Transform, don’t merely transfer! This has become my motto as a prepare my classes for Fall. I want to make intentional decisions that leverage the unique capabilities of technology to enhance student learning. But this is new to me. And it’s new to the faculty in the Center for Integrated Humanities Center where I work. I work with veteran instructors who know their content and their pedagogy well. Their evaluations are notably and nearly uniformly strong, and their classes run like well-oiled machines. But now, together, we must revisit everything we do so we do it well remotely.
In the next few posts, I will highlight some of what we are learning—and even my approach to writing this blog reflects that learning. My 2019 self would have just written one long post. My 2020 self reflects an awareness that anything encountered online should aim for brevity and directness.
So here’s a preview of what I’ll cover in the coming posts:
Designing remote courses for connection
Communication as the key (instructor-student, student-student, student-material/content)
Enhancing learning with intentional use of technology
How to effectively use synchronous time
What should students be doing asynchronously