Instructional Strategies - How Your Students Can Have Equivalent Learning Experiences Whether They Are Face-to-Face or Remote/Asynchronous

Concurrent Session 3
Streamed Session

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Session Materials

Brief Abstract

Sharing ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and providing an extensive list for faculty or course developers to use to ease the transition from one modality to another.

Presenters

Judith M Littlejohn is the Instructional Designer at SUNY Genesee Community College in Batavia, NY, and teaches history courses online.
John Kane is a Professor of Economics and the Director of the Center for Excellence in Learning and Teaching at SUNY-Oswego.

Extended Abstract

Upfront planning for disruptions alleviates stress and mitigates challenges for faculty and students. We will share ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and provide an extensive list for faculty or course developers to use to ease the transition from one modality to another. 

The focus will be on evidence-based practices, including retrieval practice, spaced practice, interleaved practice, and metacognitive development and providing formative feedback to students.

Participants will be asked to share their current activities and discuss ways their students can engage in activities/assessments as they transition to a different modality (example, if face-to-face courses suddenly switch to remote learning). 

Participants will receive templates to continue their planning process, as well as online resources that support best practice implementations of each instructional approach.