How to Move Online in a Hurry
Hello. My, name is Christopher Moloch and I'm, an associate professor of Spanish and the, coordinator, of Spanish and French at, at Otago Community, College in Syracuse, New York I'm also. The chair of the actual, distance learning special, interest group, today. I'd like to share some guidance as each, of us embarks, on a journey to moving online in a hurry for. This, video I'll walk through the following steps. First. We'll, start with a reality check. Then. We'll, move on to conducting, an analysis, in a hurry. We'll. Move on to backward design also. Done, in a hurry. I've. Put. Together a sample lesson for you also done quickly. We'll. Talk briefly about using, video. I'll. Present, other resources, you can use and. Finally. We'll talk about flexibility. And forgiveness. Let's. Start with what I'll call a reality, check. First. Online. Courses take a long time to design and develop. It's. Hard to imagine the some of us have been told with only a few days notice that. We're transitioning, to online instruction. Let's. Get this out of the way right now perfection. Is not possible, and cannot, be your goal right now the. Goal right now as you can probably imagine is to just get the job done. Some. Things we should consider as we plan these lessons at a distance. First. Our students. Did not sign up for an online course we. Can say what we want about how they need to do what they have to do and we. All know most students will but. It's the students that may have been struggling to begin with that are going to suffer the most if we do not keep them in mind. Students. May have limited, access to technology, and they. May not have the tools to communicate synchronously. Online, at this time. Many. May have family members who are sick many. May also be sick themselves. Many. Students, may be scared, or nervous. Some. May be home alone while parents work. Many. Community, colleges four-year. Colleges, and universities, some. Students, may have children at home from school with them. Many. May not have the experience to navigate complex tools, for synchronous interaction, they. May have a phone and yes it is most likely a smart phone but. They may not have a computer. Students. May have a spotty internet connection, or there. May be a limit to how much data they can use which. Let's, be honest they should ideally save for emergency, purposes anyway. The. Steps you can take are the following. We'll. Start with a brief front-end. Analysis. We'll. Talk briefly about backward, design and how we can use it as a tool for online instruction, but. Since this will be back were designed in a hurry we, may not get into some of the important, aspects, of backward design such. As creating essential, questions, that guide our lesson planning for a unit of instruction. We'll. Simply use backward, design as a means of having learning outcomes, and guide the development of our instruction. We'll. Talk about developing, your online instruction. Finally. Although I won't touch upon implementation. And evaluation, please. Be sure to take the time to reflect during this time of online instruction to. Determine what is and is not working, as you go through this process. Let's. Start with a front-end analysis, conducted, in a hurry I. Recommend. Asking yourself these, questions before, you begin. First. What, technology, do students have, remember. That technology, is not necessarily just, digital technology. Think. Pens pencils, textbook. To. Do. Students have access to the Internet please. Remember that some areas of the country have better internet than others your. Students may have broadband, internet access or, they, may not they.
May Have data caps on their internet access. What. Technology, does your institution, provide. Chromebooks. Textbooks, maybe. Not much of anything at all in terms of digital technology. What. Can you feasibly, expect students to do it this time. Finally. Consider. What other information, you might need to design your instruction, quickly. Let's. Move on to using backward design, also. In a hurry. In. A perfect world with, more time to prepare online, instruction, for students I'm going to follow the three steps of backward design very, carefully, thinking. Of essential, questions and ensuring. We're planning highly engaging learning experiences for, students right. Now let's. Be honest with ourselves we just need to keep our students on track to the best of their ability, but. It is important, to still think about what learners should be able to do with the language. Because. Doing this will. Help ensure that we are not designing unnecessary. Instruction, when, time is limited for all of us. In. Stage 2 a backward design you, will determine acceptable evidence, in other, words you. Begin to think about how students will be assessed. Online. Instruction, offers numerous ways to assess student learning in the three modes of communication I would. Recommend, you offer choices, to students at this stage and that you be flexible in how you ask students, to complete assignments, by. Providing multiple means of action and expression you, help learners of all abilities, complete the tasks use that fourth you. Also save yourself the headache of trying to troubleshoot that, one piece of technology that you have required students to use but, they are having trouble with by. Offering, choices, students. Can simply, move on to a different option, if their first choice is not working for them. In. Stage. 3 you plan learning experiences and, instruction. I. Again. Recommend, providing, options to students, for how they access content. Some. Of your students may have limited, bandwidth and may, not be able to access a video you found on YouTube or that you found in a publisher, database. Some. Students may have data caps and should, save their data for when they or a family member has an emergency. Providing. A video is an excellent, idea for most students but. Including a text-based, option, that, provides the equivalent, information, may. Not be ideal as the only source of information for a language course but. It will certainly be helpful to students, and could save you a lot of time in headaches in the long run, the. Readings could be from your course textbook a blog. Post an online. Reading or something. You put together yourself in a hurry. When. You consider students, and their. Needs and the barriers they will face in the online environment and they then provide multiple, means of representation. You. Are then providing, more inclusive, instruction. What's. More it, helps reduce the number of questions that you get about how to access information because. Of technology issues. Finally. Keep, in mind the five C's as you plan your online lessons. Using. The 5 CS as a sort of checklist can, help you ensure you are providing the best experience, possible for students and while all of you are away from the classroom.
Now. I'll provide a simple lesson that. I plan quickly using materials, I had already created, or had access to. In. An ideal world we would design our online courses to be much better than we probably are going to do right now but. Let's face it what, we are designing is not an online course per se. We're. Designing lessons to be delivered, at a distance, and we're expected to do it quickly and efficiently. Keep. In mind that, a well-designed, online, course takes a long time to prepare I spent. An entire year developing. Mine. Many. Of you have only a few days to create your lessons. So. To, help get you started I put together a sample three, week plan in a, hurry as well it's. Not perfect and quite frankly it's not meant to be none. Of us are going to have a year to create our online courses right now. I asked. Myself the questions I posed earlier in this video, first. What technology, do students have my. Experience, in my own college is that all students have smartphones most. Have access to a laptop but not all. Do. Students have access, to the Internet well. Students, will certainly have access to the Internet if they come to campus off. Campus it's. Unclear. What. Technology, does your institution provide, my. College provides computer labs with internet access on campus but. It's unreasonable, to assume all students will come to campus at this time and, with. How quickly everything is changing at the moment the, college may close sooner, rather than later so. What. Can i feasibly expect from students well. I can expect that at the very least they'll take part in text based communication. Ideally. Oral, communications. Should occur and I believe most students will be able to do this but. It's difficult to know just yet if all students will be able to do this from off campus and I. Cannot expect students to come to campus right now so. I need to provide options to help them continue to learn if. You know your students can and must take part in oral communication, then. You require it but. In my case I'm not, 100%, sure if they will have what they need to do so so, I will offer other options. What. Other information do, I need to design my instruction. First. I want. To keep in mind that classes, may resume, in a few weeks in my college, so. I may, return to face-to-face, instruction. This. Current instruction, that I'm designing is meant to keep my students caught up until, we know when, we can resume classes. Second. I honestly, don't feel I know just yet how well my face-to-face students will transition to online work, some. May jump right in while others might need more guidance this. First lesson will get us started I can. Add more challenging, tasks, change, the requirements, etc as we, all grow into this temporary, mode of delivery. I. Put. The following objectives together, based, on what I was planning to do with my face-to-face students, in class over the next few weeks you. May be able to reuse your learning objectives, for your upcoming lessons - on, this. Slide I show, that by the end of week 1 my. Students will be able to describe, at least 3 activities they like to do and 2, activities they do not like to do outside, they. Will also compare, what they like to do with, at least two common pastimes, in the spanish-speaking world. By. The end of week 2 they, will be able to describe at least 3 activities they like to do and 2 they do not like to do outside they. Will also tell what the weather is like and make. Plans with someone based, on their common interests, and the weather. Finally. By the end of week 3 students. Will be able to tell what they deal with their friends and family in their free time and express. What they're going to do this weekend, they. Will also compare, what they do with, activities, that take place around the world. In. Stage. 2 I design. Tasks, the students would ideally have to practice multiple times either, on their own or where they classmate, at a distance, before completing. My. Expectation. Is that they will practice many, times before submitting, a final product you may, be able to keep some of your classroom, based tasks, too but, you may find you need to be a bit more flexible, in how the communication. Between students, takes place. Finally. In stage 3 there are many approaches, you can use to planning the lesson once, you know what you would like learners, to be able to do at the end of instruction. Some. Of these are for example the lesson plan design steps presented. By Donna Clemente, and Laura Terrell in the keys to planning for learning. They. Present a lesson plan template, that is very much in line with Gagne, z-- 9 events, of instruction, you. First gained attention, present. The objectives, and activate, prior knowledge. Next. Multiple. Opportunities to provide input, elissa, performance, and provide. Feedback take place. Performance. Is assessed, then. An activity, to enhance transfer, and retention is provided, you.
