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The Pandemic Lecturing Process

I’m back teaching in UCD this semester, lecturing to 54 MBA students in Digital Transformation and a similar number of MSc students on Strategy and Innovation.  Both the MBA and MSc programmes are designed originally as in class experiences and my own approach is highly interactive with the students in class and has been refined from teaching lots of classes over more than a decade. 

Theres  more than a slight difference this year due to a pandemic where the teaching will be online. What I’m going to try and do over the next few months is to document my own learnings around the process of teaching and engaging with over 100 students through this medium and to refine my learnings.  The image below is the first version of the technical setup for doing it.  My trusty Macbook is clocking it at 8 years old at this point and about to be retired in a week or so as my primary device 

Core setup for class is 

*Macbook as primary device (due an upgrade shortly)

*External second monitor (my 4K monitor was due to arrive before class but is wandering around a DPD depot in Athlone at this point)

* Yeti blue nano mic which when tested is better than the internal mic on the laptop.

* iPad and Apple Pencil.  I’m logged in twice to my Zoom accounts with the iPad account as co-host. This does two things (one it lets me see the same view as the students see on their primary screen – more on that later) and it also lets me use the Whiteboard in Zoom as we well as other tools to draw using the Pencil. I’ve an external keyboard and mouse as well 

Ringlight so my face not in constant shadow given lighting in the room I’m in

A picture containing text, indoor, computer, computer

Description automatically generated
Current Desktop Setup for Live Classes

The Current Software I’m using is

Zoom for live classes

Powerpoint for presentations

iPad and Pencil using both Zoom whiteboard and  Goodnotes

Typepad for running quizing

Content (readings, videos, discussion boards etc) on Brightspace

Lessons from class 1:

Be careful about muffling or turning off the mic by accident. The easiest thing here will be to swtich to a lapel mic. 

Use of chat function in Zoom works but needs to be positioned carefully to catch the eye. I’ve used this for dropping in additional questions. I also used this to share a Quiz which I’d build in Typeform for the first class. I need to get a little more accustomed to the polling function in Zoom and to figure out if I can do freeform text answers.  Multichoice quizzes are fine but with 50 people in class one or two sentence answers to freeformat text questions can generate a rich set of examples for the whole class in a short space of time.

Chat is also a good way of checking when people are finished. I used 5 minute countdown timers for a activity and for a midclass break. People typing done into indicated they were finished in the last 30 seconds of the activity

Breakout rooms in Zoom – I’d one planned for this class just as a test but skipped it because of timings on my lesson plan. This was really a test activity and we’ll do a number of these over the next few weeks anyway.  I’ve been running a social group using breakout rooms since April so this is one tool I’m well used to. 

Changes I want to make at this point.

UCD has some very good teaching and learning materials to support staff. I spent a few days last week doing going through all the materials in reviewing how I’d run the classes 

In a physical classroom I work on the basis of switching things around every 15-20 minutes and chunk a 2 hour class in about six chunks. With breaks. Online I’m looking to 6-10 minute information chunks switching activities and interactions and punctuating the material approx. every 10 minutes. Talking to a number of people who are doing fully online course video material frequently comes in 2-10 minute chunks. There still a little bit of work to do on that 

Physical arrangement of screens etc I am optimising. While talking I’m also trying to keep half an eye on chat and on 50 faces on screen to see if any hands go up for questions.  The 4K monitor will allow me have 50 faces on Zoom at the one time which will help.  I suspect upgrading to an external Webcam and new mic will help the physical positioning of the screen  

Later today I’ll download the recording of the class and slice in into chucks and reupload for students.

UCD uses Brightspace for online learning platform. Brightspace has what I’d feels right now like superficial elegance. It looks well but I’m not sure it optimises for speed. I’m using the discussion board feature in Brightspace across the course and jumping between threads is clunkier than it should be even if it looks pretty. 

Speed workflows and processes are some of the overall things I’m trying to figure out at the moment. I use in class diary submissions by students. This usually involves the students handing up physical sheets of paper which I correct and hand back. The advantage with this is all the pages are together and all the work is in correcting and they’re hadn’t back at the start of the next class. In the online environment theres a layer of additional work in opening and responding to each student individually. Its something I’ve seen with teachers in school as well.  It the bit where in class pedagogy doesn’t translate from analogue to digital efficiently.  

I’m looking at prerecording some of my material as well.  Theres a bit more work to be done on that during the week. 

Lots of interesting things to figure out over the next few weeks and I’m really interested in talking other lecturers in terms of what they’ve learned and how they’re working in our new hybrid environment. 

3 replies on “The Pandemic Lecturing Process”

Great insight, did not know you taught!

Feel free to reach out for a chat and compare notes, faced similar before in transition to online, May have come across a solution and would be keen to catch up anyway!

For your in class diary, would you consider using a survey or a live online doc format?

Dermot,

From experience, I think you are ticking a lot of the boxes here and there isn’t anything substantive that strikes me as missing.

The external webcam will help – I found it a great addition… I have it on a ‘gooseneck’ arm with a clamp that allows me vary its location and angle.

THE critical element in my experience though is the ‘chunking down’ and punctuation as you describe it. I found myself describing online teaching as the ‘variety show’ to the in class ‘documentary’.

Well done,

Padraig

Great views and article! For me it is important to keep it as simple as possible as students are used to delivery in many different ways (each lecturer likes to do something in a different way). The breakout rooms in Zoom is big appeal as it allows the students to engage with each other where they loose this in the virtual world. Also guest speakers are easier to get now and brings a different voice/perspective to the room. Enjoy the session and best of luck with delivery

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