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|6/5/2020 10:45:43||Rachelle Hippler||Would love to meet with you if you have time. I would like to try some of the collaboration lessons in my firstname.lastname@example.org||Yes, Let's set up a remote session soon.|
|6/5/2020 10:45:56||Lisa Green||I'm too overwhelmed to formulate a question! I am sure that I will have many questions as I start to create my courses. Thanks for all of this great email@example.com||I totally understand that feeling of being overwhelmed with all of this. I've had years to build my courses. This crisis is requiring that it be done in very little time. I would be very happy to answer any questions once you start 'building' or to help in any way I can!|
|6/5/2020 10:47:28||Mary Sasmaz||With respect to assessment - I see so many different tech options to involve but I'm still unclear how/which might be best for my more technical classes. For example - a grad class on corporate taxation - do you have any best practices for a more math/law/technical type course - is falling back to quizzes and exams the best practice for firstname.lastname@example.org||Great question Mary! While quizzes and exams are certainly ways to assess both formative and summatively. For these types of courses ~ done in person or remotely, I would recommend that students complete an exercise on a spreadsheet/Excel/taxation document and do a videocast of how they go about completing it. Here is an example of an exercise I assigned for data-driven instruction using the formulas on a spreadsheet using a videocasting software. (see next column)||Create your own Screencastify that walks through the use of Google Sheets and the steps of creating: averages for each quarter, averages for each exam, year-end averages, conditional formating (for scores less than 75%) in all total columns, a pivot table for gender and year-end average scores, color option through the Explore tab, adding an Explore analysis to the sheet. See instructional videocast: https://www.wevideo.com/view/1646654299|
|6/5/2020 10:50:45||Judette Kullins||* How can students control their learning pace if we're still meeting in person and will have certain plans for those classroom days?|
* How will blended learning work if we have to rotate students (because of the size of classrooms)? Are we teaching the same in-class content twice? Are we, alternately, teaching twice as many sessions? Also, how can we know which blended learning model to use for our specific courses?
* Should we have all our modules, activities, etc. completely done before the semester begins? (On a side note, I'm just feeling panicked at the idea of transforming the three distinct classes I'm teaching in Fall to a blended format and getting all activities, assignments, etc. ready in 2.5 months!)
|email@example.com||Students controlling their learning pace in an in person class depends on how it is structured. You can have the students come with their devices, log onto the online modules you have established, and take the class period(s) to work at their own pace to complete the activities. You would facilitate this ~ with extension activities for those that finish quickly and extra time with those that might need the additional assistance.||The benefit of blended learning is the ability to have students complete online modules whether they are in a face-to-face classroom with their devices, split in two classrooms/labs, or working entirely remotely. You will not be teaching anything twice if you record your lectures and upload them into the learning module. A learning module for the same course would contain the same activities and assignment whether the class section typically meets one, twice, or three a week. Have your instructional materials and student activities all available as if they were to be completely entirely online. From what you shared, it sounds like you would do well with the flipped classroom approach. Here, the instruction would be done before class and then the activities would be done if they came to class. For example: It might be a discussion forum in Blackboard online and a F2F discussion if in person.||I totally understand the panic in getting three courses completely transferred online in a few months. What I would recommend is first taking the time to address the main standards of QM first; i.e. course organization, module folder creation, START HERE, communications, etc. Then, complete at least the first few modules for each course. You can certainly open one module at a time as the weeks unfold. This will give you more time to create the learning modules before you 'open' up the link.|
|6/5/2020 10:52:20||Ellen Posman||Are there certain tools BW recommends over others? Is it better to stick to some rather than use a ton of these in one course or give students a chance to try many of firstname.lastname@example.org||Great question Ellen. I like the idea of having consistency in the organziation of your courses and learning modules. It is also good to be consistent in the platform you use for synchronistic sessions or the recording software you use for your remote lectures. Outside of that, I am all for variety in tech-integration. This keeps students interested and engaged week to week. I've had more than one student tell me that they can't wait to see what they are going to do in the next module. :).||I know that IT recommends the BW resources that the help desk is able to support; i.e. Blackboard, Collaborate, Panopto, Voicethread, Poll Everywhere, Office, etc.. Unfortunately, this does not include the Google applications and Google-supported sites which are too numerous to count. I get it. Instructors are certainly able to use any other resources; however, they will need to rely on the help feature within the site, tutorials, etc. What is most important is that whatever tool is being used, it is linked through the Blackboard LMS.|
|7/13/2020 10:45:13||D. Marc West||Are you able to have students work in email@example.com|
|7/13/2020 10:45:27||Darlene Michitsch||Is Remind available through Blackboard? Thanksfirstname.lastname@example.org|
|7/13/2020 10:45:42||Beth Hiser|
Hi Susan. Do you know if we have institutional access to Dropbox? I would like to use it for students to submit videos for me to view, but I only have a very small amount of space on my personal Dropbox account. Thanks!
|7/13/2020 10:46:01||Katie Adkins|
When you mention "dropbox" you aren't referring to the service "DropBox" correct? You are using a BB location as a dropbox area, correct? Could you show that again somehow? Thank you!!! This was great. I LOVE THESE TOOLS!!!
|7/13/2020 10:46:13||Marta Perez-Stable|
Where can we find the presentation your were sharing from you screen?
|7/13/2020 10:46:36||Michael Delczeg|
Hi, I am interested in using Google doc for housing my syllabus, but have never used it. How do I access it? Thanks-Michael
|7/13/2020 10:46:50||Linda kanner|
Thank you for the list of online resources (PlayPost, Digital StoryTelling...). Are you able to share the list with us?
|7/13/2020 10:47:53||Marta Perez-Stable|
You referenced a program for creating podcasts. I think it was "We Video." What is the actual name, if different from what I heard, and where can I find it? Thank you.
|7/13/2020 10:49:22||Marta Perez-Stable|
You might need to forward this to someone else. Will there be any training on creating online quizzes? Thanks.
|7/13/2020 10:50:14||Marta Perez-Stable|
You referenced a spreadsheet you created outlining relevant QM standards. Where would I find a copy? Thanks.