Articles, Blog

Effective Time Management Strategies to Teach Online (10/25/2016)

August 15, 2019

– [Sam] Okay. So I would like to
welcome everybody to the second webinar in our
series on Teaching Online. My name is Sam Eneman in the
Center for Teaching & Learning. And I am your host for today. Just a few housekeeping
issues before we get started. So if you have any sound problems, just run an audio check and
do the audio test again. If you need to leave temporarily, in the emoticon menu there
should be a little coffee cup to let us know that
you’ve left temporarily. And if you have any
other technical issues, rather than try to get me to fix them, it might be easier,
you can just call WebEx support and you can see the number there. By the way, if you use
this with your students, that number is good for students as well. It’s 866-229-3239. And then just some final guidelines. But before I do that, could
I please get everybody to type in to the text chat
what department you’re in, and where you’re joining us from today? Like your office, home,
Starbucks perhaps. Wherever you might be. If you’ll do that, while I go
over these final guidelines. So, so if you have a question, if you’ll click the hand raise icon, that will let us know you’ve had one. You’re also welcome
to type any comments or questions into the chat. I will be monitoring the chat and we’ll stopping every few minutes
to take questions as well. And we are recording today’s
session and we will be sending a recording link to you, in the next day or two. So I’m gonna very quickly
and briefly introduce our speaker today. Our session leader today,
Florence Martin. She will tell you a little
bit more about herself. But let me just remind you,
the name of our session today is Effective Time Management
Strategies to Teach Online with not being up at 3:00 a.m.
or providing 24/7 support. So please welcome Florence Martin. – [Florence] Hello everyone. Thank you for joining us today. And thank you for introducing yourself. Let’s see. Okay, so we have Amanda, from Kinesiology, Stephanie from ELTI,
Jim from ITS, Shelby from the Library and I have two comments in the room. I know Tuan and some. In this department, Lisa? (mumbles) So I have two colleagues
here in the room. I’m teaching from, I’m
gonna be doing this webinar from CTL so Sam is right
in front of me, too. Okay so while we were
putting together this series on teaching
online this year. You know, we did this
last year with four topics and again we wanted
to revisit this year and we were thinking through
what are the important topics? And so, we did the 10 best practices and this came next,
especially for those of you who teach online you know
the time commitment involved, especially when you do it
the first or the second time. It is a lot of work. There is a lot of echo, Sam. Do you hear it? Somebody’s microphone on? Okay, that’s better. Okay, great.
– Great. – [Florence] No, that’s perfect.
Okay. So a second time
management strategy came up for discussion and we all discussed and we said this
is a very important topic for us to talk about, so we’re
doing this as a second one in the Teaching Online webinar series. I brought about 10 different strategies that I’m gonna share with you. A little bit about me. If you have already attended
a webinar, you’ve probably seen this slide before. My name is Florence Martin. I am an Associate Professor
and Program Director in the Instructional Systems
Technology Program. That’s my email if you
need to follow up with me after the webinar. I do research in the area of
online learning environments. I’ve done studies on e-learning,
synchronous online learning, mobile learning, and
looked into learning analytics. I teach 100% online,
the program I teach, so it’s 100% online,
asynchronously online. So I also enjoy doing
research on the, you know, online learning aspect of it. One of the courses I
teach is the EIST 6150, the Design, Development,
and Evaluation of Online Learning systems. I teach people how to
design an online course and then I also teach
Instructional Multimedia Development where we focus on usually e-learning or e-tools to design interactive
e-learning materials for your courses. And I also teach an
instructional design course. This stuff are the courses that I teach. I always have to advertise
the program I’m part of. So I’m with the Instructional
Systems Program. We have an M.Ed and a graduate certificate in Instructional Systems Technology. 36 hours and 18 hours. The pre-concentrations,
we have a school special concentration for those who are interested in being a tech facilitator in K12 or training in development
who want to go to the industry and thirdly, we have the online learning and teaching concentration
because we want to learn how to teach online,
design online learning or manage online learning
programs that concentration would be applicable. And then if you’re not
interested, if you know somebody who might be interested,
please send them our way. So there’s the direct link
to the online learning and teaching concentration,
which are six courses and Sam will share these slides
with you too at the end. It will be along with
the recording and things. It will be linked there
if you want it later. You can also find them by
just going to the Educational Leadership Department. So this is normally when we
start talking about strategies. I want to get a little
bit of an understanding where each of you are. So I’m assuming you’re
either teaching online or you’re interested in teaching online, or you teach blended. So if this topic is of interest of you, I’m assuming you’ve fallen into one of those three categories. So if you are teaching
online, I would like to know about how many hours do you
spend in one online course? Thank you. I was going to say type
it in the chat window because I didn’t create a poll. So just type it in the chat window. Okay, so I see some Cs, some Bs, some D. Okay. E, okay. So, tell me and Amanda, that’s a lot of time for one online course. Okay. Completely online, okay. So we’re talking about one course. Okay, depending. And again, you might have
the same workload, right? So your workload might
be a teaching two courses per semester, three courses per semester. Yeah, one course. So okay. And depending on if you’re
teaching the same multiple sections of the same course,
then the way you handle it might be different, okay. I would say indeed we
leave this at the very end of the webinar today,
but I actually looked up some reading too on this,
what other researchers have found and they’re
sort of averaging 10 hours per course. So between B and C is kind of
like a good place to be at. So if you’re in other
categories, either you might be spending too much or too much more, but also it varies if
you’re teaching a course for the first time because when you’re teaching
it for the first time, it’s probably you would
have been fallen into this category because you’re
creating everything, right? You’re creating all your videos, you’re designing the course. So with online teaching, the
second time you create it, you facilitate it, it’s
going to be a lot easier the second, the third implementation. It’s the first implementation
that takes up a lot of time. Okay? So just to give you, hopefully
this activity gave you a little bit of time to
reflect to see how much time you think you might be standing. So one more question before
we look at strategies. So I want to know what
is your workload concerns with teaching online? Where do you think you’re
spending most of your time when you’re teaching an online course? And if you can type it in the chat window. Are you spending your time okay? Simple session preparation, grading, (mumbles) and grading. Feeling bad for students. Discussion board. Okay, it’s interesting how
each of you have different, you know, things that you’re certifying and those are all, yeah. Time consuming tasks. Assignment feedback, okay. Papers especially, okay. And you know, you’re
also mostly from distant content area still, so
for every content area it might be different. And also to teach at
the undergraduate level, it might be different from
education at a grad level. So there’s a lot of variation. One more question before we move on. I don’t have a slide on this,
but I would like to know what your class sizes are. Typical class sizes. You know, I teach in a
graduate program in education and our classes are tapped at 25. So a lot of the things I’m gonna share might apply for that range,
but then I know some of you teach large size classes too. Okay, 10 to 25. 20. 40. Okay. 80, okay. Amanda has the most. Okay. Do you have a TA, Amanda? You can just type in the chat window. Okay, no. Okay. So based on some of the
responses you gave me, right? You said sent in assessment
preparation, grading of feedback with students
on the discussion board. So these are the really
big time consuming tasks, I would say. One is when you’re teaching
online, you have to be present, right? You do not just put all
your material online and disappear. You are still the
instructor for the course. So establishing instructor
presence take a lot of time and there’s a lot of
ways how you could do it and I think we have
another session scheduled maybe in the spring focusing
on that, on presence. So that takes a lot of time. Individualized, timely feedback. We heard that from Mark. Definitely grading, especially
if you have a lot of students giving individual feedback takes time. In a face-to-face setting,
sometimes you are able to give some feedback quickly and easily during the session. Realize that in an online
class, they are relying. Everything is on the
assignments or through email, so it’s going to take a
lot more time to do that. And the third one is
creating video-based content and interactions. So creating the
instructor-generated materials takes a lot of time too. So this is based on research. I did come up with this list and creating those
interactive opportunities take time too. So here is what we are
going to look at today. For the next maybe 30, 40 minutes or so. I (mumble) strategies. And I thought about
some of the things I do? I did some readings. Actually, there was a
book on time management. I think it’s called Workload
Management Strategies for Online Teaching. So there’s quite a bit
of resources out there too in this area, but
this is a quick 10 items that I put together and
we’ll talk about it. And I thought at the end of each strategy to take questions and
if you want, you know, share any of the strategies. You are here to learn from each other. I don’t want this to be a one-way session. I want it to be interactive. I’d love to hear from you
and even if you wanted to pick up the mic and
talk, we welcome that. So the first two ones you
probably already know. It’s not a big deal. But I wanted to stress on this. Course organization. So keeping your course design simple and consistent. And why do I recommend that? Because if you do that, it
avoids student questions and confusion and you’re
going to get less questions, which means you’re going to save time. So that’s the starting point. Keep your course design
simple, consistent and clear so that your students are not lost. They stay in the course and
you’re spending less time trying to help them find
the instruction material. I’m going to give you a
couple of screenshots. This used to be my Moodle page. So I just wanted to show
you some of the key elements that is important to
include in each module or each unit, however you define it. So of course, you want to
start with objectives, right? My syllable objectives. And then you give them an idea
of reading some resources. This could be a textbook,
it could be web resources, whatever you do. I pull instructor-generated
material as an e-lesson. I record it each week, so that’s up there and then I do a system of instruction. Since it’s 100% (mumbles), I make sure that there
is a discussion each week so that I can hold my students accountable for their reading that they do. Then there’s an assignment
and I also make them do it a flag. And what I do, so I hold
on to these six main elements for each week so they know this is exactly
how the course is going to flow through every unit. So keeping the codes defined simple and consistent is very, very important. This is a navigation menu
I had created in Moodle. I would even highlight them
to which week we are in. Keep it even simpler. This was created using an HTML block and it will not be in Moodle anymore, otherwise I would tell you how to do it. We are moving to Canvas,
but you know, we are already on Canvas. A few might be moving to canvas. But anything you can do to
make it simple and consistent, make the navigation easy
will save time for you down the line because
you’re going to get less questions from students. So this is a module that
I put together in Canvas. So these are like my headings. So I have objectives and tasks. I have reading and resources. I have an e-lesson, and
then I have the discussion and then blog URL is my assignment, and then I have a reflection. So pretty much, six things that you see and you might be doing different
things and that’s okay, but keep the flow in the same order if possible. Label them in the same way and that helps, the consistent modules. Okay, I see a question from Amanda. Amanda, I do a module per week. I know faculty will run a module
across two to three weeks, but I would say the
lesson that I have learned and I believe that if you do one per week but chunk it into smaller
chunks of information, students will get into it. If you spread a module
out across several weeks, students will wait until
the last week to get to it. So that’s the reason I do this way, so there is always an
assignment, an activity that sometimes may not
be there for each week, but there is a discussion,
some kind of a performance assessment at least each week. So which brings us to about
15 modules per semester. I combine during Thanksgiving. That week, usually I combine Thanksgiving and December, the first
week, I combine that module. They lose one week during spring break. So about 15 I want to say. Sam, did you want to add anything? – [Sam] There was another question. So are your discussions
synchronous or asynchronous? – [Instructor] Oh, okay. Sorry, I missed that. So I mostly do asynchronous
discussion each week, but what I’m beginning to
do now is maybe once a month host a simple session and I call it as a Q&A. I think I should call it as a happy hour, but I call it as the Q&A, but I make it optional. So I don’t mandate it
because I don’t advertise it on banner, so I can’t
expect students to show up. But I sometimes do a Moodle
poll to see what evening works for them the best. So I schedule it on that
day and then I record it. That’s the main thing. Even if a few students show up and the key question for
us if they are working on a project that’s a wide support. And then it’s recorded and I
send it to the whole class. So I want to say at least
like three simpler sessions. Then I did one in September. I’m going to do one in
October, one in November. And the last one usually is
the student presentation. Then I schedule presentations
so that everybody can see it (mumbles) late. Did I answer your question? Okay. I don’t know who it was from. So, so that will about close all (mumbles), keeping it simple, consistent, keeping your navigation simple
so that you have to answer less questions. The second way for you to save time is course orientation. Lot of times, this is
the last thing we come to and we don’t put enough time into it. So as a result of which
there’s a lot of unanswered questions which you
end up answering later. So what I do is, I actually
didn’t bring a screenshot of my getting standard module. When students of that, like
when the semester stops, I give them a week to go through
the getting started module orienting them to the course because via face-to-face,
you are talking about all of that on your first day when you’re back. At least half the class
period, you go over all the instructions, ground
rules about the class. So getting them oriented to the course is very important and when
you spend enough time, lot of questions can be avoided later. I do cam facing recordings. So what I do is, half
of the recording I have a PowerPoint slide that
I walk them through what this course is about. The goals, the objective,
what are the major projects, when our discussion’s due,
anything you want to tell them about the course. So I spend like at least
five, six minutes talking about that. In the last few minutes,
actually if you pull up the youtube video, you see
that I do a demonstration of screen caps, so I walk
them through the course shell. There they can find what? If though sometimes
those are the questions you get from your students, right? I can’t find this, how do
I submit an assignment, how do I create a discussion thread? So I walk them through some of the basic elements of how to use Canvas
and where they can find information on the course. But I don’t have time to walk them through every
single technical detail, so I do give the link
to the canvas tutorial hoping that they will take
the time to go watch it. But doing the 10 to 12
minute long orientation, that really helps. So how do you know that
they’ve taken the time to watch this? That’s the challenge, right? You don’t know that they have watched it. So I give them a getting started quiz right after that. So in the quiz, I ask
questions that are covered in the orientation and
I also ask questions from the syllabus because lot of time they don’t even read
or pay attention to it. So it is graded. So they have to go through those things and I have several of the
links in getting started module too, the grading the survey. I give them a variety
of resources from campus where they can get support. So having all this
information ahead of time does help. So I would definitely
recommend doing an orientation followed by a getting started quiz. Simple and I talk about how to contact the instructor, so
that’s the first question I have in there. And some of the things to
include in your syllabus and you know, most of them would use the syllabus from face-to-face class, but then it’s important to
capture some of the items that are very specific to online teaching like response times. Students will submit the assignments and they want you to
give feedback right away or they will email you thinking
you’re going to respond to them in the next 10 minutes. So telling them, giving them a timeframe by when you will grade their work or by when you will respond to email. So I would 48 hours. It used to be I would say 24. Then I said I need to
buy myself some time. So I do 48 now and I see somebody asked,
I don’t know where it was. I think it was the last, the model, one of the outside did. So does the 48 hours include weekends too? Do you respond to emails on weekend? So I said I probably had to, add some language to the syllabus now. So I monitor emails over the weekend, but I don’t respond
unless it’s a priority, unless something, they’re
going to really miss out on something. So things like this are having
