Spring Faculty Academic Technology Forum – A look at a variety of tools in use by WSU faculty

BRAD CLARK: OK, so in this next section, we’re going to take a look at a variety of tools that are in use by a variety of faculty members from WSU The first up is going to be Steve Lampa, he’s gonna be talking about Top Hat STEVE LAMPA: OK Thank you OK [GETTING PRESENTATION READY] OK, so I’m going to talk about Top Hat it’s a bring-your-own-device kind of cloud-based learning platform that you might refer to as an audience response system, too, right? But it’s a mobile audience response system that allows you to engage with the audience So I teach in both the integrated physiology and neuroscience program at the undergraduate level, and I’ve been teaching in the vet school for the last 14 years Just a little background And so I’ve really used audience response systems probably for about six years I used iClicker, and then this is kind of iClicker on steroids, the way I think of it in some ways It’s a lot more engaging platform to work with the students So what can Top Hat do? Oh Yeah AUDIENCE: I just can’t hear are you You need into the mic a little better STEVE LAMPA: So is that better? Can you hear better now? No? Yes? [INTERPOSING VOICES] AUDIENCE: Oh, sorry We can hear– we can hear in Everett, too, but we can’t see content if you’re sharing content We can see that yet STEVE LAMPA: OK, well, yeah, we should be sharing content Hold on, let me– AUDIENCE: Seeing a blue screen in Spokane STEVE LAMPA: Is it on here? AUDIENCE: Oh, and then the microphone– you moved it kind of close to the laptop and I can hear the laptop fan, I don’t know if that’s an issue STEVE LAMPA: Yeah, hold on We’re working on it Yeah, there you go, sending computer So going back to the first slide, everybody, you can see the screen now Everybody’s good? All right OK, so again, so this is Top Hat This is a bring-your-own-device learning platform for engagement So I think of it more than just a clicker or quick or clicker activity right? It can do so much more, it’s so much more powerful And so, basically, so what can Top Hat do, right? So, in-class questions, bring-your-own-device It’s an audience response system, just like pull everywhere, reef, all of those different things, it can do all of those activities You can have it be anonymous, you can have it not be anonymous, you can have it graded or not, you can tell it to use it for participation points, you can tell it to use it for correctness or some combination thereof You can have synchronous or asynchronous, so you can actually use it self-paced or you can basically set up questions every 30 seconds if you want to kind of even give it like as a little quiz, and then you have the option of, after your presentations, to leave it open for review or for homework if you have some other questions you want to add to it, so it’ll do all of those different type of activities and I’ve used it for all those different things in for in-class questions Out of class questions, like I said, you can actually have them do homework, you can have them you can make like a little quiz outside of class if you wanted to have something

that you thought was that important that you needed them to try to delve a little deeper into, and then you could have it actually either that could be graded or not graded, depending on how you wanted to set it up Attendance feature, if you’re just going to use it for attendance, there are so many better things to use I mean, this is not for attendance, this is for engagement There’s another feature that’s called Pages that’s actually in the Top Hat program, and this actually allows you to author full documents that the students can look at on their bring-your-own-device, and you can embed questions, you can put more complex content, you could put passages If you are doing some type of like clinical scenario, you could have them read that and then you could actually have them work through it and have questions kind of lined up, and it could be even like a board, like type of questions, right? So you could have like a scenario, and then you could have the different options there You could even use it as publishing for full electronic documents Top Hat actually has a publishing piece that they actually now have a marketplace where you can actually get information published So, what are like, my experiences? So, I teach in both the veterinary medicine curriculum as well as the undergraduates, and I teach in VM 511, which is a small animal anatomy course, and I was the course director this fall, and we used the questions in a lecture, in a standard didactic lecture format for basically just thinking about key concepts, and but also even more so is like encouraging peer interactions, right? So, so putting a question up there, but then giving them time to discuss it, and then have them answer it, right, so you can do little think pair share type of activities, or some type of more engaged activity We use it in the anatomy lab in a way that’s kind of interesting We actually have peer teaching experiences where we have questions and they actually use Top Hat to answer these questions on a daily basis, like, “did somebody–?” So, in anatomy, we have our students dissect a certain area, but then our class is divided to 1/2 And so the second half comes in, and they actually get shown by a presenter what they’ve been doing, and then we actually have them give peer feedback on how their presentation skills were Did they use the right kind of words and communication, and things like that So that’s another way that I’ve used it in the VM 511 course, and then also we have just daily kind of questions just to see if they’re getting some key concepts And then, in my undergraduate neuroanatomy course, I use it on a weekly basis because the labs are weekly, and what we try to do is have kind of an integrative portion of the laboratory and lecture material, and ask them pretty much lower level Bloom’s Taxonomy type of questions, right, so more identification, describe, having multiple choice questions, short answers One thing I really like about Top Hat, and I’ll show that, is that you have it available for what’s called a click-on-target question, which is really nice as an anatomist where you can actually ask them to point to something for you and, and it allows you to do that So, OK so, we used this last year in Neuro 404 and I actually have a little bit of kind of Likert data, right, that shows — how did — what was a student’s perception of using this So we basically ask what you think it was effective for integrating both lab and lecture, and you can see the majority of the students either strongly agreed or agreed, and then thinking about stimulation of discussion with their peers as well as even recommending that we use it again, right? So we actually did get a little bit of data that supported that what we were doing, especially because it was our basically our pilot study, using this in this undergraduate course this way

And then there is one other question we asked and if it’s, like, did they use it to review for lab and lecture for they’re studying? Not really, but that gets to the whole idea that there’s a metacognitive part, and they probably didn’t quite get to that level and understand why it’s important to ask themselves these questions So, the next thing I’m going to do is actually show you what the Top Hat platform may look like Why can’t I get out of here? And– Sorry– Where is the– What’s that? Oh, oh, the screens– Oh, So, now I’m actually going to show you– Is it capturing? Yes, or– Is it probably in the other one? Sorry OK, so now I’m actually going to show you what Top Hat looks like and for, I don’t know, how many people have used Top Hat? Anybody? OK, so, I guess not OK, so, so this is kind of, this is the instructor screen, right, when you go into the login, you, you can create your own course, right, and creating a course doesn’t cost the faculty anything It’s basically a student subscription price, and the student subscription price is about $20 a semester, I think, or, but it’s $75 for five years, so, and those prices may not quite be right I didn’t look those up But it’s something, yeah, so it’s something like that And so they can get a license basically for their entire either professional school or undergraduate or however it’s going to be used And so, these are the different courses that I’ve created And so, I’m going to go to the spring technology forum, so I’m going to enter my course, and this is where you create all your materials And so, you can actually put your slides, like, so the slides I just showed you, I could actually go in and actually present, present my slides that I just did out of this, right? So, so that’s one, that’s one thing you can do You could actually embed whatever your slides are into this, and then you can embed questions as well, so that’s one feature So what does it look like if you do a lecture, right, and how do these get presented and how do they come out? I will say that one important thing to think about when you’re doing these type of activities is the technology is supporting the pedagogy You’re not using the technology to– Like, don’t be overwhelmed with the technology The pedagogy has to support it And so you need to make sure that you’re doing those things like practicing, and making good questions, and formatting these type of things So this is actually– OK, so this is the– These are the slides that I present the very first day of class for the vet students, and the first question that I always ask is “have you ever used a clicker before,” so, or some type of audience response system And I think that’s what you need to find out You need to find out where your students are, you need to find out where their engagement is with that And then, so, if you all had, like, access to this as a student, you can answer this question,

you know, A or B, right? And, and it pops up onto a mobile device, it pops up onto a tablet, it pops up– You could actually access it with a laptop, all those different ways, and then, you can basically, you know, look at their responses to see if students are engaging in this You could see if you have 95 students, are you getting everybody to engage in the question? If not, you can kind of prompt them a little bit, or– So, so this is just kind of one of the simpler type of questions you can use, and then, so, this is kind of– The animal matrix is something we used for the MBTI type of thing, but one of our people kind of– the Myers-Briggs evaluation for extrovert/introvert, so we use the animal matrix, so on the extrovert side, you know, would be like the lion and the monkey, the introvert side would be the owl and the golden retriever, and so they went through basically a summer kind of introduction to vet school activity, and they got all this information and so this is just another way to do this, but this is a question is called click on target And so they could actually point to one of these images to indicate what their animal matrix was So then you could have a little more in-depth multiple choice question You can ask– then you could talk about concepts and you could throw a concept question in here The nice thing that I like about Top Hat is you can put images in there, as well So it’s actually got– the authoring part of this program is really nice And– it’s the extended BRAD CLARK: Sorry, I just want to– oh, there it is STEVE LAMPA: OK, so that’s kind of the type of questions you can embed and how would you actually go about making one of these questions? Oh, OK Sorry, the screen’s on extended view but I’m looking at a laptop that’s only about 12 inches across, so I’m having trouble navigating between the screen and the laptop here So if you were going to create a question or create any content– so you can make questions or you can make discussions; you can upload slides, you can upload a file, if you want to put a file into it You can use just the attendance feature, which I said is probably the most boring part of Top Hat But what I wanted to show you real quickly in the last couple of minutes is this pages feature You can actually create entire chapters, if you were doing a lab or something like that And so this is from our undergraduate neuroanatomy course and it’s basically the lab exercises that we use, and we authored this We did all this in conjunction with Top Hat And so it’s actually just another feature that you can do And this is called the Pages feature, and this is a really powerful piece

and they still get this on their phone, they get this on their tablet, so they can basically have their lab guide on their phone or their tableau, or anything that you’re asking them to do But then the other thing you can do is you can actually then embed questions, like in the lab guide, so then they could use these as a post-lab assessment And depending on how you wanted to integrate those questions, there’s different ways of doing that And so we had a little help from the Top Hat people to put all this in there, but really it’s pretty simple It’s cut and paste and there’s a lot of just dropping the images into that type of format And what I just showed you can actually be exported as a PDF, as well So they could actually have a hard copy of it, if you want them to have that ability So that’s just another thing that you can use it for And some of these other are just other examples of questions that I’ve used There’s a grade book feature which it does integrate with our Blackboard, but I honestly haven’t really done that that much I’ve used it more exporting into Excel and then taking that Excel and putting that into Blackboard So I haven’t tried to mesh the two learning management systems together, but I know it does it But I just am inexperienced with that part of this And your students basically get a join code to join that class So you can send that as an email, you can have Top Hat actually send them out an invite when they get the list of all of the– they’ll get the student ID numbers or the official roster and then Top Hat will actually make an invite and give them all the instructions on how to sign up for it, and all those type of things So that’s really kind of all I have, except for one last thing I want to show you is– again, this is kind of as a pages document And so one of the Top Hat takeaways So I think that this maintains engagement of the students so much better than iClicker did, and that was my only other experience with a audience response system But it’s only as useful as how much time you kind of put into it So the pedagogy has to come from the instructor, Top Hat doesn’t do that pedagogy for you There are multiple applications and I just showed you a few of the basic ones And then it takes practice and preparation beforehand, the learning curve is there but it’s not really steep because it’s pretty it’s pretty straightforward and I will tell you that they have some of the best technical support– that if you have a question and you’re working on your class, and you can’t figure it out, and you go to their help button, somebody is responding to you within 20 to 30 minutes And usually faster than that, usually five minutes And the other thing about Top Hat that I’ve really appreciated is that it’s evolving, and it’s evolving because of faculty input It’s not evolving because of the technology, because the technology is doing a really good job, but we’re asking them to do these certain things for us and Top Hat is really receptive to working with faculty, taking ideas So anyways, that is pretty much it, as far as– I think my time is out But I’ll take some questions from anybody, and we’ll make sure the slides are available to people because I have a few references I have a reference slide that if anybody wants to look at it AUDIENCE: We had a question in Everett

You had a couple slidwa where you have [INTERPOSING VOICES] Sorry, was getting a lot of feedback You had a couple slides that had a cell phone number that you could just text Does that require that the person is signed up for the system? Or can anybody text that number? STEVE LAMPA: No Any You need to be signed up in Top Hat to be able to do that So you can’t just have an SMS that gets a response So I think you could probably do it, but , as far as in the classroom, honestly, I think we had one student the first year and, like, a week in the class they went and got a smartphone Because the text response– it’s pretty hard to do, especially on some of those questions that aren’t just a multiple choice If there’s a click-on-target, they can’t do that And there’s things like matching and short answer that requires you to kind of enter it and type it in So yes, there is that If you were just using it like probably when it first came out for attendance, and you could like go in with the SMS thing and say, yes, I’m here today But if you use the rest of the questions the way they’ve evolved, I don’t think it’s really recommended that you try to text in your responses Yes? AUDIENCE: Hi there, I have just a general question I had a chance to speak with a representative about a year ago about Top Hat, and it sort of went off my radar because I wasn’t so sure if it had application so much in an asynchronous environment And I heard you referred a little bit to some of the features, but if you were just generally speaking to think about it if that was the platform primarily, would this be useful? Do you see enough utility for a [INTERPOSING VOICES] different setting STEVE LAMPA: It just depends on how you want to get that set up and how you want to try to see about using it So the way that we use it asynchronously is that they don’t have to answer questions in the same order but they can also do things like outside of class, and you can have you can have exercises that aren’t like a didactic in-class type of exercise? When you open a question in Top Hat, it stays open until you close it, and so however you’d want to approach that But I don’t– I guess I haven’t used it as much in that way other than– it’s asynchronous in that we let the students answer it at their own pace, but it’s maybe not quite as asynchronous as how the responses are I guess I’d have to understand how that would work So I’m sorry, I can’t– AUDIENCE: That’s OK, thanks STEVE LAMPA: Yep Is there any other questions? OK Thank you BRAD CLARK: All right, thanks Steve So up next we’ll have Lori Bailey from Spokane talking about JoinProf LORI BAILEY: Can you get my PowerPoint screen– Ah! Good Hi I’m Lori Bailey from the College of Nursing and I love that we’re doing this, because any way that we can find more creative ways to pull our students into the classroom other than just a lecture format to me is brilliant And one of the tools that I use is a tool called JoinProf, and I– actually, because I like the learner-centered engaged environment, if you have a device with you, if you go to joinprof.com/elaybe, you’ll actually be in to my moderated input, so I can kind of show you how it is I use it Let me tell you why I chose JoinProf So I teach in a classroom where in front of me here in Spokane, I have 80 plus students

And then my classroom goes across the state and I engage with students, I have 30 this semester in Tri-Cities and 20 in Yakima, and so I’ve got a live classroom across three different sites And as you can imagine, that can pose some difficulties, particularly when my classroom is one where there’s very little actual lecture– we do a lot of case-based learning And because I do something more problem-based and I’m able to circulate in Spokane, it leaves those folks in Yakima and Tri-Cities without some of the same kind of contact The other reason I really like this is it allows students to anonymously ask me questions And when you get a classroom full of ESL students or the occasional student who has e-mailed me at the beginning the semester, please don’t call my name out loud in class, I’ll totally faint dead away, it gives those students a way to still be engaged And when I was a youngster, I was very shy, so I understand I grew out of it, mind you, haven’t been accused of that in many years And so going into our JoinProf, there are a couple of ways I can use this This is predominantly a way for me to allow students to ask me questions so that if we are talking about something or if I am presenting a small piece of lecture material, they can ask me questions in real time and I can engage with that content And the cool thing about the students in our classroom, you have to be ready to take the discussion wherever the students need it to go, and I really like how this does that So it does allow me to do polls I can launch polls and that’s kind of cool, because on the fly, if I’m teaching something a little more abstract that students are having trouble grasping, I can throw a poll up and kind of gauge whether or not they’re understanding In terms of moderating input, this is kind of what my screen would look like And so the screen in front of you, if somebody wanted to put in a question– I always like nice comments, so this one, great job, Lori, I’ll throw that one up on the screen It allows you to control But on occasion, for instance, the other day, we were talking about in my classroom bias in health care and how that might impact patient outcomes, and one of my students decided that I was maybe being a little too liberal and they made that comment I left that one off Where I had something that was maybe a little more constructive, we put up to– where somebody was asking a question about, well, what about personal responsibility– to me, is a much more engaging question than, you’re showing your liberal bias For what it’s worth So I put the one about personal responsibility because I think they were trying to ask the same question So it does give me some control over what students actually see So you can see on my screen here, I’ve got a number of questions up, but if I go to what the students can see, it’s only what I’ve posted up there on the screen And so I do like that I mean, you lose some control of the students in the classroom, but I do like being able to at least make sure that the discussion stays on some sort of track where we’re going to actually get to an outcome And then I like the polling feature because they can actually see in real time how the poll is going So for instance, recently in my medical surgical nursing course, we talked about acid base balance And we put some problems up on a PowerPoint screen and I threw out a poll so that they could kind of gauge, you know, whether or not they were getting the right answer, so the options were metabolic, acidosis, et cetera, so they could see how they compared with what their colleagues’ understanding was And so you can see here that if anybody wanted to answer the poll, they’ll actually be able to look and see how those responses relate across the folks in the classroom AUDIENCE: How do you access the poll? LORI BAILEY: It should be visible to you, I put it up on the screen It’s not showing up for you? AUDIENCE: All I see is a provide input and audience questions and it says no questions LORI BAILEY: Hmm Because here– AUDIENCE: I couldn’t– yeah, I couldn’t– yeah LORI BAILEY: You can’t see it either? AUDIENCE: Um-mmm LORI BAILEY: Well now I’m stumped So much for technology AUDIENCE: I haven’t been given feedback, so I know I’m engaged with the program, but nothing’s coming up within these– LORI BAILEY: Yeah, I gave you a question and I saw it come up, but– AUDIENCE: Yeah LORI BAILEY: I don’t see anything from you

But it– ANDREA: Hey Lori? LORI BAILEY: Yes? ANDREA: Hi, it’s Andrea in Vancouver LORI BAILEY: Hi, Andrea Hi! ANDREA: Hi Hi So the link that you put up for us just takes us to be able to sign up for Prof? But not what you’re doing LORI BAILEY: The joinprof– joinprof.com/elaybe? AUDIENCE: It wouldn’t let you do the backslash, but then once I got in there, I put e-l in– LORI BAILEY: You can put in the elaybe to search ANDREA: Yeah LORI BAILEY: For me ANDREA: Yeah LORI BAILEY: Did that work? ANDREA: Yeah Oh, OK LORI BAILEY: That’s funny, because when I went out on mine today, elaybe with the backslash, and it went straight to it I wonder if there’s a difference in the devices Did I bring chocolate? No Is there– is there a limit of a number of participants? is another one of the questions someone’s asking and there is not The students– this has all housed on JoinProf, and so if the students signed in to my moderated input– and if I forget to close the input, I’ll see questions– like, today I had– we did acute renal failure and they’re getting ready for an exam on Friday, so if I were to open this up tomorrow night, I’ll have questions about the exam on Friday, even though we’re not in class So if I don’t close it, it’ll continue to moderate this discussion There is a cost $5 a month for me So it’s free to students, which I really appreciate, because they’re trying– some of them– to decide between [AUDIO OUT] and school fees, and $5 a month is something that I can totally deal with I mean, it’s $60 a year and it’s not limited in terms of the access that I have, so I like that And can I get reports? Yes If it would let you all see my poll today, and I’m not sure what my problem is here, it would give me– it would show me this and then later on, I could go to My Polls, to Reports, and it would give me my poll results So as you can see, I haven’t had any results yet today And I’m not sure why it’s not showing up for you all LORI BAILEY: AUDIENCE: Is that from your class today too? No results today? LORI BAILEY: We didn’t use any polls, not this one Just not– I erased the ones for today, the input’s not there And so how does that work? Really, you just launch it and then the students get in, and as I’m going through, they ask questions And they can ask anything and really, they will, which is the other nice thing about being able to choose what you actually put up on the screen One of the students once asked me, how many tattoos I had, which I figured was not something for classroom discussion, so I didn’t push that one forward to the rest of the students But if they ask a question about, for instance, delegation is a big topic that we’ve been discussing recently, and we’ll be talking about how to delegate and a student maybe who’s shy or who has a question that they think is stupid will still put that question up here, and to me, that’s where some of the biggest value is And then seeing questions that they have that I thought, I would not have thought that would be a question that– I thought we went through this? And so it allows me that real time view of whether or not we’re actually hitting the mark around certain content areas Where if I were doing this just face to face live, there are a lot of students who wouldn’t ask those questions So I do appreciate the anonymity of it There is on occasion– I wish that I could point something out to someone in terms of their professionalism, but then if I did that, I lose the relative safety of the anonymity of their responses and their questions Am I able to join in Everett? Yeah My students in Yakima and Tri-Cities all use this across the state It’s not place-based It’s somewhere out on the nebulous, I have no idea where– internet And so I don’t– I’m not sure how it’s housed, but they go into that space online and not necessarily place-based, which is the other value for me and with my multiple different student sites Do you share an account if you’re teaching with a colleague? Ethically speaking, I’m not sure Have I in the past for, you know, where once in a while kind of thing where someone needs something on the fly, yes, but since they do charge for it, I wonder if that’s an OK thing to do

But it is password protected When I go in, I have to put in my password to get into my account Student questions are anonymous, yes And so that’s a– do students see everything? No Do students see only what I put out on the on-screen part here? So if you’re looking at your phones, you should see only what’s on the right-hand side of the screen for you AUDIENCE: That was my question, because I see nothing on here– LORI BAILEY: Nothing Did you click on the audience input? AUDIENCE: It just says– it’s just got– mine just says no questions I could show you– LORI BAILEY: Same Here, let me do this So here’s what I get when I go into the student site So provide question– but why is it not– I wonder why it’s not pushing them out? But I do this in the classroom, I don’t have this problem Well I hate coming to a technology thing and then not knowing that I’m going to have a technology glitch So there’s my students screen now with the poll that I just launched Do you have– can you post another question for me? Yeah, I’m in Can you see that now? On the student screen All right, so I’ll be on the phone with JoinProf today I suspect that I did not in fact sell any products for them Why was that– I even see that I swear this works without a glitch in my classroom with students, it’s only because I’m here with my colleagues, that’s what it is, isn’t it? AUDIENCE: So it’s a reciprocal thing You ask them questions, they can ask you questions LORI BAILEY: Right AUDIENCE: And do you use it through your whole lecture? LORI BAILEY: Yeah AUDIENCE: Like you’re lecturing along, they– LORI BAILEY: Yeah And ideally, what I have going on, because sometimes we do, you know, like I’ll post a case up on a PowerPoint because it just makes it easier for them to see on the screen, and I’ve got my input up here AUDIENCE: Yeah LORI BAILEY: And so when we’re talking, when we’re engaging in a discussion about the case, you know, I’m talking with them and I can see this screen And so if we come across a point in the discussion where they’re struggling, I’ll see five or six questions come up at the same time Hey Lori, what about this, or I’m not I’m not really clear on this, and I can launch those questions out and people can actually– the nice thing is, the students can actually vote So, you know, if they’re looking at a question and they say, no we can’t see them, they can hit the Like button and that tells me that there were 10 other students that agree with that question And so I’m not understanding why I’m having issues today AUDIENCE: They only– I see that when you push it out LORI BAILEY: Yeah They only see what I push from the moderate side to the on-screen side They only see those questions that I push out for them to see AUDIENCE: Cause I can see it also being kind of cool if we could see moderating side and maybe there’s a series of questions and maybe there’s, like, 10 likes for a certain question LORI BAILEY: Right And, you know, the thing about the moderate side is that it’s that one place where I have just a little bit of control over where the discussion goes Like someone may have put a question up on the moderate side and I know that we’re getting to that in about 10 minutes And so rather than launch that question out and kind of get things a little more out of sequence, I might wait and push that question out and say, now let’s talk about this Or clarify this AUDIENCE: And did you say they use it as a forum to ask you questions outside of class? LORI BAILEY: Sometimes yeah If I forget to close the session, I’ll come back to it two days later and there’s like 12 questions that have been since I left class So they obviously see the benefit and use it pretty routinely in and out of class And I do, I really love the ability to do the in-class on the fly poll You know, because if I know I’m getting to something that’s going to be a more difficult concept, as we’re going through, and maybe they’re working a case on a given content area, while they’re talking, I can throw that poll out and they can start answering the poll

