RESOURCES FOR ONLINE INSTRUCTION of VISUAL/STUDIO ARTS
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1. Be kind to yourself and your students. Everyone is stressed, even if they're playing cool. That includes faculty. And that's okay.
2. Many universities have a considerable number of pedagogical experts that, quite frankly, I have only been dimly aware of until yesterday. Be kind to these people. They are suddenly very slammed.
3. There are a much larger number of faculty on university campuses that desperately need to retool. We have faculty who do not know how to use even the course management software that we've been on since I've been here (12 years). It is moments like this when that disparity becomes really fraught. It is also unacceptable.
4. You will not recreate your classroom, and you cannot hold yourself to that standard. Moving a class to a distance learning model in a day's time excludes the possibility of excellence. Give yourself a break.
5. Prioritize. What do students REALLY NEED TO KNOW for two weeks. This one is hard for me. But we have to strip it all the way down--in my campaigns class, that means I need them to post infographics on their research and now post narrative context and slides. But I'm going to punt on presentations because we just don't have time. Which sucks. But these are not normal circumstances.
6. If you're making videos, student viewership drops off precipitously at 5 minutes. Make them capsule videos if you make them. And UPLOAD to YOUTUBE because it TRANSCRIBES for you. Do not assume your audio is good enough or that students can understand without transcription. This is like using a microphone at meetings--I don't care if you don't need it, someone else does and they don't want to ask.
7. Make assignments lower or no stakes if you're using a new platform. Get students used to just using the platform. Then you can do something higher stakes. Do not ask students to do a high stakes exam or assignment on a new platform.
8. Stay in contact with students, and stay transparent. Talk to them about WHY you're prioritizing certain things or asking them to read or do certain things. I've moved to doing that in all of my face-to-face teaching anyway, and it improves student buy-in because they know content and delivery are purposeful.
9. Do not read on best practices for learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what distance you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed.
10. Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.
And this is not something I learned in the workshop (some of these other things aren't either, they just make good sense), but for those in positions where they have to report on their year's activities, including teaching and service--REPORT ON THIS. We are, in real time, doing very significant labor for the university at no additional compensation and with little training. Report on that in your activities for the year. Frame your work as both teaching AND service. You are helping put your university on more solid ground by doing this and doing this on the fly--that is LABOR. Frame it as such. I told every junior faculty person in my department to do this, especially, and told them I would highlight that in my reports on them so it's repeatedly on record.---ORIGINAL LINK
Along similar lines of Amy Young’s concerns:
Please do a bad job of putting your courses online by Rebecca Barrett-Fox (in part because students didn’t commit to online courses and may not have the resources to complete an online course and shouldn’t be expected to give up rights they didn’t expect to enter)
From this group in case you don’t have Facebook:
Alternatives to Adobe CS / link courtesy Ellen Mueller
IT Departments can request free Adobe Creative Cloud access for students: “Adobe is making temporary at-home access to Creative Cloud available until May 31, 2020 for schools and colleges who currently have only lab access for students, at no additional cost.”
Hamraie, Aimi. “Accessible Teaching in the Time of COVID-19.” Mapping Access, 10
Mar. 2020, www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19. Accessed 11 Mar. 2020.
bit.ly/stanfordteachingdisruption <-
Crowd-Sourced Links (some repeats of above)
Here’s a link to a Google Sheet of individual college/university online/remote teaching resources: docs.google.com/spreadsheets/d/1VT9oiNYPyiEsGHBoDKlwLlWAsWP58sGV7A3oIuEUG3k/htmlview?usp=sharing&sle=true#
Online Studio Visit List / Inaugurated in response to COVID-19 school closures, this spreadsheet aggregates those who are available for online studio visits, guest lectures, and crits through video chat and other platforms. // from s@s-u-r-f-a-c-e.com
LinkedIn Learning
Still having trouble logging in? We have put together a quick video tutorial that walks you through the steps needed to get started with LinkedIn Learning.
Please note: The first time you sign in you will be prompted to two separate logins. The first is to authenticate with your university credentials and the second is to sign into your LinkedIn account, which you can connect, but is a separate account. Your umich weblogin will need to be done daily or every 7 days, depending on the option you select in DUO. If you have recently logged in to your LinkedIn account in your browser and then logout it may send you to the LinkedIn login rather than the LinkedIn Learning login. LinkedIn's policy is to keep you logged in for about 6 months, so you won't often need to enter this login information, unless you clear your cache, use an incognito window or a different computer.