But it’s not just about adding remote students and asking them to “dial in”. To effectively teach in a course-sharing space requires a thoughtfully planned infrastructure that leverages local strengths in technology, physical plant, and expertise. Developing a successful environment that works for both the instructor and the students – both present and remote – is a process of constant adaptation to changes in teaching methods, learning styles, subject matters, and the local context.
This landscape consists of four parts: Technology, and our requirements for the institution, instructors, and participating students; Methodology, in how we bridge the gap between local students in class and their remote classmates; Physical plant, in identifying the appropriate and suitable physical space requirements; and Administrative, where we look to handle how registrars and departments offer these courses to their students.
Due to the unique situation at each institution, this discussion is intended to allow facilitators of cross-campus courses to share their experiences, successes, and failures, so that participants can apply lessons learned to tailor the most optimal learning environment at their local institutions.
Thomas Garbelotti, UCLA, CA, USAThomas received his BA in German Literature from the University of Arizona and a MS in Technology Management from University of Maryland University College. He has had the pleasure to have worked with faculty, staff, and students at Middlebury College, Dartmouth College, and New York University Abu Dhabi (NYUAD).
He joined UCLA in 2014, after having helped establish NYUAD and seeing their first class through commencement. Interested in emerging ideas, tools, and methods, he enjoys helping people improve their teaching.
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