How this will help:
- Identify ways that you might encourage active participation in web conferencing sessions.
- Know where to find resources related to creating participatory environments.
When groups including classes meet in real-time online via a video conferencing tool, it’s tempting to just use the time for a presentation or a question and answer session. However, there are ways that you can deliberately use technology in these sessions to enable meaningful participation, deeper learning, and stronger connections.
There are two basic ways to encourage participation in this environment:
- Utilize activities that can be completed by everyone at the same time. For example, you could post a question or prompt in the chat feature of your videoconference tool and then ask everyone to respond at the same time (called a “chatterfall” or “chatstream” or “backchannel”). Another easy technique is asking everyone to contribute simultaneously through an annotation feature or shared workspace such as a Google doc.
- Break the whole group up into smaller groups. In classes larger than 5, it helps to create pairs or smaller groups using breakout rooms. Depending on the size of your class, you can also easily scaffold a series of small group conversations (e.g. first as pairs, then as groups of four, etc) by combining breakout rooms.
When planning participatory synchronous sessions, feel free to keep the technology simple: we recommend using Zoom and a tool from the Google suite (such as docs or slides). Think about activities that you’ve run in-person and then work to adapt them in order to optimize the opportunities afforded in a remote environment. Consider the essence of that activity and build out from there rather than trying to translate it directly. Although technology can often help, sometimes activities just don’t work as well in a remote environment, and that’s okay. In this way, you’ll be using technology deliberately in the service of your goals rather than using technology for its own sake.
Accessibility is another major consideration when running participatory virtual classes or meetings. Before meeting remotely, you’ll want to get a sense of any accommodations that your students may have and work to make sure that all shared materials are accessible and easy to use. In understanding the needs of your students before a meeting, you can choose the activities and/or the technologies that will work best for that particular group. Additionally, it’s important to combine synchronous meetings with robust asynchronous tools in order to maximize the accessibility of your course.
For specific ideas and activities that you might try, check out our Facilitation Guide: Participatory Sessions in a Virtual Environment. This guide is designed for those new to teaching or facilitating remotely and is built around using Zoom and the Google suite to encourage participation. It includes sections covering general recommendations (such as those found below in the Practical Tips), ideas leveraging specific tech features such as chat and breakout rooms, and an appendix that walks you through how to use Zoom if you need help with the technology.
The guide also includes full instructions for a number of activities. These activities are largely centered on Liberating Structures, a suite of activities designed to encourage better collaboration and full participation by all group members. However, these activities will feel very familiar for a teaching environment. For example, 1-2-4-All is a kind of think-pair-share, Carousel Brainstorm is a series of brainstorms that build upon one another, and Shift and Share is a set of rotations for small group presentations.
If you’re looking to encourage more active participation in a remote class or meeting, here are a few of the general recommendations taken from the facilitation guide to get you started:
- Build an agenda with ample time for activities and breaks.
Because there is so much to process when meeting remotely, you should be prepared for activities to take longer, and Zoom fatigue is real. You’ll want to create an agenda that includes plenty of time for all activities as well as breaks for classes longer than 60 minutes.
- Create separate, shared workspaces for small groups that include all activity instructions.
If you have small groups working in breakout rooms, create a dedicated workspace for each small group that includes all of the activity instructions and space for them to record notes (called a “harvest”). This workspace helps to keep small groups on track, allows you to monitor progress, and leaves documentation for everyone in the class to use—not just that small group. See the Template Slides and Template Text Collaboration Document in the Resources section below for examples of harvest spaces.
- Set clear expectations at the beginning.
It helps to give students some expectations and guidelines so that you are creating a comfortable environment for participation. Some ideas include:
- Ask students to mute themselves unless speaking. Be clear that you’ll mute anyone who doesn’t abide by this expectation.
- Recommend that students configure their screens so that they can keep the chat window open during the entire class, rather than flipping back and forth.
- Encourage students to keep a piece of paper and writing utensil nearby.
- Let everyone know that video conference tools such as Zoom are strict facilitators; for instance, they will probably be whisked away from a breakout room while in the midst of a sentence.
- Acknowledge that a remote class will feel different than a face-to-face class, and that’s okay.
- Enlist students to help with facilitation.
There will be some additional responsibilities and considerations when meeting in a videoconference session, and it’s easy to become overwhelmed. To help with this, consider having 1-2 students act as “backchannel” moderators for the class. These students could be responsible for keeping track of questions, making sure all activity instructions are posted in the chat, and/or possibly summarizing the session at the end.