Sessions to Prepare for Fall 2020

The Center for Teaching Excellence and Instructional Technology are teaming up to offer resources to support you in developing your courses for the fall. We want to ensure that we offer resources that are beneficial to you, so we have created a Google form to collect information on types of resources that would be most helpful. We will use this material to finalize programming for the rest of the summer; we will share plans here early next week.

Past Summer Sessions:

Designing Your Course for Ease of Use – (Session Slides) (Session Recording Password: 6N@=2L5O)
Tuesday, June 23 at 3:30 pm via Zoom
Description: Tired of answering questions about where to find things in Canvas? How can you set up your Canvas course shell to maximize student ease of use?

This session will give you a tour of the generic course template used in many online courses and programs at St. Edward’s and explain how it is designed to benefit students through simpler navigation, use of modules, and other features.

Designing Classes for Flexibility – (Session Slides) (Session Recording)
Wednesday, June 10th at 2:00 pm via Zoom – https://stedwards.zoom.us/j/94882787752
This event will be recorded and a link will be made available here.
RSVP
Description: Feeling overwhelmed by fall prep? Concerned about developing your class for multiple modalities (face-to-face, hybrid, online)?

Let’s work together to:

  • streamline your process
  • consider key goals you have for students
  • think about adaptable, flexible course design that helps you adapt to different contexts, as needed

Join Jennifer Jefferson and Rebecca Davis as we discuss designing your courses for flexibility. We’ll address key principles of backward design and learning outcomes as we offer approaches to rethinking classes. Our goal with this session is to provide all participants with a framework that can pivot to multiple modalities, in the hopes of reducing workload in these uncertain times.

Preparing to Offer Your Course Online

Will you be offering your course online in a future semester or term? Do you need help preparing?  Here is a run down of available resources from instructional technology. Because you are busy, our focus is on providing on-demand help and giving you entry points to get you started in the knowledge domain of online pedagogy.

As experts in your own knowledge domain, you understand what it takes to develop expertise in new areas, so we are giving you the scaffolding and threshold concepts that will jump start your understanding of the theory and practice of online teaching and learning.

  • Top 5 questions to ask as you are making decisions about setting up your course for summer, along with a menu of answers 
  • Generic Online Course Syllabus Template: You can use this template or just copy out useful policy statements (e.g., substantive interaction to take the place of attendance) and descriptions of academic support services for online courses.
  • Community Wisdom: COVID-19 remote instruction workplace group–share your tips and questions and hear from other faculty teaching remotely as you draw on the collective wisdom of our community
  • Just in Time Support Are you stuck?  Send an email to support@stedwards.edu.
  • On Demand Technology Help: Search our knowledge base at support.stedwards.edu
  • Instructional Design Consultation: Want to meet with an instructional designer with expertise in online teaching and learning to optimize your course?  One hour of work with an instructional designer could save you hours of development time later.  When you begin working on your course reach out to us by emailing support@stedwards.edu and using the phrase “instructional design” in your email. To ensure instructional designer availability, please sign up by May 1 for summer courses.  After that date, help will be provided as available.  For example, instructional designers can help with:
    • Translating face-to-face learning activities to online versions
    • Setting up assignments and gradebook in Canvas
    • Creating and sharing video lectures
  • Self-paced training: Have a little more time (2-4 hours)?  Instructional Technology has two self-paced courses in Canvas that give you a deeper dive into online course design and best practices for teaching online and model Canvas course shell design.  A little time here can save you a lot of frustration at a later date.  Each course takes 1- 2 hours to go through; then go back later to access the linked resources, as needed.  Request access by emailing support@stedwards.edu.
    • Building Online Courses — proven strategies for online learning activities and assessments, student engagement, and course set up in Canvas
    • Teaching Online — proven strategies for getting and keeping students engaged and on track and managing grading and other workload
  • Sample Canvas course shell — no need to stare at a blank course–this design gives you a head start on building your course the way you want. Request access by emailing support@stedwards.edu.
  • Course Design Review Standards: A rubric of proven, research-based practices for online course design. This link goes to the first page of the standards broken down by category, with annotations, but you can also download a pdf of all standards. (Advanced knowledge)

Top 5 Questions for Moving Your Course Online

Are you moving a traditional face-to-face course online? This page will lead you through the top 5 questions to think through for a successful transition. You will receive our best recommendations for building your online course based on your responses. Just click on your answer(s) to each question below to see recommendations; you may have more than one answer to each question.

