COI Webinar Transcript March 10, 2020

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John Bansavich: To help you get through it. And so just want to welcome you to our workshop today we hopefully we can just provide some great tools and strategies to help you along. So to start off, we have Susan's Alessi come in and just provide a welcome and just an introduction. So Susan

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John Bansavich: Thank you.

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John Bansavich: I have an itch, but I'm trying not to touch my face. Okay.

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John Bansavich: Good afternoon, everyone, as Ken mentioned, my name is Susan. So let's see. And I lead the instructional design team, which is one of the teams within Educational Technology Services. Hopefully you know us well.

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John Bansavich: And I am just providing a short introduction today on behalf of the continuity of instruction team here at the University of San Francisco.

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John Bansavich: So you might have seen from Shirley's communications that last week a resource team was put together comprised of members of this team as well as all the different schools and other resource.

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John Bansavich: Areas of the university to begin planning for continuity of instruction given this current circumstances.

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John Bansavich: There are two specific scenarios that we are

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John Bansavich: Trying to prepare for at this point in time. The first scenario is joining a remote or remote more than one remote student to your classroom.

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John Bansavich: When you're continuing to teach a live class. So that is going to be primarily underpinned by technology called zoom, which will cover today.

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John Bansavich: And the second scenario is in the event that as an institution we make a decision to put all of our classes online or have certain campuses or schools put classes completely online.

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John Bansavich: And as you have probably heard the School of Law has already made this move. We've had participants and will continue to participants in these sessions from the School of Law.

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John Bansavich: Right now, as an institution, we have not made a decision to move completely to online. However, we need to be prepared to do this as, as you can imagine.

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John Bansavich: It's not something that you can just do at a moment's notice. So we're thrilled that you're joining us here today.

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John Bansavich: We have seen a lot of very large interest in these workshops we have made a decision to offer more of them. So

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John Bansavich: We'll be communicating out with more information about that as well as recording the session. So I'm not certain if Ken mentioned, but we are planning to record, just so that you are all aware of that. And so that is why we're all here.

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John Bansavich: On the communication that surely posted to the community last Thursday. There is a link to additional resources which outlines the two scenarios that I just shared as well as specific strategies.

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John Bansavich: To cater to teaching and in the online environment to address these and this is how we've designed our workshop today. So essentially,

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John Bansavich: We are going to be walking you through each of those different strategies that's being recommended by the university, things like joining those remote remote students to your live class.

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John Bansavich: Conducting a fully online synchronous class doing online office hours, leveraging discussion forums for interactive discussion with students and more

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John Bansavich: The last thing that I want to share as it relates to this is it's terrific that you're here, but that's not enough. So we really want to encourage compel

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John Bansavich: support you in after this training really experimenting with this technology. So after you learn about zoom set up a zoom session, send it to a friend hop on with them play around with the technology work out all the kinks.

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John Bansavich: In addition, getting your Canvas course one of the, one of the things all faculty have been asked to do is to add all your key course documents to Canvas. So we're going to cover canvas today.

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John Bansavich: You're being asked to move your syllabus online any assignments core course documents, you're also being asked to set up an online gradebook so students can access their grades.

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John Bansavich: Are we to move online. So these are all things that we want you to actually go and do after the session and then reach out to us if you're having any issues, but if you do do that now. You're just going to be that much farther ahead of the game when if and when

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John Bansavich: Although, as you know, most of our, you know, other local universities. There's announcements about San Jose Santa Clara, San Francisco, right, we're seeing a lot of other institutions moving along online so

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John Bansavich: We really can compel you to, at the very least pretend like we're going to do that too.

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John Bansavich: So that you that the transition really for you is much less stressful. If and when the time comes, so I will leave you with that.

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John Bansavich: Michelle is going to be moderating the session. If you have any questions, just so that we can move through the material quickly Michelle I will chat responses. So please put questions in the chat function.

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John Bansavich: Michelle will respond to you if it's appropriate for whoever's presenting to actually address that question. She'll bubble that up and make sure that that's addressed. So I'll just stop and ask, Michelle. Are there any questions at this point, no questions. Okay.

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John Bansavich: Thank you all very much and we hope that you enjoy the workshop we will be sending out a survey to collect your feedback afterwards and best of luck. We are here to help you.

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John Bansavich: Okay, so let's get started. So let's take a look at our agenda for today. So these are the, the two parts that we're going to be looking at

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John Bansavich: Part one is going to be zoom and Google Apps really for communication engagement and collaboration and you can see the top of the square and be covering

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John Bansavich: In this section, part two is going to be canvas. You can see all the topics that we're going to cover there. So, just to let you know. You know, it's kind of scan through there. That's going to be what our flow is going to be for this for this workshop

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John Bansavich: Okay, so the first step is zoom. So one of the things that we've run into a lot is properly signing into your zoom account. So you have your zoom

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John Bansavich: Pro account licensed by the university. So I've just kind of created a series of screenshots. So we first launched zoom. This is what you see join a meeting or sign in. When you click the button sign in.

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John Bansavich: It's going to take you to a login screen, you don't log in, in the login field. What you do is you login you click on the button sign in with SSO

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John Bansavich: It'll take you to a page to enter the company domain for us it is us FCA

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John Bansavich: And then when you click continue.

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John Bansavich: It will take you to the my USF login so you're signing in with your USF username and password.

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John Bansavich: Then it'll sign you in and they're going to be in with your USF license zoom pro account.

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John Bansavich: Very, very important.

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John Bansavich: If you don't, then there's going to be limited time for group meetings the recording function. There's, there's no recording to the cloud. So there's all those features that you want to enable so be sure and do that. Okay.

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John Bansavich: All right, next.

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John Bansavich: Is a couple of engagement things that we want you to take note of. That's just a screenshot of a meanie I took as a student as a participant. And one of the things to note is is the chat. So it's down here in the toolbar at the bottom.

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John Bansavich: And so where you chat. There's the chat box over on the, on the right side there, and you can chat to everyone or safe. You want to just chat to to a particular person like to one of the speakers or to mature as the moderator can certainly do that. Okay.

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John Bansavich: The other thing is, is to be in class is that, you know, what if you have what the ability for people to speak. And so you can have people raise their hand and create a sense of order. So we do that is the students would bring up

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John Bansavich: The participants panel you as an instructor going to see managed participants, you would click on that and open up that panel on the side here is me to list of everyone who's in the meeting.

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John Bansavich: And then there's gonna be a button.

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John Bansavich: Called raise hand.

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John Bansavich: Now the students will see that you will not see that you're going to see just a panel of people who are in the list. And you're going to see an indicator along their names when they raise her hand.

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John Bansavich: Okay, so that would be like, say, if you want to control the conversation. You want people to raise your hand, just as it wouldn't face to face class you do that virtually too. So it's emulating that type of action. Okay.

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John Bansavich: Alright, any questions about signing in. Or just some of the engagement tools. I think she's going to cover more of this in terms of strategy later on in our presentation.

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John Bansavich: Okay. All right.

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John Bansavich: So zoom. And Google is the core technology. This is the first part.

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John Bansavich: So here, this is going to be, if you have students who are remote eating into your live classroom.

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John Bansavich: So here's some best practices for setting up in the classroom. It's very best to bring your own laptop to the classroom. You're going to have your content on there. If you have any documents that way you don't have to figure out some way to make sure that you get it into the classroom.

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John Bansavich: Check the audio and video connections to the room projector. That includes if you have a Mac, having the right having the right video adapter. Okay, and then plugging in to the sound system properly.

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John Bansavich: Microphones and webcams so if you have this situation how. How's the audio going to be for that online audience. We do have a limited number of microphones and webcams for the classroom. We just uploaded a document to a USF teach page which has shown at the bottom of the screen.

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John Bansavich: It's called using zoom for live events on the classroom. There's some microphones and what kinds that are so it shown. They're both affordable to buy. We do have a few

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John Bansavich: That you can check out. But please, we would like you to consult with us to kind of figure out what's going to be the best

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John Bansavich: setup for the classroom for your type of class each class is different, whether it's lecture only and then questions or total discussion. We want to be able to figure out the best configuration for your class.

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John Bansavich: And arrange the class to optimize the video and audio feed for the online students, you don't want everyone spread out across the classroom.

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John Bansavich: But group them together. If you have a small class, you know, maybe a semi circle right in front of the camera so that everybody can see each other. And same thing with audio.

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John Bansavich: People need to speak up, you know, it's no time to be shy. You're really being considered and respectful to your classmates who are online. Okay.

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John Bansavich: And setting down the ground rules for discussion, maybe a little bit different with this type of situation and Angie. Again, we'll go through some of the best practices for for kind of guiding that discussion along right

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John Bansavich: Or let's hold here for a moment and see, are there any questions.

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John Bansavich: Remote students today. Can I just kind of put them out. So what kind of toggles is necessary and

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John Bansavich: It's this for the question was, you know, a connectivity, you know, is this for students who are remote. This is for presenting in the classroom. You're not. Okay. So the question was for the instructors bring their

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John Bansavich: Their computers to the classroom. If you have a Mac. And this is true for some PCs. Also, they may not have HDMI or VGA connections. The usual connections to connect to the projector, you'll need to know

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John Bansavich: If you have the right adapters. If you normally bring your computer to the classroom, you probably already have that type of adapter. We just want to make sure and bring it in. So you can you can connect properly. Okay.

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John Bansavich: Is this for

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John Bansavich: For instructors.

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John Bansavich: Yes, if you well yes yeah there are some rooms that have a laptop in the classroom and see this is typically comes into play if you're in a room that has a podium, because the podium computers do not have a webcam or microphone.

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John Bansavich: room number and see what

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John Bansavich: Yes. Yes. Yeah. Maybe we'll do is we're going to put a link to a guide to every classroom on campus and it'll show all the technology that's in the room, so that'll be very helpful and kind of deciding what am I need to connect. Okay.

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John Bansavich: Any other questions so far.

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John Bansavich: Okay. All right. So I think we'll move on. And you could always just continue to putting questions in the chat as they go along.

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John Bansavich: Alright for online say if you're going to be totally online everybody's going to be in, zoom, then these are some of the kind of the best practices, some of the basics for that.

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John Bansavich: You know, dress appropriately. You know, you're going to come in with dress professionally. If you're in class, you're going to do the same thing online and this not only goes for the faculty, but for the students to be presentable.

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John Bansavich: Have your video on be present.

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John Bansavich: Use a quiet place for the audio. You don't want to have any extraneous sounds or distractions are going to occur that are going to distract from the

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John Bansavich: Learning that's going to be going on in the class close any unnecessary programs email clients chat clients Twitter client anything that's going to have create some noise or a notification.

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John Bansavich: You want to close those off to just quit them and not have them up there. But conversely, open up different things that you're going to need to show for the class.

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John Bansavich: If you have a couple of live sites, opening up and separate in separate tabs. If you have an application of document.

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John Bansavich: As well as your presentation open them all up and get them ready. That way there's no waiting for things to load. They're already loaded. Okay.

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John Bansavich: Do a tech check, you know, make sure your zoom is download to make sure you're logged in properly camera and micro working get there if it's possible to get

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John Bansavich: You know, just to set up early and maybe one have a student come in and do a test, check with you, you know, just to kind of make sure that the remote audience can

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John Bansavich: Hear okay and see, okay, if you have a headset. You know, I'd certainly use it if you're going to be if you're limited in terms of equipment. If you have your laptop webcam and your laptop microphone, just be sure and position it properly. For example, I'm going to switch over to my

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John Bansavich: My laptop webcam.

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John Bansavich: So I just need to be sure and position it properly, you know, I can't be, you know, this off screen like this.

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John Bansavich: Nobody's going to see me and especially in the classroom. On the previous slide, you just can't get up and walk around. We're going to be off camera and the students online are going to see where did he go

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John Bansavich: So to be able to kind of frame yourself properly. Okay.

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John Bansavich: Let me switch to the wider webcam.

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John Bansavich: There we go. Okay.

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John Bansavich: All right.

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John Bansavich: Using a headset for, you know, just for best audio pickup and when you speak make eye contact with the camera.

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John Bansavich: You know, if you tend to speak fast. I do. In fact, right now, you know, it's just effort because I tend to speak really, really fast.

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John Bansavich: To slow down and be concise and clear so that everything is not only for the, you know, if you're in the class ever that you know it's they're used to that. But online.

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John Bansavich: You want to be especially be clear and concise. So those are some of the things to think about. Before we go on, any questions about anything that we cover.

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John Bansavich: My sure

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Well,

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John Bansavich: I would test it. I, I tend to want to use the question was what about airports, you know, do air pods work well with with zoom. No, I haven't. Paired my air pods with my computer, usually a pair of them with my phone, but

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John Bansavich: Test it out first. Make sure it's going to be okay well like what Susan was mentioning before, you know, if you have, if you're going to try something like for example air pods testing out with a friend, make sure that they can hear. Okay.

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John Bansavich: So, good question. Any other questions.

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yumimccormick: It's me, you, me,

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John Bansavich: Okay, sorry. Could you put your questions in the chat. Okay.

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John Bansavich: Okay.

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John Bansavich: No. Yes.

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John Bansavich: Okay.

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John Bansavich: Yeah, so let's

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John Bansavich: We can come back for questions, too, but just, you know, if you if you can put it in the chat. That'd be great. We're going to have a time at the end for follow up questions. So just write it down and we'll make that time available.

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John Bansavich: Alright, so let's let's continue on. Any other questions before I move on.

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John Bansavich: Okay, I

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yumimccormick: Have a question. Can you hear can

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John Bansavich: Yes. Okay.

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yumimccormick: Um, you have probably explain to me about in a presentation, how to share my PowerPoint presentation in terms you explain later right

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John Bansavich: Yes. Actually, I have a video that shows, step by step, it's recording presentations, but it was also how to share your screen, what its gonna look like on the screen.

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yumimccormick: Okay.

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John Bansavich: Great. So yeah, okay.

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John Bansavich: All right. Was there one more question mature or. Okay, fantastic. All right, let's move on.

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John Bansavich: Okay, so I think this is a section for for Angie, my partner interpreter show our instructional designer, she's going to talk about this portion

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Angie Portacio: afternoon, everyone. I'm remote today. So I'm doing the this next part. But also, this is the experience of teaching online.

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Angie Portacio: So then I'm also trying to present good best practices here and as Ken said already. These are some tips for when you're lecturing online.

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Angie Portacio: And this is what we mean online is when everybody is in, zoom, including the instructor. So the first thing that can talk about was speaking clearly

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Angie Portacio: There are times where we may talk a little bit fast. So sometimes just take it a little bit slower so students could understand

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Angie Portacio: The content and the concepts that you're teaching

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Angie Portacio: And also, you know, add natural breaks. I know. Maybe in a 15 minute class or an hour and a half minute class, you could lecture first and then do learning activities or ask questions.

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Angie Portacio: In an online environment or even in a mixed environment. And when I talk about mixed environments. When you have students remotely.

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Angie Portacio: Or any students face to face right in front of you. Just take a break. You know, like candid earlier and just a, do we have any questions and hopefully this will address both your online students and your class your students that are in class with you.

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Angie Portacio: And I also helps you get a drink of water. If you need to, in between.

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Angie Portacio: Also, when you're presenting and sharing your screen you want you'll you should use your mouse arrow, can, can you show your arrow so

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Angie Portacio: This will help direct students at the part of the presentation that you're talking about.

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Angie Portacio: Sometimes when we are teaching in a classroom we tend to point and gesture to the screen. What we're talking about students that are online may not see what you're pointing at or what you're physically showing them. So by using your mouse OUR ARROW you can

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Angie Portacio: Direct certain concepts and items in your in your PowerPoint slides or your website or document so they could see what you're actually talking about

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Angie Portacio: Also, when you're presenting. Again, this is minor adjustments. It's going to take some time. If you don't normally do this in your teaching now as to

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Angie Portacio: Try to avoid words using. As you can see, or there or here or this

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Angie Portacio: Because I could easily say well, as you can see here and you know you could be completely lost boy. What are you talking about here.

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Angie Portacio: So try to be very descriptive of what you're talking about, for example, as you can see here on my slide if you see my arrow. You can see the

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Angie Portacio: Different tips that I'm talking about. So, you know, kind of be as descriptive as you can when you're presenting in an online environment.

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Angie Portacio: And what are the things that will take some practice even on our end we have to take some practice is to repeat the questions that are being asked whether it's online in a chat client or whether it's in your face to face class with some online students

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Angie Portacio: As we can see, so we had a participant say I can't hear. So then the presenter, or the lecture or you as an instructor repeat the question so all students knew what the question is then, they could tie in the answer that you're trying to Claire clarify the question was,

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Angie Portacio: So,

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Angie Portacio: Before I move on, any questions.

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Angie Portacio: Okay.

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John Bansavich: Looks like we're good to go. Angie.

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Angie Portacio: Alright, I'm going to move on.

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Okay.

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Angie Portacio: So one of the things that we talked about. We already talked about how

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Angie Portacio: You as an instructor should be able to set yourself up with an online environment. Another is to set your expectations for your students. And that means to be very transparent of what your expectations are.

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Angie Portacio: One of them that we talked about was dressing appropriately to class.

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Angie Portacio: Just like they would do in a physical class, you know, have them dress appropriately and I had an instructor when I told them this, you say, Oh, you mean business on the top and then maybe wear shorts on the bottom.

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Angie Portacio: But you know, I think, whatever you however you going to come to class have your students be able to dress appropriately, but which also talks about having a nice quiet place.

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Angie Portacio: And in that quiet place have little or no distractions at all. This also includes not laying in bed.

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Angie Portacio: There is a there was an instructor who who had a class in the School of Nursing and she she was sharing with me that one of our students was laying in bed while taking, you know, while

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Angie Portacio: attending class.

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Angie Portacio: You know that will cause them to not pay attention, sometimes because they're too comfortable. So I would actually recommend my students to actually sit at a desk sit at a place where there'll be have

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Angie Portacio: A full attention in class and next is like, have your students do what tech check before they get into class.

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Angie Portacio: We normally recommend instructors to tell their students 15 minutes prior to class. Do a tech check

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Angie Portacio: And if they have any technical problems to reach out to it has helped us to get that help because when you start class time is valuable, and you just want to go ahead and lecture and also be able to have class. Keep going without dealing with the technical aspects.

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Angie Portacio: Next, have your students mute your microphone.

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Angie Portacio: If you. I don't know if you've ever been in a zoom meeting where everyone's microphones on and you could hear everything in the background or you hear people talking, it could be very distracting and it would be hard to manage

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Angie Portacio: So the first thing that students should do is use their microphones and that way that once everyone attends class, they'll start to mute your microphone.

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Angie Portacio: One of the things, and this could be instructor discretion up to you is to have your students video turned on.

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Angie Portacio: The reason why I recommend is is because so students are attentive. So students are present in class as much as you have your video on and at your president class having them have their video on will help them be present in class also

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Angie Portacio: So again, be very clear to your students what your expectations are. You may have some people that turn off your video for one reason or another. So, you know, at your discretion.

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Angie Portacio: Now the last point I really want to share with you is because we had had an instructor who mentioned this in class is that, you know, I would recommend not to have your students attend zoom attend class via zoom while they are driving

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Angie Portacio: Reason is, it's very, it's very distracting, but also it's a it's not safe. And we'd like our all students to be safe when they're attending class so

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Angie Portacio: You know, if you can maybe in your expectations is to ask students to not attend class while they're driving you know

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Angie Portacio: Because what they won't see your presentation and to they will be too distracted while driving, and also paying attention to class. So as much as possible, as you know,

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Angie Portacio: as capable as zoom could be on your on your iPhone or on your phone alone. Please discouraged students not to Drive folder you think zoom

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Angie Portacio: Is there any others. Is there a couple of questions here.

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Angie Portacio: Yeah.

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John Bansavich: So yeah, a couple questions. So go ahead, mature.

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John Bansavich: I'll repeat, repeat the question.

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John Bansavich: So the question was would have students do not want to have the class recorded

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John Bansavich: Said you want to take that

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Angie Portacio: Is it. You don't want the students to record the class.

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John Bansavich: What if the students do not want the class recorded

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John Bansavich: They have an aversion to that instructor for the instructor doesn't whatever

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John Bansavich: Oh, so you as the host. Yeah. So what if there's a situation where the instructor feels like the student was going to try to record it on their own.

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John Bansavich: So when you're the host only the host can record the session, the students if they're participating, they cannot record.

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John Bansavich: They're going to get a notification saying you must get permission to record the session. So yes, I can see that were like, even in face to face class, you may not want the students to record your lecture and they tried to do that.

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John Bansavich: So yeah, good question. And there was a second one mature.

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John Bansavich: Okay. All right.

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Angie Portacio: I think

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Angie Portacio: The other question is about

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Angie Portacio: Having Oh what the video option, slow down, zoom

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Angie Portacio: I guess it depends on their Wi Fi connection and true. There may be some students or even yourself. You may not have a reliable internet connection. So, I, I've never seen zoom really slow down. But, you know, can do you have any other options for that.

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John Bansavich: So if you're

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John Bansavich: If you're doing the the mixed class, face to face, students and online students and you're going to be in that classroom.

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John Bansavich: You just want to test it out may want to contact the I just helped us, Hey, I'm doing a zoom session with my class.

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John Bansavich: You know, I need to make sure that the Wi Fi connection is going to be good. Now, if you have the university issued laptop, you can connect to Ethernet. There's an Ethernet line that's in each room.

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John Bansavich: No, unfortunately, if I bring my personal laptop. I cannot connect to the internet. Now if you're fully online and they're going to be at home and you have a router that has an ethernet connection I would connect up

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John Bansavich: Just to make sure you have the fastest connection. Oh, yes. And then, of course, if you have like the any Mac.

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John Bansavich: Or some of the ultra thin PCs, those don't have Ethernet ports. So you're going to need to get an adapter for that. Good point. Michelle is she brought up the point that a lot of computers now laptops. Now, do not have Ethernet ports on there and just it helped us

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John Bansavich: That we'd have to check. Yeah, we could check to see if they have USB Ethernet adapters.

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Angie Portacio: Okay, moving. Let's move on. So one of the things that's challenging for an in an online environment is how can you facilitate student participation.

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Angie Portacio: In a classroom, you could be doing lecture and talking about certain concepts and content and then impromptu, you would say, Okay, let's break up into pairs. Let's break up into groups and have a discussion.

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Angie Portacio: So in this in, zoom, there are, there's some ways that you can have some class participation or student participation, but you have to determine how you want that threaded to you.

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Angie Portacio: One is the chat client, which can which you are experiencing now you have any questions, feel free to put the questions in the chat and in between, while you're lecturing or taking those little breaks

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Angie Portacio: You can you can address the chat box and answer most of those questions again also can add showed you about raising your hand.

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Angie Portacio: So then in this way, this is one way if you want students to verbalize their questions. This is one way you can manage that have them raised her hand.

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Angie Portacio: And then you can, once you see the raise your hand. For example, if I see Michelle, raise your hand and acknowledge them saying, yes, Mr. I see you have your hand raised. Please unmute your microphone. Can you please ask your question.

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Angie Portacio: That way.

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John Bansavich: About raising your hand.

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Angie Portacio: Raising your hand using the app.

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Angie Portacio: And

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John Bansavich: We're going to have a couple of screenshots. Maybe we should have horrible will show it again.

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John Bansavich: just reinforce that.

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Angie Portacio: And then you can do impromptu small discussion groups in, zoom, there's an option called breakout rooms and zoo and we can demonstrate that at the end of this workshop, how that works.

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Angie Portacio: What happens is once you select breakout rooms students would be able students will be broken into small groups either manually or automatically and they could have discussions within each other based on what you're asking in that lesson.

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Angie Portacio: Also the instructor will have an opportunity to be able to monitor each of those those rooms breakout rooms.

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Angie Portacio: Like you would in class for each small group. Again, we're going to go through that at the end of the workshop, but always remember to repeat the question as being asked.

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Angie Portacio: Again, this is just trying to do minor adjustments to you're lecturing in a classroom, but also doing minor adjustments when you're teaching online.

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John Bansavich: And you know we can do is we can we have the USA cheat site that has all the resources, but it we can drop in the link to the breakout rooms document into the chat. Also, so you can have that right there to

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John Bansavich: Later, yeah, we'll put it in later. Yeah.

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Angie Portacio: So we do have a question here. And this is a great question from Brian it said. He said, What should. What should I do if I'm teaching a synchronous online or online class and zoom goes down.

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John Bansavich: So, good question.

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John Bansavich: You know, and this is where we can

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John Bansavich: Later on we're going to talk about some of the things we can do in Canvas, you know, what if the service goes down, we get a notification that the service is down.

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John Bansavich: May want to have some contingencies, you know, have some things in Canvas that can, you know, kind of take the place of that.

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John Bansavich: Hopefully, that doesn't happen. But as technology goes, and you just don't know.

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John Bansavich: But yeah that's that's good question.

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John Bansavich: Yes. And you know what, I guess, when we go through the canvas area to have, you know, be ready with materials you know that if you can't have a zoom session that there's still materials to continue the teaching

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Angie Portacio: Okay, I'll hand it over to you can

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John Bansavich: OK. So again, I'm going to just reiterate the couple of screenshots here. So here I'm in a zoom session and I'm looking at it, it's just a screenshot of a session where I'm in as a student. And so there's the chat feature at the bottom.

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John Bansavich: Where you know if faculty wants you. If you have a huge class at students 90 students, and this is the case with the law school.

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John Bansavich: You know, they're going to maybe choose the way that they do. Question and Answer where the students chapter questions the instructor monitors that and then goes through it as they go. Right.

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John Bansavich: But the otherwise you can if you want to have live interaction that there is a managed participants area.

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John Bansavich: For you as an instructor, but the students see participants when they click on it. There's the list of students here on the side.

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John Bansavich: And there's a button to raise hand, of course use instructor don't see that button was your students do and so they'll see it, they click on it.

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John Bansavich: And then you can call them in turn. One last one instructor is going to do that exact process is going to emulate what he does in class by

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John Bansavich: You know, he say, Okay, you know, we've gone through this part of the lecture. All right, I'm going to call on you or once you to raise your hand and you'll call them in term because he's going to see in the list. Who's raised their hand and even call them in turn. The unmute their mic.

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John Bansavich: They talk and then they need their mic again. So creating a process.

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John Bansavich: Any questions about that part or any of the tips and strategies that, Angie had related

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John Bansavich: Okay. So actually let me

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John Bansavich: Let me go on to the next, next slide here real quick. Okay, so I'm going to bring up my manage participants list.

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John Bansavich: And so in if you click on participants.

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John Bansavich: You should see a button to raise hand.

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John Bansavich: And so let's see if we see some hands raised here.

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John Bansavich: Right participants and I see that Christina Porsche. She raised her hand.

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John Bansavich: Miss sure I've raised her hand. Oh, there we go. There's a lot of people and see if this can be kind of tricky because, you know, you might have a class of 5200 students

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John Bansavich: So you really have to kind of keep control and make sure that people just don't start talking but you call them, you call them out and say okay

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John Bansavich: Let's see. I see that that Michelle had raised her hand, you're going to be first.

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John Bansavich: Maybe like Christina before you restart hand you're going to be second you create a sense of order. So this decorum and order in discussion now it's not going to be as free flowing, as if you're in the class, but it just ensures that everybody has a voice and everybody's heard. Okay.

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John Bansavich: All right, any, any questions about anything we've covered so far.

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John Bansavich: Any questions from the chat sharp. Great. Okay. All right. I'm going to bring up my sure she's gonna come up and we're going to talk about another mode.

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John Bansavich: Game.

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John Bansavich: So here, you know, what if you want to have a different modality. You want to have. You want to pre record your lecture and you could do this and zoom

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John Bansavich: And you're going to associate it with activities and assessments in Canvas. So we're going to talk about, you know, recording. How do you record your lecture in so alright so mature. Go ahead. Hi there. So with zoom you can record.

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John Bansavich: Your mind not on screen. Yeah. Oh, there you go. Okay, it's your turn. Yeah, sure.

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John Bansavich: Um, so you can record your screen you can record yourself and and or you can record them alone or together. You could also record your audio and just your audio and do a podcast on so

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John Bansavich: This is going to be like a piece of content for your students to see and whether you distribute in Canvas, which is what we're recommending

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John Bansavich: And we're hoping that you can you can tie some assessments on the student activities and objectives to the content that you give them, give them a reason to

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John Bansavich: To to watch it and to ingest it and give them something to do related to what they're watching, and make it relevant to them. And we're going to go over some of the technical stuff and I'm

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John Bansavich: Also gonna say this a new format for everybody. For most people, and so I'm and your students as well. And so trying to keep things as consistent as possible is

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John Bansavich: Under the circumstances, is the best approach and also to let your students know that you're going to make mistakes on this webinar format is new to us do and

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John Bansavich: We don't typically give to our webinars three days a week so well we're learning as we go as well on some things. Um, so yeah. With that said, we'll talk about how to prepare so I'm

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John Bansavich: Just to that.

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John Bansavich: Alright, so we're talking about the presentation. In general, and that is just make sure you look in the mirror. Before you do a self reporting and you're up close.

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John Bansavich: To the video and then try to remove distractions. Like if you don't have a fixed

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John Bansavich: Desktop desk top computer where you have to sit at your desk and you can move your laptop to like maybe a quieter background.

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John Bansavich: That helps your students focus on you and the class and they're not kind of looking around and you're also not revealing anything about yourself. They are inadvertently don't want to share with your students.

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John Bansavich: And you're getting them focused on the content and the same with audio.

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John Bansavich: And lighting so audio. He wanted to be clear, hopefully everybody can hear me having some football issues, but

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John Bansavich: Let me know in the chat if you can't even hear me. But yeah, it doesn't. It makes it less meaning of it. Nobody can hear you. And they can't hear you clearly what they're fighting their attention is fighting I'm

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John Bansavich: To find your audio in the meeting as well. It's kind of

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John Bansavich: A cognitive load issue lighting is best as broad lighting from the front. If you can find that. That's great. You want to kind of avoid like hotspots and Windows behind you or

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John Bansavich: Film or lighting and High Noon shadows, or, you know, but also ultimately, you know, we'll try to do what you can do to help your students focus by

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John Bansavich: You know, doing those things. But there's also expedience and other concerns. I understand that you guys have a lot to attend to. So, you know, do your best with that on and

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John Bansavich: When you're recording cleaning up your desktop is pretty important up you can hide your doc, like, a lot of times it knock your doc floats up

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John Bansavich: Or if you're showing something in Chrome, you'll have lots of books bookmarks bar and lots of tabs open and stuff like that and

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John Bansavich: minimizing those distractions are helpful for students. Um, and that gets to preparation and that's important. Before you record to have an outline and to have everything that you need, which I think you said before up, ready to go, that you want to use wizard question. Okay.

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John Bansavich: So then you should also practice. And you can also recruit your colleagues and if people want to stay on the call. We can do some

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John Bansavich: Chat Room practice and taking questions or screen sharing and taking turns screen sharing after. Um, and then do you need transcripts transcripts are good for students who

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John Bansavich: One another way to review the material or access the material and it's good for accessibility and you can set that up in your settings that I do.

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John Bansavich: Not put that slide. I think I put that slide in there. Oh no, I was gonna say it's in the settings right and we can you know there, you know, we can

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John Bansavich: We're going to be doing. So this is, it's not on by default to do the auto transcript. It's only for zoom recordings to the cloud so important to record to the cloud.

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John Bansavich: When you do that, so that one, it'll be in a place where you can just get the link and share it out with Michelle will show a little bit later.

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John Bansavich: But to it will initiate the auto transcripts, we're asking our vendor if we turn it on for an entire USF account. Is that going to impact our contract, you know, where billing or anything like that. If it doesn't

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John Bansavich: Then we're going to turn it on and everybody can have access, you don't have to worry about it record to the cloud.

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John Bansavich: And then you'll get the notification that the transcript is ready. So, and when they view it. It'll be a side by side transcript. So as the videos playing the transcripts running on the side and they can visually see the transcript and audio from the video.

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John Bansavich: Okay, so next

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John Bansavich: Is actual recording

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John Bansavich: So I'm going to do a little. This was a little difficult. I needed to get a screen capture of a screen capture. So, so this is the this is what it was. Most of us trying to put the video in here, but it's not going to work out that way. So let me switch over to

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John Bansavich: The video

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John Bansavich: So this is my desktop.

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John Bansavich: And so here's zoom I properly signed in, and I have my content rate, whether it's a website.

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John Bansavich: You know, I have all the towns where I'm going to show, I have my presentation going to just queue it all up and get it ready to go. Maybe we're going to show an application. In this case, I'm going to show a movie and do some demos and they're open them all up and get them ready

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John Bansavich: Then I can go back and go to zoom

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John Bansavich: And start the meeting.

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John Bansavich: So here I can just do a new meeting and on the drop down right next to that new mini I can start with or start with video or not video. In this example, I'm going to start without video because I just want the screen capture. I'm going to click on the button for new meeting.

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John Bansavich: And I can attest, of course, my speaker and microphones, make sure my microphones working okay I'm doing the test for speakers doing the test with the microphone. Click Yes.

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John Bansavich: And then join the audio.

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John Bansavich: So now I'm going to show the share, share the screen. So let me just pause it here for a moment. So there's that button at the bottom of the toolbar. The green share screen button.

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John Bansavich: When I click on it, it'll bring up the share screen so I can share my desktop or any individual applications, since I'm showing more than one item, not just the presentation I'm choosing desktop.

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John Bansavich: Now,

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John Bansavich: But if you have audio in your presentation.

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John Bansavich: Very, very key to share computer sound check that box. If you haven't presentation as a video with it, multimedia, you want to check that box or us. The only audience won't hear it. The room audience. We're here but not, you know, but not anybody else. Okay.

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John Bansavich: Choose everything click Share and now I'm ready to record. So I'm going to get my presentation ready

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John Bansavich: Bringing my PowerPoint go into the slideshow.

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John Bansavich: So now is the recording part. So I'm going to move my cursor up to the green bar where the kitten toolbar is

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John Bansavich: And in the more menu on the right side. I click on it and select record to the cloud.

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John Bansavich: Now you know it's recording because there's a little cloud indicator that's showing its recording like pause, create a break.

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John Bansavich: And then they go through the presentation.

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John Bansavich: Everything that's showing on the screen and your voice gets recorded

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John Bansavich: Now, see if I need to move to from the presentation to maybe a website, then I'll probably the simplest ways to escape out of the presentation. Bring up the browser.

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John Bansavich: And go ahead and do your demo or your, your, your tour of a website or show some information or resources, then you can after you show that you can go back to the presentation.

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John Bansavich: And go click on play from current slide.

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John Bansavich: To go back to

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John Bansavich: The point that you stopped and then you continue on with your presentation.

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John Bansavich: I'm just going to scan. As for a little bit to get to the part when I'm going to

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John Bansavich: Right here. I'm going to want to show a application. So I escape out

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John Bansavich: And a break on my other tool.

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John Bansavich: Do my demo.

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John Bansavich: You know, just scan for it again a little bit and then after I finished the demo, I can go back to the presentation.

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John Bansavich: And finish it out there.

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John Bansavich: So now I've finished with the presentation, I'm going to pause again and then go back up to the toolbar at the top, go to the more menu and click stop recording

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John Bansavich: Then click stop recording there.

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John Bansavich: Now it stop the recording. But it only start processing when

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John Bansavich: Oops, let me go back.

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John Bansavich: When you end the meeting.

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John Bansavich: So after instant meeting, it will start processing, and I'm sure it's going to talk about how do you get the notification and how do you share the videos. Yeah, and it can take some time for the video to process like we did a very we did a long

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John Bansavich: Like to our webinar. This morning we still don't have a link yet and that ended up like 1230 so it could take some time and then you you'll get an email.

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John Bansavich: And it will say, Hi, what's your name, your cloud recording is now available. So, this is this link here is will take you to your zoom interface and the details for that video on this link is a link that you can share with your friends and students, whoever you made the video for

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John Bansavich: So we're going to click on this link and this is what that looks like. So these are the details of this page on what you want to do is use this little pen tool to edit the name and name it something really specific and meaningful like lecture on

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John Bansavich: A specific recordings specifically see on this date so that your students when they go back and look for things they don't have to look in the video to figure out what video is this

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John Bansavich: And then there are. Okay, so then it will come with

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John Bansavich: Downloadable links for you. This is again your view and you can download the audio only or the audio transcript or this is just

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John Bansavich: The speaker, the video. The video the shirts are you that's. Oh, and then, then I want to share editing. Okay, so this one. Oh, I see. You have to refresh. And it's okay.

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John Bansavich: Um, when you click on this video here. There's going to be a little sister icon and when you click on it, you can actually trim the beginning and end so it you can't turn in anything in the middle. It's not like true video and again refresher. This

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John Bansavich: But you can actually trim out the bit. So maybe have a little extra footage at the beginning.

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John Bansavich: A little foot low extra footage at the end when you stop the recording. You could trim that down and it'll save that way. So could you potentially download and edited.

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John Bansavich: Now you know you could download the video and save you do need to do some major editing. You could do it that way and bring it into like I movie.

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John Bansavich: If you're on a Mac and do it that way. But then you'd have to put the video someplace to put it back together and then sweet. Yeah.

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John Bansavich: So for something like this when you're recording your presentation. That's why you'll when Michelle was talking about. Practice, practice, practice.

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John Bansavich: Having an outline so that you can go through it and it's going to be, it's going to be what you want as your recorded

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John Bansavich: You don't want to have a work is, OK, I can just cut that piece out later. This is not built that way, it's not built to be by movie where you can trim and cut pieces together. It's really a one time recording. We just trim the beginning in the end.

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John Bansavich: All right. I think that's typical scenario, if you guys have questions, feel free to reach out to us. You can put them in the chat or we can we can respond individually.

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John Bansavich: So our

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John Bansavich: Break. Were there any questions from the chat.

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John Bansavich: First one recording breakout rooms.

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John Bansavich: The breakout rooms, but that's really video

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John Bansavich: Live and that's not allowed to watch your lectures. Right, right. So this is that other modality. You know what, we find that zoom

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John Bansavich: On and we need to figure out some other way to get content to your students.

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John Bansavich: This would be one of those ways. Now there are other screen capture services. We also have echo 360 we we discussed this, and this is the simplest way for everybody.

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John Bansavich: To be able to do this, you know, for the majority of people if you already use echo 360 that's, that's great.

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John Bansavich: But for for most people that they're not using echo 360 so to have some type of tool to easily record your screen to record your lecture and they get the link to put it into your course. This is going to be the way to do it.

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John Bansavich: You can always kind of you guys know what Angie was talking about before you can always consult with us, or actually Susan was talking about. You can always consult with us later if you need some assistance or guidance. Okay.

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John Bansavich: Alright, so we're going to move on.

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John Bansavich: So we're going to talk about online office hours are going to bring in Jill Ballard, one of our instructional designers and talk about having online office hours. Okay. Joe, thank you again.

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John Bansavich: So going back to the idea of synchronous zoom, you're going to want to offer office hours in the same way that you would

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John Bansavich: In the on site face to face environment online. So thinking about how to use zoom for that need

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John Bansavich: A couple of options. Um first idea would be to use open office hours, you would set a duration of time and students could stop by. So if you set this up and zoom this drop by idea they would need to

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John Bansavich: Know what time that was going to happen. And you could either create a random zoom generated meeting link or you could use your personal ID to

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John Bansavich: One of what you know there's pros and cons to this idea, this is very much like you sitting in your office for that two hours on the Tuesday or whenever you have your, your office hours scheduled and students stopping by.

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John Bansavich: Um,

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John Bansavich: However, you may have experienced that in real life. Sometimes a lot of students drop by. And the same thing can happen with the zoom environment that can that can be a good thing or can be a bad thing if you want to have a

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John Bansavich: Private meeting with students. The second option, think about setting up specific appointments. So each one of these would have a specific individuals zoom meeting ID.

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John Bansavich: And only the student with that link could come to that meeting with you. It wouldn't be something would be available for the whole class.

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John Bansavich: So how do you set this up in Canvas, you can. Sorry. How do you set this up, there's two different ways you can set it up in Canvas or you can set it up using the zoom application directly

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John Bansavich: You take a look down here at the bottom, you'll notice the document online office hours through zoom. This is available with the rest of our resources that are all aggregated into USF teach

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John Bansavich: Teaching through emergencies section you can find that there and Angie has put the link at the bottom and all ages.

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John Bansavich: Any questions about that.

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John Bansavich: No questions.

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John Bansavich: Okay, great. Thank you very much.

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John Bansavich: Okay. He Europe now for online small group projects. So go ahead, Angie.

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Angie Portacio: Thank you Joe. Thank you can. Hello, everyone. I'm, again, my name is Angie for cossio. I'm a senior instructional designer here at USA.

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Angie Portacio: I'm just going to touch upon maybe the tip of the iceberg of some small group projects that you can do. And hopefully, just get answer Rebecca's question about

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Angie Portacio: Google using Google Docs to have collaborative notes because of reading or what over other activity to have them do one, one way or one type of

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Angie Portacio: Interaction that you have for small groups is that since students also have access to zoom. They can also

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Angie Portacio: Schedule a zoom sessions with their small groups. We have an instructor in the College of Education, who has reading groups and what she does is have her read each reading group have to schedule with their group has

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Angie Portacio: Their readings or they signed her readings, but also schedule a group discussion with their small groups and she has some questions that

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Angie Portacio: Relate that will help them conduct that meeting wonder meeting with each other. She has them also record that meeting and submit that as an assignment in Canvas.

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Angie Portacio: So that's one small group project that they could do another one is a again you could use Google Documents. You can if you have a series of readings for your students to do they could create a class notes document and collaborate on it, and with Google Docs.

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Angie Portacio: One of the options that you could

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Angie Portacio: Do as an instructor is see the history and you can have them. You could see to actually participated in that Google Doc. And then you can also see if anyone has deleted anything

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Angie Portacio: It's all into history.

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Angie Portacio: For the Google Documents. Another way to have students do presentations.

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Angie Portacio: Is that they could collaborate

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Angie Portacio: In a

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Angie Portacio: Google Slides like we did as a team we've we've we've collaborated on this Google presentation that we're showing now.

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Angie Portacio: Where they could share it. Either they could present using zoom. They could present their screen.

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Angie Portacio: And present to the class or they could record their presentation using zoom, just like you would record your lecture. They can also record their presentation is submit that to you as a as a project.

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Angie Portacio: And also you know I mentioned earlier about zoom has an option called breakout rooms and then these could also have improv to small groups.

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Angie Portacio: And then you get also have instructions for each group to be able to

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Angie Portacio: Communicate with each other or have a discussion in the small groups and again at the end of

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Angie Portacio: This workshop we could probably do a demo of what breakout rooms could do into, but we'll also send you a document that is in the chat client with to share that with you too, and how to monitor and how to manage breakout rooms.

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Angie Portacio: Any questions so far.

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Angie Portacio: If you want to go more active learning type of online activities we are encouraging you to go to the teaching three emergency page.

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Angie Portacio: On this page, there's also another list of other active learning online activities that you could do with your students that uses zoom uses canvas, but also you could use Poll Everywhere. If you're using it for a live class. So you could check out the teaching for

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Angie Portacio: Through emergency page, which is on USF teach

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Angie Portacio: Okay. Alright, it looks like there's no question. So I'm going to move on.

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Angie Portacio: If you need to take a break for any minute. And for any moment. Feel free to go ahead and get up and take a break. We are recording this session. So after the workshop

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Angie Portacio: At the end of the day, we'll be posting this recording on online. So I'm just going to keep moving. We're going to talk about in the second half on moving your class to online.

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Angie Portacio: And so right now we're going to switch gears from teaching synchronously, meaning you're going to teach live to your class to

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Angie Portacio: How can you accompany canvas with that with your lecture. So we're going to switch gears to online and in this section we're going to talk about how can you organize your content into Canvas environment.

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Angie Portacio: Will also discuss the how to strategize to use discussion boards and to engage your students using Canvas discussion boards. And then also, how can you collect homework online and provide feedback and grading. All of this will be talked about within the

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Angie Portacio: Within Canvas and I'll turn this over to Greg one last time.

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Angie Portacio: Here's the website to USF TEACH, IT'S USF teach usf.edu slash teaching through emergencies teaching dash through dash emergencies. So this will have all the resources that we talked about today. So take it away, Greg.

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John Bansavich: Good, thank you. Angie.

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John Bansavich: This is Greg crumb. I'm a senior instructional technologist here in USA and I do training and support for Canvas. So I just wanted to talk a little bit about the tools available on canvas to facilitate online learning. So why can't you said, I'm going to talk a little bit about modules.

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John Bansavich: And some other tools to kind of facilitate that process. So stepping back

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John Bansavich: On the probably know how to get the cameras but because he don't

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John Bansavich: You would go to my USA and on your dashboard there, you had seen at least for Canvas. If you don't

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John Bansavich: If you're not able to go to my USA, there's a direct link us FCA dot instruction com that takes you directly to Canvas login

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John Bansavich: First thing you would see is you would see your canvas dashboard and all your courses all your courses are going to be generated automatically for you based on your enrollments in

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John Bansavich: Banner, the student information system, it might show up on your dashboard as a faculty self serve

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John Bansavich: Basically, where you have a list of your courses, all those courses is going to be the same course that you see in in Canvas as a generated automatically

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John Bansavich: If you don't see your courses in the cameras dashboard you log in, you can always select the View our courses like here in the upper right hand corner, and I'll show all your courses that you've ever been associated with in with Canvas at USF

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John Bansavich: So what I want to talk about is using modules. It's a core technology of Canvas is using these modules to kind of structure course.

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John Bansavich: So modules that you structure your course by weeks or units are some fanatic element a chapter one. Chapter two makes it really easy for students to navigate your course.

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John Bansavich: students that have use Canvas here at USF and all of also other universities are giving us feedback that they're really like the logical flow of how modules are set up in their instructors Canvas courses.

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John Bansavich: Once you create your module this coming area where you kind of divide your class, you can link your canvas assets by canvas asset. I mean, like an assignment, a quiz file page or discussion topic or something like that that you want to

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John Bansavich: Basically

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John Bansavich: Share with your students. So let me drop out of the presentation really quickly, Mexico to an actual canvas class where we've created modules.

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John Bansavich: So if we go back to my dashboard here.

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John Bansavich: And I'll go to my course.

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John Bansavich: In this particular course I created a couple of modules. The first one is called week one in the introduction, the second one's called each week to cultural identity in these modules, you have these assets are things that are linked are added to the modules to kind of help students along

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John Bansavich: In here, you'll see the leak. I've seen some files. This one here. I've linked into an assignment here. I leave the canvas discussion for experiments. Other one out here. I think the canvas page and I've looked at discussion topic. So these are modules, basically.

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John Bansavich: So I'm going to create another module.

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John Bansavich: I think the plus module button here at the top.

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John Bansavich: And let's call this week.

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John Bansavich: Three.

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John Bansavich: So once I give it a name and click the Add module button. I've created a week three module.

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John Bansavich: I'll do that again.

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John Bansavich: You know, create a week for module.

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John Bansavich: Now add a module. So I created two modules here they're empty. There's nothing in here.

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John Bansavich: And they're currently unpublished. So, go, go, go ahead and publish them.

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John Bansavich: Then I'll click this plus sign here in the module taxi add items. So if I click that plus button there. Here you can see all go ahead and select files.

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John Bansavich: You know, show me all the files in my course I'll go ahead and link up file to that module.

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John Bansavich: If I hit the plus sign. Again, let's type this this time maybe link a assignment. I've created

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John Bansavich: An assignment. I'll go ahead and do it again hit the plus sign again.

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John Bansavich: And this time, maybe a discussion topic. I've created

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John Bansavich: So I've added each one of these items to the module to kind of populate the module.

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John Bansavich: If I want to click on a module item.

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John Bansavich: It's expands out really nicely. I can actually see the item that I've actually linked to the module.

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John Bansavich: You'll notice down here. There's Next and Previous buttons that let me

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John Bansavich: progress through the module as a student. This is taking a little long time to kind of render there. So I'll go ahead and skip that. If I go back to the modules here.

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John Bansavich: You kind of see these modules that I've created here. Okay. You can also move items between margins by one

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John Bansavich: Says, basically, it kind of very high level of view of how you would create a module and how you actually add your canvas assets or items to modules.

444
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John Bansavich: Next, Jill ballot from instructional design will give you kind of a little template to follow very similar to this, where you can create your modules. Give me a basic give you some ideas of how to create models and kind of structure monsters.

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John Bansavich: Go ahead.

446
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John Bansavich: Well as, as Chris pointed out, you know, best practices to group content by modules students have some understanding that from other courses, they've been in. And so we're going to advocate for that to make this easier for you, we've put together the dons online template.

447
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John Bansavich: Maybe you part of this. We haven't show you where that is and giving you a sneak peek of it.

448
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John Bansavich: This template has the homepage, the module area components already built out for you as well as in the modules. There's a sample module which has sample pages already built out for you including prompting text for instructions and things like that. You can access this template through

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John Bansavich: This link right here at the bottom that my USF and you'll want to choose the dons online, but not the Dawn's face to face template. Let's take a look at that template looks like.

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John Bansavich: Okay, so what I've done here is I've pulled the Don's online template into an empty canvas course shell.

451
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John Bansavich: The components that you get already pre planned for you here this picture at the top you can change that picture this information about that welcome message place for you to fill in information about the course.

452
01:11:15.690 --> 01:11:17.730
John Bansavich: Let's take a look over in the modules area.

453
01:11:20.070 --> 01:11:22.620
John Bansavich: This has been handbook for using the Don's template.

454
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John Bansavich: As well as other information and getting help with Canvas for you. This would remain unpublished

455
01:11:29.910 --> 01:11:41.370
John Bansavich: There's a getting started area for student information. And all of this is editable and customizable can decide what you want to include or not include we give it to you to have the choice.

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John Bansavich: And then down here as I was mentioning earlier, there's a sample module which has page components already set up for you an organization already set up for you so you can create a discussion or an assignment by going back to

457
01:11:57.600 --> 01:11:59.940
John Bansavich: The main menu over here for

458
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John Bansavich: Excuse me.

459
01:12:03.630 --> 01:12:08.340
John Bansavich: You can use our sample pages which have prompting text already built in.

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01:12:09.690 --> 01:12:23.850
John Bansavich: One of the important things to consider with your students going online is that they need more instruction and reminders about what they need to do what's do the timeliness of it.

461
01:12:24.990 --> 01:12:32.250
John Bansavich: Which often teaching a face to face course is something you just update them on as you're meeting with them in the classroom.

462
01:12:33.690 --> 01:12:41.340
John Bansavich: When you go online, this is something you need to make sure that you're giving them directly. Every week, so we we advocate for the idea of adding an overview

463
01:12:41.700 --> 01:12:50.940
John Bansavich: Grouping materials together and then putting the learning activities assessments together and adding a summary to make sure they're understanding what needs.

464
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John Bansavich: To have been learned or generally to recount what's been learned during this group of time and what's coming up the next week, take a quick look at one of those sample pages.

465
01:13:03.660 --> 01:13:05.160
John Bansavich: Taking a look at the assignment here.

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John Bansavich: So this gives you a prompt you would go in here and edit this be able to add, subtract, it also had some explain explanation text for students to help them understand what to do to submit an assignment or to submit a posting to a discussion, for example.

467
01:13:30.240 --> 01:13:38.580
John Bansavich: Okay, and just as Greg was explaining to you about how to set up a module. The same thing is true here. You could use these just as your

468
01:13:41.280 --> 01:13:43.230
John Bansavich: As your own template pages.

469
01:13:44.370 --> 01:13:45.870
John Bansavich: You can copy these

470
01:13:50.010 --> 01:13:50.730
John Bansavich: With the wrong one.

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01:13:52.230 --> 01:13:54.990
John Bansavich: Yep, and copy everyone but the quiz.

472
01:13:57.750 --> 01:14:02.250
John Bansavich: And I can just drag this to my actual module that I'm populating down here so

473
01:14:03.480 --> 01:14:09.870
John Bansavich: If you have any questions about that we can help you with that have less mature as anyone got a question now.

474
01:14:11.190 --> 01:14:14.370
John Bansavich: Okay, great. Yes, yes.

475
01:14:15.450 --> 01:14:16.140
John Bansavich: Um,

476
01:14:18.600 --> 01:14:22.260
John Bansavich: As an African lost in the present, you know, the ability to make

477
01:14:24.810 --> 01:14:25.290
Decisions.

478
01:14:31.140 --> 01:14:31.710
John Bansavich: Session.

479
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John Bansavich: So lost in a very good job within your own course or within another instructors course. Yeah, yeah, you, you're able to unless you have admin access to Canvas. You're only able to make changes within your own course if you're a TA, you may be able to do that. It's role specific

480
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John Bansavich: Yeah.

481
01:15:03.150 --> 01:15:07.290
John Bansavich: Yeah, oh yes, just to rephrase what Michelle was saying if you

482
01:15:07.950 --> 01:15:24.630
John Bansavich: in some capacity. Want to make changes to a faculty members course or to another course you need to have a role given to you to do that. So a TA role instructor and designer role and have that role assigned to you. You can speak with Greg for myself. When we get to help you with that.

483
01:15:25.920 --> 01:15:26.550
John Bansavich: Nothing else.

484
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John Bansavich: You can. The question is, can you create a course for Dean of Student Affairs. So, that is what we kind of call like a call like a portal course. It's not like an academic course. But if you send us an email to

485
01:15:48.210 --> 01:16:00.030
John Bansavich: promote it to SF ca give us what you what you want. The name of the course to be we can create that course shell for you to suck, you have to manage and you have to enroll students and you're responsible for managing, of course.

486
01:16:01.410 --> 01:16:02.400
John Bansavich: With the template.

487
01:16:03.570 --> 01:16:10.920
John Bansavich: It assumes that you already have a course in banner empty shell and that you're pulling the template into that. So the template is

488
01:16:12.000 --> 01:16:15.480
John Bansavich: Structural content is added to that banner shell course but we

489
01:16:16.500 --> 01:16:21.930
John Bansavich: Don't I mean, assuming that all instructors with courses have that course already waiting for them.

490
01:16:23.490 --> 01:16:24.360
John Bansavich: Anything else

491
01:16:25.680 --> 01:16:26.640
John Bansavich: Okay, great. Thank you.

492
01:16:42.840 --> 01:16:50.220
John Bansavich: So the next kind of core technology tool in Canvas. I want to talk about is the discussion board or discussion forum.

493
01:16:51.270 --> 01:17:01.740
John Bansavich: So discussions offer a excellent way to kind of replicate that online discussion experience that you have in class online.

494
01:17:03.810 --> 01:17:10.200
John Bansavich: Also, if you use the discussion board feature you basically create a discussion topic in how students reply to that topic.

495
01:17:10.770 --> 01:17:19.530
John Bansavich: So when you create an online. It's kind of shift the time that they have to actually reply to that discussion topic, so you can put it out there and students can can

496
01:17:20.190 --> 01:17:27.690
John Bansavich: can reflect on the responses and give thoughtful responses either right there when you want it or some other time as well.

497
01:17:29.550 --> 01:17:33.480
John Bansavich: Discussions can also be configured to be graded. So if you

498
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John Bansavich: Want to create a discussion topic, have your students reply, you can keep an A grade on their quality of response and give them feedback on say hey you really thought about your responses. I'm gonna give you a good grade on this or you did not. So I'm going to give you a not so good.

499
01:17:51.300 --> 01:17:59.820
John Bansavich: So what I want to do next is kind of give you an example of what the discussion forum or topic look like as well as create a simple discussion topic.

500
01:18:01.200 --> 01:18:03.330
John Bansavich: So they go back into my Canvas course.

501
01:18:10.560 --> 01:18:15.750
John Bansavich: If I click on the discussions tab here. I'll see some discussions that credit previously.

502
01:18:17.610 --> 01:18:19.830
John Bansavich: So this class one discussion here.

503
01:18:22.110 --> 01:18:24.780
John Bansavich: Here is going to be the discussion prompt or topic.

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01:18:27.270 --> 01:18:29.550
John Bansavich: Down below, these are going to be the student responses.

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01:18:31.800 --> 01:18:36.810
John Bansavich: So here's one student response. Here's another student response to that response.

506
01:18:38.580 --> 01:18:41.940
John Bansavich: A couple of them actually here's another student response.

507
01:18:44.880 --> 01:18:46.320
John Bansavich: And there's another student response.

508
01:18:48.120 --> 01:18:52.320
John Bansavich: So these are what they call threaded replies to a discussion topic.

509
01:18:54.180 --> 01:19:05.310
John Bansavich: So as you can imagine this discussion thread can get kind of long. But this, you can always go in here and kind of look back and look at specific responses from students

510
01:19:06.900 --> 01:19:09.630
John Bansavich: So what I'll do next is actually created a discussion topic.

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01:19:11.610 --> 01:19:13.350
John Bansavich: So if I click on discussions.

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01:19:14.940 --> 01:19:18.930
John Bansavich: I'm going to go over here select a plus or add a discussion.

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01:19:22.590 --> 01:19:24.480
John Bansavich: I'll give it a scary topic title.

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01:19:32.220 --> 01:19:34.050
John Bansavich: And here's where I can write this discussion prompt

515
01:19:48.750 --> 01:19:53.610
John Bansavich: So if I want students to reply to each other. I want to make sure I slipped allow threaded replies.

516
01:19:56.430 --> 01:20:11.820
John Bansavich: If I want to make this a little bit more robust, I can say you just must post before seeing replies, it's basically requires a student to post their own replies before they can see anybody else's response to the old copy the response.

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01:20:14.040 --> 01:20:18.960
John Bansavich: If I select great it I can make this an actual assignment. Look at one point.

518
01:20:22.170 --> 01:20:23.160
John Bansavich: Right down here.

519
01:20:24.600 --> 01:20:28.560
John Bansavich: I can assign this to everyone or just certain people and give it a due date if I want

520
01:20:30.870 --> 01:20:32.340
John Bansavich: When I'm done, I just select Save.

521
01:20:36.600 --> 01:20:43.290
John Bansavich: In my top topic has been created. It's not published yet. So if I want to make it visible to my students, I go ahead and publish it.

522
01:20:47.220 --> 01:20:49.200
John Bansavich: Now since this is a great discussion.

523
01:20:51.180 --> 01:20:52.680
John Bansavich: If I go to the gradebook here.

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01:20:58.530 --> 01:21:00.960
John Bansavich: I will see that topic in the gradebook.

525
01:21:03.480 --> 01:21:04.950
John Bansavich: So if I want to get feedback.

526
01:21:07.080 --> 01:21:08.760
John Bansavich: Let me go here to the speed greater

527
01:21:10.110 --> 01:21:11.520
John Bansavich: We'll talk about that a little bit later.

528
01:21:13.350 --> 01:21:20.580
John Bansavich: But what this will allow me to do is see the responses for each student on that particular topic and give them a grade and give me feedback.

529
01:21:21.360 --> 01:21:30.750
John Bansavich: So if I see the list of the soon as responses here and they're good, and they're a lot of them, I can say hey you got a good grade are getting feedback on this response.

530
01:21:37.470 --> 01:21:42.120
John Bansavich: I'll show you what that looks like in actual response for students.

531
01:21:43.230 --> 01:21:45.240
John Bansavich: So if I go back to my previous discussion.

532
01:21:52.230 --> 01:21:57.210
John Bansavich: I can actually click on these dots here. If it's a great discussion, I can get to the that speaker view as well.

533
01:22:04.650 --> 01:22:15.960
John Bansavich: And you can see here, actually, the response just BUT NATALIE Baker and I makes it easier for me to create this her her recur content, instead of having to wade through all the responses for all the topics.

534
01:22:23.880 --> 01:22:35.850
John Bansavich: So I continue that same process again. I don't have to make these discussions graded or not because be simple discussions and again they provide a good way for students to talk amongst themselves basically

535
01:22:45.960 --> 01:22:50.910
John Bansavich: Okay. Um, yeah. So what we'll do. So the question is how to

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01:22:51.960 --> 01:23:07.560
John Bansavich: Students access the comments that instructors make in the speed greater post students get to those comments. So the next section. I'll go over an assignment and speak write it and I'll pop into the student view and go directly to those comments and can see how that works.

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01:23:16.650 --> 01:23:19.710
John Bansavich: Yes. Are you guys okay you want to take a break or keep pressing on

538
01:23:24.030 --> 01:23:25.080
John Bansavich: Okay, we'll keep going.

539
01:23:28.350 --> 01:23:34.380
John Bansavich: Okay, next up is going to be Angie and I'm trying to get her to control the screen.

540
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Here.

541
01:24:09.030 --> 01:24:10.710
Angie Portacio: Again, thanks, Greg.

542
01:24:12.870 --> 01:24:27.420
Angie Portacio: I think one of the challenging things to do is an online discussion board. We've had many faculty that have come to us and said, How can I make the online discussion boards, a little more interesting than

543
01:24:28.470 --> 01:24:31.830
Angie Portacio: Usually it's just a question and then students, post it.

544
01:24:32.910 --> 01:24:34.800
Angie Portacio: Well, here are some ways that

545
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Angie Portacio: That may help enhance your online discussion board. The first thing you should do is define a netiquette or expectation policy and netiquette policy is basically an online etiquette, meaning

546
01:24:52.830 --> 01:25:04.620
Angie Portacio: You know, you'll tell your students to avoid were, you know, acronyms or using caps to to text because it's emulating debtor shouting

547
01:25:05.760 --> 01:25:24.570
Angie Portacio: But also giving respect to others, depending on how the conversation goes like you were in class, you may have some students who may talk more than others. So putting that expectation of keeping maybe asking students to keep their posts short and concise.

548
01:25:25.590 --> 01:25:34.890
Angie Portacio: So that they're not taking up so much room and then students responding to each other to respect each other's values and their differences.

549
01:25:36.210 --> 01:25:45.480
Angie Portacio: Another thing is to stay to purpose. What is the purpose of your discussion board. Is it related to the readings or to the lecture that you just had

550
01:25:46.380 --> 01:25:53.520
Angie Portacio: And what are you as an instructor looking for from your students. What are you gauging what are you assessing

551
01:25:54.000 --> 01:25:57.900
Angie Portacio: Do you want to gauge if they're understanding the concepts and content.

552
01:25:58.320 --> 01:26:10.050
Angie Portacio: Or do you want them to think outside the box and how they could apply those concepts and content using real life examples or their own personal examples or do you want them to do some research.

553
01:26:10.980 --> 01:26:20.220
Angie Portacio: About that certain topic or that content and show show and share that evidence in in their posts. So, stating a purpose.

554
01:26:21.060 --> 01:26:34.140
Angie Portacio: Will be another step. Another thing is to create clear instructions and grading. We have a lot of instructors that you know will create an online discussion board and just post a question.

555
01:26:35.100 --> 01:26:47.430
Angie Portacio: But you should you know clearly state what are you asking for. What instructions do you want them to, again, do you want them to just respond to the question or summarize

556
01:26:48.450 --> 01:26:58.740
Angie Portacio: What they've read or do you want them to take what they bred or what they've listened to in lecture and how are they going to apply it to certain situations.

557
01:26:59.520 --> 01:27:08.040
Angie Portacio: So, you know, finding a medium of clear instructions so that you're clear what your, your students should be submitting or posting

558
01:27:08.490 --> 01:27:23.280
Angie Portacio: As far as grading again. Greg will go for grading in the gradebook. In the next section. But, you know, letting them know is this low stakes is this. This is a discussion board just part of participation or is this part of a major

559
01:27:24.690 --> 01:27:39.150
Angie Portacio: Assignment is this part of the drafts of that paper where you have discussions and people are reviewing each other's topics or you're reviewing each other's papers so stating what your grading and what part of the grading is

560
01:27:39.690 --> 01:27:43.680
Angie Portacio: It could be in your syllabus, but you could also put that in the discussion board to

561
01:27:44.670 --> 01:27:55.590
Angie Portacio: You could always repeat things. So the students don't tend to always refer back to the syllabus sometimes and posing open ended questions, sometimes

562
01:27:56.460 --> 01:28:03.990
Angie Portacio: There may be questions and you don't want a yes or no question answer because then you'll if it's a yes or no, then it's a why

563
01:28:04.710 --> 01:28:14.820
Angie Portacio: So you really want to get to the y part you want to get to the part where they're critically thinking of what they need to post and gather their thoughts.

564
01:28:15.570 --> 01:28:28.200
Angie Portacio: So keep your questions open ended. So students don't normally just say yes or no also show some parameters for posting or replying to another student

565
01:28:29.130 --> 01:28:39.960
Angie Portacio: It's not about yes I agree with so and so or, Yes, I like your post, put some parameters like explain why do you agree with this person's post

566
01:28:40.020 --> 01:28:56.760
Angie Portacio: And show some evidence or why don't you agree with this person. Because usually if someone says, I don't like I'm not, you know, I don't agree or, I agree, it really doesn't say much to what they're what they're what they're talking about.

567
01:28:58.020 --> 01:29:03.810
Angie Portacio: set limits what I mean about set limits. Sometimes it's harder to explain

568
01:29:04.560 --> 01:29:15.810
Angie Portacio: In a post in a short amount of text right so you can have a student bright, you know, pages and pages of the paper, but to have them write in

569
01:29:16.380 --> 01:29:27.000
Angie Portacio: 250 words or 500 words takes a lot of time and a lot of brain power for students and I think is using that strategy, you'll probably get a

570
01:29:27.390 --> 01:29:40.230
Angie Portacio: More in depth responses from your students plus with your timeline. If you have 20 to 40 students and it all right pages and pages of responses in a post

571
01:29:40.830 --> 01:29:47.280
Angie Portacio: I don't think ideally as a person you'd have all that time to respond to every single person that has long posts.

572
01:29:47.700 --> 01:29:59.820
Angie Portacio: But if they have like short post short that are concise and that are direct to the point, it'd be easier for you to respond and give feedback to your students and

573
01:30:00.330 --> 01:30:09.480
Angie Portacio: Lastly, is to ensure instructor presence and this is a, you know, I know this is difficult because you may have, you know, a lot of students may

574
01:30:09.540 --> 01:30:09.810
Angie Portacio: Have up

575
01:30:09.840 --> 01:30:22.020
Angie Portacio: To 40 students and one strategy I did tell an instructor is that you might want to scan all you know all the posts first and then gather your thoughts to responding to

576
01:30:22.320 --> 01:30:33.420
Angie Portacio: Different themes, right, if there's a certain theme that a group of students have been following in your posts, then maybe you can either clarify and give feedback to that to that theme.

577
01:30:34.020 --> 01:30:44.940
Angie Portacio: Because then you, you may not be have time to to give feedback to all 20 students are all 40 students. So doing that type of strategy.

578
01:30:45.480 --> 01:30:56.070
Angie Portacio: And I always like this quote that I found from this from Margaret Marlin says productive discussion does not happen automatically must be plan. So as you

579
01:30:56.520 --> 01:31:08.700
Angie Portacio: Try to move your course to online, you know, think about how what you want out of that discussion board and what is the purpose and what's the objective. So you could get what you're gauging for from your students.

580
01:31:09.660 --> 01:31:20.610
Angie Portacio: So hopefully those tips can help you. And again, if you need more help, or you need more. You want to brainstorm more ideas of how to do different discussion boards.

581
01:31:21.090 --> 01:31:32.280
Angie Portacio: Feel free to request a consultation with us. I've worked with faculty that has, you know, different ranges of discussion boards from debates to even like small group.

582
01:31:32.790 --> 01:31:48.360
Angie Portacio: President, you know, presenting in discussion board so we all have a plethora of knowledge and information and creativity to help you get the idea objectives you want from your online discussion boards. So thank you. Back to you, Greg.

583
01:31:49.380 --> 01:31:50.070
John Bansavich: Hey, thanks.

584
01:31:55.200 --> 01:32:01.440
John Bansavich: So another core technology tool that we have in camps at our disposal is the canvas assignment.

585
01:32:02.460 --> 01:32:18.390
John Bansavich: So the canvas assignment is a great way actually pretty much the only way to collect student work and give feedback so way you want to think about is if you want to collect work with students. Students electronically, you're going to give them feedback if you want to give them a grade.

586
01:32:19.560 --> 01:32:20.880
John Bansavich: Create a canvas assignment.

587
01:32:22.650 --> 01:32:31.710
John Bansavich: So there's two primary types of Canvas assignments, one is going to be an online submission assignment. The other one is going to be on paper, no submission

588
01:32:32.610 --> 01:32:38.910
John Bansavich: So an online submission tells canvas. Hey, I'm going to accept something for my students electronically through this assignment.

589
01:32:39.630 --> 01:32:51.120
John Bansavich: This could be a file uploaded maybe a PDF or Word document or video file or it could be, you could provide them an area to actually type in text or contains or Word document.

590
01:32:51.930 --> 01:32:58.350
John Bansavich: But the gist here is that it's a place where they can submit something electronically through canvas and its associated with their

591
01:32:58.950 --> 01:33:05.340
John Bansavich: Profile in your Canvas course for that particular assignment. The other types of assignments going to be on paper and no submission

592
01:33:06.000 --> 01:33:15.180
John Bansavich: So suppose you have students, giving a presentation in class. There's nothing physically for them to submit or electronically to submit it to Canvas.

593
01:33:15.510 --> 01:33:26.610
John Bansavich: There's no Upload button. It's just you're going to evaluate them outside of canvas in class, but you still want canvas to want to record that in Canvas. Okay, another

594
01:33:27.420 --> 01:33:35.910
John Bansavich: Application could be a physical paper so they turn into physical paper to you again, you want to give them feedback on it. Want to give them a grade.

595
01:33:36.300 --> 01:33:43.020
John Bansavich: But they're not turning the evening electronically through canvas so that it's going to be on paper, no submission assignment.

596
01:33:43.860 --> 01:33:55.080
John Bansavich: Both of these types of assignments, create a column in the gradebook in that column, you can click on you can give students a grade and you can get the speed greater we give them deep and rich looking back at how they're doing.

597
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John Bansavich: So watching you know demonstrate all that a little bit later.

598
01:34:00.960 --> 01:34:07.470
John Bansavich: Important to note that all grades and feedback and give to students and private between you, the student and

599
01:34:08.040 --> 01:34:18.450
John Bansavich: The student and instructor. So students can't see each other's grades. This is between you and the instructors. So we'll take a look how the great book looks from a student of point of view as well.

600
01:34:21.090 --> 01:34:30.720
John Bansavich: So let me hop back into this campus and I can actually create an assignment and then log in as a student to actually submit that assignment to give feedback to that assignment.

601
01:34:34.680 --> 01:34:41.580
John Bansavich: Okay, so I'm going to go ahead and click on the assignments tab here in Canvas and you see I have some previous assignments.

602
01:34:42.600 --> 01:34:48.240
John Bansavich: So I'm going to create an assignment from scratch. So I'm going to select the plus assignment or an assignment button.

603
01:34:53.790 --> 01:34:55.770
John Bansavich: Yeah, I'm gonna say term.

604
01:34:58.500 --> 01:35:04.380
John Bansavich: Paper to is going to be the senate title. And here's where I can give the instructions for the assignment.

605
01:35:17.130 --> 01:35:27.930
John Bansavich: Okay, so just describing a Senate more in details, I can actually go over to files here maybe like a file or something or reading that they have to complete thats related to the assignment.

606
01:35:30.540 --> 01:35:33.450
John Bansavich: If there's an actual website. I want them to go to

607
01:35:45.030 --> 01:35:46.170
John Bansavich: I can put a link to that.

608
01:35:48.120 --> 01:35:50.160
John Bansavich: Web page there directly in the assignment.

609
01:35:51.720 --> 01:36:02.100
John Bansavich: Anything I think it might be relevant to them. I can embed or link here to this area here. If I go down here, I'd give it a point value. So I'll say this month's worth 50 points.

610
01:36:04.410 --> 01:36:07.170
John Bansavich: I'm going to leave that grip display grade as points.

611
01:36:09.630 --> 01:36:14.460
John Bansavich: If for some reason, I don't want to count this assignment twice a final grade the chemo cumulative grade for the student.

612
01:36:14.820 --> 01:36:27.690
John Bansavich: Maybe this is a draft paper. I just want to get feedback and actual grade but not that great to apply to the total for that course I can say do not count this assignment twice upon a great, but I'll just leave it unchecked for now.

613
01:36:28.890 --> 01:36:31.860
John Bansavich: Under submission type here. I have a couple of different options.

614
01:36:33.090 --> 01:36:33.600
John Bansavich: So,

615
01:36:34.650 --> 01:36:47.460
John Bansavich: I'm going to go ahead and click online. Then I specify how online. I want to receive this assignment. So I'm gonna click file uploads and text entry. OK, I can select these other ones as well if I want

616
01:36:51.000 --> 01:36:53.130
John Bansavich: To text into you right now file uploads

617
01:36:55.050 --> 01:37:06.120
John Bansavich: Movie down a little bit. There's something called plagiarism review. So if I'm required to use turn it in, or some sort of plagiarism detection for this class, I can simply click here and say,

618
01:37:07.200 --> 01:37:07.920
John Bansavich: Turn it in

619
01:37:09.420 --> 01:37:19.410
John Bansavich: And I'll give you some options and that can actually have this paper run automatically to turn it in students don't have to do anything extra. They just submit their son is usable in automatically checks.

620
01:37:23.250 --> 01:37:31.290
John Bansavich: If I go down here to assigned to this is who this assignment is going to be assigned to defaults to everyone back in and sign it distant certain people, if I want

621
01:37:33.150 --> 01:37:34.410
John Bansavich: Next, I'll give it a due date.

622
01:37:35.850 --> 01:37:38.580
John Bansavich: It says it's going to be due Friday the 13th.

623
01:37:40.770 --> 01:37:52.320
John Bansavich: Available from the until this is a window that they have to actually see the details of the assignment and submit to the assignment outside of the states here at they cannot see or submit to the assignment.

624
01:37:53.820 --> 01:37:59.220
John Bansavich: So I don't want to release this assignment until maybe on Wednesday, I can put in that date.

625
01:38:01.200 --> 01:38:09.690
John Bansavich: This until the last day, they have to submit to the assignment. So this until date the submit button goes away. There's no more. Submit button. It's like a hard cut off.

626
01:38:11.850 --> 01:38:13.410
John Bansavich: So for right now to say save

627
01:38:17.910 --> 01:38:19.680
John Bansavich: In my Simon has been created here.

628
01:38:21.330 --> 01:38:22.980
John Bansavich: But go back to my assignments list.

629
01:38:24.930 --> 01:38:34.860
John Bansavich: You'll see it here. It's great. It's not published yet. So if I want to release it to my students, I go ahead and that publish button and now it's available.

630
01:38:37.140 --> 01:38:41.250
John Bansavich: If I click on grades. I should see a call on there that says, Turn paper to

631
01:38:44.460 --> 01:38:45.900
John Bansavich: There it is. Towards the end there.

632
01:38:50.190 --> 01:38:50.400
Okay.

633
01:38:52.530 --> 01:39:11.580
John Bansavich: Next one. I'm going to do is login and something called a test and it down here and I'm going to submit the assignment. So I'm going to submit it as an instructor, get feedback pop into that student view so I can see what it looks like and see how that student sees the particular feedback.

634
01:39:17.970 --> 01:39:19.620
John Bansavich: So I'm going to go back to my homepage.

635
01:39:20.850 --> 01:39:22.440
John Bansavich: Emma select student view.

636
01:39:29.100 --> 01:39:36.030
John Bansavich: And present I notice here is the to do list. There's a link for the term paper so I can click on that to get to the term paper.

637
01:39:37.590 --> 01:39:38.730
John Bansavich: That click on grades.

638
01:39:40.200 --> 01:39:41.580
John Bansavich: See my student grade book.

639
01:39:42.750 --> 01:39:43.740
John Bansavich: I just see that

640
01:39:46.410 --> 01:39:50.280
John Bansavich: Term paper to assignment here in the due date.

641
01:39:53.940 --> 01:40:01.890
John Bansavich: If I click on assignments. The assignment list will show me the assignments as well in chronological order, and click on the assignment from there as well.

642
01:40:05.730 --> 01:40:06.660
John Bansavich: So I click on the assignment.

643
01:40:07.770 --> 01:40:17.100
John Bansavich: Here's the details of the assignment, once I hit submit. I'll see my submission and options to sign a boat file upload a text improvements that are two options.

644
01:40:19.590 --> 01:40:21.180
John Bansavich: So I'm gonna go ahead and submit a file.

645
01:40:24.210 --> 01:40:25.740
John Bansavich: Choose File, I might go to my

646
01:40:28.110 --> 01:40:29.130
John Bansavich: My files here.

647
01:40:33.120 --> 01:40:34.350
John Bansavich: Go back one.

648
01:40:45.840 --> 01:40:49.200
John Bansavich: So here's my paper attach it to the assignment.

649
01:40:50.460 --> 01:40:51.480
John Bansavich: I can leave a comment.

650
01:40:56.670 --> 01:41:04.530
John Bansavich: And since I've been able to turn it in plagiarism review. I can click this, I agree to not pleasure rising hit Submit Assignment.

651
01:41:11.130 --> 01:41:13.740
John Bansavich: Now I get this feedback here that my assignments been submitted.

652
01:41:15.780 --> 01:41:17.490
John Bansavich: If I go to my great book.

653
01:41:18.900 --> 01:41:22.230
John Bansavich: I'll see an icon there indicate that submitted the assignment.

654
01:41:24.300 --> 01:41:29.490
John Bansavich: And because there's an icon there not a score that just lets me know that I'm waiting for a score from the instructor

655
01:41:32.610 --> 01:41:34.830
John Bansavich: So let me go ahead and leave a student view.

656
01:41:36.780 --> 01:41:38.880
John Bansavich: I'll go back to my instructor point of view here.

657
01:41:42.510 --> 01:41:48.330
John Bansavich: And if I click on the homepage notice under do under great term paper to visit.

658
01:41:49.530 --> 01:41:54.180
John Bansavich: A notification that says that somebody turned in something one just been one submission

659
01:41:56.910 --> 01:41:58.080
John Bansavich: If I go to the gradebook.

660
01:41:59.310 --> 01:42:04.350
John Bansavich: Under that term paper to column. I'll see a mark their

661
01:42:06.000 --> 01:42:15.750
John Bansavich: Icon indicating that the students turning something this icon here is generating a turtle in reports I click on that to see the tournament report on what

662
01:42:18.690 --> 01:42:28.020
John Bansavich: So if I want to go ahead and grade. This particular student, I can click on this little side here, you'll see this little pop out menu icon.

663
01:42:30.420 --> 01:42:34.050
John Bansavich: And I can actually grade the student here putting the grade and give comments.

664
01:42:36.570 --> 01:42:39.930
John Bansavich: Or go back to the speed greater view here. So I'm gonna go ahead and do that.

665
01:42:47.520 --> 01:42:49.650
John Bansavich: So here's the actual submission of the students

666
01:42:51.540 --> 01:42:54.120
John Bansavich: I can use these markup tools here to get feedback.

667
01:42:59.040 --> 01:43:01.980
John Bansavich: That's the point tool. Here's a highlighting tool.

668
01:43:09.240 --> 01:43:10.710
John Bansavich: Here's a text box tool.

669
01:43:15.510 --> 01:43:17.070
John Bansavich: Here I can give a general comment.

670
01:43:22.020 --> 01:43:36.900
John Bansavich: I can use these tools down here if for some reason I wanted to download this paper know put up in Word nice Track Changes in word or something like that. I could download this paper or here. Then re upload it here. Attach it back for the students to see

671
01:43:40.320 --> 01:43:48.600
John Bansavich: Or I can use this tool here. This is the record the media comment tool I can click that I can record my response to the student

672
01:43:50.700 --> 01:43:55.410
John Bansavich: I can say, hey, this was a great paper. Good. Keep up the good work that would show up here on the side.

673
01:43:58.890 --> 01:44:10.050
John Bansavich: There's another option here from using Google Chrome where I can you speech to text where I can talk verbally and will transcribe my text here and I made the comment is there as well.

674
01:44:11.970 --> 01:44:13.890
John Bansavich: Just didn't see all these comments here.

675
01:44:16.200 --> 01:44:18.540
John Bansavich: So let me show you where they actually see these comments.

676
01:44:20.790 --> 01:44:24.330
John Bansavich: So if I go back to my instructor view the gradebook.

677
01:44:26.790 --> 01:44:31.590
John Bansavich: You can see that okay I think actually give them a date, but I'll go ahead and do that here.

678
01:44:35.760 --> 01:44:36.990
John Bansavich: That's a great for the students.

679
01:44:42.120 --> 01:44:44.670
John Bansavich: Let's go ahead and login is that test again.

680
01:44:48.480 --> 01:44:54.990
John Bansavich: So when student comes to the classic in and the grades is actually a notification icon. No, nobody that something has been graded.

681
01:44:57.330 --> 01:44:59.790
John Bansavich: So they click on great as a student.

682
01:45:02.820 --> 01:45:05.340
John Bansavich: No longer the icon, but a score.

683
01:45:06.660 --> 01:45:09.030
John Bansavich: If I want to see general comments that were on the side there.

684
01:45:10.110 --> 01:45:11.430
John Bansavich: I can click on this guy here.

685
01:45:13.590 --> 01:45:21.870
John Bansavich: I want to see the attorneys and score. I click on that, if I want to see the feedback that was on the paper itself. I click on the paper title. The title.

686
01:45:23.580 --> 01:45:25.740
John Bansavich: And there's a link here called view feedback.

687
01:45:31.950 --> 01:45:34.800
John Bansavich: This is where the students see your actual feedback.

688
01:45:36.720 --> 01:45:43.530
John Bansavich: This is kind of small. You can use the think there's a full screen option as well that really expand it out.

689
01:45:46.050 --> 01:45:50.400
John Bansavich: So that's how students see that that feedback back for the assignment.

690
01:45:57.990 --> 01:45:58.380
John Bansavich: Sure.

691
01:46:00.030 --> 01:46:02.070
John Bansavich: Um, so

692
01:46:03.480 --> 01:46:03.840
John Bansavich: My

693
01:46:05.550 --> 01:46:07.770
John Bansavich: Rating first in class.

694
01:46:10.200 --> 01:46:13.710
John Bansavich: Either people tend to live here is the most minus multinational

695
01:46:15.630 --> 01:46:16.050
John Bansavich: Testing.

696
01:46:17.880 --> 01:46:19.950
John Bansavich: Online only courses. So, um,

697
01:46:20.970 --> 01:46:27.210
John Bansavich: Yeah, so the question is, I believe, is what's the best way to facilitate an online test.

698
01:46:28.920 --> 01:46:33.240
John Bansavich: Given that students are going to be in class. That's it. That's a great question.

699
01:46:34.440 --> 01:46:49.500
John Bansavich: In campus, you can create a online quizzes and the quiz feature. There's certain things in there. You can do to make that quiz. Little bit more harder to achieve. There's nothing really that makes it 100% foolproof. But in the quiz itself.

700
01:46:55.020 --> 01:46:57.360
John Bansavich: Go ahead and click on quizzes really quickly.

701
01:47:00.690 --> 01:47:06.630
John Bansavich: There's a couple of different things you can do, and actually have a document to that can share later about quiz security.

702
01:47:07.260 --> 01:47:22.980
John Bansavich: Um, first thing you can do is you can unclip this let students either quiz responses. So when you're done taking the quiz. They don't see any of their responses. So that kind of takes care of students like copying stuff or saying, hey, I'm done with the quiz.

703
01:47:24.090 --> 01:47:27.720
John Bansavich: Take. Let's take a look at it together for the next person that sort of thing.

704
01:47:29.460 --> 01:47:38.490
John Bansavich: Is obviously where you can shuffle your quiz answers. So if you give a multiple choice question. A, B, C. Each person has a different ABC.

705
01:47:40.710 --> 01:47:43.980
John Bansavich: Other thing you can do is you can say show one question at a time.

706
01:47:45.330 --> 01:47:47.100
John Bansavich: In lot questions after answering

707
01:47:48.660 --> 01:47:52.320
John Bansavich: So they can only move forward in the quiz and you see one question at a time.

708
01:47:53.910 --> 01:47:59.190
John Bansavich: So, um, there's actually a way where you can actually randomize your question order.

709
01:48:01.980 --> 01:48:18.000
John Bansavich: More of an advanced topic, but if you quit a Christian group you put your questions in the question group to randomize is the question order. So when they're going through the test, they see one question at a time, they can't go back each person gets a different order of questions.

710
01:48:19.080 --> 01:48:25.800
John Bansavich: So this know if if you're worried about students taking the test together in a in some offline area.

711
01:48:26.910 --> 01:48:28.530
John Bansavich: That's it. Those are some things you can do.

712
01:48:30.300 --> 01:48:32.670
John Bansavich: To respond is LockDown Browser is another tool.

713
01:48:34.260 --> 01:48:35.910
John Bansavich: And if I go over here to settings.

714
01:48:40.320 --> 01:48:41.460
John Bansavich: I got a navigation.

715
01:48:43.650 --> 01:48:45.450
John Bansavich: And if I go down here at the bottom.

716
01:48:48.810 --> 01:48:50.760
John Bansavich: There it is LockDown Browser.

717
01:48:51.870 --> 01:48:53.160
John Bansavich: I click here and say, enable

718
01:48:58.200 --> 01:49:00.000
John Bansavich: Let me drag it up to the section here.

719
01:49:03.720 --> 01:49:09.570
John Bansavich: I hit Save that enables a lockdown browser what the lockdown browser does actually

720
01:49:10.590 --> 01:49:16.440
John Bansavich: Only allows the students to take the test in a window in this LockDown Browser.

721
01:49:17.580 --> 01:49:32.370
John Bansavich: So out when they open up a lockdown browser. They can only open up a canvas in your test. Nothing else granted if you're at home, they can use another device. But again, it's like one other thing step they have to go through that kind of discourages

722
01:49:35.940 --> 01:49:46.740
John Bansavich: With the lockdown browser. There's something called monitor lockdown monitor. Um, I don't believe we have enough licenses to be set. But basically, so they can run that records the students

723
01:49:47.550 --> 01:49:57.270
John Bansavich: While they're taking the test. Some people find that kind of kind of creepy but but that's one tool for off you know offline high stakes tests that you can use.

724
01:49:59.130 --> 01:50:02.160
John Bansavich: So let me very quickly show you how to set that LockDown Browser.

725
01:50:03.660 --> 01:50:07.380
John Bansavich: you enable it. It shows the quizzes that you've crony made

726
01:50:08.490 --> 01:50:12.360
John Bansavich: And if I hit this drop down list here. They go to settings.

727
01:50:13.920 --> 01:50:16.590
John Bansavich: I can see required respond as LockDown Browser.

728
01:50:19.320 --> 01:50:23.340
John Bansavich: And give an access code. If you want that they need to enter before they take the exam.

729
01:50:25.200 --> 01:50:26.550
John Bansavich: I say Save and Close.

730
01:50:29.160 --> 01:50:33.840
John Bansavich: Now when students, click on the quiz.

731
01:50:35.250 --> 01:50:36.690
John Bansavich: I'll go ahead and do that really quickly here.

732
01:50:52.080 --> 01:50:52.740
John Bansavich: Don't get this

733
01:50:54.330 --> 01:50:58.080
John Bansavich: Thing here it says it requires LockDown Browser when they go to take the quiz.

734
01:50:59.940 --> 01:51:07.590
John Bansavich: Prompted to download the lockdown browser software client this download link is a specified late just for us.

735
01:51:08.910 --> 01:51:16.980
John Bansavich: So when they download this installing a computer when they open the browser, it'll prompt you to log back into USA.

736
01:51:17.580 --> 01:51:28.230
John Bansavich: It take them directly to Canvas where they navigate to the quiz. Now they can take the quiz. But again, they can only take the quiz and nothing else. So I can open up any other specific applications.

737
01:51:30.660 --> 01:51:37.920
John Bansavich: So there is a link on our ETS website about how to set that up and materials you can give us students as well.

738
01:51:43.350 --> 01:51:43.680
John Bansavich: Sure.

739
01:51:53.580 --> 01:52:04.110
John Bansavich: Yeah, so the way that works. If we go back to this Sunday here. Oh, so the question is more about available and until buttons in an assignment how those actually work.

740
01:52:05.490 --> 01:52:07.290
John Bansavich: So if I click on my term paper to

741
01:52:09.330 --> 01:52:09.660
John Bansavich: Edit

742
01:52:15.750 --> 01:52:20.070
John Bansavich: So if I put this on March. Let's see 12

743
01:52:22.590 --> 01:52:23.730
John Bansavich: So today's actually

744
01:52:27.150 --> 01:52:28.050
John Bansavich: Yeah, so

745
01:52:29.730 --> 01:52:36.060
John Bansavich: So let's see. Okay. Yeah. So it's the 12 today's attempt so available on the 12

746
01:52:38.040 --> 01:52:44.280
John Bansavich: Until so let's do on the 13th, but I'm going to be nice to give them to the 60 actually turned in.

747
01:52:45.330 --> 01:52:52.410
John Bansavich: Eight. But I'm going to adopt points. After that, but they can still turn it into that date. Okay so 12 to 16

748
01:52:57.840 --> 01:53:02.190
John Bansavich: So here's the description of the assignment. So if I log in as a testament

749
01:53:08.370 --> 01:53:09.990
John Bansavich: Okay, I'll go to assignments.

