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Category: Teaching online (Page 1 of 2)

Camosun Faculty Story #2: Kelly

Kelly is a faculty member teaching in the English Department at Camosun College. While she was not teaching when other instructors pivoted from face-to-face to online last March (has it already been a year?), over the summer she moved all her courses for fall into an online format, what she calls the steepest learning curve she’s faced since she began teaching.

I agree about that steep learning curve, since Kelly only really used D2L for posting grades and as a repository for some content before COVID. “I wasn’t even accepting assignment online,” Kelly notes. “Obviously it’s been a huge amount of work, [but] it’s also been really interesting to learn how to adapt that style of teaching to the content that I teach and to my style of teaching and my philosophies about connection which are a very strong part of my teaching.” And Kelly persevered, working within the new format while keeping the focus on what is important to her teaching. “It took me two months of full-time work to write what you see on D2L for each course, but I’m teaching people to be readers and writers. That’s my job.”

The brain of D2L, as Kelly puts it, presented one of the biggest challenges for her. Making edits and adjustments on Rubrics, for example, can drive one to distraction. “I spend so much time on formatting that it’s harder to develop new content.” Definitely one of the downsides to creating online content: making sure that the writing is clear, and also that visual design of pages are accessible. Kelly worries sometimes that the time it takes to put her existing content online makes it harder for her to find time to bring new research and innovation into her material.

Another challenge Kelly mentions, which will not be a surprise to anyone, is that she finds her synchronous sessions draining, wondering if anyone is out there. While attendance is high in her Collaborate sessions, “they will not use their cameras even when they have them…so that’s a bit alienating.” But she notes that the advantage to using Collaborate is that you can record the sessions for students who miss, or who need to go back and review a session. Not something you can do as easily in a face to face setting.

One of the upsides to moving her discussion-heavy courses online, Kelly says, is that she feels “connected to [her] students in a new way, and maybe a more thorough way” now. Through the online, text-based discussions, “they have to engage in the material in more than a superficial way,” which has also helped Kelly grade the discussions in a way she couldn’t before when they were more ephemeral. In fact, she says “the first time I opened the discussion and saw the level of work that was happening there, the amount of thought, I was blown away, and I still get so excited when I read those to mark them.” The students are learning without her jumping in all the time – learning from each other. That is one of the huge rewards from this experience.

The biggest takeaway from this experience for Kelly, as well as some advice she would give to new faculty, is “that if you know what your philosophical goal is with a course, you can make any method of teaching meet that goal,” but you have to know your goal first. Identify what is important to your teaching and then look for help with that, rather than asking undefined questions about the tools in D2L, etc. Ask yourself “What are your absolute must-haves of the tools that are available – really work hard on what you need and get that core down,” especially because you will be spending a lot of time planning and then getting things up and running (Kelly notes that she is grateful she had uninterrupted time for development, unlike some faculty who were teaching online for the first time in the Spring while also developing courses for the Fall.) Finally, organize your content. Kelly recommends thinking in terms of weeks instead of classes to make it easier for students to know where they are at in the course.

Will Kelly continue teaching online once COVID has run its course and classes can return to face to face? Well, yes, she hopes she can in some way. While grading assignments online is a lot of work, she has seen the benefits to her, for example, being able to check back on a student’s progress, and for students as well, having all her feedback in one place. But what really has convinced her is the learning she has observed in her online discussion forums – instead of being focused on how to get a B in class, students are more “focused on communicating clearly to other people and [responding] to what they’ve heard.” They can also go back to re-read those discussions when preparing for the next assignment, and “I don’t know why anyone would give that up!” Right now, Kelly’s vision for the future is to do exactly what she is doing now, except her Collaborate sessions will be face to face: do what needs to be done face to face, and what works online, online. But definitely some face to face because both Kelly and her students are yearning for that connection, of human faces and campus life. And that’s a nice hope for the future: the best of both worlds.

Camosun Faculty Story #1: Debra

Debra is a faculty member in the English Language Development (ELD) area here at Camosun College. I have had the privilege of working with her in bits and pieces over the years before COVID, but until last March/April, she was really only using PowerPoints and videos in the classroom, and using D2L minimally, mainly the News tool – “I was using that just to give them homework and make announcements.”

Imagine suddenly being faced with teaching completely online having not really used any online teaching tools before. It’s not a stretch of the imagination for many faculty members we in eLearning have been working with over the past almost a year. Debra herself “was certainly frightened of the technology and having to use the technology in such a different way…I didn’t have any idea how to use Collaborate, or I how to use most of the tools in D2L.” But, she overcame her fears and, coming back from vacation early, attended as many eLearning workshops as she could And most of all, she took the time to practice with the technologies, with her colleagues in ELD – peers supporting peers.

And it wasn’t only faculty supporting each other. Debra tells me that her first time teaching online went better than she expected because “[she] had done a lot of preparation and went in there believing [her students] were probably just as frightened of the experience as [she] was, and … [they] basically supported each other through the experience.” Like many faculty, Debra and her students were used to being in a face to face classroom where students “presume that you have a certain command of the situation.” But in this new world, “I knew that they really weren’t expecting me to have the same level of competence with the technology, and that took some of the pressure off.”

Debra says there wasn’t one moment that stood out for her during her first online teaching experience, but points to her students’ progress, as well as their positive feedback for her around the content and the delivery of the course as factors that made her feel good about the experience. In spite of everything, students were making good progress. And with regards to the fear of cheating which haunts many instructors during these online teaching times, she says that even though “I didn’t have the same control over their output, I did see them making progress. They couldn’t have cheated their way through to the outcomes that I saw at the end of the course. I did challenge them if I believed they cheated and I asked them to resubmit the work. But my main concerns were, are they turning up? Are they participating? Are they making progress? And that’s what I focus on.”

As for one thing she didn’t expect from the experience, Debra says she was surprised how much she enjoyed it. “Lock-down was a very isolating experience…so, having that contact with [students] every day, I felt less isolated … And I enjoyed the differences. It was a different experience and it was interesting and it was stimulating, and that’s why it was challenging.” And that challenge has, by pushing her out of her comfort zone (which is something familiar to her having done freelance work all over the world) reinvigorated how Debra feels about teaching. “I was afraid, but I decided to accept the challenge and I’m glad that I did.”

As for Debra’s vision for the future of her own teaching after everything that she’s learned over the past several months, she is currently preparing quizzes and other online materials, and planning to ”make much more use of technology than I did before…I might do a lot more online marking than I’ve done and I know I’ll make more use of technology.”

When I asked if she has any advice she would give colleagues, or any new faculty members who are suddenly having to teach online, Debra recalled an old joke: “How do you eat an elephant? One mouthful at a time,” something a friend told her a few years ago when she faced other life-altering challenges. “I think that taking on a big challenge, that’s the only way to deal with it. If you try to envision the whole problem as one problem, the whole situation as one…it’s too much to deal with. But if you just break it down and take it a step at a time, it isn’t.” And that’s really what it’s all about, isn’t it? Supporting each other, and taking one step at a time.

Next for Debra, however, is a break. She finishes her Scheduled Development time at the end of February, and then will be off on vacation until she teaches this spring. This year I hope she gets a complete break and comes back refreshed, ready to meet her new students without panic, and with confidence.

 

 

Facilitating Learning Online: Summary of Defining Online Community Discussion

So, right now I am co-facilitating the Facilitating Learning Online (FLO) Fundamentals course at Camosun.  And this first week our participants had a full plate of orienting themselves to the online FLO environment, learning how to make video introductions, learning about their co-participants, AND engaging in a couple of lively discussions around online community.

I thought I would take a moment to share a summary/synthesis of the conversation in the Defining Online Community discussion, which was one of their activities this week, as well as add a few additional optional resources you may want to explore.

Some common ideas that leapt out at me in the discussions around what online community is:

  • Conversation/communication
  • Participation and interaction
  • Supportiveness, comfort, safety, trust
  • Co-operation, contributing, and sharing (shared knowledge space)
  • Co-creation and collaboration
  • Growing circle of knowledge/building of knowledge (peer to peer learning)
  • Interconnecting/convergence
  • Common interest, purpose, working together to meet common goals
  • Inclusiveness and belonging, connection
  • Diversity of people coming together to build knowledge (not bound by geography/fewer borders)
  • Mix of learning and social

Certainly, like any community, online community is about all these things. The question then becomes how do we create an online community with/for our learners that helps them balance the benefits of an online learning community with the pitfalls of being too connected (leading to exhaustion and stress), or feeling isolate and disconnected, or just having too many choices you don’t know where to turn.

I don’t have easy answers to this. Some participants talked about starting small – both with the amount of technology you use, and also with the kinds of activities you integrate (i.e., a lot of online group work can lead to stress, both from an exhausted by being online all the time perspective, and a trust perspective if you are thrown too soon into a large group project.) I am always happy to talk more about strategies, and have developed some that I present in my Creating Community Online workshop.  If anyone would like more information about this workshop, drop me an email (schudele@camosun.ca).

To close this summary/synthesis, I would like to give you some optional readings on online community specific to the online classroom space.

I hope you all have a great long weekend!

Emily

Some Resources to Help Students Learning Online

Looking for resources for your students with tips for learning online? Wondering where to send students to find support at Camosun College? We have some resources for you!

First, check out a collection of links for students on our Tutorials site.

Here you will find links to the Student Learning Success Guides put together by Camosun’s Learning Skills which includes tips for remote learning, stress management, and time management. Also, a link to Online Learning at Camosun College, which contains information about what kind of technologies students should have, and how to access it.

In addition, if you are wondering how students can access Office 365, the link for this is on this page as well as the link to Student Technical Support. You will also find direct links to Student Affairs and the Centre for Accessible Learning at Camosun.

If there are other links you would like us to include on this page, email Emily Schudel.

Looking for resources specific to learning online?  Check out Kwantlen College’s open textbook Learning to Learn Online,  or eCampus Ontario’s identically named Learning to Learn Online which was co-written by students, for students!

And finally, more for you as online instructors, also from eCampus Ontario, a chapter from their open textbook Remote Teaching: A Practical Guide with Tools, Tips, and Techniques called Helping Students Become Effective Online Learners with some strategies you can try yourself.

Weekly Bulletin from CETL – April 3, 2020

Here is this week’s CETL bulletin we are sending out to our Camosun faculty every Friday.  These tips might be useful to you, and if you have your own to share back, please add them in the Comments!

The Sacred Circle

When the Creator put us on this Earth, he gave us four gifts to help us through troubled times.
The first was the gift of prayer; the second was the gift of sharing;
the third gift was the gift of crying to wash away the pain and the fourth was laughter.
If you are  able to do these four things, it is said that your are on a healing journey.
 (Education is our Buffalo, The Alberta Teacher’s Association, 2016)

Newly highlighted teaching resources and tips

Library resource highlights

  • AskAway online chat: Camosun Librarians have significantly increased the amount of time they spend monitoring this virtual reference service. If you follow the links on Camosun Library pages, chances are greater that you will connect directly with a Camosun Librarian. Not just or students, faculty can use this service too!
  • Google Scholar: Can be accessed via the library’s Databases A-Z . It will connect you with full text content from Camosun research databases as well as free coronavirus-related content from Elsevier, the Lancet, JAMA, Wiley, and many more!

