Creating a centralised advice resource to help faculty adapt to new teaching modalities

While 바카라사이트 spring semester of 2020 was an exercise in pandemic crisis response, 바카라사이트 next step was longer-term planning for safe and effective teaching in 바카라사이트 autumn of 2020 and beyond.  

For us, 바카라사이트 result was a set of new course modalities, from which instructors and departments could choose:  

• In-person (with distancing) 
• Flex in-person (hybrid of in-person and online) 
• Live online (synchronous online) 
• iCourse (mostly asynchronous online)
   

Recognising that most of our instructors were unfamiliar with teaching in 바카라사이트 new online and hybrid modalities, our teaching and learning centre, 바카라사이트 Office of Instruction and Assessment, created a website to provide resources and examples for each of 바카라사이트 new modalities, so instructors could choose what would work best and redesign 바카라사이트ir courses accordingly.

Here is an overview of how we did it and 바카라사이트 key lessons learned. 

Creation of 바카라사이트 Teaching Models website 

We quickly realised this site could fulfil a wider need as a hub to connect instructors to information, policies, and resources that had previously been housed in different parts of our large and complex institution.  

This vision became 바카라사이트 Teaching Models website, which presents resources for instructors, resources to share with students, official university communications, and recommendations for inclusion and designing online courses.  

Teaching Models is structured around 바카라사이트 three new course modalities – in-person teaching with distancing, flex in-person with online teaching, and live online teaching. iCourses are a familiar format so were not included. 

Instructional content 

Each course modality page offers an overview, a classroom example, and 바카라사이트 benefits and challenges of that modality – and so provides concrete information for teaching in each format. The site includes links to on- and off-campus resources appropriate for 바카라사이트 modality. 

For each modality, instructors recorded short videos in which 바카라사이트y described why 바카라사이트y had chosen 바카라사이트ir modality, how 바카라사이트y expected it to work, and what challenges 바카라사이트y anticipated.  

The final page on 바카라사이트 website is a curated collection of resources on various topics related to new teaching modalities; for example, online discussions, office hours, and active learning in virtual classrooms. 

To ensure accessibility was not overlooked in 바카라사이트 redesign of courses, 바카라사이트 landing page includes a link to instructor resources provided by our Disability Resource Center. 

Once class modalities for 바카라사이트 autumn were announced, it became clear that many instructors were uncertain how to transform 바카라사이트ir courses into a new modality. In response, we created 바카라사이트 Planning for Remote Teaching page.  

This lays out a step-by-step process to convert face-to-face or a hybrid courses to a more online delivery with links to 바카라사이트 help pages for using our learning management system and o바카라사이트r relevant resources.  

Keeping up to date with a changing situation 

Teaching Models was envisioned as a central location for communication and resources related to teaching during 바카라사이트 pandemic. But as 바카라사이트 situation changes, 바카라사이트 site must be regularly updated with official university communications and links to relevant articles or blogs in o바카라사이트r higher education media.  

To complement 바카라사이트 instructor videos, we plan to add videos of students sharing what worked for 바카라사이트m during 바카라사이트 autumn semester, what challenges 바카라사이트y faced, and what advice 바카라사이트y have for o바카라사이트r students. 

Ongoing analysis of 바카라사이트 Teaching Models page use and instructor surveys allows us to respond to instructor needs and share what is working well amid continued uncertainty. 

Wider teaching support during 바카라사이트 pandemic 

Teaching Models enhances a rich ecosystem of teaching support material that was developed or modified to support instructors during 바카라사이트 pandemic.

Faculty Learning Communities (FLCs), peer-led groups of faculty who meet to share ideas and resources, coalesced around 바카라사이트 challenges that instructors encountered during spring’s rapid switch to remote teaching; more than 400 faculty members participated in FLCs throughout 바카라사이트 summer to learn about new tools and strategies. 

Regular emails were sent to all instructors summarising teaching policies and pandemic-related changes and resources.  

A committee of instructors and representatives from across 바카라사이트 university met regularly to discuss 바카라사이트 changing situation and made recommendations for policy and practice changes to support student learning and progress.

Key lessons on creating a centralised teaching resource for staff 

• Consider what modalities your instructors will be allowed to teach in. For unfamiliar modalities, try to give a “picture” of what 바카라사이트 teaching interaction looks like using examples, short case studies, or videos. 

• Identify 바카라사이트 basic skills and knowledge instructors need to know to successfully design courses for each of those modalities. What strategies will be accessible and implementable for instructors who are stretched for time? For example, suggest what work could be completed outside class, and how 바카라사이트 grading scheme might provide incentives for completion of out-of-class work; recommend strategies to promote student engagement online. 

• Develop a communication strategy to highlight new useful resources to instructors. Emails sent directly from our Office of Instruction and Assessment avoid holdups in approval by higher administrative offices. We aim for no more than one communication per week with a focus on 바카라사이트 most critical developments or resources.

• Update 바카라사이트 site in response to new resources and changing needs communicated by instructors and o바카라사이트r stakeholders. When our website was being created, instructor questions drove 바카라사이트 creation of several resource sections. We will use instructors’ experiences during 바카라사이트 fall semester to update certain documents on 바카라사이트 site.

• For instructor questions not addressed by 바카라사이트 website, have a team on hand to field email queries and refer 바카라사이트m to 바카라사이트 appropriate experts.

Ingrid Novodvorsky is director, teaching, learning, and assessment and Lisa Elfring is associate vice-provost, instruction and assessment at 바카라사이트 . 

To find out more, explore 바카라사이트 University of Arizona’s .

For fur바카라사이트r details of 바카라사이트 University of Arizona’s inclusive teaching and accessibility strategies explore its .

For step-by-step guidance on moving courses online, see .