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Facilitating an Online Class


 Creating the course is only half of teaching online, the more important part comes when the course starts and it is time to start the real teaching.  


Journey to Online - Teaching Your Online Course (ONLINE)

The Learning Technologies team with UW Extended campus has developed an online, asynchronous course in Canvas to assist instructors with teaching their online course.  Topics included in the module-based course include resources on building community, managing online discussions and evaluating student work. 

Click here for details on the UW Extended Campus - Teaching your Online course.


Anti-Racist and Inclusive Online Teaching during the Racial Justice Uprisings and the Pandemic

This workshop provides strategies of responding to these two national crises within the classroom. Presenters will share the experiences of students who have been hit hard by these two crises, and students who have felt called to activism in response racial injustice. They will provide their own best practices for getting students engaged and excited about their learning. And, they will give examples of creating assignments that are relevant and address the current crises. More than that though, they will discuss how to be an anti-racist educator as we move online. This workshop is about creating a brave space for your students and incorporating inclusive and equitable practices within an anti-racist framework.

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Being Present When You're Not There

One of the biggest struggles in teaching and learning is developing trust between instructor and student and building environments where engaging activity is high and members of the learning community feel connected.  This is especially difficult when physicality is challenged. If we asked you what being present in a face-to-face class means, you could probably answer that easily.  But what does instructor presence mean in an online class? How do we make sure students don’t feel isolated and that the instructor doesn't seem to "disappear" online?  Quality online teaching research emphasizes that teacher presence is a key factor in student engagement and course satisfaction.  Research also emphasizes that instructors must be intentional in creating opportunity for teacher presence in the design and delivery of the course.  Using a combination of research and presenter experience, we will provide strategies for building teacher presence in online learning environments. Methods for building presence in both synchronous as well as asynchronous delivery will be shared, as well as tips for leveraging Canvas’ features in maintaining an instructor presence.

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Connecting Students to On-Campus Experts = Increasing Student Success

This workshop will provide a range of strategies for collaborating with and connecting students to experts across campus who offer students opportunities to improve their academic progress. You will learn how the Writing Center works with students on all different types of writing assignments in departments and programs across the University as well as about options available for students to meet online synchronously and asynchronously. You will learn about how Project Success has adapted course instruction and support services to better meet the needs of students in a virtual setting. Through virtual platforms, program students receive continued support in the areas of academic accommodations, reading and mathematics support, and organizational tutoring. In addition, you will learn about the range of tutoring opportunities being offered by the Center for Academic Resources, from one-on-one and group tutoring to Supplemental Instruction. These opportunities assist students in increasing their content knowledge and understanding the material. Overall, this session will share opportunities by which your students can increase their knowledge, skills, and abilities in your course!

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Explore from a Distance

Many explore courses, especially the quest courses, include elements and activities that allow students to consider and understand themselves as participating members of an established learning community. These courses also promote student awareness of and engagement in campus and community life. This workshop will describe how to maintain these connections while preserving safe practices. It will also provide an opportunity to brainstorm with fellow instructors about how to effectively explore from a distance.

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From Snore to Roar: Creating Energizing and Engaging Online Learning Experiences

The results of the spring Remote Student Learning Survey confirm students’ difficulty engaging. 64% of students responding reported feeling isolated from their instructors and classmates. And, about a third of students named difficulty communicating with peers and instructors as an obstacle to their learning. This workshop will lead you through how to increase your communication with students, build community, create interactive engaging activities, and organize lively discussions. Such strategies will both increase students’ motivation to participate and their sense of belonging to a community of learners.

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Keeping Your Students Engaged: Active Learning in the Online Classroom 

Active learning strategies, such as collaborative assignments, peer instruction, case studies, and problem-based learning, lead to deeper learning and greater student engagement in STEM. Many STEM courses are rich with these experiences when meeting face-to-face; however, implementing these high-impact practices in online courses may seem intimidating and/or impossible. In this session, we will discuss several active learning strategies, how to design remote/virtual assessments that utilize these techniques, and the tools to effectively implement them online.

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Supporting the Whole Student in Online Teaching

In the sudden move to emergency remote teaching in the spring semester, many offices across campus that support student learning saw new emergent needs arise among students. Students with disabilities lost a range of support such as notetakers and accommodations during testing, students generally experienced more mental health challenges, and students in need of advising were harder to contact. Campus leaders will share the impact of the pandemic on students and their needs within it. Liz Whalley, Director of UARC, will share how her office provides advising services to students and how faculty advisors can consult and collaborate with UARC advisors. Kiersten Bloechl-Karlsen, Associate Dean of Students, will help you get ahead of the curve with information about how to support today’s college students who are working through medical, mental health, personal and other increasingly common life circumstances.  And, Sandy Cox, Director of the Counseling Center, will provide best practices for supporting students’ mental health in the online classroom.  Together, presenters will provide critical guidance on supporting the whole students and collaborating with their offices. . The Dean of Students Office and the Accessibility Center support students experiencing all types of challenges .   In turn, they will provide best practices in supporting the whole student and collaborating with their offices. Through integrating forms of student support into our online classrooms, we can improve students’ experience and increase student success.

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