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AlmyEducationPresents
Remote Teaching: How to Move
Your Math or Science Class
Online
Dr. Maria Andersen
CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, busynessgirl@gmail.com
Agenda
• Instruction and interaction on moving class online (75 min)
• Q&A (15 minutes)
• Post questions as we go in the Q&A Feature or the chat.
• Next steps
• Free giveaway
Recording and slides later today.
Giveaway!
USB Document
Camera
*Must be present at the end to win
AlmyEducationPresents
Remote Teaching: How to Move
Your Math or Science Class
Online
Dr. Maria Andersen
CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, busynessgirl@gmail.com
Dr. Maria Andersen
• Has taught math and science since
1998 at the college level
• Has taught math and other subjects
online for 13 years
• Over 100 workshops and presentations
about how to teach math and science
online
• Teaches remotely all the time
• Adjunct, Westminster College
• CEO, Coursetune
The glass is half-empty because
you drank the first half already.
The glass is half-full because this
is an opportunity to learn and try
something new and for once your
administration and/or colleagues
won’t tell you no!
REMOTE
is not
ONLINE
REMOTE CLASSES
Mostly synchronous
Meets at scheduled times
Primarily utilizes virtual
meetings
Can be used anytime
ONLINE CLASSES
Mostly asynchronous
Rarely meets at
scheduled times
Primarily utilizes an LMS
(Canvas, Brightspace,
Moodle, Blackboard)
Requires careful
curriculum and
instructional design
Remote Teaching Should Be in Your Teaching Toolbelt
• When a student is ill
• When I am ill
• When a student is away
for a sports event
• When bad weather
keeps me or them from
getting to class
• When I am out of town
at a business meeting or
conference
Move to new types of Assessment:
Assessment is more than Tests
The Pressure Opportunity to Change
Remote
Teaching is
Similar to F2F
Teaching
You can see your students and they can see you
You can have discussions
You can "write on the board"
Students can work in small groups
You can use active learning techniques
But what if they don’t pay attention?
They might not have been paying attention.
Virtual
Meeting
Rooms -
Preparation
• Make sure you know how video and
audio mute work
• Make sure you know how to share
your browser or desktop
• Make sure you know how to stop
sharing your browser or desktop
• Find where the chat window is –
private chat vs public chat
• Clean up your desktop, browser tabs,
and bookmark folders
• Try features like “Raising Hands” or
answering “Yes/No” questions from
the teacher and student side
Practice
sending a chat
message
Send a private chat to me:
What school do you teach for?
Then send a public chat to all:
What is the strangest thing
you’ve seen this week?
Virtual
Meeting
Rooms -
Logistics
Record
Set meeting to auto-record
(because you’ll forget)
Mute Set students for “Mute on
Entry” (to minimize noise)
Waiting
Set for waiting room or enter
before host
Notes
Keep a paper class list by your
computer to take notes
Scene Check the scene behind you
Virtual
Meeting
Rooms –
First Session
• Setting expectations for all your
sessions
• Suggest (but don’t demand) students
be on video
• Set policies around getting full
attention – “Stretch and watch”
• Practice “Raising Hands” with the
students (if that is an option)
• Practice having students unmute to
answer a question. Goal: Everyone
tries by the end of the session.
The chat panel has
pedagogical
superpowers ... if you
know how to use it.
3-2-1-Go
Method
Fine print: This is slightly crazy to do in a room of 250+
people, but I’m doing this to demonstrate how it works
in a room with 20-40 students.
What is the slope
of this line?
A) 0.25
B) 2.5
C) 0.5
D) 5.0
3-2-1-GO
TYPE YOUR ANSWER IN THE CHAT
WINDOW BUT DO NOT PRESS ENTER
UNTIL I TELL YOU TO.
PRACTICE #1
What is the slope
of this line?
A)
B) 2.5
C)
D)
SOLUTION #1
Desmos
Practice #1
https://www.desmos.com/c
alculator/xxpod9aetc
Where does the
slope go from
increasing to
decreasing?
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
PRACTICE #2
Where does the
slope go from
increasing to
decreasing?
The slope does go from positive to
negative at about 0.2, but that’s not
what you were asked.
FOLLOW UP #2
Where does the
slope go from
increasing to
decreasing?
