• Prepare your students for change. Students should be aware that classes may be altered in approach or cancelled. Talk to students about being flexible and engaged in course material even if the schedule or technology changes. 

• Communicate with your students early and frequently. Cultivating a sense that you are present with the students in a meaningful sense is crucial to successful online teaching. 
• Think about access. Remember that your students may not all have the same level of access to internet connections, computer software, hardware, etc. Gather information about potential needs and brainstorm workarounds. Use the Student Survey referenced in the Canvas Commons section on this page.
  
• Figure out ways to maintain your internet connection even if you are unable to come to campus. If you do not have access at your home or are concerned about reliable internet access, please discuss with your department chair who will relay this information to the appropriate Academic Dean. 

• Revisit and update your course policies, specifically attendance policies, to ensure they allow for flexibility should unforeseen sickness or other interruptions occur. Create additional plans to assess attendance and/or participation, if needed. Consider that not all students will have continual access to technology and/or internet. 

• Convert synchronous activities into asynchronous activities to ease scheduling and access (internet, computer, etc.) challenges. 
• Explore and provide options where possible. What objectives can be met in different ways? What can be reordered? What knowledge or skills can be shown in a different way?  
• Consider different ways for students to show their work or progress. It might be that exams or group presentations need to be reconfigured. Consider deliverables in the form of video recorded presentations or demonstrations, oral exams, small group creation of an artifact, developing an infographic, student created study guide, writing a research or opinion paper, a series of short quizzes, etc. Need more ideas? Contact CITL.
• Think about what you will do if YOU get sick. Some options include adding an alternate instructor, ask students to do asynchronous work, record online lectures in advance, import or build online modules, utilize external resources or courses (for example, Coursera, EdX, FutureLearn – free online courses with modules you can assign), create a long-term project where students work on their own for a bit, etc.  

• Use tools that are familiar to you and the students, to the greatest extent possible. If using new tools, provide directions and practice opportunities, if possible.  
• Think about supplies that students could have at their home in advance to complete course work for studio or lab courses, or any hands-on activity. Share that list with students in advance. 
• Inform students of technologies you might use and places to go for support so students can test and prepare for the technology. You do not need to provide technology support to your students, but you do need to give them information about where to go for such support. Two great places for students are Canvas student support and the UWSP IT Service Desk for all other technology needs.   
• Learn about various technologies that could assist you. Keep reading to review what those technologies might be.
• Replace physical resources with digital resources where possible. Remember that students who are not on campus will only have access to digital resources from the library, and some will lack access to their course textbooks. Digital resources from UWSP Libraries:

Online books https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/search?vid=SP&lang=en_US   (Search the catalog and limit to Online Resources and Books)

Streaming video  http://libraryguides.uwsp.edu/findingVideos/streamingVideos

Databases   http://libraryguides.uwsp.edu/az.php 

Online journals  https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/jsearch?vid=SP&lang=en_US

E-magazines  https://www.uwsp.edu/library/SiteAssets/eMagazines.htm

Online Newspapers https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/npsearch?vid=SP&lang=en_US

Federal and State Publications http://libraryguides.uwsp.edu/govpubs

UW Digital Collections (including UWSP digitized resources) https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/search?vid=SP&lang=en_US  - Change the Search Scope at the top from Everything to UW Digital Collections

Kanopy -  There are over 6,000 videos organized by Collections, each one about 30 minutes in length.  The easiest way to find a video to incorporate into a class is:

1. Go to the UWSP Kanopy site at  http://uwsp.kanopystreaming.com/
2. Search for your topic
3. Limit your results by Supplier/The Great Courses by using the filters on the left

Each of the collections has multiple videos on more specific subjects. Kanopy is also reaching out to other suppliers for other free availability.  Of course, faculty do not need to limit their choices of video to The Great Courses, but in some cases one of these collections might be a way to gain some time for planning.  

• Focus on learning outcomes even if you need to adjust the specific activities that contribute to those outcomes. Keep students moving toward those outcomes. Avoid "busy work." 
• Maintain normal course scheduling as much as you can. You can hold synchronous activities to promote community, but do not penalize students who cannot participate due to time zone differences, poor internet access, sickness, or similar factors. Record synchronous sessions for those unable to attend or wanting to review. Additionally, it's ideal to schedule synchronous activities during the normal class time (relative to the Central time zone), to avoid putting students in the untenable position of having to choose between simultaneous activities for different classes. 
• Prioritize course activities and focus on delivering the ones with the most significant impact on learning outcomes. If necessary, rearrange course activities if needed to delay those activities where face-to-face interaction is most crucial. 

Instructions

CITL created two Canvas modules and one entire Course template available in Canvas Commons so that instructors can import them directly into their own courses. There are two ways to access Canvas Commons. When you are on the homepage of a course, you can click the Import from Commons button found in the right navigation bar. From any Canvas page, you can also click the Commons button (letter C and an arrow) from the left navigation bar. Below you will find a link to a Canvas Guide that offers more detailed instructions.

How do I import and view a Commons resource in Canvas?

Student Survey-Are you able to complete online coursework? MODULE

The first module is the Student Survey – Are you able to complete online coursework? – UWSP module. This module contains a six-question quiz and supporting resources. These resources will help instructors assess whether students have the hardware necessary to complete online coursework, provides some possible solutions if students don’t, and also allows students to identify that they have accommodation needs. It is very important that instructors determine students’ access/ability to complete online work before they spend time developing course components.

To find this module, navigate to Canvas Commons and search “UWSP Survey”

Using Zoom in Canvas MODULE

The second module is the UWSP Using Zoom in Canvas module. This module contains information and resources on using Zoom for synchronous course meetings. The module contains resources for both instructors and students.

To find this module, navigate to Canvas Commons and search “UWSP Zoom”

UWSP Online Course Canvas Template FULL COURSE TEMPLATE

​There is also a full Online Canvas Template Course is available in Canvas Commons. The template course contains a student support module, provides links to resources for online instructors, and has many templates for instructors. 

NOTE: This an entire course template, unlike the modules listed above. Importing the entire course template will also import course settings.

TIP: If you create your own Master Course, then import the Online Template into it from Commons, you can then import individual components into any course you want to from your Master Course.

To find this course, navigate to Canvas Commons and search for "UWSP Online".

• Canvas Guides:
  
• What are the different types of Quizzes? 
  
• What options are available for Quizzes?
  
• Text document formatting for Quiz Question import to Canvas
• How do I take a quiz? (For Students)

• The Inbox tool in Canvas allows students to contact you and their peers in one space where they access course materials as well.  Remind students about this tool, and consistently use it yourself.  It can be much easier to keep up with course related messages in the Canvas Inbox than in your email inbox.  
• Consider using Zoom in Canvas to hold virtual office hours and to keep appointments with students. If your students do not have access to adequate bandwidth for video conferencing, you can use it strictly as a chat or voice meeting or consider using Microsoft Teams for real-time typed conversations, video or voice calls; or for asynchronous typed chat conversations with individuals or groups. 
  
  
• Use the Canvas Scheduler in your course calendar to designate selected time slots for which students can sign up for one-on-one or group meetings with you.  

• Announcements in Canvas can be used to help students have a centralized place within their course to see a history of updates, notes, reminders, etc. When set-up, notifications in Canvas will send emails or texts to users when announcements posts.  

• You can prerecord your lecture from anywhere on or off campus using MyMedia (Kaltura).  
• Kaltura allows you to present a slideshow, add voiceover, and add video.  
• MyMedia (Kaltura) integrates directly with Canvas allowing for quick adding of videos in a course.  
• Kaltura captioning happens within the software and Mediasite captioning happens with an external tool, IBM Watson. 
• Please contact CITL for assistance. 
• As an alternative to making your own videos, you could search for already created videos. Canvas has options already enabled to add videos from resources such as YouTube, Vimeo, TEDed, and Films on Demand  
  
  If you're making your own videos, try to employ the following practices: 

• Keep your videos short, less than 15 minutes in length (following the Flipped Learning Global Initiative's recommended maximum of one minute per grade level). If your lecture would normally last longer than 15 minutes, divide it into smaller sections. 
• If you have students watching multiple videos for a single class session equivalent, insert a learning activity between the video segments. This can be as simple as having students briefly derive a potential test question from the video they just watched, post a reaction in a discussion on Canvas, or take a brief content quiz either in Canvas or right in the video using Kaltura interactive video quiz. (These kinds of engagement breaks make face-to-face lectures more effective, too.) 
• Prepare and use a script or talking points if you have time to do so. If you find that you must choose between audio quality and video quality, prioritize audio quality. Otherwise, don't worry too much about production values, keeping it real like in class helps students to connect.  
• The easiest way to deliver videos you've made yourself would be to upload them to your MyMedia (Kaltura), in Canvas, so you can link or embed right into your courses.  
• Finally, you could also simply provide students with the text of your lecture—again, preferably broken up into chunks punctuated by activities in which students interact with the material. 

• Divide the lab experience into smaller segments and determine which segments can be delivered online. If you normally begin a lab session with an orientation to certain procedures or equipment, perhaps you could use a video recording to deliver the same information. This may require pre-planning to ensure access to necessary equipment to use.  
• Investigate virtual labs (e.g., ChemCollective). In some circumstances, a virtual lab experience might be suboptimal but adequate. See the Pedagogy section below for links to virtual lab, theatre, and music options.
  
• Reconsider what needs to be done and when. Are there ways to separate out giving information vs collecting data first-hand? If the primary learning outcome the lab experience addresses has to do with data analysis rather than data collection, consider providing the students with realistic data sets upon which to perform the required analysis. 

For a studio course, consider ways to use synchronous tools such as Zoom or Microsoft Teams to allow for one-on-one video teaching. Students can submit videos of their work in Canvas.

More lab and studio information is shared in the Pedagogy section below.

• Begin with some type of course content—typically a reading or video—designed to elicit student response. 
• Require students to make an initial post that responds to that content in some well-defined way. Canvas allows student not only to type responses, but also, to post audio or video responses, add links, or attach content to help make discussions more interactive.  
• Require students to return later to the discussion and provide response to one or more posts by their classmates. Be specific about when students should complete each component. By iterating through this cycle several times with relatively short time between deadlines, you can get a little bit closer to the feel of an in-class discussion. 
• Make your discussion prompts as specific as possible, especially for lower-level courses, but also open-ended. 
• If you would grade the discussion in a face-to-face setting, grade it also in the online setting. In Canvas, while creating the discussion post you can turn on the graded option.
• Moderate your own participation. Intervene if necessary, to keep the discussion going, but be even more patient with silence than you would be in a face-to-face discussion, keeping in mind the asynchronous nature of an online forum. Let the conversation develop between students.
• Remind your students that an online course forum is an extension of the classroom, and the same expectations of civility and critical thinking apply as when you're face-to-face. You might want to share with your students eLearning Industry's "10 Netiquette Tips for Online Discussions." 
• Consider important differences between online and face-to-face communication and urge your students to do the same. Tone of voice, body language, and general demeanor translate poorly into text-only communications, so think before you write and encourage your students to do the same. In particular, be aware that countering a student's perspective with an alternative perspective can have a chilling effect on a conversation, so try to allow those alternatives to arise from other students whenever possible. 
• You can conduct group work using similar principles. Canvas supports the creation of groups within a class. When groups are created, students get their own group page where they can create pages or collaborations, have discussions, and share files. Beyond their educational value, group activities can support class cohesion during periods when students are physically far away from each other. 
• If you have a relatively small class, you may be able to organize a synchronous discussion session using Zoom or a similar web conferencing tool. However, please do not penalize students who cannot participate in synchronous meetings. 

• Students today generally know how to make short videos on their laptops or phones, assuming they have access to devices and internet. Students also have access to Kaltura to use screensharing and audio in a presentation format. Advise students how you want them to submit their videos, via an assignment, discussion, or through the inbox with links or embedding the content.  
• Having students post in discussions, where other students can comment on their classmates' presentations, may offer the nearest analogue to a synchronous face-to-face presentation.  If you're inviting peer review, encourage students to make both appreciative comments and comments that could lead to improved performance in the future. 

