Dietrich Stout said all of his time in the fall (2020) was spent working on his introduction to archaeology course. He found it vastly demanding. His objectives were to: (1) move the whole thing online, (2) while increasing the size of his class, and (3) increase attention to social justice and diverse representation. He had to deal with: (1) increasing the number of students, and (2) having diverse students with a white guy teaching about social justice and diversity. He came to be comfortable relying on online videos from other people. Dietrich’s presentations were kept to 10-15 minutes and relied on videos online. He said he missed the ability to comment on videos (which he had done when he taught this in a classroom). He embedded videos within longer files. Dietrich said he did not get much feedback, but students seemed to like it. He noted that synchronous in class is important, too. He said it was hard speaking to a computer screen because he did not receive student feedback (vs. in-person classes). He used Screencast-O-Matic (video creation software). He said the videos have to be scripted; it can be time-consuming. He said he is trying to give qualitative feedback and creative, engaging assignments to students. He said he gives tests to students but is trying not to be draconian (e.g., not watching students on a webcam for cheating). He relied on group work, which meant he could do less work to evaluate in providing feedback to students. He mentioned using the Voice Thread app (allows for multimedia engagement, group conversation, and collaboration using video, voice, and text) for student presentations. Stout said he will keep a lot of this flipped aspect when in-person teaching resumes (blended learning by having students read at home and work on live problem-solving during class time).