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Student-Centered Remote Teaching: Lessons Learned from Online Education

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Student-Centered Remote Teaching: Lessons Learned from Online Education

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While online and remote education may not be synonymous, today's new remote educators can benefit from the "lessons learned" by experienced online educators to provide high-quality, engaging learning experiences for their students.

Credit: LOVE YOU / Shutterstock.com © 2020

As faculty have endeavored to get traditional campus-based courses up and running remotely during the COVID-19 pandemic, the immediate needs of sharing course content with students, delivering lectures, and providing access to course materials were likely the top priorities. This approach makes sense, especially in the preparatory period before a class begins or when an instructor is getting ready to shift from on-campus to remote instruction. However, it's important not to stop there. Providing access to content is a great first step, but access on its own does not make for a quality learning experience. Engaging students is essential for promoting a deep understanding of course content. But how can we engage students in remote learning environments?

There has already been discussion in the higher education community about how online education and remote instruction are not synonymous. Online educators, sensitive to skepticism about the efficacy of online education, are concerned that faculty who have negative perceptions of online education will associate problems with emergency remote education with non-emergency online course design and teaching. Higher education professionals have cautioned against equating remote and online delivery methods.

While online and remote education may not be synonymous, today's new remote educators can benefit from the "lessons learned" by experienced online educators who are providing high-quality, engaging learning experiences for their students. The one "lesson learned" I see as the most significant for faculty as they begin to teach from a distance is to consider the new learning environment from a student-centered perspective.

Many online educators have found that a helpful way to think about teaching in a student-centered fashion is to focus on creating three forms of interaction for students in the online environment:

Student-content interaction, where instructors provide active learning experiences for students (meaningful learning activity plus reflection)

Student-student interaction, where instructors structure the learning community and make it clear to students how they should interact with others in the class

Student-instructor interaction, where instructors create a framework for how they will interact with students during the learning experience

These three forms of interaction don't happen spontaneously. They require planning, intention, and instructional design. Furthermore, these three types of interaction aren't prescriptive-they do not require the use of a particular type of learning activity or assessment. Through these interactions, we are reaching for broad goals that can be achieved in many different ways.

Finally, it's important to recognize that the three forms of interaction do not require a specific set of enterprise-wide educational technologies. To put a student-centered approach to teaching into action, educators need to take stock of the tools and technologies they have available and then ask themselves three questions about how to use them.

Three Questions to Consider in Student-Centered Remote Teaching

To take a student-centered approach to remote teaching, consider the tools you have at your disposal, and ask three questions about your course:

1. How will my students interact with the course content? Beyond reading, listening to/viewing lectures, what will students actually DO with the course content? And how can they do so in their homes?

2. How will my students interact with other students? Beyond completing assignments and assessments independently, how will students work together to ensure that they feel like they are part of a learning community and have the opportunity to collaborate, think critically, be intellectually challenged, and make meaning with others? And how can students work with others while they are isolated in their homes?

3. How will my students interact with me, their instructor? Now that you aren't in the classroom with your students, how will students be able to interact with you? How might you guide student learning while also being flexible and trying to accommodate different student needs? What assignment expectations do you need to convey? What information do you need to clarify for students?

Asking these questions can help you see the course from the student's point of view and think about remote instruction in a new way. When preparing a course for remote delivery, sharing course content online can feel overwhelming. It can be helpful to extend your thinking beyond content delivery to these three forms of student interaction.

In online course design, a lot of time and effort is invested in creating an architecture of engagement where these three forms of interaction can take place. The current health crisis has not allowed for the amount of development time any of us would have preferred, but there are some easy-to-implement instructional methods that you can use to help encourage student engagement when delivering courses remotely.

Student-Content Interaction

Student-content interaction is all about having students DO something with the course content or topic. Reading and listening to lectures will be part of many classes, but the passive receipt of information isn't sufficient to help students engage with the course and meet course learning outcomes. Instead, we should create opportunities for active learning, which is when students DO something meaningful related to the course content and then reflect on their learning.

After students complete a course reading, ask them to do a follow-up assignment. Here are a few examples:

Write a summary.

Create an annotated visual on a PowerPoint slide that shows your key take-away from the reading.

List five of your take-aways and one question you have based on the reading.

Identify what you as a reader find to be the clearest point in the reading and the muddiest point

Diagram a process.

Make an infographic.

Write an op-ed based on the content.

After students attend a synchronous lecture via web conference, ask them to complete a follow-up activity:

Participate in a "think-pair-share" activity: The instructor poses a question, asks students to jot some notes down independently to form initial thoughts, distributes students into breakout rooms to discuss, and then pulls the class back together as a group to discuss and synthesize.

Complete a poll to check comprehension.

Illustrate ideas on the web conference whiteboard.

Flip the web conference "lecture" by asking students to come prepared to discuss topics they have already read up on.

Give students the opportunity to lead a discussion.

Other learning activities will vary by discipline and level of study. Consider these examples for inspiration:

Completing kitchen lab experiments and lab reports

Doing backyard or video "field" observations and field reports

Analyzing data sets and creating data visualizations

Preparing and giving multimedia presentations, including Q&As from classmates

Creating infographics, web pages, blog posts, collages, memes, or digital images related to course content

Student-Student Interaction

When students interact with each other, they feel like they are part of a learning community, but this interaction also helps students engage in higher-order thinking that would be more challenging to accomplish if they were studying alone. Through collaboration, students brainstorm, deliberate, disagree, compromise, and achieve consensus-all ways of thinking that are difficult to do singly.

When you are remote teaching, consider employing some of the following strategies to encourage effective student-student interaction:

Discussion forums in a learning management system
Ask students to participate in a role-play or debate activity using online forums or web conference tools.

Peer review activities for writing assignments and projects

Group projects

Group presentations

Think-pair-share

Study groups

Individual projects

Ask students to create a resource guide for future students.

Ask students to design a board game based on course content.
To facilitate this project, you could suggest that students adapt or create a trivia game, board game, etc.).

Students can arrange their own meetings, or they may choose to use other video conference solutions such as Skype. They can collaborate using Google Drive, Box, or other web-based tools.

Student-Instructor Interaction

The third form of interaction is student-instructor interaction, which should involve more than just answering student questions. For fully online classes, the US Department of Education requires that instructors provide regular, substantive, and instructor-led interactions to distinguish online classes from correspondence courses. These guidelines help online instructors provide strong student-instructor interaction. Remote instructors can use these guidelines to help engage students, too.

Some examples of how to facilitate student-instructor interaction when remote teaching follow:

Participate and engage with students about the course content via discussion forums in a learning management system.

Record and post a short video to introduce a major assignment and then hold a Q&A session.

Provide detailed feedback on assignments (written and/or recorded).

Use voice-over screen recordings using tools such as Screencast-O-Matic to provide demonstrations, discussions of diagrams/graphs, slides, and illustrations.

Hold writing conferences to discuss draft assignments.

Hold open or by-appointment office hours by web conference, phone, or text message.

Create a video (with your pets, family, etc.) in your home or a safe outdoor environment to provide social presence.

While remote instruction during an emergency pandemic is not the same as carefully designed online education, remote educators can take some notes from experienced online colleagues about how to bridge the distance. Thinking of the learning experience from a student-centered perspective is one valuable take-away. There are many, many others.

An earlier version of this blog post was published on the OSU CTL blog.

Note

See, for example, A. Sasha Thackaberry, "Remote in a Time of Pandemic: Six Consideration As We Adapt to COVID-19," The Evolution, March 20, 2020; Deb Adair, "Open Letter to the QM Community," March 23, 2020; and Cynthia Golden, "Remote Teaching: The Glass Half-Full," Transforming Higher Ed (blog), EDUCAUSE Review, March 23, 2020. ↩

Note

Thanks to Clare Creighton, Dorothy Loftin, Deborah Mundorff, Meghan Naxer, and Weiwei Zhang for their contributions to this blog post.

Shannon Riggs is the Executive Director of Academic Programs and Learning Innovation at Oregon State University Ecampus.

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student-centered remote teaching: lessons learned from online education

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Student-Centered Remote Teaching: Lessons Learned from Online Education

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While online and remote education may not be synonymous, today's new remote educators can benefit from the "lessons learned" by experienced online educators to provide high-quality, engaging learning experiences for their students.

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I've always like Prezi and they have made even more features that will enhance learning for distance.

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Prezi Video keeps the human connection in online learning. It brings you, your content, and your students together in an engaging, online learning experience. Videos can easily be shared, or you can livestream with Prezi Video using popular video conferencing tools. Prezi Video is free for teachers and students.

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Teaching with Digital Tools and Apps (Open Access Book)

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Teaching with Digital Tools and Apps (Open Access Book)

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This eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps.

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This eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps. (2020). Teaching with Digital Tools and Apps (1st ed.). EdTech Books.

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The Difference Between Emergency Remote Teaching and Online Learning

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The Difference Between Emergency Remote Teaching and Online Learning

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Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.

Credit: frankie's / Shutterstock.com © 2020

Due to the threat of COVID-19, colleges and universities are facing decisions about how to continue teaching and learning while keeping their faculty, staff, and students safe from a public health emergency that is moving fast and not well understood. Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and have mandated that faculty move their courses online to help prevent the spread of the virus that causes COVID-19. The list of institutions of higher education making this decision has been growing each day. Institutions of all sizes and types-state colleges and universities, Ivy League institutions, community colleges, and others-are moving their classes online. Bryan Alexander has curated the status of hundreds of institutions.

Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering. Although campus support personnel and teams are usually available to help faculty members learn about and implement online learning, these teams typically support a small pool of faculty interested in teaching online. In the present situation, these individuals and teams will not be able to offer the same level of support to all faculty in such a narrow preparation window. Faculty might feel like instructional MacGyvers, having to improvise quick solutions in less-than-ideal circumstances. No matter how clever a solution might be-and some very clever solutions are emerging-many instructors will understandably find this process stressful.

The temptation to compare online learning to face-to-face instruction in these circumstances will be great. In fact, an article in the Chronicle of Higher Education has already called for a "grand experiment" doing exactly that. This is a highly problematic suggestion, however. First and foremost, the politics of any such debate must be acknowledged. "Online learning" will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance. In talking about lessons learned when institutions moved classes online during a shutdown in South Africa, Laura Czerniewicz starts with this very lesson and what happened around the construct of "blended learning" at the time. The idea of blended learning was drawn into political agendas without paying sufficient attention to the fact that institutions would make different decisions and invest differently, resulting in widely varying solutions and results from one institution to another. With some of that hindsight as wisdom, we seek to advance some careful distinctions that we hope can inform the evaluations and reflections that will surely result from this mass move by colleges and universities.

Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option, when in truth nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format.

Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals. Here, we want to offer an important discussion around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote teaching.

Many active members of the academic community, including some of us, have been hotly debating the terminology in social media, and "emergency remote teaching" has emerged as a common alternative term used by online education researchers and professional practitioners to draw a clear contrast with what many of us know as high-quality online education. Some readers may take issue with the use of the term "teaching" over choices such as "learning" or "instruction." Rather than debating all of the details of those concepts, we selected "teaching" because of its simple definitions-"the act, practice, or profession of a teacher" and "the concerted sharing of knowledge and experience,"-along with the fact that the first tasks undertaken during emergency changes in delivery mode are those of a teacher/instructor/professor.

Effective Online Education

Online education, including online teaching and learning, has been studied for decades. Numerous research studies, theories, models, standards, and evaluation criteria focus on quality online learning, online teaching, and online course design. What we know from research is that effective online learning results from careful instructional design and planning, using a systematic model for design and development. The design process and the careful consideration of different design decisions have an impact on the quality of the instruction. And it is this careful design process that will be absent in most cases in these emergency shifts.

One of the most comprehensive summaries of research on online learning comes from the book Learning Online: What Research Tells Us about Whether, When and How. The authors identify nine dimensions, each of which has numerous options, highlighting the complexity of the design and decision-making process. The nine dimensions are modality, pacing, student-instructor ratio, pedagogy, instructor role online, student role online, online communication synchrony, role of online assessments, and source of feedback (see "Online learning design options").

Online learning design options (moderating variables)

Within each of these dimensions, there are options. Complicating matters, not all of the options are equally effective. For example, decisions around class size will greatly constrain what strategies you can use. Practice and feedback, for example, are well established in the literature, but it's harder to implement this as class size grows, eventually reaching a point where it's just not possible for an instructor to provide quality feedback. In the case of synchrony, what you choose will really depend on your learners' characteristics and what best meets their needs (adult learners require more flexibility, so asynchronous is usually best, perhaps with optional synchronous sessions, whereas younger learners benefit from the structure of required synchronous sessions).

Research on types of interaction-which includes student-content, student-student, and student-instructor-is one of the more robust bodies of research in online learning. In short, it shows that the presence of each of these types of interaction, when meaningfully integrated, increases the learning outcomes. Thus, careful planning for online learning includes not just identifying the content to cover but also carefully tending to how you're going to support different types of interactions that are important to the learning process. This approach recognizes learning as both a social and a cognitive process, not merely a matter of information transmission.

Those who have built online programs over the years will attest that effective online learning aims to be a learning community and supports learners not just instructionally but with co-curricular engagement and other social supports. Consider how much infrastructure exists around face-to-face education that supports student success: library resources, housing, career services, health services, and so on. Face-to-face education isn't successful because lecturing is good. Lectures are one instructional aspect of an overall ecosystem specifically designed to support learners with formal, informal, and social resources. Ultimately, effective online education requires an investment in an ecosystem of learner supports, which take time to identify and build. Relative to other options, simple online content delivery can be quick and inexpensive, but confusing that with robust online education is akin to confusing lectures with the totality of residential education.

Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses. It will be impossible for every faculty member to suddenly become an expert in online teaching and learning in this current situation, in which lead times range from a single day to a few weeks. While there are resources to which faculty can turn for assistance, the scale of change currently being required on many campuses will stress the systems that provide those resources and most likely will surpass their capacities. Let's face it: many of the online learning experiences that instructors will be able to offer their students will not be fully featured or necessarily well planned, and there's a high probability for suboptimal implementation. We need to recognize that everyone will be doing the best they can, trying to take just the essentials with them as they make a mad dash during the emergency. Thus, the distinction is important between the normal, everyday type of effective online instruction and that which we are doing in a hurry with bare minimum resources and scant time: emergency remote teaching.

Emergency Remote Teaching

In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated. The primary objective in these circumstances is not to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis. When we understand ERT in this manner, we can start to divorce it from "online learning." There are many examples of other countries responding to school and university closures in a time of crisis by implementing models such as mobile learning, radio, blended learning, or other solutions that are contextually more feasible. For example, in a study on education's role in fragility and emergency situations, the Inter-Agency Network for Education in Emergencies examined four case studies. One of those cases was Afghanistan, where education was disrupted by conflict and violence and schools themselves were targets, sometimes because girls were trying to access education. In order to take children off the streets and keep them safe, radio education and DVDs were used to maintain and expand educational access and also were aimed at promoting education for girls.

What becomes apparent as we examine examples of educational planning in crises is that these situations require creative problem solving. We have to be able to think outside standard boxes to generate various possible solutions that help meet the new needs for our learners and communities. In some cases, it might even help us generate some new solutions to intractable problems, such as the dangers girls faced trying to access education in Afghanistan. Thus, it may be tempting to think about ERT as a bare-bones approach to standard instruction. In reality, it is a way of thinking about delivery modes, methods, and media, specifically as they map to rapidly changing needs and limitations in resources, such as faculty support and training.

In the present situation, the campus support teams that are usually available to help faculty members learn about and implement online learning will not be able to offer the same level of support to all faculty who need it. Faculty support teams play a critical role in the learning experiences of students by helping faculty members develop face-to-face or online learning experiences. Current support models might include full-course design support, professional development opportunities, content development, learning management system training and support, and multimedia creation in partnership with faculty experts. Faculty who seek support typically have varying levels of digital fluency and are often accustomed to one-on-one support when experimenting with online tools. The shift to ERT requires that faculty take more control of the course design, development, and implementation process. With the expectation of rapid development of online teaching and learning events and the large number of faculty in need of support, faculty development and support teams must find ways to meet the institutional need to provide instructional continuity while helping faculty develop skills to work and teach in an online environment. As such, institutions must rethink the way instructional support units do their work, at least during a crisis.

The rapid approach necessary for ERT may diminish the quality of the courses delivered. A full-course development project can take months when done properly. The need to "just get it online" is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem. Especially concerning is the degree to which the accessibility of learning materials might not be addressed during ERT. This is but one reason that universal design for learning (UDL) should be part of all discussions around teaching and learning. UDL principles focus on the design of learning environments that are flexible, inclusive, and student-centered to ensure that all students can access and learn from the course materials, activities, and assignments.

Evaluating Emergency Remote Teaching

Institutions will certainly want to conduct evaluations of their ERT efforts, but what should they evaluate? First, let's consider what not to evaluate. A common misconception is that comparing a face-to-face course with an online version of the course constitutes a useful evaluation. This type of assessment, known as a media comparison study, provides no real value, for at least three reasons:

First, any medium is simply a way to deliver information, and one medium is not inherently better or worse than any other medium. Second, we need to better understand different media and the way people learn with different media to design effective studies. And, third, there are too many confounding variables in even the best media comparison study for the results to be valid and meaningful.

Researchers who conduct media comparison studies are looking at "the whole unique medium and [giving] little thought to each one's attributes and characteristics, to learner needs, or to psychological learning theories."

Other approaches to evaluation can be useful in this move to ERT. The success of distance and online learning experiences can be measured in a variety of ways, depending on how "success" is defined from a given stakeholder's perspective. From the faculty point of view, student learning outcomes would be of primary interest. Did learners achieve the intended knowledge, skills, and/or attitudes that were the focus of the instructional experience? Attitudinal outcomes are also possibly of interest, for students and for faculty. For students, issues such as interest, motivation, and engagement are directly connected to learner success and so would be possible evaluation foci. For faculty, attitudes toward online instruction and all that it entails can affect the perception of success.

Programmatic outcomes such as course and program completion rates, market reach, faculty time investments, impacts on promotion and tenure processes-all of these are relevant issues related to the offering of distance courses and programs. Finally, implementation resources and strategies are possible areas of evaluation inquiry, such as the reliability of selected technological delivery systems, the provision of and access to learner support systems, support for faculty professional development for online teaching pedagogies and tools, policy and governance issues related to distance program development, and quality assurance. All of these factors can influence the effectiveness of distance and online learning experiences and can serve to inform learning experience design and program development and implementation. These recommended areas of evaluation are for well-planned distance or online learning efforts and may not be appropriate in the case of ERT. Evaluating ERT will require broader questions, especially during initial implementations.

Next, let us recommend where you should focus your evaluation related to ERT efforts. The language of the CIPP model will be used for structure. CIPP is an acronym representing context, inputs, process, and products (see table 1).

Table 1. CIPP evaluation terms

"Assess needs, problems, assets, and opportunities, as well as relevant contextual conditions and dynamics"

"Assess a program's strategy, action plan, staffing arrangements, and budget for feasibility and potential cost-effectiveness to meet targeted needs and achieve goals."

"Monitor, document, assess, and report on the implementation of plans."

"Identify and assess costs and outcomes-intended and unintended, short term and long term."

In the case of ERT, institutions might want to consider evaluation questions such as the following:

Given the need to shift to remote instruction, what internal and external resources were necessary in supporting this transition? What aspects of the context (institutional, social, governmental) affected the feasibility and effectiveness of the transition? (context)

How did the university interactions with students, families, personnel, and local and government stakeholders impact perceived responsiveness to the shift to ERT? (context)

Was the technology infrastructure sufficient to handle the needs of ERT? (input)

Did the campus support staff have sufficient capacity to handle the needs of ERT? (input)

Was our ongoing faculty professional development sufficient to enable ERT? How can we enhance opportunities for immediate and flexible learning demands related to alternative approaches to instruction and learning? (input)

Where did faculty, students, support personnel, and administrators struggle the most with ERT? How can we adapt our processes to respond to such operational challenges in the future? (process)

What were the programmatic outcomes of the ERT initiative (i.e., course completion rates, aggregated grade analyses, etc.)? How can challenges related to these outcomes be addressed in support of the students and faculty impacted by these issues? (product)

How can feedback from learners, faculty, and campus support teams inform ERT needs in the future? (product)

Evaluation of ERT should be more focused on the context, input, and process elements than product (learning). Note that we are not advocating for no evaluation of whether or not learning occurred, or to what extent it occurred, but simply stressing that the urgency of ERT and all that will take to make it happen in a short time frame will be the most critical elements to evaluate during this crisis. This is being recognized by some as a few institutions are beginning to announce changing to pass/fail options rather letter grades during ERT.

Also, given the continued evidence of problems surrounding student evaluations of instruction under typical higher education experiences, we recommend that the standard, end-of-semester teaching evaluations definitely not be counted against faculty members engaged in ERT. If an institution's policy mandates that those evaluations be administered, consider amending the policy, or make sure that the results are clearly qualified with the circumstances of the term or semester.

Final Thoughts

Everyone involved in this abrupt migration to online learning must realize that these crises and disasters also create disruptions to student, staff, and faculty lives, outside their association with the university. So all of this work must be done with the understanding that the move to ERT will likely not be the priority of all those involved. Instructors and administrators are urged to consider that students might not be able to attend to courses immediately. As a result, asynchronous activities might be more reasonable than synchronous ones. Flexibility with deadlines for assignments within courses, course policies, and institutional policies should be considered. For a high-level example, the US Department of Education has relaxed some requirements and policies in the face of COVID-19.

Hopefully the COVID-19 threat will soon be a memory. When it is, we should not simply return to our teaching and learning practices prior to the virus, forgetting about ERT. There likely will be future public health and safety concerns, and in recent years, campuses have been closed due to natural disasters such as wildfires, hurricanes, and the polar vortex. Thus, the possible need for ERT must become part of a faculty member's skill set, as well as professional development programming for any personnel involved in the instructional mission of colleges and universities.

The threat of COVID-19 has presented some unique challenges for institutions of higher education. All parties involved-students, faculty, and staff-are being asked to do extraordinary things regarding course delivery and learning that have not been seen on this scale in the lifetimes of anyone currently involved. Although this situation is stressful, when it is over, institutions will emerge with an opportunity to evaluate how well they were able to implement ERT to maintain continuity of instruction. It is important to avoid the temptation to equate ERT with online learning during those evaluations. With careful planning, officials at every campus can evaluate their efforts, allowing those involved to highlight strengths and identify weaknesses to be better prepared for future needs to implement ERT.

Notes

1. See, for example: "Information for Ohio State University Students, Faculty and Staff," The Ohio State University, Wexner Medical Center; "President Eisgruber Updates University on Next Steps Regarding COVID-19 to Ensure Health and Well-Being of the Entire Community," Princeton University; and Everett Community College. ↩

2. "Coronavirus and Higher Education Resources," Bryan Alexander blog, March 17, 2020. ↩

3. Laura Czerniewicz, "What We Learnt from 'Going Online' during University Shutdowns in South Africa," PhilOnEdTech, March 15, 2020. ↩

4. "Teaching," Merriam-Webster. ↩

5. Robert M. Branch and Tonia A. Dousay, "Survey of Instructional Design Models," Association for Educational Communications and Technology (AECT), 2015. ↩

6. Robert M. Bernard, Philip C. Abrami, Eugene Borokhovski, C. Anne Wade, Rana M. Tamim, Michael A. Surkes, and Edward Clement Bethel, "A Meta-Analysis of Three Types of Interaction Treatments in Distance Education," Review of Educational Research 79, no. 3 (2009): 1,243-89. ↩

7. Lynn Davies and Denise Bentrovato, International Institute for Educational Planning (2011). "Understanding Education's Role in Fragility; Synthesis of Four Situational Analyses of Education and Fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia,"↩

8. See "UDL On Campus," ↩

9. "Guidance for Interruptions of Study Related to Coronavirus (COVID-19)," Federal Student Aid, Information for Financial Aid Professionals (IFAP), March 20, 2020. ↩

10. Elin Johnson, "As Fires Rage, More Campuses Close," InsideHigherEd, October 29, 2019; Jenni Fink, "Florida Universities Cancelling Classes, Closing Campus Ahead of Potential Category 4 Hurricane Dorian," Newsweek, August 29, 2019; and Perry Samson, "The Coronavirus and Class Broadcasts," EDUCAUSE Review, March 3, 2020. ↩

Charles B. Hodges is a Professor of Instructional Technology at Georgia Southern University.

Stephanie Moore is an Assistant Professor of Instructional Design and Technology in the Curry School of Education at the University of Virginia.

Barbara B. Lockee is a Professor of Instructional Design and Technology, and Provost Faculty Fellow, at Virginia Tech.

Torrey Trust is an Associate Professor of Learning Technology at the University of Massachusetts Amherst.

M. Aaron Bond is Senior Director, Professional Development Network and Faculty Digital Fluency at Virginia Tech.

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the difference between emergency remote teaching and online learning

# data[].attributes.attachment_link.title
The Difference Between Emergency Remote Teaching and Online Learning

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Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and univ

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The International Society for Technology in Education (ISTE) and EdSurge organizations curated a list of free products during extended school closures. The filter feature allows you to conduct advanced searches. Be sure to pay attention to how long companies are providing free services.

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International Society for Technology in Education

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Learning Keeps Going - Free Tech for Learning

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A coalition of education organizations has curated strategies, tips and best practices for teaching online during the coronavirus pandemic.

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A temporary hub of information and tools to help teachers during the coronavirus.

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More than ever before, the world is searching for 'how do teachers do it.' Whether in a classroom or at home, we are grateful to everyone helping to keep students learning.

To teachers everywhere, thank you for all that you do.

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Giving teachers and families the tools and tips they need to help keep students learning.

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An open module from the Bryant University: https://rise.articulate.com/share/6kqC8QxnyC81vj8hnZWp5BA1hFNTvm9H#/

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As colleges and universities transition to online courses and remote work because of COVID-19, the author shares some lessons and tips for working virtually.

Credit: Vidoslava / Shutterstock.com © 2020

As COVID-19 (Coronavirus 19) has spread in the United States over the past weeks, many higher education institutions are suspending their face-to-face classes and sending their residential students home. Many are also encouraging faculty and staff to work from home, a big shift for an industry in which remote work was not really encouraged or, for the most part, allowed. Faculty, administrators, and support staff are all quickly shifting to support this new reality, which entails not only offering all curriculum online but also shifting to support remote workers.

I have been working remotely for several years, and I must say, it took me a while to get in the groove and start to like it. So I thought I would share some of the things I learned and some of the things I did that have helped me be successful as a remote worker.

Create "your" workspace. If you can find a room in your home or even just a private space that you can call "your office," do it! This is important to help you (1) get organized and (2) separate your work life from your home life. This allows you to "leave work" at the end of the day and set boundaries for others to know when you are working.

Add personal touches. You are going to spend a lot of time in your office space, so make it cozy and make it something that supports both your creativity and your productivity. For example, if music increases your productivity and happiness during the workday, add it to your new space. Also add organizational and motivational aids. I have a huge whiteboard beside my desk because I like to write notes that remind me and motivate me to do "x, y, or, z."

Set daily goals or write task lists. Setting goals is always a best practice, but especially so when you do not have work colleagues around you to suggest a meeting, or to start a discussion on getting things done or to check on your progress with a project. You will need other mechanisms to help you stay on track and feel accomplished at the end of the day.

Take breaks, and stand up. Walk away from your desk and office during the day. It is very easy to go through your workday without any breaks because you are alone and don't have others to talk or go out with. Many people working from home think they have to be 100 percent productive and 100 percent focused the entire day. The reality is that we all need a break. Taking breaks will actually improve your productivity. Plan to get a bite to eat or walk outside for a short stroll-block some time off on your calendar. The e-mails, texts, messages, and other things that may have happened will all still be there when you come back.

Try to maintain working hours. Because you are at home, it is easy to go back to the office after dinner and work to finish this or that. You are responsible for your own work-life balance. Having your "work space" together with your "home space" will make achieving this balance a little more difficult, so be intentional.

Communicate, communicate, communicate. Working remotely means you will not run into a colleague in the office kitchen or hallway and have that casual "chat" that will help you learn about something you did not even know was going on or uncover details about something you were trying to get an update on. Figuring out how you communicate best with others is super important. I use email, Slack, phone/video calls, and of course meetings to keep in touch. Each serves a different purpose. You will also find that your colleagues have their own preferences, so it's nice to ask what those are, especially for communicating with your supervisor. With my immediate team, I try to start our 1:1 and, many times, team meetings with some time for personal catch-up talk so that we stay connected and build community. Team chats also help everyone get on the same page. Finally, remember to celebrate others in this new virtual, remote world; you'll still want to get and give kudos.

Use your video camera. If you have the technology to join a meeting with video, I strongly recommend this as a best practice. With audio only, it is very easy to feel disconnected and even confused, especially in meetings with multiple attendees. It is also tempting to multitask, and you will lose the connection and the active participation that should be taking place. Seeing people's faces and reactions with video helps everyone stay engaged and focused.

Ask questions, and don't assume. Because all communication is now happening virtually and not face-to-face, you will often miss immediate reactions. In addition, your words, tone, and message may be read by others in different ways-ways you did not intend. Learning to ask clarifying questions is a must. If you are confused, ask for clarification soon and as often as needed. Don't assume that information was already shared and you simply forgot it. Finally, if the communication is via email and confusion remains after numerous back-and-forth emails (five is my threshold), get on a phone/video call to clarify.

These uncertain times will undoubtedly bring opportunities for all of us in higher education to grow as a community. I am hoping that in the long run, we will become even better at collaborating, working, and sharing with others in multiple ways.

EDUCAUSE will continue to monitor higher education and technology related issues during the course of the COVID-19 pandemic. For additional resources, please visit the EDUCAUSE COVID-19 web page.

For more information about enhancing your skills as a higher education IT manager and leader, please visit the EDUCAUSE Review Professional Development Commons blog as well as the EDUCAUSE Career Development web page.

The PD Commons blog encourages submissions. Please submit your ideas to [email protected]

Note

Derek Halpern, "Why You Need to Take More Breaks (and How to Do It)," Social Triggers, April 16 2018. ↩

Ana Borray is Senior Director for Professional Learning and Development at EDUCAUSE. She is the editor of the Professional Development Commons blog for EDUCAUSE Review.

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As colleges and universities transition to online courses and remote work because of COVID-19, the author shares some lessons and tips for working virtually. As COVID-19 (Coronavirus 19) has spread in the United States over the past weeks, many higher education institutions are suspending their face-to-face classes and sending their residential students home.

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This Padlet provides a compilation of UH crowd-sourced STEM resources on remote instruction. In the event you would like to contribute your top 1-2 tips or resources, please login to Padlet with your Google@UH credentials (upper right corner) prior to posting.

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Advice compiled by the Chronicle of Higher Ed

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Advice compiled by the Chronicle of Higher Ed

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Remote Teaching/Instruction Resource Pages 

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Remote Teaching/Instruction Resource Pages 

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Remote Instruction and Teaching pages available at various institutions (Google Sheet)

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Online Learning: Some Notes for Going Online Midsemester

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Online Learning: Some Notes for Going Online Midsemester

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The author shares some advice and best practices for moving face-to-face courses online at midsemester on short notice.

Credit: Markus Gann / Shutterstock.com © 2020

Many colleges and universities are telling their students not to return to campus after spring break, and many more might soon do the same. Faculty members who teach in physical classrooms probably did not design their courses to go online on short notice at midsemester. Whether or not you have experience teaching online, here are a few basic questions and answers to help you get started.

Will students be comfortable moving to online learning? Students already do everything else online, so they will be comfortable moving to online learning. Some students will have unreasonably high expectations for faculty, including faculty who are new to teaching online and, in that sense, are "teaching without a net." Many of my students prefer reading on their laptops, tablets, or even phones. A simple note to students that you're doing your best on short notice and that their support and ideas are welcome might salve most of the questions.

Do I need to change my entire course? Before you shift to online teaching and before you make any changes to your syllabus, go back and review the original learning outcomes. When you designed the course, what did you want students to learn? It is easy to become frustrated by technology or distracted by its shiny baubles. Even if you need to modify the learning outcomes or modify your syllabus, focusing on what you hoped students would learn is a useful starting point before trying to do the rest.

What questions are students most likely to ask? Students' first or second question is going to be, "How does this affect my grade?" If your course is already set up to have take-home deliverables, these can be submitted easily by email or-even better-through your learning management system (LMS) (Blackboard, Moodle, Canvas, etc.). If you have in-class quizzes and exams, these can be done at home and submitted online as well. If students do not have textbooks at home with them, you can search "open educational resources" to find electronic alternatives for them. If one or more grading components must be changed (in-class presentations, pop quizzes, etc.), be as transparent and beneficent with the students as possible.

Do I have to record 75-minute lectures and post them? No-and you very likely do not want to. (If you must, you are better off recording a series of short videos rather than one long one.) You should include a brief introduction (a few paragraphs or a three-to-five-minute video, for example).

This week, we are discussing X. These are some of the questions about this topic, and these are the skills you want to acquire. This is how it builds on what we've been doing and how it forms a foundation for what we're doing next.

You probably do this in the classroom already. This type of introductory material can be very useful for students. You can create video content within your LMS or even with your cell phone.

Many schools offer advice about transforming a face-to-face class to an online class and temporarily moving classes online.

Can I replicate class discussion? Do I want to? It depends. If you want to hold synchronous class sessions online, where all of your students are online with you during the regular class time, that's possible. But asynchronous classes generally are preferable. Asynchronous instruction is when teachers post the readings, videos, and other materials online before the class period, and students respond to essay prompts, problems, quizzes, etc., by a given due date/time.

Asynchronous classes have trade-offs, but they can be technologically easier. Online classroom interactions are different from in-person classroom discussions. The time lag for asynchronous questions and answers takes away some of the spontaneity. On the other hand, not all students are ready to jump into rapid classroom conversations. Those who prefer to think before they raise their hands may have more frequent and thoughtful conversations in an online format.

Will all of my students be able to access the course content? Not all students have reliable technology and internet to support online, at-home learning. Students with disabilities also may have issues accessing some materials or technologies. Consult with the disability and access office at your school for help captioning videos and creating accessible content.

What do students want? In a nutshell, students want flexibility, feedback, and connection. The COVID-19 pandemic is causing stress among students-and everyone else on college and university campuses. Place the work you do to transition your course content within the context of these hectic, uncertain conditions. Grade and comment on work quickly and in ways that demonstrate empathy. Make yourself and your class available through online classroom discussions, and answer email promptly. Use Skype to video chat or open a Google Hangout or Zoom where students can "drop-in" to see you and their classmates. Show nervous and isolated students that they are fully part of a supportive educational environment.

EDUCAUSE will continue to monitor higher education and technology related issues during the course of the COVID-19 pandemic. For additional resources, please visit the EDUCAUSE COVID-19 web page.

For more insights about advancing teaching and learning through IT innovation, please visit the EDUCAUSE Review Transforming Higher Ed blog as well as the EDUCAUSE Learning Initiative and Student Success web pages.

The Transforming Higher Ed blog editors welcome submissions. Please contact us at [email protected]

Jim Quirk is professorial lecturer at American University.

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online learning: some notes for going online midsemester

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Online Learning: Some Notes for Going Online Midsemester

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The author shares some advice and best practices for moving face-to-face courses online at midsemester on short notice. Many colleges and universities are telling their students not to return to campus after spring break, and many more might soon do the same.

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Additional Practical Advice for Law Schools.

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Additional Practical Advice for Law Schools.

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This post covers much of what others here already do and is not specific to law schools even though the examples are from a law school.

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March 14, 2020

Colleagues:

The COVID19 pandemic is forcing many teachers unfamiliar with online teaching to abandon suddenly their traditional modes of instruction and to begin to interact with students through the Internet. Some find the prospect daunting. The aspiration of this document is to help such teachers make the transition from classroom to online teaching - and perhaps to see the shift, not merely as a way to slow the spread of infection, but as a source of educational opportunities.

Background: Each spring for the past eight years, I have taught an online course on Copyright Law. More recently, Prof. Ruth Okediji and I have taught an online course on Patent Law. Neither of these courses is a " MOOC" (Massive Open Online Course); in purpose and form, they more closely resemble traditional graduate and undergraduate courses. Most of the suggestions set forth below are derived from my experiences in those ventures. In addition, I have asked the 18 teaching fellows with whom I am currently working (each of whom is now teaching a "section" of 25 students online) to contribute their thoughts concerning techniques that have proven effective or ineffective. Their suggestions are interwoven with my own.

This document is short, but contains links to more detailed explorations of particular issues and to illustrative material. Some of the ancillary documents contain step-by-step instructions or video demonstrations showing how you might implement particular pedagogic strategies using Zoom, the platform on which we will be most dependent in the coming weeks. But much more comprehensive information concerning the nuts and bolts of Zoom can be found on Harvard's "Teach Remotely" website.

If anything in the document is unclear (or strikes you as incomplete or wrongheaded), please submit a comment or question to the space at the bottom on the page. (Your submission will not appear immediately, but will be uploaded within a day.) I will do my best either to respond to submissions or to revise the document in light of them. I have placed the document online to maximize its availability and to facilitate revision. Feel free to share its web address with other teachers.

I. Lectures

a. Live Lectures

In my view, the least effective method of online teaching is live lecturing. Time pressure and limited technical support may tempt you to stand in front of your computer, log into Zoom at the time a class is scheduled to start, and deliver a lecture in much the same way you might have done in a classroom - trusting your students to attend and take notes. This will probably not result in disaster; the quality of the material you present will be sufficient to sustain the venture. But all of the limitations of traditional lectures will be magnified in this new environment. If you are bent on lecturing, the following techniques will make the experience better for your students:

(1) The simplest is to turn on the record function in Zoom. When you have finished lecturing, post the recording on your course website. Students can then watch the recording at their convenience, review it prior to the exam, speed it up (if you are a slow speaker), slow it down (if you are a fast speaker), rewind it to hear again your discussion of a complex issue, and so forth.

(2) If you are able and willing to upload the recording to Youtube, the close captioning function of that platform will make the lecture more accessible to students with hearing impairments. Vimeo, the platform I happen to prefer, has a similar capability.

(3) Instead of just talking to the screen, you might enrich your lecture with appropriate visual or audio-visual material. (Students consistently report that they find such material much more engaging than my face.). The simplest way to do this is to turn on the "Share screen" function in Zoom and then present Powerpoint or Keynote slides while you teach. The usual guidelines about Powerpoint apply: text (especially text that merely restates what you are saying) is boring; diagrams or illustrations are better. You can also use the Share Screen function to present short films - which will then be captured in the larger recording you make of the lecture as a whole. (There are some copyright hazards lurking here, but I'd be happy to defend you if push came to shove...). Here's an illustration of a lecture leavened with graphics in this fashion.

(4) Encourage students to ask questions using the "Chat" function in Zoom - and then pause periodically to look at their submissions and decide which questions to address. This is one of the few respects in which the transition to online teaching makes life easier, rather than harder. When a student raises her hand in a classroom, you of course don't know before deciding whether to call on her, what she wants to ask. The chat function gives you a preview of students' concerns - and thus enables you to make more informed decisions regarding whether or when it makes sense to pause your presentation to address them. To optimize use of this technique, it's best to announce at the outset of an online lecture your expectations concerning the Chat function. Issues to address include:

Will you be looking at the chat channel?

If so, how often?

If one of the students in the class is in a position to answer a question posted to the chat by another student, should he or she do so?

If you don't want your students to use the function to talk privately with one another, select the "everyone publicly" setting.

b. Pre-recorded Lectures

Instead of lecturing live through Zoom (and recording the lecture), consider creating a lecture offline and then posting it online. This approach does have one disadvantage: you will of course forfeit the benefit of student questions during the presentation, which can both enliven the presentation itself and allow you to adjust if the questions reveal misunderstanding. However, it has two major advantages.

First, the quality of a pre-recorded lecture is likely to be substantially higher than that of lecture delivered live. Pre-recorded lectures can be constructed in segments - which can then either be posted online separately (like this) or stitched together and posted online as a single unit. If you are not happy with one segment, you can discard and replace it. Equally important, it is much easier to integrate graphics and audiovisual material in a pre-recorded lecture. (Some techniques for doing this will be discussed shortly.) Last but not least, pre-recorded lectures can be edited.

Having used both formats, I am now strongly in favor of pre-recorded rather than live lectures. Feedback from my students over several years makes clear that they share this preference. My lectures are significantly tighter and clearer when I record them in advance. You may think that you can produce an elegant lecture in "one take," and perhaps you are right - but I confess that I thought so as well until I watched a recording of one of my unedited presentations.

The second advantage of a pre-recorded lecture is that it is not vulnerable to a major technological threat posed by the sudden and massive shift to online education prompted by the pandemic. In my experience, Zoom is an excellent platform - much more convenient and flexible than the platforms I employed until recently. However, it is not clear that Zoom's servers have sufficient capacity to handle the extraordinary load that they will soon be asked to carry. Betting a class on the availability of Zoom at a particular time is thus risky. By contrast, a pre-recorded lecture can be uploaded to the Internet at any time. In addition, students need not "stream" it, but instead can download it to their computers and then watch it at their convenience. This delivery method is far less vulnerable to technological overload. In addition, the larger the number of teachers who rely on pre-recorded lectures, the smaller will be the aggregate burden imposed on Zoom and thus the greater the likelihood that it will be available when we need it.

The best way to create a prerecorded lecture is to work with professional filmmakers and editors - like the folks at HarvardX. Unfortunately, it seems unlikely that those folks will be able to assist many faculty members during the frenzy of the next several weeks. Professional polish is not essential, however. Much more important than high production values is substantive quality. That you can generate reasonably easily with minimal equipment and technical skill. Here are some of the available methods:

The simplest is to use the recording function in Powerpoint. This method enables you to overlay a narration on a sequence of slides. Detailed instructions concerning how to create a recorded lecture this way are available here. There are obvious limits to this technique: your face never appears on the screen, and you are tied to slides. But it produces a perfectly acceptable recording.

Apple's Keynote program has a similar, slightly more sophisticated function, instructions for which are available here.

Substantially more sophisticated and flexible is the Screenflow program. Its advantages include the ability to combine video from the camera built into your computer with images drawn from several sources and audio captured either by your computer's microphone or by an external microphone. It also contains intuitive editing functions, which would enable you to refine your lectures. It does cost money (roughly $130) and takes more time to learn than either Powerpoint or Keynote, but can do much more. Good instructions for using Screenflow to create lectures can be found here and here.

Harvard faculty also could use for this purpose the Panopto system, instructions for which can be found here.

Finally, if you have lots of time and a bit of money, you can create reasonably high-quality multi-media lectures using a combination of a DSLR camera mounted on a tripod, Powerpoint, and the Adobe Premiere Pro video-editing software. Online instruction in this approach can be found here and here.

II. Discussions

Even if you have created fabulous recorded or pre-recorded lectures, it is hazardous to rely exclusively upon them. Most teachers have found heavy use of lectures to be problematic when teaching offline; in my judgment, it's even more problematic when teaching online. Somewhat more specifically, I have found that no more than one third of the "classes" in an online course should consist of lectures. I have occasionally raised the proportion to one half - and the results have not been good. At best, excessive lecturing will cause student engagement to drop; at worst, students will come to experience the course as bad television.

This warning is especially applicable to instruction in law, humanities, and the social sciences - the only fields in which I have direct experience. The share of classes that may be devoted to lectures may be higher in a course on, say, chemistry or computer science. But even in such sharp-edged fields, I doubt that lecturing ought to be the sole mode of delivery.

So - if one has to do something other than lecture, what should it be? Ideally, one would devote considerable time to moderated discussions of case studies or problems. As you are undoubtedly aware, studies of the relative efficacy of various modes of classroom instruction consistently find that students are much more likely to master and retain information and ideas when they put them to use - solving problems, debating their merits and applications, and so forth - than when they merely watch or listen to presentations of them. That generalization remains true with respect to online teaching.

Set forth below are some suggestions concerning how online discussions of this sort can be conducted effectively. Some of these suggestions may be relevant only to teaching law, but most could be applied regardless of the subject matter.

a. Numbers

Even mid-level Zoom accounts are capable of handling up to 100 students simultaneously. But it would be foolish to try to run a discussion with a group that large. My own experience is that up to 25 students can easily be incorporated into an online discussion - especially if the teacher employs some of the techniques described below. 50 is probably the maximum that can be included in a robust discussion. (By coincidence, that is also the number that Zoom is capable of displaying simultaneously on a single computer monitor.) A class larger in size should probably be divided into two or more groups, which could then be taught online at different times.

b. Teaching Fellows

Awareness of the limited number of students that can engage in an online discussion simultaneously leads naturally to the question of teaching fellows. Among the many advantages of incorporating TFs in an online course is that they can each take responsibility for a modest number of students. So, if you already have a team of teaching fellows, I strongly suggest that you enlist them to teach online seminars. If you don't, you might consider asking recent graduates (or anyone else in whose expertise you have confidence) to take on this task. My own experience with teaching fellows has been extremely encouraging. Every year, students in my CopyrightX course have rated very highly the supervised online discussions that they have had in their "sections."

c. Case Studies

In online teaching, it is even more important than in classroom teaching to have a well developed case, case study, or problem prepared in advance, which can then provide the focus for discussion. I have found that a combination of two documents works best when setting up a conversation: a medium-length slide deck that can be shown to students at the outset of the online seminar (using the Share Screen function of Zoom) and a very short pdf document that can be emailed to students in advance of the seminar (to which they can refer during the discussion).

If the seminars are going to be run by teaching fellows, it helps to provide them a teaching manual. However, I would advise against tying teaching fellows to a tight lesson plan. Good TFs can handle a great deal of autonomy - and they will teach better if given it. Moreover, they are likely to be more adept in the online environment than you are and thus will recognize and exploit pedagogic opportunities that would not occur to you.

Here are examples of the three types of documents just mentioned - all of them related to a case study I often teach early in my Copyright class:

d. Tools

The Zoom platform (and most similar platforms) contains several tools that can be used to stimulate or organize seminar discussions. These are listed below.

a variety of screen sharing options

the chat function

polls

hand-raising

breakout rooms

Jenn Esch (the Head Teaching fellow for this year), has prepared a short document that provides detailed instructions on how to use each of these tools when running a seminar. I strongly encourage you to practice using them before you are obliged to teach a real class. Once you get the hang of them, they are straightforward. But hunting for the right button while students are waiting can be nerve-wracking and will waste everyone's time.

Several of these tools are helpful in mitigating one of the major hazards of online seminars: the reluctance of students to participate. But no tool can eliminate that hazard altogether. Many of my teaching fellows have noted the discomfort that comes from "speaking into the void." Particularly if you are using the Share Screen function (and do not have a second monitor) and thus cannot see students' faces, you may find it awkward to ask a question and be met with silence. As in a classroom, it's usually best just to wait; someone will eventually volunteer, and students will know that you will not bail them out by answering your own question.

e. Pace

Although, as suggested above, it is important to prepare in advance materials that will support a good discussion, be wary of overpacking an online seminar. Particularly in the early stages of an online course, technical glitches will force occasional pauses. And use of the tools just discussed takes time. Better to leave opportunities for questions provoked by one rich case study than to tee up two or three case studies and be forced to rush through them.

f. Recording

You can of course record a discussion conducted on Zoom, just as you can record a lecture presented on Zoom. Doing so is wise if, for example, you expect some of your students to be unable to participate in the original session. If you are curious to see what a recording of a Zoom discussion looks like, here is one. (It's a conversation I had this morning with a group of teachers in other countries. There are a few glitches in the recording - but that's realistic.)

g. Settings

When you first set up your Zoom account, you are given the opportunity to alter the account settings. (You can also change the settings at a later time, and the modifications will apply to all future classes.) I suggest the following:

By default, student microphones should be off. Otherwise you will get a lot of background noise as they sign on. (You also have the capacity to turn their microphones off involuntarily - and teaching fellows report that this can be very useful.)

By contrast, students' cameras should be on by default. This will enable you to see their faces - and typically makes them more attentive. If, however, you encounter bandwidth problems, you can and should switch off the cameras of everyone who is not currently speaking. This will reduce the load substantially and allow the class to proceed.

If you wish to use the polling and breakout functions, you must make sure that the relevant settings are on.

To avoid the risk that you will forget to turn on the Record function at the start of a class, you can choose to have all meetings automatically recorded - either to the "cloud" or to your own computer. You can also decide whether to permit students to record meetings.

A document showing all of the setting that I myself use (and the URL where those settings can be found) is available here.

If students have headsets (combinations of headphones and microphones), encourage students to use them. This will eliminate the problem of feedback. You may want to use a headset yourself.

III. Guest Speakers

It is no secret that good guest speakers can enrich a course. If anything, it is easier to organize a guest appearance in an online course than it is in a classroom-based course. The speaker does not have to appear in person; he or she can simply log into the Zoom meeting for a class. And by recording such a class and then posting it online, you can enable all students to see the presentation, regardless of their health or the time zone in which they are located.

In the simplest version of this approach, the invited speaker just gives a free-standing guest lecture. Here are some examples:

Alternatively, you can interview or debate the speaker. Example:

(All of these examples were filmed in classrooms and then posted online - but a presentation or debate conducted initially online, recorded, and then posted would be little different.) Careful editing is just as beneficial for recordings of such sessions as it is for recorded lectures.

IV. Codes of Conduct

Discussions are most educational when students are respectful (as well as informed, concise, etc.). In a classroom, a teacher can usually (albeit not always) cultivate respect by example and by expressing disapproval of students who behave inappropriately. In online teaching, these traditional tools are less effective. In addition, disrespectful behavior by students can have more serious consequences. For example, if X finds a comment by Y offensive and, after the seminar, posts on social media a denunciation of Y, Y is likely legitimately to feel seriously aggrieved, and the other students in the class may be loathe to make potentially controversial comments in the future.

To be sure, this hazard varies by subject matter. Online seminars on criminal law are more likely to explode than online seminars on genetics. But no class is free of this risk.

To reduce it, I recommend posting at the outset of the course a code of conduct. This may seem heavy-handed, but it helps foster a productive environment - and makes it easier to identify and check corrosive behavior by students. Here's the code that I use myself (originally developed in collaboration with the members of a class on Property law). Feel free to use this one if you find it helpful. But more important than the content of the code is that you have one - and make it explicit early.

That's all for now. I expect to revise this document periodically in the next few weeks. Please submit questions or suggestions in the space below.

William (Terry) Fisher

Version 1.2

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March 14, 2020 Colleagues: The COVID19 pandemic is forcing many teachers unfamiliar with online teaching to abandon suddenly their traditional modes of instruction and to begin to interact with students through the Internet. Some find the prospect daunting.

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Inside Higher Ed offered some good advice about preparing for continuity of instruction and learning.

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Inside Higher Ed offered some good advice about preparing for continuity of instruction and learning.

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Educators and administrators on university and college campuses are weighing a wide range of questions as they strive to understand and prepare for a possible coronavirus pandemic. This essay asks: Is your university/college ready to deal with the associated disruptions in terms of maintaining instructional continuity for the students?

The potential consequences of the worldwide coronavirus outbreak for our institution (Saint Joseph's University, in Philadelphia) became real when students in one of our international programs in Italy told us that their host university had suspended instruction to prevent the spread of the virus. We recommended that these students consider returning home, but pondered how to help these students complete their spring semester coursework in light of the SJU requirement that they wait 14 days before returning to campus.

Among our questions: Could students realistically be expected to take more than two eight-week online courses to complete the semester? Do we have sufficient appropriate courses developed? Would faculty members be willing to develop independent studies for these students over the coming spring break? Would these independent studies be stand-alone courses or would they try to complete coursework left undone but started overseas? Could elective credit be given for the almost half semester of coursework already completed abroad? There are no easy solutions for maintaining instructional continuity for these students, but planning helps.

Our planning began by building on various pathways for maintaining instructional continuity for students in cases of short-term disruptions such as weather-related school closings, power loss, instructor illness and temporary building closures.

But now, instructors are encouraged to be prepared for three levels of disruptions. A lower-level disruption would affect only specific students and instructors. The institution would continue with normal operations. Moderate-level disruptions may occur if the university would have to close the campus for up to a week and/or during final exam week. A high-level disruption would occur if the campus would be closed for more than one week and/or over final exam week.

When only a few students/instructors are impacted by low-level disruptions such as faculty illness, classmate death, etc., most adjustments could be made using existing processes. For example, course assignments could be revised and due dates could be extended. An extra class session could be scheduled. Individual course completion requirements could be determined, and exams could be proctored by substitute instructors.

However, to be prepared for the entire institution to close for a week or more and/or a final exam week disruption (as could be the case if upon returning from spring break students, instructors and/or administrators fear the spread of the coronavirus), quick preparations must be made by both the institution and the faculty.