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
TRY AGAIN #2
Where does the
slope go from
increasing to
decreasing?
It doesn’t.
The slope is decreasing where the graph
is concave down and increasing where
the graph is concave up. It goes from
decreasing to increasing, not the other
way.
SOLUTION #2
What makes the
3-2-1-GO chat
pedagogically
better than asking
the class in a F2F
discussion?
Answer in the chat window.
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
THE REALIZATION ...
Small Group
Discussions:
Think-Pair-
Share
What is Think-Pair-Share (TPS)?
THINK – Pose a question or
problem for students to think
about, jot down notes about, or
solve on their own for 1-3 minutes.
PAIR – Place students in small
groups or pairs to discuss the
similarities and differences in their
answers and reach a consensus.
SHARE – Ask selected groups or
pairs to share with the class.
Many Virtual Meeting Platforms Have Breakout Group Options
Students can work together, you can move between
groups, and students can ask for help
THINK:
List 10 properties of
ANOTHER OPTION: SYNCHRONOUS DOCUMENTS
Jot down your own thoughts.
You have 1 minute.
PAIR:
List 10 properties of
ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS
Go to the designated Google Doc and
work with your group to make a
consolidated list with more detail.
See Chat Window for Links:
Last names A-E
Last names F-J
Last names K-O
Last names P-S
Last names T-Z
SHARE:
List 10 properties of
ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS
You can display the Google
Docs and discuss the answers.
Domain
Range
Type of Function
Initial value or y-intercept
No x-intercepts
Horizontal asymptote
Rate of growth
Growth factor
Concavity
Graph is always positive
Prepare the
Docs Ahead
of Time with
links so that
you can
easily share
in chat.
TPS with Synchronous
Whiteboarding Tools
• These are going to be
harder to set up
because they will likely
require every student to
have a login
• There are many kinds
• Depends on what you
have access to
(OneNote is an option)
• Battle of the Free Digital
Whiteboarding Tools
https://busynessgirl.co
m/battle-of-the-free-
digital-whiteboarding-
tools/
You can write “on the
board” in real time
I tried a LOT of options. USB tablets, PC
tablets, iPads, synchronous smartphone
apps.
The simplest solution is to make a $99
investment in an IPEVO Ultra High
Definition USB Document Camera.
https://amzn.to/2U1VbbA
LET ME DEMONSTRATE
With a
Document
Camera
You can show problems in a book
Walk through completing a worksheet
Share handwritten solutions
Demonstrate experiments
Use math manipulatives
Science Labs
with Doc
Cameras
You are the lab partner of your students.
Pause experiments at different steps to do
MC or 3-2-1-GO questions.
Students should tell you next steps (be willing
to do small things wrong).
Students have to answer questions about
WHY before you proceed.
As a group you collect the data. Individually
they submit writeups.
You could provide multiple data sets.
If you
happen to
have a PC
tablet, try
out
Microsoft
OneNote.
Logistics for a
Doc Camera
or One Note 1. SHARE YOUR FULL
SCREEN
2. GO TO THE DOC CAMERA
APP OR ONENOTE AND
MAKE IT FULL SCREEN
How will students share
handwritten work in
discussions?
• They will talk about what they
wrote (isn’t that a win?)
• They can hold a paper up to the
camera to show classmates their
work or a diagram
• They can share a link to a
Desmos Graph
Share a Link to a Desmos Graph
https://www.desmos.com/calculator/0tzl0dmu01
Students can share
• Data sets
• Written comments
• Functions
• Graphs
• Labels on graphs
Remote teaching: How to Move your Math or Science Course Online
Desmos Classroom Activities
https://teacher.desmos.com/
Students participate
in activity
You can monitor the
data coming in
You can pause the
students to get their
attention back
Groups are
automatically
assigned
Can use
asynchronously if
you are careful to
pick activities with
no group work or
group share
You can write your
own
Desmos Activity: Line Zapper
Last Names A-M Last Names N-Z
Desmos
Classroom
Activities
Library
https://teacher.desmos.com/
Remote teaching: How to Move your Math or Science Course Online
LMS tools for facilitating
“what you do in the classroom”
• Discussion Forums
• Peer Review
Assignments
• Online Homework
GET HELP FROM
AN EXPERT OR
THE PEDAGOGY
AND EXECUTION
WILL BE POOR
Let’s talk about Summative Assessment
Students need a way to
turn in work just like
they would in class.
Many apps turn your
phone into a scanner
and convert photos to
PDFs.
Students will need to
have a low-stakes
practice run (or two)
Uploading Docs Using the CamScanner App
https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s
Proctoring
Strategies
Time-boxed: From download to
submission is a set time.
Consider open notebook assessments
(anything they can write down will be
allowed)
Remember students might not be able
to print (they will have to see their
screen)
Students handwrite and sign a short
academic integrity statement at the
beginning of their exam.
Don’t use Googleable Questions
Assessment
Transformation
GOOGLEABLE
What is the vertex of the
given function?
NOT SO GOOGLEABLE
List at ten properties of
the given function.
Assessment
Transformation
GOOGLEABLE
Find the equation of the
line between (0,6) and
(3,18).
NOT SO GOOGLEABLE
At the beginning of
2015, Spotify Premium
had 68 million Monthly
Active Users (MAUs). At
the beginning of 2018,
Spotify Premium had
168 million MAUs. The
growth of Spotify
Premium MAUs appears
to be linear. Let t be the
number of years since
2015. Find an equation
for the line between
these two data points.
Assessment
Transformation
GOOGLEABLE
Solve the problem ...
NOT SO GOOGLEABLE
The solution to the
above problem is ...
Option 1: Now explain
how to another student
how you can solve it.
Option 2: Show two
ways to solve the
problem.
But maybe can we rethink assessment just a little?
How deeply
do students
need to know
the skill or
information?
Alternative Assessments
• Create a model and make
predictions with real-world
graphs and data
• Do a teaching demo for a topic
• Sort and compare activities
• Write test questions
• Meaningful Online Discussions
• Dive into the science of the
news!
Give the students some agency
in choosing the topic or format.
Provide a clear rubric for
grading.
Huawei Revenues
http://bit.ly/HuaweiRev
Graphs In
The World
Search for
GraphsInTheWorld on:
• Facebook
• Instagram
• Twitter
Contemporary
Algebra
Collection
Busynessgirl.com
Resources
Contemporary
Algebra Collection
Online Lectures
A full set of class lectures and
lecture materials for a 3-credit
class: prepared, recorded with
proper descriptions for the
blind, edited, annotated,
captioned, and produced takes
approximately 500 hours.
Example:
https://www.youtube.com/wat
ch?v=5CD3lf6uMcY&feature=y
outu.be (not properly
captioned yet)
Use an already
recorded set of
videos from a
Math Instructor
PatrickJMT
http://patrickjmt.com/
MathTV
http://mathtv.com/
Mathispower4u
http://www.mathispower4u.com/
Contemporary Algebra Collection
http://bit.ly/CAC-Form
Recording
Short Videos
Drop any expectations that you’re going to somehow
record all your lectures.
Record short help videos where needed.
Sound is very important
It’s easier to cut than to splice
Free TechSmith SnagIt through June
https://discover.techsmith.com/remote-techsmith/
You can do this!
Next Steps: Live, full-day
workshops
Maria will be offering a deep dive into all of these topics in online Workshops.
Dates: Saturday April 18 or Saturday May 16
One-hour sessions with 30-minute breaks in between beginning at 10 am Central
Designing and Implementing an
Effective Online Math Class
• Moving Your Math or Science Course Online
• Best Practices for Videos and Screencasting
• Facilitating Online Discussions and Synchronous Sessions in Math and Science
• Assessment Strategy and Security for Math or Science Courses
• Being a Good Online Coach
Individual price for full day: $199
https://courses.almyeducation.com/designing-and-implementing-an-effective-online-math-class
Get on the waitlist today. You’ll be notified when registration opens.
Want more sooner?
Online workshops and webinars can be created customized for the tools available at
your college or school and your audience
Sending out a survey for where you want deeper dives, low cost webinar options for
individuals and institutions
Questions?
Dr. Maria Andersen
CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, busynessgirl@gmail.com
Giveaway!
HD USB
Document
Camera

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Remote teaching: How to Move your Math or Science Course Online

  • 1. AlmyEducationPresents Remote Teaching: How to Move Your Math or Science Class Online Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, busynessgirl@gmail.com
  • 2. Agenda • Instruction and interaction on moving class online (75 min) • Q&A (15 minutes) • Post questions as we go in the Q&A Feature or the chat. • Next steps • Free giveaway Recording and slides later today.
  • 3. Giveaway! USB Document Camera *Must be present at the end to win
  • 4. AlmyEducationPresents Remote Teaching: How to Move Your Math or Science Class Online Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, busynessgirl@gmail.com
  • 5. Dr. Maria Andersen • Has taught math and science since 1998 at the college level • Has taught math and other subjects online for 13 years • Over 100 workshops and presentations about how to teach math and science online • Teaches remotely all the time • Adjunct, Westminster College • CEO, Coursetune
  • 6. The glass is half-empty because you drank the first half already. The glass is half-full because this is an opportunity to learn and try something new and for once your administration and/or colleagues won’t tell you no!
  • 7. REMOTE is not ONLINE REMOTE CLASSES Mostly synchronous Meets at scheduled times Primarily utilizes virtual meetings Can be used anytime ONLINE CLASSES Mostly asynchronous Rarely meets at scheduled times Primarily utilizes an LMS (Canvas, Brightspace, Moodle, Blackboard) Requires careful curriculum and instructional design
  • 8. Remote Teaching Should Be in Your Teaching Toolbelt • When a student is ill • When I am ill • When a student is away for a sports event • When bad weather keeps me or them from getting to class • When I am out of town at a business meeting or conference
  • 9. Move to new types of Assessment: Assessment is more than Tests
  • 11. Remote Teaching is Similar to F2F Teaching You can see your students and they can see you You can have discussions You can "write on the board" Students can work in small groups You can use active learning techniques
  • 12. But what if they don’t pay attention?
  • 13. They might not have been paying attention.
  • 14. Virtual Meeting Rooms - Preparation • Make sure you know how video and audio mute work • Make sure you know how to share your browser or desktop • Make sure you know how to stop sharing your browser or desktop • Find where the chat window is – private chat vs public chat • Clean up your desktop, browser tabs, and bookmark folders • Try features like “Raising Hands” or answering “Yes/No” questions from the teacher and student side
  • 15. Practice sending a chat message Send a private chat to me: What school do you teach for? Then send a public chat to all: What is the strangest thing you’ve seen this week?
  • 16. Virtual Meeting Rooms - Logistics Record Set meeting to auto-record (because you’ll forget) Mute Set students for “Mute on Entry” (to minimize noise) Waiting Set for waiting room or enter before host Notes Keep a paper class list by your computer to take notes Scene Check the scene behind you
  • 17. Virtual Meeting Rooms – First Session • Setting expectations for all your sessions • Suggest (but don’t demand) students be on video • Set policies around getting full attention – “Stretch and watch” • Practice “Raising Hands” with the students (if that is an option) • Practice having students unmute to answer a question. Goal: Everyone tries by the end of the session.
  • 18. The chat panel has pedagogical superpowers ... if you know how to use it.
  • 19. 3-2-1-Go Method Fine print: This is slightly crazy to do in a room of 250+ people, but I’m doing this to demonstrate how it works in a room with 20-40 students.
  • 20. What is the slope of this line? A) 0.25 B) 2.5 C) 0.5 D) 5.0 3-2-1-GO TYPE YOUR ANSWER IN THE CHAT WINDOW BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. PRACTICE #1
  • 21. What is the slope of this line? A) B) 2.5 C) D) SOLUTION #1
  • 23. Where does the slope go from increasing to decreasing? 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. PRACTICE #2
  • 24. Where does the slope go from increasing to decreasing? The slope does go from positive to negative at about 0.2, but that’s not what you were asked. FOLLOW UP #2
  • 25. Where does the slope go from increasing to decreasing? 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. TRY AGAIN #2
  • 26. Where does the slope go from increasing to decreasing? It doesn’t. The slope is decreasing where the graph is concave down and increasing where the graph is concave up. It goes from decreasing to increasing, not the other way. SOLUTION #2
  • 27. What makes the 3-2-1-GO chat pedagogically better than asking the class in a F2F discussion? Answer in the chat window. 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. THE REALIZATION ...
  • 29. What is Think-Pair-Share (TPS)? THINK – Pose a question or problem for students to think about, jot down notes about, or solve on their own for 1-3 minutes. PAIR – Place students in small groups or pairs to discuss the similarities and differences in their answers and reach a consensus. SHARE – Ask selected groups or pairs to share with the class.
  • 30. Many Virtual Meeting Platforms Have Breakout Group Options
  • 31. Students can work together, you can move between groups, and students can ask for help
  • 32. THINK: List 10 properties of ANOTHER OPTION: SYNCHRONOUS DOCUMENTS Jot down your own thoughts. You have 1 minute.
  • 33. PAIR: List 10 properties of ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS Go to the designated Google Doc and work with your group to make a consolidated list with more detail. See Chat Window for Links: Last names A-E Last names F-J Last names K-O Last names P-S Last names T-Z
  • 34. SHARE: List 10 properties of ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS You can display the Google Docs and discuss the answers. Domain Range Type of Function Initial value or y-intercept No x-intercepts Horizontal asymptote Rate of growth Growth factor Concavity Graph is always positive
  • 35. Prepare the Docs Ahead of Time with links so that you can easily share in chat.
  • 36. TPS with Synchronous Whiteboarding Tools • These are going to be harder to set up because they will likely require every student to have a login • There are many kinds • Depends on what you have access to (OneNote is an option) • Battle of the Free Digital Whiteboarding Tools https://busynessgirl.co m/battle-of-the-free- digital-whiteboarding- tools/
  • 37. You can write “on the board” in real time I tried a LOT of options. USB tablets, PC tablets, iPads, synchronous smartphone apps. The simplest solution is to make a $99 investment in an IPEVO Ultra High Definition USB Document Camera. https://amzn.to/2U1VbbA LET ME DEMONSTRATE
  • 38. With a Document Camera You can show problems in a book Walk through completing a worksheet Share handwritten solutions Demonstrate experiments Use math manipulatives
  • 39. Science Labs with Doc Cameras You are the lab partner of your students. Pause experiments at different steps to do MC or 3-2-1-GO questions. Students should tell you next steps (be willing to do small things wrong). Students have to answer questions about WHY before you proceed. As a group you collect the data. Individually they submit writeups. You could provide multiple data sets.
  • 40. If you happen to have a PC tablet, try out Microsoft OneNote.
  • 41. Logistics for a Doc Camera or One Note 1. SHARE YOUR FULL SCREEN 2. GO TO THE DOC CAMERA APP OR ONENOTE AND MAKE IT FULL SCREEN
  • 42. How will students share handwritten work in discussions? • They will talk about what they wrote (isn’t that a win?) • They can hold a paper up to the camera to show classmates their work or a diagram • They can share a link to a Desmos Graph
  • 43. Share a Link to a Desmos Graph https://www.desmos.com/calculator/0tzl0dmu01 Students can share • Data sets • Written comments • Functions • Graphs • Labels on graphs
  • 45. Desmos Classroom Activities https://teacher.desmos.com/ Students participate in activity You can monitor the data coming in You can pause the students to get their attention back Groups are automatically assigned Can use asynchronously if you are careful to pick activities with no group work or group share You can write your own
  • 46. Desmos Activity: Line Zapper Last Names A-M Last Names N-Z
  • 49. LMS tools for facilitating “what you do in the classroom” • Discussion Forums • Peer Review Assignments • Online Homework GET HELP FROM AN EXPERT OR THE PEDAGOGY AND EXECUTION WILL BE POOR
  • 50. Let’s talk about Summative Assessment
  • 51. Students need a way to turn in work just like they would in class. Many apps turn your phone into a scanner and convert photos to PDFs.
  • 52. Students will need to have a low-stakes practice run (or two) Uploading Docs Using the CamScanner App https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s
  • 53. Proctoring Strategies Time-boxed: From download to submission is a set time. Consider open notebook assessments (anything they can write down will be allowed) Remember students might not be able to print (they will have to see their screen) Students handwrite and sign a short academic integrity statement at the beginning of their exam.
