Guest Blog by Bryan J. Blair, Ph.D., LABA, BCBA-D, Jesslyn N. Farros, Ph.D., BCBA-D, and Cheryl Davis, LABA, BCBA-D
In Part 1 of this three-part series, we presented a list of common challenges and corresponding possible solutions in addition to a list of resources consisting of 3rd-party applications, resources, tutorials, trainings, and templates. In Part 2, we expanded on the descriptions of each challenge and corresponding solution/resource as well as provided empirical behavior analytic references for many of the proposed solutions, technologies, systems, etc. In Part 3 that follows, we provide links to short video tutorials demonstrating these resources in practice; many of these videos are embedded below.
The tutorials and other related videos linked below provide both novice and experienced remote/distance/online instructors with guidance and ideas for how to incorporate behavior analytic teaching strategies (e.g., immediate feedback, active student responding, emergent responding, etc.) into virtual instructional settings like synchronous video meetings, self-paced instruction and learning, and interactive group activities. We acknowledge that there are thousands of such videos and supports, and we encourage all readers to continue to investigate the rapidly changing areas of educational technology and instructional design – not just for the duration of this pandemic but also as education and instruction evolve over the coming years.
| Challenge/Barrier | Solution | Link to Video Demonstration |
| Quizzes that exist as text files | Use the Blackboard Upload Questions feature to easily convert questions for use in a course in Blackboard.
Pro Tip: Create quiz questions and import those questions from LMS question bank for use across multiple courses/semesters. |
Watch Tutorial > |
| Transforming in-person lectures and in-class discussions to a combination of synchronous and asynchronous video-based reviews | Use Screencastify to quickly and easily record short (5-10 minute) video reviews of material that you might not have time to cover during synchronous live sessions (e.g., syllabus reviews, assignment instructions, current event discussions, FAQs, etc.).
Pro Tip: Use the Google Chrome extension to quickly record a browser tab. |
Watch Tutorial >
|
| Learners watching pre-recorded lectures with limited opportunities for active engagement | Use Edpuzzle to increase active student responding by embedding questions and adding viewer tracking capabilities to previously recorded lectures.
Pro Tip: Use Screencastify or Edpuzzle Google Chrome extension to export a local or YouTube video to Edpuzzle. |
Watch Tutorial >
|
| Providing immediate, automated, individualized feedback during formative or low-stakes assessments | Use Branching in Google Forms Quizzes or interactive Google Slides to create a quasi-independent, self-graded instructional and learning module.
Pro Tip: Use multiple question and response topographies (auditory, video, selection, open-ended, etc.). |
Watch Tutorial > |
| Not having a whiteboard during video meetings | Use interactive virtual whiteboards like Jamboard or Explain Everything to draw diagrams, equations, or brainstorms, and to promote interactive and collaborative projects and activities. Students can also make copies of these for studying.
Pro Tip: Create interactive sorting “game” with a pre-made Jamboard and reuse across courses/semesters. |
Watch Jamboard Tutorial > |
| Improving engagement, motivation, and active student responding in a synchronous video meeting
|
Use Quizlet Live, Kahoot, Mentimeter, or Poll Everywhere to create in-the-moment, low-stakes formative assessments.
Pro Tip: Assign students to create their own quizzes to present during class and share with each other. |
Watch Quizlet Live Tutorial >
|
| Gamifying instruction during synchronous video meetings | Use Jeopardy Labs trivia game creator or Quizlet Live and Google Hangouts (chat) to create an interactive small-group competitive quiz.
Create a “Team Trivia” game implemented across the semester. Winners of the games have bragging rights or earn extra credit. Pro Tip: Have students create and submit questions to build a “Question Bank” for future semesters. |
Watch Jeopardy Labs Tutorial >
|
| Improve accessibility
|
Use Google Slides live captioning or Google Meet live captioning when connecting with students via a synchronous video meeting or webinar. | Watch Video Tutorial > |
| Interteaching and small-group work | Use Zoom “Breakout Room” feature to automatically assign students to small groups, and instructor can facilitate discussion by rotating presence across virtual groups.
Pro Tip: Students can “Request Professor” by asking for help in Breakout Room. |
Watch Video Tutorial > |
| Students might not be as vocal during synchronous video meetings due to technology issues or discomfort speaking via video meeting, or chat conversations might be hard for an instructor to keep up with | Create virtual Q&A sessions with a collaborative Google Doc or Discussion Board where students can post questions and “upvote” other posted questions, and instructors can review those questions and either answer directly in the document/board, record a short video review, provide links to source materials, or answer the questions during live video meetings.
Pro Tip: Share Google Doc as “Comment Only” or subscribe to Discussion Forum to get notified of any new questions. |
Watch Tutorial >
|
| Student procrastination in remote learning environments | Contingent release of material. Instructors can help students stay on track and move through the course in the recommended order if new material is released contingent upon completion (or mastery) of previous units.
Pro Tip: Create a question pool and allow students to take quizzes multiple times until mastery with different questions each time. |
Watch Blackboard Tutorial >
|
| Incorporating fluency-based learning and assessment in remote settings | Use Quizlet to implement SAFMEDS/TAFMEDS (say/type all fast minute each day shuffled) method for flashcards.
Pro Tip: Require students to demonstrate fluency by recording short videos of themselves and uploading as an assignment to the LMS, schedule live video meetings with students to observe the fluency assessment, or require students to be directly observed by an approved supervisor. |
Watch Tutorial > |
| Emergent learning remotely (students learn a few concepts and recombine that information in new ways without direct feedback) | Use Microsoft PowerPoint or Google Slides to create interactive training and testing activities (e.g., matching-to-sample) with immediate feedback.
Pro Tip: Embed interactive Google Slides files in a Google Site with instructions for students to engage with the material independently as a “study aid”.googl. |
Watch PowerPoint Video Tutorial > |
This concludes the three-part blog series on responding to the dynamic nature of instruction and learning in a variety of settings in the age of the novel coronavirus. We sincerely thank Drs. Melissa Swisher, Traci Cihon, Jenna Mrljak, and Michael Dorsey for their assistance and guidance throughout this process. In addition, we thank the Association for Behavior Analysis International for allowing us to share our thoughts and resources on the medium of the Behaviorally Educated Blog.
Finally, we wish all instructors, students, trainers, supervisors, and administrators way more than luck as they continue to adapt to a rapidly changing world. We look forward to the creative solutions that you will all come up with in response to this truly unique time in human history.
See Part 2 for the full list of references.
Image credit:
- Cover image provided courtesy of Ekaterina Bolovtsova under Pexels License