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Special Session for CAS Seminars - Shared screen with gallery view
Benjamin Felzer
06:55
Challenges of Sustainability - Hybrid, cotaught with Bruce Whitehouse
Ken Kodama
06:56
EES-90-The control of nature…..fully remote
Heather Flyte
06:57
ENGL 011 - fully remote
marie-sophie Armstrong
07:01
Film course - Remote
Rosi Reed
07:12
The Universe from Quarks to Cosmos - remote
Kyoko Taniguchi
07:17
ASIA090 Globalization in Asia. fully remote
Santiago Herrera
07:19
Biodiversity in a Changing Earth, remote
Nitzan Lebovic
07:19
Hist. 352: remote
Mellie Katakalos
07:24
ART/ARCH/THTR126 History of Interiors & Décor, fully online
Anna Chupa
07:31
Iphoneography, remote
Julie Haas
07:35
Bios 385, Synapses, Plasticity and Learning.
Julie Haas
07:44
fully remote
Will Lowry
07:45
ECK 081 - Eckardt FYS: Dramatic Invention. Remote.
Holly Zakos (she, her, hers)
07:47
https://lts.lehigh.edu/preparing-fall-2020-workshops
Constance Cook
08:10
Dreaming in PreModern China, fully online. things on my mind: (1) how not to go crazy touching base each week with the students, (2) how to add grading into Coursesite.
Julie Haas
08:34
Q: how to avoid zoom fatigue!
Al Wurth
08:37
Can the US Meetthe Challenges of Climate Change?
Holly Zakos (she, her, hers)
08:45
You can scroll down to the week you are interested in and find the recordings - https://lts.lehigh.edu/preparing-fall-2020-workshops
Al Wurth
09:04
My FYS is Remote
Ken Kodama
09:26
How does Lehigh plan to deal with inadequate computer or wi-fi that some of the students may need to deal with?
Julie Haas
09:42
2nd Ken's question!
Will Lowry
10:49
My q: How best to balance synchronous/asynchronous if it's heavily imbalanced (like only one asynchronous, the rest synchronous)
Emily Weissbourd
11:22
My class is Shakespeare’s Teenagers. And I would love to talk about how to create sense of community in an online classroom
Constance Cook
11:31
critical thinking.
Mary Anne Madeira
11:33
learn to read scholarly texts critically
Ken Kodama
11:40
engaging the students…..interaction
Emily Weissbourd
11:48
Building a connection among students
Susan Szczepanski
11:59
Information literacy
Ken Kodama
11:59
learn how to present and write a well-crafted paper
Mary Anne Madeira
12:00
getting comfortable with class participation in college
Will Lowry
12:01
Introduce the students to creative inquiry and creative expression that can drive any sort of research pursuit during their time at Lehigh
Carrie Baldwin-SoRelle
12:02
An introduction to college-level reading and thinking
David Casagrande
12:04
introduce student to college-level expectations and learn Lehigh culture
Al Wurth
12:05
Tractable scale intro to college
Benjamin Felzer
12:09
orientation to college and how to think critically and be successful during the next 4 years
Constance Cook
12:12
teaching student how to reflect on culture, their own and others
Kate Arrington
19:41
Mechanisms of Visual Attention
Michelle LeMaster
19:48
What is historiography?
Ken Kodama
19:49
we look how natural systems work and how humans control it, so I would video on ‘how natural rivers work”
Julie Haas
19:52
Neuronal Integration
Mellie Katakalos
20:01
Fresco step by step video
Rosi Reed
20:12
What is uncertainty in measurement?
Mary Anne Madeira
20:21
Why countries trade with each other
Constance Cook
20:26
key characters/symbolism
Anna Chupa
20:50
Short and long depth of field in photography
Constance Cook
21:13
Coursesite forum discussion
Ken Kodama
21:18
Sketch a river profile and label what features you would observe along the profile
Al Wurth
21:24
Why do we have grades, grade criteria — and not just one big final?
Ken Kodama
21:41
How do you get students to sketch online?
Kate Arrington
21:45
Think of real world behaviors in which a particular attentional mechanism is engaged.
Mellie Katakalos
22:36
what's a good phone scan app?
Anna Chupa
22:38
Shoot portraits with small and large apertures and manipulate background appearance behind the subject (depth of field) with the aperture you select
Benjamin Felzer
22:53
Observed climate change (lecture) - online web-based activity to observe recent climate change locally, nationally, etc.
Mary Anne Madeira
22:53
Look up the US’s top ten exports and imports, and think about why we might export and import those things.
Al Wurth
23:30
Suggest your preferred set of evaluated activities and why your approach should appeal to everyone in the class (and the instructor!)
Peggy Kane
24:41
Scanning apps listed at the bottom of the page: https://confluence.cc.lehigh.edu/x/5Qr5Bg
Peggy Kane
26:42
Some lighting best practices: https://confluence.cc.lehigh.edu/x/a4UoBw
Peggy Kane
28:06
Another reference on sound and lighting: https://confluence.cc.lehigh.edu/x/OI8oBw
Holly Zakos (she, her, hers)
34:10
More on Forums - https://confluence.cc.lehigh.edu/x/QI5G
Holly Zakos (she, her, hers)
34:32
More about how to use Perusall - https://confluence.cc.lehigh.edu/x/GgS3Aw
Ken Kodama
35:30
I did this kind of asynchronous work before covid and even though I got back to them each about their participation it didn’t guarantee students would always participate
Julie Haas
36:38
DON'T do grades in Coursesite. Ever.
Holly Zakos (she, her, hers)
37:05
WE can help with learning how to do grades in course site! Here is more on this - https://confluence.cc.lehigh.edu/x/bolaB
jennifer swann
39:33
Just give them an pass fail
Constance Cook
39:45
why not do grades via Coursesite?
Rosi Reed
39:48
yeah, or 0,1,2 if you want slightly more
jennifer swann
39:49
exactly
jennifer swann
45:35
I grade in coursiste
Julie Haas
46:29
(sorry, don't want to derail on this issue, it's just my experience)
Holly Zakos (she, her, hers)
49:10
Here is a page of more google products — https://confluence.cc.lehigh.edu/x/s4upBQ and Google assignments https://confluence.cc.lehigh.edu/x/0wInBQ which works within course site
Ken Kodama
52:16
break into small groups in breakout rooms….think about observations of the real word based on the rivers n the lecture
Julie Haas
52:26
My step 3 is to ask a specific question about the reading. My step 4 is to answer someone else's question …
Kate Arrington
52:34
Discuss in small groups the real world examples of attentional phenomena and choose one to think through how you would design a study to measure attention in that setting.
Al Wurth
53:04
For student postings, I always require a quotation from the assigned material (in the subject box) which usually creates an interesting set of highlights from that assignment. (I’m not sure students pay more attention, but I do think they get more than just reactions.
Michelle LeMaster
55:26
In the past, I've often broken students into small groups to discuss a reading for a few minutes, then brought them back together to share what they came up with. I'm teaching in person this fall. I'm wondering how to do small groups in an in person class with social distancing requirements.
Bruce Whitehouse
56:21
Some students’ internet connections may not permit them to keep their cameras on. I ran into this with one student located in rural PA last spring.
Emily Weissbourd
57:20
this feels a little creepy to me, but you can have them record and upload breakout rooms to course site I think
Holly Zakos (she, her, hers)
01:01:33
Here is link to this planning guide - https://drive.google.com/file/d/1Au3lWGxQPE9wpOLZQZCfW9nj7dSwGd6q/view
David Casagrande
01:01:48
excited
Kate Arrington
01:01:48
Angry
Holly Zakos (she, her, hers)
01:01:51
zoomed
Heather Flyte
01:01:52
stuffy
Rosi Reed
01:01:53
intrigued
Ken Kodama
01:01:56
tired
Michelle LeMaster
01:01:58
overwhelmed
Peggy Kane
01:01:58
Hopeful..
jennifer swann
01:01:58
overwhelmed
Constance Cook
01:02:00
too many unknowns
Emily Pope-Obeda
01:02:02
anxious
Mary Anne Madeira
01:02:02
slightly overwhelmed
marie-sophie Armstrong
01:02:05
A bit overwhelmed
Emily Weissbourd
01:02:05
hungry
Susan Szczepanski
01:02:16
stretched thin
Julie Haas
01:02:19
zoom-faced
Judd Hark
01:02:21
Zoomed...
Mellie Katakalos
01:02:24
information overload
marie-sophie Armstrong
01:02:33
Trying to figure out how to apply all of this.
Ken Kodama
01:02:37
a lot to do before the semester starts
Julie Haas
01:02:42
(overwhelmed = )It feels like this is doubling my teaching load.
Mary Anne Madeira
01:02:51
what julie said
Anna Chupa
01:02:52
Also trying to think how to apply
Constance Cook
01:02:59
lot’s i don’t know how to do: screen share, breakout rooms, shared google drives, all the cool stuff
DongNing Wang
01:04:08
What if there is NO reaction at all during the zoom-session? How to face the silence? What should I prepare before hand?
