In Winter 2020, my large introductory undergrad course went online abruptly for the last three weeks. Luckily as a core course there was already online course material available, and we were able to pivot fairly painlessly. In Spring 2020 I taught two small grad courses, and we did them completely synchronously so not much needed to change. But for the Fall 2020 term, when I was scheduled to teach a mid-size upper-year undergrad course, I needed to think very intentionally about how I was going to design it.
The Math faculty expressed a strong preference for asynchronous...
There is no one right way to create lecture material for an online course. Each has its advantages and disadvantages. I’m going to describe what I do, not because I think it’s “best” but just for interest. The adage "if I had more time, I would have written a shorter letter" comes to mind, in that it does take more time to make a succinct video, but I think it is worth it.
One thing that was extremely important to me was preserving my own personal style in the videos. In class I always use the chalkboard (never slides) because there is a huge benefit to seeing problems worked...
