Resources for Remote Learning

Pedagogy in the Time of a Pandemic

Article by Prof. Devon G. Peñas, University of Washington

Online Teaching Tips for Crisis Prep & Response

YouTube video by Dr. Saliha Bava, Mercy College

Dr. Saliha Bava's Tips

Find a “buddy”

  • Reach out to those who are familiar with online teaching. Ask them if they can give you any tips, guidance, or support.

Ask for resources and help

  • Reach out to departments in your academic institution that can help you. This includes CTL, EdTech, OAA, etc.
  • These departments can provide you with additional resources and tips.

Humanize the engagement

  • Interacting with our students via the web is not the same as an in-person classroom.
  • Personalize your lessons, videos, and communications in order to reassure your students that you are there.

Coronavirus Has Led to a Rush of Online Teaching. How Can Professors Manage?

Audio Podcast with Jeff R. Young and Bonni Stachowiak, EdSurge Podcast

Jeff and Bonni's Tips

  • Make sure to record online sessions for those who can’t tune in live
  • Use polls to keep students engaged
  • Lighting is key and think about virtual eye contact.
  • Stimulate eye contact by looking at the camera that for many of us is sitting on top of our monitor – so put you notes at the top of your screen so you look at the camera more.

How to Adapt Courses for Online Learning: A Practical Guide for Faculty

Saralyn Cruickshank's Tips

Set realistic expectations

  • “Perfection is impossible, so don’t strive for that,” says Feilim Mac Gabhann, an associate professor in the Department of Biomedical Enginerring.
  • Instructors should consider “turning the temperature down” in the early days of the transition while students are still adapting to the change.
  • “Be a little more flexible with students, and they will give you a break and go with the flow a little more too,”

Communicate regularly with students during the transition

  • “Ambiguity is tough for students,” Huckett says. “Therefore, it is highly recommended to communicate clearly with the students about what this transition means for their class.”
  • Be clear about how students can contact them—such as through drop-in, virtual office hours using digital technology—and to be patient, because these digital avenues for communication may not be immediately clear to students.
  • “You may need to coach students on how best to communicate with you and get their questions answered,”
  • He advises faculty to survey students about their preferences and needs early on in the process of moving courses online, so teachers and students are equally prepared for new expectations.
  • Surveying student needs, says Mac Gabhann, is a great way to empower students during a process that is outside their control.
  • “Involve students in the decision-making process of deciding which digital platforms to use, and they will feel more ownership in the course,” he says.

Consider how the transition opens up new opportunities

  • “This is an opportunity for faculty to learn how tools that are used to teach online courses can complement face-to-face instruction,” Reese says.
  • Mac Gabhann says instructors should evaluate what works and what doesn’t as they teach courses remotely, and they shouldn’t shy away from incorporating the successes into future in-person instruction.
  • “Don’t discard what you create; use it as an opportunity to retool and revamp how you teach,” he says. “Even on-campus courses can benefit from appropriate use of technology.”

How to Make Your Online Pivot Less Brutal

Article by Kevin Gannon, The Chronicle of Higher Education

Kevin Gannon's Tips

It’s okay to not know what you’re doing

  • In such a small time frame, do not expect to be a master of online learning.
  • Set realistic expectations with what you can accomplish
  • Setting the expectations too high can lead you to feel discouraged and unaccomplished
  • “Expect turbulence, change your flight plan accordingly.”
  • “Your newly online courses will be most successful if you acknowledge and work within this reality.”

Good teaching is good teaching

  • There is a nearly infinite number of ways in which a course can be moved from an in-person to an online experience, and what works for you will be the product of your own pedagogy, choices, experiences, and proficiencies.
  • Don’t feel overwhelmed by the vast array of online teaching tools. Do what feels right to you and don’t overload your own capacity.

Good pedagogy requires:

  • Regular, effective, and compassionate communication with students.
  • Flexibility to adapt to changing circumstances.
  • Transparency in course materials, like tests, assignments, and activities.

Keep it as simple, and accessible, as you can

  • A sudden move from in-person to distance learning is disruptive enough — there’s no need to add to it by introducing complicated, unnecessary tools and procedures.
  • If you add new digital tools, be sure to provide your students with guidance (detailed screenshot instructions, brief tutorial videos) as to how to use them.
  • Students will likely use their phones as their primary digital device. Ensure that what you’re using is mobile friendly

Immerse yourself in art and ideas

Coursera – MoMA

The Museum of Modern Art is a place that fuels creativity, ignites minds, and provides inspiration. With extraordinary exhibitions and the world’s finest collection of modern and contemporary art, MoMA is dedicated to the conversation between the past and the present, the established and the experimental. Our mission is helping you understand, enjoy, and use the art of our time.

MoMA Learning

MoMA Learning is your destination for engaging with modern and contemporary art. It reflects the profound shift toward digital learning since the Museum launched its first curriculum website in 2006—a transition not only from print to digital, but towards customizable, interactive, self-guided, anytime-anywhere learning.

MoMA Audio

Visit all exhibitions virtually through MoMA Audio guides.

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