Transcript: Link to Micro-Lesson 1.3 video transcript

Slides: View Slides for Micro-Lesson 1.3

1.3 Outcomes (WHAT): In Micro-Lesson 1.3, we will

Identify strategies for facilitating flexible course experiences in both physical and virtual environments;
Navigate and set up physical and virtual learning environments;
Structure well-organized flexible course experiences that incorporate multiple modalities (space, time or both);
Construct a flexible course module template; and
Identify common settings that support flexible course experiences in different technology platforms (e.g., learning management system, videoconference).

1.3 Purpose (WHY): Knowing more about your different learning environments allows you to prepare and to support students wherever and whenever they participate. Preparing to navigate different environments ahead of time will reduce your stress when your class begins.

1.3 Instructions (HOW): To complete this micro-lesson: Watch the video above or review the text under each tab below. Then complete Activity 1.3.

Estimated time: 7-10 minutes for content review + 10-15 minutes for Activity 1.3

Environments and requirements
Environments and tools
Working in multiple environments
Settings to Support Flexibility
Creating a course module template
Activity 1.3

Environments and requirements

If it’s your first time teaching groups of students who are separated by space, time or both, you’re not alone. In the past, you may have had students who could not join a class meeting from time to time and needed to watch the recording. However, now we’re going to be more intentional about it. That means that we’ll study ways to let students know what’s possible without overwhelming them with choices.

Let’s think about what different course modality options require:

In-person learners may need you to read chat comments out loud before replying to them.
Flipped classroom learners require early access to the content so they can focus on engagement in class. They also benefit from activity outlines ahead of time, so they come prepared to contribute.
Real-time remote learners may need you to repeat in-person questions before answering them.
Real-time remote learners using only a smartphone may need to use fewer technologies.
Hybrid learners need to know what they’re expected to do in each environment
Hybrid learners working in cohorts need to know when they’re scheduled to be in each environment
Online, on-demand (asynchronous) learners need pathways to review and somehow participate in real-time discussions.

Which options apply to you and your class? What requirements emerge based on what students need to see or hear?

Environments and tools

We looked at what the learners need. Now let’s look at the different tools and features found in different physical and virtual environments:

The Physical Classrooms

The IRT Learning Space Inventory provides lists of what technologies of what will be in each classroom. You can search for your specific building/room to see what technology will be available for use by use and your students.

Photographs are also available to preview the classroom space (and some 360-degree photos), but many pictures were taken before the new technology was added.

Classroom Types

Classroom Technologies

Additional Room Features

Class Lecture
Computer Lab
Collaborative
Recording Ready
Wireless Presentation
No Technology

Collaborative Stations
Computer
Document Camera
DVD/VCR Player
Laptop Connection
Lecture Capture
Mic System
Projector
ShareLink

Available in some rooms:

Podium
Speakers
Web Cam
Touch Panel
Wireless Mic Handheld
Wireless Mic Lapel
TV

Canvas - Learning Management System (LMS)

https://www.csus.edu/information-resources-technology/canvas/canvas-for-faculty.html

Regardless of where students are on the time-space continuum, the learning management system can be the a centralizing force that helps students make sense of how everything in the universe interacts.
Although it may be clunky, you can use some of the LMS tools during class to create equivalent experiences. For example, if you prompt students to do a QuickWrite to start class, have them do it in a discussion forum instead of the chat. Everyone’s work will be in one place.

Zoom - Video conference solution

Using Zoom in the Classroom.pdf

https://www.csus.edu/information-resources-technology/zoom/

Sharing Interactive Documents - Microsoft 365

Tools for Engagement - Office 365, Canvas, Zoom.pptx

Creating Shared Interactive Online Documents (Office 365, OneDrive).docx

- Tools like Microsoft 365 can create shared online documents in the cloud that may create a more fluid discussion among students learning in real-time and on their own time.
- We’ll look at tools like these in more depth in Module 3.

Computer Lab Remote Access

Students with Chromebooks or iPads might not be able to access specialized software such as statistical or creative software currently only available on Windows or Mac computers. A possible alternative for students with Chromebooks or iPads might be to use the Computer Lab Remote Access to access special software. Please note, not all software works ideally using the Computer Lab Remote Access and it may be better for the student to come to campus to use an actual computer in a computer lab on campus.

Working in multiple environments

Working in multiple environments is an emerging challenge across the Cal State system, so we’ll circle back to this topic throughout the Institute. We can get started by thinking through some basic scenarios

A class with in-person and remote real-time learners: Before class starts, a teacher might need to walk into the classroom, connect a laptop, and start the projector; then start a Zoom session and begin recording; and finally pulling up what you need for the class session (like presentation slides), answer in-person questions and greet students in both environments.

That may sound like juggling bowling balls and chain saws at the same time, but there are ways to reduce the complexity. For example, like an airline pilot you can create a checklist for a streamlined startup sequence. You can chunk related activities. You can complete some startup tasks before you enter the room. You can use fewer applications.

Thinking back to the camping metaphor, each scenario gets easier if we can get some support and do more preparation ahead of time. In Module 3 we’ll talk about strategies that leverage your own students for help, such as Zoom jockeys and remote buddies.

Settings to Support Flexibility

Canvas and Zoom have settings that can empower instructors to identify students who may need encouragement, and reduce cognitive load for instructors.

Canvas Outreach Settings

Maintaining a sense of connectedness is important for student engagement and success. Students may become overwhelmed or lost when switching between different modalities of course content and activities. Canvas has a few ways to maintain communication throughout the course with your students.

Students' notification settings
- Canvas notifications: To make sure your Canvas announcements reach your students, recommend to your students to enable Canvas announcements to be sent immediately (bell-icon) to their Sac email / mobile app notifications.
- Canvas Student app: Encourage students to download the Canvas Student mobile app on their phone or tablet to receive notifications for their courses in Canvas.
- Sac State email, Outlook app: To check their Sac State email easier, encourage students to install the Microsoft Outlook app on their phone, and login with their Sac State email address.
Teacher's outreach to students who missed an activity
- Message Students Who didn't submit their work : In the Canvas Gradebook if you notice a number of students who didn't submit an assignment or quiz you can have Canvas identify all the students who missed an activity to send them 1 email all at once.
Teacher's outreach to students who haven't been logging in
- People, timestamp: In the "People" area of the course, each student's name will be listed with a timestamp showing their most recent login to your course.
- Email, envelope icon: If you notice a student whose timestamp indicates that they haven't logged in for a while, you can easily write an email by click on their name, and then clicking the envelope icon that slides out on the right-side of the page.
- Subject line: Are you OK? Message the students who may have fallen behind with the subject line "Are you OK?" to make the outreach seem more personal instead of administrative.

Zoom, Let Settings Simplify Starting off Meetings

Automated Captions : Zoom can now generate live automated captioning.
- Enable automated captioning using the video tutorial linked above before your next meeting, to simplify captioning during Zoom meetings to 1-click on a CC button.
- While fairly accurate, but not perfect, captions can help students who may need the accessibility accommodation and be helpful for other students to have visual text reinforcement with what is being said on Zoom.
Auto Save Chat (to your own computer, for your own record)
- If you find it helpful to keep a record of the text chat in Zoom, you can have Zoom automatically save the chat as a text file in your Documents/Zoom folder so that you don't have to always remember to do so.
Virtual Study Space for Students
- You can create a dedicated Zoom link in your Canvas course that isn't limited by date/time which students can access together on their own time as a place to meet as a study group. If interested, contact atc@csus.edu for more information.
Recommended Zoom Settings when Scheduling in Canvas
- Cut down on background noise from students: Enabling the option "Mute participants upon entry" will help cut down on background noise as students join the class on Zoom.
Do NOT use these Zoom settings within Canvas:
- - Registration: Will prevent students from joining Zoom in Canvas.
  - Require authentication to join: Will prevent students from joining Zoom in Canvas.
  - Enable join before host (if recording automatically): Students may click on the Zoom links in your Canvas course at random times outside of class which will notify the entire class of random recordings of students.

Some video conference settings allow you to balance flexibility, security, accessibility, the classroom atmosphere, and demands for your attention.

These settings include decisions about using a waiting room and muting everyone when they enter the room.[
Some settings reduce your startup and shutdown lists, like automatically recording each session to the cloud and saving the chat automatically when each session ends.
Allowing students to enter the room without the host present supports study group meetings at convenient times for students.
Automated captioning or transcription continues to improve and supports non-native English speakers. Students who request accommodations related to hearing may need a real-time captioner or putting a spotlight on a sign language interpreter.

Creating a course module template

Let’s look at the modules for this Institute.

Structure

Overview: What/Why/How
Check-in with Yourself: Background knowledge probe
Explore and Learn: Content to learn concepts, activities to practice, discussions for sharing/engagement
Take Action: Assessment/reflection involving creating a plan and/or putting concepts into action
Keep Learning: Supports learners who need more background (to catch up) or additional challenges

Considerations

People may complete either synchronously or asynchronously; in person or online
Its design draws on Universal Design for Learning principles, such as sharing content in multiple formats.

What structure does your online course environment take currently? Based on the flexibility you want to add to your course, what will students need to learn independently?

Activity 1.3

For this activity, you get a choice! Pick the highest priority for you right now. You can come back again later to complete all three, but for now pick one of the following:

Create a startup and shutdown checklist for navigating physical and virtual environments. Identify what you can do in advance, and what you need help to complete.
If Settings are your priority, use this time to go through your environments’ settings – e.g., course-level settings in your LMS, top-level settings in your video conference tool. Identify what you can do in advance, and what you need help to complete.
Start brainstorming a new or revised course module template for your LMS course shell(s). Identify what you can do in advance, and what you need help to complete.

Click each link below to download and edit the document of your choice:

After you've completed one of the three documents, submit evidence of your work to the Activity 1.3 Assignment. If you want to do more than one, go for it! But for the purposes of completion, you only need to complete one.