Speed15-Preparation and Resilience: Key factors in remote learning
Preparation and Resilience: Key factors in remote learning
In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. In November 2020, we report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode (Ghazi Saidi et al., 2020). In this paper, we discuss how each course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning. In this presentation, we will discuss the combined results of the cases reported in this study and provide recommendations based on this study. Further, we will discuss the students’ perspectives based on their responses to an online survey. This presentation will be of interest to the audience given that it will provide both faculty and students’ perspectives and will include information that can be valuable for faculty members for a more successful experience in a similar potential scenario in the future.
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[00:00:03.450]Thank you so much for joining us this afternoon.
[00:00:06.840]We know that you had options and we appreciate
[00:00:09.300]you taking the time to join us.
[00:00:12.530]My colleagues and I are presenting our research
[00:00:17.040]that we did last year based on the transition
[00:00:20.690]of our face-to-face classes to the online mode
[00:00:25.870]or the remote version due to the pandemic.
[00:00:32.040]My colleagues are Dr. Carie Kracl, teaches Education.
[00:00:36.470]Dr. Miechelle McKelvey at Communication Disorders.
[00:00:39.880]Dr. Sharon Obasi in Family Sciences.
[00:00:43.130]All of us are in the College of Education, UNK.
[00:00:49.788]So of course, like everybody else,
[00:00:51.990]basically all over the world, when the pandemic happened
[00:00:56.410]we had to quickly adapt ourselves
[00:00:59.590]and move from our face-to-face regular classes
[00:01:03.510]to an online remote mode.
[00:01:07.700]Obviously it was unexpected, none of us were prepared.
[00:01:13.533]And on the top of that dormitories were evacuated.
[00:01:17.500]Students were forced to go back home.
[00:01:20.460]A lot of them live in remote places
[00:01:25.740]with no access to devices or internet
[00:01:30.060]which basically made this transition very difficult.
[00:01:34.760]And on the top of that, many of us were challenged
[00:01:38.300]with taking care of our loved ones and being anxious
[00:01:42.870]and worried about this pandemic
[00:01:45.110]that we had very little knowledge about.
[00:01:49.220]In normal circumstances, online teaching and face-to-face
[00:01:54.140]are not necessarily better or worse than one another,
[00:01:57.570]they just have different challenges.
[00:01:59.700]In regards with online teaching according to the literature
[00:02:05.560]there are certain challenges that were particularly relevant
[00:02:09.540]to this pandemic situation.
[00:02:11.600]For example, there is always a sense of isolation
[00:02:17.400]when students take online courses
[00:02:21.710]because there is less opportunity
[00:02:23.510]to interact with their peers or their instructors.
[00:02:27.600]It's typically difficult to offer a hands-on
[00:02:31.810]learning activities or practices
[00:02:33.910]and you will see that as an example
[00:02:35.770]that will provide in our graduate course, just in a bit.
[00:02:40.870]And it's difficult for instructors
[00:02:45.722]to have a prominent presence all the time
[00:02:50.120]and provide their support in timely manner
[00:02:53.321]when the student needs it right at a time
[00:02:56.970]maybe it's at a weekend, maybe it's at midnight.
[00:02:59.970]So there are challenges that are
[00:03:03.510]related to online courses in general.
[00:03:08.250]In this study we looked at
[00:03:11.530]the courses that were offered face-to-face
[00:03:14.420]in a regular circumstance, but now due to the pandemic
[00:03:17.660]we were forced to go online rapidly.
[00:03:21.150]These cases were either undergraduate or graduate courses.
[00:03:28.980]And what we did in this research
[00:03:33.170]was that we provided information
[00:03:36.420]on how the courses were managed
[00:03:38.530]when they were offered face-to-face,
[00:03:40.810]then what we did to adapt ourselves
[00:03:43.550]and to help the transition to be as smooth as possible
[00:03:48.800]for the students and to actually make
[00:03:52.200]the learning happen during the pandemic time
[00:03:55.320]when the universities were shut down.
[00:03:58.080]Self-reflection on what went well and what didn't go well.
[00:04:02.780]And also we surveyed the students on their experiences
[00:04:08.220]and perspectives and what they thought that it worked
[00:04:11.470]and what didn't.
[00:04:12.760]In this presentation we've chosen some examples
[00:04:16.290]that we will present if you're interested
[00:04:19.830]in learning more about all of these courses
[00:04:22.530]and more in depth discussions
[00:04:24.490]we invite you to read our paper
[00:04:27.370]which was published a few months ago.
[00:04:30.480]Dr. Crackl will take it from here.
[00:04:34.690]So the class that I was teaching
[00:04:37.280]it's called the Primary Literacy Block
[00:04:39.330]and it's an undergraduate class.
[00:04:41.210]It is face-to-face Wednesdays and Fridays,
[00:04:44.440]and Mondays, they have a full day field experience
[00:04:47.040]so they go, we're based in Kearney,
[00:04:49.230]so typically our students go to Grand Island
[00:04:52.090]or Lexington on Mondays, and they are there
[00:04:55.180]from the start of the day until the day is finished.
[00:04:59.530]And so this is one of their final classes
[00:05:01.970]they take before student teaching.
[00:05:04.470]It is a face-to-face course.
[00:05:06.670]There are some online modules that I had created
[00:05:11.450]that they would do while they were still face-to-face.
[00:05:13.770]So it wasn't like I didn't have anything built into Canvas.
[00:05:18.500]And last Spring, we had 52 students in two sections.
[00:05:21.910]So at the time of the transition, the students were
[00:05:25.860]about halfway done with their field experiences
[00:05:29.860]we were getting different messages
[00:05:32.610]from the schools they were going to.
[00:05:34.050]Yes, you can keep coming.
[00:05:35.110]No, you can't and then eventually, of course,
[00:05:38.000]all the schools were closed anyway.
[00:05:40.330]So we still had several topics that we needed to cover
[00:05:43.240]and a literature review that we do at the end
[00:05:47.250]that I usually teach quite a bit of the content about
[00:05:50.580]just because they have a lot of them come in
[00:05:52.300]with very mixed ability levels on a literature review
[00:05:56.110]and then their field experiences.
[00:05:57.700]And then one of the things they do
[00:05:59.871]in their field experiences is they complete an assessment
[00:06:02.370]and then they also do a whole group teaching assignment.
[00:06:05.450]So those were things that still had to be done
[00:06:07.830]and that we wanted to do.
[00:06:11.920]One of the biggest debates we had at UNK
[00:06:14.460]was should we stay synchronous with our meeting times
[00:06:17.630]or should we just create the modules
[00:06:20.180]and let the students work on them as time allows?
[00:06:23.750]And I chose to not have synchronous meeting times.
[00:06:28.410]What I was hearing from my students was
[00:06:30.610]because they're at their education majors
[00:06:32.800]a lot of them are employed by daycares.
[00:06:35.160]And they actually, so school-aged kids
[00:06:38.680]it's now since they weren't going to school
[00:06:41.080]they were going to daycare
[00:06:42.530]because most Kearney has a very large,
[00:06:46.100]has many several healthcare facilities
[00:06:49.810]and so the nurses and the doctors
[00:06:52.350]and everybody involved in healthcare,
[00:06:54.620]they were still going to work.
[00:06:56.360]And so the daycares actually increased their capacity.
[00:06:59.910]So many of my students were working hours
[00:07:02.890]that they wouldn't normally work.
[00:07:04.260]And so I chose not to have designated meeting times
[00:07:08.200]I just did the modules.
[00:07:10.180]One thing that I did to try to stay connected
[00:07:13.170]was I did weekly videos using VidGrid.
[00:07:16.450]I love VidGrid, I think it's really easy to work with.
[00:07:19.110]And so I felt like by me walking through the assignments
[00:07:22.470]on Canvas, opening things up, showing them examples
[00:07:26.270]then that would help the process.
[00:07:30.170]The field experience was something
[00:07:31.373]that was a little more tricky.
[00:07:32.900]How was I going to replace a full day field experience?
[00:07:36.810]There was just no way to do that.
[00:07:38.360]So I did spend a lot of time looking at high quality videos
[00:07:41.920]of classroom instruction, trying to find videos
[00:07:44.870]on the topics that we had left to discuss
[00:07:47.010]in our discussion boards and students watch those instead.
[00:07:50.756]So instead of a full day field experience
[00:07:53.230]they were watching maybe a 60-minute video.
[00:07:55.000]So I know in no way replaced what they were getting out
[00:07:58.630]in their field, but at least it allowed them
[00:08:00.380]to see some high-quality teaching.
[00:08:03.446]As far as some of the assignments they had left to do
[00:08:05.350]so instead of them reading out loud to live students
[00:08:07.740]now I will say I had some creative students who said,
[00:08:10.077]"Hey I'm working in a daycare. Can I just do my read aloud
[00:08:13.330]for the kids that I'm teaching in my daycare?"
[00:08:15.720]And yes, definitely, it's much more exciting
[00:08:18.690]to do a read aloud in a lesson with children
[00:08:22.300]that can respond and participate and so
[00:08:25.690]and some did it that way and others just
[00:08:27.910]video themselves doing the lesson.
[00:08:34.360]So just some of the comments that I got back
[00:08:38.570]that I felt were important was 90.5%
[00:08:42.700]of the responding students felt like they had access to me,
[00:08:45.130]which was important and I thought,
[00:08:46.500]I think the videos helped me stay connected to the students.
[00:08:50.580]81% felt that the transfer was efficient.
[00:08:54.434]Some of the comments I got was like
[00:08:56.230]there's so much work involved.
[00:08:57.550]You've created more work for me to do
[00:08:59.160]and I didn't change any of the assignments
[00:09:01.040]from what we would have done if we were face-to-face online.
[00:09:03.280]So I'm not sure why they felt that way.
[00:09:06.190]Maybe its overall when they had
[00:09:09.060]all of their classes together
[00:09:10.330]they felt like it was a little overwhelming
[00:09:12.150]but I didn't change any of the assignments.
[00:09:14.430]And then one of the most concerning things to me
[00:09:17.320]was that 52.4% missed the in-person interaction with me
[00:09:22.590]and 61.9% missed the in-person interaction
[00:09:26.040]with their classmates.
[00:09:27.070]So definitely I think if we would've started online
[00:09:29.590]it would have been different
[00:09:30.423]but because we were face-to-face and then all of a sudden
[00:09:34.100]they're moving away, it's their last semester
[00:09:36.460]before student teaching, it's their last chance
[00:09:38.580]to be with their classmates
[00:09:40.110]that they may have had four years with it felt very sudden.
[00:09:45.490]Some of the quotes that I took,
[00:09:48.137]"The biggest struggle for me was knowing that
[00:09:49.970]if I was in a face-to-face class,
[00:09:51.330]I would have learned so much more."
[00:09:54.110]That was their perception.
[00:09:57.621]I felt like, you know, we did a pretty good job
[00:09:59.010]covering the content but they felt like
[00:10:01.390]they would've learned more.
[00:10:02.620]You know even this semester teaching
[00:10:05.880]whether it has been different
[00:10:06.840]I have been very lucky to teach the same course
[00:10:08.960]face-to-face in the Fall and the Spring.
[00:10:11.640]And the only difference is that we usually sit in
[00:10:14.170]in pods of four and we've been spread six feet apart.
[00:10:17.410]So I know the conversations haven't been the same
[00:10:19.470]as what they typically would
[00:10:20.570]but I was thankful I got 'em to face-to-face.
[00:10:23.670]I would've much rather been able to finish the course
[00:10:25.790]in person because we had much better discussions.
[00:10:28.000]And it was one of the most helpful education classes
[00:10:30.280]I've taken so far.
[00:10:31.580]So again, how to keep those discussions robust
[00:10:34.070]even when we switched to online.
[00:10:35.857]"And then I miss the interaction with classmates
[00:10:38.040]and making those lifelong connections.
[00:10:39.920]This was my last semester with them before student teaching
[00:10:42.460]and I felt like I didn't get to say goodbye."
[00:10:46.160]When I was hearing these comments, you know, I thought,
[00:10:48.100]do I wanna switch to synchronous
[00:10:51.130]or do I wanna stay with just the modules?
[00:10:53.330]And I was here getting mixed messages
[00:10:55.230]on yes we wanna be together and no, I can't
[00:10:57.940]I have too many conflicts.
[00:10:59.350]And so we didn't really get that goodbye
[00:11:01.510]that I wish we would've gotten.
[00:11:09.440]Hello, my name is Miechelle McKelvey
[00:11:11.340]and my example is for a graduate course
[00:11:15.130]my graduate course of motor speech disorders
[00:11:17.350]is required course two-credit hour course.
[00:11:21.160]That was an eight-week section.
[00:11:24.128]I had about 18 students in there
[00:11:25.480]and the content involves diagnosing
[00:11:29.820]and demonstrating treatment strategies
[00:11:32.670]for dysarthria and apraxia of speech.
[00:11:35.250]They typically have textbook assigned readings
[00:11:38.110]in addition to some articles, three exams,
[00:11:41.580]and a couple of group activities that involved hands-on.
[00:11:45.240]So they do hands-on motor speech assessment
[00:11:50.610]which involves students working in pairs
[00:11:54.290]doing oral mechanism exams,
[00:11:55.870]and then also doing a motor speech assessment
[00:11:59.430]with their peers.
[00:12:00.650]So they're taking voice samples, they're analyzing those.
[00:12:04.860]And then the treatment activity is demonstrating
[00:12:09.070]treatment approaches working with pairs again
[00:12:13.410]instructing your partner on how to,
[00:12:16.620]as if they were a patient on how to perform the strategy
[00:12:20.930]and then giving each other feedback.
[00:12:24.130]So that was not possible because they obviously
[00:12:28.020]weren't able to touch each other
[00:12:30.170]so that they couldn't do those evaluation things.
[00:12:33.030]So one of the things that I did do was use Simucase.
[00:12:39.970]I had taught online before
[00:12:43.480]but I had not taught this particular class online.
[00:12:46.310]So moving the content and changing the activities
[00:12:49.730]had to happen pretty quickly
[00:12:51.530]because this was only an eight-week class,
[00:12:54.100]we were two weeks into the class when everything shut down.
[00:12:59.630]So we were right at the point where we were gonna begin
[00:13:02.300]doing some of these hands-on things.
[00:13:05.550]I chose because I spoke with the students, again,
[00:13:09.360]much like Dr. Kracl I gave them the opportunity
[00:13:12.480]to either we could do this in modules
[00:13:15.810]where they just did it completely online
[00:13:17.690]or we had an asynchronous time.
[00:13:19.370]And overwhelmingly they wanted an asynchronous time with me.
[00:13:22.970]So we kept our meeting time the same,
[00:13:26.490]it was the same that they would have had
[00:13:29.170]if they were coming in face-to-face,
[00:13:31.790]I also provided them with an opportunity
[00:13:34.010]I was on 30 minutes before class and stayed 30 minutes
[00:13:36.730]after class so that if they had any questions
[00:13:39.580]or if they wanted to meet in small groups
[00:13:41.280]they could get together with me that way.
[00:13:44.770]I chose to instead of using the two major exams that I had
[00:13:50.700]I transitioned those into smaller weekly exams
[00:13:54.460]so that it was smaller chunks of information
[00:13:56.940]and possibly alleviated some stress for them.
[00:14:00.520]There were two major projects like I said before,
[00:14:02.750]the Assessment Project and the Treatment Project
[00:14:06.070]that were so I combined them
[00:14:08.680]and gave them all the same video patient
[00:14:13.450]to do the project on.
[00:14:15.350]And so that made it a little bit easier in terms of
[00:14:20.270]doing the assessment and providing that assessment plan.
[00:14:22.890]I used a computer program that they were familiar with.
[00:14:26.920]We have Simucase, which is there are simulated patients
[00:14:32.890]within there that show different assessment tasks
[00:14:35.950]and treatment methods.
[00:14:37.070]So the patients that I chose was something that
[00:14:40.780]through a method that they had already used before
[00:14:43.070]so they didn't have to learn something new
[00:14:44.750]to access that material, which also I think was
[00:14:47.840]a little bit of a stress reliever.
[00:14:50.020]Also in motor speech, we typically have a lot of labs
[00:14:53.270]because there's equipment that they need to learn
[00:14:55.460]how to use to evaluate the speech.
[00:15:00.268]Of course, they weren't able to come into the lab to do that
[00:15:02.240]because we didn't have those things
[00:15:04.670]but I mined through Simucase and found several videos
[00:15:08.700]of people demonstrating that particular equipment.
[00:15:11.610]So again, it wasn't perfect,
[00:15:15.420]but they got to see the equipment in use.
[00:15:17.600]And then I recorded short videos
[00:15:19.530]where I explained the results
[00:15:21.940]and why and how they were using the equipment
[00:15:24.530]for this particular patient.
[00:15:25.800]So they saw the video on Simucase
[00:15:27.540]and then they had, you know, like a five-minute video
[00:15:30.170]that they watched me sort of interpret that with them.
[00:15:34.590]So that was the best I could do
[00:15:37.140]to replace that lab equipment.
[00:15:40.520]Then after the survey was completed,
[00:15:43.240]one of the things that the students commented on
[00:15:46.530]is that the transition was very quickly.
[00:15:48.410]I had stuff up for them right away.
[00:15:50.550]They were able to access things really efficiently.
[00:15:54.100]They felt that it was that transfer of information
[00:15:58.260]their ability to access it was efficient.
[00:16:00.600]And they appreciated the flexibility that I used
[00:16:03.310]when condensing assignments, minimizing things,
[00:16:06.980]changing things to be in smaller chunks
[00:16:09.030]so that they could do them and not big examinations.
[00:16:13.500]They were missing those personal interactions
[00:16:15.680]so that was the number one thing,
[00:16:17.170]they were missing that had interactions with me.
[00:16:19.410]And they were missing that interaction with peers.
[00:16:21.460]And if I did it all over again I would allow more class time
[00:16:25.030]for them to have to interact with one another.
[00:16:27.150]And that was something I was just so concerned
[00:16:28.940]with getting content that I was worried about that.
[00:16:33.500]And then they still felt engaged,
[00:16:37.390]they felt that they received timely support.
[00:16:39.470]That was something that I was really vigilant at.
[00:16:41.500]If they emailed me I tried to get it back to them
[00:16:43.690]very quickly so that there was no
[00:16:45.807]something that they were stressing about.
[00:16:48.820]Many of them felt that if they had to do it online again,
[00:16:52.250]they could do it.
[00:16:53.760]They would prefer to do it face-to-face.
[00:16:57.330]And only one of my students unfortunately experienced
[00:17:00.990]an illness that prevented them
[00:17:03.320]from attending a lot of courses
[00:17:04.940]but we just worked through it.
[00:17:07.760]A lot of them 43% felt that stress of the pandemic,
[00:17:12.240]but the remote learning they didn't feel
[00:17:16.906]that the remote learning was as large of a cause of that.
[00:17:20.870]Outside of the class, I provided an opportunity for them
[00:17:24.190]to have movie nights with me.
[00:17:27.620]I gave him a choice on a survey,
[00:17:31.230]they got to pick the movie it was about
[00:17:33.970]an individual with complex communication needs.
[00:17:36.630]And we watched the movie together through Netflix Party.
[00:17:43.300]And then we had a discussion afterwards
[00:17:45.680]about that movie and they really really liked that.
[00:17:50.440]So we did the best we could.
[00:17:53.040]We just turned it around to use the things that we had.
[00:17:56.230]And I think the students learned from the experience
[00:18:00.370]if nothing else, flexibility with having to turn on a dime
[00:18:04.940]and also using different types of content
[00:18:07.780]to represent materials.
[00:18:23.717]Obasi I think you're next.
[00:18:26.237]I was not so sure if ready or not.
[00:18:27.740]Anyway, I'm Sharon Obasi, they found me science at UNK.
[00:18:33.453]Can I get the last, the next slide please?
[00:18:37.020]So this project allowed us to get a glimpse of
[00:18:41.520]the experience of going to remote learning quickly
[00:18:45.620]from both the perspective of the students
[00:18:47.537]and also the protective of instructors
[00:18:49.670]and there are like several lessons
[00:18:51.380]that we got from this exercise.
[00:18:53.290]But three broad areas we can sort of like summarize
[00:18:57.180]would be as follows, definitely the need to be flexible.
[00:19:00.140]I think we all appreciate the sensibility in terms of
[00:19:02.670]of instruction before the pandemic occurred.
[00:19:06.920]I think we learned to appreciate in a different way
[00:19:10.570]during the pandemic and hopefully post pandemic as well.
[00:19:13.710]We all emerge as rapid responders.
[00:19:15.670]We all had to be responsive to our students.
[00:19:20.130]We also had to be responsive to colleagues.
[00:19:23.570]We had colleagues who for various reasons
[00:19:27.170]had never taught online before.
[00:19:28.880]And so we found ourselves being like, you know
[00:19:31.780]it helps experts sometimes
[00:19:33.730]along with our instructional designers
[00:19:35.600]into helping call these kind of get courses online rapidly
[00:19:38.690]and being able to do what they wanted to do
[00:19:41.070]within their particular fields.
[00:19:43.290]Flexibility in terms of evaluation measures
[00:19:46.450]like Dr. Kracl having her students
[00:19:49.484]elementary students to use their art work story time
[00:19:52.620]as part of her class, as Dr. McKelvey mentioned
[00:19:56.010]finding similar tasks and other sources to use
[00:19:59.030]to help her students understand how to use
[00:20:01.150]their the equipment appropriately
[00:20:03.110]once they go out in the field.
[00:20:05.410]The other thing is we really paid attention to was this
[00:20:08.390]we were forced to pay attention to, to attend to
[00:20:11.210]is this digital divide, the observation that
[00:20:15.370]not all of us, there's a lack of equity in terms of
[00:20:20.110]accessing appropriate equipment, accessing reliable wifi
[00:20:26.630]having the luxury of time to do some of these forces.
[00:20:30.100]I know it taught me science.
[00:20:31.280]A lot of our students work other jobs.
[00:20:33.460]And so the debate, as Dr. Kracl mentioned
[00:20:36.390]in terms of asynchronous learning became a huge one for us
[00:20:40.950]because we had students who, you know, worked outside
[00:20:43.600]of going to school full-time and things like that.
[00:20:46.760]The issue of digital literacy,
[00:20:48.360]I think we all assume sometimes that our students are
[00:20:53.530]because they're digital natives that they understand
[00:20:56.950]how to use technology, how to use software
[00:20:58.800]and things like that.
[00:20:59.740]Sometimes they don't.
[00:21:01.100]The other recognition is that we have several generations
[00:21:04.260]working in the higher ed space
[00:21:06.400]and we all communicate differently.
[00:21:08.707]And so we have to attend to some of those issues as well.
[00:21:12.190]And the last thing I think that really resonated
[00:21:14.900]with me in particular was this idea of focusing on wellbeing
[00:21:18.290]In family science we always talk about things
[00:21:20.620]like resilience and mindfulness and so on.
[00:21:24.030]And I think across higher ed, irrespective of discipline,
[00:21:28.240]those words became even more important.
[00:21:30.290]We had to learn to lead with grace.
[00:21:32.070]We had to learn to give our students the chances
[00:21:35.110]to complete their courses in ways that fit their schedules
[00:21:39.320]what they're experiencing as Dr. McKelvey mentioned
[00:21:42.350]we had several students who indicated
[00:21:44.030]that they were having concerns in terms of
[00:21:47.760]the stress of the pandemic itself was having on them
[00:21:50.850]as individuals, as families, communities, and so on.
[00:21:54.380]So we had to attend to those issues as well.
[00:21:58.030]So next slide, please.
[00:22:03.740]So thank you for listening.
[00:22:05.320]Thank you for spending time with us.
[00:22:07.170]If you have any questions, comments, queries, or concerns
[00:22:09.520]please contact us via our emails listed there
[00:22:12.370]and as Dr. Ghazi Saidi mentioned,
[00:22:16.370]feel free to take a look at our publication
[00:22:19.360]based on this work.
[00:22:25.510]Alright, thank you so much
[00:22:27.010]to our presenters from UNK.
[00:22:30.400]We've got a few minutes here left
[00:22:32.920]if anyone would like to open up their mic
[00:22:35.160]or their camera and ask questions feel free to do so
[00:22:38.910]in addition to chat.
[00:22:41.250]I'm gonna share my screen here.
[00:22:43.410]In addition, we would like you to complete
[00:22:49.030]one of the evaluations at the agenda URL there
[00:22:53.050]and I'll also post this in chat as you're working.
[00:23:42.750]I do have a question, where's it?
[00:23:47.830]Miechelle, you mentioned Netflix Party.
[00:23:52.310]I've never used that, I don't know what that is.
[00:23:54.940]Can you explain that?
[00:23:58.480]Are you on mute?
[00:24:04.120]When you log into Netflix
[00:24:05.580]there's an app that you click on
[00:24:07.750]and it's so that you can all watch
[00:24:09.400]the same movie at the same time.
