Challenges and Solutions

altLAB is collating solutions to online teaching challenges, drawn from experiences of teaching, as well as examples of general good practice.

We would like to build on these examples and are seeking contributions from staff at AUT. This could be a challenge for which you have created your own solution, or guidance or a resource that you found from another institution that you’ve been testing over the past few weeks, or have adapted it to your own practice. 

If you would like to contribute, please complete the short Challenges and Solutions form.

New to teaching online?

When teaching online for the first time things don’t always go to plan. Based on their experiences, one lecturer offers some practical advice on how to make the transition to online.

Creating a student-friendly space in Blackboard

The transition to online learning was new to many of us, colleagues and students alike. To support them one lecturer made some careful considerations on how to use Blackboard.

Leaving your office door open

As we move to online teaching, it is important to provide a range of options to support students. This example outlines how Microsoft Teams can be used to enable flexible drop-in sessions. 

Supporting student wellness for student success

How do we balance caring for students, our own needs and delivering quality education for our students? Here are some simple ideas for checking in with your online learners.

Introducing Hemi and Jo-ann

Encouraging students to engage with online resources and activities can be a challenge. One lecturer found that taking a scenario-based approach helped to alleviate some of these issues.

Live or pre-recorded?

Live, assessed presentations can be challenging in the online environment owing to technology, environment and timing. Giving students some flexibility in how they choose to present to the class can offer a possible solution.

Bringing artefacts to life

Projects that are material-based (such as painting and sculpture) provide a particular challenge when assessing online. Here are some ideas about how to assess three-dimensional artefacts in two dimensions. 

Supporting assessed role-play

Role-play can provide an authentic student learning experience in disciplines ranging from clinical sciences to languages. A member of staff outlines a solution that facilitates students working in pairs to participate in meaningful, online role-play

Taking your lab sessions online

A shift to online poses an immediate challenge to the lab based content delivery and the authentic learning experience. We offer a few suggestions to help you take your lab sessions online.

Guiding students into online group work

One lecturer looks to shape an in-class team-based exercise to the online environment and then re-shape the exercise in response to student feedback.

Using formative quizzes to optimise STEM learning online

Rethinking the face-to-face ‘problem-solving’ tutorial. One paper incorporates formative quizzes to provide students with an opportunity to practice and apply new concepts. 

Small investment for better assessment

One lecturer faces the challenge of designing assessments that respond to learning outcomes and provide flexibility to students whose study environments may now be very different.