Please contact Instructional Technology at support@stedwards.edu if you would like to learn more about these options.

1. Content Delivery: How will you deliver lectures and other content you would typically cover in class?

For required synchronous live sessions, we recommend Zoom.

  • Use a Pro Zoom account for conducting class sessions. Contact support@stedwards.edu to request one.
  • Meet at your scheduled class time, as if you were meeting on campus, to avoid creating conflicts with other classes.
  • Reference this article for tips on scheduling Zoom meetings to conduct class or office hours.

For optional synchronous live sessions, we recommend Zoom.

  • Use a Pro Zoom account for conducting class sessions. Contact support@stedwards.edu to request one.
  • Meet at your scheduled class time to avoid creating conflicts with other classes.
  • To give credit for those who cannot attend a live session, record the session, post the link in Canvas, and have students post a summary of what was covered.
  • Reference this article for tips on scheduling Zoom meetings to conduct class or office hours.

For pre-recorded lectures, we recommend Panopto.

  • Review this article to get started using Panopto to record lectures.
  • Consider chunking your recorded lectures into short segments of no more than 10 minutes. 

When locating existing resources, here are some important things to keep in mind:

  • Check for accessibility: videos should have captions, text should be formatted with headings, images should include concise descriptive text.
  • Link to videos in Canvas rather than downloading/uploading the video file.

Have other ideas on how to deliver lectures and other course content? Great! Contact support@stedwards.edu if you would like to consult with Instructional Technology staff about how to implement them.

 

2. Interaction: How will your students interact with each other?

Suggestions for facilitating student interaction during synchronous live sessions in Zoom:

Suggestions for setting up discussion boards in Canvas to promote student engagement:

  • Enable the setting that requires students to post before viewing other students' posts.
  • Require that each student respond to at least 1 or 2 other students' posts.
  • Model quality discussion posts by participating in your discussion boards.

Suggestions for facilitating group assignments:

  • Have students use GSuite tools like Google Drive, Docs, Slides, and Meet.
  • Have students record virtual meetings.
  • Assign a peer evaluation to assess group member participation.

For social annotation, we recommend Hypothesis or Zoom.

  • Review our support article for information on setting up Hypothesis for social annotation in Canvas.
  • Review this support article for information on using Zoom annotation tools.

This support article reviews the steps for setting up and using a Google chat room.

Have other ideas on how to have students interact online? Great! Contact support@stedwards.edu if you would like to consult with Instructional Technology staff about how to implement them.

 

3. Student Assessment: What types of graded assignments will students need to complete?

Papers, projects and other work typically done on paper can all be submitted online through Canvas. Review best practices for creating Canvas Assignments.

Quizzes and exams can be set up in Canvas:

  • Review your options for creating quizzes in Canvas.
  • You can create many different question types; some types, such as multiple choice, true-false and matching are auto-graded, while short answer and essay questions are graded using SpeedGrader.

Discussion boards can promote student interaction and engagement:

  • Review the steps to create a discussion in Canvas.
  • Discussions can be graded or ungraded. For graded discussions, consider using a rubric to clearly explain your expectations for each post.
  • Consider requiring that students respond to one or more of their peers to encourage more interaction.

Digital media projects such as videos and websites can enhance the learning experience for students and/or provide engaging alternatives to papers and exams. You can request a consultation on developing digital media projects by contacting support@stedwards.edu.

Have other ideas on how to assess your students? Great! Contact support@stedwards.edu if you would like to consult with Instructional Technology staff about how to implement them.

 

4. Student Presentations: How will students conduct presentations they would typically deliver in class?

For live student presentations, we recommend Zoom:

  • Be sure to enable screen sharing so students can present their slides. 
  • Recording the session will allow you to go back and review the presentations later for assessment.

For recorded individual student presentations, we recommend Panopto:

For live group presentations, we recommend Zoom:

  • Be sure to enable screen sharing so students can present their slides. 
  • Recording the session will allow you to go back and review the presentations later for assessment.

For recorded group student presentations, we recommend a combination of Panopto and Zoom:

If your class does not require student presentation, move on to Question 5.

 

5. Technology Requirements: Will your course require any specialized technology?

Great! All St. Edward’s University students have access to Microsoft Office and GSuite applications for free with their student credentials.

Refer to our list of available academic tools to see if St. Edward’s provides access to the software you need. Contact support@stedwards.edu to verify whether students have access to required software off-campus.