[00:24:12.700]And then you can have a little chat group
[00:24:15.300]and all of the kids had it.
[00:24:19.780]Like I knew they all had Netflix and I could
[00:24:22.880]if they didn't have a subscription
[00:24:24.550]then I could invite them to my Netflix Party
[00:24:27.500]so then they didn't have to pay for Netflix
[00:24:31.040]and they could watch the movie
[00:24:32.180]at the same time that I was watching it.
[00:24:36.709]And it was kind of fun to do the chat with them
[00:24:38.850]during the movie, because I'm kind of a movie geek.
[00:24:41.120]So I would be chatting with them
[00:24:44.030]different statistics about like the one movie we watched
[00:24:47.360]one of the movies that we watched was 'The King's Speech.'
[00:24:49.950]So I would, you know, text them information
[00:24:52.260]about the statistics of stuttering
[00:24:53.950]or anything that I knew about the characters.
[00:24:55.990]And when they were making the movie
[00:24:57.870]how they learned to stutter efficiently
[00:25:02.660]how the lead actors learned how to do that.
[00:25:04.650]And some of those fun kinds of trivial things.
[00:25:07.300]And then they had all kinds of questions afterwards.
[00:25:10.420]Typically at 10:30 at night, and I was like,
[00:25:12.834]"Okay, you guys we gotta stop for now
[00:25:13.667]because I was (indistinct) go to bed
[00:25:15.260]they were still talking.
[00:25:18.040]But it was a great interaction
[00:25:19.950]in a way to kinda bring course content to live
[00:25:23.020]and also to keep connected with them
[00:25:26.604]and make sure they were okay.
[00:25:28.770]That's awesome, thanks for sharing that.
[00:25:35.670]Just a question for all the presenters
[00:25:38.970]how much of the feedback do you think was tainted
[00:25:44.540]by the fact of the circumstances?
[00:25:47.160]So in evaluating, you know, the online
[00:25:51.080]the pandemic effects can't be mitigated.
[00:25:55.270]And the fact is that a lot of the things
[00:25:57.820]people recommended dealing with the pandemic
[00:26:00.590]kinda go counter to what you were able to do
[00:26:03.170]as far as keeping the same routine so
[00:26:06.210]what do you think that had
[00:26:09.290]or how much do you think that had to do
[00:26:11.580]with results that you got back?
[00:26:17.550]I would take his first in our safe survey,
[00:26:21.240]we really tried to be clear and specific and explicit
[00:26:24.660]that these questions are about the pandemic.
[00:26:27.990]For some of the questions we did have a tag like
[00:26:32.722]in regular online class what is your opinion about this?
[00:26:39.400]And then in the circumstances that we're at or
[00:26:43.770]due to the transition, what is your opinion about this?
[00:26:47.290]So we tried to be as explicit as possible
[00:26:50.560]about the circumstance.
[00:26:53.670]And some of the questions were really just
[00:26:57.240]geared towards the pandemic,
[00:27:02.450]but you're right.
[00:27:03.760]Some of the issues are not just, you know,
[00:27:09.840]it's an online versus face-to-face issue
[00:27:12.900]not necessarily a transitional issue.
[00:27:17.010]I don't know if anybody else wants to complete my answer.
[00:27:26.480]No, I would just add that.
[00:27:29.860]You know, you did pick up on a little bit of fear
[00:27:32.700]in some of the comments from some of the students.
[00:27:35.840]They were unsure of what was happening.
[00:27:37.770]You know, my students we're getting ready
[00:27:39.230]to go student-teach in the Fall,
[00:27:40.690]where are they gonna get to go student-teach
[00:27:42.130]where school is gonna be open.
[00:27:43.180]So there was a lot of fear and we did this.
[00:27:47.110]I mean, we did this right away, like in end of May
[00:27:51.930]I'm thinking we started on this so June, so there,
[00:27:55.140]I mean it was still in the middle of everything happening.
[00:27:57.870]And so I think, you know, gosh if we went back
[00:28:00.110]and asked those students now a year later
[00:28:02.210]some of their thoughts, they would probably be different
[00:28:04.300]but this was right when everything was happening
[00:28:07.120]and there were so many questions.
[00:28:08.560]And so I think there was a lot
[00:28:09.780]of fear and uncertainty of what things
[00:28:12.570]were going to look like in the Fall.
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