3 of 19

“For the time being, I sincerely think it is worth treating this as unusual - an emergency response, rather than expecting yourself to spin up a well-developed online course. As many people have noted, it takes training, resources, and technology (with support) to do this as a regular practice.”

Jacqueline Wernimont

Co-Director, HASTAC

4 of 19

Outline

General guidelines
Backward design and flipped classrooms
Synchronous vs. asynchronous instruction
Ways to engage students
Zoom

5 of 19

General guidelines

Keep things simple

Give yourself and your students a break

Consider your goals and expectations

Set realistic goals given the new instructional environment

Pedagogical goals
Communication goals and your responsiveness and availability

Prioritize!

What do you think you can realistically accomplish during this time period?
How do you need to adjust your original syllabus and schedule?
How can you add structure and accountability to assignments?
How can you keep students engaged with the course content?

VPUE definition of “substantive contact”

At least 2 hours of active faculty-student interaction each week (e.g., online office hours, discussion forum participation, real-time email)

6 of 19

General guidelines

Communicate with your students

Stay transparent
Be flexible
Listen

Review your course schedule

Identify priorities
Structure new opportunities for discussion or group work, collecting assignments, etc.
What can or must be done synchronously

Pick tools and approaches familiar to you and your students

Roll out new tools only when absolutely necessary

7 of 19

Backward design

Adapted from Wiggins and McTighe (1999)

Plan learning experiences and instructional methods

Identify results and learning goals

Determine acceptable input and assessment

Start with goals, then assessments, finally devise methods

8 of 19

Flipped classroom

https://facultyinnovate.utexas.edu/flipped-classroom

9 of 19

Synchronous vs. asynchronous

Synchronous: Instructors and students gather at the same time and interact in “real time”
Asynchronous: Instructors prepare course materials for students in advance of students’ access. Students may access the course materials at a time of their choosing and will interact with materials and each over a longer period of time.

10 of 19

	Advantages	Challenges
Synchronous	Immediate personal engagement between students and instructor, which may create greater feelings of community and lessen feelings of isolation More responsive exchanges between students and instructor, which may prevent miscommunication or misunderstanding	More challenging to schedule shared times for all students and instructor Some students may face technical challenges or difficulties if they do not have fast or powerful Wifi networks accessible
Asynchronous	Higher levels of temporal flexibility, which may simultaneously make the learning experiences more accessible to different students and also make an archive of past materials accessible Increased cognitive engagement since students will have more time to engage with and explore the course material	Students may feel less personally exchanged and less satisfied without the social interaction between their peers and instructors Course material may be misunderstood or have the potential to be misconstrued without the real-time interaction

bit.ly/stanfordteaching�disruption

11 of 19

Pedagogical considerations

Consider your goals and expectations

What can you do asynchronously, what needs to be synchronous?

Pre-recorded videos/lectures

Keep videos short (5 min. max) and lively
Test microphone
Consider ADA compliance

Also share slides and notes for accessibility
Closed-captioning

Skip the video

Annotate your slideshow with notes and share with students
Discussions in Canvas with specific, structured questions
Share links to outside resources (videos, readings, etc.)

12 of 19

Ways to engage students

Communication is huge
Rethink your activities to make class more interactive

Discussions in Canvas
Shared Google Doc for collaborative writing

Provide opportunities to practice speaking

Zoom breakout rooms for group work
Canvas voice recording

In an assignment: "media recording"
In a quiz: "essay question" (students select record/upload media)

13 of 19

Ways to engage students

Share materials (discussion questions, presentation slides, etc.) as PDFs
Use “entry” and “exit” tickets

Question or prompt students respond to quickly at beginning/end of class
Provoke deep and diverse response rather than yes/no
Especially useful for large classes

14 of 19

Prepare your students now

Talk to your students about how to navigate and learn in the online environment

Help create community

Practice with them now while they are still on campus

Go through Canvas, Zoom, and any other tools you will use

Reassure students about grades

15 of 19

Zoom - technical considerations

Wifi connections

Limit other streaming services on your connection (Netflix, music, etc.)
Connect audio via phone rather than computer
Stop video cameras

Use headphones
Cheat-sheets and tutorials on LRC Google Drive

16 of 19

Zoom - pedagogical considerations

Live classes

Screenshare and Chat features

Breakout rooms

Effective for small class discussion
You determine when / how groups break up, how long they have in their breakout room, and when to bring them back together
You can join breakout rooms, move among them - effective way to manage groups online
https://www.youtube.com/watch?v=j_O7rDILNCM

1 of 19

2 of 19