Slides for Intensive Trial Advocacy Workshop, OPD, Osgoode Hall Law School.

1. ITAW:
Giving feedback online
Paul Maharg
Osgoode Hall Law School
http://paulmaharg.com/slides
https://www.slideshare.net/paulmaharg

2. preview
1.Overview of digital tech we’re using
2.Running virtual classes
3.Giving feedback online
http://paulmaharg.com/slides
https://www.slideshare.net/paulmaharg
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 1

3. overview of the tech
• Moodle is our Learning Management System
(LMS), which contains content and much else.
• Slack for networking and communications
• Zoom video app, for live classrooms and
breakouts
• Today we’re focusing on Zoom…
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 2

4. Running virtual classes

5. Try to:
• Work in a quiet room, with minimal
background noise and distractions.
• Choose a neutral background if possible to your
camera image
• Avoid the ‘Zoom ceiling’ effect: position the
camera lens around level with your face, or
slightly lower.
• Use a good microphone or ensure that your
computer mic can be heard. A noise-cancelling
headset is recommended, if you have it.
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 4
before the class

6. • Give students a clear idea of how the class will progress
and the activities they’ll engage in. You can share
documents and slides in Zoom, so can display an
agenda if you wish.
• Zoom sessions often take longer than equivalent face-
to-face sessions so watch out for your timings
• You might want to mention online etiquette and
expectations to students:
– Remember to un/mute the mic
– How to respond (blue hand? Just talk?)
– Use the chat for other questions and comments
– Tell them you’ll be checking chat as well
–
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 5
setting the scene

7. Giving feedback online

8. Give focused feedback according to the NITA model, but in final
stage:
• Take time to ask reflective questions where you feel it will benefit
a student. Eg:
– Why did you ask that question?
– What made you frame the question that way?
• Let students react or ask questions in chat, or be unmuted to ask
their questions live. Follow up if required.
• No war stories – use parables instead (brief story + Q to students:
what would you do in that situation?)
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 7
giving feedback

9. • Check your student video images to check-in with your students
• Drag student video images close to the camera lens if possible, so
that there is as little distance as possible when you switch gaze
between their images and the camera lens
• When sharing your screen, check students are seeing what you
want them to see, and give them a moment or so to take in what
you’re sharing
• Look at the camera lens when talking to create eye contact with
your students – helps establish personal connection.
• If you want to emphasise a point:
– Use facial expressions
– Lean into the camera lens
– Look away from the lens if you want to pause to think before
you reply
• When listening to a student talk, switch your gaze between
student image and camera lens
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 8
teaching with video

10. Good online tutoring is about balance, where you :
– Control and let go of control to bring in others
– Talk and listen
– Direct the session (Chair) but also are more intimate when
giving feedback
– Use NITA structure – but flexibly
– Move through the session easily with students, but be
conscious of time constraints
– Focus on student feedback, but be aware of chat and student
responses
Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA 9
getting the balance right

11. 10
Email: pmaharg@osgoode.yorku.ca
Osgoode: https//works.bepress.com/paul-maharg
Web: paulmaharg.com
Slides: paulmaharg.com/slides
16.6.17 Professor Paul Maharg | CC BY-NC-ND 2.5 CANADA