About this event
Join us for a one-hour roundtable discussion with our speakers on how educators can help students navigate the complexities of learning in virtual teams. We will discuss the challenges faced by educators and students across the world and discuss strategies to mitigate the potential obstacles and maximise the learning opportunities for students in virtual and hybrid teams.During the panel chat, we will broadly discuss:
- What are the challenges educators and students are facing in remote learning teams?
- What are some of the strategies educators have tried to overcome the challenges of learning in virtual environment, especially in the last two years?
- Which strategies have worked? Which strategies didn't work? What learnings can we draw from the last two years as we look ahead to the future of education?
- What action plans can educators take to improve students' learning experiences in remote setting in short, medium and long-term?
- How best can educators orient students and manage student accountability within a virtual team?
We look forward to having you join us for this discussion. For more information about the event, contact us at firstname.lastname@example.org.
Online Events Details
About the panelists
Annetta R. Dolowitz
Annetta is a PhD student for the IDD program at the University of South Alabama. For over five years, she has been an adjunct professor at the Collat School of Business at the University of Alabama at Birmingham. She teaches nonprofit management courses, she helped to create a special nonprofit leadership interdisciplinary certificate for undergraduates. She teach a Hogwarts School of Leadership course. She is also active in the Team-Based Learning Consortium and working on being an expert for online learning and facilitation.
Dr. Cortny Williams
Dr. Williams teaches biochemistry, physiology, and nutrition in the basic sciences department in the Doctor of Chiropractic Program at University of Western States in Portland, Oregon. Dr. Williams has been using Team-Based Learning since 2017. She is an active member of the TBLC Education Development committee, is a certified TBLC practitioner, and recently submitted her portfolio for the TBLC trainer/consultant certification. She earned her PhD in molecular microbiology and immunology and completed a postdoctoral fellowship at Oregon Health Sciences University. When not at UWS, Dr. Williams goes camping, cooks and enjoys adventures with her husband and two girls.
Michael Sweet, Ph.D.
Michael Sweet, PhD, is the Director of Design and Integration at Northeastern University's Center for Advancing Teaching and Learning through Research (CATLR). An educational psychologist by training and an instructional developer by profession, he has helped educators of all kinds and nearly every discipline implement TBL. He has been an avid TBL advocate for more than 20 years, he has published and presented on TBL widely, and was 2009-2010 president of the TBL Collaborative.
Paul McDermott is an Associate Professor (ATS) in Medicinal Chemistry at the University of East Anglia with a specific interest in self-assessment and authentic assessment methods. He has been the recipient of the UEA Award for Excellence in Teaching (2010), the UEA Transforming Teaching Award (2017) and the Sir Geoffrey and Lady Allen prize for excellence in Teaching (2017). In 2017, Paul was also appointed to the UEA University Teaching fellowship group. In recent years, Paul has led on the delivery of TBL within the undergraduate pharmacy degree and the East of England Foundation Pharmacist training programme using the InteDashboard software. A key focus of his adapted TBL approach uses the functionality within InteDashboard to generate illustrative data that can be used as a self-assessment feedback tool intended to facilitate a more reflective learning approach in learning chemistry.
Sivaneswary is experienced in the clinical practice and education in nursing and midwifery from Singapore, Malaysia and United Arab Emirates. Her area of interest is Team-Based Learning (TBL), and she is currently championing this strategy in Ngee Ann Polytechnic. She embedded TBL in Nursing Management and Professional Development (3rd year module) since 2018 and the diffusion was increased from 20% of F2F to 100% synchronous and asynchronous in 2021. In the future, she would like to explore aspects to enhance team collaboration for ultimate learning outcomes.
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What Our workshop participants say
What Our workshop participants say
I work in the administration with tasks like adapting the syllabus to the teaching and assessment so it is very valuable to understand how TBL works in rael life to be able to transform it to a legal language.
Carolina CarneckKarolinska Institute, Administrative Officer
Being on the learner side, exploring how learners would utilize the platform were the most valuable aspect of the workshop.
Shikara PobleteUniversity of Santo Tomas, Faculty - Civil Engineering
Learning from the students' perspective is the most valuable aspect of these TBL-styled workshop.
Holly TurulaWestern Michigan University, Assistant Professor, Biomedical Science
This was valuable to me as a refresher since I have not tried to run an online TBL since spring 2020. It was also valuable to network with people from other institutions and hear how they are using TBL in their curriculum.
Rachel HopkinsSUNY Upstate Medical University, Associate Professor, Medicine
We have been doing TBL for a number of years and I think these workshops gave us a better idea of what we are doing right, what we are doing wrong, as well as just raising our game in general. Also, we put together our TBL sessions in an ad hoc manner, but having tutors that have done hundreds of these sessions discuss the reasoning behind the way they do things gave me a lot to think about. We formally focused on the mechanics of running TBL rather than just trying to "put together a case". It just feels more structured and focused now than it did before the workshop.
