Soundbite over Soundnibble: Distance Learning Design is Key (202)

George Orwell said, "Never use a long word, where a short one will do."  This I can relate too, especially as a teacher. Sometimes it is important to start with the soundbite. Then you can elaborate with the soundnibble after you 'hook' em. This is what they are used to on social media. Quick bursts of high-octane speech- luring them in. A nice graphic and bazinga! You got em.

Soundbite- The pace can slow, the energy can not. Catch phrases, motto's and gif's are a great way to keep distance learning groups interactive and collaborative.

Soundnibble- Let them discover. Let them go outside for an adventure. Let them create podcasts, videos and portfolios- it is about them. Quick lectures, not long teacher led instruction is what they need, even more these days.

Distance learning on Zoom or district LMS is going to require a lot of savvy language and colorful graphics. It is just how you play the game. A droning lecture is not going to keep them focused. Jumping from website to website is only going to distract them. What they need from us on our LMS- integrating everything into easy to follow modules. Simplicity of design so the process and unfolding of knowledge can be more intricate and challenging.

If you do not have an LMS- then setting up a Google Classroom is going to be essential. There needs to be a meeting place, a centralized spot where they can turn in assignments, get instructions, and hopefully collaborate with their peers. I am lucky that my district uses Canvas as our LMS and it allows us to integrate in many different apps and programs from Bulb, Nearpod, Flip Grid, and Stemscopes, just to name a few.

Having some bells and whistles is great. But using them all is not. I know for my classes only some of them will be purposeful tools. Only some of them will work well for my classroom design. Using too many outside apps- even if they link to your LMS, means a lot of things students need to become familiar with. It is important not to overload them- and give them options to turn things in.

Google Documents, PDF, Word or directly in Bulb. The more options the more at ease they will feel. I know I do not want them to freak out about the submission process- I want them to focus on the learning, the assignment, the process. All assignments will go into Canvas- it is their choice of submission that is personal: whether to send a document upload, link, or picture.

Distance learning is no longer an emergency fix. It will need some attention. Some preparation. Some best practices. Choice is good, but instructions and rubrics need to be specific. Engaging apps are integral to engagement but too many can be a burden as students are also navigating the LMS, learning at home and emotionally coping with the situation of Covid and social distancing.

Big words for students are a distraction. That is not to say challenging dialogue is not useful and productive. But we need to find a balance. Students need to be challenged; they need to take ownership of their learning. They also need to feel that what they are being asked to do is purposeful and relevant. Meaningful and interesting. 

Content can get dry, but presentation does not need to be. Again, it is going to take forethought to make sure distance learning is full of soundbites, a few soundnibbles, interactive activities, collaborative chats, and challenging, engaging opportunities to connect with their ‘real world’ curiosity and imagination.