 Okay, good morning everyone. I think I'm going to go ahead and get started with the understanding that a couple more people might join us slightly later on so Just to get started My name is Emma and I'll be one of our co-facilitators today along with my colleague Alex So we'll introduce ourselves shortly a couple of housekeeping notes just as we get started Just a couple of notes. So first to keep your audio and video on mute Just in order to prevent feedback throughout the session and to please use the chat window for your questions So we have a number of wonderful moderators supporting us today Who will flag any questions for our attention so that we can have a discussion? And the other point is that the session is currently being recorded for use with future resources So I'll speak more to those shortly as well But those resources will be a part of the online teaching program and will be housed in a wiki through CTLT And so what we will do is take portions of our slides and of our video today and make those available online for you As well as our slides So thank you so much for joining us on this Monday morning And we'll go ahead and get started Looks like we're good to get going. Okay. Sorry about that everyone. I'll briefly introduce myself again So, yeah, my name is Emma. I'm the learning commons coordinator in the Irving K-barber learning center I've got a background in curriculum design and higher education and a lot of my role involves overseeing a number of work-learned students Who develop and deliver academic support resources and services for students across UBC both online and in person? So I'm going to be facilitating along with my colleague Alex Kuskowski And for those who are just joining us I'm located currently in East Vancouver on the unceded territories of the Coast Salish peoples including the Squamish, Musqueam, and Salewa-Tooth nations So the majority of my work at UBC Vancouver takes place on unceded Musqueam territory So we believe it's especially important to reflect on and to articulate the indigenous territories that we're located on Especially now that we're all in different spaces working online So considering how to understand and articulate the territories that were located on while we're working in various digital spaces And Alex I'll let you introduce yourself now Hi, everyone. I am the learning services librarian My focus is on first and second year student learning and engagement through the library and My work includes co-supervising the student team at the Chapman learning commons with Emma as well as overseeing the Development of first-year student learning engagement, especially online for the library So really thinking about how we can connect I am a settler woman joining from the West End in Vancouver on the unceded territories of the Coast Salish peoples Including the Squamish, Musqueam, and Salewa-Tooth nations and I use she, her, and her, hers pronouns Thank you, Alex, and you'll see that our moderators Carissa and Janie have linked a couple of really excellent resources So if you haven't already I'd encourage you to take a moment just to introduce yourself in the chat box And if you're aware of whose traditional territory you're participating from to acknowledge that in your introduction So in order to do that you could refer both to the link that Carissa has shared called nativeland.ca As well as the CAUT resource which is a guide on acknowledging first peoples traditional territories. So I encourage you to take a look at that Lastly if you're interested in learning more about indigenous sovereignty and the ways that that translates into online spaces You can refer to the final resource that's linked here called decolonizing the digital And as you wrap yourself around those introductions We're going to very briefly introduce our facilitators All right. Yeah, so well Emma and I will be your talking heads this morning There's a fantastic group of a group of folks working behind the scenes Everyone on this list has contributed to the resources you will see here with their area of expertise I would especially like to highlight David Gardner on this list for his contributions as he co-facilitated the first round of this presentation And Janie as well for her co-facilitation of both presentations. We really appreciate all the work that's gone into this All right, so we have a few housekeeping notes We want to let everyone know the session is being recorded and portions will be archived and available online We are anonymizing some of the content from the discussion in the chat To be used in developing post session materials. We also want to acknowledge that everyone has varying bandwidth which we'll dig into further in this session, but connecting however you can And then we also want to remind everyone to please mute when you're not talking to avoid background noise and let our moderators and hosts know And if you are having issues we have the ability to mute and unmute all participants if you forget these instructions and Lastly, please make sure to use emoticons in the chat box. If you're so inclined, please pick your favorite emoticon So we know that you are engaging with us today Right now feel free to pick your favorite one and please type in your questions and concerns in the text chat, which will be responded to by our Moderators as quickly as we can and passed along To MRI if we can answer a question for the whole group We will also Share the Registration confirmation form, which I believe was shared a little bit earlier. Please fill it out if you haven't to confirm that you are attending this session and it will be provided In the chat by see the CTLT events team. This will allow us to share the session and resources afterwards and an online feedback survey Lastly, I just want to touch on the fact that we are trying to model best practices here today. So We're using collaborate ultra because of privacy and bandwidth We're not screen sharing other things other We will be uploading slides and sharing links in the chat So that we have less margin for error and crashing as we've already seen this morning So hopefully everybody will get all the resources that we'll be sharing as well Other the other than Emma and myself no will be no one will be using cameras and microphones to preserve privacy and bandwidth And lastly, we will be hosting all of these materials and the discussion boards on campus for asynchronous learning I'm going to hand it over to Emma Great. Thanks, Alex. Uh, so since um, oops One slide too much So since this is a session about supporting bandwidth in the online learning environments I wanted to also briefly touch on what we're doing from our end in order to support and As to model these practices of online learning that we hope will support your bandwidth as you engage in the session So as uh, Alex mentioned, we'll be making digestible portions of this session available to you. Um As well as sharing our slides from today on an open wiki module as part of the online teaching program Or a otp through ctlt. So we've been working to make session materials both from this round as well as from the previous round of the session Available in an open wiki page through which we also hope to build community in an ongoing manner by giving you a space to connect About these resources as well as your experiences with teaching. So Um moderators if I could ask you to link the wiki module in the chat. Thank you so much, janey And we'll be working together also to build out An ongoing resource from here of our own experiences and recommendations for supporting student bandwidth in the online learning environment So that will all be accessible in the wiki page and we'll share this again at the end of the session just to make sure that you've got that at hand So in terms of the learning outcomes of our session, I'll briefly review these now I'm hoping that uh by the end of the session we'll be able to increase aware of the impacts that The rapid transition to online learning is having both on instructors and on students I'm hoping that will decrease the stress on bandwidth, which will define in more depth shortly for both students and instructors That will illustrate minimal computing entry points. Um, and by minimal computing. I mean both literally and metaphorically To online learning that are less stressful Um, and you know in order to encourage us and allow us to learn better and to balance that with living lives more holistically I'm hoping that will um You know acknowledge that learning and living are coupled together quite closely right now And so throughout the session, we really encourage you to think about Taking the perspective of the whole learner as well as the whole teacher or instructor Coming into any sort of teaching and learning context So We first developed and presented this workshop in reaction to the overwhelming nature and you know in some cases panic Associated with that rapid transition to learning online So now that we've had a few months to settle in a bit and to reflect on our experiences We've shifted our resource to develop them more proactively rather than just reactively And very immediately in that situation So i'm hoping that we can hold that space in the session to reflect and to build higher quality resources together So this session will be framed more around what we've learned since that first iteration We've reflected on the guiding principles document for fall 2020 course adaptations Which I recommend you all to refer to um in which I might ask the moderator to post in the chat So a few of the guiding principles within this document Recommend approaching course adaptation decisions with the commitment to compassion and care for everyone involved Um accommodating that reality that access to technology will likely very quite greatly across students within your courses And exploring ways to adapt course design in order to take advantage of the flexibility made possible by online learning In order to cultivate a strong and inclusive online learning community And so when I refer to a proactive approach rather than reactive Um What we mean is taking all these considerations into mind So the learning outcomes we see on this slide are our original ones And we hope to be able to iterate and reorient ourselves to these with more of a sense of longevity As well as the possibility of sharing our learning collectively moving forward We've also had plenty of time to collect feedback from students about the transition to learning online And what instructors can do to make things better for students So Alex and I will make sure that we're touching on this feedback throughout So in addition to the quantitative student connectivity survey released by the university Alex and I like we mentioned work very closely with a number of students who have shared their qualitative stories and recommendations Based on their own personal experiences So together we hope that all of this um and our ability to rely on the research and the feedback that has been given Can give us a strong rationale for the importance of this work to have at the top of our mind When designing courses All right, so Here's our agenda. You'll notice we've already done the first ones. We're part of the way through already today Next we'll be talking about bandwidth Defining what it means Why it's important both for you and for your students Then to build on that we'll move on to considering how we've adjusted so far And exploring strategy strategies where we can improve bandwidth for everyone and this is building again on the previous session Where we touched