https://forms.gle/qDP78arSvxgt5KU57

Now, or later, please complete this survey, if you are so inclined: https://forms.gle/qDP78arSvxgt5KU57

Hi everyone, here is a great resource on Remote Teaching put together by Jennifer Imazeki, Associate Chief Diversity Officer for Faculty Success at SDSU. https://diversity.sdsu.edu/resources/working-and-teaching-remotely

Made in the CSU!

Frank holds a master’s degree in speech communication at California State University Northridge.

We share those data because it helps provide context. However, we do not have recent 4 year data on this readily available.

Luke’s answer to your question: We share those data because it helps provide context. However, we do not have recent 4 year data on this readily available.

Romey, are you referring to a previous slide, or the current one?

Amita, are you referring to this webcast, or are you asking about recording your own class?

Thanks, Leslie. If time allows, I could promote you to panelist and let you address this in person. Did you also see the question about recording and student privacy? (Oh, only to panelists.)

Here’s the question: are we able to record and send out without violating any privacy issues?

Would you be comfortable addressing that one?

Thank you!

Grinnell. I think this is a good point. I would think that one application of SDT to the Community of Inquiry framework - is that our efforts to build personal relationship (social presence), application of learning (cognitive presence), and facilitation and direct instruction (teaching presence) are designed to foster internal motivators of success, rather than external ones. That the practices themselves, are designed to help them address real-world issues that face them, their families, and their communities.

The work on higher order thinking is informed by Bloom’s work as well as Nevitt Sanford’s work on Challenge and Support. I mentioned Nevitt’s work.

The presentation may run past the top of the hour. For those who must leave, we will share the link to the recording.

If you are so inclined, complete the survey to let us know how you are doing in this transition: https://forms.gle/qDP78arSvxgt5KU57

We had a question about recording classes and privacy. Here is a resource created at HSU: Synchronous Lecture Capture and FERPA Considerations
https://ctl.humboldt.edu/node/1670

The recording will be shared.

In terms of FERPA, you can record yourself and your content while not recording students or their names.

From Luke: The work on higher order thinking is informed by Bloom’s work as well as Nevitt Sanford’s work on Challenge and Support. I mentioned Nevitt’s work.

We had a question about the reference to higher order thinking. Here is Dr. Wood’s response: The work on higher order thinking is informed by Bloom’s work as well as Nevitt Sanford’s work on Challenge and Support. I mentioned Nevitt’s work.

Grinnell Smith asked this question: Wondering if/how this community of inquiry framework might map to Deci and Ryan’s self-determination theory involving autonomy, competence, and relatedness.

Dr. Wood’s response: Grinnell. I think this is a good point. I would think that one application of SDT to the Community of Inquiry framework - is that our efforts to build personal relationship (social presence), application of learning (cognitive presence), and facilitation and direct instruction (teaching presence) are designed to foster internal motivators of success, rather than external ones. That the practices themselves, are designed to help them address real-world issues that face them, their families, and their communities.

Anne Cawley asked for an attribution for Luke’s quote about “every system being perfectly designed to get the results it produces.” It is from W. Edwards Deming.

We are getting several inquires about slides and the chat. The recording link will be shared as soon as it is available, along with an accurate transcript. We will also create a Q&A of the excellent comments and questions in the chat.

We will also provide a list of references for all the resources mentioned.

Thank you ALL for attending and for ALL you are doing to support students at this time.

If you are so inclined, complete the survey to let us know how you are doing in this transition: https://forms.gle/qDP78arSvxgt5KU57

The SDSU recourse again:

Hi everyone, here is a great resource on Remote Teaching put together by Jennifer Imazeki, Associate Chief Diversity Officer for Faculty Success at SDSU. https://diversity.sdsu.edu/resources/working-and-teaching-remotely

From Daniel Barton: Hi. Thank you for your work on this super-important topic. I'm trying to think about how to balance two (possibly conflicting) views: 1) this is a crisis situation that upsets our students' lives and it is not reasonable to maintain the same expectations we had of student before the crisis struck and 2) we should maintain high expectations because otherwise we are short-changing our students and not encouraging them to rise to a challenge. Any thoughts? And again, thanks for your time.

From Ellyn Herb: with the change to online teaching some of my students are consistently absent in class (synchronous). How do I get them engaged?

From Leslie Kennedy, AVC for Academic Technology Services in the Chancellor’s Office: The LMSs have early warning systems you can set up to prompt the instructor to follow up with students based on the criteria set by the instructor. EX. D on a quiz. Not turning assignment by a due date, etc.

We can definitely provide a link to some good examples. Have you checked with your campus faculty development center? We all share resources with one another.