我这学期sabbatical逃过上网课.. 不过这些天同事们讨论很热烈，貌似结论是: for voice-over powerpoint,用Zoom或者Blackboard Collaborate. 说是有chat feature而且学生可以call in. 要提醒学生在听老师讲的时候静音他们的麦克 for apple tablets, 大家都推荐Doceri, 基本上是interactive whiteboard... 我们是理科，还用些网上作业系统，可以看见学生有没有登陆做作业. 特殊时期可以考虑弄个joke of the day啊啥的？增加些extra credit的机会...
Pedagogy in the time of an epidemic: 1. Be kind to yourself and your students. Everyone is stressed, even if they’re playing cool. That includes faculty. And that’s OK. 2. Let’s acknowledge that the quality of education will not be as good in alternative formats as it is in the pedagogical model we’ve actually planned for. That’s OK as well—we’re just trying to survive. 3. Do not read on best practices for distance learning. That’s not the situation we’re in. We’re in triage. Distance learning, when planned, can be really excellent. That’s not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you’ve failed. 4. You will not recreate your classroom, and you cannot hold yourself to that standard. Moving a class to a distance learning model in a day’s time excludes the possibility of excellence. Give yourself a break. 5. Prioritize: what do students really need to know for the next few weeks? This is really difficult, and, once again, it means that the quality of teaching and learning will suffer. But these are not normal circumstances. 6. Stay in contact with students, and stay transparent. Talk to them about why you’re prioritizing certain things or asking them to read or do certain things. Most of us do that in our face-to-face teaching anyway, and it improves student buy-in because they know content and delivery are purposeful. 7. Many universities have a considerable number of pedagogical experts on academic technology that we have only been dimly aware of until yesterday. Be kind to these colleagues. They are suddenly very slammed. 8. If you’re making videos, student viewership drops off precipitously at five minutes. Make them capsule videos if you make them. And consider uploading to to Youtube because it transcribes for you. Do not assume your audio is good enough or that students can understand without transcription. This is like using a microphone at meetings—it doesn’t matter if you don’t need it; someone else does and they don’t want to ask. At the same time, of course, think about intellectual property and what you’re willing to release to a wide audience. 8b.) YouTube transcript is ACCESSIBILITY. Students can download the transcript in plain text format for traditional notes, or you could do that download for them as supplement to your video content. [FYI, Our ADA specialist said the transcription provided by ZOOM is better than YouTube.] 9. Make assignments lower or no stakes if you’re using a new platform. Get students used to just using the platform. Then you can do something higher stakes. Do not ask students to do a high stakes exam or assignment on a new platform. 10. Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.
https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/ Please do a bad job of putting your courses online I’m absolutely serious. For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn. If you are getting sucked into the pedagogy of online learning or just now discovering that there are some pretty awesome tools out there to support student online, stop. Stop now. Ask yourself: Do I really care about this? (Probably not, or else you would have explored it earlier.) Or am I trying to prove that I’m a team player? (You are, and don’t let your university exploit that.) Or I am trying to soothe myself in the face of a pandemic by doing something that makes life feel normal? (If you are, stop and instead put your energy to better use, like by protesting in favor of eviction freezes or packing up sacks of groceries for kids who won’t get meals because public schools are closing.) Remember the following as you move online: Your students know less about technology than you think. Many of them know less than you. Yes, even if they are digital natives and younger than you. They will be accessing the internet on their phones. They have limited data. They need to reserve it for things more important than online lectures. Students who did not sign up for an online course have no obligation to have a computer, high speed wifi, a printer/scanner, or a camera. Do not even survey them to ask if they have it. Even if they do, they are not required to tell you this. And if they do now, that doesn’t mean that they will when something breaks and they can’t afford to fix it because they just lost their job at the ski resort or off-campus bookstore. Students will be sharing their technology with other household members. They may have LESS time to do their schoolwork, not more. Many will be working MORE, not fewer, hours. Nurses, prison guards, firefighters, and police officers have to go to work no matter what. As healthcare demand increases but healthcare workers get sick, there will be more and more stress on those who remain. Some of your students will get sick. Others will be caring for people who are ill. Many will be parenting. Social isolation contributes to mental health problems. Social isolation contributes to domestic violence. Students will be losing their jobs, especially those in tourism and hospitality. All of these factors mean that your students are facing more important battles today than your class–if they are even able to access it. Image result for online learning As you put your class online: 1. Put your energy into the classes that are required for your major or minor or that are required by other majors or minors. Electives and GE classes are an important part of a good education, but we have already decided that what students learn in any one of those courses is not vital. (The exceptions to this are GE courses that are required for a major.) For some of us, this is every class we teach, but for others, we have the ability to choose to focus our attention. 