it under the orientation and in the syllabus really helps. Having a nice interactive syllabus. Make your syllabus
interactive, visually appealing so that students are
interested in looking at it and going through it so
that it’s not boring. A lot of time, half of
our syllabus is filled with policies, right? So making information stand
out is very, very important. Yeah, Amanda is right. Amanda, they can take
multiple attempts, yes. It is not timed. It is only 10 questions, it’s not timed. So to me, what is more
important is that they know the answer, the right
answer and will if they do it open book, as long
as they find the answer. So I don’t time it and they
can do it multiple times, too. So, does it help? Okay. Yeah, and a simple question. One of the questions I ask all the time is about when is the
main discussion post due? The Thursday in February,
they didn’t remember it. Remember, you repeat
it over and over again. How many phases of part? Like, the project phases
in this particular course. So simple things that you
want them to definitely stand out. So we looked at course
organization ane we looked at course orientation. Before we move to record and reuse, let’s see if there are
any other questions. You can either type it in the chat window or you could raise your
hand and we can give you control of the mic. Also, I would love to
hear those strategies that you use. Everything that you guys
distantly for course organization and orientation? Do you all agree that
those are important things for us to pay attention to that will help you with time management? Okay. We have a hand raised. Go ahead, Jim. – [Jim] I wanted to find out out of that orientation quiz, what percentage weight does
that carry in the total grade? – [Instructor] Good question, Jim. Can you mute yourself again quickly so that I don’t get the echo? Okay. So you know, I don’t weight my items. I just do points, so I
give points accordingly. It’s, I think, 10 points. So each discussion like, you know, I have to see discussion. So each discussion is also at 10 points. So can you see the comparison? So it’s 10 points and so my projects are
usually, each project is like usually at 100 points. So does that give you a sense of where it stands? – [Jim] Yes. So what’s the general
ballpark for the total points someone might get if they
got an A in the course? – [Instructor] So if it is. A is 90% and about, right? So if it is about 500
points, the total is, then you know it’s 450 and about. – [Jim] Okay, so the
500 will be, in effect, a perfect score. – [Instructor] Yeah. – [Jim] Okay, thank you. – [Instructor] Okay (mumbles). Okay, anything else on
the course orientation or course organization? Do you have a question? Yeah.
– Yeah. Yeah, sure. – [Don] If you do an
online poll by itself, how long do you avoid that (mumbles)? – [Instructor] Okay, I’m
going to repeat the question. Don has a question. So since you are (mumbles),
students could take it multiple times. How do you avoid them
from guessing the answer? You know, I just trust them
because this is a graduate course, so we’re hoping that
they are serious about it. And I don’t think they
spent too many times. I think students take it a second time, but not more than that. And sometimes when I see
like, eights or nines and that’s okay. They don’t go back and redo if they missed one or two things. Does that help? Yeah, I’m not like really stopping them from guesswork. Anything else? Any other questions? Okay. So the next thing is record and re-use. How any of you record the lecture? Give me a check mark if you
record, the green check mark below, let me see it. Okay. So if you record lectures for your class. I know that some of you reuse, go find opensource
material, but some of you do your own lectures or e-lessons, okay. I see a couple. So recording these lectures
takes a lot of time. So you have to create your slides. I mean, you might already have some slides that you use for your face-to-face class. But then, when you teach
online, you’re really cutting it down, right? These are not one hour lectures. I do like, 10 minute mark and that’s where the research test. You know, research has
10 to 15 minutes, max. So if you’re talking for
an hour, your students are not going to listen to you. So doing that recording and then publishing it. Again, I use Camtasia and I publish it to, okay. Okay, I publish it to youtube. I do the unlisted option on youtube and then I tend to link it in Canvas. You could use the tools within Canvas too. It’s just that I chose to
do that because I it will be easy for me to close caption my videos. So once I record it, I’m
not going to be recording this each year I’m teaching this course. I definitely review for
at least for a couple of years, provided the
content has not changed drastically. So one thing for you to keep in mind when you’re recording videos and sometimes it will be
listed as simple things. It’s like, we are talking about specific, about the course, about
assignments or dates, or you know, projects. Then when we start talking about specifics about that semester, then it’s hard to reuse those lecture unless you go in, edit it. So just being conscious not to do that, but focusing on the content
is very, very important. And when you do that,
you can reuse the lecture as long as the videos are not totally outdated. So that’s one way to save on time and I would say also choose
the right tools to record. It’s very important. But different times,
you spend a lot of time on the technology, trying
to get them really up and we are spending time on it. There’s a variety of tools out there. I said I use Camtasia. We have Camtasia live in
the College of Education and I figured out how to use it and I publish it to
youtube, but there are other free ones. Jing is good, Screen Cast O Matic is good and they used to have one
called Cam Studio that I used to use. Some of the key ones, only different advantages. You cannot go back and edit it, okay? If you want to later go
back and edit your lectures. There is in Camtasia, you
can edit your lectures later. But if you want to cut out portions of it, you could do it. So finding the right tool to
record is very, very important and I think you can. There’s a lot of recording
functionality now. I would encourage you to try that. So even if you’re doing
lecture, if you’re sending out announcement, or even for grading, you can do recordings and instead of putting text messages, so if you want to have that in (mumbles) and personal connection
with your students, you could just use that. So those are some things
that definitely save you time because you’re recording
it and it’s right there and you can attach it because
you’re not bringing it back outside, you know? Outside of campus and
then trying to figure out how to upload or how to find the link and then how to send it to your students. So recording and reusing
was item number three and let’s talk about all we have to before we take questions. Open educational resources. How many of use use open
educational resources in your course? I mean, these are free
resources that you find right from youtube videos
to like other resources that exist out there. So if you find that you have not, I would definitely encourage you. There’s a lot of sites, lot of (mumbles) funded projects that have been like that have created a lot
of these resources too. So OER commons is one I
would highly recommend. You could go search by subject and see if there is
anything applicable to you. This page though, edutech wiki, actually had a lot of, what they did was, they
have a lot of different sites that has reusable learning objects. So RLOs are reusable learning objects. It used to be a very popular
term once upon a time, but not as much. People have created these learning objects which you can take and
include it in your courses. So this site that is there is from (mumbles) and that was a grant-funded project, too. They have a lot of resources
that you can check out, but that edutech wiki site, if you go there is a
lot of different links over there that you can use. So I definitely recommend checking OER and reusable learning object. Before we move on to the next category, let’s see if there is any questions on OER, Open Educational Resources
or recording and reusing. Okay. Thank you for letting us know, Stephanie. Okay, great. Thank you, Sam. Sam just shared Canvas comment because another great resource. Faculty who are willing
to share their courses can (mumbles) a full
course in the commons. So, and you can import a specific
portion of it too, right? Whatever aspects you want, that is great. And then Hamish shared
earlier about the Freeland web cam recording. You can go my media tool, also known as how to run your management. Okay, so the two things from (mumbles) if you didn’t catch it earlier on. Any other open educational
resources that you use? Again, maybe depending
on your content area, it might be different site that you go to as well. So I mean, it’s not a bad idea to rely on these materials as long as you know that they’re credible
enough and they just saw some random youtube video. I personally, I mean, I use
a lot of web resources too, but I always like to
supplement it with my resource, my instructor generated material. And students have told me that
it always makes a difference when they listen to me because first, they know that you are their instructor. They see you and they hear you every week and just not external resources. So I think a balance
of both is really good if you’re able to do it. Okay, great. Since we didn’t see any
questions, let’s move on to strategy five because we are responding to student questions. So we know that we get a lot of questions from our students. So how do we manage our
time or be more efficient in responding to student questions? So the first thing I do is, I create a folder called
contact the instructor forum. So in contact the instructor forum, so I tell them if you have
a general question about the course, don’t email
me, but post it here, okay? So if you post it there,
everybody can see your question so that then I’m not responding
to 20 different emails for the same question, but
one question get posted and then I respond and everybody sees it. So that’s the first
thing I would recommend. If you have not been doing it, I title it contact the instructor forum. You a call it as whatever works for you, but the idea is general
questions are posted and then you respond to
it, but you have to really verify thing. Don’t post personal or questions
specific in nature here. Specific to you. This has to be a gentle
question that everybody can benefit from. Also, you know, Q&A, you could create an FAQ in the end like it’s about the
course a couple of times and if you think there’s
a similar question that keeps coming up every
time, so create an FAQ and then like later, if
the same question comes, you can even direct the student there or you can have the student
look through it too, but you could send the student there, frequently asked questions. If it is question about
how to do something, like how to submit an assignment, instead of typing it,
expending text space, doing displaying test is
always helpful quickly. So that then you’re not spending time
giving text giving direction. So screencaps are helpful certain times. The last one is, the
question is already answered. It was already there in the
contact the instructor forum or it was somewhere else. Send them to the question
rather than typing in the response again. So just a few ways how
you can handle questions. And here is what I do. I tell them, this is, bear in mind, this is a slide out of
my course orientation. So I tell them how do they contact me? So the first way to contact me is through the contact instructor
forum if it’s general. The second is if there’s
something specific to them or personal in nature, to email me and if they think that doesn’t
work, they need to talk to me, they can call me. And then finally, they
an contact me in person. So this is what I list. I should actually list WebEx in there now. I’m beginning to do
WebEx and I’ll show you the link to WebEx. I’ve been really advocating
for the WebEx meeting room. I’m really glad we have,
each of us have a link that never changes and if you
look in my email signature, I call it as my virtual office. So you know, if we want
to do a quick meeting office hours, they an just
log in and we can chat about it too. So that’s another thing
that I’ve been doing. So this is the contact the
instructor forum that I do. So here is instructions I tell them. I tell them please use this
forum to post questions to your instructor about the course, including assignment
due date and procedures so that all class members may benefit from the instructor’s response. If the question is of personal in nature, please email me and talk to me directly. And recently, that
instruction has worked so far. Once in a while, I see
something that will not apply to everybody and then I
respond and say that I’m going to email you the response. So, but for most of the time that it has worked. I send out periodic
announcements and that helps too. Every week, I pick a date and I save it. So I run the course from
Monday through Sunday because you know, a minor adult learner, they need the weekend, but
when I found that they do most of the work. So I run my courses Monday through Sundays and every Monday, they
get an announcement email from me or they can get a copy of it via email as well as in Canvas. So just that communication,
clarifying what I expect that week out so there’s not too much ambiguity. They know that you are there. And this is the one I mentioned. WebEx, actually it’s
WebEx four office hours. The personal meeting room. So URL will be if you
wanted directly log in. Sam gave us a link, or you could do it that way, or if you wanted, go directly. your username. So in my case, it’s smartin3 and then that will take you directly and then you can just
log in and it’s so easy to log in. I mean, compared to Saba Meeting, this is so easier to connect, not a lot of plugins to install,
so I recommend using this not only for the students, but
even like for other meetings and things like that. It’s always been helpful. So that is about responding
to student questions. I gave you a few strategies that I use. And then let’s look at
facilitating discussions too and then maybe we’ll see
if anybody has questions. So, and I, you know, I think most of
you do a conclude discussion. Some of you do more asynchronous, so this is more focusing on asynchronous, the strategy I use. I have students sign up
to facilitate discussions. The introduction discussion I facilitated because I read every single. I make them do Animoto and
(mumbles) introduction. I watch everything and
I respond to everybody. But when it comes to
content, I make them sign up using a Moodle poll and not found a polling,
like a (mumbles) feature where they can sign up in Canvas yet like the one we had in Moodle. So I just create a Moodle
link and then I give them (mumbles) responsibility and
the discussion moderator. These are the different
things that you do. So I say you don’t have
to respond to everybody. Pick a few, combine their sponsors. Keep the discussion going. That’s more important. And one of the things I make them do is they have to summarize the discussion. So the student has gone through all of the postings. So reading a summary will
give them a good understanding of what we’ll discuss. And I give points for it, 10 points. So you know where it stands. So if we pull into one discussion. So for participation, I
don’t call it as optional. I think you have to do at least one and it’s worth 10 points. And they all do it. They all sign up for
it and that definitely saves a lot of time. So I don’t feel I have to
be like, five days a week. I would still say one or
two days your presence is still needed and then you’re still grading it, right? So you’re still going back
when you’re grading it and grading discussions is
a lot more easier on Canvas than it was on Moodle, so
when you pull the grade book, you see the main post and
you see all the responses in the same screen in SpeedGrader, so you know exactly how many posts that they have responded to and that definitely helps too. So having facilitators to moderate discussions saves time because I had 15 discussions. I don’t have the time to
facilitate all 15 of them. Creating groups helps. You don’t want to have 30
people in a single group, especially in Canvas how
all of the discussions are in one page. Go ahead. – [Woman] I have a question on that. Moderators help. (mumbles) sessions. – [Instructor] Great
question and I’ll tell you the strategy I use and
I always get asked that. So what I do. Oh, let me repeat the question. The question was if you have more students than
the number of discussions. Like 20, you know, they
only have 15 forums. What do the rest five students do? So when I create the
Moodle poll initially, I set it up so that only one
student signs up for poll per discussion. Once all 15 have signed up,
then I change it to two. So now I let a second person sign up and then they just team facilitate it. So that then you don’t miss on any one discussion so you make sure that you have a facilitator
for each discussion, but then some discussions you
have two of them doing it, so it’s just even more richer, okay? So creating groups. So the strategy I have used is like, 10 students is perfect for the group given that in Canvas,
all of the discussion is on one page. So if it’s more than 10, then move them into their own group. Then when you do that, you
want to have a facilitator per group. This is very, very important and that has definitely helped. Establishing subject lying for posts. Creating. You can tell students to be creative. Come up with a captivating subject. So this is like you know, it’s not quite time. You can have them put their name in there if that would help you with the ease of grading. But establishing some kind of guideline, subject line that will
definitely help you. So we talked about effectively responding to student questions and the discussion. I really didn’t get into (mumbles). Sometimes it’s like you are
there for the whole hour, so I’m not sure exactly how
I can delay time management to it, but there’s a lot of
functionality you can use. You could use breakout
rooms, things like that. But anything else that
you use with discussions and also with discussion. But what was the other one? And answering student questions. Do you guys use any strategies
that I did not include? And there’s quite a
lot of research studies done in this area, so
definitely we need to see what other faculty thinks. Okay, great. Amanda, yeah. Okay, go ahead. Was it Jim? Go ahead, Jim. What, Jim? Okay. Oh, this hand in from last time. Okay, and let’s see. So Amanda. So we have group participation,
procedures, and doctoral. I just understand the
precedent and I understand the stance in professions. Great recommendation, yeah. Group work definitely saves
time and I do quite a bit of group work to, I did slides on that. It cuts down on your grading time, right? And it makes the project
richer too if they can figure out a way to work with each
other, which may not always be the case. Sometimes you have to step
in and resolve conflict, especially with online,
them trying to meet and work synchronously or asynchronously. But Google Docs definitely helps. Yeah, yeah. There’s a lot of technology these days like (mumbles) and I was told that students have a
WebEx meeting room too, so they could get in and just log in and have a chat any time they want. They can type with each
other, so there’s a lot of technology these days that
they can use to collaborate. Yeah, any time when you do group projects, it saves you on your grading
time and I’m all for that. Okay, so getting into grading. And it came off at the very
beginning that grading is one that’s hard to spend a lot of time and as much as I love to
teach, I wish I could say I love to grade as well. So my goal is so that grading does not pile up. And I run my modules
per week as I told you. Since I want to try to do is, so I try to grade the next
week before the next set of assignments come in because
otherwise, you’re going to get overwhelmed. If you wait just a week in
between, then you’re going to have double grading the week after. So that’s a side where
it is hard, you know? I follow that policy and
then it’s assignments and projects, too. I try to do the seven day format, but at least my
recommendation would be graded however you set your course. Units, modules, and topics,
grade it before the next set of assignments come in. That’s a good formula to
have because then you’re not going to get overwhelmed
and trying to grade too many at the same time,
especially if assignments build on each other, you
want to give feedback quicker because if you don’t give feedback, then they’re not going to benefit from it and the next assignment
quality may not be the one that you want. So setting the grading
schedule and including that in your syllabus is important. Having little breaks. For those of you who are
familiar what quality map is, quality map, this is all
about group, creating rubrics. And it makes a difference. It takes a little thought to create them and these are not even
different levels of rubrics. These are just the criteria that I have. For some courses, I have different levels in a rubric format. When you create that and when
you share it with students, students know exactly
what the expectations are. It’s two way. They know what the expectations
are and then they also like, for you to grade,
it’s helpful and they know where you’re taking points off. We are all on the same page. A lot of questions are
about grading usually. Especially grad students. You take one point away,
they still come and ask you why you took that one point away. So having a peer rubric about expectations and then using the same thing to grade and provide feedback is always helpful. And I actually have a grading policy and rubric page in it right in my web video. This isn’t any part of
web module, but they see all the rubrics that are being used for the rest of the semester,
including discussion rubrics, reflection rubrics, so having
all of that ahead of time is important. Use technology for feedback and grading. I have work to do in this area. So I usually do like,
you slip it and paste screenshots of images of
grade-like, technology-related projects, but there’s a
lot of tools these days. You could do audio only recordings. You could do like, explain everything (mumbles) late if you have access to it or you can annotate. But you could also use the
functionality within Canvas. Canvas has all those audio
video functionality too that you could use and
quickly to pull yourself in, send feedback. So make use of it. With the new elements in
place, I think the technology has gotten definitely better. What’s smarter not harder at grading. So especially if you see the same comments that you have to repeat
to students, keep a list. Compile a list together. Even though students don’t
like canned responses, but about formatting or something specific,
you could just copy paste those comments. You don’t want to keep typing
them over and over again, so those help. So keep the comments
from the previous ones. Compile a list together
so that you can reuse it. Peer feedback. So that is very helpful
too, like group activities. Have them provide peer
feedback to each other before it comes to you. So you are, they are already receiving
one round of feedback and they have a chance to
revise their assignments before it comes to you. This means you’re going
to save time on the amount of feedback that you have
to give your students. How do you enroll in courses? You might need a fewer
personalized grading assignments like Amanda was teaching AP students. It might be hard to do read AP sections each week
and personally respond to each one of them. So you might need a little bit
more automated assignments, more quizzes, so all the
peer feedback strategy so you have to think about that. So giving feedback is
challenging and time consuming, but at the same time, you
also should collect feedback because you want to know
periodically sometimes so that you can save time
on some of the things that you are doing. So ask them about how the
course can be improved. I’m glad the recipe for doing
the mid-semester evaluations. I don’t know how your response rate were, but I think it’s really good
that we’re doing it now. I always used to do it
mid-semester and then I do a separate end of semester
too, so collect any feedback that you can. I do a short survey of specific item very early on in the
semester about the design of the course, if
everything is working out. So collecting feedback from
the students and hearing from them will save time responding to them on certain things. So that was on grading. Using the automated elements features. So now that we are on Canvas, like you say traveling, you want to still send out announcements. You can schedule these. You can create them when you
have time and you could just delay it and you could
put it on, set the time when you want to do it. So maybe you just have one day a week and then you want to just put all these announcements together you could do it. So that’s one I definitely
would recommend. Using rubrics within Canvas is very helpful. It takes a little bit of
work to create it, but once you create it, you can just
