1 00:00:00,000 --> 00:00:02,040 SPEAKER 1: Just like our in-person courses, 2 00:00:02,040 --> 00:00:05,790 Georgetown's online courses are centered around the student 3 00:00:05,790 --> 00:00:07,440 experience. 4 00:00:07,440 --> 00:00:10,110 We at CNDLS can help you connect with your students 5 00:00:10,110 --> 00:00:14,500 as powerfully online as you do in the classroom. 6 00:00:14,500 --> 00:00:17,500 We're here to help you transform your course materials 7 00:00:17,500 --> 00:00:21,610 for the online space, design active and engaged peer-to-peer 8 00:00:21,610 --> 00:00:24,610 learning, and create meaningful assessments 9 00:00:24,610 --> 00:00:26,830 and compelling media. 10 00:00:26,830 --> 00:00:28,840 In this video, we'll share some examples 11 00:00:28,840 --> 00:00:32,850 of engaging, community-based learning online. 12 00:00:32,850 --> 00:00:34,740 You'll see how faculty at Georgetown 13 00:00:34,740 --> 00:00:37,440 have thoughtfully designed their online courses 14 00:00:37,440 --> 00:00:41,160 around Georgetown values, like academic excellence, 15 00:00:41,160 --> 00:00:44,880 and contemplation in action, care for the whole person 16 00:00:44,880 --> 00:00:50,080 and for others, and community through diverse perspectives. 17 00:00:50,080 --> 00:00:52,510 We help faculty begin by creating 18 00:00:52,510 --> 00:00:54,730 a welcoming online space, just like you 19 00:00:54,730 --> 00:00:56,170 would in the classroom. 20 00:00:56,170 --> 00:00:58,570 A visual syllabus or course outline 21 00:00:58,570 --> 00:01:00,530 can orient students to the course, 22 00:01:00,530 --> 00:01:03,910 creating a sense of common understanding from the start. 23 00:01:03,910 --> 00:01:05,830 And for hybrid courses, it can help 24 00:01:05,830 --> 00:01:09,310 students know where each session is occurring, either on campus, 25 00:01:09,310 --> 00:01:09,865 or online. 26 00:01:09,865 --> 00:01:12,390 27 00:01:12,390 --> 00:01:15,120 And once students feel comfortable in, and oriented 28 00:01:15,120 --> 00:01:18,630 to, the online environment, it sets the tone for the learning 29 00:01:18,630 --> 00:01:21,510 to begin, creating the conditions for Georgetown 30 00:01:21,510 --> 00:01:24,510 values to thrive. 31 00:01:24,510 --> 00:01:27,420 Academic excellence and contemplation in action 32 00:01:27,420 --> 00:01:29,820 can be cultivated in many ways. 33 00:01:29,820 --> 00:01:33,240 This faculty member used concept mapping to make students 34 00:01:33,240 --> 00:01:35,280 thought processes visible. 35 00:01:35,280 --> 00:01:38,220 This required rigorous engagement with the material, 36 00:01:38,220 --> 00:01:40,950 articulating connections and synthesizing 37 00:01:40,950 --> 00:01:44,880 complex information, and it encouraged powerful and social 38 00:01:44,880 --> 00:01:46,140 reflection. 39 00:01:46,140 --> 00:01:47,850 By the end of this course, students 40 00:01:47,850 --> 00:01:51,420 had created an overarching representation of key themes 41 00:01:51,420 --> 00:01:53,680 and critical insights. 42 00:01:53,680 --> 00:01:56,930 When we think about care for the whole person and for others, 43 00:01:56,930 --> 00:01:59,800 we often think about fostering student connections. 44 00:01:59,800 --> 00:02:03,040 This professor asked students to share a photo of something 45 00:02:03,040 --> 00:02:05,260 in their field of vision out their window, 46 00:02:05,260 --> 00:02:06,880 or in their homes. 47 00:02:06,880 --> 00:02:08,889 Then they played a matching game to begin 48 00:02:08,889 --> 00:02:11,120 to get to know one another. 