Business Education Panel [Learner Engagement Summit]
Brianna Bannach 0:04
Thank you for deciding to spend your Wednesday evening with us. I'm Brianna Bannach Yellowdig's marketing team lead. And I'm especially excited about this session because I studied entrepreneurship. So I'm really looking forward to learning how these wonderful panelists are engaging students through business. I'm gonna hand it over to Brian verdine, yellow digs, VP of academic product engagement to lead this panel.
Brian Verdine 0:28
Hi, everyone, thanks for joining. Um, I have mistimed group of four business leaders here that I'm really excited to have talked with us. Our VP of partnerships, Tyler was originally scheduled to run this session. So I'm gonna do my best Tyler impersonation. But he is unfortunately a little bit under the weather it's probably okay because I'm not planning on doing a lot of the talking here, I'm just going to help make sure that everybody gets a chance to get their input in. So without further ado, I want to turn it over to each of them to give a quick introduction of themselves and make sure let us know sort of how long have they been using the other day what they do cetera. So let's turn it over to Tonya first.
Tawnya Means 1:19
Thanks so much, Brian. I'm Tawnya Means Assistant Dean for educational innovation and chief learning officer at the geese College of Business at the University of Illinois, Urbana Champaign, I have been using Yellowdig for a while I can't even count how many years it's been all the way back in shoot, since I was at the University of Florida, and then use it at the University of Nebraska and now at the University of Illinois. So I've I've been a longtime partner with Yellowdig. And I've really enjoyed that experience. To tell you just a little bit about what I do. I lead the teaching and learning team at the geese College of Business, we are an internal team to the college. And we do a wide range of support activities for teaching and learning. So everything from video production, course development, accreditation, support, assurance of learning, and faculty professional development, pedagogical support for teaching, we work with faculty who are teaching online and some of our very large scale online courses. But we also work with faculty who are teaching residential or even blended courses. And so as we've been working with our faculty to bring Yellowdig to their teaching, we're encouraging all of our faculty across the college to use it, and to help them to learn ways that they can use it in a very meaningful way to help them to expand community, a sense of belonging and helping to drive conversations as opposed to discussion boards. Great, thank you, Tanya.
Brian Verdine 2:51
Vicki, I'm gonna pass to you next.
Vicky Crittenden 2:53
Okay, thank you so much. I'm very excited to be here. For those of you who are attending who know me, and you've probably you may have heard me speak about Yellowdig played off and I'm a Professor of Marketing and that some research scholar at Babson College, and I started using Yellowdig back in, I think it was January of maybe 2021, when we had thought the pandemic was gonna last for two weeks, and it kept running into months and months and months. And I teach it in our hybrid program that I was teaching in our hybrid program at the time. So I was already doing some online teaching. But I also bring that to the face to face classroom. And I'm a very face to face person. So our IT person introduced me to Yellowdig because she thought I would be able to use it to simulate conversations with this amongst the students, just like we would have in a face to face classroom. And so I tried to absolutely loved it and an MBA marketing course. And I'll be talking about I won't take any more time on that here, because I'll bring it up throughout the conversation tonight, the way I use it on the type of project that I've used it on that has enabled what some might think of as sensitive conversations.
Brian Verdine 4:24
Thank you. Thank you, Vicki. Please, you want to go next.
Unknown Speaker 4:28
I'm Grace B. I am Assistant Dean of Business, as well as an instructor in both business management and the supply chain management programs. At our Technical College, I'm a relatively newbie to this. I started for shoes that I think about this time last year, and I do know that it has not only changed the way I think about discussions but change the way I think about my own teaching and I On my engagement with my students. So it's been a very exciting adventure. Great,
Brian Verdine 5:06
thank you. And last but not least, Chris.
