Jess Danaher’s (School of Science) courses follow flipped and blended models, ideal for online environments.
In this session, Jess took us through her toolbox of time-freeing hacks. She gave a crash course on the simple editing software she uses to make quick updates to her lectures year to year, rather than recording them from scratch.
Jess also showcased simple tips and tricks that have helped her coordinate three courses online this Semester. These included her use of:
- chunking videos
- editing existing content
- concise and consistent pre-programmed announcements
- clear course narratives
- utilising discussion boards with a community-vibe
It’s her real ‘Keep It Simple Stupid’ approach on how to best utilise your time when teaching online.
The video below is an edited version of the webinar, questions and technical issues removed.
Here’s the slides from the presentation.
Sample pre-programmed announcement
[embeddoc url=”https://sites.rmit.edu.au/sister/files/2020/06/J-Danaher-Pre-Programmed-Announcement-Examples.pdf” download=”all” viewer=”google” ]
Additional resources
- Solutions Lab 7- Why teaching & learning needs a narrative?
- Review: Adobe Premiere Rush at RMIT
- Making Videos in PowerPoint & Flexible Learning Part 2
- Ideas for introducing a new week or topic
- University of Sydney – Lectures in the time of COVID-19 – synchronous or asynchronous – accessed June 3, 2020.
- University of Sydney – Chunking your class – lessons we learnt from observing other lecturers – access June 3, 2020.
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Bower, M. (2006). Virtual classroom pedagogy. ACM SIGCSE Bulletin, 38(1), 148–152. https://doi.org/10.1145/1124706.1121390
- Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference – L@S ’14, 41–50. https://doi.org/10.1145/2556325.2566239
- Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS: Engagement: lessons from MOOCs. British Journal of Educational Technology, 47(2), 320–341. https://doi.org/10.1111/bjet.12235
