{"id":446,"date":"2020-03-20T09:13:50","date_gmt":"2020-03-20T17:13:50","guid":{"rendered":"http:\/\/dev.wordpress.kpu.ca\/tlcommons\/?p=446"},"modified":"2020-03-20T09:13:50","modified_gmt":"2020-03-20T17:13:50","slug":"kpu-instructors-transitioning-to-remote-learning-four-faculty-share-their-stories","status":"publish","type":"post","link":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/kpu-instructors-transitioning-to-remote-learning-four-faculty-share-their-stories\/","title":{"rendered":"KPU Instructors Transitioning to Remote Learning: Four Faculty Share Their Stories"},"content":{"rendered":"\n

Created by Dr. Arley Cruthers<\/em>, Dr. Gordon Cobb and Gina Buchanan<\/em><\/p>\n\n\n\n

This blog post was originally posted by Dr. Gordon Cobb on his blog found here: https:\/\/dev.wordpress.kpu.ca\/drcobb\/kpu-instructors-transitioning-to-remote-learning-four-faculty-share-their-stories\/<\/a><\/p>\n\n\n\n

Each day, we\u2019ve been providing quick tips<\/a>\n for faculty switching to remote instruction. To help you understand how\n these tips look in practice, this blog post profiles four faculty \nmembers who are tackling the challenge of moving to remote and digital \ndelivery in different ways. If you\u2019d like help bringing any of these \nideas into your own course reach out to the Teaching and Learning team here<\/a>. <\/p>\n\n\n\n

Jennifer Au <\/h2>\n\n\n\n
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Dr. Jennifer Au is a faculty member in the Chemistry department at \nKPU. Since 2017, she has recorded brief videos of \nher lectures  using an iPad and posted them to Moodle for her students. \nThese videos have been very helpful in her transition to remote \ninstruction.  Easily  follow along as Jennifer uses a split-screen \napproach, allowing students to both see and hear her speaking from \nthe bottom left corner of the \nscreen and see the the various steps involved in solving an equation. \nShe has kindly shared an example video<\/a>,\n which also demonstrates how she uses clickers in class. This model \nwould work well for courses where students are expected to work with \nformulas or equations.  <\/p>\n\n\n\n

In addition to posted recorded video lectures, Jennifer also uses Big\n Blue Button during class hours to hold office hours for her students.  <\/p>\n\n\n\n

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A screenshot from Dr. Jennifer Au\u2019s recorded lecture series<\/figcaption><\/figure>\n\n\n\n
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Gordon Cobb <\/h2>\n\n\n\n
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Gordon teaches music technology to classes this term. He has 3 \nclasses of 25 students each for a total of 75 students.  His students \nare working in groups of five developing showcase portfolios designed as\n record labels to showcase their compositions and develop a brand as a \ngroup of emerging music artists.  The final assignments was intended to \nbe a group presentation, where each record label would present their \nwork to a fictional executive producer (Gordon) to win a fictional \none-million-dollar start-up grant.  With classes moving to an online \nformat, Gordon had to find a solution for the final presentation that \nwould still allow for students to present their work, talk about their \nprocess, represent their brand and demonstrate what their record label \nstands for.  <\/p>\n\n\n\n

Gordon redesigned the final presentation using OneDrive and the \nonline version of PowerPoint contained within OneDrive.  Each group will\n now work asynchronously on building a PowerPoint presentation that uses\n material created for the original presentation.  Students will include \nthe following types of media: <\/p>\n\n\n\n

\u00b7      video clips of students explaining concepts and presenting \nideas in a similar manner to how live presentations would have \noccurred; <\/p>\n\n\n\n

\u00b7      imagery and infographics to explain and demonstrate choices; <\/p>\n\n\n\n

\u00b7      text and hyperlinks to support their ideas.  <\/p>\n\n\n\n

The online version of PowerPoint does not support audio recording or \nvideo capture directly in the software, so students will make videos or \naudio recordings on their smartphones, forward them to one member of \ntheir group who will take the PowerPoint session offline in order to add\n the video and audio.   <\/p>\n\n\n\n

On the day of the presentation, Gordon will receive the final version\n of the PowerPoint session via email.  So far this process has been \ngoing well and the students are familiar with PowerPoint, so there \nhasn\u2019t been resistance to the alternate approach to this final \nassignment. <\/p>\n\n\n\n

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A screenshot from a showcase portfolio (Record Label) created in Gordon\u2019s Music Technology class<\/figcaption><\/figure>\n\n\n\n
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Lesley McCannell <\/h2>\n\n\n\n
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When moving her Human Relations class online, Lesley made three major changes:<\/p>\n\n\n\n