Remote Instruction Preparation
This matrix is designed to walk you through the essential steps to prepare yourself and your courses for remote instruction. This includes reviewing your course objectives, material, and resources, as well as connecting with your students and establishing communication. The 'Course Activity' column are items that should be completed to best prepare. The 'How to Accomplish' column includes suggestions and links to tools you may use. The 'Suggested Date' is our recommendation for when to complete each item. Printable version with checklist
|Course Activity||How to Accomplish||Suggested Date|
|Pre-Term Start||Create your Remote Teaching Plan||Download and complete the remote teaching plan worksheet.||March 23rd-30th|
|Update your syllabus||Include your communication and new course details as necessary. (Here's a template full of suggested language and resources!) When you're ready, upload it to Blackboard or add it to your Welcome email.||March 30th-April 5th|
|Identity essential material to distribute||
Check your remote teaching plan - what are the essential components for week one? What are your goals for this week, and do any of those goals rely on material that need to be converted to a digital format?
|March 30th-April 5th|
|Send first Welcome Message||
*Rosters are subject to change until 5PM on April 3rd. You may wish to send this message more than once to include newly enrolled students.*
|Distribute student Remote Readiness Survey||
In your Welcome message, consider including this short survey to students. While this will not ultimately be the determinate of how you teach, having a better idea of where your students technology capabilities are can inform important decisions you need to make.
For example, if less than half of the class has reliable home internet, requiring synchronous sessions on Zoom might not be successful and an asynchronous option should be considered.
|Review Week One||
By now you have completed a review of your course content for the first week or two of class, considered how you will deliver your essential content, and communicated critical information to your students. (Take a deep breath.)
Before the class officially opens, consider the information you have gathered. Is there anything glaringly missing? Are there stakeholders (your chair, admin, elearning staff) who you need to contact for any information? Remember that you can control the availability of your course by updating the Course Properties.
|April 1st -5th|
|First Week||Post Welcome and Syllabus||Your roster should now be finalized. Welcome your students through your established communication method. Introduce yourself and the class.||April 6th|
To comply with COCC's Attendance Policy you'll still need to take attendance. Unlike a standard f2f attendance check on specific class days, you'll need to use an asynchronous attendance activity such as:
*The attendance deadline for classes meeting M/T/W/TH is April 9th. For classes that meet on Fridays, the deadline is April 10th.*
|Manage Late Enrollments||
As usual, there is likely to be much shuffling of students during the first week of Spring. If a student approaches you requesting a late add to your course, you will need to electronically approve them to register in Bobcat web (no blue slips this term!).
If you have students who are struggling to technology and access, you can refer them to Admissions and Records and/or eLearning.
|Get Started Teaching!||
Hopefully by day two or three of term you can start diving into the real curriculum of the course. Remember that there are best practices, pedagogical recommendations, and more tech resources available on the Tools and Resources for Faculty page.
|Ongoing||Host Office Hours||Host virtual office hours. This means being available for student questions and consultation during a specific, predetermined period of time. You can host virtual office hours through Zoom, or simply be readily available through email or phone...whatever works for you and your class.||April 13th ->|
|Deliver Content||Keep calm and carry on: deliver your lectures, assess student comprehension, provide grade information and feedback, and engage with your class to the best of your ability.|
A hat tip and thanks to PCC for the inspiration for this resource.