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Announcements, TLC Talks

Transitioning from Face-to-Face to Online Instruction during COVID-19

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By the TLC Staff

Under these unprecedented circumstances, the amount of information circulating on distance learning can be overwhelming. In response, The Teaching and Learning Center compiled a short guide available at cuny.is/transition as part of a broader effort to help instructors reimagine their teaching practices from the classroom in an online environment and to keep in mind the needs of our student body at CUNY.

Having to shift rapidly from F2F to online requires instructors to make adjustments and simplify. The guide offers possible tools depending on your pedagogical approach, along with some tips to help with the transition.

Also check out the CUNY guide from @RanknFileAction, How to Transition to Online Teaching During these difficult times. Below we summarize and add to some of the main points from this guide:

Give up on business as usual. These are unprecedented circumstances for you and for your students. As you do regularly in your teaching, be as transparent as possible. Talk and/or write to students about WHAT you’re prioritizing under the new circumstances and WHY. Bulleted emails with things to do & resources are practical.

Grade generously. Everybody is trying to navigate this new situation, including your students. Be kind when grading and assessing your students’ assignments. There are many other factors and issues that are affecting their lives and work at this moment.

Prioritize asynchronous teaching & include flexible times when students can connect with you and/or their classmates. Remember that students are taking different classes that may require different tools (with different logins too!). Don’t introduce too many new platforms/tools at once. Solutions need not be high-tech as long as they can still achieve your pedagogical goals.

Accessibility. By prioritizing asynchronous teaching and adding flexible times, you are making your course accessible since technology access is an issue for some students. Make assignments lower or no stakes. Build in time for students to adjust, and move toward higher stakes assignments as students gain facility and comfort.

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