WEBVTT Kind: captions Language: en 00:00:29.260 --> 00:00:34.520 Good day everyone my name is Rick Snow and I'm going to take you through some tips 00:00:34.520 --> 00:00:39.320 and suggestions for transitioning students and yourselves as teachers to 00:00:39.320 --> 00:00:45.140 virtual learning. I guess to start the conversation we should talk about an 00:00:45.140 --> 00:00:51.530 agenda and for the agenda I would like for us to start by defining and 00:00:51.530 --> 00:00:55.400 distinguishing between synchronous and asynchronous learning because that will 00:00:55.400 --> 00:01:02.809 help guide our discussion throughout the session for now we're going to look at 00:01:02.809 --> 00:01:06.260 synchronous learning tips and tricks we're going to look at some things such 00:01:06.260 --> 00:01:12.950 as the office setup perhaps how to write in a math classroom we're going to talk 00:01:12.950 --> 00:01:16.880 about perhaps the most important thing which is relationship building we'll 00:01:16.880 --> 00:01:21.650 have a discussion about interactivity and attentiveness and we'll finish off 00:01:21.650 --> 00:01:26.440 the synchronous discussion with a little conversation around formative assessment 00:01:26.440 --> 00:01:33.170 and then we'll jump into the asynchronous sign of virtual learning 00:01:33.170 --> 00:01:41.270 and we'll talk about some learning tips and tricks there as well and I'll finish 00:01:41.270 --> 00:01:46.759 out with some final thoughts based on my experiences of being a virtual teacher 00:01:46.759 --> 00:01:51.859 and involved with professional virtual learning for the better amount, the better 00:01:51.859 --> 00:01:59.570 part of my career so let's say we get started first of all synchronous 00:01:59.570 --> 00:02:03.979 learning what is synchronous learning basically sequence learning is real-time 00:02:03.979 --> 00:02:10.399 learning if this call that I'm in now which is a meet call to record this were 00:02:10.399 --> 00:02:14.600 in real-time and you were joining me in real-time that will be an example of 00:02:14.600 --> 00:02:20.870 synchronous learning okay it's online but it's real-time and people are 00:02:20.870 --> 00:02:24.650 communicating and collaborating in real-time and I've got some examples 00:02:24.650 --> 00:02:31.100 there on the screen and in addition tools like Adobe Connect and Microsoft 00:02:31.100 --> 00:02:37.150 meet would be an example or sorry Microsoft Teams would be an example of 00:02:37.150 --> 00:02:41.350 synchronous tools for synchronous learning 00:02:41.350 --> 00:02:45.970 asynchronous is more the on demand piece and that's what we're doing here when 00:02:45.970 --> 00:02:50.920 you watch this recording you're receiving learning in your own time in 00:02:50.920 --> 00:02:57.190 your own space and I'm not exactly sure what format this will be posted in but 00:02:57.190 --> 00:03:02.350 you'll be able to access the recording to this as you're doing now online this 00:03:02.350 --> 00:03:06.220 could be posted in the Google classroom this could be posted in the blog this 00:03:06.220 --> 00:03:08.080 could be part of a learning management system 00:03:08.080 --> 00:03:12.820 and you could be providing commentary to it in the discussion forum could be 00:03:12.820 --> 00:03:17.740 shared by shared the Facebook or it could be share to Twitter so real quick 00:03:17.740 --> 00:03:24.370 those are definitions of synchronous and asynchronous so I think we'll start with 00:03:24.370 --> 00:03:31.210 the synchronous side first and have a conversation about the synchronous side 00:03:31.210 --> 00:03:36.850 of teaching learning from the perspective of an educator who's done 00:03:36.850 --> 00:03:42.160 this for a long time to you as someone that's perhaps starting it and doing it 00:03:42.160 --> 00:03:48.940 from home I want to show you my current office setup and this is what I use in 00:03:48.940 --> 00:03:52.480 my conversations when I do professional learning with teachers virtually at this 00:03:52.480 --> 00:03:57.430 point in time and this is similar to the type of setup that I think you might 00:03:57.430 --> 00:04:01.260 want to consider so let's talk about some of the components that you see here 00:04:01.260 --> 00:04:07.270 the first thing you notice is that I have a webcam both portable webcam or a 00:04:07.270 --> 00:04:15.100 USB webcam and one built into my laptop that's fine one suffices you can switch 00:04:15.100 --> 00:04:20.109 back and forth between the two webcams if you wish but the most important thing 00:04:20.109 --> 00:04:24.610 I think if you can set this up in whatever situation that you're in or 00:04:24.610 --> 00:04:30.100 whatever room you're in is the whole idea of the two monitors with an 00:04:30.100 --> 00:04:35.260 extended desktop and we'll get into a little bit more of why later on but this 00:04:35.260 --> 00:04:40.810 is my setup and I use it and I optimize it and it's important that you have two 00:04:40.810 --> 00:04:45.400 screens have you even had them at all now from the perspective of a person 00:04:45.400 --> 00:04:52.030 that has taught more or spent more of their career in a virtual classroom with 00:04:52.030 --> 00:04:55.289 kids than what I have in a face-to-face classroom 00:04:55.289 --> 00:04:59.789 I will tell you that for those of you that are looking at teaching mathematics 00:04:59.789 --> 00:05:06.210 online you need some way to be able to write and for me one of my favorite ways 00:05:06.210 --> 00:05:10.349 is to use a writing tablet and for this particular situation that you're seeing 00:05:10.349 --> 00:05:16.680 in screen this is a small portable Wacom tablet works quite well and you can find 00:05:16.680 --> 00:05:22.680 them online and the last thing and perhaps one of the most important things 00:05:22.680 --> 00:05:27.719 is the whole idea of being set up ergonomically if you're at home there 00:05:27.719 --> 00:05:30.780 are things that you need to do and the position your body and the position your 00:05:30.780 --> 00:05:36.060 monitors and position your keyboard so that you don't end up with neck and back 00:05:36.060 --> 00:05:40.409 and shoulder issues and things like that for me because I've been at 00:05:40.409 --> 00:05:46.680 this for a long time I have decided that I want to stand to deliver my 00:05:46.680 --> 00:05:51.900 professional learning when I'm in I'm in a virtual session or if I'm in meetings 00:05:51.900 --> 00:05:57.770 I prefer to stand and this is my setup I've got a regular desk but I've got a 00:05:57.770 --> 00:06:04.199 flexible or an adjustable standing desk attachment to that as you can see on the 00:06:04.199 --> 00:06:09.330 screen ergonomics are very important especially if you're looking at teaching 00:06:09.330 --> 00:06:17.130 online for an extended period of time so back to the whole idea of the two 00:06:17.130 --> 00:06:21.900 monitors