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public:teaching:general_guide [2020-06-04 08:48] – vesely | public:teaching:general_guide [2020-07-03 11:27] – jsichta | ||
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- | Comming soon / The article is being prepared… | + | **Well, hurrah (+/-).** |
- | {{:public:fd01879f2882b75d3a3e725843f6c1a1.jpg?nolink& | + | **2020 has introduced us all to online teaching! Whether you are a fan of technical approaches to pedagogy or not, they are a useful addition to our teaching toolbox.** |
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+ | Online teaching is probably here to stay, to some degree. [[https:// | ||
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+ | Even when the world does get back to normal, a good-quality online course taught by a reputable and engaged professor is likely to be preferred to a rote, uninspiring face-to-face course. CERGE-EI has a great deal to offer in this respect, with our resources of highly credible professors and enthusiastic teaching fellows. | ||
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+ | [[:public:presentation: | ||
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+ | **Asynchronous strategies** for delivering course materials can also be useful. Read more below! | ||
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+ | ===== Designing your online course and classes: some tips for effective online teaching ===== | ||
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+ | ==== GENERAL TIPS ==== | ||
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+ | Just like us, students are getting a lot of extra emails and other types of inputs hourly these days! Try to choose just a few **consistent channels of communication** and stick to them. And be patient with the **need to** **repeat things**; everyone needs a few more heads-up notices these days. | ||
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+ | Also, keep in mind that **learning online can be more demanding for students** in the sense that they often have more readings and other tasks to do. Try not to overload them and, if possible, consider their other courses and overall study load. | ||
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+ | And, yes, **teaching online is more demanding for us too!** We should value the fact that communication and instruction are more demanding on our side as well. It can help if we think of ways to work ahead and consider whether there are ways we can share the workload with other professors, TAs, and even with the students. | ||
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+ | ==== SYNCHRONOUS vs. ASYNCHRONOUS INSTRUCTION ==== | ||
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+ | With synchronous instruction, | ||
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+ | With **asynchronous** instruction, | ||
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+ | **Mixed a/ | ||
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+ | ==== PARTICIPATING and FOLLOWING THE CONTENT ==== | ||
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+ | Many **students may be more reluctant to actively participate** in distance classes. This can mean we know less about what they are and aren't picking up! This is pretty understandable and we probably need to be more patient about this than we might in a face-to-face class. BUT there are a few practical tips that we have run across that can help: | ||
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+ | Ask students to **raise their hands** as usual – but it can be a good idea to make them practice! If there is a chat function, this can be useful. Check out what technology supports. | ||
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+ | Consider **running classes in shorter chunks**, giving more breaks - especially after important concepts are presented. On the breaks, ask students to prepare their questions and comments about the material you've just covered. | ||
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+ | Give students some **focus questions and the outline of the lesson in advance** of the lesson that they can listen for. Then, ask at intervals through the class who's noticed the answer to one of these advance questions. Give them even more time than usual to formulate answers whenever you are asking questions in real time - it's challenging! And praise those who take the risk:-) | ||
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+ | **Flip the classroom.** Send them slides and lecture notes for self-study and then plan a distance lesson to walk through the main points and field questions and discussion. Or narrate the slides via a recording so students can watch the lecture on their own time (and go back if they need to), and hold discussion sessions live afterward. Students are more likely to participate in class if they have time to think content through in advance. | ||
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+ | **Using a chat or conversation/ | ||
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+ | Ask students to work in **small study teams** (via distance of course!). Any time you can ask students to ' | ||
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+ | In case lectures don't run the full time period, **the study team approach can be formalized** in the sense that students may be required as a part of the course to get together electronically at the end to produce a team summary of the lesson or to work on homework - the homework can still be submitted as individual tasks which will then also reflect how effectively the team is working to support each other. | ||
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+ | Consider adding a **quiz or survey **at the end of important lessons/ | ||
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+ | ==== GIVING FEEDBACK ON STUDENT WORK THROUGH THE COURSE: ==== | ||
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+ | **Spring 2020:** we found that **we spent more time than usual** providing extended written feedback on student papers. Though expensive in terms of time and energy, communicating in writing on student writing is one of the best possible ways to speak directly to individual students in meaningful ways. Consultations are also useful, though time-consuming. Consider small-group consults if they fit your course. | ||
+ | ==== EXPECTATIONS vs REALITY ==== | ||
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+ | **Well, you’ve worked hard** to plan and set up your synchronous or asynchronous online lesson. You’re sure that the value of the content will be evident to the students and that they understand the importance of following the lesson carefully. | ||
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+ | **But think back to the latest Zoom or Lifesize meeting you attended**. How did the online meeting or conference venue affect attention and engagement? If you are typical, you likely found that you were distracted pretty often. | ||
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+ | <WRAP center round important 60%> | ||
+ | So, fair enough: it is probably **harder for students to focus carefully** in synchronous classrooms such as Lifesize and Zoom. This is why it can be helpful to break up lessons into smaller chunks. It can help to ask them to leave their video on, even if they are having a bad hair day. Have them raise their hands in the Lifesize forum. And check the section on ‘Participating and Following the Content’ and resources above for more ideas. | ||
+ | </ | ||
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+ | ==== RESOURCES ==== | ||
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+ | === Free Platforms for QUIZZES, SURVEYS, OTHER === | ||
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+ | [[https:// | ||
+ | [[https:// | ||
+ | [[https:// | ||
+ | [[https:// | ||
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+ | ==== TIPS AND GROUPS ==== | ||
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+ | [[https:// | ||
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+ | [[https:// | ||
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+ | <WRAP center round info 60%> | ||
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+ | ===== Where next? - Technical resources ===== | ||
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+ | [[: | ||
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+ | [[: | ||
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+ | [[: | ||
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+ | [[: | ||
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+ | </ | ||
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