Online University Teaching During

Rapanta, C., Botturi, L., Goodyear, P. et al. Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ (2020). https://doi.org/10.1007/s42438-020-00155-y

Abstract
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

So, we just published this article alongside some amazing scholars around the world. The process of writing the article was very interesting. We all shared our ideas on the key questions:

The five questions were as follows:

1. In what aspects do you think online learning design and delivery is different than face-to-face teaching and learning?
2. What do you think makes online teaching and learning successful?
3. What would you say to non-expert colleagues who follow a materials-based approach to online teaching, e.g. sharing materials with students or asking them to produce materials?
4. What would you say to colleagues who follow a tools-based approach to online teaching, i.e. the idea that tools such as videoconferencing or text-based discussion boards are the key features of online learning?
5. What are some effective ways of monitoring students’ engagement and learning during online courses? How can they inform assessment?

What are your thoughts on teaching during the pandemic? Feel free to post your thoughts in the comments field.

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Identity Accelerator #14: Emoji-Encrypted Messages

The intent of this activity is for students to get to know each other by deciphering emoji-encrypted messages. I recommend doing this activity as part of the first discussion of the semester. After introducing themselves and providing some brief biographical information, ask the students to share an interesting fact about themselves through emojis. The other students will have to do some work to decipher the message. It will force the students to think more carefully about their classmates’ backgrounds.

Preparation and execution of this activity is very simple. Decryption of messages can be challenging!

Modalities

• Asynchronous – This activity is ideal for text-based discussions.
• Synchronous – This activity can also be used in synchronous discussions using either the chatbox or the whiteboard. However, the instructor will have to check if emojis are supported in the chatbox.

Preparation

• If working on a desktop computer, the students can likely script their emojis in a chat window such as “messages” (Mac) or a tool used on Windows. Students can also copy emojis from getemoji.com.
• Provide some advance notice to the students, so they can 1) determine what they wish to share and 2) how to write it with emojis.

Instructor responsibilities

• The instructor should post one or two sample messages. It is great fun when the messages are really about the instructor–it can help establish a small degree of intimacy.
• Help the students navigate the procedures of copying and pasting images from the getemoji.com website to the discussion forum (or synchronous whiteboard).
• Give the students a deadline to post their messages.
• Give a deadline for decryption then ask the students for the correct translations.
• For effective identity work, ask the students what they learned about each other.

Option

A couple weeks after posting this ideas, I noticed a new tool: “Code Emoji”. This tool requires less thought because the encryption is done mathematically and automatically.

• https://codemoji.org/

Rating

To be rated . . .

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

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Identity Accelerator #12: The Balloon Exercise

Introduction

This activity was originally conceptualized as a face-to-face, whiteboard activity: The Magic Balloon.

The basic idea is that there are two groups of students in the class. One must protect the balloon; the other will try to pop the balloon.

Modalities

• Synchronous (primary) – Use these activities to engage the learner while waiting for others to arrive or for others to resolve their technical issues.

Preparation and instructor responsibilities

1. The instructor draws a balloon on the whiteboard screen.
2. The instructor divides the participants into two groups
   • Group 1 – protect the balloon
   • Group 2 – pop the balloon
3. Group 2 goes first and must draw something on screen that they can use to pop the balloon (for example, a pin).
4. Group 1 responds by drawing something to prevent the pin from popping the balloon.
5. The groups take turns.
6. After 5 minutes or so, end the activity. (Set a time limit at the beginning.)
7. Debrief: review the methods of each group. If possible connect the exercise to notions of creativity, problem solving, thinking outside the box, or something related to the class.

Comments

I tried this at the beginning of an instructional design class. The students enjoyed the activity; it was a fun way to start the class. I was able to connect it to the notion of creativity and problem solving in the context of instructional design. For other course topics, connecting the activity might be challenging.

Rating

3.5/5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry

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Identity Accelerator #9, #10, and #11: Ways to Engage in the First Five Minutes

Introduction

These three ideas arrived in my email in-box this morning: Three Focusing Activities to Engage Students in the First Five Minutes of Class (Faculty Focus: Higher Ed Teaching Strategies from Magna Publications).

As learners arrive for your synchronous discussion, they often need to check their technology by running audio and video wizards. Time can flit away. For those who are ready, you can offer some activities that will help to focus and set the tone for the session. You might even offer some content review activities.

The article by Faculty Focus is focused on the flipped classroom. But, the three activities can apply equally to online classrooms.

1. The looping Slide Deck – Trivia questions, pictures, quick facts.
2. Ordering exercise – List of steps or items to be put into order.
3. Draw something together – Suggest drawings related to the lesson/course.

Modalities

• Synchronous (primary) – Use these activities to engage the learner while waiting for others to arrive or for others to resolve their technical issues.
• Asynchronous – It is possible to set up these activities as ways to engage learners in an LMS for those of you who give learners early access to their courses.

Preparation and instructor responsibilities

1. The Looping Slide Deck
   • In Blackboard Collaborate, Adobe Connect, and similar synchronous tools, it might be challenging to get the pictures to loop automatically. However, you could place one picture on each page of the whiteboard along with instructions for the learners to manually advance through the pictures.
   • A question or comment could accompany each picture.
   • Tell the learners that they can start anywhere so as to avoid creating stress for those who join later.
   • Ask the learners to place their answers and/or thoughts into the text space OR draw and write on the whiteboard pages.
   • Debrief
2. Ordering Exercise
   • Can be placed on a single whiteboard page.
   • Ask the participants to text their suggestions for the “best” order and why.
   • Allow the learners to use the chat tool or write on the whiteboard page.
   • Debrief: Explore the learners preferences for the ordering of the items in the list.

3. Draw Something Together
   • Type what you want the students to draw. (Choose something
   • Tell them they must draw a single thing rather than multiple small drawings.
   • Debrief: Ask what they intended to draw; ask what emerged.

Comments

These are easy activities to set up. If the prompts are chosen carefully, the initial five minutes can be made more useful and meaningful rather than the usual set-up chaos we sometimes experience.

Rating

4/5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry

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Identity Accelerator #8: Easter Egg Hunt

Introduction

When a new semester begins, the students know the drill . . . “Update your biography. Post your introductory message in the Welcome Forum. Read your classmates’ introductory messages. Make a pleasant comment on each introductory message.” There is nothing wrong with that process except that it is the same for every class. So, here is a little twist on it.

Ask your students to put and “Easter egg” in their biography. An Easter egg, in digital terms, is a hidden treasure. They can choose anything. They could embed an image, a video, a lie, something true-but-unbelievable, something wonderful, etc. The students can be sneaky and post information in white font on a white background. They can add tiny links to videos or multimedia. The task is to read each others’ biographies and find the Easter egg is: what is that special thing that has been embedded in the message?

Modalities

• Asynchronous – This task really works well asynchronously. It utilizes the learning management system’s biography feature and/or the text-based discussion forums.

Preparation

• Write out the instructions carefully. If you want the Easter eggs to be of a certain type, specify it.
• Instructions:
  • Post a message in the Welcome Forum. Introduce yourself. Include an image of yourself or a cartoon or caricature of yourself. Tell us where you are from, what you like to do in your spare time, whether or not you have any pets, what sports you like . . . etc. Tell us why you are taking this course. In your message include one Easter egg (hidden treasure).
  • Read through your classmates’ welcome messages. Say hello and try to guess/find their Easter egg.

Instructor responsibilities

• Indicate the length of time to complete this task (suggested: one week).
• The instructor should post the first welcome message and demonstrate how to do this activity.
• After the students begin to post their own welcome messages, the instructor can start guessing—again to demonstrate how to interact.
• Towards the end of the week, the instructor reveals his/her Easter egg. And, the instructor encourages the student to reveal theirs also.

Comments

I have done variations on this exercise in which I have asked the students to complete their biographies in the learning management system. Then, I told them to post something contradictory in their welcome messages. It’s a great way to ask the students to more deeply examine each other’s identities.

Rating

4.5/5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

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Identity Accelerator #7: The Virtual Nod

Introduction

Having moved from Athabasca University (AU) to the University of Saskatchewan (UofS), I have had to switch learning management systems (LMSs). At AU, I used Moodle. Here at the UofS, I use Blackboard. There are a few Moodle plugins that I miss. The Moodle plugin that I miss the most is Marginalia (http://webmarginalia.net/). Marginalia is an annotations tool that allows students and instructors to highlight segments of each others’ discussion forum messages and write notes. The annotations can be private or public.

In a face-to-face classroom and, to an extent, in synchronous online conferencing environments, we can indicate agreement, disagreement, attentiveness, boredom, acknowledgment, and a multitude of other messages through body language. We often look at each other when talking and nod in some fashion. In an asynchronous, online environment, we cannot easily know when others are reading our messages, whether others are engaged with our comments, whether or not they agree or disagree with our opinions. When we read others’ responses to our messages, we can begin to decipher their level of interest. But, if no one replies there is simply no ready indication of interest. (An instructor can review the log files to see who has read what, but normally log files are not usually available to students.)

Marginalia allows instructors and students to give each other a “virtual nod”. As an instructor, I used to use it heavily to highlight interesting, fun, and substantive comments from the students. Without it, I often use the reply feature—which can make the discussions grow in length. Before with Marginalia, I would end a discussion and provide a link to a summary page that Marginalia automatically produced. Without Marginalia, right now, I do the summaries manually.

Students can also use Marginalia. Their use of it would help them to communicate to their level of interest. During a discussion, they can curate interesting ideas and quotes from their classmates. And, after the discussion has ended, they can more easily review what their classmates have said. This serves not only an academic purpose, but also an identity-development purpose. Students can find evidence of whose comments they tend to annotate the most. And, if the annotations are public, students can also see who annotates their own contributions. This can add extra identity, status or bonding dimensions to the development of community.

Modalities

• Asynchronous – Marginalia is a plug-in that works for text-based discussion forums in Moodle. (I suspect that it could be modified to work with other LMSs).

Preparation

• Marginalia is an external plugin that must be downloaded and installed on the LMS.
• Locate or create “how to” videos to show the students how to add annotations and how to choose public and private settings.

Instructor responsibilities

• It is helpful if the instructor demonstrates the use of Marginalia.
• Discuss etiquette with students; it can be embarrassing to make an insulting annotation and set it to public.

Comments

Absolutely 5 full stars. I have asked our administrators to look into adding an annotations tool to our LMS. When teaching at AU, the students consistently commented on how much they appreciated the annotations summaries.

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

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Identity Accelerator #6: Present Yourself Using a Digital Poster

Introduction

Full credit to one of my Master of Education students, Nazreen Beaulieu, for telling me about this one! I learn so much from my students.

The idea is to ask students to create a digital poster that incorporates 10 adjectives that they would use to describe themselves. The title of the poster is “I am . . .” The students are also encouraged to use a metaphor such as “life is a dance”, or “life is a rollercoaster”. The images, videos, sounds, and animations that the students choose correspond to the adjectives and should fit into the chosen theme.

By asking the students to express themselves in this way, they share conceptions of themselves. They can express their sense of humour, creativity, emotional states, and interests.

This activity can be used as an icebreaker to facilitate community development.

Modalities

Asynchronous

Primarily working via a learning management system, I find that it is easier to do this asynchronously. The students can take a few days to learn the software and compose their posters. The instructor and students can share links to their digital posters (or upload if sufficient bandwidth). Then, they can comment on each others’ posters in a text discussion. Nazreen’s class used VoiceThread (http://voicethread.com/) to comment on each other’s posters. This allowed them to listen to each other rather than simply relying on text.

Synchronous

It is possible for the students to share their digital posters synchronously. Then, you can bring them together in a synchronous discussion area (Adobe Connect, Big Blue Button, Blackboard Collaborate, etc.) to discuss their impressions of each others’ posters.

Preparation & instructions

• Provide a list of adjectives to the students and ask them to select 10 that they feel describe who they are.
• Provide a list of metaphors or themes and/or ask the student to think of an activity that they like to do. Ask them to choose a theme.
• Tell the students to search through their own pictures and videos to see if they have some media that correspond to their adjectives and theme. (Depending on the age of the students, be aware of privacy issues.)
• Depending on the software, the students may need to use a search engine to find copyright-free content for their poster. The Glogster app has a built-in browser; other tools may also have built in search tools.
• Depending on the whichever app or software being used, the students can import, link, and arrange their content. They can choose visual themes, etc.
• It is important to find an easy-to-use app or software program that students can learn quickly and easily. Nazreen suggested Glogster (available through iTunes), for example. See: http://www.glogster.com/. Nazreen also suggested finding tools on this wiki: http://cooltoolsforschools.wikispaces.com/Home

Instructor Responsibilities

• Students’ ages and technical expertise may require the instructor to be more or less involved in helping the students use the chosen software. For this reason, it is helpful for the instructor to be familiar with the software. In fact, when working with students who are less comfortable with the technology, it is highly recommended that the instructor create their own digital poster in order to
  • Familiarize him/herself with the software
  • Demonstrate the idea of “theme”
  • Demonstrate how to choose adjectives
  • Discuss the idea of choosing content that corresponds to adjectives
  • Provide technical and, possibly, artistic advice to the students.
• When working with students who are more comfortable with technology, the instructor can open the floodgates and allow the students to use whichever software or app they wish. Nazreen found that her Grade 10-12 students introduced her to a large variety of tools. She commented, “It’s remarkable how much more the students know than we do.”
• Set time limits and due dates for sharing posters.
• Guide the sharing and discussion of students’ digital posters; maintain a safe environment to share ideas.
• Ensure instructions or help are available to the students.

Comments

According to Nazreen, there are some advantages and disadvantages to the use of digital posters (face-to-face environment):

“I taught mostly synchronous high school classes and a big motivator was turning the whiteboard over to the students for the opening 10 minutes of class. Some doodled, some shared memes while other just chatted. Having access to the whiteboard gave them a sense of ownership though that I think was important not only to build community but also to keep them engaged.”

“Bandwidth always proved to be a nagging culprit and resistor to equality. For those with high-speed internet, audio and video led to the creation of some awesome vines embedded in their glogs while others had to make do with just pictures.”

Rating

I haven’t tried this yet, but I would love to!

Note

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

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Identity Accelerator #5: Group Word Search

Introduction

Last week we had another great ETAD Studio (#etadsi) at St. Paul’s College in Muenster, Saskatchewan. While there, someone (thanks, JR!) mentioned a couple of excellent books by Patti Shank:

Shank, P. (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning (1st ed.). San Francisco, CA: Pfeiffer. Retrieved from http://www.amazon.ca/Online-Learning-Idea-Book-Volume/dp/0787981680

 

 

 

 

Shank, P. (2011). The online learning idea book: Proven ways to enhance technology-based and blended learning (2nd ed.). San Francisco, CA: Pfeiffer. Retrieved from http://www.amazon.ca/Online-Learning-Idea-Book-Volume/dp/0470472308/ref=dp_ob_title_bk

This ideas comes from Shank’s first edition. On page 173, Shank describes the use of a custom word search puzzle as a synchronous activity. (Shank indicates that the idea originates from Karen Hyder (managing director, Kaleidoscope Training and Consulting, Palmyra, NY).

In this activity, the students will see a word search puzzle on screen, and it is their job to locate the words. There are a number of ways that this task can be done so as to encourage collaboration and teamwork.

