Session 7 – Preparing to Teach Online: The Essential Checklist

MP3/Podcast Download


Transcript w/annotations



Law Faculty Tech Open House – Fridays in July 2020

Teknoids Discourse Discussion List

Julie Hewitt Bio

Julie Hewitt’s Dissertation

Community of Inquiry Framework

Merrill’s First Principles of Instruction

Bloom’s Taxonomy

Gagné’s Nine Events of Instruction

Wake Forest University Enhanced Course Workload Estimator

Rice University Course Workload Estimator

The HyFlex Option for Instruction if Campuses Open This Fall

Dialogic feedback and potentialities for student learning

Meeting Owl Pro – 360 Camera

Mike Caulfield Video on ZoomFlex – How I would approach fall semester: a personal Zoomflex-based view

Voicethread asynchronous video annotation/questions/presentations

GoReact is the best way to give feedback on student videos.

Mediasite video annotation

Thank you for joining us for the final session of CALI’s mini-course. We appreciate your participation in this course as it affirms how important this topic is.

Just a few reminders about the materials. After each session we have posted:

  • The video recording
  • The transcript of the recording
  • List of all links the speakers mention
  • Q&As to the speakers with their responses

CALI plans to keep this website up and maintained. Please remember that links to other websites may break, as CALI cannot control other websites.

Let’s keep the conversation going in the Community Discussion Forum. All are welcome to participate. You need to login with your CALI website credentials.  Online teaching, whether 100% online, HyFlex, hybrid, or something else is requiring a seismic shift in how we think about legal education. The Community Forum is an opportunity for collaboration and exploration. Most faculty don’t feel compelled to edit Hawkins v. McGee or Palsgraf for their students, knowing they can use the edited versions in casebooks. Likewise, we hope faculty have used the study groups to find colleagues to share ideas with and for the mutual creation and sharing of teaching materials best suited for the new modes of teaching.


Julie Hewitt, PhD, EdS, PMP is the Educational Technology Manager in the Division of Professional Studies at the University of Wisconsin-Platteville. Hewitt has almost 20 years of experience among higher education, K12 education, and training and development in industry. Her current duties include leadership in the areas of research, assessment, and online faculty development and support. Hewitt is the lead on the Online Faculty Program (OFA) and collaborates with others on the exploration of Open Educational Resources (OER) and affordability. Hewitt’s research interests include faculty development, teaching and learning, course design, and technology. Before her time with UW-Platteville, she served as a part of campus administration as a Dean of Student Services. Hewitt also has experiences in higher education as an Academic Program Director, an online graduate adjunct faculty member, and a face-to-face undergraduate faculty member. Her prior work experiences extend to the corporate world as a business and training systems analyst for a large aerospace company and K-12 public education as a secondary education teacher, coach, and district technology coordinator. Hewitt is a member of the Online Learning Consortium (OLC), the Learning Guild, United States Distance Learning Association (USDLA), and Project Management Institute (PMI).

Learning Outcomes

  1. List learning items besides casebook readings to include in your course (i.e., slide presentations, podcasts, etc.).
  2. List techniques or tools that worked in spring and two new techniques to try.
  3. List three departments or resources at your law school where students can get advice about issues unrelated to your course. Consider some of the social, personal and technical issues this course raised in presentations and in your life. TIP: In addressing this learning outcome, you may want to view Allie Robbins’ CALI lesson, Law School Resources.  This run of the lesson uses LessonLink which allows the faculty member posting the lesson (in this case, Deb) to see your score. The lesson may remind you of resources at your law school.


Dutton, Yvonne and Mohapatra, Seema, COVID-19 and Law Teaching: Guidance on Developing an Asynchronous Online Course for Law Students (May 18, 2020). St. Louis University Law Journal, 2021. Available at SSRN:

ABA: Managing Director’s Guidance Memo Emergencies and Disasters February 2020 (12 minutes)

June 11-12, 2020 update – ABA’s June Board of Governors meeting, “the Board approved the request [of the Section of Legal Education and Admissions to the Bar] to amend its bylaws to authorize its Council to adopt emergency policies and procedures in response to extraordinary circumstances in which compliance with the Standards would create or constitute extreme hardship for multiple law schools, subject to approval by its Council for a term certain and limited to the duration of the extraordinary circumstance.” Source: “Summary of Action of the June 11-12, 2020, Board of Governors Meeting” memo:

Doug Lederman, The HyFlex Option for Instruction if Campuses Open This Fall (May 13, 2020) (15 minutes) (48 minute video at the end of the article). In HyFlex (Hybrid Flexible) “each course is built to give students a choice to attend either in person or online.”

Assessment – no assessment this session.


Discussion Forum Questions

  1. List two take-aways from the mini-course and discuss how you can incorporate them into your course. Respond here.
  2. Whether it’s a new tool, a new way to approach formative assessment, or something else, what are you most looking forward to including in your course in fall? Respond here.