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As you make plans for moving your class online during an emergency, focus on what tasks you are trying to accomplish.
Regular communication is vital when you can’t be in the same place as your students. Two things that will help you in this are:
Keeping in touch with students is vital during any changes to your classes—whether a planned absence on your part, or because of a crisis impacting all or part of campus. You'll want to let students know about changes in schedules, assignments, procedures, and broader course expectations. Early and frequent communication can ease student anxiety, and save you having to deal with individual questions.
Keep these principles in mind:
Communicate early and often: Let students know about changes or disruptions as early as possible, even if all the details aren't in place yet, and let them know when they can expect more specific information. Don't swamp them with email, but consider making an Announcement whenever a significant change in plans happens (for example, the campus closure is extended for two more days; what will students need to know related to your course?).
Set expectations: Let students know how you plan to communicate with them, and how often (once a week? twice a week?). Tell students both how often you expect them to check their email, and how quickly they can expect your response (within one day? two?).
Recommended tools include:
Announcements post inside your Canvas course. This can be good for answering questions, because it creates a lasting list of answers and notices that you can point to and students can refer to at any time. Students can also reply or comment on Announcements, if they need clarification. Let them know if you are using the Canvas Announcement tool, since they may need to update their notification preferences to inform them of new Announcements, if they have previously turned that off.
How do I use the Announcements Index Page?
How do I view and sort announcement replies as an instructor?
How do I add an announcement in a course?
How do I edit an announcement in a course?
How do I attach a file to an announcement in a course?
The Canvas Inbox is the Canvas-internal email tool. It works with your course roster and sections, so it’s a good tool for communicating with an entire course, or a single section, as well as individual students. Inbox messages will be stored in the Canvas Inbox and also sent as an email to the student’s registered email address.
How do I send a message to a user in a course in the Inbox as an instructor?
How do I send a message to a user in a group in the Inbox as an instructor?
How do I send a message to all course users in the Inbox as an instructor?
How do I attach a file to a message as an instructor?
MCommunity allows instructors to create Course Groups drawn from your class roster, as well. If you and your students are most accustomed to using email, then this may be the best option, especially for initial communication about a closure.
You can hold office hours online by videoconference or chat.
Maintaining a time during which students can come to you for individual assistance is all the more important during a disruption to classes, when students may be uncertain about changed deadlines or requirements. With videoconference office hours, you can preserve the face-to-face element and also share or annotate materials on your screen if you need to discuss course materials or assignments.
Put the link to the meeting you’re using in a central place on your course Canvas site. A significant factor to consider when holding office hours or conferences with students via videoconference is your accessibility as an instructor. Make sure they know how to find your “office” (just as you might offer them directions to your office on-campus).
If you or your students do not have a strong enough network connection for reliable videoconferencing, one alternative you might consider is the Canvas Chat tool, or indeed any other instant messaging tool. This still provides immediate and real-time connection with your students.
In a situation where the instructor can be present in the classroom but students are absent, see if your classroom supports Lecture Capture or streaming, so that you can post a video of the class online. If it does not, you can still stream the lecture out via Zoom from the podium computer or your own laptop. Keep in mind, though, that this option also requires a fairly high speed computer and high bandwidth internet access for your remote participants.
If remote students do not have access to a strong enough network for streaming, you might need to write or record summaries of the lecture material for students who are absent, or solicit such summaries from the students who are present.
If you need to hold a virtual class for more than 100 students at a time, you will need to use the Zoom Webinars platform, which is optimized for large lecture style videoconferences. To learn more about the differences between Zoom and Zoom Webinar, see Zoom Meetings vs. Webinars. Zoom Webinars provides limited interaction tools for viewers, such as chat, ‘raise hand’, and built-in polls, which can help maintain the same flow of activities as a large lecture might. If you are teaching a large lecture course with more than 300 students, you will need to request an upgrade to Zoom Webinars by filling out this form.
If you or your students do not all have sufficient bandwidth to support videoconferencing, then you may find it more effective to record full or compressed lectures in your home and post the videos along with your materials (slides or notes) in the Canvas course site for study. If you need to record lectures or other video from your home or office, the best option is screen-capture and video recording software called Kaltura Capture. Once recorded and stored in your My Media area, these videos can be shared in the Course Gallery or embedded in a Discussion for students to post questions and responses to.
Recommended tools include:
Lecture Capture (record lecture in some rooms)
Lecture Capture is video recording technology installed in some LSA classrooms. It allows recording of your video and audio in the rooms where it’s installed. This service needs to be requested and scheduled, so plan ahead if you wish to use it.
Lecture Capture Overview and Scheduling
Getting Started with Lecture Capture
Kaltura Capture is a screen-capture and webcam-recording tool available inside Canvas. You can access Kaltura Capture from the My Media tool in your Canvas account, or in any of your Canvas courses. If you choose Add New, one of the options will be Kaltura Capture. The first time you use Kaltura Capture you will be prompted to download the software. Kaltura Capture is available for both Windows and Mac.
The recorder includes several options for recording: audio, your computer screen, and the webcam. The default option is to record both your screen (slides) and webcam (you), and we recommend this option. After you stop recording, you can make minor edits such as trimming the ends before uploading the recording to your Kaltura (MiVideo) account. You can embed the videos in Discussion posts, to allow students to reply with their questions, or make it available in the Media Gallery of the course.
Using Kaltura Capture Video Playlist
MiVideo Tutorial Gallery
Your Canvas course site is the best place to distribute course materials. You can either give students direct access to the Files or organize content files together with associated activities in Modules.
You will likely need to provide additional course materials to support your changing plans, from updated schedules to readings that allow you to shift more instruction online. In a pinch, providing some new readings and related assignments (asynchronous Discussions or response papers) may be your best bet for keeping the intellectual momentum of the course moving.
When posting new course materials:
Make sure students know when new material is posted: If you post new materials in Canvas, consider using the Modules to organize the material in one place. Modules allow you to include and order to your preference any material in the course, including Assignments, Quizzes, Files, and Pages. They also allow you to lock material until a specific release date. If you make Modules the course home page, then students will be able to find these things easily.
Recommended tools include:
Canvas Files is an area where you can upload any file and manage its visibility and permissions within your course site.
How do I upload a file to a course?
How do I move and organize my files as an instructor?
How do I rename a file as an instructor?
How do I create a folder in Files as an instructor?
While the Files area can be made available directly to students, it does not allow you to pair course materials with the associated course activities (a reading next to the quiz on it, for example). Therefore, we recommend using the Canvas Modules to organize and make available your course materials and activities. Modules allow you to organize both materials and activities, and to lock material until a specified date if you wish. If you make Modules the course home page, then students will be able to find things easily.
How do I use the Modules Index Page?
How do I add a module?
How do I publish or unpublish a module as an instructor?
How do I add assignment types, pages, and files as module items?
How do I lock a module?
Note about video files: If you wish to distribute video, such as Lecture Capture video or screencast video you record in your office or home, do not upload those to Files. You will quickly run out of file-space! Lecture Capture videos will be stored in their own area, called “Lecture Recordings” in the course menu. If you record your own screencast lectures or demonstrations, we recommend using Kaltura Capture and uploading the videos to your MiVideo account, called “My Media” in the course menu. From there, you can embed them in a Page or Discussion, or share them to the Media Gallery without taking up your File space allotment.
To collect assignments online, use Canvas, which will keep uploaded files organized and attached to the student who submitted them.
Collecting assignments during a campus closure is fairly straightforward, since many instructors already collect work electronically. The main challenge during a campus disruption is whether students have access to computers, as anyone needing a campus computer lab may be unable to access necessary technologies. Here are a few things to keep in mind:
Require only common software: Students may not have access to specialty software located in on-campus computer labs. Be ready with a backup plan for such students.
Avoid emailed attachments: It may seem easy to collect assignments by email, at least in small classes, but repeated assignments or larger classes will quickly swamp your inbox. Consider using the Canvas Assignment tool instead. Balance what is simplest for students with what is easiest for you to manage.
State expectations, but be ready to allow extensions: In the case of a campus closure or other crisis, some students will undoubtedly have difficulties meeting deadlines. Make expectations clear, but be ready to provide more flexibility than you normally would in your class.
Require specific filenames if you are downloading files for grading: It may sound trivial, but anyone who downloads papers to their computer to grade, rather than using Speedgrader, knows the pain of losing their place among 20 files all named Essay1.docx. Give your students a simple file naming convention, for example, FirstnameLastname-Essay1.docx.
Recommended tools include:
Canvas Assignments allow students to submit their work by uploading files or by typing or copy-pasting directly into an online post. You can grade by either downloading submissions to your own computer or by using the Speedgrader tool. Speedgrader allows you to open, read, and annotate or comment on student submissions.
How do I create an assignment?
How do I download all student submissions for an assignment?
How do I upload all student submissions for an assignment?How do I use SpeedGrader?
How do I add annotated comments in student submissions using DocViewer in SpeedGrader?
If your course includes high-stakes exams, consider the following decision tree:
High-stakes exams are often difficult to deliver online without proctoring. It may be easier for both you and your students to offer alternative assignments to students who cannot take in-class exams--for example, an essay assignment or presentations to be given later in the term, or via video.
Another possible approach is to set a time limit for the exam. Be aware of the stress that timed exams can place on students, though, especially when already stressed by a crisis of any kind. You may find it more fruitful to assess the learning of remote students by means of an alternative assignment.
To create such an assignment, identify what learning the students need to demonstrate. If they need to know basic principles, consider having them give a presentation explaining that information. If they need to know how to apply principles, consider giving them data and having them write up their analysis. If they need to demonstrate in-depth area knowledge, consider asking for a research paper.
Recommended tools include:
Canvas Quizzes are best if you need to give timed exams or wish to use the Lockdown Browser to prevent navigation to other sites or copy-pasting. Quizzes has many features that facilitate administering exams: timed exams, release dates, closing dates, section-specific exams. In addition to multiple choice, fill-in-blank and other common question types, it has an Essay question option where students can type, and attach images, audio and video in the text response field, and a File Upload question option for attaching text files. You can set correct or partially correct answers on many question types, which can mean less work grading the completed tests.
What quiz types can I create in a course?
What options can I set in a quiz?
How do I create a quiz with individual questions?
How do I create an Essay quiz question?
How do I create a File Upload quiz question?
Canvas Assignments may serve better for un-timed exams and essay exams. Students can upload text files, image files, audio files, or video, as their submission, just as they can to the Essay or File Upload question type in Quizzes, but while Assignments can have a due date it does not have the kind of timed-response features available in Quizzes.
How do I create an assignment?
How do I download all student submissions for an assignment?
How do I upload all student submissions for an assignment?
How do I use SpeedGrader?
How do I add annotated comments in student submissions using DocViewer in SpeedGrader?
If your exams require hand written responses, students can upload images to either Assignments or essay-type Quiz questions; this may support hand-written responses, if the student has a smartphone to take a picture of their work with. Be aware, however, that not all students will be able to do so, and be prepared to make alternative arrangements for them to demonstrate their work to you.
If you give paper exams, you can upload the document file to Canvas and place a download link in the Assignment or Quiz question, allowing students to download the document, fill it out, and upload the completed test to the Assignment or Quiz. We do not recommend directing students to print the document, because remote or isolated students may not have printer access. You can also email the file to your students, rather than link it in the Assignment or Quiz, but linking it in the Assignment or Quiz is the most reliable way to make it available.
How do I upload a file to a course?
How do I link course content to a quiz question?
If your course includes hands-on or lab activities, consider whether you can record demonstration videos of technique or provide students with raw data sets to practice with.
One of the biggest challenges of teaching during a building or campus closure is sustaining the lab or hands-on practice components of classes. Since many labs require specific equipment, they are hard to reproduce outside of that physical space.
Considerations as you plan to address lab activities:
Move part of the lab online: Many lab activities require students to become familiar with certain procedures, and only physical practice of those processes will do. Consider, however, if there are other parts of the lab experience you could move online. You might add video demonstrations of techniques, online simulations, analysis of data, other pre- or post-lab work, for example, and save the physical practice parts of the labs until access is restored. The course might get a bit out of order by splitting up lab experiences, but it could help get you through a short campus closure.
Investigate virtual labs: Online resources and virtual tools might help replicate the experience of some labs (for example: virtual dissection, night sky apps, video demonstrations of labs, simulations). Those vary widely by discipline, but look on YouTube, check with your textbook publisher, or sites such as Merlot for materials that might help replace parts of your lab during an extended interruption in classes.
Provide raw data for analysis: In cases where the lab includes both collection of data and its analysis, consider showing how the data can be collected in a video or videoconference, and then provide some raw sets of data for students to analyze. This approach is not as comprehensive as having students collect and analyze their own data, but it might keep them engaged with parts of the lab experience during the closure.
Explore alternate software access: Some labs require access to specialized software that students cannot install on their own computers. Depending on the nature of the closure (for example, a building versus the entire campus), Technology Services or ITS might be able to help set up the software your students need in other computer lab locations.
Increase interaction in other ways: Sometimes labs or discussion sections are more about having time for direct student interaction, so consider other ways to replicate that level of contact. Would small videoconference discussions work for this?
Remote learning can be isolating. Try to provide students some opportunity to interact or collaborate, such as discussions, peer review activities, or group work.
Communication among students is important during a disruption. It maintains a sense of community that can help keep students motivated to participate and learn, and reduce isolation during a shutdown. It helps if your class already has some experience with student-to-student online activity (for example, Canvas Discussions) since students will be used to both the process and the tool; consider including such an activity on a regular basis, in your courses. It can even be good practice for remote collaborations in their later careers! Even if you have not previously included them, though, consider doing so during a shut-down. While it’s important not to overload students with new things during a crisis, the Discussion tool is fairly intuitive for anyone accustomed to social media.
Consider these suggestions when planning activities:
Use asynchronous tools when possible: Asynchronous tools like Canvas Discussions or a Peer Review Assignment allow students to participate on their own schedules. In addition, network requirements for discussion boards are far lower than for live video tools; it’s easy to participate, even with just a smartphone and a 3G connection.
Link each activity to clear learning goals: Make sure there are clear purposes and outcomes for any student-to-student interaction. How does this activity help them meet course outcomes or prepare for other assignments? State these things clearly in the assignment or prompt.
Build in simple accountability: Find low-demand ways to make sure students are accountable for the work they do in any online discussions or collaborations. Assigning points for online discussion posts can be tedious for large classes, so you might instead ask for separate reflective statements where students detail their contributions and reflect on what they learned from the conversation. This can also keep the discussion flowing more naturally and flexibly than assigning points per post.
Don’t overload students: As with any changed activities, you will need to balance the needs and benefits of online collaboration with the additional effort such collaboration will require on everyone else's part. Learning new technologies and procedures might be counterproductive, particularly in the short term, unless there is clear benefit. Low-demand activities can still keep students connected.
Recommended tools include:
Canvas Discussions are discussion boards that start from a prompt posted by the instructor. Students and instructors can respond to the initial prompt, or to other reply posts. Replies are “threaded” to group responses to any given post together. To get the most out of a Discussion, make sure your prompt is an effective discussion question.
How do I create a discussion as an instructor?
How do I reply to a discussion as an instructor?
How do I view and sort discussion replies as an instructor?
How can I require students to reply to a course discussion before they see other replies?
How do I edit or delete student discussion replies in a course?
Peer Review Assignments, in Canvas, are created by simply checking the “Require Peer Reviews” box in an Assignment’s settings. You can assign reviewers to each other automatically or manually. Peer Reviews are a good way to encourage students to help each other, especially if you can direct them toward specific items to check each other’s work for.
How do I use peer review assignments in a course?
How do I create a peer review assignment?
How do I manually assign peer reviews for an assignment?
How do I automatically assign peer reviews for an assignment?
How do I view student peer review comments as an instructor?
Canvas Groups are a tool that allows you to divide students into groups and provide each group with a miniature course site of their own to work in. From the Group workspace, students can create their own Pages, Discussions, Conferences, and more. Once created, Groups can also be used to create Group Assignments and Group Discussions. If your course included any group projects, this is a very useful tool to allow them to continue collaboration online.
How do I add a group set in a course?
How do I automatically create groups in a group set?
How do I manually create groups in a group set?
How do I create self sign-up groups in a group set?
How do I allow students to create their own student groups?
How do I automatically assign students to groups?
How do I manually assign students to groups?
How do I assign a student leader to a group?
How do I move a student into a different group?
How do I view content and student activity within a group as an instructor?
Significant portions of the Getting Started and Instructional Strategies pages are adapted, with permission, from the Indiana University Knowledge Base article "Keep teaching during prolonged campus or building closures."
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