Instructor Notes

Outline from ITB Online Teaching Onboarding:


Etherpad template: https://pad.carpentries.org/ITTB_online_template

Challenges faced by Instructors

  • pacing: more important than ever to go slowly; also harder than ever because online moves slower
  • communication: feedback indicates that Instructors leave uncertain about whether they successfully engaged learners. Have to work harder to hear from learners online.
  • class size: many groups have been ignoring our advice on keeping online workshops small. There is often institutional pressure to do so. We’d like them to resist!
  • slow workshops and anxiety over quality probably both contribute to low response rates on post-assessment. We really want Instructors to find time to distribute surveys before sending people away.
    Work in progress – as always but especially with new materials, contributions invited!

Overall structure:

  • Breaks: designed for 1 x 15 min, can try 3 x 5 min but keep to time
  • “Activity 0” = Zoom hosting
  • If you have any groups of 4, 4th group members need to be moved during Activity 0 because time doesn’t allow for 4. They can complete Activity 0 during the 4th session (see table below)
  • some participants don’t feel the need to participate (Zoom experts) – it’s good to ask about this first to give them a chance to opt out

Group assignments

Group assignments for activity # during each time period are as follows:

Activity session Group 1 Group 2 Group3 Group 4
1 0 1 1 1
2 2 0 2 2
3 3 3 0 3
4 (catch-up) 1 2 3 0

Workshop roles

  • Discussion Lead (Trainer)
  • Zoom Lead (Trainer or Instructor)

Modeling introductions

Timing is (of course) tight

  • if you have 4 groups, you must preserve time for all 4 activities.
  • Content between activities can be more or less interactive, depending on time
  • Zoom questions in the initial overview can be punted to Activity 0? (Maybe handled in etherpad then?)
  • Cloud instance material is optional

Activity 1 overview

  • Purpose is to think through technical aspects of communications online and identify potential failure points, solutions
  • Challenging to find time to debrief, but important. Making sure they report in the etherpad during breakouts helps to debrief quickly if need be.

Activity 2 overview

  • Purpose is to prepare participants to empathize with learner experience, then orient towards introducing a workshop in a way that will support those learners.
  • The activity itself isn’t particularly well-matched to the introductory text. Maybe could be a different activity in the future. But feedback indicates that it’s fine and people enjoy the practice introducing their online workshop here.
  • Group roles require a reminder.
  • Minimal debrief time is ok here – better to spend that time in the lead-up thinking about learner challenges.

Activity 3 overview

  • Purpose is to prepare Instructors for the additional planning load and team coherence necessary to make a good online workshop function.
  • It refers them to the planning checklist, which can be overwhelming, but we want them to know about it and figure out how to cope with that now.
  • Activity has been updated to ask them to find single examples of things that can be planned asychronously, require a meeting etc.
  • Unlikely to have time to debrief.

Assessment

  • We will distribute pre and post survey links to participants. We would appreciate it if Zoom Lead could paste the post-survey link into the chat at the end of the workshop.