{"id":14012,"date":"2020-03-25T17:08:58","date_gmt":"2020-03-25T21:08:58","guid":{"rendered":"https:\/\/www.med.unc.edu\/biochem\/?p=14012"},"modified":"2020-05-08T17:16:57","modified_gmt":"2020-05-08T21:16:57","slug":"remote-learning-begins-with-successes-surprises","status":"publish","type":"post","link":"https:\/\/www.med.unc.edu\/biochem\/news\/remote-learning-begins-with-successes-surprises\/","title":{"rendered":"Remote learning begins with successes, surprises"},"content":{"rendered":"

A look at how Carolina\u2019s faculty and students are responding to remote teaching and learning in the first few days.<\/span><\/p>\n

\"zoom
Music faculty and staff meet via Zoom.<\/figcaption><\/figure>\n

 <\/p>\n

In an unprecedented move, Carolina faculty began teaching remotely this week, re-starting courses suspended because of the COVID-19 pandemic.<\/p>\n

\u201cOur faculty have worked tirelessly to ensure that 96 percent of our courses are available,\u201d Chancellor Kevin M. Guskiewicz said in a video message<\/a> to campus. \u201cThanks to that work, we\u2019ll be able to continue learning and growing together.\u201d<\/p>\n

For many, #VirtualFDOC did feel like the first day of class, one full of successes, surprises, some bumps and lots of learning.<\/p>\n

Internet love<\/strong><\/p>\n

A Twitter screenshot shows John Orth in a pre-recorded lecture with a Pinocchio doll in the front row.<\/p>\n

A little nervous about giving his first online lecture live, John Orth,<\/strong> William Rand Kenan Professor of Law, decided to pre-record it. He addressed his video talk to the only \u201cperson\u201d in the empty classroom, a Pinocchio doll that he set in the front row.<\/p>\n

\u201cI\u2019m social distancing for this man and this man only,\u201d said Law School student Montana Vaughn, in a Tweet<\/a> that garnered more than 1.2 million likes.<\/p>\n

The new reality is virtual<\/strong><\/p>\n

Beginning Wednesday, Hussman School of Journalism and Media Associate Professor Steven King<\/strong>\u2019s 28 students will don the Oculus Go Virtual Reality headsets he mailed them and convene in a virtual space in the Reese Innovation Lab. To inspire them and provide instructions for headsets, he created a short video<\/a> filmed in his backyard.<\/p>\n

Steven King tests his technology in preparation to teach his classes remotely.<\/p>\n

As he prepared to teach his classes remotely, he shared photos on Instagram<\/a> and Twitter<\/a>, as he tested his own technology and set up a workspace with virtual reality headsets, laptops and monitors.<\/p>\n

\u201cI am working from the kitchen bar with three boys running around so that is not ideal,\u201d said King, who is chief innovation officer of the Reese Innovation Lab<\/a>.<\/p>\n

His advice for his fellow faculty: Engage your students with questions and polls. Students should consume content outside of class time and use in-class time for discussions. King also provided a few tips on working with remote teams:<\/a> Communicate early and often; assume positive intent; and make the best use of tools like Slack, Zoom, Google Cloud and others.<\/p>\n

Online chat<\/strong><\/p>\n

Max Lazar, a doctoral candidate and graduate teaching fellow in religious studies, decided he wanted his Zoom classes to be in real time to provide a sense of routine and community. He has more than 30 students in each of his classes, Jewish History in Modern Times and Confronting Antisemitism, part of the College of Arts & Sciences\u2019 Countering Hate initiative<\/a>.<\/p>\n

\u201cI\u2019ve always really felt as an educator that you should foster some sense of community among your students, encourage them to know each other\u2019s names,\u201d Lazar said.<\/p>\n

Before going virtual, he did this for his Jewish History class each week by putting up a slide in the classroom for \u201cChatty Wednesday.\u201d Instead of looking at their phones, students could discuss random conversation starters such as \u201cAre the Beatles overrated, underrated or on point?\u201d or \u201cWhat\u2019s the best movie you\u2019ve seen in the last six months?\u201d<\/p>\n

Lazar plans to try the same technique on Zoom, letting the students interact informally before dividing into virtual breakout rooms for discussions on the day\u2019s lesson.<\/p>\n

Up close and personal<\/strong><\/p>\n

Ackland Art Museum shared 3-D models.<\/p>\n

No social distancing necessary for viewing the 3-D models of sculptures that the Ackland Art Museum staff<\/strong> created to share the museum\u2019s new and existing resources online. \u00a0Zoom in as close as you like and rotate the artwork<\/a> with your mouse or trackpad. Click on the numbered circles to learn fascinating facts about each piece.<\/p>\n

Keeping coursework accessible<\/strong><\/p>\n

Combo model. That\u2019s what Brandon Bayne<\/strong>, associate professor in the Department of Religious Studies, calls his revamped History of Religion in America course.<\/p>\n

Before Carolina moved to remote learning, Bayne polled his 120 students and found almost 20 percent of them had limited-to-no access to high-speed internet. So, he\u2019s combining synchronous and asynchronous teaching.<\/p>\n

On their own time, students will watch a PBS series on religion in America and review narrated PowerPoint posts. Bayne and two graduate assistants will hold discussions that students can join live or access in recorded format later.<\/p>\n

Bayne\u2019s students are in diverse situations. Some are in places like India, Singapore and Brazil. Some have stable internet access at home, while others rely on cell phones. Some are taking classes while sharing two rooms with five siblings or are staying on a friend\u2019s couch.<\/p>\n

\u201cThat made it clear to me that I wasn\u2019t going to be able to simply run it the same way as the normal class,\u201d he said.<\/p>\n

Bayne created an adjusted syllabus<\/a>, extolling a humane approach and unity as the students and he learn together.<\/p>\n

Bayne\u2019s adjusted syllabus has five main principles.<\/p>\n

What did Bayne learn the first day?<\/p>\n

\u201cYou can drive yourself crazy editing a 20-minute lecture that you created,\u201d he said. \u201cYou could spend five hours. Your own voice and vocal tics can drive you nuts. I\u2019m going to have to tell myself to just record it, make sure the sound is good and send it out. I think that will be true for a lot of educators who are used to controlling our presentation.\u201d<\/p>\n

Virtual elbow bumps<\/strong><\/p>\n

Associate Professor Chad Heartwood\u2019s Photojournalism Projects students greeted each other a little differently on the first day of class after Spring Break: with \u2018elbow bumps\u2019 via remote video.<\/p>\n

But they had to rethink more than their greeting. \u201cI had to totally reinvent the class because I can\u2019t ethically ask them to go out into the community and potentially expose themselves or others to the virus,\u201d Heartwood said<\/a>.<\/p>\n

So for a class that would normally have students roving with their cameras, Heartwood encouraged them to turn inward. He structured the remainder of the year around \u201ccreative process,\u201d with students examining each layer of that process. This week\u2019s theme is \u201cwhere do ideas come from?\u201d For the final project of the class, each student will use any media of their choice to document their pandemic experience.<\/p>\n

\"Parallel
This image of a parallel light ray is one example of how students can \u201cread\u201d lab instruments without physically being in the lab.<\/figcaption><\/figure>\n

Physics students choose their own adventure <\/strong><\/p>\n

Physics students don\u2019t have the ability to touch their lab equipment to run experiments or analyze data in remote courses. Instead, their instructors designed a \u201cchoose your own adventure\u201d style lab to allow students to make mistakes and solve problems, much as they would in the classroom.<\/p>\n

This image of a parallel light ray is one example of how students can \u201cread\u201d lab instruments without physically being in the lab.<\/p>\n

After the first day, Teaching Associate Professor Duane Deardorff <\/strong>declared the experiments a tentative success: \u201cAttendance in the remote labs is the same as it normally would be for an on-campus lab,\u201d he said.<\/p>\n

About face<\/strong><\/p>\n

The music department<\/strong> was so excited about its first remote meeting Monday, it tweeted a screenshot<\/a> of the participants. \u201cWe had our first staff meeting via Zoom today, and boy was it great to see everyone\u2019s smiling faces!\u201d the tweet read.<\/p>\n

The department also provided curated Spotify playlists<\/a> featuring music by faculty, students and alumni.<\/p>\n

\"dashboard
The dashboard for Dorothy Verkerk\u2019s virtual art class.<\/figcaption><\/figure>\n

Art and \u2018active learning\u2019<\/strong><\/p>\n

In the Department of Art and Art History, Associate Professor Dorothy Verkerk<\/strong> revisited a course she developed over a decade ago for distance learning through Carolina\u2019s Friday Center for Continuing Education.<\/p>\n

The Friday Center gave her access to the course framework, and she updated that foundation for her History of Western Art and Architecture course, which has 79 students.<\/p>\n

The dashboard for Dorothy Verkerk\u2019s virtual art class.<\/p>\n

With lots of emails, some students having a bit of trouble adjusting from traditional lecture to what Verkerk calls \u201cactive learning on their part,\u201d the first day was a little bumpy. Students, she said, will get used to requirements such as staying up to date on readings, visiting art museum websites like the Metropolitan Museum of Art, listening to a podcast, participating in a discussion forum and building a short portfolio.<\/p>\n

\u201cWe\u2019ve got things ironed out now,\u201d she said. \u201cSo I\u2019m hoping that it will chug along smoothly.\u201d<\/p>\n

Zoom call fashions<\/strong><\/p>\n

Khalilah R. Johnson<\/strong>, assistant professor in allied health and @OccScienceBae, shared a video clip of a Tik Tok fashion show to inspire her fellow lecturers not to lead remote classes in just sweats or PJs.<\/p>\n

\u201cNew week and new instruction methods call for new #Zoom call fashions!\u201d she tweeted. \u201cSlay the week, y\u2019all.\u201d<\/a><\/p>\n

Thanks from the Chancellor<\/strong><\/p>\n

In addition to thanking faculty, Guskiewicz expressed gratitude to \u201cthe many individuals across our community who have worked to ensure that we are able to continue fulfilling our mission of teaching, research and service.\u201d<\/p>\n

That includes the information technology workers across campus who are supporting students and faculty during the remote learning effort.<\/p>\n

\u201cCarolina is, at its heart, its people,\u201d he said. \u201cWe will get through this together as we continue our mission of teaching, research and service in new ways.\u201d<\/p>\n

Story courtesy of The Well<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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