why the two monitors well for the two 00:06:21.900 --> 00:06:26.969 monitors if you're teaching online you want to be able to monitor monitor 00:06:26.969 --> 00:06:31.830 things like the chat that comes in during synchronous teaching and you 00:06:31.830 --> 00:06:34.620 might want to also look at the participant list to make sure that you 00:06:34.620 --> 00:06:38.039 have all your students into the synchronous session but you don't want 00:06:38.039 --> 00:06:43.050 that to be on top of what it is that you're presenting or teaching to the 00:06:43.050 --> 00:06:49.169 students so in this particular setup one screen the laptop screen that you see 00:06:49.169 --> 00:06:57.210 here has the tool itself in what I'm recording here now Google meet is to the 00:06:57.210 --> 00:07:03.360 left side and to the right is the Google slide presentation on the screen capture 00:07:03.360 --> 00:07:09.090 here to the left is Skype business and to the right is the TI 00:07:09.090 --> 00:07:16.350 Nspire computer software in in computer mode okay so if you can set up 00:07:16.350 --> 00:07:20.340 this way at all this will be very beneficial for you as a teacher being 00:07:20.340 --> 00:07:24.780 able to monitor what happens in the classroom what happens in the chat while 00:07:24.780 --> 00:07:29.040 at the same time presenting content and knowing that the two are not going to 00:07:29.040 --> 00:07:35.910 conflict one another so writing in a virtual classroom writing in an online 00:07:35.910 --> 00:07:43.260 classroom how do you do that well the tool I use is a Wacom tablet but it's a 00:07:43.260 --> 00:07:49.380 little bit more to it than that the question would be how do you take 00:07:49.380 --> 00:07:53.880 perhaps that you already know how to do in a face-to-face classroom and extend 00:07:53.880 --> 00:07:59.850 it virtually can you build on what you already know and in this screen capture 00:07:59.850 --> 00:08:06.990 here you're seeing me on the left side in a Google meet call and I'm sharing on 00:08:06.990 --> 00:08:12.270 the right side Smart Notebook and for those of you that are able to put your 00:08:12.270 --> 00:08:16.470 hands on a Wacom tablet for writing and you already have an interactive 00:08:16.470 --> 00:08:20.580 whiteboard tool you might be able to tap into the interactive whiteboard software 00:08:20.580 --> 00:08:24.840 that you use in this example of Smart notebook to be able to do writing on the 00:08:24.840 --> 00:08:31.860 screen okay and again I'm just going to show you the Wacom tablet typical tablet 00:08:31.860 --> 00:08:39.330 not big not overly expensive very powerful very useful for writing in an 00:08:39.330 --> 00:08:46.950 on a virtual whiteboard in a virtual environment so let me just show you real 00:08:46.950 --> 00:08:52.740 quick what that looks like so the first thing I'm going to do is that I'm going 00:08:52.740 --> 00:08:59.220 to open up a jam board and I'm going to take my pen tool I'm just going to write 00:08:59.220 --> 00:09:08.780 something real quick and if I were solving an equation for example 00:09:22.550 --> 00:09:27.050 I might have something like this and right now students are able to see what 00:09:27.050 --> 00:09:31.339 I'm writing as it's occurring in real time if this were synchronous and for 00:09:31.339 --> 00:09:35.019 all of you that are watching this pre-recorded you're watching it on 00:09:35.019 --> 00:09:40.279 demand as well but that's essentially what it looks like to write with Google 00:09:40.279 --> 00:09:47.060 Jambord and that's free for anybody that has a Google account and it also is 00:09:47.060 --> 00:09:51.829 free if you have a G suite for education account now if I were to quickly switch 00:09:51.829 --> 00:09:58.790 over to Smart notebook and talk about graphing the line for example of y is 00:09:58.790 --> 00:10:05.180 equal to 2x plus 3 then I might have a situation where I'm using my pen to 00:10:05.180 --> 00:10:14.540 graph the y intercept and I may move over one and up two and put my second 00:10:14.540 --> 00:10:24.500 point and then I might use the tools of notebook to be able to draw my line and I 00:10:24.500 --> 00:10:31.820 might be able to indicate with my writing that we have the slope and we 00:10:31.820 --> 00:10:40.640 have the y-intercept as an example so the ability to write I think is very 00:10:40.640 --> 00:10:46.399 very important using tools that are free or using tools that are already at your 00:10:46.399 --> 00:10:52.579 disposal have a look for them might be something that that that you have the 00:10:52.579 --> 00:10:57.459 ability to touch to the ability to use and with something like a Wacom tablet 00:10:57.459 --> 00:11:03.170 you have the ability to to application share that which I'm doing here or 00:11:03.170 --> 00:11:07.100 sharing my screen and to be able to write them for students to be able to 00:11:07.100 --> 00:11:17.180 see it so let's continue on earlier on I mentioned that I thought and I still 00:11:17.180 --> 00:11:20.380 think this and I firmly believe this that the most important part of 00:11:20.380 --> 00:11:24.620 transitioning into virtual environment is the whole idea relationship building 00:11:24.620 --> 00:11:29.180 ok and there's two aspects to building 00:11:29.180 --> 00:11:33.529 relationships online you have to look at it from the perspective of what's called 00:11:33.529 --> 00:11:38.760 teacher presence and that's you and that's the weather in the 00:11:38.760 --> 00:11:42.510 classroom that you create that's the environment that you create and the 00:11:42.510 --> 00:11:46.680 whole idea of how students interact with you and how students more importantly 00:11:46.680 --> 00:11:50.040 interact with each other which would be the social present side 00:11:50.040 --> 00:11:57.180 of this and - and the teacher has to set the conditions under which mutual trust 00:11:57.180 --> 00:12:02.790 and respect builds within the virtual environment and what that will 00:12:02.790 --> 00:12:07.830 facilitate what that will allow to happen is the whole idea of students 00:12:07.830 --> 00:12:12.090 asking more questions that trusting environment where questions can be asked 00:12:12.090 --> 00:12:15.900 and the students can take risk that's when you know that you have a good 00:12:15.900 --> 00:12:19.830 teacher presence established in a virtual environment and you have social 00:12:19.830 --> 00:12:26.460 presence occurring among the students in your class one of the ways that to be 00:12:26.460 --> 00:12:31.470 able to do that is the use of teacher and participant video if you can and I 00:12:31.470 --> 00:12:35.190 know there are different things with different jurisdictions as to whether or 00:12:35.190 --> 00:12:39.450 not this is permitted or to what extent and how often what have you and 00:12:39.450 --> 00:12:43.830 conditions around that but it is very important because the research is clear 00:12:43.830 --> 00:12:50.610 that in lieu of face-to-face contact video contact is the next best thing if 00:12:50.610 --> 00:12:54.780 you can if you can do it at all it's the next best thing to being in the 00:12:54.780 --> 00:13:02.160 classroom together but it's only ideal if the 00:13:02.160 --> 00:13:07.820 internet connection that you have can support it that's what's important and 00:13:07.820 --> 00:13:12.300 to do that you might want to test your connection and have the students test 00:13:12.300 --> 00:13:17.220 their connections to make sure that the internet connection is fast enough for 00:13:17.220 --> 00:13:22.770 all people to be able to to handle the teaching environment with video being 00:13:22.770 --> 00:13:29.720 shared even when you're sharing video during a session a teaching session a 00:13:29.720 --> 00:13:34.230 synchronous session you still may want to limit the internet access in your 00:13:34.230 --> 00:13:37.590 house for example you can have really fast 00:13:37.590 --> 00:13:42.540 Internet's per se but if everybody is at home watching Netflix as you're trying 00:13:42.540 --> 00:13:46.200 to teach that could really slow that slow down the internet connection and 00:13:46.200 --> 00:13:49.520 you want to be really mindful and really care for that 00:13:49.520 --> 00:13:55.520 so whenever I know that I'm going into a real-time session I'll often ask my 00:13:55.520 --> 00:14:01.490 family to turn off Netflix and wait until I'm done and then they go on and 00:14:01.490 --> 00:14:07.610 do their normal routine Netflix or watching streaming video here's an 00:14:07.610 --> 00:14:14.480 example of the internet speeds in my house in much slower connections those 00:14:14.480 --> 00:14:19.640 numbers would be much lower normally if those numbers are around one megabit per 00:14:19.640 --> 00:14:24.950 second up and down videos kind of okay providing that there's not much else 00:14:24.950 --> 00:14:31.430 happening lower than that you have to be really careful about using video in a 00:14:31.430 --> 00:14:38.900 synchronous session but in lieu of video audio both is the next best thing the 00:14:38.900 --> 00:14:44.090 voice is the next best thing for the teacher to use if video because of 00:14:44.090 --> 00:14:51.620 bandwidth and because of internet is not possible because the sound and the tone 00:14:51.620 --> 00:14:57.320 of a teachers voice is absolutely crucial in terms of that teacher 00:14:57.320 --> 00:15:05.270 presence in terms of developing that trust in the virtual environment with 00:15:05.270 --> 00:15:10.550 that needs to come a very positive and very enthusiastic voice we have to 00:15:10.550 --> 00:15:14.660 consider the fact that our students are no longer in front of us it may take 00:15:14.660 --> 00:15:19.160 that a little bit of extra effort to get them enthusiastic about what the 00:15:19.160 --> 00:15:23.270 learning and to get them engaged in what they're learning a positive enthusiastic 00:15:23.270 --> 00:15:30.320 voice goes a long way and into doing that the other thing is humor and using 00:15:30.320 --> 00:15:38.090 humor online its always a good thing provided that the humor is appropriate 00:15:38.090 --> 00:15:43.880 humor and oftentimes in when I taught in the classroom and even our 00:15:43.880 --> 00:15:50.000 professional e-learning with teachers I'll use humor but the humor is mine I 00:15:50.000 --> 00:15:55.040 will kind of you know make jokes about myself and about you know day to day 00:15:55.040 --> 00:16:01.010 situations so that I know that I'm not going to target anybody or single 00:16:01.010 --> 00:16:05.389 anybody out it's me but I'm okay with that and as most teachers most 00:16:05.389 --> 00:16:11.959 teachers are and humor from that context is okay what's not okay in the virtual 00:16:11.959 --> 00:16:18.289 environment is sarcasm especially when you're teaching adolescents because in 00:16:18.289 --> 00:16:23.629 adolescents their brains are not developed to the point where the nuances 00:16:23.629 --> 00:16:29.089 of sarcasm are totally understood they may laugh at sarcastic comments that are 00:16:29.089 --> 00:16:33.289 made but then they may wonder immediately after if the sarcasm was 00:16:33.289 --> 00:16:39.199 directed at then sarcasm in online is often misinterpreted it should be 00:16:39.199 --> 00:16:46.789 avoided should never be used in my mind but avoided at all possible cost and you 00:16:46.789 --> 00:16:50.799 have to realize too that in the particular circumstances that were are in now 00:16:50.799 --> 00:16:58.369 the students that you're teaching are all experiencing trauma as a result of 00:16:58.369 --> 00:17:01.759 the pandemic and there is a certain amount of anxiety at different levels 00:17:01.759 --> 00:17:07.429 felt by different people and the more that we can have positive and upbeat and 00:17:07.429 --> 00:17:12.620 enthusiastic environment which they come in the more likely that we are to be 00:17:12.620 --> 00:17:16.669 successful in teaching in the online environment and if you want to look at 00:17:16.669 --> 00:17:20.500 some other research that says that positive emotions tied to learning 00:17:20.500 --> 00:17:26.149 increases the likelihood that that learning will sustain itself over long 00:17:26.149 --> 00:17:37.909 term interactivity in attentiveness or attentiveness in a virtual session one 00:17:37.909 --> 00:17:41.690 of the things that I learned transitioning from the face-to-face 00:17:41.690 --> 00:17:46.580 classroom into the virtual classroom is that the same issues of distractibility 00:17:46.580 --> 00:17:51.679 and inattentiveness in the face-to-face environment can be 00:17:51.679 --> 00:17:55.909 the same as what's in a virtual environment and to some extent can even 00:17:55.909 --> 00:18:01.730 be compounded in a virtual environment so issues are the same regardless of its 00:18:01.730 --> 00:18:08.269 virtual face-to-face the key is the same key that you would use in the 00:18:08.269 --> 00:18:12.740 face-to-face classroom as in the virtual classroom its engagement it's keeping 00:18:12.740 --> 00:18:18.039 the kids attention keeping them engaged if at all possible 00:18:18.039 --> 00:18:24.830 excuse me some tips that I've learned along the way are asking those higher 00:18:24.830 --> 00:18:30.980 order questions asking those thinking questions that requires things that to be 00:18:30.980 --> 00:18:36.769 verbalized much more than just a simple yes-or-no and ask those as often as you 00:18:36.769 --> 00:18:40.759 can the more often that you're questioning the students and they're 00:18:40.759 --> 00:18:45.620 responding back to you the more that you will get feel confident and knowing that 00:18:45.620 --> 00:18:50.330 there's engagement happening in your classroom okay the other thing 00:18:50.330 --> 00:18:54.230 especially from a mathematics perspective if a student provides you an 00:18:54.230 --> 00:19:01.220 answer or step to a solution ask them why ask them why again that whole idea 00:19:01.220 --> 00:19:05.779 of keeping that that communication that dialogue going and at the same time 00:19:05.779 --> 00:19:09.019 perhaps you might be looking at measuring what their thinking is you 00:19:09.019 --> 00:19:13.789 might be looking at some metacognition by doing the first two and and seeing 00:19:13.789 --> 00:19:18.499 where students are in their learning and the articulation of that learning back 00:19:18.499 --> 00:19:25.580 to you I always suggest that if at all possible our goal as educators should 00:19:25.580 --> 00:19:30.940 always be to try to make our students as independent as absolutely possible in 00:19:30.940 --> 00:19:34.850 the virtual environment there's nothing wrong with getting students to do the 00:19:34.850 --> 00:19:44.149 work that could be something as simple as having for example in Jambord you 00:19:44.149 --> 00:19:49.220 could have multiple jam boards and have students divided up into groups where 00:19:49.220 --> 00:19:56.059 they contribute to different jam boards and they're adding to the conversation 00:19:56.059 --> 00:20:01.399 they're adding to the content of what's being covered in the virtual classroom 00:20:01.399 --> 00:20:08.320 and when you look at that really that's the virtual equivalent of the 00:20:08.320 --> 00:20:13.700 non-permanent vertical surfaces and there's some research by researcher at 00:20:13.700 --> 00:20:18.440 Simon Fraser University I think in BC I think it's Peter Liljedahl that you 00:20:18.440 --> 00:20:23.659 might want to consider for that the other thing that I do quite often too is 00:20:23.659 --> 00:20:29.570 if I'm using software to demonstrate something I'll often give the people at 00:20:29.570 --> 00:20:33.360 the other end whether they be students or teachers control of that software 00:20:33.360 --> 00:20:39.090 so let the pace is a good piece for the class and it's also a good tool for 00:20:39.090 --> 00:20:43.950 engagement so for example if you had something like TI SmartView and you were 00:20:43.950 --> 00:20:50.640 showing how to graph a line then you may hand control of the software over to the 00:20:50.640 --> 00:20:55.710 student and have students do the keystroking and show you how to graph 00:20:55.710 --> 00:21:03.710 the line for example the other thing with regards to keeping attention and 00:21:03.710 --> 00:21:10.050 keeping it interactive is to accept the fact that the responses that you get in 00:21:10.050 --> 00:21:17.760 the virtual environment may not actually be verbal you may not hear voice but 00:21:17.760 --> 00:21:23.640 what you may get in return is a chat area or a messaging board that is active 00:21:23.640 --> 00:21:27.540 with conversation and conversation with mathematics 00:21:27.540 --> 00:21:31.920 so in this environment whereas in a regular face-to-face classroom we might 00:21:31.920 --> 00:21:35.730 expect that the information that's coming back to us and the feedback we're 00:21:35.730 --> 00:21:41.100 getting from students is verbalized in this environment that verbalization may 00:21:41.100 --> 00:21:45.960 actually take place in the chat it may be in the form of text does it need to 00:21:45.960 --> 00:21:52.290 be audio? my experience is nope I want them to respond to me and to engage in the 00:21:52.290 --> 00:21:57.210 conversation which means that sometimes in virtual classrooms especially the 00:21:57.210 --> 00:22:01.230 synchronous the bulk of the conversation may be by the teacher in terms of 00:22:01.230 --> 00:22:05.360 what's recorded in terms of voice but there may be lots of interactivity and 00:22:05.360 --> 00:22:14.720 dialogue taking place by virtue of text messaging ask for feedback often 00:22:14.720 --> 00:22:20.550 very very important continue that conversation continue that dialogue ask 00:22:20.550 --> 00:22:24.720 particular students for feedback on particular things make sure that that 00:22:24.720 --> 00:22:32.340 engagement is constant and doesn't hurt that if your particular tool has the 00:22:32.340 --> 00:22:34.830 option to poll the audience and things like that 00:22:34.830 --> 00:22:41.010 use them get them to provide you feedback great as well for formative 00:22:41.010 --> 00:22:49.570 assessment which we'll talk about next when looking at the environment 00:22:49.570 --> 00:22:54.159 that we're in it's going to be a little bit harder to look over the student 00:22:54.159 --> 00:22:59.289 shoulder as a result of that we kind of have to create different mechanisms by 00:22:59.289 --> 00:23:05.320 which we can measure to see if students are getting what we're teaching another 00:23:05.320 --> 00:23:09.519 thing whether or not they can know for themselves whether or not they're 00:23:09.519 --> 00:23:13.710 understanding what it is that's being covered in class can you do both online? 00:23:13.710 --> 00:23:19.840 absolutely the example and I'm going to take a step 00:23:19.840 --> 00:23:27.700 further is using something like Google Forms the beautiful thing about Google 00:23:27.700 --> 00:23:34.269 Forms is that you can add images to questions you can add images to be 00:23:34.269 --> 00:23:39.460 choices within questions so all you need to do is the hover over a particular 00:23:39.460 --> 00:23:43.690 area and you'll see in a Google Form for example that you have the option to add 00:23:43.690 --> 00:23:48.850 an image now if you're the user of handheld technology whether that be 00:23:48.850 --> 00:23:54.669 Nspire or whether that be TI SmartView you can actually take the screen capture 00:23:54.669 --> 00:24:00.999 from the device and use those to add to your for example for your selective 00:24:00.999 --> 00:24:04.119 response choices in a Google form and this is how it looks 00:24:04.119 --> 00:24:15.789 actually in a Google form you can as well look at existing materials that you have 00:24:15.789 --> 00:24:21.490 as a teacher you may have a whole bunch of assignments and tests and things like 00:24:21.490 --> 00:24:27.940 that and you may have them in PDF format if you have Adobe Acrobat for example 00:24:27.940 --> 00:24:33.369 download it locally to your computer then Adobe Acrobat has the functionality 00:24:33.369 --> 00:24:39.909 being able to take a screenshot or snapshot inside of a PDF which means 00:24:39.909 --> 00:24:47.320 that you can actually capture an entire question and use that for formative 00:24:47.320 --> 00:24:52.899 assessment as an example and I've taken the screen capture and just pasted it 00:24:52.899 --> 00:24:58.400 into Microsoft Paint so that I can save it as a JPEG or is it 00:24:58.400 --> 00:25:03.860 PNG file or what have you and I've done that because of that imaging tool in a 00:25:03.860 --> 00:25:09.730 Google Form for example I can now take that screen capture and I can make a 00:25:09.730 --> 00:25:14.950 formative assessment question from that question that I captured in the PDF 00:25:14.950 --> 00:25:20.840 which means that I can poll the students in the virtual classroom often by using 00:25:20.840 --> 00:25:25.400 link in a Google Form and I can get that feedback from from from the students as to 00:25:25.400 --> 00:25:29.750 whether or not they understand the things that we're covering in class as 00:25:29.750 --> 00:25:40.460 we're covering them in class and now although I think that summative 00:25:40.460 --> 00:25:43.909 assessment from a validity and reliability perspective is going to be a 00:25:43.909 --> 00:25:50.360 little problematic you could create with Google Forms for example a summative 00:25:50.360 --> 00:25:54.740 assessment where you could collect the email address of the person and you can 00:25:54.740 --> 00:26:00.110 limit to what they submit to one response you can also create inside of a 00:26:00.110 --> 00:26:06.830 Google Form a file upload question which allows you to collect the writing from a 00:26:06.830 --> 00:26:14.029 constructive response and a Google Form also allows you to shuffle question 00:26:14.029 --> 00:26:20.600 orders so if you were concerned about you know the order of questions and 00:26:20.600 --> 00:26:25.340 students being able to text back and forth you do have the ability to really 00:26:25.340 --> 00:26:32.570 to randomize that order could you also create self assessments in the same way? 00:26:32.570 --> 00:26:39.010 and the answer is yes you can have it so that it's like a quiz and it scores 00:26:39.010 --> 00:26:44.929 automatically and they get the results immediately after the submission okay 00:26:44.929 --> 00:26:53.529 so Google Forms is just one example of how you can use those tools to create 00:26:53.529 --> 00:26:59.390 assessments formative you can do summative and you can also do self 00:26:59.390 --> 00:27:03.350 assessments as well it's just a matter of reconfiguring the Google Form to do 00:27:03.350 --> 00:27:10.370 particular things from here I think it might be a good time for us to talk 00:27:10.370 --> 00:27:17.870 about asynchronous teaching and learning that on-demand piece and we're going to 00:27:17.870 --> 00:27:23.510 talk about relationship building first because if you're in a situation where 00:27:23.510 --> 00:27:28.399 you can't do the synchronous teaching in real time with the Google meet or 00:27:28.399 --> 00:27:34.340 Microsoft Teams or Adobe connect for example you may need to really focus on 00:27:34.340 --> 00:27:41.270 a tool like Brightspace or Google classroom for example but the same thing 00:27:41.270 --> 00:27:48.740 prevails in an asynchronous environment relationship is key the person the 00:27:48.740 --> 00:27:55.039 student that you have in that environment has to feel that the trust 00:27:55.039 --> 00:28:00.020 is there so that they can ask questions and they can take risk in things as 00:28:00.020 --> 00:28:05.299 they're learning so for you as the teacher your job and the teacher in the 00:28:05.299 --> 00:28:10.370 teacher presence role or to create the teacher presence is to ensure that you 00:28:10.370 --> 00:28:14.840 build that trust that you build those relationships and for those of you that 00:28:14.840 --> 00:28:19.549 are watching this that are normal face-to-face teachers chances are you 00:28:19.549 --> 00:28:23.950 already have those relationships established with your students before 00:28:23.950 --> 00:28:29.030 you transitioned into the virtual environment but the key or the goal is 00:28:29.030 --> 00:28:35.450 to maintain and enhance those relationships so if you're in using 00:28:35.450 --> 00:28:39.889 let's say the discussion forum in brightspace or you're using the the 00:28:39.889 --> 00:28:45.789 stream area of a Google classroom and students post questions in that format 00:28:45.789 --> 00:28:50.870 you may want to instead of providing an answer you may want to provide more 00:28:50.870 --> 00:28:56.090 questions to get the student thinking as opposed to just giving the answer and 00:28:56.090 --> 00:29:01.220 that will allow the increase in that two-way communication between student 00:29:01.220 --> 00:29:08.179 and teacher okay if you post the answer right away then the expectation will be 00:29:08.179 --> 00:29:11.870 that every time the question is asked that the answer be provided if you 00:29:11.870 --> 00:29:16.909 follow up with a question instead then that helps the student from where they 00:29:16.909 --> 00:29:21.570 are to get a bit further and it's more of a 00:29:21.570 --> 00:29:25.230 traditional kind of thing that we would do in a face-to-face classroom where a 00:29:25.230 --> 00:29:30.120 student would ask for help and we prompt them not necessarily give them the answer 00:29:30.120 --> 00:29:35.160 but prompt them to continue on and with that encouragement to continue on and to 00:29:35.160 --> 00:29:41.910 continue with that productive struggle to get to the end when you're looking at 00:29:41.910 --> 00:29:45.450 an asynchronous environment whether again whether it's something like 00:29:45.450 --> 00:29:51.510 brightspace or Google classroom if a student posts the question you should 00:29:51.510 --> 00:29:55.260 set the expectation as to when they realistically will get a response from 00:29:55.260 --> 00:30:00.270 you and that's very important because if you think about it if a student is home 00:30:00.270 --> 00:30:05.880 and they are asynchronous in there by themselves the question that they pose 00:30:05.880 --> 00:30:10.170 to you in that environment to them is the most important question that needs 00:30:10.170 --> 00:30:15.720 to be answered and while I think that responding instantaneously and 00:30:15.720 --> 00:30:19.400 responding would say late in the evening like that may set unrealistic 00:30:19.400 --> 00:30:24.750 expectations for the teacher in terms of workload giving them an indication if 00:30:24.750 --> 00:30:29.150 they post a question today that within 24 hours they are going to get a response 00:30:29.150 --> 00:30:34.430 that gives them the structure within this virtual environment to know and 00:30:34.430 --> 00:30:39.360 have that consistency that yeah my question is asked and I'm going to get 00:30:39.360 --> 00:30:47.010 an answer okay more importantly is the whole idea of trying to establish the 00:30:47.010 --> 00:30:53.220 social presence side in an asynchronous environment my suggestion is that if at 00:30:53.220 --> 00:30:58.950 all possible encourage students to help each other and respond to each other get 00:30:58.950 --> 00:31:02.460 them to help each other perhaps they can explain it better to the student that's 00:31:02.460 --> 00:31:07.890 struggling than what you as a teacher can because they may have a better 00:31:07.890 --> 00:31:12.960 