TurnItIn is a tool you can use to identify unoriginal content in student submissions. Refer to our support article to learn more about Turnitin, best practices for using it, and how to set up an assignment with it in Canvas.

Respondus LockDown Browser and Monitor provide options for remote exam proctoring. 

  • Review the steps for proctoring an online exam with Respondus LockDown Browser and Monitor.
  • Respondus Monitor has specific hardware requirements that may pose a challenge for your students (they must have macOS, Windows PC or iPad with a webcam, microphone and stable internet; not compatible with Chromebooks or smartphones). Communicate these needs early to make sure all students have what they need.
  • Consider alternative forms of assessment that can promote academic integrity and provide your students more flexibility.

If your class will require students to have this technology (for videoconferencing, recording, or remote proctoring, for example) inform students early on and verify that all students have access.

If your class requires additional specialized hardware and/or software, inform students early on and verify that all students have access.

 

6. What’s next?

This page is intended to jump start your efforts to develop your online course, but there is much more to learn.  To review resources for developing your expertise in online pedagogy visit our page on Preparing to Offer Your Course Online, which includes a full list of available development options.

Teaching Remotely – Training and Q&A Sessions

Instructional Technology and the Center for Teaching Excellence will host workshops and Q&A sessions on remote instruction topics. You don’t need to sign up, just click on the Zoom link provided at the scheduled time to join.

Past Events

Finals in a Remote-Instruction Context: Helping Students Meet Your Learning Objectives (Session Slides) (Session Recording)
3 pm-4 pm via Zoom
Tuesday, April 28
Description: Join us for a discussion on how to support students and maintain the integrity of your course as we discuss both the logistics of collecting assignments, setting up exams, and recording presentations and how to support all students, including those who have accommodations, in fulfilling your learning objectives.
Presenters: Brenda Adrian, Laura Youngblood, Rebecca Davis, Kendall Swanson, Jennifer Jefferson

Monday, March 30 through Friday, April 17:

All the following sessions will be hosted in the following Zoom meeting room: https://stedwards.zoom.us/j/559734502

Q&A sessions for remote instruction will be open Monday, March 30 through Friday, April 3 from 2–4 p.m. every day

In addition to the daily Q+A sessions, there will also be special topic-focused sessions:

Faculty Learning Community Session:
Designing Assignments with Instructor Workload in Mind
(Session Slides) (Session Recording)
3:30pm
Tuesday, March 31

Other Topic-Specific Workshops:
Group Work and Collaboration
(Session Slides)(Session Recording)
11:30 a.m.–noon and 8–8:30 p.m.
Wednesday, April 1

Integrating the Current Moment into Your Courses (Session Slides) (Session Recording)
11:30 a.m.–noon and 8–8:30 p.m.
Wednesday, April 8
Panelists: Mary Culkin, Nicole Trevino, and Connie Rey Rodriguez, Rebecca Frost Davis and Jennifer Jefferson
Session Description: How are our students doing? What support structures is the university providing? What considerations does this moment present for teaching and learning? This panel discussion will share insights from the student of concern process, Academic Support Services, Student Affairs, and the Remote Instruction Workgroup and offer a chance for faculty to share what they are seeing and ask questions.

Maintaining Community While Teaching Remotely (Session Slides) (Session Recording)
11:30 a.m.–noon
Wednesday, April 15

Monday, March 23 through Friday, March 27

Q&A sessions for remote instruction will be open from 2–4 p.m. every day.

Topic-focused sessions will change each day:

Let’s Take a Collective Breath: Getting Started with Remote Instruction (Session Slides) (Session Recording)
11:30 a.m.–noon, 8–8:30 p.m.
Monday, March 23

Canvas: Creating Announcements, Modules and Assignments (Session Slides) (Session Recording)
11:30 a.m.–noon, 8–8:30 p.m.
Tuesday, March 24

Conducting Classes in Zoom (Session Slides) (Session Recording)
11:30 a.m.–noon, 8–8:30 p.m.
Wednesday, March 25

Panopto: Recording Short Lectures and Student Presentations (Session Slides)(Session Recording)
11:30 a.m.–noon, 8–8:30 p.m.
Thursday, March 26

Conducting Classes in Zoom (Session Slides) (Session Recording)
11:30 a.m.–noon, 8–8:30 p.m.
Friday, March 27

Faculty Learning Community Session:
Best Practices for Making Videos
(Session Slides) (Session Recording)
12:30pm
Friday March 27
Join us online to learn about evidence-based best practices for creating course videos.  We’ll talk about making instructional videos and recording presentations or mini-lectures.  You’ll learn more about optimum length, legibility, accessibility, scripting, best ways to record, sound & video quality, framing, lighting and captioning.

 

Let’s Take a Collective Breath: Getting Started with Remote Instruction

Focusing In: What’s Key in the Transition to Remote Learning?
With so many guides, resources, and choices, it might be challenging to hone in on the key elements of getting your classes ready for remote learning. In this guide, we offer two options, one for asynchronous learning and one for synchronous learning. Both options focus on two key components: keep communication foregrounded and include a way to share resources and collect work. Then, think about elements that you might want to add that align with your learning goals and your interests–you can add in an element or two from the menus below, once you get the basics worked out. You can think about this approach as a menu–you will have the base version, and what add-ons do you want (or not)  to include?

Asynchronous Version

To start out, you’ll want to make sure to communicate with your students and to have a way to collect and review work. You can do that through Canvas, which has near-universal adoption across campus.

Communicate

Create Announcements in Canvas or send messages through the Canvas Inbox. Use announcements or messages to check in with students and let them know about updates to course materials, activities, and upcoming assignments.  Your students are used to seeing you multiple times per week, so announcements and messages allow you to maintain a connection with your students–we can work toward maintaining community through the use of announcements and emails.

Completing work

Organize information for students to access content–you can upload PDFs of readings, links to library resources, and copies of your lecture slides if you’d like.  Think about how you use Canvas already–if you have places for these items, great–just continue using them. If you don’t, you can do that in modules (our recommendation) to help keep all material for one class session or week together.  If you’ve never used Modules, you might find these guides helpful:

Setup assignments so students can submit homework online. Set up assignments in Canvas to allow online submissions.  Students can submit most types of documents directly to Canvas, and you can even grade them within Canvas, using Speed Grader and a built-in rubric, if you’d like.

Then, once you feel like you have a plan for communicating and collecting work, consider what other goals you have for your class.

You can refine your approach to communicating and sharing/receiving work through adding another element, either through Canvas (denoted with an * below) or another tool:

  • Add a discussion element to help foster more interaction between your students who may be missing the vibrancy of your classroom.*
  • Integrate a social annotation application such as Perusall or Hypothesis* to encourage student discussion and interaction with your readings by having them collaboratively annotate resources.
  • Record a Panopto lecture and include it in the module.
    Post an online quiz for students as a knowledge check.*
  • Meet with your students for office hours in Zoom or Google Hangouts Meet or, if you’re comfortable online, hold class during your regularly scheduled time using Zoom.

Synchronous Version

This version shares a similar common ground with the asynchronous version: at a basic level, you, too, will want to communicate and collect work. The added component to this version is including a synchronous class meeting to deliver information and allow for collaboration.

Communicate

  • Create Announcements in Canvas or send messages through the Canvas Inbox. Use announcements or email to check in with students and let them know about updates to course materials, activities and upcoming assignments. Your students are used to seeing you multiple times per week, so announcements and messages allow you to maintain a connection with your students–we can work toward maintaining community through the use of announcements and emails.
  • Hold class during your regularly scheduled time using Zoom.

Completing work

  • Organize information for students to access content–you can upload PDFs of readings, links to library resources, and copies of your lecture slides. Think about how you use Canvas already–if you have places for these items, great–just continue using them. If you don’t, you can do that in modules (our recommendation) to help keep all material for one class session or week together.  If you’ve never used Modules, you might find these guides helpful:
  • Setup assignments so students can submit homework online. Set up assignments in Canvas to allow online submissions.  Students can submit most types of documents directly to Canvas.

Bonus elements to include, depending on your course goals and needs:

  • Add a discussion element to help foster more interaction between your students who may be missing the vibrancy of your classroom.*
  • Use a social annotation application such as Perusall or Hypothesis* to encourage student discussion and interaction with your readings.
  • Record a Panopto lecture and include it in the module.
  • Post an online quiz or exam for students.*
  • Use Zoom breakout rooms for small group collaboration.
  • Meet with your students for office hours in Zoom.