49 00:02:11,120 --> 00:02:14,240 Once the ice is broken, you can continue to foster a learning 50 00:02:14,240 --> 00:02:16,010 community online. 51 00:02:16,010 --> 00:02:18,080 Some faculty use discussion boards 52 00:02:18,080 --> 00:02:22,040 to create opportunities for peer feedback and review. 53 00:02:22,040 --> 00:02:24,080 And others create interactive lectures 54 00:02:24,080 --> 00:02:27,710 so students can interact with the course content directly, as 55 00:02:27,710 --> 00:02:30,970 well as with you and with each other. 56 00:02:30,970 --> 00:02:33,130 Some faculty created course blogs 57 00:02:33,130 --> 00:02:35,230 which allow students to develop their thoughts 58 00:02:35,230 --> 00:02:37,150 throughout the course of a semester, 59 00:02:37,150 --> 00:02:41,160 following and supporting one another's growth. 60 00:02:41,160 --> 00:02:44,060 Finally, there's community through diverse perspectives 61 00:02:44,060 --> 00:02:46,130 and care of the whole. 62 00:02:46,130 --> 00:02:49,250 Strategies include engagement with outside experts, 63 00:02:49,250 --> 00:02:52,010 whether through guest lecture podcasts, Zoom interviews, 64 00:02:52,010 --> 00:02:53,900 or even social media. 65 00:02:53,900 --> 00:02:57,500 Elevating diverse voices in curated course materials 66 00:02:57,500 --> 00:02:59,900 can lend authenticity to the course 67 00:02:59,900 --> 00:03:04,320 while adding the value of multiple perspectives. 68 00:03:04,320 --> 00:03:06,240 And you can elevate the perspectives 69 00:03:06,240 --> 00:03:09,420 of your course community through social reading. 70 00:03:09,420 --> 00:03:12,660 In this course, students shared highlights and annotations 71 00:03:12,660 --> 00:03:14,910 from their individual reading practice 72 00:03:14,910 --> 00:03:18,310 so they could see what stood out to their peers. 73 00:03:18,310 --> 00:03:21,180 This leads to deeper reflection and engagement, 74 00:03:21,180 --> 00:03:24,060 both with the text, and with each other. 75 00:03:24,060 --> 00:03:25,950 And as you're selecting materials, 76 00:03:25,950 --> 00:03:28,530 we can help you ensure they're accessible to all 77 00:03:28,530 --> 00:03:31,320 of your students, such as those who are overseas 78 00:03:31,320 --> 00:03:34,510 and may have limited access to certain resources. 79 00:03:34,510 --> 00:03:36,840 We'll also add transcripts and captions 80 00:03:36,840 --> 00:03:40,230 to support all students with a range of abilities. 81 00:03:40,230 --> 00:03:42,240 Countless examples have proven that it's 82 00:03:42,240 --> 00:03:45,390 worth it to design a thoughtful and community-driven 83 00:03:45,390 --> 00:03:46,800 online course. 84 00:03:46,800 --> 00:03:49,560 Here's just one instance of a student reflecting 85 00:03:49,560 --> 00:03:50,403 on the result. 86 00:03:50,403 --> 00:03:52,320 SPEAKER 2: I was pleasantly surprised with how 87 00:03:52,320 --> 00:03:55,200 engaging this project in this class was 88 00:03:55,200 --> 00:03:57,510 and how much I talked about it at the dinner table, 89 00:03:57,510 --> 00:03:59,260 and how much I kept wanting to do it. 90 00:03:59,260 --> 00:04:02,670 I felt like there was a sense of purpose in doing it. 91 00:04:02,670 --> 00:04:04,430 SPEAKER 1: We can't wait to work with you 92 00:04:04,430 --> 00:04:07,340 to inspire purposeful learning online, 93 00:04:07,340 --> 00:04:11,240 and to help you engage with your students in new and truly 94 00:04:11,240 --> 00:04:13,540 inspiring ways. 95 00:04:13,540 --> 00:04:17,174