Small Teaching Online: Applying Learning Science in Online Classes by Flower DarbyMy rating: 4 of 5 stars
This is a useful book, packed full of good tips, but could have been a bit more concise in places. I found myself wishing for a bit more empirical evidence that these things work, but I understand not all of them are tried and true (yet). For skeptics, some of it may seem idealized, but one can push past the sunny language and see the point Darby makes. For example: "When they see the relevance of coursework, the thread that ties everything together, students are more wiling to complete activities and assessments in a way that promotes meaningful learning. (23)" Well, we know that's not always the case, but Darby pushes us to honor the highest potential. I very much appreciated the application of "small teaching" approaches and the advocacy that online teaching can be (and should be) meaningful and interactive. At this point, even those who had to "emergency pivot" to online teaching during the pandemic should have figured out that it requires pedagogical considerations and isn't just a 1:1 transition. From that perspective, I found some of the cheerleading excessive, but not to the detriment of the book's value as a whole. Darby offers specific ways to implement UDL (Universal Design for Learning) practices (i.e. "Provide multiple topics and questions in online discussion prompts" and "Let students sign up for groups based on a topic they want to delve into"). There's a lot of general wisdom as well, that isn't just applicable to online teaching: "Giving the students something to do while watching a mini-lecture video, for example, encourages active listening and attentive processing of new information." (187). That seems obvious, perhaps, but I think there are times in my own teaching when I've just dialed in the lecture or the listening assignment, without really connecting it to its own specific learning outcomes. To be sure, it can be tough to give that extra 10% sometimes, but the idea of "small teaching" is based upon making these small changes, one at a time, for greater cumulative effect down the road. Darby makes sure to reiterate this in the final pages when discussing how we approach challenges. And perhaps the most important question Darby asks is: "How will you keep yourself motivated? How do you plan to assess the impact of your efforts? (225)". THIS is the missing piece. Teachers can read books and attend conferences, filling their hearts and minds with myriad exciting ideas...but what happens when those experiments fail? Do we just assign "x idea" to the scrap heap, or do we sit down and assess what went wrong and what are the adjustments that need to be made? That's where the space/time is really needed, and perhaps institutions of higher ed would be wise to consider pedagogy-specific guided sabbaticals, increased PRODUCTIVE and CONSTRUCTIVE faculty reviews, and mandatory (and compensated) faculty peer groups. Darby's offerings are helpful for the already-motivated teacher, but should also be embraced by administrators.
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