Insight 2: Facilitate flexibility in your course delivery and assignments using multiple means of delivery to create presence. Allow students to respond using multiple means of expression. Both you and students need to engage with the course materials using the materials you have on hand. In addition, you need to allow students to respond to the assignments in various ways which aligns with their constrains while delivering on the learning outcomes.
To start, you will need to adapt your an on-campus lab or studio into your home. Design engaging assignments which leverage what is readily available in the home. If you typically teach in a studio or lab environment, consider using items from around the home to serve as the raw material for your assignment. For example; students track and count water bottles in their recycling and build mathematical projections, averages, comparisons and reflection on waste. Students draft and document scientific components to cooking recipes, or create How-to Cook video tutorials. Students interview a family member about a memorable or historical event and compare the event to current events.
Students were challenged with creating their own cooking show with their family. They produced their own how-to video, while creating a keepsake memoir of this extraordinary time and shared a family recipe. Students forgot it was an assignment, and learnt how to articulate process while experiencing the science of cooking.
Insight provided by Joost Van de Hoeven, Audio-visual designer / Post production and Animation Teacher, ROCvA, Netherlands.
Insight 3: Integrating video into your teaching practice will increase your "Presence" in the course. Envision your production studio to create video tutorials for students. Now that you're teaching remotely, think of your workspace as your production studio. Use whatever tools you have at your disposal whether they be professional or DIY, whether it's a DSLR on a tripod or an iPad taped to a music stand. Prepare your 'production studio' with bright lighting, a good connection to the internet, and quiet will ease your video making. Pre-record assignment tutorials to complement assignment instruction or live sessions. Whether you're instructing asynchronous, synchronous, use video as a resource for your students. Students will be able to rewind and replay until they understand the material. Create and share a 'pre-view' recording in advance -- as a briefing for tomorrow's activity; or alongside the assignment objective and instructions. Practice verbal pauses and inflections to effectively deliver a quick (or in-depth) video tutorial.
Use video to introduce each new unit. This 'pre-view' step will provide a framework for introducing them to what they'll learn next. Students are also able to rewind and replay instruction until they understand what they'll learn during their next unit.
Insight provided by Leona Guidace and Andrew McAllister
Insight 4: Discuss plagiarism and integrity with your students providing a foundation of all learning. Build assessments that rely on students demonstrating their own process work. Whether you're working on campus, teaching a hybrid format or instructing entirely through remote teaching, some students may not fully understand or appreciate the need to cite their sources. Convey to students that all their learning relies on writings and ideas that preceded it, and through acknowledging those writings, we situate our ideas in history. While you should set clear expectations and definitions for integrity with students, include tasks which are not easily replicated through passive internet surfing to encourage students to demonstrate their learning. For example, require students to keep a process journal or portfolio of work using Behance, Spark or Adobe Portfolio. For research, require a minimum of five different research references, or require students to interview at least one direct source. Since assessment may be more difficult to proctor in a remote setting, choose razor-sharp focus when assessing their learning objectives, integrity to their research process, summary and reflection.
Insight by Jeff Clemens, Professor, Bow Valley College and Andrew McAllister, OCAD U, Canada
Insight 5: Brand each course. Design your assignments, quizzes, and images from each course to employ the same colors and visual brand. Students will have a visual cue for each 'virtual' classroom space they've entered into. Visual branding of the course helps students connect learning opportunities together much in the same way that commercial branding connects products and organizations together, and provides students with distinction between each of their courses.
"Educators have an opportunity with distance learning to leverage these new technological and creative tools and contexts to create learning opportunities for students to connect information in ways to which they can relate and will prepare them to live and communicate in the society of the future." —Keenan Sultanik, MFA
Insight provided by Keenan Sultanik, MFA, Chair of Creative Arts, West Coast Baptist College, California.
Insight 6: Provide creativity challenges that engage and reenergize the learning process. During this time of social distancing it is important to remember that creativity has not been canceled. We all can benefit from engaging into creative activities that stretch us and force us to look at our world and situation from another angle. This can be a short activity during a virtual sessions or an activity that takes place offline. Check out the links below for five creative challenges you can try with just a smartphone.
"Creativity has not been canceled." -Al Thomas
Insight provided by Al Thomas, Program Coordinator/Digital Learning Consultant, EdTechTeam, Texas.
Created with images by You X Ventures - "untitled image" • Mimi Thian - "untitled image" • Sam Rios - "Tinking 1" • Kristopher Roller - "follow @krisroller for more"