Thread by @mikamckinnon

Q: Ahhh! I’m abruptly teaching an in-person class remotely with zero prep time or past experience. Help??

A: Ohno. Let’s load you up with survival tactics.

1. Lower your expectations.

Converting classes is a $2.5-$5k, 6-12 month job. It’s substantial labour to do well.

2. Deliver straight lectures? Record them.

PowerPoint > Slideshow > Record lecture to create audio synced with slides.

ProTip: Enable automatic subtitles & image descriptions for greater accessibility. Proof them!

Caution: Clean your “Notes” section.

3. Deliver lectures with frequent questions? Stream them and monitor for text questions.

Software depends on your university licenses, but you can always use YouTube or Twitch as a fallback.

ProTip: Record & upload to mitigate student software crashes.

4. Run classes with substantial interaction or discussion? Video conference.

Software depends on university licenses (typically Zoom), but you can fall back to Google Hangouts.

ProTip: Have students (& you!) practice screen sharing; video/audio muting before starting.

5. Run labs? I’m so sorry. This will be discipline-dependent, but do your best to find existing content.

Geos: Here’s some resources we use at @UBCeoas: blogs.ubc.ca/eoassei/active…

Math, Physics, Chem, Bio simulators: phet.colorado.edu/_m/

6. You can do active learning in Learning Management Systems (LMS)

- Write worksheet (in LMS or downloadable doc/PDF)

- Create a LMS quiz. Numbers & fill-in-blanks autograde for large classes or short answer / sketches / blah

- Optional: Small group graded forum discussion

7. Run reading discussion classes? Do active reading sequences.

Link if copy your readings in to the LMS with embedded questions or low-stakes follow-up quiz.

Follow with a discussion forum (optional: small group; optional: graded).

8. Running a MASSIVE class? Splitting in to smaller groups increases engagement & participation.

Opt for questions you can auto grade as much as possible, same as you’d pick scantron over short answer.

9. Discussions forums are the remote version of participation. Don’t fall for the trap of answering every question. Peer responses are peer teaching.

Graded forums are the blunt force tool, but don’t underestimate the lure of virtual rewards like upvotes, stars, or .gifs.

10. Doing anything with recording or streaming video?

Blast the lightsup extra-high, check your background, & have the camera pointing slightly down at you (not up your nose).

I prefer a phone over laptop or webcam. An external mic makes a huge difference.

But most importantly? Lower your expectations.

I mean it. You don’t have the time or resources to do this well, and you’re not getting paid for substantial extra work. Your university can pay for it if they want you to properly convert your course.

Cut back & do less.

Caution: Don’t get hung up on finding the perfect specialty tool. Use what you’re already comfortable using.

This will be a rough enough transition for you & your students without adding on another learning curve & potential incompatibilities. Keep it simple.

To everyone using Blackboard:
You have my condolences, especially weird university-specific versions that inexplicably disable incredibly useful integrations.

To everyone using Canvas:
When you get frustrated, remember at least it’s not Blackboard.

To all the educational streamers who have never worked in a formal teaching environment:

Please knock it off with the “It’s easy!” or “Why don’t you just...”

A. That is literally never helpful or encouraging.
B. You’re missing context. These are not equivalent skillsets.

Q: How can I assess students fairly when I’m not standing over their shoulders during tests??

A: LMS have “anti-cheating” settings like timelimits & IP locks, but they’re buggy & not hard to subvert.

It may be less headache to swap to a final project or takehome-style exam.

To all the social-media using #SciComm-loving profs:

Assigning Wikipedia page edits, scripting & performing TikToks, group-hosting a subject-specific rotational curation account, generating memes, fact-checking podcasts, or creating .gifs are valid assignments.

Keys to successful remote learning according to @UBCeoas research:

- meaningful/authentic tasks (not busy-work!)
- clear learning goals
- well-scaffolded task-sequence
- familiar setting (LMS/software)
- moderated class-wide discussion forum for logistical or conceptual problems

Good news:
Notice how many of the keys to successful remote learning are identical to the keys to successful learning in ANY context.

Knowing how to teach is the hard bit. Even a poorly-delivered remote class will still have your solid course framework.

Good news:
You aren't alone! Check out #covidclassroom & #covidcampus for more discussions on tactics, techniques, or at least condolences.

I write you more formal work-appropriate version of these tips, including links to the research done by my department: eoas.ubc.ca/news-events/ne…