Adaptable Remote Instruction
Instructors who are teaching synchronous online (or “fully remote”) courses this year have the benefit of being able to build upon the lessons learned from our spring experiment in Emergency Remote Instruction. That said, given the unique context that this year presents—with some students learning remotely from home and others from campus—even those instructors who taught remotely this past spring may still need to make adjustments to their approach for this year's courses.
To meet the distinct challenges of preparing courses that will be taught exclusively remotely, the CTE is offering support through the lens of Adaptable Remote Instruction (or ARI). This approach focuses on developing courses that provide meaningful learning opportunities for all students and make effective use of the range of tools (synchronous and asynchronous) at our disposal. The shift in focus from Emergency Remote Instruction to ARI reflects this pivot to the new demands presented by our context this year. It also highlights what we see as important areas of overlap with the focus in Adaptable Blended Instruction on creating courses that are transparent, flexible, and human-centered.
ARI Preparation Programs
To support instructors in redesigning their courses for the remote context, we have developed a robust Canvas course to guide you through the basics of Adaptable Remote Instruction (to access the Canvas course, simply enroll yourself online). In addition, you might find the following resources useful:
ARI Quick Start Checklist can be helpful as you’re getting started or as a follow-up check to make sure you haven’t missed anything;
Sample Syllabus Statements geared towards the particular policy adjustments required by the current moment; and
Instructional Technology FAQ provides answers to all the nitty gritty questions we’ve gotten about the instructional technologies you are planning to use.