Podcast: Teaching Presence

Published: Monday, September 27, 2021

Listen on to learn how you can strengthen teaching presence in online environments.

This month we're talking all about the Teacher Presence. What is it, and how can you ensure your online environment supports a strong teaching presence? Listen on as Adam and Brian interview members of our instructional design team about everything they know. You can listen below and access the transcript. 


Speaker 1 (00:05): On today's University of Arizona Futures in Digital Learning Podcast. We bring you another conversation with instructional designers, from the Digital Learning team, as they explore the topic of teaching presence and engagement, they'll discuss why teaching presence is essential in online courses and how it leads to greater engagement.

Brian (00:24): What is learning, what do we want them to be able to do in your course? Do you want them just to memorize everything so that they can pass a multiple choice quiz? You know, is that actual learning? And if it is, how does that lead to engagement?

Speaker 1 (00:38): And they will also provide insights into best practices and creative ways to incorporate a more substantial teaching presence into your online courses, stay with us.

Adam (00:54): All right. Welcome everybody to the latest episode of the Futures in Digital Learning Podcast. I am Adam Davi, Senior Instructional Designer with the Office of Digital Learning. And I have my co-host here again with me.

Brian (01:09): Brian Hale, an Instructional Designer with Digital Learning.

Adam (01:11): Today we are talking about teaching presence and engagement with a couple of instructional designers from our office and I'll let them introduce themselves. We'll go ahead and start with Reese.

Reese (01:24): Reese Davis. I'm an Instructional Designer at Digital Learning.

Ana (01:28): Ana, Instructional Designer.

Adam (01:30): Thank you both for joining us in this conversation. I think it's going to be fun one. So let's just kind of kick it off a little bit and ask what is teaching presence, I guess, what does that look like in an online course

Reese (01:49): To me, teaching presence is that aspect of online learning, where there is some interaction between the instructor and the students, and it's, it goes beyond the course content, but it's a way to encourage that dialogue between students, both with the instructor and with each other. It's also that element that keeps the instructor from being something besides a greater I think it feels like that sometimes that you don't have as much dialogue with students as you might like, or as they might like.

Ana (02:23): Yeah, for me, teaching presence is important because it sets the tone for the course, for example, the course overview and introduction, lets donors know what to expect. If an instructor creates an introduction video, that is a student's first time meeting the instructor. And if an instructor goes into the course purpose and how learning is structured, it sets expectations for the student.

Adam (02:48): Thank you Ana for bringing up that example of like, that's a great first way to kind of establish that presence. And you know, it's almost like the first day of class, right? When students walk into the class and they see the teacher and they're talking about the course you know, how do you replicate that in an online course? And maybe even do it a little bit better, right? Because we can kind of help students navigate and point them in the right direction for those expectations and really set the tone for how you want the rest of the course to go. So that's a great first way to do that. So thank you for bringing that up. And the other half of this conversation is engagement and so we have teaching presence and then we have engagement. And you know, how do those two kind of work together in a course?

Reese (03:42): For me, I think the challenge is for the instructor to feel like they're able to, to get some feedback from the students in the moment you know, when we're teaching a class face to face or even live online, you can recognize quizzical looks you know, distraction, you know, we know when we're losing them. So we lose that in the online, especially asynchronous environment. So I think the engagement part of things is for students to have the opportunity to, to be in a dialogue almost in real time, we can't exactly have real time, but finding places other than grades where there there's interaction. There are moments where there's feedback of sorts, but beyond feedback simply on assignments.

Adam (04:36): I think feedback is a, probably a topic for a whole other podcast down the road that we could dive into, but that's a good buzz word to bring up in a good and important to know that feedback happens in a lot of different ways, right? Not just like you said, not just on graded assignments or assessments but that's you know, that's how students know how they're doing and that's how teachers can communicate. You know, whether with students, whether or not they're on pace or they're understanding or they're meeting the outcomes, things like that you know, to provide that feedback.

