Teaching Remotely at UIS
In the event that you are required to temporarily teach your class remotely due to a campus closure, the following process may be of help.
Step 1: Communicate with your students regularly
Every course at UIS has a Canvas course site. Through the Canvas course site, you can send e-mails and post announcements to your students. Inform your students of any changes of plans. Let them know how you intend to communicate with them, how they should communicate with you, and how quickly they should get a response from you. The Quality Matters Emergency Remote Instruction Checklist provides a list of additional considerations as you move from an on-ground course to a course delivered in an alternative format.
If you need to improve your familiarity with Canvas, the COLRS Online Teaching & Technology Blog can help. It is a searchable tool for you to use to get assistance with many Canvas-related topics. Canvas also provides an Instructor Guide online tool.
Step 2: Review your course schedule and syllabus
By reflecting on your original course schedule, you can begin to identify your priorities in teaching remotely.
- Can your syllabus continue as planned by using technologies to deliver your lessons and facilitate activities in real-time?
- What lessons and activities, if any, need to be shifted to adjust to a short-term closure?
- What will you do if the closure is longer than anticipated?
- Do you need to adjust any due dates or other policies in your syllabus?
A resource you may find valuable in assessing these issues and others is the publication Delivering High-Quality Instruction Online in Response to COVID-19 Faculty Playbook.
Discipline-Specific Online Content Resources
As COLRS discovers discipline-specific online content resources that may be useful, we will add them to our Online Teaching & Technology blog post on Discipline-Specific Resources for Teaching Remotely.
Step 3: Decide how you would like to deliver content to your students
You should decide whether you want to move forward in a synchronous or asynchronous manner with your students.
By teaching synchronously, you can continue the sense of community that you developed with your students in the classroom. However, some students connecting remotely may not have the technological capabilities, connectivity speeds, or home environment that will allow them to collaborate in real-time. Skype for Business does provide telephone numbers to call to connect with a Skype session.
By teaching asynchronously, your students will be able to access the content on their own time and at their own pace. However, your students will not have the opportunity to ask questions in real-time.
|Content Delivery Options||Available Technologies||Where to Find Help|
|Synchronously||Zoom or Skype for Business||Synchronous tools like Zoom or Skype for Business can be useful for meeting students in real-time or holding virtual office hours and extra-help sessions with your students. Zoom is integrated with Canvas. Faculty can create, schedule, and launch Zoom sessions from within Canvas, and students can easily join those sessions.|
|Asynchronously via video||Kaltura Personal Capture||You can use Kaltura Personal Capture to pre-record video content for your students. Once the video is created and hosted on Kalture Media, you can add the video to your course’s Canvas site for students to access.|
|Asynchronously using an annotated Word document or PowerPoint file||Modules in Canvas or Box||You can upload files to the Course Materials content area of Canvas. Alternatively, you can upload files to Box and share the link to the files with your students via e-mail or course announcement.|
Step 4: Identify additional technologies that will support your instructional goals
UIS has many technologies that can help facilitate various course activities virtually. In addition, there is a growing, curated list of free (or nearly free) tech products that can be used to teach remotely. An article on Educause shares several ideas for creating a student-centered remote teaching environment.
|Instructional Activity||Available Technologies||Where to Find Help|
|Facilitating discussions||Discussion Board in Canvas||You can use the Canvas Discussion Board to create online discussions with your students. You should clearly articulate with your students your expectations for engagement, including the number of postings and the frequency of postings.
Engaging discussions benefit from having well-written discussion prompts that evoke meaningful responses. For ideas on creating discussion prompts, see the resources provided by the University of Wisconsin OshKosh and CUNY.
Examples of discussion board grading rubrics are available on the Online Teaching & Technology blog.
|Collecting assignments and providing feedback||Assignment tool in Canvas||You can use the Canvas Assignment tool to collect assignment files from your students. Feedback can also be provided to students on the collected assignments through the Canvas Gradebook.|
|Administering exams remotely (unproctored)||Tests tool in Canvas||Canvas has a detailed instruction guide for creating quizzes (tests) in Canvas.|
|Administering exams remotely (recorded but unproctored)||Respondus Monitor with LockDown Browser||Using the student’s webcam, Respondus Monitor records the exam session. Suspicious behavior is flagged automatically. To use Respondus Monitor, follow the directions for using Respondus LockDown Browser. After selecting Respondus LockDown Browser, select the Respondus Monitor option.|
|Administering exams remotely (human proctored)||Examity Online Video Proctoring||Through the student’s webcam, Examity uses live proctors to observe and record the exam session. To use Examity, you must e-mail COLRS to let us know the course that will have a proctored exam. COLRS has instructions on setting up an exam for use with Examity Online Proctoring Service. Please note that students will be charged to use Examity, but the pricing is comparable to in-person proctoring charges.|
|Accommodating students with special needs||COLRS Accessibility Resources & Blog||If you have a student who has a documented disability with the Office of Disability Services, please consider their unique learning needs as you adapt to a virtual classroom. Even if you do not have a student who has a documented disability in your course, a virtual classroom environment may create learning challenges for students who may not have those challenges in a face-to-face environment. COLRS has accessibility resources and a searchable accessibility blog that provides guidance on improving the accessibility of digital content. For additional assistance in improving the accessibility of your virtual classroom, please contact the COLRS Campus Accessibility Specialist.|
Step 5: Execute and share your plan with your students
As you finalize and execute your plan for teaching your course virtually, share those plans with your students. Remind them how you intend to communicate with them, how they should communicate with you, and how quickly they should get a response from you. Let them know how you will share content with them.
Step 6: Seek additional help as needed
If you need additional assistance teaching your course virtually, please reach out!
- For remote pedagogical support, contact Center for Online Learning, Research, and Service (COLRS) at (217) 206-7317 or firstname.lastname@example.org.
- For technology questions and support, contact Information Technology Services (ITS) at (217) 206-6000 or email@example.com.
- For assistance helping students with special needs, contact the Office of Disability Services (ODS) at (217) 206-6666 or firstname.lastname@example.org.
- Brookens Library staff have shared information about their continued services. For additional questions about library resources, contact Brookens Library at (217) 206-6605.
- For digital accessibility questions, contact the Campus Accessibility Specialist at (217) 206-8118 or email@example.com.
- Various higher education associations have curated resources about the COVID-19 response, including the WICHE Cooperative for Educational Technologies (WCET) and the University Professional and Continuing Education Association (UPCEA).
The following faculty members have experience teaching online and have agreed to serve as a resource for colleagues as they move to teaching remotely during the COVID-19 pandemic:
Kristi Barnwell, Associate Professor
Denise Bockmier-Sommers, Associate Professor
Beverly Bunch, Professor
Sharon Graf, Associate Professor
Stephanie Hedge, Assistant Professor
English and Modern Languages
Tena Helton, Associate Professor
English and Modern Languages
Meghan Kessler, Assistant Professor
Jennifer Martin, Assistant Professor
Sean McCandless, Assistant Professor
Carolee Rigsbee, Assistant Professor
Pamela Salela, Associate Professor
Tiffani Saunders, Lecturer
Donna Rogers Skowronski, Instructor
Karen Swan, Professor