A few general points to keep in mind as you (re)design and prepare to teach your remote/hybrid course

1. The goal is the same – to provide a quality educational experience that meets your course’s learning outcomes.
2. Start simple: If redesigning, target a few areas of your course to translate effectively into the new mode of instruction. You can start by using this checklist to review your course design and identify target areas to focus your redesign efforts.
3. Take it step by step: Focus on getting a basic plan for how you will teach your remote/hybrid course. As you plan, leverage these CMU crowdsourced and evidence-based concrete strategies for your teaching context. Recognize that you can make adjustments as you go.
4. Use technology wisely: Leverage technologies from the recommended toolkit to provide students with a coherent experience and that align with your teaching and learning goals.

5. Communicate with your students before the first class: While CMU has provided students with general resources to prepare for remote/hybrid learning, you are responsible for giving your students specific instructions on what they should do and how they should connect for your first online session. You can send email through Canvas and post announcements to give your students advanced information about your first online session. (Note: You might want to encourage students to update their Canvas notification settings to ensure they don’t miss important messages.)

6. Take some time during class to connect with students. We recommend that you use class time during the first week of classes for everyone to get adjusted. For example, spend time during the first day orienting students to your remote/hybrid learning environment. Whether it is during your first few class sessions or via other (synchronous or asynchronous) interactions, consider how you might help students build and maintain community. In addition, acknowledging students’ likely distress and the challenges they may be facing can be very helpful.

7. Learn from each class and improve. Note what went well and what did not go as well. Identify one thing you can tweak for next time.

Overview of CMU’s pre-identified toolkit: 

• Canvas: a learning management system with a suite of tools (e.g., course content, discussion boards, assignment submissions, quizzes, peer review) for delivering an online learning experience.
  Canvas login, course request, and how-tos: www.cmu.edu/canvas/
• Zoom: a videoconferencing technology (with audio-video, audio-only, text chat, screen sharing modes) that you can use to run live distance class sessions.
  Zoom login: cmu.zoom.us | How to set up and run a Zoom session
• CMU's Google Apps for Ed: a suite of productivity tools that can be used for collaboration, presentation, file sharing, and more. Sign into google.com with your Andrew credentials. See Computing Services documentation for how to access CMUs Google environment...
• Canvas plug-ins: a variety of specialized tools including:
  NameCoach, Gradescope, Piazza, Turnitin, Respondus LockDown Browser, and others that plug into Canvas making it easy for you and your students to find and access.

Eberly colleagues are here to help!

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.