reuse it over and over again and that’s a lot helpful. So just how much rubric
functionality do you see? You see the rubric option down here? So that is like, every time you have an assignment, you could create a rubric option. So that is helpful. So those are just couple
of Canvas functionality and we’re also new to
Canvas, so I’m sure there are other functionality
to establish sharing of SpeedGrader, which is good. So SpeedGrader, you don’t
even have to download the assignments to your computer. You can annotate it
directly without downloading and then students can see
it directly from there and that definitely saves time. Thank you for sharing that, Sam. I know several faculty like SpeedGrader. And you can go to SpeedGrader
from your grade box. And keeping notes. Each of the courses I teach,
I don’t teach every semester. It’s usually once a year,
so by the time I teach it, the next time I usually
have forgotten what happened in the last time I taught it. So keeping notes is very important. Little things, you can fix it on the go, but then major things
if you want to change, I would keep notes. What I do is, I have a notepad. So I have a folder per course per semester and I write notes to myself
every time I get emails about something unclear or questions and then in the contact
the instructor forum, that’s one thing I go to relist it and then before I teach
it, I go through this list making sure I captured it because you don’t want
to see the same questions come up the next time
you’re implementing it. So keep notes so that you
can constantly improve. And I go through the contact
the instructor folder of questions too because
these are questions general in nature and you want to make
sure that you’ve addressed it with them in the design or instruction to the students
so that the same questions doesn’t come the next time. So keeping notes and
continually improving it very important. Have other faculty look at
it and provide feedback too to see sometimes any ambiguity, you can capture it,
anything that’s unclear. Sometimes when you just look at it, you may not catch it. Then somebody else has
questions, you can address it and then you will not have
those questions come up again. The last one is blocking out time and this is a big challenge for all of us. So here is the strategy I use. So I teach two courses per
semester, at least right now. That’s my load. So I consider myself to be 40% teaching, 40% research, and 20% service. So according to my calculation,
it’s two days of teaching, two days of research,
and one day of service. Do I follow it perfectly? No, but technically I
should be doing at least 16 hours for teaching,
16 hours for research, and eight hours for service. So when I ask you about how
much time you’re spending on teaching, so if you’re spending about 16, 20 hours, I think that’s ideal. So this is given a five day
work week, hoping we all are not working into the weekend. So if you’re working over
the weekend, hopefully you’re taking a break during the week. So that’s the strategy that I use and I tell myself
grading happens on Friday and then also design announcement emails. Everything happens on Monday. So blocking out a chunk
of time when you can spend on your online course is important. Sometimes online course
can take a backseat when there are other
things that take priority, or sometimes you’re
spending way too much time on your online course
because there is always something to do. So my philosophy and something
I want to leave with you is work smarter, not harder. So being efficient,
finding these techniques that definitely will save time. Again, a lot of these resources from practical advocation,
things that I’ve done, some I looked at other readings. There’s not a lot of research studies done in this area to what other faculty use and what has worked for
them, so that is an area for research in this area. But that was a quick look at 10 strategies and I hope you walk
away at least one or two of them today and you’re
able to take them, implement it in your course. Caroline has a comment. Student lingo media is on the website. There are some great medias
to put in your course, okay? Topics include tentative
(mumbles) in an online course and time management strategies. Okay, thank you, Carolyn. Carolyn says this video. Carolyn, is this for
students or for faculty? So is this for students
and faculty (mumbles) in the course? Okay, it’s for students. Totally, yeah. That definitely will
benefit the students too. So, I’m going to just skip over. We are already running out
of time, so I’m going to give the control back to Sam. If you have questions, email
me or you can email Sam and Sam will share the
link to the recording and you’ll also get a copy of the slides. So this is the last
teaching online webinar we are doing this semester,
but we are going to do two more in the spring, so be on the lookout. And if there is a topic
that you’re interested in, definitely let us know and
if we do more next year, we will definitely keep
that in mind, okay? – [Sam] So thank you, Florence. Let’s give Florence some applause there from your emoticons, please. And before we wrap up, just
a couple of things here. We’re in the middle of
the afternoon, so I invite each of you to have a virtual dessert while we’re wrapping up. Oh, sorry. Sorry, I invite you all
to have a virtual dessert while we wrap up and just to let you, we do
have some upcoming webinars. No more in this series as Florence mentioned, but
we do have one tomorrow. We’re starting a new series
showcasing portfolios here at UMC Charlotte and tomorrow too, faculty from Public Health
Sciences will deliver a webinar about that. And then in November,
we have the beginning, the first webinar in our
series about learning how to lead web
conferencing sessions better taught by Bobby Hobgood, the director of the Language Resource
Center and you can see that topic is engaging
participants in a web conference. And then we have our
regular monthly CTL webinar in November. Two faculty member will be
presenting on their favorite Canvas tool, so please make note of those. If you’re interested, register for them on our workshop website. So again, thank you for
attending and we will be posting Florence’s slide presentation and a link to the recording video. So thanks again and we
look forward to seeing you at future webinars.

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