CoverUnit 1. About this bookFour reasons not to require students to be on webcam all the timeQuick resources about pedagogy and technology that may be helpful to shareForewordAcknowledgementsUnit 2. Examples of whole-class activitiesCreating a mindful learning environment using Adobe ConnectCreating community agreements collaboratively with online students: Reasons, anti-racist considerations, and logistics in Adobe ConnectThe use of a large chat pod to encourage chat participation about particular questionsUsing large slides and a smaller chat pod to focus attention on mini-lecture contentCreating opportunities for student voice in online classes by using polls for feedbackUsing polls to guide class check-in timeUsing a poll and a second chat pod to wrap up the class sessionAdobe Connect status icons: A useful feature to increase engagement Bringing all students onto webcam together for special circumstances: Using a large video podUsing PowerPoint portrait-oriented slides to maximize content sharingGroup presentations in Adobe Connect: Using an extra wide video pod and dedicated second chat pod for Q&ALive drawing using a second webcamUsing a large webcam pod and large chat in a panel view layout: How to create a custom virtual stage for successful guest speaker presentationsDedicated chat pods for simulated client role play video exercise in an online skills-based lab“Good point. I agree.”: Challenging students to create “thoughtful contributions” in classA Moment of Action: Opening an inclusive, engaged, and trauma-informed classroomIn-class breaks: The importance of taking a break during online classes and considerations for break activitiesCommunity-building in Adobe Connect: Using layouts and different pods to facilitate games and icebreaker activities Building online class community through photos and storytelling“Student Spotlight” Activity: Cultivating an Empathetic Online CommunityUsing emojis in Adobe Connect to encourage student engagement AHA moments: Connecting online course content to field educationUsing layouts to facilitate guided mindfulness, meditation, and yoga in Adobe Connect classroomsMindfulness and the engaged online classroomChair yoga in the online classroom Using PhotoVoice as a teaching tool in the Adobe Connect classroomUsing a creative award presentation to review semester content and leave a lasting impactCreating a virtual quilt: A final class activity/toolUnit 3. Examples of small-group breakout activities and debriefsEnriching classroom discussions with breakout roomsEnhancing student engagement in the 10-minute breakout activity: Pre-assigning groups and rolesShowing note pods from breakout groups in one layout to debrief or monitor progress of a breakout conversation: Using a birds eye view setupKWL charts: How to implement this teaching technique in the Adobe Connect online classroom Breakout exercise for collective syllabus annotation in Adobe ConnectConcept mapping: Bringing Universal Design for Learning to the Adobe Connect classroomAn example of using the whiteboard for small breakout groups in Adobe Connect: “Draw Poverty”Scripted role play in Adobe Connect: Practicing clinical skills in an online classroomDimensions of self care: Exploring clinical issues for social workers in an online classroomThe use of polls to facilitate post-role play exercise debriefing discussions in an online skills labEnding a course with gratitude: A unique and memorable activity acknowledging student contributions to the class communityAppendixAuthor biosAdditional resources about online education from our authors
Designing Engaging and Interactive Synchronous Online Class Sessions

Bringing all students onto webcam together for special circumstances: Using a large video pod

Short description

At times, instructors may want to bring all students onto webcam together. This chapter demonstrates an example of what this might look like.

Teaching & learning goal

In general, I do not ask students to be on webcam throughout a full class session, for reasons of equity, privacy, cognitive load, webcam fatigue, and attention to learning (Marquart & Russell, 2020; Marquart et al, 2021; Marquart et al, 2022). However, some classroom activities can benefit from having everyone on webcam together. In those cases, the goals of having everyone on webcam can include:

Activity and results

Activities that can benefit from having everyone on webcam together include:

In addition, some activities can use a similar layout but only entail bringing some of the students in the class onto webcam together, rather than all of the students. Activities that can benefit from having part of the class on webcam together include:

Technical details and steps

To bring the class onto webcam together, I created a classroom layout with a large Video pod (see Image 1). I made the Chat pod tall and narrow, so that many chat comments can be visible at once. This makes it easier to read the chat conversation than it would be to read it on a short and wide Chat pod where only a few chat comments can be visible at a time. I put the Chat pod on the left, so that the Chat is near the instructions and Attendees pod and all the text in the room is grouped together, with the rest of the layout dedicated to webcams.

What this looked like in Adobe Connect

Image 1. Example Adobe Connect layout with a large Video pod to demonstrate what this can look like. The screengrab was captured by the author while logging into the room using multiple Internet browsers and devices. As a note, many more webcams can be shown together in an Adobe Connect room, but the author ran out of devices to be able to include more webcam images in this screengrab. Adobe product screenshot(s) reprinted with permission from Adobe.

Image 1 Alt-Text. This is a screengrab of an Adobe Connect classroom layout designed to prioritize participation on webcam. On the far right side, there is a small Share pod showing a slide with the following instructions: “Please join us on webcam for a discussion.” Below that is a narrow Attendees pod. Next, there is a narrow Chat pod stretching from the top to the bottom of the layout. The rest of the layout is one large Video pod that takes up about 75% of the layout. In the Video pod, there are 7 webcams, all showing the author of this chapter.

References

Marquart, M., Marshall, L.W., Chung, R.Y., Garay, K., & the Columbia University School of Social Work’s Online Campus Community. (2022, March 29). Anti-racist pedagogical considerations and strategies for synchronous online courses. Poster for the Columbia University Center for Teaching and Learning’s Celebration of Teaching and Learning Symposium, New York, NY. https://edtechbooks.org/-crKY

Marquart, M. & Russell, L.R. (2020, September 10). Dear Professors: Don’t let student webcams trick you: Instructors who teach live online classes should thoughtfully consider whether to require students to use their webcams during class. EDUCAUSE Transforming Higher Ed Blog. https://edtechbooks.org/-eCNQ

Marquart, M., Shedrick, D., and Ortega, A. (2021, February 25). A conversation about anti-racist approaches to student webcam requirements in online courses. Roundtable discussion for the 38th Winter Roundtable Conference: A Pandemic of Racism, Teacher’s College, Columbia University. Online via Zoom. https://edtechbooks.org/-UuYx

Suggested Citation

(2022). Bringing all students onto webcam together for special circumstances: Using a large video pod. In , , , & (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books. https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes/all_students_on_webcam
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