When we come back later to talk about that case, I then see the results of the poll and can share it with them Say OK, so a lot of you didn’t understand this content area, let’s talk about that a little more Let’s talk about what do you remember from when you were reading or whenever I can redirect the discussion to bring it back to what the students need And I– it’s– Mr. Clark, Bradley Clark Was that the one who contacted me about this? If I were to send you an email after I figure out what is wrong with this today, would you share it with everybody? Because I have never had a problem– I’m so embarrassed, because I’ve never had a problem with this and then, of course, I come today to plug a tool and it didn’t work AUDIENCE: Do you– can you go back into session after it’s closed? LORI BAILEY: Yeah, if I don’t close it, it stays open until forever AUDIENCE: But if you close it, can you go back into it? Like if you were going to– BRAD CLARK: The Reports section– AUDIENCE: –write/plan your class for next year and you want to remember, oh, what were the students getting stuck on, could you go back and get it? LORI BAILEY: I’ve actually done screen shot or select all and print kind of things on it But no, I think after you erase the session, if you haven’t taken any notes– now the polls, the polls are forever Until I take out the results of a poll, they’ll stay there for ad infinitum But the student’s questions, no But one of the things that I do after every class anyway is I go back– because I was going to ask Steve Lampa, I didn’t see my animal up there for the animal species– the squirrel wasn’t there! And so if I don’t write it down, I forget it So after class, I go and I make some notes about things that, you know, maybe I could do better for the next time I teach that content or something And I do, I’ll use these questions as part of the gauge of what I need to cover differently when I come back through to this content So I have my sincerest apologies that my active show of how this works didn’t work the way it was supposed to But I will get to send a message to Bradley, if that’s OK, and kind of let people know what the heck went wrong Got a couple of messages What does the squirrel represent? Have you ever seen the movie Up? Did you see the dog? Dog’s running, running running– squirrel! That’s me! Shiny object, instant loss of focus and concentration, so if I don’t keep track of things right away, they’re gone, they fall off my iceberg and feed the sharks Are there any questions I can answer other than why I couldn’t make it work today? ANDREA: I got another one, Lori LORI BAILEY: OK Yeah ANDREA: So two little clarifications What– I finally got in and what I see is on the left side is Provide Input, which would be all of us, and then on the right-hand side, is that where you edit what audience sees you decide what you’ll put up there? OK So my other question is, does this have the capacity to take attendance? LORI BAILEY: It doesn’t, because it is strictly anonymous There is no way for me to know who’s on the other side of that screen all the time ANDREA: OK LORI BAILEY: Yeah There’s no– there is absolutely zero way for me to figure out who’s on the other side ANDREA: OK LORI BAILEY: And, you know, like I said, there are times where I really want to know who’s who and there are times when we’re really engaged in discussions in class and those really shy folks or the ESL, they won’t ever speak up, but I hear from them all the time with these Like some of them will come up to me, they put their question in and then they’ll come after class and say, that was me, thank you! Right? So, you know, they didn’t want anybody else to know that they asked that so-called stupid question, and so I get more engagement, I think, from those folks, which is where I see some of the benefit That and the– AUDIENCE: Sometimes it’s so hard to hear in Yakima or LORI BAILEY: It is AUDIENCE: Tri-Cities LORI BAILEY: And they’re always afraid of interrupting That’s what they always tell me, although I say, you know, polite doesn’t matter here, you’ve got to fend for yourself kind of thing, right? But they do, they’ll use this to engage with me in a way that maybe they feel less comfortable doing by un-muting their classroom AUDIENCE: Do you have to join for a year at a time? LORI BAILEY: No I can drop this any time As a matter of fact, I typically stop paying over the summer, honestly AUDIENCE: OK MARK BEATTIE: Hi, Lori, this is Mark Beattie over in Everett Good to see you again! LORI BAILEY: Nice to see you! How are you? MARK BEATTIE: I’m doing great! It’s been awhile LORI BAILEY: Yes Indeed MARK BEATTIE: Thanks– thanks for sharing this tool with us,

this is pretty interesting, actually Jacob– Jacob Murray with me, he’s in Engineering where we teach a lot of AMS classes, so this may find some application for us, thank you LORI BAILEY: I’m glad, thanks! All right, I’m late for an appointment, so I’m going to wrap this up and thank you all very much for having me and Bradley, watch for an email SPEAKER: OK, so up next, we’ll have Lisa Gloss here on the Pullman campus present We’ll get her set up and ready to go LISA GLOSS: I think so [GETTING PRESENTATION READY] At the other sites, can you see the computer? Can you hear me? AUDIENCE: Yes LISA GLOSS: Yes to which question? AUDIENCE: We can see the content and we can hear you LISA GLOSS: All right, then I’ll get going So I’m Lisa Gloss, I’m in the School of Molecular Biosciences, I’m a biochemist I’ve been teaching a two-semester biochemistry series– Conjoint 413, 513, and 414, 514– for probably about 18 years And about four years ago, we decided to flip the classroom My head co taught it for many years with Bill Davis, the last three years, I’ve been teaching on my own And Bill and I decided to flip the course And it was successful and our plummeting performance improved, but then I switched to team-based learning And so I would give quizzes to assess whether the students had prepared before class, before they’re come into class And then Eric Mazur a year or so ago came and gave a seminar at WSU and presented the platform that he had developed– Perusall And so I’ve done a test run on it and I’d like to present it to you I’m not as courageous as the previous speakers, Steve and Lori, so I’m going to give you screenshots, I’m not going to try to log into the system But if you want to go in, the URL is down at the bottom of this It’s perusall.com Prru And if you log in, the code to get into the class that I’ll describe is gloss-7676 OK? So what this is a social networking reading platform developed by Eric Mazur, who’s a renown physics professor at Harvard And the premise is that learning is a social activity or is at least enhanced by social activity– people learn better in groups than in solitary OK? And so the various ways that we can achieve this in the classroom– and some of that’s been discussed in the previous two talks– but also examples would include active learning, team-based learning, POGIL, Think-Pair-Share, we all have various different ways of doing this But in an active learning classroom that’s coupled with a flipped classroom where you want students to prepare beforehand either by reading or by watching videos, this tends to be a solitary activity So how can we bring that benefit of interaction and learning to these pre-class environments? And that’s where Dr. Mazur came up with the idea of parlaying the power and attraction of online social networking, which certainly our current generations of students are very comfortable with, how can we incorporate that productively into the classroom? So what he developed is Perusall, which is a collaborative online reading format, OK? And he’s presented many webinars, there’s a Facebook page about it, you can go to Perusall and look up all the information there So I’m going to focus on giving you an overview I think you have my name and my contact information, if you just go to the– search for me on WSU, I’m happy to answer

more in-depth questions during this presentation as well as afterwards, I’m just going to give an overview, OK? So what does it do? From Dr. Mazur’s statistics, it means most students come to class more prepared and have completed the reading assignments So for example, when we started this flipped class format, we would give pre-class quizzes And then I had the students come in and work as a team to do the quiz Yeah, they don’t necessarily do all the reading They look at the quiz, figure out which sections they need to read, study that– they don’t do a whole in-depth reading of all the material OK? Now with this, we get more higher percentage of the students reading– 90% of the students from the statistics read every assignment before class, and also the assignment readings have to be distributed throughout the reading They can’t just cherry pick various sections where you’ve asked a question And I’ve certainly seen– and this is one of his selling points– is that students are more motivated, you can give a small point value, say, 10% of your grade is for participating in pre-class readings They’re engaged and they’re able to provide feedback to you as the instructor before class on what is unclear So they’re going to go through and read the assignment and they have the ability to make comments, ask questions, whatever, and you can actually see that before lecture, so you can spend your time focusing on the sections of the lecture that were not clear rather than those things that pretty much everybody got So for me, the selling point of why I decided to do this is that it’s free for any PDF lectures that you create So I was planning to use it for lecture notes In the flipped classroom, I have a PowerPoint slide and then below that, I’ve typed out what I would say if I were giving this as a lecture I can then convert those to a PDF, I post them on Blackboard What I’m going to do next year is actually provide these through Perusall so they can read them interactively before class instead of just on your own If you want to use a textbook, Perusall will work with the publishers to obtain the e-book and this is generally cheaper for students For me, since I’m teaching majors, the one downside of this is e-book often has limited access, they can get a one-year subscription Well, if they’re going to go on for a lifetime career in biochemistry, they might want to have access to Lehninger for more than a year OK? That is one sort of downside to it– cheaper, but limited access OK? It is minimal work for the instructor to set up Once you log into the site, you can just click and drag your PDF files, a couple of minutes to set up access and the various parameters you want for access to that thing The big point for me that I’ll go through a little bit more detail is, you get automated evaluation It gives you automated grading of the student’s response– I’ll say how that’s graded in a few minutes– and it also gives you– you can get a pre-class confusion report So you can identify the various points in the readings where students had the most questions And so my class is about 50 students, it’s not that hard to read all of the comments But if you had a class of 200 students and every student’s required to put in five to seven comments, there’s no way you can read them all before class, but it has very good data analytics to go through and pull out what were the sections that were confusing to students, where should you be focusing your efforts during class, and what were their specific questions OK? So my test run on this, as great as all this sounded, I wasn’t ready to go– I had learned about it last summer– I wasn’t ready to go live in Fall 2016, so I decided to do a test run on an extra credit assignment that I’d used the previous year So as part of the College of Veterinary Medicine Teaching Academy Summer Journal Club, we’d read the book Make It Stick– The Science of Successful Learning by Brown, Roediger, McDaniel And I thought, wow! There’s a lot of messages in here that my students really would benefit from It’s a biochemistry class, could I really make this an assignment? I’ll just give it as a benefit as extra credit So I did this in the fall semester, the 413, 513 class I first did this in Fall 2015 where what I did as for assessment is I had them write a one to two-page reflection essays For me, with about 20 to 30 students making reading every 20 weeks or every two weeks, this was a lot of grading and reading So I gave them feedback but not a lot of feedback And the only interaction they got was between what they thought and what I thought of what they thought, so it wasn’t really interactive So between the grading and the lack of interaction, I just said, well, let’s try this on Perusall So I went in to Perusall– if you’re there–

I don’t know how many of you have logged into the site, but there are a number of different parameters that you can set up You can set up how long they can see it, how many comments they have to make to receive full credit, what’s their due date, can they turn it in late, what have you All those things can be determined by you as the instructor I required seven annotations per chapter That seemed, based on the length of the chapter, pretty good, students didn’t have a problem with that And it also requires that annotations be distributed throughout the reading So if they only read the first two pages and make seven comments, they’re not going to get full credit OK? So you can sort of force them to read the entire article And it also has this automated grading that it goes through each of the annotations and rates them And when they were setting up the software, they had their algorithm rate things and then they had individual humans go through and rate the comment, and there was very good agreement And I could say when I went through and read the students’ comments and rated them on a 0 to a 3-point scale, I was impressed I would’ve given exactly the same ratings So it’ll give you comments of 0-4, it’s just a, yo, I checked in, I did not make any particularly intelligent statement about this, to one, the students have thought about it, there’s some level of thought, but it’s relatively superficial– it’s not really in-depth– versus two, a comment or question that demonstrates a thoughtful reading and interpretation of the text And why was amazed is that most of my students’ comments were at the level of 2 They were really making thoughtful analyzes of these, whereas when I’d done the reflection essays, they really weren’t that thoughtful But maybe it’s because they know that their peers are reading it, what have you, because they didn’t have to string together a whole paper, they could make individual comments– I found their comments were much more insightful And again, you can set deadlines For this, I let them submit throughout the semester, I tried to get them to do it every couple of weeks, but they could submit it all the way through the end, it’s just if they didn’t read till the last part of the semester, they only got partial credit, whereas if they were reading the book all the way through, they got more credit So here’s my attempt at technology, which is working So you can see on the left-hand side is just an excerpt from one of the pages out of the first chapter of the reading And it highlights different sections, different students’ comments, there are about four different ones here in different colors And then over on this side, you see all your buttons You can look at individual conversations, you can look at various threads, you can look at all the comments, and you can see here, what you notice is there are, what, about 10 different comments that were on this one page? And you can see the number of comments– or 10 different threads and the number of comments So you have some where there are only a couple You know, one person made a comment, one person made a response There are others where we got much more questions I was actually reading this last night again and realized, these students were really quite interactive I hadn’t picked up on that They got less toward the end of semester You know, here we have a comment with four different– a comment and three different responses from about 20 students So we got pretty good interaction between the students And there are various, again, a lot different features that you can go through I’m happy to discuss those in more detail, probably when you’re logged in and I’m logged in, we can talk about it So my takeaway lessons where the positives compared to when I had the extra credit readings where they had write a reflection essay, I had about the same percentage of students in the class, about 40% of the students participated in the extra credit reading But the grading work for me was a lot less work It was also, I felt, more objective It was more objective, it wasn’t, did they say something that I liked or did they say something I didn’t like? This was more about what the content was I felt the comments were more insightful than in essays, and also we had dialogue between the students, and I thought the automated grading was quite accurate The disappointments is I had variable level of student interaction and discussion Some students were quite interactive, others just went in, put their comments, didn’t ask questions, whatever They’ve upgraded the system and I think now I can go in and require them to put in a question If they want full credit, some of their annotations must require questions, must require responses to other statements Also, if I had been more proactive, instead of just going in at the end, if I had been going in routinely and adding seeding comments or something like that or responding, I think I could have been more engaged I sort of just let the students go, I didn’t want to interfere I think if there had been more engagement on my part, I have prompted even better conversations

