7 Dos & Don’ts for Post-Pandemic Teaching With Technology
Here’s what students hope you’ll keep doing in the fall — and what they hope you’ll drop.
https://www.chronicle.com/article/7-dos-donts-for-post-pandemic-teaching-with-technology
a February panel of students sharing their views on pandemic teaching….
- DON’T lecture with slides for an entire Zoom class.
- DO offer more active-learning and discussion exercises in class.
- DON’T require students to use a tech tool that you don’t understand.
- DO keep using anonymous polling.
- DO get students up and about.
- DO provide more asynchronous materials and activities.
- DO emphasize interaction with and between students.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
https://www.chronicle.com/article/at-some-colleges-remote-work-could-be-here-to-stay
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Google relaxes remote work plan, will let 20% of employees telecommute
https://www.cnbc.com/2021/05/05/google-relaxes-remote-work-plan-will-let-20percent-of-employees-telecommute.html
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Remote Work nach der Pandemie: Kernaspekte einer Richtlinie für Telearbeit
https://www.lanline.de/it-management/kernaspekte-einer-richtlinie-fuer-telearbeit.253005.html
Our HyFlex Experiment: What’s Worked and What Hasn’t
Armed with a can-do spirit, faculty members leaped into hybrid teaching this fall. The results have been decidedly mixed.
By Kevin Gannon OCTOBER 26, 2020
https://www.chronicle.com/article/our-hyflex-experiment-whats-worked-and-what-hasnt
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach.
Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths.
What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program.
we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
https://www.chronicle.com/article/7-ways-to-assess-students-online-and-minimize-cheating
- Break up a big high-stakes exam into small weekly tests.
- Start and end each test with an honor statement.
- Ask students to explain their problem-solving process.
- Get to know each student’s writing style in low- or no-stakes tasks.
- Assess learning in online discussion forums.
- Don’t base grades solely on tests.
- Offer students choice in how they demonstrate their knowledge.
As we all work to improve our online teaching, we have the opportunity to rethink practices we’ve relied on for years in our physical classrooms.
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more on cheating in this IMS blog
https://blog.stcloudstate.edu/ims?s=cheating