Unknown Speaker 5:09
Yeah, Chris Lee, I'm a professor at Arizona State University in the supply chain management program. I'm also an instructional designer. And I'm also relatively new to Yellowdig. And last two years and the courses that I've done, but here at ASU, but from an instructional design perspective, I love the aspect that we can engage our students in a way that they're also engaging each other. And I'm always looking for that new way to transfer information, and knowledge and gain insight from each other before I started teaching 10 years ago, I ran restaurants for 25 years. And then 20 years doing logistics vs Navy. And so I always look at that younger group of how they like to discuss and talk and find ideas, and learn something and then talk about it on their own. And I kind of see this as a new water, cooler culture in a way if we do it properly. So just excited to be here and be part
Brian Verdine 6:11
of this. Great, thank you, Chris. I'm gonna stick with you for the first question here. But I'm curious to hear what did student engagement look like in your business courses before you adopted the other big? And, you know, how did students connect with each other? How did they connect with you? And other instructional team members? Etc?
Unknown Speaker 6:36
Sure, Brian, I think one of the biggest problems we have, especially in the online environment is forums. And forums tend to be very static. We've got prompting questions, we hope we get some answers to them. We hope there's something mentioned by a student that might get picked up on that other students will then graft upon and it builds a discussion. The difficulty is often it doesn't it kind of hit set and ground dirt. The nice thing about Yellowdig is that we can have some prompting questions set up in such a way that it's open ended, to allow students to throw different ideas out based on the concepts we can bring as faculty, some of our own ideas into that as we see fit. And a kind of runs it on its own, as opposed to us going in and going. Alright, did you meet this require to my question? So that's more are you engaging or discussing? Are you finding new ways to understand the material, grasp the concepts, and maybe we apply it in in the real world, utilizing something like the Wall Street Journal or other media outlets to see what's going on in the real world that we can take this concept to, and discuss this in a real world concept now instead of the classroom?
Brian Verdine 8:00
Great, thank you. Grace, you said that yesterday had changed your teaching a little. So I'm curious to hear, you know, what are some of the things that you were doing prior to starting?
Unknown Speaker 8:15
Well, I think, you know, that that discussion for a model I just did, no matter how hard I tried, and I see myself as a great teacher, of course, you know, and it's like, no matter how hard I tried, I couldn't quite fix it. And so I would try with more detailed rubrics, or more detailed questions, or more detailed instructions, or key in Oak word counts, and in things like this, in trying to get that and kept trying to also remind students Oh, we want a real discussion. Well, no real discussion was happening with this man, I noticed I'm, I'm sorry, I'm a conference junkie, a web conference junkie. So I go to all you know, sign up for all of these great educational online conferences. And I kept seeing that there was a pattern that each conference had at least one and sometimes two or three sessions on how to fix engagement. And it finally, you know, one of one of them beautiful infographic that you could follow, if you're having this problem in your engagement and discussion forums, do this. And if you're having this problem, do this, and then go on to here. And it dawned on me that, you know, if you asked my students, they would say it's broken. If you asked me, I kept trying to fix it, so it must be broken. And I always tell people Yellowdig fixes my engagement with my staff. means.
Brian Verdine 10:01
That's really nice to hear. Thank you for all for that. I, I agree, I think a lot of times if you sort of search how to create better discussions online, it is sort of like doubling down on on improving the parent, you know, improving the prompts as if the prompts are sort of broken in some way. Good food for thought. So, Vicki, I'm gonna go on to you. And I'm curious, what role if any, do you think the learning modality plays in your decision about using Yellowdig? And whether how for specific classes that you might be teaching?
Vicky Crittenden 10:43
Well, I'll be honest, and say that this has been the modality has been critical for me, in terms of thinking about the use of Yellowdig. As I've mentioned, our my class at the time, and 2021, was a hybrid approach. So I was used to engaging with my students on discussion boards, for certain weeks out of the term. And I'll be honest, and say, I was very happy doing that. I felt like we had a great exchange a great given take on that. But I think given that I was also very reliant upon maybe every third or fourth week, I was with the students on a face to face basis. So I was then able to, to have a conversation with them. And I felt like they were then able to have conversations with each other about these marketing topics that were separate from the give and take on the discussion board. And so with the, with a pandemic, and the lack of face to face, you know, I was like, well, this will be I was thinking about the discussion boards, and I was like, well, this will be the best I can do. And we'll be, you know, on our WebEx once a week. And as much as I would like to think that my students are going to be conversing with me on WebEx, we know that does not happen. Could you try again? Oops, sorry. That's that. That was that was very trying to answer my question. And so then, so what happened is the IT person that I work with at that some college just said, Vicki, I think I have something that you might want to try out, you want to enjoy. And so I use Yellowdig, throughout the MBA course programming that I was teaching, as a way to simulate those conversations. And I gave the students and I can I'll go into this, maybe more if the question comes up. I, we had a project, and they had a course prompt, and the group was assigned to start conversation for that prompt. And because you could post videos, you could bring it outside Ponton. And you know, it might be that grace made a comment. And Chris said, Oh, I just read something about that. So Chris would type that. So it almost became like a social media platform. And the fact that people can like something that people could comment on something that people could add to it, they just go off and start their own conversation. So for me, it was simulating what I refer to it now is the over coffee type of conversations that my students were missing out on, by not being able to take the break from a class and then go grab something to eat or drink and say, I had no idea where Vicki was going with that, or I really liked that, you know, comment, you know about product marketing, that this enabled them to do that and enable them to get to know each other. Just like if they were in a face to face situation. I feel like to this day after now using it multiple semesters that the students would tell you they know each other differently. And I taught a purely online course, this past fall that we used Yellowdig. And I don't think the students would have gotten to know each other. The way they now know each other without Yellowdig. So modality was key for me, I often think about this, and this is something for people in the audience is something for other panelists to think about. I offer Wonder if I would use Yellowdig? If I was in a face to face class every week? Or would I even know what to do with it? Because what it'd be almost overkill? I don't have an answer to that. I'm sure you guys say Yellowdig, or my IT person could tell me how I could use it. But um, I think about that. And it's because I have been become so happy with an online and hybrid approach. I still use it even though my courses now hybrid, we still I still use yard.
Brian Verdine 15:38
Three, I'm gonna go to Tanya on this one, I think as well, because from what I know, You've used it in a lot of different situations with a lot of different levels of students.
Tawnya Means 15:51
Yeah, that's right. Yeah. Thanks, Brian. And Vicki, I'm resonating with your question about what I still use Yellowdig if I was in a face to face, and I will tell you that I have so and I've worked with faculty who have as well. And I think one of the things that it brings out is the ability for students who don't feel comfortable in that environment, being able to share their thoughts to be able to have a way to share their voice. But the other thing that I think is really helpful about it is that when you provide a prompt, and maybe you take three or four people in the classroom, and you let them speak and have their voice, that kind of gives a prompt and allows some reflection that later, people who were thinking something or maybe thought about something after they left the class, they can add their thoughts as well. And so if there's a thread that goes along with that classroom discussion that you're having, and then later people can add to it, they can be, you know, out a couple days later. And oh, this really relates to what we talked about in class, I'm going to share this with the rest of the class. And so it allows for that extension of the conversation. Beyond the barriers, the walls of the space and time that the classroom is, is physically happening. And I find that, that with a little bit of guidance from me as a faculty member or from other faculty that I've worked with and giving them kind of the conceptual idea of how to use Yellowdig, one of the things that I found is that I asked them, or I asked myself, What would I do? How can I model what I would like to have happen, given the modality given the way that we're using Yellowdig in this course, because it's not going to be a cookie cutter thing where you can always just say, bam, this is the plug and play Yellowdig. And I don't have to change anything, depending, you know, depending on the context in which I'm teaching. And so trying to go through that thought process of how would I model the appropriate behavior for the context in which this course is being taught? And in doing so, then I can come up with the structure and the ways that I would advise the students and whether I tell them, you know, today's thread is started by someone in the classroom who had the initial idea that they wanted to share, and then everybody can kind of add to it? Or is it you know, something that I say to my students, you know, as you're out in the world this week, before we come back, think about what we talked about in class and share your thoughts. So that next time when we come back, we can have a really meaningful conversation around this concept or around this topic and things like that. So there's, I think that there are and I guess that's what I'm trying to, to get out is that it's around the pedagogical teaching practice. Khan concepts of how you use Yellowdig that really meet make for its success, you actually could go in and break Yellowdig by saying, you're going to post one original post, you're going to reply to students, you're going to, you know, put this in by Wednesday at 1159. And we're going to cut you I mean, you really could put that same structure that we have used in more traditional discussion forum on to Yellowdig. And it would, it wouldn't generate the kinds of conversations that we want to have in our classrooms using this tool. So it really comes about to and that's one of the things I really loved with working with Brian and with Tyler and teammate Yellowdig, is that it's not just can I plug in this tool, can I buy a solution, but it is I can have this tool and then I can use it in an appropriate way and work with the instructors work with the students to be able to create that concept around how to use this tool effectively to get at the the results that we want to have.
Brian Verdine 19:47
Great, thanks, Tanya. I think sort of building on what you just kind of ended on I think, a lot of what we're hoping to do as it is and go beyond the prompts, right and think about unlocking students agency and giving them a little bit more freedom to be able to think and explore. And I mean, I always say, you know, the ideal discussion or conversation is really kind of multiple people exploring ideas together. And that really requires interaction and, you know, bouncing ideas off of each other. And sometimes you don't know everything that you're talking about, you're kind of learning as you go. Right? So I'm curious to go to Chris on this. You know, how do you think you unlock student agency, you know, in your classrooms, in
Unknown Speaker 20:43
my traditional classroom and my online, I always say that I've got three rules. And one of my rules is that there's no wrong answers. Another rule is I don't know everything. And my third rule is you're gonna learn more from each other than you will ever learn from me, I'll or all learn more from you than you'll ever learn from me. Because the collective that you've got is there. And that's kind of to me, the agency and opening that up, where I'm a, an ability to give you some information, I can teach you the right things, from a theoretical standpoint, pointing in the right directions. But to understand how it's going to work for you and what you're planning on doing with it, I think you need to be part of it. And so a big part of what I like to unlock is that and having to do that, and I see Yellowdig, especially in this way, allowing students to assist each other in learning. Because I mentioned earlier, I came from a restaurant and military background on top of my teaching. And a lot of that is handed down learning in many ways, where we teach those that come next in the restaurant business, same thing with the military. And in my teaching career for the last decade, I kind of looked at it the same way, at least for my undergraduate students, were part of the onus needs to be on you collectively, to help each other understand this material, or together, get together, talk about it, work it out, fight the problems, whatever they might be, and discuss it in an open forum, like we used to have 2530 odd years ago, where you go to a university and the way that it would work is that you would sit around and talk and you'd learn more outside of your class than you would inside your class. Because you engage with the material, talk with the real world, talk about your hopes and dreams. And figure out how you wanted to move on next. In the modern idiom was incredibly difficult to see that happening, especially online. Yellowdig allows us students to have those experiences I think, maybe not to the level that we did years ago, who knows, but at least to a an approximation, where they can do that watercooler talk Coffee Talk whatever way we want to put it, where basically, there's no great on our line, let's just chat about these things we learned about accidential ism. What does that mean? How does it impact us? What do we do with that? What do we want to do with that? How does that see the world moving forward? That was what university when I went to university was supposed to be about. And what I'm empowered seeing students do now utilizing this as an ability in what I think as a technological advantage. Usually, technology is taking the human aspect out of it, and I see the human aspect being put back in.
Unknown Speaker 23:39
Brian Verdine 23:39
thank you. I'm Vicki and I wanted to go to you on this next question. So I think a hallmark of a great business course, is its relevance to sort of everyday lives of the students. And you know, in a lab case, they're able to kind of tie the things that they're learning to things that they're actually seeing. So I'm curious how you think about using Yellowdig to unlock some of that relevance?
Vicky Crittenden 24:09
Well, as I, as I mentioned, in my introduction, I'm a professor of marketing. So what I focus on with my MBA students is the traditional if you've had a marketing course, the four P's product, place, price promotion are really the key drivers of my course. And so adjacent to this, it was the fact that even prior to the events of the middle of 2021 I think if I have my years down correctly, I had a strong interest in diversity and inclusion, this idea that we should be thinking about diversity. When we're thinking about our marketing program that we're developing as marketers. We should be thinking about Making these marketing programs inclusive. And so what I was able to do and I guess in 2020, is what I should say is that I introduced with Yellowdig and Diversity and Inclusion Project in which students would talk about a particular diversity topic, and I had assigned to them. And I started a since I'm a woman I started out with, with gender, and then to talk about marketing issues, things happening in our marketing environment that could be perceived as gendering. And so you know, the pink and blue colors, the toys for the boys and the girls. So I would, I would prompt it using actually, it was a Barnes and Noble example of how Barnes and Noble would would separate their male and female magazines even on opposite aisles. So that have been the traditional male with the look at male magazines, and a traditional female, we're gonna look at female magazines. And so I would start it with pictures from that. And I would ask him the prompt, is this gendering Is this an issue. And so one week we will discuss gendering and marketing. And then next week, the prompt would be like, because I'm a white woman, I was able to introduce race into the, into the discussion easily. And we went through that and we'd go through different diversity topics. And the students would explore how marketers were including or not diversity topics in their, in their marketing programs. And it was became such a wonderful conversation. And the students were out doing their own research on diversity and inclusion, and marketing, and the findings that they were coming up with, all the way to, you know, yogurt has designed for men, or vitamins that are designed for women, you know, or automobiles that are enabled for people who are disabled. And so they were learning so much about societal issues, in conjunction with the traditional marketing topics, and I've I attribute that to this day to the platform that enabled us to have these conversations and enable the students to become so actively involved in those conversations.
Brian Verdine 27:43
Three. Grace, I want to go to you on a similar question. We're building on sort of the diversity equity inclusion topic, um, how have you used the other day to create a sense of belonging in your business courses, or how, you know, create more inclusive environments.
Unknown Speaker 28:07
In our business management program, I teach the capstone course and it's a team project. And it's it's a time that we really encourage students to explore what they're doing and where they're going. And at the technical college level, we have students of all different ages, all different backgrounds, I have students who have been in the field for years, and they're there for the credentials, I have young students or are just taking classes who haven't really been out in the work world. And so we've got a diverse group of students in these classes. And just as an example, of this inclusion and community building, I had, I think, what the difference between the forum model and this Yellowdig model is I've noticed that the students are not only engaging intellectually with what we're doing, but it allows them to process and engage emotionally. And one young man after one of our exercises I did a built on the Strength Finders model is, you know, looking at their strengths and weaknesses and going through the, the prompt was, is tell us about something you loved, and and what does that talk about your strengths are something you love to do and what does that talk about your weaknesses? And one young man, just, you know, in response to this prompt, just this huge post about how he realized after going through this, his job was just horrible. And he, he just, you know, I mean, it was a big deal to him. And instead of him having to go through this alone, there was this wonderful swelling of support from the class and with with just, you know, you know, knowing what He was going through and giving him some great ideas. And just, and he was able to process this throughout the semester. And so, you know, we went, you know, and I sort of stood back from it and just watched it as the students supported him with this. And it mid semester, it was interesting how he finally got up enough courage to actually resign, and, and the students, you know, helping them with that. And then by the end of the semester, he had posted that he had found a new job, and he was really happy with it. And then he had this group of students to celebrate with, and I don't believe we could have seen something like that happen in a traditional forum model where we just are pretty much looking at the intellectual side of what what they're doing. So I just want to share that example. It just was such a great example of what Yello did, can do.
Brian Verdine 30:58
Great, thank you. I think that we hear a lot about stories of students sort of helping each other out. And I think part of the reason that's happening is because they're actually creating, you know, real relationships, right? Yeah. And they feel some responsibility to helping each other out and treating each other like real people. And I love to hear those stories. So thank you, I want to give the people what they asked for with this one question that Carolyn was asked, because I think it's a good one. And I want to hear the answer myself. Maybe a little selfishly. So I want to go to you, Tony, on this one. Have you noticed, oh, Yellowdig effects with anything sort of spilling out of Yellowdig and other aspects of your course or teaching? You know, are there things that you see impacting outside of the
Tawnya Means 31:56
right, I think you said you wanted me to go to question, and I wasn't sure. Okay, good. Before I stepped over anybody else who was supposed to be answering that one. So one of the things that I have realized is that so we have some courses where our faculty are teaching about analytics. And they're using Yellowdig in those courses. And one of the most powerful things that I've found is that when we share with the students, the reason why we're using a tool, the reason why we're using the methodology that we're using, and then it relates in some way to the content, we have seen the students come in and say, Well, I want to analyze all of the data that we're producing through Yellowdig. And so they are pulling the data, they're using their tools, and they're running these analyses. And they're being able to bring it back to the class and say, look, what we're doing. And they're creating similar kinds of dashboards as, as we as instructors can see on our backside. And so it's really kind of powerful to to have a mechanism where the students are able to take something that they're doing for learning, and they're able to use a tool to be able to then extend it beyond kind of what we had considered would be the conversation that they would have. One of the other things that we've seen is when we are trying to use Yellowdig, to not necessarily extend conversations in the classroom, but to extend conversations outside of the classroom. And not using this in a context of students, but using this in the context of faculty. So one of the things that I did at the University of Nebraska is we established a learning community of faculty who were interested in social engagement and discussion writ large. So it wasn't focused on Yellowdig. But it was how can we help our students to better engage in conversations in learning, and then we use the Yellowdig platform to have those conversations with each other, and also met on a regular basis. And we developed a Fellows Program where the faculty could be a social engagement fellow and they could be ambassadors to their the faculty in their college. And they could help to spread the word of different pedagogical and technological tools that could be used to create meaningful conversations. And so that was another way that we were able to expand beyond the limits of just one classroom to kind of leverage this tool across across the board.
Brian Verdine 34:43
Does anybody else want to jump in on that question? As far as delegates sort of spilling outside of the forearm into other aspects of the preaching?
Unknown Speaker 34:54
I just wanted to jump in and mention this and that I have found that it helps students with the other assignments within the course, in that they've engaged in conversations over topics and ideas. And they get a better grounding in to what they might want to write on when it comes to an open ended essay question or assignment, or have a better idea of where else to go for research, because I find students especially at the undergraduate level, often don't know where to start. When it comes to they've got an idea in their head, they want to do something, just don't know where to go. And I find that Yellowdig in this kind of approach helps him find it through each other of I don't know what that resource didn't know about that didn't hear about that. And I kind of let some go down that rabbit hole that I think all of us did, as graduate students where we started to read the footnotes in the end notes to find that article that became that article that became that article going back 40 years ago, Yellowdig seems to do the same thing for the undergraduates to get that ready.
Brian Verdine 36:06
Thank you, we're coming up on about a little more than five minutes left. And I know we get kicked out right at the end. So I want to make sure that if anybody has any questions in the audience, please make sure drop them in there. I'll try to get to them in the next couple of minutes. I want to make sure I leave beyond just a couple of minutes to wrap up anything at the end. So I'm going to try to do a lightning round question quickly, while anybody might be thinking about their answers, and I'm going to go around to each of you. And I just asked a try to keep it to a sentence or to the best of your ability. But the question I wanted to ask, especially with the spring semester, kicking off for everybody here is basically, if you have one recommendation for another business leader that's going to implement Yellowdig in their courses, what would that suggestion be? And I'm just gonna go in the order that I see on my screen, and go with Tanya, first.
Tawnya Means 37:13
Thanks, Brian. So one of the things that I would suggest is don't try to force it. Brian and I have used this term before, don't be a dark grader, don't get to go in there and try and force everyone into what you want them to do. But give up a little bit of your sense of needing to control everything that happens and kind of let the magic happen more naturally, organically.
Brian Verdine 37:40
Grace, you're up next.
Unknown Speaker 37:43
Um, my piece of advice would be to press the Yellowdig support people, especially when it comes to on your first class, trust the defaults that they've set up. I know it, you know, it was a little surprising how many points each week, you know, if you want it, start messing with it. And I think the best thing to do is just trust the defaults, at least initially, because you know, there's a lot of wisdom behind the default save setup.
Brian Verdine 38:16
Great, thank you. I agree with that. I'm gonna go.
Vicky Crittenden 38:22
Okay, now, I might be just a little bit different from that, because I'm a very much of a planner. And so my recommendation is that be very clear on your intent on the use of the Yellowdig platform. I use Yellowdig as a platform. My project is all about diversity and inclusion. So the platform facilitates that discussion about diversity and inclusion. Because it's a conversation amongst all of us. I am a very active participant in that conversation. I get points each week, students can like my partners, they can comment on my comment. But the intent for me is very clear. The intent is a conversation about diversity and inclusion and marketing. And Yellowdig is the platform that enables that conversation. And I tell the students that the platform is running, it's keeping track of everything they're saying for me, which is really good, because that enables me to be a member of the conversation not and maybe a dark grader in the conversation. I'm not doing any of that. I'm letting the platform run. I am a member of that conversation. And so I think being very clear on my intent has helped me a whole lot with with the use of the platform.
Brian Verdine 39:59
Great Thank you, Vicki. I think taking part in the conversation as a member is really good advice. And Chris, how are you?
Unknown Speaker 40:09
Last one? Oh, you're muted.
Unknown Speaker 40:15
Brian, let my approach is very similar to Victoria's. In that I like to be engaged and plan out some of what I might want to add, in additional prompting questions, to keep the conversation going. But I consider myself a participant. I also liked the idea of allowing students to allow the conversation to go and whatever tangent it might go in, right, because they'll respond to each other. And I don't, I think the nice thing is we don't have to self police. Any of this, we're in a forum, we might have to wear a you're off topic, you're not doing this, you're not doing that. I think in this because it's more of that open forum, they can go off on a tangent, and they might then come back, do a 360. And find a really good idea because they went down that rabbit hole, where we won't allow them to usually do that and say, a traditional forum. And so I'm really big on that. And so my take on this is allow students to embrace it the way that they want to embrace it. And as a faculty member, understand that all you're trying to do is get more engagement for the material and more transfer of knowledge of what you're teaching to assist them. And that's kind of my takeaways to this point. But yeah, thanks.
Brian Verdine 41:41
Yeah. Thank you all. I think that's about at our time with grammar. I see you just came back on camera. So grant, I'll turn it over to you. Thank you all so much. I hope everybody in the audience got as much out of it as I did, and appreciate all of your thoughts.
Brianna Bannach 41:59
Like Brian said, thank you all for joining wonderful panelists. I definitely learned a lot from you. And thank you attendees for joining. I am excited to announce the winner of the raffle for today for this session. It is Felicia Banks. So Felicia, you have won a $50 gift card that you can pick either for Amazon, your school bookstore or a coffee shop. So I will be following up via email.
Unknown Speaker 42:23
Thank you again, panelists.
Tawnya Means 42:25
Thank you so much.