Welcome to the next session,
"Web Conferencing and Online Learning Tools and Security."
Just a quick reminder that you can submit
your questions live through the Q&A feature here in Zoom
and we will address them at the end of the session.
I'll begin with an introduction.
I'm Misty Cobb and I have the opportunity
to be able to moderate today's session.
Very excited that you guys
have chosen to join us today,
and I'm very happy to be joined by JP,
of course, from Coursera and Yolene from Blackboard.
I'm so excited to
explore this topic of online learning and
facilitating these experiences with
tools and security in mind.
Very glad to share with you all as a reminder
that we are using
Verbit's live integration with Zoom today.
This enables you to view a live
transcript throughout the session.
To enable the transcript,
you simply click on the arrow next to the CC button at the
bottom menu bar and then choose "View full transcript."
Let's take a peek at the agenda.
During our time today,
Yolene and JP will introduce themselves,
and we'll dive into the particulars of today's session,
transitioning to online learning and
web conferencing, using the technology
that you've adopted for personal use
versus that that's provided by your institution,
tools and tactics to support your online teaching,
and then we'll have some time at the end for Q&A.
Again, please feel free to place your questions into
the Q&A or chat, and we'll be
certain to take those at the end of the session.
At this time, I'm going to turn it over to Yolene
and JP to introduce yourselves. Yolene.
Hi, my name is Yolene.
Nice to meet you, everybody.
I'm Product Manager for Blackboard Collaborate,
which is a virtual classroom solution,
so a tool that enables you
to have live session with your students.
I'm JP Moran. I head up our global channels business,
so that'll be all the partners
that we work with at Coursera.
When you think of those, Google, IBM, SAS,
Autodesk all around the globe,
and make sure that we can bring industry
partner contents to the platform,
as well as another business segment of ours,
which is Coursera for Campus,
which is enabling all of
our university partners to deliver
their content into other higher ed institutions.
So really excited to be here to
learn about what you guys have questions on.
Fantastic. Thanks. Yolene, I'll turn it over now to you.
Thank you. Just before
starting to actually address the topics of today,
a short introduction about
Blackboard and how it fits into this topic.
I won't do the corporate presentation,
but just to explain how we have an EdTech approach.
So you've probably heard about Blackboard as
a major EdTech actor.
Our approach is to have the LMS at the centerpiece
of an ecosystem, which we integrate.
That can be services,
enrollment and retention services,
third-party tools, analytics,
accessibility tools, etc., and collaboration.
I'm in charge specifically of
a virtual classroom that connects to
Learn as well as to other LMSs.
If you can move to the next slide, Misty, please.
Blackboard Collaborate is really
a virtual classroom and we
want to differentiate ourselves
from just video conferencing.
It's used for a variety of use cases,
can be office hours,
group collaboration, and meetings,
but also events and webinars,
and mainly virtual classrooms with students live.
The things that we focus on for our product development
is strong focus on being there for teaching and learning.
All of the tools that we
develop are really made with this in mind,
a strong focus on being
a trustworthy tool into education context.
So having this responsibility as
a major actor in education and seeing
privacy and security through that lens,
and empowering engagement and how the tool,
when you use it for specifically teaching,
you really need to have something that empowers
professors to create and
design engagements within their sessions.
But let's jump into
the topic that we want to address today.
One thing I wanted to share with you
is how it has been interesting to see
the difference between traditional technology adoption
that we've been witnessing for
the last 20 years, and what happened in
an accelerated way in the COVID response context.
If you can move to the next slide, Misty.
We can really see that of course,
institutions who already had
an online transformation strategy were at an advantage,
but we also saw that institutions were not able to
just use what they would normally
do and accelerate it in the case of COVID.
It's really a totally different response from what
they would do normally in
terms of digital transformation,
and it was really focused on emergency.
One other thing that's striking is also
the audience and the professors that had to be
onboarded was very different from
what the teams in
the institutions are used to be supporting
and supporting various transition.
So suddenly you had professors
who had never used digital learning,
didn't want to, maybe,
and they had to address the needs of those users
which were not familiar with online tools.
We really see four phases.
Those four phases have been modeled by MindWires in terms
of the timing that they
expected it to happen and what those phases are.
I just wanted to give a bit more insight
on how we saw those four phases actually play out
with our clients and how
this has evolved in the institution.
