My thoughts and recommendations on ad hoc online teaching initiatives due to #covid19 #educovid19 #COVIDsyllabus #CovidCampus #covid19edu #teletrabajodocente #edtech (thread follows) cc @GeorgeMasonU @GeorgeMasonCHSS
1. I understand that faculty who have never taught online (or have done it under normal circumstances) are very concerned about this unexpected but necessary move to virtual teaching.
2. Concerns include but are not limited to:
2a. Instructor’s readiness to teach in an unknown environment.
2b. Quality of ad-hoc online teaching, i.e., when materials and activities have to be prepared in only a few days.
2c. Students’ digital readiness (skills, devices, access to technology) and general study skills as required for online learning.
2d. The impact this move is going to have on the student evaluations of teaching (SET) this semester.
2e. The impact that this move is going to have on students’ well-being, nutrition, academic standing, and ability to earn their living (student workers at the institution, jobs outside the institution, etc.)
3. As many have pointed out, preparing an online course requires time, a lot of trial and error, technical and instructional design support, access to reliable online teaching tools and platforms, among others.
4. Some institutions are better prepared than others to support their faculty. But all of them are going to encounter difficulties when hundreds of students, for instance, attempt to access synchronous collaborative tools.
5. Experts in e-learning and institutions are putting together resources that can help those who have never taught online. Use them.
6. More importantly, these experts are offering support with e-learning tools and online teaching strategies they are most familiar with. Take the opportunity to learn from them and with them. Check this, for instance, tinyurl.com/wjkxfkk or tinyurl.com/tbcc5ur
7. Also, you can’t move online all the components of your f2f course. Decide which components are suitable for being adapted. Think about what changes are necessary regarding contents, evaluation criteria, participation&interaction requirements, one-to-one & class feedback, etc
8. LMSs such as @blackboard @moodle @canvasLMS provide a centralized space to upload your materials, interact with students, engage students in collaborative activities, monitor student access to content, provide feedback, grade student work.
9. Institutions have invested a lot in these LMSs. We haven’t been using them at full capacity. It may be time to explore one or two new LMSs functionalities. More important, you have to find a way to create a sense of community.
10. LMSs are not the best tool to create a learning community. Maybe it is not their fault. It is just that we are not used to learning in a community. But this is another topic. And who knows, maybe #covid19 will help us rethink what and how we teach.
12. One big advantage is that you already know your students. It’s mid-semester and your students are familiar with you. Students will be more open to ask you questions and collaborate with their peers.
13. Also, we all know this is an emergency. Students will be more tolerant of technical glitches and mishappenings. Show respect to their efforts, and they will show respect to yours. Check this excellent example on how to start:
14. Mucha suerte a todos y todas. We're all in this together.
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