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TEACHING A LARGE CLASS REMOTELY
Early in the fall I asked for (and received) help redesigning my 150-person undergrad enviro econ class.
https://twitter.com/pbaylis/status/1296525738095648772
Here's a recap of what worked and what didn't, a thread.
1/17
Early in the fall I asked for (and received) help redesigning my 150-person undergrad enviro econ class.
https://twitter.com/pbaylis/status/1296525738095648772
Here's a recap of what worked and what didn't, a thread.
1/17
LECTURES I
Rather than force students to watch me ramble for 80 minutes twice a week over Zoom, I gave weekly lectures as short, single-topic videos. Each week I uploaded five or six 5-12 minute videos. Sometimes my dog got involved.
2/17
Rather than force students to watch me ramble for 80 minutes twice a week over Zoom, I gave weekly lectures as short, single-topic videos. Each week I uploaded five or six 5-12 minute videos. Sometimes my dog got involved.
2/17
LECTURES II: SHORT LECTURE VIDEOS
According to the midterm reviews, students enjoyed the lecture videos. They really liked that they were short and that each part corresponded to a single topic.
3/17
According to the midterm reviews, students enjoyed the lecture videos. They really liked that they were short and that each part corresponded to a single topic.
3/17
LECTURES III: ONE TAKE
Had I allowed myself to edit my videos, 5 mins of content would take 2 hours to create. By committing to a single take per video, recording them took as much time as a regular lecture. One student said the videos were "good enough" - perfect!
4/17
Had I allowed myself to edit my videos, 5 mins of content would take 2 hours to create. By committing to a single take per video, recording them took as much time as a regular lecture. One student said the videos were "good enough" - perfect!
4/17
LECTURES IV: A TRIPOD
I found it much harder to make "eye contact" with a camera sitting on top of my monitor while delivering lecture material from slides. Once I moved my camera onto a tripod my videos become much more natural.
5/17
I found it much harder to make "eye contact" with a camera sitting on top of my monitor while delivering lecture material from slides. Once I moved my camera onto a tripod my videos become much more natural.
5/17
LECTURES V: YOUR PHONE'S CAMERA IS BETTER THAN YOUR WEBCAM
I bought a fancy webcam in March for online teaching. The picture quality is fine. But the camera in a modern phone is very likely better. My iPhone XR delivers better image quality and is better in low light.
6/17
I bought a fancy webcam in March for online teaching. The picture quality is fine. But the camera in a modern phone is very likely better. My iPhone XR delivers better image quality and is better in low light.
6/17
LECTURES VI: DON'T DIAGRAM WITH A MOUSE
For the first half of the term, I was trying to diagram with my mouse. It looked awful, and just didn't work. Once I figured out how to connect my iPad to OBS and present slides via Notability, it was way better.
7/17
For the first half of the term, I was trying to diagram with my mouse. It looked awful, and just didn't work. Once I figured out how to connect my iPad to OBS and present slides via Notability, it was way better.
7/17
LECTURES VII: VERBAL TICS
Watching my own recordings was seriously painful. I had no idea that I had so many verbal tics! I insert "like", "sort of", and "uh" as if it's my job. The silver lining?
8/17
Watching my own recordings was seriously painful. I had no idea that I had so many verbal tics! I insert "like", "sort of", and "uh" as if it's my job. The silver lining?
8/17
CLASS MEETINGS I
My students span many timezones, so I ruled out required synch content. But I wanted some opportunity for interaction. I ran a weekly class meeting, meant to give students the chance to ask about whatever they wanted. They were optional and recorded.
9/17
My students span many timezones, so I ruled out required synch content. But I wanted some opportunity for interaction. I ran a weekly class meeting, meant to give students the chance to ask about whatever they wanted. They were optional and recorded.
9/17
CLASS MEETINGS II: WARMUPS
To encourage interaction, I began class with some "warmup" questions. These were fun questions submitted by students. Ex: "You're going to space and you can only take one album with you, what album will you take?"
(I said Bon Iver, Bon Iver)
10/17
To encourage interaction, I began class with some "warmup" questions. These were fun questions submitted by students. Ex: "You're going to space and you can only take one album with you, what album will you take?"
(I said Bon Iver, Bon Iver)
10/17
CLASS MEETINGS III: GROUP READINGS
I had students read a blog or article for discussion. Initially, I paused to have everyone read it. In reviews, some students felt this was wasted time. I kept the readings, but had them read them in advance. Discussion did not suffer.
11/17
I had students read a blog or article for discussion. Initially, I paused to have everyone read it. In reviews, some students felt this was wasted time. I kept the readings, but had them read them in advance. Discussion did not suffer.
11/17
ASSESSMENTS I
I wanted to de-stress the assessment portion of the course as much as possible. To do so, I removed the midterm and loaded more weight onto the problem sets (50% of total grade) and onto weekly discussion quizzes (20%). This left 30% for the final.
12/17
I wanted to de-stress the assessment portion of the course as much as possible. To do so, I removed the midterm and loaded more weight onto the problem sets (50% of total grade) and onto weekly discussion quizzes (20%). This left 30% for the final.
12/17
ASSESSMENTS II: DISCUSSION QUIZZES
I added weekly discussion quizzes to keep us on track. 3 questions relating to the week's material, graded on a completion basis. The best questions asked students to apply knowledge. Ex. "Design a cap-and-trade system for pop cans."
13/17
I added weekly discussion quizzes to keep us on track. 3 questions relating to the week's material, graded on a completion basis. The best questions asked students to apply knowledge. Ex. "Design a cap-and-trade system for pop cans."
13/17
ASSESSMENTS III: PROBLEM SETS
With 5 problem sets, I worried about the TA grading load. So, I used partly autograding quizzes in Canvas. Recently I moved away from multiple choice to more short answer, equation or graphing questions, which are better but harder to write.
14/17
With 5 problem sets, I worried about the TA grading load. So, I used partly autograding quizzes in Canvas. Recently I moved away from multiple choice to more short answer, equation or graphing questions, which are better but harder to write.
14/17
ASSESSMENTS IV: THE FINAL
I haven't given the final yet. I find Procterio creepy and firmly believe that most students want to do the right thing, so building from that belief, I plan to administer a time-limited, open-note final with randomized questions through Canvas.
15/17
I haven't given the final yet. I find Procterio creepy and firmly believe that most students want to do the right thing, so building from that belief, I plan to administer a time-limited, open-note final with randomized questions through Canvas.
15/17
OFFICE HOURS
I ran "Zoom office hours" through http://calend.ly . 15 min works great for most things. Doesn't have to be just course-related topics. Talking about personal interests and career plans is a ton of fun and helps me feel more connected too.
16/17
I ran "Zoom office hours" through http://calend.ly . 15 min works great for most things. Doesn't have to be just course-related topics. Talking about personal interests and career plans is a ton of fun and helps me feel more connected too.
16/17
FINAL THOUGHTS
Remote teaching has exceeded expectations. I've been forced to shift (in part) to a flipped classroom, to the benefit of my students. Like most, I'm tired of Zoom, but I think I'll be a better teacher next year.
Other instructors, what have YOU learned?
17/17
Remote teaching has exceeded expectations. I've been forced to shift (in part) to a flipped classroom, to the benefit of my students. Like most, I'm tired of Zoom, but I think I'll be a better teacher next year.
Other instructors, what have YOU learned?
17/17
