In the event it becomes necessary to suspend face-to-face instructional meetings, faculty will need to ensure that student learning continues. This may require flexibility and creativity. Some activities may have to be re-thought, re-designed, or rescheduled. When planning for this situation, focus first on your learning objectives: the knowledge you want students to attain, the skills you want students to learn, and the capabilities and attitudes you want students to develop. Your learning objectives will help you set priorities and guide the types of activities that are appropriate to the instructional modality.
These adjustments will be challenging for faculty and students alike. We recognize that courses in the arts, lab courses, and other courses that require specialized equipment will be especially difficult to adapt. In addition, please consider that our students will need to make adjustments in all of their classes. You may prefer to use tools other than those listed below. However, the more instructors who use our typical university resources (i.e., Google and Blackboard), the less stress we'll place on the students.
Bowdoin’s center for teaching and learning has some good resources to guide your planning for an interruption to face-to-face instruction.
- Getting Started with Moving Face-To-Face to Online - This page walks through some of the considerations associated with moving from face-to-face learning to remote learning in emergency situations. This is a good resource for contingency planning.
- Strategies for Remote Teaching - Here you will find some specific strategies for the tasks you need to accomplish as an instructure. The last section provides some advice for those teaching laboratories.
- Going Online in a Hurry - recent article from the Chronicle of Higher Education (Please send email to Becky Lauer, Andrea Ryan, or Dale Brugh in the Provost’s office if you do not have access.)
Middlebury’s Digital Learning & Inquiry center has a list of advice for switching to remote delivery in an emergency situation.
Oberlin has some resources for teaching through disruptions such as this.
We also have a number of resources for online teaching at the website below.
Information Services has published a site about working remotely.
Lectures can be delivered virtually in a number of ways. These are some options.
Communications with Students
- Google Hangout Meet
- Blackboard Collaborate
- For small group work, including peer review writing sessions, consider using break out groups.
- Blackboard Discussion Boards
- Google Hangout Meet
- Consider having students record themselves and post a video of their presentation to Blackboard or a Google Drive. One tool for this is Flipgrid.
Quizzes and Exams
Studio, Performance, and Laboratory Courses
Most acknowledge that studio, performance, and laboratory courses pose a particular challenge for remote delivery. Bryn Mawr has told its faculty “We recognize that the learning activities in courses such as performing arts, studio arts, and lab sciences that require specialized equipment will not translate easily to the online environment. We are at the ready to think with faculty about meaningful alternatives to such course activities, and the Provost’s Office is also available for guidance and thought partnership.”
The sites below provide some guidance when thinking about these learning experiences in the context of remote delivery. We welcome any resources you have found that might help in thinking about the delivery of art and performance courses and how to adapt these learning experiences for online delivery.
- Art Courses
- Performance Courses
- Middlebury Course Continuity and Lab Courses
- National Science Digital Library
Resources at Other Institutions
- Earlham College Course Continuity Plan
- Wooster COVID-19 Recommendations
- Kenyon Remote Teaching Resources - Kenyon uses Moodle, but features in Moodle can also be found in Blackboard.
Resources for Students
It is important to remember that students will also have concerns and uncertainties associated with online courses. Many may have chosen Ohio Wesleyan specifically because of its emphasis on in-person education. We need to be sensitive to their needs. We have found only limited resources for students suddenly asked to switch from face-to-face to online courses. We welcome additional resources.
- Middlebury Advice for Students - The technical details are different, but many of the concepts are relevant. In particular, we need to be especially attentive to student engagement in the online modality.
Some of you may be aware that distance education (online education) is subject to federal approval and review by regional accreditors. These are unusual circumstances. In acknowledgement of that, the Department of Education has issued guidance that institutions have “broad approval … to use online technologies to accommodate students on a temporary basis...” We are already approved by the Higher Learning Commission to offer distance education at the course level.