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Equity-Minded Practices for Remote Teaching - Shared screen with speaker view
Emily Magruder
32:35
https://forms.gle/qDP78arSvxgt5KU57
Emily Magruder
35:22
Now, or later, please complete this survey, if you are so inclined: https://forms.gle/qDP78arSvxgt5KU57
Luke Wood
37:14
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
Emily Magruder
52:52
Made in the CSU!
Emily Magruder
54:03
Frank holds a master’s degree in speech communication at California State University Northridge.
Luke Wood
55:31
We share those data because it helps provide context. However, we do not have recent 4 year data on this readily available.
Emily Magruder
56:26
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.
Emily Magruder
57:19
Romey, are you referring to a previous slide, or the current one?
Emily Magruder
01:15:24
Amita, are you referring to this webcast, or are you asking about recording your own class?
Emily Magruder
01:21:33
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.)
Emily Magruder
01:21:47
Here’s the question: are we able to record and send out without violating any privacy issues?
Emily Magruder
01:22:06
Would you be comfortable addressing that one?
Emily Magruder
01:23:05
Thank you!
Luke Wood
01:23:54
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.
Luke Wood
01:25:03
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.
Emily Magruder
01:27:02
The presentation may run past the top of the hour. For those who must leave, we will share the link to the recording.
Emily Magruder
01:27:47
If you are so inclined, complete the survey to let us know how you are doing in this transition: https://forms.gle/qDP78arSvxgt5KU57
Emily Magruder
01:31:00
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
Emily Magruder
01:31:29
The recording will be shared.
Luke Wood
01:33:02
In terms of FERPA, you can record yourself and your content while not recording students or their names.
Emily Magruder
01:34:29
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.
Emily Magruder
01:35:00
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.
Emily Magruder
01:36:38
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.
Emily Magruder
01:36:54
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.
Emily Magruder
01:38:46
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.
Emily Magruder
01:39:44
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.
Emily Magruder
01:40:26
We will also provide a list of references for all the resources mentioned.
Emily Magruder
01:43:48
Thank you ALL for attending and for ALL you are doing to support students at this time.
Emily Magruder
01:43:49
If you are so inclined, complete the survey to let us know how you are doing in this transition: https://forms.gle/qDP78arSvxgt5KU57
Emily Magruder
01:44:12
The SDSU recourse again:
Emily Magruder
01:44:13
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
Emily Magruder
01:45:19
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.
Emily Magruder
01:48:24
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?
Emily Magruder
01:51:25
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.
Emily Magruder
01:56:57
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.