For this, I didn’t find the confusion report at all useful I think it’s more the nature of the reading It wasn’t hardcore science like they’re discussing in class, it was more about how to learn and their preconceived notions of how things work So I don’t think that’s a fault of the Perusall, I think it’s a fault of the way I used it From the student perspective, I collected their response through an anonymous survey that I submitted via Blackboard I got about 95% of the students responding to it I asked a number of different questions Of those who responded, 70% indicated that they had used Perusall And of those, 61% agreed or strongly agreed that they felt Perusall was helpful, OK? So to me, that’s the way I’m going to do the extra credit readings and I did it the next semester as well Only about 58%, so slightly less thought it would be useful for lecture note readings So when I got this result in December, I wasn’t ready to go whole hog in doing my lecture notes, and I couldn’t– I’ll come back with some of the reasons why I didn’t proceed, but I think this is strong enough buy in that it’s worth considering down the road and moving forward with that So my second attempt to Perusall was again extra credit readings, and I’d done this the year before in the second semester where now I’ve got a smaller class of about 30 students, pretty much all of them are biochemistry majors, so they’re much more focused So I’m going to move the extra credit readings into reading the literature So we covered a topic like hypoxygenases, and we go this much in-depth, I want to provide them reading where they can go much more in-depth into that and give him extra credit for that I’m not going to hold him responsible for that, but here’s your practice at reading the literature So I chose several papers from the primary literature that expanded on topics that we covered in class that they would find relevant, biomedically-relevant or biotechnology-relevant, OK? And again, I’d done this the previous year and said, OK, you choose a paper from this list of five papers, write a one-page summary and analysis of it, this became a very large complicated grading load And again, there was not the interaction between students, their only interaction came back from my feedback, which I didn’t have a lot of time to give, given they were papers So my takeaway lessons were, the positives in this where it was pretty much related to course material, I saw much more interactions, I saw much more discussion, asking of questions, students answering questions, I thought it meant this, no, I thought it meant this, much more interaction between the students I think the questions could have been a little bit more rigorous, however here, I only had limited participation Instead of 35 students or so participating, I only had about 10 students who participated That may well have been my fault is how I scheduled it, OK? The comments, again, were much more insightful than the individual essays I think that was again spawned by the fact that there was a sort of discussion and interaction between the students And again, here, I had fewer students, I went through and read all of the comments, I thought they were much more insightful The disadvantage is, again, I had fewer students involved and I think that’s more a tweaking of my scheduling of it and how I do that And again, I think here, I should have been more proactive I could have– and this is a feature you can do in Perusall, you can go and say, OK, here’s a key point You know? This is something I want you to comment on You could ask– you could seed it with questions You can put your comments in as well I think for literature papers, which are fairly high-level for these students, that would have been a helpful guide to what to focus on Cause I found some students focusing on the materials and methods, like, no, no! That’s not what I want Here Here’s the hardcore data No, not that data, this data This is what I want you to focus on I think that we’ve made this more productive OK? So my take home message, big picture, is I think this is a very useful tool, particularly if you’re using a classroom environment where you want to ensure that the students come in with at least some level of preparation Quizzes are useful for that for assessing their understanding, but this is a way to also allow them to engage in it more interactively So my thoughts for the next year are to make this work, I need to set aside more time each week to go in and look at the readings, look at the comments, look at the questions Or when I post the reading through Perusall– the PDF– I can already go in and seed it with questions and comments to give them a guide of what to focus on, what to make comments about, what to question I can also alter scoring parameters to require that they ask questions They can’t just say, I had one student that would’ve been going, well, according to my research, I thought this Next page According my research, I thought that There wasn’t a lot of integration and interrogation

of the material So I can really do the scoring parameters so that it’s requiring them to ask questions and to respond to questions My big challenge and where I’d be delighted to hear discussion and why I didn’t move into Perusall for the spring semester, is I need to figure out how to use this for lecture notes It’s fine for an individual paper, but if it’s something you want them to be reading as they go through the course, it works best– and this is the way Eric Mazor does it– they have a reading– a big chunk of reading– that then they will spend a whole week discussing So they do the reading up front, the comments up front, and then you might spend a couple of days in class going through that I have not figured out how to do that The way I’ve always presented lectures last 18 years where it’s pretty much topic one on this day, topic two on that day, to give them sort of a more integrated, holistic reading that then we can work on it in class throughout that, so that’s the major reason I did not use for this semester, OK? So I need to figure out my format for lecturing better to make it more grouped so I could have a reading due on Monday and then we could have Wednesday and Friday to work through the questions So I gave a low tech presentation, but I’m very happy to answer any questions or discuss this method with you And I’ve left time for the last speaker Any questions from the other campuses? AUDIENCE: Yeah, we do in Everett So you’re using a third party website platform for grading student work How does that fall into FERPA regulations and things like that? LISA GLOSS: There’s no problem with– to my knowledge, there’s no problem with it And this has been used at a number of different universities– Ohio State University, I know, has helped develop it, Harvard and that The only question I have about FERPA is I open it up to you, so if you logged in, you might be able to see student names I will close that out after the session But the grading is only viewable by the faculty, and you can integrate it through Blackboard Like Steve, I was a little bit, you know, I don’t want to go that high tech, and it will export the grades as an Excel file and I just use that import into my grading system But as far as I know, there’s no issue with FERPA Other questions? Thank you very much SPEAKER: Thank you So next, we’ll have Demetrius Abshire, he’s going to be presenting from the Spokane campus on Kahoot! DEMETRIUS ABSHIRE: –created Kahoot! Really just for illustrating purposes You’ll be able to create your own with the content that’s specific to your needs, but there are many others out there that are just– but it is kind of fun to do And this kahoot is about identifying different foods So you can see, if you’re looking at my screen, it’s loading the actual– it’s a kahoot, so a kahoot is sort of a term that represents an individual game And so I’m going to tell it I want the classic mode player versus player using devices You’ll get to the screen and you’ll see a number, and– [MUSIC PLAYING] AUDIENCE: Demetrius? Are we supposed to be logged in? DEMETRIUS ABSHIRE: Yes The code is [INAUDIBLE] [MUSIC PLAYING] [INAUDIBLE] SPEAKER: Demetrius, I’m sorry If there’s a way that you could turn off or turn down the music, that’s all we can hear here in Pullman DEMETRIUS ABSHIRE: All right, is that better? Sorry It does play this cutesy little music that I don’t know if you could turn that off or not But what you really want to do if you’re using this for attendance purposes is just be certain that the students do enter in their real name if that’s the way you wanted to use it And then at the end of the kahoot you create, you will able to download the data about who was participating So we’ll go through– so each kahoot– so for this one, it’s a kahoot that consists of 10 questions

And you have 10 seconds to answer, what is the name of this food that’s popular in Canada? And you’ll hit the corresponding icons on your device It’s how we know who are the food connoisseurs in the conference So now you can see here, you can see that six people have got this correct, three people called it garlic fingers And so this gives me an idea– if this was something a little bit more meaningful, you could you could get a quick snapshot about the proportion of your class that understanding the particular content You’re also– so whoever is Dr– so now you can see that the point total is based upon the quickness with which you respond and the correctness that– an indicator of correctness and speed So it rewards those who correctly answer the question faster So someone maybe familiar with spaghetti who identified that one What is the name of this Mexican food? And we’ll just do a couple more of these just so you can get the feel of it So almost everyone got that one, and we’ll stop after this one So you notice now your leaderboard is changing I think the students tend to find this kind of exciting, because they tend to know– typically, a handful of them know who is responding and so it’s– they kind of cheer each other on and the person who drops out is like, oh, yeah, you know, you gotta pick it back up and– particularly, they’re in the later stages where some folks clearly aren’t in the running anymore, it can be a very fun environment These questions are pretty simplistic You could create more scenario-based options There is a limit– and I don’t know this off the top of my head– there’s a character limit for each of your options, so you would need to carefully think about what types of questions may be appropriate for the kahoot as you create it All right, and finally, so we can see our leaderboard changed after every question You know, I think that the students– they’ll also will tell you if so-and-so had a particular streak, maybe they answered 10 questions correctly and it’ll tell you that, so, you know, I think it’s– I find it a fun activity So just real quickly, any– I may have a little more to go through, but any thoughts about was that easy to use? Difficult to use? Any initial thoughts about that? MARK BEATTIE: That’s the one technology that’s worked perfectly this afternoon, thank you! DEMETRIUS ABSHIRE: And you know, he’s worked in every class that I’ve done, and so I think that is– yeah, so that’s been a perk for me is you avoid that frustration, because it does tend to work pretty well and it works pretty equally well across sites, so there’s not a lag time And I guess students can participate on any device that they may have I think from my fact– from a faculty perspective, I’ve shared with you my initial impressions, it’s good for some types of questions, not so much for others You know, I’d like to, I don’t know, I’m always talking in terms of football analogies and you’ll hear people talk about a wrinkle in the playbook Well, this is just a wrinkle for me that I add in, I don’t use it every class, I just use it in a couple of classes I mix it up a little bit and my feedback has been pretty overwhelmingly positive I’m continuing to evolve in terms of how much processing I do in between questions, I think for me, that’s the kind of critical part of it Not just rushing through, but actually going through, seeing what the students are understanding, seeing maybe where there’s a level of disagreement, and then pausing and having a thoughtful discussion, and it really, really– it ends up taking quite a bit more time than you would think, because it stimulates some really nice discussion So just very briefly, you know, it’s really simple to use, so if you can see in the top left-hand side of the screen, it says New K!, that just tells you that that’s where you go if you wanted to create your specific kahoot, how many questions you want, there’s different settings in there about, you know, how much time you want per question There’s several options here, I’ve only done the quiz option I’ve not played around with these other two So it sounds like with what Lori mentioned earlier, it has options for some discussion

and you could do some survey-based kahoots as well So a just a quick screenshot of– you enter in the title of what your kahoot is going to be You can add a description You can tell it who you want it to be visible to You can add an introductory video I think you can actually even add video to the questions– I’ve not gone that far into it Here is where you can enter in the timing, you can enter in the responses Yeah, you can add an Image or a video there So I use this for a class on complementarial and preventative remedies, and so for example, I may have an image of garlic, for example, and the students have to pick that out– it’s more of a basic level, which you can do, but you can any kind of image that maybe is a better example than I just gave you there So that’s all I have Be glad to take any other questions that you all may have AUDIENCE: Have you noticed that the different devices have an advantage over the other– like a laptop being better than cell phone or– DEMETRIUS ABSHIRE: No I– AUDIENCE: Jacob beat me on the laptop every time because I was on a cell phone DEMETRIUS ABSHIRE: Yeah, you know And those are kind of fun things that come about in the class, too, and, you know, it’s a little, you know, those conversations, I mean, I don’t really find them distracting I actually think, for me, if I know that this is class content that is an objective and I need to cover it but it’s not the most, you know– actually I was in the College of Nursing, very interested in putting catheters and starting IVs, so for them to be talking about issues surrounding culture and diversity, it’s kind of lower on their list of priorities, so anything I can do to engage them, even if it is a little bit deviant at times, I’m a little more OK with AUDIENCE: I would just reiterate what you said, cause I tried it once this semester as well and I think the best part was the discussion in between and here, we split the answers, why did some people answer this way, why did some people answer that way and having that discussion about– and just being able to reinforce concepts that they were confused about DEMETRIUS ABSHIRE: Yeah, I agree All right Well, thank you SPEAKER: Thank you We’re going to pause for just one minute while we get the next recording ready to go But up next from the Vancouver campus will be Carolyn Long and Claire Weber So we’ll just pause for one moment and I’ll let you know when we’re ready to get started with the next recording