Ronald Mackenzie, PhDTexas McGovern Medical Center, Assistant Professor, Research
Very well organized workshop, covered many questions about how online TBL works, emphasized issues/problems in moving online
Kevin KraneTulane University, Vice Deam Professor, Academic Affairs Medicine
I enjoyed the workshop thoroughly - getting to experience online TBL as a participant, getting helpful tips on facilitation, getting to ask questions about things I had wondered about. Learning that facilitating can work better if you address particular teams was transformative.
Tessa MilmanUniversity of Southern California, Assistant Professor, Clinical Occupational Therapy
Getting to work closely with experts in all different fields, getting the opportunity to hear from persons from all different backgrounds and expertise. The variety fo guest facilitators were also great.
Stephanie DateRoss University, Instructor Medical Foundations
It was straightforward, and it led me to believe that I can easily do TBL in online modality.
Martha MansahGriffith University, Lecturer, Nursing
The idea that TBL can be done online finds me in awe since we have been doing it in-person and online TBL is much easier from a students' perspective!
Michael BusaUniversity of Massachusetts Amherst, Director, Center for Human Health & Performance
All aspects of the workshop were valuable. I learned things ouside of the curriculum; appreciation of others viewpoints, to keep an open mind to different techniques, to let others voice their views and speak.
Ian MurrayTexas A&M University, Instructional Associate Professor, Physiology
While I was already familiar with TBL, this workshop really helped me visualize how to move it online. It was very helpful to see how it was moderated. I gained a great deal from the discussions with the others. It was good to review the core principles.
Neal CarterBrigham Young University - Idaho, Professor, Political Science
I loved the workshop - all of it! Probably most valuable was experiencing first hand how it all works together in the online environment. Besides that, learning about constructing MCQs and how to construct an effective TBL module were most useful.
Fiona DenneyBrunel University London Brunel Business School, Professor, Business Education
Great example of the introduction and how to prep participants on what was going to happen and how and when. Very helpful to see the breakout sessions along with the full group interaction. Also a nice demonstration of how to handle incoming comments and questions from the participants.
Kristin GosselinkBurrell College of Osteopathic Medicine, Associate Professor, Physiology & Pathology
I value that I was able to come away visualizing how I could implement TBL in an online environment.
Dana WanzerUniversity of Wisconsin-Stout, Assistant Professor, Psychology
Team-Based Learning Fundamentals Series turned out to be a great learning experience for me. The series illustrated how the prework and participation in the process leads to greater understanding and retention. I've had some experience with TBL in the past, however, learning from these experts with years of experience brought my understanding, and hopefully skills, to another level altogether.
Miriam Feuerman, PhDSUNY Downstate Medical Center, Associate Professor
I wanted to thank the InteDashboard team for hosting such a wonderful workshop series. Communication was timely and accurate, all the learning outcomes and my personal expectations were met, organization was superb, and I learned a lot! I will definitely recomment InteDashboard and any workshops you host to my colleagues. Plus, I hope to convince my administration to adopt InteDashboard to facilitate our TBL activities.
Adam Kolatorowicz, PhDDeBusk College of Osteopathic Medicine at LMU-Knoxville, Associate Professor, Anatomy
I enjoyed the online workshop series experience very much and feel I did get a good start on understanding some of the basics of TBL. I am not on the cutting edge of using technology and learning via online methods so it was a bit out of my comfort zone as I tried to manage the technology, listening and participating, and summarizing. Having said that, I think it is a tribute to the quality of the program that made the experience enjoyable and a meaningful learning opportunity. I am appreciative of the entire team, including the facilitators, that were a part of this program. Your follow-up and the technology support was evident and consistently well handled. Also, I did like working with the same team members throughout the program and also found it helpful to hear from the other program participants whose previous TBL experiences contributed to the discussions.
Margaret L. Wilkinson, PhD, MANova Southeastern University Dr. Kiran C. Patel College of Osteopathic Medicine, Associate Dean Assistant Professor, Pre-Clinical Education Department of Family Medicine
The most valuable takeaway from the workshop was going through an online TBL itself, very practical tips and advices.
Dr. Zhe HanNational University of Singapore, Lecturer, Department of Pharmacy
Getting to experience TBL for myself throughout the workshops, and hearing about the experiences of so many others who have tried it in different areas was an insightful experience.
Nicolette RichardsonYork University, Associate Professor, KINE Anatomy
It was valuable to be able to experience myself how TBL online can work and to see some of the problems we can anticipate when implementing it.