As COVID-19 sweeps the globe colleges and universities are opting to suspend face-to-face lectures and laboratories as a step to slow the spread of this disease. Rather than cancel their courses many instructors are working to deliver content and assess learning via distance learning and online pedagogies. As this shift to online may be occurring midsemester and somewhat unexpectedly, instructors and curriculum designers are struggling to make the transition quickly and smoothly. The urgency of the situation is not a call for lowering standards or changing learning outcomes. Rather, it is an opportunity to revisit our courses with a focus on the critical learning outcomes. When I started teaching online after many years in a traditional classroom, I discovered that creating coursework for an online setting is not a transcriptional process, in which only the medium by which the content delivery differed, but a translational one in which I needed to use an entirely different set of tools. For example, while creating video lecture captures or transcribing the text of the lectures may be the quickest way to make the transition, in the longterm instructors may consider using readings from a variety of sources; relatively brief written, audio or video “mini-lectures”; different textbooks, open educational resources, and other content sources; and importantly, building in frequent assessments with rapid feedback. Delivering laboratory content via online modalities can be especially challenging. Moving it online may be an opportunity to reconfigure an experience that often requires that students focus much of their efforts on data collection, to one that emphasizes hypothesis formulation, experimental design, and data analysis. It is possible that when this crisis passes some of the insights gained in moving courses online will be useful in enhancing learning in traditional settings. To help educators transition to online teaching, we have compiled a virtual issue of Biochemistry and Molecular Biology Education (BAMBEd) articles that may serve as useful resources for BMB educators who are converting their face-to-face courses to the online modality. This virtual collection also marks BAMBEd's commitment to continue to expand this knowledge base and to make new resources available to the community of educators quickly. To that end, we welcome brief rapid communications from educators on creative and innovative approaches. In addition, we also welcome submissions by the leadership of professional organizations as they make statements of educational priorities and offer guidance to the field.

中文翻译：

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COVID-19 时代的教学

随着 COVID-19 席卷全球，学院和大学选择暂停面对面的讲座和实验室，以减缓这种疾病的传播。许多教师并没有取消他们的课程，而是通过远程学习和在线教学法来提供内容和评估学习。由于这种向在线的转变可能会在学期中期发生，而且有些出乎意料，因此教师和课程设计人员正在努力快速顺利地进行过渡。形势的紧迫性并不是要求降低标准或改变学习成果。相反，这是一个重新审视我们的课程的机会，重点是关键的学习成果。在传统课堂多年后开始在线教学时，我发现为在线环境创建课程作业不是一个转录过程，其中只有内容交付不同的媒介，但我需要使用一套完全不同的工具的翻译媒介。例如，虽然创建视频讲座截图或转录讲座文本可能是实现过渡的最快方法，但从长远来看，教师可能会考虑使用来自各种来源的阅读材料；相对简短的书面、音频或视频“迷你讲座”；不同的教科书、开放的教育资源和其他内容来源；重要的是，通过快速反馈建立频繁的评估。通过在线方式提供实验室内容尤其具有挑战性。将其移至在线可能是重新配置一种体验的机会，这种体验通常需要学生将大部分精力集中在数据收集上，以强调假设制定，实验设计和数据分析。当这场危机过去后，在线课程中获得的一些见解可能有助于增强传统环境中的学习。为了帮助教育工作者过渡到在线教学，我们编写了一个虚拟的生物化学和分子生物学教育 (BAMBEd) 文章，这些文章可以作为 BMB 教育工作者的有用资源，他们正在将他们的面对面课程转换为在线模式。这个虚拟馆藏也标志着 BAMBED 致力于继续扩展这个知识库，并迅速为教育工作者社区提供新资源。为此，我们欢迎教育工作者就创造性和创新方法进行简短的快速交流。此外，