Engaging Online Learners: Strategies for Active Participation

00:00:03:12 – 00:00:13:03
Thank you so much for being here. Our workshop for today is titled Engaging Online Learners Strategies for Active Participation. This will be a 90 minute session. It will have, I think one breakout room. But there will be, it will be a mix of me giving some content and, everyone engaging together and and listening and learning from each other. What are we hoping to achieve at the end of these 90 minutes?

00:00:30:04 – 00:00:31:06
We will be exploring, frameworks for online teaching. We will be having some discussion on what are the common barriers, that students face, in relation to online engagement. The third one is strategies for active participation. What are some of the practices out there, that people have used, that have enhanced engagement?

00:00:51:00 – 00:00:52:08
And the last one being, exploring a few tools. So we’ve identified three different tools. Some of them you may be familiar with. Some you may not be familiar with. This will be very, fairly quick. Because it’s a lot to cover in 90 minutes.

00:01:05:01 – 00:01:08:11
So the last part will be a crash course of three different tools. And we will be giving and sharing resources as to how you can develop that skill further in any of the tools you wish to explore in depth. This session is particularly important for those who do teach online, but also for those who have a one off session that you want to do on with a webinar with some of the students, at some other places, we hope that the learnings from this session will be carried, in those areas as well.

00:01:35:00 – 00:01:37:14
There was a Padlet sent to all of you. As a task, of the pre as one of the pre workshop tasks that you had to do, along with two readings. I will share my screen as to the Padlet responses. So Colin says effect. So you had to say your name, the department. And what does, effective online engagement mean to you? And we have asked that you put a jiff, while you’re responding as well. So exploring one part of Padlet as a jiff as well, but but also a different way to engage with the tool.

00:02:04:12 – 00:02:20:02
So calling is effective. Online teaching is mindful comment organized. Lisa of Ed accounting assistant program says that effective online teaching to me is when the teaching platform is inclusive and engaging for all students. And she has this beautiful group of people, coming together, holding each other this hand. Nora says, Nora from Academic Upgrading says effective online teaching creates multiple entry points for students to meaningfully engage with their learning and connect with both their classmates, their peers, and the facilitator. And the image is of different, entry points or different roads leading to a to to a place.

00:02:42:09 – 00:02:59:06
From Cassie, FSD link and Lcsw effective online teaching to me is creating an environment that supports learning and where all students can feel safe and want to participate further. So it’s an inclusive place where everyone wants to participate.

00:03:00:00 – 00:03:15:12
Samuel from CSD Department says, effective online teaching to me is about making learning accessible, meaningful, and engaging while ensuring that students achieve their goals. The learning outcomes have been met by the end, and it’s accessible, meaningful, and engaging for everyone.

00:03:16:08 – 00:03:24:08
Angela from Student Services, and Wellness Hub says effective online teaching allows students to engage and participate easily, collaboratively. There should be access to different modalities, different technologies that they can access to so it’s easy to participate. It’s collaborative. And it’s accessible.

00:03:33:03 – 00:03:43:13
And then we have Sherry, from academic upgrading department. She says, effective online teaching is one that engages and motivates students to learn and where optimal learning takes place. Firstly, thank you so much for engaging in this. Sharing your thoughts, and also exploring with the GIF of Padlet as well.

00:03:51:13 – 00:03:53:13
This is one way to build a community. This is what effective online teaching means for everyone in the room.

00:03:58:12 – 00:04:16:06
But there are some commonalities, that are coming out. There’s engage there’s effective engagement with not just the facilitator, but the classmates. The their peers. The other common thing that for me that came out was making it accessible for different people. So being inclusive. To the different needs that are out there and also being, being aware how can we be inclusive in, in our teaching. And yeah, it’s a place where people bond with each other. People feel valued, seen and heard that those three words that I wrote, in my response. But thank you, for responding to that.

00:04:35:01 – 00:04:37:13
The first component of our today’s session is exploring some frameworks for online teaching. There are many frameworks out there. We are exploring two, today.

00:04:45:02 – 00:04:56:01
In your practice. If there are other frameworks that you that you want to discuss that you feel are more relevant. When you teach online, please do share it with with the group. For the purposes of this session, we we have stuck to two, frameworks. The first one is the Summer framework seminar. Where’s stands for substitution. Which means that technology acts as a direct substitute with no functional improvement.

00:05:13:12 – 00:05:16:10
An example of this would be using online quizzes and programs instead of pen and paper. That’s a very basic form of, of substitution that is happening are just replacing a thing that you used to do in your traditional physical classroom, and you’ve replaced it in an online format where you’re using, your video using on online quizzes instead of pen and paper.

00:05:37:15 – 00:05:55:03
The other example can be instead of giving handwritten assignment, they let students write it on a Google doc and submit it over email. And an example of a substitution, a direct substitution that is happening. The second stage, which is augmentation, is actually technology acts as a direct substitute with functional improvement. So this is enhancing your lessons, your your lesson plan in a way that it’s not just a direct substitute, but it also provides some functional improvement.

00:06:12:10 – 00:06:25:10
An example of this is when students are giving presentations so they can use PowerPoint as, as an example, as an aid to enhanced multimedia. They are showing pictures. They’re showing videos, as a way of, functionally improving their presentation. So that would be an example of augmentation. The third step is modification. Technology allows for students to allows for significant task redesign the task that was created.

00:06:43:05 – 00:07:09:14
Now technology is helping us significantly redesign the task that is modification. An example of this would be if previously students used to write notes on a paper. An example can be writing notes on a shared Google doc where everyone can collaborate together. So the note taking is not responsibility of an individual student, but everyone is writing notes on a single document.

00:07:09:15 – 00:07:36:12
And and maybe I’ve missed some point, which Angela thinks is important, but Angela has captured back. So this becomes a shared resource, a shared collaborative notetaking document. That would be a modification. With, if significantly read is rethought, off of that task. And the last one is redefinition. Technology allows for the creation of new tasks previously inconceivable.

00:07:36:12 – 00:07:50:06
And this an example would be, if the assignment is of making a podcast about about a thing. So podcasts would be modification. The assignment is modified, but, redefinition, if the podcast helps them to connect with experts around the topic from different parts of the world. So now technology is redefine finding the task in a way that was previously not conceivable.

00:08:01:11 – 00:08:23:07
If we remove technology, it is very difficult to connect with different parts of the world from from experts and get information. So redefinition allows you to completely alter the task. The purpose of this, the purpose of showing this is not that redefinition is always the the better way to go about it. Some tasks require us to do substitution.

00:08:23:08 – 00:08:44:09
Some tasks require us to go with augmentation. Some will require us to go with modification and there will be some which require redefinition. The thought behind this is how can we be conscious of the activity that we are doing? When we were teaching physically. Where would this lie? And if we are bringing in technology, are we just substituting it? Or is there potential that we are not yet exploring? That can help us augment it further or perhaps modify it as well?

00:08:52:13 – 00:08:59:03
Before moving forward, any thoughts, opinions, questions on on this model? I’m just wondering about people who are more kinesthetic and tactile in their learning styles.

00:09:05:04 – 00:09:06:11
We have students who need to engage in different ways. So sometimes I find it a little bit more challenging. You know, thank you for sharing that. Any thoughts on the NS comment? If anyone else has encountered this issue or, if you have managed a way around this issue.

00:09:24:02 – 00:09:44:05
I am similar with the hard copy person. I love hard copy things. I like to write down things in my own writing and kind of circle and, you know, old school note taking. And I, I teach online as well. And I have some students that I do always share that with my students that can relate to that, because I do often like to print stuff out to meet them. Like I have office, I have office hours, I’m on campus sometimes. And for those, that’s my only work around. I don’t have a fancy workaround. Maybe Allie has better ideas and there’s no app here. It’s literally like, I will make you a photocopy if you want, and then you can have it. And that’s that’s as much as far as I’ll go. But that’s really helpful. I’ve had not lots, but let’s say over the last six, seven years, like at least 5 or 6 students take me up on that and just say like, oh, it would be so nice to have that, like a graph or a chart or something that they really just want to have. I make that available. So that’s, that’s my, my work around. And I think there is technology out there that allows you to interact with documents, to highlight, to circle. All that kind of stuff does exist. I think it’s. Too complex in terms of it being a new skill for most people who aren’t full time students it does exist out there. So maybe as things move along, it might become more common. And if you have people who are working with, touchscreen pads, I think it becomes much more of a realistic tool.

00:11:02:03 – 00:11:42:13
Thank you so much for sharing that. And Angela, Nora, if you have if you want to share anything. Yeah. Because there’s there is a lot of research research out there that hand, you know, handwriting to paper. Positively impacts retention for students because they’re working with it in a kinesthetic way. But in academic upgrading with my English students to help them with some of that note taking in the digital world, I’ve been showing them how to use the comment boxes, to capture their thinking as they’re reading a word document or in the class notebook.

00:11:42:15 – 00:12:05:00
Having, the files, the, PDF, the, the image of it, and then showing them how they can write their notes in the margin and move the little box around to have it land wherever it relates to what the note taking is. So that’s kind of the middle ground that I’ve found, because there everybody has the digital space. And then they’re still free to, to do their own notetaking.

00:12:08:15 – 00:12:29:08
Thank you, Nora, for sharing that. And I hope this answers to some extent. My $0.02 on this would be, it is difficult to replace a physical paper. And that’s a really it is difficult to replace like, I love taking notes on physically and online as well.

00:12:29:08 – 00:12:56:05
I’ve, I’ve created a habit of creating notes online. We, as Jeff said, we have tools to to highlight, as what I was suggesting to comment. But it, it does require typing speed, and that is something that will slow learners slowly, slowly get used to it and learn. The, the other thing that that I can suggest is perhaps it can be a mix of both. So if there are students that love writing, but if you want a collaborative notetaking document, perhaps when they do write it online, they can take a picture of that and share it online on that document. So students who are taking it, electronically, students are they can all be on that one document, perhaps. But but yeah, I, we will have a mix of students based on what their learner learner preferences is, how they learn best. I think they will engage with that.

00:13:26:01 – 00:13:41:05
with that, we will move on to the second framework. This is called the Deep Back Framework. This framework allows you’ll see three major circles there. The the circle on the right. The blue circle is the content with the content knowledge. Where each one of us individually in our areas of expertise is an is an expert in that content knowledge. The left piece. The yellow piece is the pedagogical knowledge piece. How are we in relation to knowing more about teaching strategies? How do students learn best? What are the different pedagogies out there?

00:14:08:00 – 00:14:35:07
For small classrooms, for large classrooms that can engage students better if we marry both of them together? The the the the part which is highlighted is pedagogical content knowledge. So if I’m teaching in a traditional classroom, where I’m not using technology, this will the pedagogical content knowledge will apply. What is the if I’m teaching about tooth anatomy, what is the best pedagogy that can help relate this content?

00:14:35:08 – 00:14:57:09
I can give a lecture, but what is a pedagogy that I can use that can enhance engagement? That is the the where this circle could lie. Then there is the pink circle. That’s the technological piece. How familiar I am with the tools and the intersection point of all three is called technological pedagogical content knowledge deep back.

00:14:57:10 – 00:15:30:07
This means if I want to teach about the anatomy or microbiology or cell biology. I know the content. I know the pedagogy, how I want to teach, and now how can I use the correct tool out there to support my needs? It is not the other way around where I know three tools, let’s say, and I’m trying to fit my pedagogy based on that tool that can be and that can be of the other way can be that, you know, the best fit, that this is the content.

00:15:30:07 – 00:15:44:15
The best way to teach this content is this. Now I will find a tool out there because there are so many tools. How can I find the tool that can help me teach that content? So that is the technological pedagogical content knowledge that. So it’s difficult to be expert in all three areas. Generally people are expert in the content knowledge piece, because it’s their subject.

00:15:54:10 – 00:16:15:06
But how can we also increase our expertise in the pedagogical piece and also in the technological piece and that then how can we select as and we are all busy as facilitators. We have we are busy. It’s difficult to keep up with the pace out there. So that is where the center of excellence comes in. Where you can write to us.

00:16:15:08 – 00:16:37:09
If there’s a if there’s a meeting going on, if there is, if there’s a departmental meeting going on and you want us to explore a tool together, we would love to come and help you explore that tool together. And also being this, this also requires some sort of digital literacy, because getting acquainted to a new tool is difficult. It is. And difficult not only for us, but also for our students. So how can this process, be a seamless process so that it’s not like every day I’m introducing a new tool for my students? How can I use one tool which has many functionalities? I can use that tool. Students are also comfortable. And then once I think this this tool has we’ve explored this enough, we can move on to another tool.

00:17:02:04 – 00:17:26:10
So this is another framework, that we, that we wanted to introduce you to before using technology. These are the questions that I ask. What am I hoping to achieve by using this technology? Is it a mere substitute? Is it a redefinition of task? What is what is the learning objective that I’m trying to achieve based on using this technology?

00:17:26:11 – 00:17:47:04
How will it make a difference to my students learning if I do not use technology? And if I just deliver a lecture, is using this technology actually making, a difference in students learning, or is it just using technology for the sake of using technology? So how can I use the correct tool? To deliver my pedagogy? Why is it preferable to not using tech? What technology brings? What is the added value? How equipped are my students and I to use this technology? And how much time, do I have to invest in making it work? As to learning this tool myself as well, and to make my students learn the tool too. These are again, some of the questions that I ask, before choosing a tool as to which tool can I use?

00:18:11:06 – 00:18:23:11
We will be exploring three tools today, and I think those are different tools used for different mediums. And how can I choose the correct tool for correct, correct pedagogy. We are shifting gears now. So these were the two frameworks we wanted to introduce. Shifting gears to what are the common barriers that you’ll find, in your experience of online teaching, of delivering an online session? What are barriers for effective online engagement.

00:18:39:15 – 00:18:47:14
I think the barriers for me have been, the tech technology that the students are working from. We don’t often have control or knowledge about the limitations their laptop may have or so technology, Colin, you’re saying that in terms of the, the, the device that the students are using heavily, right? Yeah. Digital tangible. Yeah. Yeah. I think it’s also the ability to use that technology. Right. That those tools that we were just talking about because some of them you were just talking about that digital literacy, right?

00:19:16:09 – 00:19:40:10
Some of them come with very low digital literacy skills. And so until they learn those digital literacy skills, it’s really hard to get them. Excuse me? To get them engaged and activities and, I think perhaps some meaningful learning. Yeah. Yeah. Thank you for sharing that. How how equipped, how how much do they know you and how to use technology?

00:19:40:12 – 00:20:03:11
I think Patrick has written something saying students have different technology at home and different skills. Angela say, I agree with Colleen. I always have a couple of students who have had back who have bad mics or no camera. This is also interesting. I often find many classes are just blank, blank boxes and it feels like you’re talking to yourself with nope, no one even opening their mic, let alone the camera. I think one of the biggest barriers, apart from, students not being able to engage at. A reasonable level with the technology, when you try to do anything fancy, is the idea that it’s so much easier online to lecture rather than, develop an effective strategy for getting active engagement from the students. To me, that seems like the the biggest concern in terms of shifting towards interactivity.

00:20:47:07 – 00:20:50:14
Thank you. Jeff, this is such an important point. It is so easy in an online setting to do a lecture. I can have a slide of I can have a 20 slide PowerPoint with the details filled all over. And I can lecture, and they will have to just sit and listen. It’s it’s very easy to do that. But to, to actually figure out a pedagogy, figure out a tool. Make those initial investments of time energy to learn about a tool to do the prep work. And then also teach students how to use that tool. That requires a lot of effort.

00:21:20:12 – 00:21:39:08
I think we also have a bit of a psychological barrier as well, because most of us are used to a screen being an a form of entertainment. Even young children, it’s like TikTok. You know, all the different social medias that are out there now. And it’s like, well, this is hard and I don’t want to do this. You know, if they’re younger and if they’re older, it’s like, I’m not being entertained right now. Click. So there’s there’s that psychological element there. I’m looking at about a screen I want to be entertained. Yeah. Yeah. Thank you. Yes. There is, and and that is why how do we how do we have games or activities that can lead to some sort of fun, academic, sort of fun?

00:22:09:00 – 00:22:27:13
Thank you for sharing that. And you also said, cameras are a requirement in link and this doesn’t mean that there aren’t camera issues, though. Yeah, it’s a requirement in academic upgrading and in college prep. Which is good. Yeah. Interesting. I have later. And I do share resources that I think 2 or 2, 2 or 3 different links that will help that people have done their research as to why students do not turn on their cameras. It is not all. It was interesting for me to find out. It is not always the internet issues. It is also I can my internet allows me, my bandwidth allows me. But there are other factors that prevent as to what my home background is like. Even with the, even with the virtual background, what noises are there? Another interesting find was in a traditional classroom the students are facing towards their teacher, and they are at the back because of this online.

00:23:19:09 – 00:23:41:06
You can stare at someone throughout that throughout the 90 minute class. And I wouldn’t know as a teacher. But that student would be in the spot like that. So they become conscious of how they’re looking. So so, yeah, interesting findings out there. Students have easy access to distractors. One click away. I can be doing something else right now. And people who do not. I’m on the screen, but I’m dozed off. Or I’m responding to a work email or something. Jeff says the lectures are preferred student mode. In most cases, students appear to feel that they’re learning the most when the facilitator is teaching the most. It takes some metacognition to get them to appreciate interactivity rather than passively learning.

00:24:01:07 – 00:24:24:04
That is so true, Jeff. And also because it is easiest for students as well. It is easier for me to just do the lecture and someone just puts on the headphones, closes their camera off and listens to it, assuming that they are learning. And it’s much difficult for me to. Okay, now, if you are going to go in a breakout room and you want to discuss on, this requires me to do some sort of effort.

00:24:24:05 – 00:24:51:07
So as students they would get many times preferable, please do lecture me. Because I don’t have to do anything. Ever gotten. And they don’t want to do the effort. As to use their brains via the neurons and come to a conclusion. Stem cells. So yeah, I with that balance is extremely important. As to a mix of lecture and mixed off student, content as well.

00:24:51:08 – 00:25:20:07
Thank you, for engaging in this. Okay. The next the this slide, will outline some practices, for online teaching. The word best here in the in the, in the heading is open for feedback. This is my perspective of best practices that I have observed over the years. I have and you will find literature support as well, which I will show you. But not all practices may be the best in all scenarios. So depending on context, depending on scenarios, this the version the best word will vary. The first one is building a sense of community. How can we build a sense of community in an online online space? If it’s a physical classroom, it is much easier to build a sense of community because we are physically there in an online classroom.

00:25:47:06 – 00:26:06:06
What my feeling is that if I if I want to look energetic in a physical classroom, it’s easier for me. They can see my movement. They can see my interaction. They can see my voice modulation. In an online classroom, I have to exert 200% of energy sitting here, and it translates through the screen as 80% of energy coming out. So that becomes difficult for an instructor. And to make that sense of community, having that element of trust in an online space when I’ve never met anyone in the room is difficult. And that requires extra, extra effort, extra email. And some of the ways that facilitators have done in the past or around the world, are through welcome email before the course starts.

00:26:32:04 – 00:26:57:02
Sending them a very warm welcome email. Some people have, have have written about the importance of welcome videos of having someone before the course starts having a short, three minute, four minute intro video of of the instructor telling about the course about themselves so they understand the humanness of the instructor. So they also understand that the instructor is a human.

00:26:57:03 – 00:27:19:13
Unknown
Is he or she is not just an instructor? And they can connect and trust. So element of trust building starts from before the course even starts. Introductions. Very important. Spending time in the class in the first class. Also introducing the. Introducing each other. Sharing their hobbies. Sharing what they what they what they like to do.

00:27:19:14 – 00:27:43:09
Unknown
Outside their classroom space is a fun way to do that. Team building activities. I feel these are extremely important. We did not do a teambuilding activity at the start of this session. But, one of the slides wasn’t there. That is why, but the Padlet was meant to be some sort of a team building activity where you are sharing GIFs of favorite of your online engagement.

00:27:43:09 – 00:28:06:13
Unknown
That gift can easily be, what are your hobbies? And and the gift could have been that. And again, you will find I will share some resources where you will find that gifts are a way of building community. Virtual energizers virtual scavenger hunts, are, one of the ways, that we can build, community.

00:28:06:14 – 00:28:32:05
Unknown
We can. And this teambuilding activity will not take long. It will take about ten minutes, from your classroom. But this is a place very early in what you were saying earlier. As to where students have fun, where students move outside the content and they laugh. And they’re smiling. And that makes them feel more connected to not only each other, but the the facilitator as well.

00:28:32:06 – 00:28:58:10
Unknown
So first practice, which I found very useful in my, my, experience, is building a sense of community. The second is multimodal learning what online learning offers, which the traditional classroom does offer to an extent, but online has can be, can easily integrate into an online teaching as to how people respond. We can use mix to respond. We can use the chat to respond.

00:28:58:10 – 00:29:23:00
Unknown
We can use polls. We can make reactions you just want through a reaction. As to the check in as to how everyone is feeling out there or anything that we’ve learned about, we can incorporate music, we can incorporate video, in our sessions to have the multi-sensory learning experiences for students. So if someone for someone if it’s important that they are auditory learners and we are giving them a lecture, they listen to that lecture.

00:29:23:00 – 00:29:43:10
Unknown
That is one way. If you have a video inserted okay, I’ve I’ve done a check mark. So those, those students who were not paying attention to something that I was saying, perhaps a video be a way for them to either learn the content if they’ve missed or reinforce the same content. So different ways to again, engage.

00:29:43:11 – 00:30:07:15
Unknown
I’ve also found music to be an important tool to engage learners. And this can this doesn’t have to be during classrooms. Like the music is not playing while I’m speaking, but it would be nice if students when they are trickling in when the class is starting, if there’s soft music playing, play being played in the background, that really helps with the motivation that makes the environment calm.

00:30:08:00 – 00:30:32:01
Unknown
So that it’s, it’s a it’s what Leon, you were saying again, Tik Tok, they have music. They have to do those stimuli, to, to make someone engaged. So multimodal learning again is extremely important. When we are teaching online. The third is the the bucket of pedagogy is how are we delivering content? Is it just lecture or are we having some activities in our session?

00:30:32:03 – 00:30:57:09
Unknown
This is different from tools. We will explore tools later, but the tools support the pedagogy. It is important to think of pedagogy as what is my teaching? What is my teaching strategy? That I will for that I have devoted or I have thought of for this classroom. Gamification is is a way we later I think in March, we have three sessions focused on gamification.

00:30:57:09 – 00:31:17:04
Unknown
How do you gamify your what is game based learning? And how do you have game based learning elements in your classroom? But how do you make games for small games? For our for large games. But how do you use games for students to learn content at their own pace? Or perhaps it’s a collective game.

00:31:17:05 – 00:31:38:13
Unknown
Role play. Has been an important way as to people. Have people have used it as an online pedagogy, where you can play with virtual backgrounds, you can create a scene, where everyone is apparently in the same room together, but they are in their different cameras. And they’re exploring a topic. DBS is taking pressure activity.

00:31:38:15 – 00:32:00:01
Unknown
Students are thinking first, then they’re in the breakout room. They’re thinking pair sharing and then sharing with the wider group. Debate is another way that people have used scavenger hunt. It’s a virtual scavenger hunt. Scavenger hunt can be a teambuilding activity as well. And a content scavenger hunt as well. Giving them a content risk. Going and researching them online.

00:32:00:02 – 00:32:24:09
Unknown
Coming back. Finding something new about the question that you have asked. Collaborative notetaking. Everyone takes notes together on a Google doc. For some part, this also has a danger, that some people may not be taking notes then, but there are ways around it. Like, everyone has to take notes by the end of it, or everyone has to comment on someone else’s notes.

00:32:24:11 – 00:32:45:01
Unknown
Quizzes? I believe many people do. Many facili I’ve seen that in classrooms that many facilitators do use Kahoot as, as one of the ways to to do quizzes at the end of sessions. Quizzes is one. The other app which I was recently exploring is blanket. That’s also a fun, fun app of quiz, a different app.

00:32:45:01 – 00:33:07:14
Unknown
But but they, they do some games within the quizzes as well. Discussion forum. How can we use discussion forums in an enhanced way, not just in, a simplistic way? So there are there have been instances when students are, each week one of the students leads their discussion on the discussion forum. So they would make sure.

00:33:07:14 – 00:33:32:15
Unknown
What’s the discussion topic? Have all students responded to that and they would respond back. And this would this would circle back for every student. So each students, each student gets a chance to lead the discussion. Peer review students giving feedback to each other, commenting on each other, each other’s post. Photo voice is, choosing a photograph and then, making your discussion forum around that photograph.

00:33:33:01 – 00:34:00:06
Unknown
Student feedback, is extremely important in online teaching, as is in-person teaching. How can we have end of class anonymous surveys? The beauty of anonymous services is lot is it’s not non threat threatening environment. So just doing starts. Stop. Continue. What is something good. That we are continuing that we should be doing. What is something that we should start doing from now which we are not doing of what is something that we are stop.

00:34:00:10 – 00:34:24:03
Unknown
We should stop doing. Different ways to get feedback, but, how can we get anonymous feedback? That’s an important one. You can do that through Microsoft Forms. You can do that through mentee meter, through Slido. Any of the tools virtual office hours? Would be nice to do. Nice to have for students to drop in, and have that time with you.

00:34:24:04 – 00:34:53:05
Unknown
Because in an online teaching, it’s difficult to have one on one time with students. So virtual office hours are one way, to explore that. And the last one for now is, is assessment. How can online teaching enhance assessment? And not just the regular question. So how can we do virtual posters? Eportfolios, concept maps, online quizzes, making podcasts for students coming together, making podcasts.

00:34:53:05 – 00:35:14:10
Unknown
There is a lot of collaboration that that can happen in, in online and online work. These are, again, some of the practices, that are out there. This is a non-exhaustive list. Some may work in better in some context. Some may not work in all contexts. But these are just out there, for you to explore.

00:35:14:11 – 00:35:19:02
Unknown
Any thoughts, questions, comments before we move forward?

00:35:22:03 – 00:35:42:02
Unknown
Okay, sure. I can, we were just talking about, how to use that. The photo voice. I was kind of intrigued on that. And so we had a good discussion about the photo voice, and I heard, how could we use it in accounting? But I think it came to that to. It’s better. Maybe in the business.

00:35:42:02 – 00:36:03:01
Unknown
English. Kind of looking at that way. Patrick, we look at the professional behaviors. I think that it is something I want to look at exploring, taking back. And then Nora had a great, I’ll let Nora just, describe what she was talking about with her juxtaposition in that if you want to take that away, Nora. Yeah, sure.

00:36:03:01 – 00:36:25:13
Unknown
Today, we were just. I was, focused on having them understand the concept of juxtaposition, and I had real world pictures of that and then had included one that I had intentionally curated of myself and a situation with juxtaposition. So I think the next step is to, give them that test to create juxtaposition in their own environment.

00:36:25:13 – 00:36:46:04
Unknown
And at the end, Patrick was, you know, pushing the thinking, how can it be done in a way that doesn’t create more work for me to have to assemble all of those? But I think the easy way potentially, you know, as, Patrick suggested on the Padlet, but even the easy entry is take a picture, take the picture on your phone and just share it in the chat.

00:36:46:08 – 00:37:07:13
Unknown
And then it goes in and is saved in teams. Anyways, but that could be, you know, your entrance slip to the next day, create a, create a picture of of anything in your home that illustrates the concept of juxtaposition. Beautiful. Thank you. Thank you so much. This is very helpful and I’m glad that you found value.

00:37:07:13 – 00:37:20:15
Unknown
And it may not lead to all of the subjects. It may lead to some subjects. Each pedagogy has its context. Can I request it? Someone from room to Jocelyn, Leanne, Angela Solomon to share their discussions.

00:37:21:03 – 00:37:57:08
Unknown
Since I’m the loudmouth. I will go ahead. We were. I was interested in multi-modality. Model learning. But I think what we ended up on was pedagogy and gamification. Just because we’re all, reward motivated for so many things. And, how I was just talking about working on Duolingo to to help my French and how it was motivating because you, you know, you got a star for going, for five days or whatever those kinds of things, but gamification.

00:37:57:08 – 00:38:15:07
Unknown
And then, Angela was talking about how that can be a little bit hard because you don’t know exactly how to do that, and maybe having some more tools to say, okay, we’re doing this vocabulary and then being able to plug it in and make a game out of it.

00:38:15:07 – 00:38:16:09
Unknown
Thank you.

00:38:16:10 – 00:38:34:00
Unknown
Thank you for sharing that. And we will explore, I think one of the tools today for gamification, that has small games that you can make or exercises or interactivity. But thank you for engaging with that. And the purpose was that you can you are now, familiar with this Padlet. This with Padlet will be out there.

00:38:34:00 – 00:38:50:14
Unknown
We will also be sharing in the resources. And please keep adding to this, to this Padlet. This is a collective source of of knowledge that we can gather together. If you find something posted there, and this will be a resource for someone else to also, share, you can also comment on to it.

00:38:50:14 – 00:38:51:07
Unknown
Thank you,

00:38:51:07 – 00:38:52:11
Unknown
engaging in that.

00:38:52:11 – 00:39:13:06
Unknown
I’m just going back to my slides. And now we will be exploring three tools. This will be a crash course, and we are right, right on time. So the last 30 minutes, we will be exploring Padlet, Pinterest learning. Actually, there are three completely different tools used for completely different things. We will have ten minutes of each.

00:39:13:08 – 00:39:21:01
Unknown
But when we do share resources, we will share some tutorials, something that you want. If you want to explore further, you are you would be more than welcome to do that.

00:39:21:01 – 00:39:24:09
Unknown
Can I ask my partner in crime and Angela

00:39:24:09 – 00:39:28:12
Unknown
explore Padlet with us, in the next ten minutes? Thank you.

00:39:28:12 – 00:39:29:14
Unknown
All right. Hi.

00:39:29:14 – 00:39:42:00
Unknown
I think before I even start, though, is events. Everybody use Padlet, like, in this group. Is everybody familiar? And I see some notes. Okay. So some of us have I have like, kind of in the live or whatever.

00:39:42:00 – 00:40:07:03
Unknown
What I’m trying to say right now, it’s I’m getting it’s getting late getting the bedtime for my kids to the preliminary. Thank you. Use of it. So I have used it in all of my courses at some point. But just like this. So what I’m showing you is literally, as far as I got, I have gone. But this is, Padlet and I kind of created from when Ali and I, when we met this afternoon, I added, so we had sections and then I added, which is just this, you see this button here?

00:40:07:04 – 00:40:27:11
Unknown
You can literally just press it and you write your subject and the end, and then you can add your question. And I’m going to show you some features that are new that weren’t even around last year when I was using Padlet in my courses. So first, though, before I show you them what I used to do in Padlet, this is when I did have group work actually, so I would have like let’s say five groups.

00:40:27:11 – 00:40:48:05
Unknown
And I each group had a task about one big topic, almost think of like a jigsaw kind of, learning. So they would have a component that they had to research and figure out. I give them questions, obviously, maybe 2 or 3. And as a group they would post it, so they’d post it here. Let’s say section one or I can you can change the name of that by the way.

00:40:48:05 – 00:41:04:14
Unknown
So you could say like you just click on it and you say group one. You can then put their names, and then they would post it and then the other group and then as an activity in class, we’d have the whole pictures, we’d sit together and we’d say, oh my gosh, this is where all I, I teach like ideas and, and human services.

00:41:04:14 – 00:41:25:09
Unknown
So let’s say it would be like, let’s see the three different schools in psychology, the origins of psychology. And then we could all look at it together and be like, okay, these people did, you know, psychoanalysis, these did, you know, Adlerian, these people did Piaget, whatever. And we could look at it together. So, that’s one of the functions.

00:41:25:09 – 00:41:47:01
Unknown
And I’ve had success with that. You just literally, you know, press the buttons, the plus signs, and away you go. But in this plus sign, here, this plus 13 is so cool. So I’m going to press plus 13 because in your post and I think we did this with Alise when she asked us all to clap like the intro to this workshop.

00:41:47:02 – 00:42:14:07
Unknown
We, we, had this this, this option to add like a GIF or Jif, you know, or to put a poll. So what I did was actually use poll, and I just want to show you I can’t draw too. So all of these are new and it tells you they’re new, but you can insert anything into into Padlet and it can become a part of your lecture even if you wanted to make it, like we said, not a lecture where people just kind of passively listening.

