Good afternoon and thank you for joining us for today's webinar zooming with talks using digital courseware in a hybrid environment. Our speaker today is Professor Nick Brittin from Lake Michigan College.
Professor Brittin is an English Instructor There and functions as the chair of the communications and foreign language department.
His research primarily focuses on post structural analysis of literature and classical arguments in composition
In addition, he is currently exploring integrating new technology in the classroom, both in hybrid and traditional environment and he's considering ways to add virtual and augmented reality to the learning experience.
We are excited that Professor Brittin is here to share his experience and insight with us today.
If you have any questions during the webinar, please feel free to enter those into the Q&A a box at that time and we will address them at the end of the talk. We can also respond via email after the presentation if we happen to run out of time.
I will hand it over to our
Presenter.
Today. Yeah, so, again, my name is Nick Brittin and I'm here at Lake Michigan College in Michigan, and this is my
Presentation on how to use Hawkes, the Hawkes course were specifically in Zooming course you know courses that are usually considered hybrid, although some schools kept different terminology
So further on that point is it's easy enough to modify this type of lesson for a face to face course.
But primarily, here we're just, that's how I sort of conceived of it was for a Zoom class.
And so the students meet just basically like we are. Now a lot of times I share the video too and I can have the
Presentation like this showing. But then I can also click back and show you know my face as well and see the students see what their reactions are
The issue with that sometimes just as a quick note. I don't know if you folks have taught that before. But if you haven't
It's better if the students have headsets on because for some reason they like to meet together in other locations and there's tremendous feedback if they don't have some sort of headset, but it's up
Hopefully those problems work themselves out.
And what I like about this format is that it does allow us to combine some of the benefits of online education, a big concern of mine is that online courses, sometimes turn into almost
There's the risk of they become sort of like a correspondence course the students submits work you comment on it they submit more work you comment on it.
There are some really neat benefits, though, where they can say, record the videos.
You can record videos. They can record the discussions, they can rewatch them. They can key in on certain points. So if I were making a video for a class.
Say like a one on one. I can have a paragraph or I'm sorry, a short video maybe five minutes long, that focuses on developing theories or that
Focuses on like a specific point of APA format, something like that. And they can just watch that and maybe they get it the first time through, maybe they need to watch the three or four times.
Face to face learning. Once the lecture is over. You kind of have to go ask the instruction for again you have to review your notes and hope that you can kind of piece it back together.
So that's nice but then we do that face to face of immediate questions that sense of immediacy or hey, I have a question right now. Can I, can we pause the video and rather positive meeting and address that specific point
In my classes do tend to ues Hawkes course were both for 101, and for 102.
And there's some benefits to that too. One thing I like about that, I like several things. But the main thing here is that
It allows the student again to spend extra time at home with the material. And then before they take the test it comes equipped with it. And if they know it right away, they can take the test pretty quickly and then move on to the next unit. Whereas if they
Need a little bit extra time, they need to go through it again, they have that opportunity. So it does really sort of personalize the experience and allows them to touch base with me, face to face, via the computer, you know, when they need to, so it's pretty handy.
Okay, so, this objective for this particular video will be determining what questions are useful when reading for college.
Because a lot of times my students are either coming directly from a k-12 environment or a lot of them are actually enrolled in
In Michigan, we have what's called Early Middle college and a lot of states are moving to that. And these will be high school age students who through part of their school, they are spending in here at the college and the rest of the day they're spending at their high school
And the objectives in the K through 12 are very different. And it seems like
Not always, but but some of them are coming from with that sort of test base that SAT looming over their heads.
Just sort of producing the material you were given information memorize it and get it back.
And that's something that I know that that high school teachers resist. But there's sort of a system that's sort of aligned against them sometimes, and we want to make sure that they're reading on a collegiate level.
And so these questions can help them to with research when they, when they look at the questions that that when we're
reading the text what terms need defining, you know, a lot of times we think we know what terms and the language, everyone is speaking
But we kind of are using the terms in slightly different ways so determining how is the author using this particular terminology
They can also ask questions about like what concepts do I not understand, and again and I think about politics or the politics of the day where
People just sort of jump in and take a stand before they have a full conceptualization of what they're even arguing about
And so the students are dealing with that all day. They're getting bombarded with tweets and so on about this is how you should feel and
Hopefully, they can learn this lesson about asking questions, then they can maybe resist that a little bit further instead of just conforming
It also doesn't reflect on it, you do the research, then you can reflect and sort of put it together. But yeah, sure. I looked up the terms. I've read some articles about it. How do I actually feel about it what what do I actually conclude with
Is it possible when I'm reading an essay, maybe that I disagree with the author, maybe just naturally just come into a disagreeing with them. Am I open to the idea of the person changing my mind.
This is something where I can actually maybe learn or grow and and maybe not. Maybe it's not useful. Maybe your original opinion is the right one. But maybe the author intended to change your mind one way and actually give you a different idea. Who knows.
And then even their own writing the types of questions that they run into that maybe
aren't just like inspiring questions, but maybe faults with the with the piece, pitfalls with writing, how can they avoid doing that themselves. So if they practice looking at questions. What types of questions come up
They can take that experience and their own essay construction and then even sort of maybe leaving some stuff open ended. So the reader does continue thinking about it does ask their own questions. So specifically what the activity does
Is they're going to read the homework before class starts and they're going to read the chapter, and I say, Read the homework because
The way the Hawkes works is your sort of reading and doing the homework. At the same time, which I think is a really neat format.
The thing about textbooks is they're very useful. They're, they're great, but frankly they can only get so exciting. You know, so if you get a 20 page reading on
You know, essay construction theory or something like that. The average students only going to find that so exhilarating and if they have 20 pages. By the end of like page 4 maybe
They aren't really paying that much attention to it. They are looking at the words, but not really engaging. With Hawkes they read a page or two and then they do an activity. And so that sort of forces them to sort of stay awake and stay doing it.
So they'll come to class to read the short essay and we're gonna have a question.
And I say that we're going to sort of read as a class or to work together, either aloud or individually it sort of depends on the format.
And then let ask them to come up with questions, and then we'll show those questions both mine and the students to the entire class will go through this. This is just sort of a basic overview. I'm going to encourage those things as reflection, the research demonstrates the limits of reading
So if we go to Hawkes, I'm going to exit out of here and take a peek at precisely what Hawkes is looking like
Here are the objectives for this particular chapter for 1.5. And so the first one is learn how to generate questions for discussion.
Learn how to recognize discussion and writing, so on and so forth, responding to those questions. We go to page five. This is the activity that we're specifically going to build off of
So that once the Hawkes has asked him to read this passage, and then come up with some questions and I'll type these questions in here.
They'll have already done this. And so this is just to sort of get their feet wet. Get them practicing some students are going to be particularly good at this, although that's not going to be the norm. This is actually, you know what, I'm sure you guys are aware
Really pondering doing these close readings is actually really hard sometimes.
That we do want to even as instructors, we sort of assume why I know what this is about. I know what the person's want me to do with this. And we sort of go through it. Maybe too quickly.
And so really slowing down and saying, do I know what's going on here. Why do I think I know what's going on. What about me as a reader, how am I contributing to the to the meaning making of this particular piece.
So it's good exercise for us too to really ponder it sentence by sentence and think about it.
And so something like this. That would probably take, say, a student, a couple minutes to read and maybe an advanced reader, maybe a minute - slowing down spending five or 10 minutes on it, you know, really intensely focusing
asking those questions. The students the first time they do it is probably frankly not going to be great.
You know they're there, they're probably going to do the basic, you know, junior high caliber kind of kind of questions on that are not really going to be super useful and so they have gone through they've done this once and then we can go in and really get into it.
The essay I like to give them us from Stossel in the classroom, John Stossel so it can be pretty
Controversial sometimes he's very libertarian often confused with right wing. He's not precisely right wing - libertarians aren't exactly on the spectrum in the, in the same way.
But what I do like about this is that it's written by a student, you know, for him, students can submit essays to his classroom.
Model. I guess that he has and you can submit essays, the students can, and they win prizes, and then he'll feature some of these students essays. So the essay we read is actually student created
And I can not remember how much she got like a certain prize money, something like that for writing in another thing I like about it is that it presents a point of view that we don't often see
A lot of times folks that region John Stossel work and they don't agree with it you know right out of the gates. They say, Look, I disagree with your perspective, your point of view is just not
Correct. And so I like that, that the students, probably not going to immediately agree with it. And this particular piece will look at it a little bit later on.
Is actually about why price gouging is good after a natural disaster, price gouging is a good thing.
And a lot of times people's gut reaction is to say, wow, who, what kind of evil. Mr. Burns from the Simpsons person would come up with that.
There's no way a 17 year old will think this way, the student action does pretty nice job. You might still leave the essay thinking, boy, I don't agree, but she makes some good points. It's worth certainly question generating for sure. So
So we'll review. Let's take a quick peek at it here so it comes up and that's the wrong thing. So it's right here. So it says let the market work its magic and this is by I'm not quite sure how to say her last name, but she's
Age 17. And so throughout this or we won't read the whole thing. But you, but you can you can track it down, she argues the price gouging is good that right after say a hurricane in Florida, the raising the price is actually really helpful. And she mentioned things like
You know, because it's sort of conserves goods and that people would come in and say there's water. The person would buy all the water. The first person to come in and buy every bit of water, they can afford.
Even if they didn't need it. And then the next person that come in doesn't have the opportunity to buy any water because it's its original price of a buck or two a bottle.
So something is $100 they buy every bottle available. The next person comes in. Can't get any so she says go raise the price to where people can't afford it and then it can be more evenly dispersed throughout the Community.
And like, so you may or may not agree with that, but it's actually she does a nice job articulating it
And so students can get in here. Some of the question they may have are what exactly is price gouging? It's a term we hear it has negative connotations to it.
But that doesn't mean just because we have a negative connotation doesn't mean we know the specific denotation of it.
So it is worth looking that up and seeing exactly what do we mean
What counts is a natural disaster that can be another one. Okay, hurricanes, I think we can safely say that so natural disaster. But what about some sort of
Just shortage from something else. Maybe there's been a trucking shortage or something like that. So, we can't get the water shipped fast enough. Does that count? You know, it's what do we mean by that.
And so I'm gonna even getting into some of this other stuff. I mean that that's the the students generate some really interesting questions from it. And so this you can you can take a look at this on your own it, but it's a pretty neat article
And so
Give them a few minutes to read. It's a pretty short essay, you know, this isn't gonna take very long. We can either read it on our own, or as a class sometimes work our way through it and ask questions for students write those down.
And then maybe post something like this.
My double paragraph, I think. So this will be the activity. So I put this in discussions and a lot of times what I do, is I'm using Canvas as our learning management system.
And it has a really handy discussions tab right there. I can show you guys that but it's just on the left, you'll see discussions and see a post this in there, even in a face to face class still put it in discussions.
Because if you just say, Okay. Who has a question you asked the class.
If you're fortunate to have those classes were hands are going to go up in that situation, then that's great, you know, but sometimes students are going to say, look,
This I didn't realize this was for real. I didn't know that we're supposed to come up with really hard things today.
And understand stuff. So we're going to kind of be sheepish. If you put it on discussions.
They're going to try harder because they're going to know that and let them know, hey everybody in the room is going to see the questions you write down
So they're really going to try. They're going to try to outdo one another and say, well, look, I've got the best questions here. They do a nice job and really ponder before they put it out there.
And then it also makes it easier to call on people instead of saying, okay, who wants to go. Who wants to go.
You can just pick somebody right off the discussions, being a sort of scan through and say, Here's a good one. This is worth discussing right here and bring it right up on the on the board.
I'm using Canvas, Blackboard has that capability to it's a slightly different maybe the terminology is a little different.
And so things aren't going right through for questions you would want to discuss slash investigate. So together hold an intelligent conversation about this topic.
Or write an academic essay about it and I like this, too, because, frankly, the students are not going to write a ton of academic essays.
In their life after school, frankly, after they leave the English department, there's not a ton of essays more depending on what subject they are in.
They're going to write more than they think they are, but we're going to spend most of our time.
You know, writing other formats we are going to spend our time conversing about things, yelling at the TV when we watch congressional hearings.
Those sorts of things. And so it's good to sort of have this relationship stress that relationship that this is both writing and speech, but this counts in both formats.
