This Resilient Teaching workshop will prepare you to teach online or remotely. While you will certainly become more fluent in the use of technology for teaching and learning, resilient teaching also allows you the space to consider the learning goals of your course and the synchronous and asynchronous settings in which they may take place. The workshop will enable you to make informed choices about the tools and activities with which your students will engage and to create learning experiences that reflect these choices.
Outcomes
Participants in the Resilient Teaching workshop will:
- Build on their existing experiences with remote teaching
- Apply asset-based pedagogies to design learning experiences
- Make equitable choices that meet students needs
- Match pedagogical goals to the technology tools
- Become more fluent in the use of technology for teaching and learning
Structure
The workshop consists of seven units that engage us in examining teaching and learning in our courses, matching our goals to online tools, and developing our course sites. Together, we participate in activities on the workshop sites (Blackboard and/or the BMCC OpenLab), while also practicing with our chosen tools and developing our own course sites in Blackboard or our chosen platform.
The Resilient Teaching workshop was designed using a hybrid, flipped model. In each unit, we first introduce content and engage in activities on Blackboard and/or the OpenLab (asynchronous component), followed by a conversation on Zoom (synchronous component).
Asynchronous Component
We use Blackboard and the OpenLab to share content, model the use of tools, and engage in small group discussions. In each unit, we complete some tasks playing the role of student in the Resilient Teaching workshop and complete some tasks in the role of instructor in our own course sites.
Synchronous Component
We use Zoom to engage in conversations that deepen our understanding of the workshop materials and to model the use of synchronous tools. Zoom sessions are interactive and consist of a mix of small group breakout rooms, large group discussion, polls, and short presentations by workshop participants. Zoom sessions will take place on Thursdays, 1 pm – 3pm. You can view the complete workshop schedule here.
Workshop Completion
Your department may ask for confirmation of your participation in this workshop. We will be able to provide confirmation of participation if you complete the following:
- Participate in small group discussions for each unit
- Submit your unit map
- Complete two short quizzes
- Complete two short surveys
We will not be “grading” or evaluating your submissions, but will note your participation as credit/no credit. You can review your submissions by going to My Grades in the navigation menu.
Throughout the workshop, you will also begin to develop your own course site on Blackboard or another platform. We will provide some guidance about elements of your course to work on, but you will not submit this work to the workshop team.
Keep in mind that participating in this workshop does not “certify” you to teach online. Only your department can approve your online and remote courses. Departmental requirements may vary, so please contact your department chair if you have questions about your department’s requirements.
Units
Unit 1: What does it mean to teach online (now)?
- Understand how online teaching differs from teaching face-to-face
- Consider our experience with remote teaching and learning and reflect on what we want to carry forward, change or add
- Have an awareness of issues and practices related to trauma-informed teaching and learning
- Begin to personalize our course sites
Unit 2: Starting to design your course
- Use backward and intentional design in course design
- Consider culturally relevant and sustaining pedagogy in course design
- Make informed choices about modes of instruction (e.g., synchronous vs asynchronous)
Unit 3: Finding, creating, and adding content
- Consider multiple means of representation for course materials (Universal Design for Learning (UDL))
- Consider Open Education Resources (OER) as an option for course materials
- Become familiar with options for and alternatives to lecture in an online environment
- Assess options for pedagogy and equity
- Practice using the selected technology
Unit 4: Student assignments and activities
- Consider culturally relevant and sustaining pedagogy in course design
- Consider multiple means of student action and expression (UDL)
- Become familiar with the range of tools available for student assignments and activities
- Choose technology for assignments and activities based on learning outcomes and pedagogical goals
- Practice using the chosen technology
Unit 5: Social presence and building community
- Understand the range of options available for building community and creating social presence
- Design learning experiences that promote community and model social presence for students
- Choose technology for social presence and building community based on learning outcomes and pedagogical goals
- Practice using the chosen technology
Unit 6: Helping students succeed
- Incorporate academic mindset principles in their course design
- Explore multiple means of engagement (UDL)
- Become familiar with BMCC resources that support student success, including the E-Learning student orientation and Connect to Success
Unit 7: Assessment in the online environment
- Explore different approaches to assessment and grading based on pedagogical goals
- Become familiar with range of tools that support assessment
- Practice using selected technology
