Episode 44 – Online Learning with Scott Mathews

Episode 44 Show Notes

• Scott Mathews – https://www.linkedin.com/in/scottmathewsindy/ – Connect on LinkedIn!

Episode 44 Transcript

This is Rebecca Clark. Episode 44. Online Learning With Scott Matthews This podcast is for anyone that knows they haven’t yet found and offered up their best work but are compelled to seek it out and do it. Are you ready to move your desk? You will see that I will interview a few people over the course of time about online learning, and this is because I am from the world of online learning as a learner but also in my profession. I was a production manager for hundreds of online learning products. We call them E learning or virtual learning or distance learning. And they come in all kinds of shapes and sizes that at one point a long time ago, maybe about 15 or more years ago, I worked as a government contractor and I was quality assurance, poor online courses that were being created. And then I got into rolling up my sleeves and designing courses and developing courses, and during that time I had the pleasure of working with Scott Matthews. Now he has a background, in course, where development, but he also has a background in aviation and in health care, and so It’s really interesting to talk to him because he always brings in thoughts from all of the disciplines that he’s been involved in throughout his life. So I think you’ll enjoy this interview with Scott. He expresses a lot of confidence in anyone that is learning or will be teaching in the online world, so tune in to listen. So I’m glad that you’re able to get on today, Scott to be able to discuss some of these nuances of online learning now that most of the people has turned to this, even though a lot of us have been involved before. I think a lot more people are involved now and are seeking for insights from those that are experienced in this area. So could you introduce yourself and tell us a little bit of your background before we start to talk about specific online strategies here? Big lead Thio. Thanks for having me today, Rebecca. I’m a semi retired course where developer and health educator, I’m actually finding myself coming out of retirement by necessity because of the Corona virus. Pretty much I worked for about 15 years and course for development, and I T and the Aerospace industry know some military, which is where I had the opportunity working with you, Dina, You for awhile. Academically, I have ah, Mehmet in kinesiology health education, specialization in motor behavior from University of Texas, Austin and then another m ed from University of Virginia and instructional Technology. And I have several years working is a is a health educator. Most recently Well, that’s interesting. So you’re looking at this whole situation with both the eyes of an instructional designer and from the health perspective, I am, Yeah, um, can chaos. There is opportunity, right? Right. Sure, I can find some way to be useful, you know, to help other people with skills that I do have experiences exactly when I feel like you. Being on the show is one way of helping also. So you have a lot of background in courseware developments and especially online course for development, and wanted to find out some of the insights you have today as people, especially those that haven’t done a lot of it before, shift from classroom to online to find out some of those principles and practices that you insights too well in a very macro view and this is kind of what I wanna focus on overall today is they need thio. Keep it simple, stupid way. Developers tend to think that we need to make everything as pretty as we can all kinds of fancy interaction, that we may be judged that way on our work. But I’m thinking of the person who The teacher, for example, who’s having to put together quickly, put together an online curriculum based on her remaining plans for the semester, depending on the school district. There may or may not be much support for that. You know, some districts have been doing online learning for a long time, and with them it’s easy. It’s an easy switch. Others haven’t at all or very little. I think that you know you just looking at it from a distance online course where development looks like it could be something. It’s very intimidating. If you’ve had the opportunity to look at some good online courses, you will often find a high level of professional presentation, and you may think, Oh my gosh, my course won’t be any good if I don’t meet that. But I think we have a fallacy of letting the presentation wag the contents. Sometimes we become so focused on the presentation that we don’t think as much as we should have had the content. One example, I’d especially like to quote. We talked about books before massively online open courses, right? Corsair organizations like that. The present course is to the public, usually about major universities lasting 4 to 6 weeks series of videos, readings, quizzes and so forth. The most popular movie in the world is one called Learning How to Learn, which is on course era from McMaster University is over two million registered users around the world. Do you think of that? Two million students now? This course was put together on a budget of $5000 including purchasing all equipment. It was filmed in the professor’s basement in front of a green screen. She doesn’t even have a desk. She’s standing the whole time. But the content is so good in her presentation, style or speaking, style is so engaging that it makes up for all that you know, First couple lessons I looked at, I thought, Well, this can’t be very good. It’s so amateur, but my gosh, it is good. Well, that’s the beauty of this, isn’t it? Like when you, you know, you know that you’ve been involved in course where development for corporate and government, $5000 for an off course hype. That’s not how much recharged Know any online course? Officially, one with two million participants. My good right? Yeah, but it. But it does go to show how important. Like you’re saying that content is. There’s very minimal graphics in the scores. Every now and then, a piece of clip art will flash by. That illustrates a point which is good for people like me who are visual learners. And it will emphasize she doesn’t just stand at one place in the camera focused on her face. A lot of the other courses do that professor, sitting in a desk head shot until you get she doesn’t move around a bit. Change camera angles, you know, focusing. Zoom in closer for to make a point out further, returned about something more general, that sort of thing. So it’s not just static. There is some movement involved, and I think that is important to makes it more natural. For one thing, a teacher in the class would just be sitting in a desk is a talking head, normally right that there’s there’s a humanity factor in all this, which some of us learned, you know, when we were told to put more interactivity into the courses that had some low level games. And then let’s just use that automated voice, you know, the transcript voice and your eyes. Oh, yeah, that’s right. Yeah, I really like to just listen to a human, Even if they pronounce it. It is only as an aside, I’ll say, that is one of the best things about Alexa When you asked her to read a book, it’s a very human sounding voice. The artificial intelligence, I guess it would be considered is really advanced in that regard. But I do agree. Human voices best. Yes, we have advanced since the time that I was creating course. Where does that leave me, too? And reviewing it, you know. But it is interesting how some of the imperfections are okay, and I’ve had to learn that with podcasting, and even with an online course I’m developing right now that bloopers I’m just not going to edit out point forward because it shows that I was really on camera trying to perfectly well put it is a real person standing here talking to us. Yeah, it right, some relief. Well, what I just said about this was particularly about a video presentation. Of course, it is perfectly fine to keep it very simple, but I want to emphasize to any course where that you produce, you know, tangible course where slides, whatever can also follow this principle. You don’t need to have a real fancy background. Don’t worry about embedding videos and so forth. You can. But don’t feel like you’ve got to meet the standard of professionalism that you see on course era, for example, or very professional produced courses just to get your message across, because you don’t don’t be intimidated by that. You know the content probably better than anyone. You just get that content across, and that’s all you need to do, right? Leave it low level effort on your end and low level so that the consumer, because you quickly I’m I surprised. Just yesterday I recorded something on Zoom and I was editing it Can’t Asia, and I realized what I had for gotten Is that right in YouTube, there was an icon, saying you could record into YouTube right there. Wait a second. I’ve got to share that tip with the personalized talking to because if you’re an instructor and you could just go open your YouTube account, hit the record button and start talking and then turn it off, you’ve created something that is completely usable in the moment. You can even throw it into a block post and share the rest of your content or whatever. And so there’s some very ways, and I know as a consumer of it as a learner. Sometimes those bells and whistles get in the way. When I want Thio, copy something off, you’re trying to copy it off. You’re like what? It’s gonna take all this color, and it’s not even a content yet. Perfect example. Rio Eso would like to offer some analogies from my background in aviation training. Excellent, they’re related. I think you may know that often pilots are trained and simulators these big pods upon stilts that move around to replicate motion. Supposedly inside is the perfect replication of an airline airplane cockpit, including increasingly complex visual representations of the outside world to the level of photo realistic leads to say this is very expensive, and there’s some question whether that high level of fidelity or realism actually results in better transfer of learning. I became interested in this topic when I was doing my thesis from I M Ed from UT in late 19 eighties and relationship between simulator fidelity or realism and transfer learning to the real world. I didn’t review of lit in about 50 different studies. This would have been from the seventies and eighties, of course, but I found in very few cases there was any statistically significant correlation between simulator fidelity and transparent in the aircraft. There’s a conventional wisdom, and this goes across all this one’s including our pleasure of teaching. I think there’s a conventional, this conventional wisdom that the more realistic, more elaborate presentations are, the more transfer learning will take place. But a good 40 years of academic studies evidence based on I’m aware of it, not found this to be the case. You know, that reminded me enough so often in different settings how people were worried about making scenarios that exactly fit someone situation and, you know that could be helpful. But at the same time. If we truly want to learn to think, you need to be able to take any situation and figure out how to learn something from it. So exactly transfer, learning. If you specialized too closely on training, it may not transfer as well. I would think I don’t know that it was amazing some of the things I read, for example, and they did a study where they presented just a paper copy of the cockpit. Pictures of instruments, controls and so forth trained pilots on certain procedures using that and the transfers, the actual aircraft. Was Justus good as they had gotten with the elaborate simp, the elements were there and the representations of the buttons. They weren’t interactive. They just pushed about a real Sam. You see, something happened, but yet they learned another example, I think is pretty relevant to run now if you’ve flown at all recently, you’ve probably seen those humorous preflight safety briefing videos that they have really high production values and Liberty’s Sarah. Okay, well, the rationale going back again to that conventional wisdom that high realism is already better. Getting people’s attention is always better. Is that on studies have found that people don’t remember the safety information. They remember the humor it’s intended to make people pay attention to how to open the exits, you know? But people aren’t paying attention that they’re laughing at Betty White and a life preserver, right? And that was shown a couple years ago. Southwesterly funder to Katie. They had the engine explosion and fly it, and they had explosive decompression. Everybody had to get on oxygen. Videos taken by passengers show that about half the pastor’s had their oxygen masks on upside down. Now, if Southwest doesn’t do video briefings, they have flight attendants. But they’re almost always very often wacky and humorist, so we can assume they may have received a briefing like that. And then this is more about that. Place the mask over your nose and mouth and breathe. Normally they put the the nose part over their mouths and vice versa. E. I think that kind of this just kind of the same thing with the idea of, you know, very elaborate presentations do not necessarily result in better transfer of learning per se and that we can get really hung up on all gonna spend $5 million. A God knows what they cost to get people’s attention. S’il affects their seat belts, and that simply doesn’t work out as you’re talking. It made me realize that, you know, this is a constant struggle for instructional designers, as the instructional designer going through and creating that video for airline customers were going through the process of creating that simulation. Instructional designer may become an expert in it because they are going through the process of figuring it out, figuring out how to present it and sometimes not realizing that the student needs to go through the same process and the diners going through right, they have to have a little bit messy, and they have to figure out how to do it. So maybe on the airline, it would’ve been best if the people giving the presentation the steward disturbs that. Where what are they called now? Flight attendants, flight attendants? Because you’re an expert in that to the flight attendant, be better served, probably pulling up one of the passengers in Santa. Okay, show us how to put the mask on. That’s a great idea. I never thought of that. I didn’t need it certainly would do it. Just call American Airlines. We can save money. Exactly, because then you’re really heightened interest, right? You’re like, what’s they picked that clueless guy? Are they gonna pick me next attention? Something in our mother Just briefly. Another drawback of those videos. Frequent flyers really complain about him because they’re lengthy and they’ve heard it 20 times already. Let’s say they’re totally turning it out. At any rate, that’s just an example of somebody going wait. More elaborate than they really needed to. To present information to get the old crucial thing is the transfer of learning. Are the people gonna put the roster mass on correctly? When? When they fall down, it’s gonna look at him. Yeah, and that that doesn’t necessarily happen. So as an expert, what would you say when we use the term transfer of learning? What do you mean when you say that? Well, on a very strict sense, I mean, when they show you, you know, put the mask mask over your nose and mouth and breathe normally where the extra mass pop down. When you stop screaming, you’re gonna take the mask and put it over your nose and mouth and pants. Undoubtedly, at least you’ll have in the right position that would be transfer little more generalization. Let’s say when you’re training on cockpit procedures, for example, especially when something comes up that’s not on the checklist. It just has never been thought about before. You could put together synthesized things to take care of our current situation from things you previously learned. And I would call that transfer learning as well, very important part of transfer learning. For example, when that US Airways flight crashed in the Hudson River, I don’t think they really had ever trained for two engines out because of birds. No place to land specifically in the simulator and ditching in the water is very rare procedure. But Sully and his crew were so experienced in all aspects of flight, they were able to put something together quickly and make a very safe landing and very unorthodox place. There will be a broader generalization of transfer, I think. Well, I think that kind of speaks to trouble shooting. You know, I went to Home Depot one time to buy a new toilet, and they said, Oh, you could do this yourself when I you know they explained a couple steps and I could do that myself. The problem is, first of I lived in a condo that was between condos up blow to the side of me. So when I made decisions, I have to think about neighbors. But part of me, too, was like, Wait a second. Those steps look easy, but that’s under the assumption. But I already know what’s wrong under the ground, exactly under the floor. And I said No, I’d rather purchased the service that goes along with this. Well, thank goodness I did, because expert that came to put it in discovered a new issue, and he was able to fix that issue with the toilet, and it was fine. So that’s where I realized. Oh, that’s where we know we know more. That’s what I would not only know it, but we can then troubleshoot different situations that goes with the experience abroad. Transfer of learning, I would say, decided of fidelity and simulation training doesn’t just apply an aviation. I was just reading a study from McMaster University in Canada about training health care professionals. They were training a particular task with simulation. They had a hi res Ah, hi Fidelity version of Low Fidelity version. And they ran their groups through and had a control group and so forth, and they found that there was no statistically significant difference in performance among the high risk high Fidelity or low fidelity groups, and Marcelo Fidelity costs a lot less. Then the researchers were surprised but shows they were operating into that same fallacy that there’s a direct relationship between realism and transfer the conventional wisdom that you have to exactly simulate something before you can replicate it for a world. Harvard has very good projects from the Harvard Business publishing. I think that’s their latest name. But they had some high and low Cem or negotiation and decision making or someone it was that same thing. Like after a while, you like, Where can I find the low? It was online. You could have the version that was very robust online, more like a game simulation being, and you could have the one that was just screenshots. And pretty soon you’re just like it’s taking me so much effort to get through exactly the high fidelity one that I just rather do the simple one and I’m getting the same concepts. In fact, I’m getting them Maur because the technology is not getting in my way. That’s the whole point here, letting the tail wag the dog. Yeah, right. They say if you have some specific ideas around this kiss principle they share we have further technologies. Well, if I were a classroom teacher, I had limited district support for drop developing an online curriculum. The first thing I would want is for somebody to assure me that it doesn’t have to look professional. Maybe teachers wouldn’t think that way so much as those of us with the development background. But there is that thought. You know, you keep saying that they do not need to be intimidated by it. There some tools out there, they’re free. They’re available, like the Google Suite of products for office. You could do slide presentations and just the drunk behead things like that. And you mentioned recording right onto YouTube. Don’t be intimidated, but because you’re a good teacher, I’m sure if you can have the linen classroom, I’m sure you can accommodate the online differences. Freed up what you can. There’s all kinds of goods, tips and things out there. But I’ll see you need to think outside the box with this, which is a cliche, but one of the great advantages of online education. I found taking courses on the Corsair. A platform is that you can engage in mastery learning as opposed to just rote memorization type of wearing in a classroom. You may hear a lecture one time you go home and read about it. You come back to regurgitate the information on the test that you never think about it again. In many cases, you haven’t mastered that subject. Like if you make a 70 on a test, there’s 30% of the information you presumably don’t know. You’re probably never gonna know because you’re probably not going to go back to it. Whereas the advantage with online. If you have everything archives, you know the study to go back and watch the lecture again. That could do the reading again. Importantly, they can retake the quizzes until they get it right. It’s a whole different mindset. But I tell you, M I, t and Wellesley have both announced that in their online courses going forward, they’re going to grade less strictly on student assignments. than normal, and in some cases they may not great at all. So this is M I T. Yes. So, you know, they’re realizing that’s not the place the focus should be. Where are they putting the focus? Focus is on the well. The focus is on a good presentation. Having good transfer, race and, you know, little quizzes all the way through a lecture. A good idea to till two or three question one question just to make sure the distance getting comprehension, the important thing, I guess just the ability to go back and keep doing it to get it right, as opposed to being limited to a single test. And you just move. I see you’re mastering the second. That should be our ultimate goal. But that’s not gonna be reflected in a one time quiz if they can never go back and try to fix things. Way got a lot of feedback on that with our corporate elements that we chose where students at the end would just know they’re percent, that they got correct. They weren’t shown what answers they got wrong and they were not shown, you know, the correct dancers and it left them a little bit uneasy. And there’s pros and constant. First of all, if you do show answers, you have to have a huge testing. Yeah, that’s true. Yes, in any students tend to share online. But I went through a certification program recently where we didn’t get to see the answers either. But you could tell it was just kind of a check in to take tests and quizzes because the focus was actually on weekly practice. And the weekly practice is where we find tuned our skills. And after we took a testicle is it was on us to go back and look through the material and cope. Okay, I think I’ve probably got one of the questions wrong. Let me well, and look that up again, and we can confirm it to ourselves if something happened or not. But but it does put it back on the student to learn it. You know, that kind of assessment? When I was little comment I wanted to make back when you mentioned that the teacher shouldn’t worry about professionalism are perfection. Well, you want to be professional. Yeah, Not in professional. Sloppy. That’s not what I’m saying. Yeah, but don’t worry about professional quality graphics and so afraid. And the beauty of this is most of the students that are now going to be seeing their instructor online already know their instructor, right? Not like it’s gonna be a first impression already know their instructor there, already aware of the instructor strengths and weaknesses and all that. So that is a benefit to all the instructors. I think at this point, because all the semester’s had started and people had already met these teachers for riel in the classroom or online. And so now I would hope that would mean they could get away with just focusing on presenting some content versus having re about the bells and whistles. And some of those bells and whistles do really get in the way. I think it’s the fear that you have to include them. That might be intimidating to a lot of teachers thinking I have to have embedded videos. I have to have this in that, you know? Yeah, and I think that just never thought about that. I think that if you know people are doing this delivery and all kinds of ways, if you do it synchronously Phil students can raise their hand in the chat box and ask questions Some people who might not normally speak up and do it that way. Yes. Um, that’s a good idea, but I think having an archive is also important for review purposes and its forest cheating on the test. You’re not gonna be able to control it 100% but the good test bank. And each day it gets a different set of questions and you make him take the test during class time at least the first time around. Yeah, they could still be texting each other on the side and so forth. You’re not gonna control the 100% but, you know, we do what we can with what we have. You can’t control 100% now. Either write their software out there That will analyze term papers, for example, is an king. Judges has been plagiarized. Much distance dismay. Yes, I actually got a stupid football player kicked off the team when I was a teaching assistant at UT because he had so clearly plagiarized his final his final just I don’t know what they think they can get away with. Ridiculous well, and that’s when you realize that the focus perhaps, was too much on certain kinds of assessments. Exactly. People put, you know, put all of their worry into that versus their worry into practicing and learning the information. And, you know, this is a perfect opportunity. Some of the students have really good skills when it comes to using technology. So, you know, in some places, instead of having a quiz, a road test, you could say, Hey, submit a video where you explain this concept exactly. Do some kind of creative skit or write this special block post or something, and so people can, like you, said, You know it’ll bring up different talents or people might speak up that wouldn’t speak up in the classroom, and it might introduce other opportunities to present things. And if you are a student and you know your peers are gonna be able to see what you create, it might put a little bit of pressure on you. But it could be kind of onto to figure out a creative way to present whatever information was provided to you or whatever. The problem was. The song wherever. The waas, of course, there it does. That in the most, of course, have been on the head. Pure grated assignments with two million people. The professor is not gonna be able to get on. Look at the test. Right. But you’ll have typically. But this one, for example, have been talking about the final exam, as it were, was totally wide open. Just use your creativity to explain to someone something you’ve learned in the chorus. Some of the different things should cover might include blah, blah, blah. Could you video? You could do a PowerPoint presentation. You can s a What have you like on it will be created by three of your peers. You know, your peers are gonna be seeing it, so you need to make sure they can understand that. Can’t you go along? Yeah. There is that creativity you could do online. You really can’t do that in the classroom so much. I guess you could, but well, you wouldn’t have this much flexibility. And I’m not like that because it’s a great reminder that all of these situations are really there to help the students. But he said, have a transfer of learning. Ultimately, you want the real to perform something to ministry. Learning exactly resulted a mastery of it. And what a great way to create an environment for that, because I know the process of creating something for that final paper. But Professor doesn’t need it. No, here she does not need your creativity. You need to go to the process of seeing. If you understand what you learn, you can apply it to your life in your work and whatever you’re doing with your time. It’s need to see some of those opportunities coming up, and hopefully some teachers will be able to have a chance to do that. It’s kind of situation. We want to make sure the students also understand the core message here about keeping it simple. They probably know more about it than the teacher does. The technology side, you know. But they may. They shouldn’t get caught up in thinking a pretty presentation with no content. I encountered a few of those when I was reviewing its money. A beautiful, powerful presentation, etcetera, etcetera, very creative. But all they did was parent what was on the course. That’s not what you’re supposed to do. Most analyzes in this size so they didn’t get the scores from me, right? It spent all their time doing something pretty and not worry about the content. And that’s something. In fact, I’ll be interviewing someone next week who has strong feelings about this and great insights that a lot of us went through this phase. When was this? This was the 2000 2000 seven or eight this’ll time. We’re trying to add more bells and whistles to the online self paced training and in the process, we’re saying, What’s bad to have a page turner And he was really important to the design process. Does he States? Let’s stop for a minute, folks. When we’re talking about books of being a page turner, a real page turner is a compliment. It’s a boot, and there’s no graphics in really good books that have a great story and get back to your point. You know the content is king. But to realize that, you know there has to be great content and you can add things toe government that. But if you’ve got it in a great story and a great format that content, then some of those things air extras well if I can say this, this is not a plug, but for people who are faced with doing online presentations for the first time, they might like to look at this course here. Of course, I mentioned which is free. If you could just dabble in it, jump in and watch a video or two. No obligation is called Learning How to Learn, and it’s on course era c O U R E as a course era dot or GE, you could just do a search in the search box and have a look at it. I think it will be a revelation. If you think you need to be making library presentations, you’ll see that. Yeah, well say otherwise. Exactly. Because all the courses in course Sarah do not have two million people, right? There’s a lot of pulling moves, but two million shows that it’s one of the top ones that people are choosing to access, and they’re getting good reviews. Ones, I think are not so good. I mentioned talking heads. There’ll be one more professors just sitting in a desk fixed camera angle, and he just reads the teleprompter he