Each session provides a space for attendees to ask specific questions about their courses and interact with members of the CFC. Find out about Assessment, Discussion boards, using Collaborate, Zoom or other synchronus tools to interact with your students, as well as how to approach teaching online and flexible face-to-face changes. Review the video Playlist before attending a session.
Moving Rapidly to Remote Instruction (MRRI) will help you rapidly develop your face-to-face course for remote instruction for this fall’s semesters. If you are planning on teaching a fall course that needs to move online quickly, attend this three-week online workshop that will walk you through an intentional course design process and provide the expertise of the Coulter Faculty Commons who are experienced online faculty. This is not the full Online Course Design Institute, but will take you through the streamlined basics of creating an online course so that you can be prepared for the Fall of 2020.
Dates: July 10 – August 1, 2020 When: There will be a combination of live Zoom sessions, recorded tutorials, content and assignments/deliverables. You will have the opportunity to have 1:1 conversations with CFC staff and experience online faculty. Expect to commit 8 – 10 hours each of the three weeks to complete this process and be ready to teach. Where: Fully Online through Blackboard, Zoom, and Teams Outcome: By the end of July, you will have your online course designed and developed, in Blackboard, with a teaching/facilitation plan in place. You will also have the support of colleagues and the CFC throughout the summer.
The workshop is free and open to all instructors, including adjuncts. Please register, to let us know you are joining us and to allow us to ensure that we have enough facilitators to make this workshop successful!
The CFC is hosting additional open sessions for all instructors to learn how to effectively facilitate online learning and engage students using Blackboard and its general suite of tools. We will be offering these sessions through the following video-conferencing link:
As educators across the country and at all levels rush to shift their teaching to a virtual environment, their first focus is content and delivery—rightly so. Faculty also need to know how to identify online at-risk student behaviors that, if mitigated, can lead to better course outcomes and satisfaction for faculty and students, alike.Thissessionwill help you identify ways to proactively keep your students engaged in an online environment (course) and understand what data you can use to help mitigate attrition.
It is easy to just assume that you will be able to have live class sessions online using Zoom or Collaborate at the same time and day they have been scheduled, but that will not produce a good learning experience for the students, nor will it be pleasant for you as the instructor. We gathered a couple of really good posts that align with our approach to moving online quickly.
As Rebecca Barrett-Fox says “You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn.” ~https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/
And we like her list of 10 considerations:
Your students know less about technology than you think. Many of them know less than you. Yes, even if they are digital natives and younger than you.
They will be accessing the internet on their phones. They have limited data. They need to reserve it for things more important than online lectures.
Students who did not sign up for an online course have no obligation to have a computer, high-speed wifi, a printer/scanner, or a camera. Do not even survey them to ask if they have it. Even if they do, they are not required to tell you this. And if they do now, that doesn’t mean that they will when something breaks and they can’t afford to fix it because they just lost their job at the ski resort or off-campus bookstore.
Students will be sharing their technology with other household members. They may have LESS time to do their schoolwork, not more.
Many will be working MORE, not fewer, hours. Nurses, prison guards, firefighters, and police officers have to go to work no matter what. As healthcare demand increases but healthcare workers get sick, there will be more and more stress on those who remain.
Some of your students will get sick. Others will be caring for people who are ill.
Many will be parenting.
Social isolation contributes to mental health problems.
Social isolation contributes to domestic violence.
Students will be losing their jobs, especially those in tourism and hospitality.
Other recommendations she puts forward that we promote as well:
“Don’t do too much. Right now, your students don’t need it. They need time to do the other things they need to do.”
Make all assignments due at 11:59 pm on the same day of the week. Make them due on Sunday at 11:59 p.m. instead of Friday so that they use the evenings and week-end to get work done.
Allow students to take every exam or quiz twice so that if there is a technical problem (such as getting kicked out of Blackboard), they will have another opportunity to complete the exam.
Record lectures only if you need to. But use the TED talk method: no longer than 18 minutes and focused on one concept, big question or idea.
Don’t fuss over videos. Don’t worry about your ums and ers. It helps if you write a script (also provides a transcript for ADA purposes) and read through it a few times. Then practice 5 times just the first few sentences or first few slides. That will get you into the recording without the jumpstarts we do at the start.
Do NOT require synchronous work! Students’ life and schedules have been turned upside-down as well. A good use of Zoom or Bb Collaborate is to use it for office hours or tutoring sessions. But make it optional.
Do not use proctoring or ask students to record themselves when taking a test. This is a violation of their privacy and they did not sign up for an online course.
Remind them of due dates. This is not hand-holding!! They need contact from you and as we said before, their lives have been turned upside down. Be kind to them and kind to yourself. Be supportive and encouraging, Be a mentor and coach!
Respond to them when they ask for help. These are anxious times and they will need encouragement.
We will continue to share quick tips and helpful resources over the next few weeks!
Student needs are changing during this move to offering alternative modes of instruction. Faculty who want to find out what challenges students are facing can utilize a new web form created in Office365.
The form can be modified by faculty prior to sending out. The survey should take students 5 minutes to complete, and asks for the following types of information:
whether students expect to have reliable Internet access
times of day students expect to do online work
preferences for asynchronous or synchronous activity
accessibility requests (content in different formats, for example)
basic psychological and physiological needs
The survey form is available below. Note the options for modifying the survey questions, collecting data, and sending out the link (the Settings icon can be found top-right of your screen, to the right of the Share button).