orientation Feedback - Time it took to complete relevance to preparing for being in an doctoral program rate your experience Any questions you have before you come?

Hypothesis activity

move to Canvas (if you are new)

Interactive Quiz to help them identify technological needs (Google Docs, Google Slides, Zoom, CI Docs (Google Drive) for CSUCI)

Screenshots/Screencast - Loom, a couple of suggestions. Zoom easy presentation platform -

Preparing for residency - start of program * SPSS * Librarian Session Citation Management https://libguides.csuci.edu/citations/tools Explore and think about one that seems easy for you to use * overview videos for each (youtube) * Librarian will be at residency to help them get started.

Preparing for online learning: * Framing form the perspective of a working professional - advanced degree - balancing all the responsibilities - doctoral program. * Asynchronous Piece - habits to support efficient time management - (professionals) (Picking one calendar where you place all things - the one you most frequently check - setting focus - strategic calendar mangement - links to Outlook, Gmail, avanced settings - mobiles - mobile notifcations

App (Canvas) - for on the go management

Cloud based - computer last your journey through the program.

If you are New to Canvas (optional) module

General comment: Add links to resources to support students in knowing how to do certain things (i.e. organize files in Google Drive), Canvas Guides on Calendars, etc.

Needs an end of Module page to signal transition to the next module.

Needs to be an hyperlinks in text to be accessible (Watch this X minute video on Calendaring.

remove

replace

To make this automated, consider using an MC question with each answer choice having 3 options...

Bold "Two"

move this up? or make it a "We" statement

Perhaps add how this helps the instructor get updates on how students are doing so I can adjust my teaching or know what's working well for my learners.

Perhaps add how this helps the instructor get updates on how students are doing so I can adjust my teaching or know what's working well for my learners.

Be honest with yourself. Points are not based on the way you studied. So if you didn't do much to prepare, that's ok. The point is to make a better plan for next time.

End sentence.

self-assessing your results can help you make decisions about your study routine. Is it working well and are you earning the grade you'd or is there something you need to adjust for next time?

analyze (i.e. revisit or reflect)

Embed images/videos * play lecture clip or a video clip * prime/preview info that's coming - review video of a skill

grammar.

check for grammar

However, you can change the settings once you've copied the kit to fit your instructional context.

are set up as graded quizzes and built with Classic Quizzes.

What about another word other than "harm" - Stress is a normal part of being in college. Students should expect to feel some level of stress when preparing for and taking an important exam. However, stress can reach an emotional level where amygdala (the fight or flight trigger in our brain) is so stimulated that it literally shuts down the neural pathways that carry information to the neocortex, where the brain engages in critical thinking (Hammond, 2015).

Overall the Module flows great. What do you think about adding a short "true/false" pre-module 1 quiz that folks take only once (marked as 'do not count toward grade') as a self-assessment of what they already know about summative/formative?

Perhaps one more sentence that associates formative with "pulse checks"?

Change buttons below: * Facilitated Opportunities * Untethered Opportunities

Use the linked content for the untethered page content.

TLi Professional Learning Opportunities

and Summer 2024

KEEP

May it RIP! DELETE NUC BYE-BYE!

Remove

Make own page to link to What we do page.

direct to Contact Us Page for booking a consult

before technological industry can grow. We need to get connectivity infrastructure in place in central and western africa.

Global South SITNA

Policy consideration: increasing access to technological infrastructure to global south and LDCs

Makes the first definition make sense. I wonder how many students who dropped in the subsequent semester following treatment, returned within the 1 year window.

interesting

This more than a redesign - there's also intentional planning for communication and facilitation behaviors. And an early intervention plan to retain students.

I like this definition of teaching presence - but it also needs the course organization component.

What is considered a 'high quality interaction'? Is this feedback on assignments? Discussion posts? Video discussion (voice thread) - or is it UDL - the way in which students engage with content?

Perception of whom? Instructors or students?

What defines performance?

I'm curious to look at comparison between first time full-time freshman at CSU's and Community College students. My assumption is our FTFTF come with the same challenges as CC students.

Where are our stop-out rates highest? For which year of student (freshman?)? Which demographics?

H2 COMPASS Model increases student persistence in college What is Compass? What will be considered persistence?

