Given the vast diversity of both courses and clienteles across campus, however, in practice, instructors will need to be flexible and agile in making the best choices for their own circumstances. Generally, it is desirable that the experience of a course offered via remote instruction mirror that of an in-person class as closely as feasible. The Remote Pedagogy Task Force in the Social Sciences Division of L&S has produced a very useful compilation of Advice for Remote Teaching, which includes both general approaches as well as specific guidance regarding technological options available through the campus.īcourses offers a range of resources likely to be particularly useful for remote instruction, including a set of online resources for R&C instructors that includes a good deal of information of general interest.įor further general ongoing updates on the campus response to the COVID-19 pandemic, see this campus listing of resources and support. Helpful guides and strategies for remote teaching can be found on the Keep Teaching website, along with links to important updates and communications as they become available. Instructors are also strongly encouraged to read through the Instruction FAQ for Students on the Office of the Registrar website, which both provides up-to-date information on logistics for instructional planning, and also conveys a sense of the students’ perspective on these issues. This document lists questions commonly encountered by instructors. It is likely that you and your students will have practical concerns that may take precedence immediately after power is restored.įor more info, the Instructional Resilience Checklist contains a full list of suggestions of what to do before and after a disruption. If possible, wait at least 24-48 hours after the return of power, especially for extended outages. If you must reschedule an exam, try not to be in an urgent rush to complete the exam. readings, pre-recorded lectures) once power has been restored. If you must cancel synchronous lectures because you, your GSIs, or some or all of your students are without power, you may cancel the class, or reschedule it, or provide asynchronous materials (e.g. In the week leading up to any exam, both you and your GSIs should reiterate your plans in written announcements to the students. Be sure all GSIs are aware of these plans. Let students know how you expect them to handle assignments, exams, and access to course materials in the event of a disruption. Let students know how you plan to communicate with them in the event of a disruption, with a method that is as robust to power outages and disruptions as possible, keeping in mind that there may be inevitable delays in sending and receiving these communications. For further details on ADA compliance of video recordings please see ĭo your best to plan ahead and provide clear messages about how you will handle power outages and related disruptions. ![]() Instructors are also advised to make sure that videos are closed captioned by DSP if students (including auditors) in their classes have this accommodation or they wish to post videos in public forums. For lectures that will be used across semesters, it is recommended that instructors develop asynchronous lectures that do not include students from any class. For remote students that opted out, they should be encouraged to mute their audio and turn off their video.įor students that do not consent, the recordings should be edited to de-identify the students prior to sharing the recording, which can include avoiding or removing any mention of the student’s name, removing or blurring the student’s image, and altering voice recordings.Īs a best practice, it is recommended that instructors only provide recordings of synchronous lectures to students who are enrolled in the same class. ![]() The consent language should describe with whom the recordings will be shared and the purpose of sharing the recordings.Īdditionally, students should be verbally reminded prior to each class session that the lecture/discussion section will be recorded and may be shared with individuals outside of the course. In accordance with FERPA requirements, students must be provided with the opportunity to consent or to withhold their consent to the sharing of their identifying information (name, image, voice) with other individuals not enrolled in the recorded course. ![]() To share recordings of class sessions that include student participation with individuals not enrolled in the course (e.g., future courses, prospective students, audiences outside of Berkeley), instructors must provide notice in the syllabus prior to semester start regarding the recording and sharing of classroom lectures and discussion sections and receive written consent from students via a form/survey sent to all class enrollments asking them to opt in/opt out.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |