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  • in reply to: Broadband Issues #850

    I asked Courtney Rivard for her top 3 practical tips for asynchronous teaching and learning and here is what she shared:

    Think about breaking your class into separate chunks of time that follow a general outline that will be repeated for the remainder of the remote teaching classes. Here is an example that is largely a re-tooling of think-pair-share:

    1. watch (or read) – 10-15 minutes
      • students will watch a prerecorded video or read your lecture notes/powerpoints
    2. think and write – 10-15 minutes
      • you ask your students a few questions that make them think about what they just read/saw. Students then write their answers to your questions, and post them to an online forum you have designated for class discussion (i.e. sakia forums, teams, slack, etc.).
    3. share and respond – 10-15 minutes
      • students read through their peers’ responses and they are required to respond to a set number of peer comments

    Because the class is not happening in real time, you may want to set a deadline for completion for each or all activities. Remember, though, that students will need some time to complete them, so make sure to post these well in advance.

    in reply to: Group projects #707

    I’ve used both MS Project and Planner in this capacity both professionally, with Summer Writing Group, and in consultations with faculty as an tool to use in class. Project is clunky and requires special permissions on campus, but Planner is totally adequate. More than anything I think it’s a great tool to help people learn about the basics of Work Breakdown Structure, which as a general practice is great for learning how to break big projects into a set of discrete and manageable tasks.

    in reply to: Broadband Issues #691

    A key part from the podcast in the first message:

    Spectrum is offering 60 days of access free to households with K-12 or College students for homes that do not already have it ( Comcast doing the same for low income households (

    in reply to: Group projects #688

    I’ll be curious to see how this is resolved in my Org Theory class. I had just finished both of my group projects, but half of the students still need to finish one or both of their group projects. One of those group projects involves developing a learning activity to guide the rest of the class in, so those students might find that more challenging now.

Viewing 4 posts - 1 through 4 (of 4 total)