Let the Coulter Faculty Commons help as you are transitioning to WCU’s new learning management system (LMS) and be first day ready.
The Launch workshop will provide you with a series of activities and support as you build out a course in Canvas. Attendees will determine their path, build a new course or migrate, with brief discussion of pros/cons. Each attendee will spend time on their own developing their course using a guided workbook. We will gather again as a group in the afternoon to share and identify next steps.
By focusing on a single course and specific modules, you’ll learn the following elements of a Canvas course:
Key structural information as well as best practices in course design.
Guidance for building or restructuring Modules in your course including:
Prior to the workshop, registrants must complete the pre-requisite Launch Prep Workbook. This is intended to help instructors work through some initial, important decisions.
The Coulter Faculty Commons often entertains questions throughout the summer about ideas for fall teaching. Here, we share some of those commonly asked questions and our responses.
Q. Can a shift in the syllabus verbiage encourage a better learning environment? A. Ken Bain, who conceptualized the term “the promising syllabus,” argues yes, in his book What the Best College Teachers Do. You can find an excerpt – and strategies for incorporating self-determination theory into a course, visual design elements, and more, on the Montclair State University website. You can find his book in the WCU library.
Q. What can I do in the first week of class to keep my students engaged all semester? A. A professor from the University of New Mexico, Gary Smith, has shared a strategy he used on the first day, after many years of feeling his students were only learning at a surface level.
On the first day of class, he asked his students the following question: “I’d like you to think about your college education and this course in particular. Which of the following is most important to you?
1. Acquiring information (facts, principles, concepts)? 2. Learning how to use information and knowledge in new situations? or… 3. Developing lifelong learning skills?
Q. Am I required to use the WCU syllabus template? A. The WCU syllabus template has been offered for many years as a single document/place where institutional policies are maintained and updated.
Q. Is there anything new in the WCU syllabus template for fall 2020? A. Yes, and they have been substantial. Over the past few months, the Coulter Faculty Commons has been steadily making changes to the university syllabus, based on the impacts brought about by COVID. In May, we included a statement about the use of Respondus Lockdown Browser and Lockdown Monitor, including instructions for students to download the software. In June, we provided the university statement on the wearing of masks (this was revised again in August to include faculty processes when students are non-compliant). In August, we also published an update to the Course Recording and Broadcasting sub-section. The two major changes are 1) the need for faculty to obtain student waivers (to adhere to FERPA), 2) the particular need for waivers if faculty intend to use a video for a governed research project (outside normal class use case), and 3) language in a faculty syllabus if they intend to use Lockdown Browser or Lockdown Monitor.
Q. Have there been recent changes to the CFC Syllabus webpage? A. Yes. In early August, we added a MWF and TR calendar document for faculty to use and distribute to their students. These are for fall 2020. We also added a link to Rice University’s Course Workload Estimator tool, to help faculty allocate hours and minutes to each activity, assignment, or lecture in an assigned week for a course in development (note: this tool is useful at any week in the term, for what lies ahead in a class). Due to the shift in online and remote teaching, we have had a lot of questions about “how much work is too much?” This tool helps you decide.
Q. Do I need to include all the institutional policies in my syllabus? A. As stated above, if your syllabus includes a statement pointing to the Academic Toolbox, then you do not need to include those statements in your syllabus.
Q. What technology will be available in my classroom?
A. Upgraded Audio Features in Standard Classrooms The Instructional Technology Team has been hard at work all summer trying to meet as many of the unprecedented needs of this coming fall as possible. The CFC wanted to highlight a few things for faculty who are just returning to the university to teach hybrid courses.
As part of the preparations for hybrid teaching in WCU classrooms, additional audio connectivity was installed to allow for the use of a personal microphone, as well as to assist in the use of common software tools using the classroom audio system.
These enhancements include:
Expansion of the feed from the existing wireless lapel microphone to feed into audio recordings in Zoom and Panopto.
A Standard XLR Microphone Connection
Handheld XLR Microphones that are being distributed to the departments by the Provost’s office
The Instructional Technology Team and the Help Desk will have technicians available during the first two weeks of classes to troubleshoot issues.
Q. If I choose to record my classes, what responsibilities do I have? Can students record me without my permission?
Students may make visual or audio recordings (Recording) of any class related content, using any approved recording device (e.g., smart phone, computer, digital recorder, etc.) upon the prior permission of the instructor and subject to the following restriction(s). The Recording, along with the video capture of visible course materials (e.g., visible PowerPoint slides and/or visible lecture notes), shall be limited to the student’s personal, course related, educational use and shall be subject to all applicable copyright laws and institutional policies. The student may not transfer, transmit, or otherwise disseminate the Recording to any third party, including classmates, without the permission of the instructor. Any violation of these restrictions, or any other restriction verbally communicated by the instructor, may subject the student to the provisions of the WCU Academic Integrity Policy, the WCU Code of Student Conduct or both.
Meetings of this course may be broadcast and/or recorded. Broadcasting and recording are intended to complement the classroom experience. Instructors may broadcast and/or record courses for pedagogical use, student reference, to meet the accommodation needs of students with a documented disability, or any other reason deemed appropriate by WCU and/or the instructor.
Any recording of class that includes the image or voice of a student, or reference to the student’s name, would be considered FERPA, thus, protected. If faculty intend on making the recording available for future viewing (any viewing that is not live),it will require a waiver by each student. The waivers may be collected by email or as a Canvas discussion board post or assignment with the following statement attached: By sending this email (by replying to this discussion board, by completing this electronic form – any use of WCU official identity verification) and typing my name below I acknowledge I have read and fully understand the terms of the VIDEO CONSENT AND RELEASE FORM FOR CLASS RECORDING and hereby release the University as stated in the Form.
If a student refuses to sign the waiver, then their likeness may not be included in any video made available. In other words, they would need to be excluded from video and not allowed to ask questions. If this happens faculty would be able to grade consistent with syllabi. In other words, the faculty member has the right to penalize the student by lowering their grade for not participating. The faculty member is also free to create alternative assignments at his or her discretion.
Course recordings will be available to students registered for the course pursuant to applicable university policy and instructor preference. All broadcasts and recordings are limited to personal, course related, educational use and may not be transmitted, transferred, distributed, sold, or posted on social media outlets without the written permission of the instructor. Unauthorized transmission, transfer, distribution, sale or posting of the broadcast and/or recording for any purpose other than the student’s personal, course related, educational use is not permitted. Students are expected to follow appropriate university policies and maintain the security of passwords used to access recorded materials.
If the Lockdown Browser and Monitor are being used, it is necessary that the instructor have both a syllabus statement and a waiver on file.
Any course recordings for purposes beyond the normal conduct of a course (promotional videos, videos related to a governed research project, etc.) will require an additional waiver and appropriate approval (such as IRB approval).
Q. I’ve heard that the CFC isn’t recommending synchronous meetings with students physically present and at a distance? Why is that?
Research and experience guide us to note that trying to hold class with a small group while trying to moderate interaction with students at a distance will lead to an inferior experience for everyone, including the instructor. There are advantages and disadvantages to using synchronous and asynchronous activities in online and hybrid learning; in most cases, asynchronous activities provide the best experiences for students. In our testing scenarios, attempts at synchronous activities using Zoom or Collaborate resulted in less-than-desired experiences, and were not comparable to using Zoom in a private meeting space.
We must recognize that mixing one group with synchronous digital technologies and one group with live synchronous meeting will increase both instructor and student difficulty (i.e., just turning on Zoom for the half of the class who isn’t physically in the classroom).
Consider whether your arrangements and the limitations of the technologies are equitable for all students.Particularly consider whether your activities are appropriate given the computer requirements for students in the university and in your department. Consider the student experience, including their access (or lack thereof) to sufficient broadband speeds.
Each session provides a space for attendees to ask specific questions about their courses and interact with members of the CFC. Find out about Assessment, Discussion boards, using Zoom or other synchronus tools to interact with your students, as well as how to approach teaching online and flexible face-to-face changes. Review the video Playlist before attending a session.
Please contact the HelpDesk at 828.227.7487 or submit an IT Help Ticket for immediate course related requests.
The Coulter Faculty Commons is offering three new sections of its Fall Planning Workshop (“Fall Blend”), intended to help faculty walk through design, delivery, and technology considerations for fall teaching. A workshop will be offered each week until the beginning of fall courses, following a Tuesday – Thursday format:
July 28 – 30
August 4 – 6
August 11 – 13
Faculty will begin each day in a Zoom session with other participating faculty, prior to joining their small cohorts in breakout style sessions. In the breakout groups, emphasis will be provided on helping faculty work through their own unique teaching challenges and situations. Daily goals will be set by the faculty member, with a check-in late in the day. An educational technology or educational developer from the CFC will facilitate each group, bringing unity to common themes and concerns. Faculty will spend independent time between the two Zoom sessions, developing a holistic plan or working on digitizing lessons. Two live technology sessions will be hosted by the Educational Technology team in the CFC late in the week.
At the current time WCU has an agreement with Respondus for three tools.
One is a limited tool that gives faculty an ability to import text quizzes into the LMS and export them from the LMS. That tool is called Respondus 4.0.
The other two are related to proctoring of remote tests. One product, Respondus Lockdown Browser can be used without the other Respondus Monitor, but Monitor cannot be used without the Lockdown Browser.
We want to give a huge shout out to all instructors who made the shift to remote instruction with lightning speed so we could finish out the spring semester! As the parent of a graduating senior, I am so appreciative of everything you are doing so all of our students can complete this term. Has it been easy? No! Has it been comfortable? No! Are you making it work? Yes! If you’d had more time to make this move are there some things you would have done differently? Absolutely!
Guess what? We DO have more time to prepare our summer courses that were going to be offered in person, but now need to be moved to remote instruction. And we DO have the workshop to help you do just that!
Moving Rapidly to Remote Instruction (MRRI) will help you rapidly develop your face-to-face course for remote instruction for this summer’s semesters. If you are planning on teaching a summer course that needs to move online quickly, attend this three-week online workshop that will walk you through an intentional course design process and provide the expertise of the Coulter Faculty Commons and experienced WCU online faculty in designing and facilitating remote instruction. This is not the full Online Course Design Institute, which is for online courses that will be taught next Spring. Instead, we have more time to prepare for the summer courses and design them to be more enjoyable by you and your students.
Dates: May 11 – May 31 When: There will be a combination of live Zoom sessions, recorded tutorials, content and assignments/deliverables. You will have the opportunity to have 1:1 conversations with CFC staff and experience online faculty. Expect to commit 8 – 10 hours each of the three weeks to complete this process and be ready to teach. Where: Fully Online through Blackboard, Zoom, and Teams Outcome: By the end of May, you will have your online course designed and developed, in Blackboard, with a teaching/facilitation plan in place. You will also have the support of colleagues and the CFC throughout the summer.
The workshop is free and open to all instructors, including adjuncts. Please register, to let us know you are joining us and to allow us to ensure that we have enough facilitators to make this workshop successful!