Kerry Burner (she/her): I'm going to go ahead and share my screen.
Lisa Liseno, PhD (she, her, hers): Good afternoon, everyone. Thank you for, for joining us. I'm Lisa was no the director of the pie program or the program for instructional excellence and we have today with us. Fabulous.
Lisa Liseno, PhD (she, her, hers): Wonderful facilitator from the Office of distance learning. Dr. Kerry burner and she will be talking to you about teaching online approaches to pedagogy and course design. So I want to thank you all for being here and I will turn it over to fabulous and WONDERFUL. Carrie.
Kerry Burner (she/her): Well, thank you. I'm really pleased to be here. I'm glad to see so many folks, I've
Kerry Burner (she/her): When you get the of course DIDN'T, DIDN'T GET THIS launched. So we'll wait a second.
Kerry Burner (she/her): For that to pop up.
Kerry Burner (she/her): We've got also with me from the opposite distance learning
Kerry Burner (she/her): Is Travis who big way in there. So as as I'm sort of talking through things if something pops up, or if you think about a question that specifically rate it related to
Kerry Burner (she/her): Canvas. I'll go ahead and put that in the chat and Travis can help you immediately give you a link or answer a question. I'm not going to be attending to the chat.
Kerry Burner (she/her): During the the presentation, simply because it's very distracting for me. However, as if you've gotten the email and you've looked through the packet ahead of time, you'll know that at the end.
Kerry Burner (she/her): We're going to open up the floor and hopefully have a discussion and talk about some of the things that that that you've got questions about so I'm as I'm clicking this to get this going here.
Kerry Burner (she/her): I'll go ahead and introduce myself so
Kerry Burner (she/her): Again, I'm Carrie burner. I'm actually a product of FSU I came 20 years little a, little a little under 20 years ago to
Kerry Burner (she/her): Complete my PhD and our instructional systems program here at FSU and ended up graduating working in the online education world for a while. I had some babies.
Kerry Burner (she/her): And then a job opened up over at Odell here at FSU so I've been with FSU back now to full time capacity since 2013 I've been teaching online and face to face for over 20 years the
Kerry Burner (she/her): I got into online my my master's is in rhetoric and composition. So there's a writing teacher and a lot of people were just sort of throwing classes up online willy nilly, and it concerns me greatly.
Kerry Burner (she/her): That there needs to be at least somebody out there thinking about these things. So through a little investigation. I actually finished my masters down in Tampa USF and came up to FSU and enrolled in our instructional systems and learning technology program so
Kerry Burner (she/her): With out further
Kerry Burner (she/her): I will, I will go ahead and start. So today, we're going to look specifically at online pedagogy. We're going to talk a little bit about activities and assignments and then this is my favorite part.
Kerry Burner (she/her): Is, is your turn and and if you've gotten the packet ahead of time, then you look through it and you know you've got some resources at the end, we can talk a little bit about those two
Kerry Burner (she/her): If you'd like. And as we're going through. If something pops in your mind go ahead and put it in the chat and and we can scroll back up and find it as we go along. Don't feel like you have to save up all your questions to the end we're totally fine if you put them in throughout. So the
Kerry Burner (she/her): There we go. Sorry, sorry mad clicking my internet. I have two children who are both on Zoom's right now.
Kerry Burner (she/her): My internet you please forgive me.
Wow.
Kerry Burner (she/her): So I'm really thinking about online pedagogy. The, the first thing to realize is that teaching is teaching so
Kerry Burner (she/her): There, there really isn't
Kerry Burner (she/her): A different philosophical, I would say difference between teaching online and teaching face to face in terms
Kerry Burner (she/her): Of what our goals as educators are and our goals for ourselves and our goals for our learners. I, I will say,
Kerry Burner (she/her): And I like to use the word tending because it it really is almost like a garden that you have to keep coming back to, um, or a pet that you have to feed.
Kerry Burner (she/her): With some some frequency I killed a couple of times a good. She's back in the day so I I completely understand that you know that that need the
Kerry Burner (she/her): I think communication and presence. It's as an online instructor, you know, we have to really think about what that means in terms of the difference between walking into a room and physically being present. So
Kerry Burner (she/her): When, when we talk about teaching in general, we, we really need to start and these four questions are from a fellow called Bain. There's a reference list at this at the end.
