Manage Course Materials and Delivery Tips and Resources

Manage Course Materials and Delivery

In the event of an interruption, you may need to provide an updated syllabus that modifies the planned course activities, assignments, content and due dates. Once you have established clear communication procedures and pathways, you may want to send updated course materials. 

Make sure students know where to find the material: We recommend you post these items on Blackboard:  in a discussion forum, upload the syllabus directly to your Blackboard course site, send an announcement.  Hosting materials in a centralized location is more manageable than emailing them. If Blackboard proves too technically complex for you or your students, you can create a folder on OneDrive and share materials that way. The simplest solution is to email students new course materials as attachments or links to online resources like videos, websites or podcasts.

Use mobile friendly formats: In a crisis, many students may only have access to a smartphone, so it is best to convert Word documents, PowerPoint slides and Excel spreadsheets to PDF format which can be read on a mobile device. Visit the accessibility webpage and LibraryGuide that provides just in time resources. A new tool was turned on in Blackboard called Ally that allows you to identify and correct accessibility issues in your course content. Ally provides you guidance on how to correct any accessibility issues and automatically creates alternative versions of your files so students can choose the type of file they want that best suits their needs.

Creating Content: While emailing documents and hosting discussion forums are effective methods to provide continuity, they may not prove to be an effective instructional strategy over longer periods of interruption. Panopto, a video hosting tool, enables you to create audio and/or video lectures, record a lecture while capturing both you and your screen or slides and post the video your Blackboard course. Learn how to download and use Panopto. Learn how Panopto enables you to record a lecture while capturing both you and your screen or slides. 

Experiential Learning: Some courses have essential components that may be challenging to replicate in an online environment. For example, many courses have lab sections in which students learn to conduct experimental procedures using specialized materials or sophisticated instrumentation.  Some architecture, design, construction management, science, or engineering courses may have essential studio components that may not translate well online. And many courses require students to engage in community-based field work in specialized settings. In these cases, faculty should think creatively with their disciplinary colleagues whether elements of these activities can be adapted under the circumstances, alternative activities could be offered using virtual tools, or certain activities could be postponed until the campus returns to standard operation. Please contact LIT at lit@wit.edu if you would like to discuss strategies for some of these experiential learning elements. 

Curating Content: Many different multimedia resources are available online so you should not feel the need to create all of the course materials for your students. In the event of an unplanned interruption, you may not have the time to master content creation tools and then create, edit and post content. A good first step is to search Distance Learning Resources for readings, link to websites, and use existing videos, simulations, and podcasts to integrate media into your course. This guide will provide information on electronic databases, eBooks, streaming videos, online guides, and services available to the Wentworth community during the campus closure. Please contact the Library if you have any questions regarding research help or Library services.

Planning a Successful Transition to Teach Remotely in an Emergency

Planning a Successful Transition to Teach Remotely in an Emergency

Here are some good practices to consider and tips about going online in a hurry (Chronicle of Higher Education, M.D.Miller, March 9, 2020):

Review Course Content and Assignments for the Coming Weeks: Will students be expected to adhere to the original schedule of assignments on the syllabus? If there are group projects planned, will these stay in place? How you modify the course may depend upon the duration of the interruption, but unfortunately this may not be known early on. Inform students about any changes or interruptions promptly. Students may not know what your expectations are in terms of their current responsibilities. Initial messages should reassure the students that they will not be held accountable for unavoidable consequences of the interruption, and that flexibility and accessibility will be part of any solution. 

Communicate proactively:  Develop a communication plan and share it with your students. You may want to consider: 

  • How you will communicate with your students:  It is advisable to craft a group email and send it to your students in the event of a disruption. This can be done easily through Blackboard. Each of your courses has a separate Blackboard page that you can access through wit.blackboard.com. Your Blackboard course site will enable you to send emails to the entire class. Quickly is a productivity integration for Blackboard that allows you to post announcements and send emails to multiple courses at once. You will also want to consider whether you will communicate synchronously (in real time), asynchronously (with a delay), or with a combination of both depending upon your needs. 
  • How often you will communicate with your students: Managing your communication load will be important as students may begin individually reaching out to you. It is important at the outset to let students know how quickly they can expect a response. In a crisis situation, students may grow anxious if they don’t hear back immediately. You may want to Setup an Automatic Reply for your email  that reassures the students that you have received their message and you will get back to them in whatever span of time you deem realistic and appropriate for your capacity and their needs. 
  • How your students will communicate with you: While most students at the outset of an interruption will reach out via email, you may want to identify an alternative solution that will make managing messages easier. Your Blackboard course site has a Discussion Board to which all of your students have access. The Discussion Board will allow your students to post comments and questions all in one place. This will eliminate the need for you to wade through a mass of emails from large numbers of students. Since all of the students in a class have access to the discussion board, you can create a Frequently Asked Questions forum which should reduce the need for you to respond to similar questions repeatedly. 
  • How your students will communicate with each other: In some cases, your students may have established working groups that they will want to continue. The Discussion Board will also enable students to communicate asynchronously by posting messages to each other. You will want to establish some communication guidelines for these discussion forums so that your expectations for appropriate communication are clear. Students can also create their own “Team” in Office 365 and invite their peers. This gives them access to shared files, video conference capabilities, and more. No faculty setup or involvement is required.

How to communicate synchronously for virtual classes or office hours: Online synchronous communications can be managed through various web conferencing solutions. GoToMeeting and Zoom are academically focused platforms for synchronous video conferencing which allow you to remotely host a class live. This method allows you to teach at your normally scheduled class time with less adjustment to your plans. To participate successfully in an online synchronous session, students will need Internet access with sufficient bandwidth and the requisite technical ability. Some of your students may live in different time zones so this is something to consider as well. The same GoToMeeting and Zoom tools you can use for live lecturing are also useful for 1-1 connection with your students without exposing your home or cell phone numbers. Consider open drop-in during your normal office hours or allow students to request a specific time.   

Workshops and Online Resources

Workshops for Preparing to Teach Remotely During a Crisis:

Self-Paced Courses:

Disruption-Proof Your Course for Instructors

 

Spring 2020 Faculty Showcase & Reception

Faculty are the hallmark of Wentworth Institute of Technology. The Provost Office and Learning Innovation & Technology are pleased to celebrate the many accomplishments of Wentworth faculty at the Faculty Showcase & Reception on March 5th from 3pm-5pm in Watson Auditorium. Join your colleagues as they showcase teaching, scholarship, service learning, professorships, mini-grants, EPIC learning, and sabbatical accomplishments. Find out what’s new and how to collaborate with the Center for Wellness & Disability Services, Douglas D. Schumann Library & Learning Commons, Technology Services, and Learning Innovation & Technology.

  1. Faith C. Litchock-Morellato Persistence and Retention of First-Year Non-Native Speaking Students in Institutes of Higher Education: A Comprehensive Model”
  2. Nadine StecherBuilding an Escape Room Scenario as Instructional Tool”
  3. Christopher Brigham Bio-based Materials and Some Potential Medical Applications”
  4. Jody Gordon and Anne-Catrin SchultzAugmenting Architectural History: The Current Efficacy and Future Potential of Virtual Reality Pedagogy at Wentworth”
  5. Ella Howard “Doing Digital Public History Among the Dead: Cedar Grove Cemetery’s Post Lot”
  6. Phyllis Wentworth and Jonathan Ripley “Walking Mission Hill: A Student Community Learning Project”
  7. Juval Racelis, Margaret Bean, Dan NealAssessing Flipped Classrooms via Reflective Journals: Faculty-Librarian Collaboration for Student Information Literacy Success”
  8.  Afsaneh Ghanavati, Douglas E. Dow, Ron Frattura, Steve Cortes, Margret E. Ragnarsdottir Integrating Lean Thinking into Design Thinking”
  9.  Hadi KazemiroodsariSteel Frame Sculpture”
  10.  Fopefoluwa BademosiRobotics and Automation in Construction: Essential Skills, Knowledge and Abilities”
  11. Allison LangeGetting to Vote 1920-2020: Rights and Resistance”
  12. Hossein NoorianRisks Encountered by Multinational Companies in Foreign Trade and the methods of Handling Them”
  13. James LambrechtsBoston Transit Improvements–Students Developing Solutions”
  14. Lynette Panarelli, Don Tracia, Jody GordonMixed Reality Learning & Discovery Center”
  15. Cindy StevensAePR Journal”
  16. Dave Rosenberg “Experience with Panopto”
  17. John Voccio, Franz Rueckert, Ted GreeneSuperconducting Wire Characterization at Wentworth”
  18. Memo Ergezer & Michael Mozill “Berlin 2020 Study Abroad – Stories from the Road”
  19. Joseph Martel-FoleyIn Class Activities for Bias Awareness”
  20. John Cribbs “Multi-Faceted Visualization Technology to Enhance Core Curriculum Construction Management Courses”
  21. Payam Bakhshi “Automated Earth Moving Operations”
  22. Simon WilliamsonConcept Renders”
  23. Jennifer Lee Michaliszyn, Chen-Hsiang (Jones) YuSmart Device for Architectural Fieldwork in Building Performance”
  24. Haifa El-Sadi “Rheological Properties of Pullulan and Aloe Vera Nanofiber Solutions”
  25. Mira Yun “Public Safety Networks”
  26. Cristina Cosma “An Overview of Construction Scheduling Software”
  27. Allen Wong “ Keeping Boston Classy”
  28. Uri Feldman, Wayne Bynoe “Robot Assisted Physical Therapy System Evaluation”
  29. Charlie PhamA review on automated grading tools for programming assignments”
  30. Anuja Kamat, Will Cashel-Cordo, Brian Burns, Nina Collins, Benjamin Zidelis “Light Weight Concrete Canoe Mix Design”
  31. Anuja Kamat, Hadi Kazemadoorsari, Will Cashel-Cordo “Personalized Service Learning”

 

“Design Thinking” is Happening in Engineering 1500

Design thinking focuses on encouraging students to brainstorm, prototype and reward out-of-the-box thinking, take “wild ideas” and transform them into real world solutions.

The Engineering 1500 freshman course was designed to do just that! Professor Afsaneh Ghanavati, Electrical and Computer Engineering, in conjunction with LIT, have brought Active Learning (AL) along with experiential learning into the classroom. Students participate in identifying their learning styles, how to work in groups, and push boundaries necessary for creative thinking.

Experience is a natural process that engages students’ learning styles. Kolb’s Learning Style inventory describes the way you learn and how you deal with ideas and day-to-day situations. Students first complete the Kolb Learning Style Inventory to identify their preferred learning styles. Students then participated in a LEGO activity observing their learning styles to get a better understanding of how their style influences their problem solving. And finally, they build a balloon powered car in teams to observe their learning styles when working with others who have different styles.

The Engineering 1500 brings Design Thinking to the forefront of the engineering process. These students are learning the importance of incorporating empathy into the design equation by developing and understanding the needs of the people they are designing products or services for. They are learning how to take problems and apply a human-centric component to their projects.

To learn more about Kolb’s Learning Styles, contact Learning Innovation & Technology (LIT) at lit@wit.edu or visit us at Beatty Hall, room 318.