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准备好看看丹佛州立大学能为你做些什么了? 皇冠官网网站会帮你的.
捕捉皇冠官网网站在远程教学中所做的好工作
三张照片序列. 第一张照片是两个学生走在校园里, the second is a view of the Jordan Student Success Building and the third is two students studying together.
是否会在今年夏天发生, 明年秋季, 或超出, nearly all 密歇根州立大学丹佛 instructors will be going back to in-person classes after an extended period of remote teaching. Perhaps you were already experienced with 在线 teaching and learning, 或者你被扔进了一个全新的教学模式. 不管, everyone dug in to do the work of making sure our students got what they needed during a tough time.
现在, 当你考虑回到实体教室时, 这是一个挽救的机会, 保留, and even treasure some of the work the pandemic forced us to take on.
Below the CTLD has laid out three areas we think are worth considering as you plan your return from remote teaching. The central question we hope you will think on is “How can I capture the good, 有用的工作发生了?”
- 第一个, you may want to examine and reflect on your own teaching experiences during this unusual time, 皇冠官网网站有一些提示可以帮助你.
- 第二个, we have a list of habits that all courses should probably include regardless of course format.
- 第三, are the opportunities instructors may have created for themselves when they did the work to translate classes into a remote format. 虽然工作很辛苦, it can now be leveraged into powerful opportunities to change our in-person courses for the better!
Returning from remote resources discussion from The 教学与设计中心.
1. 反思你的经历:
- How did your weekly schedule and daily habits change (both good and bad)?
- What did you learn about your students’ needs (both good and bad)?
- What aspects of Canvas (and other tools) can be useful to help you maximize the effectiveness of your in-person time?
- What aspects of Canvas (and other tools) can help to support your students?
- Were there ways that you found yourself acting more as a facilitator, 资源提供者, 和经理, 而不是“舞台上的圣人”? Or were there other more student-centered learning methods that became available?
以下是在线课程的常见方面, 事实上, 任何形式课程的最佳实践. Unless a department or program has discussed compelling reasons to do otherwise, 这些特点应该是密歇根州立大学丹佛分校所有课程的一部分:
2. 无论课程形式如何，数字习惯都是好的:
- Documents and other media can be made accessible in ways that physical paper, 或者在课堂上播放的一次性视频永远不会. Text can change size, screen readers can be used, videos have captions that help all viewers, 等. Make it a habit to distribute documents and media to students 在线 by default and, 如果需要, 如果有学生提出要求，可以打印纸质版.
- 要求学生通过Canvas提交作品，以改善组织, 减少纸张的使用，建立一致的反馈机制.
- 使用画布教学大纲工具.
- Post policies, schedules, and other important information in Canvas.
- 确保学生有多种方式联系到你.
- 定期公布课程组成部分的成绩
- Explain how students can understand their “in-progress” grades so they are less likely to be blindsided later in the term.
- Offer virtual office hours to reach students with complicated schedules without disrupting your working hours as much.
Many of the most effective research-based instructional strategies require that instructors invest in up-front work that is often difficult to prioritize in the midst of all the pressures instructors face. 然而, the work done during the pandemic may have created opportunities to change our in-person courses for the better!
3. Opportunities created by the work you did to move to remote teaching:
- Additional content resources can be used to give alternative discussions of the topics at hand, 补上必要的材料(补救工作), 深入研究一个给定的话题, 等.
- If you created videos or screencasts or connected students to media created by others, 把这些作为你课程的一部分. 也许你会希望这些成为次要资源, 但它们仍然可以为学习者提供巨大的价值.
- 如果你录下某堂课的讲课内容, use it as a make-up method for students who miss an in-person session. This can be an up-front offer to all students or can be used only when students have a good reason for missing the (important) in-person sessions.
- If you created any computer-graded activities (such as formative assessments, 实践工作, 知识检查, 总结性评估, 等.)，这些可以用来提供快速, 随需应变, 给学生的反馈, 什么是有效教与学的关键. They also help keep the instructor informed about student understanding.
- 在转向远程教学, you may have taken an in-person activity and translated it into an asynchronous activity that students can do on their own time. This presents an opportunity to keep that activity 在线 and asynchronous, 允许课堂时间用于讨论, 应用程序, 或者是概念的延伸. This is related to the concept of the Flipped Classroom, but it can be done in any desired increment.
- Did you find an especially useful way to use Discussions in Canvas? 考虑为学生Q使用在线讨论&A, to promote the development of writing skills, or to facilitate student collaboration on homework. Online discussions can also encourage participation from students who do not often contribute in F2F discussions.
其他资源及阅读资料:
- 5 Tips for a More Efficient Transition From Virtual to In-Person Teaching
http://www.edutopia.org/article/5-tips-more-efficient-transition-virtual-person-teaching - Canvas如何作为面对面课程的补充?
http://community.canvaslms.com/t5/Instructor-Guide/How-does-Canvas-work-as-a-supplement-to-face-to-face-courses/ta-p/651 - 波士顿大学. (2020年4月3日). A Quick Guide to Converting your Face-to-Face Pedagogical Approaches to the Online Environment. 检索日期:2021年3月27日 http://www.bu.edu/ctl/converting-face-to-face-pedagogical-approaches-online/
- Giarla,. (2020年6月17日). 混合式学习的好处. 检索日期:2021年3月27日 http://www.teachthought.com/technology/the-benefits-of-blended-learning/
- 赫兹,米. (2015年12月22日). 翻转课堂:利与弊. 检索日期:2021年3月27日 http://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz
- 麦克斯韦,C. (2016年3月4日). 混合式学习是什么——不是什么. 检索日期:2021年3月27日 http://www.blendedlearning.org/what-blended-learning-is-and-isnt/
- 咋叻,E. (2020年11月2日). 翻转课堂信息图. 检索自2022年7月7日 http://assignmentbro.com/blog/flipped-classroom-infographics
- 库珀,萨拉. 《将远程学习策略带回课堂.” Edutopia. 2020年5月22日. http://www.edutopia.org/article/distance-learning-strategies-bring-back-classroom
- 冈萨雷斯,詹妮弗. “在线教学与面对面教学的9个不同之处.” 教育学崇拜. 2020年7月5日. http://www.cultofpedagogy.com/9-ways-online-teaching/
- 肯普，内娜和瑞秋·格里夫. “面对面还是面对面? 大学生课堂意见与考试成绩的比较. 在线学习.” 心理学前沿. 11月12日.
- Design and Delivery Principles, from Blended 学习 Project at UCF. http://blended.online.ucf.edu/2011/06/07/design-delivery-principles/