Evaluate and Plan
To move all or parts of a course online, first consider your facility with the relevant instructional technologies, the structure of your course, the particular needs of your students, the requirements of your material or your discipline, the assignments and assessments typically used in the course, and the limitations caused by timelines and scalability.
Above all, because you are working with unexpected limitations, we advise you to observe (and encourage your students to observe) reasonable expectations for success.
1. Be realistic with your goals in teaching from anywhere.
• How do you provide continuity of instruction, but be realistic with what you can do?
• Do your syllabus and assignment schedule still seem realistic?
• Do you need to add assignments for the readings that might otherwise have been discussed in your face-to-face classes?
• How will you keep students engaged with the content?
2. Review your course schedule.
• Determine your course priorities during the instructional modification (provide lectures, structure group work and/or discussions, collect assignments, etc.).
• Think about which activities can be done online. There are many options for Blackboard assignments.
• Allow for flexibility in your schedule.
3. Review your syllabus.
• Determine if any points need to change temporarily in your syllabus, including policies, due dates, assignments, etc., and communicate any changes to students.
• You can update and upload your syllabus into Blackboard.
• Make sure your students have access to the readings and other content you assign.
4. Select familiar tools and approaches.
• Use tools, approaches, and workflows that are familiar to you and your students. Practice using the tools you already incorporate in your class, if possible.
• Only introduce new tools that are absolutely necessary. This will assist in alleviating stress and allowing your students to focus their attention on learning.
• You can download the instructor Blackboard app on your cell phone.
5. Set expectations.
• Take into consideration your expectations (e.g., participation, communication, deadlines, etc.) for students who may be impacted by this instructional modification by becoming ill, caring for family members, and/or lacking power or internet connections, and be prepared to manage requests for extensions or other accommodations equitably.