Could. Also use Lianne Van Patten's processing, instruction. Distance-learning, special, interest group past chair Victoria Russell has conducted multiple experiments, on the use of processing, instruction, in online, language, instruction. Processing. Instruction, involves, first providing, an explicit, explanation of grammar that instead. Of focusing on a paradigm, such, as a verb conjugation. Chart provided. Provides, an explanation of just one aspect of the grammatical structure in question. Information. On processing, strategies is provided. Finely, structured, input tasks, and activities are, employed to purposely, focus, learner attention, on form. Structured. Input tasks, and activities could, be created, using your LMS, or Google Forms. More. Information, on processing, instruction, can be found in the in Van Patten's book making, communicative, language teaching happen. You. Could also use a more traditional approach such. As presentation. Practice production. Which. Is based on DeKeyser skill, acquisition theory, that's. What I'm going to focus on today. In. The, end given. The fact that I wanted to prepare my lesson in a hurry I turn, to presentation. Practice production. This. Is based on the kaisers work with skill acquisition theory. Which. Posits that learning a language is, like learning any other skill. Declarative. Knowledge is procedure alized and automate, eyes through, practice. This. Approach involves, first presenting, content such. As an explanation of, a grammatical, structure which. In an online environment could, occur through a video, and/or. A text-based, presentation. Of content a video. Or audio file, would of course be ideal. Next. Targeted, practice of the structure, is provided, this, could occur in a workbook either. Online or, on. Paper. Finally. Multiple, opportunities for students, to use the structure in an authentic and communicative, activities, are provided. Given. The need for many of us to prepare online instruction, a hurry this. Approach often called. The dominant approach or as cook calls at a contemporary, version of the mainstream, style of language teaching might. Be what many of you will want to turn to until you get more used to teaching online I. Like. To take presentation. Practice, production. One step further my courses, and help students meet the actual standards goal area of communities, specifically. Lifelong, learning and I. Add a reflection component, to my lessons this. Might be something each of you consider, adding to your lessons. You. Might choose to organize your instruction, in a learning management system. Such. As blackboard, canvas, or Moodle, there. Are many ways to do this in. A learning management system, there. Are typically blank, documents, you can type in two. Ways. To link to URLs as. Well. As ways to upload files. Another. Simple way to do this is. To. Create a word document with. Instructions, and email, it to students, in fact. You could also put your instructions, into the body of an email and send it out to students. Sometimes. The, simplest solution may. Not be the most elegant but, it could be the best I. Provided. A link to a sample lesson plan you. Can find it at the address on the screen which. Is bitly, forward. Slash sample, lesson 2020, - oh three that's, bi, t dot. L y. /s. AMPL. E el es s o n2, 0. - 0 -. 0 3, all letters. Are lowercase. Feel. Free to download and use this as a template, for some of your own lessons, I. Of. Course recommend. You remove the presentation. Practice production. And reflection, labels as I, just put those there so you could see how each step relates, back to the steps that, I had proposed earlier. Let's. Talk about using video for just a moment. I've. Received. Many questions about how to make a video for many people over the last week as you. Noticed in lesson plan I created there were links but. They right now just go directly to YouTube in, my actual, lesson plan I plan. To link to the videos I created myself over. The year that I created, my online course, but. The videos take a long time to create. When. It comes to video if you can avoid reinventing. The wheel I recommend, it if. You. Can find for example a video on YouTube go, ahead and link to that.
There. Are also many, publisher, creative videos out there. If. You. Absolutely, must record a video. Please. Chunk the content, appropriately, 10. Minutes max but less if you can. Also. Write. A script out for your video, then. You can use that as part, of uploading a transcript, to YouTube. It. Makes for much more concise video and the, captions can help all learners. Finally. Use the best microphone, you can find around the house. If. You. Do want to record your own video such, as the one I'm doing right now you, can do so using a PowerPoint, presentation that, you've used in class. First. Open. Your PowerPoint presentation. Then, click slideshow. Next. Click. Record, slideshow. When. You're done recording you. Can export, your PowerPoint, presentation, as a video. If. You use PowerPoint, for windows click. File save a copy then. Save as mp4 file. If. You use PowerPoint, for mac you click file then. Export then. Save as mp4 file. Before. We finish let's, take a look at a few other resources you, can consider. First. My, colleagues, from the distance learning special, interest group and the, basic online language, design and development collaboratory. Will, share other videos, with apps and websites soon, in. The. Meantime I recommend you, take a look at the resources, that were developed by the actual, distance learning special, interest group the. National foreign language Resource Center at the University of, Hawaii at Manoa and the, basic online language, design and development collaboratory. They. Can be found at NFL, RC. Dot. Hawaii, dot. Edu. Forward. Slash events. Forward. Slash view before, / 105. These. Resources, can help you with assessment, backward. Design and other aspects, of online language instruction. You. May also wish to contact, some of the major publishers, such, as John Wiley & Sons Inc McGraw Hill cengage. Pearson. Among many others to, see if they are offering any open. Access to their online materials. Finally. I also recommend, you take a look at the Personal Learning Network tool, browser found. At CLT. Dot. M ano, a dot. H AWA. IIED. U forward. Slash PLN. You. May also wish to consider taking part in the act Ville online mentoring program. Applications. Are now being accepted for, mentors, and mentees as. Many. Of you have already seen trying. To put together online, instruction, in a hurry is very challenging, but. I can assure you that it really is, enjoyable, to teach online when. You have the time to properly prepare. That. Being said if, you decide you have an interest in teaching a language course at a distance, in the future but. You'd like to take the time to learn more from an expert I recommend. You consider the online, mentoring, program, from act ville. Novice. Online, language educators. Are paired with experienced, mentors. Mentors. And mentees both. Have the chance to earn a digital, badge from act Ville for, completing the requirements of the online, mentoring program. Mentor. And mentee applications. Are now open, and are due June 30th. You. Can find more information at. Www.pedestrians. In. Addition, I recommend. You join the distance learning special interest group. We. Our language, educators, who, teach or, coordinate, on line blended, and flipped language courses and programs. We're. Interested, in learning about and discussing, online language instruction, and. We're. Dedicated, to sharing best practices, for distance language education. In. Addition, to our work in the design and development of the online mentoring program. We. Also offer two, awards, the. Actual, distance learning special, interest group Calico. Online. Language teaching award for, higher education and, k12 instructors.
We. Offer at least two webinars on online instruction, per year. We. Publish at least three newsletters, each year and we have a very active distance. Learning special, interest group community. Finally. We, offer DL, cig business meetings and multiple, deals SIG's sponsor sessions a tactful if you. Have not chosen a cig yet please. Choose us it's. Free for your first cig. In. Addition, you. Can also pay $5, for all additional SIG's trust. Me you'll, get your money's worth out of the distance learning special, interest group if you choose us. I'd. Like, to finish by emphasizing, the ideas of flexibility, and forgiveness. Your. Students, are nervous about this transition, to learning online and. Let's. Admit it you're. Probably nervous about teaching online too I. Emphasize. That there is a lot of fear and uncertainty in, general right now I. Would. Highly recommend you be flexible with your students at this difficult time. Please. Be willing to forgive them and of. Course please be willing to forgive yourself along. The way. Thank. You for your time and I, wish each of you the best at this challenging, moment in time.