2. Do not require synchronous work. Students should not need to show up at a specific time for anything. REFUSE to do any synchronous work. 3. Do not record lectures unless you need to. (This is fundamentally different from designing an online course, where recorded information is, I think, really important.) They will be a low priority for students, and they take up a lot of resources on your end and on theirs. You have already built a rapport with them, and they don’t need to hear your voice to remember that. 4. Do record lectures if you need to. When information cannot be learned otherwise, include a lecture. Your university already has some kind of tech to record lectures. DO NOT simply record in PowerPoint as the audio quality is low. While many people recommend lectures of only 5 minutes, I find that my students really do listen to longer lectures. Still, remember that your students will be frequently interrupted in their listening, so a good rule is 1 concept per lecture. So, rather than a lecture on ALL of, say, gender inequality in your Intro to Soc course, deliver 5 minutes on pay inequity (or 15 minutes or 20 minutes, if that’s what you need) and then a separate lecture on #MeToo and yet another on domestic violence. Closed caption them using the video recording software your university provides. Note that YouTube also generates closed captions [edited to add: they are not ADA compliant, though]. If you don’t have to include images, skip the video recording and do a podcast instead. 5. Don’t fuss too much about the videos. You don’t need to edit out the “umms” or the postal carrier ringing the doorbell. Editing is a waste of your time right now. 6. Make all work due on the same day and time for the rest of the semester. I recommend Sunday night at 11:59 pm. Students who are now stay-at-home parents will need help from others to get everything done, and that help is more likely to arrive on a weekend. While, in general, I dislike 11:59 due dates because work done that late is typically of lower quality, some people will need to work after the kids go to bed, so setting the deadline at 9 or 10 pm just doesn’t give them enough time. 7. If you use a textbook, your publisher probably has tests that you can download directly into your learning management system (LMS). Now is the time to use them. Despite publishers’ best efforts, these tests quickly float around online, so take a few minutes to add some anti-cheating protections. First, organize questions into test banks and have them fed to students at random. For example, if you want to ask two questions about pay inequity, select 5 of them from the test bank, and have your LMS feed two of them to students at random. This makes it MUCH harder for students to work together, because they will never get the same exact test as a peer. Second, change the wording on the questions so they can’t easily paste them into Google. In example questions, changing the name of the person in the example is one fast way to make the questions harder to locate online. 8. Allow every exam or quiz to be taken at least twice, and tell students that this means that if there is a tech problem on the first attempt, the second attempt is their chance to correct it. This will save you from the work of resetting tests or quizzes when the internet fails or some other tech problem happens. And since it can be very hard to discern when such failures are really failures or students trying to win a second attempt at a quiz or test, you avoid having to deal with cheaters. 9. Do NOT require students to use online proctoring or force them to have themselves recorded during exams or quizzes. This is a fundamental violation of their privacy, and they did NOT sign up for that when they enrolled in your course. Plus, they are in the privacy of their homes, sometimes with children who will interrupt them. It may be impossible for them to take a test without interruption. Circumvent the need for proctoring by making every exam open-notes, open-book, and open-internet. The best way to avoid them taking tests together or sharing answers is to use a large test bank. 10. You have already had some kind of in-class work, I’m guessing, so you do not need to further authenticate their identities on exams. If you are suspicious that a student is cheating–for example, someone was previously performing very poorly on in-class assessments and is now scoring very well, which might make you think that they’ve hired someone else to take the class for them–address that situation individually. 11. Remind them of due dates. It might feel like handholding, but be honest: Don’t you appreciate the text reminder from your dentist that you have an appointment tomorrow? Your LMS has an announcement system that allows you to write an announcement now and post it later. As you put your materials online, write an announcement reminding them of the due date to be released 24 hours before it is due. The morning of, send a note to everyone who has not yet turned it in. (In Canvas and Blackboard, you do this by going into your gradebook and right clicking on the header of the assignment. You’ll see an option to email all students who have not yet completed the work. It takes less than 1 minute if you are already logged in.) 12. Alert them to any material that is not appropriate for children to watch, including minute markers for scenes of violence or nudity. Again, you need to assume that they are doing their work with children in the background. 13. Make everything self-grading if you can (yes, multiple choice and T/F on quizzes and tests) or low-stakes (completed/not completed). 14. Don’t do too much. Right now, your students don’t need it. They need time to do the other things they need to do. 15. Listen for them asking for help. They may be anxious. They may be tired. Many students are returning to their parents’ home where they may not be welcome. Others will be at home with partners who are violent. School has been a safe place for them, and now it’s not available to them. Your class may matter to them a lot when they are able to focus on it, but it may not matter much now, in contrast to all the other things they have to deal with. Don’t let that hurt your feelings, and don’t hold it against them in future semesters or when they come back to ask for a letter of recommendation. **** This advice is very different from that which I would share if you were designing an online course. I hope it’s helpful, and for those of you moving your courses online, I hope it helps you understand the labor that is required in building an online course a bit better.
