 Okay, wonderful. So thank you very much, Casey. Let's proceed. Okay, so before we get into the nuts and bolts of it, let's start with a case study and try to get into the mindset of what students in this situation might be feeling or how they may perceive the situation. So let's imagine that you're an undergraduate student at a small rural college and you're attending a physiotherapy program. So you and 10 classmates are attending remotely and you're teleconferencing with a large university and in a nearby city. So the instructor in the city is teaching to the students in that classroom that are present physically and then they're teaching remotely to your location which is in a small rural college. So let's consider these three questions and we'll see these three questions come up a few more times throughout the session today. So first thing is how do you feel about learning in this context? In what way is your experience different as a local versus a remote student and what can the instructor do to maximize your learning experience? So let's go to the next slide, please. And let's focus on just this first question here right now and we'll do a little activity where if you can answer that question in one word in the chat and hold on before you hit enter to submit the response. So let's try to all get our entries into the chat and then in a few seconds we'll say please hit enter and then we'll see all those kind of water falling down together. So how would you feel as a student in a small rural college being taught remotely from a large university in a city in one word? Okay, so let's hit enter in five, four, three, two, one. Okay. Oh, wonderful, excellent. Interesting. Yeah, so we're seeing some consistency here. We're seeing intimidated, fortunate, isolated, excited, challenged, disconnected and disadvantaged is coming up quite a bit. We have a loan as well. So very interesting collection of sentiments. It's nice to see though that they're not all negative. I like to see that fortunate and excited are two of them because as we'll talk about today, there's lots of benefits as well to this sort of approach to teaching. It's not just we're putting a video camera in and trying to get this to some more students to fill the seats type of thing. This is actually related to a real case study that occurred in Australia a few years ago, I think from 2016 through 2018 where they were trying to build capacity in the medical industry in small towns and found that they had more success doing so by adding physiotherapy programs to small rural colleges rather than bringing people from their small communities into larger cities where they tended to stay. So this was one way that they could extend knowledge and opportunity to smaller communities so that they could build that medical capacity in these small towns. Yeah, perhaps people can't move to a city or can't leave their location, perhaps family ties or other reasons. So this is kind of bringing it out to them and giving them access to it as well. Okay, so the learning objectives for today's talk. So as you may have guessed from the title, we'll start with by outlining challenges and benefits of teaching in a multi-campus learning environment. And then we'll frame a discussion on student experience in multi-campus courses using the Community of Inquiry Framework or the COI framework. And then we'll identify pedagogical best practices to maximize student experience. And then finally, through these case studies, we'll reflect on examples of multi-campus instruction from around the world. So over to you, Christof, thank you. Right, so let's begin by, oh, let's just begin, but let's move on by asking the question, what is multi-campus instruction? So it's a term which you might have seen in different forms, cross-campus instruction or inter-campus instruction. It goes by a few different names, but I want to put it in context. So I'll give a couple of examples of what it's not and then talk a little bit about what it is. So here we have a situation which I think a lot of people here are familiar with. We have our classical lecturing scenario where we have professors and students co-located in a single location, in a lecture hall of some sort, learning primarily happens in the classroom and through take-home learning activities and assignments. So I think this is one that we're all very familiar with at this point in time. Next up, we have remote learning, which is something that I think has been regrettably in some cases, a lot of people have become familiar with recently. And so in this scenario, we have a professor at home and students are all separated from one another. It could be in more or less the same location or in completely different places around the world. I know I've certainly been teaching students from all over the world in this last semester. ICT or information communication technologies are used to communicate, such as Zoom, as an example, what we're using right now and it will include both synchronous and asynchronous components. This is what we'd call, let's say as remote learning. We then have a high flex system, which is a blending learning or hybrid model. So in this scenario, students can choose either remote instruction or in-class instruction or purely asynchronous learning as they please. So there's an emphasis on student choice, which is the flexibility in high flex. Hybrid meaning in-class remote asynchronous as they please, forming the high flex model. It's a few years old. There's actually a lot of interest in high flex currently as a blending learning model and potentially some benefits to be realized through high flex as well. And then finally, we'll talk about multicampus learning. And so what we're referring to specifically and what we're talking about today is where we have multiple groups or cohorts of students at separate campuses. So we'll have a scenario where we have, let's say a single presenter teaching to classroom at one campus, which we'd call it say the local presenter. And then we have ICT teleconferencing technology to other campuses, can be one or more. So dual campuses quite common. An example would be UBCV and UBCO. Let's say where we have a professor teaching a class at UBCV and then we have students at UBCO attending in a lecture hall intended for teleconferencing and participating in classes synchronously that way. So campuses may be in the same area or in a completely other part of the world. Now for this one, we're gonna ask you to use the annotations in the Zoom. So you'll find those options at the top. Note that feedback at this time is marked as anonymous. So by all means from throwing your ideas. And the question I'd like you to ponder here is what could go wrong? So we're introducing the challenges that we might encounter with multicampus instruction. Many of you have already expressed one of your sentiments in terms of how you would feel as a student, let's say in remote situation but as an instructor in this scenario, what do you think could go wrong? And we already have some ideas coming up here. So one individual has mentioned technical difficulties which is a huge, absolutely huge issue. And we'll talk about that a little bit more as we progress through our presentation. So we'll give about a minute or so for others to offer their feedback. If you're having difficulty finding the text tool under annotations, again, click on options at the top. You'll be able to go down to annotations. And then in that bar, you'll find the text tool as one of the options. You should be able to click somewhere inside the gray area and then put in some feedback. So just in a few words, speculate a little bit on what could go wrong from an instructional perspective or a learning perspective in facilitating a multicampus course. And then Casey and I will move some things around. So hopefully everything remains visible. All right, so we have people mentioning things such as equity, poor sight lines. Ah, another excellent one. I'm gonna loop that over here with technical difficulties. Lack of engagement with and access to instructor. Yes, that group's very nice with equity. Hard to build a community of learning, also very, very true. And we'll give let's say another 30 seconds to this. Challenge of practical learning and medicine, physio, nursing. Yes, as mentioned, Casey and I are part of the many programs. So we are both engineers, which means that our courses seem to be very lab heavy. And a lot of the labs that we conduct necessarily are hands-on. So how then do the remote students access those labs? And certainly in the case study we mentioned earlier in physiotherapy, how do you then engage in lab work and hands-on work remotely as well? So another very important challenge to consider the planning phase. Okay, let's say another 10 seconds if you have any additional thoughts. Perfect, students have different prior knowledge in the two locations. Yes. A great one, yeah. Yeah, absolutely. So context is very important, not just context in the course overall, but context at individual locations can be very challenging in the planning as well. And then accommodating students with disability. Yes, accessibility is another very important factor in this. There are, let's say scenarios where you might have microphones positioned where someone has to walk up to a microphone where they can't do so if they have certain types of disabilities. Okay, that's wonderful feedback. So thanks everyone for that. I'm just going to save this here. Clear it and we'll move on. I appreciate those insights. Okay, so from there, with challenges in mind, we'll talk a little bit about some of the benefits that we encounter with multi-campus instruction. So at an institutional level, you'll find that for obvious reasons, there are reduced program costs by sharing resources. So if you're teaching one course, extending between two campuses and this process is reasonably efficient at an institutional level, you don't have to hire as many instructors or at least as many instructors with that particular expertise. And you can have much larger classrooms because you have many more students. There's shared administrative resources as well between both campuses where they can both help facilitate the program and the course. Additional shared lab resources available to students as well. So you might be able to have, let's see, one lab at one location, another lab at another location, fewer specialist instructors required. There's also collaboration between campuses, building relationships. So there's, for instance, an opportunity to increase collaboration, increase communication between multiple campuses. Again, just improving rapport and improving community of learning. There's larger class sizes or niche courses, which means that in some cases, courses can actually occur. So if there's a very fascinating topic that let's say only has three or four students at one campus, if you can share that topic amongst multiple campuses, then suddenly you can make that a real course. Cross-campus student projects, new dynamics for student teams. So for those coming from engineering, we have a lot of student teams that work on some fascinating projects. Expanding the pool of students and access to those projects is a definite benefit for the institution. And then transparency and information sharing. So greater consistency in curriculum, content and assessment and cross-pollination of ideas. Having, say if you are teaching a certain course and that course, and you're responsible for three or four different campuses, if every campus has their own instructor and approaches the course in their own way, then you'll have a little bit less consistency perhaps in how that program comes together. And certainly in engineering, it's very relevant to us because we have to go through an accreditation process. So by having one instructor that essentially oversees and engages and teaches all these courses or the one course across multiple campuses, we'll see greater consistency in curriculum, content and assessment. Now for educators. So the teaching in a multi-campus context ideally is a little bit more engaging than a fully remote model. So at least you're in a position where you have some students or you're looking at students, you're in front of students, you're standing, you're talking, you can draw on a board. Some of us really enjoy the fully remote model, but we'll have to see what the sentiment is once we're back in the classroom. But certainly being on site with a number of students can aid social presence, can aid the teaching presence as well. It's simpler and less time required than a high flex model. So the high flex model is very, very beautiful and a wonderful learning experience, but can mean a lot of work for the instructors as well because you're preparing a course that can essentially be taught through a variety of different means. So there's a lot of additional work that needs to go into making that course available, accessible and effective through multiple means of dissemination. We then have additional and greater variety of students and interest. So having the opportunity to work with, let's say campuses that are in complete different countries or that exist in a very different context than the one that you're accustomed to is an awesome individual learning opportunity for educators. There's also additional instructional resources potentially available as well where you work with TAs in different locations. And it opens up additional resources at other institutions. So other institutions may have different types of labs, different types of equipment than you're accustomed to, and it allows you to collaborate with those other campuses and offer those technologies to your students as well through remote means. There may be, depending on the proximity of the campuses, there might even be field trips involved. Some of the best benefits, I think, are realized by the students. So first and foremost, there's a greater variety of courses available. You have access potentially to tech electives at multiple campuses, access to experts at other locations. So if a campus, let's say, has a certain course that absolutely fascinates you if it's offered in a multi-campus context, then you might have the opportunity to take that course or otherwise it was not available to you. Campuses can focus on availing their experts at other locations as well. And so if there is that artificial intelligence expert at one campus, a different campus than your own, who is offering a course in this format, you have the opportunity to take it, which is one of the bigger benefits. There's easier transfer between institutions. If there's greater collaboration and greater cohesion, let's say, in the course is offered, then it's easier to have those transfer credits and transfer between programs at different campuses. Greater consistency in standards, as I mentioned earlier, and then opportunities to collaborate with non-local students and cultural exchange. So that can add a little bit more interest and a little bit more intrigue, let's say, into the classroom experience and hopefully add a little something different to the learning experience. So with those benefits mentioned, let's dig back into some of the challenges that we can encounter in this and I'll pass this back over to Casey. Yeah, thanks for stuff. So let's start again with a bit of a case study. So imagine that you're a graduate student in Rwanda, so like an MBA student. You're in a course that's taught in India, or in India. You and 30 colleagues attend the course remotely and you're one of, or there's five other campuses in your country that are also attending. So you're one of six campuses in Africa that are attending. There's a centralized instructor teaching remotely in India. They're teaching a class of 130 students, as well as teaching remotely to these six other campuses, local versus a remote student. And what can the instructor do to maximize your learning experience? So let's focus on the second question again and do kind of what we did before, but this time let's go six words or fewer and we'll hold off. So please enter them in the chat and then we'll hold off until everyone's had a chance to prepare them. And then we'll hit enter at the same time. So let's give everyone a little bit longer here. And I should mention, this is a real case study as well. So there are certain topics that are taught in India that because of the criticality of expertise are not available and rather easily available in Rwanda. And so this would be the example of a multi-campus course that's taught actually across nations and across larger bodies of water. So in very, very different contexts but enabling people in Rwanda to learn topics that would be otherwise very difficult to find in their own country. Yeah, so I think Dean's kicking it off. So let's all hit enter, please and give our responses. So Dean's got a great insight into that. Cultural context is different between the two countries. Absolutely. So very much different culture, different language. Yeah. So we have some further insights. We have your community engagement with my prof and cohort classmates. Yes, how do you build community in scenarios where you have such different culture and different locations, perhaps even different time zones, different teaching approaches as well as mentioned here by Chris. So there's also a sentiment here that you might feel more connected with your local cohort than your colleagues in another country. And this is something that's also very often observed is this notion of almost fiefdoms that appear based on your individual campus. So building community across locations can be very, very challenging and much more so even than in remote instruction because you do have a collection or a group of students that can see each other and they're much closer to one another at their individual campus than they are to those students on the other side of the screen. It needs to be managed very, very delicately and it's certainly one of the biggest challenges that we have in formulating these courses. Yeah, absolutely. And that kind of ties in with different teaching approaches but different procedures or ways to engage in class activities, perhaps different ways even of addressing the instructor. When I was an undergrad student I transferred from one school to another and I remember at one school everyone, all the instructors went by first name when I went to the other school everyone was doctor or professor or what have you. Great. Well, what do you think, Christoph? Shall we continue on with the slides? Sure, yes. We have one final comment here. Possible different procedures or ways to engage in class activities? Yes. And that is definitely an organizational challenge. So if you have TAs, let's say, hosting courses locally and those courses certainly have hands-on components or let's say there's a lab component or a demo involved then the experience with the TA may be quite different and managed quite differently. Certainly with the local resources then let's say what you'd have at your facility in India. This can cause a significant feeling of inequity which is a concern that some of you have mentioned earlier at the start of the presentation. And another comment about language and pronunciation that's a great comment as well. Even though they're both speaking English, I'm assuming there might be different accents or different words, different dialects that they're using that may make communication more difficult. As well. Okay, well thanks very much for your insights on this one. Yeah, great ideas and great insights into the challenges that you might face teaching this sort of environment. Great, so we'll present the challenges, try to present them in the context of the community of inquiry framework, the COI framework. And part of the main challenge is maintaining presence and we see presence in a few different forms. So social presence, cognitive presence and teaching presence and we'll get into that in more detail shortly but just a quick summary. So social presence is kind of that community feel and we've already talked about that a little bit in some of the comments that we've made feeling the sense of community either feeling more of a sense of community because there's more students in your country because you're in a rural area. But that's a very important aspect of teaching and learning is that social presence or that community feel. Then the next one is cognitive presence. So kind of paying attention, being alert, being engaged with the instructor. These days with spending so much time in the computer and perhaps seeing other distractions that are readily available for students, it may be difficult to remain engaged and fully alert through the whole teaching experience. And then finally the teaching presence. So that's kind of based on trust and clarity and that really kind of ties everything together and that's what, luckily that's what the instructor can have the most influence on. Let's go into more details on the next slide here. So starting with social presence and we have a quote from the original author that developed the COI framework Garrison and his quote was, we define social presence as the ability of participants in a community of inquiry to project themselves socially and emotionally as real people, i.e. their full personality through the medium of communication being used. So there's this sense of kind of being a real person, being yourself, the same kind of feel as if you're sitting in a classroom and there's someone right next to you and you can express yourself that your personality to them, you would want to do the same thing through the communication system being used. There's other challenges related to the intra and inter-cohort social presence. So there's obviously two very separate and distinct groups and challenges related to managing them and trying to get them to mingle if possible, as well as the technical challenge of bridging the students and the remote students when they're doing activities. So how are you able to kind of get the students to perform the activities that you're requesting and how can you monitor their progress? Something else that can be a big challenge are adversarial relationships forming between the local and the remote groups. So this comes up quite a bit in case studies if it's not managed properly. I guess people become frustrated and then they kind of revert back to their cohort or their local group of students and see the others as part of the problem. But this can be healthy if it's managed properly and equitably. So it can be healthy in the sense that there's kind of a healthy competition and that's pushing all students to do better. On the flip side, it can be dangerous if left unmanaged and can lead to strong feelings, strong negative feelings, let's say. So next up is cognitive presence. So challenges related to maintaining a cognitive presence. And well, of a quick definition of cognitive presence from again, the author of the COI framework. So with the cognitive presence, we start with a triggering event if we look on the figure on the top right here. And that's kind of often introduced by the instructor and that's kind of identifying and engaging in a problem or a question that we're trying to think about or learn about or perhaps solve. And then we move on to exploration where we think to ourselves and we kind of question it and brainstorm it and try to develop that a bit further. And then we move over to integration where we integrate that into our existing model of how things work or existing mindset and kind of reflect on how that fits in with other things we've learned. And then finally we resolve it or move to resolution where we apply that new knowledge. And that's kind of the end goal of the critical thinking. So what often happens or what can be a challenge is getting the students to complete all the way through that cycle. Oftentimes students may just get to exploration or integration and may not finally close the loop with resolution. And this actually shows up to be different for local and remote cohorts. So local students often can get to the resolution phase where when remote students have trouble doing that sometimes. And that's quite important because that's kind of when the ideas come together in one's head. The other part of cognitive presence too is keeping the learner engaged when they're staring at a screen. So keeping them alert, keeping them entertained to some extent. And then often with remote cohorts they can start to get distracted and maybe talk with themselves, become disinterested. And that happens a little bit differently or maybe in a different context than if they're sitting in front of the instructor who's in person 10 or 20 feet away from them. They feel differently if they're gonna start talking to their neighbor than if the person instructor is remote. Maybe they feel more inclined to talk to someone and not feel that sense of being rude. And then we see poor retention and focus because of that. And then finally we have teaching presence. So challenges related to teaching presence. And then again, this is where the instructor has some to an extent has the control over the situation. But another quote from Garrison is the binding element in creating a community of inquiry for educational purposes is that of teaching presence. So this is kind of the glue that's holding everything together. And this is where the teacher can have the most influence, let's say. So one challenge can be related to the quality of instructor interactions. And that relates to student satisfaction, perceived learning and the overall sense of community. So talking with your instructor is something that can have a great effect on how you perceive the class and how you receive that information. And of course, a poor teaching presence can lead to disrespect, disengagement and dissatisfaction from the students. As well, the educator has influence inside and outside of the classroom. So this relates to equity and trying to keep the both cohorts of students on the same level. Feeling that a student in the local class can go up to the instructor and talk to them after class is a big challenge or a big difference between the students that are remote and local. And that can have an effect on equity. The students that are remote feel that they don't have access to the instructor and can't just go up and ask a question before or after class. Whether students actually are doing that or using that advantage or not is one thing but the students that are remote may think that they cannot do that and it's kind of a perceived inequity. As well, the instructor has a bit of control over whether they relate the fact that the remote students are included and if they matter as much. And then challenges as well related around authority. Do the local students respect the authority of the instructor? Do the remote students respect the authority of the instructor? And how does that come in together with the whole learning experience? So next slide please. And I'll hand it over to you, Christophe, thank you. All right, thanks Casey. So let's talk a little bit about, so we've discussed some of the benefits, some of the challenges. Let's talk a little bit about some of the best practices that we've found. So a lot of the case studies and literature come to their own conclusions, of course, within their individual contexts but only recently do we really start seeing formalism appear where there's some effort in the community to build a good collection of pedagogical best practices for implementing multi-campus courses. And there's still a lot of discussion as to how high up the chain this needs to go and what level of support is required, not just at the course level but at the program or even university level to make sure this happens well. So you can imagine that based on the number of challenges that we've discussed, the situation has to be handled rather delicately. So there's a lot of steps to achieving, let's say, a very successful implementation of a multi-campus course. One common pitfall, and this is something a lot of people encounter when they first dabble or move into developing multi-campus courses, is mentioned by Schelds-Bolt and Bahman here in the paper in 2019, where just adding video streaming technology to distribute a single campus lecture to other campuses is not sufficient for providing good conditions for learning. And this is often demonstrated through case studies that where educators have attempted to put together new courses, in some cases being very strict in terms of the formalism and others just trying to adapt existing courses and often making very interesting observations as they go. So recently, as I mentioned, there's been some thought to formalizing an approach to developing these courses. And there's a framework actually proposed by Bahmani and Schelds-Bolt and I apologize for the pronunciation of those names but they've referred to it as their proposed framework for multi-campus course development rather aptly named. And you can see it here on the right. And so they begin, I won't spend a lot of time on this but just at a very high level give you a sense for some of the steps involved. There's a pre-contemplation phase and this is typically at a departmental faculty or even higher stage where campuses are beginning to have the conversation and laying the ground rules for how a multi-campus course may take place. And so this is even before we've really looked at the course itself, is this something that is supported and desired by the institution? Is there a lot of institutional weight behind this objective contemplations where we actually start thinking about how the course should look and what it is we want to include in that course and how we want to structure it? We then move into the planning phase. So learning activity design and you'll notice that here we actually have learning activity design as the number one step. The first thing that we should do in planning and this is something that was stressed by Bahmani and their work in 2019 that learning decisions should come before delivery decisions. So it's really very important to think about what it is you need to teach in this contemplation stage and move right into how can you engage your students as much as possible? So focus very much in activity even before you spend a lot of time or on dealing with more detailed subjects of planning. There's also a stress down here, integrate, don't duplicate. So multi-campus teaching is generally not about using identical strategies of all campuses, rather it's about using an inclusive suite of flexible teaching learning strategies for all students. And so this again is reflected kind of at this contemplation learning activity design level where you're really thinking about how to integrate individual contexts into the planning stage so that the course is built from the ground up with a multi-campus format in mind. And context here is so incredibly essential because as we discussed, context can vary so much from institutions to institution. It's one of the greatest challenges to manage. And only then do we really start thinking about preparation and assembling our course. Finally, during delivery, something else I'm gonna point out that's quite important is observation. So in much the same way that context is essential in the planning stage, observation is essential in the delivery stage. Multi-campus courses tend to be rather temperamental. They are tempests in a bottle, meaning that if things start going wrong, they can cascade out of control very, very quickly. So even more so than normal courses, it's rather important to get constant feedback or regular feedback from your students to ensure that they are experiencing a sense of community through social presence. They're experiencing a sense of teaching presence as well. They feel connected to the instructor and then they have that cognitive presence. They feel engaged through the instruction. The learning activity design is working well for them. So using something such as a community of inquiry as part of the delivery process of the course is quite helpful in understanding how effective the student experience is in the course, especially in the early days. And then maintenance is also rather important as well. So understanding what worked and what did not work and even going all the way back to contemplation and reflecting really on whether or not this course is appropriate for a multi-campus format, if necessary. Another factor in terms of best practices, technology. So certain, technology is a huge part of this problem much as it is in remote instruction, high-flex instruction as well. So there are four large categories here that seem to come up and the first is disability. And I know some of you mentioned this as part of the activities earlier in this lecture. So all students should be able to see whiteboards, demos, instructors, and ideally each other. It's so easy for a student to get lost if they can't see what's going on. And so if they're sitting 20 rows back in a conference hall staring at a small screen with a projector up ahead with all the lights on where everything is washed out and they have this vague image of a whiteboard where an instructor is using, let's say a red marker to make notes on a screen and they're desperately trying to read this and take notes. It's a very ineffective learning environment. So putting a great deal of emphasis on visibility in terms of your classroom design, the preconception phase even is very, very important toward having a successful multicampus experience. Equity is a topic that comes up over and over again. Many of you have mentioned it, super important. It's one of the most critical factors in successful delivering a multicampus course is ensuring that there is a feeling of equity amongst all the students and amongst all the cohorts. So you want to avoid engaging in learning activities while excluding other cohorts or that operated very, very different levels with other cohorts as well. So one thing that tends to happen quite commonly which is just natural for those of us who are comfortable teaching in a regular classroom setting is students approaching the instructor before or after class with additional questions. And you always have students that are a little bit unsure, a little uncomfortable and so they'll come up and they want to ask questions about the content and that's all well and good. But in this situation, if the remote cohorts who are no longer connected because the class is over, the connection is terminated, if they learn that there's additional support being offered after class to students at one campus and not at others, that can lead to great feelings of inequity. Another one that's rather important as well that comes up is announcing assessments to all students concurrently. So if you are giving assessments support or advice or talking about assessments in synchronous sessions before the video starts at the beginning of class or before the ICT connection engages, then that can also lead to feelings of inequity. And so often it's recommended for any announcements at all in a course that that's multi-campus that those announcements will be delivered asynchronously through some mediums such as Canvas to ensure that all students receive them at the same time. Reliability, huge, huge issue. So as soon as technology fails, students at remote campuses will just collapse. Everything drops, teaching presence disappears, social presence, that connection they have with other students and the other cohorts, that disappears and of course cognitive presence, I mean the course ends and then inequity builds up very quickly. So reliability is so incredibly essential. Priority access to IT personnel is strongly recommended for courses. And again, this requires an institutional engagement. Educator training on equipment also very necessary. If things break, how quickly can you fix it? If things go wrong, the camera points in a different direction, how quickly can you adapt? And then backups and data failure are also quite important. So these are all conversations that should happen at the pre-contemplation and contemplation phase when beginning the process of developing a multi-campus course. And then finally, accessibility, another very critical one. So minimizing barriers to participation, such as single microphones. If students in your remote cohort have to stand up and wait in line to access a microphone to ask a question, whereas students in your local cohort just have to raise their hand, then that also not only gives a feeling of inequity, but that is an accessibility issue within your classroom as well. So it's quite important that students are just as free no matter where they are to ask questions, to engage in conversation and to feel involved in the course. So in the course design phase, throughout the course design process, so once you're past that pre-contemplation phase, you're developing your learning activities, you're designing your course, always keep in mind the cognitive presence, teaching presence and social presence in terms of how you structure your pedagogy and apply your pedagogy in your teaching. So at the course design phase, consider things such as active learning as much as possible. Teaching presence, look for trained educators, not just facilitators at all your locations. To maintain that teaching presence, it's at minimum necessary to have a TA at every campus to help facilitate discussion, to help ensure that every community is thriving at every location. But beyond just having a TA, those TAs need to be trained effectively in the tools they need to manage those classrooms remotely and maintain these three levels of presence. And then social presence, so sensitivity to cultural differences. Make sure that you're very aware of context, not just at your own classroom, but other classrooms as well. There's even a lot of people that are proposing that a flipped classroom is the best way to go for a multi-campus course, where rather than the instructor acting as the sage on the stage, they're more of the guide on the side and prompting and facilitating discussions in individual campuses and inter-campus as well. So building that community through primarily student led discovery and learning. And then of course asynchronous course elements help a great deal because they're a fair bit more equitable than let's say something you share synchronously. So equity is also very important and not equality. And I just wanna highlight that difference right here. So sensitivity to an individual learning context, again, very critical, not every classroom is the same. And the course needs to be designed with a flexibility to respect specific resource, cultural and accessibility constraints at each campus. Do all students have roughly equal access to training spaces, lab spaces and libraries resources is a big question in this as well. If you're teaching at a very large campus and you have lots of small campuses that are connected, do those other students of those other campuses have access to study spaces, to lab spaces, to libraries and other instructional resources that the students in the large campus have access to? And if not, what can you do to help balance that to increase that feeling of equity? And then last thing I'm just gonna mention here of maintenance. So multi-campus courses are delicate and can be very adversarial. Like I said, it's so easy for things to go wrong. So monitoring that sense of presence, monitoring the student experience is very important inside the course and then reflecting is very, very important as well throughout the course and afterwards. So regularly assess pedagogy and student experience, frequent COI surveying, there's a wonderful vetted COI survey available and distributed through the University of Athabasca. It's a fairly easy survey to implement. The students can answer questions and give you some wonderful insights into how they perceive teaching presence, social presence and cognitive presence in the classroom. Daily journaling and self-reflection for the instructor is recommended by a lot of people who've undergone these case studies. So after your teacher course, that take, I don't know, five minutes, 10 minutes and just make some notes. How did it go? How did you feel as an instructor in that environment and what worked and what didn't work? And that'll help guide better decisions moving on and hopefully highlight issues early while they're still easy to address and then respond quickly and decisively to student concerns naturally. So implement changes that's permitted within the scope of your syllabus, show some flexibility, show that you're willing to respond to student feedback and then plan for extensive content and pedagogy revisions between terms, especially early on and as you're learning and developing as a multi-campus instructor, you may have to go back to the contemplation phase for significant revisions. So final case study, we'll bring this one a little bit closer home. So imagine that you're a student at UBCO. You're attending an engineering course taught by UBS or taught at UBCV. You and your 30 colleagues attend the course remotely. The labs are offered remotely for your cohort, locally otherwise. So you have students, let's say that at UBCV, they have the local lab space there and then as remote students, you connect to that lab environment remotely and conduct the lab remotely versus the local students who can do hands-on work. So again, we'll ask those same questions. And these are questions that you should be asking as well as part of best practices and developing these courses. How do you feel about learning in this context as a student? And what ways is your experience different as a local versus remote student and what can the instructor do to maximize your learning experience? And we'll leave you having just talked about best practices to think about and reflect on this question on what you would do in the situation to improve equity, to maximize student experience through presence in the classroom. So bringing this to a close, we have a summary. So there are certain significant benefits to multi-campus instruction, to the institution, to educators and to students. Availability of rare instructors, for example, access to new lab spaces, cost savings for the institution, opportunities to work in new contexts. Wonderful things come from multi-campus instruction. Courses taught in a multi-campus format fail easily. They are delicate, subtle things. And there's lots of case studies out there to really highlight the problems that people have had. So it's one of those wonderful fruits that if you can find it and pick it and then you're in great shape, but it's something that has to be dealt with very delicately. So one of the, yeah, so a lack of teaching social cognitive presence affects students' experience dramatically. And one of the biggest challenges, they're all challenges, but one of the biggest challenges certainly is teaching. So teaching presence in this scenario. Failures in technology, also a huge issue. So maintaining equity and considering that, working with the institution to make technology solutions available and backups available is essential. And then training and careful planning is required to realize the full benefits of this sort of course. So course preconception through maintenance within a multi-campus context, it's a little bit more complicated, let's say than approaching a normal course, but you really need to think from a ground up about how you will implement this course successfully within a program and within a university. Context is so important, not just our own, but context of multiple campuses as well. Equity, not equality must be stressed. An ongoing educator self-reflection and adjustments from student feedback is also very, very important so that you can adapt to problems as they occur. So CTLT is working to develop more training material on this. You're welcome to contact them. You're also welcome to contact me or Casey, my email address is shown down there for access to asynchronous resource that Casey and I are gradually assembling with a whole bunch of case studies and additional information and tips and recommendations and best practices and challenges and lots more of the stuff on the subject of multi-campus instruction. So with the intention of course, about building better, better trained teaching capacity at UBC and perhaps elsewhere as well and realizing some of these benefits from teaching in a multi-campus format. So when we share the slides, we have a number of references as well that might interest you. So we have a variety of case studies including some of the ones that we talked about during this presentation. We have additional references that discuss COI or community of inquiry in more detail. And then we have some references as well that will dig into best practices or propose best practices by a variety of authors. So that's the presentation. Thanks very much for attending and participating and I think we still have about five minutes left for questions. So by all means unmute yourself if you have questions or throw your questions in chat in case you and I will happily answer if we can. Great, thanks everybody.