Nov 4: 9. Teaching online. What special considerations are there for remote or online instruction, whether synchronous or asynchronous? What are some best practices for teaching online, for course design and operation, the content & structure of course meetings and assignments, how to best promote discussion and peer interaction (synchronously or asynchronously), how to run tests remotely, and other matters? Does teaching online undermine learning success, relative to teaching in person?

Blaine Smith and Cynthia Brame, “Blended and Online Learning,” Center for Teaching, Vanderbilt University (2020), Smith & Brame.pdf
Remote Pedagogy Task Force, University of California at Berkeley, “Remote Teaching Best Practices for the Social Sciences,” (Jun 2020), Remote Teaching Best Practices.pdf
Indiana University, “Teaching Online: Designing and Teaching for Impact in Online Courses” [Canvas self-paced course] (2020), distributed via UC-Davis. See especially “Communicating with Your Students.” Browse the rest as you like. Communicating with Your Students.pdf
Optional: Rebecca A. Glazier et al., “Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science,” Journal of Political Science Education 16 (2020), 142-157, Glazier et al JPSE 2020.pdf

Collaboration Tool: (use Session 9) Google Doc for this class session's breakout work

Recording: Zoom Class Recording Nov 4

Learning Objectives

Describe some recommended best practices for design and implementation of courses involving a significant online or remote component. Consider all facets of course design, e.g., organization, the establishment of classroom and online course norms, nature of daily activities, assessment modalities, active learning and interactive elements, techniques for inclusion, etc.
Relate these recommended best practices to our science-based understanding of learning.
Identify techniques you intend to apply in your teaching practice.