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Hege Library & Learning Technologies
Hege Library & Learning Technologies
Check out this group piano case study from Chen Wei, Clinical Assistant Professor of Arts at NYU Shanghai, for information on how she moved her course online using video conferencing and recording tools.
Other case studies of NYU Shanghai courses are available on their online Digital Teaching Toolkit.
Instructors from all over have started a Google Doc sharing Ideas for Teaching Clay Online: take a look to get some ideas, and feel free to add yours!
Many lab courses require specialized software, hardware, and/or other materials that may become inaccessible to faculty and students in the event that in-person classes are suspended unexpectedly. How can you move forward with lab activities in the case that your lab course needs to be taught online for a period of time?
Ward Science is providing a comprehensive list of essential materials and resources, including free extended access to educational software and applications, free downloads and online resources for at-home learning, and hands-on science kits and materials to distribute to students for learning at home.
The information above was adapted from an informational page by Middlebury College: thank you, Middlebury, for gathering these resources!
See this page from Harvard's Bok Center for Teaching and Learning with options for conducting science labs remotely, depending on whether the focus is learning techniques & their application to specific experimental situations; interpreting experimental data; or project-based lab research.
Dartmouth's Teach Remotely site includes a page on Remote Lab Activities and Experiments, as well as a link to the POD Online Science Simulations and Laboratory Resources.
Inside Higher Ed: Remotely Hands On and How to Rethink Science Lab Classes.
See this page from The Center for the Advancement of Teaching at Wake Forest ont adapting labs and studios for remote learning.
Some student projects will result in some type of presentation, such as a speech, demonstration, or performance. In the online context, these performances will usually need to be transmitted over the internet in a digital format, either synchronously or asynchronously.
If the learning objectives for the assignment can be met with a recorded (asynchronous) performance, invite students to record their performance in an appropriate format. Check with your students about the options available to them: in the case of students who do not have access to a laptop computer or mobile device capable of recording decent quality audio and video, faculty members can request a library device for a student to check out for the duration of an emergency situation. Depending on the particulars of the assignment, you might ask students to record audio only, an audio voiceover to a slideshow, a video, or some variation on these formats. Students can then upload the recording using the Assignments tool in Canvas.
If the learning objectives for the assignment are best met with a real-time (synchronous) performance, Google Hangouts or Zoom are the tools currently supported institutionally. The audio and video fidelity of a video conference transmission will not be as good as a direct personal experience in a face-to-face context, especially for the subtleties of a musical or dramatic performance, but may be the best we can achieve under the circumstances.
The information above was adapted from Pepperdine College's Center for Teaching Excellence: thank you Pepperdine for making this information available.