00:42:14:09 – 00:42:41:13
Unknown
But you can, you know, go in and you can show videos and YouTube clips and everything else. But like, let’s say I can’t draw. So you can say, I mean, I don’t know, but let’s say Freud, for example, Freud, watercolor. Let’s see, where’s my thing? Color. I’m so okay. Color. And then you can, get it to come up with a picture here.

00:42:41:15 – 00:43:01:06
Unknown
It might take a seconds. May take up to a minute I figure. Yeah there’s Freud. Right. So that’s kind of neat I can’t draw, but I wanted to like, add something to my presentation or add it and you pick what you like. And it goes in here and you can write something fantastic, that kind of thing. You can also, let’s say the plus 13.

00:43:01:06 – 00:43:20:05
Unknown
Like I say, play around with this. It’s really fun. I just discovered it today with Ali because I haven’t used it since my last class and this was in here. The poll is what I used here, so I’ll show you. I wrote here how many of your students leave their cameras on during class? Was my poll? Right. So then everyone with and I’ll show you how to share this.

00:43:20:06 – 00:43:48:09
Unknown
Everyone could then take the poll and then we could look at the results together. And that could be a talking point. That could be how we kind of start. You know, I made polls here, open ended, etc., etc.. Pictures recording. You can record yourself in your, in your panel, and just press play. So even if you know, it’s, it’s a little something you don’t have to do over and over again, you know, you can have a recording yourself, giving instructions to one thing once and have it forever.

00:43:48:09 – 00:44:10:14
Unknown
And you don’t always have to do the same, instructions. Every time you teach the same course for, like the 12th time, you have some things recorded beautifully, perfectly. You could have music with it and just use that as you’re kind of pat a way of, introducing something I just want to show you. So this is, again, if you want to share, you know, you can you can get a QR code to share.

00:44:10:14 – 00:44:27:12
Unknown
You can copy the link. So while your students are doing something, you can quickly do this in the background. Copy the link posted in their chat. It’s ready to go. The other part I want to show you though, was, sorry, the breakout links. So sometimes we don’t want students to see what the other students are posting.

00:44:27:12 – 00:44:44:03
Unknown
Let’s say it’s the exact same question. You’ve given every group the same question, but you don’t want those that are quicker to post their response. And then other people just see them and they’re like, oh, there’s the answer. I’m just going to write it down so you can actually, make these into different groups. So I only copy group ones quest to them.

00:44:44:03 – 00:45:06:09
Unknown
Right. So they only have access to their Padlet. So when they get this copy link, this link will only go to their Padlet and their area to respond like Group one. Group two, let’s say section two right now, group two will only get theirs as well. So when they all post it, they can only see what they’ve posted until, I’m able I can open it to everyone.

00:45:06:09 – 00:45:24:14
Unknown
So that’s kind of a neat feature too, just in case it is the same question. I don’t know. Am I missing anything? Ali, those are kind of the new things. I mean, there’s settings. I chose my color like bright pink. You can do whatever in the background. Yeah. No. Thank you so much, Angela. You’re so welcome.

00:45:24:14 – 00:45:44:03
Unknown
So Padlet is is a beautiful way. I think that art can we can use for brainstorming and for multimodal learning as well. You can take and draw. They can post pictures, they can record themselves, different ways of they want to engage them. So another cool feature, which whenever you get time you can explore is the new feature.

00:45:44:03 – 00:46:08:10
Unknown
It’s talk talk to yourself. Angela. Was that the feature when you when you click on plus 13. Yeah. Yeah. So the talk for. Yes. And that is I, I was amazed by it. If you just play it on try sample test text it will generate a sample text. You can do whatever. And then if you click on next it will create an audio for that.

00:46:08:12 – 00:46:37:15
Unknown
And it will play play that audio I don’t know if you’ll hear it or I’ll go to my yes no no no because it goes into my in your. Yeah. But that’s audio of audio saying the Golden Gate Bridge and blah blah blah. Yes. But it can go in different languages, right? Yeah. And that’s so, so if you change the language and if you choose Spanish, German or do the languages it has, it will narrate in that and even the language, the accent of that is in that language.

00:46:38:02 – 00:46:57:07
Unknown
So that is a beautiful feature for for people, for inclusivity. I think one of the topics for us, how can we enhance online engagement? This is a beautiful way to make sure that you’re being inclusive, for different, you know what? And I would even add, you never, you know, over some time you have cohorts that, you know, over a couple of levels, like you teach them from the beginning.

00:46:57:07 – 00:47:17:14
Unknown
And what if you’re noticing like, oh my gosh, like six, six out of my ten students speak Urdu, right? That’s something I’m noticing. I’ve kind of chatted about it. Wouldn’t that be the one that blow their mind? Maybe if you showed them at the beginning, like if there’s any like, look what we can do together and I can actually everything we just discussed, I summarize, I’m going to play it for you in your language.

00:47:17:14 – 00:47:35:00
Unknown
You know, being careful obviously that you’re not making any assumptions but asking it right and playing. And wouldn’t that be so cool just to hear it back or for them to even express what they know but aren’t able to communicate, maybe because of the language barrier. Of what? What they do know. So yeah, thank you for remembering that, Ali.

00:47:35:00 – 00:47:58:09
Unknown
That was cool. Yeah. Thank you Angela okay. And yeah. Patrick. Absolutely good way. Extremely inclusive for assignment instructions like assignments in different language. You’ve just pasted once in English. It will you can hear them in different languages. And for language teaching as well. It’s an amazing tool. The other thing for the free version, I mindful that ten minutes are up and we are all on time.

00:47:58:12 – 00:48:17:07
Unknown
So, just mindful that the free version allows you to create for free Padlet. But the neat thing is that you can archive your Padlet so that it goes in the archive. And then you have another for and archives are saved for you. You can have as many archives as you want. And you can create a PDF of it.

00:48:17:07 – 00:48:29:00
Unknown
You can create an image for it for your reference. Thank you Angela. With that, I will now pass it to Patrick. If you can help us explore another tool. Pinterest.

00:48:29:00 – 00:48:32:10
Unknown
Sure. Great. Thanks. Well, I wanted to go play more with Padlet.

00:48:32:10 – 00:48:44:01
Unknown
By the way, if you do play with Padlet on the the main dashboard, they have menus for how to learn, how to use it in different ways in the classroom.

00:48:44:02 – 00:49:06:09
Unknown
Templates. Like, there’s so much interesting stuff there. More than just that one kind of board that Angela showed. So do go and play, because there’s some really neat stuff that you can just creatively imagine. How can that enhance learning? So with that, I’m going to jump into another tool. And really, you know, we’re we’re in the puzzle solving business.

00:49:06:09 – 00:49:30:08
Unknown
And sometimes students, it struggles to find ways. We struggle to find ways to get them interested engaged and some of our bosses. Right. So, you know, I think having access to a number of different tools can just give you some variability. And, you know, we can play and find out what tools might work for different learning styles or learning preferences.

00:49:30:10 – 00:49:34:08
Unknown
So I’m going to share my screen and we’re going to look at Pinterest.

00:49:34:08 – 00:49:51:11
Unknown
And Pinterest. Maybe you guys might be familiar with Pinterest. A lot of people may use it on their own. Like for personal things. Just a show of hands just to kind of see how knowledgeable our group is. How many of you have used Pinterest or even have a Pinterest account?

00:49:51:11 – 00:49:53:15
Unknown
Okay, we got we got three four.

00:49:53:15 – 00:50:14:03
Unknown
Okay, so here’s here’s Pinterest. Angela, the nice thing with this tool, it’s a free tool. So, students can create an account for free and faculty can use it for free. So I want to just kind of walk you through a little bit of how I’ve used this in the course and some different ways that you can use it.

00:50:14:05 – 00:50:37:00
Unknown
So to begin with, we are all familiar with it’s a pinboard. So you can go and search for variety of different, we’ll call them pins that people have created on all kinds of topics. And you pin it on a board, you can go back to it later. But what you can do, which is really neat, is you can create your own Pin board so you can share with different people.

00:50:37:00 – 00:51:06:04
Unknown
So for example, in our recent int class, we created a class pin board. And one of the assignments was everybody had to create their own Pin board that spoke to their relationship with technology. So they had to create their own board. And then they had to share three of their favorite pins into our classroom pin board. So this board of all these pins, you know, interesting.

00:51:06:04 – 00:51:32:13
Unknown
Similar to the photo, talk, but it’s basically where, you know, they’re going out there finding interesting pins that, that they wanted to add to their board. And they shared it with their peers and their classmates on the class pin board. There’s some really neat links and tools here, and this is all generated from the students in the five week into class.

00:51:32:14 – 00:52:15:03
Unknown
Okay. So it’s just a board. And what I have done is you can actually embed Pinterest boards into a Moodle page. So I just have it sitting in my, of course, Moodle. And they can just click on it, add an interesting link and throw it in there. Things I like about this from a learning theory perspective. It really with the social learning theory sometimes when you can go in and see how different learners and your peers are, you know, seeing a topic or approaching a topic or what they draw from it, it can just help you, construct meaning in different ways.

00:52:15:05 – 00:52:45:01
Unknown
If you’re only restricting yourself to your experience, you know, you’ve got kind of one path. So it’s a really neat, you know, this students love going in and seeing the variety of pins that their classmates have, posted. Other things that I wanted to introduce is, I mean, certainly you can just go and search for pins and add them, but you can also create your own pins.

00:52:45:01 – 00:53:12:11
Unknown
So if there’s a YouTube video that you’re really excited about or an image, or maybe you’ve created your own kind of step by step visual of how to prepare for accounting, fun or accounting tests, you may take that visual and create a pin, and now it can become a pin that you can share on a variety of boards.

00:53:12:12 – 00:53:41:07
Unknown
I like to have faculty turn on the other hat, not just how can I use it as a learning tool inside the classroom, or a learning activity? But how can I use this as a teaching tool or, a curriculum design tool? So, you know, for example, I’ve got faculty onboarding boards. We’ve got like a learning activities for online college classes.

00:53:41:10 – 00:54:04:12
Unknown
Let’s say I created a board and I have just something for activities. First thing, when you create your own board, it’s going to go out into the universe and find pins that it believe is related relating to your board. That can be really valuable because there may be, some, you know, there it’s a it’s a visual, it’s a video.

00:54:04:12 – 00:54:31:08
Unknown
It’s, top ten, you know, ways, you know, like here’s for example, 21 Skills to Learn in 21 days for free. There’s it can open up just a range of new resources that you hadn’t thought of looking for. I’m going to go organize. And when you go into organize, you can create folders or sections on your board as well.

00:54:31:09 – 00:55:01:14
Unknown
Okay. So that’s that’s a really good way where if you have say faculty resources and then you might have a section that you want to say, lesson plan ideas or how to use technology to creatively give back feedback. Right. So feedback ideas so you can create these custom sections that would be separate pin boards. And then you can just post the pins into these pin boards.

00:55:01:15 – 00:55:33:03
Unknown
I’m going to go back for a second if I go into explore just as an example, using technology for giving feedback, it’s always nice because a lot of the resources in Pinterest are relating to like K to 12 for college students. Hopefully it filters it a little bit. You see all the different pins that come up, some really interesting things.

00:55:33:07 – 00:55:59:09
Unknown
Click it, look at it. If you like it. We’ve got this board here, actually that one right into a website. Let’s go back to my other board. Kind to move my controls for a second. So you’ve got all these different now some of the pins, you won’t be able to save depending on the setting of whoever posted the pin.

00:55:59:10 – 00:56:15:15
Unknown
But if you can save it, you’ll see a little drop down of all of your boards, and then you can just add it to whichever board that you want to add it to. Okay. So then when you do go back into your own custom boards,

00:56:15:15 – 00:56:19:00
Unknown
you now have the pins that you’ve added.

00:56:19:00 – 00:56:34:11
Unknown
I love introducing this to students as a, an opportunity and an activity for them to, share and curate really useful pins on a specific subject in the class.

00:56:34:12 – 00:57:01:00
Unknown
And, and then what I might do is, you know, at the beginning of each class, just for a few minutes, pop into our, our board and take a look at some of the things that people have pinned. I can get them to introduce it and talk about why they pinned it. I can just get students to take a few minutes and explore and then open it up and say, share a little bit about what you found interesting and why and that kind of thing.

00:57:01:02 – 00:57:25:06
Unknown
But I also think it can be a really useful tool for faculty and each other to share with each other some of these different resources. Add some of the things that you’ve created. You can create public boards and private boards, and it’s just a way that you can collaborate with these resources and connect to these resources in a different way.

00:57:25:07 – 00:57:34:11
Unknown
Right. So that’s Pinterest. It’s free, it’s easy to use, and it can be, really fun to bring into the classroom.

00:57:34:13 – 00:57:57:06
Unknown
With that, I will share my screen and go through the last, app that we will explore. This is called learning Apps. What basically learning apps is, learning apps helps you make exercises or activities, that you can do with your school. And this is the range of learning apps, all of the things that you can create, at lock in learning.

00:57:57:08 – 00:58:19:07
Unknown
So for example, if I want to do a matching pair activity, what what does my matching pair look like. And the examples are already out there. So it’s easier for us to explore. What does this mean. So for it what it means is that I’m matching this with an explanation of this. So to apply for a visa is to apply to ask for permission from authorities to travel to a certain country.

00:58:19:07 – 00:58:38:13
Unknown
And if I and this is now tape together, it means this is this, this is fine. To make our arrangement, I’m going to go around. I’m going to, let’s say if there’s a step together, traveling. So you make pairs with this. Another example is you don’t want to write it. You want to you want to have an audio piece.

00:58:38:14 – 00:58:57:14
Unknown
You can easily have an audio piece. I think research find evidence, make a high pop that it will play the audio for you, and then you can share it, pair it with a. So if it’s red means this is not the right pair, I will remove it. I will listen to the audio properly. I don’t know which of what is it about, but this is also a red one right.

00:58:58:01 – 00:59:18:12
Unknown
So they will make sure that the game is that they will have to, that they have to align it with, with, with all of them, correctly. Very good for small activities that, that, that, that students can I will show you how to create it, very quickly before moving on to something else. But you just have to do app title.

00:59:18:13 – 00:59:38:15
Unknown
If you want to write a description, write the description. For example, the part one pair is, let’s say Harry Potter. Let’s say that is the text. And I want the pair to be an image. I want the so I it has a library of images. I’ll just write Harry Potter. I hope it pops up. Let’s say this pops up.

00:59:39:00 – 01:00:09:08
Unknown
I say use this. Now it has already created a pair. I will now add other elements. So what are the other pairs that I want? Whatever I want to, I want I can do text, text I can do text image, I can do text to speech, audio, video. It has different modalities that we can use additional but wrong elements to make students not only have everything will have a pair that you can add up to three additional elements which will not have a pair.

01:00:09:09 – 01:00:29:02
Unknown
Make matching pairs disappear. If you. If they connect then they will disappear. You say. Let’s say yes. If you want to do color cards, is the tape one above the other or side by side? What is the feedback you are giving? It’s instant feedback. As we finish editing and show preview, you click on that and this is how I will look on it.

01:00:29:03 – 01:00:50:00
Unknown
And Rachel found the solution. And because I had only created one for now, it can have as many as you want. I will click on save if now the app is saved, I want to share a link with someone. I will just copy this link. I will share it with my class. Let’s see in the chat box or in Moodle, whatever way you want to share.

01:00:50:02 – 01:01:08:12
Unknown
And they can then play this and then perhaps if you, if it just playing, if it’s playing, if it’s writing a short reflection of of that you can do that. Same. I’m not going to go with each one of these. I just want to wanted to share a few which I thought were really nice, which would be helpful for, different courses.

01:01:08:15 – 01:01:32:06
Unknown
So for example, this is close text. There is text and then there are blanks in it. And it was my dad who made the decision. Let’s say that this is an example, and it was his company which moved him here. Let’s say I’m going to click on right. Okay. These two are green and the other ones because I have not written a red.

01:01:32:07 – 01:01:48:14
Unknown
So again this can have, this has potential to be to put to have different types of blanks as well. There would be blanks in which there are options. You can have options as well. So when you click on create app it will ask you do you want a text in which there are options or it’s an entire piece and they have to fill in.

01:01:49:01 – 01:01:56:02
Unknown
Very good for language courses and other courses as well to have a description of what you are, teaching. Have they learned it or not?

01:01:56:02 – 01:02:02:13
Unknown
I’m going to do one more. In the interest of time is audio video with notices. I really like this. So

01:02:02:13 – 01:02:12:13
Unknown
generally when we do show a video to do like, to our participants, to our students, or we give them as a homework, we just show the video.

01:02:12:14 – 01:02:39:09
Unknown
What it does is it can you can copy a YouTube link and then let’s say at zero zero, 34 seconds, it pops up. A question for this. The question is start exercise and you start an exercise. It’s based on whatever exercise. So for example the exercise was matching matching the pairs. The it’s a it’s the 911 activity. And you have to match it till the time they don’t complete the exercise.

01:02:39:09 – 01:03:00:13
Unknown
The video will not move forward. So for for them to move forward with the video they have to complete the exercise. Then it will close. Because this is an example piece. I can do that, but otherwise they will have to complete the exercise, then move forward. Go on with the video and then the video will continue. So it’s a beautiful way to make videos engagement so that it is not just passive listening or hearing.

01:03:00:14 – 01:03:24:09
Unknown
The. Another good thing there are other apps as well in which you can put a video, and then there will be a multiple choice question. The very interesting thing about this app, it doesn’t only need to be questions, it can be matching pairs activity. It can be a quiz. It can be an open ended question. So for example, this three for now is is where is the Al-Qaeda attack.

01:03:24:09 – 01:03:41:03
Unknown
And they have to I think, they have to make sure that, it lines up together. This is a lightning activity that that’s changing numbers. As I’m moving around. It will change numbers. So it’s what happened. First, the what is the sequence of events that that is the activity.

01:03:41:03 – 01:03:44:15
Unknown
So again there are many there are crosswords, word grades.

01:03:44:15 – 01:03:56:01
Unknown
You can explore as many apps as you want in this. It’s very easy to create. It is free. You could just have to create your account with your email and it will save your, all your apps which you have created.

01:03:56:01 – 01:04:04:06
Unknown
Again, my apologies that we have this is a crash course and we have gone through three different apps in a fairly short,

01:04:04:06 – 01:04:05:03
Unknown
amount of time.

01:04:05:03 – 01:04:27:07
Unknown
Oh, I didn’t know that we can embed into Moodle better. Thank you. This would be lovely. If this is directly embedded. No need to do anything. But again, we will be sending resources, tutorials if there is, if there is interest and you think that the department will benefit if we just spend, let’s say 30 minutes, 30, 40 minutes exploring an app together, we are more than happy to come.

01:04:27:07 – 01:04:43:15
Unknown
Please do write to us. Before I send a feedback form in the chat. I would like would love to listen. Any takeaway that you are taking from this session? Anything that you’ve learned? Please feel free to respond in the chat. Or unmute and share. I would be lovely to hear.

01:04:43:15 – 01:04:51:04
Unknown
say I’m excited. I look forward to playing. Thank you. Yes. Start with one tool. Yeah. That is important.

01:04:51:04 – 01:05:05:11
Unknown
Otherwise, we will be all over the place, I know. Yeah. Start with one tool. Experiment. Make make mistakes. Message me on what we are doing. Can you hop on a call and help me figure out? More than happy to do that?

01:05:05:11 – 01:05:08:14
Unknown
With that, thank you so much everyone. Good night everyone.

01:05:08:14 – 01:05:16:00
Unknown
Happy exploring. Thank you, thank you. Night. I have one hi.