Adaptable Remote Instruction
Instructors who are teaching “fully remote” courses this fall 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 fall 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 fall 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 making 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 Fall 2020 context. 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
Given the large number of instructors needing to prepare on campus fall courses, the CTE will be limited in the amount of one-on-one support we can provide. Instead, we have developed a robust Canvas course to guide you through the basics of Adaptable Remote Instruction along with a workshop meant to complement what’s covered in the ARI course. These offerings are intended for all instructors teaching remotely, whether or not they were doing so last Spring. We have also created an ARI Quick Start Checklist to use as you’re getting started or as a follow-up check to make sure you haven’t missed anything.
To the greatest extent possible, all participants are strongly encouraged to review those materials prior to participating in the session. If you are not yet enrolled in the Canvas course, you can enroll yourself online.
Supplemental Sessions are also being offered to provide more focused opportunities to explore specific pedagogical approaches and educational technologies. Many of these sessions will be relevant to instructors teaching both Adaptable Blended and Adaptable Remote courses.