Speed01-Shift Happens: Cultivating Student Success in Online Performance and Experience-Based Courses
Shift Happens: Cultivating Student Success in Online Performance and Experience-Based Courses
In March of 2020, many performance and experience-based courses were abruptly shifted online for many of us in the NU system and at many universities around the world. Prior to the COVID-19 pandemic, students in these communities of practice flourished because of the informal interactions with their peers, in-person instruction from faculty and focused learning spaces on campus. While we cannot quite return to the pre-pandemic instructional learning communities where Brady Bunch boxes and dark screens do not exist, we can set our students up for success in this time of online learning by addressing their social -emotional needs and offering a variety of on-ramps to engage in learning. Performance and experience-based courses in the online space will never be equal to the in-person experiences we were used to building but you don’t have to be muted by the challenge of shifting online. This session will help you find success in your online performance and experience-based course with adaptable, synchronous and asynchronous learning activities for use in online courses.
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[00:00:05.410]All right, good morning, everybody.
[00:00:06.740]I am so glad that you were able to be here
[00:00:09.130]for this very quick session.
[00:00:11.380]As you can see from the title,
[00:00:13.260]I'm gonna share my screen with you in just a second,
[00:00:16.460]that shift happens and I hope you were able to pick up
[00:00:18.770]on that little point right there
[00:00:20.270]because we definitely had to do a lot of shifting
[00:00:23.280]as we moved into figuring out how to and who we needed
[00:00:25.810]to be as we were teaching online this semester.
[00:00:29.030]Now, for me in particular, my area is choral music
[00:00:32.030]but I think that there are a lot of things that I was able
[00:00:34.080]to implement and work through with my students
[00:00:35.790]that are transferable across many different disciplines.
[00:00:38.440]And if you have some questions about that,
[00:00:40.220]please put those in the chat and I'll try to leave
[00:00:41.920]a little bit of time at the short 25 minutes minutes
[00:00:44.710]to be able to address a few of those things.
[00:00:46.770]But what we learned this year is that
[00:00:48.270]social emotional learning was very important and key
[00:00:51.180]to us being able to deliver some of the core content
[00:00:53.570]in our particular areas.
[00:00:56.410]And mine is online performance and experience-based courses.
[00:00:59.470]And so figuring out how to tap into what the students
[00:01:01.750]needed to be able to experience in your classrooms
[00:01:04.890]in order to feel like they could be present
[00:01:06.740]and not necessarily focusing full time
[00:01:09.090]on the very real experience of trying to be in a pandemic
[00:01:12.640]and do all the things that we need to do
[00:01:15.510]to just live our regular lives with the recognition
[00:01:18.600]that in my area, we were not going to be back
[00:01:21.110]to a pre-pandemic type of situation
[00:01:23.560]in my classroom for a while.
[00:01:26.420]And these tools that I've implemented have not necessarily
[00:01:29.120]been focused on the music that we sang,
[00:01:31.960]but it was just focused on, again, building and cultivating
[00:01:34.920]a community within the ensemble and within the classroom,
[00:01:39.090]so the students know that they could look to each other
[00:01:41.440]and that they actually were not alone in this time
[00:01:44.180]where we all experienced a lot of isolation.
[00:01:46.300]So I'm gonna take you through three different ways
[00:01:48.610]that I incorporated some ideas, some different technologies
[00:01:52.520]that would work in an online situation
[00:01:54.800]but they would actually work offline as well.
[00:01:56.910]So if you decided that these are some of the things
[00:01:58.650]you wanted to incorporate as we move back
[00:02:00.730]into in-person classroom settings,
[00:02:03.380]they would be excellent for you.
[00:02:05.140]I will tell you that I have been in person with my classes
[00:02:07.790]since we started in August.
[00:02:09.560]So these things have been tested and tested and tested
[00:02:12.270]and I've gotten a lot of great feedback from the students
[00:02:14.250]about how these supplemental or enrichment experiences
[00:02:18.750]were just as important as the core content of the class.
[00:02:22.970]So the very first thing that I used
[00:02:25.400]is not a new strategy at all.