on these things, but we're moving on Further in this session. Lastly, we'll round out this presentation by recommending some resources and answering any questions that you might have So let's get to it So bandwidth, we are using the term bandwidth as a double metaphor First, we're using it to describe the data information That data is transmitted over a fixed amount of time. So usually expressed in bits per second or bps Or also known as bytes per second And that data transferred to students so thinking about information transferred through video chats and online lectures Secondly, we'll be using the term bandwidth to capture the higher cognitive load for online learning for both students And instructors How much can be transferred and how much can be absorbed? These are going to be the questions we're going to be asking today In both cases bandwidth is a finite resource. You can only Take in so much data and you can only take in so much information Many students access course materials through their phones via shared internet connection or on older machines that cannot handle this heavyweight technology That we're currently repurposing So teaching with student bandwidth in mind usually doesn't hurt anyone and to the contrary can benefit everyone including The instructor particularly get to grading And we'll talk a little bit about that later But keep in mind that attention to both types of student bandwidth Should always be a consideration The online context makes it more significant and the global pandemic When everyone's under more stress even now Can break both types of bandwidth to the forefront So Keep that in mind because there's a tendency to Overcompensate with technology or course design when shifting a program or learning online Be mindful that bandwidth can help you to focus on the fundamentals of your course So really thinking about focusing on what connections you want to make And making sure everyone can access it through that technology Thanks, Alex. Um, and so in thinking of bandwidth as the cognitive load of online learning for Students as well as for instructors. I wanted to touch on the concept of bandwidth tax So we've adapted this slide in the previous slide from the work of ben chung jennifer dole and hanae tsukata Who spoke at the most recent ubc first year educators symposium about their research on supporting indigenous students bandwidth And student well-being with a particular focus on belonging So loss of students cognitive bandwidth that they found occurs with scarcity and insecurity related to aspects such as health Safety finances sense of belonging in the academy sense of respect and more So these are called limiting factors which impact a student's ability to access complete brain capacity In order to effectively engage in learning So if we think about this in relation to the online learning environment in particular Limited technological bandwidth or access to technology could also impact a student's cognitive bandwidth or ability to fully engage with their learning So in the following slides we'll be sharing more about students personal experiences of bandwidth loss And we'll also be talking about how to mitigate or prevent bandwidth loss So what you see here is the results from a mentor survey that we conducted the first time we did this workshop So one thing to note is that these numbers probably won't add up as folks responded to multiple categories And because we've only included the most common categories here But these results indicate challenges that were commonly experienced by the 42 um session participants last time So acknowledging the fact that learning and living are very closely intertwined right now I wanted to preface how our current context for learning could incite situations that impact not only students but also instructors bandwidth For example with sudden changes to things like your finances, your health or illness Family or parenting responsibilities Of course since generally your kids wouldn't come into work every day Your housing situation travel plans your physical location in the world right now Your support system and of course Significant interruption to all of our routine and social life in some manner over the past months so um What i'm going to do is we're going to start with an activity which will eventually carry throughout the course of this session What we have is we've created a google doc Which i'll ask our moderators to share in the chat now And i'd like to ask you to take just a minute to populate the first column By sharing some challenges that you've had with the transition to online learning as well as the remote working environment So i'll just give you a couple minutes to access that google doc Please let our moderators know if you're having trouble accessing it for some reason And one thing I wanted to note as you do that is that uh google docs While we're using it as a tool today has privacy implications for student information So we're using this tool for instructors and staff within the context of the staff workshop But if you're choosing to use this with your students, which can be a very useful tool for collective brainstorming You might want to ask your students to consent to use And as well as you might want to reiterate for them that they don't need to share personal and identifying information So, um, you know, there's a language that you can find available in the ctlt south site that Can reframe this for your students in terms of opting in and out to using a tool like this Another thing to acknowledge is that this tool doesn't necessarily work in china So thinking about that if you're choosing to use google docs with your students And of course, there are alternatives that are Maybe not as easy to facilitate as google docs, but have more privacy for example the potential of creating a wiki page or a canvas discussion board Whoever wrote that their kids haven't had child care. I know that that's a very significant issue with even folks that Alex and I are working with as well Um, as well as the fact that school in september is seems to be a very nebulous thing right now lots of things up in there with that Disruption to schedule in terms of attending classes at nighttime and their time zone for sure And then, you know, this is something that impacts both students and yourselves. I'm sure With some classes having moved to the evenings in order to accommodate alternative time zones I can definitely identify with finding space to work in a tiny apartment whoever wrote that Chloe yes, yeah, I can definitely relate So we'll give you folks just another minute to work on that Um, and I think uh as we do so, uh, Alex, uh, feel free to touch on this next slide So while we're considering all of these impacts and changes, uh, you know, I encourage you to consider that if you're dealing with these impacts So are your students all of these contextual factors from finding space to child care to working with a frontline worker are, um, contextual factors that are Pre-pedagogical consideration and online learning So in order to teach effectively, it's important to consider students unique needs in this context And to respond by shaping your pedagogy accordingly So I'd like everyone while they're either suggesting or listening to take a minute to consider How aware are you of the context surrounding your students learning and what else they are currently juggling So you don't need to know the specifics of each of your students complex slides I probably couldn't keep track of You know mine, so um, just make sure that uh in order to be aware attentive and responsive To their human context to consider that while they're creating your um online content and your um informational content Your goal as an educator in this new environment Is to give them the tools and the agency that empower them to take learning into their own hands And that's what we'll be talking more about today So we've all taken on various emotional and contextual stressors These pre-pedagogical considerations are important to keep in mind when designing and delivering learning materials so You know an example of that is you could design an excellent learning experience But your learners need to be able to access it So the most useful way of delivering core course information for students at this time may be different How it was the most useful in your in-person course So with that in mind, we're going to jump to an activity another activity Um, so considering what sorts of challenges your students are experiencing right now Or challenges your students have shared with you previously Take a few minutes to note those on google doc and we'll go from there. So, uh, maybe we'll have the moderators Or we can click that google doc that we shared earlier or reshoot it Um, it's the second column in the google doc So we filled out that first column and I see folks are already starting to put In uh things in the second column so naming challenges that your students are experiencing So that as we go forward in designing our learning activities Uh, we're aware of the concerns that they might have Uh, and again, I want to highlight that the Uh takeaway here is that we don't need to know every specific thing This is just kind of getting a idea of what might come up Lack of access to technology and limited internet usage as well as getting access to print collections and resources Those are certainly um things that are really prevalent at least with um people who I've worked with for sure Yeah, I noticed someone put poor internet connection for rural students. I would say Students everywhere can have poor internet connection It just depends on you know, what kind of internet connection who else is using the internet connection and what kind of speed you're paying for It can be difficult for lots of folks there. So I think that's a really great notation Yeah, for sure Immigration issues as well leaving having left canada very very rapidly potentially in march and In many cases not being allowed back in Um, I was just about to add but it looks like you're already adding that this might affect employment opportunities There are definitely significant hurdles in terms of that as well when it comes to um Immigration as well as students finding work to support their studies throughout university So thank you for highlighting that The other one I thought that I liked was struggle to learn the tools I know that uh, there's a perception that uh students, especially younger students are Digital natives in every way, but uh, they like us are struggling to learn these same tools and it takes time and Cognitive load to be able to access all of those things Absolutely All right Well, thank you very much for contributing these. Um, just an interest of time will move on Again, the takeaway here is that we don't need to know every specific thing our students are facing But just being attentive to these realities can help us to shape our pedagogy in order to support students bandwidth accordingly so, um Adding to what you've described within this google doc I wanted to share a few stories in the words of our students who have shared their words for the learning comments student blog So, uh, I'll read a few quotes in order to shift into a discussion of strategies and resources in order to help address these challenges But um, you know, and we share this uh information in order to encourage you to further reflect on whether your own students have shared stories with you And again, just wanting to foster awareness of the complexity of students lives As well as acknowledging that our goal is to teach towards this complexity. So um before these qualitative stories, I'll start by referring to The transition to remote teaching survey, uh, which I linked or which I mentioned, sorry at the beginning of our session In which I'll ask our moderators to link. Thank you very much. Chloe for doing that um, so 576 students from 11 faculties and uh throughout variously year levels Uh responded to this initial survey Um of the transition to remote teaching and learning uh and students general well-being So a few key findings from the survey um are as follows First is that almost 75 of students responded that they were unable to focus on their studies Due to non-academic related challenges such as the ones that you've described in the google doc Students experienced a general lack of focus due to stress uncertainty low motivation and personal circumstance Which of course is uh, no surprise at least to me. I know that we are going through the same thing And uh students perceived a mix of asynchronous and synchronous learning to be the most beneficial So this is something that we'll share a little bit more about later on And again, if it's difficult for you to view, uh, the screenshot that I've captured that's up on our slide You're more than welcome to refer to the survey later on. I think it's a really excellent resource just to sort of Get a general framing or understanding of students experiences last term And of course, like I mentioned, I also wanted to briefly share some qualitative data. So these uh students are Two students that alex and I have worked with um who uh, as you can see have quite different perceptions of their online learning environments So one that actually has quite a positive perception Saying that I find it much easier to articulate myself on a canvas discussion board when there aren't 50 other eyes on me Also, the virtual space provides a sense of anon anonymity when it comes to asking questions on collaborate ultra So I thought that that was really interesting feedback and thinking of Teaching towards the complexity of our students online learning environment and thinking of it as a sense of potential or possibility Rather than solely the challenges which students are facing But of course, um, alternately this student on the right hand side didn't enjoy the online learning environment Saying that it was missing the human interaction element So they say that it became harder to concentrate on the lecture With a lot more distractions present in sight, which again is an experience that um, at least from what I've heard from the students I worked with is quite common So, uh, of course in framing our online, uh, teaching practices It's important to consider ways, um, or to explore different ways in which We could provide opportunities for both of these students to thrive within the same or similar online learning environment And lastly, this student speaks to caretaking responsibility and concern for their loved ones, which I'm sure many of us share So, uh, saying that it's been indeed difficult to take care of myself and my family The student has both of their parents living in Vancouver, which of course is great, but at the same time scary Their dad still works and interacts with people because of his job And of course, they don't want to think what would happen if, uh, he got sick So this student says my worrying is intensified knowing that both of my parents may also be at risk And I hope that everyone can keep the safety of our friends and family in mind so that we can work towards building a safer community And so of course concerns which are external to their online learning can definitely have a significant impact on A student's ability to engage in their learning in the online environment So now we'll shift into strategies to mitigate some of these challenges when designing, uh, online learning Yeah, to reiterate what Helen's Emma said we've talked about, uh, our experiences and our student experiences within the lens of bandwidth So, uh, we'll talk about how to mitigate it and respond to it in our learning context Generally, we think of asynchronous learning as low bandwidth synchronous lectures particularly with screen sharing require large amounts of data But are also high stress on machines and internet and data plans They require a lot of cognitive bandwidth and so far as students Likely with multiple other obligations must log in at a specific time and devote attention in a distracted environment However, uh, we want to know that there are benefits to synchronous, uh, lectures and synchronous activities Uh, David Gartner students, uh, you'll remember he, uh, helped present this session in the first round Reported a sense of normalcy afforded by synchronous sessions and a feeling of community when he surveyed them Students in the ubc survey that we shared earlier echoed this and added that it can help with accountability and time management However, there are also benefits to asynchronous lectures and learning activities They use low bandwidth and lack technology Which meets the needs and limitations of many different students They're available on demand and invite multiple levels of engagement including email discussion posts Watching audio and video on their own time even, uh, graphics and visuals Which allow for folks to engage with content from different time zones perhaps different internet connectivity, um levels and give greater flexibility So how you balance your asynchronous and synchronous content should be toned in terms of the cost benefits analysis with bandwidth as a measure stick What is essential about being present in a synchronous lesson? Uh, or environment and situation for your class and how does it integrally? Connect to your course or learning objectives So asking questions like is synchronicity essential? And if not, is there an asynchronous alternative? So here, uh, I want to refer everyone to david gartner's excellent resource on gentle pedagogies Which i'm hoping our, uh moderators might be able to share in the chat now. Thank you, chloe Uh, and he created this in the context of covet 19 Uh, so in this document, he has resources that he's put into practice with his classes Including examples of how you can help empathize And be more accessible in an online teaching environment by accessible We mean low bandwidth lectures assignments and discussions that teach Towards the challenges that students are currently facing He also put an emphasis on asynchronous learning and community building He has drawn heavily on the disabled ingenuity that Is provided for accessible online teaching far before covet 19 So some of the examples I really want to highlight here include chunking Thinking about how you can break your lectures down into smaller bite-sized pieces So for instance in five minute blocks Offering shared note taking as an option for students or having asynchronous discussions So giving that opportunity for learning to happen outside the space of the physical or synchronous class You can also organize google docs into text based breakout rooms And have students report back on those learning activities And there's also much more so i'd encourage you to take a look at the link Thanks, Alex so So yeah, like janey mentioned, of course, you're more than welcome to ask any questions about the presentation in the chat. So What we kind of have right now is a final google doc activity before we move into sharing some resources and tools that we've compiled Both for instructors as well as some student-facing resources So in light of the concepts that we've shared We're hoping that you could reflect and share the following and perhaps one of our moderators could again link our google doc in the chat so We've got two questions here First to consider things that you could incorporate in your classes in order to help mitigate the challenges we've discussed And then second do you have any recommended resources that you've used so far in your courses? So our hope of course is that this document can serve as a collective resource Given the experiences that we've had so far with the transition to online teaching and learning And of course we want to draw on your own experiences and your kind of collective collective experiences In creating a resource that we can all draw on and share with each other. So thinking of You know things that you may want to incorporate in order to mitigate all the challenges that we've listed So maybe something that you haven't tried yet pertaining to synchronous or asynchronous learning and then second Whether you've drawn on any resources so far that you would like to recommend or share with others Especially knowing that some of you may have experienced that really quick transition back in march And have had some time now to reflect more proactively on An approach that you might want to consider moving forward So Feel free to head over there. We'll give you a solid amount of time to do so. Maybe five minutes ten at the very most And of course in the meantime, if you have any questions, please feel free to post those for us in the chat And alex and I will address those while we work on the school doc together So I'll comment on a couple of these as they come up I think it's great to provide students with very clear outlines of how each week will run including lectures Deliverables and what is expected so that students can plan ahead. I think that this is especially relevant when it comes to Students managing, you know, additional responsibilities in terms of work in terms of childcare or family responsibilities And all of those additional things that lead them to have to juggle their personal responsibilities with their family responsibilities um Sorry, let's go ahead. Oh the other one. I saw that I quite liked was breaking longer sessions into multiple shorter sessions and activities That's something that I've also employed for learning sessions that I've been designing. So looking at having Those short five minute videos and maybe a couple of questions that students can engage with outside of that synchronous lecture time Which is really fantastic In terms of virtual coffee time You're saying that you're not sure they would use this We definitely have found mixed mixed uptake in terms of students being Students wanting to do something like this But I think that it would certainly be a really excellent thing to try just in terms of providing that informal connection with students So, uh, you know, especially with first year students or incoming students I think that they can sometimes perceive a barrier between themselves and their instructors And so I think that um any sort of low stakes opportunity for interaction like this one that you've suggested would certainly be really beneficial Um, and I think that's something that can sort of, you know, be a plus side to the online learning environment is that students are Maybe having, you know, a better understanding that their instructors are humans as well with You know personal lives and that are also juggling many of the similar things that they are and so I definitely think that giving us informal time to connect with students is a really excellent idea And same with games and engaging activities Alex and I like to spend part of our meeting time with our students doing things like ice breakers And we think that it's really beneficial for our students just to have a an opportunity to sort of Relax and do something fun and connect with each other Knowing that it can be a little bit more difficult to find that space to connect with someone When you're not sitting side by side with them, uh, for example in a classroom. So that's a great idea, too Yeah, one, uh resource I just popped in To the list the recommended resource is kahoot, which is a gamification Of getting students, uh, feedback and involvement. So, uh, you can ask questions students answer and then, um, you know Little animation pop up and there are winners and that sort of thing. So, uh, that can be a really fun way to incorporate That gamification piece into your synchronous lectures if you choose to I also like the other resources that have been put in here The complication of resources for low and no bandwidth teaching is fantastic Yeah, I think that, uh, in terms of courses having a lot of group work I think it's really excellent that you're giving us a lot of consideration in terms of the statistical challenges related to that Definitely occurred that forming groups based on time zones could be a good way to mitigate it As well as building in if there is a synchronous component to your lectures building in group work time Um, perhaps even at the very end I've heard of ta's for example sticking around at the end of the synchronous portion of a lecture And using the same, uh, collaborate ultra room or wherever you're hosting your course in your synchronous component To immediately form breakout rooms after the formalized portion of the lecture has concluded Just so that students don't necessarily have to work around planning Different times that work for them outside of that So, uh, just another option that could work for some I also want to highlight that, uh, Janie said in the chat that she's worked with an instructor who Group students are on their time zones and it worked to work for them. So that's a helpful resource as well. Oh and, uh Sharing a time zone tool and canvas. So that's really awesome That's awesome. I hadn't heard of that Uh, there's a question also in the chat around lack of motivation in students. Um, any thoughts about this, Alex and Anna? That's a really great question. Thank you for sharing that. Um In terms of the work that we have done with our students, um It might be a little bit different for us because we're, you know, uh, working with students who are in a work Learned program currently and so technically it's their job, but um a couple of things that we do to sort of promote motivation in our students We have a number of check-ins that happen periodically. Um, both synchronously and asynchronously. So, you know, um, Maybe this is something that would be possible if you're working with students in a smaller class context, especially but What we ask our students, uh, is that we get them to submit a weekly, uh, remote work sort of, uh, Feedback form in which they list the accomplishments that they've made as well as the things that they need to do the following week Um, as well as what we can in order to support them effectively and being able to accomplish those things moving forward and so I think that, um Asking them to do this every week gives us a really good, uh, Kind of baseline on the level of motivation that they have For example, you know, whether they've been able to complete the same amount of work Whether they're feeling stuck with the work that they're doing, uh, and you know in turn this really helps us get to the Of what's affecting their motivation. So if a student has, uh, completed less work that week than the prior week Will, you know, kind of check in with them and have a bit of a chat of what's going on Of course often finding that, uh, lower motivation can be a result of these extraneous factors that are happening in students' lives So Alex and I are lucky enough to be able to, um Meantime to work one-on-one with our students in addressing those concerns Um, but I think in a large course context, uh, something That I might recommend is, uh, if it's possible building time in, uh, to synchronous portions Of class to give students time to get started on their work knowing that they've already set that time aside um, and I think that, uh even having a system like, um A buddy for accountability or even, uh, breaking up outcomes into very small manageable steps Uh, students especially in this environment can become daunted with the idea of a really Large, uh, project or task that they have ahead of them And something that we've found in our work with students is that time management is one of the biggest struggles That has come out of, uh, the switch to the online learning environment So I think that, uh, being able to give students resources and tools to more effectively chunk their time into small and manageable chunks Can, uh, help kind of foster intrinsic motivation with students Um, Alex might have something to add to this But, uh, I would be more than happy to chat a bit further at the end and share some resources that we have, uh, regarding time management for students I would, uh, just quickly, uh add that yes, as Sarjeet says creating a sense of community in the classroom I think that that can help as well in terms of motivation if you feel like if students feel like they can connect with other students for help or, um For discussion that can help to create, um, a better engagement level with students as well And, uh, again, I'd recommend those resources by David Gardner because he does talk about, uh, how to create that sense of community In your classroom and like Emma was saying, chunking up your resources as well, your assignments I would say probably the last thing that we do, um, with our students is just acknowledging, you know, especially at the beginning of this Acknowledging that they're not always going to be as productive as they were before I think that being able to sort of explicitly say this to students and, uh, you know To, uh, to just sort of acknowledge that things aren't necessarily going to be normal That they might not always be at that same level of output and performance that they normally would be Can give students the space to be more understanding towards themselves, uh, which I think in turn can help them to foster more intrinsic motivation As opposed to just feeling like, oh, I have to get this task done. I just have to get this in, uh, which could result in burnout so Yeah, helping to work with them as opposed to Um, and again, like fostering that sense of support All right. Well, I think Emma in the interest of time, maybe we'll just go over our resources and then we'll have, uh, a little bit of time Emma and I will stick around, uh, to answer any questions you have as well perfect So, uh, resources and tools for instructors. This is an overview of resources that we've put together Keep teaching as a website dedicated to helping instructors develop strategies to meet the needs of their courses online And if there are disruptions to on-campus teaching and learning So it's really helpful both technology and kind of cognitively for planning your lessons This online teaching support is a resource which details student perspectives on online learning So again, those quotes that Emma said very similar Perspectives from our students who have experienced online learning and they also suggest ways They feel might help to mitigate the bandwidth hacks that we've been talking about and it also offers links to other resources The ctlt learning commons in uvc library as well as, uh, the well-being module resource on canvas Um is available in canvas comments It you can look it up and import it into your online courses and embed it straight in there So these are resources that students can use to access on their well-being As well as you know time management which Emma talked about as well So lots of different things there But feel free to contact us if you'd like download instructions on that canvas module Lastly a note on care outlines ways to continue to cultivate an online environment of care and support in an In an online space We will also share these resources with you and it looks like it's been posted in the chat. Thank you to our moderators And the resources we've drawn upon For ourselves including this presentation in our own practice. It can all be found In the wiki which has been linked in the chat I can hear a crow in the background Um, so in terms of academic resources and tools, uh, which you can share with students Thank you so much to those of you who have contributed really excellent links to uh, well-being related resources early alert As well as academic support resources within the google doc I highly encourage all of you to refer to that in an ongoing manner Um, but a couple of things I wanted to share from our end So in terms of academic resources, uh, the chatman learning commons provides various online learning, uh, specific support services and resources Including our online learners resource guide with links to various resources about things like communicating and collaborating online Transitioning to online learning um and adjusting to a remote workspace including things like balancing Online learning with various other responsibilities as a student Uh and things like that UBC library provides services including ask away. So where students can contact and ask questions of library staff And get research help Instructions for how to get remote access via easy proxy to the library so that they can continue to access resources asynchronously Basic online searching through the library Through the library skills tutorials So this is another really great resource to share with students in order in order to orient themselves to how they can access resources in an ongoing manner in the online environment UBC distance learning uh has a number of guides for students taking distance courses about topics including course participation Communicating online uh and netiquette technology policies, uh and more So they've been doing this for quite a while longer than we have and although You know the format of distance courses um is a little bit more I I would say structured Then you know the various forms that our courses have taken with this rapid transition It's still a really great resource to uh refer to as a rule of thumb because I think a lot of the uh learning definitely translates Regardless of the nature of the online course um and then in terms of uh general resources some things that uh will be sharing in our um handout include enrollment services advisors UBC counseling services AMS food bank uh the UBC wellness center and the center for accessibility So those are also shared within the document that was linked in the chat And we need to check those out just in terms of being able to support students well-being From uh an online learning environment So just to wrap up we wanted to thank you very much for your contributions and of course for your interest in supporting student bandwidth Alex and I will stick around in case you have any questions or want to discuss anything further But for now again, I would um encourage you all to refer to the uh wiki document that janey just linked And so that will probably be the easiest way for you to access all the resources that we've shared within the session Um And so of course these resources will be available for you to access asynchronously in an ongoing way We encourage you to continue to do so um you'll also be um well carissa has shared in the chat uh the feedback survey for ctlt or you'll be emailed that afterwards um so As well as a link to the resources from the session So again, I encourage you to look at that wiki link or to contact us if you have any more questions And thanks so much for attending this morning. We really appreciate you being here