Modalities

• Synchronous – A word search puzzle can be done at the start of a synchronous session while the instructor is troubleshooting or awaiting the arrival of participants. If the vocabulary chosen is directly related to the topic of the class, it can be used as a springboard to discussion.

Preparation

• A word search can be made using Hot Potatoes or a variety of different software available online (examples: Word Search Maker, PuzzleMaker from Discovery Education, Instant Online Word Search Maker, Word Search Generator from Super Teacher Worksheets).
• When you start your session, you can take a screenshot image and upload it to the whiteboard. Then, allow the students to use the whiteboard tools to circle the words they locate.
• You may wish to divide the students into groups and assign each group a colour. Tell each group to set up a private chat with their moderator.
• Then, give moderator status to one person in the group thereby encouraging the group members to discuss where they see the words in the puzzle image.

Instructor responsibilities

• Generally, the instructor would be responsible to set up the puzzle image—particularly if the activity is intended to pass the time at the start of a session. It can also be fun to ask one group (before the session) to select key words from their readings and set up a puzzle to share with the class.
• The instructor or the group (who selected the words) can debrief the class by providing definitions of the words and the reasons why they selected the words.
• Shank recommends making the instructions explicit by putting them on the screen. The instructions can also be described verbally and in the instant messaging space (make sure that you know the capabilities of your synchronous system).
• It is also important to set a time limit so as to avoid taking up time from the core of the class.

Comments

I am anxious to try this activity. It would help pass the time at the beginning of a session when participants are checking their audio settings and troubleshooting technical issues. By asking the students to work together in locating the words in the puzzle, it gives them an opportunity to interact in a goal-oriented way. Similarly, if a group of students is asked to collaborate to produce a word search puzzle, discuss their selections, and provide definitions prior to class, they once again have an opportunity to share ideas and get to know each other.

Rating

To be rated . . .

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

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Identity Accelerator #4: Sorting Your Stuff [Intro to Thematic Coding in Qualitative Research]

Introduction

“Sorting your stuff” is a fun activity. It can lead so some personal revelations. What this activity involves is the participants emptying their handbags, book bags, backpacks, or other containers that they have with them. Then, they sort the objects into two or three categories and, in doing so, explain how they chose the categories into which they sorted the objects.

This is an activity that I have used in conducting workshops on phenomenography. But, recently at the 32nd Annual Qualitative Analysis Conference (2015), I noted that some professors* of qualitative research methods also use this activity to introduce basic thematic coding. It is, however, possible to use this activity simply as an “introductions and welcome” activity in a more general sense. For classes that are not related to qualitative research, facilitators can ask students to select object of different topics and themes.

Modalities

• Asynchronous: If used as an asynchronous activity, students can post pictures or videos of their objects. If using still pictures, it is helpful if the students take several pictures to show their thought processes. If using videos, the students can narrate their thought processes. Then, the class members can make suggestions and ask questions about the categories chosen.

• Synchronous: It is possible to do this activity in a synchronous manner, but it can be time consuming. It is possible in a synchronous format for the students to work together in groups. The students could aim their cameras at their tabletops and talk about what objects they have with them. Or, the students could come prepared to the online meeting with pictures of objects (perhaps even objects that are special to them; there could be a class theme).   Then, they could arrange the objects on a shared whiteboard. Fellow classmates could even move the pictures around the whiteboard to discuss alternative classifications. As you can see, there are numerous ways to do this activity online. Students can also do some meta-coding where they locate themes and categories that are common across the entire class.

Preparation

• Whether face-to-face, asynchronous (text-based), or synchronous (VOIP), ask the students to have their handbags, backpacks, book bags, etc. near their computers (or bring to class).
• The instructor may or may not wish to have the students read related course materials or watch videos about qualitative research (if that is the objective of the class) in advance.
• Test the whiteboard and/or discussion forum to ensure that students can post images and/or manipulate the system in ways amenable to the activity. For example, students must have adequate permissions to manipulate the whiteboard. And, they must be able to post images to the discussion forum.