[00:02:26.700]The jigsaw learning strategy
[00:02:27.930]has been around for a long time.
[00:02:29.750]And one of the ways that I used it in this classroom
[00:02:32.210]was to build community and foster collaborative learning.
[00:02:35.030]So if you've ever done group work,
[00:02:36.550]you know that there are problems that congregate group work
[00:02:39.200]because not everybody contributes in the same way
[00:02:41.440]and that can be frustrating for your classroom.
[00:02:45.400]And so I put some links here.
[00:02:47.350]If any of you want this slide when I get done,
[00:02:49.150]you can find a little more in-depth explanation
[00:02:51.810]of what the jigsaw learning strategy is.
[00:02:54.050]But basically it's a group work focused activity
[00:02:58.150]that allows for contributions, but also is focused
[00:03:02.480]on the group whole learning within that small group,
[00:03:05.110]and then you're able to break those groups out
[00:03:07.490]into other learning groups so that people
[00:03:09.490]can share information and collaborate.
[00:03:12.240]And the way that we used
[00:03:13.750]it was we were doing virtual chores.
[00:03:16.440]You may have seen some of those online
[00:03:18.150]where people in the little Brady bunch box is singing.
[00:03:20.210]And, but my choir wasn't into that.
[00:03:22.730]Not everybody's into that
[00:03:23.700]and that takes a lot, a lot of work.
[00:03:25.710]You may not be able to see that when you are watching
[00:03:28.970]those things, but it takes hours and hours
[00:03:30.630]to put those together.
[00:03:31.463]So I had to figure out a different way to engage
[00:03:33.740]my students in doing this.
[00:03:35.040]And what we did was we created video program notes.
[00:03:38.290]So it was a different kind of on-ramp
[00:03:39.960]into this virtual learning,
[00:03:42.099]the virtual learning tools we had to use
[00:03:44.320]but it also helped in this case,
[00:03:45.950]build some of those musical skills that the students
[00:03:47.790]will need to be able to communicate to their audiences.
[00:03:50.910]It also allowed me to kind of flip the classroom
[00:03:53.700]a little bit because usually I write all the program notes
[00:03:56.000]or I have my graduate student write the program notes
[00:03:58.360]but I involve the students in their process
[00:04:01.290]which gives a little bit more buy-in
[00:04:03.380]and the way that I was able to break it up
[00:04:05.020]each individual student had a small section
[00:04:07.040]that they would bring back to their group.
[00:04:09.670]So I would assign a piece of music
[00:04:11.550]and then when they had done all of the particular things
[00:04:14.750]they needed to do with their music, those categories,
[00:04:16.840]they would fan out and they would regroup
[00:04:18.720]and everybody was responsible for teaching the new groups
[00:04:21.840]about the particular piece of music that they were assigned
[00:04:24.270]in their content or piece-specific music.
[00:04:26.437]And so I'll show you an example of what that looks like.
[00:04:30.708]And then I had a grading rubric that went along with it.
[00:04:33.270]We also, there was a two-part assignment
[00:04:35.860]where then the students had to come together and translate
[00:04:40.320]that information or synthesize
[00:04:41.760]that highly high-level musical information
[00:04:44.430]into something that an audience goer who knows nothing
[00:04:46.990]about music would be able to come to a concert
[00:04:49.850]and learn something about the piece in order to be engaged
[00:04:53.210]while the concert was happening,
[00:04:54.390]or while they watched all of our concerts.
[00:04:57.450]So that's engaging students on a variety of levels
[00:05:00.380]of Bloom's taxonomy which sometimes comes
[00:05:02.400]with, you kind of cringe a little bit but it encourages them
[00:05:06.230]to take that high level music thinking that we're doing
[00:05:08.500]in the classroom, funneling it down into the basics
[00:05:11.120]so that they can explain what they're singing to people
[00:05:13.490]who weren't in the classroom as we were learning.
[00:05:15.440]And that kind of transference is essential
[00:05:18.260]in making sure that the students are actually learning
[00:05:20.480]the information that they can take it from something complex
[00:05:22.690]and break it down to kindergarten level.
