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When you realize you have to move your class online quickly, consider the following right away. For more information and guidance, visit https://kb.iu.edu/d/keep.
Identify plans early: Consider addressing emergencies and expectations up front in your syllabus, so students know what will happen if classes are cancelled, including procedures you will implement. Consider doing this each semester, so you are ready in case of an emergency.
Communicate with your students right away: Even if you don't have a plan in place yet, communicate with your students as soon as possible, informing them that changes are coming and what your expectations are for checking email or Canvas (Georgetown's learning management system), so you can get them more details soon.
Consider realistic goals for continuing instruction: What do you think you can realistically accomplish during this time period? Do you think you can maintain your original syllabus and schedule? Do you hope students will keep up with the reading with some assignments to add structure and accountability? Do you just want to keep them engaged with the course content somehow?
Review your course schedule to determine priorities: Identify your priorities during the disruption—providing lectures, structuring new opportunities for discussion or group work, collecting assignments, etc. What activities are better rescheduled, and what can or must be done online? Give yourself a little flexibility in that schedule, just in case the situation takes longer to resolve than you think.
Review your syllabus for points that must change: What will have to temporarily change in your syllabus (policies, due dates, assignments, etc.)? Since students will also be thrown off by the changes, they will appreciate details whenever you can provide them.
Identify your new expectations for students: You will have to reconsider some of your expectations for students, including participation, communication, and deadlines. As you think through those changes, keep in mind the impact this situation may have on students' ability to meet those expectations, including illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Create a more detailed communications plan: Once you have more details about changes in the class, communicate them to students, along with more information about how they can contact you (email, online office hours, etc.). A useful communication plan also lets students know how soon they can expect a reply. They will have many questions, so try to figure out how you want to manage that.
The following links provide some advice and guidance on how to improve (or begin) your online teaching.
Article from the Chronicle about how to move your class online in a hurry and things to consider as you make the transition and how to meet the challenges. Links provided to some helpful guides and other information.
The guide discusses how instructors can increase their presence
in online courses in ways that may contribute to improved student retention and performance. It
also describes a case study of a course in which the instructor used some basic interactive technologies to create a meaningful instructor presence.
Workload estimator developed by Rice University to help you estimate how much time an assignment, readings, and the other work you are asking your students to do will take. Allows you to see if your work is in line with time expectations or if you are giving too much or too little.