Flexible Learning Options in the event of a pandemic
Flexible Learning Options in the event of an H1N1 pandemic at Brock University
For faculty and instructors, it is always a good idea to have a contingency plan in place in the event that you are unable to attend class due to illness or emergency. It is even a better idea to design programs and courses in such a way that students can continue to learn and be assessed if classes are disrupted due to any number of unforeseen circumstances. This has become more critical recently given the current discussions taking place around emergency planning in the event of a H1N1 pandemic (please visit www.brocku.ca/pandemicflu). Both students and/or instructors may need to be absent from classes to look after family members, to look after themselves, or as a precautionary measure in the event of an outbreak on campus. For faculty, instructors and teaching assistants at Brock University, considering and developing alternative delivery and communication options is important in the event of a pandemic: building flexibility into your course and assessment design can mean that teaching and learning can continue with minimal disruption.
Your course outline provides essential information to students about course expectations, what happens in the event of late assignments, class absences, cancelled exams etc. Posting your course outline on the web can allow students to access it at any time from anywhere so this document becomes an important part of your communication with students about course procedures. Include clear policies on your course outline regarding communication channels (email, Sakai, turn around time for communication between instructor and students), and any policies pertaining to course assessment such as late assignments due to illness. Consider whether your policies build in flexibility in the event of student illness. For example, the requirement for medical documentation in the event of an absence may be problematic if physician offices ask that people stay home if exhibiting mild flu-like symptoms. You might also consider developing alternate forms of assignment submission (such as email, Isaak/Sakai or Turnitin) so that students do not have to physically come to campus (see section on Technology below). In this event it is important to be clear about how you want assignments to be submitted and what wording should appear in the subject line of electronic submissions.
Putting course resources on a web site or in Brock University’s Learning Management System (Isaak/Sakai) means that students can access course documents, take part in discussions and complete assignments electronically. Familiarize yourself with this resource by visiting CTLET, taking a workshop or setting up a consultation to develop a course site. You may opt to use online tools for course discussions, to process student submissions and to return marks. Tools such as wikis and blogs can also be used to carry out course discussions.
Instructors can request a course space in Isaak, Brock University's Sakai-based system, by going to https://lms.brocku.ca/ and selecting "Instructors: Click here to request a site". Requests are normally processed within two business days; in the event of a pandemic the CTLET will approve appropriate requests in one day.
The content of podcasts can either be in an audio-only format or in an audio/video format. Audio files are simpler to produce, faster to download, and easier for the listener to integrate into the rest of their life, but video can convey a lot more information.
Audio podcasts can be recorded by almost anything electronic with a microphone and that create an MP3 or AAC file. Video can be from a screen or can be captured on a camera such as a digital video camera, a web cam or similar device. Screen captures or Screencasts of an instructor narrating actions on screen or presenting a PowerPoint presentation or Apple Keynote presentation are very well suited to podcasting.