper about teaching your subject matter for other people?

If you’ve had some recent experiences with online teaching that you think others may benefit from, it’s definitely worth sharing these ideas at a conference or through a publication. Even if you think your ideas are common knowledge that everybody else knows, chances are your unique personality or perception of the situation is different. And you’re going to share something others can learn from. The very fact that it’s your expertise and your experience coming in makes it worth sharing.

Consider New Ways to Revitalize Your Teaching Career

I want to encourage you to think about these leadership competencies, the strong ethics and safety, self-organizing, efficient learning, nurturing growth, and connection and belonging that leaders bring for effective organizations. And, think about these as the staples of what can revitalize your teaching career and help you move forward, connecting with your students and trying new strategies to bring something fresh into your online classroom.

You can get through this tough time if you’re feeling stale or stuck, and if you need more ideas, please look through some past episodes of the Online Teaching Lounge podcast. You can find methods for gradingways to connect with students, and also some ideas about professional growth and managing your personal life with your work life, some work-life balance in there. There are also specific methods for grading work efficiently and effectively and new creative strategies for discussion boards. I hope you’ll take a look and I wish you all the best moving forward and getting through this season of 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.

#68: Entrepreneurial Ideas and Concepts for the Online Educator

#68: Entrepreneurial Ideas and Concepts for the Online Educator

Online teachers must be innovative and creative in order to keep online classes relevant, fresh, and fun to teach. In this episode, APU professor Dr. Bethanie Hansen discusses what educators can learn from entrepreneurial business strategies. Learn how to apply the “five C’s” of entrepreneurship—credibility, clarity, conviction, capital, and concentration in execution—in the classroom.

Listen to the Episode:

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Read the Transcript:

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

Have you ever noticed that there are several types of educators, but really two ends of a polarity spectrum? There are traditional approaches, where a person develops a class, teaches it over and over exactly the same way, and really relies on the presentation of the course, but preserves the content.

Then there are people who are a little bit more on the creative end. I’m not sure if you would label these as innovative or simply creative, but many people in the world would label this entrepreneurial.

Entrepreneurial educators are more creative types, who want to change things up a bit. They’re always looking to meet students’ needs or find out what students really want to learn, even if the topics come from the same basic background, they want to change things up. They don’t want to do the same thing twice. They might do it twice to see how it’s working, but then add something to it the next time.

So along this spectrum of sameness—traditional approaches and variety, creativity, and edu-preneurial approaches—think about where you are as an online educator. In today’s episode, we will talk about entrepreneurial approaches to your online teaching, and we’ll be using five concepts from someone very interesting and unique in the business world.

Chinedu Echeruo, who was a serial entrepreneur, is a business person, has an MBA from Harvard and has really made a mark on the world through a history of doing a great job in business, starting with a travel app, Hopstop.com, that was sold to Apple, and a lot of other things that you can search the internet and find.

The five C’s of entrepreneurship we will be looking at today are credibility, clarity, conviction, capital, and concentration in execution. So let’s jump in.

Credibility: Where Does it Come From?

As an educator, you likely already have some kind of credibility. Your credibility comes from your background, your knowledge on the subject matter, your expertise and your personal experiences that you access.

Some of us are very traditional. We want several degrees in a subject area before we teach it. We want to write a book on the subject. We want to write articles about it. Present at conferences. We want to be recognized for our expertise. And that’s where we think our credibility comes from.

Others of us are very authentic. We want to talk about it in real time, connect on a personal level and have something to say that may be changing over time, and we feel that our openness and vulnerability to be lifelong learners is part of our credibility. And we don’t necessarily need as deep or as long of credentials as some other people might have.

Credibility varies. Credibility really is something that comes across to others and is received by others. And then, is judged by others. In the educational world, some kind of credibility must be there from our credentials.

If you’re a K-12 educator, you have some kind of certificate to teach in the classroom. Even if it’s a temporary substitute-teaching credential, you have something that’s giving you the permission to be there. It’s like a stamp of approval, where someone out there has said, “Yes, you can enter the classroom and do something now.”

If you have been teaching a long time in K-12 education, you might have what we call a Professional Clear Credential, or something like that. It’s a little bit more long lasting, and you can just renew it over time. Sometimes you have to prove that you’ve been teaching to renew it. Other times, you might have to prove you have new units of study in your subject area, new educational credits to prove your credibility, and you can renew that credential. But all those credentials are usually based on some kind of college degree. And that’s part of your credibility.

In entrepreneurship, credibility is very important as well. If you come along with an idea and you share it with others and you don’t really know what you’re talking about, you haven’t done your homework, you’re not really sure where this is coming from, then it’s going to be difficult to get someone to buy your idea, much less, sell it, or gain support, or traction of any kind.

In the classroom, we similarly have that same idea of needing to prove our credibility. I’ve seen some online educators post their background on the front page of the classroom. They’re telling everyone where they went to school, where they studied. Perhaps they studied abroad, traveled to Ethiopia or Russia or South Africa or Brazil or someplace like that. And they may even have some pictures of their travel expeditions in the subject field.

For example, if you’re a business teacher, maybe you have images of you in a business setting. If you’re a communication teacher, maybe you have images of yourself on assignment somewhere. And if you’re a music teacher, maybe you have images of yourself conducting an ensemble or performing on an instrument. Whatever you put in the classroom, that initial credibility goes a long ways towards helping your students know that you’re probably someone who can lead them through this content.

Ongoing credibility is different. The way we show up in that online classroom every day and throughout the week and over the course itself, that credibility is essential that we maintain. We can’t really stand on a degree or a certificate or some pictures we put in week one, and hope that students just trust us for eight or 13 or 16 weeks of class.

Our credibility comes through in the way we teach. In the way we follow up with questions. In the way we give students sources or connect to the ideas out there in the real world. And in the way we help them dig in, without just telling them the answers.

Credibility in entrepreneurship and in online teaching are both critical elements just to get started and they have to be maintained throughout a project, or it’s going to fail. Our students will trust us immensely when we’re teaching online, as we establish credibility and also maintain it.

Clarity: Ensuring Students Understand Ideas and Concepts

The second idea of entrepreneurship is about clarity. You have this creative approach, this big idea, and you want to communicate it out and try to create a product or sell it somehow. How well can you communicate that to other people?

If you are going to be an entrepreneur, of course, you need to be able to express what you’re trying to achieve, what you’re trying to do, and who you’re trying to sell it to. Perhaps it’s a service, you’re trying to solve a problem for someone. In that case, the clarity in entrepreneurship is about the solution, the pain people are feeling, how you can help them solve it, how many people you can solve that for, and what assumptions you have about it.

You might have to do a little bit of market research to find out what really would help people and what they really would buy. And of course, you’d also have to find out if they really want this solution. Solving a problem can be great, but solving a problem that people want solved is even better.

In education, we have the exact same scenario. We want to teach people clear ideas. By the end of a course and the end of a degree program, we want them to be able to do certain things and know certain things, and be able to apply all of that in the real world.

We need absolute clarity when we’re teaching a class, about what we’re trying to get at the end of that class. What should students be able to do? And every time we are in the discussion forum or in the assignment space or evaluating their work, that should be forefront in our mind. So in an entrepreneurial way, we need to be finding out all the time, whether we’re reaching our students. And also, are they able to communicate with clarity back to us.

Conviction: Persevering to Help Students Understand Difficult Topics

The third area of entrepreneurship is conviction. In many episodes of the Online Teaching Lounge, I’ve made reference to a tool called the Teaching Perspectives Inventory, the TPI. This is a great tool to just double check your orientation as an educator.

Conviction in your role in education comes from either your experience, a problem you see that needs to be solved in the world, the way you care about people, what you’d like to help others become. There are just so many ways you can approach education or teaching your subject matter. And your conviction is critical to seeing through those long classes, to persevering and helping people understand difficult topics and really getting through an entire career as an educator. Just like an entrepreneur, conviction has to be clear because we’re going to be on a long journey with our students.

If you’re interested in taking the TPI, it’s free and available online, and I have a link to it in my podcast notes. If you want to pursue your ideas with students or help them to pursue these topics in the future, think about your conviction.

How invested are you in helping your students learn about this topic? If you’re teaching a class that you really hate teaching, you don’t like the subject matter, and it’s just part of your job because that’s what you do in this particular institution. Maybe it’s time to either reframe the class, find a way for it to be a lot more relevant, or to ask to be relieved of teaching that class, and teach the others that you have much more conviction about.

You want to pursue that because you need to enjoy what you’re doing as an educator and your students need to get from you, what they need to turn that subject into something applicable in their lives or relevant to their work. So think about your conviction as part of your work as an educator. Much like an entrepreneur would be thinking about pushing an idea through and investing.

Capital: Accessing Resources to Help Teach

Now, think about capital. Capital is an interesting business idea. Of course, we need people to support us if we’re going to be putting a product out there and we also need ideas, we need material resources, we need financial resources. So human capital is not the only thing we need in entrepreneurship.

And in education, really, we’re thinking about the subject matter, the people in the class. There might actually be a lot of other people with expertise we can bring in, that can contribute to this endeavor.

For example, if we’re writing a course, we might not need to write that entire course just ourselves. We might be able to pull in experts from the field, have quotes from them, have a little cameo where maybe someone you know in your field is willing to be interviewed by you. And you could put that into your course to share with your students online, with permission of the person you interview.

There are so many different resources you may have as an educator. You can creatively draw those into your online class. Long, long ago, when I was first a band teacher, I remember tapping into the local university and inviting students who were learning to play their instrument at a very high level to come in and perform for my students, who were junior high kids.

So, for example, I might have a college level tuba performance major come in, talk about playing the tuba, perform on his tuba a little bit, and demonstrate some really amazing, beautiful tuba playing. Students could ask and answer questions. And there could be a whole exchange there. He could also work with the tubaists in the junior high and give them a little bit of a masterclass, which would be the one-on-one or small-group coaching that a tuba player might give a small group of musicians.

These ideas can be done online. Now, the masterclass or the live group interaction might not, but the interview with the tuba player would be very easy to record, to create a transcript for, and to place in that online classroom.

So there are a lot of resources and capital you may have out there that could be part of your class, that maybe you’re not thinking of. Most of us think about taking a textbook and creating the activities. And we’re sort of in this closed space of just looking at these resources, but remember all the people resources you have out there. All the real world resources, and you may find that what you have to teach and what you have to share in your classroom is much greater than just a textbook.

Concentration in Execution: Finding What Works

Lastly, when we talk about concentration in execution, this is your focus and the way you stay true to what you’re trying to accomplish. In a business sense, this would be pushing through difficult times as well as prosperous times.

When you’re an entrepreneur, you’re going to have a slump in the beginning when you’re really trying to get things off the ground or get things started. You might not even make money the whole first year that you’re trying to work in a new endeavor. It might rise. It might fall. There could be waves of high and low throughout the entrepreneurial journey. A lot of people who are entrepreneurs come up with many creative ideas. They try them on and they move on to other ideas. And eventually, something works really well.

In our educational pathway and teaching online, we can have a similar entrepreneurial approach. We can try new things in our assignments, in our content, in the way we find out how things are landing with our students. And, when those things work really well, we can refine them and use them over and over, or we can pass on them when they don’t work well, try something totally different, or simply tweak those things.

Being committed to concentration in execution means that we’re very focused on what we’re trying to execute and get through, without totally changing it up all the time. Before we make modifications to things, we need to know why we’re changing it, what’s working, what’s not working and not just reinvent things from scratch. That could be totally exhausting and something that online educators do not have a lot of time for. So we definitely want to know what’s working and build on it and keep moving forward with our students.

To tie things up, today we’ve been talking about entrepreneurial behavior and concepts in our online teaching. And I’ve been drawing through some concepts that Chinedu Echeruo shared, and I put the link in the podcast notes. So please check it out. The five C’s of entrepreneurship; credibility, clarity, conviction, capital, and concentration in execution.

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.