Kerry Burner (she/her): But we really like to think about what is it that we want them to do right at the end, either do intellectually physically, emotionally, where is their endpoint.
Kerry Burner (she/her): And then we want to really think about how we can get them there.
Kerry Burner (she/her): And then how we can get them to understand how they got there. Those first two things we're used to thinking about, but that third one.
Kerry Burner (she/her): Is it is new territory for some people. So how to think about how to help my students understand how they got from point A to B, how they actually made those learning connections and completed that learning journey. And then the last thing that we talked about.
Kerry Burner (she/her): I think a lot of university but perhaps not not in ways
Kerry Burner (she/her): That reflect on improving our practice, but then is, how do I evaluate my efforts as as an instructor and folks who've been around education circles will recognize the, the notion of reflecting
Kerry Burner (she/her): On practice and so that that's a really important, important key so online does require more effort.
Kerry Burner (she/her): That the
Kerry Burner (she/her): It a good online classes.
Kerry Burner (she/her): One that set up at the beginning.
Kerry Burner (she/her): Right, so you've got everything sort of planned out so you can go to class and perform the act of teaching, you're not building
Kerry Burner (she/her): The actual class that day. So if it were a physical classroom you wouldn't be going in and painting the walls, the same day.
Kerry Burner (she/her): Or, you know, getting the chalkboard nailed to the wall, the same day. You want to go in and use the chalkboard. So if you think about that distinction, it's, it's important to have your class built before you start
Kerry Burner (she/her): With that said, just because it's online, doesn't mean that the students have to have it self paced, it doesn't mean that they have to have access to everything right from the get go.
Kerry Burner (she/her): That that notion of having it built is in large part for your edification, your, your teaching efficacy
Kerry Burner (she/her): So some of the things to think about with an online classes that if you're not releasing modules automatically if you're not using an LM s that has that feature LM S stands for learning management system.
Kerry Burner (she/her): If you're not using an LM s that has that that or if you choose not to. Then, then you have to put that in your account. You've got to water that plant every, every couple of days every Monday, you've got to
Kerry Burner (she/her): Get in there and let people know what's going on for that week by by Thursday. You've got to get the next week open or release to them, these things so
Kerry Burner (she/her): The more you can automate the that tending becomes less of the the functional stuff and and you can focus more on on teaching. So it's important to set up.
Kerry Burner (she/her): Ways for your students to ask questions of, you
Kerry Burner (she/her): So that you know where to focus that energy and this is this is also kind of leads to that last point from the previous slide.
Kerry Burner (she/her): If, if you start seeing over classes that students have the same sorts of questions at the same time of the semester around this in projects, then that's feedback for you that's feedback for what you can be doing differently to support their learning.
Kerry Burner (she/her): In the, in the
Kerry Burner (she/her): In the end, so I'm hesitant, but I will
Kerry Burner (she/her): To organize core site really really make a difference. And I'm going to pop out here to a couple of them that
Kerry Burner (she/her): We use a metric and you've got a copy of the rubric in your packet called Quality Matters. And this is nationally approved it's research based and it's a
Kerry Burner (she/her): It's a tool that's used to assess the quality of online course design not delivery not teaching design and what we what we have found is that quality course design leads to
Kerry Burner (she/her): Enable quality teaching and quality student experiences. So there is a relationship. But again, the QC rubric evaluates design based on what we know works well in teaching and one of those things. So what you'll see is
Kerry Burner (she/her): letting students know where to start giving them a clear indication of this is where you begin your journey, giving them.
Kerry Burner (she/her): Waiting for the okay giving them up to this is a video that's slowly loading. So we'll scroll down, giving them a real clear like what you need to do.
Kerry Burner (she/her): With more and more students, especially in Florida, they're required to take one online class, but for their graduate high school
Kerry Burner (she/her): They have a sense of what to do. But not every course is designed the same way. So it's important for you to tell your students, how you want them to behave in class in our face to face classes.
Kerry Burner (she/her): When I was teaching writing. I like to read this little circle and you know I wanted no no hiding in the back right
Kerry Burner (she/her): And so this is akin to letting your students know how how you want your chairs arranged in your room or how you would like them to come prepared or what you would like them to do when they get there. So yeah, this has and you'll do this backdrop, this, this.
Kerry Burner (she/her): The screen. They are the arrangement on the screen is done using a tool that we have here at FSU called design tools and and what it does is it allows for that same look and feel.
Kerry Burner (she/her): Throughout the course which lends to the students ease in being able to access the material so they can focus on the learning. So the one thing that this instructor has done is
Kerry Burner (she/her): She has used the
Kerry Burner (she/her): Release and again because I have admin my privileges. I've got super power privileges and Candace, my screens, a little bit different than what you'll see. But
Kerry Burner (she/her): She has her students, they are required to go through each thing before they can get to the next module, so it's it's she has some very locked steps throughout. So they're really focused on on
Kerry Burner (she/her): following directions and on getting getting the work done. So she's really applying a lot of behaviors principles there as well. The other class and I get back to them.
Kerry Burner (she/her): So this class is a
Kerry Burner (she/her): So the first class we looked at was actually over in tourism and rec and it is looking at the ecological impact on the environment of tourism activities and events.
Kerry Burner (she/her): This is a computer science class. So you see she's used this whole first module to do for course resources and and she's used white space.
Kerry Burner (she/her): To show people what to do and how to follow direction so they can actually get to the work that they need to do. And then she's using the modules.
Kerry Burner (she/her): She doesn't require people to go through and in a certain order or to mark that they have done things because she has a lot of activities and there are lessons and quizzes and it was just a decision that that she she made. So these are, these are the
Kerry Burner (she/her): The design decisions that reflect your you know that you're teaching your teaching style. I would say, and also i think it's it's it's content related. I'm going to get back to the
Kerry Burner (she/her): This is my fear of people
Kerry Burner (she/her): Well,
Kerry Burner (she/her): Alright.
Kerry Burner (she/her): So we are
Kerry Burner (she/her): Second here so I can see
Kerry Burner (she/her): Yes, sorry.
Kerry Burner (she/her): I'm going to call internet
I just go from here.
Kerry Burner (she/her): Okay, communication, sometimes there's little, little fumbles.
Kerry Burner (she/her): The
Kerry Burner (she/her): Really what what
Kerry Burner (she/her): You want to do
Kerry Burner (she/her): Okay, yeah. Yeah, I thought
Kerry Burner (she/her): So the, the
Kerry Burner (she/her): With communication with the students having 24 seven access to your course show you really want to lay out for them.
Kerry Burner (she/her): The expectations you have of them communicating with you and that you have about your own communication, how often, how frequently, you're going to check those
Kerry Burner (she/her): Question and Answer boards are many as point boards and get back to people. Do you work on the weekends. You don't have to work on the weekends.
Kerry Burner (she/her): On the students might have deadlines on the weekends. But if you're a.on that weekend or if you're only on every other weekend.
Kerry Burner (she/her): And they know that then they know they need to ask their questions by Wednesday or Thursday to get a response if something's do on Sunday night at midnight.
Kerry Burner (she/her): It doesn't mean that you have to be online at Sunday night at 10 O'clock waiting for all the last minute people to ask a bunch of questions that you're there for
Kerry Burner (she/her): Part of what they need to be doing is that self regulation and that management of time and you can support that by building in not only clearly stated deadlines, but communicating to them. What, what, when you're available to them. The
Kerry Burner (she/her): The notion of a class community in a culture is really
Kerry Burner (she/her): This, this really is more than than just how we all get along.
Kerry Burner (she/her): The, the, if we look at those two classes. For example, the, the, the one instructor who has people go through very lockstep she's very if it's not in at 1159 and it says a little than 59 that I'm not taking it.
Kerry Burner (she/her): Some, some instructors are like that she communicates that and and her culture in her classes is very buttoned up. I mean, they get there. They get things done.
Kerry Burner (she/her): I don't know about Karen and her deadlines, but I know in my classes that I teach the
Kerry Burner (she/her): I'm pretty flexible, you know, if life happens as long as you're in communication with me and you're telling me ahead of time, you're not
Kerry Burner (she/her): Emailing me on Tuesday. Oh, I forgot my assignment, you're emailing me on Friday and say, Oh my gosh, like my life went crazy then then then you can work it out, creating that classroom culture by being present by
Kerry Burner (she/her): clearly articulating those expectations and having that intro board which was that what that last line said so they get to know a little bit about each other. They get to know a little bit about you.
Kerry Burner (she/her): Can go a long way to creating a bunch of humans and not just a bunch of words or or avatars. So what I really like
Kerry Burner (she/her): About this graphic is is the notion that the meaningful engagement.
Kerry Burner (she/her): Is is takes takes all three factors. Right. It's the student, the teacher and the content and and in order for that meaningful engagement to
Kerry Burner (she/her): To happen most efficacious Lee. It really does depend on those overlapping areas. The relationship between the student and the teacher, the relevance of the content to the student if they don't care. They're not going to care.
Kerry Burner (she/her): That's going to show and nobody wants to grade things where people don't care and and if back to the earlier, you know, part of the presentation.
Kerry Burner (she/her): And thinking about what is it that we want our students to do ultimately we really want them to care about that content, we, we want to make it relevant. We want them to see the relevance of it. So they do get those those learning goals accomplished.
Kerry Burner (she/her): And then the expertise of the, the teacher in the content and this is this is where you as an online instructor have the opportunity to both create that online course environment that is rich and robust and full of resources, but
Kerry Burner (she/her): Where you also have that presence. Then start your presence, where you show up and you share your expertise, however, is that you do that, I tend to be more of a long one written luxury sort of person.
Kerry Burner (she/her): In large part because a lot of my students are work working adult professionals who are squeezing this and on their lunch break. And I know that watching videos can can be really difficult. But this is not the same.
Kerry Burner (she/her): Demographic as lot of undergraduate classes where the students really do want that those shorter videos and we know those videos should only be about seven to 10 minutes no longer
Kerry Burner (she/her): Are they tune out but so creating that creating that opportunity for yourself to bring your expertise on top of the course design is another way of really creating a vibrant
Kerry Burner (she/her): Dynamic classroom where you're where you're present. So learning activities and learn a lot of this is probably one of the biggest challenges that I hear from faculty
Kerry Burner (she/her): When we're working with them and consulting with them on moving their classes from a face to face environment to a fully online environment.
Kerry Burner (she/her): That nice well I don't, you know what, what do they do. Oh, great. They watch my video. But then what do they do.
Kerry Burner (she/her): And and quite honestly what we discovered through our conversation is a lot of faculty still rely on the stand in front of the PowerPoint and present the PowerPoint for
Kerry Burner (she/her): An hour and 15 minutes and then have some time for questions about content or assignments and then people. People go off. They don't actually have a whole lot of active learning or learning activities in in their, in their classes. So the
Kerry Burner (she/her): That that's sometimes an intimidating discovery for faculty to have or instructors to have, but it's a good one because it's again it's that back that's that reflection on practice, how can I do this better, so that the the
Kerry Burner (she/her): Assuming that one does have a rich and dynamic active learning face to face classroom. It's, it's
Kerry Burner (she/her): It's important to reflect reflect those features online learning active online learning is social learning, and this is why having, having that communication or that that class culture is is super important.
Kerry Burner (she/her): Some things to think about discussion boards that tool and not just for discussion. You can use them for other things.
Kerry Burner (she/her): I have my students do a lot of annotated bibliography. We just use it as a, like a library basically everybody just post them there. But they, the other students really enjoy going back through and seeing, you know what, what that larger class library that we build across the semester is
Kerry Burner (she/her): Discussion boards can be used for presentations. You can turn them over to students and have them moderate. So the, the, and then we'll talk about some essential features of of learning activities.
Where
Kerry Burner (she/her): Hesitate to overtop haha. I'm going to be patient. So when you're when you're thinking about going from your face to face activity to an online activity.
Kerry Burner (she/her): It's. It really is. We were talking about making bone broth from our turkeys before for the meeting. And in many ways, it's like that you've really got to boil away.
Kerry Burner (she/her): And get at the core elements of the activity. What, what, what really is happening there. If
Kerry Burner (she/her): If you're doing something with interviewing and you're having your students practice their interviews.
Kerry Burner (she/her): What what it, what is it that you want them to get get out of that. Do you want them to go off and do that. And then with somebody else in real time and report back and online.
Kerry Burner (she/her): Do you want them to set up some sort of dynamic with somebody in class and give feedback. So really what it. What's that core activity working out the pacing.
Kerry Burner (she/her): To this is this is another challenge is thinking about the like I usually do this.
Kerry Burner (she/her): All in my one three hour class that we meet once a week, and I don't. I don't. Now I have a whole week and I have to figure out what those midweek deadlines are and and that's something that I think a lot of people
Kerry Burner (she/her): Don't take into account is just because it's online, doesn't mean everything has to be due at the end of the week, Sunday at midnight. You can have midweek deadlines, they can have something do on a Tuesday.
