Three Options for Shifting Your Classes Temporarily Online
Option 1: Run Your Class Live With Zoom
This option works especially well for small discussion-based classes, though it’s also effective for large lectures, especially if you have a moderator.
The Tech Side:
Using Zoom and how to sign up for a free version.
A Few Troubleshooting Tips:
For students who are blind or have low visibility, narrate the material that you’re displaying visually on the screen. Just as you might read materials aloud in class, read screen material that you share on-screen just in case students are not able to see essential text.
Option 2: Pre-Record Your Lectures
If you are not comfortable presenting live, another good option is to pre-record any lecture material and upload it to Espire. We recommend that you pre-record lectures using Zoom, as this will generate automatic closed-captions that are needed for accessibility reasons. Also Screencast -o-matic is a free video capture tool.
Basically, you’ll want to open up your Powerpoint or slides, make sure you’re recording to the cloud, and then use Zoom’s “Share Screen” tool.
Scroll down for information on Adjusting assignments for the online format, eSpire 101 for Faculty and Best Practices when using Zoom
Going Online in a Hurry: What to Do and Where to Start
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:
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. Also, Microsoft video too lhttps://support.office.com/en-us/article/video-record-presentations-2570dff5-f81c-40bc-b404-e04e95ffab33
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.
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.
Espire 101 / Teaching Your Course Remotely
Teaching during times of potential disruption requires creative and flexible thinking about how instructors can support students in achieving essential core course learning objectives. This document offers suggestions for instructors looking to continue offering a student-centered learning experience in a remote or online learning environment.
While the process will no doubt feel unfamiliar and at times possibly frustrating, try as much as possible to be patient. There will always be hiccups, but times of disruption are, by their nature, disruptive, and everyone expects that. Be willing to switch tactics if something isn’t working. Above all, stay focused on making sure the students are comfortable, and keep a close eye on the course learning goals--while you might not be able to teach something exactly the way you imagined, as long as you’re still meeting the learning goals of the course.
Synchronous vs. Asynchronous?
There are two options for instructors to facilitate class sessions remotely:
Instructors may choose to engage their students synchronously or asynchronously depending on the course content or material that needs to be taught. There are many advantages and disadvantages to asynchronous and synchronous teaching options.
Advantages of Synchronous Teaching
Disadvantages of Synchronous Teaching
Advantages of Asynchronous Teaching
Disadvantages of Asynchronous Teaching
Identifying Key Tools and Functions within Espire
Here is a link to Espire Tutorials:
Best Practice for Instructors When Using Zoom
The challenge is to make sure that students joining by Zoom feel like full participants in the class. Zoom participants often struggle with poor sound quality and a sense of disconnection.