presentation for neti workshop sharing ii
TRANSCRIPT
8/18/2020
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Presentation for NETI
workshop sharing II
August 18, 2020
University of Oklahoma
NETI workshop sharing IIChung Hao Lee,
AME
Marc C. Moore,
SBME
Daniel Resasco,
CBME
Sepideh Razavi,
CBME
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What we will be doing in the next hr?
ToolsTools
● Brief review of each pillar by Marc,
Sepideh, and Daniel (10 min each)
● Review of some tools that can be applied
to each pillar by Chung Hao (10 min)
● Q&A session (20 min)
● Feel free to submit any questions you
may have during each section to the Chat
MotivationShared by Marc Moore
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Why do we need to motivate students?
● Motivation improves learning
● Since the start of the pandemic, students have reported feeling: bored, sad,
lonely, unmotivated, and overwhelmed.
Why is it hard to motivate students in an online
environment?
● Lack of social presence
● Can not see visual “body” cues, only see the face
● Less opportunity to ask short, clarifying questions
Self determination theory of facilitation of motivation:
(Edward Deci and Richard Ryan, 1985)Theory suggests that people are able to become self-motivated when their
needs for the following are fulfilled:
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Competence is having knowledge, skills, and
abilities to succeed.
Students must have confidence to be competent.
Tools to Boost Competence
Question Boards
● Use software to help students ask
questions and contribute to discussion
● Give extra points for asking questions
on Piazza. E.g Every question
asked=0.2 points, and you can earn up
to 5 class points.
● Students can ask questions and be
anonymous to classmates, but visible
to instructor
● Question Board Software: Piazza
(piazza.com), Campuswire, Slack
In Class-Polling
● Use Zoom features like ‘raise
hand’, ‘thumbs up’, and ‘thumbs
down’
● Pollev has a competition mode
● Polling Software: Poll
everywhere (pollev.com), Kahoot
(kahoot.com), Plickers, Slido
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Autonomy is being allowed to explicitly do
something, and feel like it is implicitly okay.
Ideas to Improve Student Autonomy
● Record all lectures and post online
● Give students a chance to provide feedback in weekly feedback documents.
Make them feel like their opinions matter. If you cannot change, then give
them a reason why.
● Let students provide one question they would like to see on an exam. Also, ask
them why they chose that question.
● Have students teach a topic (5-10 min presentation), which can be a segway for
that day’s lecture
● Let students work on teams with classmates that they choose
● STOP giving long lectures where students feel trapped
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Relatedness is helping students to connect
with others, and to learn from and teach each
other.
Ideas to Improve Relatedness
● Make a slide to introduce myself to my students
● Use breakout rooms.
● Tell students to please keep video on if they are able
● Create connection to the profession by linking course event to current world
topics.
● Require weekly 1:1 or small group meetings or synchronous class at least once
per week
● Invite professionals to visit class and spend time with students
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Active LearningShared by Sepideh Razavi
What is Active Learning?
Put down something you learned from the
“motivation section” into the chat box!
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What is Active Learning?
Put down something you learned from the
“motivation section” into the chat box!
Learning by doing…
What is Active Learning?
Put down something you learned from the
“motivation section” into the chat box!
Learning by doing…
Is this active learning?
Instructor introduces a concept and then performs a
demonstration in the class to show that concept.
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What is Active Learning?
Active Learning has two components:
❏ Students are doing an activity
❏ The assigned activity engages
the students in the learning
objective of the course
What flavor of active learning is effective for
different environments?F2F vs. online synchronous vs. online asynchronous
Anything Course-related + the 2 elements!
Student-Student (SS) interactions:
● Discussion boards
● Team assignments
● Breakout rooms
Student-Instructor (SI) interactions:
● Online quizzes with instructor feedback (Canvas)
● Ask students to summarize the main ideas from last X-minutes or lecture
Student-Content (SC) interactions:
● Interactive tutorial/online simulation
● Reflection/minute paper
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The ICAP FrameworkProposes that engagement behaviors can be categorized and differentiated
into one of four modes:
Interactive, Constructive, Active, and Passive.
I>C>A>P (Chi and Wylie, 2014)
Students watching the professor do a demonstration: Passive
Students highlighting text while studying: Active
Students summarize, self-explain, or generate questions about presented materials: Constructive
Think-pair-share—individual activity, pair to reach consensus, report results: Interactive
Thinking-aloud pair problem solving: Interactive
Lessons I learned from the NETI workshop● Focus on your objectives
● Not being able to cover the syllabus? Maybe only do 2 activities, 90 second each
● More student-focused, more complicated technique is NOT necessarily better.
