I am Katie O’Keefe I am a an instructional designer and I am assigned to the teaching and learning Department uh here in the College of Education and human ecology um I have been with Ohio State for about seven years now and have been in instructional design for all of those seven years uh this is a a second career for me uh I started out as a Church musician as a Church musician for a very long time and then decided to go back to uh school to get my degree ended up in philosophy and somehow landed here so but you know that’s that’s how it goes so um I’m just going to go ahead and get started uh I’m going to be camera off for this this portion uh and I will not be able to see you because I’m missing a screen so um if you have a question I will stop at certain points to ask question uh to ask for questions um but if you have one that really can’t wait throw it in the chat for me so that I can uh so that I can see you okay thanks okay um so let’s get started here this is digital pedagogy what is it and how do you identify yours this session is being recorded it’s a live transcript is available now if you uh need it uh here’s the agenda we’re going to be doing foundations of D digital pedagogy uh definition and structural details the crash course and community of inquiry framework and a quick review of a Tac model for technology use uh we’ll also be discussing strategies for digital classrooms actual strategies you can put into practice right now and uh how to put it all together and make it make sense so for the foundations of digital pedagogy let’s start with the definition uh digital pedagogy is a technique for working and learning with Technologies generating new flexible Rich quality learning experiences and the emphasis is mine because I want you to realize that it is a technique and it needs and it can be honed it can be changed if things change so the idea is to to create a flexible uh framework for yourself that can grow with you and can grow with your students as well and your content because your content changes too um so and then also it’s about learning with Technologies and not Technologies uh being used necessarily um previously digital pedagogy has largely been equated with using technology to teach and that’s I I want to get away from that a little bit and start thinking about it as a an aid to teach rather than just a shiny new toy all right so we have several versions of digital pedagogy Frameworks I’m going to start with the oldest one and show you the newest one and then show you the one we use so it I won’t belabor it because there are lots of them um what we have here is commun computer mediated communication this is the earliest model and it’s a tech first approach uh the main features here are technology attributes uh learning activities learner differences and learner interactions so as you can see it goes in from the outside edge uh and Technology kicks it all off so what is the technology you’re going to use to communicate with your students technically absolutely every everything that we uh that we do online is a computer mediated communication model because we are actually using a computer to communicate so even if all you were doing was sending emails with content uh for them to do and then send back to you you would still be using a computer mediated communication model everything clear on that one all right cool all right the next one is a honeycomb model and this is really complex all right but basically the essential Foundation teaching and learning roles relationships and structures and learner centered systems all combined to create an empowered learner um so that’s the the center of it is the learner itself and everything grows out from there and it’s all colorcoded and very cool cool you’ve got the essential foundations here you’ve got uh the roles in relationships so it it uh defines this as a co-designers of learning the students are co-designers of learning uh the educator is a coach uh the students are co-designers of assessment also um you’re using the community the learner and families as resources this is a very like I said complex version but it’s really really powerful I think this could be a really great thing if you want to dive in deeply to pedagogy digital pedagogy specifically um but it’s not something that’s easy to bring to mind and it’s not something that’s easy to remember in particular uh because there’s just so much information here so let’s take a look at the next one this is the digital pedagogy framework that we use and it’s called the community of inquiry model uh does anybody have any experience with computer of inquiry uh no community of inquiry okay so let me um just kind of give you the the lowdown here it was developed in 2001 focused on the techniques that we use to create the educational experience and the main features are social presence cognitive presence and teaching presence and the educational experience is at the center so not really the students but the students experience is at the center all right so let’s take a closer look at this model so you’ve got social presence uh which is about how the students interact with each other and interact with you how do you make them feel comfortable how do you make them feel safe so that they can share accurately and and and fully um and how do you keep the ball rolling if everything gets stalled out those kinds of things are social presence so then you’ve got cognitive presence cognitive presence is all about what are they learning how are they learning it um so a lot of what you do when you prepare for a course is based in cognitive presence what do I need the students to know those are in the learning objectives and now I’m going to take a look at um you know how I’m going to do it right and so that’s the cognitive presence and that is all wrapped up in teaching presence so your teaching presence is all about how you show up for your students and you show up in a lot of places not just in a video uh where you can uh uh see them eye to eye so to speak but you show up for them in comments on their on their coursework you show up for them in comments on the discussion board you show up for them in the uh activities that you’ve chosen to weave into your course so that’s how you express yourself to your students above and beyond the usual things like I made an announcement or I did an overview video so that’s that’s a lot of information so let me pause here does anybody have any questions about the community of inquiry model because this will be important later you will see this again all right uh then we have a framework for integrating technology this is important and I’m kind of doing a review of this because we we presented on this last month uh and the video for that should be up fairly shortly um so you can watch it but I want to give you an overview of it if you haven’t run into this model before uh the point of teac is to understand how to use technology that teaches Concepts to in a way that enhances the student learning experience so in that way it does Tales very nicely with our community of inquiry um because it’s about the learning experience in the TAC model technology is not a silver bullet to cure teaching challenges so it’s not going to be a tool that you use to solve a problem that is that is always with you forever like how do I get students to engage you will still have problems with engagement whether you have a Nifty new tool or not so for best results we’re using Tac to figure out how to use the tools in the context of the content your pedagogical knowledge and you your and your students technological knowledge so if you are not comfortable learning a brand new tool in two weeks you might not want to pick to use that tool um if your students kind of struggle with you know grasping the content and learning a new tool you might want to defer and make that a lower Stakes uh assignment so they get used to the tool before you do something on a larger scale so any questions about Tac I I know I’m like blazing through this is a bigger uh thing so to to kind of encapsulate the way we think about using Tac is we look at the content decide what kinds of tools might be good for that content you will take your pedagogical knowledge and say hey you know what these tools here are not going to work because they don’t address the thing that I need addressed all right uh or this one is perfect for us and then you go to Tech technological knowledge and say okay this is definitely um outside of my bandwidth and I want to put it off or this is very definitely the perfect thing for my students and for me to have robust discussions and I’m going to use it and uh that’s that’s kind of how that works any questions okay Bo I have chats I am really sorry you guys okay all right um moving on to the next one strategies for digital classrooms so um we’re going to take a look at active learning strategies for online interactive video and reading content and creating community and asynchronous discussions and I want to point out to you that my goal here is to show show you how to do some of these things asynchronously because that seems to be where the university is moving at this point and I want to make sure that we’re giving you the best information and the most useful information for you that is not to say that these uh tools could not be used in a face-to-face classroom or in a synchronous classroom it’s just that I’ve crafted them so that they can be used in an asynchronous classroom in this case all right so and active learning strategies active learning strategies uh is learning through activities and or discussions that emphasize higher order thinking and often but not always involves group work um so I’ve got a few examples here I’ve got the think pair share uh I’ve got the Contemporary issues annotation which I think is a really cool one um you take the you have the students take con content from current news news articles to explore the connections from things that are actually happening in their field or in the world right now and then uh you’ve got active reading documents which guide students through the required readings by asking questions to support critical thinking and you can do that in a couple of different ways that we’ll talk about a little later on um there’s also collaborative note-taking which is uh assigning a piece of note you know uh a collaborative document that you can either um give them prompts or incompl complete notes and have them complete them or just have them just start with a fresh blank page and note together uh asynchronously on the on the work that they’ve been asked to do that week um there is also a jigsaw students are working in small subgroups here to develop uh specific knowledge about a small piece of a larger uh issue and um then they teach what they’ve learned to a larger group and asynchronously you could do this with Wiki pages in Carmen you could also do this uh with u.osu uh blog um there are several ways you could do it you could do it with flip grid which would be really cool because then you’d have like a video representation of the folks in the in the teams so so um that would be a nice way to work with a group but also stay asynchronous and uh stay true to uh what we need to get done all right that was super fast but we’re moving on to video learning here are four ways to use video other than lecturing because everybody knows that you can lecture I will tell you that it is most effective to keep your lectures to five to seven minutes per bite now when I say that usually professor’s heads explode so let me explain um because it’s really hard to distill a bunch of information that you’ve gained over the last 20 years uh to a f minute uh conversation right um but what you need to realize is that you don’t have to take on the entire the entire thing you can just take on a tiny piece of it the most challenging piece of it the thing that you really want the students to hear your voice and see your eyes about uh those are those are things that uh that you might use uh to make your lecture a little more easy to digest break it up into smaller pieces and just really focus on the things that usually give your students trouble but here are four ways to get past doing that uh other than lectures so you can do an overview video which is a quick introduction to the material for the week or the lesson or the module you can do a wrap-up video con also uh which is a summary of the material or a review of a spef specific concept or topic um I’ve also seen people use uh these as a way to connect last week’s work with this week’s completed work and then how it’s going to connect to the next week as well that actually helps to give some cohesion to what the students are learning um explainer videos explainer videos are an introduction to new activity or discussion or walk through explaining how to complete something so for example if you were going to say use hypothesis to do uh social annotation you might do an explainer video with your for your students that explains how to log in how to find the the the part that they need to be annotating uh that would be an explainer video now all three of those are very passive uh in their in their context so the students are just watching them and gathering information this next one is a little more interactive uh so the students have to do something about it so you’ve got respons videos you can record a response video to a class discussion or an assignment and you can do this right in Carmen discussion boards uh it’s it’s really great and actually you can have the students also return a comment in in a video form in the discussion board if you want to um you can also um you can also have them do something in flip grid where you are presenting and they respond and then you respond to their their responses so that’s a much more interactive use of video uh overall any questions about all of that that’s it’s a lot Active Learning and video learning I have a question okay all right just stage directions all good okay I’m holding you to it um let’s take a look at four ways to use interactive videos and readings to build instructor and cognitive presence these are the rest of the interactive video and reading uh tools so you can do a critical point video which uses a video to explain a more com complex concept and then ask questions within the video to be sure that they understood this is something that you can use with a YouTube video this is something uh you can you know create your own video and use it you will need some assistance from an instructional designer uh because we use h5p which is a a licensed product uh that IDs use to create these kinds of interactions um so what we would need is your video and then we would take uh and we would need your questions what you want to know and where they need to go you know what time stamp they need to go in and then we would put them in and then the students will be watching the video along and then uh come to the question answer the question and then move on through to the next question um and there are several different types of questions you can ask you don’t have to just ask multiple choice questions you can also ask things that require a short answer or that uh require people to sort something um it’s actually a really powerful little tool and we’ll use that in uh the tour video which is a facility tour right that takes the student from Station to Station and has them complete activities at each station I created something like this for dri price Dennis um last year and we are expanding it this year and I’m really excited because I get another crack at it now that I know what I did wrong and I can fix it um so uh we also have a branched Activity video um branched activities are really really cool and uh very timec consuming to make so if you want a branched Activity video so say you’ve got students that have to know how to handle a situation if it arises or and sometimes those situations can be really complex um you might want to create a branched video uh branched Activity video that allows the uh students to walk through everything uh so that uh they get to make those decisions in a safe place where it doesn’t matter if they get it wrong they can just go back to the beginning and learn uh what they did wrong and and how to fix it uh these are timec consuming so if you want to do one of those I suggest getting with your uh instructional designer uh early on the semester before you want to deliver it so that they have time to develop it uh but we love doing this kind of work this is like our our favorite thing all of us um so uh please please do a branched Activity video for us please um uh then we also have interactive readings with an iid’s help you’ll create a set of questions or other knowledge checkpoints within a reading in Carmen canvas so you’ll be going along in canvas and much like the video you’ll come upon a question that you need to answer in order for the next uh piece to to uh appear so that your student can read it any questions about interactive videos and readings nope all right moving on creating community Through asynchronous discussions uh this is for the times when post once respond twice is not going to cut it um because we’ve all been on discussion boards where we’ve had a post once and respond to two different people uh and it the discussions are just about as Lively as you might imagine with an instruction like that so here are some ways to get around that ask for reflective posts where you build questions that ask your students to reflect on their own experiences do a virtual jigsaw again like a like the jigsaw um you’ll have them discuss sections of the readings in small groups and when they reach consensus you’ll have them create uh a central place to report out to everyone so they can read it and then there’s social annotation you can use a tool like hypothesis to assign readings and annotations on your readings and uh you can also issue a PDF or a or a doc a Word document and have them leave review comments if you don’t want to add a tool to their to their load uh though hypothesis is really simple the nice thing about doing social annotation is that the students will create um conversations with each other around the actual text that they have in front of them which is really great because that really gets them to dive more deeply into the the uh content that you’re that you’re putting out and it also uh builds some some social presence as well all right any questions about that very very quick drive-thru strategy land nope okay so here’s how to put it together um we’re going to start with something a little Whimsical that I I think you will be amused by um I want to talk about how granimal informed my D digital pedagogy um and if you don’t know what Gran animals are uh I I have a way to explain that so here we go they are were a 1970s and 80s clothing line that matched up uh by a tag for easy item coordination uh the tags have a color marking and an animal symbol welcome to 197 5 this was uh this was my life I was six so granimal oh hey check it out Stevie Nicks it’s a beautiful thing all right so Garanimals is a um is a was a was a way for kids to take some ownership of getting dressed and not look like you know they dressed out of the the dress up bin so um I have seen in my years uh my husband was a retail clothing salesman uh they had something very much like that for men in the 90s which I thought was hysterically funny um so this kind of informed how I was thinking about how to pair these things up in a way that made sense uh fairly easily so let’s take a look now no we’re not going to watch it again okay so we’re going to synthesize a digital pedagogy all right so you’ll see that I’ve got my community of inquiry over here again uh I’ve got social presence which is a pink triangle a CO I’ve got a blue circle here and then I’ve got a kind of orangey pink Coral uh Pentagon here down at the bottom so I’ve taken kind of a a sampling of the e-learning strategies and tools that I’ve developed uh some ideas around uh maybe for my class maybe and uh I’ve like put you know the kind of tools that I might need uh to get that done and then I have red all of them to tell me whether they match the social presence the cognitive presence or the teaching presence so um I know that this is going to match the teaching presence the social presence and the cognitive presence uh for uh uh class so this is a really highly desirable uh tool maybe and and strategy to do um same thing here with the jigsaw and also with the reflective posts in Carmen but like interactive branching scenarios aren’t really social by their very nature they’re very individual because that’s what they need to be um so they don’t really hit the social Mark but they do hit the cognitive presence and because you created you know it’s the teaching presence as well so um the interactive reading the explainer video the overview video we talked about this a little bit that these were all individual things and really these are um I I wasn’t sure that I want wanted to put cognitive presence in with these but I think that they are a cognitive presence because it’s helping you to frame up what you’re going to do for the week uh or frame up what you’re going to do for a specific uh uh activity so any questions about this because I’m going to add on to it in a minute okay I have a question this is Terry yes so I’m just uh well let mean just askas it at the risk of looking ignorant but so not at all so I’m I’m assuming I’m correct cognitive presence is that the instructor’s cognitive presence is present um it’s cognitive presence is so that the student’s cognitive presence is present you’re okay you’re you’re trying to draw that out of them okay all right yeah same thing for social then then it’s drawing the students into a social setting yeah yeah okay yeah got I I think I think we all are part of that ecosystem yeah so this affects all of us just the students and the and the instructor but I think it’s really that cognitive presence is really more about having the students build that cognitive understanding of what you’re trying to teach them okay okay cool oh no problem anybody else have questions questions I’m happy to entertain them I have this nasty habit of being too quick with my presentations okay so personalization you know thyself and this actually at the bottom is the inscription over the Oracle at deli’s um uh Cave sorry philosophy student um which says no no th myself only in Greek and I’m not going to try um so um the uh you know yourself you know your content and you know your student skills better than anyone else in the room so it’s really important to bring that to planning and your pedagogy because you know yourself you know your skills and capacity for change you know your content you know know what they need to know versus what it’s nice to know and you know your student skills you know their technology skills you know their content knowledge you know where they’re going next and you know it better than anyone else which is why when we go to help design courses or help to consult with you if you’ve already designed the course you just want to spice up one activity we come to you knowing that you are the one who knows best and we’re just helping we’re we’re Consultants so just be aware that when you go into this you need to be thinking about well so what is my what am I able to handle what’s my bandwidth you know what do they really need to know and what kind of Technology are they going to be able to handle the students and that becomes important because we’re going to check back into this teack because if you know your content and you know what kind of pedagogical knowledge you have and you know what kind of technical technological knowledge you and your students have then you’re going to be able to make good decisions about what to put into your course so with with regard to Tech these are some questions that you might want to ask yourself how well do you know the tools and strategies you picked how easily can you pick them up do you have time to learn or prepare the tool or strategy how Adept are your students with tech for pedagogy how well does this strategy or tool fit in with the way that I teach does it help me make the ideas and skills clearer or will it get in the way is it going to be harder to learn the tool than it is to teach the concept in other words and then finally for Content how well does this strategy or tool fit in with my learning objectives does it help me make the ideas skills clearer or is it going to get in the way again and I know that’s the same question that I asked for pedagogy but it’s the same for the content knowledge it’s just kind of like this is a way to kind of look at Tac in a in a critical way once you’ve picked out some of the uh the strategies that you want to adopt right your going to test how well you know yourself by asking yourself these questions and seeing you know what you come up with because you may come back with things that you just decide you’re not comfortable using and that is what this is all about so this is finally synthesizing you know the the uh digital pedagogy um and as you can see we’ve added a we’ve added a uh a Tac check um does it hit all the marks then yes we’re ready this is not ready we’re not ready to do flip yet yes anesthesia what’s up hi I just want to say I love this idea and I love the idea of of creating a table