For Faculty Moving Online
In light of the current situation regarding the Coronavirus (COVID-19), OLC has received numerous requests from institutions in the US and abroad on how they might create emergency preparedness plans in the event of a temporary campus shutdown. As a means of assisting our community with the task of preparing for a quick shift to online, we’ve been compiling a list of helpful tools and resources to consider. This is not an all-encompassing collection but is meant to help organizations and institutions start this critical planning phase.
The following list focuses on resources for faculty planning to deliver online instruction.
We also invite you to review our other resource collections for administrators and general resources.
Foundational Workshops from OLC
OLC offers a number of professional development courses, both instructor-facilitated and self-paced, that can help campuses and faculty get up to speed on essentials and key considerations for online teaching.
- New to Online: Essentials Part I: Getting Started
- New to Online Essentials, Part II: Converting Your Course
- New to Online Essentials Part III: Course Design Basics
- Strategies for Facilitating Live, Online Sessions
- Fundamentals: Giving Effective Feedback (self-paced)
- ADA & Web Accessibility (self-paced)
Note: The OLC Institute can provide these workshops and others as an on-demand, online offering if you have a minimum of 10 registrants for the workshop. Request an on-demand offering.
Shared Resources from Our Community
Preparing Teachers & Students for Online Learning (MERLOT/SKillsCommons) — This comprehensive list of open educational resources offers educators a one-stop shop for moving online, to include targeted resources for hands-on, experiential disciplines requiring labs.
Interested in Teaching Online (SUNY) — This course introduces the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with these key topics, this course showcases the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.
Ready to Teach Online (SUNY) — A list of curated resources to help you assess technical skills, check general readiness to teach online, and hear directly from online faculty, instructional designers, and students about their online teaching and learning experiences.
Teaching Effectively During Times of Disruption, for SIS and PWR (Stanford) — This document offers suggestions for instructors in Stanford University’s Program in Writing and Rhetoric and Thinking Matters looking to continue offering a student-centered learning experience in a remote or online learning environment. (Jenae Cohn, Academic Technology Specialist for PWR, firstname.lastname@example.org and Beth Seltzer, Academic Technology Specialist for Introductory Studies, email@example.com)
ACUE’s Online Teaching Toolkit — Association of College and University Educators toolkit includes short video tutorials on topics such as creating instructor presence, developing microlectures, and organizing an online course.
Teaching Online Resources — A comprehensive list of resources from the University of North Carolina-Charlotte that includes information on the lifecycle of teaching online.
Teach Anywhere — Resources curated by John Stewart (University of Oklahoma) for teaching remotely, including guidance on accessibility, pedagogical advice for moving a course online, and a series of videos and workshops on common instructional technologies like Canvas and Zoom.
Spicing Up Your Remote Work with Zoom & OBS – A Beginner’s Guide — Tips and strategies for using Open Broadcaster Software and the Zoom web conference platform put together by Ryan Straight, Assistant Professor of Educational Technology (University of Arizona).
Using Live, Online Instructions to Support Continuity of Instruction — A recorded OLC webinar that provides information on selecting and using online learning platforms, how to communicate effectively in a live session, and how to engage students with simple best practices.
Emergency Remote Instruction Checklist — Quality Matters has put together an emergency remote instruction checklist (ERI) for K-12 and higher education instructors. In this short video, Dr. Bethany Simunich, Director of Research and Innovation for Quality Matters, explains how the Higher Ed. and K-12 checklists can assist instructors as a job aid when moving to remote instruction in an emergency.
Universal Design for Learning & Accessibility
Accessible Remote Teaching — This guide is intended to help faculty teach in accessible ways during remote teaching situations.
Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators — The National Deaf Center on Postsecondary Outcomes provides recommendations on how to ensure that online content is accessible to everyone.
20 Tips for Teaching an Accessible Online Course — An article by Sheryl Burgstahler (University of Washington, The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center) that outlines 20 easy tips to make your web-based course more accessible.
30 Web Accessibility Tips — Includes web accessibility tips that can be used by web designers, developers, or content authors to guide them in creating or deploying web-based resources that are fully accessible to all users. This list is not intended to replace or map to formal standards such as the World Wide Web Consortium’s (W3C’s) Web Content Accessibility Guidelines.
Accessible Teaching in the Time of COVID-19 — Mapping Access, a participatory data-collection and accessibility mapping project of the Critical Design Lab, provides recommendations on how to ensure your course is accessible.
How to Survive Your Hurried Switch to Online Delivery Using UDL — Converting your on-ground course to an online course can be a challenge under normal circumstances but converting to an online course in an emergency is a whole different matter. In this recorded webinar, you will learn how to survive this process and even improve the course by applying the principles of Universal Design for Learning (UDL).
SECTIONS Model — This framework encourages the consideration of questions in 8 areas of the SECTIONS model related to the integration of technology: Students, Ease of use, Costs, Teaching and learning, Interactivity, Organizational issues, Novelty, and Speed.
SAMR — The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition. The SAMR model was created to share a common language across disciplines as teachers strive to help students visualize complex concepts.
World Language Instruction
Pandemic Prepping in the Language Class: Instructional Contingency Planning for Emergency Situations — This panel discussion addresses critical questions to consider as you create and communicate your contingency plans for language classes and learning centers, as well as discusses a range of solutions that may be adapted to your unique learning environment.
Putting Our Language Resources Online — A blog post by Stacy Margarita Johnson with curated resources for teaching foreign language courses online.
Simulations & Virtual Labs — This spreadsheet contains a list of resources for online simulations and virtual labs organized by STEM subjects. The majority of resources are free to use (each resource lists the type of access provided).
Teach Remote: How to Teach from Anywhere — This website provided by Dartmouth College provides information and resources for remote lab activities and experiences. The page also provides a list of considerations to make note of when moving these types of activities to an online format.
Unizor — Free, unlimited, no-strings-attached access to great resources in “Math 4 Teens” and “Physics 4 Teens” courses. Each course contains video-recorded lectures with detailed notes, problem solving exercises, and exams you can use in your work.
MERLOT Virtual Labs — This “one-stop-shop” for virtual labs provides information about current and innovative technologies, lab experiments, and simulations used in teaching the science, technology, engineering, and math.
Communication — This resource from Northwestern University provides some helpful tips and best practices for how to establish an effective communication strategy with students in an online learning space.
Empathy — This resource created by San Mateo County Community College District for Instructional Continuity has “A Note on Empathy” advising staying calm and having empathy as everyone is trying to adapt to a new situation.
Humanizing Online Learning — In her website, Michelle Pacansky-Brock offers podcasts, articles, infographics and slides related to humanizing online learning, which entails designing human-centered learning experiences leveraging the potential of digital technologies.
Keeping Students Engaged in a Transition to Online Learning — This OLC Webinar will help you identify ways to proactively keep your students engaged in an online environment (course) and also what data to be looking out for to help mitigate attrition.
50 CATS by Angelo & Cross — Classroom assessment techniques (CAT) are relatively quick and easy formative evaluation methods that help you check student understanding in “real time” that can also be implemented in the online classroom. This resource is a summary of the 50 CATs that Thomas A. Angelo and K. Patricia Cross address in their book Classroom Assessment Techniques: A Handbook for College Teachers.
OSCQR Rubric — This rubric can be used by institutions to improve the quality and accessibility of their online course design as compared to best practices. Users can also customize the rubric to better suit their needs.
Quality Course Teaching & Instructional Practice Scorecard (QCTIP) — A comprehensive scorecard which can be used for an in-depth review to validate instructional practices as compared to quality standards that have been identified by experts.
OLC Ideate — Over the course of two weeks (April 21 – May 1), the OLC will be holding a series of open salons (a casual and inclusive space with discussions organized and facilitated by a salon leader) that will offer educators of all levels the opportunity to listen to emerging ideas and effective practices from their peers. These casual discussions will be designed to specifically encourage reflection, co-creation, and synthesis, with connections to future OLC events for further collaboration.
Using Technology to Support Postsecondary Student Learning — Thursday, April 9, 2020 3:30 pm EDT – This WWC webinar will focus on strategies for applying the evidence-based recommendations from the Using Technology to Support Postsecondary Student Learning Practice Guide to support remote postsecondary teaching and learning during the current global health crisis. Participants will hear from three expert panelists: Dr. Nada Dabbagh, Professor and Director of the Division of Learning Technologies in the College of Education and Human Development at George Mason University; Dr. MJ Bishop, Associate Vice Chancellor and Director of the William E. Kirwan Center for Academic Innovation at University System of Maryland; and Dr. Anthony Picciano, Professor of Urban Education, Education Leadership, and Interactive Pedagogy and Technology at Hunter College and CUNY Graduate Center.
Need More Help?
The OLC Institute for Professional Development & Consulting Solutions can help your organization train faculty with a customized learning experience or with offerings from our expansive curriculum.
We work with renowned subject matter experts to design and model best practices, promote personal engagement, and incorporate practical application into daily teaching practices.
Please fill out the training request form found at the bottom of the On-Demand & Customized Offerings page.