We can do some easy basic activities to be effective.
● Do not let perfection be the enemy of the good (no instructional plan engages
everyone)
● Zoom features can be simple but effective tools for engagement (polling,
breakout rooms)
● Be very clear about directions and what you exactly want from students
● We can exploit positives of online teaching
USE what you have learned:
Pick 3 engagement strategies you would use in your class in the Fall...
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AssessmentShared by Daniel Resasco
Types of Assessment
diagnostic
formative
summative
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WHY?
• To identify individual and class strengths and weaknesses
• To find and correct misconceptions on crucial fundamental
concepts
• To explain how course will address students needs to meet
goals and specific objectives
diagnosticBefore starting a course (or unit) find out strengths/
weaknesses and skills / knowledge students posses.
HOW ?
● Not-graded / Anonymous.
○ Synchronous. Zoom polling – short questions / short answers
○ Asynchronous. Canvas. Survey.
diagnostic
● Graded exercises ( low-stakes assignments )
○ Zoom – minute paper
○ Canvas – Quizzes function – (essay question or numerical question)
• Advantage: encourage participation / accountability
• Disadvantage: easy to cheat ?
>> Canvas – Quizzes function – formula question
variable numerical / automatically adjusted
Before starting a course (or unit) …
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WHY?
• To let students understand goals and specific objectives
(achievement target)
• To let them know where they are
• To let them know how to close the gap
• Enhances student motivation and engagement.
• One of the most important types with online teaching
formativeThroughout the course (or unit) evaluate how students are
learning by collecting evidence of progress.
Make necessary adjustments to reach desired goals.
HOW ?
formative
Synchronous:
• Breakout rooms and group work, e.g. Google Document
for end-of-class “minute-paper” to identify problematic
materials that day.
• Use “Stop – think – pair – share”
Asynchronous:
• Quizzes and HW assignments (Canvas)
• Post your 5-min video followed by quiz questions
(Canvas)
Throughout the course (or unit) evaluate how students are
learning by collecting evidence of progress.
Make necessary adjustments to reach desired goals.
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Other ideas
• Work on semester-long preparation for individual project
• Beginning of semester. Show students last year’s final
project (or final exam) to illustrate what capabilities they
will gain.
• Discussion board for students to get asynchronous help on
HW from both, instructor and other students.
• Establish a “feedback committee” to collect anonymous
ideas/suggestions from the class on class material.
formativeThroughout the course (or unit) evaluate how students are
learning by collecting evidence of progress.
Make necessary adjustments to reach desired goals.
At the end of the course or after an educational stage.
Quizzes, projects and tests to evaluate what students
have learned and how well can link concepts together
HOW ?
• Project-based take home exam, rigorous quantitative, and with
enough complexity to require connecting interrelated concepts and
make every project unique (Give enough time to complete).
• Individual or in groups?
Problem for former: too much grading effort;
Problem for latter: harder to test individual contributions
→ use peer evaluations, rotating groups through semester
to identify consistent performers and non-performers.
summative
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Other ideas
• Train students during semester to build concept maps and make links
• Group quizzes (shared Google Documents)
• Breakout rooms during class, working together in:
- Brainstorming, concept maps, relationships
- Small numerical/quantitative projects (EXCEL, Matlab, etc.)
so individual students can apply in their larger project.
- Group quizzes (shared Google Documents, Office 365)
summativeAt the end of the course or after an educational stage.
Quizzes, projects and tests to evaluate what students
have learned and how well can link concepts together
• Providing a fair and balanced assessment (grading) - uneven levels of
technology at home, unsuitable environment → asynchronous can help
• Deterring cheating in online exams / quizzes / HW
- Clearly define expectations about academic integrity policy and
communicate you are aware of cheating and will take it seriously. Sign
academic integrity pledge
- Lockdown Browsers (previous experience … technology issues, resentment)
- Use question banks and randomize questions to prevent sharing answers.
- Low-grade-weight quizzes. Less incentive to cheat, but still allow for
formative assessment.
- Collaborative learning activities (peer reviews, rotating group members)
concernsWhat concerns / uncertainties do we have about
assessment in an on-line teaching situation ?
