Good online pedagogy is all about readability, comprehension checks – and endless clicks, says Nicholas Murgatroyd
With universities around the world moving their classes online in response to the coronavirus outbreak, many academics face a steep learning curve around effective online pedagogy.
At my university, we digitised part of our pre-sessional language courses for international master’s students a couple of years ago. These are the tips that our experience taught us.
The reality is that just as a traditional lecture may be the fruit of months of research, 30 minutes of student-facing digital content can take hours of development time. So be realistic about how much can be produced in a short time. Staff will need remission from teaching duties if you want good quality: some to write materials, others to convert them to digital content.
PowerPoint slides don’t make great visuals, and unless the speaker is reading a script, screencasts are often full of distracting hesitations and false starts. Nor is it enough simply to transfer lecture notes to a digital platform. Be prepared to rewrite material so that it has a logical flow and is succinct enough to avoid making the screen double as an eye test.
Read more : Nicholas Murgatroyd : THE : 24 March 2020