Speaker 1: Hi, everyone. So you might be in the situation this semester where you're not in the same physical location as all of your students. So how can you bring some of those remote learners into your on-classroom experience? Here are a few tips that I think could help. The first is in the design of your session. So if you can chunk up your time and see your session in a series of chunks or components, then you can have a lot more flexibility. So rather than seeing your session in relation to the delivery methods or time allocated to that session, if I view it in a series of components or chunks, and I think about how those chunks are related to my intended learning outcomes, then I can think about the sequencing of that session. Now, kind of going through this process helps you, and especially in relation to the next tip that we're gonna talk about, and it also helps your students have a nice visual overview of the session ahead. So the next tip is to limit your synchronous time. That might sound strange or counterintuitive, but if we define synchronous as live teacher-led delivery that can be either in the classroom or live online through a video conferencing app, then reducing this time or more accurately, making this synchronous time more intentional or purposeful is a good approach generally in learner-centered education. And I think when we made that shift from face-to-face to emergency distance learning, many of us increased our synchronous time or direct instruction. But it's worth remembering that from the student's perspective, listening doesn't necessarily lead to them learning, and this fully synchronous approach can lead to a lack of student engagement. Therefore, more asynchronous activities that are not directly led by the educator that provide time for students to think and process information, to have opportunities to discuss with others, and of course, opportunities to do, to apply a concept, for example, to practice a skill can lead to an improved learning experience. So what does this look like? Well, if we look at our session again in terms of synchronous versus asynchronous, and we can purposely increase the asynchronous by giving opportunities for learners to develop their self-directed learning skills by providing activities to read, listen, watch, create, or do at a more kind of personal pace, either on their own or collaboratively with their peers. So this takes the emphasis of you to be switched on and delivering both physically and to remote students, and it also increases the quality of the learning experience as the synchronous time is generally then more purposeful and used for the educator and students to gain further understanding or guidance if needed. And different models can be applied to this. So this is a debrief model. And this model, the educator provides a short synchronous overview to the session and a debrief and discussion at the end to identify understanding, highlight achievements, and any key takeaways. The majority of the session, however, is spent asynchronously working in groups or individually with or without guidance from the educator, depending on the amount of scaffolding needed. This highlights a slightly different approach where a topic is introduced and then students are asked to go and do an activity, again, either individually or in groups. Some assessment of understanding of that topic is given, formative assessment. And then another topic is delivered and it follows the same process before a teacher-led kind of summary at the end of the session. This could be switched around a little bit and instead of the synchronous time being spent by the educator delivering the topic, that could be packaged into an asynchronous component. So for example, it could be recorded into a video and it's made available for the students to watch through in their own kind of time and pace. And then the session starts with an activity and some assessment. Another approach is to put everyone in the video conferencing tool at the same time. And this allows for breakout rooms and extra kind of interactions to happen through the chat functionality. So whether the students are remote or in-person, the kind of main form of delivery is through the video conferencing tool. And just kind of one kind of final tip is that when you're switching from synchronous and asynchronous, it's a good idea to show a countdown clock or timer. When you release the students into the asynchronous time, you could set the time for five minutes so that everybody's very clear of their allocation of time and when they need to be released. So I hope these few tips were helpful. Again, if you have any others to share, please share them with us. have any others to share, please share them with us.