H1 increase completion of courses, success rate, focus on minority students How will introductory be defined? How will minority be defined?

can we change to: engage with students, cameras on or off

can we reword this to say:

Remove invisible barriers to academic excellence through content and module organization

This just needs a bullet point to match the list above.

For undergraduates, looking for ways to incorporate their skills, background, and interest is culturally responsive.

Can be worked into social presence

Student self-efficacy - multiple factors can contribute to this (digital access, digital self-efficacy)

Teaching Presence

Do you think we need this still or can we just have the 'sign me up' button?

What about: Schedule of Courses? or Program Schedule?

DETCHE - Elephant in the room Look for blogs by reviewers (Rachael, Lorna)

Course Review (in house) - Workshop and now also webinar to build faculty/chair capacity for peer to peer course observation (link guide and docs), Trained and growing course review team, online workouts tied to QLT sections, ???

Draw from previous eportfolios (I have all of them in Airtable)

Jill? Who would you put here?

Course Review at campus level Maintain current offerings Expand to 3 semesters of OTPP

Strategic addition of 10 courses by Fall 2020 - link to populr page

5 Day Accessibility Workout Toolkit resources CI Universal Website

Peer to Peer Course Observation Guide & linked documentation, Also OTPP Showcase

Course review website, documentation - Reviewer guide

OTPP Completers and section of course design addressing QLT - faculty showcase BLPP - agenda's with QLT content - OTPP badges with alignment to QLT Course review process and focus on QLT 2 new reviewers trained through CSU

provide course review data, process, and deliverables. Peer to Peer workshop

We aren't here yet. Haven't had enough data - looking to head in this direction for 2019-2020 academic year.

Learning (support of learning) can be systematic

First shift - role of responsibility for learning attributed to forces outside of the student (instructor, design, etc.) intentional design UX perspective. Learning is not innate - it can be designed.

Closeness - relates to social presence as increasing the 'salience' of another. Perception of another as real and the ability to project oneself as 'real'. Add to that non verbal immediacy, and video affords the opportunity to close psychological distance despite physical distance. Video then affords social presence by allowing one to project and be perceived as human BUT it is the application of nonverbal immediacy cues that closes psychological distance in an asynchronous environment where the instructor is at a physical distance from students (proxemics cannot be applied but gestures, head movements, facial expression, voice tone, eye contact, body language and pauses can). Combining verbal cues for social presence with non verbal indicators of immediacy allows instructors to increase 'humanness AND close the psychological distance between a dispersed learning community). Just like Teaching presence is manifested by social presence, non verbal immediacy increases the degree of social presence projected through instructor created video.

Leadership? - Deans, Chairs, etc.

Where's the research on this? Love to know what he's referencing.

Goes back to XU's report - it is EXPENSIVE to develop GOOD online courses - costly in time of the professionals involved - but what is the incentive to put in that time?

No - this depends on branding and how the institution supports faculty in growing online. Online is an option with affordances and limitations. ID's need to be collaborators in research with faculty to inform next steps in OL options - what's best for students. Who? When? Where? How?

How do we speed this up?

Who? Where?

f2f instruction needs a design perspective too. These are content experts - but many are not experts in learning. IS ID a discipline in and of itself- or are we looking at applying andragogy w/in HE? All modalities need design. We know neuroscience that extends beyond lecturing.

https://www.niu.edu/facdev/_pdf/guide/learning/gagnes_nine_events_instruction.pdf

file:///Users/megan.alstot889/Downloads/ToT.pdf

I do not agree with the term evaluate. ID's do not evaluate instruction - we support meaningful learning for students. BUT you have to meet faculty at their individual readiness levels. Progress not perfection. We can steer toward optimal for learning, but 'evaluation' is not our job nor is it conducive to collaboration or building a partnership that results in what's good for students. We cannot alienate faculty - too many students at stake.

or build on the success by reimagining who does the heavy lifting? - instructor or student? It is easier to share content online IMO. Everyone is accessing the class through a screen - equal ability to present and share. The what's working should drive design but may look different online.

It forces you to maximize the student. But this can go awry if the teacher and student are not bought into the community - so how do you design for community buy in?

And the definition will continue to evolve as technology affords new ways to connect and project oneself as real - i.e. Zoom and synchronous connecting.

CRITICAL shift. A focus on perception of social presence. But I'd posit that Garrison et al looked at behavior of the communicator as the catalyst to the perception of the receiver (i.e. HOW communication was delivered/crafted - and this leads into COI) Teaching presence as the planning and social presence as the driver with the ultimate goal of cognitive presence.

Perception of communicators as higher or lower degree of presence (attributed to MEDIUM)

Presence attributed to the MEDIUM

OUCH!~

AND consider the skillset of the participants. this is what Xu brings to the discussion - WHO is online.

How do these findings reflect or connect with inclusive teaching and HUG challenges. It's established higher order critical thinking CAN occur in a text based space - but who were the participants? What soft skills did they possibly posses that allowed them to be successful in an online space?

Interesting point to consider with chapter - instructor video - static video - affords only 1 way communication. It can convey the social presence of the instructor, but not the student -which connects with Alex instructor's perception.

The assumption is this is achieved in a F2F environment - again dependent on teaching presence

This is the key phrase that must be revisited regularly as we consider what is 'good' teaching

I'd argue this is a challenge in any modality.

Back to humanizing - this requires a level of group interaction - again - we have to look at facilitation and design - but then really - how often is this happening in a meaningful way in traditional interaction? This is where blended comes into play - so does group size and student to instructor ratio. One model will not fit all.

Making the connection here to what's been said about all 3 presences in COI - they each hinge on meaningful interactions with others. Personally, this can get frustrating and demotivating in a mediated environment with asynchronous interaction - so how can tools like, zoom overcome this barrier without disrupting the affordances of online with flexibility?

Still true today online? Yes ...Does it have to be? What about cultural sensitivity? Engagement is measurable online and a black hole F2F? What about the user ability to now control the learning environment?

How does/will this match with Nilson book?

Instructional design...

How does his inform digital badges?

Modern - not a commodity economy but a knowledge economy - knowledge as currency.

I get this page when I click on Zoom from MyCI.

Can this redirect to a new tab? You loose the Zoom support page when you open this PDF.

Maybe use the word 'downloaded to your computer'? When I read application, I wonder if this is in MyCI.

Is this the application in MyCI? Not sure what is meant by 'application'?

So I clicked on the link here, and when I got to the portal, my initial instinct was to think ... now what? The next step says to 'login to zoom via myci portal, but this is from the Zoom Web portal? When I went straight from Zoom in MyCI, I was taken straight to the portal. The way it's written now (to me) makes me think first go to the portal and then try and sing in.

Please change to Spring Review

How is immediacy conveyed through video? There's research on connection to immediacy and student motivation. This is the big idea that must come from the chapter - presence is about student success!

What is meant here by status? Is it status of subordinate or status as in 'taking stock'?

Is responsiveness to attendee necessary in video - brings to mind the idea of viewer perception of the the 'other' as human - the crux of social presence - can video convey a sense of responsiveness to attendee in an asynchronous environment and if used over time? How can different video uses (i.e. announcements and/or video feedback demonstrate responsiveness to audience cues). What are those cues in an asynchronous environment. Why does this matter - must delve into student motivation and persistence.

Establishes coding for nonverbal cues - could be helpful for qual study interviews.

These are cues that can be tied to Social Presence (Affective). supports the case that these cues can be communicated via instructor video - foundation for non verbal cues as part of communication.

Application Link

Scholarships

Gathering research - Why standardized testing? Is it still relevant in light of academic technology and the ability to generate student data immediately - for responsive intervention - what does state/national testing tell us? Or WHO does it inform and how is that data being used? - Weapons of MATH destruction anyone? Is 'big data' testing perpetuating educational malpractice in K-12 education?

Where did state testing come from? What's the history? Given the variety of data generation in academic technology, is mandated state testing obsolete? Does it perpetuate educational malpractice?

Courses CAN be current - must consider resources being used as content - even if there is a textbook, how are other sources included to provide multiple perspectives.

Are they really new? Or is it figuring out how to utilize tech to support interactivity, engagement, community etc. but in an asynchronous community when time and space CANNOT be leveraged.

I posted 4 podcasts and let students select to which they wanted to listen. They recorded a reflective comment and had to option to add a resource (i.e. link to webpage) that expanded on the topic. LOVED what they found and will make this required next time!

I have used this for student intros and it works GREAT! Grids are easily shared with other instructors - Darci and Sue viewed and added their comments prior to the first day of their classes.