1. Live Online Sessions: Designing for Interest and Interactivity
Janine Lim
Associate Dean, Online Higher Education
Andrews University
| Twitter: outonalim
blog.janinelim.com
Live online sessions can be a webinar, a videoconference, a class session, and other formats. The live online session is very close to the experience of a face to face class or group interaction. However, there are some key aspects that need to be done well for the best attendee satisfaction and for a quality learning experience. We will explore strategies for generating interest, catching the eye with appealing visuals, and engaging the brain with both human and content interactivity. Boost the quality of your online live sessions by implementing new interactive strategies!

2. My perspectives… ...Teaching online since 1999
...videoconferencing since 1998

3. How many of you are teaching via Zoom?

4. 1. Designing Zoom Learning 2. Generating Interest 3. Catching the Eye 4. Engaging the Brain

5. What makes for a poor Zoom experience?

6. Lack of Human Connection
Image credit: pixabay

7. Multitasking and Inattention
Image credit: pixabay
Multitasking and Inattention

8. Confusing or Unclear Message
Image credit: pixabay

9. Audience & Delivery Implications
Why do your students choose online?
Where are your students physically located? How far do they travel to visit campus? What time zones are they in?
What kind of Internet connection do they have?
Are they working? What are their typical work schedules?
What does this mean for teaching and support services?

10. Delivery Considerations
What are some barriers students have to attending live?
Why might students want a live class session?
What learning outcomes need live interaction?

11. Asynchronous Online Could be Synchronous Online
Presentations by students
Consultation/conference
Discussion boards
Field trips
Group activities: read/write/project
Simulation / active learning
Lecture
Multimedia
Orientations
Presentations / guest speakers
Assessments / exams
Assignments
Case Analysis
Clinical Field Application
Instructive Feedback
Multimedia
Discussion Forums
Papers, Essays, Reflective Journals, Research
Portfolios
Simulations
Quizzes, Self Assessment
Library work
Tutorials
Note that there’s ways to do the left column asynchronous too

12. Observation and reflection
Kolb’s Experiential Learning Cycle
Concrete Experience (doing / having an experience)
Observation and reflection
(reviewing / reflecting on the experience)
Abstract Conceptualization (concluding / learning from the experience)
Active Experimentation (planning / trying out what you have learned)
Zoom activity or offline
Zoom or offline or asynchronously
Out of class – rich content
Zoom class discussion or online discussion forum

13. Delivery Considerations: Your Turn
What learning experiences should be:
Asynchronous online?
Synchronous / live videoconference?
On campus?
Some reasons for live: A sense of community
Human connection
Networking
Quality Q & A

14. 1. Designing Zoom Learning 2. Generating Interest 3. Catching the Eye 4. Engaging the Brain

15. Starting Well “Can you hear me now?”
Greets students by name prior to start of class
Starts recording before class begins
Photo Credit: Jazz Workshop, Creative Commons Licensed
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

16. Scaffolding: Materials & LMS
Materials are well organized and ready for easy access and seamless presentation during the session
Briefly reviews key learning outcomes in this week’s pre- recorded lectures and assignments without re-lecturing on materials already covered
Explain scaffolding
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

17. Engage the Adult Learner
Begins class on time with a quick poll, visual prompt, current event, or discussion topic to engage students
Prior knowledge
Work experience that connects to the content
Why this content matters to their work
Photo credit: Pxhere
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

18. Human & Cognitive Interactivity
Beginning Access prior knowledge, set the stage, activate thinking
Middle Use of the pause in lectures (reference); attention for 10 min. etc.
Ending Application, next steps, next action

19. 1. Designing Zoom Learning 2. Generating Interest 3. Catching the Eye 4. Engaging the Brain

20. Catching the Eye: Faces
It’s a video medium – as close to f2f as you can get with technology mediated communication

21. Catching the Eye: Lighting
Figure out how to include this – or jump to it –Lighting -

22. Design Slides for Zoom

23. Catching the Eye: LearningHub
What should your LH site have when you are using mainly Zoom?
Zoom widget
Headers & contact info
Still organize sequentially
Zoom setup – use the same link for the whole semester

