Speed18-Incorporating tactile elements and empathy into the online environment

Incorporating tactile elements and empathy into the online environment

Kristin Malek Author

06/11/2021 Added

2 Plays

Description

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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[00:00:03.880]Awesome.
[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.
[00:04:14.650]Hey.
[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.
[00:04:23.890]So okay.
[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.
[00:04:51.280]All right.
[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
[00:05:10.620]with engagement,
[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.
[00:05:53.460]Oh, animals.
[00:05:54.530]Love okay.
[00:05:56.210]Lots of drinks.
[00:05:57.150]Okay I love it.
[00:05:58.720]Awesome.
[00:05:59.980]Cool.
[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,
[00:09:19.990]and doing,
[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.
[00:09:37.680]Dawn.
[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.
[00:13:19.450]Great.
[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,
[00:23:00.020]because any,
[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,
[00:23:40.720]but honestly,
[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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Speed18-Incorporating tactile elements and empathy into the online environment

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