The following questions are important to consider regardless of why and how you are using lecture as a pedagogical tool, but especially in online environments.

How do I...

create equitable and inclusive learning experiences for my students, particularly during difficult and uncertain times?

• Wherever possible, build in multiple and flexible ways for students to engage with course material and demonstrate their learning. This helps all students, but it will be particularly important for students for whom this semester is proving especially difficult (e.g.., students who are themselves ill or are caring for ill family members, students who require accessibility accommodations that are difficult to manage in an online environment, students whose homes are unsafe or otherwise not conducive to their learning, etc.).
• Students may have sensory limitations, such as being hard-of-hearing or experiencing migraines due to electronic device use. When lecturing, employ multiple modalities such as text, visuals, and speaking, and tend to accessibility concerns.
• If you have students with or who need accommodations, contact SDAC to better understand how to translate students' accommodations to the online environment.
• Good audio and visual quality affect how students experience the content. If you are speaking, be clear and check the quality of your microphone. If writing on a Zoom whiteboard, check that there is enough contrast in the text and background. You may find it easier to log in to Zoom on a mobile device to draw on the Zoom whiteboard with your finger or stylus. Check if your mobile device can support the Zoom app.
• Protect yourself and your students from uninvited Zoom meeting guests. Review the ITS Zoom Security Best Practices for more details. 
• Explore more inclusive practices.

acknowledge students' life circumstances and challenges and design for their social, emotional, and intellectual development?

• Lecturing in smaller chunks (4-10 minutes) allows students to remain focused and makes uploading recorded content easier. Try designing a week’s worth of content using Modules and Pages, with built in opportunities for social interaction (Discussions). 
• Your visual presence can help students feel connected to you as a person. When recording a lecture or presenting live, turn on your webcam.
• Make use of student motivation. Use relevant examples and make real life connections. Avoid outdated pop culture references. Remind students of the course context and why it matters for their learning.
• Make your lectures interactive, even if they are asynchronous, such as by asking students to pause the video and complete a very brief activity (e.g., "Write down a one-sentence description of this topics to share with someone outside of the discipline"). See suggestions for interactive lecture.

encourage students to make connections and organize their knowledge in meaningful ways, recognizing their prior learning and addressing any inaccuracies?

• Learn about students’ prior knowledge from a poll (e.g. Zoom polls or Poll Everywhere) or quiz (e.g. UVACanvas quiz or Gradescope online assignment), and address the general results directly with your lecture content. 
• Design some assignments as "peer review" in which students review each other’s work using a key or rubric that you or a TA provide.
• Be clear about the objectives and organization of your lecture and how it fits into the course context. When building on previous concepts or ideas, explicitly mention when they were covered in a previous lecture.
• Maintain a well-organized course website. This is the students' only interaction with your course, and it should by easy to navigate.
• Assign tasks that help students understand their own thinking (metacognition), such as a review of their study habits.

enable students to acquire and practice skills and receive feedback?

• Build in ways for students to practice/apply the content from the lecture and remain engaged. Try polls in Zoom or embedded quizzes in Kaltura.
• Work through specific examples in your lecture while directing students to think along on their own. Try instructing students to pause the video and evaluate an example problem. Allow students to create discussions in UVACanvas where they present lecture topics and provide sample questions or discussion prompts.
• Be sure that any crucial lecture content includes opportunities for students try out new ideas on their own and receive feedback. Try asynchronous discussion boards where students can post questions to you or their classmates, synchronous chat or synchronous Zoom sessions for office hours.

effectively utilize my TA support?

You can ask them to...

• develop key questions or takeaways from the lectures. These can form the basis for a discussion post, office hours, quiz/homework questions, or short follow-up videos.
• hold office hours for students to answer questions following the lecture. Refer to steps to set up Zoom office hours or use Chat as an instructor.
• be responsible for answering student questions in UVACanvas Discussions, Chat, Piazza, or another question forum.
• create short videos of worked problems with explanations for students.