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Remote teaching overview

These pages are designed to help teachers rapidly adapt their delivery of teaching and course assessments as an alternative to face-to-face teaching. 

Remote students

In 2021, the University will enrol two types of remote students:

  1. Students approved to be studying and completing assessments remotely, e.g. at one of the China Learning Centres.
  2. Students in New Zealand who are observing self-isolation requirements, therefore studying remotely.

Find out how these students are identifiable and grouped into sections within Canvas.

When preparing to teach your course remotely, please keep in mind the following principles:

Simplicity

Focus on pragmatic, quick, and simple approaches to online delivery of material. In this context, this means focusing on the simplest possible way to deliver your course: written material over recordings and recordings over live online sessions.

Empathy

This is an extraordinary situation and none of the staff or students of the university signed up for it. We should all prioritise treating each other and our students with empathy and understanding. Many of our students will be facing economic precarity, a need to care for children or sick adults, and social and physical isolation.

Let your students know what is happening in the course and what avenues of support are available to them. Misunderstandings can proliferate online if not quickly addressed, and good communication can do a lot to reduce anxiety. Use your presence on Canvas (through course announcements, discussion forums) to continue to encourage calm and exercise care for our students.

Connect with your colleagues to share good practice and support each other in these unprecedented times.

Flexibility

The priority is to address ​​your learning outcomes. You are not expected to replicate your face-to-face teaching in an online form. Where possible, distil the main aspects and present them in abbreviated form.

Methods might include:

  • Share written teaching notes (simply on Canvas pages, for example). See Basic guide to Canvas pages.
  • Share PowerPoint/Keynote/Google Slides with your teaching notes included as annotations/presenter notes. See guides for PowerPointKeynote and Google Slides.
  • Pre-record your lectures or classes. Use Zoom to record yourself speaking to slides or perhaps addressing your webcam directly. This can be done in your home if you have a computer with a webcam and microphone.
  • Use built-in functionality within PowerPoint/Keynote to record voice-over narration of slides. [Guides for PowerPoint and Keynote].
  • Utilise previously recorded lectures from the Lecture Theatre Recording (LTR) service. These are available online after the initial recording for 12 months, then archived for an additional 6 months before deletion.
  • Draw on existing video material of lecturers, talks, seminars etc. that are already available online.
  • If you opt to develop podcasts, videos of yourself speaking to camera, or narrated recordings of your slides, consider breaking them down into short chunks. Sitting down to record a two-hour lecture in one go is not hugely satisfying – it increases the chance of technical issues – whereas breaking the material up will help you think about reducing quantity overall. Students will also benefit as they can focus their study on specific aspects of the course.

Read details on the University approaches and communications relating to assessment in this ever-changing environment.

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