感觉现在目前主要的争论问题是：
1. 是选择synchronous还是asynchronous: 如果选择同步的话，需要考虑一些技术问题，以及accessibility的问题。看帖子里讨论的最多的还是Zoom, 我也大致看了一下，zoom可以用breakout room进行分组讨论，可以直接share screen让学看见自己的ppt, 可以同时看到所有学生的脸，如果不静音的话学生可以随时说话，也自带举手鼓掌等功能。学生可以用chatbox发言。66楼mm提到也可以https://www.bilibili.com/video/av92201684/?spm_id_from=333.788.videocard.0
多谢@https://baijiahao.baidu.com/s?id=1660266161640345305&wfr=spider&for=pc
https://zoom.us/docs/doc/Tips%20and%20Tricks%20for%20Teachers%20Educating%20on%20Zoom.pdfhttps://medium.com/@bruceclarkprof/online-teaching-4baf925b2f5d
2. 不管是同步还是非同步，后续问题都是要多大程度上要学生参与进来，如何考试，以及是否以同inperson课堂一样的强度和水平要求学生们
83楼也是分享的一些现实的考虑https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/
71楼mm也分享了一些tip..怎么给帖子加电梯啊！！
最后大家还有什么需要我更新在首页的，我再去加上。欢迎讨论啊。我其实是想寻求一些偷懒办法的。。
————————以下内容是原贴
之前没有上过纯网课。最近恶补了一些principle。请问各位faculty有什么有意思的活动或者经验教训分享一下？还有什么trick可以让我们轻松点的~~目前想到的：
1. 最好不当主播。如果要录lecture尽量把视频时间压缩在10分钟以内。（意思是如果一小时的视频要分成好几小段录。。。）
2. 定好每个周的学习目标，用discussion board 或者writing response检查学生是否达到学习目标
3. instruction尽量写得越详细越好。
4. 增加和学生的互动以及学生之间的互动，即使在留言板回复互动也好，或者强迫他们必须回复一个同学。
5. 降低期望值，大家都不容易，不要那么严格
——————
除了discussion board现在想不出来还有什么活动可以做。。求建议
🔥 最新回帖
mark
点名直接让学生输入自己的名字在chat area,zoom里的chat history可以存成文件
🛋️ 沙发板凳
她的意思是短视频，每个视频对应一个小知识点，一堂课有好几个小视频，中间穿插时实对话和讲解，而不是一口气录2小时，学生会看睡着的。
我不会录很多，以时实互动为主，不过学生们估计也会烦，因为意味着没法偷懒了。这个没有一定之规，慢慢摸索吧。据说好些学校明示暗示网课的课评不重要
因为直播太麻烦了啊哈哈。而且没法监测学生反馈，想象一下学生也不会坚持50分钟或者75分钟不分神。说过的一些重要指示学生也会忘掉，或者不太容易记得起来在多少分钟可以找到。
对对对 多谢解释~~
录播效果不会特别好的，而且其实双倍工作量，因为学生看的过程中原则上你要一直在线，随时被打断回答问题的。
我看的这个开始学Zoom，挺有用的。
我今天听说简单录播用Zoom就可以，也是建议的10分钟。
要编辑的就用Studio。
录播确实比上课费时间，但是可以反复使用，而且学生喜欢flexibility。我是把一周2.5个小时的课程，剪成了10段左右的视频，每个视频是单独的topic
我准备用zoom直播，基本可以实现所有线下课堂小组讨论案例教学等活动， allow join before host, default设置要求学生一进教室就全开视频camera，老师课后可以下载excel看学生上线时间和时长来take attendance, 并且一开始就立好规矩告诉学生我可以看到你什么时候进出教室，会记考勤，课堂发言计分，如果缩小窗口干其他事，超过30秒我这边可以看到学生away，这样基本和线下纪律一样，不然学习效果会非常差。
开始上课就mute 所有学生，发言要raise hand，老师才可以unmute学生，用breakout room进行小组讨论（random或pre-assign），举手或者chat问问题， youtube video和ppt都可以通过share screen实现，学生group presentation也是让学生share screen+ 开camera，没有网络的可以电话call in， 课堂quiz就用poll的功能现场投票选，debate也是先用poll分组，然后举手发表意见，其实比线下更方便统计。就是可惜没有国内那种给主播打赏功能，只能paypal打赏：）我觉得比录播威慑力大，随时可以cold call学生发言，可以看到学生表情反应。除了share screen，还可以share whiteboard或ipad/phone，过程中用触摸屏笔写板书。学生同时可以用 annotation 功能给你的ppt 加心和点评 take notes，chat里聊天，并保存聊天记录和notes。记得讲课开始同时进行 record功能， 就可以下课后保存MP4 给没来上课的学生看啦。我最喜欢的是zoom的skin touch自动美颜嫩肤功能和virtual background 功能（视频设置里），可以从外太空给学生打招呼上课~~欢迎大家点评下我这个计划是否可行
我们也是用这个
感觉还是很能互动的啊
神马happy face，toofast/tooslow， confused
agree/not agree
分组讨论， present
polling
我跟层主做法相似。我是准备好ppt，然后直播。只不过我用的是WebEx. 考试时用Respondus.
直播的话你们有没有考虑时区问题？
MARK学习一下，听上去很有经验
考虑了啊，但是基本上没啥大问题，学生们都是夜猫子。
穿戴整齐
不过大部分时间老师的脸他们看不到吧，还是以全屏PPT展示为主，穿插老师露脸？
多谢🙏
听上去好炫，去买zoom股票了
原则上跟以前一样啊，否则三门课同时直播，学生咋办
不用开卷考啊，Respondus 是lock screen browser + webcam monitor. 学生的电脑屏幕会被锁住，只能考试，同时 webcam 会监视学生是否作弊。
iMovie
从learning effectiveness来说，你这个肯定更好，但要考虑到学生目前是否因为疫情很stressed。还是弄简单些
这是真的，我们学校好多课被学生找到dean那里，把final变成optional或者take home
我用过blackboard collaborate
明天test一下zoom
但是根据很多同事的反映，肯定Zoom更好用
是的，别说学生了，我都很stressed，差不多就可以了。我自己还得在家home school俩娃......
我也用zoom直播，如果让学生通过视频，两两分组讨论，怎么弄
层主你的建议太好了。请问一下zoom怎么样可以写板书啊？我想ppt和板书结合，不知道怎么操作比较好。我的电脑是surface pro，但是我有ipad，有在一起操作的可能性吗？谢谢谢谢！
比较理想化。国际学生怎么办，半夜起床上课互动？家里网络不行很卡的怎么办？这种突发事件，人心惶惶而临时转网课，强制学生认真投入有点强人所难了，毕竟不是给注册了online program的学生的课。
其实楼主写的是现在比较现实的一些办法。
这个时候就不要点名了吧，每个人的上网情况不一样，强迫学生冒着感染的危险跑去公共或者学校图书馆排队上网也不好
zoom breakout room
mm能说说为什么blackboard不好用吗？学校没有subscribe zoom...哎...
我们学校也还没subscribe，但是学校也鼓励用，有些系给付钱，不过一个月才15，就是自己付也没啥。 blackboard如果有surface还好一些，否则手写方程是个问题。我现在可以用ipad搞定，但是要多一道工序。zoom可以直接mirror。而且有些基本功能，blackboard只能说有，感觉就是iphone 和android phone的区别（我这里没有黑安卓手机的意思...），总之用户体验不太好。当然我一直不是很喜欢blackboard，可能有bias吧。
这种时候还是不要冒险用新技术了，对自己和学生都宽容一点。特别是我们是州立大学，也不知道每个学生回到家里是什么情况。这个时候的目标就是大家都努力survive过这个学期就算完事了。
我已经把一个考试改掉了，改成open question，自己批起来是费事，但是让学生更好操作一点。
我也在想怎么改掉考试，本科生基础课，都是方程， 很多步骤，怎么改啊...
改成几道大题的open book take-home exam行吗？我本来是一个闭卷考试+小组大project的，现在得全部废掉重新弄，只能想着自己辛苦点，给学生行个方便了。
我本来就是open book, 那还这么考吧。看你提open question，楼里还有mm提选择题，琢磨了一下，不好改啊
你open book就好办多了，就这么考，写方程的让学生手机拍张照片upload一下就行。
我本来的闭卷考试都是选择题的，所以只能舍了，给他们换了开放性的题。非常时期真的只能降低要求和相互体谅了。
多谢分享，如果可能的话，请把其他网友的建议也总结到主贴里，这样方便大家使用，辛苦。
太感谢了！哈哈我也不喜欢blackboard，界面还是使用感都不大好。
点名直接让学生输入自己的名字在chat area,zoom里的chat history可以存成文件
mark