Holly Zakos (she, her, hers)
01:04:10
Constance we got you
Holly Zakos (she, her, hers)
01:04:40
Here is resource — but happy to help - https://confluence.cc.lehigh.edu/x/UICcBg
Will Lowry
01:04:47
Have to run to a different Zoom meeting, but thanks for all the resources!
Ken Kodama
01:04:49
EXACTLY!!!
marie-sophie Armstrong
01:05:13
I am still struggling with Panopto and grade book on Course Site and would love a hands on.
Holly Zakos (she, her, hers)
01:06:40
@Dongning - I saw a professor who wore a different costume for each session -(like a silly hat) which I thought was fun and added levity to the situation.
Bruce Whitehouse
01:07:39
I taught two 75-minute classes when we started out in the classroom last spring. After we moved online, I found an hour per synchronous Zoom session was our limit in terms of spending class time productively. I wouldn’t want to extend a synchronous session longer than that.
Emily Weissbourd
01:08:40
FWIW, in the spring I divided my class (18 students) into 2 sections and did discussion with one group in the first half of class time and one group in the second half
Emily Weissbourd
01:09:21
I think zoom is tough with more than 10 people and it’s hard to sustain focus for more than 45 min or so
Holly Zakos (she, her, hers)
01:10:12
https://confluence.cc.lehigh.edu/display/LKB/Library+and+Technology+Services+Help
Mary Anne Madeira
01:10:21
Emily, what does the other half of the class do while you are discussing with one half?
Benjamin Felzer
01:10:24
With breakout groups, I found it easy to fill 75 hours of synchronous zoom because significant portion was students in their breakout groups, with me entering randomly to follow the discussion.
Benjamin Felzer
01:10:33
I mean minutes!
Holly Zakos (she, her, hers)
01:11:23
Thanks ben!
Mary Anne Madeira
01:11:36
This meeting is an example of how people don’t necessarily want to respond orally in front of the group, but we all chime in on the chat. That seems instructive for us :)
Michelle LeMaster
01:12:31
Good point, Mary Anne.
Emily Weissbourd
01:12:32
Thanks, Holly!
David Casagrande
01:12:52
Can Course Site discussion forum’s be divided up into smaller groups of three students?
Holly Zakos (she, her, hers)
01:14:37
@David — yes, you can use course site groups for this — there is some set up — hold on for link
Holly Zakos (she, her, hers)
01:14:57
https://confluence.cc.lehigh.edu/x/xYQZAg
Carrie Baldwin-SoRelle
01:21:30
One option is to have them take minutes of their meetings - send a template for minutes doc, and hav them rotate who takes minutes
Bruce Whitehouse
01:22:16
I’ve seen the approach Mary Anne is describing used in some of the online continuing ed courses my wife has taken (not at Lehigh, thankfully!) I think this is a common group strategy for remote learners, and not an effective one.
Mary Anne Madeira
01:24:26
Bruce, which approach specifically was ineffective?
Mellie Katakalos
01:25:23
I do theatre games for community building
Holly Zakos (she, her, hers)
01:26:24
WE will have a session on “Creating Connections Beyond the Classroom” Wed, August 5, 2020, 1-2:30 PM - https://lts.lehigh.edu/preparing-fall-2020-workshops
Bruce Whitehouse
01:27:19
@Mary Anne: students doing remote group projects without ever meeting (even virtually), only contributing to a shared Google Slides file. This seems to be pretty common in online courses, and I don’t think it’s very useful for learning.
Mary Anne Madeira
01:28:36
I agree with Greg. A few minutes of small talk at the beginning can go a long way. Last spring many students said in evals that they appreciated that I checked in with them at the start of class, gave them a chance to share how they’re doing, etc
Jessecae Marsh
01:30:17
I use Google calendar appointments to facilitate those large amounts of meeting. Works great for Zoom because you can embed the zoom link in the calendar directly.
Rosi Reed
01:30:36
yes - I do not know how people were professors before google calendar
Julie Haas
01:30:42
ooh, thanks for that Jessecae!
Jessecae Marsh
01:30:59
@Julie, if you have any trouble working out the appointment slot feature, let me know.
Emily Weissbourd
01:31:00
great idea!
Jessecae Marsh
01:31:10
Same offer, Emily!
Emily Weissbourd
01:31:22
Thanks Jessecae!
Mary Anne Madeira
01:31:48
Are you guys doing one of these for teaching large lecture classes or did I miss that one? These are great, thank you!!
Emily Weissbourd
01:31:54
Thanks Greg and all — this was super helpful!
Mellie Katakalos
01:32:02
Thank you!
Constance Cook
01:32:02
yes thank you everyone
DongNing Wang
01:32:16
Thanks~!!
Jennifer Jensen
01:32:30
Good suggestion Al
Anna Chupa
01:32:31
Thank you!