Teacher responsibilities

• Depending on the format (face-to-face, asynchronous, or synchronous), the instructor needs to think about how to initiate the activity during the session, and to facilitate turn-taking and group structures (particularly for synchronous activities).
• At the beginning of the session, the instructor can demonstrate his/her own special objects and how s/he would categorize them.
• During the activity, the instructor can help guide the discussion of the categories and the processes.
• And, it is important to debrief the students at the end. Help the students understand thematic coding, for example. And, if relevant, help the student make connections to the literature as well as any assignments or projects for the course.

Comments

I have had excellent success in using this activity for facilitating phenomenography workshops. However, it is important to remind students of qualitative research that they will more than likely be categorizing complex concepts. The use of simple manipulatives has its limitations. Therefore, I recommend this type of activity as a springboard. More in-depth discussions and activities are necessary in any instruction of qualitative thematic coding.

By asking the students to reach into their own handbags and backpacks, you are asking them to share some information about themselves. What we carry with us daily can provide insights into who we are as people. This activity can stimulate interesting and, at times, interesting discussions about what is important to us. I use “us” because the instructor should actively demonstrate and share alongside the students. In this way, this activity very much contributes to the acceleration of identities.

Rating 4.5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

*Note: The speakers at the 32nd Annual Qualitative Analysis Conference who mentioned this technique were: Gail Lindsay (UOIT) and Jasna Schwind (Ryerson University).

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Identity Accelerator #3: Mystery Guest

Introduction

This activity is a based on the old Canadian TV series “Front Page Challenge”. According to the Museum of Broadcast Communications, this quiz show “featured four panelists, usually well-known journalists, who would ask yes-or-no questions in an attempt to correctly identify a mystery challenger connected to a front-page news item, as well as the news item itself. After the panelist had guessed correctly—or been stumped—they would proceed to interview the challenger”.

Naturally, this activity is ideal for social studies or political science classes. However, this idea can be used in nearly any class. In my case, for example, I would consider selecting someone who is an expert in instructional design or and educational learning theory.

Modalities

• Asynchronous: This would constitute a week-long asynchronous discussion forum activity with a willing expert and a moderator. In an asynchronous discussion forum, it is best to introduce the activity in the forum description (or the first thread).

• Synchronous: Mystery topic/guest would make an excellent hour-long discussion using Collaborate, Adobe Connect or other similar tools. The instructions can be sent to the students prior to the synchronous session along with the invitation link.

Preparation

• Invite the mystery guest well in advance. Experts often have limited time. Prepare some “interview questions” (or discussion prompts) in advance and discuss them with the guest. It is possible that the students will not be fully prepared to ask effective questions on a new topic.
• Make sure the guest understands that s/he can only say “yes” or “no”. (This is similar to the rules in Twenty Questions (Accelerator #1)).
• Instruct the mystery guest to log in under the pseudonym “mystery guest”. They must use the guest access to the synchronous or asynchronous environment.
• During this activity, the students in the class can work together as a team. Alternatively, the class could be split into groups and compete to identify the guest.

Teacher responsibilities

• The facilitator can ask the first question to get the activity started.
• The facilitator can also nudge the first few questioners to change their questions to yes-or-no format.
• The facilitator can help the students understand how to start generally and narrow the questions as they go.
• After the students guess the identity of the mystery guest, the facilitator can open the floor to allow the students to ask more specific questions to the guest.

Comments

Mystery Guest would be an ideal activity for beginning a unit on a specific topic. For example, if I were starting a research methodology unit on design-based research (DBR), I would consider inviting Dr. Terry Anderson to join the activity. Advance preparation (in collusion with the guest prior to the session) of interview questions/discussion would include topics such as

• How is DBR different from or similar to action research and other methodologies?
• A diagram showing the iterative nature of DBR.
• A description of a successful DBR project.

Rating

I would provide a rating of this activity, but I have yet to try it.

Note: for an introduction to identity accelerators for online teaching and learning visit this previous entry.

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