Humanizing Online
STEM Showcase
Alexandria Hansen
Assistant Professor, Fresno State
This site provides examples of instructional resources created in the Humanizing Online STEM Academy, a professional development program funded by the California Education Learning Lab and administered by the Foothill DeAnza Community College District.
Reflections
Where I was:
When I started this course, I had only ever taught online due to COVID-19. I viewed online teaching as temporary and less than ideal compared to face-to-face learning. I've also never taken an online course as a student before. As a Science Educator who deeply believes in experiential learning in social environments, I wasn't convinced that face-to-face learning could be replicated in online. Moreover, I've seen many examples of poor online teaching from other STEM faculty members. I've heard students complain about video lectures and trying to learn laboratory-based skills in simulated digital labs. And, the thought of me recording videos of myself lecturing made me anxious. Needless to say, I was suspicious of online teaching and learning.
Where I am:
This Academy changed my perspective of what online learning can entail. This was truly the first time that I was an online student in a Canvas course. Having to balance this Academy while maintaining a tenure-track position and caring for my toddler was eye-opening. I can't imagine how I would have made it through earlier years of my schooling. I'm more understanding of the need to balance personal responsibilities with learning, and that will change how I interact with my future students. Further, this Academy pushed my thinking on how an instructor can create relationships with students without ever being in the same physical space. I've learned to use new tools that can help me embed social components in my online classes. I've become more comfortable with showing my imperfections in video to humanize myself for my students. And, I love the use of audio recordings to give student feedback - I've already started doing this in my current face-to-face classes because it saves so much time.
Where I am going:
I'm going to finish my online course development! I've focused on building an effective "getting started" module, but I need to continue adding humanizing elements throughout the rest of my course. I plan to use short bumper videos to kick-start each module. I also will spend additional time crafting logically-sequenced, effective online learning modules that include a variety of media types (text, audio, video, photo). I will create and embed additional micro-lectures in places where it is appropriate to supplement other content that I've curated for my students. I'm looking forward to teaching this online class!
Liquid Syllabus
I created a liquid syllabus to share with my students before the course begins. I plan to send a welcome email to my students and include the link to this website as a further introduction to me and the course. By reaching out to students before a course begins, I can ease some anxiety about what's to come. I can also use this as an opportunity to create a welcoming first impression that sends the signal to students that I care and want them to do well in this course. Embedding these kindness cues early on within in an online course can help students connect to the instructor and ideally feel more comfortable reaching out to ask questions or seek help.
Course Card
My course card shows an image of a classroom. Students are seated in groups. There is a teacher at the front of the room. I chose this image because I am teaching a class for future teachers. I want them to immediately feel connected to the class and the content as this is their future career. I want to send the message that we will focus on real classroom strategies to help them improve their instruction.
Homepage
This video shows an overview of my humanized home page - the first thing that a student will see when they log into my online course. I've included a visually-appealing banner and clear welcome message to students. I've also added my name, photo, and contact information in case students need to reach me. Finally, I've added some helpful links for students to navigate through Canvas.
Getting to Know You Survey
This video shows the "Getting to Know You" survey that I created for my students. I've included a variety of questions that will allow me to get to know them right at the start of the course. I've asked about their preferred names and pronouns, as well as their learning needs and likes/dislikes. I've tried to provide opportunities for students to share personal information that will help me better support them this semester.
Ice Breaker
In this video, I provide an overview of my self-affirming icebreaker that I created for my online course. I share the assignment overview within the Canvas module using the "student view." My assignment has clear instructions, helpful links, and grading criteria. I've tasked students with creating a video or audio Flip to introduce themselves to the class and reflect on one effective educator who has influenced them. Within Flip, I have written and video instructions. I've also included an example response for students to watch if they need help getting started. I hope this will be an engaging icebreaker that will allow me to get to know my students and allow them to get to know one another.
Bumper Video
In this bumper video, I welcome and introduce students to the first module of my online class. I provide an overview of the required assignments, specifically the "Getting to Know You" survey and "Flip Icebreaker." I've include engaging imagery and audio throughout to keep my student's attention. I've also limited the length to ~1 minute. I've narrated over the background music to ensure students can hear my voice, an important component of humanizing an online course.
Microlecture
In this micro-lecture, I provide an overview of the Next Generation Science Standards (NGSS). These are important for my students because they will guide their design and development of science lessons and units in K-12 classrooms. In this video, I specifically focus on unpacking the 3 dimensions of NGSS: 1) Science & Engineering Practices (SEPs), 2) Discplinary Core Ideas (DCIs), and 3) Crosscutting Concepts (CCCs). I use the analogy of making a cake to help my students understand these 3 dimensions. This video will be embedded in my second module of my online course.