Speaker: OTAN-- Outreach and Technical Assistance Network.

Erica Duran: Welcome.

Kristi Reyes: I knew that was going to happen. So if you want to scan the QR code one more time and I need to make sure to advance to the next question. Our second question is-- for those of you who've designed a well-- a good hybrid class, what does it include for those of you who have not done that yet. You can imagine or perhaps you have participated yourself.

So let me go ahead and take a moment to make sure I've advanced the question to the next one here. And here we go. Oops, sorry. Sorry. So think this one is a word cloud that you can go ahead and type in and we'll see some things coming in a moment. Equity. Clear instruction purpose. Yes. Discussions. The actual instruction support videos.

Writing, interactive writing. I love that. Plenty of reflection.

Erica Duran: Who is it?

Kristi Reyes: Answers. Well, it sounds like maybe we can go home now because-- I'm just kidding. It seems like you have a really good idea of what you need to include. So give me just about two more seconds here. Lots of student engagement. When there is no interaction between students, it sometimes is not very motivating.

So the early days of online instruction, teachers basically would put their textbooks online and students would be like, I don't-- I'm, in college courses, credit courses, I'm paying for this. You don't just give students in your in-person classes a textbook and say, have fun, teach yourself. There needs to be that same feel as in the in-person classroom as there is online.

All right, orientations, lots of good things. Feedback, all right. So you're going to hear a lot of these things repeated that you already identified. Thank you, everybody. So for hybrid instruction. Really you can't just have what students are doing asynchronously online as busy work. Apart from anything that you have been teaching and students have been doing together in class in the in-person on ground.

There needs to be a lot of planning, but the two need to complement each other. So that if you're teaching in person and you're having students do some activities, then when they go into the LMS, the learning management system, they're getting more practice with what has been taught and practiced already in class. So student centered approach to hybrid instruction requires good teaching in both.

You don't just build an LMS and walk away and that's it. We need to be in-- you put on that word cloud. You need to be teaching in the online portion as well.

Erica Duran: Christie let me know when you want me to jump in.

Kristi Reyes: Yeah, I'm looking at you. You were-- your dot was covered. Go ahead.

Erica Duran: OK. All right. So we're going to talk for a few minutes about what remote instruction should not be. And based on the results you've already given, I'm really excited to see that you probably already know most of this, but we don't want to see an online repository for readings or videos, where you've just got a list without any context.

We don't want to have busy work until the next in-person class meeting because then it's devaluing that online work. And we are often teaching very busy adults. Their time is valuable and whatever it is we are putting online, we don't want it to be out of sight, out of mind for us as instructors. And we don't want it to feel just like unnecessary work for our students.

We don't want it-- I'm sorry, inconsistently or irrelevantly timed lessons that don't match up with what's happening in the class. Sometimes this will happen when we have rolled over a course online from a previous term or a previous semester, and we've changed some stuff that happened in class. Maybe we were out sick for a day or there was a power outage or something or a holiday that caused the schedule to get off a little bit.

We want to make sure that those things are always in sync. Christie spoke to this a little bit, but we want to make sure that there isn't software exclusive. Absolutely use software. We both have certainly done that and still do. But we don't want it to be something that takes the place of your engaging instruction. I saw a couple of folks put feedback or regular feedback in that word cloud, and that was awesome.

Because just as we give feedback in person, we need to be giving a lot of that in the online space as well. And finally, and this is actually, you know, coming down from the Chancellor's office, we need to have peer to peer interaction that is happening in the online space. We can't just have that in person. It is supposed to be regular and effective in an online space as well.

Kristi Reyes: So I know Bloom's taxonomy has been around since before any of us probably were born. But I like to just include it just as a visual reminder that for both in-person and asynchronous online, we need to get beyond just quizzes that recall and remember. We need to figure out ways to get students to analyze, apply, evaluate and create.

I mean, as you were listening to the plenary speaker talk about all of his work with K through 12, you know, students, students have this and they can create their content. And a lot of jobs are requiring that for a student to be able to create a website, or to create a video. So I like to do a lot of project based learning. I don't know if anyone here does that, but that in ESL particularly.

But definitely, I think across the subject areas, students are integrating everything that they have been practicing and learning in class, and then they have this result, this product that they can feel really proud of. So andragogy or the teaching of adults. We do this so well in our state. The state of California, have to say. I've visited classes in other states.

And I know that we have the best adult Ed teachers in the country. Because what do we do? We follow andragogical practices. We treat our learners as they should be treated in their learning environment. We create community. We know that that's one thing that very much supports persistence. We have active learning, unlike maybe how I learned in college.

Maybe you did too, where it was an auditorium of lecture. And I just listened to the professor. And then I studied on my own. So we don't do that. We have active learning. We are facilitators. Our adult learners come in with a lifetime of experiences that we can honor and even tap into. We put the learner at the center of the instruction.

We give students choices. We give students some autonomy. Luckily, we can do that because usually in adult Ed there are not behavior problems and we don't need to be micromanaging them. We can give them some power over the classroom. And then it's so important. I'm sure you agree that we make sure that our content is relevant to students' needs.

So we need to find out, learn much about our students in the beginning of a course, their goals and their lives. And if we always are connecting the content and what we're teaching to those things, then they'll keep coming. And that includes telling them, hey, this part of this class is hybrid. You know why? Because if you go to some workplaces, you're going to have to do some training online.

You want to go enter a career pathway either here or at a community college. Many of the courses now, even if they're not hybrid or online, they have maybe some online component. So you can make sure to tell students that you're preparing them for the future.

Audience Member 1: And all that sexual harassment training is online now.

Kristi Reyes: I know, all of it, isn't it? I've been through a lot of those online trainings. Yeah, we all have. So knowing that is what good andragogy looks like, that means it has to carry over into the asynchronous online portion of our class. So this is sometimes hard to wrap our heads around. How do you do that? But we'll talk about some strategies, but make sure that there's a warm, inviting community of learners.

And this is why I love hybrid. So I don't know who said they did teach fully asynchronous. That's a little bit tough because the students never really connect face to face. But when you're teaching hybrid, they see each other, they hear each other, and that really helps with the asynchronous, because they've already made a personal connection in person.

So we'll talk about how we can make sure to have active learning with many different ways for students, both to get the input and to practice student to student and teacher to student interactions need to happen in the learning management system. Can't be just students. It can't be just teacher and students. It has to be the whole class interacting online. The teacher needs to be visible.

And I've heard, I attended a presentation once that the presenter made this comparison. You don't go into an in-person on ground class and teach something and then just walk away for the rest of the class period for an hour. Same with your asynchronous online course. They need to see you active there, so you need to be visible.

And you mentioned in the word cloud, timely and useful feedback, including assessments. I know that in adult Ed, probably a lot of you don't give grades. I still have a grade book in Canvas, because students want to see how they're doing. And so we need to let them know how they're doing. So timely depends on you, right.

I've taught some classes before where I've had an assignment and students were really excited. It's usually a narrative. Telling a story from their life. And they get so excited, they write it before I've even really gone through the stages of the writing process. And then they start emailing. Did you check my paragraph? Did you check it? Did you check it?

I just assigned it today. OK. I need-- I have other things. I'm a mom and I have other classes to teach. So communicate that early. Maybe in your syllabus and to students. OK. Or even in the description of the assignment in the LMS, this assignment is due here. I will check in on the weekend. OK. Something like that. And we need to give students a chance to reflect.

And give students a chance to give us feedback. So those are some things we're going to be talking about. And so if we can have, how about you three, you two, you two. And if you want to just turn your chair around for a moment and we can go-- and they told me, be careful of that wire. And then maybe-- maybe, yeah, you want to join over there.

And then how about you for just take a moment to introduce yourself. Say where you teach your experience with hybrid teaching, what your process for planning is, and any benefits of hybrid classes. And for those of you on zoom, if you can go ahead and share your answers in the chat. So before we go through what we have found to give you the benefits. Erika would like to share out what some of the participants in Zoom have said. Go ahead, Erika.

Erica Duran: Yeah, it was really great to see the breadth of experience. Many of the folks here are teaching, you know, everywhere from Department of Corrections to adult schools, ESL and lots and lots of hybrid classes, many folks already with HyFlex experience. And that's been really great to hear. What I'm seeing too, that's a common thread, is constantly looking for ways to engage students in new ways.

Use some new tools, learn some new tools. Including maybe, new programs, but just new ways of using stuff that maybe they already have. But they need a little bit of versatility. So I'm really excited to see what we share today, how that translates over to their classes.

Kristi Reyes: Thank you. So, yeah, so some obvious benefits is that-- especially if you do the flip classroom, you can free up a lot of that face to face time for more fun things. Because you don't need to be lecturing at students during that time. If they get into the rhythm of it, they will start to understand that some of the teaching is online.

And then they're coming together to work with each other. We after COVID that students tend to some of the online learning because they don't have to drive to school so often so they can save gas and have more time for work or family. The their online content is available anytime. Some of our students and our ESL program go back to their countries for a week or two and can keep, you know, engaging in the class.

They have learned a lot of tech since the pandemic. But also when you're teaching hybrid, they can come in and see you and say, I'm having a little trouble with this part of the technology and have that face to face time to get that tech help so that they can continue and, more successfully do whatever they need to do asynchronously online.

We know that this is, as I've already mentioned, preparation for transitions to college and careers. And then the flexibility. I don't know how many of you are teaching hybrid, but you know, how many times are students not having to have childcare because they have the baby under the arm and they're doing their online study at the same time.

I've had students who have started and stopped out of my program so many times because it used to be four days a week coming in person and now they're able to complete their classes and programs more easily. So another thing that's really great that we can do is we can offer more personalized instruction. So you find out a few students in the class need a little extra practice on X, you can provide some resources online to keep them-- help them study whatever they need to be studying.

Supplemental support, we know that students have different pacing. I remember I used to in person share a video in class. How many of you need to see it again? Half said they need to see the video again. Half did not. And so I have to make that half who understood everything the first time watch it again? No, so they can pause. If you're using videos and things like that, they can work at their own pace.

Also There is this really great book by Nielsen and Goodson. I recommend if you're really going to dive deeply into this. The latest edition does include research that was done during the pandemic, and this is what they found from research that if you have a well-designed LMS, guess what? It's a no brainer, students will have higher rates of completion.

Also, when the teacher is not just creating a well-designed LMS, but is teaching well online, asynchronously, students can be even more engaged than face to face. I see you shaking your head. Wow. OK. I'm glad you agree. Here's a quote, a couple of quotes. Well-designed hybrid courses can match or slightly exceed both face to face and online courses in fostering both student learning and satisfaction.

And finally, synchronous online classes may be more engaging than fully face to face or fully online. Can be. It takes work, but can be. So that's some of the research. Also just a few distance learning statistics. I'm sure that the rate has gone up even more than this, but one in four students have taken an online course. And if we keep that from our adult learners, we're not really doing them a favor.

They need to be prepared for that. And you can see the statistic there about how many people are taking online courses annually. Also, while you're probably here because you are a serving agency, you receive funds and college and career readiness both point towards transitions. Students cannot just stop with their highest level ESL or their high school diploma.

And make a living wage in California or anywhere in the United States. So by giving them the skills technologically they need for further study, which certainly will include online teaching, we're doing them a great favor. And can I see in the room and in chat if you can-- if you're on zoom, if you can type yes or no, how many of you are using Canvas?

And the rest of you, it's like Google Classroom, Schoology, Blackboard, OK. Yeah. So, a lot of times their kids are using Google classroom, but once they learn the skills of navigating an LMS, and submitting assignments, that's it's the better, the more LLMs they know how to use, the better. But a lot of those skills can transfer from one to the next.

And if you're part of a community college like we are, classes that are not even 1% hybrid, the teachers are still required to post at least a syllabus in Canvas. So we're going to talk about-- Go ahead.

Erica Duran: Sorry, I was going to say I'm going to give you a break and talk about practices for designing hybrid instruction. It looks like most of the people in chat are using Canvas. And then the second one is Google Classroom. So I just want to shout out to all of you and say, regardless of the LMS that you are using, Christie and I took into account that most of the LMS is out there, have the same types of tools.

Or same types of capabilities, although they're called different things. So as we're going through this, it is mostly about Canvas. But be thinking about how the tools would also translate over to your LMS. All right. So we're going to talk about best practices for design. And we have seven steps that we're going to go through. The first one is to start with your student learning outcomes.

And this is really important. These are going to be the foundation for what you're aiming towards. I always joke that you wouldn't get on the road, hopefully, for the most part, and not have any idea where you're going. You have a destination. Think of that as your student learning outcome. And then every step that you build, every stop you make on the road up until that point is still towards that destination.

The second thing we're going to go over is how to make an inventory of activities, materials and tools that you'll use in the LMS, but also for the classroom. Third one, we want to talk about accessibility and how to ensure that you are 508 compliant and you're using responsive design. This can be a little bit tricky. We have taught this before in some of our other trainings.

And no one's going to leave an expert today. We're not claiming to be experts, but we want to at least make sure we're all on the same page as some of the basics you really do have to have when you're providing materials in an online space. We're also going to talk about backward design and to plan your courses and the lessons that you're providing.

We're going to match activities with Bloom's taxonomy to ensure higher order cognitive engagement. Christy already introduced this, but we want to make sure we're going beyond quizzes, for example, and even discussion boards. There's nothing wrong with either of those, but we can do far more to progress students on that pyramid.

We're going to talk about flipping the classroom. And just based on the chat, it's been interesting to see how many people are really interested in that model. We're going to talk about determining what works in person. And what should go online. This is a strategy. It's not just that you put half and half. You need to pick what goes where and why. And finally, we're going to show you how to design modules that pair up with everything else we talked about.

All right. Your step one.

Kristi Reyes: Thank you, Erica. I keep stealing your slides. OK. So, yeah, as Erica said, start with your student learning outcomes. That's what we call them at our school. Sometimes it's the lesson objective. It's the same thing, basically. But in the community colleges, we have to report on this. So it's something that is really crucial that we include.

So my class has just so many SLOs. We assess, listening and speaking with EL civics, we assess reading with casas, and we assess writing sometimes with EL civics, but we also have paragraph portfolio assessment. So what I usually do, you know, we don't assess every SLO, every single term, we alternate. But what I usually do then is pick one and build a module around one SLO.

So for example, I might choose this, that all the activities in class that we're doing together and students are doing asynchronous online are getting them ready, and then they will submit and deliver an organized presentation. So that's how I look at modules, a whole module on one SLO, but we know that for ESL that's a lot.

Because you don't just teach them how to prepare and deliver a presentation. You have to build their background knowledge with the reading and everything else. So what we recommend then is thinking about an SLO that helps you narrow your focus and avoid adding extraneous things to your LMS. I know my first online asynchronous course had supplemental things like just going all over the place.

And that lends to the cognitive load when students see just so much to do that, that is not helpful. So keeping it limited to things that will actually get students to succeed in attaining the SLO. So choose the tools you need to use in-person and online to deliver the lessons and assignments that teach towards that outcome. And then plan to clearly assess that outcome through the use of those tools.

So as I said, I design a module around an SLO. One SLO, with all the skills integrated listening, speaking, reading and writing. And Erika, in designing the courses that she does, she designs one or two assignments around an SLO.

Erica Duran: All right. We're going to talk about step two. So we're going to start making an inventory of activities, materials and tools. Next slide, please. We both want to really, really, really emphasize this. Get excited about your tools, but let your goals guide you, not the tools guide you. We have all been very excited about a tool and went to a conference or went somewhere else and heard a coworker talk about something exciting and we go home and we implement it.

And to be honest, we didn't really need it. It was just that it was exciting. So make sure that your goals are still guiding how you design stuff. Don't let the tools guide you. Then you want to ask yourself if that tool is the best one to accomplish a specific goal. There might be three possibilities. And again, which one do you think might be the best for that particular assignment.

Be the most user friendly for your students for that particular assignment. Be the most effective. Et cetera. Create routines that allow for repetition with tools. So I'll just use an example of Google docs. Google Docs are everywhere now. You can't throw a rock and not hit a Google doc. So you might have an assignment that teaches them how to use Google docs, but then you have two or three more assignments that they are also submitting and engaging Google Docs.

This is a routine. They have now gotten a little bit deeper and progressed in their familiarity with that particular program. Try not to make something a one off. Unless you've explained to them specifically why it's a one off. Maybe something really does only need to be created in Adobe Spark. It's the only time you're going to use it, but have a reasoning as to why.

And then finally choose tools that can serve many purposes and create replicable routines. Again, remember how many times we need to experience something in order to truly learn it. That is a good teaching practice as well. So having them use things online repetitively, even in different ways, to get familiar with it. So sorry, Christie, this is you.

Kristi Reyes: So we'd like you to actually take a few minutes to do your inventory of tools. So you can scan the QR code. Or Erika will put the Padlet link into the chat. How many of you do use Padlet in your teaching? You guys, this is like, such a great tool. Padlet now, has templates for all kinds of teaching activities.

So when you create an account and you go to templates, all you have to do is click and it will create the wall for you. So it's very easy to use. It does follow responsive design because students can use it on a phone very easily. Hopefully, as you're seeing, all you need to do is tap with your finger on the wall. And in this case, we have let me go ahead and open it.

We have created what's known in Padlet as a shelf. So we'd like you to go ahead and tap on the plus underneath LMS tools you use. So if you're using Google classroom, you're using Canvas, Blackboard, Schoology, within the LMS, what do you use? So in Canvas I use discussion, I use everything. I'm also use discussions, quizzes and assignments. OK.

With outside of your LMS, but definitely many tools now embed within. You can get an embed code. Or you link what are tools that you use outside of the LMS but bring in. So what we're seeing is a little bit small, let me see if I can make it bigger.

Erica Duran: And let's be as specific as we can too. I'm seeing the LMS itself listed, which is awesome, but what do you use within the LMS? So do you use quizzes? Do you use studio videos? Discussions? Et cetera? Let's try and unpack what it is we're already using.

Kristi Reyes: Schools within the LMS, not the LMS itself. And you can add to this as many times as you want to. So we're seeing for synchronous, we're seeing Zoom and Google Meet. We're seeing Padlet quizlet, Google menti, mentimeter, Zoom and flip. So flip, it used to be called Flipgrid for creating videos.

Students can post a video in response to a question we see. Google Suite, Google Docs, Kahoot, Poll everywhere. Quizlet again, Kahoot. Play polls. It is kind of like in Canvas. We have PlayPosit or we can also use Canvas Studio and it's just part of Canvas for create-- we're creating videos or uploading videos and creating questions on the video.

We see Google Docs, Nearpod, YouTube, yes, of course. Studio assignments, Nearpod, Google, Zoom with-- Google Jamboard unfortunately she is going to be finished next January. I don't know if it means you use it, so Padlet is a great. Got that. I work for Padlet or anything, but it's a great fill in for them in the meantime, until something else, there's something called FigJam.

But I don't know if any of you have tried it. Elisa, it's-- it's too complicated for me. And I don't want students to have to log into another thing. So that was the beauty of Jamboard. But Padlet can do that because students don't need to log in. Newsela, quizzes. That's one of my favorites too. Quizzes now. As AI, just type in what you want your quiz to be and it creates the interactive game for you.

It can be used as homework or live game among students. Screencastify, and Lucidchart, it's like Jamboard, I believe. It's for brainstorming, right. And so people are using within the LMS a lot of different things like Google sites, which if you can get the embed code through an HELM generator. Students don't need to go outside of the LMS.

You can embed within depending on the site. All right. So Thank you, everybody. So you've done a partial inventory and you hopefully got some ideas from others because this is what you do in the beginning. Before you even start. You start to think, what tools do I already use? It's best to use tools that you're already using. That will make the transition to the synchronous portion of your class asynchronous easier for students.

So I want to show you this, but this is something you can do online. The inventory that I did, because I teach integrated skills in ESL, I need something for reading. I need something for listening, something for speaking, sometimes, usually, and something for writing. So I went through and I thought of what sort of things I use. And so, that's a sample that you could look at.

Erica Duran: Sorry was responding in chat. So I do an inventory of tools for teachers aid class where we train teachers, aides-- train folks to become teachers aides in the K-12 and community college systems. And the specific class I teach is educational technologies. So it's got a pretty broad student learning outcome. Students will understand basic roles and responsibilities for an instructional aid, supporting students using a variety of educational technologies.

So as you can imagine, I need to use a lot of tools for this particular class. Canvas, of course, our K-12 already have moved to Canvas. We use Zoom, I teach them how to do breakout rooms and host sessions. I've taught them how to use Canva. If any of you use Canva, you have seen its wild growth just within the last year of all of its different capabilities.

Google docs, obviously, and that's largely because so many of the students use Google, but their parents don't necessarily. And so I actually come at it from a standpoint of showing my students how to use this so they can teach others how to use it. Microsoft Word, Outlook. Outlook is often an employer specific platform, and many of the folks who become teachers aides have not used Outlook until their first day of work.

So I show them how to use that. And then SMAW has also become wildly popular. And some of you put that into your tools as well. So these are quite a few tools I need in my toolbox for that particular class. Somebody put on the chat, Kristy, that they'd like to see that previous slide one more time. Could you just, yeah, roll back to that.

Kristi Reyes: At the end we can share the QR code or Erica can put in the chat, the Bitly link for the slides. So you can visit the slides at your leisure as well. So I observe teachers, and I've seen the good, bad, ugly and beautiful. I've seen it all. And so I observed a citizenship class, which is hybrid. And this was a discussion forum.

You know, you're probably familiar with citizenship. They have to memorize those 100 questions. They also have to memorize their four, which is probably not something you want students sharing that private information in online asynchronous portion of your class. But this was the discussion that I saw in the LMS. Students have been working on a chapter in their citizenship course.

There are some basic comprehensions at the end of the chapter, and this was the discussion forum in Canvas. What are two rights of everyone living in the US? What is one right or freedom in the First Amendment? And there are four amendments about who can vote, describe one of them. What are your thoughts about this assignment as a discussion forum? Go ahead. Citizenship teacher. OK.

So those are just four of the 100 questions. So the students will just give the answers. There's one correct answer. Yes well, OK. I mean one of two ways, et cetera. But there are correct answers that they've studied that they'll pop back. So would you say this is a good assignment. I mean, not for a discussion. Thank you. Why?

Well, they just give a right answer and they're done. What is there to discuss? I mean, if you posted before I did, I would have the answers. And I'm not even going to learn then. of course, discussion forums you can set so that other participants cannot see all the posts until they have posted as well. But there's no discussion here.

It's a quiz. It's a quiz. It's great for they have to memorize these, but probably it would be better as well. Quiz. Maybe an assignment. So, yeah, this is not a discussion. So sometimes we really need to think-- I saw a teacher create-- she created an assignment that students had to type in long answers that really should have been a quiz on the other side, right.

So, yeah, discussions are for student interaction. Things that can actually be discussed and not have one right or wrong answer, but where they can share information. So if the purpose was to help students memorize these 400, 100 questions, then it would have been better as like a quiz. But definitely this could have been changed in a way to foster more reflective questions.

Maybe we could have said, you know, describe how one right or freedom in the United States is different in your country. That could bring up a lot of discussion, something like that. So we want to ask you, we're going to talk about what Canvas has in the LMS, but we want to ask you, have you share in the chat or if you can share it back to the same folks you were talking to here in the room.

What do you think are the best uses for announcements? Most LLMs systems have a way to send an announcement to the class for a page. It's just a page. And for rubrics, do you use rubrics? And for what sort of things? So we'll give you just about three to five minutes, share in the chat. And then go ahead and turn to your partner if you have something to share about this question.

Erica Duran: Sorry to stop you. Oh my gosh. I'm so sorry to do that every time.

Kristi Reyes: Erica, was there anything from Zoom-- the Zoom chat that you'd like to talk about.

Erica Duran: I imagine mostly what the roomies said, announcements are great for class events as well as, on campus events, pages. Many people were saying that it's a good spot to embed things, which both Christie and I would amplify. Yes, don't just make it lists and then everybody seems to love rubrics.

Kristi Reyes: Awesome.

Erica Duran: All right. We're going to talk about how Christi and I use the LMS tools and it's much of what all of you said. So I'll run through these for a moment. We added some as well. So announcements, we agree. Weekly homework reminders, class summaries, pages can be good for module introductions, delivery of some content.

You know, Christie also uses it for like exit tickets, which is really cool. We use discussion boards a lot. Sounds like you do as well to share reactions, personal opinions, application and clarification of content learned. And of course, this is one of the main areas in an online space where you create and maintain classroom community.

Assignments. Those can be written work, they can be projects, they can be all things. Be creative with how you use those assignments. Low stakes and high stakes. Quizzes. We actually encourage these more for low stakes assignments. OK. For things where they're just trying to use retrieval, they're memorizing stuff, but not going to make or break them in terms of a grade.

Files embedded in pages with context and instructions for use. We don't actually just include the files themselves into a module or just a link. If we were in Google classroom, we're never just linking to a file. We always have it either embedded or embedded with directions. External links can be great, but you always want to make sure that these are ones that are not going to be broken. If you are consistently reusing the material in a course.

I use a lot of online free resources and that is wonderful. But it is incumbent upon me to make sure that those links aren't broken. So Zoom recordings for your classes are an excellent way to make sure you're sharing external links, but they're not going to go anywhere. Speed grader is a Canvas tool. You probably already use it if you're using rubrics.

Because many of you seem to be pretty familiar with that. But if you're not already there, SpeedGrader gives you some options, not just to leave the rubric comments, but also an oral comment. You can record just your voice, you can record a video you can write on there assignments. So I've actually narrowed down. I teach adult high school English.

I use multiple I use the rubric. I use-- I record a small video and I use the written. I have a different purpose for each of those, though I do a general comment, which is a cut and paste for every single student. Thank you for submitting your assignment. This was the goal of the assignment. This is what I hope you learned from this assignment that applies to the next one.

That goes to everyone in my overall comment. Then I give them two or three written comments on their actual assignment. That specific. Yes, you have a great thesis statement and here's why as an example. And then I use the rubric to show them how I got to where I got to on their points. And I use a video assignment. Or a video feedback.

And the reason that I'm doing the video feedback is I want them to see my tone when I am giving them this constructive feedback. I want them to see me as happy. Because if they read my feedback and I maybe have them revising some stuff, I want them to understand how I'm delivering it to them. And that's why the video is important.

And then rubrics we've talked about, obviously. OK, next slide. Christie

Kristi Reyes: I just want to say one thing about quizzes. Like in Canvas you can set so that students can take it multiple times with the highest score. And I always tell my students, based on a book I read, the science of successful learning. You read that one? It's not that recent, but they did a study and I tell students about the research that when you take a quiz and there's no feedback and you just get your score and it's 70%, you're actually remembering 30% incorrectly.

So please take the quiz again and again until you get 100%. Look at the ones you got wrong. If you're not sure why you got it wrong, bring it to class in our live part of our class and you can talk about it. OK, go ahead.

Audience Member 2: I was just going to say, and I forgot to mention too, our group, but our LMS coordinator showed us how to use rubrics to deliver oral assessments. And that is really, really helpful. Yeah. Really, really helpful.

Kristi Reyes: I think rubrics keep us honest. I don't know how many of you you've seen a student come in and they're a little bit below the level. And they've really done so great, but they're still not at the level. But you want, you know, and it's really hard not to give-- you want to give them more credit than they really are, not quite at that level yet.

Erica Duran: And it's a way for us to record their responses on an oral assessment and use it for EL civics. So that's been really helpful.

Audience Member 2: Very helpful for EL civics.

Kristi Reyes: Yeah, if we could get someone, Alisa. To put all--

Erica Duran: Alisa is in charge of the EL civics repository for, for OTAN, and that could be a great side gig for you making all of the, all of the EL civics units.

Kristi Reyes: That would be wonderful. Something to think about. Put it on the list. Actually, Erica, you go ahead.

Erica Duran: Yeah, I'm going to. So I wanted to talk about and I mentioned this earlier, like the repetition of tools. And here's one way in which I use studio video, but you could use Zoom. You could have people use their phone. You know, it's whatever is most user friendly for them. But as you know, I teach english, but I'm also department chair for short term voke and so I'm wearing a few hats and teaching some different skills.

So in my high school grammar class, I use studio video to have them record themselves in real time writing a paragraph and then revise it. And they have to narrate the reasons they're making the revisions. These videos are typically 18 to 20 minutes long. I'll be honest, I don't watch all 18 to 20 minutes of every video. I want to see what they're doing.

I want to listen to their reasoning, that they have reasoning. And it's been really wonderful for me to get, you know, a perception of what's going through their minds as they're writing. I teach a communication skills class. This is for like employability. And we have a module on assertiveness. And assertiveness in the workplace. And so they have a lesson where they record themselves responding to two different requests from their employer to typically stay late at work or give back a day off. Et cetera.

And they have to record themselves saying no in a professional and assertive way. They also have to record themselves how they used to say no. Or they wanted to say no, but they ended up saying yes. And so I want to see that shift between what they used to do. And now what they've learned. And then my third one is back to that teacher's aide training.

They need to learn how to host a Zoom just like we're doing. They need to show me that they can do breakout rooms and respond in the chat and elevate their voices. And have a virtual background, all of those things, because often the instructional aides need to host parent teacher conferences or school events, et cetera, in Zoom or Google Meet or whatever.

And so I have the students outside of class gather together two or three of them, and take turns doing each of those roles, recording it, and then submitting it to me as an assignment. Kristi, do you want to go to the next slide?

Kristi Reyes: OK, there we go. So our third step. And--

Erica Duran: This is introducing it, but I'm going to talk about it, don't worry.

Kristi Reyes: Accessibility. And we have found that teachers don't know a lot about this. And it's unfortunate because it's the law. So it's something we definitely all need to learn about.

Erica Duran: So I'm going to talk about accessibility. And Christina have run multiple trainings. And as I mentioned earlier, this is the spot where folks tend to get a little bit hung up. And that's OK. We were there once. Absolutely. So here's three misconceptions that we have run across many times. Faculty only need to make materials accessible to those students who state they need accommodations.

And that's not true. It's just not true. I'm going to use an example of adult learners. You have all whether they have stated it or not, you have all had a student in your class who was never diagnosed with a disability, and yet they do have one. An intellectual disability, a learning disability, and so on. So just understand that they may not even know it, but they would benefit from this.

That's just part of the context of the why beyond it being the law. Second one, faculty can't control whether outside videos they use have captions or transcripts, not true. If you go to YouTube, you have complete control over which YouTube videos you choose. So try to make your life easier to choose the ones with the captions and the accurate transcripts.

That just is easy right there. And then third one, faculty who haven't been trained to make materials accessible can just do their best. Not true. We do want you to do your best. I'm not saying don't do your best, do that, but you do need to go beyond that because we all know that everybody's best varies. Somebody's best might be going to a training and saying, I picked a YouTube video with captions.

There is more to it. You need to do more. Next slide. In the interest of time, I'm going to go ahead and just say that I want you to all-- go back to the-- quick-- yeah that one. The steps that I included are all in there. I want you to read through them. But as a quick summary, all videos you record from an outside source not only have to have accurate captions and transcripts-- I'm sorry, not only have to have those, but they need to be accurate.

This Zoom recording is a good example. If you do a Zoom recording and you share the link, you need to edit the transcripts for accuracy. It is not enough to just share the Zoom link that has a transcript. Second of all, Canvas has an accessibility checker on the pages. Use it. It's super easy, you'll click on it, it'll tell you exactly where the errors are and how to fix them.

Avoid low contrast color combinations. I had an instructor use pink and white for their homepage. It was beautiful. It was beautiful. You couldn't read a darn thing. If I had low vision, I wouldn't have seen anything this instructor was directing me to. So well, meaning they wanted it to be engaging. It wasn't useful. And finally, alternative text on images.