What is it?
“Content” refers to the information conveyed in the course, as well as to the skills, values, and dispositions that students will develop as a result of taking your course. Depending on the type of course that you teach, you may need to adapt your current course content for remote teaching. You may also want to consider adding any new information, skills, or values that will now need to be part of your course, based on the new delivery format.
Why is it important?
Both remote teaching and online course (re)design involve repurposing, adapting, curating, and creating content. As you move to an online delivery format, you will discover that some of your content will still work well. At the same time, you may find that some other content will need to be reconsidered to still be able to aid student learning.
How to do it?
As a general guiding principle when deciding what content to use for teaching remotely or for a full course redesign for online teaching, you may want to Keep it Simple for you and your students and also Keep it Relevant and Personal, so that you can still build a connection with your students.
Based on your upcoming weeks of teaching, focus first on the content that you need to teach and the learning activities and assessments that students will need to complete based on that content:
- Can all of the content be transferred online (e.g., syllabus, course schedule, lecture slides, problem sets, readings, quizzes, worksheets, etc.)? What format will you use (e.g., PDF, Word doc)? Will it be time-effective to convert your quizzes to a Canvas Quiz format? Is there any particular content that you plan to use online possibly not accessible to students with disabilities?
- Will lecture be your primary mode of content delivery? Will some or part of the online content now be delivered through a synchronous (i.e., real time) Zoom lecture, with students attending, or through an asynchronous (previously-recorded) Zoom lecture? Keep in mind there will be advantages and disadvantages to both. You may wish to contact CEE or ATS with questions about choosing synchronous vs. asynchronous format.
- Are there additional pre-existing videos (e.g., through Youtube or other sources) that you could use to supplement your teaching and upload to Canvas?
- Can discussion sessions, lab activities, and office hours be moved online through Zoom or another tool?
- What communication channels are in place so that you can reach out to all students and also so that students can reach out to you if they have questions? Students will likely have several questions and it would be ideal to set up some type of FAQ page in a Canvas Discussion Board where you can clarify what students should do, when, and where they can find the learning materials.
- What format are you thinking about for your final exam? If it will be an online, proctored exam, you may want to contact Academic Technology Services early in the quarter for information on how to set up your final exam with the online proctoring service used by UCD. Keep in mind that an online proctored exam may or may not be appropriate for your class. Click here to view alternative assessments that may be a good fit for your course.
Just-in-Time Teaching Resources:
- Covering content: https://cee.ucdavis.edu/jitt/covering-contentActivating your lecture: https://cee.ucdavis.edu/jitt/activating-lectures
- UC Davis EdTech Commons: http://edtech.ucdavis.edu/getting-started/teaching-stages/
- Linder, K. (2017) The Blended Course Design Workbook: https://www.library.ucdavis.edu/guide/center-for-educational-effectiveness-cee-resources