may be reading in a You know a human kind of way may be interesting, but that is possibly oversimplification. I think the professor should at least move around a little bit, changed the focus, etcetera, and go too far. One, of course, I took the head, unfortunately, from UTA had excellent content. But the college student, I assume who had done the filming, stuck the camera about six inches from the professor’s face and left it there whole time. It’s really disturbing, especially. She kept fidgeting, you know, high. And it was It was very disturbing. It actually damaged the content of the concept of them is the usefulness of the course. I thought. It’s not gonna do video. Make it realistic, reasonably realistic. I mean, like you would in a classroom Well, and I’ve heard this and I need to apply it that sometimes when you were recording some of these things, it would be helpful if you had at least one person lying watching you or one person in person. So you feel like you’re talking to a real person, and you can kind of gauge by the clues and so you can so can feel like you’re in a real actions and your action someone and that people might find that helpful. Some might not, but I thought that was an interesting point that someone made that I can help make it feel more real because you’re actually talking to a real person. We record it well. Another way to approach that I’m taking another course ending is very good. Called Understanding Vital Signs from University, Pennsylvania, it’s actually in the classroom setting the professor’s actual professor. She’s in front of three or four students of different students each time, and she lectures exactly. She wouldn’t classroom who can tell me what this means? How does this work? It’s probably been scripted on the students part, but they answer individually, still calling Hey, stuff, What do you think about this? Instead, we’ll see Steph giving her answer, and we feel drawn in by that. I do anyway, so it’s a little more work. Obviously, you’re gonna have listeners, but they’re right in the sense. In one way, it’s very realistic cause is actually in a classroom. But on the other end, they didn’t have to build the classroom. It’s not spend a lot of money making a realistic. They just took advantage of what they already had and brought in more human interactivity between the participants of the video. So you feel kind of like you are also just sitting in the class and watching your peers interact with the teacher, right? Much better than the talking head approach, I think, Yeah, Yeah, that could be an effective way to size. They will see a lot of creativity come through. This process is people have time to reflect, as they’re doing different things during the day than they used to be doing and come up with some creative solutions. And I know I’ve seen that even my own home the past couple months, I’ve seen, you know, hi. But oh, I can’t do this because I don’t have a room that has this kind of set up getting really creative and going Oh, wait a second. Let me look at that bookshelf differently. Exactly. Can put a computer on top of there, and it’s the perfect tight, you know, and just different things where you start to get creative and go, Oh, I’m so glad that I was forced into these constraints because it made my brain have to look at things differently. Come up with some different ideas. Have taken a couple. Of course. Here, of course, is ahead. The four men I just mentioned where there’s an instructor and students and she was talking to him and she wasn’t. She was not just saying, you know, 40. 1 point two points. Three should say 30. 1 Stephanie out using this works and Stephanie might say, Well, I think it does such a such and the teacher said Yes, exactly, right and goes on explicates from there, and that’s not hard to do. And that’s how people teach. Many people already teach in the classroom. Just teacher. He always do have a point about keeping it simple. You don’t have to change too much, necessarily. You could teach like you always do just in front of a camera. Well, and you can even, you know, have a white board. And, frankly, it’s the same way you might have in the classroom and do that or the charts or the visual aids you could. You could show different things on the screen. It could become a very creative and deferred, so some people have hopped right on board, and some people are saying that their school districts are gonna have plans to like April something I Okay, that’s That’s a little too long. You’re putting too much time for you to figure too much out of that. It’s exactly that you are making it more complex and you’re overthinking it. You’re overthinking, right? Just give someone an assignment from the book for now and then get online tomorrow and discuss it the same way in class every day. Exactly. That’s not their figure out. Some things that shouldn’t be intimidating anybody. That is a good teacher, you know that already runs their classroom that way anyway, right? Probably undercurrent Berman. You wouldn’t be able to bring live students in because of the social distancing thing. But there’s something you think about the future well, but you could tag three students before everyone gets online. Sam. Okay, you three are the ones that will be participating today. Discussion, You know, like it’s your job to participate, right? Exactly. Get extra pre Esther prepared. Be extra prepared. Don’t read that. You know, three times exactly that every day, switch it off. I think people like listening because even if they don’t use one of the idea shared on positive that they will get an idea from listening. The baking use e. I think most people are probably better at what they do. Then they realize talking teachers specifically, you’re probably a better teacher than you think you are. Oh, don’t in Indiana here, they says. I think nationally now they suspended standardized testing for them for the go ahead here so you can quit teaching to the test a little bit. Maybe. Oh, that. It’s a wonderful opportunity exactly. And it also, like, say something to parents who are suddenly finding themselves effectively homeschooling because maybe they’re district is not providing the online support that online classes and so forth again, don’t be intimidated. You teach your kid every day. Maybe not a formal setting on formal subjects. But you know who knows your kid better than you do. And so even if they do have a curriculum this being present by the school, it’s a perfect opportunity for parents to become deeply involved in their Children’s education. In a way, they can’t deny what synchronous in a classroom, and it’s a wonderful opportunity to do relevant enrichment work with your child as well so in many ways, this could be a good thing. You just grab, grab the bull by the horns and go with it. Don’t be intimidated. You’re good. Well, that’s, you know something that while the Internet still on right and there’s so many great resource is and if anyone’s in base, black or any other social network or test friends in general, even if they turn the one friend that there’s some ideas coming from other friends. But I know something would have been temporarily incapacitated, like what should I do? What should I do? They know what to do in kind of a paralyzed state right now, but I even know a friend told me months ago about this cosmic yoga or something for movement. Yet yesterday or sometime this week, who knows what days we are on exactly? I don’t know what day today is. I think it’s Saturday. I had to look at my computer to see what day it waas e to its uh, we pulled it out and my son said, Oh, this is how he did yoga at school. And so I didn’t know that before. He never told me. But when he had. It’s cool that he told me, and then he loves it. So I like what I’m gonna incorporate this into every morning. We’ll do this little then we just turn on YouTube on the TV, and it’s a nine or 10 minute thing where I do the exercise, too. And I’m looking at it from an exercise perspective and activity perspective, but also seeing how well the woman’s sharing a story is she’s having you do all of these movies, you know, you learn how to teach from watching right and how simply and why you’re watching it. You don’t even you heard a little bit a taste. I do. But I’m engaged in the story she’s telling me. I’m thinking, Wow, what a simple story that she’s built in these movements to or whoever wrote the script and he’s fully engaged. I’m fully engaged like these. Resource is air just right there for the taking. So including it’s a on experience, feel to use this time to explore options excellently. Well, I just I wanted maybe some up a little bit by again reemphasizing two people who find themselves creating online course where, for the first time or participating. I’m learning for the first time. Do not be intimidated by the software by the presentation. You do not have to have a lot of fancy graphics, animations, interactivity and so forth. You just need to talk, but do it in a way that’s not completely just, you know, talking head sitting at a desk may move around a little bit, Understand? Like learning how to learn the stricter sends the whole time. Don’t be afraid of this is what I’m trying to get essentially, for the learners are especially the people doing the development in the instruction. I think that’s a wonderful vote of confidence to give Thio. All of those that may be struggling in this area don’t remember what they know, like they know a lot more than they think, and they’re better teachers than they think. It’s a great time to keep it simple and just keep moving forward. So thank you for sharing your thoughts today, Scott. Here, Thank you for having me. That could’ve been boiling around for a while and blood to have a chance to share them if people wanted to contact you. How they content through Lincoln would be ideal Yeah. Okay. Just www dot linked in l i N k e d I n not linked to Lin is often the fake it com slash In I am flash Scott Matthews in the S c o T T e N a T h e w s i N d y like Indianapolis. That’s my profile on people. I am ready to help you move your mind. Move your deaths. I am a coach. If you’d like to work with me, go to move your desk dot com and select the work with me Tab. We can put our minds together and help you offer up your best work.