This document discusses strategies for maintaining engagement with students when unable to be physically present on campus due to circumstances such as weather, illness, or conferences. It outlines options for conducting class remotely using Blackboard tools like assignments, discussion boards, Collaborate for virtual lectures, and embedding media. Setting up activities the day before and relying on the chat for student questions and responses can help increase engagement. Assessing student learning can be done through formative feedback on participation and applying lessons to future work, or summatively through exams and essays.

1. Maintaining Class When
you are Unable to Make it
to Campus
May 22nd 2019

2. Introductions
Joe Seijo
Ally Kimmel
Joan Walker
Julia Eisenberg
Kyomi Gregory (not present)

3. Can’t Make it to
Campus
• Weather
• Under the Weather
• Conference
• Personal Emergency

4. Strategies
• Blackboard Assignment
• Blackboard Discussion Board
• Blackboard Collaborate
• Lecture Capture
• Media

5. Blackboard
Assignment

6. Blackboard
Discussion Board

7. Blackboard Discussion Board

8. Blackboard
Collaborate

9. Groups in Blackboard
Creating Groups

10. Groups in
Blackboard
Group Properties

11. Groups in Blackboard
Group Activity

12. Kaltura Video with Quiz

13. Kaltura Video with Quiz

14. Lynda.com

15. NBC Learn

16. Kanopy

17. • When?
• Weather emergencies
• Student illness
• How?
• Set up the day before (give students a heads up / warning)
• Set up in minutes
• Lessons Learned
• Ask questions – force engagement
• Pause every few slides to ask a question or inquire if they have
questions
• Relying on the chat window for cues
• Ask students to type questions/answers in the chat window (or ‘raise a
hand’)
Overview

18. Similar but different – Establishing
the connection

19. Increasing Engagement – the chat
window
Time
stamp

20. Increasing engagement – the chat
window

21. Creating opportunities for
students to be more engaged –
capturing participation via chat

22. Substituting discussion with an
exercise – reflecting on the
content in a different way
Students
clarifyi
questio

23. Another exercise example

24. What’s an essential skill your students
need to possess that’s difficult to teach
by telling?
Choose a skill that cannot be easily
assessed with a traditional assessment of
knowledge.
• Can students get traction on a novel
problem?
• Can they make evidence-based
decisions?
• Do they recognize what they don’t
know?

25. Bloom’s Taxonomy
Cognitive
AffectiveBehavioral
Learning is Multi-Dimensional

26. We are hard-wired to learn
from experience
• Acquiring and using new knowledge is easier when it’s
contextualized (Dewey, 1938)
– Authentic problems or cases
– Offers information that requires manipulation, representation
and interpretation
– Provocative
• Repeated immersion in authentic tasks builds thinking ‘muscle’ (How
People Learn, Nat’l Academies Press)
– Noticing and ignoring
– Pattern recognition
– Fluency

27. Traditional Case-Based
Role of
problem Backdrop Center stage
Instructor
role
Expert, Deliver
knowledge
Facilitator, Cognitive
model
Student role
Listening,
questioning Decider, defender
Tools Lecture Discovery, Reflection
Feedback Little to none Frequent, essential
Advantages Efficient coverage
Knowledge &
dispositions

28. Asynchronous Case-Based Inquiry
Model
Activate and elicit
prior knowledge,
dispositions and
practices
Foster
metacognition
and Knowledge
reconstruction
Incite the cognitive
‘heat’ or confusion and
emotional arousal that
drives deep learning

29. Let’s look at one of
my Blackboard shells.

30. How can I tell if my students are learning?
How do I grade their work?
• Individual:
– Formative:
• Quality and quantity of student participation during the case
• Ability to use information in future assignments or discussion
– Summative: Application of case to exams, essays
• Team or group
– Assign the same or different cases to teams
– Students then pose the case to peers
Differences between original and revised responses = learning.

31. Do my students learn the target skills?

32. Reflections
• “After reading the information provided by the
experts, I would revise my plan and do a number of key
things differently….”
• “Before I did this exercise, I thought I had good prior
knowledge but I definitely learned a lot more and what
kinds of questions to ask.”
• “I thought that my general idea was pretty solid….
Seeing these different approaches really helped me.”

33. How To
1. Select learning target(s):
– What do you want students to know/be able to do? Why?
– When done well, what does this look, sound and feel like?
2. Develop or identify a case / scenario that requires the targeted skill(s).
3. Create Generate Ideas prompts:
– How would you approach this situation?
– What questions do you have about the situation?
4. Curate Multiple Perspectives resources
– Controversy, disagreement, pros/cons
– Multimedia
5. Prompt Reflection & Revision
– Look back at your original approach, what would you change / retain?
Why?
– What questions do you have now?

34. Cases as Scholarship
• Boyer’s (1990) model
redefining scholarship
• Scholarship of Teaching and
Learning
• Teaching journals directory

35. Transfer?
1. Can case users apply what they know
to similar, subsequent cases?
1. Does learning to think like a
professional → acting like a
professional?

36. Online Resources
• Harvard Business School
– http://hbsp.harvard.edu/product/casemethodtea
ching
• National Center for Case Study Teaching in
Science
– http://sciencecases.lib.buffalo.edu/cs/

37. What are the properties of a good case?
(Robyn, 1986)
• Purpose: Learning objective, curricular ‘home’
• Decision-making: Open-ended, allows for active reasoning
• Provocative: Can people disagree about it?
• Generality: Is it a prevalent problem? Generalizable?
• Information: Is there data to weigh and analyze?
• Brevity: Focus on Big Ideas not too many specifics
• Sensitive: inclusive of students from varied backgrounds