Zoom Possibilities for Online Classes by Tracey Tokuhama-Espinosa
Channel: Conexiones The Learning Sciences Platform
Date: 2020-07-26

·      Setting the agenda, global overview: 0:00-4:49 minutes
·      The spectrum of online learning (Webinar-MOOC, Online typical [the course as a repository for homework], Online "Deluxe" [flipped, synchronous] classes: 5:00-7:26 minutes
·      How to share screen and document 7:40-8:08
·      Recording to the Cloud  8:09-8:42
·      Setting up the desktop for recording: 8:42
·      How to share a Power Points slide by slide without taking up the entire desk top 9:03-9:31
·      Power Points versus PDF: 9:42-11:28 (bandwidth)
·      What a recording looks like (includes Chat and TranscriptJ 11:30-13:18
·      Translating recordings by uploading Zoom recordings to YouTube 13:19-15:42
·      Maximizing windows: 15:42-17:05
·      Are support notes visible to students?  17:57-18:22
·      Private messages are visible! 18:23-18:43
·      Limiting "share screen" to a single document: 18:45-19:27
·      How to resize the gallery view of participants and the documents (everyone sets desktop the way they want): 19:28-21:38
·      Drag PowerPoint into chat for students: 22:38
·      Review on setting up screen for recording: 21:50-22:50
·      How learners can resize their screens: 22:52-23:35
·      Manage participants and how to record 24:14-26:44
·      Breakout rooms are not recorded 26:45-27:03
·      Setting up breakout rooms: 27:10-29:14
·      Breakout room permissions in the Zoom account settings: 29:15-30:26
·      Breakout rooms from telephones only available when you have downloaded the zoom App: 30:27-34:00; 34:40-35:50
·      Only Hosts can open Breakout Rooms: 30:30-32:09
·      How much time does it take to set up the Breakout Room? 36:40-38:35
·      What to do if someone gets bumped from the Breakout room 38:36-39:24
·      Preplanning breakout rooms 39:30-40:05
·      What happens if you have presenter notes? 40:33-41:26
·      Can you draw on the board? Can you save it? 41:27-42:50
·      How to use the chat for clarifications 43:46-45:14
·      With what frequency should you check on the chat? 45:15-47:00
·      Cold calling on students to keep attention focused on the topic: 47:16-
·      How can students juggle balance of live class and chat: 47:17-48:29
·      How to give students a heads up with being called on: 48:30-49:16
·      How to keep students present, cold calling to bring them back: 49:17-49:46
·      Use of breakout rooms to prep students to share: 49:50-50:00
·      Creating community in the breakout rooms: 50:00-50:40
·      Engagement enhancement in this class (teachers’ roles): 50:41-52:28; 53:06-54:30
·      Social contagion in virtual learning, face-to-face online: 52:30-53:06
·      Teacher need to know about social contagion and how teachers’ skills are refined in this new modality of learning: 54:33-57:05
·      Face, tone of voice, enthusiasm: 57:06-57:40
·      Use of data and analytics in online settings, more conversations than in face-to-face: 57:55-58:32
·      Use the chat to take roll: 58:33-58:53
·      Documenting attendance using 3-2-1 Reflections: 58:57-59:50

FORMAL END Additional questions

·      Why students should better understand Zoom for job entry training: 1:00:57-1:01:35
·      Zoom Account Types: 1:02:02-1:03:42
·      Student Analytics, which metrics are most useful in Canvas and Zoom: 1:04:08-1:06:53
·      How should recordings of live classes be used? (and flipping?) How to structure and plan classes using Backward Design:, be student-centered 1:07:05
·      All knowledge is the combinations of Knowledge, Skills, and Attitudes. What is the objective of the class? Once decided, choose what activities you will do 1:09:37-
·      How to choose what to flip (pre-class recordings) Record knowledge, use class times for skills and values 1:10:25-1:11:30
·      Difference and purpose of pre-class videos (for flipping) and class recording for documentation 1:11:30-
·      Can you save time by using the same pre-class videos for more than one cohort?
·      What is an ideal class size in online contexts? 1:12:00-
·      Ratio 1:1:1 Planning, Live Class, Evaluation: 1:13:10-1:13:46
·      Take advantage of today’s changes to make deeper changes in the educational system: 1:13:48-
·      What is good for teachers may not be the best for students: Classroom design 1:14:35-1:14:55
·      How do I use the prepared slides I have used for years in this new context? 1:15:20-1:18:36
·      If you are starting a totally new program online, what is the recommended amount of students in a class? (It depends on the objective!) 1:19:19-1:22:50
·      What is the best way to emphasize writing online? Are many short assignments better than one five-page paper? 1:22:57-1:25:10
·      Writing skills and the role of feedback: 1:24:00-1:32:50