Activities: What kinds of constructive alternatives – both for teachers and students – can be prepared? By whom? For which kinds of interruptions?
Triage: What kinds of interruptions can be safely ignored? What kinds deserve alternative plans? What kinds require rescheduling the session?
How can we develop good answers to these questions:1. When is the risk of technical interruptions during live synchronous online sessions worth the trouble?
2. What can be done to minimize that risk?
3. What should be done to prepare for those breakdowns?
4. How does/doesn't it help when we use team activities or CATs [Classroom Assessment Techniques] in the TLT Group’s online professional development workshops? Can we effectively exemplify what we are advocating? Does that help our workshop registrants use these options in their own online and hybrid courses? [Both in synchronous and asynchronous online sessions.]
These questions emerged from the frustrating, brief, technical difficulties we had in our 9/12 online workshop session about "CATS Online." Our workshop leaders proved themselves thoughtful, effective, resourceful and highly flexible in coping with the technical interruptions. I’ve invited them to consider these questions and share their thinking with us here and in our next workshop session.