updated modalities, added Spicy Takes chapter

.github/workflows/deploy.yml

@@ -37,7 +37,7 @@ jobs:
           python-version: 3.11
       - name: Install dependencies
         run: |
-          pip install -r teach_online/requirements.txt && \
+          pip install -r requirements.txt && \
           sudo apt-get install -y texlive-fonts-extra texlive-latex-extra texlive-xetex latexmk
       - name: Build Book
         run: |

teach_online/_config.yml

@@ -4,7 +4,7 @@
 title: How to Teach Online
 author: Niema Moshiri
 copyright: "2024"
-logo: logo.png
+logo: "../images/logo.png"
 
 # Force re-execution of notebooks on each build.
 # See https://jupyterbook.org/content/execute.html

teach_online/_toc.yml

@@ -6,4 +6,5 @@ root: intro
 chapters:
 - file: preface
 - file: modalities
+- file: spicy
 - file: acknowledgements

teach_online/modalities.md

@@ -10,6 +10,10 @@ We will present each modality,
 and we will discuss how online learning can be effectively utilized in each.
 This chapter will establish more generalized frameworks of teaching,
 and future chapters will hone in on specific tasks that can be implemented within those frameworks.
+We want to emphasize that many of the individual teaching components we describe in each of the following modality descriptions
+can be used across multiple modalities
+(e.g. both in-person and online classrooms commonly use online discussion boards and assessments),
+and we will dive into specific components in later chapters.
 
 ## Fully In-Person
 
@@ -66,6 +70,39 @@ in which all core instruction is by definition synchronous,
 the core instruction in a fully online class can be
 synchronous, asynchronous, or a mix of both.
 
+### Synchronous vs. Asynchronous
+
+In synchronous fully online instruction,
+"classroom" instruction is conducted in a manner similar to in-person instruction:
+students meet with the instructor at a specified time,
+and instructor-to-student interactions look very similar to how they look in-person
+(including the potential for traditional lecture vs. {term}`Flipped Classroom`),
+but held virtually via video conferencing tools rather than in a physical classroom.
+
+In asynchronous fully online instruction,
+all instructor-to-student interactions are fully asynchronous.
+They commonly take the form of prerecorded videos,
+but they can also take the form of text-based interactions,
+such as reading instructional materials written by the instructor
+(like you're doing right now!)
+and/or online chat or discussion board.
+
+In practice,
+(good) fully online instruction typically employs a combination of synchronous and asynchronous instruction.
+For example,
+a fully online classroom may have synchronous class time as well as mandatory asynchronous online discussion.
+Further,
+instructors who hold synchronous sessions in a fully online classroom can record these sessions
+so students who are unable to attend synchronously can watch recordings according to their own schedule.
+
+### The Good
+
+TODO
+
+### The Bad
+
+TODO
+
 ## Hybrid
 
 TODO
@@ -78,13 +115,17 @@ TODO
 
 ```{glossary}
 Flipped Classroom
-  A teaching method in which students read/watch learning materials and work on problems asynchronously before class, and in-class time is reserved for problem solving, discussion, and other activities {cite:p}`bishop_flipped_2013`.
+  A teaching method in which students read/watch learning materials and work on problems asynchronously before class,
+  and in-class time is reserved for problem solving, discussion, and other activities {cite:p}`bishop_flipped_2013`.
 Micro-Classes
-  Pre-assigned small groups of students led by an Instructional Assistant that remain the same throughout the entire course {cite:p}`alvarado_micro-classes_2017`.
+  Pre-assigned small groups of students led by an Instructional Assistant
+  that remain the same throughout the entire course {cite:p}`alvarado_micro-classes_2017`.
 Peer Instruction
-  A teaching method in which each student applies the core concepts, and then explains those concepts to their classmates {cite:p}`crouch_peer_2001`.
+  A teaching method in which each student applies the core concepts,
+  and then explains those concepts to their classmates {cite:p}`crouch_peer_2001`.
 Small-Group Discussion
-  In-class discussions among small groups of students (not necessarily pre-assigned), potentially facilitated by members of the instructional staff {cite:p}`cohen_restructuring_1994`.
+  In-class discussions among small groups of students (not necessarily pre-assigned),
+  potentially facilitated by members of the instructional staff {cite:p}`cohen_restructuring_1994`.
 ```
 
 ```{bibliography}

teach_online/preface.md

@@ -28,6 +28,9 @@ awarded to me (PI) and Karen Flammer (co-PI) by the
 [University of California Office of the President (UCOP)](https://www.ucop.edu/):
 *An Online Training Module to Provide Instructors Guidance in Developing and Offering Fully Online and Hybrid Courses*.
 
+This is an open source project that has been released under the
+[GNU General Public License (GPL) v3.0](https://www.gnu.org/licenses/gpl-3.0.en.html) license.
+
 ## Disclaimer
 
 This resource was written by a single person,

teach_online/spicy.md

@@ -0,0 +1,72 @@
+# Niema's Spicy Takes
+
+```{note}
+Source Code: [`teach_online/spicy.md`](https://github.com/niemasd/How-to-Teach-Online/blob/main/teach_online/spicy.md)
+```
+
+As mentioned at the very beginning of this resource,
+I hope you have been taking everything I say with a grain of salt.
+If that is not the case,
+please forget everything you have read,
+consume one or more grains of salt,
+and reread everything with the grain(s) of salt in mind.
+In this chapter,
+I will be giving you some of my spicy takes,
+opinions that have me looking like this from time to time:
+
+```{figure} ../images/spicy_take_swords_meme.jpg
+---
+height: 300px
+name: spicy-take-swords-meme
+---
+Niema when he describes some of his spicier takes.
+```
+
+It goes without saying that these are my own personal opinions,
+and you should take *everything* I say in this chapter
+with *significantly* more grains of salt
+(a tablespoon of salt should suffice).
+
+## Share Your Instructional Materials Publicly for Free!
+
+Historically,
+many academics have contributed content to textbooks published by large publishing companies.
+Many academics may have even written their *own* textbooks!
+In the past,
+there were logistical challenges that required this publication model:
+before as well as in the early days of the internet,
+there was no feasible way to self-publish one's instructional materials.
+Even up until the late 2000s,
+one could argue that {term}`Learning Management System (LMS)` technology was not mature enough to
+enable academics to easily self-publish instructional materials
+(e.g. they may have required non-trivial technical expertise or effort).
+However, this is no longer the case:
+there are *many* different technologies that can be used to self-publish instructional materials.
+Even *this very resource* was just written on my laptop and was self-published using [GitHub Pages](https://pages.github.com)!
+When a student enrolls in a class and sees that they have an expensive textbook or homework subscription,
+it's annoying at best,
+and it could be a non-trivial financial hurdle at worst.
+
+I want to be very clear that I am not in any way saying that academics should develop or publish their materials without compensation.
+On the contrary,
+I am extremely strongly of the mindset that nobody should *ever* do *any* labor without compensation.
+However, what I *am* saying is that
+I strongly encourage academics to seek funding mechanisms that can support the development and publishing of instructional materials
+without placing the financial burden on students.
+For example,
+potentially relevant to folks in biomedical fields,
+I have developed [multiple online courses](https://reporter.nih.gov/project-details/9935824)
+with funding from an [NIH R25](https://researchtraining.nih.gov/programs/other-training-related/R25) grant.
+Within UCSD,
+I have also received funding to develop instructional materials with funding from the
+[Course Development and Instructional Improvement Program (CDIIP)](https://academicaffairs.ucsd.edu/evc/cdiip.html).
+Even *this very resource* was written with funding from a
+[UC Online](https://www.ucop.edu/educational-innovations-services/programs-and-initiatives/ilti/about.html) grant.
+Sure, I'm not *profiting* from the products I've developed,
+but I was compensated very fairly for my labor
+(you can find a full list of my funding sources on [my website](https://niema.net/awards/#funding)).
+
+I understand that there are challenges with finding funding sources depending on where you are,
+and I recognize my privilege of being at a well-supported R1 university to be able to even pursue these funding opportunities,
+but I highly encourage all academics to try to find funding sources they can apply for / utilize
+to support the development of their instructional materials so that they can have the financial freedom to make them available to the general public for free.