Yes, the recording has started. So let's pray and we will begin. Aranya, could you please lead with the word of prayer please? Yeah, sure, pastor. Let me pray. Well, thank you for this day, Lord, as we continue studying the book of eggs. Lord Father, we want to have the visitation of you, Lord, like in the book of eggs. Lord, so Lord Father, so that Lord Father will spread the fire of revival all over the nation, Lord, and help us all to stay focused in you alone throughout this journey. So Lord Father, open up our heart to receive your word through all this session which is in my prayer. Amen. Amen. Amen. Thank you, Aranya. So, so far we have seen how the early church was birthed by the outpouring of the Holy Spirit and after that we saw how the church did well in Jerusalem, they were growing, they were making many disciples, they were sharing, they were learning God's word, they were fellowshiping together and in this manner the church became strong and the people also realized that they must bear witness to other places. So we had Philip who went to Samaria and ministered, we had Peter and John who followed up Philip's ministry and also they were open to traveling wherever and ministering the word of God. Then a lot of persecution was taking place, you know, at that time and it was increasing. So we also saw how, you know, you had people who were committed to God, they were tried, Stephen even lost his life, he became a martyr for the gospel and during this time of persecution we saw that God touched and transformed a man by the name of Saul but we call him, he's more familiar as Paul to all of us and we saw how this Paul was prepared during his silent years and then again he emerges, you know, in Acts 11, the Church of Antioch, when we hear about a certain church that is doing well, Barnabas goes there and he wants to strengthen the ministry there so he brings this Paul and they both serve and during this time, you know, the church begins to grow, we also saw how Peter, Peter was imprisoned, there's much trouble coming to the Church of Jerusalem so in Acts 12, James dies, Peter is imprisoned but we saw the power of prayer, how Peter through angelic intervention was brought out and then, you know, Acts 13, as the elders of the Church of Antioch are worshipping God, God says, okay, you set aside for me, Paul and Barnabas. So Paul and Barnabas are now moving into another role as part of their journey. So they go and plant churches, they serve people across the region. We saw the first missionary journey that took place. In this missionary journey, Paul and Barnabas were together and when they finished it, they came back, they were happy because the Gospel went out to many people, so many people receded but at the same time, we had opposition rising up. So in fact, at Lystra, things got so bad that Paul was beaten up and those scriptures don't say that he died, it could have been a possibility that he even lost his life but the believers went around and prayed, he woke up and then, you know, he went on his missionary journeys, continued his missionary journeys from the very next day. So these are the incidents we saw through the first missionary journey of Paul. Then after that, we saw that they briefly come back, Paul and Barnabas come back to the Church of Antioch. So the Church of Antioch is like the base church where they come back to report things, they come back to pray together with the elders there and then they continue to serve the church also. So maybe they found certain things that needed to be firmed up. So they spent time in the Church of Antioch ministering over there but at that time, one issue came up. What was that issue? The issue was that there were certain people from Judea who came with a new and strange teaching about circumcision and said that salvation was not complete until a person, a Gentile, is circumcised. So Paul and Barnabas were very upset about this issue. They don't want to take it lightly because it is affecting the very core of our faith which is to do with the finished work of the cross. If circumcision is required for a believer to be saved, then Jesus is not completed in his work. So they were upset about this strange teaching. They took it up because they were serious about it. They went to the Church of Jerusalem over there. They had the council meet and we saw how wonderfully Peter also shared. He said that God had led me. I went to the Gentiles house. So he shared his account of how he ministered to the Gentile Corneliers. He also saw how James stood up. And he said, look, the scriptures say, Amos prophesied that the Gentiles are also going to come to the Kingdom. They are going to come to the house of God. They are going to put their trust in Jesus. So this is all scriptural. So why are we making things difficult for the believers, Gentile believers? And so they all decide together that they are not going to add a burden to the Gentile believers. So finally they come up with a couple of rules which are helpful in not offending the Jewish brethren. But of course, a circumcision is nowhere as part of that instruction. They say that if you have put your faith in the Lord Jesus, that is good enough. So that is still Acts 15. And then the next journey starts. Paul and Barnabas decide it's time to go on our next trip. So they want to go and they want to strengthen the churches where they had already ministered during their first trip and they want to take a team along. So we saw how there was an argument. There was some confusion because Barnabas wanted to take John Mark but Paul did not want to take John Mark. So at this point because you had some others on the team, we had Silas over there. So Paul decides that he's going to take Silas where Barnabas decides that he wants to take John Mark and the team splits. So Barnabas went on his own journey but Paul went on his own part of the journey. So we started reading about it. Now let me just show you. I'm just trying to give you a gist of things so that we get a bigger picture. So we have seen all this take place and then the second missionary journey starts off where they go in. This is Acts chapter 16. Last week what we have seen and let's quickly capture that for us over here. So Paul, he is a very passionate minister of the Gospel and he wants to go into new territory. So he wants to go into the region of Asia but the Holy Spirit forbids him from going there. Instead when he's seeking the Lord, he gets a dream about a Macedonian man. So they go to Macedonia. So Macedonia is a region. When they go to that region, they go to certain cities there. They come to this city called Philippi and in that city in Philippi, the river side is where these meetings would take place where people would worship God and they found a prominent lady by the name of Lydia. Lydia was a businesswoman dealing with the purple. So she was quite rich and she talked to the Lord and she was one of those people in the city of Philippi who kind of hosted Paul and Silas. Then we saw another very notable thing that took place and that was the casting out of the spirit of divination from a slave girl. Now this girl was providing business to people. So the moment the spirit was cast out, the masters of that girl, they were very upset. They were upset to the extent that they got Paul and Silas imprisoned. We saw how in the prison they were beaten, they were in a very, very difficult situation and yet at midnight, they were praying, they were singing hymns to the Lord and they showed their gratitude to God. And when they did that, what happened? We saw how the chains were removed, how there was an earthquake, the earth shook and through that, even the other prisoners were set free. So when this happened, the jailer was afraid that he would lose his job, even worse, he would lose his life.  And when he was afraid and ready to do this terrible act, Paul goes up and says that, you know, we are still here. And then he shares the gospel. The jailer is so impressed or he is so attached by the life, the faith of Paul and Silas that he says, how can I be safe? Please tell me. And so the minister to him, he also takes care of the wounds of Paul and Silas. And we saw how he and his family, they got saved, they were hospitable to Paul and Silas. And then when all these things have taken place, the matter straights suggest that these prisoners can be set free, but Paul is upset. He brings up this issue that he is a Roman and he says, how is it that you have imprisoned and as you like your imprisonment, as you like your letting us go, that is not the right procedure. So he says that he wouldn't leave the prison. So when the people of the city of Philippi come to know, oh, this man is not an ordinary man, but he's a Roman citizen and Roman citizens those days had a lot of weight. So the people got scared, the leaders got scared. And so they wanted to diffuse the matter. So they kind of dealt with it. And they work on it in such a way that later Paul and Silas are set free and they leave. So this is the gist of what we've seen. What has happened so far, early church, then the emergence of Paul on the scene, Paul's first missionary journey, now we are into Paul's second missionary journey. Once again, I want to show you some maps because we have to have the perspective. Otherwise we will, you know, and all that is going on, you'll forget like what exactly is happening. We won't have a grip on it. So it's better that we see some maps right now. Let me just show you quickly. Are you okay class? Is it helpful to kind of sum it up at this point? Yeah, great, great, great. Okay, now let's quickly look at Paul's first missionary journey. It's quite easy. You had these people in Antioch, they moved through Cyprus, the Paphos, they move on, Virga, Pisidia. Remember, Pisidian Antioch. Where are these people from? They're from the Syrian Antioch. So Pisidian Antioch is where, you know, there was a good response. There were people, they were actually listening.  The Gentiles also wanted to hear the Gospel. But the Jews, some of the Jews did not like. Then, you know, Iconium. Iconium is a place, again, they had opposition. There, Lystra, Paul got beaten up over there, right? So, Derby is another place where they ministered. And again, they kind of went back to the same region, strengthening the brethren. And then they came back. They came back to Antioch. So that is your first missionary journey. Now quickly, let us look at the second missionary journey. Okay, are you able to hear me, everyone? I can see my image is kind of stuck. I'm not able to share the second one. Sorry class, I'm not able to share the, yeah, I know, I'm frozen. Okay, so let me just log off and log back in. Nothing will happen to the recording. Please hold on. I think that should resolve this issue. Sorry about this. Okay, thank you everyone for the patience. Some issue with the, I mean, I had logged in on Mozilla Firefox and that stopped. So I couldn't enter. I had to log in through Google Chrome. So sorry about these technical issues. But yeah, I think this should be better. So let me quickly show the second missionary journey because I wonder discuss a couple of other things also. And then we will get into today's lesson. Okay, second missionary journey. Let's look at it. Okay, now this is quite clear for us. We are here in Antioch. So Antioch is always the base charge from here, the journey starting. So you see how the person proceeds all and he's team, they go through the cities where they've already been. So Dabi, Nistra, Iconium, Visiting Antioch. Then remember, I told you that he wanted to go to Asia, like the proper Asia region. So with Nia is where he wanted to enter. So he's turning along, thinking he's going to enter, right? Maesia, we saw that base name also. So he wanted to enter in this way. Unfortunately, that was not the right time. Is it that God never wanted him to go to Asia? No, we'll see later that he will come to this place. Okay, so we continue. Okay, we go further over here and then comes to Troas. Troas, what is the special thing in Troas? Can somebody tell me? They picked up someone. Anyone who joined the trip in Troas? I told us this. Okay, look, look, look, join the team in Troas. From here, they go to Neapolis and, you know, Philippi, that's where they did that. All the ministry, whatever I described just now, then now they're going to move on. Amphipolis, Apollonia, then Berya. Then just keep moving on. We'll just go this way. And then, actually, Thessalonica, Berya. And then they'll come to this region called Akea. Akea also is a very important region because they will come to a place called Corinth. They'll come through Athens, Greece, come to a place called Corinth. Then there's also another important place, Sanctria. The Paul will start his one vow. He'll take up a vow. And then he'll come back to Asia. He'll come to Asia where Ephesus is another very important city. He will minister here, both at Corinth and Ephesus. There is going to be some good ministry that Paul and the team will do. But this time, for the first time, we won't be able to stay very long over there. He'll go through and then he will again go back to Jerusalem because he has kept a vow. He'll finish that, then he'll go back to Antioch. And then, you know, the term missionary journey starts. So let me just stop this. Just give me a moment to pass. There is some emergency call. I have to take this. Sorry, everyone. It was a call from the hospital. So I had to take it. Okay. Yeah. So we have seen so far how the journeys took place, how the journeys actually, the first one was completed. The second one is going on right now. And I also want to just quickly share with you some timelines. So then it gives you an idea. So when we talked about the early church, I shared how the church started and how they grew and how they started going to different regions and they were doing the ministry. This is from Acts chapter two to Acts chapter eight. Acts chapter eight, if you recall, Philip, right? Philip, Samaria, Ethiopian, Newark. So it's mostly from Acts chapter two to eight is about the early church. How long, what was the duration of the early church, right? And the way it grew and began to minister, it was about a decade. So 10 years, actually 10 years went by. So I'm giving you the approximate years, AD 30 to AD 38. So actually eight years, sorry, yeah, about 10 years, eight years is the duration of the growth of the early church. Now we may not have thought of it that way. We would have thought, oh, wow, so much took place, maybe in a very, very short span of time, but it was about eight years of time that went by for the church to really grow, the leaders to grow and for them to even step out and start to in the ministry. Then, now we come to the next section. What is the next section? Philip, the church of Antioch was planted and then Paul and Barnabas were sent out on a missionary journey. So this is like Acts chapter eight to Acts chapter 30. So what is a time span that we're looking at? We are looking at, let me just post it here, we are looking at a time span of again about a nine year period. So this is AD 38 to AD 47 about another nine years. So how much of time has gone by before Paul makes the first missionary journey from the outpouring of the Holy Spirit? Now let's just count here, eight plus nine with this. It's been 17 years, okay, 17 years after the Holy Spirit baptism took place on the day of Pentecost. You have Paul stepping into the first missionary journey. Now how much time did the first missionary journey take? The first missionary journey, Paul's first missionary journey, we read about it from Acts 13. Remember Acts 13 verse one, he started there and they ended somewhere in Acts 14. Acts 14 verse 28, that's where they ended it. So let us see how long did that take? I'm just posting some dates and timeline here. This was about two years. So Paul's first missionary journey along with Barnabas, I showed you the map. Remember the map, the first map. This was two years. So it was a short, it was a quick journey that day and the took. Okay, let's go forward. Now we are going to talk about the second missionary journey. Okay, in the second missionary journey, we have already seen one prominent city. What is that prominent city? We have seen Philippi. Now after Philippi, we are going to see one more prominent city, Thessalonica. Either that, we will see one more prominent city, Beria. After Beria, you know, we will talk about Corinth. We will see Paul touching emphasis.  So this missionary journey, right, he'll go to Jerusalem because he has to fulfill a vow. And from there, he will go back to Antioch. This whole trip, you know, how long did this trip take for Paul? Again, the second missionary journey was about three years. Okay, three years. So from the day the church was gone, he said 17 years till Paul and Barnabas stepped out. Now after Paul and Barnabas stepped out, 17 years, five years. So 21 years have passed by since the first outpouring of the Holy Spirit, okay, on the day of Pentecost. So these are some timelines. Don't worry too much about it. I have, you know, I have written out all this. I've made a small summary of these things. I will post it on the Google Classroom for all of us. And maybe later, once we complete the Book of Acts, I will post it. And even the e-learning students, not to worry, I will post these timelines for us so that it will be easier.  So you have an idea. So everything didn't happen in one or two years, in two decades. We're talking about a duration of two decades. Okay, so just keep that in mind. Keep that in mind as we continue. So now, let us go to what we were studying. It will be a lot clearer, okay, what we have been looking at. So now, second missionary journey, you know, Philippi very clearly, we understood, you know, they were in prison, they got out of there, then they moved on, they came to this place called Thessalonica. And I told us in the last class that Thessalonica also was not easy. Right? So they were having meetings in a person's house called as Jason. And the people there, the authorities, they were upset. They did not want these meetings to take place. So what did they do?  No, they collected security from Jason, and the rest of them, and they let them go. Basically, they seized them, and they, you know, threatened them and let them go. And at that point, you know, they, they say something about these, this team called and team, they make a mention. It was six acts, 17 was six days away. But when they did not find that they grabbed Jason, and some brotherhood, the rulers of the city tried out these who have turned the world upside down have come here too. So we have to realize that Paul and the team are making an impact. Unless they were making an impact, how can a statement like this come out of the mouth of opposers? These are opposers. They don't like Paul, they don't like these believers. And yet, what are they saying? They're saying, these people have turned the world upside down. So in their minds, it was upside down. But we understand the kingdom of God is actually right side up. But the point is that the believers, the believers, and particularly the team, Paul and the team, they were making an impact on the society. And that is something we must understand because today as believers, what is the impact which we are having on our world? Of course, the onlookers said the world is being turned upside down. Or it could be that, you know, in Philippine, we saw a slave girl, she was set free. But that meant that the masters are not going to get a profit. So obviously for the business, it is upside down. However, the right thing was for that slave girl to be free of any oppression from the demonic spirits as well as to to have a dignified life. When the kingdom of God came upon her, her world was turned right side up, which the people did not acknowledge. So we see here, though the opposers said that these men have turned the world upside down. Actually, they were impacting the cities in a positive way and causing people to experience the power of God. If they were bound, they were being set free. They were searching for freedom from sin. They were receiving that right. So the gospel was being freed. Salvation was something that people were experiencing. So the impact of these missionary journeys is amazing. And just notice, you know, city by city, city by city. Why are the teams? We obviously, we don't know much about Barnabas' journey here. But why is Paul choosing cities? You know, when people are touched in the city, it's a lot easier. And you know, when you saw the map, we saw how these cities are so close to the sea. So what is the understanding, you know, the movement of people in and out of these cities was more because there would have been harbours or there would be business going on in that place. So then what happens? The people come in and if there is a positive influence of a community of believers, others also are exposed to that. And that they are able to take the gospel with them to other places. So that was the lightly mindset that Paul had. And that is why he went to prominent places. So after Thessalonica, where they had this opposition by the leaders, they could not stay.  They dragged him out of his own house for giving place for this team. So Thessalonica, nothing much could be done. Then what happened? Paul and Silas, quietly the brethren, it says they sent Paul and Silas away to a place called Beria. Now this place Beria, when they arrived here, they went to the synagogue and they started sharing. You know how in many of these places, just try to understand the city. So if there are Jews, what does Paul gently do? He goes to the synagogue because there is an opportunity to speak there and he can expound on how Jesus is the Messiah. So he goes to the synagogue over there. But in Beria, we are told that the people were fair-minded. They were fair-minded as compared to the people in Thessalonica. Why? Because they received the word with the readiness. So you know, this is something so beautiful. Whenever God's word is taught, how does it work in our lives? When the word is received into our hearts, isn't it? So the ministry is being done. But the impact is greater when there are ready hearts. So that's what we see here in Beria. People's hearts were ready to hear God's word, to let it work within them. And these people, you could say that they were the kind who searched the scriptures. They were the kind who were seeking God. How do we know that? We know that because daily, it says, daily they searched the scriptures. Even after Paul gave and he was preaching in the synagogue, we are told that yes, their hearts were ready, but they were not they were not, I will put it, gullible. They were not the kind who will receive anything and everything. They wanted to be sure that they are receiving the truth of God's word. So what did they do? See, you imagine sometimes when we are listening to an unknown person, unknown preacher, what happens? We are careful, right? We are not sure of the doctrine. So first time we are listening to someone, our guards are up because we want to make sure this person is understanding, like rightly dividing, as scripture says, rightly dividing the word of God. But sometimes what happens to believers, once they are sure that this preacher, they divide the word very well, we can listen, we can depend on what they are saying, not a problem. We may tend to completely rest on what that preacher is saying. And we might not do our part of diligently searching the scriptures. That can be dangerous, no matter how good the preacher is. Human vessel is always a human vessel. And given that, there can be some errors of interpretation here and there, but the variants, they were fair-minded, they had an open heart and you see that they search the scriptures daily. And who is preaching? Paul. He is the one who has written the maximum episodes in the New Testament and we can ask the Barian this question. How can you think of searching the scriptures? You know who is teaching you? Paul. He has only written, he is only going to write the episodes. Don't worry, he is very accurate. He is very, very accurate. I won't be sharing. And yet, you know, the Barians were such people that they wanted the truth. So they are hungry for the truth. And what a wonderful community of believers who are ready to search the scriptures, no wonder to who is teaching it. Okay, so that makes the Barians so special. So they are searching the scriptures every day. And as you're searching the scriptures, we are told that many of them believed. Why? Because what Paul was preaching was accurate. You know, the Jews, they understood, yeah, he is giving reference to this Jesus of Nazareth, who is the Messiah that the scriptures talk about. So we see that many of them believed and not just the Jews, but apparently even the Greeks believed prominent women believed. So what is happening? Good ministry, right? Of course, you can't say that if there are less converts or less believers in a given place, converts may be the wrong word in our context because it's misunderstood. But what I'm saying is those who believe, simply they put their faith in the Lord Jesus Christ. If there are fewer believers in a given place after ministry, sometimes we don't think that it is not successful. But you notice here, in some cities, more people believe. In some cities, less people believed in Baria, more people believed. So in that sense, I said that, oh, wow, great ministry, these people have done in Baria. So the Jews who were opposing Paul in Thessalonica, now they are, they continue to be upset. So they come to Baria as well. Look at this. Don't you remember, even in the first missionary journey it happened, the people who were against Paul in some cities, they followed it. And they must have heard, oh, okay, this man is going over there. Come on, let's go, let's disrupt. So they came to Baria also. And what would these opposers do?  Maybe something about Paul, they would have told, oh, don't believe him. He was one of the persecutors and now does he talk about Jesus? So many things. So they could have just made Paul look bad or they could have made the gospel something else and said, don't believe in this. This will happen to you or they are trying to cheat you or they are trying to mock our faith. So different things. They stirred up the people in this way and because of this confusion, Paul, he decides. Okay, let me just go now. Paul, he decides to leave Baria. The brethren set Paul away to go to the sea, but both Silas and Timothy remained there. So not is the beauty of this. You see that the believers, the young believers, whenever possible, the team never left them alone. Now the Jews were against Paul, isn't it? So what they decided, the team decided this, okay Paul, you go, you leave. But how about your team staying back in this place and giving us a little more teaching on who this Jesus is, what is this life of faith? Now what is this journey of faith? So you see young believers, they need equipping and Paul and team always made sure that they would do that for the believers. So Silas and Timothy, remember they were also good. They had, they have good experience by now. Okay, and they are Paul's teammates. You could say in one way that Timothy, Timothy, he took in Lestra, this young man, he took him, he circumcised him. So he's preparing Timothy as a minister of God. He's mentoring Timothy in other words. So look at the way he's mentoring them.  So the training is happening on the job. Yeah, Timothy is learning so many things. Silas is already, you know, quite a seasoned minister of God. Both of them, they are staying back. So under, I don't know if it was under Silas or anything, but Timothy stayed back and he's also learning how to take care of the believers. Later on, we will see that Timothy becomes the assigned pastor of the church of Ephesus. So this is Timothy's training. He's undergoing his training. So Paul leaves behind a team to take care of the people and then he moves on. He moves on to the next city. Now, once he moves on to the next city, is it that he is going to call Silas and Timothy to come or just do ministry by himself? Obviously, Silas and Timothy will join him, but he's giving them some time to preach and take care of the young believers in Bairia. Yeah, they are wonderful believers. So yeah, let me just pause for a moment here. Are you all doing okay? I'm just trying to give you as much as possible. I know that, you know, we're kind of short of time also, because there is so much, there's so much that we can get from every city, every passage. And so, you know, let me see, I'll do my best to kind of make quicker so we can complete our portions in the next couple of weeks. But I really want you to take from it and take everything that you can get from the way, Paul is ministering from the way. The cities are being impacted. And what else do you see? You see that it's not about just winning souls. It's about planting churches. So these missionary journeys are about what? Planting churches. You see that very clearly, they go, they preach the gospel, whoever responds. There is no forcing people because there are some who are willing, some who are not willing. So the ones who are not willing, you remember the first missionary journey when the Jews did not believe, Paul said, okay, fine, I'm not going to force you, I will go to the Gentiles. So the willing people, the brethren, okay, what do they do next? Whoever's interested, whoever is saved, they equip them, they stay back wherever possible and they teach them the word of God. And usually you will find that the team goes back to those same places to continue to strengthen the faith of these believers. So that is the way these missionary journeys are taking place. You see Paul go to prominent cities so far. Okay, and we saw that now in Berea, they have left behind Silas and Pivotee and Paul is continued. He comes to another city. What is that city? That city is Athens. Okay, Athens is the one of the prominent cities in Greece. So they come there and let's see what happens to Paul there. Okay, now Paul is in Athens and what is he doing? He is waiting. He is waiting for his team to come and join him. But you notice in verse 16, it says, now while Paul waited for them at Athens, his spirit was provoked with him when he saw that the city was given over to idols. So when you go to a new city, we love to see the culture, the history, the way the city functions and we derive joy out of that. But Paul, he was concerned about the spiritual condition of a given city. So when he goes to Athens, even back in those days, it was a glorious city full of tradition, full of history of philosophers and many wonderful things that happened in the city of Athens. But what gets Paul's attention? The spiritual atmosphere. So what does he notice? The scripture says that he was provoked or he became angry. He became angry in the spirit when he saw that the city was given over to the idols. So whatever he observed, he felt that this city is worshiping but they are worshiping idols. So immediately, what does he decide? He is not going to wait. He is waiting as it. Whenever Silas and Timothy join him, it's fine, but he needs to do something. So quickly he goes to the synagogue and there he starts to reason with the Jews and the Gentiles worshippers. He goes to the synagogue and also the marketplace. So both the places. He starts to reason. What is reason? Reasoning is like helping people understand. They have a point of view. You share from scripture the truth and you help them understand that actually what is being said in scripture is this. So you reason back and forth. You're back and forth trying to make people understand. So that is what he was doing there and we will see. We'll take a small break. We'll come back. We'll see how to the context of the city of all ministers. And it's really wonderful how he's going to share the gospel in 8 minutes. So let's take a break class. Let's come back in 10 minutes and we will continue from here. So yeah, thank you.


Hi Bob, my name is Ashley and I work in the internet department here at Oxford and Toyota. I noticed that you are interested in trading in your 2010 Prius for a new 2016 Prius too. I want to hit instant you over a little bit of information about what our current inventory looks like. I also saw that you're interested in test driving for a $50 prepay visa. When you get a moment please give me a call. My number is<PHONE_NUMBER> or email me back. That way I can schedule a time for you to test drive. Thanks, bye.


Lionel Barrymore, 1878-1954. One of cinema's most respected and enduring character actors, Oscar winner Lionel Barrymore's 45-year film career tallied more than 200 movie credits. Remembered for his annual portrayal of Ebenezer Scrooge in radio dramatizations of A Christmas Carol and for his work in the popular Dr. Kildare film series, Lionel Barrymore died on November 15, 1954, just hours before a scheduled appearance on the Hallmark Theatre radio show. Born on April 28, 1878 in Philadelphia, Pennsylvania, Lionel Barrymore was born Lionel Herbert Blythe, the oldest child of acclaimed stage performer Maurice Blythe, who had gained fame as Maurice Barrymore, and his actress-wife Georgina Georgie Drew, the daughter of celebrated actor John Drew. All of that family's third generation of thespians, Lionel, Ethel, and John Barrymore, allegedly aspired to careers away from the footlights, but were forced into the family vocation. Lionel, like his siblings, was afforded a private education and travel. He and his brother John both studied fine art in Paris, but was thrust onto the stage at an early age. While his younger brother was endowed with aquiline, leading man looks, and Ethel, regal height, and patrician features, Lionel's craggy appearance lent him an air of severity and maturity beyond his years. Barrymore's seeming lack of physical attributes proved a boon, along with his willingness to take risks and invest himself wholeheartedly into deep character. During his early years on stage, Barrymore's own father often cast him in roles as his brother's father, though Lionel and John were only separated by four years. While John Barrymore found his niche in Shakespeare, Lionel was acclaimed for his interpretation of more modern works, notably in Broadway productions of Peter Ibbotson and The Copperhead. Barrymore launched his film career in New York in 1911, translating many of his celebrated stage roles into silent films produced by the American Biograph Company. Working with the New York studios allowed Barrymore to work in both live and film productions, and he appeared in better than 85 silent films between his first role in 1911, The Miser's Heart, and the advent of talkies in 1929. Contracted to MGM Studios around 1926, Barrymore left the New York stage for good to relocate to Culver City, California. Lionel Barrymore ultimately spent a quarter of a century under contract MGM, lending his talents to more than 100 feature films as well as bringing new talent into MGM's stable of film stars. Among his discoveries were his lifelong friend and frequent co-star Clark Gable, who he met when he was still a rough-edged ex-oil field worker. Gable and Barrymore frequently supported each other's performances in films that included Test Pilots and Saratoga, a film that marked the loss of their friend and co-star Gene Harlow, who died during its completion. Barrymore also brought his errant and flamboyant brother John and later his sister Ethel to MGM for Ethel's talkie debut and the family's only joint project, The Epic Rasputin and the Empress. The siblings occasionally worked together. John and Lionel appeared in such works as Dinner at Eight, Grand Hotel, and Arsenilupin, but rarely had scenes together. While Lionel and Ethel's most notable teaming came 20 years after Rasputin in the 1953 effort Main Street to Broadway, the role proved to be Lionel Barrymore's last on film. Fellow actors, audiences, and directors best enjoyed Barrymore's diversity, and while his beetle brows duped posture, a product of arthritis that afflicted him early in life, and severe features cast him as a curmudgeon or a venerable grandfather, he took his forte into a wide variety of films. Barrymore's performance as a debouched lawyer in a free soul, 1931 with Gable, earned him an Oscar and provided a contrast to the stern but kind father of Mickey Rooney's Andy Hardy in A Family Affair. It was a considerably different pairing than their co-starring roles in Captain's Courageous, which featured Spencer Tracey in his first Oscar-winning role. Barrymore bounced from high seas drama to The Light, a yank at Oxford, an MGM project filmed in England which introduced Americans to Vivienne Lee. His leading ladies included such screen luminaries as Joan Crawford, Greta Garbo, Norma Sherer, and in 1935's The Little Colonel, a much younger actress, Shirley Temple. While Barrymore's forbidding looks lent force to such sinister fare as the Bella Legosi thriller, Mark of the Vampire, and as the heartless skin flint who drove Jimmy Stewart to George Bailey to attempt suicide in It's a Wonderful Life, audiences seemed to be able to disassociate his nasty turns and embraced him as the all-bark and no-bite benefactors he often portrayed with top child stars. In films that included David Copperfield with Freddie Bartholomew, Treasure Island with the young Jackie Cooper, or on borrowed time with Bob's Watson, Barrymore proved kindly, if not on screen, then with his young co-stars off-camera. Some at least of Lionel Barrymore's most recognized screen traits were not wholly affectations. His weariness and grudging affection for children may have been born of the loss of his own daughters, Mary and Ethel, each of whom died before reaching the age of three. His frequent portrayals of crippled characters, including the wheelchair-bound Dr. Gillespie of the Dr. Kildare films and their radio series spin-offs, were created to accommodate the actor's own painful bone deterioration from a hip injury and debilitating arthritis. It was only with extreme difficulty that Barrymore was able to complete such late 1940 films as Key Largo with Humphrey Bogart, and he often opted to work off-camera as a narrator, as in Dragon Seed, starring Catherine Hepburn, or in Radio Theatre. Despite a roaring good time in the roaring 20s, Barrymore's life and losses left him a sober and venerable member of the Hollywood community, yet outside it, immersing himself as art as a talented painter and engraver. Writing, he authored the novel Mr. Cantoine as well as the memoir We Barrymores and several of his own early film scripts and composing music. Twice married, Lionel Barrymore's second wife, actress Irene Fenwick, died on Christmas Eve 1936. The year the actor began his annual tradition of portraying Scrooge in A Christmas Carol, a tradition carried out most notably with Orson Welles and his Mercury Theatre players. Lionel Barrymore never remarried, and after suffering a fatal heart attack on November 15, 1954, in Van Nuys, California, he was buried beside his wife, Irene Fenwick Barrymore, and his brother John Barrymore, at Hollywood's Calvary Cemetery. At his death, Lionel Barrymore's survivors included his sister Ethel Barrymore, his niece Diana Barrymore, and his nephew John Drew Barrymore. Lionel Barrymore is entombed in the Calvary Cemetery in East Los Angeles, California. He has a star on the Hollywood Walk of Fame at 1724 Vine Street. Information for this audio clip came from your audio series descriptions moderator, Roger Hoenbrink. This audio clip is provided by the Old Time Radio Researchers Group, a group of volunteers dedicated to preserving radio's past. If you would like more information on how you can assist in this, go to www.otterprojectonline.info. Your announcer, Dell Allstead.


Let's take a moment to pause and pray and acknowledge his presence. Precious Holy Spirit, I lift that one to you now, who is in this moment filled with doubt or fear or distraction. And I pray that they would begin to focus on Jesus. Let them sense the abiding presence of the Holy Spirit in the room with them right now. Touch their life in a fresh way. Strengthen them, encourage them. In Jesus' name we pray. And I want you to say it because you believe it, say, amen.


Okay we're gonna start with crab ride defense. So the number one most important thing I need to be focused on doing on bottom is what? Creating space. Okay creating space then once I start creating space I'm thinking about getting handles taken care of so when I say handles I'm talking about things he hooks my body with he's got handles on my shin he's got handles on my my shoulders all right I've got to start taking handles away and getting space okay I want to be out here I want to be away from them all right so and I'm not a step one do this step two do this type guy all right but there is a process a lot of times when we get to a certain position okay remember this thing right here I want you to think about is this guy's lifeline okay and by lifeline that means when this goes away he starts to wither and die a little bit so top hand all right so if he's thigh pry and just deep right here not even a half and he's controlling if I turn to my right I'll just just stay there if I turn to my right and go back to my base see how important that top hand is I'll go back to my butt I peel this off and put it outside see the difference I'm not completely away and he'll follow me here but it's not near as powerful without top hand okay so those are a couple things we're going to talk about taking care of this all right but we also when we get to crab ride I got to get out of this guy's lap now good crab ride guys for the most part aren't going to let me get feet inside and just get my hips way far away okay they're going to adjust as I as I adjust so we're going to get to this crab ride position I'm going to get my elbows tight okay first thing I'm going to do is get my elbows tight and then I'm going to lean to one side I don't care what side you lean to I just want you to pick the side that's the most comfortable for you too I'm going to lean to my right and I'm going to kickstand my elbow when I kickstand my elbow I'm going to bring broke feet to one side and I'm going to grab my knee and pull his foot in see how I got his knee trapped to the mat okay once I get his foot see how I used both my feet and I pulled his foot in I'm going to reach down and grab his laces all right now at this point I'm not going to get my hips up and hop out what I'm going to do is circle until my hips are outside of his lap see I still got his foot and then I'm going to turn back into him right here and I'm just going to cross his legs I'm in a pretty good position right here I just got completely out of his crab ride by back up a little bit oh yeah I took his knee and I trapped it down to the mat okay when he's in here okay and he's got his knees up he's got me in this basket okay so I'm getting my elbows tight I'm going to lean to one side I'm going to get my feet to both sides and I'm just going to pull my top knee in okay I'm flexing my core I'm leaning forward I'm getting the sock I'm getting the lace right here and I don't jump out I just pull the foot up I'm not trying to break his knee okay I'm just attacking the foot and I'm walking my hips outside his lap the minute my hip gets past his knee turn back in turn back in that's all we're doing notice I never went all the way to my shoulder not laying on my side I got to my kickstand grab the foot circle out turn in circle out turn in all right and then after you do that a little bit then we're going to get to this position elbows tight cross rake and seal have I see that this is same side I want to go elbows tight cross rake and again the minute my hands come inside my elbows wrists are vulnerable there we go all right so back here it's going to be quick elbows tight cross rake seal right back outside kickstand foot over pull it to me tack the laces you can't pull the toe can't grab the toe okay grab the laces stay on my elbow walk out of his lap as soon as my hips clear his knee circle back in all right any questions that slow that detail all right cross rake seal get to my kickstand walk out of the lap turn back in go we did it


I just want to acknowledge that our work at EBC Vancouver takes place on the traditional ancestral and unceded territory of the Musqueam people. I'm fortunate to have been born and currently settle live and play and currently work where I am right now on the territories of the Musqueam slave with you and Scottish Peoples. As we begin to think about online learning experiences. I think it's really great to consider all of the different lands and their stories from where you and your learners study, live, work and play, and having a space where that might be shared. If you'd like to share your own land, where you currently reside and work, please do so in the chat. I'm just going to share the native land. Link, Marie will take us away with the session objectives and overview. So hi everyone so we're here to guide you through things that you're going to that need to be done for teaching an online course. I'm going to go over a lot of information, but don't worry about having to remember everything, because as part of this we're introducing a newly developed course, and you're going to have access to that course. So we've got one main objective today, and that's an awareness of what needs to be done before the course starts during the course and at the end of the course. So each of those three areas that includes creating or modifying canvas content, identifying strategies to help students achieve academic success, and communicating with students throughout the term. So quickly our session overview, and it follows along with the what the four modules are for the course. Going to start with an introduction and overview, and then go into the course modules so divided into what do you need to get ready before the start of the term, what needs to be done during the course and for concluding the course. So again, kept in mind that there are some instructors that are hired with, you know, maybe a week before the course starts so this is thinking that somebody has already got a course that's got some course materials and they're teaching a fully online course so it's like, ah, so this is the resources to help people get started. So it's been developed in collaboration with, while several people from the learning design team in CTLT, also with people from the LT hub like Eric Lee, it's also been reviewed by a few other faculty ISS people. And so Mina Callan from Arts ISIT, Jenny Wong who supports science, she is CTLT, and Fayezah Mufti from Education. And also we had a couple of distance ed instructors review the courses, Katie Lee Bunting from Occupational Therapy to remember that one. And Sirika Vos from English. So it's been an amazing process to go through and get this feedback from the people who have been right there helping the new instructors get started on what they need to do. So we'll just go on to the next piece then. So just very briefly, we're going to pause for questions at the end of each module, which includes in a few seconds. But feel free to ask questions in the chat while we're while we are speaking. And during the question time, you can ask questions either by turning on your microphone or by putting them in the chat and just as a reminder, the session will be recorded. So just to begin with, get you thinking, do you have any burning questions right now. Okay, I'll ask you that question again. I'll give you a little bit more information, give you time to think about that. So in the introduction and overview module. This module just introduces what the course is about. John, can you move to the next slide. So as I mentioned. Yes, John. The goal is to help instructors who are new to teaching fully online courses, quickly develop the skills and knowledge that they need to engage with their students and teach online. It's a self paced course and it has reflection activities and interaction activities, also examples from instructors that they've used in their courses. It'll take about eight to 10 hours to go through, and there's support available along the way so you can reach out to one of the educational consultants, which would be people from the learning design team, and also from the LT hub and of course faculty I assess support units, I know are always available to help. The actual course is open and will give you the link to the canvas course will post it in the chat a little bit later on. But you can access the course at any time as well. So are there any burning questions asking that again in the chat. No, I don't see anything in chat. Okay, I think that means we're good to go. Good to continue on then Eric. Thanks so much Marie. So yeah, I'll be going over the first module, what to do before the start term. Yeah, perfect. So canvas is UBC's learning management system. This is the central platform where you can put course content, assess your students, or just handle communications with your students as well. At the start of term, you will need to bring some form of content into your canvas course. And if you taught in canvas before canvas does have a handy tool where you can copy your content from our previous course to the live current course. And this tool can be found if you go into the settings of the course, and then there's an import course content button there. And we always advise you to start as early as possible. You can create the canvas courses around two or three months before the term start. So for the winter courses that start in September, we actually had it available sometime in June. So we had always advised students as early as possible to give you time to play with their course content see what you like see what you don't like. And also just reduces the crunch time that we often see happen the week before term start. And there's a couple settings that you can play with while you're importing course content to make it a little bit easier one that I always suggest using is use the events and do dates shift option. And on this option, if you check it under the tool, you'll be able to shift all your dates, all the due dates from prior term to the new term, just by adding in the dates from the prior term as a start date and the new term as a start date. And if you're, if you like some more support with this process, you're welcome to contact or instructional support unit for help with this. You're also welcome to contact the LT hub as well. I'll just introduce a lot of the tools that are available for you to use in Canvas. I'll go over each one shortly. But you're also welcome to explore it a little further as well. So the modules is I think the primary organizational tool in Canvas. This is where you can organize your course content based on weeks, days, topics or themes. You can think of a module kind of as a folder where you can then put other items in such as pages, announce assignments or discussions. But things are centered around modules. Typically, you don't have to use it, but it's very commonly used pages. This is where you can include text images videos onto a page. This is where bulk of course content lives. And to add content onto a page, Canvas provides something called a rich content editor. Looks a lot like Microsoft Word. And you can add your course content in that way. Announcements. This is a tool to broadcast messages to your students. An example announcement could be something regarding change assignment instructions, information about a final exam, or maybe some new course info. Assignments. Assignments is where you can have any gradeable item. Any gradeable item in Canvas course is referred to as an assignment. This tool used for accepting submissions from students, whether it be a file upload or text response. And once a student has submitted to an assignment, you can grade it using what Canvas calls the speed grader. This is where you can view the student submission, grade the student submission as well as provide feedback. And another place for students to contribute a submission is through discussions. Discussions is a space to hold discussion forum between you and your students. Discussions could be a place to discuss course content, course materials, or as well as a place for students to pose questions. It's very open-ended. Quizzes is another form of a gradeable item that you can use in Canvas. Quizzes, as you might expect it to quiz, is Canvas's examination tool. In contrast to an assignment, quizzes can have preset questions and has more quizzing settings and capabilities such as time limits and having different timers for different students. Stuff like that. Yeah. Now finally, groups. Groups can integrate with some of the above tools I just mentioned, such as assignments and discussions. If you want to set up some group work, this is where you're going to set those up. Groups can also be set up as self-sign up or you can manually put them into place. But this is helpful if you want to do like a group assignment or discussion where you're just splitting students off into pairs or groups of three or however. The other side of tools I'll mention are tools that are not exactly Canvas tools, but they may be integrated with Canvas. Well, we find that they're also very commonly used in courses. So the first I'll mention is Zoom. Zoom is typically used for lectures, delivering lectures online or maybe some office hours. There's a Zoom integration with Canvas where you can have your courses, meetings and recordings populated onto a single Canvas page. This is an integration that you'll need to enable in your course navigation if you want to use it. Caltura, this is UBC's primary media sharing tools, kind of like YouTube at UBC. We always recommend uploading videos to Caltura rather than Canvas because Canvas has a limited file storage. Caltura is unlimited. And there's also better playback in Caltura as well. So how it works is you upload the video to Caltura and then you embed it onto a Canvas page. And that's how you can get a video onto a Canvas page. If you happen to upload a lot of videos into your Canvas course rather than Caltura, you're going to run out of space and you won't be able to upload some simpler items such as like a PDF file or a document. So we always recommend using Caltura over Canvas for videos. Library online courses are we sure not to locker just say quicker, but this is the tool to add readings to your course. So how it works is you will have to request library materials from the library and the library will clear the copyright for those materials. Once they have cleared the copyright, a student can click on the locker link within your course to access those library materials. And this is another item that you'll need to enable in your navigation for students to be able to click into. So it's another setting to enable. Yeah, a lockdown browser. This is an option to secure a Canvas quiz while it's being written on a lockdown browser quiz. Students are not able to visit any other page except the quiz itself.  Well, final one I'll mention is Microsoft Teams. Microsoft Teams is a team chat tool. It's not integrated with Canvas, but it provides a space for your students to all chat together as well as you to communicate with students through a team format. And there's more integrated tools as well, but these are the ones we see primarily used in online courses. Yeah, so I just included a quick little screenshot here to show you how modules work. So I think modules is the primary tool that's used in Canvas. As you can see here, there's a module one. Some people say some people put it as like week one or a theme one. But in this module, you can have like an overview page, a discussion, some assignments, quiz, as well as links. So this is just a quick way to, this is just a quick screenshot to show you how a course could look in Canvas. Yes. And now the next thing I'll go over is the settings of the course. This is by no means all the settings that we suggest using, but these are the most common ones that I see adjusted. So the first thing you only think about is availability. When will your course be available for your students to access and do work in the default term dates that we provide is typically fine for most cases. And how the default term dates works is the first day of class is when the course will be available. The last day of class. Sorry. The last day of the course will be available is eight weeks after the last day of class. So you get that little time range. If you do want to open your course early, you will have to put in a custom course start date. And how you do that is going to the settings of your course and you change your participation setting from term, which is the default setting to course. Once you do that change, you can enter in a custom course start date. Now, if you do enter a custom start date, make sure you ask also enter an end date. Because if you only have a start date and no end dates, the course will be open forever. And we definitely want courses to end. And publishing your course. What publish means is that it will be available for students to access once the course date starts. We always recommend publishing as early as possible, even a week or two in advance if you could. If you publish it early doesn't really release it to students early, it will make it automatically release at the course start date. But if you don't publish it, it won't be available automatically at the course start date. So you might as well just publish as early as possible. The next thing I want to go over is grade book. So I think this one is just a little bit complicated to understand when you first look at what manual or automatic grade posting policy means. The title isn't very descriptive, but what an automatic grade posting policy means is grades will release the students as soon as you provide a grade to them. A manual grade posting policy means that you will have to manually release these grades to your students when you choose. And instructors who choose the manual, they tend to release the grades after they've graded all students. And the default is automatic. So you'll have to change it to manual if you do want to have more control over when students see their grades. The last setting I'll mention is navigation setting. So this is where you can reorder your course navigation where you can put assignments above discussion or announcements, or you can even remove some Canvas tools entirely, or add the tools that I mentioned prior that are not on by default. Another thing you want to check over before the start of term is accessibility. It's very important to incorporate accessibility checks because it removes any burden from students having to ask for help. Some students may choose not to request help even if it compromise their ability to learn because of this burden. Some students may not know to ask for help because not all students realize their accommodation needs, qualifies for assistance. It will save time for you to consider accessibility checks from start rather than later. It's quick to do and you won't have to spend any time redoing any work later. And I'll do a quick mention of what each of these checks mean. If you add alt text to an image, this allows a screen reader to read an image. So you want to be a little descriptive of what the image is showing or saying, and that's how you can add more functionality for screen readers. Close captions for videos. This will make videos easier to follow without sound, for example. Making your hyperlinks descriptive this one is not as commonly understood, but you want to describe any links that you include in your course content. A link that just says click here without much context isn't very descriptive. You want to be very descriptive when you link to something just so then people understand where they're clicking into. And you want to also ensure that the font, the text that you use, appropriate size and contrast, I think black and white is typically very good and just using the standard font is fine. But if you do choose to make things a little fancier using your own design, just make sure there's appropriate contrast and size. The last one is using headings where appropriate. So headings is a little function that you can use to mark a piece of text as a heading. Some people choose to just make larger font rather than using the heading option. The heading option is better because it allows accessibility tools to jump within the page and understand the hierarchy of the page better than if you just made fonts bigger. Now canvas provides also an accessibility checker at the bottom of their little bridge content editor. And if you click on that it'll give you a little message of whether they found any accessibility issues but it's good to consider these on your own because I think the accessibility checker can't check for everything. It's just a pre-programmed tool. The last thing I'll mention is just checking over your course and how you can do that. Canvas provides a student view where you can see how things operate from the student perspective. Now this tool is available from the home page in the top right corner of belief. If you click on that you'll enter into a different screen where you are now accessing your course as a student. So you won't see the things that you will see as an instructor such as settings and things like that. You'll be entering as a few, you can even do submissions as a student and see how that works on their end or do quizzes to see how they might see the quiz. There are some tools that are not compatible with Canvas student views usually integrations because that doesn't exactly mesh well with Canvas always. The biggest one I would say is Caltura. Any Caltura videos will not appear in student view. If you do want to test things like Caltura or Lockdown Browser or Locker Library on the course reserve. I would suggest contacting your instructional support unit or us the LT Hub to help with testing these tools. We will have to provide what's called a true student view through a different student account. The last little tip I'll mention is that Canvas provides a link validator and this is available from the course settings. If you click on the link validator and you start the link validation, it's an automatic process to check for broken links. And Canvas will also tell you why the link is broken, whether it's going to a broken link within the course or it's a broken external link. But it's a good thing to check right before you start course just to make sure there isn't any broken links that students will click into. And I think that's all I was going to talk about today. I don't see any questions in the chat, but feel free to unmute yourself and let me know your questions. All right, I'll take silence as there are no further questions, but feel free to keep those questions locked and loaded can bring them up at any time in the session. So I'll pass it over to John next to discuss what to do during the course. Thanks Eric. So I'll be discussing the next module during the course and teaching online requires different skills, strategies and tools than teaching in a classroom as you may know. Success in teaching online is related to how presidents and engage the instructors and in the course. And during the course, there are several things to consider in your practice, creating a teaching presence, implementing effective synchronous and asynchronous online teaching practices. How you create assessments and provide feedback online, possibly using rubrics to do that, and how we would encourage academic integrity. Providing opportunities for interaction between students instructors and course materials is key to enabling a rich, meaningful and engaging learning experience online. And a useful way to consider the interactions that promote student learning is something called the community of inquiry model, which is developed by garrison Anderson and archer. This model identifies three dimensions of presence that define learning interactions, their social cognitive and teaching. The model suggests that effective learning experiences occur when the three dimensions coincide. And so social presence is about interaction with peers. Cognitive presence is the extent to which learners are able to construct meaning through reflection interaction with content. And teaching presence is the design facilitation and direction of cognitive and social processes to achieve learning outcomes through interaction with instructors. The first week of the term can be really critical, critical time to connect with students in establishing a teaching presence in the course. So consider creating a text or video welcome message to introduce yourself, your background, perhaps a course overview to the class. Welcome message can be triggered through a canvas announcements, a page or a discussion post. You may also want to encourage students to introduce themselves through an introductory discussion thread. And then providing some flexibility how they do this. So maybe through text, video, audio. Think also about how you might use canvases course access report to reach out to students who have not yet accessed the course and how you will need to engage with teaching assistance to prepare for the delivery of your course. During the course. It's also important to maintain your teaching presence by continuing to connect with your students. This could be done through consistent asynchronous engagement activities such as using regular course wide announcements, emails or discussion posts on key messages and learning activities. Responding to student discussion posts providing feedback on that, checking student participation through analytics and engaging in off topic discussion threads. You might also want to think about ways you can engage synchronously with your students such as offering one on one flexible office hours through video conferencing. Such as through zoom or Microsoft teams offering group office hours and even sometimes a live synchronous session if that's available for you. Another way to gauge your students during the course is by collecting mid course feedback so that you can adapt and be responsive to any course improvements along the way. When assessing your students with formative or summative assessments we encourage you to provide feedback. Summative assessments such as polls of assessments discussion boards and quizzes can help learners gauge how well they've learned and where they need to focus additional studies to prepare for prepare for summative assessments. Summative assessments such as a midterm final exam, final papers, multimodal projects or presentations is to determine whether students have learned their expected learning outcomes. Feedback that you provide students can be both formal and informal formal feedback is usually planned and provided to all students in a consistent manner, whereas informal feedback tends to be more spontaneous and immediate. Feedback can also be formative or summative formative feedback provides students with opportunities to reflect and improve upon their learning whereas summative feedback is provided with an overall assessment of them. And so when providing effective feedback consider the content timing of your feedback as well as providing synchronous and asynchronous options and what that might look like. So using emails or assignment rubric discussion posts or your office hours. These are all options that you might want to consider. If you have any students who have accessibility accommodations that are approved by the Center for accessibility. It's also a good time to review your canvas quiz and assignment settings to accommodate students who require extra time, perhaps alternate due dates rubrics so a rubric is an assessment tool that indicates achievement criteria across can be used with all types of assessment including written oral and visual assessments rubrics can help students understand assessment expectations and how their work will be graded. Instructors might find that rubrics will are beneficial and providing feedback on marking assignments class participant class class participation or overall grades. The use of a rubric can help standardize instructor and TA marking, and they can be helpful for students to conduct self and peer reviews. Canvas allows you to add a rubric to an assignment, a quiz or a graded discussion. And doing so will allow you to comment in grade student work with the rubric and attached to the speed grader. In Canvas, you have three options to grade assignments or assessments. In general, the grade book, which Eric mentioned earlier, using speed grader to grade and write comments while viewing student work or grading offline exporting and exporting to a spreadsheet. Canvas style rubrics can also be embedded as part of an assignment or a quiz. So an effective rubric is transparent where the assignment criteria is aligned with your outcomes and your assessments. They're integrated with assignments, especially if they are peer, if there are peer or self assessments. They're used in teaching so that students can make decisions about their current work and where and how they can improve based on the rubric criteria. Rubric and effective rubrics are practiced. So if you teach a course where multiple teaching assistants share the responsibility of grading, have them practice grading these assessments using your rubric. Academic integrity. So when teaching a course, it's important to educate your students on academic responsibilities and building a culture of integrity in the online classroom. So make sure your students are aware of UBC's academic integrity website and UBC's policies on academic integrity and misconduct. Consider including your rationale for academic integrity on the course syllabus, as well as links to perhaps the Learning Commons academic integrity website. Also provide links to UBC guidelines for citation styles you might expect students to follow for assessments and things like that. Make integrity expectations clear to students on all assessments. So be very explicit and perhaps include sort of a personal message at the start of each assessment, like such as I expect all students will complete this quiz without consulting a XYZ. And finally encourage students to contact you if they have challenges with deadlines or technology, rather than to resorting to cheating. And so that's sort of the end of my section. Again, if you have any questions, please feel free to unmute yourself or type it in the chat and I'd be happy to respond. Also, if you think of any questions along the way, we can respond to them at the end of the session as well. We'll pass it on to Marie who will discuss the conclusion of an online course. Thanks John. So, as an instructor.  There's a couple of things that need to be done at the end of the course. And so, John, if you go to the next slide. Thanks. There are two pieces of communications to do with your students at the end of the course. So the first one is two weeks before the end of the course, invite students to complete the course evaluation survey, using the student experience of instruction tool. And so you'll get the link to this you'll get information about this from your faculty and when the dates are available for that each term. When you're doing this, you want to tell your students why you're asking for this. Let your students know that you might be making changes to the course as a result of their feedback. Let them know how the information might be being used at UBC. So as I said, it could be used to improve the courses. It could be used as part of a tenure or a reappointment decision, depending on what kind of instructor you are. Any evaluations could be used to support teaching awards. And they're sometimes used in aggregate so across a program to help better understand the student experiences across the entire program. So the information has impact and requesting this can be helpful for you and also potentially for the institution as well. I encourage you to send out the first information it's about first invitation it's about two weeks before the end of the course. And then also on the last day of classes, send out a final request for students to complete the student evaluation of instructor instruction. You can also check along the way to see what the response rate has been for your students for the number of people who have completed it. But you can see the percentage of people in the course that have completed it. On the last day of classes, you're also want to do a wrap up of the course so you've spent the time connecting with the students you've encouraged them. You started out by the class by sharing some information about what inspires you about the course. And you've gotten to know a few of your students in the class. So wrap up by sending a short summary of the key concepts and also some recommendations for next step so if it's kind of a part way through course what would be some follow up courses that students would be interested in. Or where else can they go so you want to encourage students to continue learning in this area. So really kind of you're wrapping up the community that you worked really hard to create at the beginning of the class and during the class. And the last thing that you're doing at the end of the course is looking at the grade deferrals and submitting your grades. So there are checklists. So we also want to check with your department policy department about any specific grading policies. Each department can be different. But in general the things that you want to do there's two of them. One is you're looking at handling the grade deferral requests so these would have come in. The academic concession requests and these would have been submitted to the faculty, at least typically at least three weeks in advance. But it does go through the faculty so the good news is that it's not up to you to make a decision on whether there's an accommodation for a deferred grade request. And then you'll also need to upload your final grades from Canvas to the faculty service center and this needs to be done two days within two days of the end of the class, which is the final exam. So that's as per the university policy. Yeah, that's a tough time at the end of the year to get all of that grading done. But yeah, those are that's the university policy on that. So as we are wrapping up the overview of what the modules have, are there any questions that you have. First of all, this is like a quick round of questions. And then we're going to give you the opportunity to go into breakout groups. To ask any specific questions. John, I'm wondering if you want to show the course and just briefly highlight some of the things in the course. Hi Marie, feel free. Marie and Eric to jump in. Once I click here so I'm actually just in the courses in the student view because I actually have teacher access to the course and there are things that you probably shouldn't see and may not want to see. So this is the introduction to teaching online course. And perhaps maybe I can we can link it in the chat. Thank you Eric. Yeah. And so the course is broken down into sort of the three modules plus the introduction that we discussed today so the introduction overview before the start of the term during the course including the course. And also a link to a one on one consultation with a learning designer at CTLT. And so the introduction overview. Sort of provides you with sort of the overview of the course itself. An overview of the goals and the sort of the duration of the course and sort of any technical support that you might need. And then also some of the course outcomes. And then just an overview of the course structure and a breakdown of what you can expect each module and then it dives right into the course. It's to the modules themselves so before the start of the term, a little brief overview of that and then also some of the learning that you might expect or the outcomes that you might expect after taking each module and each module has a certain best practices guidelines about what you can expect before the course during the course and concluding the course, including some checks on your workload and checklists itself, including some of the aspects of canvas, setting up canvas configuring canvas that Eric went over and that we sort of briefly touched upon during the course while you're setting it up and while you're building your assessments, considering accessibility, considering how you enter grades and rubrics and also sort of your grading policy, the configuration of the course itself in terms of dates and how your content is released and sort of how things are organized and configured throughout canvas. So yeah, so what you'll see on this page is there's actually several steps that we recommend that you take just to get your course up and ready. So whenever there are the checklists there those are the kind of the concrete how to steps that link to tool guides and other resources to help direct you through things that need to be done. And so, yeah, there's well there's 1011 steps just in checklist one. And that's just the basics for reviewing and revising your, your course. And then there's also checklist to.  So hopefully these steps will make it easy and a little bit less overwhelming. As I said they have been reviewed by three or four ISS instructional support the real that the wonderful techies that we rely on to get us started. So they'll help you out with it as well. And there's also some guidance on who to contact. Maybe we can highlight that before we engage in a maybe a discussion. Sure. Question from Ian. Oh. So the CTLT online teaching program is set of resources that were designed at the beginning of coven that were intended to support emergency online or emergency remote teaching. So we had a great audience where people who had to do a really quick switch from a traditional face to face course to suddenly teaching in sort of emergency mode for supporting the online courses. So we're no longer in emergency remote teaching. And so there's been a need to rethink and CTLT the resources that we are providing. So the course they piece here are specifically for people teaching the fully online courses right from getting started right through to concluding the courses it's also very a succinct piece. It'll take, you know, eight to 10 hours if you go through everything and do the application of things. We're also planning on that sunsetting and or relocating some of the resources that are in the online teaching program. And actually a lot of them are being some of them at least have been relocated into this course. So we haven't decided. We're going to start from our associate director, we're not sure how those communications will go out but things are going to be. Yeah, they will be communicated and the resources will be available in the form that's suitable to other people. John, if you don't mind just going to say module three, we can just kind of highlight the interactive activity that's there. So tools instead of going through all of them. Just highlight a couple of things that make it unique so well there's a, there's a faculty spotlight. So, once you've gone through all the information from the course. So, I think that Bunting has shared some of her course materials and also there should be a video that eventually loads here to hear directly from Katie about how she connects with her students. And also, there are in the apply to the course section. We're uploading maybe it's because we're. CalTura. It's a, it's Eric's note about CalTura not. Okay, if you go to the student view. Okay, if you go to the apply to your course section as well. There are example messages so the end of course message. And some of the screen are messages that Katie has sent to her students. So, some helpful tools that you can, you know, copy things. So you're not needing to recreate everything. So I just wanted to point those out. And then there's one more piece if you can go back to the modules piece, please. And it's a self test the knowledge self test. And so each of the modules has an interactive self test. Just a quick and easy review of the key points of the modules. And these were all created in H5P, which is newly available to UBC and you're also of course available or available can easily incorporate these into your canvas courses as well. So I just wanted to showcase the course and the knowledge, or should we go into the breakout groups now. We are thinking we have a small group. So maybe we can just leave it open to a large group discussion feel free to just unmute yourself or type your questions in chat. Since you have a nice cozy group. So Jose has a question, a bit of a technical question that might relate to module one setting up the course, how to share cultural media among courses with different owners. So Eric, I know you've had experience. Yeah, so is this situation where the course is taught by multiple instructors, and one instructor has created the media but they want all instructors to be able to have access to that video is that right Jose. That is one scenario. The other one is that faculty member created course last semester with videos and stuff. And then a session will teach us in turn to the copy the material but the ownership of the videos are still with the original creator. Mm hmm. Okay, good question. So the person who the person who uploaded the video to Kalchera will be classified as the owner of the video. That's kind of how we deal with copyright and ownership of course content. If there is need to transfer ownership to another person. You have to contact the LT hub to initiate that media transfer. Okay. There was an official channel to do that right so they have already know. That's right. LT hub will be your best bet to contact. Okay, because most of our transfers in geography they're approved, you know, like the original gives permission right but it just sometimes it happens like the week before classes starts and it takes a while to get it sorted out so. Right, yes, yes, yes. Yeah, that does come up a lot and, you know, try to get those done as soon as possible especially before course start. I have one question so I can get out of the way the technical part of it. Yeah, over the setting up the course as well. And I think that we have is sometimes we have teachers and ta is in the teacher might assign somebody to help manage the locker. So I assume that if you have a TA role in the in the course, you have access to the reserves that the teacher has as well can you modify those those locker those reserves. Let me double check on that for you. There's different mappings of how some role from Canada moves into a locker integration. Let me just check on locker really quick. I have an open right now. So a TA. So there's a TA role in locker. Yep. Okay, so that should allow them to modify or manage items in library only portion reserves as well. Yeah, that's good. That should be okay. Yeah, thanks. Yeah, no worries, Jose. And while we're waiting for some more questions I just like to point out a couple of different resource links to reach out to support staff across the university and CTLT, and one is the LT Hub support page, which I'll link to in the chat. And this provides a variety of different points of contact for any of your questions around setting up your course. Some of you might have instructional support units that support your faculties directly. There might be questions around media and learning analytics who have their own support links as well as like copyright. And then LT Hub also has their own support link for many other different types of questions around Canvas and the tools that are built around it. And the other support link that I want to also highlight is the online teaching program one on one consultations link. And so this is the link that you can use to reach out to our teams at university at UBC O and UBC Vancouver for learning, learning design support for questions around course design course design strategies. This form. And a member of our team will reach out to you. Or any of your questions. Marie. Also for teaching strategies so if you're teaching your course and it's just, you know, what should I do here this has come up. Anything on the sort of the teaching related side of things. Please do reach out to us. I have another question, if I may. Of course. I've been going through the CL the CT LT online teaching program and there's considerable emphasis that's given to for instructors to upload their synchronous lectures to record them and upload them onto the canvas site so that students can listen to them at another time. Now I realized that that was maybe more applicable to the, to the COVID crisis situation but is it still recommended that online lectures if they're synchronous or to be recorded and uploaded to the website. You know, it is up to you so the idea is that maybe you're offering flexibility to your students. So, if they're unable to attend, then they can listen to it later. You can also be helping out students who maybe require some screen captioning so if you've got some students who have some accessibility challenges. And giving them this option is something that can be helpful to it. So we do in general recommend giving people multiple ways of viewing the materials. But some of that you know comes at decision that you would make related to your particular context and your particular class. I have a question following up on that. Actually, are there resources I'm not sure if they would be in this canvas course that you've created or elsewhere but where can we learn how to properly set up a zoom lecture through canvas and make sure that that it's recording and and available to students. Yeah, there are links for that in this course. I think that Eric might be searching for a direct link right now so Eric can you jump in. Sorry, just find my unmute button. I was actually looking for our zoom instructor guide which does have some detailed instructions on how you can run a real time lecture zoom as well as put that into canvas. I'll throw them to the chat right now. Great thanks very much. No worries. I also just wanted to add that the tool guides on the LT help website are really great is a really great resource just for finding resources and guides on any sort of integrations within canvassing canvas itself. They do have a number of tools that were not discussed today but you might be interested in diving into as you think about developing or redesigning at some point your online course. There are a number of tools highlighted on the LT page. I also wanted to like extend Marie's comments on sort of providing videos, pre recorded videos of lectures canvas and never just been doing some cursory reviews of some literature around that and you know the literature has said that it has helped. So do not even require any accessibility accommodations to review those materials at their own pace. And it does help them prepare for other teaching and learning activities and assessment so there is evidence out there that suggests that providing these materials. Accessibility for the rest of your course does help support students. Does it not mean that students are less motivated to actually attend the lectures if they know that they're available at a later time. It depends on sort of the design strategy you're using in your online course so if you're having perhaps your synchronous online teaching focus less on the didactic lectures and having those lectures pre recorded and having your synchronous more on perhaps active learning experiences connected connected learning experiences between peers. Then maybe sort of that's perhaps sort of a design approach that could be more ideal for using pre recorded lectures. Those kinds of materials rather than for those type of learning rather than purely just lecturing online synchronously. So I think from a design standpoint. There could be some choices that could be made around how a synchronous lecture could be made more of an experience for the learner in terms of an active learning experience experiential learning experience between peers, rather than simply just a didactic lecture. So I think it's just really a choice in the design. John is saying, so it would mean that when students are coming together there may be, you know, working on a problem as part of the lecture. So they can get that feedback as they work through the problem. So, could be, what do you, which discipline do you teach in Ian. geography. Okay. I don't know much about geography but you know some applied pieces so there may be a problem solving piece so as part of a lecture. It could be, you give a problem and start out with doing the answer on your own then you turn to a pair. And then you go into a group of people and as they go through this process. You as an instructor you could be checking into and maybe not revealing what the right answer is in this example I'm thinking of. But see how the decisions evolve, as you maybe go from a single to a pair to a group. So, you know you'll be teaching them those applied skills. And, you know, working in groups. So yeah so what John is saying just giving one example of what a lecture could be used for even in a class of, you know, 200 students. This kind of thing could happen. If you would like to discuss this further. So I'm very happy to give you some ideas and focus specifically on what you're looking at I also know I believe Joe Jose is also from geography. So, quite one of our people here so just want to let you know you've got a variety of people that you can call out on. Okay, thanks very much. In case you have any questions, but I'm on the technical side right so, but I agree with what they decide mentioned about them. I know a few faculty members here have used the recorded lectures in the set them out. It's kind of like a hybrid teaching right the put the lecture that the deductive part of it online and the, and then they use the, the synchronous time for q&a since it's self solving right so as a way of cementing the knowledge to see how he's being acquired. Okay, that makes sense. Thanks a lot. That's a great question though, because I think that's something we as learning designers get frequently is do these pre recorded lectures. What does that do in terms of motivation and how do we promote real active learning in a synchronous class in synchronous class time. So, a lot of instructors do use that these pre recorded lectures as pre reading or synchronous class time and really try to strive strategize around those materials and preparation for that synchronous class time so perhaps the synchronous class time is highlighting key messages from those pre recorded videos and using that synchronous class time for case studies. So, you're getting a group work formative feedback from the instructors TAs themselves so there's a, you could really leverage asynchronous and synchronous to your advantage in this case with pre recorded lectures. So you asked a question that gets people in our area excited. Okay. Well it's something that's been on my mind a lot in the transition from traditional classroom teaching it online format. And I thought that this idea of putting up pre recorded lectures gives them an advantage because in a classroom students don't have the options. They can go into the room and go to the lectures and if they miss it, then they have to ask their friends or colleagues to get the notes and so on. So, I wondered why is it available to an online student but not to a classroom student but what you said makes complete sense and I have a better understanding now. Okay, happy to follow up with you at any time. John as well. Wonderful. Any other questions. Before wrap up today and like to thank everyone for attending. And hopefully everyone has access to the introduction to teaching online canvas course. It's just been launched. Please do share it with your coworkers it's a brand new initiative. So we are in the process of doing some more communications about it but please do help us out by sharing the resource. And of course we'll always, you know any kind of feedback that you might have for us. There will be revisions made to it every once in a while. I've also posted a link to a feedback form in the chat feel free to click on a link and write some feedback by the summer Institute. And thank you all for joining as well. Thank you everyone will hang around in case there's any questions.


The proposed study evaluates five artificial intelligence AI techniques for predicting the electricity consumption in a single family dwelling located in the United States. The techniques considered were random forest, RF, support vector regression, SVR, extreme gradient boosting, XG boost, multi-layer perceptron, MLP, long short-term memory, LSTM, and temporal convolutional network, CONV-1D. The models were evaluated in terms of their bias and variance by using a 10-fold cross-validation technique. The results showed that the model with least dispersion was LSTM, which presented errors of minus 0.02 percent of mean bias error NMBE, and 2.76 percent of root mean squared error NRMSE, in the validation set and minus 0.54 percent of NMBE, and 4.74 percent of NRMSE in the test set. This article was authored by Moises Cordero-Castis, Daniel Vinueva, Pablo Aguilar, and others. We are article.tv, links in the description below.


While Northwest Technical College in Bemidji has received a large grant to help fund a new program at the school, in April the college unveiled plans to launch a new commercial refrigeration program on campus. The $185,000 grant from Bemidji's George W. Nielsen Foundation will fund equipment, faculty support and professional development for the college program which begins this fall. The grant will provide a $150,000 match for equipment purchases which the college will receive before June 30th. $35,000 will go towards faculty support and professional development after July 1st and after the college hires faculty to teach the program. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.