Transcript:
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And we'll make sure that there's a link provided and emailed out to everyone to find these recordings too. So with that in mind, I'm gonna go ahead and start the recording.
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And we're on.
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So, joining us today from ETM we have John Robertson.
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And you can see his, his nice long title, and his contact info here, myself I'm the associate director. We also have Debi and Brennan who are both instructional designers and ETM.
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We also have two other staff members.
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Dom and David, who are our videographer and our graphic arts designer.
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They are in our office and are available to meet but I don't have them listed here because they're, they're not currently in the session.
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But our website has everybody's contact info.
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So real quick before we get started I wanted to share this quote, and I hope, as, as we go through the materials and talk about community, that, that this quote will be on your mind and you'll be thinking about how, how you think about community and how
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you can be intentional with community.
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So the quote is by Jean Vanier.
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And it's from community and growth on page 20, and he writes that in community people care for each other and not just for the community in the abstract, as a whole, as an institution or as an ideal way of life, it is people that matter to love and care
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for the people that are there, just as they are. It is to care for them in such a way that they may grow according to the plan of God, and thus give much life.
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This is not just a caring and a passing way, but in a permanent way.
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So our session overview today is we're going to talk about community and context of SPU creating welcoming digital spaces and underneath the umbrella of welcoming digital spaces that ethic of care, social emotional learning trauma informed and supporting
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should have fixed that ELLs text it should be multilingual.
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We'll also talk about interactions and presence.
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And that's more focused on digital spaces again, I should say, and then further humanizing your digital spaces as well.
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And so real quick, we're going to have an activity where hopefully you can pull up this website, and if one of my colleagues could put it in chat, that would be great.
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But you can go to the website, pull EV. com slash ETM K Park, or you can send a text message to 376 or seven with the word at ETM K Park, and that will join you, to our activity.
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So soon as I go to the next slide.
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It might say when you first go there, that there's nothing up.
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But now that I'm here on this slide, the page to load the activity should be available. And again at the top, you should see the the web link, and the texting options.
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But anyway, we were hoping everyone can do is share words, things that you think of when you hear the word community. And so you can text those responses, they can be one word, they can be multiple words that's okay, you might have to use a hyphen if you want
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your words to stay together as a phrase.
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And I'm real quick going to deal with this frozen bag of vegetables that's just been handed to me. I'll be right back
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I had to run and get my phone so I could do this, it does anybody want to share again where we're testing it to an ETM?
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Yeah, well I now I see the chat, sorry, Sorry I didn't copy it on this remember.
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Thank you.
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You can also submit as many times as you want to. So there's, there's no limit to sharing here.
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These are all great. I love seeing our word cloud grow and change the word cloud works in that, if, if I were to submit it multiple times then it gets bigger.
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So that also means that other people are submitting some of the same words too so that shows that we have a lot of shared values as well.
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In terms of what we think of when we hear the word community.
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And I'm wondering if anyone wants to share either in chat or verbally about anything that they they shared in the word cloud. We don't have to, I can certainly move on but just want to encourage you to take a look at these values and if you want to share
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you're welcome to yeah john, we can't see the word cloud.
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Oh, you can't see the word club. That's weird.
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That could be.
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One moment.
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What did I do
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show title limit responses.
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It doesn't actually let me choose to share.
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Okay.
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We do this real quick.
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Cancel.
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Sharing real quick.
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I did not know that that's where
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they just updated the app so we'll roll with the technology issues. Anyway,
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this is, this is the pole and these are the results the words hopefully it's big enough for you to see.
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And we can see that space and joy are particularly large belonging.
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And there's a lot of different words here.
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And again, if anyone wants to share why they submitted what they submitted, you're welcome to either use the chat or verbally.
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But I think there's a few things that that at least I observe, which is that we have overlapping values but we also see community and feel community very differently, too.
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And I think that's, that's a good representation probably of, of what students are coming in with and into the classroom is that there may be some overlapping values but there's going to be a lot of different values and different perspectives coming into
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class when you talk about community what community looks like how much someone participates in your community.
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So, even if we make the space not everybody's going to join it sometimes.
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But at least the space is there and available when people want to.
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And apparently I have food arriving.
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Switch back to the presentation.
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Okay.
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So, I'm moving into what helps create a welcoming digital space.
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One of the things we think about as a welcoming course. And when I'm talking about a welcoming course I'm also talking about it, not just in terms of that initial introduction time where we're meeting everybody for the first time, and creating, we're
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really talking about creating a welcoming course is the duration of your entire course, it's all of those interactions to create opportunities where the space is welcoming.
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So,
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excuse me.
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There's four main areas that contribute to creating a welcoming course in an online space, your visual content, and this is specifically focusing on the course design, I should say, which is your visual content.
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Your verbal content, your interaction design, and your visual design, and we'll talk more about interaction design because that's actually a, if I were to divide that up into pieces of pie.
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I might say interaction design is a bigger chunk of the overall pie, then potentially the other three, they all contribute to make a welcoming course and they all need to be balanced.
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But I think the interactions that you designed in your class are going to be probably where a lot of the work is going to happen to create your community.
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So all of these work to create together to create a sense of belonging.
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But again, it needs to exist throughout the entire term. So not just at the beginning.
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So why does welcoming matter.
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Welcoming in belonging matter because they have a huge impact on achievement and persistence and students, whether that's uncertainty about belonging because of their social group so so dealing with stereotype threat.
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If they're seen as less capable and other social group peers are than they're working memories actually affected.
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And so all of that contributes then to persistence decline and impaired learning.
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And we want to do is try to combat that by reducing those threats and creating a psychologically welcoming space.
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So, you know that that homepage that students hit as soon as they come into your class.
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I was at a learning lab and someone shared a story about how they were teaching.
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Want to say like a yoga class or Zumba class or something. But they were running late so they hadn't made it to the classroom yet and so all the lights were off, there wasn't anyone there.
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And this one student arrive.
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But they were new and they didn't know what was going on if they were in the right place. If the class was still on or if it was cancelled and all sorts of other things.
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And if you think about that in terms of an online class, there's something similar happening there to where students are coming into this class space, this digital space, and there's a lot of cues that can happen with the verbal visual the design of your
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course.
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That can show you belong here, and I'm happy you're here, or, you know, it may be the like, I don't know what's going on in my in the right space.
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So, one thing I want you to think about and reflect on is how are you showing care how are you showing or in what ways can you create welcoming maybe thinking through like intentionally in what area you're on the initial introduction, do I create a welcoming
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space for my students have I embedded care.
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And within that context, online can maybe feel a little bit more transactional than transformational just because of the distance or the medium that we're teaching in because students are at their screens, they're not sitting next to a friend or sitting
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next to someone where they can observe social cues and pick up on what what other people are doing and how they're behaving in the class.
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They also can't really, you know, if we're only seeing like the top of our bodies on camera. There's also a lot of other things, physical cues that we would otherwise have that we don't have.
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So, you know, I think about like, oh my tone of voice probably has to change or my facial expressions or I need to be better at hand gestures, and all these things are good practices to have in terms of like if you, if you took like a public speaking
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class they'll tell you like these are the things that make for great public speaker.
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But some of those things just don't appear on camera, either.
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So we have to be. I think a little more planned, and have a little more
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time ahead of time to think about like where am I going to do this, how am I going to do it. So there's more intentional planning going on.
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Okay, you can help yourself to your food.
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In terms of social emotional learning, so I'm touching briefly on this. And there's the circle which is the self awareness responsible decision making relationship skills social awareness and self management, and the social emotional learning aspect
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Does, does help ensure that your Well, you're creating a community and a welcoming space, but you may not always have ability to like do every single thing on this wheel.
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And what I'm thinking of in terms of the S.E.L, then, is that you want to try to, when there's opportunities to integrate this in.
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So it's not like you're going to do one specific activity about responsible decision making. It's more like in your feedback.
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You might recognize that someone's made a good decision, and that you adjust your feedback to notice that and say something about it, and encourage someone in that area.
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Or if there's, you know, social group activities that you do reflections, or self assessments or things of that nature so that students have opportunities to maybe touch on some of these areas but I'm not thinking that you're overhauling your entire class
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to make everything happen.
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There are going to be natural points where these do fit and there are going to be some points where you know it maybe it doesn't fit in the activity that you're doing.
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But at least being aware and thinking about how you might integrate some of these things into your course, I think is good.
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In terms of pedagogy, care, trauma-informed.
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College students are actually at a very high risk of experiencing new trauma does it say new trauma. Yeah, new trauma than members of the general public.
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trauma can also happen both individuals and communities. I think the pandemic is one of the most recent examples where we're all collectively feeling trauma.
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But trauma can also be individualized, you know, loss of a relationship, loss of a significant social
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activity like to commencement.
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It's usually seen as a very special time, and to not be able to participate in a normal way that can be that can cause feelings of trauma or loss.
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Trauma it can also be passed down to younger generations too.
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So, something that has something that may have happened to grandparents and those experiences, those stories are passed on.
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Family members can feel that same pain to
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what we know to about individuals who experienced trauma is that we respond in many different ways, every individual's experiences unique their experience in the pandemic what we see is that we're all experiencing the pandemic in different ways, and to
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recognize that we're not all going to be able to respond in the same way. So, how I might be taking on the pandemic may not be the same way that any of you or any of my colleagues are taking on the pandemic.
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And that's okay. And I think that needs to be acknowledged and normalized that it's okay that we're all doing it differently.
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So here's some examples of trauma that your students may be facing and trauma is anything that really overwhelms your ability to function, as you know, as you might otherwise normally function.
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So, the covid 19 pandemic related stresses are situations that have arisen because of covid
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pre-covid issues.
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Poverty chronically chaotic housing financial resources medical issues. Either that are affecting themselves or other family members death or loss of a loved one.
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That could be a loss of a relationship to not just that person, passing away.
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Witnessing or experiencing community violence witnessing police activity or having a family member incarcerated, natural disasters. So, the coronavirus again.
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But flooding.
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The wildfires, that are going on those could be considered trauma for some people, a military combat for sure.
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Other acts of terrorism either in person or on TV.
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And with the growth of international students that means, you know, the types of experiences or even broader than probably the short list.
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In terms of what's happening. So, this is a shortlist, but there's a lot of stuff going on for our students even for us personally too.
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So some of the strategies to support the students in terms of
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trauma is finding ways to empower your students to take control of decisions that they're making do regular check ins.
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If they do share about significant anniversaries events activities going on in their lives.
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That you're sensitive to that, but also acknowledge it so if someone is sharing with you that their upcoming is an anniversary of something happening, and they're in your class, or maybe they're not even in your class anymore but they shared that with
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you, sending a quick email to just say I'm thinking of you, that can be really meaningful for them being sensitive to family structure family structure, families come in all shapes, sizes, these days, and not everybody's going to live with their parents
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or their mom or their dad or it may be a grandparent or other caregiver. And so using language that adjust to that and doesn't make someone feel excluded because if they don't have a mom or they don't have a dad for whatever reason.
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I think I heard that care caregiver is more commonly used when referring to other family members or even outside of that family structure.
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And maybe you're not living within family members.
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trying to avoid romanticizing trauma narratives. And so I think that comes more often when we, we share stories.
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Maybe job my job in the book of Job might be a good example where
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he's experiencing a lot of horrible things.
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But there's I think sometimes in that storytelling a notion of like But Job believed in God and so everything was okay at the end.
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And there might be an element of truth, or there is an element of truth because God is with us, but in that moment of time.
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That's making someone's trauma.
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Be like, well, everything's gonna be fine. In the end, so, you know, don't worry about it or it can be very off putting for them.
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And I think in some ways it doesn't acknowledge the hardship that Job had to, if we just focus on, but job was okay in the end.
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So being sensitive to that.
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Giving supportive feedback
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and connecting students with support but also connecting students with other students I would say to add to this, and some of these strategies are just teaching strategies that you would have normally as part of your good inclusive teaching habits.
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In terms of supporting multilingual students.
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Specifically, I think a lot of it for higher ed is the framing of how we think about talk about multilingual students.
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A lot of us might say well we have concerns about their writing or their communication.
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But we may not have learned enough about the student, how they learned English, what the context was of their style of communication.
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So we want to encourage you to embrace multilingual students cultures, try to see that as a asset, rather than a deficit.
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Because really think it was one of our faculty members Peter mo who said that in a past session that multilingual is better than being monolingual.
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Like, there's so much more culture and ways of seeing the world that are brought because of the multilingual person versus versus the monolingual.
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And so trying to encourage that and celebrate that whenever you have multilingual students, and be intentional in your messaging, and this really touches on planning your, your activities, your engagements, some stuff might happen naturally.
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But really, in an online space in the digital space you're going to have to be more, much more intentional about reaching out and how where you spend your time and how you spend your time doing that, and in what ways you're going to reach out to students.
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If you can get to know individual students linguistic educational, cultural backgrounds. So you might do something like a getting to know you survey, or some, some sort of icebreaker surveys to get to know more and those, those answers or even, you know,
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like a 10 minute, get to know you interview can really impact how you support, and have a relationship with those students.
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And lastly, connecting students with other students.
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This gives them opportunities to practice outside of integrated assessment activity.
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So by collaborating communicating working together with their peers.
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But there's no great associated, so the anxiety is much lower.
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And I think as much as you can, if you can build in some sort of either a personal learning network Community of Inquiry or, you know, even doing think pair share before reporting out that's an opportunity to talk, and to communicate and practice or working
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on worksheets and papers together.
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In, you know, bouncing ideas off and so there's there's much lower stakes involved in those activities, and so that can lower the stress and anxiety a lot.
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And next I want to talk about interactions and presence.
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So there's three types of interactions that we focus on specifically for online classes.
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And what we're looking at a student to teacher student to content and student to student.
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And one of the things that we have on our website is called the Course Map, where it, it's primarily used for backwards design, where you set your learning objectives and then you do your assessments and your, your activities and your content, but in
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that course map we also ask you to identify different interactions, because you want to actually have a balance of interactions throughout your module or throughout throughout each week where these are one of each is happening consistently.
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And I would say that the, the one most difficult one for me.
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And it may be the same for you is the student to student interactions. How do I build those, where do they happen.
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That's the one I need the most planning time to figure out how am I going to connect students with each other. because if students are talking about content together, they're exploring it in a deeper way they're making connections with their own personal
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lives.
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They're doing all sorts of things by talking with each other, that, you know, maybe, I can't do. If I were a teacher talking to a student appear, they can explore topics in ways differently than a teacher can it part of its that relationship in that peer
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level, but also the same way in student to content you know like if you think about it, you know I have gone to, I've read all these magazines I read articles, but then sometimes there's things that just don't make sense or something that I'm like,
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but what.
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But then I have a hard time figuring out but what is it the thing that's like not sitting right with me when I read this.
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And I need someone else to talk with. And sometimes it's going to be the teacher when I submit my assignment.
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But most often it's going to be a peer someone that I work with often.
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And so in my case that happens to be John lucky him.
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He gets all my random links and stuff, but I also pestered my other teammates to.
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But it's, it's just, it's that learning processes, and learning to and hearing different perspectives and sharing different perspectives that helps me get a fuller picture and go deeper on a particular topic, and I think the same things happening for
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your students in the classroom to.
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Next we're going to talk about presence, and why being present is important, being present is actually directly related to success in the classroom, especially in the online classroom, and that means, students can see you in the course, it's not just
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a course that was plug and play and run, but they know their teacher is there, it's seeing them, and giving feedback and interacting with them.
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And so that's that's the big distinction between a distance learning course, and an online course for us is that there's, there's this, there's an instructor and there regularly communicating regularly interacting with you, and it's like you're interacting
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with a person not a robot. So it's not all these like pre release pre scheduled canned responses that are being sent out for announcements, it's, it feels like there's a genuine person sitting there typing out the response personalizing it for the moment
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and sending it to you.
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So there's three types of presence that we're going to talk about. First one is teacher presence.
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And this one is where you're going to be planning it throughout the course. So, when are you going to interact with students. And how are you going to interact with students, these are decisions that you have to make at the planning time is going to be
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just when you get feedback
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and discussion boards. Are you going to participate in discussion for us, to what extent are you going to participate in the discussion boards.
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Are you really going to be able to respond to everybody, or do you want this to mostly be a discussion amongst students where maybe you only step in if someone's going like way off to the side, or you know something horribly offensive, that you know needs
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to be mediated.
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Because sometimes that can happen especially if you're, you're talking about sensitive topics. You want to be present consistently throughout your course not just at the beginning, not just at the end, not just when you're grading it.
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But being present throughout the entire term.
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So, this keeps students motivated.
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This move students from surface level learning to deeper levels of learning.
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So they're more fully invested in the class.
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The next type of presence we're talking about is cognitive presence.
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And this kind of goes back to your interactions with cognitive presence, it's that interaction with the content.
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But we're getting, we want to get beyond the surface level learning of like, I just read this and I can regurgitate it.
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We want.
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Since we're wanting it to be a transformational experience as much as possible.
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What are the assignments and activities in your course that help students engage more deeply with this topic, or with the topic that you're teaching or wanting them to think about.
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So that's that might be where some of your active learning strategies come into play, like think pair share doing project based learning activities.
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Trying to mix it up so that it's not just a written discussion, maybe do verbal discussions in your class. So it's not just about the quantity of knowledge checks are activities that are there, but also the quality of what you've put together that help
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with the critical thinking, the collaborative problem solving and constructing meaning
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third type of presence that I want to touch on is social presence.
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And this is the intpersonal side.
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So this is the.
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I'm engaging with someone else. I'm probably more likely to remember that conversation or remember that activity because it's become more meaningful to me, but also because I'm doing it with my peers.
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So group discussion group projects, as much as probably any of us who are students were like at one point we hated group projects, but there's a lot of learning that happens within those group projects.
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Peer Review peer feedback.
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Group presentations or your student to student teaching where you have groups, teach a topic to the class.
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You know with within those certainly you want to set guidelines and for what's appropriate for communication and how you treat each other and, you know, have maybe a set of community values that your students have helped contribute to
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all of these, the teacher presence, you're being in the class, the cognitive presence exploring topics deeply connecting with with each other, your students.
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Students as students and social presence. all of that helps build your community.
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So a couple of things before we close our session, which is.
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While community is certainly something we want to strive for especially this the the idea of a Christian community that's intentional and caring and loving.
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Not everybody is here for that community.
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Some people are here for the academic quality and they, they're focused on the transactional I do this, I get my grade, I move on.
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Sometimes it's that they have other priorities, or commitments that don't allow them to fully participate as much as they want to.
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So, we know that community is a big part of being successful in online.
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So, even if you're not getting lots of participation, create those opportunities and try to allow students to have agency.
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For how much they want to participate.
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Lastly we have some resources on our site, we have some links to humanize your course.
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There's some course design resources on our website too.
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We've also found some social emotional learning resources, Stanford has this care framework that I really liked.
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And it's a PDF, that's linked in this presentation will make sure that we get that up on our website to.
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And then we also have some 20 ways to do the different types of presence here as well.
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If you're, if you're wanting to investigate a particular type of activity like project based learning or introducing like community inquiry and doing like critical friends or something like that.
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We can help you find resources too.
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We also have a survey so please give us feedback, it's five questions and anonymous, and I'm sure one of my colleagues will put it in chat for me.
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But please please please give us feedback, we want to know if you know how we're doing. And if you don't give us feedback there send send an email.