[00:05:25.780]Then you know that they've learned that content.
[00:05:27.240]So I wanna show you an example
[00:05:28.770]of what one of these look like.
[00:05:37.020]We won't watch much of it but just a little snippet.
[00:05:41.310]This piece was arranged by Robert T. Gibson
[00:05:43.890]who was composer, conductor and educator
[00:05:46.360]from Houston, Texas with a passion for combining
[00:05:49.020]his experiences with gospel and classical music.
[00:05:52.740]Gibson composed this arrangement while living in Missouri.
[00:05:55.750]He was inspired by its Gospel music roots,
[00:05:58.070]having been a member of gospel choir for most of his life.
[00:06:01.150]It was published by Walton Music in 2018.
[00:06:03.510]Gibson had in mind.
[00:06:06.030]And so the students went through and they created
[00:06:08.000]these via Zoom and then it was followed up
[00:06:11.070]by their piece of music and by them singing
[00:06:12.990]and performing the piece of music.
[00:06:21.360]So the students knew more about what they're singing.
[00:06:23.500]And in my content area, if you are able
[00:06:26.930]to explain the particular concept, you engage more with it,
[00:06:30.860]and there's also a physical reaction that translates
[00:06:33.040]into the musicianship that's being poured
[00:06:34.640]into the performance, or in some of your cases,
[00:06:37.520]if it's not necessarily a performance,
[00:06:39.050]it could be in the essay after reading about, you know,
[00:06:41.850]reading some kind of book
[00:06:42.860]or whatever the area of study may be.
[00:06:45.210]So I think this idea of the jigsaw learning strategy
[00:06:48.690]is very applicable to areas outside of my own.
[00:06:51.310]The other thing that I implemented more
[00:06:52.770]this semester was Flipgrid.
[00:06:54.070]And it was very helpful in engaging in asynchronous learning
[00:06:56.804]and engaged students in peer feedback.
[00:06:59.690]I've given a little link here if you have,
[00:07:02.110]that's for the, that's not supposed to say jigsaw, sorry,
[00:07:04.970]that's a little bit more about Flipgrid.
[00:07:06.910]But what I did to help on two levels,
[00:07:09.120]there was an intercollegiate level connecting students
[00:07:12.330]to a larger cohort outside of what we have here at UNO
[00:07:15.660]for the purposes of building their professional contacts.
[00:07:18.710]And then there was a way that we use it within the context
[00:07:21.050]of our classrooms to be able to just build, again,
[00:07:24.130]building that community and getting feedback
[00:07:26.410]from their peers in order to learn how to have conversations
[00:07:29.560]with each other and talk to each other, because it requires
[00:07:31.950]a lot of vulnerability sometimes from some people
[00:07:34.380]in our classrooms to be able to engage
[00:07:36.170]with their counterparts.
[00:07:37.010]And Zoom only made it harder
[00:07:38.180]because we're not in the same space,
[00:07:40.160]even though we're occupying all the boxes
[00:07:41.900]on the same screen at the same time.
[00:07:43.730]So I created this inter-collegiate choral
[00:07:45.360]conducting collaborative with my colleagues
[00:07:47.130]at the University of Kansas
[00:07:48.080]and the University of Eastern Michigan.
[00:07:53.090]I think I got that right, Eastern Michigan University.
[00:07:56.420]And what we did was because each of us
[00:07:58.200]have graduate programs that are small,
[00:07:59.970]I decided to put those students together
[00:08:02.130]for collaborative projects using Flipgrid
[00:08:04.690]so that they not only could learn and get peer feedback,
[00:08:07.330]but they also build them their professional networks.
[00:08:10.280]So when they leave here at UNO, they've already connected
[00:08:13.360]with six other people from different parts of the country
[00:08:15.650]which gives them access to different lived experiences
[00:08:17.870]that they can tap into when they begin
[00:08:19.800]their professional careers
[00:08:21.010]outside of the graduate degree.
[00:08:22.900]Because we know that building relationships is beneficial
[00:08:26.620]when you're trying to make progress
[00:08:28.020]and move through our professions.
[00:08:29.850]So I wanna give you a little example of what one of those
[00:08:32.140]looked like so that you can see what,
[00:08:36.640]what does inter-collegiate conducting collaborative was.
[00:08:39.390]So the students were given the task to conduct.
[00:08:42.540]And they had to do this on Flipgrid
[00:08:44.870]and then everybody gave responses.
[00:08:47.060]And what we found was lots of encouragement.
[00:08:49.370]We also found that students,
[00:08:52.300]sometimes students respond to the shiny bang
[00:08:55.050]after they've been with you for a while.
[00:08:56.230]So sometimes their peers would say things
[00:08:58.130]that I would have said to them
[00:08:59.220]but it clicked a little bit more and there's nothing okay
[00:09:01.700]because I don't feel like I have to be the bearer
[00:09:04.150]of all the capitol teachers in the classroom.
[00:09:06.510]It's an experience of learning and trying to meet
[00:09:08.810]each student individually where they are.
[00:09:10.280]So I wanna show you
[00:09:11.113]kinda what it looked like using Flipgrid.
[00:09:12.920]And this was all done asynchronously.
[00:09:16.020]My altos, my basses, and the my tenors.
[00:09:19.370]So here we go.
[00:09:29.717]And so on the other side, the people watching the video
[00:09:32.440]are singing their part, responding to how to his gesture
[00:09:36.160]and giving him feedback about how his conducting
[00:09:39.910]manifested itself in their performances.
[00:09:41.790]And if you don't know anything about being a conductor,
[00:09:44.190]this is huge information, significantly huge information.
[00:09:48.220]So I'm gonna zoom down here with a quick list
[00:09:50.740]so you can hear some of the students' feedback.
[00:09:53.220]Again, asynchronously, but very, very helpful
[00:10:00.850]So she sings her part.
[00:10:02.160]And this is one of the students
[00:10:03.160]from Eastern Michigan State University.
[00:10:09.060]Or if you wanted
[00:10:11.570]any other like, anything other than like
[00:10:16.800]So the students found that very helpful
[00:10:18.340]because it was almost real-time feedback,
[00:10:20.870]quote unquote, real-time feedback because they heard someone
[00:10:23.630]responding to their gesture and then they get verbal
[00:10:27.200]specific places in the music that we've studied.
[00:10:29.560]And that was, I found that to be very helpful
[00:10:31.320]as we came back and worked one-on-one
[00:10:33.210]in our one-on-one lessons with each other.
[00:10:35.420]The other way that we used this
[00:10:37.630]was with our, we started choir families.
[00:10:40.950]And this was a way for students to be able
[00:10:43.400]to be in touch with each other and to,
[00:10:48.690]contact each other and learn more about each other
[00:10:52.220]outside of just learning music,
[00:10:53.690]because that's important as well.
[00:10:54.897]We benefit a lot from those times before and after class
[00:10:58.660]where students get to interact, but the students
[00:11:00.450]couldn't interact that way this year
[00:11:01.630]because there were guidelines about how far apart
[00:11:03.810]they needed to be, or how long rehearsals could be.
[00:11:06.997]And there was just a lot going
[00:11:08.280]on where we weren't able to connect.
[00:11:09.610]So I was able to use this medium
[00:11:11.290]to create those experiences.
[00:11:12.880]And so I'll show you a little example
[00:11:14.710]of what that looked like as well using Flipgrid.
[00:11:19.360]Hello everyone, my name is Hannah,
[00:11:22.020]I'm a senior vocal performance major.
[00:11:24.810]My favorite food are macarons
[00:11:27.950]and a goal that I hope to achieve is-
[00:11:30.080]So they had a favorite food and a goal.
[00:11:32.800]What I found out and I didn't know
[00:11:34.120]this is that my choir likes potatoes.
[00:11:36.200]They love to eat potatoes in any form potatoes come.
[00:11:39.740]And then the students were given the opportunity to react.
[00:11:43.790]Hi Hannah, I love that you said that your favorite food
[00:11:47.350]are macarons because that's such a niche,
[00:11:51.000]like fun little like dessert that I like can never find.
[00:11:55.090]They're like in my little local pastry places
[00:11:58.560]but I forgot about those.
[00:12:01.220]And so we're still able to have those conversations
[00:12:04.800]that are small and quick.
[00:12:06.200]But as they build upon each other, those conversations
[00:12:11.010]create chains that build friendships
[00:12:13.950]and that build trust that we then tap
[00:12:16.380]into when I'm teaching and where we're having moments
[00:12:19.290]where we need to be really open about things
[00:12:22.200]that are occurring in the music.
[00:12:23.360]One of the things that we just did
[00:12:24.570]before the pandemic was seven last words of the unarmed.
[00:12:27.220]And it was about the killing of Black men
[00:12:29.500]and sometimes at the hands of policemen.
[00:12:31.470]And that's a topic that's very at the forefront
[00:12:35.940]of our lives right now.
[00:12:37.980]And to be able to have those conversations,
[00:12:40.000]we still needed to be able to build that trust
[00:12:42.660]within that ensemble, and this was one of the ways
[00:12:44.890]that we were able to do that.
[00:12:45.940]The final thing is just focusing
[00:12:47.380]on social emotional learning overall.
[00:12:50.470]And part of that began was for me to have the students
[00:12:53.150]take the opportunity to just slow down and look
[00:12:55.060]at some of the beautiful things that we often pass by
[00:12:57.700]in our world because we're constantly going so fast.
[00:13:00.540]So this was an outward facing project,
[00:13:03.040]a community engagement project.
[00:13:05.660]And we also had some service learning
[00:13:07.330]involved in it as well.
[00:13:08.530]And so I had the students create a video playlist
[00:13:11.970]for our retirement homes.
[00:13:13.270]I told you earlier that we are not a group of people,
[00:13:16.010]our students were not interested at all in creating
[00:13:18.640]those virtual choir videos that you probably have seen
[00:13:21.200]all over the news and on YouTube,
[00:13:22.980]they just weren't interested in it.
[00:13:25.030]So what I had them do was we collected
[00:13:29.550]the song requests from local retirement homes.
[00:13:31.810]And I had a created a cues list
[00:13:33.680]and the students chose a song that they connected
[00:13:36.300]with and made a video performance of it
[00:13:38.270]so that we could then send it back to the retirement homes
[00:13:40.900]and they could enjoy that for whatever they needed to.
[00:13:43.320]This was wonderful
[00:13:45.150]because it helped our students develop empathy.
[00:13:47.200]We know that our senior community
[00:13:49.460]was one of the communities that was heavily hit by COVID.
[00:13:52.320]So it allowed us to be outward facing and not necessarily
[00:13:55.060]focusing on our own experience right now
[00:13:57.330]because sometimes that can get you a little bogged down
[00:13:59.770]when you think about trying to go back to pre COVID.
[00:14:02.470]But here's where we are now, and here's some ways
[00:14:05.130]that we can take that energy and focus it.
[00:14:08.064]And what was great because I got the students to sing
[00:14:10.490]a lot to different genres,
[00:14:11.860]not just classical choral music, but they sang
[00:14:14.830]genres was that I didn't know some of them could sing.
[00:14:16.920]And then some of them told me that it allowed them
[00:14:19.320]to engage with their parents.
[00:14:20.760]So some of the videos,
[00:14:21.790]we created five one hour and 20 minute videos
[00:14:25.740]and some of the people got their families involved in it.
[00:14:28.000]And so it was amazing.
[00:14:29.550]The other thing that we did was I asked the students
[00:14:31.490]to create appreciation videos.
[00:14:33.530]And we did that for educators specifically,
[00:14:36.250]again, music educators, and then we did a medical education,
[00:14:39.930]a medical worker appreciation video.
[00:14:42.410]And through that, we come to find out
[00:14:43.860]that some of the students in our choir actually work
[00:14:46.390]in hospitals and are working towards being nurses.
[00:14:48.580]So again, we learned a component of their lives
[00:14:51.090]that we didn't know and we probably wouldn't have known
[00:14:53.590]if we kept going in that pre COVID manner that allowed us
[00:14:56.600]to build some more conversations and some more trust
[00:15:00.100]that benefited me as the professor in the classroom
[00:15:04.520]because I could tap into that energy
[00:15:06.130]to lead some really high level conversations,
[00:15:08.290]and the result of that was a great music making.
[00:15:12.210]And so I'm just gonna share a little bit
[00:15:13.468]of some of these with you
[00:15:14.700]before I have to, before my time is up.
[00:15:23.850]one of the retirement home videos.
[00:15:28.470]This is a student who was actually in the army reserve.
[00:15:30.520]So she combined a couple couple of her interests.
[00:16:05.680]This group of students is really is great
[00:16:08.770]because they are a medical choir.
[00:16:10.940]These are current medical students or doctors
[00:16:13.500]that work in UNMC and they have a group called Doc'Apella.
[00:16:16.980]And so this also got us to engage with other aspects
[00:16:20.930]of the end-use system, not only just UNO, but UNMC as well.
[00:16:35.210]Hi there, my name is Abby, I'm a senior.
[00:16:37.490]So one of the, we'll just do a small clips
[00:16:39.350]of the appreciation videos.
[00:16:47.570]Thank you so much teachers for everything
[00:16:49.440]you've been doing over the last several months
[00:16:52.070]and even before then, when this whole thing started up.
[00:16:54.700]It's been a very hard challenge for you, I'm sure.
[00:16:57.450]And then here's the last one that I'll show you
[00:16:59.220]before I open up for any questions or comments
[00:17:01.050]you might have.
[00:17:04.270]And we are so grateful that you continued to work
[00:17:07.310]through all the discouragement.
[00:17:10.560]To all of the medical professionals out there,
[00:17:12.570]thank you so much
[00:17:14.700]for everything that you've been doing for us.
[00:17:16.500]Your sacrifice, your love and your care
[00:17:18.720]to keep all of that.
[00:17:20.010]Now, what was most wonderful about that project
[00:17:23.130]is that it allowed, the feedback that we got
[00:17:25.540]from all of those different communities
[00:17:27.340]was very uplifting to the students.
[00:17:28.960]And again, we created a product that was not necessarily
[00:17:32.210]rooted in the content-specific but it created a community
[00:17:37.850]that allowed us to still feel together
[00:17:39.300]and students were engaged.
[00:17:40.270]And that way all the screens were on as I was having class
[00:17:43.180]so I never had a class where any of my Zoom screens
[00:17:45.980]were turned off.
[00:17:46.880]And that has made the experience of teaching
[00:17:48.950]during a pandemic as fulfilling as it can be.
[00:17:53.300]Thank you, that's my time, almost my time.
[00:17:55.440]I have a couple of minutes.
[00:17:56.300]I just wanna offer the last two minutes
[00:17:58.180]for anyone that may have any questions or comments.
[00:18:00.560]If you want access to this slide just as a review,
[00:18:03.000]these slides, let me know,
[00:18:03.920]I'll be happy to share those with you.
[00:18:06.660]There was this last slide for feedback
[00:18:08.930]for the overall NU's Amplify 2021.
[00:18:12.030]If you have time, make sure you complete that for us
[00:18:14.330]but if there are no questions or comments,
[00:18:16.360]thank you very very much for taking
[00:18:19.000]part of your morning to be here with me.
[00:18:20.570]I appreciate you.
[00:18:23.930]Thank you so much, Derek.
[00:18:25.010]And yeah, that was wonderful.
[00:18:26.420]I love seeing all of those clips too
[00:18:27.850]and how interactive you made that for us as an audience.
[00:18:30.240]We have just about six minutes for questions.
[00:18:32.560]And I'm seeing a few are coming in here in the chat box.
[00:18:35.310]Yeah, so the course was actually hybrid.
[00:18:37.740]I had students in class and I had students online.
[00:18:41.410]So I was doing it all, I told the students
[00:18:43.530]it was like driving a stick shift,
[00:18:46.680]driving a stick shift and trying to do surgery
[00:18:48.560]at the same time because there was always something
[00:18:50.570]intricate, working with technology
[00:18:52.290]and microphones and, you know, comments.