Kerry Burner (she/her): I do this a lot in classes with when when there's some sort of peer exchange or group work if it's a group activity. The whole group has to have their individual responses posted by say Tuesday.
Kerry Burner (she/her): The group then has two days to work it out and then post to the main discussion board by Thursday and then then everybody can interact individually around that for the next couple of days.
Kerry Burner (she/her): If you're going to have a class with lots of midweek deadlines like that. Let them know ahead of time so they can plan, right, because unfortunately
Kerry Burner (she/her): There are classes that are sort of a set it and forget it mode where they can zoom in on Sunday and bang out their online classroom 1212 to five, those aren't the most dynamic
Kerry Burner (she/her): If so, if they're if they're if that's what the student is coming from. If that's what they're used to. You want to disavow them of that.
Kerry Burner (she/her): Behavior in that notion that this is what this class is going to be like right at the beginning and make sure that they've got that pacing. Again, it's sort of a behaviorist approach to a constructivist activity.
Kerry Burner (she/her): So you want to in with anything online. You want to make sure that you have instructions clearly written out redundancy is your friend.
Kerry Burner (she/her): To a point. You don't want to have to remember the six places that you described the, the one activity so that if you change it. You have to go back to all of those places.
Kerry Burner (she/her): But putting the, the same information in your weekly overview and on the assignment submission landing page, you know, would make sense.
Kerry Burner (she/her): So as as you get used to it as you do it more and more things won't go sideways, but do be be prepared to pivot if things go a little funky.
Kerry Burner (she/her): The first couple times and it's it's generally it's people are understanding you know if if you suddenly if you release an assignment you suddenly get 20 questions that something's not making sense then you make an announcement and you correct it and you move on, just as you would
Kerry Burner (she/her): And again, think about groups. Think about splitting things in groups.
Kerry Burner (she/her): So online learning activities, the social learning and and you know unless unless it's a class where they're they're watching a lecture or, you know, in reading their book and then taking online quizzes.
Kerry Burner (she/her): And then taking an online final unless they're really truly working like that which is not not great. I'll be frank, it happens. But it's, um, it's very mechanical realizing that rote learning, which is a long term learning. It's not deep learning
Kerry Burner (she/her): But so when we think about learning interactions online. We really want to think about the
Kerry Burner (she/her): The again giving students instructions on how to engage how to really if they're not used to listening to each other. If they're not used to
Kerry Burner (she/her): Having discussions in the discussion board where they're genuinely sharing perspectives and experiences and and understandings and not just parroting definitions from the book that would be new for some people and they're going to need models or directions explicit
Kerry Burner (she/her): Sometimes even examples of what a good discussion board posts or what a good learning activity contribution looks like netiquette. If you're unfamiliar with the term is the
Kerry Burner (she/her): Internet. That's the end. It's etiquette for how to behave online and I'm pretty sure
Kerry Burner (she/her): We're all familiar with, if not the term. The, the rules, no caps whole thing so
Kerry Burner (she/her): Discussion boards. So thinking about the the discussion board as a tool as a place where interaction can happen and it can can help you think a little bit about some of the box versus I'm going to post a question and they're going to make a response, I have
Kerry Burner (she/her): I actually have a 3.3 part prompt it's they have they have lots to do, I teach graduate students and it's, um, this is, this is kind of the meat of the matter. So
Kerry Burner (she/her): There's a like I have colleagues who post multiple questions across the week. So, and students can, you know, pick different things that they want to engage with so there's there's lots of ways to to
Kerry Burner (she/her): Organize the manner in which they're interacting, the important things to remember. Are you you want them interacting on a higher level. Everybody ignore the look at the definition that book and post it to the discussion board that's useless. It's a waste.
Kerry Burner (she/her): That you know they're you're going to have to grade that it's they're not really getting any that it's complete busy work and it back to that notion of relevance, it's, you know,
Kerry Burner (she/her): But, but maybe you have them go out and find an alternate definition for that term from another source. And so then maybe they compare and contrast
Kerry Burner (she/her): That ultimate definition with the one presented in class and provide that source. So kind of trying to bump things up.
Kerry Burner (she/her): I gave you my favorite Bloom's Taxonomy. I had to split it across two pages. But in that packet
Kerry Burner (she/her): I really like the one that you've got because it provides prompts and kind of sentence starters and ways to think about it. So our typical
Kerry Burner (she/her): The discussion board activities that you run into, or the week or day one self introduction
Kerry Burner (she/her): And then, and even some face to face classes have people do that. So it's archived. So we know who we're we're talking to throughout the week.
Kerry Burner (she/her): And really anything that we're discussing here for your online. It is is truly applicable for your face to face classes and
Kerry Burner (she/her): Even if you are teaching face to face fully flushing out your canvas site is not a bad teaching tool to be able to walk into your classroom and face to face flip on your
Kerry Burner (she/her): You know, the bunker and pull up, you know, week one module and and and to use that as your teaching source and they have access to it to this. It's not a bad thing. So I'm giving yourself that support.
Kerry Burner (she/her): Back to this customer activities. So the post and respond when I just described using critical thinking questions and prompts.
Kerry Burner (she/her): Is is the typical other things you could do. Or bring an expert on and it's very difficult for FSU to
Kerry Burner (she/her): For you to get an outside person into FSU to get access to Canvas, which is where
Kerry Burner (she/her): Tools like flip grid or zoom come in really really handy flip grid is an asynchronous video discussion board tool that integrates right into Canvas.
Kerry Burner (she/her): But if people have the link and there they don't have FSU account, they can get to it right from the internet. So it's a great way for
Kerry Burner (she/her): Outside folks to make a short video and and and do a presentation and then students can ask questions if they're willing to come back and answer them.
Kerry Burner (she/her): There's some some really neat things you can do a flip grid, you can just flip grid to have students do their presentations. I have an interview assignment and one of my classes.
Kerry Burner (she/her): That they do the presentation of their interview. I like it because you can do time limits. So in my research methods class, they have to do a three minute in three minutes.
Kerry Burner (she/her): To introduce the, you know, their, their research question their methodology and they're designed or they just want to hear that. Just the basics night your whole chapter first chapter three chapters, but
Kerry Burner (she/her): Give me the basics and they and it cuts them off at three minutes. And that's a real challenge to have to say that say
Kerry Burner (she/her): Consciously so I rather like some of the features of competitor has rubrics. You can give feedback. Students can give written feedback or video feedback.
Kerry Burner (she/her): And then again here so video assignments. It can be anything from using that flip grid or we have embedded in called the canvas a tool called cultura and the students all have culture accounts so they can they can write inside Canvas. They can record a video and post a video.
Kerry Burner (she/her): They can do narrated PowerPoint, so there's there's lots of ways to use that discussion board area without thinking of it just as sort of a call and response opportunity.
Kerry Burner (she/her): Waiting for my internet to catch up.
Kerry Burner (she/her): button again haha see patients. Alright, so, um, we think about learning activities and you'll see over here on this side. Most of these apply to assignments that as well.
Kerry Burner (she/her): You want to make sure, again, they're thoughtfully structured that there are appropriate for the content area and for the learner.
Kerry Burner (she/her): That you've that you've given them enough time and resources and this is where that pivot comes in. If it's the first time that you've tried to structure.
Kerry Burner (she/her): A major paper over three or four or five weeks and people are jammed up then then let that be part of the process and and you know, give it a few more weeks, if you can, and then make notes and change for next time I keep an area.
Kerry Burner (she/her): At the top of
Kerry Burner (she/her): The modules list in my classes I keep hidden and I call it instructor notes and it's where I give myself just notes for, for I am just use the text header feature and don't even bother making a page, you know, module two changes for for for next next time.
Kerry Burner (she/her): Again, clear and explicit ground rules deadlines. What's really nice about Candace is you can use the calendar feature. And if you put in the deadlines for the students. It shows up on an integrated calendar and Candace will
Kerry Burner (she/her): Remind them that they've got things coming up. So if you build that in it can really help them out.
Kerry Burner (she/her): To the rules of engagement.
Kerry Burner (she/her): If they're if it's a learning activity where they're interacting with each other.
Kerry Burner (she/her): Make sure that they understand that it's critical thinking and Critical Discourse. It's not a debate, it's not. I'm telling you you're wrong.
Kerry Burner (she/her): It sometimes these things can feel personal so we want to make sure that we divest the feelings of personal from from the activity.
Kerry Burner (she/her): And then think about solo assignments. Think about group assignments, think about going from solo to group to solo there's, there's a lot of ways that you can you can approach building out those assignments activities, specifically for assignment you want to think about
Kerry Burner (she/her): Assessing learners in multiple ways throughout the semester. And if we think back to that that earlier slide of helping learners understand how they've
Kerry Burner (she/her): Gotten through that learning journey how they've learned the things they've learned. So the more opportunities we give them to
Kerry Burner (she/her): Track their own learning to really understand what it is they're learning and how that's happening and how it all the little things relate to the larger learning goals that the more in control and the really, the more motivated. This is what the literature tells us the the
Kerry Burner (she/her): They will be to the more they feel like they own it and they can do it, then they will. So we want to give them
Kerry Burner (she/her): Weekly learning activities and assessment doesn't have to mean super granular detailed
Kerry Burner (she/her): It can be based on quality of participation, it can be based on robustness of response and and as long as you define what those are. Then, then it can be broad brushstrokes.
Kerry Burner (she/her): The the
Kerry Burner (she/her): It doesn't if you if you design your discussion prompts or your discussion based learning activities in a way that require that critical thinking.
Kerry Burner (she/her): Then, then that's really what you're looking at is how, how, how well did this person articulate
Kerry Burner (she/her): Their thoughts in a meaningful higher level way. And how well do they engage with others not. Did they say it right. Did they do it right.
Kerry Burner (she/her): Did they tell the right answer or give the right definition from the book that's discrete really granular. It takes a lot of time to grade because you're really getting in there and evaluating thing so
Kerry Burner (she/her): Think, think about the learning activities in a more general assessment way and and the granularity comes with the major assessments like papers and tests.
Kerry Burner (she/her): It could give them depending on the content area this is more or less appropriate to give learners ways to practice and give feedback that are that are no or low stakes. So they've got
Kerry Burner (she/her): If you've got upgraded quizzes that they can take over and over and over again to do knowledge checks.
Kerry Burner (she/her): as as as much as I
Kerry Burner (she/her): Said earlier that sort of rote repetition isn't isn't deep learning it if that's all it is, it can definitely not be deep learning. But if I have to know
Kerry Burner (she/her): These basic facts. If I have to know the the with the
Kerry Burner (she/her): The symbols on the periodic table of elements actually stand for which element, they stand for. That is something I'm going to have to memorize, but I can't get to the next step.
Kerry Burner (she/her): Without having that memorized. So things like upgraded quizzes, where they can take them over and over again can can help with those wrote activities.
Kerry Burner (she/her): peer feedback forums or another great place. Candace even has a tool that will help you assign and it'll, it'll manage the peer feedback process.
Kerry Burner (she/her): And those can be graded or upgraded giving again with lots of instructions that you know you're not editing, you're not writing your friends paper.
Kerry Burner (she/her): You can even give them a checklist of things that they that they want to look at. If you want to make that a graded assignment and really go in and make sure they've done everything
Kerry Burner (she/her): I'm giving, giving them space to have that, you know, before class after class, you know, hey, I have a draft my paper.
Kerry Burner (she/her): It's doing on Thursday. Today's today's class. Would you read it, you don't really have that in online. So the more you can kind of make that happen for them. The, the, the richer their interactions are going to be
Kerry Burner (she/her): And then the last thing to really think about. And I've said it a couple times is a great at all. So keep feasibility in mind.
Kerry Burner (she/her): Is it is it. Do you have a class of 500 people well then you're probably not going to have a really super dynamic rich discussion based learning activity every week, you might have three across the semester.
Kerry Burner (she/her): It may be broken into groups and into smaller discussing groups. So the whole class isn't talking with each other.
Kerry Burner (she/her): But the, you know, so it class size really impacts. Some of these decisions, just as it would in a face to face class so
Kerry Burner (she/her): Do keep feasibility in mind because we do, we do have to have two great at all. So at the risk of having talked on my element, which I'm
Kerry Burner (she/her): accused of doing. We're going to stop the recording and hear from you because this is this is the immediate part and often the most useful part of the workshop is to hear
Kerry Burner (she/her): From you guys with your challenges and concerns and any questions you might have. So I am going to stop sharing and take a minute catch my breath kind of look through the chat here.
Kerry Burner (she/her): And the
Kerry Burner (she/her): Preceding online courses.