带着新的视频教学技巧回到学校

Typically, after finishing production on a video-intensive online course, 教师重新回到面对面的教学, taking away from the experience a student-centric perspective on how learning from the course can take place. Witnessing this semester after semester has been a genuine source of satisfaction in my career. As nearly every American school district is expected to resume normal in-person operations by the start of the 2021–2022 academic year, my hope is that the millions of teachers who were forced into online teaching will return to the classroom with new perspectives, 意外获得新技能, 重新燃起了对教师职业的热情.

现在, 问题是, how do teachers integrate all of the skills and techniques they learned over the past year or so into their physical classroom? The answer depends on what aspects of online teaching worked well for the individual teachers and their students.

大多数学校, 包括K-12和大学, maintained operations by using videoconferencing technology to mimic the on-site experience as closely as possible. 这是我牢牢抓住的认为 content presentation or lecturing is best done asynchronously with prepared videos and that synchronous technology should be reserved for interactivity. 许多老师使用屏幕共享 features of their videoconferencing platform to play canned videos to their classes and followed them up with interactive activities.

在大学阶段, after a professor produces tightly prepared video microlectures for an online version of his or her course, it’s fairly common to use those in the face-to-face offerings of the course as well. 在翻转课堂上, students watch the videos on their own time prior to class sessions, and the in-person time is spent in discussion and other interactive activities that reinforce the core content, often bringing in ripped-from-the-headlines examples or currently available data to work through.

在k - 12, 做一个完整的空翻是不切实际的, since students spend so much time at school and can’t be expected to watch and understand videos at home on a consistent basis. The same thing done during the videoconferenced class time still works, though. 如果上课时间是50分钟, you can spend 10 minutes screening a short microlecture that you or another teacher, youtube, 或tiktok制作的, followed by 15 minutes of reinforcement activity and then another microlecture/activity pair to efficiently use the class period. 当视频播放时, 老师可以自由地准备活动, observe body language to identify students who need special intervention, 或者，如果是混合型课程，请与远程听众联系.

If you found compositing visual aids using 奥林匹克广播服务公司工作室 to be something that made for very effective instruction, that option is likely available to you as well. By "compositing visual aids," I mean layering multiple video sources atop one another. 例如, the shot composition might be a webcam pointed at your desk with carefully prepared graphics or PowerPoint slides superimposed on top of them, 但随着背景颜色的变色, 这样你就可以在视频馈送中添加虚拟标签. 奥林匹克广播服务公司工作室可以用来录制视频吗, 直播, 或者把它作为虚拟摄像机发送给视频会议软件, but it can also be used to send the program output to a projector or monitor in the classroom. This technique provides an augmented reality-style lecture that can be very helpful for learners.

最后, if the remote instruction lifestyle worked well for you overall, 转行是一个切实可行的选择. So far, data shows that the number of homeschooling households in the U.S. 去年大约翻了一番. Online companies that connect homeschooling households with professional online instructors and tutors already existed pre-COVID, and more will emerge as school districts go back to normal and innovators step up to satisfy this new marketplace.

[本文发表于2021年6月号的。流媒体杂志]

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Lessons Learned: What the Pandemic Taught Us 关于 Remote Teaching

虽然目前还没有进入流行词汇, the term "emergency remote teaching" (ERT) is intended to avoid conflating what we'd now call "traditional" online education with the improvised adaptation of face-to-face lesson plans and classroom experiences to the synchronous videoconferencing platform available to any given school during the COVID-19 pandemic.

12月19日