[00:18:55.170]And so that's how the course was met.
[00:18:58.344]My conducting students, we meet one-on-one once a week
[00:19:02.480]and that is in person in a very large room.
[00:19:05.910]But when we needed to, sometimes we would meet online.
[00:19:10.410]Trying to see some of the questions here.
[00:19:14.550]I didn't do Zoom asynchronously.
[00:19:16.240]I use Flipgrid for all the asynchronous assignments.
[00:19:20.490]Great, I'll be sure.
[00:19:22.070]Amy, is there an efficient way
[00:19:23.600]that I can get everyone the slide?
[00:19:27.446]I'll put my email address in here as well,
[00:19:31.010]just in case I don't have access to this transcript
[00:19:33.370]to be able to get you everything,
[00:19:34.680]but it's just, oh,
[00:19:37.030]I think I just sent that to you, Amy, sorry.
[00:19:38.750]It's Dafox, D-A-F-O-X
[00:19:43.087]@unomaha.edu, I think that's the coolest
[00:19:46.010]email ever, Dafox.
[00:19:48.580]There you go.
[00:19:50.616]I had a question about the, when they were singing
[00:19:53.830]as a chorus, I've tried to do that on Zoom
[00:19:56.660]or have something synchronous but there's a lag time.
[00:20:00.070]Was that with Flipgrid as well or whatever?
[00:20:03.580]No, what I did with that, when I did
[00:20:05.860]the virtual choir video,
[00:20:07.100]I gave them very specific instructions
[00:20:09.000]and they each created their video on their own.
[00:20:12.050]And then they sent those videos to me.
[00:20:13.800]I put them into iMovie and created the thing
[00:20:16.150]that one might see in the boxes.
[00:20:18.460]So it takes a little bit of time, but once you get familiar
[00:20:20.650]with the technology, it's easier
[00:20:23.070]but your first time out, you might, you know,
[00:20:25.620]you might need about 20 hours.
[00:20:28.400]But once you, I know, right,
[00:20:30.150]but once you get comfortable with it,
[00:20:31.400]it gets shorter and shorter and shorter.
[00:20:32.770]If you give them very specific instructions,
[00:20:34.810]it will help them be more successful.
[00:20:43.503]I'm trying to see more questions here, let's see.
[00:20:46.970]Yes, the slides.
[00:20:49.170]Amy, is there a way that I can get the transcript?
[00:20:51.410]I see people have put their email addresses
[00:20:53.090]in the transcript and I can send those out.
[00:20:55.150]Yeah, yeah, I can try to do that later.
[00:20:57.905]I think that after I've saved this recording
[00:20:59.730]it might pull out some of that.
[00:21:01.570]But I can attempt to grab you the participant list
[00:21:03.860]so you can email everybody,
[00:21:05.180]but we'll have to communicate offline about that afterwards.
[00:21:08.000]So, yeah, yeah, otherwise I feel like it might be safer
[00:21:11.120]for if folks can just grab Derek's email
[00:21:13.550]and email him directly if you would like
[00:21:15.170]a copy of the slides.
[00:21:16.610]Maybe that would be the safest strategy.
[00:21:18.090]So we're making sure we're getting those to folks
[00:21:19.903]who want them.
[00:21:21.870]Okay, all right, that sounds good.
[00:21:23.130]I'll make sure you all get a link
[00:21:25.180]and I'll make sure that the links are in there as well.
[00:21:27.070]So thank you so much.
[00:21:28.470]If there are no more questions, I think that's it.
[00:21:33.260]Good luck to everybody else as you, hopefully
[00:21:35.090]you're done with your semester.
[00:21:36.530]But I appreciate the opportunity to share with you.
[00:21:38.790]I am really proud of our students.
[00:21:40.130]We have a concert coming up on Thursday, a virtual concert.
[00:21:42.990]So we'll get to share that with the community as well.
[00:21:45.780]So thank you very much and have a great rest of your day.
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