Reese (05:15): I think too for instructors, I think feedback goes both ways. You know, I think we often think of feedback because we associate it with grading. But it can also be a time when we reflect on our own teaching practice and, you know, and be willing to admit if it's not working change course be able to be flexible and adjust to make sure that our learners are, are with us and getting something out of the course.

Ana (05:42): The reason I also wrote an article on intelligent agents and I think that's also a great way of having that teaching presence and engagement by using those intelligent agents, you're able to engage learners if they're falling behind, if they haven't locked into the course for a number of days or if they received a low score on a quiz attempt, say.

Adam (06:10): So real quick for those listeners who might not be as familiar with the ins and outs of D2L, as we are give a brief synopsis, what is an intelligent agent.

Ana (06:21): An intelligent agents can be set up to send those automatic emails. So it's really based set on the criteria that the instructor selects. One way that I've used it in my courses is for example, students were forgetting to complete exams in a timely manner. And so by incorporating those intelligent agents, it sends a reminder to students. And as the deadline approaches the intelligence agent continues to check for those students that haven't tempted an exam attempt and continue to remind them so that they don't miss out on that exam.

Adam (07:04): Awesome. Thank you for that. So that's a really helpful tool for those of you who are listening that, you know, might want to incorporate that into your courses as well, to you know, kind of help stay on top of some things and you can use them also, not just to remind students when they haven't done something, but also as a way to give positive feedback to you know, and I I've seen that I've seen instructors do that a lot as well, so it could be, you know, kind of both ways, it's a very flexible tool, needs a little bit of setup on the front end. But once it's there, it's, you're good to go and you can roll with that.

Reese (07:41): Yeah. There's also going to be an article this month. Similar we're going to talk about the awards that are in detail that can be used purely for fun. Yeah, you can definitely use them for achievements in the course, things like that, but I'll be talking a little bit about that ways to use the award system, just for a little boost of encouragement. Just to make things a little more fun in the course and make students feel good about what they're doing. Even when it's not necessarily associated with a grade.

Adam (08:14): That's great. I actually played a little bit with the awards feature a while ago. And it is, it is pretty cool on to be able to use it. It's a lot more robust than I expected it to be. And, yeah, like you said, you can do pretty much anything you want with it, set it up. So, it's got some flexibility and it's got some fun there. Well, I was you know, you, you all kind of speaking of intelligent agents, you kind of thought ahead to my next question about giving examples and you both have done that, which is you know, wonderful, but you know, what other examples have you seen as far as teaching presence? Like what stands out to you that you've seen some instructors do that really engaged with the students and really connect with students in some of the online courses that you work on?

Ana (09:00): I recently started working with the Spanish and Portuguese department and something I noticed that is included in all of their courses is they required a one-to-one meeting with the instructor. And I think that's a really great way of as Reese was saying, getting that student feedback, checking in with them, seeing how the course is going. And another component that the department integrates is a grade diary. So that's a time for them to be able to ask questions if they have any about their grade. Interesting,

Adam (09:36): Grade diary. I haven't heard about that before. So that's a, that's an interesting idea.

Reese (09:42): Yeah. I am I've just finished working with an instructor building a course that you know, we have the multiple points of contact in the course, but he did both the instructor bio that's built into our D2L template. He did the welcome video to show students around the course. But we also created an introduce yourself assignment for the discussion board that utilizes Adobe spark. And the rationale for that was rather than a discussion post that's just text where students tend to be very hesitant. They might list their major, even if you give them a great prompt with a lot of options, it's still pretty limited. We decided we wanted to, to bring in some more opportunities for them to show some personality. So we use spark the prompt is designed to, to encourage choosing the theme. So it's got colors and different typefaces, things like that as well as images and he had never used spark before himself. So I gave him the quick rundown of how to do it, turned him loose. He did it, he made mistakes in it and he still published his mistakes. So that was that was very important. That was actually an important aspect of it because if it had been perfect, if it had been high design standards, it might've been a little intimidating, but he basically showed himself in that, you know, he explained who he was, he talked about his hobbies, he had great pictures of things he was interested in. And it really humanized him in the course rather than the formality of some of the other things that the instructors do. And students took very well to that. In the discussion board he was really pleased with the outcome of seeing how well they did, and it really set up this dynamic that, that he observed later where in the discussion boards, they're very quick to use audio and video in the discussions. They're very engaged so far, their biggest complaint about things has been waiting on other people to post in the discussion. So they have someone to talk to and they're going so far beyond the minimum required of, you know, what they have to do in the discussion posts. And we just feel like it, it may have something to do with starting out that way of really encouraging them to get to know each other beyond just this very limited academic level. So they're able to recognize each other as people and just thinking about in face-to-face classes, that's something we don't really think about, but you know, when we come into a classroom, we've got stickers on laptops, we're wearing t-shirts with things we like, like them, you and I are both wearing Star Wars things today. It's those things that we may not think about as much in the online environment. So creating those opportunities I think can be really helpful.

