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For the last bit of class I usually let the students work on their main course projects while the topic is fresh in their minds. This allows them to get more specific help and creates a focused environment for them to get some work done.

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A lot of what I do fits the flipped classroom model and I didn't even know it was a thing until this week! Since most of what I've taught in the past has been digital and project based, with lots of community support through documents and YouTube videos, my methods have already been mostly "flipped". Now that I know more about the flipped classroom I hope to take it even further.

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Relating to the Fear portion, I'd really like to know the best way to make up for the lack of physical presence for certain aspects of teaching. How do you allow groups to go off on their own and work, while still being able to see what they're doing or jump in to help when needed? Etc.

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Some of the things that have me a bit apprehensive about learning online mostly relate to translating something physical into digital. Things like having students just group up for a quick exercise, being able to walk around and observe interactions, being able to quickly grab a students keyboard and mouse and show them something specific to them, those kinds of things.

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I'm looking forward to the dynamic nature of online learning. I find that when there isn't such a hard separation of "in class" and "not in class", students are much more likely to keep the interaction up between lessons.

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I make it a point to always give feedback on any content submitted by students. If it has a grade, it has my comments. Not only does this allow for better understanding from the student, but it creates a conversation that they can engage in and improve from. If a student got a poor grade, they have the clarification. If they need more, they can ask. This gets rid of lots of frustration and clears up any potential confusion about how I view assignments, grading, etc.

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There are multiple Discord groups that I belong to that I encourage my students to join. These groups contain students from other classes/universities, industry professionals, and other instructors. At first students are a bit reluctant, but once they get the feel for the casual nature of chatting in Discord, they really take to it. Encouraging that discussion helps students learn essential soft skills that wouldn't be present in just the classroom setting.

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For content I use a combination of Discord, Google Drive, and YouTube. YouTube is great for sharing existing content relevant to the course. Google Drive and Discord together allow for any kind of file sharing such as custom videos, images, links, etc. Having this immediate content support is key, especially when things need to change or be edited. Since it's all hosted live, if I update a video, everyone gets the update automatically, no need for me to resend a link or any potential miscommunication.

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I use Discord as my main form of communication. It is similar to Skype but much better support and stability. It allows for group messaging, servers with multiple channels (like a channel for art crits, a channel for general discussion, etc.), video sharing/streaming, group voice calls, and a host of other features that make it my absolute favorite communication method. It also has a mobile app that retains all of the features, so that's a huge selling point for me.
I also use gmail for more standard communication or for utilizing email-specific features.

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Methods of Content Delivery and Interaction

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Methods of Content Delivery and Interaction

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Here are some examples of how I usually deliver course material and interact with students.

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This is where I will typically relate the original lecture content and the exercise more specifically to the current main project the students are working on. This bridges the gap between the more universal topic and what the students are trying to visualize for their own work. A lot of times students can make this connection themselves, but I find having a specific presentation to guide them can be beneficial.

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Put students into groups for this portion when necessary. Some content benefits from group work more than others.

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After the exercise is completed, the produced content is reviewed as a class. This allows for immediate feedback and interaction among everyone to ensure that the content has been understood.

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This example is taking into consideration the last class I taught. It was a four hour long class with one main project spanning the entire semester.

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A bite size exercise relating to the content just covered. This is relevant to the lecture so that the ideas presented can be absorbed through student action, but short enough that it can be completed during class time.

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Begin with the main topic for the day/week in a somewhat standard lecture format. Students are encouraged to ask questions at any time.