Poverty, contingency, and disability will impact how easily members of a campus community can make this transition.
You may want to gather information from your students about their ability to access online technology and their facility with the tools you might use to conduct class remotely. Take a moment to reflect on the impact of your and other employees’ access to resources (pedagogical, technological, and otherwise) as the university makes this shift.
Information about web accessibility may be particularly valuable as you design course materials for teaching remotely.
Consider ways you can make your course materials more accessible to students—especially as you introduce new technologies and modes of instruction and participation. Aimi Hamraie’s “Accessible Teaching in the Time of COVID-19” gathers and builds on information in the Twitter thread linked below. The guide encourages web accessibility practices, like providing alt-text for images and transcripts for audio and time-based media, as well as flexibility to accommodate students’ needs.
Ten Steps Toward Universal Design of Online Courses (Disability Resource Center, U Arkansas Little Rock) covers a number of accessibility considerations and provides guidance on choosing tools as well as creating course materials.
(Lack of) access to internet and other resources
This Twitter thread by Jim McGrath reflects on teaching a class with Monica Muñoz Martinez via Zoom. McGrath suggests students use background filters for privacy and notes issues including “different time zones, access to wifi and physical space.”