Tagged: online learning

Remote Online Teaching in The Age of the Virus

The Google wordmark is painted on the pedestrian path of the Pulaski Bridge in New York City but the "O"s have been replaced with surveillance video cameras.
You’re comfortable using Google products, right?

With the spread of COVID-19 into a global pandemic (thanks Trump!), all of my jobs are transitioning to remote instruction. CUNY Queens College remote classes go live on Thursday, March 19, and my classes at Pratt Institute are due to restart online on March 30. At NYU, where I am an hourly, contractor, we’ve been told to work from home until further notice.

As a knowledge worker, I am lucky that I can still work and earn money in this disrupted environment. My 2015 MacBook Pro works as good as it did five years ago, I have fiber-optic Internet at home, and, should I need to travel, my unlimited mobile data plan includes tethering. I also have a good USB mic for recording lectures.

For some techno-utopians, this might seem like the realization of a long-awaited reality: the mass-adoption of telecommuting and of online education. But as I think we’re all learning, transitioning to remote work and to distance learning is incredibly difficult and will certainly be less effective than being at work and at school.

I can’t offer much advice on remote working. I’m literally going through on-the-job training in that department. However, I can offer some advice on online teaching. I’ve taught many iterations of two online courses for years, namely Contemporary Media and Media Technologies during the summer and winter sessions, and here’s what I’m doing for my current classes in the age of the virus.

Just Google It

For years, I’ve been cool to using Google products. But I use Google Classroom and G Suite for assignments for a couple of reasons. First, Google Classroom doesn’t have too many features, and thus it is still pretty easy to use. For example, it’s a lot simpler than the bloatware that is Blackboard. Second, Google’s apps are what my students will encounter in the “real” world. Or, at least, these apps work like the ones other companies uses, such as Office 365. No one is going to use Blackboard or Moodle once they leave school.

Change How You Teach

Was your in-person class a three-hour lecture? Don’t run your online class with you talking to a webcam for three hours! That’s a sure way to have students do something else while you lecture, thus defeating the purpose of having the class in the first place.

You’ll have to deconstruct your class into parts. Some will have to become asynchronous, and some can remain synchronous. Let’s go through the two.

Asynchronous Activities

Asynchronous activities are those that are done on the student’s own timeline, not at a specific date and time. However, in order to keep students on task, you should require students to complete activities by a certain deadline.

Readings

You already assign readings from a textbook, a journal article, or something posted on the Internet. Think of other material that may complement those readings.

For example, as I teach film classes, I will assign one or two more critical essays each week that are available through EBSCO, JSTOR, or whatever databases your university subscribes. There are also some that you can access on a newspaper’s or magazine’s website, and there are other good readings on the open web. It is up to you, of course, to review and validate their value.

Lectures

For years, online teachers have evangelized the idea of the flipped classroom. In this model, you record your lecture ahead of time and have the students watch it on their own. It’s called “flipped” because you do some other activity—group work, discussion sessions, a lab, etc.—during the class time, instead of having the professor lecture at the class. In the age of virus, there won’t be an in-class session for the “other activity.”

My approach to lectures is to record a slideshow with voiceover narration, export it as a video, and post it to YouTube for students to watch. I prefer to post these as unlisted videos on YouTube because students are familiar with how YouTube works.

The most important lesson I’ve learned over the years is to compress the lecture into something much shorter than you normally do in-person. My two-hour lectures, for example, become twenty-minute presentations. Because you’re not interacting with students and checking if they understand you, you can proceed a lot faster. Students can pause and restart the lecture, as well review and rewind as they see fit.

There’s some art to crafting effective slides for this medium. That only comes with practice.

Film Screenings

Three of my four classes this semester are film classes which have screenings. I still want students to watch the films we had planned for the semester, but having them watch them on their own is tricky.

In the old days, we would have students watch films by requesting the titles from the reserve desk at the library. However, since we’re social distancing as much as possible, it would make sense for students to stream the titles online. And that is where things get tricky because each option comes with its own complications.

  1. Pick a streaming service that students can subscribe to, such as The Criterion Channel, and assign films from their collection. Subscriptions for The Criterion Channel, for example, are available on a monthly basis for $10.99 and yearly basis for $99.99.
  2. Point students to titles available for rent or purchase through Amazon, iTunes, or Google Play.
  3. If your institution or local library has a generous license to Kanopy, you can use that option to assign films from this collection.

Some of these options might be unaffordable for many students. After all, I have about six to seven weeks of the semester remaining. That’s a lot of films for students to rent or buy. And in the case of certain institutions, Kanopy might be too expensive. That’s why the New York Public Library did not renew its Kanopy subscription.

Essays

For essays, I’ve posted a Google Classroom assignment with an attached Google Doc that students must use to write their essays. You can configure it so there’s a copy for each student. I wouldn’t call grading essays “easy,” but you can comment on essays and return the work within the Google Docs—Google Classroom environment.

It works only if you require students to use Google Docs. Sometimes, they don’t observe that rule and upload a Microsoft Word document, a PDF, or even an Open Office document. Unfortunately, none of these work for commenting in Google Classroom, and you have to make students resubmit the assignment correctly.

Quizzes

Google Forms allows you to make quizzes. If you do objective questions and provide an answer key, the “robot” will grade the questions for you. Otherwise, you can grade subjective questions manually.

I prefer not to use Google Quiz for subjective questions. Students cannot save their responses to complete their work later. They have to finish it in one sitting.

Take-Home Exams

Because proctoring exams is impossible without creepy surveillance technologies, I assign students take-home exams.

As I mentioned earlier, students can’t save their progress in Google Forms. Instead, I prefer to write questions in Google Docs. Students write their responses below the question. I grade the responses by using commenting feature in Google Docs. Then I add up their points, record the score, and return the assignment.

Google Classroom allows you to use rubrics, but I hate rubrics so I don’t use this feature.

Synchronous Activities

Synchronous activities are those that are done at a specific date and time, either with the entire class, with groups of students, or one-on-one sessions with an individual student.

Discussion Sessions

For the remainder of the Spring 2020 semester, I am scheduling an hourlong discussion section for each of my classes. We are hosting these on Google Meet, which normally allows for 100 simultaneous participants. But in the age of the virus, they increased that limit to 250 participants.

Office Hours

Since 2016, I have been using the self-scheduling appointment slots feature in Google Calendar. I use these so students can sign up for in-person office hours, although they can also schedule remote appointments through Google Meet.

In the age of the virus, all meetings will be remote and held through Google Meet. Students who sign up for an appointment will receive a confirmation email of their appointment. The email—and the entry in the student’s Google Calendar—contains a link to the Video Call and a phone number (with a PIN) to join the call by telephone.

Generally, I only use the audio-only feature of Google Meet, but in case you want to present something to a student, it makes sense to use the desktop web browser or the mobile apps to do this.

Need More Help?

If you’re interesting in learning more about transitioning your course to online, remote instruction, get in touch with me on the Contact page. We can discuss a plan that could work for you.

The above link to Amazon is an affiliate link. If you buy something that link, I will earn a commission fee.

Why Bother Taking a Class When You Plan on Missing Half of It?

The winter session at Queens College begins in a few days, on January 2, and, today, I emailed the enrolled students about my online courses: Media Technologies and Contemporary Media. My welcome message lays out the schedule for the three-week term. My courses consist of twelve modules, just like the ones we cover in the in-person classes offered during the traditional fall and spring terms.

Within a few hours, I received messages from two students asking if they can finish all the course material early. Coincidentally, both students said they would be out of the country for about 10 days, starting on the 2nd, and that they would not have Internet access while abroad. One student suggested that they planned on finishing the work before they left on the 2nd. In other words, they wanted to complete all the work within a few days—something that takes over over two weeks on our accelerated winter schedule and that takes about two months in the fall and spring terms.

To be clear, going away is not the issue. I am running the course from California, which is quite manageable, because I have reliable Internet access and my mobile plan allows for tethering. But every year, my dad wants to visit Guatemala and I always have to rebuff him because I am not sure if I can reliably tend to the courses while out the country.

Why did these students enroll in a twenty-two day course and plan on missing about half of it?

This past semester, I found six cases of suspected plagiarism. Right now, I am in a distrustful spirit, and I have to wonder: were these students planning to cheat? Did they get the work from another student and just planned to dump that work as soon as they could?

I suggested to both students that they drop the course before it starts and take it when they actually have a chance of doing the work in a meaningful way.

My Revised Online Summer Intensive Course

This summer, I’m teaching two online courses at CUNY Queens College.

  1. Media Technologies, between June 4 and June 27
  2. Contemporary Media, between July 2 and July 26

I’m following a similar structure from the past, which I have described before on this site. Each course includes twelve modules, and for each module students will have to complete the following:

  • read an assigned chapter from the textbook
  • watch a video lecture of a narrated slideshow
  • take an online quiz consisting of objective questions

After four modules, students will take an exam consisting of subjective questions that they will have five days to complete.

In the past, I used to release module consisting of a video lecture and a quiz for a course topic and would have them due the following day. But having read a blog post by Anastasia Salter about “Rethinking the Online Summer Intensive,” I rethought my own online summer intensive courses. I didn’t quite go as far as Salter who released all the modules at the beginning of the course. Instead, I wanted to strike a balance between giving students the flexibility of completing work on their own schedule but also provide some structure where students won’t feel overwhelmed.

I kept the daily release schedule but changed the daily deadlines for quizzes to a weekly one. Everyday between Tuesday and Friday, I will post a recorded lecture and a quiz. But instead of making them due the following day, I’m providing students some flexibility and allowing them to submit the four quizzes by Monday night. That gives students at least three days to complete their quizzes. They can either keep apace completing a quiz per day or they can procrastinate and binge the weeks’ material.

And I’m also setting up twice-weekly office hours via Google Meet, which I’ve only used once, but I think is a tremendous improvement over Google Hangouts.

I didn’t implement her other changes, such as the 100-point grading scale for the whole semester. I understand the appeal of a “progress bar,” but how would I account for getting ten quizzes and three exams to add up to 100 points? That would require granting students four points for a quiz of at least ten questions.

My First Online Course with Google Classroom

Earlier this week, I submitted the grades for my first online, winter-session class. As I wrote earlier on this site, this was my first experience with a fully online course, either as a student or as a teacher. Aside from speaking with a couple of students who have taken online classes and colleague who has taught a language class over the Internet, I developed this course in a vacuum. This was both liberating and challenging. I felt free to use whatever tools I wanted, but I was also plagued with the uncertainty of whether I was doing things The Right Way, or what technologists refer to as “best practices.”

Since I have taught this class face-to-face for several semesters, I adopted the course into twelve media technologies. Each media technology constitutes a learning unit. The structure is basically as follows:

  1. Manual to Mechanical Media
    1. Writing
    2. Early Print
    3. Mass Print
    4. Photography
  2. Electromechanical Media
    1. Telegraph
    2. Telephone
    3. Motion Pictures
    4. Sound Recording
  3. Electromagnetic and Digital Media
    1. Radio
    2. Television
    3. Computers
    4. Internet

My colleague, who I’ll refer to as Claudine, suggested that I divide the class into a series learning units, each consisting of objectives, assignments, and assessments. I took her advice and, for each media technology, I assigned students to…

  1. audition a short introductory lecture that explains the media technology and emphasizes impacts of that technology on the society that adopted it,
  2. read a chapter from Irving Fang’s textbook Alphabet to Internet and a condensed version of an article from the fifth edition of the anthology Communication in History,
  3. take a quiz on the material.

After studying four media technologies, I assigned students a midterm exam consisting of essays.

The course was mostly asynchronous. Because the course was online, I wanted to provide students with some flexibility. Nothing about the course was live. They did not have to “tune in” to a lecture. Everything was designed to be completed at his or her own pace. However, because the winter session schedule was so compressed and had to “squeeze in” an entire semester’s work in three weeks, I did require students to complete four learning units per week to keep apace.

Here’s how I set up each learning unit of the course: