All of the instruction is remote, whether the course meets at a designated time (synchronous), is self-paced (asynchronous), or a combination of both. Though wholly online, these courses will retain their usual enrollment size and students will have opportunities for regular engagement with the professor.
(A) synchronous Video
In this mode there is of course much more emphasis on instructional technologies as a bridge between you and your students, as well as for use in fostering engagement, creativity and collaboration. Many of the described tools such as Zoom, Google Meet, NYU Publishing (blogs), Google Currents+ (community/social/collaboration) will remain indispensable for maintaining synchronous or asynchronous connection in and across the class.
Instructional Platforms
Further platforms such as NYU LMS, NYU Stream, Voicethread or Poll Everywhere can be utilized to encourage group working, sharing, discussion, and projects. These platforms allow student access to your syllabus (‘syllabus as a service’) and course materials, as well as their own content creation, task or activity completion and critique. Maintaining a sense of belonging, seamlessness and meaningful interaction are key aims if an online class is to work pedagogically and retain rigorous academic participation. Pacing and utilization of the right tools for the right task is important. Allowing students latitude in how they interact with one and other and the instructor, as well as in how they can utilize their own environment within self-paced and directed learning approaches is key in fostering agency amongst learners. Through syllabus planning and design, tool choices, and taking advantage of RITS and CTL support, you can build successful and rewarding online teaching and learning experiences.