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The last year has forced many of us to utilize Zoom in ways that we couldn't have imagined a year ago.  Considering the abrupt transition to remote teaching, you may feel like you need some additional training on utilizing some of the more advanced features in Zoom.
 
Here is a recorded webinar by Zoom that provides a detailed look into the features in Zoom Webinar. Some of the highlights include post-webinar follow-up messaging, setting up polls, customizing the Q&A Chat, etc.
 
MSU already has an enterprise license of Zoom Webinar, which allows faculty, students, and to create a 500 person webinar. Check out the link below to watch the recording:
 
https://livetraining.zoom.us/recording/share/sJ_OK-Q_tTvEnAdrpmOSHj0JwOEMG68oN7aO3doo9PKwIumekTziMw

 
As the host, you can control who meeting or webinar participants are allowed to chat with. You can also disable the chat for all participants or disable private chat, so participants cannot send private messages.
 
Check out this article for additional instructions on:

Controlling Chat Access
Disabling In-Meeting Chat

https://support.zoom.us/hc/en-us/articles/115004809306-Controlling-and-Disabling-In-Meeting-Chat#h_d9a04597-0138-4fb9-86cd-81cc4c68b21f

We often record our Zoom training sessions or classes, and sometimes we caption it and post it online. If we are feeling generous, we may even cut it up into more digestible bites. But does anyone really LIKE watching a long Zoom recording?  It is pretty painful. How can you plan your content and set up your recorded Zoom sessions so that you also can edit and use it for edited, posted videos that people actually want to watch?  This video shares my ideas, and I hope you will share yours as well in the comments!

Personal meeting ID and personal link are two ways to access your personal meeting room. Your personal meeting room is a virtual room that is permanently reserved for you. You can start it at any time or schedule it for future use. You can also schedule or start an instant meeting with your PMI.
 
Personal meeting ID (PMI)
Your PMI is assigned to you automatically as a permanent personal meeting room. You can start it at anytime or schedule it for a future use.
 
Your PMI is part of your personal meeting URL; for example, https://zoom.us/j/5551112222. If you are on a paid plan and have a Pro license, you can customize the 10-digit PMI.
 
Access additional instructions at: https://support.zoom.us/hc/en-us/articles/201362843-Personal-meeting-ID-PMI-and-personal-link

 

Intro & Set-up Zoom Webinar (0 – 7:24)
D2L

Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)



 
 
More information on securing your virtual classroom: https://blog.zoom.us/wordpress/2020/03/27/best-practices-for-securing-your-virtual-classroom/
 

The Zoom meeting size limit is 300 students, and webinar licenses are maxed out at 500 but in some cases MSU has courses that have more students enrolled than that. So, while each person has access to both a 300 student space and a 500 student space, that may not always be enough. This article provides alternatives to synchronous Zoom classes that may help not only solve the license challenges, but also help you navigate teaching a large course fully online. 
Berry (2009) notes that teaching a large course online “requires a shift in focus from teaching to learning (p. 176).” While 2009 was a full 11 years ago and the technologies driving online course delivery have advanced greatly, this fundamental idea remains as true today as it was then. Lynch & Pappas (2017) highlight the challenge that faculty-student interaction presents in large-enrollment courses, whether they be fully online or completely face-to-face. How can a single faculty member effectively communicate with 600 students? In this case, technological affordances are our friend – and Zoom is not necessarily the answer. 
Some Non-Zoom Solutions 
MediaSpace or Camtasia videos and D2L Discussion Forums 
I know this may not seem like the most exciting solution, but it can be an effective and efficient one. Picture this: 

Record a 20-minute video discussing your insights on the week’s content, focusing on what students won’t necessarily glean for themselves in their own review. 
Did you know you can request free captioning services from MSU IT on videos 20 minutes or less?

Click here for more information on getting started with the MSU Crowd Sourced Closed Captioning Program. 


Save the video to Mediaspace and share it with your students in D2L. Give them a few questions to think about while they watch it. 
Guide students to the D2L discussion forum where discussions will happen. Configure the discussion forum to require that they post their response before they can see the responses of others. 
Learn more about ways to configure your discussion forum here 
Grade the discussion forum using the D2L Quick Discussion Grader tool. 
Learn how to use the D2L Quick Discussion Grader tool here 

Half on, half off 
You can split your course in half. What if you had two smaller large courses? Consider inviting half of your students to Zoom, while the others engage in an asynchronous assignment such as a discussion forum or a low-stakes knowledge-testing quiz that’s automatically graded by D2L. Then, use your Zoom time together to discuss what students can only get from you – instructor-student interaction! 

Asynchronous activity idea: Try setting up a discussion forum and have your students work on an applied case together based on the content. 
Asynchronous activity idea: Ask students to collaboratively build a study guide for the exam based on the week’s content. 

Peer Review using Eli Review 
Eli Review is a peer review tool that is free for faculty and students at Michigan State University. Here, you can configure peer review writing exercises, automatically sort students into groups, and provide them with a clear series of writing, review, and revision tasks. You can see analytics for completion, helpfulness, and more.  
As stated on the tech.msu.edu page for Eli Review, "many writing instructors have found using Eli for small assignments (i.e., a thesis statement, annotated bibliography) works better than for entire papers. Smaller assignments make it easier to focus on one specific set of criteria and goals. Students stay more engaged with a small task and can move forward in an assignment when the core elements are properly set up." 
Since Eli Review is an online platform, students can use it any time, allowing instructors flexibility in assigning reviews. Eli has a feature to accept or decline late work, so students are responsible for the online homework just as in-class homework. 
Need more help? 
Hopefully some of the ideas shared here have helped you think about some alternatives to pursue should Zoom not be an option for your courses. The instructional technology and development team in MSU IT is happy to consult with you on how you can leverage academic technologies to make your large course experience feel smaller. We can help you think about how to live without Zoom and embrace the asynchronous teaching life if you choose.
 
MSU IT offers a number of valuable tools and services that can help you create an experience that facilitates student success regardless of bandwidth, time zones, or class size. To make an appointment with an instructional technologist, fill out the appointment form located at https://tech.msu.edu/service-catalog/teaching/instructional-design-development/ or e-mail the MSU IT Service Desk at ithelp@msu.edu and request a consultation with Instructional Technology and Development. If you prefer the phone, you can also contact them at (517)432-6200. 
References 
Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT Journal of Online Learning and Teaching, 5(1), 176-182. 
Boettcher, J. (2011). Ten best practices for teaching online. Quick Guide for New Online faculty. 
Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a" Small Class Feel". International Journal of Higher Education, 6(2), 199-212. 

Log into zoom by going to msu.zoom.us
Click on settings in the upper left corner 
Scroll down to polling to make sure it is active
Click on Webinar to schedule a new Webinar
Once it is Scheduled, you can scroll down to add a poll. Click on the Poll tab and then click add in the lower right corner. 
You can add up to 25 polls per scheduled webinar, with up to 10 answers per poll.
You can launch the poll from the zoom controls once the webinar has started
You can then launch a poll question you already created, or add a new poll question by clicking on edit.

 
Additional instructions are available at: https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-Meetings

 

In Fall 2020, we conducted CSE 260 (Discrete Mathematics) as a flipped class, where students were expected to watch videos before class so that they could use class time to work together to solve problems. This class covers foundational mathematics for computer science and computer engineering students. Students need a lot of practice to master the methods and concepts. Unfortunately, these problems do not provide an instant feedback mechanism similar to programming projects. A flipped class where students work together in a group, along with regular assistance by the instructional team, provides such a mechanism. We surveyed students to gather their impressions on the course. Most students liked the flipped class structure and generally preferred it to a traditional lecture format. Furthermore, students reported it helped them develop friendships, something difficult to achieve in the Covid-era.
To access a PDF of the "Benefits of Teaching a Large Course Using a Flipped Zoom Classroom" poster, click here.Description of the Poster 
CSE 260 Flipped Class (Lessons Learned) 
Sandeep Kulkarni and Eric Torng 
 CSE 260: Discrete Mathematics

Topics Covered: 


Propositional and predicate logic 
Set Theory 
Elementary Number theory and its applications to cryptography 


Mathematical Induction 
Counting and probability 
Relations 


Role in Curriculum 


Foundational mathematics for computer science  

Analog to calculus (continuous mathematics) for engineering and natural sciences 
Why Flipped Class 

Students need lots of practice to master the methods and concepts 
Discrete math problems do not provide instant feedback to students if they do something wrong (unlike some programming errors such as a program failing to compile), so doing problems in class in groups helps students get quick feedback on any mistakes 
For Fall 2020, student groups not only improved learning, they also created a sense of community for students who participated regularly. 


80% of students responding to an end of semester survey reported they developed friendships through the homework groups 

 Flipped Class Design 

Class enrollment roughly 200 (10-20% were outside the US, several in Asia) 
Instructional Team 


2 faculty, 6 TAs/ULAs 


Online videos covered the core concepts 


Each video had an associated homework assignment that would be worked on in class by student groups 
Each video had an associated online quiz that every student was required to complete before working on the associated homework in class in groups 


Homework group composition 


20 groups, approximately 10 students per group 
Group creation started about a month before the first class 
Each student was asked to fill out a survey that asked two main things 


Do you request specific group partners? 


15% of students made such requests 


What is your self-perceived math background and ability to lead a group discussion? 
60% of students filled out the survey 


Groups were created based on these responses (group partner requests and balancing self-perceived ability) 
Groups did not change 


Homework group technical support 


Groups had a shared Google drive space for working on assignments 
Groups had predefined Zoom breakout rooms  


Some issues due to Zoom max of 200 participants for predefined breakout rooms 

First Week Activities 

The first week was focused on group work logistics and the daily structure 


We discussed group roles and group dynamics 
We had students practice their group collaboration on ungraded simple math exercises  


We had several technical issues the first week including having to move roughly 80 students rather than the anticipated 20 students to their predefined Zoom breakout rooms 

Daily Structure 

At the end of every class, each group submitted a survey to identify (1) difficulties encountered, (2) their current status in solving the homework problems, (3) and their assessment of the group collaboration. 


Before the next class, we prepared a few slides summarizing the responses in all three dimensions along with 2-3 quoted comments that best captured the current student sentiment. 
At the start of the next class, we spent roughly 20 minutes covering those slides. 
Afterwards, groups began their collaborative work in their assigned breakout rooms 
The instructional team moved through the groups to help as needed for both content and to enforce good group dynamics. 
The work done in class was submitted as (lightly graded) homework to ensure that it was completed 

Common Difficulties 

Internet issues 
Some students not watching the videos before class 
Freeloaders: some students not participating on a regular basis but getting the same homework grade leads to resentment from those that do participate. 
Groups were not perfectly synchronized; leading groups might be 2-3 assignments ahead of trailing groups. 

Lessons Learned 

# instructional staff needs to be about 1/3 # of groups 


This implies we can have at most ~20 groups with current instructional staff size 


Need better mechanisms to address freeloaders 


Perhaps more frequent individual assessments to ensure all students are participating and learning 


Each class/week must have specific deliverables to ensure group synchronization 
Stricter enforcement of requirements to watch videos before class 

 Survey 

Administered by Qualtrics 
Roughly 1/3 of students (65) responded 

Selected Comments 

I think the flipped model is much more effective when it has to be online and potentially I think it could work when in person classes are able to be taught again. I think some students learn a bit differently than others so I think having the option of flipped classes (maybe every other semester) could be beneficial to some and hindering to others.  


I feel like there would be more participation if the flipped class happened in person rather than zoom. People would likely hold themselves more accountable.  
I think the reason group work helped me learn was because it was over zoom. This way everyone is able to see a screen and hear each other. If it had been an in-person flipped class it would have been more difficult to communicate with such a large group, so groups would have to be smaller. The people sitting furthest away from wherever the work is being done would not participate. I think I learned the most when I was doing problems as a group.  
Flipped classroom in person is very nice.  For example CMSE 201, 202 and STT 180 all do very nice jobs of balancing the in class work and the pout of class lecture.  Also, having TA's walking around to help is very nice.  

 Information from Graphs 
Most students preferred flipped class 
There was a preference towards flipped in-person class 
Most students reported that they learnt a great deal from their peers 
49% students preferred flipped class, 5% preferred any option, Remaining students were ok with either.