relationship with that student for example or they may just have a way of being able 00:31:12.960 --> 00:31:17.790 explain that you had never even thought about but more importantly it continues 00:31:17.790 --> 00:31:23.670 the conversation between students it encourages that social presence within 00:31:23.670 --> 00:31:30.750 an asynchronous environment another thing 00:31:30.750 --> 00:31:36.230 that you have to look at asynchronously is the whole idea of recording videos and 00:31:36.230 --> 00:31:42.180 by watching this video at whatever time that you've chosen to watch it this is a 00:31:42.180 --> 00:31:50.400 perfect example of recording videos and the asynchronous side and what kind of 00:31:50.400 --> 00:31:58.680 components would come into creating a decent video for learning okay but 00:31:58.680 --> 00:32:03.660 you've probably been asking yourself what tool that do I use what tool would 00:32:03.660 --> 00:32:07.770 an online teacher recommend and I'm going to suggest to you that if you're 00:32:07.770 --> 00:32:12.450 transitioning from the face-to-face classroom into the virtual classroom the 00:32:12.450 --> 00:32:16.290 first thing you should look for is a tool that perhaps you already have with 00:32:16.290 --> 00:32:20.220 software perhaps that you already know how to use and you may not even know 00:32:20.220 --> 00:32:25.350 that it has the functionality and for many teachers that I work with they are 00:32:25.350 --> 00:32:35.280 very surprised to know that their Smart Notebook software has a recorder and it 00:32:35.280 --> 00:32:41.010 allows teachers to record the entire desktop to record an area of the screen 00:32:41.010 --> 00:32:46.590 or record a particular window the video doesn't include with it the video of the 00:32:46.590 --> 00:32:52.350 presenter but the recording of what's being presented is quite effective with 00:32:52.350 --> 00:33:00.060 use of the smart recorder and you can have if you have a handheld like a 00:33:00.060 --> 00:33:05.610 ti-nspire or a ti-84 you can bring that to the front of the screen and you can 00:33:05.610 --> 00:33:11.670 record that as you're recording let's say the solution to to a math question 00:33:11.670 --> 00:33:18.300 for example okay so if you are an interactive whiteboard user have a 00:33:18.300 --> 00:33:22.560 look to see if you have a recording tool associated with that interactive 00:33:22.560 --> 00:33:31.260 whiteboard software you may be surprised and if you want an example of math 00:33:31.260 --> 00:33:35.430 videos that were recorded with Smart Notebook or smart recorder the link that 00:33:35.430 --> 00:33:41.760 I've got displayed in the video below is a link to the district's YouTube channel 00:33:41.760 --> 00:33:44.770 in Newfoundland and Labrador the NLAC school 00:33:44.770 --> 00:33:52.690 district has a math intervention site and has videos recorded as a part of 00:33:52.690 --> 00:33:57.220 that site and you can go here and look at those videos all of those videos are 00:33:57.220 --> 00:34:02.620 recorded with the Wacom tablet and smart notebook software and that recording 00:34:02.620 --> 00:34:06.850 tool from Smart and you can judge for yourself if you think that they're 00:34:06.850 --> 00:34:11.679 effective for learning our analytics tells us that they are and are used 00:34:11.679 --> 00:34:15.970 quite frequently but have a look for yourselves many different grade levels 00:34:15.970 --> 00:34:22.030 there are many different areas if you don't have Smart Notebook software and 00:34:22.030 --> 00:34:26.619 perhaps you don't have a Wacom tablet and you're thinking how do I record a 00:34:26.619 --> 00:34:33.730 video so that my students can watch me writing mathematics well you can do that with 00:34:33.730 --> 00:34:40.179 a smartphone quite easily in the first picture that I have on the screen here 00:34:40.179 --> 00:34:45.909 now you can see that I've got a box just a simple box with sides cut out of the 00:34:45.909 --> 00:34:50.169 box and I've got a piece of paper underneath with a math solution put 00:34:50.169 --> 00:34:56.230 there and above that is the smart phone with the video 00:34:56.230 --> 00:35:02.020 recording option enabled so recording it to the smartphone you can upload it to 00:35:02.020 --> 00:35:04.900 Google Drive there's lots of options once you have it recorded on 00:35:04.900 --> 00:35:10.960 smartphones so that's from math writing if you're the user of an AV 3 in your 00:35:10.960 --> 00:35:14.260 classroom and you need to show students let's say how to do something like a 00:35:14.260 --> 00:35:19.150 regression analysis and you can use your smart phone and you can actually have 00:35:19.150 --> 00:35:23.920 the same setup and actually have your handheld device underneath and you can 00:35:23.920 --> 00:35:29.430 actually record the video works the same way the teachers doing the voicing and 00:35:29.430 --> 00:35:35.470 the teachers providing the solution or the demonstration or tutorial so just 00:35:35.470 --> 00:35:40.960 with a box and a smart phone you have lots of flexibility in regards to 00:35:40.960 --> 00:35:52.540 recording videos some things to keep in mind when you are recording video the 00:35:52.540 --> 00:35:58.000 first one is voice voice is important for the synchronous 00:35:58.000 --> 00:36:02.560 side of teaching and voice is equally as important to consider when you're 00:36:02.560 --> 00:36:08.110 looking at the asynchronous side especially if you're recording it's 00:36:08.110 --> 00:36:15.000 important that if if at all possible have an audio system that's clear and 00:36:15.000 --> 00:36:22.510 speak clearly but be very enthusiastic remember you're trying to engage the 00:36:22.510 --> 00:36:29.410 learner voice is very important to engaging the learner talking a little 00:36:29.410 --> 00:36:33.730 bit faster than what you might normally talk or talking the same speed as what 00:36:33.730 --> 00:36:38.380 you might normally talk in the classroom when you're delivering curriculum is 00:36:38.380 --> 00:36:45.220 fine absolutely okay research says it's fine based on the based on a whole bunch 00:36:45.220 --> 00:36:52.000 of different studies what you want to avoid is that monotone robotic voice the 00:36:52.000 --> 00:36:58.000 user will tune out of your video very quickly if it's not content that they're 00:36:58.000 --> 00:37:02.940 interested in learning about and if it does if it sounds robotic and monotone 00:37:02.940 --> 00:37:09.460 you're less likely to keep your audience in watching that video the other thing 00:37:09.460 --> 00:37:15.280 is that when you're recording a video make sure that if you're using images or 00:37:15.280 --> 00:37:22.560 text make sure it's relevant to the learning because oftentimes you may see 00:37:22.560 --> 00:37:28.840 presentations where there's decorations I'll call them that in slides those 00:37:28.840 --> 00:37:33.910 decorations can actually focus the eye of the learner away from the content 00:37:33.910 --> 00:37:36.700 that's being presented and onto something else 00:37:36.700 --> 00:37:41.830 it can be a distraction to the learning and you want to focus the learner on the 00:37:41.830 --> 00:37:46.960 learning in the instance of writing on the whiteboard if you think about when 00:37:46.960 --> 00:37:52.480 you watch me write earlier on you were following me as I was writing your eyes 00:37:52.480 --> 00:37:56.200 were following me as I was writing as I'm releasing the steps in the 00:37:56.200 --> 00:38:01.210 presentation you're now your eyes are following that next piece of movement if 00:38:01.210 --> 00:38:07.030 I had a picture of an animal up in the top right corner you may miss me 00:38:07.030 --> 00:38:11.150 releasing the solution or releasing the steps in in this slide 00:38:11.150 --> 00:38:17.839 and look at that image instead if it's relevant keep it in if it's not don't 00:38:17.839 --> 00:38:22.910 put it there for the sake of decoration if it's not relevant to the learning okay 00:38:22.910 --> 00:38:28.609 which means that your screen needs to be crisp and clear you optimize the 00:38:28.609 --> 00:38:33.769 real-estate you have on the screen if at all possible but don't clutter it so if 00:38:33.769 --> 00:38:38.119 you're looking at writing solutions for example you know and you're using 00:38:38.119 --> 00:38:41.630 something like smart notebook it might be worth your while you're recording a 00:38:41.630 --> 00:38:48.230 video to end off on one page and turn to a next page as opposed to drawing your 00:38:48.230 --> 00:38:52.190 line and trying to fit it on different spaces and things like that make sure 00:38:52.190 --> 00:38:56.599 that it flows make sure you're optimized the screen don't clutter the screen it's 00:38:56.599 --> 00:39:03.619 hard for the person to follow if at all possible you want to create eye following 00:39:03.619 --> 00:39:06.859 you want your students eyes if you're 00:39:06.859 --> 00:39:10.250 recording a video to follow the movement that you're doing on the screen okay 00:39:10.250 --> 00:39:16.460 which means that although you may be able to create a slide with a single 00:39:16.460 --> 00:39:22.700 image and talk about that slide it's better if you write as you go or 00:39:22.700 --> 00:39:27.769 release steps as you go so that the eye has something to follow and it keeps the 00:39:27.769 --> 00:39:34.220 users attention okay the other thing with videos too and we're breaking this 00:39:34.220 --> 00:39:39.319 rule by virtue of doing an hour or just about an hour pre-recorded session is 00:39:39.319 --> 00:39:44.839 the whole idea that for learning objects for recorded learning objects try to 00:39:44.839 --> 00:39:50.150 keep them as short and succinct as possible keep them to three to five 00:39:50.150 --> 00:39:55.549 minutes okay get to the point get into the learning 00:39:55.549 --> 00:40:01.369 and get out of it as fast as you can be effective but be to the point three to 00:40:01.369 --> 00:40:05.210 five minutes if you can do it which means that if you're looking if you're 00:40:05.210 --> 00:40:09.920 the type of teacher then you know starts with a particular concept and then you 00:40:09.920 --> 00:40:14.900 do example one and example two and example three instead of that being a 50-minute 00:40:14.900 --> 00:40:20.269 lecture that can be a series of videos and if you think about it if you look at 00:40:20.269 --> 00:40:23.630 that differentiation and you're looking at you know student 00:40:23.630 --> 00:40:28.850 needs some students may only need to see the first example to understand the 00:40:28.850 --> 00:40:32.120 concept that you've presented in the previous video and they may be able to 00:40:32.120 --> 00:40:36.560 move on other students may be able to may need to see all three are all four 00:40:36.560 --> 00:40:41.720 examples that you've recorded afterwards chopping them up gives you the option of 00:40:41.720 --> 00:40:48.080 providing the student choice to differentiate themselves I guess the 00:40:48.080 --> 00:40:51.380 other thing to keep in mind is that even if you do that as a part of recording 00:40:51.380 --> 00:40:58.010 and especially if you are in a real-time classroom recording classes and chopping 00:40:58.010 --> 00:41:03.170 them up in different bits may not may not flow as well the user may be 00:41:03.170 --> 00:41:06.770 distracted by the fact that there was something that was in the previous video 00:41:06.770 --> 00:41:10.640 they didn't watch it but you bring attention to it because that was a part 00:41:10.640 --> 00:41:15.560 of your instruction so you may not want to chop up your recorded classes leave 00:41:15.560 --> 00:41:19.370 them as is in terms of the format that we are using here but you may want to record 00:41:19.370 --> 00:41:27.290 short videos for the on-demand piece separately okay you gotta ask yourself 00:41:27.290 --> 00:41:32.450 how much of the screen do you need to record if you look at the slide that I 00:41:32.450 --> 00:41:36.200 have here now instead I need to record the whole screen or could I have just 00:41:36.200 --> 00:41:40.490 recorded the part where you see recording videos and probably cut off 00:41:40.490 --> 00:41:47.770 the screen at the word video and just have a narrow window and make it bigger okay 00:41:47.770 --> 00:41:52.520 the other thing you have to realize too and this is something that you have to 00:41:52.520 --> 00:41:56.210 be really careful the temptation sometimes is to prepare a presentation 00:41:56.210 --> 00:42:01.480 or to prepare a lesson and read what you have on the screen out to the audience 00:42:01.480 --> 00:42:06.740 that's confusing because the brain basically has two 00:42:06.740 --> 00:42:11.060 inputs of information if you want to look at it one is audio from the ear 00:42:11.060 --> 00:42:15.530 and one is visual from the eye if you're reading word-for-word what's on the 00:42:15.530 --> 00:42:21.170 screen then at the same time that you're trying to read it you're hearing the 00:42:21.170 --> 00:42:25.720 same thing and that can be confusing so avoid that if at all possible 00:42:25.720 --> 00:42:31.340 and the other thing you have to look at is what kind of file format are you 00:42:31.340 --> 00:42:35.630 going to produce your video in whose the end user is it a mobile 00:42:35.630 --> 00:42:40.519 device user if so you've got a small screen for real estate is it a larger 00:42:40.519 --> 00:42:45.140 device like Chromebook or a Mac or PC then you have more real estate you 00:42:45.140 --> 00:42:49.579 really have to look at your audience and look at the end user but the voices that 00:42:49.579 --> 00:42:53.960 they're going to be using in terms of what your record okay because this 00:42:53.960 --> 00:42:57.440 particular