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Tips and Tools for Teaching Online

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You can visit us at otan.us for more
information. So again, welcome. My name is Diana Vera-Alba. I will be going over our
webinar this morning entitled “Tips and Tools for Teaching Online,” and I want
hopefully for you to go away with this with some tools, and as well as a way to
enjoy teaching online. I’m currently an instructor at San Diego Community
College District as well as I’m an OTAN Subject Matter Expert. And a
little bit about myself, I’ve been an online instructor, teacher, and trainer
since 2012. As an educator, I’ve been a distance education educator, hybrid
instructor, and a fully online instructor or a combination of all three of these
at the same time. As a student, I have taken many online courses. I’ve gotten
online certifications. I got my multiple subject teaching credential cleared
online, and I did a whole master’s program online. So I put an asterisk there,
because I think it’s really important. If you’ve ever taken any type of online
class, even a webinar like this, think about what you liked and what you
didn’t like, because that’s what–that’s how I created my online courses. So for
today our agenda, I have some resources to help you transition. We’re going to
start off with a video called “8 Lessons Learned from Teaching Online.”
We’re going to talk about differences of remote teaching, what that means, and what
it looks like. What does it take to be a great online instructor? What tech skills
are needed to be a great online instructor? And where can I find
additional help for these, maybe new found tips, or where can I get this help. So we’ll start off with a video. So I
hope everybody can hear this, and if you don’t, please let me know in the chatroom. [Video music]>High-touch is more important than high-tech. When a student is in crisis, or student wants to brainstorm an idea, and when
they need a question answered, I want to be efficient. And one of the best ways of
doing that is using the telephone, and so that’s a real high-touch way that has
been really effective for me. And I had really avoided it for a long time,
because I thought “No that’s really not the technology of online education,” but
everything is the technology of online education. Establish social presence
using digital storytelling. When you start in a face-to-face classroom, when
that professor comes in you’re looking at their clothes, the way they act, the
jokes, the stories, all these things. You size up who they are, right? So for me, one
of the things I leveraged or relied on was the power of storytelling. And so
the power of storytelling, telling stories, is a great way
to establish your presence and help students get to know each other as real people. Use Technology Intentionally: I think we
get so excited–I know I do–about new tools, and new digital communities, and
social media tools, and technologies that we can use to really enhance what we’re
trying to achieve with students in our courses. But we sometimes let the tool
sort of drive our decision-making as opposed to going back to our learning
objectives and saying what do we really want to achieve? Does the tool help us
achieve that, just because we get really excited. The Power of External Resources:
There’s tons of resources out there, that if you just take the time to
look, it’s amazing what you can use to supplement your online courses. And so
you don’t have to do all the work yourself. It doesn’t always have to be
contained in the LMS or in the tech, and hopefully through that, also help
encourage and teach your students that there’s great resources out there if you
just spend the time. Make Your Expectations Explicit:
Being explicit in your directions, in your expectations, in everything that you are trying to
achieve with students, that so often we keep that secret. We keep that hidden, as
faculty. We know what it is. Sometimes we don’t even know that we’re keeping it
hidden. Make it really easy for students to find out what is it they have to do
that week, when does it due, what are the points, what’s it worth, those types of things. Fun and Playfulness and the Unexpected: Doing something that’s
different, can really jolt them, and re-energize them, and re-engage them in a
way that allows them to express themselves creatively, so that it’s not
just writing an essay, but let’s write a screenplay that demonstrates your
understanding of these concepts. So anything that adds a little playfulness
I think just re-engages people, and makes the online experience not feel so cookie cutter. You have to login regularly. You probably
should plan at least five days a week to be logging in your course, and that doesn’t
mean you have to login all day five days a week, right?
Sometimes people, I think, misconstrue that, and will say things like “online
learning is just so much more work than face-to-face.” I don’t necessarily buy
that, but it’s very distributed. The faculty that I know that are the most
successful, and my own experience, has been they log in regularly to their courses. The Power of Personal Feedback: One of the things that I find that
students really value, and that they take away from, is when they get specific
individual feedback that’s meaningful. And by not just giving feedback, but
giving audio-video feedback. I’ve had students come back and really comment on
how it was very meaningful to hear that even the inflection in my voice, and
that they could actually walk away with the positive comments. Where as a lot of times
when you just type the stuff out, they just say the negative just kind of comes through, right?>Okay. Thank you
for focusing on that video. That really does give us an introduction to what it
is like to teach online. So what are some differences that you know or you
think might be included in remote teaching? So I want you to think about
those as we go through this next section of the webinar. Think about what some of
those differences are in remote teaching. So remote teaching can be different
than online teaching. So online teaching, just like classroom teaching, is built on
pedagogical models, and that’s not necessarily what remote teaching is, but
it can be. So remote teaching can be delivered through online on an LMS, such
as Canvas, Google Classroom, Blackboard, Google Sites, Schoology, or just
a website. Remote teaching can also be by email. It can be with apps that you
assign students, or you ask students to use, or it can be on a cell phone. So what does it take to be a great online instructor? Well first off, it’s not going
to happen instantly. Just like think about it when you first started
teaching. You were excited to be in the classroom. You had possibly just come out
of your teacher education program, and then all of a sudden you have this
classroom full of students. I mean were you awesome and great on the first day?
That is great if you were, but oftentimes it’s over time, it’s over practice, it’s
over experience that you do become a great instructor. It’s the same thing
online. So some of those best practices that online teachers like to focus
towards, or teachers in general, well first off it was mentioned in the video,
to be present. And that means logging in. Again, it doesn’t mean that
you’re going to be online 24 hours a day, seven days a week, but you should log in
to your course. I’ll give you an example. Like I mentioned earlier, I was an
online student before I became an online instructor, and that was by choice. I
wanted to take some courses online. It was convenient, which is a very good
reason that many of our students in a regular online class would take a class,
but I had an instructor who had this great syllabus, was obviously very
organized, because she basically dumped her whole curriculum, that whole semester
week by week, in the LMS – at that time we were using Blackboard – and just left it
to us. So it was almost like those old transcription mail courses, you know,
where you get this work by mail, and then you complete it, and you turn it back in,
and no contact with the instructor whatsoever. Well that’s how this class
was. And it was probably the worst experience I’ve ever had, because if any
of the student’s questions–the instructor was just not online, ever. So the students
started a little blog amongst ourselves where we were kind of helping each other
out. First of all it was “Where’s the instructor? Oh my gosh.
Where do we ask her questions?” And then we just kind of started helping each
other on this blog, because this instructor was not present at all, other
than the curriculum that she left there. So be present. I mean that was
an extreme case, but be present. That’s definitely important. The second one, set
expectations. In the video it was mentioned to say explicit
expectations, and that’s great. If you want to tell your students “I
won’t be available after 7 p.m.” or “I won’t be available between 1:00 and 2:00.”
Those are clear, explicit expectations. So make sure you set those
expectations with your class. Nurture a supportive online community, and that’s
also really important. In the video is mentioned to give personal
feedback. There are some great tools out there that let you give audio and video
feedback if you have an LMS like Canvas. Canvas has it embedded in the grading
feature, but if you don’t, there are great free tools out there where you can
give students that feedback and nurture that supportive online community.
And then think before you write, or send in this case, right before you post an
announcement, before you send out an email. Read it and reread it, because as
you know sometimes when we receive emails or even text messages, the feeling
that you had is not–does not transpire, and somebody might either get offended
or really not understand the message you were trying to say. So think before
you send or post. And then ask your students for feedback. It’s kind of
like in the classroom where we ask for, or where we have students complete an
exit ticket as they’re leaving, especially initially. Asks your students
for feedback. What did you think about that assignment? I meet with my
students once a week in my online reading class, every Monday night, and we–
the first 15 minutes we’re discussing how the assignment was from the previous
week, what they liked what they didn’t like, and that helps me support them in
their learning. And then let students do the work, and by this I mean
let them have student-led discussions. That’s one example. You can also, just
like in this presentation, you can also have students share their PowerPoints
with the class, and let them lead a portion of that weekly class. And
then you’re creating community within your students and within your
class. So some of the things that I believe that are really important to be
a great online instructor, is patience, and patience with yourself as well.
Patience with your students and patience with yourself. And if you’re
honest about that, if you’re honest about “Hey guys look this is my first online
class.” I know I did that before, and then all of sudden the tension was
alleviated, because it might have been my students’ first online class. So
being patient with each other is really important. Communication, as I mentioned
already, is super, super important. There are many great communication tools. I
personally use an app called Remind. You might have heard of that before.
If you use an LMS, some of the LMS have email feature on there, but I
personally I like Remind, because it’s an instant message to my cell phone. I can
quickly respond to a student if I’m not at my computer. I can give them a time
line. “Hey I’m not on my computer right now, but I’ll get back to you within the
next two hours or within 24 hours.” Again, setting that expectation as
part of that communication. And then continuous education on our part, on your
part, right? When I first started off as an online instructor, there
weren’t as many tools, and I probably don’t use most of the tools that were
available to me when I first started. And once you get into online
teaching, I think you’re really gonna love it. And so I really loved it, and I
continuously try to go to conferences or even jump on a webinar if I see it, to
see what the latest and greatest is. So continuous education is so important
just in our field all together. Organization is important.
Organization of your materials, however you decide to post those
materials, whether it’s on an LMS, or an email, or whatever it is that you decide
to use. Organization just like in the classroom, face-to-face classroom, is
really important. And then be creative. Creativity, like what was mentioned in
the video, to have a fun, playful assignment helps reengage students,
and that’s so important in online teaching. So we’re going to take a
look at each of these five a little bit further. So communication with your
students. So what does that look like. So communication should be
continuous, as was mentioned. If you’re on the computer 24 hours a
day, but you should be on the computer at least checking in, checking to see if
students are completing the assignment. Maybe you forgot to post a portion
of the assignment, and students are saying “Hey teacher, you forgot this part.”
So continuous communication with your student is very important. And
then think about short communication and long communication. So by this I mean a
quick email, an announcement, or even a webinar like this with products such as
Zoom, or Google Sites, or something like that. Setting expectations, and
you can do this in your syllabus just like you would in your classroom, right?
If you have–if you decide to designate office hours, or if you decide to say
post something within 24 hours, or as a response within 24 hours. That way
students know what to expect. They’re not sitting there and waiting. And then use
apps for communication. Again, I use Remind. I love it. It’s a phone app. It’s a
messaging app, but you can use Skype, or Dropbox, or Zoom. So there’s lots of
different apps out there, and use what’s ever comfortable for you. And
that’s not to say that next semester or the next class, you’re going to use a different app. Pick an app or one or
two pieces of communication that you’re going to use regularly with your
students, and that way you’re setting that expectation once again. And then
again, continuous education on your part. Never stop learning, right? I mean we
heard that one in our teacher education courses, that you’re getting
into a program, or you’re getting into a career where you’re constantly going to
be educating yourself. And that’s the fun part. That’s what keeps us–that’s what
keeps me going at least. So do take advantage of any training.
OTAN has great training. Your district probably has some training, and even
YouTube tutorials. There are great YouTube tutorials, and there are some
instructors that I like following them online, and they’re quick, easy. They
show you the latest and greatest or just maybe one tip for online teaching or
some new tool that they’re using that they’re excited about. And again, don’t
expect to be an expert. I mean I have been doing this for a while, and I
certainly don’t feel like an expert yet, but I feel that with the continuous
learning and continuous education I’ve become somewhat of an expert, at
least in my district. And then practice and try it. So there may be some
tools out there that you saw, maybe at a presentation and you were like “Wow that
was great, but oh I don’t know. It sounds really complex. I don’t know if I can do
it.” Just try it okay, and if you fail, get up and try again. We’ve all done this. I think we’ve all failed at some point
or another, or another, or another, and we just keep trying, right? So don’t give up
on yourself. Just keep moving.>Diana I’m gonna
interrupt just for a sec, because you mentioned something, and
someone has a question. I don’t want to miss it.>Sure.
>Who do you follow online? Who are those teachers that you follow that you
think their videos are good, because folks, not all videos are created equal.
>Right. I have many and at the end if you’d like, I could
share some, but yes I do have several. And sometimes it’s just if I have a
question, for example, I saw somebody using Loom for feedback, and I thought
“Wow that sounds really cool,” but I still didn’t quite understand how to use it. So
I just use YouTube the way I use Google, and I just kind of–in the search
box in Zoom right, ‘How to use Loom to give students
feedback,” and then poof. All these all these videos pop up, just like if you
Google something on Google. All these things come up. And then I just–I
typically like to go to the shorter videos. I don’t want to watch a 30 minute
video. That’s just me, but I’ll look for some quick and easy videos,
and maybe I’ll watch five or six of them, and then if I see an
instructor that I really like, then I just click on ‘Subscribe.’ Because
before I click Subscribe, I look at their other videos. And instructors that are on
YouTube usually have a YouTube channel. Like I have a YouTube channel, but it’s
kind of by accident, because I create screencasts for my students, but I do
have a small YouTube channel. And so many of us on YouTube will
have this, and then you can look at the rest of their videos, and that’s how I
gauge whether “Ooo, I want to keep watching this person.” And if you subscribe, if
you click on that little’ Subscribe’ button on YouTube, there’s also a little
bell, and you’ll get a reminder every time this instructor posts a new video.
So that’s how I do it. And then I created a library. So if there’s a video
that I really like, and I save it to my library, and then I call it something,
like “How-to blah, blah, blah, whatever that is, you know, just like you would a music
library on YouTube – you could create a music library – I create a
a video library on YouTube. Does that help?>Yes
>Okay all right, but I can share my my library at the end if you’d
like. Okay, any other questions for now?>Not for now. No.>Not for now. Okay great.
So going to organization. So organization is really important.
Just like in your face to face class. Organization, for example, using an
agenda like I did at the beginning of this webinar, and the agenda
just kind of walks you through what I’m gonna go over. I do the same thing with
my students. Like I said, I meet with them once a week on Mondays, and I start with
a PowerPoint or Google slide presentation. I post it before the the
time that we meet, so that students know what we’re going to discuss ahead of
time. That way they can come in with questions based on the agenda. And then
keep it simple. Your organization should be easy to follow. I organize–I use
Canvas with my district. So I organize my my class by weekly segments, but
you–some instructors organized by unit, the units that they’re working on, for
example, in a book or something like that. And then use numbers for reference. So
this picture on the right hand side is a clip of my organization. So if you look
at the top it says 7M Zoom. So 7M means week 7. So this was a week 7 Zoom
meeting at the very top. And then I use it the way you would use an agenda.
So right under the 7 is 7.1. That’s the main topic you could say – the
reading strategy we went over – and then I indent and then everything below that is
an activity or something they have to do – a to-do referring back to that main idea of that reading strategy. So some of
them are things they have to read. Some of them are videos that they have to
watch. Some of them are quizzes they have to take. So the numbering system really
helps. Because if if I forgot something, or if a student has a question about
something, instead of them just sending me a message saying “I didn’t understand
this week’s assignment,” well there’s like three, or four, or five different
assignments. But if they say “I didn’t quite understand the chart on 7.1.2. Can
you please give me more information? Or, classic Diana, I forget to–I forget.
I post the item, and I think it looks great, and then I forget to
publish it for the students. So they’ll send me right away
“You didn’t publish the quiz. Please publish the quiz.” So these are little
things, and then they’ll give me the number and just–instead of just saying
“That quiz, I didn’t understand it, or I can’t open it,” they’ll tell me exactly the number. So that’s how I use it, kind of like an
outline, the way you would use the numbers, but use whatever makes sense for
you and make sense for your students. So again, creativity. Have fun, and
make your assignments fun and exciting. Include videos. I love using TED
Talks, having students watch a TED talk video, and then have a
discussion about it right after, and maybe a quiz or vocabulary you can pull.
I teach ESL, so prior to them watching the TED talk video, I’ll post a
Quizlet with vocabulary, or you can use quizzes or any other type of vocabulary
tool prior to them watching the TED talk. And then after the TED talk, or YouTube
video, or screencast, I’ll have a low stakes quiz. And I don’t
mean like a–nothing beyond 5 questions. Just a quick, low
stakes, four or five question quiz, just so that I I can see if they really
understood the gist of the message in the video or the assignment that I gave
them. And then there are lots of apps available. You can use Zoom. You can use
Kahoot, and I just went to this Kahoot– just the other day I went on a Kahoot
webinar, cuz I was like “Wow Kahoot online. How do you use that?” And it was so easy.
You use it with Zoom, Skype, or Hangouts, just like you would in class. So then I
was like “Oh, duh, yeah. That makes sense.” And it was just a really quick, short,
Kahoot webinar. So if you missed, it you can find it for sure on YouTube,
or see how other teachers use Kahoot online. USA Learns it’s great. That
already has videos and quizzes for students, ESL students, and then Read
Works is another great one that I use. It’s online articles for students and
this program Read Works has quizzes that students can use. So in the video
it was mentioned that you can use these apps outside of your LMS. So
outside for me, outside of Canvas I could create a classroom in Read Works, and I
could create a classroom in Quizlet, and it’s okay for students to use these
programs outside of your class. So what tech skills are needed as far
as for myself as an instructor and for my students? So when you think about your
skills, hone in on your existing skills, and embrace your new skills. So what are
you good at in the classroom? And how can you transfer that into an online
environment? So think about that. So maybe you’re a good communicator, and you
can hone in on those skills and have this great environment where you’re
communicating constantly with your students and they’re able to
communicate with each other. Technology literacy is really important.
So if you’re not real confident in that area, start taking
webinars, and quick trainings, and like I said YouTube is full of really quick,
short trainings on many different types of tools and many different types of
things. So start looking for those. Time management is really important. I know
when I get really into whatever it is that I’m doing, whether it’s an online
tool, I tend to spend a lot of time in it, and really dive in. But keep
track of your time, and that’ll kind of help you not get really worn out. And
then always assess and evaluate your students. Like they mentioned in the
video on personal feedback is really important, and meaningful personal
feedback. There are some great programs like I mentioned, I saw a teacher talk
about Loom and how she uses this video tool to give feedback to her students.
And I was really interested in that so I went on YouTube and started looking for
how to use that tool. And then teaching students to apply new concepts with the
tools they have. So many of our students have computers, or tablets, or even cell
phones, and some of my students have computers, tablets, and cell phones, and
they prefer to use their cell phones, because they can easily download that
app that I’m teaching them. They can– my students use Canvas. They can
download Canvas to their cell phones, and I mean me personally, I want this big
giant 17 inch screen, but students don’t mind using the screen on
their cell phone. So work with them. See which apps–that’s
what I always try to do. If I’m introducing a new application what does
this work on? Will it work on cell phone? Will it work on tablet? Or is that only
for computers? And I let students know that. So I try to be as communicative as possible on what features are going to work on their
cellphones, and what tools are going to work on their cell phones, and which
tools are best for their for their computer. But I do that research when I’m
on that website or that web tool. Okay? And where can I find
additional help? Well I’ve already mentioned YouTube online, right? But
OTAN has some great weekly webinars, or you can request a Subject Matter Expert
for your staff. You can request a webinar for your staff. There are many great
online resources. So this is a live link. I’m going to go over those in just a
moment. Your district – you can get help many times. Your district offers some
kind of tech training. YouTube tutorials, which I love, or you could just
Google it, right? And when you Google, at the very top you can click on ‘Videos’ if
you want to watch a video, or you can just read about it. So let me go over to
this online resource really quick. And we’re now on the OTAN website and
if you notice there are some buttons here at the top. So here’s a button on ‘Training.’ If you click on it, it’ll kind of give you
information on face-to-face workshops, online workshops. But if you move one
over, you click on ‘Resources,’ there are some great resources here.
>Diana, I need you to stop because no one can see what you’re seeing, because when you
shared you just shared the PowerPoint. So go ahead and stop sharing.>Sorry.>That’s okay. Then share again. Okay share your desktop.>Got it.>Patience everybody. We’re gettin’ there.
>Here we are. Can everybody see it now?>Yes.>Okay, great! So here we
are at the OTAN website, and you have some buttons here at the top. So the
second button over is Training. So this is where I was mentioning the
face-to-face or online workshops, but this button here that says Resources,
there are lots, and lots, and lots, of resources, and one in particular is
called Teaching with Technology. So if you click here and scroll down a little
bit, you will have some sub-categories here. So you have Adult Basic Education,
High School Equivalency, High School Diploma, and ESL. So I’m gonna click on
ESL, and then to the left you have the title of the resource, and what
technology this resource–what technology you need for this resource, or what’s
included in this resource. And you can scroll down, and there are many, many, many,
many, many, many resources. You could see here at the top, there’s 353 resources,
but if you want to filter them, we do have a filter here off to the right. You
can filter by level. You can filter by subject. You can filter by standard, and
then click ‘Submit.’ So if I want intermedia-high, and I want some writing
activities, and let’s say we’re on the topic of Employment, and I click ‘Submit,’
then now this narrows it down to two hundred and sixty-six results. So you can
keep filtering too, or just start looking through these resources. You see that
they’re highlighted in blue, so if you click on one of these resources, it’s
going to take you to a separate site where it’ll show you the website, it will
give you a description, how to prepare, how to use it, what levels, the standards, some of the different resources have longer
description, or more information. So you just want to take a look at these, and
start browsing, and see what you like. And let me go…. Can you see my screen, my presentation?
>Not yet. You have to go back to the Share button.>That’s right. >And Diana,
we have a question while you’re gettin’ there. Can we take these activities and/or worksheets
and put them on our Canvas pages? Absolutely.>Yes.> You can
download anything that’s there to be downloaded. Patricia, please turn off your
video, and–or you can link to them. So either way. Diana you’re up. I see
the screen.>Okay, awesome! Thank you. Okay. And always, always, always, practice
self-care. So we do this as teachers, right? We put so much into our
students, and our lessons, and our time. But practice self-care. So just remember
that remote teaching is different or online teaching is different, and that’s
absolutely okay. Be kind to yourself, and be kind to your students. You’re both
learning together, and if you communicate that with your students, I think there
will be a bond there that you possibly maybe didn’t have before, but this
learning together environment is–and communicating that with your students I
think is really important. You will not recreate your face-to-face
class, and that’s absolutely okay. Online or remote learning is not face-to-face
and you shouldn’t try to put that much pressure on yourself that you’re going
to recreate that, but it can evolve into something wonderful. Definitely something
different and a different experience for you and your students. And
expect to make mistakes, and that’s absolutely okay. Just like the mistakes
that we all make in our classrooms. It’s absolutely okay. And enjoy what you’re
doing. I really, really, really love this platform, because there’s
a creativity that I have online that I don’t necessarily have in
a face-to-face environment. So I really, really enjoy that aspect of it. Plus I’m
kind of techy, so I really, really get excited when I have a new tool to share
with my class. So for any questions or further training requests, you can
contact OTAN at [email protected]>Diana we have a question, I
didn’t want to miss it, regarding students limited in tech in
ESL. “I’ve had a good experience with USA Learns for lower levels, also to connect
to students in these times. What would you think of Facebook? 100% of
my current students use it in one class for chats, or to help them with each
other.” So what are your thoughts on the Facebook being used?>So I have used
Facebook in the past. Not my personal Facebook. I create a private Facebook
account for my students. And this is a good communication tool. Great
communication tool. It’s a great way to post things. I used to post like job
fairs that were coming up, and things like that. The nice thing about it is, if
you create it–if you’re the creator of this page, you can have control over
allowing students to post things. And I would definitely do that. If you do want
to allow students to post, I would filter it so that you get to see the item and
approve it before they post it. But yes, definitely. If you don’t have an LMS,
Facebook can be a great place for you to post assignments, and use it in that format.>Okay. “What would you use to schedule weekly student appointments for
Google me, and I want students to be able to see what time slots have already been
signed up for and what’s still available?”>So I use a Google Sheet, and you can use
a Google Sheet, or you can use because that’s effective, and as students add to
the time slots, you can see it live. So yeah, I would definitely use a Google document, whether it’s a Google Doc or Google Sheets.>”And what do you think of
Duolingo?”>I love Duolingo, and I always
tell students about it. It is I would say it’s kind of like a beginning to maybe
intermediate. I now teach advanced, but even my advanced students like the
vocabulary in it, and just that kind of fun, interactive game–the gaming part of
it. But yeah, Duolingo is definitely a great tool that they can use very
easily on their cell phone. In fact it’s–I think it’s best used on your cell phone.>Diana do you know where the OTAN
Resources Guide is on the OTAN website? And if you don’t, I’m going to hand you
over to Anthony Burik, and he will walk you through it. So what I would like you to do is, hit the ‘Share’
button, and share the OTAN website.>Okay.
>Patricia please turn off your video Thank you. And Anthony I’m gonna go off
mic as soon as the OTAN website comes up, and you can walk Diana through that.
So everyone, Anthony Burik is one of our other Project Specialists here at OTAN,
and here we go. Anthony do you have a mic I should ask? Oh I need to unmute you.
Oh my gosh. Hang on, hang on. Hey I need to find you in the list. Here we go. Okay
>Hey Melinda. Hello everyone. Good afternoon. Can you hear me?
>Yes>Hi Diana. Thank you for that
great presentation.>Hi. Oh you’re welcome.>So yeah. I just want to
take a couple of minutes with Diana’s assistance here, just to–
because I’ve noticed in the chat that people are asking about a lot of tools,
and Melinda will also, in a few minutes, tell us about some upcoming webinars
that we have scheduled that will cover some of the tools in question.
But let’s just take a look at what we have on our website so far. So if you
go to the OTAN website otan.us actually our news story
which is listed there – and we’re going to do something similar for next week – this
will give you a list of what we have upcoming in terms of webinars, and I also
had–I typed a note in the chat about our open office hours. I think Melinda’s
also going to talk about that in a second, but just in terms of the
scheduling of things coming up with OTAN and this would be a good place for all
of you to just check in may be every day or every couple of days,
just to see what we have coming up so that you can go ahead, if there’s
something that that’s of interest to you, you can go ahead and register directly
by clicking on the links to the sessions. So this would be kind of the
first place to start. Then in the upper right hand corner, you’ll see our COVID-19
Field Support button. So Diana go ahead and click that button. So at OTAN,
we’re trying to centralize a number of resources that we feel will be relevant
for all of you in the field to stay– to keep knowledgable on what’s
coming, and what’s going on, and things like that. So Melinda asked me
specifically about the Resource Guide that we’ve developed. So at the very top Diana, under the OTAN heading–so it says
COVID-19 Field Support, and then the first heading is OTAN, and then the
first item there is the OTAN Resource Guide. So if you go ahead and click on
that guide. No, no, no. There you go. Right there.>Okay.
