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Pandemic Prepping in the Language Class:�Instructional Contingency Planning for Emergency Situations

Trish Nolde, Georgia State University�Marlene Johnshoy, University of Minnesota�Georges Detiveaux, University of Houston-Downtown

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Introduction and Instructions

How This Webinar Will Work

  • Topic introduction
  • How to use the chat and Q&A
  • Panel will discuss prepared questions
  • Take some questions from the chat for each topic
  • Open the floor for questions

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Introductions

  • Trish Nolde, Director of the Center for International Resources and Collaborative Language Engagement (CIRCLE), Georgia State University
  • Georges Detiveaux, Associate Director of the Center for Teaching and Learning Excellence, University of Houston-Downtown
  • Marlene Johnshoy, Online Education Program Director, Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota

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How do we prepare for an emergency?�What questions to do we need to ask?

  • Course Continuity
  • Learners
  • Instructors�
  • Resources

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The Courses

  • Prior to any university shut down, can attendance policies be relaxed so that students who may not feel well are encouraged to stay home?
  • Can information that is created by one instructor of a course be easily shared with instructors of other sections of the same course?
  • What alternative assignments, or assignment submission methods, can be adopted?
  • Can you encourage changes towards a more “flipped” lesson format?
  • What is the easiest way to transition quickly to online delivery?
  • Can state certification and student financial aid be extended?

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The Learners

  • Do all your students have access to the basic technology required, such as computers or devices, headphones and microphones, internet access, phones? What accomodations can be made for those students?
  • How can we deliver academic support to students remotely? Can we offer online tutoring and office hours?
  • How do we help students navigate new uses of technology for instruction? (Trial class now, like for instructor training)
  • How can we work with grade school students who need parents at home for homework and computer use?

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The Instructors

  • Do any of our instructors lack access to basic technology, such as webcams, computer, internet access? What resources do you have that can be made available as needed? Are those resources up to date?
  • What is the lowest point of entry for online instruction? How are the least technologically-capable among your faculty going to adapt? Are all your faculty familiar with the CMS at your institution?
  • Can you identify instructors who are sufficiently technology-savvy or perhaps innovators in your department, and can they be recruited to serve as experts and leaders for other members of the faculty?
  • Can you do any “quick and dirty” training for instructors? �Ex: Trial a class session now with language center support.

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Questions for Traditionally F2F Faculty

  • What can a face-to-face instructor do BEFORE their institution implements a closure and moves instruction online? (as in right now 😏)
  • I’m teaching a F2F course that can no longer meet in person. Where do I begin with continuing the course online?
  • What are some things I probably shouldn’t try to do when moving my F2F course online in the middle of the term?
  • What are some of the common online tools that would be most helpful?�(LMS, Zoom, Screencast-o-matic, Google docs/slides/forms, others?)

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Questions from Registration Form

  • How can we grant credit for students that are studying abroad that must come home early?
  • Student engagement online
    • How to make lessons via Skype more engaging and " hands on" rather than just " lecturing "?
    • We teach a communicative curriculum that does not use a textbook or teach explicit grammar. How could this curriculum be continued in an online format?
    • How can productive-skills-heavy ESL classes be most effectively executed in an online classroom situation?
  • How to support distance learning for students in poorer communities with limited tech/WiFi access
  • Secure testing environment? How to encourage administration compensate for extensive additional prep time? What to have on hand at home if quarantined?
  • What is the most reliable, user friendly app or platform for group instruction
  • How to navigate seamlessly from one breakout room to another?

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Longer Term Preparation (when it’s not an emergency!)

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Current Articles/Webpages of Interest

EdSurge - What Happens When Coronavirus Forces Schools Online (how Asia’s international schools are coping)

Online Learning Consortium (OLC) - Continuity Planning and Emergency Preparedness (collection of resources)

POD Network listserv - Emergency Remote Teaching Guidelines (links to many university websites)

Inside Higher Ed - Preparing for instructional continuity in the advent of a COVID-19 pandemic (opinion)

George Washington - Instructional Continuity (Info video, Prep Checklist, Training materials)

T.H.E. Journal - Gaps in School Prep for “Virus Days” (K-12 tech readiness survey)

CLA, University of Minnesota - Teaching from Home (UofM specific, much that could be used elsewhere - easy/better)

OLC Webinar, Mar 9 - Using Live, Online Sessions to Support Continuity of Instruction - view recording and slides�Adaptable faculty-facing checklist & lesson planning template: bit.ly/OLClivesession

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Thank you!

Recording will be available on the FLTmag website shortly.

Slides (so you can click the links) - https://z.umn.edu/IALLTwebinar_ContingencyPlanning��We would love to hear your feedback or to offer further suggestions. �Stay tuned - there may be more webinars on this topic.��Contact us: