Teach Online Preparation Checklist

Continuity of Instruction Guidance

The following resources and guidance are meant to address situations when we need to continue instruction without being able to meet with students face-to-face. This could occur in the case of university closure or widespread absences. Faculty may also want to consider how these suggestions could be adapted for single absences (such as one student’s prolonged absence due to illness or your absence for a conference). The tools and strategies are offered to minimize and help manage the effects of unexpected events.

A continuity plan could require creativity, alternative expectations, and flexibility on course delivery. In most cases, moving all components of an entire course online is not needed. Instead, the event may require using the learning management system for a few days or communicating via email or web conferencing to continue class dialogue.

Primary Activities to Continue

Four primary activities will need to be continued, even if face-to-face opportunities to meet with students are temporarily restricted:

  1. Communication,
  2. Delivering course content,
  3. Participation and interaction, and
  4. Assessment.

Faculty are encouraged to think about strategies in advance, so you are prepared.

While, multiple options are described below, the primary alternative the University recommends for faculty to use is Canvas. Please continue to use university approved communications for the storage and communication of FERPA data.

Consider the Following

  1. Which elements of your course can be supplemented using online content?
  2. Could you record and share lectures for your students?
  3. Which course activities can be translated to online?
  4. Can you adapt to an asynchronous vs. synchronous method of instruction?
  5. What is the minimum adaption you need to continue instruction?

What should I do now?

  1. Attend Canvas Training, if needed.
  2. Build your Canvas shell so it can be used for a quick switch to online delivery if needed.
  3. Test the communication, web conferencing and recording tools in Canvas.
  4. Add a continuity statement to your Section Specific Information, for example, “In the event of a campus emergency that disrupts academic activities, course requirements, deadlines, and grading percentages are subject to change. Information about changes in the course will be communicated as soon as possible by email, and on Canvas. If we are not able to meet face-to-face, students should log onto Canvas and read any announcements and/or access alternative assignments. Students are encouraged to continue the readings and other assignments as outlined or this Section Specific Information.”
  5. Make sure your Section Specific Information contains enough information each week such that students could continue on their own for a short period of self-study if needed.
  6. Move files needed for instruction to Microsoft OneDrive.
  7. Ensure you have the software you may need to work off campus.
  8. Visit the Virtual Computing Lab to determine if tools your students need are available.
  9. Reach out for a consult now, if needed, to get help thinking through teaching strategies.
  10. Request an accessibility audit to ensure all students can use your digital files.

Support Resources

The ECU Office of Faculty Excellence

The Office for Faculty Excellence offers teaching resources to faculty, including Universal Design for Learning and teaching toolkit and recorded teaching workshops.

ECU Academic Technologies, ITCS

Faculty can schedule an appointment with a staff member from Academic Technologies to learn how to use available learning technologies to organize, design and facilitate online courses and assignments.

Universal Design for Learning

CAST, a nonprofit education research and development organization, also provides web-based resources for UDL in Higher Education.

Creating Accessible Content

Creating accessible documents and course resources is a necessary step when teaching online. The Accessible Content checklist provides guidance on creating accessible documents and content. Additional information about creating accessible content can be found on the Digital Accessibility at ECU website. The Learning Technologies team has also created a Getting Started with Course Accessibility website that includes an interactive self-paced training, support videos, and additional tips related to accessibility.

Teaching Online Preparation Checklist

All ECU courses currently have a course shell in Canvas.

ActivityGuidance/Preferences Internet & Computer Available

Communication

  • Establish a method of communication and content delivery.

  • Share Section Specific Information electronically.

  • Establish objectives.

Canvas

Outlook Email

  • Outlook Email

    		•

    Delivering Course Content

    • Upload content to LMS.

    • Use web conferencing to lecture
      and share information.

    • Record & share lectures.


     
    Canvas

  • Canvas Studio Recording

    		•

    Participation & Interaction

    • Use chat, discussions, web
      conferencing and groups to engage
      students and achieve course objectives.

    • Use WebEx
      or Canvas web conferencing for
      office hours, and student-to-student,
      and faculty-to-student interactions.

    Canvas

    Assessment

    • Use the assessment tools in LMS

    • As an alternative to online proctored
      tests for face-to face students assign papers, discussion groups,
      homework assignments, portfolios, and/or projects.

    • NOTE:  SACSCOC 10.6 requires notification of additional fees
      such as proctoring costs at enrollment.


     
    Canvas

    1 Available in learning management system (LMS).

    2 WebEx, Canvas, Canvas Studio work well on a mobile device.

    3 Special Note:  All of the tools are available to the entire campus. In some instances, a college or school uses other specialized software not listed.