Speed18-Incorporating tactile elements and empathy into the online environment
Incorporating tactile elements and empathy into the online environment
This speed session will discuss actual use cases of incorporating engagement practices online, a class 'box', the importance of physical paper, actual student feedback, and how these tactics increased enrollment in the course over 200% from Fall 2020 to Spring 2021.
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[00:00:04.713]Thank you all so much.
[00:00:05.546]Thank you for being here.
[00:00:06.630]We are going to talk about incorporating tactile elements
[00:00:10.440]and empathy into the online environment.
[00:00:13.180]So I think half of you know me,
[00:00:14.700]but half of you don't,
[00:00:16.500]so one of the things that I truly love
[00:00:19.660]about these workshops, about these speed sessions,
[00:00:22.220]about any training that I do
[00:00:24.450]is that I truly customize my presentation on the spot
[00:00:28.360]for the people that are in the group.
[00:00:30.640]And in order to do this,
[00:00:32.290]I play a variety of games,
[00:00:34.260]and so I do have a series of games
[00:00:36.070]I'd like to start with at the beginning.
[00:00:38.080]One of the games does ask that you turn your camera on
[00:00:40.720]and off if you're able to.
[00:00:42.420]So I'm gonna talk for a couple of minutes.
[00:00:43.800]If you wanna get in a area
[00:00:45.780]or spot where you can turn on or off your camera,
[00:00:47.910]if you're comfortable with that.
[00:00:49.660]But after this interaction,
[00:00:52.040]you can leave it off,
[00:00:53.300]while I go over some points
[00:00:54.910]and some examples, just for you to take into consideration,
[00:00:58.250]we will use the chat box
[00:00:59.700]and we will use reactions.
[00:01:01.760]So if you're not in a place currently
[00:01:03.350]where you can turn on your camera
[00:01:04.830]and you can get in a place where you can turn your camera
[00:01:07.320]for just a couple of minutes,
[00:01:09.160]go ahead and get situated there.
[00:01:11.160]These things that I am sharing with you
[00:01:13.380]are things that I actually use in my classes.
[00:01:16.030]I'll share a lot of studies from this semester
[00:01:18.410]and from last semester.
[00:01:20.170]It does, the examples I'm giving
[00:01:22.910]are from my synchronous online course,
[00:01:25.230]but a lot of the examples can work in an
[00:01:27.220]asynchronous online course.
[00:01:28.740]I have taught both before.
[00:01:30.740]My class this semester,
[00:01:32.010]just to give context and foundation.
[00:01:33.970]My course, this semester was 50 students.
[00:01:37.430]I had no attendance policy
[00:01:39.470]and I did not have any syllabus statements
[00:01:42.890]requiring that you had to have your Zoom cameras on.
[00:01:46.120]And because a lot of these metrics,
[00:01:47.870]that I'm gonna share with you today,
[00:01:50.060]I had over 40 people, of the 50,
[00:01:52.600]logged in every single class,
[00:01:54.830]and over 90% of my students
[00:01:56.540]kept their cameras on the entire time,
[00:01:58.440]even though they weren't required to.
[00:02:00.620]So I really felt a lot of this was important,
[00:02:04.490]because it's really that tactile environment
[00:02:06.980]and empathy and engagement.
[00:02:09.810]So the biggest thing to really talk about
[00:02:12.130]is that it's truly okay to not be okay.
[00:02:16.280]And my name,
[00:02:17.410]if you don't know me, is Krista Malek.
[00:02:19.110]I teach in the hospitality restaurant
[00:02:21.290]in tourism management program,
[00:02:23.320]which is within the nutrition
[00:02:24.590]and health sciences department,
[00:02:25.870]which is within the College of Education, Human Sciences.
[00:02:29.110]I also have an extension appointment.
[00:02:31.430]This year was a huge struggle for me,
[00:02:34.000]as I was trying to navigate COVID
[00:02:36.670]and these classes moving online,
[00:02:39.230]with a super energetic five-year-old
[00:02:41.760]and just trying to figure out the world and COVID,
[00:02:45.200]and the university day by day.
[00:02:48.450]One thing that I did have working to my advantage
[00:02:51.050]was that my specialty area is in events,
[00:02:53.750]in event management,
[00:02:55.200]and my dissertation back in 2015
[00:02:57.840]and all of my research since then,
[00:02:59.650]has actually been in online events,
[00:03:01.830]and my main focus is in the importance of engagement,
[00:03:05.920]in online events,
[00:03:07.010]and how that impacts learning,
[00:03:08.990]and then application of that learning into the workplace.
[00:03:12.340]So as you can imagine,
[00:03:13.930]that's a very good specialty to have in COVID.
[00:03:16.580]What is an online event?
[00:03:17.820]What is an online class?
[00:03:18.950]They're the same thing,
[00:03:20.310]but I really find myself struggling, kind of day in
[00:03:22.640]and day out with balancing increased demands and extension,
[00:03:26.240]and doing all these trainings
[00:03:27.540]and helping out the community with my daily life.
[00:03:30.490]So I wanna get to know you guys.
[00:03:32.110]I wanna know everyone on the call.
[00:03:33.820]So I'm gonna ask a series of
[00:03:36.210]kind of questions that have two answers.
[00:03:38.650]And I'm going to ask for you to turn on your camera,
[00:03:42.200]for if the answer is one way
[00:03:43.660]and turn off your camera if the answer is another way.
[00:03:46.270]I'll ask three questions of this
[00:03:47.830]and then I'll do one other thing,
[00:03:50.080]and then you can keep your cameras off
[00:03:51.960]the rest of the time.
[00:03:53.350]So the first question,
[00:03:54.620]just so I can get some
[00:03:56.620]awareness of who's in the crowd today.
[00:03:58.900]If you've been teaching
[00:04:00.650]for less than three years,
[00:04:03.030]turn your camera on,
[00:04:04.620]and if you've been teaching for more than three years,
[00:04:07.730]keep your camera off.
[00:04:16.771](indistinct) backgrounds too.
[00:04:18.480]I'm actually on vacation this week.
[00:04:19.760]This is the only thing that I've kept
[00:04:21.150]and so I'm like leaning against a wall.
[00:04:25.140]So okay everyone can turn their cameras off.
[00:04:29.630]All right, the second question is
[00:04:32.800]if you taught an online class in this spring semester,
[00:04:38.150]turn your camera on
[00:04:39.340]and if you did not teach an online class
[00:04:42.010]for the spring semester,
[00:04:44.850]keep your camera off.
[00:04:46.010]So if you taught online in spring,
[00:04:47.610]turn your camera on.
[00:04:52.910]Hey, so we got a handful, all right.
[00:04:55.680]And then to help guide this session,
[00:04:58.880]I just wanna also know,
[00:05:00.210]like if some other people struggled.
[00:05:01.580]We have some admins on here,
[00:05:02.990]some IT, some techs,
[00:05:04.370]some instructional designers, some teachers.
[00:05:06.600]So if you feel like you have struggled throughout COVID
[00:05:12.150]with work, with your family life,
[00:05:14.390]just turn your camera on for a minute.
[00:05:16.080]And then if you are like,
[00:05:18.220]dude this was, I was thriving.
[00:05:19.860]This wasn't a single problem for me.
[00:05:21.470]Then keep your camera off.
[00:05:26.230]Here we go.
[00:05:27.063]Look almost all of us.
[00:05:28.670]And now I want everyone to grab something
[00:05:31.170]that's like in their area,
[00:05:32.860]kind of like around them,
[00:05:34.560]something that you say is something that defines you
[00:05:39.380]or that you need to live every single day.
[00:05:42.930]Mine would be like carbonated beverages,
[00:05:45.490]but anything that's like right within your reach,
[00:05:47.410]something that's like, this is you.
[00:05:49.130]Coffee, phone, coffee packers.
[00:05:51.680]All right lots of cups, lots of drinks.
[00:05:56.210]Lots of drinks.
[00:05:57.150]Okay I love it.
[00:06:00.813]Thank you all so much for playing my games.
[00:06:02.980]That's really helps me a lot.
[00:06:04.520]Actually I don't drink coffee,
[00:06:05.670]but I'm right there with you.
[00:06:06.503]I'm a big tea drinker.
[00:06:07.980]All right, so you guys can turn your cameras off
[00:06:10.410]and then, just kind of listen.
[00:06:12.330]I will show some visuals,
[00:06:13.650]but I'm not like a death by PowerPoint person,
[00:06:16.210]but I do wanna just talk about some of the differences.
[00:06:20.230]So the first thing that I really wanna talk about,
[00:06:22.410]it's in the title of the presentation,
[00:06:24.010]is the importance of tactile.
[00:06:26.480]Now a lot of people remember,
[00:06:29.460]back in the day, when we were teaching in person,
[00:06:32.250]that the hot thing to do was to incorporate
[00:06:36.190]into the in-person environment.
[00:06:38.770]So that could include polls,
[00:06:41.020]that could include,
[00:06:42.670]doing research in the computer,
[00:06:45.010]any kind of assignment.
[00:06:46.190]It was the big thing in instructional design.
[00:06:48.040]We were all like incorporate tech,
[00:06:49.730]like use your mixed modes
[00:06:51.610]and like get them engaged.
[00:06:53.830]And I think one of the biggest misnomers,
[00:06:56.120]is people assume that
[00:06:57.630]because you're in person you're engaged
[00:07:00.040]and that's actually what my dissertation looked at.
[00:07:02.270]It said like, okay,
[00:07:03.590]if you are in person,
[00:07:05.500]if you're online with moderation
[00:07:07.710]and if you're online just watching passive videos,
[00:07:10.880]what is the importance of that engagement
[00:07:13.690]with your learning?
[00:07:15.060]And it was actually really fascinating
[00:07:16.650]because online with moderation
[00:07:19.720]actually had higher learning,
[00:07:22.480]than the in-person group,
[00:07:24.180]because as we all know,
[00:07:25.740]just 'cause you're in person doesn't mean you're engaged.
[00:07:28.490]Just 'cause you're in person,
[00:07:29.510]I mean you could be on Facebook or Twitter,
[00:07:31.600]you can be on your phone Twittering the session right now,
[00:07:34.170]me taking pictures
[00:07:35.380]or scrolling social media.
[00:07:36.910]Just 'cause you're in person it doesn't mean you're engaged.
[00:07:39.420]And so you could do these live streaming polls in class.
[00:07:43.070]You could have that engagement incorporating tech.
[00:07:45.750]Now a lot of people, I think in the past have assumed
[00:07:49.020]that what made this magical was the tech.
[00:07:52.110]That's not true.
[00:07:53.410]What made this magical,
[00:07:54.870]was the fact that it had mixed modalities.
[00:07:57.510]You had physical, and tech.
[00:08:00.190]And so I think that as the world has moved online,
[00:08:03.210]a lot of people assumed it was the tech.
[00:08:05.710]And so now people are trying to integrate tech,
[00:08:08.470]with more tech.
[00:08:09.680]You're saying, okay in Zoom,
[00:08:11.540]I'm gonna send you to this link,
[00:08:13.590]where you're gonna do something else,
[00:08:14.780]or I'm gonna send you this link to a Padlet,
[00:08:16.740]or I'm gonna send you this link to Google.
[00:08:18.460]And that's fun,
[00:08:19.293]'cause it shakes it up.
[00:08:20.740]But it's not the magical part, right?
[00:08:23.690]In fact, you can actually lose people
[00:08:25.680]if I send you somewhere else
[00:08:27.160]outside of the Zoom session,
[00:08:28.540]they might just stay
[00:08:29.750]and not come back to the Zoom.
[00:08:31.750]So the real magic is incorporating
[00:08:33.310]this tactile environment.
[00:08:35.480]And so this can really occur in one of three ways.
[00:08:38.610]The first one would be
[00:08:40.590]the students like actually bringing
[00:08:42.720]in elements of their environment.
[00:08:44.680]So for example,
[00:08:46.020]I had you guys,
[00:08:47.960]you folks, all of you like hold something up.
[00:08:50.410]So this is something that as students
[00:08:53.030]or anyone, an attendee, an event attendee,
[00:08:55.650]anybody that's on Zoom.
[00:08:57.230]They're touching and holding something that's theirs.
[00:09:00.380]They can share it with the crowd.
[00:09:01.970]I do a lot of games.
[00:09:03.280]I do a lot of icebreakers with things like this.
[00:09:05.510]If, you know, try take three minutes,
[00:09:07.480]turn off your camera and go run,
[00:09:08.800]and grab something that's meaningful to you
[00:09:10.570]and bring it back
[00:09:11.680]and then I'm gonna share a story.
[00:09:13.720]And this always works well.
[00:09:16.870]In fact, I had started writing down your names,
[00:09:22.010]doing like little things that I could draw
[00:09:23.970]in case I wanted to pick things.
[00:09:25.640]So we have Marsia, Madison and Courtney, right?
[00:09:29.340]So I have all of your names now in a hat.
[00:09:31.270]So if I wanted to play a game,
[00:09:32.950]I could just draw it
[00:09:34.650]and then I could like, hold it up.
[00:09:38.860]So this is another way that you can incorporate tactile.
[00:09:41.550]This is the second way.
[00:09:42.940]And that would be the teacher kind of facilitating that.
[00:09:46.490]So I can have my own paper
[00:09:48.110]where I'm holding things up,
[00:09:49.730]or I can ask you to have something in your environment,
[00:09:53.310]that grab a piece of paper,
[00:09:55.260]you can draw this,
[00:09:56.610]make sure that you bring this to class.
[00:09:58.860]So that way they're actually touching something,
[00:10:01.220]and then they can hold that up.
[00:10:03.190]I'm gonna show you, some pictures here
[00:10:06.710]of my students, they're so fun. (Kristin mumbles)
[00:10:16.438]And definitely, if you have questions throughout,
[00:10:18.240]feel free to share here,
[00:10:20.230]I'm gonna share a portion.
[00:10:22.310]Feel free to share.
[00:10:24.350]But this is just an activity
[00:10:25.670]that I had done in class
[00:10:27.320]where it was called 30 circles.
[00:10:29.210]So it's a creativity activity
[00:10:31.130]that we do
[00:10:31.963]and I had every student pick it
[00:10:33.350]or download and print a template,
[00:10:34.820]or they could just draw 30 circles on a piece of paper.
[00:10:37.750]And then I would just have them pulled it up.
[00:10:40.120]And then we talked a lot about, you know,
[00:10:42.122]the lesson of the day,
[00:10:43.630]the learning objectives of the day.
[00:10:44.530]But is just an example of bringing that
[00:10:47.400]tactile environment into the class
[00:10:49.190]and then having people share.
[00:10:50.840]So I definitely love the features in Zoom.
[00:10:54.020]I use whiteboard a lot,
[00:10:55.590]I use annotate a lot,
[00:10:57.300]but there's some magic to having that tactile experience
[00:10:59.860]where it keeps people engaged.
[00:11:01.723]I absolutely loved that.
[00:11:04.040]So the first one is again,
[00:11:05.470]making sure that students
[00:11:06.830]can bring in their own objects.
[00:11:08.650]And the second is to just incorporate pieces of paper,
[00:11:13.317]to have people use things like I use these.
[00:11:18.030]I can say like Tara, can you share something with me?
[00:11:20.860]And I hold it up.
[00:11:22.050]It also keeps an element of suspense where
[00:11:24.520]students are like waiting to see if their name is drawn.
[00:11:27.080]It's just something simple,
[00:11:28.170]like these pieces of paper
[00:11:29.810]or having them do paper.
[00:11:31.660]The third thing that I did,
[00:11:32.790]that I think really elevated my class
[00:11:35.850]is I actually created a class box.
[00:11:38.740]So a lot of people I think are
[00:11:40.160]used to the meeting boxes.
[00:11:42.560]What I did is I created a class box
[00:11:44.580]and I'm gonna share it with you,
[00:11:45.930]to one of the objectives of the day.
[00:11:48.150]Now at this class box, I had such an influence,
[00:11:51.520]not just in social
[00:11:54.014]and students sharing it,
[00:11:55.480]but then advisors getting ahold of it as well.
[00:11:58.090]And between fall of 2020 and spring of 2021,
[00:12:02.680]my class actually increased 208%.
[00:12:06.820]We had a 37% increase in diversity of majors,
[00:12:11.670]a lot of other majors taking the course.
[00:12:13.890]And there was a lot of word of mouth about this class,
[00:12:17.980]just because of this class box.
[00:12:20.120]So what is the class box
[00:12:21.880]and the psychology behind it?
[00:12:23.870]So what I did
[00:12:24.760]is I created a box for my class.
[00:12:28.310]Quite literally a box.
[00:12:30.280]and on the front I write something silly,
[00:12:32.080]and it's like hello there,
[00:12:33.140]the world outside might be frightful,
[00:12:34.830]but in HRTM 289, it's delightful.
[00:12:37.880]I have a thing for rhyming.
[00:12:39.320]Get ready for an amazing
[00:12:40.360]and interactive online class
[00:12:41.810]like you haven't experienced before.
[00:12:43.330]I'm so glad you're here.
[00:12:44.260]I look forward to getting to know you better
[00:12:45.740]as the semester progresses, Dr.K.
[00:12:48.290]And then I specifically hand draw everybody's names on here
[00:12:51.860]so they knew it was like designed just for them.
[00:12:54.616]So this is kind of what it looks like in progress,
[00:12:57.130]lemme share my screen again.
[00:13:05.820]Normally I have the three sections of my screen here,
[00:13:12.000]but now I do not.
[00:13:14.380]Now I'm on vacation, so I have one.
[00:13:20.810]So this is what this looked like,
[00:13:26.820]where I just had this giant row of boxes,
[00:13:31.110]and then I gave students the option.
[00:13:33.170]I said, hey, I'm super happy
[00:13:35.830]to mail this to you if you want,
[00:13:37.920]or you can come pick it up the first day of class
[00:13:40.530]or the first week of class
[00:13:42.300]and I gave them specific times
[00:13:44.380]and every single person, except for two,
[00:13:47.130]actually opted to come pick it up
[00:13:49.350]because they live in Lincoln.
[00:13:50.960]They wanted to be here in Lincoln.
[00:13:53.020]And then it was a good excuse to kinda get some interaction,
[00:13:55.800]even though it was an online class,
[00:13:57.510]but I told them (indistinct)
[00:13:58.470]more than happy to mail it to you,
[00:13:59.980]not a big deal at all.
[00:14:02.060]So I gave them the class box,
[00:14:03.960]and then this is kind of what I
[00:14:05.250]opened up to look like.
[00:14:07.360]I had like a little coloring page on the top,
[00:14:09.890]Dr.K's intro to events.
[00:14:11.890]I gave them a pen,
[00:14:13.040]so that way they would always have a pen.
[00:14:15.270]And then this is kind of what it looked like inside.
[00:14:18.070]And I'll show you on mine.
[00:14:20.980]When you open it up.
[00:14:23.290]I think we've all been to a lot of meetings,
[00:14:24.810]where there's the pre-meeting box.
[00:14:27.130]And it's just a whole bunch of swag
[00:14:28.370]that doesn't mean anything, right?
[00:14:29.490]There's no purpose.
[00:14:30.830]So it's like, yeah, I got a free mug.
[00:14:32.610]I got a free, you know, giveaway or whatever,
[00:14:34.730]but there's no purpose.
[00:14:35.910]And my purpose is really engagement
[00:14:38.190]and community building in an online class.
[00:14:41.020]And so all of my box,
[00:14:42.800]there's a series of envelopes
[00:14:44.330]and all these envelopes were sealed
[00:14:45.950]and I have my own box, which you see,
[00:14:47.960]because it has my name on the front.
[00:14:49.710]These are also color coded and put an order.
[00:14:52.710]And then we have like an unveiling.
[00:14:54.710]So like here's week one.
[00:14:56.490]And so on the Tuesday or Monday,
[00:14:58.490]the first day of that week,
[00:14:59.710]then I say like, okay everybody,
[00:15:01.570]we're gonna open up week one.
[00:15:02.857]And we all open it up together,
[00:15:05.480]and then we hold it up
[00:15:06.850]and then we would show it to the class.
[00:15:08.330]So this, in this case is my printed syllabus,
[00:15:10.720]which of course my syllabus looks different, it's a menu
[00:15:14.060]because I'm a different person.
[00:15:15.640]And so then we all have it
[00:15:17.390]and we all have this tactile thing.
[00:15:19.760]And it's amazing
[00:15:21.470]how many times people actually do the stuff.
[00:15:23.570]And most of these weeks are only filled with paper,
[00:15:27.020]but it builds this amazing sense of community
[00:15:30.160]of what students are doing with this.
[00:15:32.700]One of the full envelopes, I'm looking at it.
[00:15:37.500]One of the envelopes is filled with marketing.
[00:15:39.610]So there's different marketing things.
[00:15:41.600]I've actually solicited some,
[00:15:44.200]businesses in town
[00:15:45.730]where they give things for this class box
[00:15:48.370]and that are branded.
[00:15:49.780]And then we talk about differences of branding
[00:15:52.120]and everyone's like, okay Kristin,
[00:15:53.780]you get to teach fun classes.
[00:15:55.640]You teach event management.
[00:15:57.110]Of course you can do fun things.
[00:15:59.020]I also teach finance,
[00:16:00.320]I teach strategic management.
[00:16:02.230]I teach special topics courses.
[00:16:04.800]I teach a wide variety
[00:16:06.420]that are not just the fun courses,
[00:16:08.230]and it works in all of them.
[00:16:10.300]The cool thing is just being able,
[00:16:12.430]that everybody has the same material.
[00:16:15.130]So the whole attendee experience journey is magical
[00:16:18.560]from the beginning until the end,
[00:16:20.550]because they pick it up,
[00:16:21.890]they all have this thing that they're in together.
[00:16:24.300]They all have this unveiling that they open it up.
[00:16:26.550]You have that mystery, which is really exciting
[00:16:29.290]that they all don't know what's in it.
[00:16:30.760]They have to wait,
[00:16:31.810]which is also a big reason
[00:16:32.840]why everyone comes to class,
[00:16:34.400]because without some explanation,
[00:16:36.560]most of these things don't mean anything.
[00:16:38.810]They're just random parts
[00:16:40.710]or a random piece of paper,
[00:16:42.530]like one that has 30 circles on it.
[00:16:44.270]And you have no idea
[00:16:45.560]what you're gonna do with it.
[00:16:47.257]So there's a lot of element and mystery in it too,
[00:16:49.350]that works a lot.
[00:16:50.920]So that's kind of what I do
[00:16:53.020]in terms of a class box there,
[00:16:56.506]that gives people tactile,
[00:16:59.040]but it's a very low cost.
[00:17:00.650]In fact last year we used like leftover boxes,
[00:17:04.330]in the fall semester, we used leftover boxes
[00:17:06.330]and then the post office donated,
[00:17:08.740]gave us some boxes that we could use.
[00:17:11.040]and then it was just really the envelopes
[00:17:12.890]we checked out at the Dollar Tree,
[00:17:14.480]and so it was just a very low cost way
[00:17:16.680]to keep people engaged
[00:17:17.850]and the community building was great.
[00:17:20.760]The other part of this before we jumped into like,
[00:17:22.790]well, what are students saying?
[00:17:24.070]And definitely feel free
[00:17:25.450]to drop your questions in the chat.
[00:17:27.360]I'm pretty good with monitoring those.
[00:17:30.240]Lots of smiley faces from earlier,
[00:17:33.020]but if you have questions throughout,
[00:17:34.170]definitely let me know.
[00:17:35.840]The second part of this is really empathy.
[00:17:39.070]And I think that's kind of one of
[00:17:41.160]my strong suits in terms of teaching
[00:17:43.860]and you'll see,
[00:17:44.693]I'm actually gonna share
[00:17:45.700]real student evaluations with you from my courses
[00:17:48.690]and for empathy, I really kind of keep it to five points.
[00:17:52.730]And that first point is just being human
[00:17:55.350]and being authentic
[00:17:56.520]and just acknowledging that it's okay to not be okay.
[00:17:59.380]I actually start the semester by telling students
[00:18:01.560]it's okay to not be okay.
[00:18:03.340]And if I have a rough day,
[00:18:04.800]I tell them,
[00:18:05.980]I say like, "Hey, my daughter would not sleep last night
[00:18:08.760]so I'm a little tired."
[00:18:10.750]And the whole point is just to make you be human, right?
[00:18:14.470]Like you're not just a person on the screen,
[00:18:17.670]you are a human and they're engaging
[00:18:19.940]and interacting with you.
[00:18:21.390]And I think so often times,
[00:18:23.220]we as professors, as professionals,
[00:18:25.730]as business people,
[00:18:26.900]we try to make it seem like everything's okay all the time.
[00:18:30.810]And I think my daughter Zoom bombs my classes
[00:18:33.660]more than a real zoom bomber would.
[00:18:36.050]And I'm sure most of you
[00:18:37.190]are in similar situations with pets,
[00:18:40.126]or if you live with other people, then absolutely,
[00:18:43.380]so just acknowledging,
[00:18:44.520]because if you can acknowledge that
[00:18:46.640]parts of your life aren't okay,
[00:18:47.970]then students will open up to you a lot more as well.
[00:18:50.450]Same with employees, my interns,
[00:18:52.760]and employees, they all open up that they're not okay
[00:18:55.730]because they know it's okay,
[00:18:56.990]it's a safe space
[00:18:58.430]though safe spaces have been politicized.
[00:19:01.360]The second one is doing a pre-course survey
[00:19:03.660]and asking students questions about themselves
[00:19:06.470]and then building it into the class.
[00:19:08.450]So I do have a pre-course survey that I share,
[00:19:11.530]that ask their favorite music,
[00:19:13.330]and ask some of their favorite activities
[00:19:15.950]that they like to do.
[00:19:16.783]And I build it in throughout the semester.
[00:19:18.220]So again, people,
[00:19:19.610]students are seen as a whole 360 person
[00:19:23.210]and not just a student in my class.
[00:19:25.437]And you just wanna acknowledge the fact that
[00:19:27.530]they have lives outside of this class as well.
[00:19:30.350]I'm a huge advocate for key keeping group projects,
[00:19:33.480]even if you're teaching asynchronously online,
[00:19:36.250]because it helps the students have a connection with
[00:19:38.410]somebody else in the course,
[00:19:39.520]which is really important for community building.
[00:19:42.200]And I kick up the introduction post a lot,
[00:19:44.899](Kristin chuckles) to get students
[00:19:46.610]really looking at each other as individuals,
[00:19:48.800]'cause again, that's at the beginning of the course.
[00:19:51.160]And so I have the students actually evaluate each other to,
[00:19:55.460]and kind of people really,
[00:19:58.360]the students really have to sell themselves
[00:20:00.130]as to why they'd be a good group member.
[00:20:02.790]And then the other students look for their matches.
[00:20:05.370]And so there's like wiping, but not swiping.
[00:20:08.250]So building in some of that, current culture
[00:20:12.230]and then matching them up
[00:20:13.580]so that way they match.
[00:20:14.640]And that's a big reason why the groups
[00:20:17.010]and the teams get so close,
[00:20:18.510]even though this is an online class.
[00:20:20.740]And then the fifth one really with empathy
[00:20:22.810]is just setting the rules for the Zoom meeting.
[00:20:25.180]And don't require Zoom to be on all the time.
[00:20:27.730]Like right now,
[00:20:28.563]if you're teaching effectively,
[00:20:29.920]like I'm looking at the camera,
[00:20:31.790]I don't even see the screen.
[00:20:33.030]I don't even know who's on
[00:20:34.520]and who's not on,
[00:20:35.790]because in order to be engaging,
[00:20:37.240]I'm looking at the camera,
[00:20:38.780]not looking at myself,
[00:20:40.040]not looking at anyone on the screen,
[00:20:42.350]I'm looking at the camera.
[00:20:43.890]So why do the student's cameras need to be on all the time?
[00:20:47.080]Just set those parameters.
[00:20:48.410]My students know that for the first 10 minutes,
[00:20:50.520]they need to have access
[00:20:51.540]to put their camera on and off,
[00:20:52.770]because of the activities that we do,
[00:20:54.650]but then after that, like it's,
[00:20:56.690]you don't need to have it on
[00:20:58.140]while I'm talking about four points,
[00:20:59.870]but then you're gonna go into a breakout room,
[00:21:01.730]we're gonna do an engaging activity.
[00:21:03.210]You're gonna come back, you're gonna share out,
[00:21:04.780]then you're gonna go back into breakout room.
[00:21:06.880]So just kind of understanding that.
[00:21:09.892]I know I have three minutes left.
[00:21:11.310]I know time goes by so fast,
[00:21:13.040]but I did wanna share,
[00:21:15.230]with you guys, you all.
[00:21:19.710]Just, I have two slides.
[00:21:21.430]And so this is the actual things from both the fall
[00:21:24.880]and the spring class, of just student responses.
[00:21:28.100]And I don't know if I'm allowed to curse on this at all,
[00:21:31.550]but like, I'm kind of a bee in class.
[00:21:33.660]Like I have very high standards.
[00:21:35.570]My students are expected to output a lot.
[00:21:38.220]It's my number one feedback,
[00:21:39.500]like Dr.K gives too much work for an intro class,
[00:21:42.740]but the comments are like,
[00:21:44.540]we have a great time.
[00:21:47.080]We have a deeper level.
[00:21:48.980]It's nice to interact with students.
[00:21:51.200]We make Zoom calls very interactive.
[00:21:53.740]It's very thorough.
[00:21:55.320]And then other comments,
[00:21:57.050]you know, building connections with the students,
[00:21:59.460]including our opinions and thoughts,
[00:22:01.630]you know, everybody feeling included.
[00:22:04.410]They have my support.
[00:22:05.500]I expect a lot,
[00:22:06.490]but I support everybody throughout the way.
[00:22:09.380]You know, I'm always available to talk.
[00:22:12.000]I'm willing to listen to you
[00:22:15.830]and to take it into consideration,
[00:22:17.550]with whatever grading or whatnot.
[00:22:19.540]And then a lot of like handwritten letters too
[00:22:21.610]which you don't have to read all this.
[00:22:24.050]Anyways, but you know, I get a lot of cards.
[00:22:26.680]It's like you're,
[00:22:27.880]you know, you've made such an impact in my life
[00:22:29.580]just 'cause I know you care about your students.
[00:22:31.970]So it's nice
[00:22:32.860]because you don't have to suffer
[00:22:35.920]high quality just to have that interaction.
[00:22:38.600]And the biggest thing that I do
[00:22:40.090]is building in that tactile, elements
[00:22:42.930]and then empathy with it.
[00:22:44.390]So my oh gosh twenty-five minutes goes by so fast.
[00:22:48.400]I do have some questions that are interact messages.
[00:22:51.150]What guidance do you give students
[00:22:52.570]through cameras in the breakout rooms
[00:22:53.950]when they're talking to each other?
[00:22:55.690]So I always keep my breakout rooms
[00:22:58.092]at about three to four people,
[00:23:01.090]if you have two people, it's like really uncomfortable,
[00:23:04.250]if someone's not engaging.
[00:23:05.600]And then if you have more than three or four people,
[00:23:08.320]then it's easy to keep your cameras off
[00:23:09.980]and not be as engaging.
[00:23:11.300]So I always try to have three to four people,
[00:23:12.800]which is kinda that sweet spot.
[00:23:14.860]And then I asked students to
[00:23:18.010]you know, to make sure that they're engaging,
[00:23:19.530]but honestly, it's not been a problem in my course,
[00:23:22.030]with students always have their cameras on,
[00:23:24.550]because they're working kind of with the same team
[00:23:26.730]throughout the whole semester
[00:23:27.700]so they get to know each other really well.
[00:23:29.630]We do some creativity activities at the beginning of class,
[00:23:32.670]that maybe their groups are,
[00:23:35.070]you know, shaked up, mixed up.
[00:23:38.920]and they're not in their normal groups,
[00:23:41.790]because I've set a culture of engagement
[00:23:44.780]and inclusivity at the beginning of the semester,
[00:23:47.320]it's never really been a problem
[00:23:48.820]so that's a great question.
[00:23:51.288]I have one more minute.
[00:23:54.490]That was like the one question,
[00:23:55.830]a lot of others for (Kristin mumbles)
[00:23:57.860]so any other question?
[00:23:59.480]Okay, it's 2:25.
[00:24:01.160]That just flew right by.
[00:24:02.610]Oh my goodness.
[00:24:03.443]And I'm good at keeping myself on time too.
[00:24:06.160]Didn't have to do too much work (indistinct)
[00:24:08.172]but I hope you all enjoyed it.
[00:24:09.630]Definitely feel free to reach out to me.
[00:24:11.860]If you want a copy of the pre-course survey
[00:24:13.560]or anything else that I do,
[00:24:16.170]and I'm happy to help, that's why I'm here
[00:24:17.970]so love you all.
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