Speed24-Teaching the Tricky Classes - Lessons Learned from Zooming Chemistry Labs
Teaching the Tricky Classes - Lessons Learned from Zooming Chemistry Labs
When the world transitioned to remote education overnight one of the greatest hurdles for us to overcome was how to best offer chemistry lab courses in a remote teaching and learning environment. This challenge was compounded by the fact that the chemistry labs required the use of specialized instruments, which could only be found in the classroom, that were needed to complete the learning objectives of the course. It was important for us to find remote learning solutions which continued to provide for the safety, accessibility, and high-quality learning standards expected by the chemistry students and faculty. In this presentation we will compare and contrast the methods of delivery that we found to be ineffective and successful. Additionally, we detail the special considerations that we needed to account for, and the specific technology used address them. Lastly, we will highlight our proposed recommendations for future enhancements and open it up to the group for thoughts, discussion, and questions. Our goal is that an attendee should walk away from this presentation with a new perspective when approaching the challenges and concerns they face in trying to transition traditionally-on-campus-only courses to a high-quality online delivery.
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[00:00:04.088]All right, I'll turn it over to Erin.
[00:00:07.170]She's gonna talk about the first start of the presentation.
[00:00:13.310]I am Erin King-Grace.
[00:00:14.880]I am one of the instructional designers at UNO.
[00:00:18.130]Housed at the (indistinct) campus.
[00:00:19.760]I work with Brevan Jorgenson
[00:00:21.260]who actually did all of the hard work for this.
[00:00:24.399]I'm here to help move things along.
[00:00:27.020]But Bevin is one of our instructional technologists.
[00:00:31.590]And what we're here to talk about today
[00:00:33.280]is the things that we learned about how do you take,
[00:00:37.040]or how did we take a lab science
[00:00:40.150]which hadn't been done in an online environment at all
[00:00:43.270]And how, how did we have to take that
[00:00:45.270]into these Zoom, the virtual environment
[00:00:48.570]and what are some of the lessons we learned
[00:00:50.660]that we would hope that you all don't want to
[00:00:53.470]have to learn the hard way like we did?
[00:00:56.900]So we probably all remember some less fondly than others.
[00:01:02.620]Last year in March
[00:01:04.270]when that whole transition thing had to happen.
[00:01:06.610]And it had to happen really, really quickly.
[00:01:10.200]And some disciplines obviously lend themselves more easily
[00:01:14.510]to making that transition into the online world.
[00:01:16.970]And some of them such as chemistry, that
[00:01:19.840]that required a whole lot of thought.
[00:01:22.060]It required some new equipment, safety being
[00:01:25.670]our number one concern and accessibility, and always
[00:01:29.810]at the front of our minds is high quality.
[00:01:32.440]So like I said, what we want to share with you
[00:01:34.410]is the new perspective that we gained when
[00:01:37.330]approaching the challenges and the concerns
[00:01:40.530]that you might face when you're looking at transitioning
[00:01:43.110]something that traditionally has been on campus only
[00:01:47.870]and moving that into an arena
[00:01:49.280]of high-quality online delivery.
[00:01:56.060]So, pre-COVID chemistry courses,
[00:01:58.990]typically for us, two sections.
[00:02:00.780]You had one section that you enrolled in
[00:02:02.590]as a lecture section.
[00:02:04.800]Real easy to take care of one section
[00:02:07.110]as a companion laboratory section.
[00:02:09.440]There's the problem child.
[00:02:11.910]At that point in time, everything, both sections for
[00:02:15.010]all of our courses were taught exclusively in person.
[00:02:18.100]So if you were a student in one of the lecture classes,
[00:02:20.740]and you missed a lecture class,
[00:02:23.330]hopefully you had a friend in that class
[00:02:24.840]and you could get the information from that friend.
[00:02:27.820]If you missed a lab class,
[00:02:29.770]you could attend a different meeting time of that same lab
[00:02:34.210]and make up your work.
[00:02:37.750]Canvas was not used much at all
[00:02:39.560]and that makes me very sad to say, but it wasn't.
[00:02:41.670]But they, our instructors just did not use Canvas much
[00:02:49.983]I think I might take over here.
[00:02:52.380]So I'm going to jump in and kind of
[00:02:54.220]Zoom in on the challenges and solutions
[00:02:57.464]that came with our bringing chemistry labs online.
[00:03:02.850]So we were able to bring all the lectures online
[00:03:07.560]They were recorded just like many
[00:03:09.090]of the other lecture style classrooms were.
[00:03:11.650]You put them on VidGrid and on Canvas
[00:03:13.960]and share those out with your chemistry students.
[00:03:16.260]But like Erin mentioned, the labs were the tricky part.
[00:03:19.320]And so I'm just going to outline a couple
[00:03:21.510]of challenges and then how we got around them.
[00:03:24.280]So one is recording the lab station
[00:03:27.550]and the fume hood or other instruments.
[00:03:29.850]So chemistry labs are you, I don't know if they're unique
[00:03:33.930]but that they're challenging in the sense
[00:03:35.750]that you have kind of a main area where you're working
[00:03:38.600]but you might need to run over
[00:03:39.990]and use another instrument to get a measurement
[00:03:42.050]and then come back to your main area.
[00:03:43.590]So whether that's a scale or you're going
[00:03:45.730]over to the fume hood to grab some chemicals
[00:03:48.330]or mix some chemicals that are coming back.
[00:03:50.380]So how do you broadcast the video
[00:03:52.860]of from all those different locations and how are you mobile
[00:03:56.120]in your classroom and in your lab classroom environment?
[00:03:59.070]A second challenge was,
[00:04:01.040]materials and content students needed access to
[00:04:03.980]were not accessible online.
[00:04:05.680]So if you are not in the lab
[00:04:08.380]or if you've not been in a chemistry lab in college,
[00:04:11.370]you generally have a pre-lab
[00:04:13.150]and post-lab there's information on there
[00:04:15.240]that walks you through what measurements you need to take
[00:04:17.710]what chemicals you need to use
[00:04:19.630]and how do you get those materials
[00:04:21.180]If you don't have a lab notebook
[00:04:23.030]where you're not coming in person to get those handouts.
[00:04:27.000]So that one's a fairly simple thing to solve
[00:04:30.970]but scanning documents and stuff like that.
[00:04:32.500]And I'll talk about that a little bit more.
[00:04:34.630]And then we also have capturing multiple different
[00:04:37.660]or excuse me
[00:04:39.290]capturing multiple difficult to discern lab related visuals.
[00:04:44.340]So if you're trying to do a chemistry lab
[00:04:47.900]and you have an instrument that's
[00:04:49.410]on your desk and it's measuring pH levels, for example
[00:04:53.220]how do you capture the screen of that instrument?
[00:04:55.300]So students joining remotely can see the screen
[00:04:58.020]of that instrument as it's changing
[00:05:00.000]as a reaction is occurring.
[00:05:01.760]What about thermal images?
[00:05:03.290]So sometimes, and this is something that
[00:05:05.460]I never really would've thought about until you kind of
[00:05:07.920]get in the lab classroom, you start doing it
[00:05:10.570]but sometimes you don't see or hear different reactions.
[00:05:16.090]You feel them.
[00:05:17.047]And so sometimes reactions are exothermic.
[00:05:19.450]They're letting off heat
[00:05:20.930]or they're endothermic where they're getting colder
[00:05:24.460]because they're absorbing heat.
[00:05:26.000]And how do you capture that remotely?
[00:05:29.040]And then what about meniscuses?
[00:05:31.280]So for all of you guys
[00:05:33.110]who might not be familiar with that word
[00:05:34.960]that's that kind of waterline that appears maybe
[00:05:38.080]when you're using a measuring cup in this case
[00:05:39.990]a beaker or a titration tube that measures the level
[00:05:45.930]of liquid inside of a container.
[00:05:47.960]And so how do you zoom in
[00:05:49.690]and get an idea of where that meniscus state is at
[00:05:52.460]to see how full that container was?
[00:05:54.660]And then what about small minute reactions?
[00:05:56.900]So, if you're in a chemistry lab,
[00:05:58.810]you can hold up a test tube or
[00:06:00.240]get your head close to a test tube
[00:06:02.010]and you can see little bubbles forming and stuff like that.
[00:06:04.520]But if you're using a classroom camera
[00:06:07.130]how do you zoom in and focus on some minute reactions?
[00:06:11.510]So across from each of these challenges
[00:06:13.600]are the different solutions that we use.
[00:06:16.220]So when it came to moving around the lab room
[00:06:19.440]and going from a lab station to a fume hood or to a scale
[00:06:24.790]we use a second zoom device, which was a smartphone.
[00:06:30.240]So we, we had our whole recording setup in the classroom
[00:06:33.500]which I'm going to show you here in a picture.
[00:06:35.920]But then I also use my smartphone to join the zoom meeting.
[00:06:41.050]And then when I had to go mobile
[00:06:43.210]because I was basically in these lab rooms
[00:06:45.910]orchestrating what the students would see remotely.
[00:06:48.990]So we had students in the lab were participating
[00:06:51.720]in some with health concerns who couldn't come to lab
[00:06:54.220]who were watching remotely live in real time.
[00:06:56.270]So I would join from my smartphone
[00:06:58.830]and I'd walk around the room
[00:07:00.070]and I'd follow the student as we were mobile.
[00:07:02.420]And that was good enough for them to see,
[00:07:04.140]Hey this student's going to the field hood.
[00:07:06.170]They're mixing these two chemicals.
[00:07:07.560]Like the teacher said in the pre-lab
[00:07:09.350]and they're coming back or, Hey, we're going to the scale.
[00:07:11.490]We're getting this quick measurement
[00:07:12.960]and we're zeroing out the scale and we're coming back.
[00:07:16.590]So that students, when they're doing their lab, write-ups
[00:07:19.110]at home, know exactly all those steps that were taken
[00:07:22.160]and they're not missing out on anything
[00:07:23.740]because they're set up with stationary.
[00:07:26.860]Another solution to accessing materials and content,
[00:07:30.128]we're utilizing Canvas for the Zoom link.
[00:07:33.210]So students always know what Zoom link to join.
[00:07:36.960]We use the Canvas or excuse me
[00:07:38.460]the Zoom LTI inside of Canvas.
[00:07:41.230]That's also how the instructors knew
[00:07:42.810]which links to share out.
[00:07:44.400]The instructors could also post
[00:07:45.460]the recordings from the zoom LTI.
[00:07:47.890]Canvas was also used to provide access
[00:07:49.760]to the pre-lab materials and post-lab recordings.
[00:07:53.030]If you put the post-lab recordings in VidGrid,
[00:07:55.030]you could also see student viewing analytics
[00:07:57.760]to determine how much of the video they watched,
[00:07:59.860]what parts of the video watched,
[00:08:01.200]when did they watch it and instructors really like this
[00:08:04.410]because they want it to be able to use this.
[00:08:06.400]And some future semester is going forward for
[00:08:08.880]if a student missed a lab that they could provide this
[00:08:12.170]or if it had to do a remote one more time
[00:08:14.560]and they need to somehow working
[00:08:16.470]on some digital lab recordings
[00:08:18.170]they would have these available to them.
[00:08:20.450]And then lastly,
[00:08:22.017]we employed specialized cameras to capture specific
[00:08:25.050]and unique requirements that occurred within the lab.
[00:08:27.500]So going back to capturing instruments, screens
[00:08:30.230]thermal cameras, meniscus, and small reactions
[00:08:32.960]I'm going to talk all about this special camera set ups
[00:08:34.940]that we used because as instructional technologists
[00:08:38.000]this is kind of my favorite part.
[00:08:39.980]Or the technology aligns with the instruction.
[00:08:42.440]So here's kind of a traditional recording setup
[00:08:45.310]that we had ended up with after
[00:08:47.640]a couple different iterations inside the chemistry lab.
[00:08:50.360]And so I'm going to highlight a couple things
[00:08:52.250]on these images as I go through.
[00:08:54.810]So you'll start, you'll see this tall oval here,
[00:08:58.380]what you're seeing inside of that
[00:08:59.720]there's this kind of glass tube here.
[00:09:01.700]That's a titration tube.
[00:09:03.370]And if you zoom in on it,
[00:09:04.990]here's that water meniscus line that I was talking about.
[00:09:07.910]So the student remotely needs to be able to confer
[00:09:10.710]with his students in the lab that are doing the lab
[00:09:13.310]with them in person and say, yes
[00:09:15.090]I agree that that is that nine enough, 9.4 milliliters line.
[00:09:24.167]And so the students need to be able to agree on that
[00:09:27.930]and not just take the, the students that are in the lab
[00:09:30.400]doing the experiment after their word.
[00:09:33.570]They want the remote students to have a say
[00:09:36.450]and come to an agreement on the lab.
[00:09:39.720]The other thing you'll see here is I have kind
[00:09:41.430]of a standard logic tech camera
[00:09:43.430]up at the top that was generally this
[00:09:46.560]this kind of standard wide angle lapped Logitech webcam
[00:09:50.250]that you'd buy just for like working from home
[00:09:52.890]on Zoom that was used to capture the instructor
[00:09:56.100]at the beginning of the lab, or to capture the environment
[00:09:59.139]as a whole, because it had this wide angle capture
[00:10:02.168]and wide angle microphones.
[00:10:04.230]So it could pick up what the students were saying
[00:10:06.300]at their stations, but we had this manual zoom kind
[00:10:10.518]of telescopic webcam, but we also purchase from Amazon.
[00:10:14.910]And here's a digital rendering of what that looked like.
[00:10:17.259]And I, I'm using this image instead of the actual image.
[00:10:19.930]So you can kind of get an idea of how it works
[00:10:22.040]but there was two knobs on here.
[00:10:23.700]And so what this camera would do
[00:10:25.910]I could switch up the camera that's at the top of the tripod
[00:10:28.910]and it would allow me to mainly zoom in,
[00:10:31.940]instead of having to try to get the webcam algorithm to
[00:10:34.550]kind of auto-focus, I could manually zoom into this meniscus
[00:10:37.786]on this titration tube, and manually focus it.
[00:10:40.830]So I can give the students that will looking
[00:10:42.950]and working on this lab remotely, the best possible view.
[00:10:46.740]And so there was always kind of this feedback loop
[00:10:49.670]between the students that were attending online and myself
[00:10:52.990]as the one orchestrating the Zoom set up in the classroom.
[00:10:57.570]Sometimes I say, Hey, could you zoom in further?
[00:11:00.000]Hey, could you focus that a little bit or,
[00:11:01.980]oh, that looks really good.
[00:11:03.150]And then the students on Zoom
[00:11:04.260]would take a screenshot of that.
[00:11:05.630]And they've used that
[00:11:06.463]when they're completing their chemistry lab.
[00:11:08.390]So there's kind of two cameras
[00:11:10.610]that we already have involved here.
[00:11:12.010]We have your standard webcam
[00:11:13.480]for capturing the teacher at the front
[00:11:14.850]of the room and the student that's working on their station.
[00:11:17.360]And then we kind of have your
[00:11:18.193]specialized manual zoom camera.
[00:11:20.550]But we're going to talk about a couple more things
[00:11:22.000]that we see in this picture.
[00:11:23.550]So you're going to see here that there is a document camera.
[00:11:26.520]This is a mobile document camera
[00:11:28.387]and you can see it's hanging over the top
[00:11:30.590]of that instrument screen that I talked about earlier.
[00:11:33.700]And so this is what that looks like on Zoom.
[00:11:35.900]And now this is a little blown up and not as crisp
[00:11:39.600]because this is a screen capture, but
[00:11:41.830]this is a really readable when students were watching this
[00:11:44.648]you know, they can always pin the video
[00:11:46.500]to make it larger on the screen.
[00:11:47.800]And they had no issue reading the measurements
[00:11:50.010]and the units that were on this instrument screen live
[00:11:52.208]as they're watching this reaction happen
[00:11:54.710]so they can see how those units
[00:11:57.100]of measurement are going up or down based on the reaction.
[00:12:00.520]And then the other thing that document camera is great for
[00:12:02.900]is capturing that lab notebook
[00:12:04.790]and those course materials that students needed
[00:12:06.630]to have access to that were traditionally in paper.
[00:12:08.819]Or if they're working with a student that's
[00:12:11.600]in the actual classroom lab capturing
[00:12:14.670]and making sure that they have the same results as them.
[00:12:16.850]So obviously a document cameras great for
[00:12:19.610]And this is an example of what that looked like
[00:12:21.410]coming through on Zoom in the Zoom recording.
[00:12:24.930]So document camera is also used.
[00:12:26.650]So now we're up to three cameras.
[00:12:28.990]And then probably my favorite camera
[00:12:31.460]that we used was the thermal camera.
[00:12:33.600]And now the thermal camera wasn't actually captured
[00:12:35.660]in this image, but I, I kind of Photoshop this in here.
[00:12:39.980]Ours was actually white, not blue
[00:12:42.620]but what this thermal camera is, is it's
[00:12:45.610]I can find the specific information online.
[00:12:48.100]If anybody's interested in getting them.
[00:12:49.770]It's actually only about $300.
[00:12:51.580]If you go to Amazon or on the internet and start shopping
[00:12:54.360]for thermal cameras, it's going to be very expensive.
[00:12:58.090]And it's going to get very expensive really quick
[00:12:59.890]because you need a thermal camera that plugs into a laptop.
[00:13:03.080]So Zoom can use it as a camera.
[00:13:05.077]And so we found
[00:13:06.670]that this one it's kind of a, a maker thermal camera.
[00:13:10.426]So it's open source, there's open source firmware
[00:13:14.730]and stuff like that sits in a 3D printed housing.
[00:13:16.690]It was only $300.
[00:13:18.730]It could be mounted on a tripod, and you can see
[00:13:21.219]we have a flame here.
[00:13:22.950]We have the speaker here of water boiling, and you can see
[00:13:26.160]this is the type of image
[00:13:27.390]that a thermal camera would produce.
[00:13:29.270]Now, what's really interesting about a thermal camera.
[00:13:31.510]As I mentioned earlier
[00:13:32.900]talking about those endothermic reactions
[00:13:35.040]those exothermic reactions
[00:13:36.587]where they give off heat, or they they're, they get colder.
[00:13:40.488]Sometimes the flame that comes off
[00:13:42.880]of these lab bench flames can get so hot
[00:13:47.390]that they're invisible to the naked eye.
[00:13:50.340]And then if you try to capture that
[00:13:51.820]on kind of your standard webcam
[00:13:53.570]you're really not going to have any shot.
[00:13:55.320]You might see a little bit of blue at the bottom
[00:13:57.730]but the tip of the flame and where that flame's coming up
[00:14:01.010]and hitting the beaker is can be so high, it's invisible.
[00:14:05.380]And so you can see how even a thermal camera
[00:14:07.400]in a traditional classroom environment would give you
[00:14:09.770]a good idea of what part of the beaker you're heating up
[00:14:13.420]because even that can be important when you're talking
[00:14:15.720]about lab write-ups.
[00:14:17.200]And then finally
[00:14:19.080]this is another thing that I didn't really think about
[00:14:21.180]but when I came into my first chemistry lab
[00:14:23.540]that I'd mentioned
[00:14:25.118]that this setup is a couple iterations old
[00:14:27.570]because my first setup had a tripod
[00:14:29.939]and tripods take up a lot of floor space.
[00:14:32.540]Cause there's three really long legs.
[00:14:34.310]That'll go all the way down to the floor.
[00:14:36.290]And that will make it really hard
[00:14:37.830]for students to maneuver around the lab station.
[00:14:40.254]So they have to go back and forth to the fume hood
[00:14:42.870]or the scales, then walk back and get different materials.
[00:14:45.810]And this tripod was just getting
[00:14:47.540]in everyone's way and then moving it was difficult
[00:14:50.245]because things would get wrapped around it.
[00:14:52.057]And so what we settled on and you can see it
[00:14:54.110]in this picture is a monopod, which is like a God sent.
[00:14:57.550]If anybody's trying to record in a classroom
[00:14:59.950]and be somewhat mobile, cause we need to
[00:15:01.970]move down the lab bench, as we worked
[00:15:03.825]A monopod is super helpful.
[00:15:06.920]And so basically it's an aluminum pole.
[00:15:10.346]You have a pivot point in interchangeable heads up here
[00:15:14.030]so I could quickly detach and reattach
[00:15:15.980]different camera types.
[00:15:17.560]And then there's a pivot point here.
[00:15:19.650]So you could change the angle from the top.
[00:15:21.710]There's also a pivot point at the bottom.
[00:15:23.400]So I could change the angle of the rod at the bottom.
[00:15:26.490]And then it had three small feet.
[00:15:28.360]So it took up a much smaller footprint
[00:15:30.040]and was a lot easier to move.
[00:15:32.350]So this was kind of the instructional technology
[00:15:35.520]that went into making chemistry labs
[00:15:38.450]and zooming chemistry lab successful.
[00:15:40.500]And then obviously we have a laptop back here
[00:15:43.150]where all the cameras were plugged into
[00:15:44.730]and then I could switch them in Zoom.
[00:15:46.900]Another really nice thing that Zoom allowed us to do
[00:15:49.470]is you can actually be sharing two cameras
[00:15:51.470]at the same time, not just one.
[00:15:54.250]And then you can also be sharing your desktop.
[00:15:56.250]And then when I had my smartphone connected
[00:15:58.730]to the Zoom meeting that would come across
[00:16:00.970]as a whole separate participant.
[00:16:02.390]So students could pin whichever video sources
[00:16:05.080]they wanted to see large at the time.
[00:16:08.050]And that the another thing that I want to mention here
[00:16:12.090]and you'll see this
[00:16:12.923]in a future slide is you're going to see a picture
[00:16:14.890]of the instructor
[00:16:16.010]and there's a microphone that's kind of coming down
[00:16:18.220]and wrapping around his face.
[00:16:19.750]And originally we purchased that microphone
[00:16:21.640]so that the people attending
[00:16:23.590]on Zoom could hear the instructor really well
[00:16:26.200]even if they're across the classroom
[00:16:27.620]explaining something in a different location.
[00:16:29.900]But what we found out was that the microphone
[00:16:31.930]is built into these Logitech web cams up here
[00:16:34.120]at the, that you see at the top of the screen
[00:16:36.260]were actually good enough that they could hear
[00:16:37.800]the instructor from the other side of the classroom,
[00:16:39.770]because if you're teaching in a lab room
[00:16:41.930]you're usually projecting your voice anyways.
[00:16:44.320]And so we didn't actually need to
[00:16:46.640]get those microphones that wrap around the instructors head,
[00:16:49.720]and the instructors didn't really enjoy wearing them
[00:16:51.810]because they're also wearing their lab goggles.
[00:16:53.930]they might also be wearing a mask for COVID reasons
[00:16:56.630]or maybe a safety shield in front of their face.
[00:16:59.850]So another thing you don't think about
[00:17:01.630]when miking up instructors is
[00:17:03.080]in the chemistry lab, especially during COVID
[00:17:05.230]there's a lot of other gear that's already on their head.
[00:17:07.580]And so we tried to leave you with that as much as possible.
[00:17:09.612]So these are all a lot of different lessons
[00:17:11.980]that we learned going through and zooming chemistry labs.
[00:17:17.220]Let's see, we have a question here in the chat.
[00:17:19.447]"How do you switch between screens
[00:17:21.090]cameras for the remote student?"
[00:17:24.660]So that's a great question.
[00:17:26.320]I didn't do a whole lot of switching on my own.
[00:17:28.470]I could spotlight things so I could force it to be
[00:17:31.290]in the main view of the students, but more times than not
[00:17:34.330]I did a little bit of student education at the beginning
[00:17:36.860]of the Zoom meeting and taught them how to pin things.
[00:17:39.680]So for those who are more familiar with Zoom
[00:17:42.060]you can go up to my video window and the video grid
[00:17:45.730]and you can click on the three dots
[00:17:47.070]to the right side corner of my screen and you could pin me
[00:17:50.560]and that would make me large, but only on your view.
[00:17:53.100]And so students could, would know how to pin things.
[00:17:55.530]You can actually multi-pin things.
[00:17:57.500]You can, I think pinups and nine different things of time.
[00:18:00.200]So if they want it two things to be large
[00:18:01.800]but everything else to be small, they could do that.
[00:18:04.060]And so it was a little bit of student education
[00:18:05.960]on Zoom best practices.
[00:18:08.800]Another thing that I might mention when talking
[00:18:11.300]about working with students remotely
[00:18:14.230]in the chemistry lab is when they have questions
[00:18:17.980]it was kind of my responsibility
[00:18:19.420]to get the attention of the teacher.
[00:18:21.170]If they had asked the question out loud, un-muted themselves
[00:18:23.910]and ask the question out loud
[00:18:25.560]that laptop was sitting right where their lab mates were.
[00:18:28.440]So their lab mates can generally hear
[00:18:29.870]what's coming over the speakers from the laptop.
[00:18:32.350]And it's kind of like
[00:18:33.183]the student was in that classroom with them.
[00:18:35.090]But if it was something for the teacher
[00:18:36.730]that the student wanted to ask
[00:18:37.990]or they wanted to ask it privately in the chat
[00:18:40.610]that would be something where I would grab the teacher
[00:18:43.320]if they're on the other side of the classroom
[00:18:44.630]and raise my hand.
[00:18:45.463]And then when they have a chance
[00:18:46.480]they can come over and talk to the student online.
[00:18:49.720]So sometimes the teacher was in the opposite
[00:18:51.470]in the room and I tried to help get their attention.
[00:18:54.118]But it really wasn't too bad.
[00:18:56.700]It actually, I think could be done a lot in the future.
[00:18:59.290]So the reason that we have a student joining remotely is
[00:19:02.660]because they had some people
[00:19:04.310]that they were living with that had health complications
[00:19:07.000]and they were trying to make sure
[00:19:08.190]that they weren't going out and, and increasing the risk
[00:19:11.320]of bringing COVID back into the household.
[00:19:14.720]I think this actual student themselves
[00:19:16.430]also had an immune disorder,
[00:19:18.690]but the person they were living with had a greater risk.
[00:19:22.428]But as long as you have someone that's like
[00:19:24.620]in the classroom, kind of doing the puppeteering
[00:19:27.350]doing a live lab is actually very realistic
[00:19:31.400]and can be done very, very well.
[00:19:33.050]I asked the students that were joining
[00:19:35.280]at the end of the semester, you know
[00:19:37.450]everything's done all the homework's turned in.
[00:19:39.690]All the labs are done.
[00:19:40.980]Can you give me some honest feedback?
[00:19:42.380]What did you like?
[00:19:43.213]What didn't you like?
[00:19:44.110]And every single one of them said
[00:19:45.590]they thought it was going to be
[00:19:46.698]they thought it went over better
[00:19:48.410]than they ever would have imagined
[00:19:50.000]they thought it was going to be a disaster.
[00:19:51.990]They weren't sure how it was going to go
[00:19:53.610]but they were really pleased with that.
[00:19:55.150]So I know only got five minutes left.
[00:19:57.490]So I'm going to pass it back to Erin.
[00:19:59.560]We'll kind of talk about some future.
[00:20:01.000]She'll talk about future recommendation.
[00:20:04.660]Okay. So, there is, a instructor who unfortunately
[00:20:09.360]got to all of the gear at once.
[00:20:11.650]He was a good sport about it though,
[00:20:13.490]but some of the things that we found out
[00:20:15.130]the pre-labs, we knew
[00:20:16.810]that this could be done easily, but I think it helped
[00:20:19.390]for our chemistry faculty to realize
[00:20:21.650]that some of that pre-lab work really could be done remotely
[00:20:25.510]to make more effective use of their time together
[00:20:28.510]in the classroom in the laboratory setting.
[00:20:31.700]I think it was also a great opportunity for us
[00:20:33.810]to educate them about how they could use VidGrid,
[00:20:38.397]some of the other technology tools
[00:20:41.829]to get their students viewing and engaging
[00:20:44.690]with the content in their classes.
[00:20:46.610]And like Brevan mentioned with VidGrid
[00:20:48.510]we can get some great analytics information.
[00:20:51.880]Online labs can also be a great way.
[00:20:55.510]Students don't have to necessarily come into campus
[00:20:58.150]to make up a lab.
[00:20:59.750]If that information is available online
[00:21:01.590]they can do it that way.
[00:21:03.400]It makes it easier for everybody.
[00:21:06.200]Right now, we don't feel that chemistry is best suited
[00:21:10.520]for a fully asynchronous set up, but you can
[00:21:17.800]you could do a high quality HyFlex
[00:21:19.970]or flipped classroom situation.
[00:21:23.890]Again, high quality.
[00:21:26.120]We feel very strongly about that.
[00:21:29.280]And with that, we'll turn it over to everyone
[00:21:31.830]for questions, comments, and concerns.
[00:21:35.487]"How much training would a chemistry TA need
[00:21:38.500]to run a mixed version of lab like this one?"
[00:21:42.230]That's good question.
[00:21:43.850]So that's kind of what we wanted
[00:21:45.400]but the UNO chemistry department doesn't have a lot of TA's.
[00:21:50.650]They do have some student workers running stock room stuff
[00:21:53.790]and a full-time person managing the stock room.
[00:21:57.000]But as far as the TA goes
[00:21:58.670]where they're sitting in each of the different lab sections
[00:22:02.060]we didn't really have that available as a resource
[00:22:05.060]but I don't think it would have taken
[00:22:07.490]someone with the ability to learn a very long time.
[00:22:12.100]And I say that because I don't want you to think
[00:22:14.120]that this person has to be technically savvy.
[00:22:16.610]Zoom can be a pretty simple to learn program.
[00:22:18.820]We've obviously seen a lot of different skill level.
[00:22:21.130]People learn it over the last year.
[00:22:23.310]And so sitting down
[00:22:24.580]and doing like a private one-on-one training with them
[00:22:26.860]or maybe a small group training with a bunch of TA's
[00:22:30.030]I think you could handle most everything you need
[00:22:32.590]to teach them
[00:22:33.520]within like an hour to an hour and a half tops.
[00:22:36.640]It really shouldn't take a long time.
[00:22:38.880]It's a good question.
[00:22:44.089]I think it's also something
[00:22:44.922]that we would have been able to write up
[00:22:47.330]pretty easy to follow instructions
[00:22:50.140]that could have been given to someone,
[00:22:52.430]you know, to step in and or if,
[00:22:55.000]we did have the resource to have TA's taking care of this.
[00:22:58.730]Yeah. "Did the instructor think the learning was
[00:23:01.030]just as good as if the student was in the lab
[00:23:03.330]or just good enough for coming?"
[00:23:05.140]Oh, that's a really good question.
[00:23:08.069]So, I think at the beginning
[00:23:09.120]they came in with the expectation that
[00:23:10.530]it wouldn't even be just good enough for a COVID.
[00:23:13.410]And then I'd say by after the first or second lab,
[00:23:15.890]they're like, okay, this is good enough for COVID.
[00:23:18.550]By the time we were done with the semester
[00:23:20.810]we had done all six labs that they were doing
[00:23:23.390]throughout the whole year.
[00:23:24.990]They gone on, they went off without a hitch
[00:23:27.040]and the instructors were incredibly impressed
[00:23:29.880]with how I evolve the setup every week.
[00:23:32.210]So, got rid of the tripod for the first week,
[00:23:34.390]got rid of the microphone
[00:23:35.360]they were wearing up the second week.
[00:23:36.570]Everything seemed to get,
[00:23:38.030]cause we're doing constant iterations on it.
[00:23:40.370]Everything seemed to get better and smoother over time.
[00:23:42.670]And I'd say by the end of this semester
[00:23:44.400]they thought it was just as good as if the student were
[00:23:46.870]in the lab, they were really, really impressed with it.
[00:23:49.620]It's a great question.
[00:23:51.591]"Do the instructors think they would continue this way?"
[00:23:54.940]So the two that I did this with,
[00:23:56.420]the two chemistry instructors, I did this with
[00:23:58.470]I don't think we'd ever be opposed
[00:24:00.080]to doing it again this way in the future.
[00:24:02.300]It just comes down to, what, do they have a TA
[00:24:04.650]or someone available to run this in the lab with them.
[00:24:09.260]But I don't think they would ever be opposed to it.
[00:24:11.877]"Any feedback from the remote students
[00:24:14.250]at the end of the semester?"
[00:24:15.410]So I didn't get any feedback
[00:24:17.070]in the form of like a survey
[00:24:18.400]other than just talking to them and asking them
[00:24:21.430]what they thought and what they expected.
[00:24:24.280]One of the things, and I know the previous person
[00:24:27.210]giving this presentation kind of glossed over this,
[00:24:29.880]but one of the things the students,
[00:24:32.240]the instructors wanted the students to do
[00:24:33.880]was to make sure their cameras were always on,
[00:24:35.810]because if they were in the actual room,
[00:24:38.330]working with their peers,
[00:24:39.700]they would need to be present in life.
[00:24:41.500]And so that's the only thing we really heard
[00:24:43.990]from the students is
[00:24:45.600]they didn't always love having their cameras always on
[00:24:47.540]but they understood why it needed to happen.
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