750
01:53:12.870 --> 01:53:14.670
John Bansavich: I forgot which one that was

751
01:53:21.900 --> 01:53:25.050
John Bansavich: To say not available, till March 12 if I click on it.

752
01:53:27.240 --> 01:53:31.860
John Bansavich: Assignment is locked until March 12 so you don't see any of the assignment details.

753
01:53:32.940 --> 01:53:33.180
John Bansavich: Right.

754
01:53:37.980 --> 01:53:40.860
John Bansavich: Let's go back and change those that until date.

755
01:53:46.470 --> 01:53:49.830
John Bansavich: Suppose it was March. This was actually do march night.

756
01:53:52.830 --> 01:53:53.820
John Bansavich: And the until date.

757
01:53:56.190 --> 01:54:05.820
John Bansavich: Was march 10 11th 59 am so that dude. The until date has passed.

758
01:54:12.240 --> 01:54:13.800
John Bansavich: So go back to my student view.

759
01:54:20.100 --> 01:54:21.690
John Bansavich: And assignments.

760
01:54:26.310 --> 01:54:27.570
John Bansavich: And it's going to be closed.

761
01:54:32.040 --> 01:54:32.880
John Bansavich: So, let

762
01:54:35.340 --> 01:54:37.020
John Bansavich: Me go back to my student view. Sorry.

763
01:54:53.460 --> 01:54:57.210
John Bansavich: So there's no Submit button here. Yes, I'm always locked

764
01:54:58.590 --> 01:54:58.890
John Bansavich: Okay.

765
01:55:06.300 --> 01:55:06.960
John Bansavich: Um,

766
01:55:08.460 --> 01:55:11.070
John Bansavich: Yeah, so, um, one last thing.

767
01:55:14.130 --> 01:55:18.420
John Bansavich: If I have an assignment where I'm not accepting anything go at assignment.

768
01:55:20.700 --> 01:55:22.110
John Bansavich: Instead of online.

769
01:55:23.430 --> 01:55:24.510
John Bansavich: stoops

770
01:55:28.170 --> 01:55:29.820
John Bansavich: No submission, or, on paper.

771
01:55:31.500 --> 01:55:36.600
John Bansavich: This simply just creates a column A column and agree, but that you can. Great. The great book.

772
01:55:43.050 --> 01:55:44.370
John Bansavich: So you wouldn't want this.

773
01:55:46.710 --> 01:55:54.540
John Bansavich: If you're not accepting the online or electronic submission. So people come to you physically hand you have paper. I went to market.

774
01:55:55.050 --> 01:56:08.640
John Bansavich: That they've done it. So there's a mark here for Nellie Baker okay she done it. I agree. I looked at it looks good. I'm gonna give a 50 points if she's recorded in there. If I want to give her any feedback on the paper. I read it, great paper.

775
01:56:11.790 --> 01:56:18.720
John Bansavich: Exactly. You can keep all your grades in the same place, and he's a mix of online and in person assignments.

776
01:56:23.010 --> 01:56:30.120
John Bansavich: Yes, that's one of the options for a quiz. So if you look at the quizzes talking to Justin That's one thing can do the click on that. Give it a time limit, as well.

777
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John Bansavich: Okay.

778
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John Bansavich: Yeah, I'm actually getting into here, we're going to wrap it up. Then we have yeah yeah yeah

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Angie Portacio: Okay, okay.

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Angie Portacio: All right, everyone, so I am mindful for everyone's time and again I would like to thank everyone for coming today and participating in our workshops

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Angie Portacio: So just as a point of reference, a lot of the resources we talked about a lot of the guides that will tell you how to do these things are under the teaching three emergencies teaching resources on USF teach

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Angie Portacio: And if you want an individual consultation, because we know every class has taught differently and every instructor is different, how they

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Angie Portacio: construct our class we're available through consultations individual consultations. So if you go to ETS that US fca.edu and on the bottom you'll see a button for request a consultation and you can request a consultation and we'll be happy to.

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Angie Portacio: Help you or schedule something with you individually, we could do this virtually so we could do this through zoom. If you're not on campus or you're not available on campus or we could even do that in person.

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Angie Portacio: So just send in a request, and we'll be happy to schedule something with you. So I know we talked about

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Angie Portacio: That we would demonstrate breakout room. So if you want to hang out for a little bit. I'll have, I'll turn it over to Ken and he'll show it.

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Angie Portacio: Show us how to do breakout rooms and you get experience that also will be staying on for another half an hour. So if you have individual questions after our demo on breakout rooms.

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Angie Portacio: Feel free to stay on and we can hopefully answer your questions. Again, thank you for participating in our, in our workshop and we look forward to hear from you and working with you.

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John Bansavich: All right.

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John Bansavich: Yeah. Wait. Thanks, Angie, so you're not going to see the actual tools as they come up because it's going to be on the screen on my screen.

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John Bansavich: But what it does, essentially, is that we have a number of people in the meeting.

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John Bansavich: And what you can do is you can emulate small groups that said he would break up into small groups in the classroom. You could do it virtually to. So on my toolbar. I've got this tool called breakout rooms. When I click on it, I can assign I have 12 participants.

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John Bansavich: Assigned 12 participants into and they'll say, like, I'll just say like two rooms to keep it simple.

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John Bansavich: Okay, so you can do have zoom assigned automatically people to be in the rooms or if you know you have a couple of students that don't get along.

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John Bansavich: You can manually assign you can manually assign people to different rooms. I'm going to do manually because they're going to leave mature out. Sorry, I'm sure.

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John Bansavich: Yeah. And so I'm going to start assigning people to the rooms. Okay.

797
02:00:00.150 --> 02:00:02.670
John Bansavich: And let me see here. So a sign.

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John Bansavich: I'm going to sign 123456 in one row.

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John Bansavich: And assigned

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John Bansavich: 12345 okay so five other people in another room so I manually signed it and I'm going to open all rooms. So what's going to happen. It's going to break out into two separate

801
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John Bansavich: Individual zoom sessions and then I can drop in on one of those sessions and what I'll do is I'll join that after I opened the room. So I'm going to open the rooms now.

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John Bansavich: And you're going to see a indicator to join the breakout room.

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John Bansavich: To go ahead and join

804
02:00:56.850 --> 02:00:57.300
John Bansavich: Okay.

805
02:00:59.730 --> 02:01:02.130
John Bansavich: So now I'm going to join in one of the rooms.

806
02:01:04.020 --> 02:01:05.340
John Bansavich: Let's wait till everybody's in

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John Bansavich: And one more.

808
02:01:10.410 --> 02:01:12.750
John Bansavich: Okay, so I'm going to join breakout room one

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02:03:25.860 --> 02:03:26.370
K. Coll’s iPhone: Hello.

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02:03:29.760 --> 02:03:43.530
John Bansavich: So I visited the different breakout rooms. And I can also send a broadcast message so I can send a broadcast message to the rooms I this is a broadcast

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John Bansavich: Message to all rooms.

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02:03:50.160 --> 02:03:50.670
John Bansavich: OK.

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John Bansavich: I can probably brought a yeah I could only broadcast to all the rooms. A question came up in the other session. Can I broadcast to a single row, but I can't.

814
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John Bansavich: Losing the rooms now.

815
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Okay.

816
02:04:17.670 --> 02:04:19.110
John Bansavich: Oh, okay.

817
02:04:22.380 --> 02:04:23.070
John Bansavich: Visitors

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02:04:24.270 --> 02:04:25.050
John Bansavich: Okay.

819
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John Bansavich: All right. Looks like everybody's back in. So that's how breakout rooms away, man. I let me wait till everybody gets in.

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John Bansavich: Oh, okay. All right. I think everybody's back in now.

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John Bansavich: So that's how breakout rooms work you can divide up as if you're in class and break up into small groups.

822
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John Bansavich: You can designate how many rooms, you want if you have 30 students, maybe you want to pair up so you have 15 rooms larger groups smaller amount of rooms.

823
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John Bansavich: And you can you saw that I broadcast a message to all the groups. So say if I needed to add an additional prompt or just to let them know, Hey, we got five minutes and they know they have five minutes before I close the rooms and we get back together. Okay.

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John Bansavich: Any questions on breakout rooms.

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02:05:19.800 --> 02:05:22.770
John Bansavich: I'm just looking through the chat now. Oh yeah, you know,

826
02:05:24.420 --> 02:05:30.270
John Bansavich: We had a little glitch in the wireless so it may have disconnected. Some people. I'm really sorry.

827
02:05:31.380 --> 02:05:41.670
John Bansavich: Yeah, it was in a room. We had some odd things going on with wireless. Okay, yeah. Even I got disconnected. So, oh, you did. Okay. Oh, let me see.

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Angie Portacio: Christina has a question.

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02:05:43.680 --> 02:05:45.030
John Bansavich: Oh yes, Christina.

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02:05:45.360 --> 02:05:47.010
Christina Purpora: I do. Hi, can thank you

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Christina Purpora: So I'm going to use this. Hopefully this week. There's a culture simulation that I use, where I divide the class in half and they learn different cultures and I was going to do it live.

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Christina Purpora: And I'm wondering if I can do it on zoom. Is there any way for a student in one breakout session to visit the other breakout session.

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02:06:11.040 --> 02:06:11.700
John Bansavich: No.

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No. Okay.

835
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John Bansavich: I could reassign people to different rooms, but that would be as the host

836
02:06:19.890 --> 02:06:20.340
Okay.

837
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Christina Purpora: All right, so I could do that. Maybe for two or three students and flip them and then having you can you set the timer on that.

838
02:06:28.140 --> 02:06:36.840
John Bansavich: I know there's really no timer, but you just set a time and you said you broadcast a message to the groups. I'm going to swap you out in five minutes.

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John Bansavich: Okay, so they just need to finish. And then when you click on the breakout room tab. There's it brings up the list and you could reassign people to different rooms.

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02:06:49.920 --> 02:07:00.600
John Bansavich: Takes a little bit of practice. You know, it's not like you're in the classroom and you say okay, you will be here. Once you switch, switch groups. So you can have fresh have fresh eyes on on the topic.

841
02:07:01.260 --> 02:07:09.780
John Bansavich: Takes a little more practice if you have like, you know, some colleagues, you can test it out with. It's always good to try it out first.

842
02:07:09.810 --> 02:07:11.490
Christina Purpora: Before you do, okay.

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02:07:11.640 --> 02:07:14.160
Christina Purpora: Okay. Sounds good. Thanks.

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John Bansavich: All right, I know that we are, we ran a little bit over but Angie. I think we're going to be staying on for people have additional questions whether on zoom or for Canvas. So we'll just leave it open. And I think there's a small amount of people here that if you want to speak.

845
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John Bansavich: Please go ahead and raise your hand so we can and you can unmute your mic and she

846
02:07:45.270 --> 02:07:46.140
John Bansavich: Was sharing the screen.

847
02:07:49.470 --> 02:07:50.550
John Bansavich: Yeah, they could do that.

848
02:07:51.750 --> 02:08:01.020
John Bansavich: Um, you know, for we had mentioned before, like, see if we're completely online and you still need to do student presentations.

849
02:08:01.950 --> 02:08:06.660
John Bansavich: You know, it's not just the host that can share their screen. Anyone can share the screen.

850
02:08:07.500 --> 02:08:16.530
John Bansavich: So you just want to create a protocol, you have a list to say okay this is the order for our student presentations. First, we're going to have this person virtually, we're going to have Christina.

851
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John Bansavich: The next is going to be Rebecca, then G Mark is going to be on. And then, Greg. So, and you go in order. And so people know when they're, when they're coming up. Okay. And each intern would share their screen do their presentation and then stop sharing

852
02:08:36.840 --> 02:08:38.790
John Bansavich: Alright, so let's see.

853
02:08:40.020 --> 02:08:42.960
John Bansavich: Okay. So, any, any additional questions.

854
02:08:48.330 --> 02:09:00.030
John Bansavich: All right. Looks like everybody's good to go. Then you'll like. It's like we said this is just the beginning. So Anschutz had shown you the site to

855
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John Bansavich: You know, the USA teach cyber resources and the ETS page to sign up to a sign up for a consultation, please feel free to contact us, you know, set up an appointment, you know, this is an extraordinary situation. We're here to help you get you there. Okay.

856
02:09:21.300 --> 02:09:30.090
John Bansavich: All right, I think we're gonna end our time. So thank you very much for joining us. And, you know, just

857
02:09:31.380 --> 02:09:32.280
John Bansavich: Will be there to help you.

858
02:09:33.210 --> 02:09:34.350
Christina Purpora: Thank you everyone.

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02:09:34.410 --> 02:09:37.020
Christina Purpora: Right, as usual, appreciate

860
02:09:38.250 --> 02:09:39.420
Angie Portacio: Have a great day everyone.

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Okay.