Click to view infographic. Online Teaching: Do this, Not That by Alison Yang

Moving most courses online, remote and other approaches mid-semester nationally and internationally is unprecedented and is rapidly being implemented. The following provides resources on good practices created by our educational development community and others for teaching online, including rapidly moving to online, assessing remotely and discipline-specific approaches, as well as approaches for GAs/TAs.

Curated Resources

Thank you to our STLHE community for resource suggestions. This is not an exhaustive list of resources. To add resources or webpages, email edc_communications@stlhe.ca . Certaines ressources sont en français.

Rapidly Moving to Online/Remote

Moving online rapidly involves considering the aims (learning outcomes), available access, ways to communicate, ways to share materials, and ways to assess online or remotely.

Key Resources for moving online:

Key Resources for Interacting with students online

Ressources (en français)

Additional Educator Advice

Tech Advice

Changing to Assess Remotely

For changing assessments:

Making Decisions about Assessment Alternatives

Remote proctoring

Assessment Resources/ tools being used (March 17th webinar)

  • Respondus Exam Builder, Lockdown Browser and Monitor
  • alternate modes of assessment / UDL
  • 24-hour take-home tests; take-home exams — need resources for students as well since this format may not be familiar to them; d2L limited time exams, with randomization and Faculty available on Zoom for any inquiries about the test.
  • Oral Exams using Zoom (small courses)
  • Listen to students
  •  tools created by Cogneeto (peerScholar and mTuner) are available at no cost during this crisis
  • Portfolios
  • Peer Assessment (6 is the number for reliability…)
  • For seminars/group projects the students will be asked to submit 3-min voice-over PowerPoint presentations, with a graded discussion board associated with it for peer feedback.
Experiential Learning (including labs, internships)

EL resources

Practicums, internships, Co-op, Work-integrated learning

Labs

Equity & Access (including teaching with limited internet access)

Open Resources & Open Textbooks

Academic Integrity & Assessments

Key Resources

  • Academic Integrity Strategies (Video), Kristie Rae Dukewich, Teaching and Learning Commons, KPU
  • Guidelines to Promote Academic Integrity in Online Classes (with a reference list) includes approaches such as:
      • defining what constitutes cheating (e.g., can they look at their notes, can they use excel…)
      • Present students with learning outcomes and make subject matter meaningful.
      • Provide detailed grading criteria so students know how they will be graded (e.g., to reduce the uncertainty that may lead to academic integrity issues such as checking with peers)
      • Demonstrate intolerance for academic dishonesty and take appropriate action when cheating does occur
      • Guidelines for High-Stake Assessments (Tests & Exams) including multiple assessments with high-quality question stems and alternatives, and utilize higher order levels in Bloom’s Taxonomy and give open-book exams
  • Academic Integrity & Remote Teaching, University of Saskatchewan including links to the:

Open-Book Exams

  • A Guide for Academics – Open Book Exams, The University of Newcastle Australia (with example question stems)
  • Summary: Several ways to reduce copying/academic dishonesty during an online or open-book exam are:
    • Time restrictions (also raises stress)
    • Randomization of the questions/answers/variables to prevent sharing answers, particularly shifting the values in a question.
    • Raising the level of Bloom’s taxonomy and requiring students to write answers (explain the difference between viruses and bacteria)
    • Changing the represent the information, such as creating a mindmap or verbally describing
    • Making expectations and what is allowed explicit
    • Open-book Exams: Provide the full list of concepts/formulas (so nothing to share) and randomize questions that require application or comparison with a reasonable amount of time. It’s possible to prepare for but requires preparing a very large document.
  • Open-Book Studying Tips for students:
  • Research on Open-book exams:

LMS/Online Exams & Academic Integrity

  • Note: given many students are no longer on campus, stable internet access cannot be assumed as per usual/
  • Best Practices for On-line Academic Integrity, Indiana University of Pennsylvania including
    • Use question sets to randomly generate quizzes or exams for each student. (with a guide for how to in Moodle)
    • Randomize multiple choice quiz or exam answers for each student. (with a guide for how to in Moodle)
    • Limit the duration, the number of attempts, and how the questions are delivered. (with a guide for how to do both in Moodle)
    • Limit the availability period of an exam. (with a guide for how to in Moodle)
    • Wait until the exam availability period ends before providing exam feedback. (with a guide for how to in Moodle)
    • Use “calculated questions” when constructing quizzes or exams that involve mathematical expressions with random values based on user-specified range that are automatically generated for each variable in the question. (with a guide for how to in Moodle)
    • Employ the use of browser “lock-down” software to reduce access to other software applications and data to prevent printing, copying, visiting websites and applications. (with a guide for how to in Moodle) (added note of caution: does not prevent phones or other devices from taking photos)
    • Adjust the weight of exams relative to the overall grade in the course, while increasing the weight of project and assignment activities. (with a guide for how to in Moodle)
    • Increase the number of open-ended or essay-style exam questions. (with a guide for how to in Moodle)
    • Increase the frequency of short notice (pop) quizzes. (with a guide for how to in Moodle) (added note of caution: pop quizzes could add stress and do not allow for scheduling child-care etc.)
    • Make students aware of Moodle’s tracking and logging abilities. (with a guide for how to access reports in Moodle)

Samples Statements

  • (provided by an EDC community member) Foster appropriate student behaviour by discussing academic integrity with your class and:
    • 1. Putting McGill’s academic integrity statement on assignment and exam cover pages: “McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures” (see www.mcgill.ca/students/srr/honest/ for more information). (Approved by Senate on 29 January 2003)
    • 2. Asking students to agree in writing to an honour code is a recommended practice. Statements at the beginning of exams and assignments such as “I will be fair and honest in my coursework. I will neither give nor receive unauthorized aid on any assignments, quizzes, or exams” (Konheim-Kalkstein, Stellmack, & Shilkey, 2008, p. 3) have been shown to reduce the incidence of cheating. When students submit their work, you can ask them to sign a pledge, such as “I have neither given nor received unauthorized aid on this quiz/exam” (p. 3). 
    • Read more
Institutional-Created Guides for Teaching Continuity
Discipline-specific Teaching Approaches
When Planning to Teaching Online
GA/TA

Sample information posted regarding GA/TA (seeking) – The School of Grad and Postdoctoral Studies at Western University has messages (all listed at https://grad.uwo.ca/covid19gta.html) and have asked for the following language to be included in our supports for instructors:

  • “Workshops [and supports for rapidly moving courses online] will be open to GTAs, but course instructors remain responsible for the form and content of the online material, as well as for their GTAs’ hours of employment.  Under the current circumstances it is reasonable to substitute new duties not previously outlined in the Duties Specification Agreement, but they should not exceed the number of hours remaining in the contract. Supervisors should also be aware that attendance at workshops or any other time spent acquiring new competencies must be counted as part of the GTA’s workload.”
COVID-19 Free Access
Teaching and Learning Community Discussions
Emerging topics

(Suggestions welcome, know we are working on. email edc_communications@stlhe.ca with specific questions or suggestions) Topics that emerged from March 17th webinar that we are seeking/compiling resources about:

  • Academic integrity, academic honesty
  • Data privacy, copyright
  • How to send/teach without internet access? (in the US Comcast and Spectrum/Charter services are offering free internet to students)
  • How to keep internet access (computer labs) open?
  • Final exam options/assigning grades based on aggregated mark to date
  • Accommodations and accessibility
  • Practicums including health practicums
info

This website will be constantly evolving as we add resources. To add resources or webpages, or to suggest an additional sub-page, email: edc_communications@stlhe.ca or use the contact form.