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Developing Assignments and Student Assessments in Asynchronous Online Settings - Arts, Humanities, and SS - Shared screen with gallery view
Rita Jones
11:08
Asynchronous and online one day; in-person and synchronous the other day
Anna Chupa
11:09
Fully Remote
Jodi Eichler-Levine
11:09
2 fully remote courses.
Ziad Munson
11:09
upper level seminar
Heather Flyte
11:09
Fully remote
Bruce Whitehouse
11:11
Hybrid first-year seminar on sustainability
Sharon Friedman
11:12
fully online
Mellie Katakalos
11:13
Full remote. Possible lab hours in the scene shop
Mary Nicholas
11:15
Mostly synchronous, all remote
Zachary Arms
11:20
Fully remote
Michael Kramp
11:23
Introduction to film and a 000-level literature/wgss class
marie-sophie Armstrong
11:24
One course will be hybrid, the other remote.
William Crow
11:25
Fully remote
Nitzan Lebovic
11:26
remote
Jessica Brandt
11:26
Fully remote
Mariana De Maio
11:38
Fully remote
Mellie Katakalos
11:39
Question - how to handle studio classes in a fully remote environment
Michelle LeMaster
11:40
First-year Seminar. In person (until I hear otherwise....)
Valerie Taylor
11:42
Social Psychology (intro lecture course)
Al Wurth
11:43
Remote synchronous
Valerie Taylor
12:03
Fully remote
Marie-Helene Chabut
12:12
Remote synchronous
Henri Barkey
12:12
One on line and one in class (although I am, having second thoughts). How to make sure exams are not compromised?
Jack Lule
12:18
Small lab (10) and Larger intro class (32 students). Wondering how to regularly assess the 32-person class.
Kyoko Taniguchi
12:47
remote
Peggy Kane
13:14
Workshop Registration: https://lts.lehigh.edu/preparing-fall-2020-workshops
Lindsey Reuben Munoz
13:23
Fully remote
Susan kart
15:13
fully remote (lecture, 80 students)
Lucy Gans
16:15
fully remote
Peter Lusch
17:50
2 fully remote courses; 1 blended course
Heibatollah Sami
18:04
Fully Rmote
Olivia Landry
19:13
1 blended, 1 remote
David Casagrande
19:47
2 fully remote
Jo Grim
32:57
where can we access presenter slides later?
Gregory Reihman
33:38
Jo Grim: Yes, we will share these out.
Peggy Kane
33:53
Jo, we’ll try and collect presenter slides and post with the recordings.
Jo Grim
34:11
thanks!
Nitzan Lebovic
34:32
I love the TRAC program. Will TRAC fellows have the technical skill/assistance to engage students online?
Jack Lule
36:35
I am intrigued by the idea of being able to grade writing assignments quickly (for a large class). Greg even mentioned 30 seconds per assignment. I would like to hear more about such assignments. Thanks1
Ziad Munson
39:43
+1 on Jack's question...
Jeremy Mack
41:06
CEE 202 Student Example using audio slideshow - https://citl.lehigh.edu/cee-202-cee-planning-and-engineering-economics
Jeremy Mack
42:49
Free Tools & Technology - https://confluence.cc.lehigh.edu/pages/viewpage.action?pageId=123046478
julia maserjian
49:37
pixton.com for educators
Gregory Skutches
50:45
Link to my slides:
Gregory Skutches
50:50
https://docs.google.com/presentation/d/1PIGHo-xzdwsTW4Z1NeKy2fR2dYxlYczdGvyHxpJ-8WM/edit#slide=id.g8c9a10a482_0_43
Mellie Katakalos
51:48
I'm interested in Pixon for storytelling. How exactly does it work? Are there already scenarios or does the user build from the ground up?
julia maserjian
52:55
they have multiple background/scenarios go in for the free trial. it is pretty impressive.
Susan kart
54:05
do we have a Lehigh interface/account for Respondus through Coursesite, or do we do that separately for exams?
Peggy Kane
54:43
Hi Susan, we will have Respondus available through Course Site
Gregory Reihman
56:01
I tried a meme option on my take-home final this past spring. Ill pasting in the prompt I used:
Gregory Reihman
56:02
Option 3: Create a meme that captures something important about one (or more) of the key philosophical concepts from this class. Then write 300-400 words explaining your meme. Your explanation should explain both the philosophical message you are attempting to convey and your thoughts about why you think the juxtaposition of the words and the images conveys that message.
Gregory Reihman
56:20
Grading: These will be graded on (a) how well you explain the key concepts and (b) my estimation, based on the nuance of your writing, of how seriously you took the assignment. For Options 2 and 3, your image will be assessed not on your artistic skill but your ability to convey a smart and subtle message about the meaning of the concepts and their relationship to one another.
Carrie Baldwin-SoRelle
58:56
Thanks for sharing, Greg! I’m also happy to share my meme extra credit assignment (though it was fairly similar to Greg’s). Also, an article on how memes work critical thinking skills: http://content.ebscohost.com/ContentServer.asp?EbscoContent=dGJyMNLe80SeqLE4yOvqOLCmsEiep7NSsqu4SLCWxWXS&ContentCustomer=dGJyMPGusU6wqa5QuePfgeyx9Yvf5ucA&T=P&P=AN&S=R&D=ehh&K=128421824
Valerie Taylor
01:01:49
Regarding Pixton, I can share my instructions and also rubric (as it related to my course)
Jo Grim
01:02:16
Valerie, that would be great!
Jodi Eichler-Levine
01:04:10
I misnamed the wrong David: Here’s my colleague David Slucki’s blog post with links to a podcast and examples of student UnEssays from his course: https://www.davidslucki.com/blog/the-unessay-a-discussion-on-creative-assignments
Jodi Eichler-Levine
01:04:25
Also, William, the “tug” metaphor is PERFECT.
Bruce Whitehouse
01:05:20
… As long as we’re all throwing the fish we catch back, not eating them!
Holly Zakos (she, her, hers)
01:06:43
Lol. Bruce! Here is the book mentioned on design- https://www.amazon.com/Understanding-Design-Grant-Wiggins/dp/1416600353
Jack Lule
01:07:16
Thanks for sharing your slides, Greg Skutches. I think you need to provide access, however.
Carrie Baldwin-SoRelle
01:08:03
And Holly, the book is available as an ebook from the library too: https://asa.lib.lehigh.edu/Record/1512610
Valerie Taylor
01:08:11
Hopefully this works (Pixton): https://drive.google.com/file/d/1v6XiFFD6T5CJYbjLzaplMaqF99-Df1OT/view?usp=sharing
Mellie Katakalos
01:08:14
William - is the online collection through artstor?
Gregory Reihman
01:08:46
https://docs.google.com/document/d/1hkFCY2PQVc-7ey_N9llMJYg0--_1J8ryCYe_aS62ri4
Ziad Munson
01:10:42
Thank you to all the presenters for your many interesting ideas!
Mary Nicholas
01:10:47
Thank you!!
Holly Zakos (she, her, hers)
01:10:48
Lehigh art collection is on artstor — https://luag.lehigh.edu/art/collection-highlights
Zachary Arms (He/Him/His)
01:10:53
Thanks to everyone who presented!
Holly Zakos (she, her, hers)
01:10:56
And here as well
Mellie Katakalos
01:11:02
thanks you!
Olivia Landry
01:11:11
Thank you!
Gregory Reihman
01:12:07
Nitzan: Greg S can say more about this, but the short answer is yes, TRAC fellows continued their work seamlessly in the spring and will be ready to help in the fall. We’re also working to prepare them for the ‘classroom visit and feedback’ program that we offer every fall—so they can come to a Zoom class and offer feedback on the things you’d like feedback on…
Valerie Taylor
01:14:39
Or 100 students!
julia maserjian
01:20:03
Valerie’s piton assignment - Here’s the student example using piston a little about the assignment https://citl.lehigh.edu/doing-and-undoing-racism-psy-326aas-326-0
Holly Zakos (she, her, hers)
01:30:25
You can use the book feature to help with organization, use labels to create bold heading and titles, created banners for sections
Holly Zakos (she, her, hers)
01:31:19
You can create images and icons for buttons, and embed Panopto videos
Holly Zakos (she, her, hers)
01:31:25
You can show one topic at a time
Holly Zakos (she, her, hers)
01:33:19
Here is a banner template — https://docs.google.com/presentation/d/1mrf-EnNgRIxbwhpqbbV_QOb9wsP-iedOdk-OUu3gxMM/copy