Tonight I watched a 2021 Lilly Conference online asynchronous session entitled “Engaging STEM Students in the Remote Learning Classroom” by our own Miriam Ferzli from NC State. Ferzli is a Professor of Teaching in my home department, Biological Sciences, and teaches a number of large introductory biology and research methods courses. Ferzli has a lot of experience teaching in the SCALE-UP classroom and effectively implementing active learning strategies. It was nice to watch her session and learn about the techniques and wisdom Ferzli has. In order to engage students in a remote learning classroom, Ferzli suggests:
- Providing flexibility
- Fostering interactions
- Facilitating learning
- Community building
Ferzli emphasized backward design and starting with learning objectives, reducing the amount of lecture time, and chunking material. Transparency was highlighted as an opportunity to invite students to be part of the process. Ferzli also suggested interactive videos, web quests, interrupted case studies, and using personal response systems. Today we discussed redesigning our core molecular biology course to have hybrid sections and a distance learning section. While I was tempted to cut the PlayPosit interactive videos, several made me aware of the importance of formative assessments and low-stakes activities.
Blended learning was defined by Ferzli using Driscoll 2002 as “to combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.” Ferzli shared a model for blended learning that depicted synchronous and asynchronous components, student-centered instruction, before/during/and after class activities. Some asynchronous activities before class can be pre-class videos and questions. Synchronous class activities mentioned by Ferzli included discussions, in-class activities, guided diagram labeling (I like this and don’t do enough real-time labeling)… Post-class assignments could be posts, reflections, projects, concept maps, blog posts. I am thinking about doing reflections, concept maps, and/or posts for BIT 295. Ferzli’s slides included a table of methods and technologies that can be used. I also appreciate that Ferzli mentioned how chat responses and discussions during remote learning are something she wants to keep for in-person classes. Ferzli also talked about how to use TopHat just-in-time responses and WebQuests for students to search for information and create blog posts or GoogleSites. I want to try WebQuests for BIT 295 as they learn new concepts about electronic waste and interdisciplinary problems and then share their thoughts/findings as open educational resources. Ferzli mentioned that blended learning provides options for accessing materials, accessibility (transcripts, captioning, audio), and windows of time for completing assignments. I totally agree and look forward to learning more about blended learning.
Next, Ferzli discussed ways to foster community building in the online classroom. Ferzli is so clear and pauses, even on the recording, when asking questions of the audience! Delivery is so important and master educators like Ferzli control their speaking pace and provide enough wait time. Social time before and after class was mentioned, and I thought Carly did a superb job with this, as students were able to work with their groups and ask questions. Break out rooms and multiple virtual hours were also mentioned. Ferzli spoke about “the magic of pausing” to provide the option of time to ask questions. Ferzli asks: what are your questions? Ferzli provides students with class outlines they complete during pauses. To promote reflection, Ferzli uses the LMS and even just-in-time response systems to pause (yes!) and have students reflect on their learning. What a wonderful set of tools and tips delivered in a super presentation. I have so much to learn from my colleagues.
