 Okay, in the interest of time, I'm going to get started and introduce our first speaker in this parallel session at the end of day one, Celia Popovich from York University Toronto Canada. Thank you for presenting today. Some of you might know Celia's work in educational development. And today, Celia will be speaking about this healthy generation but not in class instructive views. So over to you. Okay, thank you. Thank you. Hello, I'm feeling really slightly discombobulated. If that's the word we use here, I've been in Canada for 12 years, so I've got really confused about which words we use in England and which in Canada, so I just use the wrong words everywhere. But anyway, the reason I'm particularly discombobulated is that about two hours ago I was holding my grandson who was born last night. No, I had to just say, and he's already part of the selfie generation, you know, there's pictures out there but not on social media because my daughter doesn't want me to anyway. So thank you just to get that in. Yeah, so what I'm talking about today is it's a really small study that I did. And I mean really small study I'll explain in a moment. Because I've been intrigued over the, well certainly during and after the pandemic experiences by what we tend to think of as, you know, students being happy to have photos of themselves all over the place take picture. Not just students, you know, many of us take a snap of picture otherwise it hasn't happened. Online classes reluctance to turn on the camera. So there has been worked on already and I think we probably know why students don't are reluctant to put the cameras on. Some students or we might experience a lot of students are reluctant to turn the cameras on, but I was interested to know what the faculty members actually think about it. And whether it's an issue for some, not so much for others, or if it's a general issue at all or maybe it's just me, I don't know. So what I did was, as I say very small little experiment I just sent experiment research. I asked the faculty at York, where I'm based in Toronto to fill in a short six question survey, asking, asking a few things around their attitudes so that's what I'm talking about here I'm not talking about the students per se. I'm not talking about the what I've gleaned from my colleagues and the main thing I'll say is, I think since the start of an area that we could, it could well be worth looking into more deeply. So, yeah, just a small investigation as well. I think we see the, there's about 3000 faculty members, including contract faculty, who invited to complete the survey and I got the stunning response of 68. So, I'll see something. So, I think we need to think, okay, who are the people who are actually responding to the survey. So, with that in mind. Yeah, and I told them I would be summarizing the I would be presenting at this conference. So the first question I asked just a simple, simple question, how important is it for students to turn on their cameras in online classes such as zoom and teams we tend to use zoom at York but one of the areas I'd like to look into is where the platforms make much difference. And in zoom, if those of you that use zoom. Generally speaking, when you have your camera on you see yourself the whole time. And I suspect that might be, might have something to do with it. Anyway, what I was asking the faculty was how important do they think it was. I think it was 68, almost 20% thought it was extremely important, and another 41% thought it was somewhat important so 60% of those who responded thought it was important and just 4% unimportant and 13% somewhat important so established they think it's important majority do. So they required students to turn on their cameras. And only one was only one respondent actually that 1% said yes at all times that they required it. Further 4% much smaller number than I was expecting said yes when speaking so when the students are speaking they're required to have the cameras turned on. The big majority of 65% said no but I encourage them. So that's the general gist. And I'm not surprised by that actually and no sorry is almost 30% don't encourage don't require it at all. I'm not really surprised that much by that when I think about it because the message that went out from our institution to students with two faculty sorry was particularly during the pandemic when suddenly, and it was a big move for I think we didn't teach online at York. So when we were required to it was a huge shift. And there was a very strong message went out that it would be an invasion of students privacy to require them to have their cameras on. Don't even go there so people I think, possibly if anything went the opposite extreme of, you know, actively disc or not discouraging from turning on but not making much of a deal of it. But that said, so we just go back so even though 60% think it's important or very important. Very few actually require it. So then I asked just an open text question. What impact, if any, do you perceive in the use of cameras by students on students learning and or your own teaching and yes I know that's a huge long question with lots of things in there. And I was really just fishing to see what I didn't know really what what the attitude was out there out there. And so I got all sorts of responses fairly, fairly sure it wasn't too difficult to go through and collect the comments into various themes. The reason there's just one down there positive that doesn't mean the rest will negative it's just that was the response. I said positive so much more to get out of it, but for the for the other comments. As I tried to see them and some of the some of the comments touched on more than one thing so it's not a straight addition, but I'll just go through these. Mostly I think the wet surprise you what people said, but I think there's some quite interesting nuances that we can perhaps get from them. There's student engagement so these are the comments that people made that referred to having a camera on somehow ensure student engagement or suggest it. I think it was interesting that so some people were saying things around so these are two, just two selected to to quote quotes, students seem to engage more and multitask with non course related items less. They're saying having the cameras on, I'm immediately thinking how do you know that's this that's the instructor's impression. If they've got the cameras on the less likely to be watching tick tock or doing their homework or I don't know what they're doing. I don't know what they're doing. Yep. And some are much more strident and saying having the