Expectations
If using Webex to convene your course, circulate clear expectations around behavior. For example, consider customizing the following e-mail (to specify how students should ask questions, whether you want them to Raise Hand, etc.).
Our class will meet through the Webex online conference system. We will adopt the same rules and norms as in a physical classroom (take notes; participate by asking and answering questions; wear classroom-ready clothing). For everyone’s benefit, join the course in a quiet place. Turn on your video. Mute your microphone unless you are speaking. Close browser tabs not required for participating in class. Your success will depend on the same commitment we all bring to the physical classroom.
As you think about continuing instruction online, consider what you can realistically accomplish. Do you think you can maintain your original syllabus? What activities are better in person, and what can be done online? Will you emphasize some things and de-emphasize others in-order to add engagement and accountability? Keep in mind the impact this situation may have on students' ability to meet those expectations.
Use a good headset, perhaps one with an attached microphone.
Although your class time won’t change, many students’ time zones will.
Students who don't attend a session live can be asked to engage in a peer discussion, write an individual response, or simply watch the recording.
You will learn (fast). Your students will learn (even faster). You may even want to recognize this fact explicitly with your students and invite their ideas for how to engage with/structure the technology for your particular course.
Invite them to be co-creators around pedagogy!
Students have a range of abilities, and not everyone will disclose: there are likely students in your course with learning or sensory disabilities. They are not required to tell you, and they may not feel comfortable telling anyone. Rather than asking these students to identify themselves to you, employ practices (like those below) that reach a wide variety of learners.
Assistive technologies (such as screen readers, magnifiers, etc.) are nearly always designed to work with text. If you send images to your students, include descriptions. If you use video chat such as Zoom, assign someone (ideally a TF) to create a transcript or closed captioning throughout the session.
Don’t expect everyone to understand after being told once. Provide transcripts and chat logs for later review. When you show images or videos via screen-share, provide those files for students to download. This will especially help students with dyslexia and other reading impediments.
Virtual meetings can be accessible in Webex due to the available keyboard shortcuts for navigating without a mouse and closed captioning created either by a third-party service or a meeting member.
If a student does self-identify as needing assistance, help them find it. Start at the DSS Office and Academic Support Center.
You will be typing a lot more. Pay attention to your tendons (and your shoulders). Take breaks. This applies to your students as well.