I'd also be curious afterwards
to get your insights on where
your institution is at and if you feel
that you are on the path to those four phases.
The first phase, which was really
February, March, very rapid,
was suddenly they had
to transition to remote teaching and learning.
So the approach was substitution.
Let's do the same, but online,
and we really saw a soar
of synchronous online activities.
They didn't have time to redesign their courses,
think about the LMS, about blending, etc.
It was really a simple substitution approach,
and it was very focused
on the tools and on the ease of adoption
because institutions didn't have
time to train their professor.
So they took whichever tool
was the closest, or the easiest
to be onboarding quickly
and then just rolled it out quickly.
Then we moved in April and July
to a different phase where suddenly,
they start to see that teaching
is not the same as meeting, and that they need
a tool that is actually made for teaching, and they need
their professors to understand
how to teach with those tools.
That's not just a matter of switching on the video
and doing what they would do in a physical classroom.
They also started to realize that six hours in
a physical classroom can't
really be six hours in the virtual classroom.
They realized that this pure substitution is
actually not something that's viable for the users,
but also not something that's
actually a goal that should be pursued.
They started to have
different expectations on what teaching and learning
online is, and how different
it is from what they were used to doing.
They also started to reassess the tools.
They started to have disrupters in their classroom,
Zoom bombing, they started to have
concerns about safety and security.
So suddenly, they reassessed
the tools that they were using, and they started
to truly take the time to define what they
actually need to achieve pedagogic goals.
Not just any tool,
but actually be more
purposeful in what they want to roll out,
and also take their institutional responsibility
to a deeper depth than what they were able
to do just in the emergency situation.
The third phase that we're seeing now
is actually extended transition.
Now, institutions are starting to see
that they actually need to design for blended.
What I mean blended,
its blending synchronous and asynchronous activities.
They start to see that they need
to support their professors
through instructional design.
Not just training with the tools,
but actually how to teach in those new circumstances,
how to adapt to this new normal.
They also start to see the advantages of a tool
that integrates with the LMS as deeply as possible
to reduce the administrative overhead
of inviting people to session,
giving them recording links, etc.,
taking attendance manually or not, etc,
and start to see
how interesting it is to have something that's
integrated in an educational ecosystem and how they can
leverage it to be more efficient.
They also start to see that they
can leverage new pedagogic opportunities.
Things that when you're face-to-face,
you can't do with your students,
such as have everybody
participate together on the whiteboard, for example.
That's just not physically possible in the classroom.
They start to realize,
both professors and students actually,
that this online thing that they were thrown
into without wanting to actually
has some interesting advantages,
actually has the potential to change the way that
students engage with the professor or
with each other for social learning.
We start to see some more purposeful use of the tools and
some more purposeful adoption
of how do they actually want to teach online.
There is the recognition that sooner
or later everybody will be back on campus,
but this is also an opportunity to rethink
how can they truly leverage online advantages.
The first phase, which I think we'll see more in 2021,
go deeper into true blending and make
the best of both worlds between physical and online,
between synchronous and asynchronous
and truly design for it.
If you're going to make a top-down lecture
to 100 students,
then maybe the best way is
not to do it face-to-face in a classroom,
or not even face-to-face in a virtual classroom.
Maybe if it's going to
be just up-down, make a video of it,
and then use your synchronous time with students to go
deeper into use cases or
into addressing their questions, for example.
Institutions will gradually start to leverage
the opportunities that are offered
by the physical and the online world.
They will also see untapped opportunities
on the pedagogic side.
I was mentioning about engagement,
for example, and also on the economic side.
How about short courses,
retaining the workforce through
training paid for webinars?
Students may want to sign up for
only specific modules that
they feel comfortable enough
to be doing online, for example.
So there will be a wealth of new economic models
that can be developed, now that institutions and
learners have broadly been exposed to online learning.
Some institutions, and we already see it in some of
the marketing that they're
doing for the new academic year,
they start to see online learning quality
as a differentiator,
and they start to advertise for it.
They're starting to realize that
they need to train their teachers,
they need to be able to showcase how well they're
teaching with the online modalities.
If you can move to the next slide, Misty.
I would be curious to see amongst our attendees,
where do you feel like your institution is at?
Is at a Phase 1, emergency and substituting?
Is it Phase 2, adapting and
actually looking for a teaching tool?