>Thank you. Okay. So we actually–this was–this came
out of a news item that we created and this just gives you a little bit of a
sense of how the guide is organized. We really felt it was important, not only to
just give you a list of items, which can be overwhelming. And I get that sense
from the chat that some of you were just like totally overwhelmed by the number
of things that Diana mentioned, so we’ve created a list, but we’ve
also tried to add some support materials, so that whether it’s a video or
maybe an article to read, so that you at least have a sense of what the tool is,
and how you might get started with it. So Diana if you go ahead and click on that
link that’s right in the paragraph there. Thank you. So this is basically, for
the moment, this is kind of the place where we are trying to list all of the
teaching items, well not all of them, but a variety of teaching items that are out
there, that you might consider using. And then, for example, like
some of you are asking about videos. Some of you were asking about LMSs. Some of
you were asking about “How do I get started with online teaching?” Things
like that. So Diana would you mind maybe– just–can you make this a little bit
bigger first?>Sure.>Yeah and let’s just, once you make it a little bit
bigger, thank you. So let’s scroll down a little
bit to people. Oh yeah. Let’s scroll down maybe to Page 2, because some people,
for example, were asking about like Google classroom, right? And did I list.. Yeah, okay.
So on the guide, like I say we’re trying to come up with like a list
of what we feel would be some of the tools that some of you would use
for this online learning, remote learning, distance learning period. So
again, we list the item first on the left hand column, and then in the right
hand column, again, we’re trying to give you some materials that you can use to get started. It doesn’t matter. You don’t–these are just videos that are either on our
YouTube channel, or they’re articles or other items that are on the OTAN website.
So you don’t need like any kind of Gmail account or anything like that, to look at
these videos, read the materials, anything like that. So we would suggest that maybe
for some of the questions you’ve asked, take a look at our Resource
Guide first. See if there are specific videos or articles that you could read
to help you get started, and then if you have more specific questions,
please email us, or Melinda again is going to come up with, or sorry, is
gonna give us a list of some of the upcoming webinars that we have.
So there are a couple of different ways that we’re trying to support you
all. This Resource Guide is a 24/7 guide. It’s going to be updated as we get more
materials, and then you’ll also want to look at the OTAN website in order to get
a sense of what we have upcoming over the next week or so. So if
people have specific questions about this guide, I haven’t really been following
the chat. But if there are any specific questions, we can take them as they come. Otherwise we can turn it back to Diana.>Okay. >We do have a
question that seems more in line with what your presentation was there, instead
of the OTAN resources, and thank you Anthony for doing that. So the
question is from–Anthony please remember to mute–“Can we also have a way to
integrate survival needs for our students and resources for them?” Oh,
this is an OTAN question. So Marin, we will get that question out, and we
will put it on Anthony’s list of things to do. Thank you for that. It’s job
security for him. All right. So I don’t see any more questions regarding–there
have been a lot of questions coming in, but it’s just like “Hey what about this,
what about that, what about that.” So I made reference to some Zoom
training’s. Zoom does its own trainings, and we have watched the video, so that we
understand how to use it. So and yes Diana’s going to share names. Go to the
Zoom link is up here somewhere in the chat. Use that or go to Zoom.us and
click on ‘Training’ and there’s a bunch of videos on how to get started,
how to start a meeting, how to invite people. Like I said, we don’t have to
create that training, because it’s already created for you, and it’s really
a good training. Diana you were gonna share a list of your YouTube go-tos. If
you want, you could stop sharing here.>Okay.
>Then go back to your browser.>Okay.
>And go to YouTube if you don’t mind.>Sure, no problem. Let me do that real quick.>While you’re doing
that I’m gonna remind everybody we’re gonna ask you to–not now I’m not gonna
accept it now–but type in your name and where you work in just a
little bit. We have just a few more things to cover, and then we’ll
ask you to do that before you leave, and we’re also going to ask you to do an
evaluation on today’s webinar. So Diana hit it.>Okay, can everybody see my screen?
>Yes>Okay. So one of the videos that I just discovered, and this was from TDLS. I
was watching Stefanie Thomas’s presentation, but PowerPoint School is
awesome. And this guy is really, really fast, but he creates these great animated
PowerPoints. So that’s a great one. Here’s the “How to Host a Kahoot Live.”
Look this video is like 1 minute 30 seconds. That’s how easy it is to create this Kahoot
live, and many of us are familiar with using Kahoot in our classroom, and I can’t
believe how easy it was to do this live online. So that was–that’s just
from Kahoot. You can subscribe to Kahoot on YouTube. Here’s another one “Zoom for students in under 5 minutes.” Oh my
gosh, that was super easy as well. Let’s see. Here’s one of mine. I create
screencasts for my students, because like I mentioned, I use Canvas. So in this
1 minute 58 second video, I showed students how to embed an image into their Canvas discussion. Let’s see. Ed Tech is also great. Here’s one for EdTech. Like Melinda
mentioned, Zoom has their own YouTube channel. So here’s another one for Zoom.
There’s music in here too. Oh here’s ESL writing videos. So those are really,
really great as well. So I mean just start using Zoom the way you would
Google, and if I Googled “How to use Zoom with students” oh, there was one on
Facebook, with Facebook Live. Look at that. Somebody asked about Facebook earlier,
and here are videos on how to do that with Facebook. So that’s how I use
YouTube, is I use it the way I would use Google to Google something, or to find an
answer for something, and then you get all these videos– “Zoom Webinars
Add Facebook and YouTube Live Streaming.” I mean and you’ll start noticing the
instructors that pop up quite a bit, and then you could also go on their
channel, and just click on their name. Like this person here, or this person has
the WP Elevation. That’s their YouTube channel, and then if you click on
it, it’ll give you all… [loud music from selected video] Ooops. It’ll give you all of their videos if they have a YouTube channel. Any other questions Melinda?>Expect an email from Anthony.
He’s going to ask for your playlists.>Okay.>Since everybody wants them.>Okay.>If you could stop sharing, I’m going to share just for a minute to show some people just a few
more things folks. Just hang in there with us, because we’ve got so much that
we want to share with you. I’m going to share my desktop here real quick. So you
might get some mirroring. Don’t worry about it. Here we go. Okay, so here we go.
This is where all of the Zoom, I’m sorry, all of our webinars are listed. So it’s
CAAdultEdtraining.org. So if you go here, this is what Marjorie was saying in
the chat. If you go here, you go by sponsor OTAN, and then you hit ‘Search,’
you’ll see all of the webinars that are currently scheduled. There are a
few face-to-face scheduled, and depending on travel restrictions being lifted,
those may or may not happen. We’re keeping our fingers crossed on a few of
them. You will see some repeating webinars here. OTAN office hours,
OTAN office hours, OTAN office hours. Those are on Monday, Wednesday, and Friday every
week until we see the need that it can stop, or and if we see the need that it
keeps continues, then we’ll keep it on. But Mondays at 1:00pm, Wednesdays at
4:00pm, and Fridays at 10:00am. So we’re trying to cover everybody’s
schedule. That is the OTAN office hours. You can come in. You register for
it. There will be, after the registration there’s a form link. So if you have a
specific question about Zoom or about Remind, or about something, you put it in
that form so that we’re prepared with an answer. Then you come into the room.
Anybody can come in. You don’t have to fill out the form, and you say “Hey Anthony, I want to know more about this, or I want
to know about about that, or you showed us something last week and I forgot how
to… [fill in the blank]”, and we will spend time with you. Okay we’re trying to
figure this out ourselves. So we had one just yesterday, and we were–I
found that we were spending so much time with the first person. Then I had to cut
that person off, so that we could get to the next person. So I’m thinking maybe a 5-10 minute span, and then we can
circle back around and get you again. So it’s–you just come in, you get your
answer, and you can leave. You don’t have to stay the whole time, or you can stay
the whole time, and you might learn something from the people that are there as well. Anthony already went over COVID and
what’s going on there. This video will be recorded, and it will be put online as
soon as it renders. Zoom is being let’s just say impacted right now. A lot
of you wanted to know how to use Zoom. OTAN uses Zoom, Zooms training center.
So right here. Getting Started. You get started with Windows or a Mac, right?
You’re starting the Zoom desktop client how to do all of those things that we’re
doing right now. It’s a step-by-step, and they give videos for some of them. It’s
really a good series. And there was no point in us having a Zoom training. We
just sent our trainers here as well, and said “Hey watch this, and you’ll learn how to
do it.” So use this if you want to know how to use Zoom, and I’m thinking–oh yes.
Anthony already covered this. Go here, COVID-19, if you missed that
before to get all those resources. first name, your last name, and your
program or your district, whatever your administrator is going to recognize if
they call and ask us for a list of people that attended today, we can give
them that list. But we will only give you– or only give them the list that matches
their program or district. So if you’re in LAUSD, we’re not going to give that
list to Oakland, or vice-versa. We will be sending you to this page,
right here. I’m gonna copy this address. I’m gonna put it into
the Zoom, and I’m sure, I’m not in the room yet, but I’m sure that a lot of
people are asking “Are we gonna get the handout? Yes. Hang on a minute. Diana?>Yes.
>We need to–you have your handout on your desktop, correct? I didn’t hear that.
I’m assuming….>What was that?>Do you have your handout on your desk top?>Which hand out?
>The PowerPoint.
>Oh yes, yes, yes, yes.>Okay. Can you close that, and then when
you look at the Zoom room, there’s a little ‘File’ button. You should be able to
select that, and add it to the room, but not yet, because we still have typing in
their names, and it’s gonna go fast and furious. As soon as the names start slowing down, I’m going to add the
evaluation link, and wow it’s just going fast. So if you’re asking any questions,
we don’t see them, which reminds me, if you asked the question that didn’t get
answered, please come to the OTAN office hours and we will answer it there. We’re also trying to compile a frequently asked
questions from the chat. It takes time to do that. You can’t see anything on the
screen Sandra. It’s okay. You can hear me, that’s all you need right now. There
isn’t anything on the screen, because we’re not playing any videos for anybody.
So it’s okay if you don’t see anything. Sometimes the dark is good, and man this is going fast and furious.
Anthony can you mention what the… yes definitely. I’m gonna go to mute. Anthony? Oh I have to unmute you again.
Why? [Chuckle] Hang on and if any of you have chatted me privately, I can’t see it. So
you might want to try that again. Alright, I’m trying to find Anthony. We’re gonna have to talk to Zoom. This should really be an alphabetized list. Wow!
Anthony, Anthony, yeah here you go. Unmute. Boom. Okay?>Melinda?
>Yes go.>Okay.
Thank you so much. So just one thing, because I think you mentioned it, as these webinars finish, and we provide the
recordings and the slides for folks, I just wanted people to know, because I
know we’ve gotten a lot of questions. Many of you were in the Tuesday webinar
that Melinda did on online tools. We do have the slides from that webinar
available on the COVID-19 page. So if you go–if you follow the path back to the
COVID-19 page that i talked about maybe 10 minutes ago,
and under the OTAN section. So the first bulleted item is the OTAN Resource Guide
that we looked at, but a couple of bullets down from that are Melinda’s
slides from the Tuesday webinar. So we are trying to get the slides and
recordings up as quickly as possible. Sometimes the slides I think we can get
the slides up first, before we can get the resources. But keep checking back
everyone at that COVID-19 page if you are looking to get the slides,
or even slides from sessions that you weren’t able to attend. We’re trying to
get everything up there as quickly as we can get them up there. So thank you. [Silence]>Melinda, are you back?>Oh my god. Here I’m talking to myself. Thank you very much. [Presenters chuckling] Yes I’m back, but I’m just talking to
myself, because I didn’t unmute. Diana go ahead and upload the file. Hit the ‘File’
button and then upload your files, so that folks can get that. I see that
there’s an offer from it looks like Mayte that you’re a certified
translator and can get that done if permitted. We might be taking you up on
that. If you could type in your email address, I’m not saying yes. I’m not
saying no. I’m not the person to make that decision. So but if you’re
offering, quick go ahead and type in your email address, and you might get a
message.>Melinda you want me to upload the PowerPoint to the chat room?
>Yes, please. And if it doesn’t work, not to worry. I have a backup PDF. So hang tight. Remember, we’re used to click and get, and now we have to wait a little
bit between clicks. So it’s just the world that we live in right now. We got
to slow down a little bit. Take some deep breaths. Evaluation’s coming after the
file gets uploaded. So if everyone could stop typing now. ELISA, sit, breathe. OTAN does have a lot of resources.>Okay it’s up there.
>There we go. So everyone please stop typing, because if you type, the
PowerPoint is going to go up in the chat queue. So everyone, you should see a 318 Tips and Tools for Teachers, and you can click on–stop typing–you can click
on that, and you can download it. You can download that. So after you
do that, I am posting–I’m the only one allowed to type–oops, wrong oh man. We have
to talk to Zoom. I’m going to paste the evaluation. There we go. That’s
to everyone. So you should still be able to see the PowerPoint, and you should
also be able to see that link, evaluation.otan.us When you click on that,
you’ll see Dianna’s link to this session. It’s the last one. Don’t
select one of the three that were above it. Just select Diana Vera-Alba, Tech
Tips or Tips and Tools for Teachers, and you can leave them meeting after you
get your stuff, or click on the link. Gayle Hall, Torrance. “Thank you.” You’re
welcome. And please everybody, you’re very
welcome, but please don’t say thank you, because I’m afraid that PowerPoint’s
going to disappear out of sight. It’s not a live link. It is, but you can just copy it
and paste it. You can copy it and paste it. Alright folks you’re gonna have to scroll up a little bit in the chat to
see the PowerPoint. “You see the link but not the PowerPoint.” Okay, scroll up a
little bit, and you might see it above the link it looks like a little picture
and when you hover your mouse over it it will say click to download Anthony could
you verify for me that you can do that I’m gonna have to unmute you again
aren’t I there we go yeah Melinda so when I clicked on them when I clicked on
the button that was there in the chat uh-huh it downloaded the PowerPoint to
my computer so it’s not we’re not sending you somewhere it’s on a live
link it’s a it’s a button to download the PPT right so it’s going to your
download folder yes okay so did everyone understand that when you click on the
link when you click to open its not actually opening it it’s opening it to
your your computer Dana please turn off your video thank you
it’ll probably go to your download folder if that’s what you have defaulted
I have it defaulted to go to my desktop because that’s where I know where things
are so it just depends where you’re going and Melinda yes sorry a question
about the value evaluation the rubric so a is fantastic F is a is fantastic F is
fail we’ve set it up for like like a teacher a B C D F so a you’re on it you
got a hundred percent F you shouldn’t have come to class C you’re in there
your average it’s okay alright be and and D you can make up your own
definitions for those okay no PowerPoint button okay okay I’m gonna load it again
so start packing I mean stop typing typing in the chat room it’s loading
there you go Ryan that’s a good idea to include it on the form except we’ve done
that before and it just doesn’t work so this is the okay now everybody stop
don’t touch your keyboard don’t type in the chat box there you go and first
thank you okay now you got two versions it’s the same it’s the same so even when
you click but you only need one they’re both the same click
get it’ll download to your computer and then you got it once you got it please
go to evaluation typing it now evaluation that Oh tan that us and it I okay if you can’t see the file again
yeah if you don’t see the file everyone’s typing again if you don’t if
you don’t see the file okay everybody stop cease desist okay I’m gonna send it
to you okay I’m gonna send it to you that’s in my next step I swear to you I
have the powerpoints I believe and I do have the PDF I do have that so I’m gonna
send it to you if you registered for this webcast if you just didn’t use a
link that someone gave to you you’re all gonna get it as a PDF there you go I’m
not even gonna pick and choose I’m just gonna send it to everybody okay I’ll
take care of it yeah and Anthony’s saying you might want to double check
your downloads folder it might be there you might have clicked it and not even
realized that it was there okay but I am gonna send it to everybody as a PDF
alrighty oh okay we got 117 folks in here thank you and thank you thank you
if everyone would stop typing the powerpoints been posted he can alrighty
I don’t I don’t know if I’m the only one this easy Hume I hear you laughing Diana
yes you know what’s going on right yes I did thank you alright folks thank you so
much for being here we’re having an office hours tomorrow is Friday it’ll be
open at 10 o’clock and there will be a lot of oh 10 staff there to help you to
answer questions we also have another webinar on Friday that you can register
for all as well right take deep breaths wash your hands
often okay and keep safe keep safe all right
I’m gonna end this meeting that’s going to kick everybody out

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