13:54:58 From Steven Gilbert : Hello out there!
13:57:19 From Saundra McGuire : Yes. We see that
13:58:38 From Saundra McGuire : I don’t see a counter
13:58:50 From John Munro : nor I
13:59:52 From Saundra McGuire : Yes
14:00:33 From David Roth : Yes
14:03:49 From Holly Allen : I’m not hearing any sound…
14:04:19 From Ala Showers, GMU : I can hear just fine, so it’s on your end
14:04:22 From Steven Gilbert : Hello
14:05:53 From John Munro : sound is ok here
14:07:23 From Saundra McGuire : I’ll do it if no one else will
14:07:40 From Saundra McGuire : But we need SOMEONE!
14:07:59 From Saundra McGuire : I’ll just drink hot tea afterward
14:08:30 From Saundra McGuire : Repeat the job of the VOTV
14:09:18 From Saundra McGuire : Thanks so much for doing this
14:14:33 From Carl Thelen : I’m on a chromebook, doesnt see to work for me.
14:14:37 From Saundra McGuire : I don’t see annotate
14:14:55 From John Munro : view ooptions at top of screen
14:15:06 From Nathaniel : on my pc – not seeing annotate button?
14:15:20 From John Munro : drop down in view options at upper right
14:16:01 From Saundra McGuire : THANKS!
14:16:47 From Sharon Hope : I do not see the options button
14:17:22 From Sharon Hope : ok found it 🙂
14:24:43 From Saundra McGuire : Require is better because more people will do it.
14:25:54 From Janice Florent (XULA) : The background noise is distracting.
14:27:27 From Carl Thelen : Here’s my thought: After everyone is comfortable with the online sessions (e.g., 2nd or 3rd session), make the topic about last night’s reading. This way you can gauge how many of them actually did the reading, and they know they’ll have to publicly post about it.
14:27:29 From Flavio : Silence lets T know Ss are working. Online you can’t tell unless you require that Ss turn video on. timing keeps you on task and gets Ss ready for transition.
14:28:05 From David Roth : At the beginning of the session, employ silence to center each participant within the environment. Then at the wrap-up of the session, use silence to review and reflect on what occurred.
14:28:24 From Nathaniel : interesting to have silent time – as host, cant judge cooperation/resistance /compliance: cant tell who is actually contemplating and who is distracted
14:29:05 From Lesya Hassall : instead of silence, I might encourage a side group conversation for reflection. The trick is to bring everybody back to the shared environment.
14:29:08 From Holly : I’ve not taught synchronous, so I’m here to listen from those who have
14:29:27 From Saundra McGuire : Silence gives people time to formulate their ideas. Asking them to write it down makes them clearly formulate them.
14:29:42 From Sharon Hope : Pausing gives participants time to formulate a more deeper response.
14:30:08 From Saundra McGuire : Did anyone think that 2 minutes was a bit long?
14:30:31 From Lesya Hassall : A group is a way to ensure learners are doing the job of reflecting, some built-in accountability
14:30:48 From Sharon Hope : The length of time depends upon the reflection exercise.
14:31:41 From Sharon Hope : Too much noise does not allow for thinking time or foster everyone to participate.
14:32:03 From Steven Gilbert : Future FridayLive! — use of subgroups (breakout groups) in Zoom
14:34:53 From Saundra McGuire : I think silence has to be first so that everyone has to think before responding.
14:34:57 From Steven Gilbert : Subgroups: permanent or varying
14:36:55 From Lesya Hassall : the longer you allow for silence the harder it is to become the first to speak up
14:37:15 From Saundra McGuire : It DOES depend on the question, but I think 90 seconds is good
14:40:35 From Nathaniel : meditators/quakers usually are fine with silence – but in general in american culture we have a hard time with silence at all, sometimes associated with punishment or “silent treatment” …. can be provacative if feels like “silencing” of minority voices by authority figure … important to frame it as activity, part of practice, and start small, build tolerance
14:41:15 From Lesya Hassall : alternate those who speak up inside their groups. Make it a personal and group responsibility to speak up, so that it is not the same person inside the group, hence the idea about rotating speakers
14:41:36 From Sally Gilbert : without practice, folks feel nervous
14:43:14 From Nathaniel : where to vote?
14:43:29 From Flavio : I didn’t read
14:44:14 From Carl Thelen : Can’t find yes/no & other options in Chromebook, only raise hand.
14:44:58 From Sharon Hope : Have not found button
14:45:15 From Sharon Hope : PC
14:45:21 From Nathaniel : i clicked “Participants”
14:45:26 From Sharon Hope : Windows 7
14:45:47 From Sharon Hope : Yes
14:45:57 From Saundra McGuire : You have to put your cursor at the bottom of the screen
14:45:58 From Sharon Hope : I found to raise hand
14:46:08 From Carl Thelen : Yes, in my chromebook participants list, only raise hand is there. My recollection is taht on a PC, theyre all there.
14:47:37 From Sharon Hope : To ensure that the participant is understanding the content
14:47:41 From Saundra McGuire : You didn’t give us enough time to answer the frist question.
14:47:41 From Flavio : What is the learning objective that calls for reflection?
14:47:44 From Carl Thelen : I haven’t got any particulr question, Ive never tried it.
14:47:48 From Giselle Pempedjian : One reason is To make sure they allign with the course objectives
14:47:50 From Carl Thelen : never tried silence.
14:48:18 From Saundra McGuire : We should care about reflection because it really does ensure that more students will actively engage.
14:48:34 From David Roth : Reflection organizes experience into learning.
14:48:37 From Lesya Hassall : Reflection is to explicate that online learners do not simply spit back the learned content, but are cognitively processing it and experiencing intellectual wonder and struggles
14:49:05 From John Munro : reflection (c/s)hould be done “outside” of sync class meetings in flipped classroom mode. how can we get “paid” for silence/reflection during a lecture?
14:49:51 From Donna : I think that reflection allows students to personalize and internalize course content. So far most of the reflection I have used has been written reflection.
14:50:26 From David Roth : Reflection individualizes the learning activity.
14:50:35 From Saundra McGuire : I think reflection can be important for all kinds of learning objectives. For example, if we’re at the top of Bloom’s at create, students could reflect on how they could create a process, activity, etc.
14:50:52 From Sharon Hope : It can bring an experiential aspect if participants share their reflections
14:50:57 From Nathaniel : written reflection could be a bit measureable – in my class we have them do “Reflection papers” following experiential experiment type activity
14:51:10 From Giselle Pempedjian : another reason is making aware what is going on in the learner’s mind and how s/he processing the info
14:51:13 From Lesya Hassall : I agree with Flavio, reflection is evidence of learning beyond a mere score or grade that students are learning
14:51:30 From Saundra McGuire : Great question.
14:51:46 From Giselle Pempedjian : tough to find one…
14:52:00 From Sharon Hope : Knowledge type objective
14:52:00 From Saundra McGuire : I really don’t think there is one.
14:52:05 From John Munro : reflection is learning about learning?
14:52:47 From Sharon Hope : Yes/No answer
14:52:53 From Sally Gilbert : when you’re looking for a factual answer
14:53:05 From John Munro : reflection after session rather than during sync session
14:53:16 From Saundra McGuire : But you could still reflect on WHY you said yes or no, or WHY the factual answer is correct.
14:53:38 From John Munro : playing a musical instrument?
14:53:39 From David Roth : When they have to do an action like wave a hand.
14:54:05 From Sharon Hope : Why would be the feedback–then the reflection would be important
14:54:23 From Giselle Pempedjian : Maybe when they have to memorize something???
14:54:38 From David Roth : Simple actions like waving as instant response, without a lot of relfection
14:55:02 From Sharon Hope : I agree … memorization!
14:55:06 From Giselle Pempedjian : memorization without understanding
14:55:59 From Saundra McGuire : Actually participating in the zoom session was most useful for me. I didn’t know about the annotating tool.
14:56:09 From Lesya Hassall : a place of silence in the sychronous session
14:56:13 From Sally Gilbert : Having a chance to think about this practice is in and of itself valuable
14:56:20 From Sharon Hope : Using Zoom — I believe we have a different version that is why I could not find the controls
14:56:24 From Donna : I appreciate having the readings!
14:56:34 From David Roth : Silence, when appropriate, as a tactical learning tool.
14:56:35 From Holly : The suggestion to keep small groups the same throughout the course…
14:56:46 From Sharon Hope : Thanks
14:56:52 From Nathaniel : Useful to see how even annotating /pump priming can be challenging due to technology issues – and how easy it is to be distracted during silent time when not in the room with each other
14:57:14 From HelenB : Reflection helps the learner realize the results of experiential learning… Early theories of reflection came out of experiential learning, allowing the learner to realize the learning outcomes of the experience.
14:57:47 From David Roth : The map exercise. We needed more understanding of the how to use the tools.
14:58:19 From Holly : I ditto David’s comment
14:58:34 From Saundra McGuire : Are there optimum size classes for this? If a class has 250 students, will this still work well? Also, I’d like to hear more about the pros/cons of “pair”group size.
14:59:44 From Holly : What do online students tell us about the best tools?
14:59:44 From David Roth : How to break into small groups and then when to come back into the larger space.
14:59:50 From Nathaniel : Very interested to see how breakout rooms would work, practical issues like how to “go around the circle” to get reports from each room after their breakout
14:59:53 From Saundra McGuire : What was fascinating to me is that we were generally not responding to Steve when he asked a question. I’m wondering if this will be a huge problem with students. Or are they required to respond to a certain number of questions.
15:00:15 From Donna : I am developing an online independent study course. I have written reflection built into it, but would be interested in learning a variety of ways to incorporate written reflection.
15:00:15 From John Munro : we were reflecting?
15:01:22 From Holly : Donna: I’ve used the “journal” tool in my LMS for reflections
15:01:40 From Sally Gilbert : If you are here today, you are eligible for a discounted TLT Group membership. $53.15 for a year…new or renewal. Email me for an invoice. Not available at the website. Please help us continue to do this. Thanks. firstname.lastname@example.org
15:02:02 From Saundra McGuire : Good point, John. Maybe we should have had more wait time. 🙂
15:02:03 From Donna : Thanks. What kinds of prompts?
15:02:10 From David Roth : Thank you!
15:02:15 From Lesya Hassall : Thank you!
15:02:35 From tanj : Thank You!
15:02:49 From Flavio : Canvas uses “Discussion” feature.
15:02:56 From Nathaniel : thanks everybody
15:02:56 From Saundra McGuire : Thanks. This was very helpful.
15:03:47 From Flavio : thank you!
15:03:53 From Giselle Pempedjian : Thank you!
15:03:53 From Donna : Good food for thought, as always. Thanks.