Daily Archives: 2020-03-28

Article note: My own thoughts from the initial effort: - Trying to do all-asynchronous or (much, much worse) all synchronous is a fools errand. You're gonna have to do mixed mode, with some consume-at-leisure delivery and some interactive Q&A time. - You need a document camera, the digital whiteboard things don't cut it. Improvise one if you have to. - Most students aren't as auto-didactic as we'd like to imagine, just like always. Design accordingly. - Make sure you and your students do their best to carve out "work time and place" - Accommodate where you can; your students have access limitations. They have little siblings or children borrowing their computers for their own classes. They have flaky connections. At the same time, hold the line on demonstrating competence. - Spyware "anti cheat" gadgets are harmful bullshit with differential inconvenience, design to deal with the fact that students will be getting reference material and communicating instead of wasting your time trying to stop them.

Enlarge / A virtual classroom setup. (credit: Chris Lee)

"Remote teaching sucks. It's yucky, and it is not the future of education."

Thus spake my wife, a high school English teacher with many years of experience. And she's right. I teach at a university, and we have also moved to virtual lessons in the face of COVID-19. Even before the current crisis, I already made extensive use of digital tools in the classroom. However, virtual lessons are a poor substitute for actual in-person instruction. Let me take you on a tour of a future that we all should be trying to avoid. (It isn't all doom and gloom, though; we've discovered some hidden treasures as well.)

The problem is that teaching is an intimate activity: students give up a certain degree of control to the teacher and trust that person to help them master some new topic. It doesn't matter how big the class, that intimacy is unchanged for the teacher. Teaching is personal. Yes, from the student's perspective, a one-on-one lesson is more personal than a lecture delivered to 500 students. But the anonymity and safety in large classes does not mean that teachers are not seeing and modifying their approach via instantaneous feedback from their classes.