  • 55. Assessment Transformation GOOGLEABLE What is the vertex of the given function? NOT SO GOOGLEABLE List at ten properties of the given function.
  • 56. Assessment Transformation GOOGLEABLE Find the equation of the line between (0,6) and (3,18). NOT SO GOOGLEABLE At the beginning of 2015, Spotify Premium had 68 million Monthly Active Users (MAUs). At the beginning of 2018, Spotify Premium had 168 million MAUs. The growth of Spotify Premium MAUs appears to be linear. Let t be the number of years since 2015. Find an equation for the line between these two data points.
  • 57. Assessment Transformation GOOGLEABLE Solve the problem ... NOT SO GOOGLEABLE The solution to the above problem is ... Option 1: Now explain how to another student how you can solve it. Option 2: Show two ways to solve the problem.
  • 58. But maybe can we rethink assessment just a little?
  • 59. How deeply do students need to know the skill or information?
  • 60. Alternative Assessments • Create a model and make predictions with real-world graphs and data • Do a teaching demo for a topic • Sort and compare activities • Write test questions • Meaningful Online Discussions • Dive into the science of the news! Give the students some agency in choosing the topic or format. Provide a clear rubric for grading.
  • 62. Graphs In The World Search for GraphsInTheWorld on: • Facebook • Instagram • Twitter
  • 64. Online Lectures A full set of class lectures and lecture materials for a 3-credit class: prepared, recorded with proper descriptions for the blind, edited, annotated, captioned, and produced takes approximately 500 hours. Example: https://www.youtube.com/wat ch?v=5CD3lf6uMcY&feature=y outu.be (not properly captioned yet)
  • 65. Use an already recorded set of videos from a Math Instructor PatrickJMT http://patrickjmt.com/ MathTV http://mathtv.com/ Mathispower4u http://www.mathispower4u.com/ Contemporary Algebra Collection http://bit.ly/CAC-Form
  • 66. Recording Short Videos Drop any expectations that you’re going to somehow record all your lectures. Record short help videos where needed. Sound is very important It’s easier to cut than to splice Free TechSmith SnagIt through June https://discover.techsmith.com/remote-techsmith/
  • 67. You can do this!
  • 68. Next Steps: Live, full-day workshops Maria will be offering a deep dive into all of these topics in online Workshops. Dates: Saturday April 18 or Saturday May 16 One-hour sessions with 30-minute breaks in between beginning at 10 am Central
  • 69. Designing and Implementing an Effective Online Math Class • Moving Your Math or Science Course Online • Best Practices for Videos and Screencasting • Facilitating Online Discussions and Synchronous Sessions in Math and Science • Assessment Strategy and Security for Math or Science Courses • Being a Good Online Coach Individual price for full day: $199 https://courses.almyeducation.com/designing-and-implementing-an-effective-online-math-class Get on the waitlist today. You’ll be notified when registration opens.
  • 70. Want more sooner? Online workshops and webinars can be created customized for the tools available at your college or school and your audience Sending out a survey for where you want deeper dives, low cost webinar options for individuals and institutions
  • 71. Questions? Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, busynessgirl@gmail.com

Hinweis der Redaktion

  1. There are good reasons you already wanted to know how to teach remotely.
  2. You probably already needed a way to bring students into class when they are away for sports events, at home because a car is broken down, ill and trying to keep others from getting sick, suffering from anxiety etc. Now is the time to finally take the time to learn to support all those students that miss classes when you are teaching F2F.
  3. When was the last time you really thought deeply about assessment strategy. Many of you are worried about proctored tests. Does EVERYTHING need to be tested? We live in a world where computing technology and Smartphones has completely transformed the availability of information. Do you REALLY need to test EVERYTHING the same way?
  4. Probably some of this was already on your list to think about, but we’re all so damned busy. You know as well as I do that we only get to the changes that we HAVE to do. Now is the time! You’re going to do it!
  5. Guess what, many weren’t paying attention already.
  6. Notes: It’s difficult to keep your own digital notes during a virtual session
  7. These tools require additional training. We use them a lot in online classes, but don’t dive in unless you’ve learned some pedagogy.
  8. You should already be doing this!
  9. We live in a time when there is more information accessible at our fingertips than ever before.