This page has been created to help faculty make instructional decisions in the event of a natural disaster, health emergency, or other events that could lead to a face-to-face class being moved online for anywhere from a day to a few weeks. It is very important that you read and familiarize yourself with this information BEFORE such an event occurs. One really important thing to remember is that it is better to prepare ahead of time for the worst (even if it never comes) than it is to be completely unprepared when the worst happens.

Note: It's also a good idea each semester to do what you can to make it easier for a substitute to teach your classes should you have a temporary illness, death in the family, etc. Uploading materials like powerpoints, handouts, etc. to either Canvas or an Office 365 folder can really help with that. However you decide to do that, it is important that you organize the files really well AND communicate to someone like your Division Chair where to locate such files. That way if you are indisposed, the Division Chair can work with IT to gain access to what you've prepared.

I STRONGLY SUGGEST YOU AT THE VERY LEAST START MOVING YOUR FILES INTO OFFICE 365 (SEE HOW BELOW) SO THAT IF SOMETHING HAPPENS YOU'RE ABLE TO ACCESS YOUR FILES FROM HOME.

Technology Available To You

We are listing the available technology first because it is important for you to understand what is available to you prior to beginning to think about how to achieve your instructional goals. There are, of course, other tools available out on the internet and there will be courses that use special technologies. These are the most-used systems Wilson has and this guide is being written for the general faculty to use. If what's available on this page does not suit your needs, please email james.dannibale@wilson.edu to talk about your needs.

Important note about technology: It is very important that you use Wilson-sponsored tools and only use something else after speaking with James D'Annibale about it. For example, if you are an education professor at one of our school district cohorts, please do not use your district LMS. Use Canvas. There are reasons for this that go beyond the scope of this page.

Canvas

Canvas is a Learning Management System and if you didn't know, is the system you're in right now viewing this page. Canvas is useful for a lot of things, but for this situation, focus on the following:

Delivering Content: Videos, Files, Pages (like this one), external links, etc.
Accepting and Grading Assignments
Discussion Boards

The course you're in right now has 2 modules that quite literally walk you through a step by step process to organize modules, add resources to those modules, set up assignments, etc. Please see the Setting Up Canvas as More Than a File Repository (Complete in Order) module and the Editing Discussions, Assignments, and Quizzes module.

How to get help with Canvas

In the blue menu there is a ? button for the Help menu. The help menu gives you access to a 24/7 chat and 24/7 phone support line.
If Canvas Support cannot help you, please contact James at james.dannibale@wilson.edu

Panopto

Panopto is what's called a Video Hosting and Lecture Capture system. It is for ASYNCHRONOUS use. You (and your students) can record videos using Panopto. You can also upload videos you have from other sources (your phone, etc.) for Panopto to hold. When recording using Panopto you can share your screen, share a powerpoint, and have your voice heard (webcam view optional). So really most things you would typically do in your lectures in class, can be recording using Panopto. Panopto is kind of like Wilson College Youtube.

This tool is very useful for things like:

Teacher Uses
- Recording a lecture for your students to view
- Recording a skills demonstration
- Explaining how you want something done in a way that's not just text.
- Record assignment feedback for a student to view
- Anything else you can think of that students could learn from via video.
- Delayed Exam Proctoring
  - You could have your students record themselves while taking an exam. You could tell them to begin their recording with their webcam, microphone, and screen being recorded. Depending on how much you trust your student(s) you could even tell them that they need to move their camera around at the start to make sure they don't have notes on their desk or anything. You then go back and go through the video to look for potential issues.
Student Uses
- Record a presentation
- Exhibit a skill
- Respond to a discussion board with your voice rather than text (if the teacher allows it).
- Show the teacher how you're thinking through something like a math problem without being in the same room as the teacher.

Getting Help with Panopto

This Document has all the how-to information for how teachers use Panopto.
The students have access to a page in their own Canvas training course as well.
Panopto's Support website has many more tutorials and some webinars you can view.
Panopto did a basic training webinar you can view here.
After making some attempts following the tutorial document, reach out to James at james.dannibale@wilson.edu if you need help.

Here's an example of a video playlist. The first video shows me sharing a powerpoint. The 2nd video in the playlist shows me sharing my screen.

Zoom

Zoom is for SYNCHRONOUS meetings/lectures. Other services like this you might be familiar with would be Skype or Google Hangouts. You could schedule a Zoom meeting for your class and email them the link to join. With Zoom, you'll be able to see your students, speak to them, have them speak to each other and to you, etc. You can share your screen to show them something on your computer or a whiteboard. You can have them share their screens or whiteboard as well. There are even annotation tools when sharing a screen or whiteboard. A really useful feature of Zoom is that you can use Breakout Rooms. So if you have a class of 20 and you'd like them to discuss something in groups of 4, you can make 5 breakout rooms. You can then pull them back into the main room when you're ready.

Note about recording Zoom meetings: Depending on the circumstances, it is very possible that you have a few students that do not have computers and that would make it difficult for them to join the Zoom meeting. There is a mobile app but I don't know that I'd want to rely solely on that for a whole 40 minute meeting. As a result, you should consider recording your meetings and uploading them to Panopto for students to view on their own time later.

Getting Help with Zoom

The zoom support page has tutorials and guides for every single thing you could do in zoom.
This Using Zoom page I created is also helpful and focuses more on the essentials.
Zoom created this PDF that's a guide for teaching with Zoom.
- Note: That PDF has links to a bunch of other Zoom resources too.
- This file is a sample of what you could send to your students to help them.
This Zoom Test room is a great place to practice
This is the download page where you can get the Zoom Client for Meetings.
This video shows you how to record a Zoom meeting and then upload it to Panopto for your students to view later.
- My apologies for this particular video being less well-scripted than my videos usually are. I made it quickly to get it on this page. I'll re-make it after the COVID-19 scare is over.
As always, you can also contact James at james.dannibale@wilson.edu

Office 365

Office 365 is how you can access and use Microsoft Office apps from anywhere with internet access. Once you add files to your OneDrive (O365’s file system), you can go to Office.com from anywhere in the world and have access to your files for reading and editing. You can also use Office 365’s sharing features to easily collaborate with anyone in the world. You can even do so in real-time. Even if you don't have the desktop office apps, or if you have a Chromebook, you can still use the web-apps at Office.com

I typed up a whole Word Document that's about Office 365 so I'm just linking to it here. Using Office 365.docx

This page shows you how to upload files to Office 365 One Drive.

Nearpod

Link to recording:

https://nearpod.zoom.us/rec/share/vedTKu__6j5LQp3G2kvGUJw7XY7Meaa8hCIa_vsNn2Y7BE5rxsLf9UuYDsfZums

Password: !n&58vBk

Register for more Live Webinars
Watch a Recorded Webinar (you have to register to view but it's free)
Nearpod Self Guided Resources
Distance Learning Resources for Educators
Using the Nearpod+ Google Classroom Chrome Extension
Adding a Nearpod Lesson to Google Classroom from Nearpod
Google Slides Add On (Step by Step Guide)
Google Slides Add On (Video)
Nearpod Vimeo Channel (How-To Videos)
Nearpod Virtual Learning Youtube Playlist
Create Nearpod Lessons Quick Guide

Proctorio Exam Proctoring

Proctorio is what we use for online exam proctoring. View information about Proctorio here.

Instructional Considerations

These are things to consider when determining the best way to prepare for an emergency.

There is no 1 size fits all for this. This is where we all need to use those brilliant minds to be creative.
In such uncharted territory, NOBODY is going to negatively judge you for asking for help.
Your students are a tremendous resource. Even if you've never used the technology before, I bet some of them have and would be more than willing to help you.
Look at course outcomes and learning goals. Consider what is essential in your course to achieve those outcomes. Keep in mind that some instructional activities or assignments may need to be cut or significantly altered given the situation.
Synchronous (Zoom+Canvas) vs. Asynchronous (Canvas with Panopto if using video)
- Please do not let fear of technology affect this decision. Do what is best for your instructional goals and students. I assure you, every one of you can figure out the technology if you take the time to read/watch the tutorials available to you or ask for help.
Some assignments will need to be altered. For example, if you were planning on having your students work with physical implements or taking measurements in the creek, you may need to do something like record yourself manipulating the implement or taking measurements, provide your students with the data, and ask them to analyze what was done. You could even insert mistakes into your video and data and tell them they need to identify the mistakes.
In the classroom, you probably have a good feel for how your students are doing. If circumstances necessitate the move to online, you may want to consider having your students submit a "learning journal" each week where they identify what they learned, what they still misunderstand, etc.
If we end up in a situation where students are learning from off-campus, we cannot assume that they all have a computer. Some students may be working through a smart phone. As such, you may need to lower your expectations on formatting items that may be difficult on a phone. For example, there is a Word mobile app, but creating proper APA Headers and adding page numbers may prove difficult for some students.

Suggested Process for Doing This Quickly

Step 1: Consider what you've just read about the technology available, what needs to be accomplished for your class, etc.

Step 2: Do the easiest tasks first--Create assignments on Canvas. Add files to Canvas or 365 (whichever is appropriate). Re-map your due-dates.

Step 3: Practice with technology that you're not that familiar with. Use the Zoom Test room or do a practice meeting with someone. Practice recording a meeting and uploading it to Panopto. If you're going to use Panopto, make some quick 2 minute recordings to see how it looks and sounds. Do you need to speak louder and more clearly? Did you put your video in the right folder?

Step 4: After practicing with the technology you're unfamiliar with, start working on anything you need to pre-record. Schedule any Zoom meetings that you'll need.

Step 5: Communicate with your students!!!!! Also set up expectations for your students with communication. Tell them your preferences. Do you prefer Canvas Inbox or Wilson Email?

Step 6: Don't be afraid of imperfection. We recognize this is not an ideal situation. Do your best and ask for help if/when you need it.

External Resources

Note about external resources: Please remember what I said above about how Wilson-sponsored technology is where you should focus your efforts. Other schools' resources will list different technologies. Think about how you can take their ideas onto our platforms. A fast-paced modality move is not when you want to contact James about adding a new subscription.

Other college's and universities (you'll find they're very similar to what I have here but probably more professional looking with their resources)
"How to be a Better Online Teacher" by Flower Darby
Going Online in a Hurry by Michelle Miller
So You Want to Temporarily Teach Online by Moore and Hodges
OpenStax is maintaining a list of ed-tech tools that have become free for the semester.
Please email james.dannibale@wilson.edu if you know of other resources that would be helpful if added here.

Ideas Collected From Faculty Online Teaching Mentors for Activities That Replace/Replicate "Seat Time" or "Contact Hours"

Peer review of rough drafts.
Small group student meetings recorded in Zoom and posted to a discussion board (e.g., discussions on a book they’re all reading or video they’ve watched for class).
For Sciences - there are interactive simulation labs. This site is free https://phet.colorado.edu/en/simulations/category/biology I just happen to have looked up bio to help one of my high school teaching friends. NASTA also has interactive information for the sciences.
For Education: PaTTAN has information/videos.
Blogging instead of writing a paper. This could be collaborative.
Collaborative Word documents in Office 365.
Activities from online platforms associated with course textbooks.
Have students create content. This is a suggestion you see over and over again from the experts of online pedagogy. This will be different from discipline to discipline, but it allows the student to engage with and absorb the materials, while also enabling content for the course.
Online field trip presentations. Students take a field trip to a historic site (can be done online) and report back via a discussion board or video.
Presentations. I assign video presentations via a discussion board (i.e. research a female member of Congress, judiciary, executive branch and report back). This would work well if presentations are required for a class. Students then have to watch and comment on the presentations of others.
Virtual book clubs. Students get together via Zoom and record themselves having a book club to discuss the week's readings. Instructor is not present.

Video exercises. I have students watch videos on YouTube (Reagan's first inaugural, material from Pew Research Center, etc.) I embed them in a quiz and will have students answer questions about the videos to earn points. I usually give them multiple attempts. Students usually like these.

Writing labs: Students watch and read something from Wilson's writing academy. They complete an exercise based on what they learned (revise their into paragraph, reverse outline a paper they had submitted, etc.) and submit for a couple of points.

I’m piloting Kahoot Challenges and Review games for students to do outside of the classroom

I utilize my online textbook resources to assign readings that have adaptive quizzes attached to them. I utilize (and recommend) Connect through McGraw-Hill.

I have thought about doing an article/position statement/current event analysis utilizing the peer review option – a little different approach vs. a discussion board.
Think outside the box with lectures. The content videos do not need to be lectures. I post weekly announcement videos that explain the readings and content for the week. They are "pseudo" lectures. Consider "in the field" videos. One can create a video on a smartphone and upload it to Panopto. I do not know what this would look like for different disciplines, but, in the past, I created videos from the Smithsonian Air and Space museum for my sci, tech, and society course.
If you must create lectures, keep them short. A student just will not watch a 60-minute video - but they are likely to watch three, 20-minute videos. Not everything needs to be said at once.

***Last thought. Avoid increasing the workload (i.e., readings) simply because the course has moved to an online format. Students are grappling with the new platform and that is a challenge in itself.

Faculty & Staff Technology Training