Remote lectures can be divided into two types: synchronous lectures where students follow the lecture live and asynchronous lectures where you record your lecture for students to view it before or after a lecture.

Although you are probably used to provide your original lecture as it is synchronously (live), this is not always the most effective form. Asynchronous lectures have many advantages and could be worth considering.

Synchronous remote lectures

One advantage of synchronous or live lectures is the possibility of having direct contact with your students. For example, you can ask questions and the students can answer directly or the other way around. However, synchronous lectures are quite intensive for both parties and you are more dependent on the technique. 

Tips & tools synchronous lectures

• Ask questions or give students assignments with tools like Kaltura quizzes or Wooclap to create interaction. Using these tools will make it easier for (the more introverted) students to react, which means part of the group that would not respond out loud, will react now. 
• Take breaks.
• Use Kaltura Live Room, Microsoft Teams or Zoom. 
• Explain to your students what you expect of them: how would you like to receive questions? Do you want them to put their webcam/video on?

Asynchronous lectures

With asynchronous education students can learn whenever they want. They do not have to be online at a certain time to follow the lecture. In addition, most teachers find asynchronous lectures less intensive to make and most students find it less intensive to follow (compared to synchronous online lectures).

Tips & tools asynchronous

• Divide your original lecture into smaller topics and focus on one topic per video.
• You use video, because you want to transfer information with visuals and spoken words. That is why you need to think about what you will show and say in the video. You can make screen recordings (with or without yourself on screen) with Kaltura Capture, and recordings on location can be made with a webcamset or in our studio.
• Make your video interactive by adding a quiz or question to make the info stick or start a discussion (for example with Feedbackfruits, Kaltura interactieve video or a quiz/discussion in Brightspace).
• Alway give the opportunity to students to ask questions for example via a discussion or Feedbackfruits in Brightspace.
• (Re)use relevant and high quality videos of yourself and others (for example from MOOCS) to save time.
• Use the video toolkit to start recording videos yourself. 

In an online working group students get to work with the knowledge they gained earlier.  

To make use of the interaction between the students, online working groups are synchronous/live. The instruction for the online working groups could ofcourse be recorded beforehand and made part of the preparations. Use breakout rooms in Kaltura live room (/Microsoft Teams or Zoom) to make students collaborate in smaller groups. 

Tips & tools

• Be clear about your expectations from the students: how much time they have for a part, when they are expected back from the breakout room, what is expected when they get back (e.g. presenting one slide with the group's solution) and when you will take a break.
• Visit the different breakout rooms to see how they are doing, like you would on location.
• What do you aim for with your online working group? There are several activating modes of instruction that you can apply to an online working group. Are you looking for advice about which learning activities suits your education? Contact us via seeds@science.leidenuniv.nl 
• Do you want to help your students' groups to collaborate outside of the working group as well? Then consider using Microsoft Teams to make collaboration spaces for each group.

Besides lectures, videos and working groups, your education also consists of literature, assignments and other study materials. You present these materials to your students via Brightspace. 

Tips & tools

• Apply a week or thematic set-up to your Brightspace course where a student can find everything for that week or theme: for example the link to the online lecture, the video, the literature and the assignment. This way the students know exactly what is expected of them that week. Consult the Brightspace online training module for more information.
• Do you have to explain that same topic 10 times that you have to explain? That one returning question? Or that common mistake made on the exam? Consider creating a video or e-learning module on this topic; this time investment will return itself later! Contact us for advice that fits your needs.
• Does your course consist of learning objectives, activities and assignments that involve skills (writing, research, collaborating etc.)? Then take a look at the Science Skills Platform. Here you can find online modules and other materials for all sorts of skills that you can easily implement into your course. Contact skills@science.leidenuniv.nl for advice.
• Students can learn a lot from each other. For example, let them hand in an assignment online, give each other peer-feedback or start a discussion. More information about collaborative learning can be found on the Teaching Support website.

One of the major challenges of remote teaching this academic year is assessment. Do you choose for an other type of assessment than you planned or do you (have to) stick to your original plan?

Consult the info on remote testing on the employee website to find an extensive manual about digital assessment and information about proctoring, ask us for advice via seeds@science.leidenuniv.nl or share your question in our Teaching@Science community.

Tips & tools

• For exams that students have to take remotely, we advise the assessment platform Ans Delft, but you can also use Brightspace if the exam is a hand-in assignment. Contact SEEDS to help you choose the best platform for your exam.
• For digital exams that take place at the University Sports Centre (USC) you can only use Ans. 
• The Help-pages from Ans offer much information about using Ans, but we have a teacher manual with more information than just the technicals available. You can find the most recent version of this manual in our Teaching@Science community.