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Category: Teaching Resources

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On Thursday July 2, 2020, DCAL hosted a panel discussion about collaborative projects in remote classrooms. For a copy of the transcript, see below.

After the panel there was a Q&A with the panelist and then attendees went into breakout rooms for deeper discussion. The following are some suggestions from instructors for collaborative projects based on those conversations

Group Division

  • Buddy first year students with upperclass students.
  • Divide students into groups based on time zones so that they are at the same place in their day when they get together.

Visiting Students in Breakout Rooms

  • Give them the power to get rid of you and keep working.
  • Announce your presence since it’s not always clear on Zoom when someone enters a room.

Synchronous Class Time

  • Flip your class so that students watch the lecture on their own time and class time can be spent on activities.
  • Suggest students use the same virtual background so that they have a sense of place. There may also be a disparity in locations that students log on from so the same background could provide the parity of a classroom.
  • Give time for reflection in a session and have students black out their screens to write and reflect.

Read more tips and reflections from Dartmouth faculty or share your own on the Teach Remotely site.

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Classes start September 14th.

Between July 6th and then, there are 10 weeks. Here are some suggestions for how to take a little time each week to get your course ready to launch. Feel free to modify the timeline based on your availability and needs.

Week 1

  1. Do some reading. See the summer reading suggestions from DCAL/LDT.
  2. Take a look at the Remote Readiness Checklist on teachremote.dartmouth.edu.
  3. Talk with your department chair about the Spring student experience survey results.

Week 2

  1. Review your learning objectives and syllabus. Discuss with your Academic Continuity team to determine how you might approach the redesign most effectively and ensure that you have additional resources if you need them. Is there anything from your previous offering of the course that needs to be changed for the new environment?
  2. Develop a list of the technology you’d like to use, and determine where you need additional training.
  3. Create a schedule for yourself based on your own availability and needs that includes major milestones and minor to-do items as you see them.

Week 3

  1. Consider how students will engage with you and with each other. Draft ideas for office hours, study groups, and other engagement strategies for the remote environment. Students have indicated that meaningful connection to you and to each other is critical for their learning.
  2. Craft outlines for each week/module of your course including the purpose of the week/module, learning objectives, lectures, readings, other media, and a general idea of assignments.

Week 4

  1. Sketch an outline of each lecture you would like to record or deliver via Zoom.
  2. Identify resources you may need for development of these lectures, such as media, images, scripts, editing technology, etc.
  3. Refine your plan for student assignments, ensuring that you are providing multiple modes for students to demonstrate their knowledge, and that there is a chance for students to receive formative feedback as they progress through the course.

Week 5

  1. How are you doing with the schedule you developed for these 10 weeks? Check in with yourself and/or your Academic Continuity team.
  2. Design your Canvas site to match your course outline. Be sure to include all of your plans for engagement. 
  3. Review the Remote Readiness Checklist on teachremote.dartmouth.edu. 

Week 6

  1. Review each assignment to ensure that directions are clear for students and fit well into the plan you’ve developed for your course.
  2. Review your readings for accessibility.
  3. Finalize your syllabus. 
  4. Begin recording any lectures you’d like students to view asynchronously.

Week 7

  1. Will you be working with TA’s, UTA’s, LF’s or other teaching helpers? Time to bring them into the plan and get some feedback on your plan.
  2. Finish preparing your Canvas site, get feedback from a colleague if possible. Check that anything you copied from previous terms, like teaching methods and course policies, are revised with remote teaching in mind. 
  3. Continue recording if needed.

Week 8

  1. Finalize your Canvas site, ensuring that it’s clear to students how they should interact with your content, with you, and with each other.
  2. Continue recording if needed.
  3. Craft drafts of rubrics for assessing student work.
  4. Publish your Canvas site.

Week 9/10

  1. Send a survey to get to know your enrolled students.
  2. Review all the above steps for anything you’ve missed.
  3. Take a step back and appreciate all the work you've put in. Breathe. It's going to be great.

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Maybe you're not heading to the beach or building your usual reading list, but instead trying to focus your reading on preparing for the upcoming term. Here are two reading list suggestions from DCAL and Learning Design and Technology (ITC) teams, depending on where you're starting.

Option 1: You taught in Spring term and survived, or are teaching now in Summer and getting through! You’re on the schedule to teach again in Fall, maybe a new preparation or perhaps re-offering a course you have some experience offering remotely. 

  1. Turns out you can build community in a Zoom classroom by Rachel Toor
  2. We are not in the same boat by Emery D. Haley
  3. Three strategies for better online discussions by Michael B. Sherry
  4. How to recover the joy of teaching after an online pivot by Flower Darby

Option 2: You are new to remote teaching. Feel free to read any of the articles from the other section too!

  1. Dartmouth Teaching Remotely Getting Started Guide by DCAL and ITC
  2. 5 ways to connect with online students by Flower Darby
  3. Effective educational videos by Cynthia J. Brame 
  4. Pandemic Teaching Prescriptions by Regan A. R. Gurung

And no matter what, review the Remote Readiness Checklist!

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The Dartmouth College Library published this resource on Sharing Scholarship for Remote Teaching and Learning. This resource goes into greater detail clarifying information about intellectual property at Dartmouth and beyond, copyright in the context of COVID-19, things to know about sharing work with others, and using the work of others in your teaching and research.

They also emphasize that the Scholarly Communication, Copyright and Publishing program at Dartmouth Library is always here to help faculty, students, and staff to share their scholarship with the wider community and to use the work of others in their teaching and research.

For further help or consultation on your individual situation, please contact: dartmouthdigitalcommons@groups.dartmouth.edu

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The lack of face to face connection that comes with remote teaching can be felt by instructors and students alike. Last week as the Spring term began, we heard many faculty members talk  about how much they miss eye contact and the opportunity for hallway conversations. We’ve compiled suggestions on how to check in with your students during remote teaching and learning this Spring.

...continue reading "5 Ideas for Checking In with Your Students"

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Authored by Kathy Hart and the Hood Museum staff.

The Hood Museum of Art is here to support your spring term remote course. You can work with
us to:

  • Select images from the museum’s collection to supplement your course material
  • Have a museum staff member speak with your class in their area(s) of expertise (see list below)
  • Develop activities to learn and practice close looking, analytical skills, and more
  • Create online exhibition projects and discuss principles of strong exhibition design

Reach out to Kathy Hart (katherine.w.hart@dartmouth.edu) and Amelia Kahl (amelia.b.kahl@dartmouth.edu) to discuss possibilities for your class and learn what material we may have in the collection.

You can also search our collection here: https://hoodmuseum.dartmouth.edu/explore/collection

Hood staff who are available to work with you on your course and also help teach a class session:

John Stomberg
Virginia Rice Kelsey 1961s Director
20th-century American and European art, contemporary art, photography, abstraction, photojournalism, museum studies, curatorial practice

Katherine Hart
Senior Curator of Collections; Barbara C. & Harvey P. Hood 1918 Curator of Academic Programming
Hood Museum of Art collections, museum studies, 18th-century art and culture, 18th-century political caricature, European print culture, American art of the 1960s, environmental photography, photojournalism

Amelia Kahl
Andrew W. Mellon Associate Curator of Academic Programming
Late 19th- to 20th-century European and American art;,contemporary art particularly in areas of race, gender, and sexuality, 17th-century Dutch and Flemish art;,Hood Museum of Art collections

Barbara “Bonnie” MacAdam
Jonathan Little Cohen Curator of American Art
American art (and some decorative arts) to 1945

Jami Powell
Associate Curator of Native American Art
Native American art, indigenous art and culture

Jessica Hong
Associate Curator of Global Contemporary Art
Contemporary art, global contemporary, socially engaged art, emerging artists, time-based media, internet-based art, museum studies, institution/museological practice, curatorial practice

Neely McNulty
Hood Foundation Associate Curator of Education
Museum educator focused on experiential, discussion-based learning; facilitator in the museum’s Learning to Look method and other skill-building methodologies designed to teach students how to look carefully and think critically about works of art. Extensive background in practice and philosophy of art therapy, psychology, and art making practice; experience with Writing 5 courses.

Vivian Ladd
Teaching Specialist
Museum educator focused on experiential, discussion-based learning; facilitator in the museum’s Learning to Look method and other skill-building methodologies designed to teach students how to look carefully and think critically about works of art; liaison between the
museum and Geisel School of Medicine.

Jamie Rosenfeld
Museum Educator
Museum educator focused on experiential, discussion-based learning; facilitator in the museum’s Learning to Look method and other skill-building methodologies designed to teach students how to look carefully and think critically about works of art; facilitator of hands-on learning and artmaking connected to works of art.

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VoiceThread is now available to everyone at Dartmouth.

What is VoiceThread?

VoiceThread, a web application, is a learning tool for enhancing student engagement and online presence. With VoiceThread, instructors and/or students can create, share, and comment on images, Microsoft PowerPoint presentations, videos, audio files, documents, and PDFs, using microphone, webcam, text, phone, and audio-file upload. VoiceThread has a devoted following in language instruction, especially.

How can I access VoiceThread?

Any Dartmouth user can log into VoiceThread at https://dartmouth.voicethread.com. You will be asked to authenticate with your NetID and password, and Duo – just as is the case for other web services. Note: If you already have a VoiceThread account associated with your Dartmouth email, your first login will require an additional step (email verification). That’s a one-time occurrence. If you have an existing VoiceThread account tied to another email address (e.. your personal email account) – you can either keep that as a separate account, or merge it into your Dartmouth account, and move your content to the Dartmouth instance. Contact Barbara.e.knauff@dartmouth.edu for assistance with that “merge”.

What other help is available?

VoiceThread has a good selection of short basic tutorials available. Watch them – and try it out! Get started here: https://voicethread.com/howto-categories/web-application/.

VoiceThread & Teaching at Dartmouth

We are putting together a session on best practices, and effective teaching with VoiceThread – a session focused on pedagogy, not the technology how-to. Are you currently using VoiceThread, or know others who do? Please contact Barbara.e.knauff@dartmouth.edu – we’d love to have your input and help for this session! Let’s come together as a community of teachers!

Kimberly Rogers (Sociology at Dartmouth) adapted this Google Form from Danya Glabau (NYU, Tandon School of Engineering). This can be a great way to teach with care and learn key information about your students.
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Kimberly Rogers (Sociology at Dartmouth) adapted this Google Form from Danya Glabau (NYU, Tandon School of Engineering). This can be a great way to teach with care and learn key information about your students.

...continue reading "🔖 Survey Your Students to Learn About Their Needs"

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The Dartmouth College Library compiled a resource to help with Remote Teaching & Learning with Library Resources. Some of the highlights include:

Teaching Remotely with Library Resources

  • E-Reserves
  • DartDoc
  • Course Specific Research Guides
  • Library Instruction via Zoom

Connecting to Librarians

  • Your Subject Librarian
  • Schedule a Research Consultation
  • Research Guides

They also link out to other Dartmouth College resources available.

Remote Teaching & Learning with Library Resources

https://www.library.dartmouth.edu/use-library-resources-remote-teaching-research