Straight from the “if you can’t change your mind, how do you know you have one?” department, I am writing an early American history course that violates many of the precepts I have been teaching to online instructors for the last 15 years.
Don’t rely on outside material
No, I have not gone over the the Dark Side and course cartridges. But in trying to avoid my same old thing (writing out and recording lectures with images), I am instead creating custom segments of Films on Demand videos. I even plan to use some as discussion prompts. If anything happens to Films on Demand, I’m sunk. I have consulted with our library specialist, who says it’s stable – that’s certainly more of a guarantee than, say, something on YouTube.
Create all your own stuff
Nope, I’m not. I’m relying on a textbook and sources I put together, a few lectures from me, and my own connecting text on we pages. But a lot of the “meat” is created by other historians instead, those with actual studios and lighting and funding and doctorates.
Don’t create long video lectures
Done it, 30 minutes on the Salem Witch Trials using Screenflow. And it’s not actually that good.
Don’t create discussions where the main goal is to discuss
Doing it, creating two-level discussions where they respond emotionally to a video prompt falsely encouraging two sides, then leading them deeper, as I used to do in my old old method from 2007 (an eternity in internet years).
Don’t forget it’s college, not high school
I’m creating an extra credit assignment that has them use a colonial cookbook to make something from their family and share video/photos. And we’re gonna discuss things like whether slavery was wrong and whether the South had a right to secede (they’ll be chewing on the edge of their playpens).
Have them create something meaningful that’s important to you
I planned to do this – I really did. I even told Laurel Thatcher Ulrich I was going to do it, stealing her idea from Tangible Things. But after hours of gathering bookmarks with specific search terms to make sure that students really use primary sources from the colonial era, I have had second thoughts. This is probably from seeing the inevitable 19th century romantic paintings being posted as “primary sources” for the Salem Witch Trials, the Boston Tea Party, GW crossing the Delaware, and other 17th and 18th century events.
This last I’ll think about some more.
But thus I go forth, violating my precepts with equanimity if not actual common sense.