On Conducting Remote Online Hands-on Workshop
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The document outlines the experience of conducting an online remote hands-on workshop aimed at training undergraduates and postgraduates teachers in digital platforms for online remote teaching. It covers objectives, methodology, learning outcomes, and feedback from participants, emphasizing the importance of hands-on practice and the challenges of remote teaching. The resource person shares insights on managing a large group of mixed ability learners and the need for technological support in education.
On Conducting Remote Online Hands-on Workshop
- 2. Experience Sharing On Conducting Online Remote Hands-on Workshop Dilip Barad M K Bhavnagar University Gujarat, India dilipbarad@gmail.com
- 6. •Objective •Literature Review •Methodology •Learning Outcome •Experience of Resource Person •Feedback by Participants •Prof. Mahesh Jivani – Sharing experience •Vote of Thanks
- 7. Objectives: eFDP • To train Under Grades & Post Grades Teachers > Higher Education > to use Digital Platform for Online Remote Teaching (ORT) • To orient as learner & train as teacher • To make them ready to take online remote classes, as early as possible > ERT – Emergency Remote Teaching • Narrow down to single digital platform rather than talking about innumerable platform that teachers are confused
- 8. Literature review • S. Mikawa, P. Basu, K. Okawa and J. Murai, "An Asia-Wide Realtime Distributed Hands-On Workshop," 2007 International Symposium on Applications and the Internet Workshops, Hiroshima, 2007, pp. 41-41, doi: 10.1109/SAINT-W.2007.22. http://www.waseda.jp/DLI2008/program/proceedings/pdf/session5- 2.pdf • Alvensleben, Laila von. Remote Workshops: Collaboration done Virtually. Hanno.co. April 2016. https://hanno.co/blog/remote- workshops/
- 9. Methodology • Face to face Model • Used two devices > one to see RP’s screen + another to work on • A mobile phone and laptop > the interface are different and it is necessary to train teachers for both interface • Split screen on laptop can be an idea for ORT but we wanted training on both platforms • Participating teachers were to be trained as both the learner as well as teacher
- 10. Face to Face Workshop Model > Better alternative . . . . • Synchronous visual collaboration encourages teamwork • To recreate a sense of progressing together, ‘Mural can be used to explore different themes and made everyone share their vision, both visually and verbally. • Mural - MURAL is a digital workspace for visual collaboration > mural.co • (Ref: hanno.co & lingos.org) •Shared Google Doc or Sheet
- 11. •25 Participants – 3 Dropouts = •20/22 completed all tasks •Learning Outcome . . . >
- 12. Topic App / Site Success Rate 1. eGroup Google Groups 100% 2. Web Conferencing for Online Teaching Google Meet 100% 3. Digital Teaching Platform Google Classroom 3.1 Joining & Creating the class 100% 3.2 Sharing material 100% 3.3 Creating Online Quiz 90% 3.4 Assigning Activities 100% 3.5 Sharing Video Recourses 100% 3.6 Sharing resources from Drive 100% 3.7 Taking Online Test 90% 3.8 Submitting Written Assignment 80%
- 13. Experience of Resource Person •For teachers #digital is the part of skill set > an additional skill but almost absolute one in recent time. •the only sure way to teach skills is to make people 'do it'. Without 'doing', skills can never be mastered. The more we #practice, the more we master the skills. •Hands-on Practice > even in real life situation is exhausting •Learners are of mixed ability > •Techno-friendly & Techno-phobic
- 14. •In this #remote_teaching or say #remote_workshop, all the learners are in their homes, learning as an isolated learner. . . •And it is tough beyond imagination to keep the entire class move on shoulder to shoulder, all together.
- 15. What worked in this remotely handled hands- on workshop for faculty development? 1. We planned that all participants will work with two devices. 2. The participants shall have a mobile phone as well as a laptop or PC. 3. Needless to say, hi-speed internet and basic ICT skills (or keep a family member around who is good in ICT) 4. #Google_Meet - As we were to work on #Google #Classroom, we used Google #Meet which is hassle-free and does not require new login id or password. No need to remember a few more IDs and passwords.
- 16. •It is less tiring to move around the lab / class and conduct workshop. It is extremely exhausting to remotely conduct workshop. •Sitting in one place, one position constantly peeping in the tiny camera and speaking with nobody, no faces to see, no eye contact with learners to get a nod, no body gestures to reply our non-question questions ~ is very exhausting. •Lots of Patience is required. . .
- 17. What I was not able to do . . . . • Rubric in Google Classroom for Written Assignment and Oral Presentations > A few slow learners. • ‘Import’ grades from Quiz Assignment > G-suit Feature • ‘Originality Check’ > G-suit Feature • Google Meet connect > G-suit Feature • Google Meet Features > Time constraint
- 18. Written Feedback by Participants • Focusing on slow Learners with the help of technology is possible • An insight of the probable difficulties that could be encountered during the process. • Since it was a large group, each person had different queries....so sometimes it took a really long time to move from one step to another. 3 hours at a time was a little stretched for everyone, including the resource person. could be made into one hour sessions lasting for 6 days (in future) • I hope educational institution understands the need of laptop for all teachers in present world and considers sponsoring them like how they do it IT companies. • The 2 Day eFDP has given me confidence to teach and conduct classes through the digital device. • Learned to use technology in the class of mixed abilities > peer learning
- 19. Feedback by Participants • Dr. Sanghamitra • Dr. Vanitha R • Dr. Annie Raphael • Dr. Chandreyee • Dr. Baisakhi Mukherjee • Dr. Jenefer Joseph
- 20. Prof. Mahesh Jivani – Experience Sharing •Vote of Thanks