Adam (12:49): That's great. That that's a cool use of spark that I had never thought of before. I'm going to have to start bringing that up and some of my course builds too, cause I like that. And yeah, I do think, you know, that personality matters. I always try to encourage my instructors to, you know, on the, the instructor bio page, like don't post the picture that's on the department staff website, you know, post something that's a little bit more fun you outside of the classroom, you know, not wearing a collared shirt or a fancy dress or something like that. Just show some personality in that picture. You know, and it's some, some of them are a little hesitant to do that and others, you know, go full out and enjoy that. So, but it gives a little bit of levity to, for the students to see their instructors like that to see that they are actually people as well. And I'm not just talking heads. Yeah. So and Brian, you, you work with some different types of courses you work with, you know, some kind of more stem based courses in public health and a little bit in nursing. Do you see any difference in those courses as far as teacher presence or activities that kind of encourage that and encourage the engagement between students and instructors?

Brian (14:12): Well, that's a great question. Just the other day, I was giving a presentation on engagement to the college of public health. And one thing that was brought up was adjunct faculty and how they have jobs and they may be teaching for multiple colleges outside. How do we give them time? Or what are our expectations of their engagement in the class? You know, is it something where we have the lead instructor meet with the adjunct faculty and say, these are the points of engagement I have lined up for my course. Let me know if you can't do the one-on-one meetings with your students. And we can do office hours one day a week, one night, a week, one morning, a week. However, we want to adjust those, those engagement points that I've created, because your schedule doesn't allow you to hit those engagement points because, you know, the last thing we want is the student just staring at text on a computer screen with no engagement or a limited amount of engagement through a discussion board posts of right you're posting and then reply to two people. You know, it's, that's, that's great. It gets you thinking, but it doesn't get you engaging with everybody in the class. So that was one of their big worries. And then you know, everybody over at the college of public health, they have this giant pandemic looming large over their shoulders. And all of them, I think have other responsibilities in addition to teaching their classes. And so they're really kind of between a rock and a hard place, trying to get engagement in their classes and take care of stuff for the world at large. So we can come out this tunnel while still teaching their students what they need to be successful in public health and, and trying to engage with their students. I've got one instructor who is in meetings from sunup to sundown, and then from about 11:30 to 1:30 every night, she sees him doing her coursework. And I'm like, that's, that is commitment. You tell me how I can help you do some of this stuff, or use some intelligent agents to take some of the burden off. Like, gosh, let's put a rubric in there for you, because rubric has that automatic feedback, and you can use it at a very low level. Hey, you hit all of these points in tier one, you hit these points in tier two, you miss this thing at a tier three, but once you use that automatic feedback to give immediate feedback to your students, then it buys you a little time so that you can formulate more specific feedback on what your individual students need to improve on. A lot of this stuff is not evident in D2L until you start looking around for, and you see this thing and you go, hmm, I wonder what this is. What does this do? Oh, this is interesting. Let me play around with it a little bit. And then you start thinking in the back of your head, which of my instructors are going to love this idea and which of them can I rope into doing it as a pilot in one of their courses? You know, so there's, there's so much more engagement we can do in a class. I know I suggest voice thread a lot instead of discussion board posts, I say, have them do a voice thread where we get to hear their voice, see their personality, the expression on their face when they're talking about one of their subjects, but how do you grade a voice thread? Well, because it's a discussion post, it should be kind of a low level kind of thing. Maybe you're lucky enough to have a TA who can grade those for you, or maybe you're just looking for how they're presenting themselves to everybody else in the class, not so much the substance of what they're presenting, but the way they're engaging with their classmates. There's just so it's like a buffet there's so much you can choose from, but you also, at the same time, you don't want to overload your plate and then get sick of all this engagement that you've put in there because too much engagement is also going to cause a little burnout on the end of the student and you as the instructor, having grade all of this engagement. So there's kind of a fine line. We have to a tight rope that we have to walk. What was the question?

Adam (18:34): Whatever it was, I think you answered it well, so thank you for that. But it does bring up some, some interesting points as far as we, we've kind of brought up this idea of discussion boards and you know, keeping them fresh and how to do things a little different, you know, moving introductions off of there into something more creative, like Adobe spark moving you know, the traditional posts and reply into something like voice thread, which is you know, more visual and can incorporate video and audio, things like that. But I know that there's still instructors, you know, hesitant to use some of those tools, right. Because there are still some barriers to using those, you know, the voice thread doesn't interact with the grade book in D2L well you know, spark, I have to teach students how to use it you know, and these things come up and it's okay to kind of have those opinions. And some of you have mentioned two instructors lead, busy lives, and some of them are not just teaching, but they're doing all kinds of other things to try to save the world and whatnot. So what are some other ways that, and this is maybe a little bit off topic on this podcast, but just thinking about discussion boards, how can we, you know, live in them up by still using the traditional, you know, text-based forums that exist in the LMS you know, what are, what are some ways that we can still get that engagement? So get that teaching presence in there. If we are to still use that, that traditional tool or are we saying, you know, forget it, throw it all out and let's do something else.

Brian (20:20): I think one of the ways that I have seen works really well at some of the classes I've observed, the discussion boards are just discussions between students. But once you ask the instructor to go in there and reply to the students, or reply to the comments, just having the instructor pop in there and ask an additional question to get the student to expand on what they've already talked about, or expanding on what, what the makes the student feel rather than think. You know, that, that incorporates the human element into the discussion board where we're not just looking for the rubric, is everything spelled correctly? Are we using the right grammar? Are we incorporating talking points from the content we've learned this week, adding those extra little bits and the instructor doesn't have to do it for every person, you know, they can do it for the ones that they think need an additional bit of help need that little boost. And they might also be able to do it to the ones who are providing that extra percentage so that others in the class can take encouragement and direction from that other students kind of overachievement. I don’t know Reese, Ana, what do you think?

Ana (21:35): Yeah, I really liked the point that you bring up because overall teaching presence is about building connections with students. I think that also helps students to have a positive learning experience, and we've been emphasizing this humanizing approach right, I guess, the way that I go about encouraging instructors to have a strong presence in their courses is by reminding them about building connections with their students. Oftentimes I work with UA global lectures and, you know, they can be shy about uploading their image to the instructor bio page. So reminding them that those small details can really make a difference. And I also appreciate when my instructors share more details about who they are as Adam was mentioning show a little bit of personality, tell us what you do outside of work. I think that helps me to make connections with my instructors. It also encourages me as a learner to ask questions to perhaps go to office hours. And I think those are all important components of the student's learning process.

Adam (22:55): When talking about discussions in particular with instructors, I tell them like, how, how can you make this relevant to students? How can you ask them to bring in something that's, that's more relevant to their life? And that they can tell a story about, instead of just answering a question, instead of just pulling information from a text and you know, and giving a rote response, how can you get them to open up a little bit and talk about something that is interesting and relevant to them while also connecting that to the content of the course that you're, you're asking about. And, like Ana was saying, I think if you can do that, you're going to get some more robust conversations because not only can the professor connect then to the students a little bit more, but students can hopefully connect to one another, you know because for the most part we're students don't know anything other than, you know, the, each other's names, right. But if you started talking a little bit more about you know, where they're coming from and you know, how the content connects and stuff, you might find some commonalities and that might lead to students coming back more than just for the, you know, I have to respond to two of you. So let me just pick the first two and kind of moving on from there. So I think that's good. I think we're hitting on, you know, let personality show, right? Let's, make things you know, kind of more personal on the teacher level and a student level.

Brian (24:32): One thing that I think it's important to remember is as an instructor, a teacher, the requirement of you to be a teacher is more than just presenting material. You are an entertainer, you have to make that material engaging for your learners. Because if you don't ever, they're just going to check out and, you know, you're going to have like the zombie style responses where they hit all the rubric numbers, but a portion of the engagement of their mind and how, what they're learning works within their own life and how they can apply that to other people's lives and whatnot. That's just kind of missing. And this is a great future topic for futures and digital. What is learning? What do we want them to be able to do in your course? Do you want them just to memorize everything so that they can pass a multiple-choice quiz? You know, is that actual learning? And if it is, how does that lead to engagement with the material, or do you want to take stock of who is in your class? What the makeup is, what their backgrounds are and how the material you have to teach can apply to them, be absorbed by them, and then figure out a way to show their learning, not only to you as the instructor, but to their peers in the class. And I think that is you know, as the instructor, when you show your personality in your lectures or your bio page, or wherever you choose to show your personality that creates the connection between the instructor and the student, especially in those one-on-one meetings. The student walks away with this instructor is interested in how I learn in their class, what I learned, the problems I might be having, meeting some of the goals, objectives, and outcomes in the class. I have someone on the other side of this computer screen, who's interested in my learning. And that is incredibly important, especially to those who come from a background where they may be the first person in their family getting a degree. You know, there's just, there's so many ways to, to make a class more than just text on a screen or a discussion board, just text on a screen. So I think that engagement is, is definitely necessary. It's important when instructors have difficulty figuring out ways to add engagement. That's the time when they need to send off a quick email to their designer and say help. I want to engage more, but I just don't know how, because I think everybody over at Digital Learning can they have in the back of their mind, this dart board of ideas, and when we're presented with a problem, we can just take a dart and go, there it is. This is how we're going to solve that problem, because we've encountered these problems so frequently. Whereas the instructors, you know, they have their materials and they think about ways to put it together. But I think just now recently interactive used to be click the next button to go to the next day. And now we want interactive to mean create an Adobe rush project or create you know interactive PowerPoint or whatever technology we have to show your learning and help others learn. What was the question?

Ana (27:56): What I heard you saying, Brian is in a way that instructor student interaction also helps model that student to student interaction. I really liked that. How you pointed that out.

Reese (28:11): Yeah, I appreciate it. What, you know, you were talking about being beyond just text on a screen and again, the importance of being there and, and humanizing yourself as the instructor. Because you know, we think about you were talking Brian about when students come to you, those, those meetings are office hours and the instructor actually being interested in that student, but even getting the student there. I think that kind of human presence in the course, and openness can really encourage students to do that. Because think about, you know, even keeping that we work in this environment, it's still that sort of cold emailing someone is a little scary, and I might steal that steal that way. And as you said, you know, students who are first-generation students I was a first gen student and a non-traditional student. I was terrified of opening my mouth ever. So, you know, I definitely understand that and try to help instructors find avenues to encourage students, to feel comfortable talking to them. This, so often students, I think are, if they think the question is stupid, they think it's, you know, they don't want to bother they're incredibly busy and respected professor because the professor is clearly from that bio super important, but, you know, they're, they're just hesitant to do that, but with that welcoming presence I think it opens that door to make it at least a little more comfortable to feel like, you know, you're emailing or asking for a meeting with someone, you sort of know a little bit at that point.

Brian (29:47): So that might be something that instructors can add in their bio or the syllabus or something that if you can't make it to my open office hours, because you have a job or you have a new baby to take care of, send me an email, we'll meet some other time for however long you need to. So, you know, just that little it's, it's a one sentence statement from the instructor, but it calms all those extra fears from the student that, oh, is the instructor going to think of me less because I don't go to their open office hours or are they going to think I know it all and don't need to go when actually I just need to communicate, I have this other responsibility at that time. You know, so Adam, you were going to say.

