Begin with the end in mind. Review the major outcomes. Reflect on the journey so far. Ask for help as you think of how you might transition from on-campus to remote (and from online to online in a crisis).
Help everyone do the best they can by reflecting on what we know about how students best learn because like it or not your students are going to have their self-management, motivation, and productivity skills tested over the next several weeks.
Stop thinking about class sessions. Give students the flexibility to balance their evolving roles in this crisis by thinking like an online facilitator. Work from weekly modules. This is not the time to emphasize rigor and workload over deep learning.
Keep it simple. Identify the learning outcome(s) for the module, tell your learners how you're thinking they can master those outcomes, and ask for their thoughts. They'll surprise you with great ideas if you let them.
Take it one module at a time. Ask for feedback, muddy points, and questions so you and they can improve over time.
When possible, use the current crisis as a platform for exploring your outcomes, which seems like a relatively easy task for psychology.
Be flexible. It's not the time for authoritarian teaching. Offer structure, but balance it with compassion, support, and opportunities to try again. Keep the activities low stakes, gradually raise the bar as students and you get more comfortable.
And please don't simply drop your on-campus tasks online, convert your on-campus lecture to an online lecture, and call it learning. We know that correspondence-like courses work for all learners regardless of whether you call it online or remote. You’re an orchestra conductor, not a solo artist.
No doubt, you will learn quickly that teaching online is far more demanding than teaching on-campus. You're going to want to leap through the screen and feel the tension of helping people learn asynchronously most of each week. Communicate often. Respond promptly. Be kind.
What matters most now is that your learners trust you, know that you care about whether they learn and succeed, and are willing to transition the on-campus community online during this difficult time. Make engagement and community your priorities, not content.
Some Other Helpful Resources
Written by Bob DuBois