presentation looks much smaller on a mobile device than what 00:42:57.440 --> 00:43:05.059 will if you watch it back on a larger computer screen and with that our time 00:43:05.059 --> 00:43:10.309 is just about up but I want to leave you with some final thoughts based on my 00:43:10.309 --> 00:43:17.450 experiences at both teaching virtually professional learning virtually and my 00:43:17.450 --> 00:43:22.279 conversations with teachers in the recent situation that we're dealing with 00:43:22.279 --> 00:43:27.920 regards to the pandemic and the first one I want to mention to you is if 00:43:27.920 --> 00:43:31.749 you're listening to this video and you've started teaching online 00:43:31.749 --> 00:43:36.019 congratulate yourself anything that you've done to transition from the 00:43:36.019 --> 00:43:40.219 face-to-face environment into the virtual environment has been a success 00:43:40.219 --> 00:43:44.900 so celebrate your success give yourself some grace and don't be 00:43:44.900 --> 00:43:49.549 too hard on yourself in terms of where you're at at this point in time while 00:43:49.549 --> 00:43:55.579 online learning is different and teaching online is different it just 00:43:55.579 --> 00:44:01.910 requires a different set of tools but it's not impossible to learn it's just a 00:44:01.910 --> 00:44:06.319 different way of doing things so be patient with yourself give yourself some 00:44:06.319 --> 00:44:11.150 grace take some time and you'll get there you'll get there but be patient 00:44:11.150 --> 00:44:15.380 you're not going to learn how to do this like a superstar overnight but I promise 00:44:15.380 --> 00:44:19.609 you you keep at it you will become very effective in terms of virtual 00:44:19.609 --> 00:44:24.499 instruction the second thing I'm going to go back to and I've mentioned this 00:44:24.499 --> 00:44:28.279 both in the synchronous and the asynchronous is the whole idea of 00:44:28.279 --> 00:44:33.380 building relationships you will find that you will have a much more 00:44:33.380 --> 00:44:38.569 interactive class you will have much more engagement in your class you will 00:44:38.569 --> 00:44:43.099 have learners that will learn if you keep the fact that you have to 00:44:43.099 --> 00:44:47.719 continually work on the relationships in the virtual environment in mind you 00:44:47.719 --> 00:44:51.470 build the relationships you enhance them the learning will come 00:44:51.470 --> 00:44:57.589 directly as a result of that the third one is that the structure creates 00:44:57.589 --> 00:45:04.550 connection at this point in time our students are in different places at 00:45:04.550 --> 00:45:07.849 different times with different setups and different houses and all that stuff 00:45:07.849 --> 00:45:12.440 the more that you can create structure in terms of consistency in terms of what 00:45:12.440 --> 00:45:17.660 you do in the virtual space if you are asynchronous or synchronous the faster 00:45:17.660 --> 00:45:22.130 you'll have to the faster you'll be in terms of creating connection with your 00:45:22.130 --> 00:45:29.869 students and again I'm going to go back to the humour piece and it's a lesson 00:45:29.869 --> 00:45:37.400 that I learned a long time ago and when I first started teaching virtually I got 00:45:37.400 --> 00:45:41.030 the opportunity to to actually fly into one of our remote communities here in 00:45:41.030 --> 00:45:45.619 the province and I met the students for the first time face to face and I had 00:45:45.619 --> 00:45:50.750 taught them for about two months virtually and when we finished at the 00:45:50.750 --> 00:45:54.200 end of the session when we sat down we talked some technology we talked some 00:45:54.200 --> 00:45:57.980 you know we talked about some learning talked about what their needs were we had 00:45:57.980 --> 00:46:02.450 some Tim Hortons and all that good stuff and when we were done one the students 00:46:02.450 --> 00:46:05.329 came up to me after her and she said you know sir 00:46:05.329 --> 00:46:11.420 you don't sound nears as mean in-person is what you do online and it really struck 00:46:11.420 --> 00:46:16.369 me because she had probably mistaken the tone of my voice in a totally different 00:46:16.369 --> 00:46:22.099 way than what I thought that it was being heard after that day when I flew 00:46:22.099 --> 00:46:28.190 back I promised myself that the kids would hear me laugh every class some 00:46:28.190 --> 00:46:32.540 most times it was a result of my own things sometimes when they realize that 00:46:32.540 --> 00:46:36.440 the trust was there they would tell me things they would tell me jokes they 00:46:36.440 --> 00:46:40.910 would tell me funny things so that I would laugh and I always made sure that 00:46:40.910 --> 00:46:44.839 every day that they could hear me laugh so that they knew that you know that in 00:46:44.839 --> 00:46:51.170 terms of voice that it was not a stern voice that they were hearing it was as 00:46:51.170 --> 00:46:58.190 much as I try a more compassionate and more empathetic points and last but not least 00:46:58.190 --> 00:47:02.840 and I'm going to finish this off for those of you that are transitioning 00:47:02.840 --> 00:47:08.540 into the virtual environment now every person that's ever taught virtually knows that 00:47:08.540 --> 00:47:13.400 the initial start up the initial beginnings are a little rough and a 00:47:13.400 --> 00:47:19.760 little bumpy but you will over time overcome those bumps and obstacles that 00:47:19.760 --> 00:47:23.720 you think that you have now and what you're going to do at the end is that 00:47:23.720 --> 00:47:28.220 when we come out of this you're going to be a teacher with a whole lot more tools 00:47:28.220 --> 00:47:33.020 a whole different skill set than what you did when you when you came in but to 00:47:33.020 --> 00:47:36.590 do that you have to embrace the new opportunities that are in front of you 00:47:36.590 --> 00:47:41.150 right now look at them as challenges that you're going to overcome and not as 00:47:41.150 --> 00:47:44.600 obstacles that you can't meet because I can promise you that every one of you 00:47:44.600 --> 00:47:50.780 that are listening to this will be successful in virtual learning and on 00:47:50.780 --> 00:47:54.290 that note I'm going to stop the recording because I think I'm pretty 00:47:54.290 --> 00:47:59.540 close to my hour that I said that I would use for recording this video I 00:47:59.540 --> 00:48:05.720 wish you all the best good luck and if you have any questions for me and the 00:48:05.720 --> 00:48:09.080 organizers of OAME do know how to reach me 00:48:09.080 --> 00:48:15.650 quite easily so I'll leave it to them to provide you with my information should 00:48:15.650 --> 00:48:22.100 you want to chat a little bit more so folks on that note have a good day or 00:48:22.100 --> 00:48:26.110 have a good evening and bye for now