At the institutional level, appropriate technologies should be made widely available, and training resources made accessible, especially for those instructors who do not usually rely on a learning management system (LMS) or other computer-based teaching tools. Instructional technology offices may need to hold virtual classroom sessions on the technologies and/or advising sessions for instructors in the event of longer-term disruptions of normal campus operations. A campus point person should be identified who can route questions appropriately. Clearly, campuswide communication strategies must already be in place.

Instructors would likely draw largely upon successful online course instructional strategies in the event of a university/college closure due to a coronavirus pandemic. These may include virtual office hours and instructor conferences, live or recorded lectures made available online, live discussions or discussion boards, and online submission of assignments and other materials for course assessment.

The following chart illustrates some of the options SJU has made available to instructors, beginning with options for those lower-level disruptions that affect only a small group of students and instructors. Note that some of the listed instructional strategies included farther down in the chart require some form of planning prior to the class/course disruption itself, and that all students should be informed now on how faculty plan to maintain communications if courses can no longer be offered on campus.

*Much of the content in this chart comes from guidelines developed and approved by the SJU Instructional Continuity Planning Committee, which worked on guidelines for short-term, low-level disruptions.

These instruction strategies could vary across courses/semesters, depending upon the course content and when the disruption occurs. They could also vary according to the anticipated length of the disruption. Additionally, dance classes, music ensemble practices or private voice/dance lessons as well as such classes as the studio arts, student teaching practicums, internships and co-ops do not easily fall within the scope of such guidelines. Institutions of higher education could seek suggestions for instructional continuity from the departments and programs that offer such courses.

As in all unpredictable circumstances, faculty, staff and students will all need to be flexible with one another and work together if any plan for instructional continuity for the students is going to be effective. With a small number of students involved in our study abroad in Italy, we are currently able to work with them on an individual basis.

But without planning, what will happen if a critical mass of parents recalls their daughters/sons home to protect them and our classrooms begin to empty in the face of the current COVID-19 scare?

That's not an eventuality for which we were willing to be unprepared.

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

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Educators and administrators on university and college campuses are weighing a wide range of questions as they strive to understand and prepare for a possible coronavirus pandemic. This essay asks: Is your university/college ready to deal with the associated disruptions in terms of maintaining instructional continuity for the students?

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Recently, there has been a lot of discourse around managing and navigating the switch to online platforms like Zoom for our courses. This list has shown up in my inbox this morning and I wanted to share it. Feel free to pass it along.

Take care, everyone!

Pedagogy in the time of an epidemic:

1. Be kind to yourself and your students. Everyone is stressed, even if they're playing cool. That includes faculty. And that's OK.

2. Let's acknowledge that the quality of education will not be as good in alternative formats as it is in the pedagogical model we've actually planned for. That's OK as well-we're just trying to survive.

3. Do not read on best practices for distance learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed.

4. You will not recreate your classroom, and you cannot hold yourself to that standard. Moving a class to a distance learning model in a day's time excludes the possibility of excellence. Give yourself a break.

5. Prioritize: what do students really need to know for the next few weeks? This is really difficult, and, once again, it means that the quality of teaching and learning will suffer. But these are not normal circumstances.

6. Stay in contact with students, and stay transparent. Talk to them about why you're prioritizing certain things or asking them to read or do certain things. Most of us do that in our face-to-face teaching anyway, and it improves student buy-in because they know content and delivery are purposeful.

7. Many universities have a considerable number of pedagogical experts on academic technology that we have only been dimly aware of until yesterday. Be kind to these colleagues. They are suddenly very slammed.

8. If you're making videos, student viewership drops off precipitously at five minutes. Make them capsule videos if you make them. And consider uploading to Youtube because it transcribes for you. Do not assume your audio is good enough or that students can understand without transcription. This is like using a microphone at meetings-it doesn't matter if you don't need it; someone else does and they don't want to ask. At the same time, of course, think about intellectual property and what you're willing to release to a wide audience.

8b.) YouTube transcript is ACCESSIBILITY. Students can download the transcript in plain text format for traditional notes, or you could do that download for them as a supplement to your video content. [FYI, Our ADA specialist said the transcription provided by ZOOM is better than YouTube.]

9. Make assignments lower or no stakes if you're using a new platform. Get students used to just using the platform. Then you can do something higher stakes. Do not ask students to do a high stakes exam or assignment on a new platform.

10. Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.

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Recently, there has been a lot of discourse around managing and navigating the switch to online platforms like Zoom for our courses. This list has shown up in my inbox this morning and I wanted to share it. Feel free to pass it along. Take care, everyone!

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Going Online in a Hurry: What to Do and Where to Start 

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Going Online in a Hurry: What to Do and Where to Start 

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The coronavirus has colleges and universities swinging into action to move courses online. In the coming weeks, we'll find out just how prepared (or not) academe is to do this on a large scale. Those of us in online teaching and educational technology have moved quickly to help, too, and it's astonishing how many helpful resources have already been pulled together.

Even just a few weeks into the crisis, and really only a few days since class cancellations started to become a reality, there are top-quality guides free for the taking, created by people who really know their stuff. I will make no claim to have read all or even a fraction of them, but there are several that are clearly share-worthy:

A detailed Google doc, written by Jenae Cohn and Beth Seltzer - both academic-tech specialists at Stanford University - is geared for Stanford, but there's a lot there that anyone can use. Their guide is particularly noteworthy for how it breaks down the synchronous-asynchronous distinction, explaining advantages and disadvantages of each and offering guidance about how to use Zoom for virtual meetings.

Derek Bruff, director of the Center for Teaching at Vanderbilt University, has pulled together a lot of useful ed-tech advice under the heading of "just-in-time online teaching." Read this page, in particular, for step-by-step instructions on key aspects of going online fast (the advice is geared toward the Brightspace learning-management system, in particular, but is general enough to apply to other platforms, too).

As a veteran of online teaching and education technology, I'll offer my own short list of advice for faculty members who need to move online, fast, with the twin goals of maintaining instructional continuity as much as possible and finishing the semester strong.

No. 1: Begin by going over your course assignments for the coming weeks. Are they accessible online, so that students can find the instructions and materials that they need? Is it clear how students will be turning in their work? Have deadlines changed, and are all of those deadlines prominently posted?

No. 2: How will you give feedback on their progress? Consider how students will be able to practice the key skills and objectives you want them to get out of the course - things they would normally do in class. How will you give them opportunities for practice and feedback, for both small-stakes and high-stakes assignments? Undoubtedly those opportunities will be different from what they were before you moved the class online. Just be sure that it's very clear how students can access those opportunities.

And if you don't spend much class time having students practice and get feedback, now is a good time to increase that aspect of your course - given that you won't be presenting content in person. For example:

If students would have been developing their skills in analyzing and synthesizing assigned readings via in-class discussion, perhaps they could do that online using collaborative annotation of the text. (Perusall is one such tool to do that.)

Or, if you'd normally have students practice by attempting to answer questions in an interactive in-person lecture, present a version of those questions in online discussion forums or quizzes, and offer feedback on their responses.

No. 3: Then, move on to the in-class experience. What do you normally use your in-class time for? Try to define what you do in class at a higher, more goal-oriented level (e.g., presentation of content, checking for understanding, collaborative project work - instead of just saying "lecture," "quiz," "discussion"). If you keep those goals in mind, you will have a better idea of how to achieve them online, as well as what aspects of the in-class experience you ought to focus on simulating.

In particular, this mini-reflection should help you decide whether to go with a synchronous means of engagement (e.g., a real-time Zoom meeting), an asynchronous one (e.g., VoiceThread decks or narrated videos), or some combination of the two.

No. 4: Decide what you're going to do about any high-stakes assessments, particularly exams. There are no easy answers here, especially if you planned to have a good chunk of a student's grade hinge on what would have been a proctored, in-person test. Perhaps you could take another route to summative assessment for the course, such as replacing a big supervised test with some type of project that is easier to personalize and less dependent on proctoring.

You also could explore online proctoring, but there are potentially objectionable aspects to this kind of test surveillance. Such concerns - along with the time required to research, select, and put into practice an online proctoring system - are significant hurdles. But it may be worth a look, depending on your situation.

No. 5: Consider the course materials. In all likelihood, your readings and other materials exist in digital form, and you may have posted them already. But you'll need to double-check that any readings, videos, problem sets, quizzes, and the like are accessible, along with key documents such as the course syllabus and calendar.

No. 6: Once you've dealt with those things, the name of the game is communication. In the face of all this uncertainty, you need to explain - as clearly as you can and in a variety of places - what students can expect about the course in the next few weeks. Be sure to cover what it is that students are responsible for doing, how they can find the things they need to meet those responsibilities, and what they should do first. Make sure the lines of communication are two-way, as well. When in doubt, offer more ways to get in touch with you (text, messaging app, email, video call), not fewer.

That's my teaspoon of advice to add to the pool that will no doubt be growing in the coming days and weeks. But I also want to acknowledge, and heartily agree with, the caveats and outright frustration being expressed by many in the online teaching space over the way our generously contributed advice could be misused.

As my colleague Flower Darby told a Chronicle reporter: "We don't want [people] to get the idea that this is what effective online education looks like. Moving online with inadequate support is a short-term solution." She noted that an undersupported, hasty move could create bad impressions about online teaching, in general.

I fear that such impressions will outlast the present crisis. And so, while we all want to be as helpful as possible, online-teaching advocates are unanimous in cautioning that these options for salvaging the semester are not to be confused with the kind of intentional design that's needed to create high-quality online offerings over the long run.

And sadly, we do need to put that message on repeat, because if we online-teaching veterans have learned anything, it's that there are too many programs and institutions out there who do see this kind of rushed online teaching as a quick fix. How many of us have heard some variation on the idea of "just putting it all online" - in the name of profitability, convenience, or catching some imagined wave of the future?

It's always telling to dig deeper into what people think "it" is in that put-it-all-online edict. Is it the readings? Videos of a professor giving lectures? Or (I hope) something else entirely?

These are all good questions for another day, but for now, the focus is on students, and on using what we know to help them move forward under some really difficult circumstances. This is a time for online instruction to shine, and I think it will. Those of us who've stepped up to help can be advocates for quality, while still helping our institutions manage what could be one of the larger and longer interruptions to instruction that we've seen in this country. Keep the advice coming, everyone: #InstructionalContinuity.

Michelle D. Miller is a professor of psychological sciences at Northern Arizona University and co-creator of its First Year Learning Initiative. Her latest book is Minds Online: Teaching Effectively With Technology, published by Harvard University Press.

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Going Online in a Hurry: What to Do and Where to Start

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The coronavirus has colleges and universities swinging into action to move courses online. In the coming weeks, we'll find out just how prepared (or not) academe is to do this on a large scale. Those of us in online teaching and educational technology have moved quickly to help, too, and it's astonishing how many helpful resources have already been pulled together.

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9 Resources for When Coronavirus Moves Your Course Online 

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9 Resources for When Coronavirus Moves Your Course Online 

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Online Learning

9 Resources for When Coronavirus Moves Your Course Online

As universities in China move courses online to serve students remotely in the face of COVID-19 lockdowns, instructors are rushing to modify their pedagogy and incorporate digital teaching tools. That means everything from recording lectures and uploading course content to the LMS, to hosting real-time web conference sessions, to using asynchronous discussion tools, to incorporating interactive quizzes and more, all while fine-tuning instructional approaches to make the most of online delivery.

To help ease that transition, we've gathered our top stories on online teaching and instructional design, chock full of tips and best practices from the trenches. Find your next online education technique or strategy here.

About the Author

About the author: Rhea Kelly is executive editor for Campus Technology. She can be reached at [email protected] .

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9 Resources for When Coronavirus Moves Your Course Online -- Campus Technology

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As universities in China move courses online to serve students remotely in the face of COVID-19 lockdowns, instructors are rushing to modify their pedagogy and incorporate digital teaching tools. To help ease that transition, we've gathered our top stories on online teaching and instructional design, chock full of tips and best practices from the trenches.

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Whether you've taught online a lot or a little, chances are you didn't enjoy it as much as teaching in person. Maybe you didn't experience that fizz after a particularly invigorating face-to-face class. Indeed, according to a 2017 Educause survey, only 9 percent of academics prefer to teach "in a completely online environment."

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Synchronous Online Classes: 10 Tips for Engaging Students

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Synchronous Online Classes: 10 Tips for Engaging Students

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Faculty Focus | Higher Ed Teaching & Learning

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Synchronous Online Classes: 10 Tips for Engaging Students

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Online courses are increasingly holding synchronous sessions. Here’s how to increase engagement, participation, and accountability during virtual meetings.

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Screencast: Loom Pro Permanent Free Upgrade 

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Screencast: Loom Pro Permanent Free Upgrade 

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Loom is a video recording tool that allows individuals to create screencasts for instruction. Due to COVID-19, they are offering the Loom Pro version to students and educators as a permanent change. Be sure to read the privacy statement prior to connecting to your Google@UH/hawaii.edu account. Your account will be automatically upgraded once logged in.

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Loom Pro is 100% free for verified students and teachers! 📘

As of March 12, 2020, Loom Pro is free to all verified teachers and students at K-12 schools, universities or educational institutions who are using Loom for classroom work.

Unlike the other If you currently have an existing account, email us at changes to plans and pricing in education@loom.com with your education email and we'll start the verification process. Please allow up to three business days for us to process your request. response to COVID-19, this is a permanent change; moving forward we will continue to provide Loom Pro to verified teachers and students for free.

🎓If you're new to Loom and plan to use Loom for classwork and have a valid school or university email

What happens after I sign up with my school email address?

First off you'll be granted a 30-day Loom Pro free trial while we verify your education email. Once verified, you will receive an email to confirm your account status has changed to education. This may take some time so please bear with us during this time. 🙏

FAQ

What if I already have an account with my school email address?
You will receive an email confirming that your account has been automatically upgraded to Loom Pro for free. You can also check your account status . (Please note it will currently say Loom Pro trial)

What if I've been using my personal email for classwork?
We recommend updating your email address from your account settings or creating a new account with your school email address. We can apply the education discount to one account per person. If you've been paying for Loom Pro as an educator or student, we can not refund, discount or credit past payments made.

Does this extend to education not-for-profit organizations? This is only for students and educators, however, we'll always offer a free version of Loom and are offering discounted pricing plans to all users until July 1st, 2020.

For more information visit our blog post and for all other questions or concerns please reach out to us at education@loom.com
Happy recording! 🎥 😄

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Loom Pro is 100% free for verified students and teachers! 📘 As of March 12, 2020, Loom Pro is free to all verified teachers and students at K-12 schools, universities or educational institutions who are using Loom for classroom work.

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Teaching Hands-On Subjects in Online Courses (Compiled Resources)

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Teaching Hands-On Subjects in Online Courses (Compiled Resources)

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Digital/interactive poster presented at the 2020 Hawaiʻi Student Success Institute.

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Teaching Hands-On Subjects in Online Courses (2020 HISSI Poster Session) - start.me

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Teaching Hands-On Subjects in Online Courses (2020 HISSI Poster Session). Digital Poster created for the 2020 HISSI on Friday, March 6.

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Compiled List of Simulations and Virtual Labs

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Compiled List of Simulations and Virtual Labs

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Shared via a recent Western Interstate Commission for Higher Education (WCET) discussion thread.

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North American Network of Science Labs Online (NASLO)

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North American Network of Science Labs Online (NASLO)

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This NASLO project summary sheet provides links  to lab activities, handbooks, and more (Skills Commons Open Educational Resources). With WICHE as the hub, this project was funded by a grand awarded by the U.S. Dept. of Labor.

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Show & Tell Screen Casts (Aka. Group Presentations)

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Show & Tell Screen Casts (Aka. Group Presentations)

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As a culminating activity consider having students do a screen cast (short video recording of their screen).  Student favorites free tools for this has been ScreenCast-O-Matic, Screencastify or as a last resort using their phone to record. Then they upload their video to UH Google Drive or UH YouTube or Flipgrid.
Students' face does not need to be visible, their voice narrates their path to learning.  Video links can be shared in Laulima Assignments or with the class via Laulima Forums.

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I include this statement in my online class which may also apply to faculty who wish to post to UH YouTube.

Through a partnership with Google, all University of Hawai'i user accounts are setup with a core set of Google App.  These core apps include such basics as Gmail (email), Calendar, and Google Drive/ docs.  Since this is an a educational technology class we will also be extending our use of UH Google Apps to include UH Google YouTube.

Enabling UH Google Consumer Apps:  Please go to  UH Google Consumer Apps (be sure to read Google's Terms of Service) and enable Consumer Apps for your Google@UH account.  This will enable access to tools like UH YouTube which we'll be using later in the semester.

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Flipgrid: Alternative to Online Discussion Forum

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Flipgrid: Alternative to Online Discussion Forum

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Many online instructors ask about free tools that are easy to use and could engage students. Flipgrid is a popular video discussion tool that encourages student voice. It could be used to facilitate online class discussion or designed for formative or summative assessments. Once you create your grid, you can embed it into Laulima. Flipgrid recently posted this 1-page remote teaching guide.

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Once again, you inspire us daily. Thank you for sharing your ideas and the brilliant ways your learners invest in their own learning, no matter where they are! Moreover, we love seeing how you support fellow educators by sharing on Twitter, Instagram, and Facebook.

Please know our entire team is always here for you: reach out any time at support@flipgrid.com or @Flipgrid on Twitter.

Thank you for being part of the Flipgrid community!

💚 Team Flipgrid

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Remote Learning with Flipgrid - Flipgrid

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Once again, you inspire us daily. Thank you for sharing your ideas and the brilliant ways your learners invest in their own learning, no matter where they are! Moreover, we love seeing how you support fellow educators by sharing on Twitter, Instagram, and Facebook.

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Synchronous vs Asynchronous Distance Learning Activities

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Synchronous vs Asynchronous Distance Learning Activities