Is it at Phase 3, starting to
embrace the new normal and design
for blended and have
something that is integrated in your ecosystem?
Or is it Phase 4, already looking to
thrive and leverage new opportunities
that this is offering you?
Thank you, Yolene, let's wait and give
people about another 10 seconds.
About five more seconds.
Thank you all for entering your response.
Okay. That's interesting.
That matches the timing that
was on this model, that this is the time when
institutions are really starting to see a shift and
see a new normal instead of just
responding in a rush to what's going on.
That's encouraging to see that you're on that path.
Thanks everybody for participating.
Okay, the second topic that I wanted
to talk about with you, as well
as JP and Misty, is considerations related to tools,
when you are providing it as
an institutional tool as opposed to personal usage.
What happened during COVID is
that it was an emergency and
people were maybe not familiar with the tools that
their institutions had, or not comfortable with it,
so anybody just went for
any tool that they liked and felt comfortable with.
This gave situation where as a student,
when you have 10 professors,
you might have 10 different tools that you have to
use during the stressful COVID time.
Then people started to recommend
the tool that they've been using to their institution,
and people working in institutions were left
with trying to make sure that
things are streamlined and
having to consider more than just,
is this a good tool, but
actually a broader set of things.
If you can move to the next page, Misty?
The first thing, as I mentioned before, is integration.
There are many video-conferencing tools, for example.
There are many ways to share files with students, and
professors have been leveraging it, but as an institution,
what starts to be important is
the integration of those tools into an ecosystem,
and how this can make sure that
the administrative aspect of things
is actually taken care of by
automations and by integrations.
Second aspect that really stood out during
COVID is the security aspect of things.
As an individual user,
you can use any tool.
You can not care so much about your privacy
or sign the TNCs without actually reading them,
and that's totally fine.
But as an institution when you
start to recommended a tool for institution,
then you need to look into it more.
You need to make sure that the tool that you are
recommending offers the right security
for users and for your contexts,
of educational context, sometimes with children.
The security aspects that needs to be
considered when it's an institutional use is
both on the product side, security certifications,
etc, as well as features.
How do you enable professors to make sure that only
their own students join their session, for example.
How do you make sure that they don't have to invite
those students themselves one by one or
share their email with
some third-party company
that your institution doesn't have any relationship with?
That applies to security as well as privacy.
We saw a lot of organizations, associations,
etc, recommend tools without
actually doing due diligence on
the privacy aspect of things.
Again, that's fine when it's
your private use but when you are starting
to deal with larger audiences
and engaging responsibility as an institution,
that's really something that they quickly
realized they had to do due diligence on.
The other aspects that really
differentiates personal use from
institutional use is the supports.
That's one main reason institutions have been trying
to streamline these tools that are being used,
not just for COVID, but generally.
If everybody used their own tool, then as an institution,
you can't really provide
the level of support that your users need,
especially in this stressful time.
That's why they need to reduce
it to a minimum number of tools.
That goes for the internal support
that the institution is providing,
but it's also about
the support you get from the third-party itself.
If you're using, I don't know,
Google Meet as an individual user and you have an issue,
you can post on the forum and that's about it.
If you are using a tool as an institution,
you have access to different types and level of
supports and contractual commitments and so on.
That's why institutions have been trying to streamline
this and not let users just
use any personal tool that they were used to be using.
The final aspect is maintenance.
Obviously, during COVID people are connecting from home,
so they're using their own devices. The institution
has no control over this device. What is it?
How old is it? What version
of the operating system is it, and so on.
They're having to support
those users with devices that they don't
actually know enough about
or didn't recommend themselves.
For example, having a software that
needs to be installed is
something that can add a bit of overhead for the users,
being able to install it,
having the right admin rights to do it,
and then if they run into an issue,
how do they get support?
Having a browser-based approach,
like we're having, for example.
We've seen it reduce the number of issues
that they were having because every computer,
every phone even has a web browser,
one of the mainstream web browsers,
and so those are kept up to date automatically usually.
This reduces the maintenance effort
from the IT teams of the institutions.
Feel free to participate in the chat, and
Misty, join in as well, and JP,
to say what have you seen in your institutions?
Did you see, for example,
this mix between first,
we let everybody use any tool, then we realize as
an institution that we have to streamline for
those various reasons or for other reasons, maybe?
I'll even step up and tell you
Coursera is obviously a Zoom partner.
We currently use
synchronous and asynchronous type classes
with our 20-plus degrees that we do offer.
Just moving over the past six months,
it's been a complete transformation in terms of the way
that we're seeing students response
to how they're actually taking it.
It's been a really positive thing for us,
so then we continue as company also, to push
this online education market and moving
more into a blended type environment.
That's what we're seeing, and
obviously, I'll covered a little bit later,
but it's been very positive so far.
That's outstanding. Let's talk for
a moment then about some effective tools
and tactics for online teaching.
So Yolene, did you have some things that
you wanted to share with us in this area?
Sure, yes. So if you can move to the next slide or after,
I think the ideas was that both Coursera and
Blackboard Collaborate would give some of
their perspective and tips.
So I've put a few notes on
the next slide regarding Blackboard Collaborate.
So leveraging tools for pedagogy is really about
professors going from meeting to actually teaching.
So realizing that an online session,
for example, is not just
an event like a meeting would be,
but there is actually a before and
after a continuum of activities that are happening,
recordings that needs to be shared easily,
discipline aspect of things
that you don't normally see in a corporate meeting.
You have to manage
participants in a way that's quite different.
You want the professor to be able to have
full control over the students.
But what they can do during
the session will shift during
the session as opposed to a meeting.
So you might start a session with
not giving them the right to do
anything apart from talking, for example,
and then gradually giving
them the right to write on a whiteboard,
for example, to engage in different ways.
We've really seen, especially in the first few months,
professors were conducting their classes
as they would do physically.
So just a lot of delivering contents or videos
and that's about it, and not truly
leveraging the tools for a teaching approach.
There is also online tools afford
for a new model of engagement with your students.
There's the classic raise hand,
which is something that happens in
a physical classroom and can happen online.
But online offers you more opportunities
to engage students in different ways.
Introvert students have social learning
happening in the chat.
Be able to get polls for what's going
on in your audience through instant feedback.
So that's one of the screenshot that I put
here where students, for example,
can say if they are confused or not,
and then you can filter to see which
are the students which are confused, for example.
But you can also have polls during
the sessions in order to
create or highlight cognitive dissonance,
check their understanding, have
them voice their opinions.
As a professor, then you can see
both the global results as well
as the individual results.
So for example, identify
allies or students who had the good answer
so you can call on them
to help GoAnimate a session, for example.
Whiteboard, as I was mentioning before,
is also something that offers
you opportunities for engagement.
Things that you couldn't do physically
before having all your students collaborating,
brainstorming together on
the whiteboard, not just the whiteboard,
but potentially your files as well, and collaborate.
The files can be annotated collaboratively
by all of the attendees so they can share their inputs.
You can use it for icebreakers, etc.
You have to design your session for
engagement and have a variety of it.
You will have several sessions throughout the year.
So my advice would be to pace yourself and your students.
You don't need to use all of the engagement tools
right from the start.
You don't need to go whiteboards,
breakout groups, poll, and do everything.
You also will see that from one session to another,
people get more comfortable.
Or even within a session,
you start with a poll on
maybe only half of your class answer.
Then when you do a different
poll at the end of the session,
you see that more of them answer,
and so it's a learning curve for you and your students.
So pace yourself, go beyond your comfort zone,
but also make sure that you
don't try and have
the whole fireworks right from the start.
Alternate also during your session,
the variety of activities and
ways to engage that you're having wisdom.
That's one way to keep your session lively.
So not always the chat.
For example, combining polls, instant feedback, chat,
having different types of
questions that you're asking them,
not just checking their knowledge, is a good way
to truly leverage the tools for our pedagogy.
One thing that I want to stress is also,
don't leave it to chance.
Don't just think, I'll go into my classroom and it
will be great and engaging naturally.
When you're teaching online,
you really have to think about your session ahead and
sort of designed engagement into your session.
Maybe even just put yourself reminders in your slides to
ask in the chat or
to make a poll or something like that.
So make sure you think about it before
because it usually doesn't just happen by chance,
especially when you're just starting to teach
online. And start enjoying
everything that you couldn't do in
a physical classroom and see
how it changes your face-to-face sessions as well.
Suddenly, when you're having all your students
collaborate and brainstorm together on
the whiteboard or on your files, for example,
they start to be more engaged in what
they actually were in a physical classroom.
They start to take this habit and it
might very well change the way that you
are teaching in your physical classroom
and you're back on campus, or
the relationship they definitely
have with each other and resume.
JP, I'm really interested to hear from you
from the Coursera perspective,
being a little bit different than
just a web conferencing tool.
Can you share with us about the things
that you've been observing and
what's happening at Coursera.
Yes, sure. I'll do this quick for everybody's time.
COVID hit, and immediately, as a company,
we had roughly about 45 million learners on
the platform that were
yearning for something because school got shut down.
So immediately we put in our COVID response.
Part of that was our Coursera for campus,
which is obviously enabling the students and
faculty to learn in a new type environment.
The goal for us is to provide
high-end education openly to as many people as possible,
not only just from an educational institution.
So when you think of Yale or
Michigan, or any other institution,
but also industry partners such as Google,
IBM, SAS, Autodesk, all of those guys.
So as you start to think about Coursera,
and what we're trying to do here is start to bring
all that high-end educational assets that we
have and push them
into the universities that might not have that.
So if you want to move into the next slide.
Once COVID hit, we had over 10,000 institutions
around the globe sign up for
free with Coursera for Campus.
Essentially we gave away our entire catalog
for free to over 10,000 institutions.
We had over 1.3, or we currently still do today,
have over 1.3 million students
enrolled in classes taking them on
a platform with over 7.5 million courses
completed and over 20 million
learning hours spent on the platform.
So how are we doing this?
Flip to the next slide.
There's three different types of
models that we're working on.
One is not for credit model, which is multi-disciplinary,
where you can see that the students can go
in and they can take topics of
interest that maybe they
weren't going to be having before.
So maybe they were a history major
and they want to start to learn about IoT.
It's important that we have that type of content.
They can go in there, enroll in that class, and
universities will be able
to align that content with them.
The second is two different types of models.
This is more of a four-credit
instance that we're seeing globally.
So we'll have a standalone
course and this is where it gaps.
So if someone is looking for a course in ML,
AI, or some of the new cutting-edge
content that's out there that they don't
have a faculty member there to teach,
they will come directly to Coursera,
purchase that class, and be
able to fully integrate that in
a stand-alone model and
give that student credit for taking that class.
The second four-credit opportunity
is a blended, where you're going to see
the faculty start to bring in certain bits and
pieces of Coursera's content and
interject that part into
their classroom and how we're
using it to, see a lot of that today,
specifically with Zoom, or you can
bring into specialized portion.
Just use that and maybe have your tests
or assessments, whatever you want to do.
Sorry if I ran through this quickly,
but I know in essence of time, it's
partly important forever to get through it.
Those are the three big use cases that we're
seeing today in terms of how schools
are using Coursera to
move into the future and start to
take on this more blended type environment today.
Fascinating information from the both of you.
We'll take a moment to see if there are
questions. And while we're waiting,
I would just look to each of you from
the perspectives that you have in
your roles at your respective companies.
Can do share one tip that
you would recommend for a faculty member,
whether it's using Coursera Content or
a platform like Collaborate for facilitating learning?
What's a tip that you would pass
along to the participants who are here today?
I would say, don't be afraid. Everybody
isn't comfortable at the start, so pace yourself.
You're students also have to pace themselves.
But to go beyond your comfort zone.
Don't just try to
delivered top-down content as you would have before,
seize the opportunities that are there
and do it gradually. Be kind with yourself.
It's a learning curve. As professors,
surely you know that you will have to keep learning.
Now, at this time, it's not on your field.
It's about the usage of the tools and pedagogy,
but it's still a learning curve.
Yeah, I'd say pretty much the same thing.
If you can, just get familiar with the tools.
There's a lot of really cool features and benefits that
a lot of these companies
are offering today, specifically,
on space and education.
So spend a little bit extra time, not only on
natural content that you're teaching,
but also on the actual tools that you're
using to supply that to your students.
Fantastic. JP and Yolene,
thank you so much for your time and
your preparation sharing with all of us today.
Unfortunately, we are out of time,
so if everyone would please be sure
to leave this Zoom meeting, return to the agenda page,
and head on over to join us for the final keynote session
that's going to take place in
about four minutes with Dr. Karen Yoshino. Again,
thank you all for joining us today. Have a good one.
Thanks for having us and have
a good rest of the conference.