How will I deliver information that I usually cover in lectures? 

If possible, switch to asynchronous options for delivering lectures. Given the current circumstances, students may now have markedly different schedules, be living in different time zones, have access to different technology than before, etc. Consider carefully whether you want to spend your time troubleshooting technology and scheduling difficulties that will likely arise – or if you want to spend your time teaching. Two practical options include:  

• Video-recordings:  If you are using Bb, you can find instructions to load your video here https://help.blackboard.com/Learn/Instructor/Course_Content/Create_Content/Create_Course_Materials/Add_Files_Images_Audio_and_Video.  If you are using Canvas, we recommend using Studio to create your video https://canvas.ecu.edu/studio/.  
• Auditory recordings (possibly delivered with a Power Point file):  This can be done within Power Point with the voice over feature (Directions: https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c) or you can record an audio file (lots of phone apps will do this) and post it in the LMS along with your usual Power Point file. If you already have a Power Point developed – this might be the most efficient option.  Just remember you may need cue students when to advance the slides ?    

Be aware that a 45-minute live lecture sprinkled with questions and activities can become grueling when delivered online without intellectual breaks. Here are a few suggestions: 

• Record in small chunks: Even the best online speakers keep it brief; think of the brevity of TED talks. We learn better with breaks to process and apply new information. To aid student learning, record any lectures in shorter (5-10 minute) chunks, and intersperse them with small activities or readings that give students opportunities to process the new knowledge, make connections to other concepts, apply an idea, or make some notes in response to prompts. Added bonus – smaller chunks also lead to smaller files, especially when using voiced-over PowerPoint presentations. 
• It’s not just about content: If a crisis is disrupting classes, lectures can mean more than just providing course content; they also establish a sense of normalcy and a personal connection. “Instructor presence” is just as important now as it would be in a full online course. So, consider ways that you can use lectures to make students feel connected and cared about (e.g.  acknowledgement of current challenges, praise for good work, reminders about the class being a community, and a little bit of fun). This affective work can help their learning during a difficult time. (Courtesy of Indiana University)