All instructors, working with their departmental colleagues, should think creatively of ways to deliver curriculum in alternative modalities should the need arise. For example, can your course be moved online, are there alternative assignments you can use in place of things like labs, etc., or in the case where this is not possible, can we determine how to work with students to complete the semester in the event of an interruption? We hope this will not be the case and have no indication currently that we will need to do this, but we should be prepared. The Center for the Advancement of Teaching and Learning (CATL) has prepared collections of resources in regards to moving courses online and insuring that we are teaching as part of a safe and inclusive environment for all students.
CATL has collected a number of resources to help instructors and academic staff foster a safe and inclusive environment for all students on our campus. In light of the discussion surrounding COVID-19 (Coronavirus) and the xenophobia, discrimination, fear, and bias that pervades its portrayal in the media, we hope to support and encourage instructors to consider these pedagogical strategies and responses should they happen in your classes or in interactions with students.
Inclement weather, natural disasters, or other emergencies may lead to an extended loss of class time. CATL has put together some resources that may help you in planning for the inability to meet in person, and how you may continue to speak with students, guide their learning, and collect assignments and assessments.
Low stakes means that students and instructors have less pressure on an assignment that involves some work towards an eportfolio.
Medium stakes means that either instructors of students have some pressure from the eportfolio
High stakes means that both instructors and students have the most pressure on this version of an eportfolio
Students are asked to identify and store an assignment that they’re proud of.
Students are asked to identify and store an assignment that meets a course or programmatic outcome.
Students are asked to identify and store all assignments that meet a course or programmatic outcome.
Students are asked to consider making changes to an assignment for future use.
Students are encouraged to make changes to their work to better represent their academic progress through a course or program.
Students must post a final, revised, polished version of their work.
Students are asked to think about what kinds of skills they are developing in completing an assignment.
Students are asked to document the skills they are developing while they are completing an assignment in some written form.
Students are asked to reflect on the skills that they developed while completing an assignment and then consider how those skills can help them with future goals.
Students are asked to consider how skills from an assignment might transfer from that original assignment to a new one within the same course.
Students are asked to consider how skills from an assignment transfer from one assignment to a different course assignment in the same program. This can take many different forms: paper, presentation, matrix, video etc.
Students are asked to analyze and synthesize how their skills transfer from one course to another in a different program; or how those skills transfer into a professional setting. This can take many different forms: paper, presentation, matrix, video etc.
Instructors can ask students to submit materials that are germane to the course, and then ask them to hold onto it for when they have a medium/high stakes eportfolio assignment.
Instructors can ask students to submit materials that are pass/fail, where they turn in assignments germane to the course, and then ask them to include it in a course portfolio with the final project.
Instructors can ask students to submit drafts, remediated assignments, and edited versions in order to offer multiple opportunities for students to submit their best work to a final portfolio, which is also assessed for points rather than completeness.
Instructors can ask students to participate in a peer review activity where students review materials that might be included in a portfolio at another time.
Instructors can ask students to participate in peer review in order to post a remediated version of the assignment to the final portfolio.
Instructors can ask students to review and provide feedback to their peers while they review a final draft of the eportfolio with all artifacts, and framing language included.
Students can collect drafts of their work as handwritten artifacts, photographs of those artifacts, or they can keep track of born digital documents that they created for course work. They can store those assignments on a flash drive, or within an eportfolio system to frame at a later date.
Students can showcase their work within a course by providing a PDF of all of their work they hoped to include in their portfolio to their classmates. This could also be included in an eportfolio building tool that allows students to attach reflections about that specific artifact.
Students can claim a domain where they store their work across their academic career and then build a website that showcases the work stored on their own server. This is the most sophisticated way to maintain access to the actual artifacts, and the most difficult to learn how to use.
Students can keep their work private between themselves and the instructor within the course.
Students can keep their work private within the course, but have peers comment, and provide feedback separate from the portfolio
Students can make their work public and available by hosting their work on a content management system, and building a social network to build social capital in a professional setting.
Good-bye, rust-colored chalkboards! Over summer 2018, dust-covered Theatre Hall 316 was transformed into a collaborative learning space. Those who teach and learn in this room may structure it in multiple ways to foster learning and engagement — with or without the use of its state-of-the-art technology (further resources below).
Instructors and students will have access to six computers with LCD screens, and one computer with access to a main projector & screen. More importantly, the classroom furniture is easy to move and reconfigure to support various forms of engaged pedagogy. A few of these configurations are highlighted below. (We couldn’t resist giving them goofy-sounding names as a nod to one popular Swedish furniture retailer.)
The first configuration, “Kerjasama,” is for classes in which groups of students work directly with the technology. The room allows groups of six to organize around a computer and screen. Instructors and students will have access to 6 computers with LCD screens, and one computer with access to the projector & screen. The use of a matrix will allow them to share one screen across all, or to allow for each of the seven computers to display on a given screen at the same time. Student groups may choose to use the installed computer associated with their group or they may connect their own devices to their group’s LCD screen using an HDMI or VGA cable.
The second configuration, “Le Bistro,” allows for groups of four students to engage in group work and discussion without the distraction of technology but with the flexibility to use their own devices if needed.
For those interested in creating a seminar-style classroom, “the Volksregering” configuration allows students and instructors to engage in conversation as a whole group. A number of tables can be removed from the square configuration for smaller seminars.
For days in which students or instructors wish to lead the class in a presentation, the class will likely want to use the “Darlith” configuration. This layout allows students to congregate around the main screen and projector, and for one speaker to take center-stage.
Those leading discussion may wish to use the small, movable lectern that’s large enough to hold a wireless keyboard, mouse, and a drink.
Resources for Active and Collaborative Learning
Instructors assigned to this room who are looking for some guidance and support in it’s use, please know that the Center is here to help! If you need help navigating the technology, reach out to the Help Desk at 920-465-2309 or email@example.com.
Schedule a consultation
You can schedule a one-on-one consultation with an instructional designer today by writing firstname.lastname@example.org. CATL is able to help instructors design their courses, assignments, activities and overall pedagogical approach. If you’re looking for a tour of the technology with a member of Client Services (IT), contact the Help Desk (email@example.com) for more information
Online readings & resources
Wish to explore research-based best practices on your own? “Check-out” any of the following readings that support active learning activities and philosophies.
If you’re looking for insights into particular collaborative and/or learning techniques that may work well in an active learning space, you may wish to explore the following well-regarded texts, all of which are available in the CATL office or via the Library as e-books: