UBC Wiki - User contributions [en]

Sandbox:Connecting with Students

2020-05-25T18:36:50Z

ADDYESUSNICK: /* How has the online environment introduced barriers or changed that? */

== '''My Primary Role is to Mark (papers, assignments, exams, etc.)''' ==

=== How did you normally connect with your students? ===
I am new to this but want to comment so I get the hang of this! (connie)

I had regular office hours once every week where students would come ask me questions about exams and assignments (Jacob)

I would sit in lectures and support students during group discussions, and would host weekly office hours (Marina)

First TA role - trying to figure out to connect best with students. (Divya)

In addition to office hours by appointment and emails, I made announcements regarding assignments, marking timelines, and general questions at the end of lectures. I also sent out responses to FAQs and widely-applicable questions as well as submission details before assignments over a group email or Canvas. (Addye)

=== How has the online environment introduced barriers or changed that? ===
Students miss information coming through e-mail or other platforms through chat (NA)

Without face-to-face connection (FF)

I don't have an office anymore, and I get lots more questions over email (jacob)

Haven't TA'd yet online, but I will no longer have physical lectures to sit in and will no longer have an office (Marina)

I’ve had a lot more emails and messages with confusion between platforms, as well as significantly fewer students coming to (now online) office hours. (Addye)

=== What have you tried so far to connect with your students? ===
Ultra but none connected in my hours (Veronica

Tried doing video calling, either setting up appointments or having an open hour on a Zoom meeting, where I sent them the link, but only 1 student has come so far (Jacob)

I have continued regular canvas and email updates, as well as Zoom office hours and chat messages during lectures on Collab Ultra. (Addye)

=== What tools and technologies can you use to restart those connections? ===
Besides video calling, maybe a Google Doc or Padlet would work (Jacob)

I can anticipate hosting office hours by appointment over Zoom, possibly going around to break-out discussions during online lectures to support. Another idea would be to have a Google doc/forms or something for students to submit questions, and I could film short videos answering them all for everyone to see. Videos might be more personal than just emails or discussion posts, and help students connect with me more? (Marina)

== '''My Primary Role is to Teach (using provided material)''' ==

=== How did you normally connect with your students? ===
In-person tutorials, one-on-one questions, use of multiple resources to approach problem solving (textbooks, slides, notes, whiteboard). (Nina)

I co-ran two lab sections once a week (each was 3 hour-long) , introducing students to the material we will cover during the class, asking questions from their pre-readings, giving them hand-outs to fill out at the beginning and initiating discussions within the groups. This was followed by in-lab activities, dissections etc. (Evgeniya)

=== How has the online environment introduced barriers or changed that? ===
Hard to integrate multiple resources onto one platform, students may be more cautious to ask questions. (Nina)

Cannot get the same hands-on experience with the materials and specimens. (Evgeniya)

=== What have you tried so far to connect with your students? ===
I tried hard to respond to emails and piazza (Jun Sian)

=== What tools and technologies can you use to restart those connections? ===

== '''My Primary Role is to Teach (I generate the material)''' ==

=== How did you normally connect with your students? ===
I saw every student for a 50-minute discussion class every Friday (Jacob)

I see my students for a three hour lab section once a week where I provide them with avian museum specimens that they use to to understand bird identification. I also provide in-lab presentations identifying features that distinguish between species. (Ellen)

=== How has the online environment introduced barriers or changed that? ===
I don't see my students in person any more, they can't ask me random or casual questions after class (Jacob)

Our department is trying to prioritize courses that absolutely require in-person lab sessions, but we might not make the cut. My supervisor and I are trying to figure out a way to redesign bird identification instruction using online resources, but it will likely hamper student's ability to interact with the information (Ellen).

=== What have you tried so far to connect with your students? ===
I tried setting up "open office hours" by emailing my students a Zoom link to a meeting they could join between 2 and 3pm on Fridays (jacob)

=== What tools and technologies can you use to restart those connections? ===
Uploaded videos of myself interacting with material and specimens that the students can view (although this is a lot os work). (Ellen)

Using jamboard and make them more active (FF)

Zoom, Collaborate Ultra (open, unending session set up on Canvas) where I will be for a set time every week (jacob)

== '''My Primary Role is to assist during the main lectures/labs (facilitate instructional activities)''' ==

=== How did you normally connect with your students? ===

=== How has the online environment introduced barriers or changed that? ===
I was a TA for a lab course, we (TAs) faced a challenge to provide raw data for students who cannot perform the experiments (Ehsan)

=== What have you tried so far to connect with your students? ===

=== What tools and technologies can you use to restart those connections? ===

Sandbox:Connecting with Students

2020-05-25T18:34:21Z

ADDYESUSNICK: /* What have you tried so far to connect with your students? */

== '''My Primary Role is to Mark (papers, assignments, exams, etc.)''' ==

=== How did you normally connect with your students? ===
I am new to this but want to comment so I get the hang of this! (connie)

I had regular office hours once every week where students would come ask me questions about exams and assignments (Jacob)

I would sit in lectures and support students during group discussions, and would host weekly office hours (Marina)

First TA role - trying to figure out to connect best with students. (Divya)

In addition to office hours by appointment and emails, I made announcements regarding assignments, marking timelines, and general questions at the end of lectures. I also sent out responses to FAQs and widely-applicable questions as well as submission details before assignments over a group email or Canvas. (Addye)

=== How has the online environment introduced barriers or changed that? ===
Students miss information coming through e-mail or other platforms through chat (NA)

Without face-to-face connection (FF)

I don't have an office anymore, and I get lots more questions over email (jacob)

Haven't TA'd yet online, but I will no longer have physical lectures to sit in and will no longer have an office (Marina)

=== What have you tried so far to connect with your students? ===
Ultra but none connected in my hours (Veronica

Tried doing video calling, either setting up appointments or having an open hour on a Zoom meeting, where I sent them the link, but only 1 student has come so far (Jacob)

I have continued regular canvas and email updates, as well as Zoom office hours and chat messages during lectures on Collab Ultra. (Addye)

=== What tools and technologies can you use to restart those connections? ===
Besides video calling, maybe a Google Doc or Padlet would work (Jacob)

I can anticipate hosting office hours by appointment over Zoom, possibly going around to break-out discussions during online lectures to support. Another idea would be to have a Google doc/forms or something for students to submit questions, and I could film short videos answering them all for everyone to see. Videos might be more personal than just emails or discussion posts, and help students connect with me more? (Marina)

== '''My Primary Role is to Teach (using provided material)''' ==

=== How did you normally connect with your students? ===
In-person tutorials, one-on-one questions, use of multiple resources to approach problem solving (textbooks, slides, notes, whiteboard). (Nina)

I co-ran two lab sections once a week (each was 3 hour-long) , introducing students to the material we will cover during the class, asking questions from their pre-readings, giving them hand-outs to fill out at the beginning and initiating discussions within the groups. This was followed by in-lab activities, dissections etc. (Evgeniya)

=== How has the online environment introduced barriers or changed that? ===
Hard to integrate multiple resources onto one platform, students may be more cautious to ask questions. (Nina)

Cannot get the same hands-on experience with the materials and specimens. (Evgeniya)

=== What have you tried so far to connect with your students? ===
I tried hard to respond to emails and piazza (Jun Sian)

=== What tools and technologies can you use to restart those connections? ===

== '''My Primary Role is to Teach (I generate the material)''' ==

=== How did you normally connect with your students? ===
I saw every student for a 50-minute discussion class every Friday (Jacob)

I see my students for a three hour lab section once a week where I provide them with avian museum specimens that they use to to understand bird identification. I also provide in-lab presentations identifying features that distinguish between species. (Ellen)

=== How has the online environment introduced barriers or changed that? ===
I don't see my students in person any more, they can't ask me random or casual questions after class (Jacob)

Our department is trying to prioritize courses that absolutely require in-person lab sessions, but we might not make the cut. My supervisor and I are trying to figure out a way to redesign bird identification instruction using online resources, but it will likely hamper student's ability to interact with the information (Ellen)

=== What have you tried so far to connect with your students? ===
I tried setting up "open office hours" by emailing my students a Zoom link to a meeting they could join between 2 and 3pm on Fridays (jacob)

=== What tools and technologies can you use to restart those connections? ===
Using jamboard and make them more active (FF)

Zoom, Collaborate Ultra (open, unending session set up on Canvas) where I will be for a set time every week (jacob)

== '''My Primary Role is to assist during the main lectures/labs (facilitate instructional activities)''' ==

=== How did you normally connect with your students? ===

=== How has the online environment introduced barriers or changed that? ===
I was a TA for a lab course, we (TAs) faced a challenge to provide raw data for students who cannot perform the experiments (Ehsan)

=== What have you tried so far to connect with your students? ===

=== What tools and technologies can you use to restart those connections? ===

Sandbox:Connecting with Students

2020-05-25T18:32:32Z

ADDYESUSNICK: /* How did you normally connect with your students? */

== '''My Primary Role is to Mark (papers, assignments, exams, etc.)''' ==

=== How did you normally connect with your students? ===
I am new to this but want to comment so I get the hang of this! (connie)

I had regular office hours once every week where students would come ask me questions about exams and assignments (Jacob)

I would sit in lectures and support students during group discussions, and would host weekly office hours (Marina)

First TA role - trying to figure out to connect best with students. (Divya)

In addition to office hours by appointment and emails, I made announcements regarding assignments, marking timelines, and general questions at the end of lectures. I also sent out responses to FAQs and widely-applicable questions as well as submission details before assignments over a group email or Canvas. (Addye)

=== How has the online environment introduced barriers or changed that? ===
Students miss information coming through e-mail or other platforms through chat (NA)

Without face-to-face connection (FF)

I don't have an office anymore, and I get lots more questions over email (jacob)

Haven't TA'd yet online, but I will no longer have physical lectures to sit in and will no longer have an office (Marina)

=== What have you tried so far to connect with your students? ===
Ultra but none connected in my hours (Veronica

Tried doing video calling, either setting up appointments or having an open hour on a Zoom meeting, where I sent them the link, but only 1 student has come so far (Jacob)

=== What tools and technologies can you use to restart those connections? ===
Besides video calling, maybe a Google Doc or Padlet would work (Jacob)

I can anticipate hosting office hours by appointment over Zoom, possibly going around to break-out discussions during online lectures to support. Another idea would be to have a Google doc/forms or something for students to submit questions, and I could film short videos answering them all for everyone to see. Videos might be more personal than just emails or discussion posts, and help students connect with me more? (Marina)

== '''My Primary Role is to Teach (using provided material)''' ==

=== How did you normally connect with your students? ===
In-person tutorials, one-on-one questions, use of multiple resources to approach problem solving (textbooks, slides, notes, whiteboard). (Nina)

I co-ran two lab sections once a week (each was 3 hour-long) , introducing students to the material we will cover during the class, asking questions from their pre-readings, giving them hand-outs to fill out at the beginning and initiating discussions within the groups. This was followed by in-lab activities, dissections etc. (Evgeniya)

=== How has the online environment introduced barriers or changed that? ===
Hard to integrate multiple resources onto one platform, students may be more cautious to ask questions. (Nina)

Cannot get the same hands-on experience with the materials and specimens. (Evgeniya)

=== What have you tried so far to connect with your students? ===
I tried hard to respond to emails and piazza (Jun Sian)

=== What tools and technologies can you use to restart those connections? ===

== '''My Primary Role is to Teach (I generate the material)''' ==

=== How did you normally connect with your students? ===
I saw every student for a 50-minute discussion class every Friday (Jacob)

I see my students for a three hour lab section once a week where I provide them with avian museum specimens that they use to to understand bird identification. I also provide in-lab presentations identifying features that distinguish between species. (Ellen)

=== How has the online environment introduced barriers or changed that? ===
I don't see my students in person any more, they can't ask me random or casual questions after class (Jacob)

Our department is trying to prioritize courses that absolutely require in-person lab sessions, but we might not make the cut. My supervisor and I are trying to figure out a way to redesign bird identification instruction using online resources, but it will likely hamper student's ability to interact with the information (Ellen)

=== What have you tried so far to connect with your students? ===
I tried setting up "open office hours" by emailing my students a Zoom link to a meeting they could join between 2 and 3pm on Fridays (jacob)

=== What tools and technologies can you use to restart those connections? ===
Using jamboard and make them more active (FF)

Zoom, Collaborate Ultra (open, unending session set up on Canvas) where I will be for a set time every week (jacob)

== '''My Primary Role is to assist during the main lectures/labs (facilitate instructional activities)''' ==

=== How did you normally connect with your students? ===
I was a TA for a teacher education course, taught a seminar after a main lecture taught by the instructor (Naoki).

=== How has the online environment introduced barriers or changed that? ===
I was a TA for a lab course, we (TAs) faced a challenge to provide raw data for students who cannot perform the experiments (Ehsan)

=== What have you tried so far to connect with your students? ===

=== What tools and technologies can you use to restart those connections? ===

Sandbox:Connecting with Students

2020-05-25T18:31:46Z

ADDYESUSNICK: /* How did you normally connect with your students? */

== '''My Primary Role is to Mark (papers, assignments, exams, etc.)''' ==

=== How did you normally connect with your students? ===
I am new to this but want to comment so I get the hang of this! (connie)

I had regular office hours once every week where students would come ask me questions about exams and assignments (Jacob)

I would sit in lectures and support students during group discussions, and would host weekly office hours (Marina)

First TA role - trying to figure out to connect best with students. (Divya)

In addition to office hours by appointment and emails, I made announcements regarding assignments, marking timelines, and general questions at the end of lectures. I also sent out responses to FAQs and widely-applicable questions before assignments over a group email or Canvas. Those generally included reminders and clarification on deadlines and submissions ~ one week before deadlines. (Addye)

=== How has the online environment introduced barriers or changed that? ===
Students miss information coming through e-mail or other platforms through chat (NA)

Without face-to-face connection (FF)

I don't have an office anymore, and I get lots more questions over email (jacob)

Haven't TA'd yet online, but I will no longer have physical lectures to sit in and will no longer have an office (Marina)

=== What have you tried so far to connect with your students? ===
Ultra but none connected in my hours (Veronica

Tried doing video calling, either setting up appointments or having an open hour on a Zoom meeting, where I sent them the link, but only 1 student has come so far (Jacob)

=== What tools and technologies can you use to restart those connections? ===
Besides video calling, maybe a Google Doc or Padlet would work (Jacob)

I can anticipate hosting office hours by appointment over Zoom, possibly going around to break-out discussions during online lectures to support. Another idea would be to have a Google doc/forms or something for students to submit questions, and I could film short videos answering them all for everyone to see. Videos might be more personal than just emails or discussion posts, and help students connect with me more? (Marina)

== '''My Primary Role is to Teach (using provided material)''' ==

=== How did you normally connect with your students? ===
In-person tutorials, one-on-one questions, use of multiple resources to approach problem solving (textbooks, slides, notes, whiteboard). (Nina)

I co-ran two lab sections once a week (each was 3 hour-long) , introducing students to the material we will cover during the class, asking questions from their pre-readings, giving them hand-outs to fill out at the beginning and initiating discussions within the groups. This was followed by in-lab activities, dissections etc. (Evgeniya)

=== How has the online environment introduced barriers or changed that? ===
Hard to integrate multiple resources onto one platform, students may be more cautious to ask questions. (Nina)

Cannot get the same hands-on experience with the materials and specimens. (Evgeniya)

=== What have you tried so far to connect with your students? ===
I tried hard to respond to emails and piazza (Jun Sian)

=== What tools and technologies can you use to restart those connections? ===

== '''My Primary Role is to Teach (I generate the material)''' ==

=== How did you normally connect with your students? ===
I saw every student for a 50-minute discussion class every Friday (Jacob)

I see my students for a three hour lab section once a week where I provide them with avian museum specimens that they use to to understand bird identification. I also provide in-lab presentations identifying features that distinguish between species. (Ellen)

=== How has the online environment introduced barriers or changed that? ===
I don't see my students in person any more, they can't ask me random or casual questions after class (Jacob)

Our department is trying to prioritize courses that absolutely require in-person lab sessions, but we might not make the cut. My supervisor and I are trying to figure out a way to redesign bird identification instruction using online resources, but it will likely hamper student's ability to interact with the information (Ellen)

=== What have you tried so far to connect with your students? ===
I tried setting up "open office hours" by emailing my students a Zoom link to a meeting they could join between 2 and 3pm on Fridays (jacob)

=== What tools and technologies can you use to restart those connections? ===
Using jamboard and make them more active (FF)

Zoom, Collaborate Ultra (open, unending session set up on Canvas) where I will be for a set time every week (jacob)

== '''My Primary Role is to assist during the main lectures/labs (facilitate instructional activities)''' ==

=== How did you normally connect with your students? ===

=== How has the online environment introduced barriers or changed that? ===
I was a TA for a lab course, we (TAs) faced a challenge to provide raw data for students who cannot perform the experiments (Ehsan)

=== What have you tried so far to connect with your students? ===

=== What tools and technologies can you use to restart those connections? ===