The implementation phase includes the actual delivery of the course, from content to assessment.
THINK ABOUT THE STUDENT EXPERIENCE.
Coordinate with colleagues and learning professionals and use the same systems to decrease the cognitive load on students of using different system for everything. You may have favorite tools you like to use, but if every faculty member does that, imagine the student experience! Use supported tools, so students don’t have to figure out new ones for each class or log in to a variety of different tools.
It is also important to remember that students go home to a variety of circumstances and environments. Understanding that and being flexible is not only kind, but also equitable.
- Preparing Quietly for a Fall Without In-Person Classes (Links to an external site.)
Inside Higher Ed, April 2020
Excerpt: “The shift to remote learning that most colleges have taken this spring, this person continued, ‘works well for the learners who normally do well at our institutions,’ but not nearly so well for the ‘already disadvantaged’ students who have ‘more chaotic lives’ and need more support than can be delivered by a professor via Zoom lectures and email. ‘It will drive inequalities.’”
CONSIDER OFFERING A VARIETY OF ASSIGNMENT OPTIONS.
Perhaps allow students to choose between written papers and video submissions. Or perhaps students could build infographics or produce a podcast that provide different ways of working with and processing the content. In addition to providing multiple ways for learners to demonstrate mastery, it will cut down on the number of papers you have to grade.
- Explanation Effect: Why You Should Always Teach What You Learn (Links to an external site.)
Medium, February 2020
Excerpt: “It is peculiar irony in life that the fastest and best way to learn (Links to an external site.) something is to give it to others as soon as you learn it — not to hog it yourself. Knowledge wants to be free. To rest in other people’s minds. To connect to other knowledge. It’s an innately social organism. Therefore, teaching is knowledge’s oxygen. In teaching what you learn as soon as you learn it, magical things happen before, during, and after.”