24. Catching the Eye: Slide Design
Organize presentation around 3-5 main points
Research suggests that only organizational,  explanative, and conducive decorative (retrieval cues or evoking positive emotions) visuals promote learning.
organizational
© Wellbeing Herbs
explanative
Photo credit:
Source: Useful online learning:

25. Image Sources thenounproject.com www.morguefile.com
Flickr Creative Commons
Google image search, Tools, Usage Rights

26. 1. Designing Zoom Learning 2. Generating Interest 3. Catching the Eye 4. Engaging the Brain

27. Strategy: Q&A
Ask questions to prompt questions: How do you see yourself using what you learned? What else do you need to be able to implement what you learned?
Wait. Count to 10. Wait.
The importance of wait time Prepping thinking - ask them questions to prompt their questions - how do you see yourself using what you learned, etc. The worst way to get questions: Any questions?
Image credit: pixabay

28. Strategy: Apply & Connect
Gives students the opportunity to APPLY key learning points utilizing polling, breakout groups, Q & A, student presentations, and other interactive activities
References specific examples of individual homework or discussion forum posts during the week to model exceptional academic performance for the class
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

29. Interaction with Students
Makes effort to engage each and every student at least once in discussion
Takes time to thoroughly answer students’ questions
(For more difficult or student-specific questions, offers to meet after class/during office hours to discuss)
1999 training on teaching via videoconference – keep a list of your student names beside you and tick off as you interact with them
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

30. Strategy: Backchannel Chat
Assign a student or a couple students to monitor/moderator the chat
Watches for questions; ensures interaction & involvement
This is an elementary classroom strategy but works great in a videoconference class
Image and Idea Source:

31. Strategy: More Classroom Jobs
Photographer - snap pics and text out to remote students as needed
Camera operator – ensure that the speaker is on camera
Worship leader
Welcome facilitator – roll call & student generated questions to share a few words, phrase or sentence of prior knowledge on the topic
Geek squad – Assistance with technology

32. Strategy: Groups / Pair Share
Zoom breakout rooms
Mix onsite & remote students in groups (use the hall, corners of the room; be mindful of audio)
Pair-share – in classroom turn to your neighbor; remote use the chat room
Groups meeting outside of scheduled class time
Scaffold the group work with thorough task design and instructions
Ask me if you want an example of instructions for a videoconference group

33. Strategy: Polling Gauge your audience Share diverse views
Stimulate thinking
Show the results - give a reason to look not just listen
Poll Everywhere or built in Zoom Polling

34. Strategy: Silence It’s not TV. You don’t have to fill every minute.
Wait time: Stop and let attendees read a slide
Visual silence: Use “b” or “w” in your PowerPoint to go to black or White blank; or stop sharing your screen.
Pauses in lectures (WAIT):
Jot down a note
Think about…
Write an example in the chat
Janine
Bachhel, R., & Thaman, R. G. (2014). Effective use of pause procedure to enhance student engagement and learning. Journal of Clinical and Diagnostic Research, 8(8), XM01–XM03.

35. Effective Handouts
guided notetaking, activities, or detailed map of information Places to write - that’s places for learning to happen; I’m expecting you’ll get value; giving space to act on it Don’t give out your PPT; give a handout instead Main points, places to write
Send ahead of time

36. Ending the Zoom Class
Previews next week’s learning outcomes prior to end of class
Ends class on time
Stops recording at end of class and before meeting with individual students
Photo Credit: Videoconferencegear.com
Source: Best Practices in Facilitating Synchronous Sessions – USC Marshall School of Business

37. What is one thing you are going to do differently in your next Zoom class?
More:
i.e. raise awareness, transfer content knowledge, mentor, build skills, share pedagogical knowledge…
Awareness
Practice
Sharing
Peer Coaching
Mentoring
Togetherness?
Sharing resources?
Lesson planning?
Transmission of information?
Practice team teaching?
Brainstorming?
Skill development?
Study groups etc. – see the pics I took
Plus academic credit vs. not…

38. Questions… Comments… Janine Lim
Associate Dean, Online Higher Education
Andrews University
Twitter: outonalim
blog.janinelim.com