FINAL-Engaging-Your-Learner-January-2023.pptx

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1. Engaging Your Learner Center for Excellence in Learning and Teaching January, 2022

2. What do we mean? Engaging your learner Students need to be engaged for learning to happen Engage students  in  multiple instructional modes Connection, motivation, collaboration cognition, brain, active (not passive) online, face-to-face, virtual, blended Program Description: Effective teaching fosters learning; students need to be engaged for learning to happen. This session introduces strategies to engage students in multiple instructional modes.

3. Engagement – Types of Interaction Student – Instructor Student – Content Student – Student Student – Technology When these interactions develop instructor, cognitive, and social presence, they help students feel part of a community. Nilson, L. B., & Goodson, L. A. (2021). Online teaching at its best: Merging Instructional Design with teaching and learning research . Jossey-Bass. 

4. The Why: Building Community S ocial presence: participants’ ability to establish themselves as real/authentic selves in their academic community Cognitive presence: participants’ ability to construct meaning and confirm understanding Teaching presence (instructor’s ability to design, facilitate, and provide direct instruction)  The interplay of the social presence, cognitive presence, and teaching presence cultivates a community that provides optimal support for student learning. Deliberate community building is therefore a key component of successful student engagement and performance in class. Community of Inquiry  ( CoI ) framework (Garrison, 2009; Garrison et al., 2010)  https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/community-building/  ​

5. Where are your top 3 high-demand areas? Demand on your time, energy, patience, skill, something else. Online Virtual Face-to-Face Student-Student Student-Instructor Student-Content Student-Technology

6. Instructor – Student Interactions Differences of instructional methods

7. Student – Instructor Interaction Ideas: Virtual Establish your presence right away – tell them a little about yourself and why you love teaching this subject. Share a picture of yourself or your pet. Change up virtual backgrounds and "no-camera" image Learn about your students (start with their names) Start each class with "What's your favorite?" Ask students to change name on Zoom their name preference Non-verbal feedback option in Zoom Gauge readiness to begin class, lecture, activity Gauge understanding "Old fashioned emojis" Provide frequent feedback to students Regular, anonymous surveys (not graded)

8. The Virtual Class: Improve teaching with regular, anonymous surveys How comfortable do you feel using technology for our virtual classroom? (You can use a Likert scale here, with a score of 1 being “not at all comfortable” and a 5 being “very comfortable.”) Have you encountered any technical issues, such as not being able to connect to the internet or not being able to hear me or other students talking? Are assignments clear? Are you able to access them? Are you having any trouble finding assignments, links to articles, or other documents online? Is the virtual space well organized? Do you feel like your voice is heard? Do you feel like you belong in our virtual classroom? What can I do to improve our virtual classroom? https://www.edutopia.org/article/reading-virtual-classroom-hard-it-can-be-done  

9. Student-Content, Student-Student Interaction “Hitting Pause:” Breaks for learning and engagement Why are breaks important for learning and student engagement? Helps students “chunk” information into meaningful parts Helps students engage with material in a variety of ways Improves student focus and attention (less “zoning out”) Improves student retention of information (Rice, 2018) 10

10. Starting Pause: Focus Attention Mid Pause: Re- Focus Attention Mid Pause: Re- Focus Attention Closing Pause: Capture Learning Example: Graffiti Board Short Write Quiz-Quiz-Trade Four Square Feedback Face-to-Face Word, picture or phrase is written on the whiteboard as students enter classroom, students add to it as they get settled Ask class a question about lecture/class activities on which to write a brief response – could also be open ended – summary Students write quiz questions based on first half of class and quiz each other Ensure instructor stops delivering content with time left in class. Use grid to write personal notes or ideas to share Zoom/Virtual Use whiteboard feature in Zoom Same as f2f – writing could be in chat or on paper Ask in full class or breakout rooms Use as personal summary or opportunity to share Asynchronous Online Discussion board “do this first” – sequence online learning activities Use after short lecture or content videos Have students submit quiz questions – use to build quiz in next unit Post table in course and have students submit as assignment or topic for discussion

11. Four Square Feedback Example What did I learn that was really important? How did I learn – what contributed to my learning? How will this make me more effective in this subject? What are my next steps?

12. General recommendations for “Hitting Pause” Be creative – use a variety of pausing strategies Give students a set amount of time for the pause – 2 minutes is usually enough Ensure the pauses are purposeful – linked to course learning objectives and assessments Consider student needs 13

13. Longer Engagement Strategies Made with: https://classic.wordclouds.com/

14. Engaging with Technology – Using The Learning “Space” “Students who do not know how to open the door will have trouble.” (Nilson & Goodson, 2021) Are students prepared to use the technology required? Are instructors? Accessing content and submission of assignments through Blackboard Interaction with - and feedback from – instructors Engaging with classmates in and out of class Know Your Support: IT Help, Blackboard Support, CELT, AV (classroom) Hardware: content may appear different depending on device, browser “Anytime” access: students accessing and submitting content around the clock

15. Student <->Instructor “Well-designed interactions improve student motivation, satisfaction, and achievement, help students develop a sense of belonging, and keep them from feeling the sense of isolation that diminishes persistence.” (Nilson & Goodson, 2021) Asynchronous Communication - Announcements Weekly updates, reminders for students, motivation! Use avatars, images, memes – more personal, casual, humorous Video messaging builds rapport Synchronous Communication - Zoom Virtual classes – chat, whiteboard, polling, screen sharing Breakout rooms for one-on-one consultations and small group discussions Office hours Optional Q&A sessions for F2F or online classes

16. Student <-> Student “Meaningful student-student interactions can involve sharing, discussion, debate, collaboration, peer review, or peer instruction… These interactions and the sense of class community do not depend on whether communication is asynchronous… or synchronous…” (Nilson & Goodson, 2021) Collaborative projects – often initiated by students themselves Zoom: Group projects, study groups Social media: student resources and interest groups Shared documents Online whiteboards, flip charts, sticky notes Asynchronous Collaboration – assigned assessments Discussion boards Video/audio recording options VoiceThread Incorporate multimedia elements in prompts and responses

17. Student <-> Content “Students’ interaction with the content through various technologies… needs to be clean and lean, or they will be less likely to use it… It must be relevant, accurate, useful, and directly related to the course learning outcomes.” (Nilson & Goodson, 2021) LMS: Blackboard Module/Syllabus Slideshows (PowerPoint, Prezi) 3 rd party resources: ebooks , podcasts, videos, websites Tools for success: TutorMe , SafeAssign Submission of assignments Brief video lectures or recaps to transition between units of content 10-15 minutes maximum Students are able to engage with content in an interactive way, according to their needs Take notes, pause, and replay audio/video content Work through chunked content as it fits into their schedule 

18. Know Your Support WHO TO CONTACT FOR… Technical Support IT Help Desk [email protected] 262.243.HELP (4357) Blackboard Support and all technical support (reset password, Zoom assistance, etc.) Assistance for Faculty Center for Excellence in Learning and Teaching (CELT) www.cuw.edu/celt   Professional development program offerings; instructional design contacts; pedagogical best practices Dr. Diana Belscamper [email protected] 262.243.1802 Distance Learning Specialist – pedagogy and practices for online and virtual faculty Registrar [email protected] 262.243.4345 Administrative withdrawals – failure to start and excessive absence; grade changes Assistance for Students Academic Resource Center (ARC) [email protected] 262.243.2623 Student need-based accommodations; tutoring; Writing Center Center for Academic Advising and Career Engagement (CAACE) [email protected] 262.243.4499 Student support (concerns about absences, performance, etc.); registration assistance Concordia Central www.cuw.edu/students/concordia-central   24/7 access for student support (advising, billing, financial aid, etc.) Student Counseling Center [email protected] 262.243.2244 Student mental health resources

19. Four Square Feedback Example What did I learn that was really important? How did I learn – what contributed to my learning? How will this make me more effective in this subject? What are my next steps?