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Using Zoom’s Useful Features
for Your Online Lecturing
Shared by Chung-Hao Lee
Dr. Chung-Hao Lee @ OU Since Fall 2016
Education & Training
Postdoc (Heart Valve Biomech.) UT Austin
PhD (Civil Eng.) UCLA
MS (Structural Eng.) NTU
BS (Civil Eng.) NTU
Research Areas / Interests
• Tricuspid Valve Biomechanics
• Shape Memory Polymers for Brain Aneurysm Treatment
• Multiscale Modeling of Biological Tissues
• Advanced Finite Element Modeling
Activities
• Hiking, swimming, softball & other sports,
• Reading novels, planting, …
Courses Taught
• Numerical Methods
• Solid Mechanics & Solid Mechanics Lab
• Biomechanics
Dr. Lee’s BBDL: http://ou.edu/coe/ame/bbdl/
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Zoom Settingshttps://oklahoma.zoom.us/profile/setting
Exit Full Screen to See Chat & Participants WindowsIf you don’t have dual screens and/or not familiar with lecturing on multiple screens…
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Exit Full Screen to See Chat & Participants Windows
If you don’t have dual screens and/or not familiar with lecturing on multiple screens…
Otherwise, you may move the Chat & Participants Windows into the 2nd display/screen
My First Display (Screen) My Second Display (Screen)
Interactive Buttons - Participants
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Useful Feature in Zoom - Chat
❑ Collect the text format feedback from students instantly
❑ TA could help monitor chat box when you are in lecturing
❑ Send documents to the class
Breakout Rooms
❑ Small size class: recommended with group of 3-4
❑ Large size class: recommended with group of 4-6
❑ Group of more than 10 might not give an efficient student engagement
❑ Breakout Rooms (only available to the host)
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Breakout Rooms
Breakout Rooms – Tip
Make sure you ask your audience (or students) to Leave the
“Breakout Room”, rather than leave the Zoom meeting, after
each breakout room discussion.
Otherwise, he/she will need to ask to join the Zoom meeting
session again.
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Polls
Polls
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Polls
Google Docs (or OneDrive) for
Collaborative Editing
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Google Docs – Document Sharing & Living Editing
How to Set It Up?https://docs.google.com/document/u/0/
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Similarly – OU’s OneDrivehttps://sooners-my.sharepoint.com/
OU’s OneDrive – More Informationhttps://support.microsoft.com/en-us/office/collaborate-in-onedrive-d8a2a19a-e306-4ca5-
9b00-19b0e96890d6
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Discussion Board on Canvas
(Asynchronous)
Discussions Tab on the Canvas Course Left Panel
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Discussions Tab on the Canvas Course Left Panel
Online Quizzes on Canvas
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Creating a quiz in Canvas:
https://www.youtube.com/watch?v=pGKQCGuB3NI
Question Options: (https://www.youtube.com/watch?v=kWY-U1RNSf0)
• Multiple Choice (https://www.youtube.com/watch?v=F1Fzas4wvws)
• True/False (https://www.youtube.com/watch?v=txJIogLJuVw)
• Fill in the Blank (https://www.youtube.com/watch?v=7pKpv2ybNBA)
• Multiple Answers (https://www.youtube.com/watch?v=HP10sRjWKGM)
• Formula (https://www.youtube.com/watch?v=E6pKwDGy8t4)
• Matching (https://www.youtube.com/watch?v=JApclQt3UoU)
• Essay Question (https://www.youtube.com/watch?v=SMF5rCN7lMQ)
• File Upload
Creating and Using Question Groups:
https://www.youtube.com/watch?v=yXpTje0SyJU
Other Teaching-Aided Tools
and Apps
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Other Tools
Gradescope: online grading platform that uses adaptive rubrics for grading;
integrated with Canvas
Slido: Let the audience ask questions and vote for the ones they like the most
Calendly: Schedule meeting with individual student or group
Flipgrid: Good for video discussion
plickers: Good for formative assessment
piazza: Q&A discussion platform
slack: Working as a team (like Microsoft Teams)
Kahoot: Game-based learning platform
Pick only a couple of technologies that would be helpful & suitable for your online lecturing!
Breakout Room Discussion
● 5 Minutes for Discussions
● Introduce Your Name, Your Department, and Your Research ~~~ Very Briefly
● Discuss about Three Major Concerns Regarding Teaching in Fall 2020
● One of You Will Serve as the Scribe that Summarizes Your Discussion Points
(Locally in Your Own Document)
● After We Come Back to the Main Zoom Meeting Room, Scribe Will Post Your
Bullet-Itemed Thoughts into the “Chat” Window
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