Playing the Pivot Game Planning for Human Connection

Playing the Pivot Game Planning for Human Connection in Hybrid Teaching

Presenters Tawnya Means, Ph. D Assistant Dean College of Business Dave Johnson, Ph. D Director Academic Technologies

Workshop Goals & Format Goals ● Create approaches for moving residential learning activities online ● Develop pivotal strategies for fostering and maintaining human connections for learning What you can expect ● Interactive, engaged session where you put strategies into practice ● Tools and materials from this session to support pivoting

Don’t learning objectives limit learning? (one-minute story)

Learning objective: statement describing knowledge and skills learners should be able to exhibit following instruction

S. M. A. R. T. Specific Measurable Attainable Relevant Time-bound SMART Learning Objectives handout

Examples: At the end of this lecture, be able to accurately describe the process of differential diagnosis to a fellow student. After Monday’s and Tuesday’s lectures, be able to differentiate the purposes of the criminal and civil justice systems in oral and written communication. After reading Chapter 3 and attending today’s lecture, use the exponential growth model to calculate interest compounded daily.

Why does the human connection matter?

“Technology… the knack of so arranging the world so we don’t have to experience it. ” Max Frisch, Swiss playwright

“We are more connected than ever. And yet, we’ve lost the human connection. We must learn how to adapt technology to our values, not adapt our values to technology. ” —Dina Dwyer-Owens Values, Inc

University of Nebraska-Lincoln Student Demographics 47. 5% 52. 5% 9. 8% 16. 4% 4. 0% Female | Male International 23+ years old Ethnic Minority Transfer Students

National Statistics of Undergraduate Students 54% First-Gen 2015 -16 students first in their family to attend college

National Statistics of Undergraduate Students 22% Balancing family Undergraduate students with dependent children in 2016

National Statistics of Undergraduate Students 43% Working Undergraduate students fulltime in 2018

National Statistics of Undergraduate Students 81% Working Undergraduate students parttime in 2018

Other things to consider… your class will likely include: ● ● ● ● Students with English not their first language Students with low or limited access to the Internet Students with test anxiety Students with learning challenges Students with sight or hearing impairments Students with personal, mental health, housing, or food challenges What else?

So, what does this mean for you?

Some ideas. . . ● ● ● ● Try to respond quickly Use preferred student’s names in messages and feedback Give students structure and organization Tell them you care (in a variety of ways) Be flexible when and where you can Consider: how can you create conditions for students to motivate themselves (self-determination theory autonomy, competence, social-relatedness) What else?

LET’S PLAY! Your course has been changed from completely residential to. . .

How to Play. . . Breakout #1 Your breakout group will have 20 minutes to discuss your assigned teaching scenario and create a hybrid teaching plan. Breakout #3 Your breakout group will be paired with another breakout group for 20 minutes to discuss and compare your solutions to different scenarios. 01 02 03 04 Breakout #2 Your breakout group will be paired with another breakout group for 15 minutes to discuss and compare your solutions to the same scenarios. Large Group You will return to the large group for a debrief.

Game Structure Activity To do Time Breakout #1 Build 1 class session 20 minutes Breakout #2 Compare 2 similar scenarios 15 minutes Breakout #3 Contrast 2 different scenarios 20 minutes Breakout #2 assignments: 1 a + 3 a | 4 a + 5 a Breakout #3 assignments: 1 a + 4 a | 3 a + 5 a

One planning option. . .

01 Breakout #1 20 minutes to discuss your scenario

3 minutes Take a break

02 Breakout #2 15 minutes to compare your scenarios

3 minutes Take a break

03 Breakout #3 20 minutes to contrast your scenarios

Large Group Report out on your discussions

Post-Breakout Discussion (Before you got the Wildcard) What are some conventional ways you pivoted? How did the Wildcard affect your plans? What are some unconventional (or innovative) ways you pivoted? What limitations did you encounter? What opportunities did you discover?

Do you have any questions? Please complete the evaluation! tawnya. means@unl. edu dave. johnson@unl. edu THANKS! CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik