Your online class is disrupted by a screen sharing glitch. How do you keep participants engaged and focused?

If my online class is disrupted by a screen-sharing glitch, I would quickly switch to a backup plan, such as discussing the material verbally or using the chat function to continue the lesson. I could also engage participants by asking questions, encouraging discussion, or using a collaborative tool like a shared document or whiteboard until the issue is resolved. Staying calm and maintaining a positive attitude helps keep everyone focused and minimizes disruption.

Give them a quick activity they can do as a group (discussion, exercise etc) while I sort the issue. Get them to use the chat and or their microphones even.

It's always helpful to have a backup plan for every class meeting. Whether in-person or online, unexpected things can happen, like power outages or technical issues. Being prepared with an alternative activity that encourages critical thinking and discussion aligned with the learning objectives can really save the day.

Em situa??es de distra??o, especialmente em cursos online, onde a autodisciplina é essencial, o docente deve agir rápido. Uma aula interrompida pode ser o momento perfeito para captar a aten??o dos alunos, perguntando sobre o último tema abordado e criando um debate. A técnica do debate é eficaz, pois quem ensina, aprende. Incentivar os alunos a expor seus pontos de vista sobre o tema os conecta automaticamente aos conceitos e ideias discutidos, gerando uma competitividade saudável. Divida rapidamente a turma em dois grupos para debater o último tópico, e a dinamica fluirá naturalmente.

The ideas on "quick pivot" above were very good. But "engage directly" is important whether or not the technology is working. If you get frazzled and focused on the technology to the exclusion of paying attention to students, all is lost. I like the idea of encouraging community through chat (or breakout rooms), again, whether or not the technology is working. But the more you can focus on how each student is learning, the better.

During this time, switch to an interactive discussion on the topic at hand, encouraging students to share their insights or ask questions. If possible, use this time for a short quiz or poll that can be conducted verbally or via the chat feature. This keeps the participants active and involved.

Engagement is Peer to Peer than mere Peer to Content. A screen-sharing glitch can be overcome by shifting the focus to peer interaction. A brief recap or discussion can stimulate engagement and provide insights into student preferences.

I have always believed that screen slides, videos and all are aids not the anchor. So, in case, screen sharing becomes a challenge sometime, I would directly engage in my best possible way to bring across the learnings.

I believe that in such situations where screen sharing encounters an error, quick activity in a group can keep students engaged till the error is resolved

When preparing your online class, you can include collaborative tools that work in real time and can support learning, such as Figma, Padlet or Miro. This way, students can access the content board from their computers and follow the content you want to show in real time. Another simpler option is to share class materials via chat, separate students into discussion rooms for a few minutes, and then return to the main room for a more active discussion.

The first action item for the glitch is to use chats. Pre filled forms or evaluation sheets can be shared at the time of such glitches.

I feel we all can identify with and support when there is a technology fail. I respond to facilitators who embrace any glitch in the moment and find a new and unexpected way to re-engage. It’s always off putting when there is a “freak out” instead of a pivot to something new and different.

* Chats have to be the best thing for online learning. It gives a “learn as you go” opportunities. It saves time. instead of stopping the teacher/tutor during the lesson there is room for students to ask questions share opinions without forgetting what they want to know, need clarity on etc. * Lets face it, it keeps learning fun without the chats one might feel like they are talking alone, but thankfully it is very motivating to see chats which indicates “focused students listening actively so” judging from the random hearts and emojis. * Active polls and survey can be done instantly to see what others think, which gives instant analysis of data from the students which can be analysed and used within the same lesson.

Listening is an effective way to engage everyone. A quick recap on the topics completed and questions about the upcoming topics can be clearly discussed with Audio resources.

There is a great lesson here in using the senses. We assume everyone can access our visual and audio materials ... but there are so many ways to communicate. Sometimes I find slides a hindrance (although they're great for people to keep track). What about using reactions, emojis and chat-based forms of communication. We can even use reflection in the moment to think about how our standards and expectations around online classes can be very suddenly disrupted. A moment of reflection about our needs, expecting and feelings when things go wrong is useful for many groups... and could be just the thing to spark new ideas!

No Teams por exemplo, se você estiver usando o powerpoint, a ferramenta permite puxar o compartilhamento do documento e n?o da tela e esse recurso pode salvar nessas horas. Basicamente ele usa o Teams como um visualizador do arquivo que você faz upload e todos visualizam em tempo real inclusive quando você passa os slides, todos podem notar a troca entre um slide e outro.

I believe that by pointing out at the beginning of the video class the questions that will be addressed (the objectives in the form of questions), the teacher can continue with a session to resolve those questions by asking students for their answers. Once the teacher hears several responses, they can reframe and reorganize the approach they had prepared for the online class.

Professional teachers are always ready to any change in their essential plan. Audios and videos should always be there as a plan B. Those tools can give you some time to manage the problem, behind screen, without affecting the quality of your class. The core is always engagement! And this goal in not only about direct communication. It can be achieved by links, websites and many other tools that only professionals can manage. Being ready and well prepared is a key to the success of any class.

Feedback should be a continuous practice in every class. Asking for preferences when a glitch like screen sharing happens it gives you the opportunity to find out more about your students and possibly adjust the next sessions, as needed.

Cuando dise?amos una sesión de cualquier tipo: sesión informativa, talleres, cursos, etc., tenemos en cuenta posibles fallos técnicos incluida la posibilidad de tener preparados y grabados algunos contenidos que puedan ser descargados a posteriori. En el momento del fallo se suele utilizar un aviso, y cualquier cosa que tengamos que se pueda utilizar: chat, audio, etc. Improvisar

Evaluating the quality of the class is a key to the success of any teacher. By asking your students to give you a feedback on what happens, you might be lucky to either get back to your share screen option, or to receive a solution to your problem from one of your tech-savvy students! In either cases you are still having control over your class and still activating the tools available to you! Feedbacks can be good for you as a teacher, as they are a two edged weapon: They can evaluate your work and give you the opportunity to improve and grow, and at the same time they keep your students connected with you.

Pensamento critico e crucial na vida do estudante. Pensar é criativo e leva a ter olhares amplos e críticos. Dissertar, narrar e compreender o que se escreve de forma clara e sucinta.

I use Google slides, so I can share my slides at the beginning. This means students can follow along without screen share. (This also means there is no penalty for students on low quality internet connections)

The best offense is a good defense. Practice, practice, practice. If the students are sharing, schedule one on ones for them to practice or put them in groups. Did you know in Google more than one person can share a screen simultaneously? At this point, short of an outage, I can’t think of a glitch that cannot be circumvented with a dry run :)

A facilitator should anticipate every screen and interaction that participants will encounter, and plan accordingly. Creating a timeline-based, annotated storyboard can help you develop a contingency plan. Visualize the entire presentation, and take note of potential glitch areas. Here's a basic outline of this kind of storyboard [duration in mm:ss]: 00:00 - 02:00: Title slide 02:00 - 08:00: Share my screen to demonstrate [x]. --> back up plan: ask participant to demonstrate [x] as you guide 08:00 - 08:30: Show video --> back up plan: test alternate URL for video before class 08:30 - 10:00: Show slide with details of next assignment "Anticipate the best, plan for the worst!"

Develop contingency plans (B and C) for potential technological problems. Early in the semester, share a "what if" plan with students, detailing how you'll communicate in case of difficulties. For example, instruct students to check their email for instructions if the software fails. Create a shared folder containing planned resources, including slides, and ensure it's easily accessible. Establish a predictable location for these materials so students always know where to find them. These plans will help keep the learning moving forward in the event of technical issues. With resources available, you can guide students through the material, providing instruction and facilitating discussion even if the screen share feature isn't working.