camera on is required for student engagement you cannot be engaged if you haven't got the camera on. The next one is one of the ones that insist on having cameras on all the time I don't know because I made it an anonymous survey. The next most common thing that came up was if the students don't have their cameras on I as an instructor find it harder or conversely, if they have it on I feel I feel more engaged I do a better job. So one comment I find it difficult I find it difficult to engage with a class when few or none have their cameras on this impacts on my performance. What impact there perform are you performing when you're teaching and maybe when you're teaching online it's a different experience. I mean I'm performing for you now and some of you are looking at your, at your computers with or without your camera on I've no idea if there's anyone out there looking at me. And some of you are looking at me, and I'm getting feedback from it for sure. You know and if I see nods I'm encouraged if I look at people look completely bored I sort of just want to go you know or whatever it is. It's much harder we know that because you haven't got eye contact so I think that's probably not a unexpected thing to say. This one I find interesting I'm better able to teach to the students needs and abilities. So for cameras on, I can adjust what I'm doing I'm taking in presumably clues from from the expressions and so on. You can tell people are following or seem to be confused when the cameras are left on. The third one seeing students faces is helpful in determining body language when teaching it also helps me remember who that student is. That was something that came up in a couple of the other themes to run this idea of, if I can't see somebody. I can't. It's hard for me to get a sense of who they are. It's really obvious I guess when you think about it this is how we learn with interact with with people social beings that were online. We kind of go into the slightly different space. There are then some comments around privacy and surveillance, not some more of a negative aspect. And some of the, some of the comments were quite indicated quite a bit of concern around this. So I'm so fast. Teachers need to be reminded that students don't like the feeling of being surveilled surveilled. I think I think of panopticon teachers who try to encourage cameras to be on or make it a requirement, forget what it's like to be a student. Students like to have advocacy over who sees them same can be said with teachers having your camera on is not the same as being attentive. So quite opposite to that earlier view that you need the camera on to be engaged. And the other one I like seeing faces and reactions to engagement, but the need for cameras to be on I feel is more for instructor comfort than for the benefit of the students. I worry it undermines their agency and professionalism of our students as though they're being surveilled or need to fake engagement when really their level of engagement for online learning is up to their own discretion. And then to contradict that, or to set against that themes around having a camera on as a way of building community. So it can be positive in building a sense of community. I think learning as part of a community is beneficial members of this community will meet outside of class to discuss material. They'll also engage during class time. I believe that camera use promotes this sense of classroom community. I don't know what sort of size classes are typical in your institutions but across your at York, we go from small graduate classes, probably the smallest would be like say six students to 1000 students on a first year undergrad psychology course for instance. So, yes, so the comments were around the difference between, if you're working with a smaller large group so if you've got 1000 students you can't see them, even if I've got the cameras on anyway, we'll say not in the things that we use. So, so several students, several responses commented on that. Okay, I then I then asked a question about their own use. So I asked the in the survey in large meetings where there are more than 20 participants, which is the size of most classes and more than 20, 20 students, what's your own typical camera use. And interestingly, only 4% said that they themselves would have the camera on all the time. 35% sometimes 21% only when when speaking and and 2% of however, you'll notice that although there were 68 responses to the survey only 48 people answered this question so whether they just gave up by then, or didn't want to say, or maybe it was too complicated some meetings I have it honest and I don't. I didn't say, but anyway, I thought that was interesting. We behave like our students. And then finally, these these last, last few slides are around a final open question I was hoping to learn some really great ideas and techniques. And some of them were quite interesting this my favorite one was pure charm so what to use to get students to have the cameras on. I just charm them great lovely. There's a lot of things around forms of punishment and reward basically so reward students with attention if they have the camera on. And not if they don't come up quite a bit. Appealing to sense of equity to everybody benefits if we all have the cameras on. Create activities that depend on interaction, making use of chat instead of relying on the camera and just giving on time and breakout rooms so the key seems to be, again, as many of you know, if you, if you have students in smaller groups are more likely to have the cameras on and engage and all those beneficial things that were stated. Some people, I imagine this as a person who insists on having cameras on all the time will say it's a requirement when taking attendance or in the course description and so rewarding with attention. Modeling desired behavior so the instructor having their camera on. And this is quite interesting one against going to depend on the size of class but not doing it publicly but sending a private message to somebody in a chat so it'd be great to see you. There was one person who said I do mention that if you want me to give you a reference it really helps if I know who you are. I think I might use it on myself. Anyway, wish that last bit a little bit but the slides are available. So as I say, really just a small study looking into instructors attitudes and I think opening up some areas that we might want to explore further. Anyway, if you want to have a conversation with me beyond today, we'd love to hear from you and thank you very much. Thank you very much Celia. We have Carl Sykes.