• Focus on low-stakes assessments. 
• Allow students to use the resources at hand (like an "open book" test). Design the assessment appropriately and place a time limit, word count limit, or both on the exercise. Canvas makes it easy to add accommodations on timed assignments or number of attempts for students that may need them or for errors in taking the quiz.  

• Going Online in a Hurry from The Chronicle of Higher Education; this article has practical steps for the process of going online: 
1. Begin by going over your course assignments for the coming weeks.
2. How will you give feedback on their progress?
3. Then, move on to the in-class experience.
4. Decide what you're going to do about any high-stakes assessments, particularly exams.
5. Consider the course materials.
6. Once you've dealt with those things, the name of the game is communication.
• Resources Just in Time Teaching from Vanderbilt University 
• Teaching Effectively During Times of Disruption from Stanford University 
• Online?...Just in Time! from GSOLE (Global Society of Online Literacy Educators)
  
• UW Extended Campus launches website with resources and live-stream sessions - UWEX COVID-19 Website
  UWEX COVID-19 Website Announcement (PDF) 
  

Online Course Design Resources

UWSP Online Instructor Guidebook

UW-Stevens Point Online Instructor Training

How Faculty Members Can Support Students In Traumatic Times - PDF from The Chronicle of Higher Education

      Inclusion, Equity, and Access while Teaching Remotely

Teaching Theatre Online

Guide to Remote Music Education

Online Science Simulations and Laboratory Resources

Multi-View Zoom Delivery of Physics Laboratory:

Method: Zoom meetings with the following components

• Multi-View Instructor Presentation of experimental apparatus and procedure enabling students to remotely observe the setup of the experimental apparatus, view alignments, read instruments, interact with the procedure, and record the data.
• Student Breakout Sessions enabling students to collaboratively analyse observations and data, discuss conclusions, and build consent in their production of a final report.
• Student Team Presentations to provide students with the opportunity to present their work and peer review the work of other’s.

Initial developments were delivered for the following laboratory experiments: RC circuit, RLC circuit, Induction, Kirkhoff’s Rules, Focal Lengths of Lenses, Diffraction Grating Spectrometer.

Method and Procedure can be viewed in first presentable recordings of the introduction and the two sections of the Diffraction-Spectrometer-Lab: Introduction, Mercury Diffraction Spectrum, Hydrogen Spectrum

UWSP has extended the contract with Honorlock through August 2023. Honorlock is an online exam proctoring tool that can be used with Canvas Quizzes. UWSP is required to pay per student for each exam. Please use Honorlock for only high-stakes summative assessments. 

Due to the pandemic and all UWSP courses being offered fully online after Thanksgiving break, Honorlock can be used in any Fall 2020 courses with no fees being charged to departments, regardless of the modality of courses. In the future, departments will likely be asked to pay for usage in courses that are not 100% online since Honorlock is funded by the Distance Education Service Fee.

Learn more about Honorlock.    

Instructors who are interested in using Honorlock in Fall 2020 courses need to complete the Honorlock Exam Proctoring Request Fall 2020 form. At this time, Honorlock needs to be manually installed in each course in which it will be used, so a separate form needs to be completed for each course.

Using Kaltura - Student Instructions

• Extending the time limit that you normally place on quizzes will help these students.  
• Configuring quizzes to only show one question per page will help ensure that if a student loses connection during a quiz they will not lose work.
• It may be prudent to offer these students alternative methods for completing quizzes and exams. Allowing them to take a quiz offline through email correspondence may be necessary.
• Avoid placing file type limits on Assignment submissions. This ensures students can submit smaller file types.
• The default setting for Canvas courses allows students to download content in a viewer package. Students worried about limited bandwidth should do this before leaving campus for break. When working from home, students can setup downloads to run at night.

The best accommodation we can make for students with limited internet access is to be compassionate. Understand that students with slow connections will have a hard time participating in online meetings and watching course video. Keep in mind that UWSP's strategy is to ultimately hold students harmless for the hardships that moving everything online will entail.