OTC14 Familia Online Overcoming the Isolation of Online Learning 06 20 2014

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00:07 – We would like you to take the next three or four minutes if you haven’t already
to introduce yourself to the people who are sitting next to you. What I would like to
ask you to do is not mention where you teach or what you teach. Talk about something else
maybe what is the most recent article or book you read. I was going to say I’m a great gardener
and I just put in these M A R I G O L D S. You can talk about that too. Would you join
us? 01:04 – Activity. 02:11 – 02:11 – SPEAKER: Let’s see if I can get your
attention up front. Thank you all for taking a moment to introduce yourselves to each other.
Are most of you faculty? Is there anyone who is not faculty? I know there a couple of folks.
For the none faculty folks I hope you spent some time in the classroom. You know this
wonderful sound we just experienced is something that help us know a class is really working.
They aren’t just staring at you and they are engaging with each other. That is the hope
we have whether teaching in a classroom or online is that kind of engagement and social
interaction that happens. We do a particular thing and we will talk about that today. I’m
the community coordinator for the lead program. Our students are from everywhere around the
world. They are not all Latino. Our mission is to focus on issues in the Latino community.
Even in our online classes that is still our mission. We have,ment ors in our program.
The two ladies behind me are,ment ors. They have been successful and want to continue
with us. We are nine years old. For many years we couldn’t pay them. Only recently have we
been able to pay them. Most of their work is done out of love and passion for what it
is they are doing. We have M I A and is president and Michelle is right there. She is transferring
to U C Santa Barbara in the fall. We are very proud of Michelle. 04:31 – We wanted to talk to you today. You
come to a conference like this and one of the things we hope we take away one thing
we can do. I sat in a session a moment ago that was about getting that human feeling
back in your online class. That is what ours is about as well. Before I begin too deeply,
I want to thank doctor C A N T O R. She was one of the first supporters. She was president
and incoming Chancellor the year I was hired. I’m very proud of her. I think we are the
same age. Thank you. 05:16 – Let me tell you about lead. The photo
you see is one of the things we do with all of our classes. That is to take the classes
to visit the farm workers in the valley that is just south of us. A large of majority of
strawberries in this country are grown, a lot of L E T T U C E and vegetables are grown.
A lot of students
don’t know where the food comes from. The first thing we ask our online students to
do is take an in person field trip. We get tremendous resistance. I don’t want to do
that. It doesn’t work around my schedule. How am I going to do that. As we’ll talk about
in a bit at the end of the quarter it is generally their favorite thing about the entire quarter. 06:18 – For us F A M I L I A is not group.
The people are surrounded with just like the people you are born or adopted in a family
with, you didn’t get thereby choice. You got thereby chance. F A M I L I A is the same
way. Random group of people put together but commitment to each other different from group.
We don’t call it group. Taking it out of English and putting it in Spanish gives it different
connotation. This is different. If you can’t get along with somebody in a group with you,
shut them out. Ignore them. Don’t work with them. If somebody in your family, you have
to work it out. You have to have your back. You have to tell them when they aren’t pulling
their weight and that is what we expect from you. They just do it. It
means engagement as well. It means contributing
to the community. 07:28 – In our online classes we believe there
is a chance to build relationships online and most of our students have been doing this
through FaceBook and Twitter and Google hang out, all the other kinds of sources they use.
They aren’t foreign to it. Most of us might be foreign to it, but they are not. They know
how to do this. Although those relationships might have been primarily virtual. For us
some of this is face-to-face. A piece of what we do requires them to meet face-to-face. 08:10 – On slide. Stats in online classes.
We haven’t had enough years and time to do our online courses in a way that will exhibit
our success. We have been doing this since summer last year. We have a full year. Every
quarter we retain more students and more students succeed and continue and take another lead
class. This quarter we had online student that became an online,ment or. Someone that
fully understood and now he is having a very successful experience. 08:58 – How do you make it work in an online
class? We tried all kinds of different things. Students will tell you more about some of
those. They have to share those things that good families share. If you think about it
the thing that makes strong families aren’t always positive. How many of you have sisters
and brothers that are have been in a car with. When you take a field trip with people and
you get lost — Michelle got lost. It is a part of building a trust with each other and
a willingness to go along for the ride. Having food is important. For online students when
we ask them to meet up, and they have meet up, if some can’t meet it they meet virtually
with those that can make it. They have coffee and doughnut. Food is big important piece.
Traveling together the car trip and food and working on important work together so they
all have projects that contribute to the curriculum that they create together and having a guide.
Ment ors are crucial to our program. I don’t think I could do what I do without them. For
every 7 or 8 students, sometimes it’s a few more, we have a,ment or. It is someone they
can count on. They set up parallel social media pages for their stew /TKEPBTSZ. 10:39 – udents. 10:43 – We work on projects. We did this with
form workers. This takes extra time. It is not online activity. They have to do this
in person. If they can’t, they have to contribute online in a way that would be sufficiently
equivalent to what they might have done in person. Find Congress man they want to write
to or putting together — sign a petition they might send out or create online video
or power point that teaches this same material. They are participating online. 11:27 – This is one project. Someone might
be familiar. Anybody? Claims to serve Mexican food. If you have ever been there — they
call it Mexican food. Their owner decided since he was sitting there and nothing to
read he should put something on the cup. He wanted to ask American authors to write something
to put on the cups. He asked 200 authors. Out of them 199 of them were not Latino or
Mexican. 200 were not Mexican. He didn’t ask any Mexican authors. Those of us who are Mexican
got upset about it. I asked my students to read about what happened and to think about
the tour they had taken about farm workers and their contribution to the food on their
table and to take a cup and go there and take a cup. If they couldn’t go, you see the blue
cup on the right. If you couldn’t go, do it on the cup. If you could go, like the woman
holding the cup. She got employee to held it. Write one of the poems or something you
found meaningful in the quarter on the cup. Let them know why Mexican people do more than
pick and they include to the imagination of the world and have them hold the cup for you
and take a picture. Students did it individually. These are some of their cups. That is civic
engagement online. 13:32 – SPEAKER: Inaudible. 13:35 – SPEAKER: We’ll talk about it more
indepth in a moment. We have gone through — I’ll repeat the question. Are we fully
online or hybrid? We have gone through evolution of our thinking about it. Created by these
two. As I began to teach it and they began to work in it, we realized some things work
and some don’t. Next time we will offer it as hybrid. Now fully online. Before class
starts — Michelle told me to do it once a week but I do it every other day. Once the
class fills, I send them e-mail. This is what you really have to do. Do you really want
to take it? We have all of that. This is just some photos from our field trip. It helps
them really understand the material whether intro to composition class where learning
to write about material none fiction material or in literature class. Students become,ment
or. That is the success of the program. This year we would have served between 12 and 1500
students in our program. We have had up to 90,ment ors this year. Right now we have 58.
We have A L U M N I pool. Many are in graduate school. We just had first graduate. They are
awarded with a tiny S T I P E N D and books for the class and as much recognition as we
can afford. 15:47 – I’m going to turn it over to Michelle
and M I A and talk about where their hopes were when we designed the class and where
we are going next. 15:57 – SPEAKER: Hello everybody. My name
is M I A. This is my second year. Inaudible. I’m Michelle. I’m an English major and starting
at U C Santa Barbara in the fall. I’m excited about that. The last book I read — not clear.
I’m 19 years old. 16:34 – SPEAKER: Just so you know at any time
during our discussion if you have questions, feel free to raise your hand. This is more
of a conversation than presentation. In spring — not audible. Students create their own
project. We had people working on student senate collections and the womens center and
forming online education and take to classroom and break through that barrier. We wanted
to see how can we — inaudible. How can you have critical thinking aspect to the work
as well. A big part of it has to do with getting along. We were presenting our ideas concept
to the president of the college. The day we were supposed to present to senior staff we
didn’t have our project figured out. We had bits and pieces and excited about the concept.
We went to P I Z Z A hut and we were eating and it was great. The course was then born.
We tried it the very next quarter. We jumped right into it. We had expectations and different
goals. We had five main goals. On slide. It was successful. We might not like family but
you got their back. 18:35 – SPEAKER: Inaudible. 18:38 – SPEAKER: Approximately how many people?
7 or 8. First we had two classes combined. 60 students total and four,ment ors. It was
insane. It was the first time we were trying this. Our second goal was — on slide. Every
day for example college students are always plugged into FaceBook and social media outlets
and how can we help them use the tools in effective collaborative way. Make it more
interesting, challenging and interactive and bring a level of fun to the class. What can
we get personally out of it. On slide. Very first quarter we tried out some new technologies
and how to use them. Have you used Google hang outs before. It is cool. You can collaborate
with video and if people on their I phones, on their work break and I found it awesome
to teach people that haven’t heard of it. We taught them how to use P R E Z I. On slide.
We wanted to simulate the beauty that happens in online classes with class discussion. 20:31 – 20:39 – SPEAKER: Professor will post discussion
question and everybody responds to original post. It doesn’t have that personal feeling
behind it. We wanted to take the family approach to it and they would respond. The first person
responds to the post. The person after that responds to the person before them with yes
and or I agree or these are my thoughts. Serve community — on slide. Publish work. 21:34 – SPEAKER: Inaudible. 21:35 – SPEAKER: Yes, online learning platform
that is provided by school district. 22:00 – SPEAKER: Inaudible. 22:01 – SPEAKER: Right. Using Google hang
out. I don’t think a lot of students think of that. First of all you only grant access
to share the documents they would like to share. Michelle has discussion question she
wants to share, she drops it in there and share it. I don’t have to have my web cam
on. I can do audio. If I don’t have that, I can join Google through message. I can see
what everyone is typing. 23:01 – SPEAKER: Inaudible. 23:02 – SPEAKER: C C C confer was a bit challenging
to use especially in short circumstances. 23:16 – SPEAKER: Inaudible. 23:17 – SPEAKER: We’ll get into that more,
on FaceBook. FaceBook has the group feature and only the members in the group can see
the post and what goes on there. 23:38 – SPEAKER: The material made public
on social media made available to everyone online? You can add settings to say who can
view what material. 23:52 – SPEAKER: Inaudible. 23:53 – SPEAKER: Right. The question was first
students using third party programs? FaceBook and Google hang outs? 24:31 – SPEAKER: Inaudible. 24:32 – SPEAKER: Yes it is all voluntary by
the students. 24:39 – SPEAKER: Inaudible. 24:40 – SPEAKER: You could say that. The question
was is all information that students put out owned by Google. The short answer would be
yes. In reality students use this tool to hang out. They aren’t broad casting their
Google hang out straight to you tube right away. That is an option. They are using it
to collaborate. What did you think about that post or that video. Different things like
that. In reality what students are choosing to put out is their questions and their ideas
for the course. I don’t necessarily think privacy is that big of a concern. It is an
issue to address though. 25:28 – SPEAKER: Inaudible. 25:29 – SPEAKER: Right. Exactly. Most of them
were just talking about the curriculum. There is other talk. We try to get students to talk
beyond what is going on in the classroom and get to know each other. You want to form that
sense of community. I wouldn’t tell someone my private life. You can create an e-mail
account that if you don’t feel comfortable on releasing your identity like first name
and last name you can create abbreviation. I don’t need to be friends withment ors in
FaceBook. They can do e-mail. 26:23 – SPEAKER: Inaudible. 26:24 – SPEAKER: The question was are students
graded on the discussions that happen outside of the site? Answer is no. At the end of the
quarter they — not clear. Points for how do they participate? How did they interact
with each other. Sometimes we ask for proof like picture of all them getting together
to make sure they collaborated together. Tools they use outside the course is up to them.
If we did do that, it would take away that sense of creating relationships in a genuine
way. Aspect of college is making lifelong friends. You can invite them over when you
have kids and that stuff. You can learn as much from the person sitting next to you.
Going back to expectations. One of our expectations — on slide. This is one of my favorite parts.
I get to know the students I’ll be working with. Introduce yourself and post a picture.
You can see my major is this and I plan to go to this school but also beyond what is
that. What are your hobbies? What is your favorite color? What is your favorite food?
It is like to what is beyond just the spring. We had a positive outcome on that. On slide.
She goes in and I like watching too. What do you watch? Let’s get this communication
started. They post back. Sometimes they don’t and sometimes they do. We try to encourage
that. Down here they mention they are expecting parent. One of the,ment ors comments. On slide.
Personal connections are being formed while doing academic work. 29:37 – SPEAKER: Inaudible. 29:38 – SPEAKER: Organized into forms and
mark responding to and it is layered down through discussion. 29:50 – SPEAKER: We look to other social media,
FaceBook catches your eye. 29:59 – SPEAKER: Unlike FaceBook you don’t
necessarily get notification. If you do, it can flood your in box. There are pros and
cons. 30:12 – SPEAKER: Inaudible. 30:13 – SPEAKER: Yes, I feel that is typical
to any college experience. There are some people I talk to in class and where do you
work? I just tell them. I hope you don’t become stalkers. That way you wouldn’t be able to
talk with anybody in the class if you are afraid of them becoming a stalker. 30:49 – SPEAKER: Inaudible. 30:50 – SPEAKER: Exactly. I would be concerned.
Moving on. Expectation we had because most of our online students are also taking — it
isn’t majority of classes in person but also classes in person. We have less that are completely
online. We have students that take both in order to take more. 31:23 – SPEAKER: When we first started last
summer with this big group of people we thought how are we going to organize this many students
to know each other. Summer session is six weeks so very very fast. We thought it would
be good idea to do collaboration. You don’t need to give out your personal address and
apartment number. Give us your zip code. Ment or with similar area was paired with that
family. In reality — location had nothing to do with success. Any class it is personality.
There was question earlier about students out of the state or out of the area. We had
one student that drove all the way from L A. We didn’t know until she met with the,ment
or. At the coffee shop, she was like I just drove from L A. Everyone was what? One,ment
or was driving up every week to meet with us. I had no idea she was from L A. I had
no idea. She was taking a — this is crazy. She is like I’m not sure I’m going to make
it. Are you on vacation? No I live in L A. This is week ten out of 12 and I just found
this out. 33:22 – Summer session — can’t take classes
because out of country or traveling. Students were overseas and could just collaborate on
FaceBook. This say map showing you. We had people that lived over here. We put them together.
Not clear. That wasn’t as successful as we thought it would be. 34:05 – Ment ors — when did I start? Spring.
11, 12? A long time. When I walked into this class, I had no idea. I just added that same
day. One of my friends recommended it last minute. I was what did I get myself into the
first three days. I was used to working by myself. Any class you sit down. You don’t
meet the people around you. By the second or third day we were in groups already. I
don’t like people. I don’t want to talk to you. You are going to bring down my grade.
I was just like I’m going to give this a shot. I really really got through it and I ended
up loving it so much that I want today become a,ment or. I was a shadow,ment or the following
quarter. This is home. I don’t have to go to my car by myself and hang out in the hot
sun. I didn’t have friends. I would get food and go to my car and not talk to anybody.
I went to college thinking I was doing it for myself and it is just me and it’s competition.
It is not competition. We are a support group and support each other. If we support each
other we will all succeed. Why not see someone else succeed. We stress collaboration and
not competition. We think of work group in professional setting. One person is going
to win, it is different than we have with family. Each,ment or works differently. We
are all different in every way possible. The way I like to do it is I create a FaceBook
page. To get familiar with each other we will do — I’m Michelle and I’m student. I have
been there two years and involved with lead for a year. This is my last quarter at the
end. I was 19 years old and I live in San Jose. On slide. They already know a bit about
me and they can get familiar with me. There is this sense of trust already. Another thing
we do in order to get them to do this on catalyst aspect of it, we give them points. If you
don’t have something to give them, they won’t want to do it. From students perspective,
I don’t want to. If there are points, yes, I will post. I got a lot of feed back and
we had a conversation right off the bat. On slide. Reading slide. I comment back and I
say Hi, I like to hike too. Where do you usually go. On slide. I like to go this place. You
keep going and have a conversation and get to know them better. I’m hear and I’m listening
to you and you can trust me. The students are okay — not clear. 38:02 – SPEAKER: I am the course instructor
because when we are planning something like a projector essay and they post, mark can
give them feed back as well before they submit it. I need to improve this or I should change
this before they submit something which has a better outcome because they learned something
and they get a better grade out of it. You know what I mean? 38:31 – SPEAKER: Inaudible. 38:32 – SPEAKER: The question was are students
required to add the course instructor on FaceBook pages. Depending on the,ment or we like to
keep the professors in the loop so they can give feed back and they know what is going
on. They can get almost immediate response depending on the day. You can be friends with
the people you are in FaceBook group on FaceBook. People don’t want professor to see FaceBook
page, no big deal. If they have a question they aren’t comfortable asking the entire
group, they can message you. 39:29 – SPEAKER: You have setting where you
can make the group secret and no one can see. I usually keep it secret. I send out e-mail
like the week before class starts and I tell them to please add me on FaceBook. I give
them any e-mail and contact information. I go and look for them on FaceBook and add them
so it is immediately a secret. 39:57 – SPEAKER: Inaudible. 39:58 – SPEAKER: One of the big things I’m
picky about is fighting. Can you repeat the question one more time? 40:19 – SPEAKER: Inaudible. 40:20 – SPEAKER: Can you respond to content?
Yes I do. One of the big things is citing. Course they aren’t picky with writing but
I want to help them. If they have an English course the following quarter, I want them
to know. 40:59 – SPEAKER: Question about books they
have been reading. I didn’t understand what that meant. They can open it up to the entire
group or ask the,ment or, if question about how much is this worth or when it field trip.
We deal with it all. We aren’t T As. We can help them. It is supposed to be formatted
like this. We don’t necessarily correct grammar unless they say can you help me with your
paper. That isn’t our role as the T A. 41:39 – SPEAKER: Inaudible. 41:41 – SPEAKER: I have one students. Before
I didn’t have FaceBook. I didn’t like social media. I realized this is the best tool for
me to help students. I get a lot of students I don’t have FaceBook. If you are going to
work with me, you are going to make FaceBook. You don’t have to friend anyone else. Create
a FaceBook you can check at least once a day or every two days so you can stay in the loop.
Others do it differently. Others are it is fine. I’ll e-mail you everything. It is how,ment
or works with student. I’m going to have to create FaceBook so you can stay in the loop.
She didn’t friend anyone. She deleted it after the quarter ended. It wasn’t a big deal. If
all but one member doesn’t have FaceBook, you don’t want them left out but you want
to accommodate them. It is a balancing act for sure. Previously I told whole e-mailing
that one student. It doesn’t work. Consensus we don’t want to use FaceBook or Twitter or
any of that, we use a free app called group me which is a group text messaging app. Even
if you don’t have a smart phone, you can get the messages to your phone. They are a bit
lengthy in regard to messages. This is coming up. This is the reading. Any questions? There
are ways to go around that if you don’t want to use FaceBook. I have had people that don’t
want to. Group me. 44:04 – SPEAKER: Inaudible. 44:05 – SPEAKER: Thank you. That is good. 44:21 – SPEAKER: Inaudible. 44:22 – SPEAKER: Thank you. We were in it
before there was any money involved. We just volunteered. We just liked doing it. That
was like a bonus. It is cool. It is pretty neat. Any other questions from the online
audience? 44:58 – SPEAKER: Inaudible. 45:00 – SPEAKER: Question was where does the
money come from to pay the,ment ors. 45:09 – SPEAKER: For the first six years after
school every day I would go home and sew and I sold what I sewed. That is how we got our
money. I was told by the foundation who are lovely people but haven’t given me money that
they would not open an account for me until I had enough money to make it worth their
while. I thought I would wait. I got a tax refund 3,000 dollars. Is that enough money?
Yes. We put that money in. After we had some money other money came. After 7 years it was
time to apply for S A B B A T I C A L. If I’m going to take it, you have to pay somebody.
No one is going to do what I do for free. You have to pay someone. We went to academic
vice president decided to give us money a quarter. I got someone to do it. All three
of those quarters the individuals that took my place those quarters returned the money.
We made sure they had,ment ors in their classroom and were fully supported. We got from foundation
to apply for grant so now we have a tiny grant we hope. We run on a shoe string. Two years
ago we could never get funding from our student senate. They have a lot of money. They get
money from a flea market. They have 1.3 million. 47:10 – SPEAKER: They have 1.4 million and
allocated to different programs such as lead. It was ridiculous at first we didn’t have
their support. 47:25 – SPEAKER: Because we were fighters
for social justice. We weren’t popular among the student senate. It was ironic. I wasn’t
going to apply for money any more. Students said we’ll ask for it. I said okay. More power
to you. They asked for it and got it. Once you are in their stream, then you are doing
okay. It takes about 50 thousand dollars a year to run the program. That is the truth
of it. We buy their books for the courses that they,ment or in. We buy their T shirts
and pay for field trips and give them 400 dollars a quarter for all of this work that
they do. It takes about that much. This year we had about 1200 students we served. We had
over 50 active,ment ors. This quarter we have 31 and 7 faculty. It is a big program. I always
think of it more as a pedagogy than a program. A student doesn’t have to enter at a particular
point. They don’t know they are in lead until they are in our classroom. Surprise. Some
leave. I’m out of here. Most of them stay. It is a costly program. It can be done on
nothing which we have seen. We should have started today for thanking them for bringing
us. We couldn’t afford to come. L O R I said we can give you some money to go. 49:13 – SPEAKER: Thank you. 49:18 – SPEAKER: I would like to add that
I wouldn’t let monetary budget deter you. This can be done in a completely — you have
to find the people to do it because they like to do it because they want to do it especially
if they want to be professors like I would like to do one day. It is not easy. You find
some,ment ors that aren’t fit for the job. They try it out. It is okay. Not everything
is 100 percent perfect. We have tried different ways to make this work. It isn’t successful
in some parts and is in others. We try and 50:05 – SPEAKER: I wouldn’t make the mistake.
Ment ors don’t have to be crazy outspoken. We have students that lead by example. They
are most successful. Class we created this class, he was a mellow laid back guy. He wasn’t
the one talking in front of the class. He wasn’t comfortable. He listened to what you
had to say and had different point of view. If you want to implement something like this,
there are many ways to make it your own. 50:45 – SPEAKER: Inaudible. 50:46 – SPEAKER: They have to be really nice
people for online people. Another side note a lot of students mark sends e-mails out to
them so they know what is required like the field trip. If this doesn’t work with my schedule,
they can drop the class. There are people that say this is interesting and I can make
time for it. We send them e-mail and,ment or them individually. There is what is coming
for you. 51:26 – Where are we going? We are continuing
and changing the way the structure is set up. Four,ment ors and number down the roster. 51:42 – SPEAKER: It works well now. 51:44 – SPEAKER: Continuing the family relationship
to online collaboration inside and outside the classroom. Engagement through field trip
and different ways to critically look at the world around you. How many times do they think
about the story behind the farmer. Probably not. 52:08 – SPEAKER: Inaudible. 52:09 – SPEAKER: Exactly. Writing a book this
summer to tell narrative of the children of the migrant workers. It will be used. Previous
quarters we set up tutorials and any work shops and showed people how to use Google
hang outs. 52:53 – This is J E N N I F E R in the center.
She has two babies. She is with us. She goes to school full time. She is still in the program.
She brings the kids along on field trip. This time she didn’t because they were sick. We
are open. We love food. We encourage food in the classroom. Classroom setting we encourage
food. It is a big thing. Here we went to hear the farm workers who picked strawberries.
We picked with them. We heard their stories and struggles. When we go to the field trip
why am I here? This is a waste of my gas. At the end of the quarter when they reflect
back, I loved the field trip. We want their feed back to help mold their course. We find
out worked and what didn’t. The field trip at the beginning is looked down upon. At the
end this was life changing experience. For essays it helps they wrap their ideas around
the field trip. 54:34 – SPEAKER: Before the field trip we
set up — met at the park and had picnic and pot luck and got to meet family and they also
got to know one another. I think it was very successful just seeing who you have been talk
to go on these forums. From the park then students — not clear. It is about an hour
drive. The road there is kind of tricky because it is not like on a set road like a big road.
You go on these small little roads. There are no street names. G P S does not work in
this area. Therefore we got lost for I would say a good hour. We were in this caravan of
8 or 9 cars. We are all lost. Michelle — were you in the front. 55:34 – SPEAKER: I was in the front until
someone took the initiative and said I’m going to figure this out. We got out of the car
and figured out where we were going. We were late at this point. It was a great collaborative.
We made it work. It was awesome. 56:01 – SPEAKER: It was funny when you drive
down the street and person makes a right turn and all these cars take a right turn and it
was really funny. 56:14 – Where are we going next? We are continuing
organizing. Without planning it, it turned out cool. On slide. FaceBook catalyst or group
me whatever you want to use inside and outside the classroom. On slide. They are stepping
up. It is amazing to see the atmosphere. Week 6 out of 12 students are replying to students
you forgot your M L A format. They were correcting each other. It was an awesome thing to see.
Little brother or little sister grew up and you are like a proud sibling. 57:15 – SPEAKER: Inaudible. 57:17 – SPEAKER: For distance learning why
we never use hybrid and the flipped classroom. They can use their hybrid time as meeting
time. They were setting up their schedule Thursday at 1: 30 that is when we meet. I’ll
be there. It is for the families to meet. They would know that
time. That would probably serve us better. I’m going to change my schedule and ask for
hybrid. It makes more sense. 57:58 – SPEAKER: It helped with retention
rate. Preparing to meet Thursdays 1: 30 to 3: 30. We don’t have to meet every Thursday
but when we do, they have that time set aside. It took us time to come up with these light
bulbs. We are still changing it. 58:35 – Any last comments? What are take aways
you will bring back to your campus or one another? Anybody? 58:51 – SPEAKER: Inaudible. 58:53 – SPEAKER: Okay. Can
I get two people to share what their favorite
part of this was? I’m not grading you. 59:13 – SPEAKER: Inaudible. 59:14 – SPEAKER: Making sure that people can
relate to it in their real life and create that sense of community. 59:40 – SPEAKER: Inaudible. 59:41 – SPEAKER: Like the idea of building
something beyond the class. Are there any hesitations before we leave? Why would you
not choose? What would be hard or you can’t see
that working with how you teach? 1:00:04 – SPEAKER: Inaudible. 1:00:05 – Speak �

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