Show Notes
Time Stamps
02:20 For those of us that aren’t in the education technology movement can you give us a little bit of that 50,000 foot view and orientate us, and where we should think about starting?
03:15 Quick tips to consider as a starting place for Virtual Learning: 1.) Presence 2.) Communication 3.) Authenticity
05:25 Synchronous vs. asynchronous environments
07:21 What are some ways we can make this virtual environment work for effectiveness?
09:48 Do you have some tips as far as, are there two or three things that come to the forefront of your mind? I think many people haven’t thought about wait time or down time in a virtual domain. Can you give an example or two of where someone might get off the ground trying this?
12:16 What are your thoughts about how we can facilitate, encourage, and coach that engagement in our learners in a virtual environment?
12:52 What is netiquette?
13:47 How does the netiquette feed into this engagement of learners?
16:30 Free collaborative tools available: Google Forms, Google Docs and MindMeister
17:58 Transitioning more to the learner mind and learner perspective, are there any recommendations for someone who hasn’t learned this way historically in the past, to give this virtual learning its best opportunity?
21:04 How could educators monitor this environment to get that valuable feedback?
24:35 A lot of things are changing when we are using a virtual environment. What things are
not changing?
27:28 Outro
Additional Resources:
Mayo Clinic:
Twitter:
· @erhall1
· @MayoFacDev
· #HMICommunity
MedEd/HPE:
Higher Education Resources:
· Chronicle in Higher Education: Going Online in a Hurry
· Recent Learning Scientist.org Blog
Virtual/Remote Learning – 50,000 Ft View
Start simple when thinking shifting to virtual – even if you have to move fast (identity dissonance)
Facilitator presence is key in virtual environments
1. Connect: How do connect with learners?
· Synchronously - Shift to a video conferencing platform (Zoom, Blackboard Collaborate, other)
· Asynchronously – Traditional and non-traditional learning management systems, email, Slack
· Be available and accessible: Virtual Office Hours,
2. Communicate: What do my learners need to know?
· Reduce cognitive load by sharing expectations of learners/ participants – help them understand how to interact in this new context (netiquette – virtual etiquette)
· Audio:
· Video:
· Be Transparent – concise communication key and narrating the flow of the experience (be deliberate)
· Include wait time – not only processing by muting and unmuting technology
3. Be Authentic: How can I maintain my personal touch?
· Address people by name
· Make eye contact
· Encourage, acknowledge, and reinforce contributions
· Reinforce what supporting each other looks like
· Demonstrate appreciation and gratitude
· Have fun – add humor
· Give people grace – we are all in this together
One you have done these three things we are ready to start thinking about:
Delivery: Now, what do I do once I am connected to my learners?
Engagement Strategies and Tactics –Learners contribute to Community
I want to frame this question on the premise that learning is social by nature and science of learning principles. In other words:
· How are we maximizing techniques in which people learn by engaging with others - active learning techniques to organize new learning and link to previous knowledge - exposure to how others think, think critically
· How do we engage learners in retrieval of information, elaboration of ideas, and using specific examples to understand abstract ideas
· How do we plan for learners to thinking about their thinking - metacognition
It is common to think about content first which is important in order to scaffolding learning. Establishing what direction instruction is necessary –
· Essentially how it can be used to a focal point for designing the experience
· Move from introduction of content > exploration > integration > application/creation
So if moving online quickly you may have no other option than to do a synchronous virtual lecture or didactic session until you have time to explore alternative approaches (repurpose existing content). If this is the situation you find yourself in case consider a microlecture or perhaps chunking your lecture into bite-size consumable segments. This allows for using this valuable time together to engage learners with the content. These short segments promote checking for understanding, asking probing questions, ensuring the voice of the learner are integrated.
Also consider recording the microlectures (use YouTube, Kaltura, or podcasting) for repurposing in the future or for playback if learners were unable to attend.
Exploration: Communication and Information Sharing
Chat/Backchannel
WhatApp, Slack
Discussion: VoiceThread, FlipGrid
Collaborative Inquiry: Integrate, Apply, and Create
Breakout Rooms for problem solving
Whiteboard Annotation
Collaborative Workspaces: Google Docs, Padlet
Concept and Mind Maps: Mindmeister
Ongoing assessment and metacognition
Polling or gestures
Reflection: FlipGrid
iAnnotate PDF
Google Forms
Explain Everything
Socrative
Mentimeter
LEARNERS
· Curating content – Ask them what is ready to go
· Synthesize discussions happening
· Creating technology based content for retrieval practice
Differentiating for various learners – include non-GME/workforce
In regards to the current situation at hand there is new information coming in daily in relation to learners and interactions in the physical learning environment. Those updates are being posted on our Mayo Clinic Education homepage at college.mayo.edu
Non-Clinical:
· Pulling-in learner voice early on
· Frequent formative assessments – science of learning principles – interleaving and spaced practice
Clinical:
· Co-creation of knowledge; verbal walking through thought processes
· Virtual Post-It Pearls
· Narrating the feel of the room and the bedside frequently, creating a lot of in/then scenarios
Workforce:
· Just-in-Time resources
· Application
Monitor, elicit feedback, when take action to respond (Correct tool, monitor how things are going)
Synchronous:
Pause and Post
Use the raise hand features or similar non-verbal features
Do what my colleague calls “pulse checks”
Asynchronous:
Ongoing basis – use Brookfield CIQ
Despite technology, what are fundamentals of good teaching
It is about the pedagogy, andragogy – not the technology
Think about the human side of things
Be deliberate as a practitioner:
· Integrate formative assessments
· Engage in collaborative co –creation of knowledge and problem solving
Learn from and with your learners