'Quick but Quality' Shift to Digital - Part 2: Getting Started as an Online Teacher / Instructor

In response to COVID-19, I've been working with a number of world-leading universities, government departments and charities to make a 'quick but quality' shift to digital. Over the next few days, I'll share what I've learned so far to help you to do the same.

In my first post, we looked at how to design and deliver great, high-impact workshops or small group sessions using Zoom.

In this post, as more and more of us prepare to instruct online, I'd like to share three top tips on making a strong and productive start as an online teacher / instructor.

Tip #1: Focus first on habits and mistakes (not content)

It may feel odd but for the first few days that you teach online, you should forget teaching content. Instead, use your first 2-3 sessions to build new habits, set up your ground rules together (see Best Practice #4, here), explore your new surroundings, make mistakes, spot bugs, have a communal laugh/cry and just get comfortable and familiar in your new space. See Tip #2 for an introductory activity idea to get started with.

Lesson learned from experience: You'll spend a lot of time waiting for people who have teething issues with tech and even more time telling people they're on mute. Embrace this and explicitly build in time for everyone to get it wrong, get settled and get comfortable in their Brave New Digital world* (*Zoom meeting room, probably).

Tip #2: Get to know your audience (and adjust accordingly)

However well you know them already, your participants' needs and identities change in the online context. Don’t assume that your dynamic is the same as when you meet in the flesh. Don't assume that everyone has the same online attention span, the same quality Wi-Fi, the same access to private space and the same amount of time, energy and support in their homes. 

Take time to get to know your participants, engage with them on a social and personal as well as professional level, acknowledge their needs and adjust your schedule and approach as needed.

Sub-tip: During the first week, ask everyone to introduce themselves but.... rather than doing a quick, tokenistic whip-around before you get to the 'real stuff', give people time and space to do it properly and meaningfully. Building emotional, affective bonds like this between teacher and participants and among participants increases engagement, motivation and persistence - big challenges in the online context.

Lesson learned from experience: Even the most shy and reluctant participants seem to enjoy writing a Six Word Story about themselves + a short (max. 1 min) video introduction using their webcam, including meaningful facts about themselves. The most popular questions/prompts in my experience include: Where are you? What do you care most about? What random fact can we come to know you by? Show us a photo which best captures you and tell us why you've picked it.

Tip #3: Plan, think and work in small chunks (40 mins max)

Spend no more than 40 minutes online at any one time. You can choose to meet up several times a day (indeed, the more contact you have, the better you'll engage your audience) but the best instructors in the world can’t meaningfully hold attention longer than than 40 minutes online. During your session, use Active Learning pedagogy and stick to the '3 minute rule' (see Best Practice #1, here) to ensure that your participants are engaged and your session is participatory and productive.

Lesson learned from experience: You will definitely think that you can hold people's attention online for more than 40 minutes, but you definitely can't. Have a break and come back later instead.

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Dr Philippa Hardman is an independent Digital Learning consultant and an affiliated scholar at the University of Cambridge.