Important Notices and Recent Updates to this Page

Under Training & Resources, we’ve added a link to a workshop recording on ​Effective Home Recording Strategies and a link to the Learner-Centered Syllabus Template.
Published May 26, 2020 5:13 PM (3 days ago)

Under Resources, we’ve added a link to our new COVID-19 Online Faculty Learning Community, a website where you can share ideas, lessons learned, tips, and resources with colleagues who have made the move to remote teaching or are planning to teach remotely.
Published May 20, 2020 12:53 PM (1 week ago)

Check out the Keep Teaching Infographic on step-by-step suggestions on how to transition to remote/online teaching.
Published May 15, 2020 3:53 PM (2 weeks ago)

Published May 09, 2020 7:22 PM (2 weeks ago)

Get Ready

Getting Ready to Teach Remotely
  • Complete the Faculty Readiness Self-Assessment checklist (Available as a PDF or Word document) to determine your readiness to transition your course to online delivery.

  • Campus closures or emergencies are emailed to faculty and posted on the ODU main page:

  • Check with your chair or coordinator for additional guidelines and expectations.

  • Reach out to or call 757-683-3172 for guidance on ways to leverage Blackboard (Bb) and Zoom to accomplish your course objectives.

    • Log in to Blackboard
    • Go to Courses, and search or locate your course
    • Create a Q&A Discussion Forum for students’ questions
    • Set the course to Available – this will allow students to access your Blackboard course site
    • Create an Announcement in Blackboard and Email a Copy to inform students that the site is available and that more details will follow.

  • Include a statement that your syllabus will be modified and adjusted during the closure. Address policies, due dates, assignments, students’ responsibilities, etc. Check out our Learner-Centered Syllabus Template.

    • Review your course schedule and decide how to proceed with course lectures, assignment due dates, activities, exams, etc.
    • Think of low-/high-tech options, for content and activities
    • Think creatively on how to enable your students to complete your course objectives.

    • Adjust your policies on late and incomplete work as needed
    • Be flexible, especially with sick or quarantined students (if any)
    • Be aware that some of your students might have limited access to laptops and the internet

  • Prepare to communicate with students online:

    • Will you use Blackboard email only? Discussion board? Another method?
    • What is your turnaround time for answering questions and giving feedback?
    • Will you hold virtual office hours? When (date/time)? Where (Zoom, Bb Collaborate)?
    • How will you share the course content (handouts, slides, documents, etc.)?
    • Are you going to deliver live lectures?
    • Are you going to record your lectures?
    • How will students submit their assignments?
    • How will students take their exams?
    • How will students ask for technical help?

    • Post your communication plan as an Announcement in Bb.
    • Use Bb email to share your communication plan with your students
    • Introduce new tools, technologies, and activities slowly, and allow students to practice
    • Encourage students to provide feedback on their online learning experience
    • Keep a journal to reflect, revise, and update your activities every week.

  • To assess your students’ readiness to learn online, you can import and deploy the Student Online Readiness Survey (Zip) into your course. Please encourage your students to review the Keep Learning site resources, particularly the section on how to learn remotely.

Teach Remotely

How to Teach Your Course Remotely?
Filter the topics:
  • Update your syllabus with this Academic Continuity Statement

    In the event of a prolonged university closure, as determined by the University’s administration, the class will be conducted online using Blackboard. The University will issue official disruption notifications through email/www/text notification/social media.

    If notified, navigate to ODU’s Blackboard site, where you will find important information about how to access the class.

    Recommended Tools: Blackboard


    To enroll in a self-paced workshop, please complete the following steps.
    1. Navigate to Blackboard using the link of the selfpaced workshop you wish to enroll in below
      • Keep Teaching Bb Modules [Self-Enroll]
      • Zoom: Online Web Conferencing [Self-Enroll]
    2. Log in using your MIDAS credentials
    3. Read Welcome Announcement
    4. Select Relevant Topic(s)
    5. Select Click here to enroll
  • Communicate with your students
    • Direct your students to the CLT Keep Learning site, which provides tips, suggestions, and resources on how to learn online and become self-motivated online students.
    • Ask students to disclose any special needs (accessibility, limited internet, limited data plan, etc.)
    • Inform students of your communication plan via Bb announcement, Bb email
    • Inform students about changes or disruptions as soon as possible
    • Announce weekly course expectations and requirements
    • Outline any specific changes to the schedule, assignments, procedures, or course expectations
    • Develop a list of questions that students might ask (FAQs) and post them in Bb
    • Create a Q&A discussion forum in Bb for students
    • Subscribe, and ask students to subscribe, to the Q&A forum
    • Direct students to check Bb and the Q&A forum before emailing you
    • Dedicate time in your first live session to logistics: checking microphones, webcams, and chats; delineating netiquette and acceptable online behavior; seeking tech support
    • Clarify your course objectives and define what course participation looks like now
    • Involve your students in the transition online and describe how the classroom dynamics will translate from F2F to online. If they’re engaged, they’re invested.

    Recommended Tools: Blackboard, Zoom, VoiceThread, Recommended Headset or any USB headset with a built-in microphone


    Self-paced workshop:
    • Enroll in Keep Teaching Bb Modules (Available 3/16/2020)
    • Read Welcome Announcement
    • Select Relevant Topic(s)
  • Conduct online office hours
    • Schedule Zoom virtual office hours.
    • Post/announce your office hours schedule in Bb.
    • Record and publish your Zoom video for students who can’t attend in real-time.

    Recommended Tools: Zoom


    Self-paced workshop:
    • Enroll in Zoom: Online Web Conferencing [Self-Enroll]
  • Foster communication and collaboration among students
    Foster communication among students to maintain course interaction and sense of community:
    • Clarify your expectations about students’ participation
    • Post your expectations of what is appropriate to students to discuss
    • Remind students about netiquette
    • Encourage your students to keep a learning journal
    • Encourage your students to post their reflections on Bb discussion boards
    Encourage discussions:
    • Asynchronous discussions:
      • Use the Bb discussion board to have your students participate in online discussion
      • VoiceThread
    • Synchronous discussions:
      • Invite your students to join in live Zoom sessions

    Recommended Tools: Blackboard


    Self-paced workshop:
    • Enroll in Keep Teaching Bb Modules (Available 3/16/2020)
    • Read Welcome Announcement
    • Select Relevant Topic(s)
  • Offer real-time feedback to students
    Use Zoom to schedule live sessions, as needed


    Self-paced workshop:
    • Enroll in Zoom: Online Web Conferencing [Self-Enroll]
  • Lecture live from off-campus
    To plan to deliver lectures with Zoom:
    • Use the Zoom Tool within Bb to schedule course meetings and provide the meeting links to your students
    • Organize your lecture into 7 to 12-minute segments/topics
    • Draft a script or outline to guide delivery
    • Leave time for logistics and student engagement
    • Assign the Zoom for Students tutorial(s) beforehand
    • Publish Zoom meetings in Bb for students to review
    When delivering live lectures with Zoom:
    • Use headphones with a microphone to minimize the surrounding noise
    • Mute/unmute participants
    • Turn on Breakout Rooms, polling, and whiteboard in Zoom settings. Use breakout rooms for small-group discussions.
    • Share your screen in Zoom

    Recommended Tools: Zoom, Blackboard


    Self-paced workshop:
    • Enroll in Zoom: Online Web Conferencing [Self-Enroll]
  • Pre-record a lecture and share with students
    • Draft a script or outline to guide delivery
    • Organize your lecture into 7- to 12-minute segments/topics
    • Record your screen and/or narrate your PowerPoints
    • Record yourself with a webcam
    • Include questions, quizzes, or prompts after each segment to engage your students
    • Use headphones with a microphone to minimize the surrounding noise
    • Share your videos with your students using the Kaltura Media tool.

    Recommended Tools: Zoom, Kaltura


    Self-paced workshop:
    • Enroll in Zoom: Online Web Conferencing [Self-Enroll]

    Kaltura Media tool

    If you prefer to work with CLT to record your lecture, please contact or call 757-683-3172

  • Receive assignments and students’ submissions
    • Use Bb to collect your assignments
    • Avoid using email to collect homework
    • Require students to submit their assignments in Bb
    • Require specific file formats and filenames, ex.
    • Add clear instructions regarding how to submit assignments
    • Tell students to use Box for large files
    • Use Bb to provide Feedback on their assignments

    Recommended Tools: Blackboard, Box


    Self-paced workshop:
    • Enroll in Keep Teaching Bb Modules (Available 3/16/2020)
    • Read Welcome Announcement
    • Select Relevant Topic(s)

    Box cloud-based file sharing can be used to share large files and/or videos.

    Box at ODU

  • Manage students’ presentations
    • Ask students to use Zoom to record or to offer their live presentation. Alternatively, ask your students to submit a written script of their presentations.

    Recommended Tools: Zoom


    Zoom for Students (PDF) (ODU)

  • Manage lab activities
  • Assess your students’ learning
    • Use Bb to administer your exams, tests, and quizzes (multiple-choice, multiple answer, short answer, etc.)
    • Provide alternative assessments (papers, reflection, etc.)
    • Have students use proctors for high-stakes online tests or exams


    Self-paced workshop:
    • Enroll in Keep Teaching Bb Modules (Available 3/16/2020)
    • Read Welcome Announcement
    • Select Relevant Topic(s)
  • Prepare your exam/test for online offering
    • Provide clear guidelines on exam time duration, number of questions, number of attempts, and how to request help
    • Clarify your course expectations on how to cite work in papers, assignments, discussion board threads, and other academic work
    • Assess frequently and use periodic ungraded self-assessments
    • Break large assignments into smaller parts with low stakes “milestone” deadlines; ask students to submit the paper in stages, such as topic and outline
    • Calculate the number of questions for the allotted time; for example, for a 30-minute exam, prepare 45 questions. Remind students that it takes 30 minutes – 45 seconds per multiple-choice question
    • Make your online exams short; use 30-45 minutes instead of the typical 60/120 minutes for each test
    • Schedule the exam/test to be taken at a set time rather than having it open for a 24-48 hour window
    • Keep exams/tests brief (e.g., 15-30 min.) but more frequent
    • Randomize exam questions and answer choices
    • Use a bank of questions and give each student a different exam
    • Present one question per page
    • Add a practice quiz with unlimited attempts so students can experience an online exam
    • Schedule the exam/test to be taken during ITS Help Desk Support hours.
  • Encourage academic integrity
    • Include in your syllabus specific information about Academic Integrity and the consequences of violations; add the ODU Honor Code to your Bb exams and assignments
    • Ask your students to run their similarity check in Bb
    • Refer your students to the ODU libraries plagiarism website.


Training & Resources

Keep Teaching
Peer Support
Workshop Handouts
Video Tutorials

Frequently Asked Questions

Ask for Help

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