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Technique or practiceRecommended ApproachesQuestions to considerReferencesAuthor/Owner
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“Chalk talk” style lectureLive lecture that remote students watch synchronously via video stream through web conferencing platform

Students ask and answer questions synchronously, either in person (local) or via webinar audio or chat

Recorded lectures that some or all students watch asynchronously

Some or all students ask and answer questions asynchronously via discussion boards, comments attached to points in video, online quizzes or surveys, etc.		Legibility; may need to experiment with writing on screen etc.

Tech TA or student moderator to help facilitate Q-and-A with remote students

Which webinar platform, access

Recordings for remote students can’t attend synchronously? for local students who can’t attend synchronously?

Time zones

May need in time captioning for some remote students

Should local studentsalsowatch asynchronously? (i.e. flipped class model)

Videos should be captioned for accessibility.		Jennifer
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Lecturing while wirelessly projecting a tablet or computer screen in the classroom.synchronous: Use a video conferencing program such as Zoom and share a tablet such as iPad, Surface screen or laptop screen.


asynchronous: Create short videos - Write a script, use screencast software such as Explain Everything, Camtasia, or Panopto, and capture the screen, and edit the video. 		asynchronous: Length of each video, how much post production is needed, include the face of the instuctor or not, include interactivities or not. https://www.amazon.com/Multimedia-Learning-Richard-Mayer/dp/0521735351/ref=sr_1_1?ie=UTF8&qid=1519938653&sr=8-1&keywords=multimedia+learning&dpID=41OKd-XPYqL&preST=_SY291_BO1,204,203,200_QL40_&dpSrc=srchHiroyo
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Lecture capture Panopto, Swivl … solution will vary by campusrather than recording a classroom session, could this lecture be delivered through a synchronous meeting or asynchronous recording? (See above):Janet
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In class small-group work on problem or question

Option 1: Web meet-ups

Small groups of students meet in person or via webinar to work on problem or question before class meeting; groups post work online for discussion in later session when class meets as a whole in person and/or via webinar

Option 2: Discussion board / peer review

Small groups of students meet in person or via webinar to work on problem or question before class meeting; groups post work online for asynchronous discussion/peer review via discussion boards, Moodle workshop, etc.

Option 3: Co-editing of documents

Small groups of students use google docs & folders or similar to co-author responses to questions. Can be synchronous, with communication via text/voice/video, or asynchronous with communication via commenting		Do you group students by campus, across campuses, or varied according to problem/skill level, etc.?

What format will students post work in? Do you want them to capture a video presentation of how they work, or a textual or snapshot of final product?

For synchronous meetings, how to manage time zones, flexible scheduling

How will "evesdropping" and/or faculty input during the process be conducted, if the instructor desires it?		https://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.htmlJonathan (credit: Jennifer)
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Real-time student feedbackOption 1: Faculty seeking student input

Polling software can provide identified or anonymous/aggregated responses to questions the instructor asks in realtime. Short quizzes or surveys that are machine graded

Option 2: Students seeking clarity/asking questions

Chat windows that can "interrupt", online "hand-raising" tools that indicate a student has a question but doesn't interrupt		Can be useful to guide or change direction during a synchronous class session

Can be anonymous or named

Can go to the class or just to the instructor

Can allow students to respond, creating a backchannel discussion		Jonathan
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Drop-in Office HoursInstructor is available for scheduled periods of time in/on: -web-conferencing platform
-chat/IM platform		Consider posting login instructions as well as office hour times on syllabus and/or course web page.

Make sure all students have access to web-conferencing or chat platform.

Don’t forget time zones differences!!		Jennifer
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By-invitation office hoursThere are many online tools for having students sign-up, for time slots, e.g.:
--Scheduler or Choice in Moodle LMS
--Google or Excel spreadsheet
--Doodle poll

Students and instructors can meet online at the appointed time via:
--chat/IM platform
--web-conferencing platform		How will you have students sign up?

Consider posting login instructions as well as office hour times on syllabus and/or course web page.

Make sure all students have access to web-conferencing or chat platform.

Don’t forget time zones differences!!		Jennifer
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Student PresentationsMany options:

Students can pre-record presentation using:
-Powerpoint
-Screencasting software
-Webcam and mic; - VoiceThread
Classmates and instructors watch/ comment before class; can also have whole-group discussion

Students present during webinar, sharing slides or screen on that platform

Students create asynchronous presentations in Omeka, Wordpress, VoiceThread, other Digital Storytelling platform; classmates/faculty view and leave comments		What is the objective of this activity? Do we want to pick one tool for all the students? Do we want to give various options based on the UDL principles? Do we need to provide students with a quick tutorial for tools? Hiroyo
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Group AnnotationHypothesis, https://www.kamihq.com/, or similarDo you want to make the annotation open to the public and invite people outside the classroom to contribute? Do you want to create a group just for the class and make it available just for the students? A PDF that is created from a scanned document might not work well. http://remikalir.com/featured-research-annotation/Hiroyo
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Student BloggingDomain of One's Own
Wordpress (ability to have multiple authors on one blog)
Blogger

Tumblr, Wix (These platforms are more fixed and can make syndicating and transfering content from one place to another more difficult).		How is this important as digital writing?
Will the blog(s) be open or closed?
Will you incorporate comments?
Do you want have a class blog or have students write on their own?
- It can be helpful to offer students an anonymous platform to write (class blog using only their first name) as a way to make sure they have agency over their digital presence. Transfering any writing they do during the class onto their own blog to be part of their digital identity would then be separate discussion activity.
- If students use their own blogs, do you want to syndicate?		https://community.canvaslms.com/people/laurakgibbs/blog/2017/08/20/fall-2017-story-of-a-blog-network-3-a-blog-of-ones-own, http://hybridpedagogy.org/tag/digital-writing/Sundi
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Social MediaWhat platforms are students already on? (Visitor Resident Mapping Exercise)
Is there a way for students to opt out if they don't want to create an account on social media for the course?
What networks will students be interacting with?		http://umwdtlt.com/closing-tabs-episode-3-teaching-without-social-media/Sundi
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Universal Design for Learning / AccessibilityMultiple modes of presentation

Captioning

Document Design		Sundi
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Contact HoursTime “inside of class” versus “outside of class” in a hybrid course formatJanet
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Feedback from students on digital assignmentsStudents can serve as beta testers to help faculty develop effective digital assignmentshttps://betatesters.readywriting.org/Sundi
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