These pages contain important information for UW-Green Bay instructors regarding continuity of instruction in the event normal instructional processes are disrupted due to H1N1 or other contingencies. Specifically, they address disruptions of up to two weeks in which absenteeism is very high or social distancing is implemented.
We firmly believe that everyone can offer something minimal in scope that allows the teaching and learning processes to move forward in a significant and meaningful manner in challenging situations.
The suggestions and ideas listed include both pedagogical and technical solutions. The lists are intentionally kept concise and to the point. In that spirit, here are some overriding bullets.
- Do something now before the emergency. This is so important. Attend the offered focus groups. Attend D2L training. Talk to your students. Develop your plan.
- Talk to colleagues now and plan for emergencies. Instructors get sick too, or they can have their hands full taking care of sick family members. Who is your backup? Are you a backup for someone else?
- Practice now what you intend to do later. If you plan to send attachments via email, try it now from the computer you will be using at home and make sure you can find your class list, etc.
- Make sure your students can access what you’re trying to give them. Students know email and D2L, but many are not familiar with GB Share or Wikis. If you want to use less conventional technologies, practice before you need it.
- Assume technical support will be stretched. Don’t expect miracles. Know where the resources are. The priority of tech support will be to bring as many as possible to that minimal but meaningful level.
We understand that no one will be able to move their courses fully online in a manner consistent with sound instructional design principles and offer all the functionality of a well designed online course for just two weeks, but that is not necessary or desirable. All we have to do is get through the emergency.
This resource is the collective work of Heidi Fencl (CATL), and Leif Nelson (LTC).