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Presentation for NETI

workshop sharing II

August 18, 2020

University of Oklahoma

NETI workshop sharing IIChung Hao Lee,

AME

Marc C. Moore,

SBME

Daniel Resasco,

CBME

Sepideh Razavi,

CBME

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What we will be doing in the next hr?

ToolsTools

● Brief review of each pillar by Marc,

Sepideh, and Daniel (10 min each)

● Review of some tools that can be applied

to each pillar by Chung Hao (10 min)

● Q&A session (20 min)

● Feel free to submit any questions you

may have during each section to the Chat

MotivationShared by Marc Moore

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Why do we need to motivate students?

● Motivation improves learning

● Since the start of the pandemic, students have reported feeling: bored, sad,

lonely, unmotivated, and overwhelmed.

Why is it hard to motivate students in an online

environment?

● Lack of social presence

● Can not see visual “body” cues, only see the face

● Less opportunity to ask short, clarifying questions

Self determination theory of facilitation of motivation:

(Edward Deci and Richard Ryan, 1985)Theory suggests that people are able to become self-motivated when their

needs for the following are fulfilled:

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Competence is having knowledge, skills, and

abilities to succeed.

Students must have confidence to be competent.

Tools to Boost Competence

Question Boards

● Use software to help students ask

questions and contribute to discussion

● Give extra points for asking questions

on Piazza. E.g Every question

asked=0.2 points, and you can earn up

to 5 class points.

● Students can ask questions and be

anonymous to classmates, but visible

to instructor

● Question Board Software: Piazza

(piazza.com), Campuswire, Slack

In Class-Polling

● Use Zoom features like ‘raise

hand’, ‘thumbs up’, and ‘thumbs

down’

● Pollev has a competition mode

● Polling Software: Poll

everywhere (pollev.com), Kahoot

(kahoot.com), Plickers, Slido

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Autonomy is being allowed to explicitly do

something, and feel like it is implicitly okay.

Ideas to Improve Student Autonomy

● Record all lectures and post online

● Give students a chance to provide feedback in weekly feedback documents.

Make them feel like their opinions matter. If you cannot change, then give

them a reason why.

● Let students provide one question they would like to see on an exam. Also, ask

them why they chose that question.

● Have students teach a topic (5-10 min presentation), which can be a segway for

that day’s lecture

● Let students work on teams with classmates that they choose

● STOP giving long lectures where students feel trapped

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Relatedness is helping students to connect

with others, and to learn from and teach each

other.

Ideas to Improve Relatedness

● Make a slide to introduce myself to my students

● Use breakout rooms.

● Tell students to please keep video on if they are able

● Create connection to the profession by linking course event to current world

topics.

● Require weekly 1:1 or small group meetings or synchronous class at least once

per week

● Invite professionals to visit class and spend time with students

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Active LearningShared by Sepideh Razavi

What is Active Learning?

Put down something you learned from the

“motivation section” into the chat box!

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What is Active Learning?

Put down something you learned from the

“motivation section” into the chat box!

Learning by doing…

What is Active Learning?

Put down something you learned from the

“motivation section” into the chat box!

Learning by doing…

Is this active learning?

Instructor introduces a concept and then performs a

demonstration in the class to show that concept.

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What is Active Learning?

Active Learning has two components:

❏ Students are doing an activity

❏ The assigned activity engages

the students in the learning

objective of the course

What flavor of active learning is effective for

different environments?F2F vs. online synchronous vs. online asynchronous

Anything Course-related + the 2 elements!

Student-Student (SS) interactions:

● Discussion boards

● Team assignments

● Breakout rooms

Student-Instructor (SI) interactions:

● Online quizzes with instructor feedback (Canvas)

● Ask students to summarize the main ideas from last X-minutes or lecture

Student-Content (SC) interactions:

● Interactive tutorial/online simulation

● Reflection/minute paper

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The ICAP FrameworkProposes that engagement behaviors can be categorized and differentiated

into one of four modes:

Interactive, Constructive, Active, and Passive.

I>C>A>P (Chi and Wylie, 2014)

Students watching the professor do a demonstration: Passive

Students highlighting text while studying: Active

Students summarize, self-explain, or generate questions about presented materials: Constructive

Think-pair-share—individual activity, pair to reach consensus, report results: Interactive

Thinking-aloud pair problem solving: Interactive

Lessons I learned from the NETI workshop● Focus on your objectives

● Not being able to cover the syllabus? Maybe only do 2 activities, 90 second each

● More student-focused, more complicated technique is NOT necessarily better.

We can do some easy basic activities to be effective.

● Do not let perfection be the enemy of the good (no instructional plan engages

everyone)

● Zoom features can be simple but effective tools for engagement (polling,

breakout rooms)

● Be very clear about directions and what you exactly want from students

● We can exploit positives of online teaching

USE what you have learned:

Pick 3 engagement strategies you would use in your class in the Fall...

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AssessmentShared by Daniel Resasco

Types of Assessment

diagnostic

formative

summative

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WHY?

• To identify individual and class strengths and weaknesses

• To find and correct misconceptions on crucial fundamental

concepts

• To explain how course will address students needs to meet

goals and specific objectives

diagnosticBefore starting a course (or unit) find out strengths/

weaknesses and skills / knowledge students posses.

HOW ?

● Not-graded / Anonymous.

○ Synchronous. Zoom polling – short questions / short answers

○ Asynchronous. Canvas. Survey.

diagnostic

● Graded exercises ( low-stakes assignments )

○ Zoom – minute paper

○ Canvas – Quizzes function – (essay question or numerical question)

• Advantage: encourage participation / accountability

• Disadvantage: easy to cheat ?

>> Canvas – Quizzes function – formula question

variable numerical / automatically adjusted

Before starting a course (or unit) …

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WHY?

• To let students understand goals and specific objectives

(achievement target)

• To let them know where they are

• To let them know how to close the gap

• Enhances student motivation and engagement.

• One of the most important types with online teaching

formativeThroughout the course (or unit) evaluate how students are

learning by collecting evidence of progress.

Make necessary adjustments to reach desired goals.

HOW ?

formative

Synchronous:

• Breakout rooms and group work, e.g. Google Document

for end-of-class “minute-paper” to identify problematic

materials that day.

• Use “Stop – think – pair – share”

Asynchronous:

• Quizzes and HW assignments (Canvas)

• Post your 5-min video followed by quiz questions

(Canvas)

Throughout the course (or unit) evaluate how students are

learning by collecting evidence of progress.

Make necessary adjustments to reach desired goals.

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Other ideas

• Work on semester-long preparation for individual project

• Beginning of semester. Show students last year’s final

project (or final exam) to illustrate what capabilities they

will gain.

• Discussion board for students to get asynchronous help on

HW from both, instructor and other students.

• Establish a “feedback committee” to collect anonymous

ideas/suggestions from the class on class material.

formativeThroughout the course (or unit) evaluate how students are

learning by collecting evidence of progress.

Make necessary adjustments to reach desired goals.

At the end of the course or after an educational stage.

Quizzes, projects and tests to evaluate what students

have learned and how well can link concepts together

HOW ?

• Project-based take home exam, rigorous quantitative, and with

enough complexity to require connecting interrelated concepts and

make every project unique (Give enough time to complete).

• Individual or in groups?

Problem for former: too much grading effort;

Problem for latter: harder to test individual contributions

→ use peer evaluations, rotating groups through semester

to identify consistent performers and non-performers.

summative

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Other ideas

• Train students during semester to build concept maps and make links

• Group quizzes (shared Google Documents)

• Breakout rooms during class, working together in:

- Brainstorming, concept maps, relationships

- Small numerical/quantitative projects (EXCEL, Matlab, etc.)

so individual students can apply in their larger project.

- Group quizzes (shared Google Documents, Office 365)

summativeAt the end of the course or after an educational stage.

Quizzes, projects and tests to evaluate what students

have learned and how well can link concepts together

• Providing a fair and balanced assessment (grading) - uneven levels of

technology at home, unsuitable environment → asynchronous can help

• Deterring cheating in online exams / quizzes / HW

- Clearly define expectations about academic integrity policy and

communicate you are aware of cheating and will take it seriously. Sign

academic integrity pledge

- Lockdown Browsers (previous experience … technology issues, resentment)

- Use question banks and randomize questions to prevent sharing answers.

- Low-grade-weight quizzes. Less incentive to cheat, but still allow for

formative assessment.

- Collaborative learning activities (peer reviews, rotating group members)

concernsWhat concerns / uncertainties do we have about

assessment in an on-line teaching situation ?

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Using Zoom’s Useful Features

for Your Online Lecturing

Shared by Chung-Hao Lee

Dr. Chung-Hao Lee @ OU Since Fall 2016

Education & Training

Postdoc (Heart Valve Biomech.) UT Austin

PhD (Civil Eng.) UCLA

MS (Structural Eng.) NTU

BS (Civil Eng.) NTU

Research Areas / Interests

• Tricuspid Valve Biomechanics

• Shape Memory Polymers for Brain Aneurysm Treatment

• Multiscale Modeling of Biological Tissues

• Advanced Finite Element Modeling

Activities

• Hiking, swimming, softball & other sports,

• Reading novels, planting, …

Courses Taught

• Numerical Methods

• Solid Mechanics & Solid Mechanics Lab

• Biomechanics

Dr. Lee’s BBDL: http://ou.edu/coe/ame/bbdl/

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Zoom Settingshttps://oklahoma.zoom.us/profile/setting

Exit Full Screen to See Chat & Participants WindowsIf you don’t have dual screens and/or not familiar with lecturing on multiple screens…

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Exit Full Screen to See Chat & Participants Windows

If you don’t have dual screens and/or not familiar with lecturing on multiple screens…

Otherwise, you may move the Chat & Participants Windows into the 2nd display/screen

My First Display (Screen) My Second Display (Screen)

Interactive Buttons - Participants

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Useful Feature in Zoom - Chat

❑ Collect the text format feedback from students instantly

❑ TA could help monitor chat box when you are in lecturing

❑ Send documents to the class

Breakout Rooms

❑ Small size class: recommended with group of 3-4

❑ Large size class: recommended with group of 4-6

❑ Group of more than 10 might not give an efficient student engagement

❑ Breakout Rooms (only available to the host)

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Breakout Rooms

Breakout Rooms – Tip

Make sure you ask your audience (or students) to Leave the

“Breakout Room”, rather than leave the Zoom meeting, after

each breakout room discussion.

Otherwise, he/she will need to ask to join the Zoom meeting

session again.

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Polls

Polls

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Polls

Google Docs (or OneDrive) for

Collaborative Editing

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Google Docs – Document Sharing & Living Editing

How to Set It Up?https://docs.google.com/document/u/0/

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Similarly – OU’s OneDrivehttps://sooners-my.sharepoint.com/

OU’s OneDrive – More Informationhttps://support.microsoft.com/en-us/office/collaborate-in-onedrive-d8a2a19a-e306-4ca5-

9b00-19b0e96890d6

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Discussion Board on Canvas

(Asynchronous)

Discussions Tab on the Canvas Course Left Panel

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Discussions Tab on the Canvas Course Left Panel

Online Quizzes on Canvas

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Creating a quiz in Canvas:

https://www.youtube.com/watch?v=pGKQCGuB3NI

Question Options: (https://www.youtube.com/watch?v=kWY-U1RNSf0)

• Multiple Choice (https://www.youtube.com/watch?v=F1Fzas4wvws)

• True/False (https://www.youtube.com/watch?v=txJIogLJuVw)

• Fill in the Blank (https://www.youtube.com/watch?v=7pKpv2ybNBA)

• Multiple Answers (https://www.youtube.com/watch?v=HP10sRjWKGM)

• Formula (https://www.youtube.com/watch?v=E6pKwDGy8t4)

• Matching (https://www.youtube.com/watch?v=JApclQt3UoU)

• Essay Question (https://www.youtube.com/watch?v=SMF5rCN7lMQ)

• File Upload

Creating and Using Question Groups:

https://www.youtube.com/watch?v=yXpTje0SyJU

Other Teaching-Aided Tools

and Apps

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Other Tools

Gradescope: online grading platform that uses adaptive rubrics for grading;

integrated with Canvas

Slido: Let the audience ask questions and vote for the ones they like the most

Calendly: Schedule meeting with individual student or group

Flipgrid: Good for video discussion

plickers: Good for formative assessment

piazza: Q&A discussion platform

slack: Working as a team (like Microsoft Teams)

Kahoot: Game-based learning platform

Pick only a couple of technologies that would be helpful & suitable for your online lecturing!

Breakout Room Discussion

● 5 Minutes for Discussions

● Introduce Your Name, Your Department, and Your Research ~~~ Very Briefly

● Discuss about Three Major Concerns Regarding Teaching in Fall 2020

● One of You Will Serve as the Scribe that Summarizes Your Discussion Points

(Locally in Your Own Document)

● After We Come Back to the Main Zoom Meeting Room, Scribe Will Post Your

Bullet-Itemed Thoughts into the “Chat” Window

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