Moving to Online Instruction

As you begin to prepare your response to your students’ needs to having access to coursework online, you might be feeling a bit overwhelmed by the process. That’s why it’s best to begin by taking a deep breath and realizing you’ve got this. You’re not being asked to radically change your teaching behaviors and use a bunch of new technologies all at once. Instead, you’re being asked to consider what you will offer your students in a two-week period.

It is also important to emphasize that many of your students are going to be overwhelmed by this too. Trying to simplify your approach will help everyone–no one needs to try out everything. Think about what you use already, such as email and Canvas, and what it can do. In the end, we want students spending less time learning the tools and more time on the course material. We’ve prepared some additional resources, too:

So let’s begin this process by looking at your syllabus. Identify the lecture material, in-class activities, as well as the homework and assessment. Once you’ve identified them, look below to find strategies divided into categories. These sections will give you both low-tech options and high-tech options while keeping in mind that you should choose what is best for you and your students.

Lecture Material

Generally speaking, most of your lecture material will be covered by the assigned readings and resources already. Build off of the assigned readings by providing one of the following:

  • a lecture component in the form of a Microsoft Word document, i.e., lecture notes, or
  • a reading guide with questions students should be able to answer after they’ve done the reading, or
  • a PowerPoint slide deck with presenter notes with/without a voice-over, or
  • a recorded video lecture using Panopto or YouTube.

In-class Activities

Many of your in-class activities will require interaction on the part of your students. You can move class discussions to Canvas using the discussion tool or use a video conferencing tool such as Zoom. It’s helpful to know that if you can Skype/FaceTime, you can Zoom. This will allow your students and you to “see” each other in real time to conduct lectures, discussions, presentations, and activities. You can also use collaborative software like Google docs to have students build information together.

It’s also important to stress that not all of your classroom activities will have an online equivalent, you may find that you have to redesign or substitute it for something else entirely.

A note about labs: if possible you’ll want to delay these assignments until on-campus instruction resumes. Otherwise, you could find videos on YouTube or LinkedIn Learning or use a free online Virtual Lab or PhET that demonstrates what will be learned.

Homework/Assignments

You’ll want to consider how much students will be turning in to you. If you’re using something like email this can eventually become a bit overwhelming especially if you’re teaching multiple classes (and as such Canvas is our preferred method.) Think about what is absolutely essential for students to show mastery of the learning concepts and then require those items be turned in.

As stated before, you can have students email or set up the Canvas’ assignment feature to have students turn in work for each assignment. These can be in the forms of images, audio, video, and/or written work.

Testing

Perhaps you planned to test your students through a multiple-choice quiz or scheduled an exam during this time period. You can redesign your exam to be a take-home, fill-out in a Microsoft Word document and submit via email or Canvas. If it’s timed, you can set it up by using the Quiz feature in Canvas, which allows you to set time requirements as well as how many attempts are available.

Communication

Send an email to your students discussing what you have in mind for the next two weeks. Try to gauge how comfortable students will be with the changes. For example, if you’re using a video conferencing tool, ask them about it. You can also “practice” with students to reduce the anxiety of starting out the gate picture perfect. You may find that acknowledging the stress of the change will help reduce anxiety and keep your students achieving.

Also you might decide students will need an individualized response more than what email can provide during this time. You can use a video conferencing tool (e.g., Google Hangouts Meet) to quickly meet with your students online and have them share their screen with you.

Beyond Two Weeks

You may be wondering about teaching your course online beyond these two weeks. For this, you will need to consider how you can make the online experience just as rich and high-touch as your face-to-face classes. This may require learning a little more tools and being creative with the strategies you employ in your classroom. This article can help you consider the options of Teaching Remotely more fully when you’re ready.

We’re Available to Help!

As always, the Instructional Technology team is here to help you with whatever new tool you decide to pick up as well as with redesigning some of your face-to-face activities to online. Together, we can ensure that our students continue to have the quality education that St. Edward’s University provides.


Special thanks to Jennifer Jefferson of the Center for Teaching Excellence for helping shape this article.

 

Strategies for Promoting Academic Integrity in the Online Classroom

St. Edward’s University establishes a culture of academic integrity in keeping with its Holy Cross mission and values through its Academic Integrity Policy (see the policy in the current Bulletin).  In online courses and programs, instructional design and pedagogical practices work to remove opportunities and incentives for cheating, plagiarism, and other violations of academic integrity. Below is a roundup of strategies that promote academic integrity.

  • Build an “academic community of integrity” in the classroom.
    • Instructors should build a community of trust in online and blended courses through frequent interaction, such as weekly video meetings and online discussions.
  • Include frequent low-stakes assignments or assessments to gain insight into a student’s ability and progress, as well as familiarity with a student’s writing style and other work to facilitate plagiarism detection.
  • Eliminate high stakes assignments or exams to reduce the exigency that causes many students to cheat.
    • Break large projects into smaller tasks, which also encourages task planning and time management.
    • Avoid creating lengthy exams by instead breaking them into a series of smaller tests or quizzes.
  • Take steps to minimize test anxiety which can lead to cheating.
    • Give students frequent and timely feedback.
    • Offer non-graded practice exams to help students self-assess and prepare.
    • Give clear instructions on time limits.
    • Consider offering open book exams.
    • Consider letting students retake assessments multiple times and provide automated feedback for incorrect answers to promote learning.
  • Take steps to minimize opportunities for cheating.
    • Create unique versions of assessments for each student through the use of
      • Question banks
      • Randomized question order
      • Shuffled answer choices for multiple choice questions.
    • Set time limits for quizzes and exams to reduce opportunities for students to look up the information elsewhere.
    • For more information on setting up quizzes or exams in Canvas, see Creating Quizzes in Canvas.
    • Create unique assignments and assessments to reduce opportunities for students to find the answers elsewhere online. Ask students to apply course concepts to their own work or personal context.
    • Use essay questions graded with a rubric rather than multiple choice or other objective question types.
    • For online discussions, require students to post their response before seeing those of other students.

Faculty Learning Community: February & March Sessions

Join Instructional Technology and the Center for Teaching Excellence for our February faculty development events. These sessions will mostly be delivered virtually using Zoom and each one is geared specifically towards teaching online. Sessions will be 30 minutes or less and, whether you are teaching online or just want to know more, these practical sessions will help you expand your pedagogical toolbox without setting foot on campus!

Telling the Story of Your Course in the Online Classroom, Rebecca Davis
Tuesday, February 11, 3:30 – 4 pm in Zoom

Framing and contextualizing learning is an important element in any course to keep students oriented and engaged. In a traditional course, this might be the time spent at the beginning of a class or week. In an online course, that same process of “setting the scene” needs to be explicitly stated through the course introduction video, overviews for weeks or units, and weekly announcements. In this session, we’ll look at how you can build the story of your course and touch on this narrative over and over again. Participants will leave with a sense of their course’s story and how to tell it in the course shell.

Transparent Assignment Design,
Rebecca Davis
Friday, February 14, 12:30 -1 pm in Zoom

Data shows that transparency in teaching can positively affect student success by fostering academic confidence, a sense of belonging, and mastery of skills. What does transparency in teaching look like? In this session, we’ll review transparent assignment models, try out templates for transparent assignment design, and provide you with simple strategies to make assignments clearer in terms of directions, purpose, and outcomes.

How to Calculate Course Workload using the Rice Course Workload Estimator, Rebecca Davis
Friday, February 21, 12:30 -1 pm in Zoom

How much time are students working on assignments for your class? In this session, we’ll take a closer look at time. The Rice Course Workload Estimator is a tool to help instructors quantify and compare student workloads across their course. We’ll try it out, discuss pros, cons, and caveats, and discuss other ways of estimating course workload when planning online courses or documenting course rigor for accreditation bodies.

Universal Design for Learning (UDL)
Friday, February 28, 12:30 – 1:30 pm in Holy Cross Hall 101

Join the Center for Teaching Excellence and Instructional Technology for a hands-on workshop on Universal Design for Learning.

RSVP

Interested in reconsidering your content?  Want to craft assignments for different modalities? Curious about intentional community building? Join us for this workshop on Universal Design for Learning where we’ll discuss general principles of the framework and then have time for application to your own courses. The goal with this lunch session is to provide you with resources to implement changes, both immediately and long-term, into your courses.

We recommend that you watch this video in advance of the session:

Using Hypothesis for Social Annotation in Canvas
Rebecca Davis

Friday, March 6, 12:30 – 1 pm in Zoom
Social annotation helps students better engage in digital texts through shared highlighting and comments. For online classes, this interaction can take the place of shared reading of texts in the face-to-face classroom and can be especially helpful when students are approaching new kinds of texts like academic articles. This session will demonstrate the Hypothesis plug-in for Canvas and examples for using social annotation in online classes.

Getting Started with Accessibility in Online Classes
David Cuevas and Brenda Adrian
Tuesday, March 10, 3:30 – 4 pm in Zoom
Accessibility can be an overwhelming topic, but this session will get you started with some practical steps you can take to make your Canvas courses, presentations, and videos more accessible for your students with disabilities. These strategies will also benefit all of your students.

Best Practices for Making Videos
Jessica Vargas, Eric Trimble, Mike Bell
Friday March 27 at 12:30pm  in Zoom
Join us online to learn about evidence-based best practices for creating course videos.  We’ll talk about making instructional videos and recording presentations or mini-lectures.  You’ll learn more about optimum length, legibility, accessibility, scripting, best ways to record, sound & video quality, framing, lighting and captioning.

Designing Assignments with Instructor Workload in Mind – in Zoom
Mike Weston
Tues March 31 at 3:30pm
In this 30 minute session, we’ll take a look at Assignments from the Instructor perspective. Specifically, we’ll look at techniques for grading efficiently, using rubrics and different types of assignments.

Open Educational Resources

Open educational resources (OER) are teaching, learning, and research materials in any medium that are freely available and openly licensed, allowing you and your students to access and use them in your courses for free. OER include textbooks, curricula, syllabi, lecture notes, video, audio, simulations, assessments, and any other content used in education (ELI 2018).

Have you considered incorporating OER into your courses? Use of OER reduces cost for students and ensures all students have access to course materials from day one, thus breaking down barriers to access and affordability. As an instructor, using OER allows you to choose the most current, meaningful content and customize materials to your specific course learning outcomes.

Check out this video for a brief overview of OER and research on their effectiveness:

To get started using OER, we encourage you to visit Educause’s Open Educational Resources page, which provides some key resources for understanding and integrating these resources into your courses as well as links to OER repositories. Prefer to talk to someone in person? Contact an Instructional Technology staff member to set up a consultation.

We also invite you to two events we are hosting on the topic of OER in the coming weeks:

Reference

“7 Things You Should Know About Open Education: Content.” 7 Things You Should Know About Open Education: Content, ELI, June 2018, https://library.educause.edu/resources/2018/6/7-things-you-should-know-about-open-education-content.

20 Minutes to Launch Returns!

Faculty,

Come join us as we begin our second year of “20 Minutes to Launch” workshop sessions.  Each week, we’ll teach you one new technique that you can use in your teaching practice right away, and we’ll strictly adhere to the 20 minutes time limit.  Of course, snacks will be provided.

We’ll offer each session on Tuesdays at 12:30pm in Holy Cross Hall, Room 101.   If you have an idea for a topic that you don’t see below, please reach out to Michael Weston at mikesw@stedwards.edu

September 10 – Take 20 minutes and join us for a look at Qwickly and see how easy it can be to take and track attendance in Canvas…with snacks!

September 17Take 20 minutes and join us as we discover how easy it is to find the free images licensed for reuse for your Canvas courses, slide decks, and other digital use …with snacks!

September 24 – Take 20 minutes to learn how to improve your Gmail experience by learning to schedule emails to send later, set reminders, use the advanced search, and use dynamic emails.  . . . with snacks.

October 1 – Join us to learn about what open educational resources are, and how they can save students money, improve access to required course materials, and give you more control over the content covered by these materials.  Snacks provided, of course.

October 8 – Join us for a hands-on 20-minute workshop on digital storytelling using Adobe Spark. We’ll show you some of the ways that it’s being used in higher education, review the basic capabilities of Adobe Spark and provide an interactive demo.

October 15 – Got 20 minutes? Come learn how wireless projection technology can help you create a more democratic and student-centered learning environment in your classroom… with snacks!

October 22Take 20 minutes to learn how you can record student in-class presentations.  From improving grading accuracy to student self-reflection, Panopto can make a difference in your course.

October 29 – Join the Office of Information Technology for a hands-on 20-minute workshop on Virtual Reality and how it is being used in higher education and here at St. Edward’s.

November 5Would you like to make sure your course materials are available to all students? Take 20 minutes to learn some easy ways to make your Canvas course materials accessible.

November 12 – Take 20 minutes to learn some tips and tricks for making your PowerPoints accessible! Did you know that PowerPoints need to be made accessible to help students with disabilities? Join us in going over some tips and tricks to make your presentations accessible.  Snacks provided!

November 19Take 20 minutes to learn how students can create portfolios to connect and reflect on learning and experiences in and out of class. With snacks.