and making it really um I guess less scary I think for people who don’t have any experience with online pedagogy or any learning um techniques for online and um I think we’re going to need as a college in order to really move in the direction we want to go with um our online offerings with just courses or programs or certificates or whatever I really think we’re going to need more like this um like a lot of handholding I mean essentially but in a way that makes it less scary and then I think if we just get a few people like a few core people to really take this step and do this then we can bu build on that just just want to mention that well thank you yes um we actually have some plans around that so uh my team and I so uh you’ll be seeing this again um so uh let’s take a look here uh does it seem to be give a well balanced educational experience and what can be done to improve it or add some of the things that we couldn’t get done so uh you’ll see that we have that we’re not ready to take on flip um but we uh don’t have enough time because we we are behind in the ID department or you know or there’s two weeks left until the semester and we said can we do this for the next semester so there was not enough time so uh We’ve dropped these um so we’re left with our active reading documents like hypothesis and uh our overview video and our explainer video um and then we’ve got our reflective posts in Carmen and and interestingly uh we’ve got we’ve still got two that fit all three but uh we don’t have um we have two that don’t fit all three so we’re um looking at these active reading documents and reflective posts and realizing that many of these can be done over a whole year so you’ll uh over a whole semester so you’ll be doing it weekly so that’s still building a good solid social Foundation um while um uh balancing the overview videos and explainer videos so you still have that social aspect and it’s not lost to everyone so okay so uh any questions about this one this is kind of the the finished product so to speak um you could do this on paper just like make a list on ruled paper and do it up that way you can also do this in Excel um you can use uh symbols uh as your categories um or just make um columns and check them off um that might be any easy way to do it I just liked the uh color and the and the uh kind of whimsical of the of the shapes uh just because I I just I saw this and thought Oh G animals um so uh but if that doesn’t work for you there are other ways to do it um what do you think uh we could do to improve uh our outcomes here on this list or add some of the things that we couldn’t get done anybody have any ideas do you mean like how can we make the yellows not yellow how how how could you make the yellows not yellow yes okay that’s that’s one piece of it the other piece of it is you know um did we choose the right strategies should we have chosen different strategies you know well I think when when I’m thinking about uh for example I learned jigsaw uh a few years ago and I I I never felt ready and I thought you know what I just have to do it and it you know it didn’t work out the first time but that’s okay I understood what didn’t work and and now it’s an integral part of my digital pedagogy so I would say that if you don’t think you’re ready to do something the students might have done it in another class anyway or if you just are really honest with them and said I’ve never tried this before I don’t know how it’s going to work let’s see what happens yeah transparency is a big key to making active learning strategies work and the other thing might be to just do the first part of it like in the jigsaw that I learned you do the you know you do the smaller groups and each group learns a topic and then they go back to original groups and then they share out and so it was a three-step process yeah okay so I only did the first step yeah first time just to see how it would work yeah that makes good sense and you could do that with the interactive reading too um with the hp5 you could just do you know if you were thinking of doing I don’t know five or six paragraph article maybe just do one paragraph with one question the students get used to it as a as a tool and you get used to it as a tool and it’s quicker to set up yeah yeah yeah that that is largely dependent upon um n ID’s um an instructional lers um capacity um so is that because the license is too expensive yeah the licenses are super crazy expensive and so we have I think we have five licenses and uh uh the uh Del team kind of manages those but um there are other things available out there that will do this same kind of thing for you um so th those are things to to for me to explore and tell you about later so very good anybody else have comments Anastasia already uh shared that she felt like this was really helpful um anybody else have thoughts on it would this be a good tool for you is this something that you could use okay well I’m going to go ahead and um like move forward here quickly so um what are the next steps so you’re going to begin building your course activities and engagement points uh and um you once you’ve kind of nailed down what your pedagogy looks like what what tools do I have in my belt what could I easily get in my belt um and um what’s my what’s my foundation for all of that um and then visit our online teaching resources which are go.osu.edu uh online teaching um and then uh watch for more cdli events because uh we’re con ly having them uh they’re very much like this they’re highly packed with good material good information that can really help you um can really help you grow and feel more comfortable in digital pedagogy and this part this spring in particular we are going to be really focusing on asynchronous uh learning strategies um for for the spring so be sure to kind of watch for that um I think it’s going to be really good uh we’re going to get the whole team involved and uh I think it’s going to be um an outstanding spring for professional development so all of that being said this is the end of the line we are done um if you guys have anything that you would like to uh share or questions that you have last minute questions that you have please please let me know um I am happy to answer them uh otherwise you’re getting a calendar refund of five whole minutes
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