Transitioning to Temporary Online Teaching
The information below is being gathered as we find it, and will be updated regularly. If you have resources to add (or recommend we delete), let us know.
1. CLLA Covid guide includes creating videos and uploading to YouTube, putting videos in eCampus, using zoom for synchronous classes, creating online tests and assessments, managing asynchronous online discussion.
2. University guide on updating your course quickly for online teaching: keepteaching.tamu.edu
3. OnlineAskPsychSessions: tips on avoiding biggest mistakes to moving online, emergency kit for online instruction, recommendations for synchronous communication, effective discussions & exams online
4. Quick tips from the Chronicle for a fast transition to online teaching: Going online in a hurry
5. Helpful tutorials from Patrick Bolger on transition to online teaching: https://www.youtube.com/playlist?list=PLdEjbO6HdavowOLSpZ_0oME2gLjDqFw5g
6. Live Zoom Training offered by ZOOM ZOOM is offering 45-minute live training beginning next week for using ZOOM for Education. This training opportunity is free-of-charge.
7. Blackboard collaborate: this is an alternative for teaching online and having discussions - permits students to ask questions and live polls. Available within ecampus: https://www.youtube.com/watch?v=Qya2MrXNA1o&feature=youtu.be
8. Open Access Labs (OAL) Login from your home computer using https://connect.voal.tamu.edu/ and your net id & password to establish virtual connection.
10. Tips on setting up an online course https://www.youtube.com/watch?v=4WcexNl3dPw
General suggestions for teaching online
- you do NOT have to grade every "interaction" online;
- smaller groups work better. An online discussion when you cannot see everyone in one glance is impossible. Have small groups chat with one another (lower tech is better in my experience). Assign students to review other groups' chat transcripts to learn from peers;
- Students will not watch long videos, and they take forever to make anyway. They will work with documentaries though and there are a lot of great ways to do annotation exercises with them or writing prompts based on them. Find on youtube and remember to check for CAPTIONS;
- if you are teaching a 100 or 200 level course check to see what resources come with your textbook that you might not be using, powerpoints, quiz questions, discussion prompts, ditto the instructor’s manual;
- at this point you are going to probably be able to get students to do online a. discussions b. submitting writing assignments c. quizzes d. possibly if you are lucky audio or video assignments they upload. Anything beyond that be prepared to hand hold;
- to minimize the need to provide 1 to 1 support for each individual student moved online, create a course Q and A board for students to pose questions. You answer (or a peer does) only there which lessens repetitive email queries;
- remember a picture is worth 100 words. I do a quick screenshot then annotate with BRIGHT RED arrows and circles to guide thru intricacies of the LMS. Screencasts are good but again students tend not to watch. Link to youtube tutorials instead of spending your time making them;
- ditto online "help" materials from your LMS. Their "people" help lines are going to be overwhelmed, but there are MANY written guides that can go quite far in helping you and students to navigate the basic functions in the LMS (and stick with the basics for everyone's sake!);
- that then leaves you more time to help students with what is often their greatest challenge managing time and workload in an online course. Use technological reminders such due date calendars, internal messaging, but also consider a "buddy system" so they support one another.