REMOTE TEACHING: 3 MYTHS bit.ly/remote-teach-3-myths minebocek - - PowerPoint PPT Presentation

TALMO June 2020

REMOTE TEACHING: 3 MYTHS

MINE ÇETINKAYA-RUNDEL

🔘 bit.ly/remote-teach-3-myths

minebocek mine-cetinkaya-rundel cetinkaya.mine@gmail.com

TECHNOLOGY SHOULD DRIVE PEDAGOGY PEDAGOGY SHOULD DRIVE TECHNOLOGY

• Consistency within a course is crucial
• Stick vs. pivot
• Get early feedback!
• Consistency across courses is important
• You have access vs. students have access
• Advocate for your choices but don’t make them your students’ problem
• Make required software a breeze to get started with
• Computing environment, e.g. [RStudio Cloud]
• Less is more
• Be judicious with the number of tools
• You love and use regularly ≠ best choice for course
• Free to use ≠ free to learn

TECHNOLOGY / PEDAGOGY

CAN’T HAVE SYNCHRONICITY WHILE BEING FAIR AND EQUITABLE CAN’T BUILD COMMUNITY WITHOUT EVERYONE IN THE SAME PLACE AT THE SAME TIME

• Consider the added value of being synchronous
• Attending a synchronous lecture: Seeing others’ faces + hearing others’ questions + ?
• Working on a problem as a small group: Seeing others’ faces + hearing others’ questions +

thinking together + learning from each other + ?

• Weigh the added value against the challenges of synchronous engagement
• Geography
• Internet access
• Computer setup
• Living circumstances
• Missing one of the most rewarding aspects of being faculty: personal interactions with students
• Make yourself available, e.g. daily brief office hours? virtual coffee?
• And remember, this won’t be forever! (I hope!)

COMMUNITY / SYNCHRONICITY

THERE IS ALREADY A VIDEO ON EVERY CONCEPT I MIGHT WANT TO TEACH ASYNCHRONOUS TEACHING MEANS MAKING LOTS OF VIDEOS

• It’s ok to not be an expert video maker
• Build on what you know (animated graphics in R / animations in Keynote, PowerPoint, etc.)
• Supplement existing videos, instead of recreating them
• Make a plan and learn from others
• Think beyond the camera in your laptop [video]

ASYNCHRONY / MATERIALS

• It’s ok to not be an expert video maker
• Build on what you know (animated graphics in R / animations in Keynote, PowerPoint, etc.)
• Supplement existing videos, instead of recreating them
• Make a plan and learn from others
• Think beyond the camera in your laptop
• Video is only one of the many options for asynchronous engagement
• Interactive applets, e.g. [Rossman/Chance Applet Collection], [ShinyEd]
• Interactive tutorials, e.g. [Primers built with learnr]
• You can build an asynchronous community
• Peer review, e.g. [on GitHub]
• Reading with collaborative note taking, e.g. Google Docs, [Hypothesis], [Perusall]
• Opt-in virtual communication, e.g. [virtual donut]

ASYNCHRONY / MATERIALS

AN INCOMPLETE LIST OF RESOURCES

• General:
• Teaching online on short notice (Greg Wilson) [Webinar]

[Blog post]

• A pattern language for screencasting (Chen and Rabb,

2009) [DOI]

• Statistics / data science / computing:
• Tips for teaching tech online, deeply informed by the

Carpentries (Elizabeth Wickes) [Blog post]

• Teaching R online with RStudio Cloud (Mine Çetinkaya-

Rundel) [Webinar] [Blog post]

• Mapping and planning a live coding workshop (The

Carpentries) [Blog post]

• Jumping into digital: Lessons learned while moving live-

coding workshops online [Webinar]

• Sharing on Short Notice: How to Get Your Materials

Online With R Markdown (Alison Hill and Desiree De Lyon) [Webinar] [Blog post]

• Automated feedback in R and Python (Mine Çetinkaya

Rundel and Tiffany Timbers) [Slides + Demo materials]

OPPORTUNITIES FOR LEARNING TOGETHER

• Teaching R online with RStudio Cloud
• Building interactive tutorials in R
• Teaching computing with Git and GitHub
• Leveraging GitHub for collaboration and automation in

computing courses

• Other: ___

➡ Express your interest at bit.ly/wrkshp-interest

🔘 bit.ly/remote-teach-3-myths

minebocek mine-cetinkaya-rundel cetinkaya.mine@gmail.com