Adam (30:25): Well, I was going to say, like I kind of touching on that. I encourage professors to, if you're going to have office hours to maybe like change the time each week. And do you know, to accommodate people on different schedules and different times zones, things like that. Because if you have it at the same time every week and someone can't make it, like you're saying, like they're never going to be able to make it there, you know, if it doesn't fit their schedule, but if you can move it around and then maybe that saves the reluctance of having to send an email and schedule another time knowing that, okay, I can't make it this week, but next week it's at this time and I can make it. So I'm going to go to that. So just kind of having that flexibility to but I actually had an instructor holds like an informal non-alcoholic happy hour on zoom periodically throughout his course. And he said, as the course went on more and more students started to show up because I think, and he would, you know, post announcements you know, afterwards and say, oh, thank you to those who came. We had a great conversation, like things like that. And I think you know, the, the students really appreciated that he would just talk to them and he said, we didn't talk about the course. You know, sometimes we would start and then we'd branch off into other things. But you know, it was just informal. It was just a chance to chat and you know, it was nice. And he said it grew throughout the semester, and it was a chance for him to get to know students as well. So, you know, again, it's little things and obviously we don't expect every instructor to hold some sort of synchronous office hours or, or have synchronous meetings with students, but there's ways that you can have those conversations and have those interactions and build those into the course so that students do feel comfortable and then they are willing to, to kind of open up and, and you're going to get more out of them that way, as far as the content as well. And they're going to learn more because they're engaged.

Brian (32:28): And I think another thing to consider is the assignments that you have them do. It's very important that they understand why they are doing assignments and how it connects to the learning outcomes so that they don't look at the assignment and go, what does this have to do with anything that I'm learning in the course, because then no engagement with the assignment. So it's easy to in your weekly overview pages, link activities and, and readings and whatnot back to the objective, but it might also be helpful for maybe the lower level classes and the medium level, even the higher level classes to also include just a little brief sentence. This activity helps you to whatever, in relation to this objective,

Adam (33:19): That's interesting, you know, kind of way to, to put that out there for students too. I think that's good. Yeah. Like you said, I think in the lower level classes, you get a lot more of the, you know, why are we doing this type of questions? But you know, if you can kind of put it out there and show, let me go, yeah, this, this is why and you know, it's I think it's funny to hear, you know, before I was in this role, I worked with students a lot more and how they would complain a lot more about the, the lower level courses, the electives, the gen EDS, things like that, how they, they were boring. They weren't interesting. And I look at them and I think man, if I had to the number of classes to choose from when I was an undergrad that you do, I mean, my head would have exploded. Like how do you pick the, what do you mean? They're not interesting, like, look at this in this class, you can, you can learn about dinosaurs in this class. You can learn about space in this class. Like, you know, there's all kinds of different options, but you know, if they're, if they don't click with the title of the course of the course description, it's like, how, how can you get them interested in involved? And that's like, we've, we've said kind of tapping into their personal interests and allowing them to be more than just a name on a course roster. And, and really kind of explore the content in exciting ways. And, you know, and, and maybe then they'll see like, oh yeah, this is interesting. This is cool.

Brian (34:55): What do we think about icebreaker? Show of hands, all who like icebreakers since this,

Adam (35:02): We're not going to see the hands,

Brian (35:03): No one raised their hand at that point.

Adam (35:05): I was about two. And then I thought about it. I personally like icebreakers, but when they have to be done appropriately and done it, you know, the, I guess the right time. But as far as like in a course of map to get back to you on that one,

Brian (35:22): That's the discussion board as the icebreaker, but introduce yourself discussion board. Yeah.

Reese (35:29): Yeah. I think it can. And that, you know, my, my not raising my hand was specific to the in-person stand up and answer this random. I am a hardcore introvert and that is the worst. But that, that was something I've always appreciated about the online environment is having a moment to think about, you know, to, to figure out what it is. I want to say what I want to share. So yeah, I think the discussion board can function that way. And in that case, I think it's good. I think it's helpful because like I said, if you're in a face-to-face environment, you can get to know things about people more organically, but we have to, we have to intentionally put that into an asynchronous class.

Adam (36:14): Yeah. That's a good, a good word to bring up too is intentionality. I mean you know, we, in online, you have to, you have to think a little bit more about how you, and you get these things out of, out of the students and how you as an instructor are putting that out there as well. And you know, and, and sometimes you can do that and in videos you know, it's okay to have a little bit of humor in your videos, tell a joke. You know, it's okay to wear a star wars shirt in your video, if that's who you are. You know, you don't have to be the, the traditional you know, lecture with the tie and the Tweed jacket and, you know, the stereotypes from ages past. But so, you know, those are different things that you can do and, and that I think loosens students up as well. And then Reese, I think you mentioned it before, too, like it's okay to make a mistake.

Reese (37:15): Absolutely. Please make mistakes, typos. It's fine. You're a person.

Brian (37:22): Yeah. And also make mistakes with your engagement opportunities so that you can find out ways to improve them going forward. If something doesn't work it's okay. Go talk to your ID and say, it almost worked. We were 85% there, but then its thing happened. How do we fix that? And then they may have a new tool that they're piloting. They may just have, they may have heard from somebody else who tried this exact same thing and have a great solution for you. So don't kind of waste time thinking about it, hit up your Instructional Designer for ideas. That's what they're there for. That's, that's a challenge they love to meet.

Reese (38:01): Yeah. And you know, Brian earlier, you said like we have that dark board of ideas and think how often we have those ideas. And we're just waiting on someone to ask us sometimes our ideas, maybe they don't work for every class. Maybe it's the first time we've actually tried out an idea that we've been thinking about. So, you know, don't necessarily give up on the whole concept if something doesn't work, but letting us work with you to, to troubleshoot and try new things.

Brian (38:28): And speaking of waiting for us, you know, waiting for you to ask us things, we have office hours, four days a week on zoom, you can check those out at our website, digitallearning.arizona.edu come chat with us. You know, even if you don't have a specific question, come pick our brains. We'd love to talk to you and love to, to hear from the, you know, the greater learning community here at, at University of Arizona and beyond. And you know, we're, we're always welcome to have you drop into office hours. And I love, you know, shamelessly plugging our own services fun. How do we find the link to the office hours? All you have to do is click the events tab at the top navigation bar. And it'll take you to a link right with to our zoom hours, it'll show other courses and professional development opportunities that we have available as well, where you could schedule a meeting with our Intacct team. If you have questions about a specific tool that we support such as PlayPosit voice thread Examity or Badger, oh, there we go. There's, there's our plug. I've never felt more like a, a sportscaster giving that little 32nd commercial plug when they right after they come back from commercial.

Adam (39:54): Excellent. Well, I want to thank you all for coming on and having this conversation about teaching presence and engagement. I think it is a great topic of conversation. And I think we got some really cool ideas out there, you know, shared out there through this conversation. So thank you so much. I'm excited to go implement some of the things we talked about or at least, you know, bring them up to my instructors and you know, keep pestering them until they try it. So again, thank you for joining us and tune in next month when we will be talking about data next month, if you're not excited about data, then the character from star Trek, the next generation, you never know. There's only one way to find out, you know, subscribe, and follow, tell your friends all right. So awesome again. Reese Ana, thank you so much. I am Brian and I will we'll see everybody next month. Thanks

Speaker 6(41:01): The Futures in Digital Learning Podcast is a production of the University of Arizona, Digital Learning. If you have any questions, comments, or ideas you'd like to share with our office, go to the contact us link on our website.

Authored By:

Adam Davi

Adam Davi
Senior Instructional Designer

Brian Hale

Brian Hale
Instructional Designer

Teresa Davis

Teresa Davis
Instructional Designer II
Guest Author(s):
Ana Fierro
Former Instructional Designer, Digital Learning