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.

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.

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