Basic glossary for online teaching

  • Synchronous = “at the same time”. Teachers and students meet online in real time through videoconferencing or live chatting. USE SPARINGLY during previously scheduled class times, or one-on-one office hours, or as an optional chance to connect.
  • Asynchronous = “not at the same time”. Teachers create learning experiences for students to work at their own pace and take time to absorb content.
  • Blackboard Collaborate = Camosun’s web conferencing tool for synchronous learning (similar to Zoom, except Zoom does NOT meet privacy requirements as it is hosted in the USA. ) Contact eLearning for training.
  • Microsoft Teams = another Camosun-supported web conferencing tool. GREAT for staff meetings, but not available for students.
  • Kaltura = Camosun’s tool for recording, storing and distributing video through D2L (similar to You Tube). Contact eLearning for training.

An adjusted syllabus for our time (reprinted with permission from Brandon Bayne UNC – Chapel Hill)

Principles

  1. Nobody signed up for this.
  • Not for the sickness, not for the social distancing, not for the sudden end of our collective lives together on campus
  • Not for an online class, not for teaching remotely, not for learning from home, not for mastering new technologies, not for varied access to learning materials
  1. The humane option is the best option.
  • We are going to prioritize supporting each other as humans
  • We are going to prioritize simple solutions that make sense for the most
  • We are going to prioritize sharing resources and communicating clearly
  1. We cannot just do the same thing online.
  • Some assignments are no longer possible
  • Some expectations are no longer reasonable
  • Some objectives are no longer valuable
  1. We will foster intellectual nourishment, social connection, and personal accommodation.
  • Accessible asynchronous content for diverse access, time zones, and contexts
  • Optional synchronous discussion to learn together and combat isolation
  1. We will remain flexible and adjust to the situation.
  • Nobody knows where this is going and what we’ll need to adapt
  • Everybody needs support and understanding in this unprecedented moment

 

 

UDL and Moving Online

I am re-blogging this post from Seanna Takacs at KPU, as I think it is very important in this world of sudden shifts from face-to-face to online.  It is not just about putting everything into D2L, but about how to engage with your students and looking at various and flexible modes for doing so.

UDL and Moving Online

 

Weekly Bulletin from our Centre for Excellence in Teaching and Learning

I thought I would share some of the new CETL bulletin we are sending out to our Camosun faculty every Friday.  These tips might be useful to you, and if you have your own to share back, please add them in the Comments!

“Students do not care how much you know until they know how much you care.”  Anonymous.

 Newly highlighted teaching resources and tips:

Best Practices for recording Blackboard Collaborate sessions:

  • Tutorial for recording a session
  • Tell students up front that the session will be recorded and why.
  • Be clear about why you are recording (e.g. so that students who can’t attend or have technical issues during, can review later).
  • Tell students that the recordings are stored on a Canadian-based server.
  • Advise students up front that they should not share the recording with anyone not in the class.
  • Give students the option of participating through audio/microphones or just via the chat room, etc.
  • Finally – instructors need to know where the recordings are and tell their students how to access them.

Key links already shared:

 

Assignments versus Quizzes in D2L – what is best for assessment?

Many of you are struggling with how to assess students in these final few weeks of classes after the sudden move to online teaching and learning. While there are no easy answers, other than “it depends…” (because it does depend – on your course, your assessments, your students, what they need for accreditation, etc.) I wanted to take a moment to discuss two of the assessment tools in D2L and how they might support you in your final “exams”, if you have them. Note that throughout this post I link to our tutorial site , as well as to resources contained on the STLHE Teaching & Assessing (Online) site. Both these sites are being updated daily, and I highly recommend reviewing the many resources on alternative assessments on both the STLHE site and our Assessments libguide.

Assignments tool (used to be called Dropbox) is a place students can submit various kinds of assignments including WORD or PDF documents, EXCEL spreadsheets, images, audio, video (with or without using Kaltura). It can also be connected to the Grades tool in D2L. There are other things the Assignments tool can do, but I will stick to the basics.

