Walk through demos at a pace which accounts for the audio and visual delay.įinally, encourage everyone to turn on their camera - yourself included. Navigating digitally mediated communication has different pitfalls for miscommunication than face to face discussion. Go through a dry run with your new set up and ask for feedback on audio quality, background level noise, as well as on the delivery of your content. With video conferencing apps like Google Meet, always test your setup, either with a friend, colleague, or yourself on another computer. For instance, if you use a whiteboard to demonstrate pseudo-code in person, consider software like ScreenBrush, an app that allows you to draw over your screen, or Zoom, a video conferencing tool with a built-in whiteboard functionality that allows you and the students to work on solving a problem together. When picking tools for your setup, opt for tools that feel familiar or intuitive, for the sake of both your student’s comfort as well as your own. Students do best in a familiar environment, and a part of your responsibility as the lecturer is to make the most of their learning experience and drive their success. Reproduce the in-person learning environment □□□ Here are three things that helped me prepare for my first remote lecture, which can hopefully start a dialogue for us to share best practices. For me, teaching programming in person is already fairly new, let alone teaching remotely! Fortunately, I work with a wonderful education team able to provide me with the information and tools necessary. As a teacher of programming, this posed an interesting challenge. It was an inevitability that many of us would transition to working remotely, myself included. Over the past handful of weeks, the spread of COVID-19 has escalated much quicker than most anticipated.
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