And I say both formats actually in the many things that make up writing in the many things that make up conversation. So I am going to post the questions. And this is a link to the article right here.
And so just in conclusion.
The classroom experiences is really changing quickly. You know, I was recently is I've been an educator. Now for
A while I'm thinking something 11 years actually another. Think about it. So a part time at first, then it became full time, a few years ago.
And even during that time I've seen pretty massive changes, you know, I, when I was even in grad school there was learning management systems, but nobody really called them that there were there were very clunky.
Online Education was basically that correspondence thing I mentioned earlier.
And students are becoming very adept with it. And I think that as instructors, we need to keep up with them as best we can.
We're probably not going to be able to at the pace of, say, a teenager in today's world, be able to really learn how to
How to do functional discourse online. But we got to keep up. You know, we've got to understand all these technologies work and know that the students brains and learning experiences have changed too. The way they're looking at communication.
And so using courseware like Hawkes does a lot of students who maybe they do have somewhat shorter attention spans. I'm not sure that that's necessarily the case. I hear about that I haven't exactly seen a demonstrated
But let's just assume for the sake of argument, they do.
Well, they are gonna have a hard time getting through 20 pages of a dense textbook, but they can probably handle three or four minutes of a Hawkes thing before an activity comes up.
And then they get to read that paragraph immediately post the questions. If that activity was at the end of a chapter. Okay, refer back to page 17 or whatever.
And write those questions, the student by that point is already lost interest. They're not gonna be able to keep up with that. And frankly, I can't blame them so that these more engaging coursewares like Hawkes are really nice.
And then using things like Zoom particularly paired up with a nice learning management system. If a student is maybe limited by transportation or
They're limited by their schedule, it's amazing, especially these high school students are taking college courses, they're in school. They're worrying about
You know, even things that are maybe not super important in the long term, but to them. The big game is the big game that is something that's going to eat up some sort of the processing power.
They are going to focus on that they are going to be thinking about boyfriends and girlfriends and then plus all the really intense stuff, the teenagers are faced with
That wow it's a lot to ask the kids these days, and then even older students who maybe have families, you know, maybe they can't get away to attend an hour and a half class a three hour long class.
But they may be could go in their bedroom or down the basement or something and login to a zoom setting for a hybrid class like this and maybe they could, they don't have to worry about getting a babysitter as much, then they can use that format.
To still have that meaningful contact with an instructor in a meaningful college situation. So those students who are maybe simply restricted by time and space can still get in touch with you like this.
So that's kind of my very hurried presentation. We took about 17 minutes
Should we open up the discussion to questions now? I tend to move very quickly my training is to get through these videos quickly so students can start doing stuff so
Yeah, absolutely. If any of the attendees have a question, please throw that question in the question and answer box.
I had a question. Sure. How do you handle. You know, you see so much toxicity online.
And you know you are in a classroom and people are using their names. But do you ever have to handle controversy or people not respecting each other's opinions. When you're doing these activities.
I'm more heard of it than actually had to engage with it. I'm very fortunate in that my students come in.
I have a fairly disciplined environment I'm teaching in.
And so what I let students know a lot of times I give them like a list at the beginning of the semester and say, look, this is these are some of the things we're going to talk about
These are the things that are going to come up. I've recently added a new unit. I haven't had a chance to test it out, but we're gonna we're gonna actually be doing this in my composition 101, in about a month.
Or we're going to talk to us a TED Talk video more a guy who used to be a Neo Nazi and he opened up this white supremacists CD store, this was back when we still had CDs and he was selling this white power music to the NEO Nazis and
He sort of got out of it. You know, because he started other people were coming and he couldn't say, hey, this is, you know,
Hitler's CD store.
So people are coming in, sort of by accident.
And he was meeting them.
And at first he hated
Them, and then he started finding out that you know these people who are different from him were actually humans to and they had quite valuable experiences.
And so he ends up, he gets out of it. And now his, his goal is to talk to other Neo Nazis and sort of bring them out of it, you know, get them out of there.
When you bring up Neo Nazis, even though it has what I would consider a very
Happy ending. You know the guy leaves that behind you know makes new friends helps the world out
It's gonna bring up some pretty dark terms, you know, we're gonna probably go to some Neo websites you know like National Alliance websites and say, look at how these people are using rhetoric, you know, look at how they
Be aware that these folks they would get an A in this class. They are good at this stuff. They know how to use language effectively.
And so we're going to look at what they have to say and I'll just warn the students if this is this is an adult world you're entering into
And these are the people who are gonna have serious disagreements with you.
Most students are going to say, hey, I agree nazis are bad, they're not going to be Nazi sympathizer is in my classes, where it could could become problematic is if we bring up issues of say prayer in schools comes up. I live in an area that does have a fairly strong
evangelical community. And so sometimes those students are going to be, you know, maybe more on that spectrum and say, look, we shouldn't talk so much about evolution. I tell them, look, you don't have. That's not what we're dealing with here.
I'm going to bring it up. Sometimes you don't have to believe me. That's not the discussion for this course, but just be aware it informs what I do.
If
I think with politics students or, or at least the students I run into are fairly
willing to compromise, I'm willing to accept that look maybe I'm a Democrat and he's a republican or vice versa, or whatever it is and
We just let them know you have to be respectful, but also thick skinned if somebody made an honest mistake and they said something incorrectly.
Then let's have a conversation. Let's not yell at them, you know, that maybe they just didn't understand. Yeah, give them an opportunity to learn, rather than really come down on them.
I hope that helps out that's
Kind of my long winded way of answering. Yeah.
Well that's, that's great to hear that you are having that civil engagement with your students. I did have one other question in that what sort of response to use your back from students and you talked about
How hawks breaks it up into some different segments that makes it short. It keeps your attention.
You get feedback from students on maybe they have done it differently and are able to engage with it more this way or they digest the content better or they react to it in a different way because it doesn't feel overwhelming. Sure.
One thing is I think the students, they seem to prefer at least my students, I asked the class because we're running a traditional textbook as well.
I'm in that course and I'm about to drop that one. I won't say what it is, but it's a, it's a solid book that has some good pieces in it.
But I asked the students. What do you prefer the Hawkes or the traditional book and it was a class of I believe 18 students and 16 preferred Hawkes
I think that frankly they find it, it's easier. And one thing that I like. And another thing I like about it is that, um,
It does give you some of those nuts and bolts questions that maybe are super thrilling to talk about in class. And when you do get some of the stuff where it's the technical things that punctuation. The grammar.
That we feel like students should know by the time they get to college. But what if they don't you know we don't want to spend an hour talking about how commons work.
We don't want to spend a ton of time. You can only make APA discussions so exciting.
So have the students learned some those nuts and bolts. Maybe when they're more awake. I teach classes eight in the morning.
And I can't imagine sitting there listening to me talk for an hour and a half, about how independent clauses function with semi colons and so on.
So I maybe give them a brief discussion about it and then say, look, you can go learn those if you have questions, feel free to bring it back, you know, to class. No problem.
And then they have to go through the exercises until they get it. Whereas with a textbook. If there's something they run into that they don't understand
The temptation will be well I feel like I should know that I'm not going to bring it up because I don't want to be that guy.
I'm not going to make a mistake in front of everybody. So I'll just pretend I got it. And I'll move on a sort of skip that.
Hawkes doesn't let you do that. You have to do it until you get it.
You have to keep going at it. And luckily, make those mistakes when nobody's watching you get to make those mistakes at home.
Nobody's looking at you saying, What do you mean you don't know you have a tendency to write commas places, boy, you know, you don't have to make those mistakes in front of people.
And I don't think people would pick on each other. But just in case if there's that worry, so students seem to like I say 16 to 18 preferred Hawkes
I did have two who said I prefer the original book, the traditional book just because I think they're used to it. That was the new thing for them.
And I think that give another five or 10 years and they would probably be closer to maybe even all 18 would have said, you know, as things like this emerge and the students will get more comfortable with it.
Wonderful. Okay, well, if any more questions. Do come in, please direct in to our email at marketing@hawkeslearning.com and we'll compile them for Professor Brittin.
I want to thank you for all the information and for all our attendees for joining us today for the webinar.
We will be emailing out a link to view this webinar on demand shortly and you can view this webinar as well as past and future webinars on a blog at blog.hawkeslearning.com. I hope everyone has a great rest of your day.
Thank you for hosting me. Thanks.
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