By Izhaki - In OmniGraffle, CC BY 3.0, https://en.wikipedia.org/w/index.php?curid=40793898
I am three formal 90 minute online classes in with two more to go. It is the same topic, but a different group of students each time. I made a slight overhaul in the hour before today's session.
I am yet to watch back any of the Meet recordings.
The following passed through the entire cycle:
I had a clip of Oxford Uni academic taking us through hsi ideas of 'Visitors and Residents' online. Rather than him, I ran through it myself to the webcam with a whiteboard. Old school, but I hoped would give me a chance of explaining it in my words. Is it relevant that students are this self-aware?
A haircut is due and there is reason why older people wear shirts with a collar or a roll top
Ditto 'Netiquette' as an icebreaker, something they should all have been drilled on and understand, yet the feedback in the Chat from 22 students was low - four at most caring to give me a sentence. Many more would respond to a closed question with 'Y' or 'N'. I tried Q&A the other day and had no questions at all. I rather thinking typing is an issue - noit least if they are on a phone, but because they are certainly not able to touchtype - only touch thumb.
I guess therefore I am going through this process. I know what can be fixed swiftly and do so. Indeed, while a video was playing, by way of demonstration I made some of the slides 'accessible' simply by increasing the font size, putting in a pastel shade background and right justifying the text.
The element where we looked for words to describe enhancements or augmentation to reinvention was dropped. I had begun with a Business School diagram introducing SMAR (which I have not used at all). I then struggled to find the words myself so certinaly couldn't provide a simple, clear activity for them to do for three minutes. Instead I quickly created the following and then moved on to the 'Lessons for today'.
I also dropped flicking through some pages from DK online showing the historic development of the gun from flintlock to plastic submachine gun. Interesting in its own right, but not the right comparison for the above stages.
The Gun > https://pubhtml5.com/cqlx/ftcx
I brought in a TED lecture from from David Epstein on how athletes have improved over the last 85 years. Interesting in its own right, but was to show the interplay between a presenter and their slides > https://bit.ly/3m2iNc1
Activity Three I want to replace with my own video so from the outset the message is for students rather than me saying that they should hear 'student' every time the presenter says 'Teacher'. Also to diminish the negativity on some slide presentation types than might be overly reliant on the slides and the handouts rather than students taking notes. Taking notes is a totally foreign concept, not even students who may benefit from recording audio or video so they have something to play back. I nabbed this LINK > https://youtu.be/GuA8fPCHu9c from Open Learn's Take Your Teaching Online'.
I should test my theory of 'learning at the speed of desire' > motivation is all. If they are motivated they could Google my intentions and get their own top tips on presenting, using slides, video and screencast technology.
Last session like today having gone through all the buttons on the Screencastify minidashboard dropdown I once again inadvertently hit the Webcame record.
Let's hope I don't do this for the next two sessions. I'll put a note to self in the slides.
My feelings? Good. The first session felt like a dress rehearsal, the second like a technical rehearsal. It can only improve. Getting engagement and evidence of learning from the students is another matter entirely.
Soon after viewing the above I headed into town for a haircut.