1 00:00:00,000 --> 00:00:26,880 So, welcome back to the Pogo Podcast. 2 00:00:26,880 --> 00:00:28,760 I'm your host, Wayne Pearson. 3 00:00:28,760 --> 00:00:30,800 With me today is Alex Grushaw. 4 00:00:30,800 --> 00:00:31,800 Hello, Alex. 5 00:00:31,800 --> 00:00:32,800 Hello, Wayne. 6 00:00:32,800 --> 00:00:35,800 What's on tap today? 7 00:00:35,800 --> 00:00:41,600 So, we're going to talk about technology today. 8 00:00:41,600 --> 00:00:48,640 This season in the Pogo Podcast, we're focusing on various aspects of facilitation and implementation 9 00:00:48,640 --> 00:00:51,800 of Pogo in various teaching settings. 10 00:00:51,800 --> 00:00:56,040 We're going to be talking, as we have so far, with experienced Pogo users from around the 11 00:00:56,040 --> 00:01:01,880 country who utilize Pogo in their teaching settings and learn how they utilize Pogo in 12 00:01:01,880 --> 00:01:04,100 their classroom. 13 00:01:04,100 --> 00:01:09,200 In today's episode, we will be discussing the use of technology in the teaching environment 14 00:01:09,200 --> 00:01:13,440 and how it can be used to facilitate the use of Pogo. 15 00:01:13,440 --> 00:01:19,280 In this episode, I will be talking with practitioners from three very different institutions who 16 00:01:19,280 --> 00:01:21,680 use technology in different ways. 17 00:01:21,680 --> 00:01:26,480 I'll have them describe their implementation and then we'll discuss ways that it can be 18 00:01:26,480 --> 00:01:28,440 used in a Pogo setting. 19 00:01:28,440 --> 00:01:34,520 So, with me today, moving from west to east, we have Tina Hansen from California State 20 00:01:34,520 --> 00:01:36,040 University in Chico. 21 00:01:36,040 --> 00:01:37,040 Hi. 22 00:01:37,040 --> 00:01:38,040 Hey, Tina. 23 00:01:38,040 --> 00:01:43,440 I have Ja Lo from Washington University in St. Louis. 24 00:01:43,440 --> 00:01:45,440 Hello, everyone. 25 00:01:45,440 --> 00:01:46,440 Hello. 26 00:01:46,440 --> 00:01:50,240 And Ruth Ann Paradise, who's at the University of Massachusetts Amherst. 27 00:01:50,240 --> 00:01:51,240 Hello. 28 00:01:51,240 --> 00:01:55,520 Hey, good morning, Ruth Ann. 29 00:01:55,520 --> 00:02:01,600 So, having used a number of tech tools in my own teaching over the years, I want to 30 00:02:01,600 --> 00:02:07,440 point out to our listeners that technology is sometimes almost antithetical to the hands-on 31 00:02:07,440 --> 00:02:12,440 in-person methods that we try to employ in a traditional Pogo setting. 32 00:02:12,440 --> 00:02:17,160 But if the pandemic has taught us anything, it is that we don't always get to choose the 33 00:02:17,160 --> 00:02:19,360 setting that we're teaching in. 34 00:02:19,360 --> 00:02:22,000 And that's part of the reason for today's discussion of technology. 35 00:02:22,000 --> 00:02:29,680 So, I want to begin with each of you briefly describing the use of technology in your teaching. 36 00:02:29,680 --> 00:02:32,560 That is, what is that technology? 37 00:02:32,560 --> 00:02:35,840 How do you implement it in your teaching space? 38 00:02:35,840 --> 00:02:38,180 And how do the students interact with it? 39 00:02:38,180 --> 00:02:40,240 And what does it do for you, the instructor? 40 00:02:40,240 --> 00:02:42,720 So, Jia, can we start with you? 41 00:02:42,720 --> 00:02:45,760 You have classes that are about 200 students. 42 00:02:45,760 --> 00:02:46,760 What do you do there? 43 00:02:46,760 --> 00:02:47,760 Yeah. 44 00:02:47,760 --> 00:02:53,920 So, I teach introductory general chemistry at Washington University in St. Louis. 45 00:02:53,920 --> 00:02:57,520 This class is about 200 students in my section. 46 00:02:57,520 --> 00:03:00,160 We have two sections in total. 47 00:03:00,160 --> 00:03:06,640 In addition to lecture sections, we also have smaller recitation classes with each section 48 00:03:06,640 --> 00:03:09,040 is about 30 to 35 students. 49 00:03:09,040 --> 00:03:12,920 So, in recitation, they do problem solving. 50 00:03:12,920 --> 00:03:15,200 That's the content is based on the lecture. 51 00:03:15,200 --> 00:03:21,440 So, for my lecture, I use a poll everywhere as a way to engage students with the material 52 00:03:21,440 --> 00:03:22,440 during class. 53 00:03:22,440 --> 00:03:27,080 So, I present the question on the slide and then give students several minutes to think 54 00:03:27,080 --> 00:03:28,640 about it. 55 00:03:28,640 --> 00:03:33,280 Before opening the poll, I also encourage them to work with each other while I work 56 00:03:33,280 --> 00:03:36,240 around the room to answer individual questions. 57 00:03:36,240 --> 00:03:39,560 And after that, I open the poll and let students vote. 58 00:03:39,560 --> 00:03:45,560 So, they can enter their answers either through the poll everywhere app or the poll everywhere 59 00:03:45,560 --> 00:03:48,720 website or via text messages. 60 00:03:48,720 --> 00:03:53,400 The app and the websites are free, but the text messages are not. 61 00:03:53,400 --> 00:03:56,600 Most students use the app, but either way would work. 62 00:03:56,600 --> 00:04:01,400 After I close the poll, I often ask the students' volunteers to justify their answers and review 63 00:04:01,400 --> 00:04:06,200 the correct answer and the reasoning behind it. 64 00:04:06,200 --> 00:04:08,880 I try to do one poll question every lecture. 65 00:04:08,880 --> 00:04:11,240 Sometimes it's a quick recall. 66 00:04:11,240 --> 00:04:14,960 Sometimes it's a mid-lecture checking of a new concept or application. 67 00:04:14,960 --> 00:04:20,960 So, when I do it for a mid-lecture checking, it gives me the feedback about where students' 68 00:04:20,960 --> 00:04:25,280 understanding is, whether they are confused or not. 69 00:04:25,280 --> 00:04:32,760 It also helps the lecture to become small fragments so that I can reset their attention 70 00:04:32,760 --> 00:04:33,760 span. 71 00:04:33,760 --> 00:04:38,280 And it also provides opportunities for students to work with each other during class. 72 00:04:38,280 --> 00:04:42,200 So, that's the technology I used for my lecture. 73 00:04:42,200 --> 00:04:45,920 Okay, great. 74 00:04:45,920 --> 00:04:52,040 But the idea here is, in a large classroom, engaging the students, getting some feedback 75 00:04:52,040 --> 00:04:56,080 from the students, and they all are accountable for this. 76 00:04:56,080 --> 00:04:57,320 Is that correct? 77 00:04:57,320 --> 00:04:58,320 Yeah. 78 00:04:58,320 --> 00:05:05,760 So, this is really a way to engage students with the material, but also help them to work 79 00:05:05,760 --> 00:05:10,440 with each other because I promote teamwork in this class a lot. 80 00:05:10,440 --> 00:05:15,000 I really want them to work with each other rather than just individually solving the 81 00:05:15,000 --> 00:05:16,000 problem. 82 00:05:16,000 --> 00:05:17,000 Okay. 83 00:05:17,000 --> 00:05:18,000 Yeah. 84 00:05:18,000 --> 00:05:23,440 So, Tina, you also have large classes and a polling system. 85 00:05:23,440 --> 00:05:28,600 And so, you do some things similar, but there's also a little bit difference there. 86 00:05:28,600 --> 00:05:31,120 Can you tell us a little bit about that? 87 00:05:31,120 --> 00:05:32,120 Yeah. 88 00:05:32,120 --> 00:05:37,280 So, instead of using Poll Everywhere, I use Pear Deck, like the fruit Pear Deck. 89 00:05:37,280 --> 00:05:43,760 It's also like a Google slide add-on that students can answer questions through logging 90 00:05:43,760 --> 00:05:45,320 onto a website. 91 00:05:45,320 --> 00:05:51,400 There's no app for this one or text messaging, but the website is friendly for smaller devices 92 00:05:51,400 --> 00:05:53,400 like tablets and cell phones. 93 00:05:53,400 --> 00:05:57,680 I chose Pear Deck over Poll Everywhere because there's more question types, so I can have 94 00:05:57,680 --> 00:06:03,680 students draw out structures and other things on their slides instead of just multiple choice 95 00:06:03,680 --> 00:06:07,160 answers or short essay answers. 96 00:06:07,160 --> 00:06:14,640 But I use it because in my lecture, it's also a general chemistry course with 160 to 300 97 00:06:14,640 --> 00:06:16,080 students. 98 00:06:16,080 --> 00:06:24,000 I do try to do some POGAL activities in the lecture course occasionally, and the group 99 00:06:24,000 --> 00:06:26,160 management is very difficult with large groups. 100 00:06:26,160 --> 00:06:29,040 So, for me, I use the polling software. 101 00:06:29,040 --> 00:06:33,120 I use it throughout the lecture, but when we're doing POGAL activities, I use it to 102 00:06:33,120 --> 00:06:36,920 make sure each student is participating in the group because they all know they're responsible 103 00:06:36,920 --> 00:06:42,040 for individual questions that I ask about the POGAL activity afterward. 104 00:06:42,040 --> 00:06:46,280 So I found that it increases engagement instead of handing in a piece of paper or something 105 00:06:46,280 --> 00:06:49,840 where only one person was writing down. 106 00:06:49,840 --> 00:06:56,680 But then we do have a POGAL-based lab manual as well, so the introduction sections of each 107 00:06:56,680 --> 00:07:00,240 lab are a POGAL activity, a published POGAL activity. 108 00:07:00,240 --> 00:07:04,740 And so in that section, I don't use Pear Deck because we're not already using a Google 109 00:07:04,740 --> 00:07:07,400 slide deck in the lab. 110 00:07:07,400 --> 00:07:09,560 We're just everything's pen and paper. 111 00:07:09,560 --> 00:07:13,760 So for those report outs, I use Jamboard, which is a Google add-on because we're a Google 112 00:07:13,760 --> 00:07:19,960 campus where each group can copy and paste their answer or type their answer or draw 113 00:07:19,960 --> 00:07:21,200 their answer onto. 114 00:07:21,200 --> 00:07:27,600 It looks like a PowerPoint slide, except it's sticky notes that you can add in and you can 115 00:07:27,600 --> 00:07:30,800 draw instead and things like that. 116 00:07:30,800 --> 00:07:32,880 Okay, cool. 117 00:07:32,880 --> 00:07:47,920 And so I will also add that Jamboard is a very useful tool when you're doing things, 118 00:07:47,920 --> 00:07:52,920 not just with teams of students there in the laboratory, but as we'll talk a little bit 119 00:07:52,920 --> 00:08:01,400 later, it came to my rescue during the pandemic when you basically are dealing with people 120 00:08:01,400 --> 00:08:04,000 who are not all in the same room. 121 00:08:04,000 --> 00:08:11,000 And we also use this a lot in workshops where there are people at large distances. 122 00:08:11,000 --> 00:08:12,600 So it's a very useful tool. 123 00:08:12,600 --> 00:08:14,720 We'll talk a little bit more about that. 124 00:08:14,720 --> 00:08:17,760 You talked a little bit about the laboratory there, Tina. 125 00:08:17,760 --> 00:08:24,960 Ruthanne, you also teach and coordinate labs as a large part of your work function. 126 00:08:24,960 --> 00:08:32,080 Can you describe how you use technology to facilitate work in your laboratory? 127 00:08:32,080 --> 00:08:33,720 I would be happy to do that. 128 00:08:33,720 --> 00:08:39,000 So at UMS, we are a Google campus and a Microsoft Teams campus. 129 00:08:39,000 --> 00:08:44,080 So I could use either Google app applications or Teams. 130 00:08:44,080 --> 00:08:51,840 And so the courses that I teach highly require using a lot of data analysis. 131 00:08:51,840 --> 00:08:58,720 And I have found that the Microsoft environment plays a little bit nicer with the tools that 132 00:08:58,720 --> 00:08:59,720 I use. 133 00:08:59,720 --> 00:09:07,320 So what I do is I have in Microsoft Teams, I have some Excel sheets that the students 134 00:09:07,320 --> 00:09:10,560 can all access and edit. 135 00:09:10,560 --> 00:09:15,880 And so between my different lab sections, so I have a lab section on, say, Wednesday 136 00:09:15,880 --> 00:09:19,040 and a section on Thursday and a section on Friday. 137 00:09:19,040 --> 00:09:22,160 And I'll have students add data on Wednesday. 138 00:09:22,160 --> 00:09:28,080 And my students on Thursday and Friday can then look back at the data from Wednesday, 139 00:09:28,080 --> 00:09:33,640 enabling them to asynchronously share data between groups. 140 00:09:33,640 --> 00:09:41,500 And this is important for my laboratory setting because I have a round robin setting where 141 00:09:41,500 --> 00:09:45,220 different groups are doing different experiments at different times. 142 00:09:45,220 --> 00:09:48,520 And so I can't have across the entire class sharing data that way. 143 00:09:48,520 --> 00:09:54,760 So they share data asynchronously across days using Microsoft Teams. 144 00:09:54,760 --> 00:09:56,440 OK. 145 00:09:56,440 --> 00:10:02,840 And for people who are not necessarily familiar with Microsoft Teams, does it work similarly 146 00:10:02,840 --> 00:10:07,840 to, like, I mean, more people I think are familiar with Google Sheets and sharing stuff 147 00:10:07,840 --> 00:10:08,840 like that. 148 00:10:08,840 --> 00:10:15,720 Is this a similar type of technology or are there some features that, I mean, you said 149 00:10:15,720 --> 00:10:17,320 this seems to work better for you. 150 00:10:17,320 --> 00:10:20,000 What's the better aspect in this case? 151 00:10:20,000 --> 00:10:28,000 So the reason that I have chosen Teams is they're fairly similar using Google Sheets 152 00:10:28,000 --> 00:10:39,280 versus Google Teams, sorry, Microsoft Teams, is that the level of analysis that I do with 153 00:10:39,280 --> 00:10:46,520 my students is a bit easier to do in Excel versus the Google Sheets. 154 00:10:46,520 --> 00:10:48,120 And that's why I've chosen it. 155 00:10:48,120 --> 00:10:56,440 If you're doing some really basic data sharing, Google Sheets is the way to go because it's 156 00:10:56,440 --> 00:10:59,840 actually a slightly more stable environment than the Microsoft Teams. 157 00:10:59,840 --> 00:11:04,960 The Microsoft Teams freaks out when you get like 200 students trying to access the same 158 00:11:04,960 --> 00:11:11,160 Excel sheet, whereas Google Sheets would be, I think it would still be stable with 200 159 00:11:11,160 --> 00:11:14,080 students trying to do something on it. 160 00:11:14,080 --> 00:11:15,080 Right. 161 00:11:15,080 --> 00:11:21,760 And so, I mean, I've found again in my work, which I'm teaching classes that are sort of 162 00:11:21,760 --> 00:11:27,960 similar to yours, Google Sheets works fine, but you can only go so far with your level 163 00:11:27,960 --> 00:11:28,960 of analysis. 164 00:11:28,960 --> 00:11:35,520 And I find that my students end up porting it over to Excel on their computer and then 165 00:11:35,520 --> 00:11:38,840 moving that back up into Google Sheets. 166 00:11:38,840 --> 00:11:49,720 So, up to this point, we've been describing technology and different things that we're 167 00:11:49,720 --> 00:11:52,400 using, but not really talking about Poggle much. 168 00:11:52,400 --> 00:11:56,920 So, as I mentioned at the top, many of these environments we're talking about today do 169 00:11:56,920 --> 00:12:03,200 not necessarily lend themselves to Poggle, but users certainly could adapt these technologies 170 00:12:03,200 --> 00:12:09,160 to improve the Poggle-like characteristics of a class using these technologies. 171 00:12:09,160 --> 00:12:15,280 And I think all three of you had sort of hinted at that, where you're trying to do things. 172 00:12:15,280 --> 00:12:20,120 So, actually, Tina, I'm going to start with you. 173 00:12:20,120 --> 00:12:26,160 Can you sort of give us a little bit more Poggle flavor of how you're utilizing your 174 00:12:26,160 --> 00:12:34,160 technology to really implement either the process skills or the guided inquiry nature 175 00:12:34,160 --> 00:12:36,160 of your activities in class? 176 00:12:36,160 --> 00:12:39,280 Yeah, I'd be happy to. 177 00:12:39,280 --> 00:12:41,800 I actually remembered one more technology as well that I used. 178 00:12:41,800 --> 00:12:48,800 So, during the pandemic, we switched to an online environment and put all of our groups 179 00:12:48,800 --> 00:12:54,520 into breakout rooms and switched our lab manual to an online format and found that it was 180 00:12:54,520 --> 00:13:00,000 really handy for the students to be able to screen share their lab manual while they were 181 00:13:00,000 --> 00:13:01,000 working on it. 182 00:13:01,000 --> 00:13:07,960 So, it really helped with some of those group work dynamics in the breakout rooms. 183 00:13:07,960 --> 00:13:08,960 And when we came back to in-person... 184 00:13:08,960 --> 00:13:15,080 Yeah, I was just going to ask, what was the technology used to share all that? 185 00:13:15,080 --> 00:13:18,200 Yeah, so we just used Zoom when we were all online. 186 00:13:18,200 --> 00:13:19,200 Oh, okay. 187 00:13:19,200 --> 00:13:24,120 And you could see the recorder typing in the shared screen, right on the shared document. 188 00:13:24,120 --> 00:13:25,120 Oh, right. 189 00:13:25,120 --> 00:13:26,120 Okay. 190 00:13:26,120 --> 00:13:28,480 And we really enjoyed the fact that the other group members were a lot more involved in 191 00:13:28,480 --> 00:13:32,480 the decision-making process when they were watching the recorder filling out the sheet, 192 00:13:32,480 --> 00:13:36,900 where before we just had the recorder filling it out on paper and the other group members 193 00:13:36,900 --> 00:13:41,160 working on slightly different but similar things for the group. 194 00:13:41,160 --> 00:13:45,680 But this really increased engagement in that group work dynamic when they were watching 195 00:13:45,680 --> 00:13:46,680 it. 196 00:13:46,680 --> 00:13:51,160 And so, when we came back to in-person, we realized we lost that and the students really 197 00:13:51,160 --> 00:13:56,040 wanted that back and really were like, oh, I wish I could just screen share this with 198 00:13:56,040 --> 00:13:57,040 you. 199 00:13:57,040 --> 00:13:59,200 Even though they're sitting in the same room, they were still on their laptops because we 200 00:13:59,200 --> 00:14:00,200 didn't want to share documents. 201 00:14:00,200 --> 00:14:05,120 So, we still kept the lab manual online for sanitary reasons. 202 00:14:05,120 --> 00:14:10,840 And so, we used a Google Chrome add-on because again, we're a Google campus called Kami with 203 00:14:10,840 --> 00:14:19,500 K-A-M-I that allowed them to create basically a Google Doc out of their PDF lab manual and 204 00:14:19,500 --> 00:14:24,240 share it with each other so they were all working on the same PDF at the same time. 205 00:14:24,240 --> 00:14:27,520 And then they could also draw on it and other things that you could do more like in real 206 00:14:27,520 --> 00:14:30,840 life than you can online. 207 00:14:30,840 --> 00:14:37,080 So that really helped with a lot of those Poggle dynamics in the group. 208 00:14:37,080 --> 00:14:43,200 But then the share out was tough because I would have had to log into each individual 209 00:14:43,200 --> 00:14:51,720 group's Kami document to see their lab manual or have students log into other groups' Kami 210 00:14:51,720 --> 00:14:52,720 document. 211 00:14:52,720 --> 00:14:54,400 It was just kind of a mess. 212 00:14:54,400 --> 00:14:55,920 So that was when we started- 213 00:14:55,920 --> 00:14:57,440 So the sharing only goes so far. 214 00:14:57,440 --> 00:14:58,440 Yeah, exactly. 215 00:14:58,440 --> 00:15:02,260 So that's when we started putting the Jamboard up on the big screen. 216 00:15:02,260 --> 00:15:06,560 And so, everybody would just copy and paste their answers or replicate the drawing of 217 00:15:06,560 --> 00:15:09,880 their answer or whatnot right onto the Jamboard to share. 218 00:15:09,880 --> 00:15:16,960 Yeah, my experience with Jamboard was during the pandemic and the way that it worked for 219 00:15:16,960 --> 00:15:25,600 me was with my individual teams that I'd have on Zoom, they would each get a page as their 220 00:15:25,600 --> 00:15:27,680 quote, recorder sheet. 221 00:15:27,680 --> 00:15:33,120 And the recorder and actually anybody would sort of be seen there. 222 00:15:33,120 --> 00:15:37,980 And you could sort of see who was actually connected to each Jamboard. 223 00:15:37,980 --> 00:15:42,640 But then what I would notice is students from team A would actually go over to Jamboard 224 00:15:42,640 --> 00:15:45,360 for team B and team C to see what they were doing. 225 00:15:45,360 --> 00:15:52,140 So it was sort of like looking over the shoulder of people who were in the classroom, even 226 00:15:52,140 --> 00:15:55,400 though they were all in different breakout rooms on Zoom. 227 00:15:55,400 --> 00:16:02,280 So the Jamboard could be used in that way to sort of share out recorder sheets. 228 00:16:02,280 --> 00:16:07,160 And I tried to replicate that when we went back in person, but then that requires everybody 229 00:16:07,160 --> 00:16:10,160 to have their technology in front of them. 230 00:16:10,160 --> 00:16:17,000 And because I was having them do paper and pencil activities, it sort of took away from 231 00:16:17,000 --> 00:16:20,720 they would be looking at their activity book and then instead of writing stuff on a recorder 232 00:16:20,720 --> 00:16:25,320 sheet, they would then go to their laptop and do stuff. 