In winter 2015, I was given the opportunity to design and teach my department’s first fully online course, in calculus. Some design challenges emerged in the process, not least of which was the question of assessing homework. In a face-to-face class, students either turn in handwritten solutions to online problems or present them orally in class. But how can you have students presenting work to each other when they don’t even meet?
My solution—the only solution that could really work—was to have students present work via recorded video and then put those videos in an accessible place for the rest of the class.
The process worked as follows: