Spend some time editing your slides and documents for online viewing. To support inclusive learning consider; font size, colour contrast, the quality and clarity of images, graphs, charts and the amount of text on the screen. Your additional explanations should mean you can leave minimal text on the screen.
Remove cues for anecdotes or analogies, unless absolutely necessary, to focus on the critical content.
To save time consider sharing ebook chapters and journal articles from your institution’s online library or open access resources instead of writing explanations.
Use pre-recorded video but only where it really matters and where you feel you have the time, support and confidence to create them. Video is great for bitesize (~5min) pieces of content, where it can help to break down a complex concept or process, which text alone could not do.
For example, explaining the flow of blood through the chambers of the heart would be enhanced by a video. Explaining the 4 Ps of the marketing mix can be achieved with text alone.
Your video should be simple in its production value. However, it will still require captions and a transcript to support inclusive learning, which is where tech support may come in. If you have no support, some online software exists to support the addition of captions, though few are free and all require some editing.
Using live sessions as a replacement for content should be approached with caution. Don’t assume learners will have the same technology available as they would normally. Some may not have access to webcams, or even a computer and those who do may be sharing it with others in their household. Your learners are also less likely to have a quiet, dedicated space for study, which will make participating in and contributing to live sessions more difficult.
However, there are benefits to using live sessions to add value to the text or PowerPoint-based content you can provide quickly. Live sessions can emulate campus lectures, which should help you feel at home with teaching your subject. You can use the whiteboard and collaborative features to draw, write and share content that you weren’t able to share in other formats.
You should record all of your sessions, to share for those who can’t attend. You could also use the record feature of your live session software to create some low-tech explainer videos, perhaps for key concepts or pinch-points for your learners.
Consider asking students in advance for the key topics they might like you to cover in live sessions and be flexible around timings. You could even offer to host smaller break-out or study groups to support those who need greater support if you have the capacity.
Your options for creating content will be limited by your resources, time and confidence and if each of these is limited, this may mean falling-back on relatively safe, text-based options. In time and with the necessary resources, you may be able to spend more creating online content when the necessary resource becomes available.
The most important consideration for your online content is that it is clear and concise to support students to continue their studies as effectively and as efficiently as possible.