233 00:16:25,320 --> 00:16:32,920 It didn't work as well in person, but I could see in a larger group that might be useful. 234 00:16:32,920 --> 00:16:40,480 Jia, you want to chime in here a little bit and tell us a little bit more about how you 235 00:16:40,480 --> 00:16:41,960 use group dynamics? 236 00:16:41,960 --> 00:16:42,960 Sure. 237 00:16:42,960 --> 00:16:49,080 So like I said, that's for my class, there are two components. 238 00:16:49,080 --> 00:16:53,560 So one is the lecture section and the other is the recitation section. 239 00:16:53,560 --> 00:17:00,120 So the recitation section is for group work and we actually use the Pogo format there. 240 00:17:00,120 --> 00:17:08,080 So during pandemic, again, because of everything shifted to online, we also use the Zoom as 241 00:17:08,080 --> 00:17:09,080 a tour. 242 00:17:09,080 --> 00:17:15,160 So we have all the students in those small rooms and I use the Google Sheets as a place 243 00:17:15,160 --> 00:17:17,320 for them to record their answer. 244 00:17:17,320 --> 00:17:19,200 I actually tried it both ways. 245 00:17:19,200 --> 00:17:23,640 So first I used the Google Slides with one slide for each group. 246 00:17:23,640 --> 00:17:29,680 And then I realized that when they enter their answer in, it could easily mess up the format 247 00:17:29,680 --> 00:17:30,680 of the slide. 248 00:17:30,680 --> 00:17:33,560 Sometimes they don't have enough space. 249 00:17:33,560 --> 00:17:41,080 So I have to select certain problems for them to record and other problems I just cannot 250 00:17:41,080 --> 00:17:44,640 ask them to record because of the format. 251 00:17:44,640 --> 00:17:47,000 And then I also use the Google Sheets. 252 00:17:47,000 --> 00:17:54,360 So the Google Sheets, like Alex pointed out, I actually have just one sheet for all groups. 253 00:17:54,360 --> 00:17:58,000 It's just that I indicated the first column is for group one. 254 00:17:58,000 --> 00:18:03,600 And column is for group two so that they can see their peers answer. 255 00:18:03,600 --> 00:18:09,820 So the recorder from each group is responsible for recording the group answer. 256 00:18:09,820 --> 00:18:12,680 So from there, I can see their progress. 257 00:18:12,680 --> 00:18:18,480 And if I noticed one group is much slower than the other groups, then I would pop into 258 00:18:18,480 --> 00:18:20,660 that breakout room and check on them. 259 00:18:20,660 --> 00:18:24,560 Or I noticed one group has a very different answer than the other group. 260 00:18:24,560 --> 00:18:25,560 That's also a hint. 261 00:18:25,560 --> 00:18:27,080 They probably did something wrong. 262 00:18:27,080 --> 00:18:28,720 So I want to check on them. 263 00:18:28,720 --> 00:18:33,240 But also it provides an opportunity for them to check on each other's answers. 264 00:18:33,240 --> 00:18:36,520 So they realized that my group answer is different from yours. 265 00:18:36,520 --> 00:18:38,440 So maybe we did something wrong. 266 00:18:38,440 --> 00:18:40,840 So they could go back to check on their own. 267 00:18:40,840 --> 00:18:44,800 It also provides a central place for them to have all the answers. 268 00:18:44,800 --> 00:18:48,420 So they have access to the Google Sheets even after class. 269 00:18:48,420 --> 00:18:53,680 So if they wanted to revisit any of those questions, they can do that after class. 270 00:18:53,680 --> 00:18:58,000 So that's what I did for the pandemic. 271 00:18:58,000 --> 00:19:04,200 And I think after we switched back to in-person, we kind of just no longer use any technology 272 00:19:04,200 --> 00:19:07,400 in the classroom exactly for the same reason. 273 00:19:07,400 --> 00:19:15,720 That's the technology require everybody have laptop, have those smart devices. 274 00:19:15,720 --> 00:19:19,480 Not everybody are having those handy. 275 00:19:19,480 --> 00:19:24,760 But talking about pull everywhere usage in the lecture setting, I think that could be 276 00:19:24,760 --> 00:19:29,000 an easy tour for those recitation class. 277 00:19:29,000 --> 00:19:35,300 So for example, we can choose certain problems and just ask students to enter their answers 278 00:19:35,300 --> 00:19:37,000 through the Pull Everywhere app. 279 00:19:37,000 --> 00:19:41,880 So that's still a way of having them report their answer. 280 00:19:41,880 --> 00:19:48,720 But it's not the ideal situation like reporting to every question because that's impossible. 281 00:19:48,720 --> 00:19:52,720 So still I think that's a possible way to use it. 282 00:19:52,720 --> 00:19:53,720 Yeah. 283 00:19:53,720 --> 00:20:02,960 So I'm also wondering as we're talking here, one of the things that we still have Poggle 284 00:20:02,960 --> 00:20:12,120 practitioners who are not teaching their students aren't all in the same room. 285 00:20:12,120 --> 00:20:15,560 So there are people who do distance learning and things like that. 286 00:20:15,560 --> 00:20:20,600 And it's not necessarily asynchronous. 287 00:20:20,600 --> 00:20:24,680 I can't see where much of the polling type stuff can be. 288 00:20:24,680 --> 00:20:26,840 It's not going to work very well asynchronously. 289 00:20:26,840 --> 00:20:34,480 But the Pull Anywhere and the technology, Tina, that you were talking about, those could actually 290 00:20:34,480 --> 00:20:36,600 be used for distance learning. 291 00:20:36,600 --> 00:20:42,460 If you were giving a lecture online over Zoom, you could actually pull your students even 292 00:20:42,460 --> 00:20:43,600 if they're not in the same room. 293 00:20:43,600 --> 00:20:45,520 Am I correct about that, Tina? 294 00:20:45,520 --> 00:20:47,240 You want to chime in there? 295 00:20:47,240 --> 00:20:48,240 Yeah. 296 00:20:48,240 --> 00:20:52,360 So that was one of the reasons I actually chose Pear Deck over Pull Everywhere is that 297 00:20:52,360 --> 00:20:57,600 you can log in from anywhere in the world during the live synchronous lecture. 298 00:20:57,600 --> 00:21:01,860 But you can also make an asynchronous activity where the students can go through your slide 299 00:21:01,860 --> 00:21:06,240 deck and respond to each one individually. 300 00:21:06,240 --> 00:21:09,800 So you can do it either way, either synchronous or asynchronous with Pear Deck. 301 00:21:09,800 --> 00:21:10,800 Okay. 302 00:21:10,800 --> 00:21:11,800 Cool. 303 00:21:11,800 --> 00:21:13,800 Xia, you had something else to say on that? 304 00:21:13,800 --> 00:21:14,800 Yeah. 305 00:21:14,800 --> 00:21:20,720 So maybe I know this incorrectly, but I have the impression that Pull Everywhere would 306 00:21:20,720 --> 00:21:24,920 also allow students to participate asynchronously. 307 00:21:24,920 --> 00:21:31,680 So once you activate the poll, unless you manually close the poll, it actually will 308 00:21:31,680 --> 00:21:35,340 remain open for probably several hours. 309 00:21:35,340 --> 00:21:40,760 So for students who are not physically in lecture, they can still participate and they 310 00:21:40,760 --> 00:21:43,240 can still participate even after class. 311 00:21:43,240 --> 00:21:52,080 So these are ways to, again, establish some level of engagement of students with material, 312 00:21:52,080 --> 00:21:55,520 even if it's not the ideal Poggle setting. 313 00:21:55,520 --> 00:22:02,640 Ruthanne, do you have anything else you want to share about using these electronic technology 314 00:22:02,640 --> 00:22:05,840 pieces for Poggle use? 315 00:22:05,840 --> 00:22:07,560 Yes. 316 00:22:07,560 --> 00:22:14,800 The other, like Tina and Xia were talking about the group work and the reporting out. 317 00:22:14,800 --> 00:22:20,060 Because I'm using the Microsoft Teams, the students are keeping an electronic lab notebook. 318 00:22:20,060 --> 00:22:26,200 And so we're able to actually have different students record into the lab notebook and 319 00:22:26,200 --> 00:22:32,220 it's shared across the group that's working on the experiments together. 320 00:22:32,220 --> 00:22:41,800 The other piece of technology that I've used is Gradescope, which is a grading tool. 321 00:22:41,800 --> 00:22:49,440 And in that, I've actually had students do self-reflection on their process skills and 322 00:22:49,440 --> 00:22:55,180 having them answer questions on how are you doing on your communication and your team 323 00:22:55,180 --> 00:22:57,960 management and that sort of thing. 324 00:22:57,960 --> 00:23:02,200 And so that's another way that I have been able to get feedback from the students on 325 00:23:02,200 --> 00:23:07,480 their process skills as they're working on disparate experiments and they have different 326 00:23:07,480 --> 00:23:10,840 process skills that they're focusing on. 327 00:23:10,840 --> 00:23:14,680 So Gradescope is just online? 328 00:23:14,680 --> 00:23:15,680 Yeah. 329 00:23:15,680 --> 00:23:27,040 Gradescope is an online grading tool that initially was you just upload a document and you can 330 00:23:27,040 --> 00:23:28,040 do a lot of different things. 331 00:23:28,040 --> 00:23:31,920 And it has a rubric that's associated with it. 332 00:23:31,920 --> 00:23:38,360 It now has some actually interactive assignments where you can have fill in this block or fill 333 00:23:38,360 --> 00:23:40,000 in this block. 334 00:23:40,000 --> 00:23:44,880 And the other aspect that I have enjoyed about it, which is totally not POGAL related, is 335 00:23:44,880 --> 00:23:50,200 that the rubric, if you decide that something was weighted wrong, you can change that weighting 336 00:23:50,200 --> 00:23:56,080 and it automatically adjusts all assignments. 337 00:23:56,080 --> 00:24:02,000 That's why I initially turned to it, but I found it useful for reflection for my students. 338 00:24:02,000 --> 00:24:03,000 Oh, cool. 339 00:24:03,000 --> 00:24:05,680 So that's a very important POGAL aspect. 340 00:24:05,680 --> 00:24:12,580 And then that's something that they can also do sort of parallel to their lab work or whatever 341 00:24:12,580 --> 00:24:15,320 activity they're working on. 342 00:24:15,320 --> 00:24:20,040 And it doesn't necessarily interfere with the group dynamic that you're trying to get 343 00:24:20,040 --> 00:24:25,280 at in the classroom, but it gives the students some self-reflection time, as you pointed 344 00:24:25,280 --> 00:24:27,360 out. 345 00:24:27,360 --> 00:24:31,160 So another tool that I found useful is Catmai. 346 00:24:31,160 --> 00:24:39,840 It allows the students to do peer evaluations and allows them to give either identified 347 00:24:39,840 --> 00:24:44,560 or anonymous feedback to their peers about how they're doing as a group. 348 00:24:44,560 --> 00:24:50,360 It allows me to get some insights as to how the teammates are getting along, if there's 349 00:24:50,360 --> 00:24:54,120 any clicks, if there's any issues going on as they're working together. 350 00:24:54,120 --> 00:24:55,120 Great. 351 00:24:55,120 --> 00:25:03,080 Well, I really want to thank you all for taking time to share your insights today. 352 00:25:03,080 --> 00:25:05,480 This has been really interesting. 353 00:25:05,480 --> 00:25:07,720 I've learned a few things. 354 00:25:07,720 --> 00:25:14,400 Hopefully I don't have to implement them in pandemic mode again, but I hope that this 355 00:25:14,400 --> 00:25:20,920 is something that is useful to those of us POGAL practitioners who don't have the ideal 356 00:25:20,920 --> 00:25:27,880 POGAL classroom, but want to be able to use technology to get their students more engaged 357 00:25:27,880 --> 00:25:29,920 in their learning process. 358 00:25:29,920 --> 00:25:35,680 So for the POGAL podcast, this is Alex Grueschow, and I want to thank Ja, Ruthanne, and Tina 359 00:25:35,680 --> 00:25:37,480 for joining us today. 360 00:25:37,480 --> 00:25:40,080 Well, there you have it. 361 00:25:40,080 --> 00:25:41,080 Wow. 362 00:25:41,080 --> 00:25:44,600 What a lot of information in this one episode. 363 00:25:44,600 --> 00:25:49,800 I'm sure there is something here for everybody who has struggled with reporting out in the 364 00:25:49,800 --> 00:25:51,400 POGAL classroom. 365 00:25:51,400 --> 00:25:54,640 And as always, we would love to hear from you. 366 00:25:54,640 --> 00:26:00,040 Again, if you go to hashtag the POGAL podcast on the Facebook page, the POGAL practitioners 367 00:26:00,040 --> 00:26:06,200 Facebook page, you will be able to let us know how you use technology in the classroom 368 00:26:06,200 --> 00:26:11,080 for reporting out or for whatever reason you might be using technology. 369 00:26:11,080 --> 00:26:13,580 So it's so long for now. 370 00:26:13,580 --> 00:26:19,080 We are going to be back in the new year with more episodes of the POGAL podcast. 371 00:26:19,080 --> 00:26:20,800 Keep on listening. 372 00:26:20,800 --> 00:26:49,360 Bye bye.