The Assignments tool can be used for handing in assignments, but can also be used for open book exams. An assignment folder can be opened on a specific day and time, and closed at a specific time. You can attach your exam to the folder so students can download it, complete it, and submit it before the time for the exam is up. Students will need to have a word processing program to access the exam, and you will need to consider how you will handle the thought of potential cheating (and you will think about that). But, especially when you have limited time to prepare, this tool will serve you very well and probably be the less stressful of these two tools to use.

The Quizzes tool allows you to build exams using multiple choice, true/false, matching, short answer, written response (essay) questions. Quizzes can be auto-graded by D2L, except for Written Response questions, and the grades can be connected to the Grades tool. Quizzes can be timed, and questions can be shuffled or randomized.

The Quizzes tool is good for timed assessments (you can use Special Access to support student with accommodations), but I will ask you to consider that your students right now are likely stressed out, dealing with all the same personal issues you are, in addition to trying to finish off their school year, so consider carefully before creating strict time-based assessments. The trick with creating a quiz is that it takes some time to create your question bank, time you might not have when trying to figure out how to teach your students online at the same time.

Whichever tool you choose to use, I recommend creating a practice run – a practice Assignment folder or a practice Quiz – so that both you and your students can feel more comfortable with the tool(s) before a high-stakes final exam.

And perhaps neither of these tools is what you are looking for as you rethink your final assessments.  And that’s where we in eLearning are here to help you make your final online assessments happen in the best way possible for you and your students. Contact desupport@camosun.ca, or contact an instructional designer directly, for more information. If there are additional resources, or specific topics you would like me to cover on this blog, email me at schudele@camosun.ca.

Online Teaching Presence – Letting your students know you’re there!

Today I am going to repeat a post I wrote a few years ago, modified to help you as you move into teaching online when neither you nor your students signed on for this kind of delivery.

Instructor presence

… a sense of presence is “being there” and “being together” with online learners throughout the learning experience. It looks and feels as if ….the instructor is accessible to the learners and that the learners are accessible to the instructor and each other, and that the technology is transparent to the learning process.

Lehman, R.M. and Conceição, S.C.O (2010) Creating a Sense of Presence in Online Teaching, Jossey-Bass, p. 3

Online presence is about engaging with your students in your online course .  This could be as simple as saying “hello!” or answering questions posted in a discussion forum, or posting reminders in the News tool.  Remember that while you may go into your online course frequently to read postings and grade assignments, your students can’t see you there unless you “talk” to them.  And if you don’t talk to them regularly, they will begin to think you are not there at all.

Establishing presence

While we normally talk about establishing your presence in an online classroom as part of how you design your course, I know you simply don’t have time for considering design in the way we would normally recommend.  So, in the short term,

  • Set expectations immediately (for yourself and for students), and place this information in easy-to-access locations.
  • Adjust the tone of your writing voice so you sound like you’re speaking to students.  Writing your course notes in a style that mimics how you would talk to your students in a face-to-face class will help bring you to life even without audio or video.
  • Post daily messages in the News tool in D2L – and I do mean every day, even over the weekends.  I know normally you might not check-in with students on a weekend, but they may very likely be very nervous about being abandoned in their online course.
  • Let your students know immediately where they can expect to hear from you during the course (i.e., is there an Instructor Messages forum they should be checking? Will you be using the News tool to send regular messages?), as well as how often (i.e., will you be checking the site daily? In the morning? Evening? How often will you be replying to student questions, etc.?) Once you’ve established your plan, stick to it. And if it has to change for some reason, let your students know.

In this time of Crisis

  • Integrate messages of care to your students – they are also adjusting to a life online they were not expecting, and may also be caring for children, parents, and themselves.
  • Reiterate in the News tool where they are in the course – what content should they be reviewing, what they should be doing with it, etc. and explain what is coming up
  • Set up places in the course where they can ask questions, or just post messages to each other (for example, using the Discussions tool for Course Questions and a Coffee Shop Topic)
  • Repeat expectations and keep letting them know where they can get help with technical issues, etc.
  • Let them know when they will hear from you next, and stick to your plan.  If you cannot make any deadlines yourself, make sure to tell them!

This is just the beginning – once you establish your presence, you will need to maintain it.  While I am recommending communicating with your students daily, don’t burn yourself out either.  The expectations you set should be for both them and you – it’s ok to let them know what is going on for you in your life right now as well.  We are all human in this!

For more help with ideas on how to engage with your students online, contact an instructional designer in eLearning (by emailing desupport@camosun.ca).

 

Strategies for supporting student assessment and maintaining academic integrity in an online environment

In this time of crisis-moving from face to face to online, especially as we are approaching the end of the term, many of you are wondering  what to do about your assessments.  We think it’s important for you to consider not sticking to the status quo, but think about how best to assess given your and your students’ mental health and stress levels right now.   So, here are some things to think about from the Camosun College Online Library & Learning Services Support during COVID-19 Libguide, as created by the Centre for Excellence in Teaching and Learning (of which I am a part, in the eLearning Unit).

There is a lot of information here, so for support with your own particular situation, contact an instructional designer in eLearning (by emailing desupport@camosun.ca) for help.

Assignments and assessments

Consider your students’ mental health and the impact of a high-anxiety situation on their ability to effectively demonstrate their learning.

  • Consider removing Enforced Time Limits on online exams and quizzes.
  • Be as flexible as possible and avoid creating rigid or narrow time-based expectations for assignments, exams, or participation.

Consider your students’ access to technology and working spaces, as well as students’ (and your own) technical experience.

  • Consider that many students may only have access to a mobile device, so be mindful of how you present information (e.g. chunk information, use bulleted lists, post in PDF format).
  • Consider that many students may have children at home, be sharing working spaces with other family members, or have other similar distractions they can’t avoid and that may affect their ability to demonstrate their learning.
  • Consider that some students may not have reliable access to the Internet when they are off-campus.
  • Consider confidentially polling your students (e.g. by email) to determine what access they have to devices and internet, as well as other accessibility considerations. This will help inform some of the options that will need to be provided to students.
  • Whatever tool you are using for assessment, give your students a no-stakes practice run in the tool so they, and you, can get familiar with how it works.
  • Allow multiple attempts at online quizzes, making testing a learning experience (and to prevent technical issues on one attempt affecting students’ grades).

Consider modifying your assessment plan.

  • Use ungraded, self-check quizzes for highly technical course content to check student learning and determine whether teaching strategies should be altered.
  • Provide students with assessment options to support engagement and learning, as well as their access to, and comfort with, technology.
  • Use a variety of assessment types to allow students the opportunity to demonstrate their knowledge/skills in different ways (e.g. artifacts, portfolios, recorded presentations, slideshows, reflective video responses, written responses, data interpretation and analysis).
  • Use self- and peer-assessments to reduce instructor workload, improve student learning experiences, and build community.
  • Use frequent, low-stakes quizzes to reinforce facts and concepts and prepare students for larger assessments.
  • Use short-answer questions and get students to apply new concepts to specific scenarios to increase the difficulty of online assessments.

Consider providing clear and simple instructions.

  • Consider providing more context to learners for assignments and assessments that are now online to provide as much clarity as possible.
  • Break down complex or multi-part assignments into smaller components and deliver separately (allows for more frequent feedback) (e.g. a larger essay could have three graded components: a proposal, an outline and annotated bibliography, and a final submission).

Open-book and online assessment

Consider open book assessment online if you are assessing learning outcomes that involve higher-order thinking such as application of knowledge and skills, critical thinking, analysis, or evaluation. Considerations when designing open book assessment:

  • Are you assessing interpretation and application of knowledge, comprehension skills, or critical thinking skills rather than basic knowledge recall?
  • Are you designing your questions and exam / paper with the skills and knowledge as stated in the course learning outcomes?
  • Do questions require students to apply and make use of the information from their textbook or notes rather than simply require them to locate and re-write the information?
  • Consider using problem-based scenarios or real-world cases.
  • Refer specifically to course content, lectures, and materials.

Quick reads on open book assessment:

Quick reads for online assessment strategies:

Feedback

  • Look for opportunities to provide feedback to the entire class – i.e. an announcement or e-mail summarizing patterns observed in student assignments.
  • Give feedback in different formats, including written, audio-recorded, or video-recorded.
  • Include some element of formative feedback, such as multiple attempts for questions, hints, full solutions, and recommendations for the future, to help students learn through doing the assessment.

Organization/Logistics

  • Share detailed criteria with students in advance of the assignment in the form of rubrics or guidelines.
  • Ensure that questions, instructions, and rubrics are clear (students won’t be able to ask for clarification as readily as they can in a face-to-face environment).
  • Record synchronous meetings so that students can watch at a later time if necessary.
  • Provide a space for students to ask questions, such as a discussion board, so that all students have equal access to information.
  • Provide opportunities for students to contribute to asynchronous discussion boards or complete online quizzes at times that are most convenient to them.
  • Start with practice tests using the test-taking platform before completing a quiz on the same platform so students can become comfortable and familiar with its use.
  • Set realistic expectations for assignments/projects, bearing in mind students’ access to resources and the ability of teams to meet in person.

Academic Integrity

  • Communicate with students about what constitutes academic integrity in an online environment.
  • Ensure expectations and guidelines for assignments, assessments, and projects are clear for students, including whether activities are to be done individually or collaboratively.
  • Use tools in D2L such as question and answer randomization or shuffling questions, use of question pools, changing numbers in math questions, or blocking access to course content, to protect academic integrity on online assignments and quizzes.
  • Design questions that cannot be answered easily unless students have done previous work in the course; assign work that builds sequentially, or on prior submitted work.
  • Design different (or alter) questions for different sections of the same course.
  • Consider having students submit a short video or audio answer by phone or Kaltura in response to questions or prompts (helps ensure they have formulated arguments on their own).
  • Have students apply personal experience when answering questions, or require the incorporation of unique resources (e.g., current newspapers).
  • Include a self-reflection and/or critical thinking component in assignments and assessments.
  • Use multiple choice questions primarily for ungraded assignments or self-assessments.
  • Alternate standard assessments, such as quizzes and midterms, with case studies, portfolios, presentations, or discussions
  • Put one question per screen to reduce the use by students of “screen print” to copy the test questions.
  • Use authentic assessment (activities or projects where students demonstrate application of their learning), using rubrics where possible.

References

Centre for Teaching Excellence, University of Waterloo. (n.d.). Encouraging Academic Integrity Online. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses/course-design/encouraging-academic-integrity-online

Society for Teaching and Learning in Higher Education (STLHE). Keep Teaching.ca

University of Windsor (2020). Exams and alternate assessments during disruptions. Retrieved from http://mediawikibe.uwindsor.ca/wiki/index.php/Exams_and_Alternate_Assessments_During_Disruptions

Vancouver Island University (2020). Transitioning to remote studies mid-stream: Teaching strategies for student independence and success. Retrieved from https://wordpress.viu.ca/ciel/2020/03/14/transitioning-to-remote-studies-mid-stream-teaching-strategies-for-student-independence-and-success/

Weleschuk, A., Dyjur, P. & Kelly, P. (2019). Online Assessment in higher education Taylor Institute. University of Calgary. Retrieved from https://taylorinstitute.ucalgary.ca/sites/default/files/TI%20Guides/Online%20Assessment%20Guide-2019-10-24.pdf

 Western University. (n.d.). Teachology: Evidence-informed answers to your eLearning questions at Western University. Retrieved from https://www.teachology.ca/knowledgebase/how-do-i-assess-student-learning-online/

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