Need to move part or all of your course online? Wondering what technology to use? Here, you will find resources, tips, best practices, and how-to guides to help you create engaging learning experiences for your students.
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CLT offers this Teaching Online site to help you teach your online/hybrid course.
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How Do I...
This section answers some of the most common questions asked by ODU faculty. Each answer provides multiple resources, including links to self-paced workshops and how-to guides.
How To Guides
To empower our faculty to learn new tools and technologies, CLT has created a series of how-to guides based on faculty needs and questions. These guides provide step-by-step instructions on how to accomplish some of the most common tasks associated with remote/online learning while offering helpful hints, shortcuts, and resources.
As we add more guides, please let us know if you have any feedback on how to improve them, or if you have ideas for new ones.
To help determine your overall readiness to transition your course to online delivery, complete the following self-assessment. Use these questions to identify what type of support you need from CLT.
Section 1 of 5
Level of Technical Expertise
Do I need help to set up my work environments (hardware and software) to teach remotely? (itshelp@odu.edu, 757-683-3192)
What additional technical/instructional skills do I need to learn or brush up on for Blackboard (Bb), Zoom, or any other software? (See a list of CLT Workshops)
What additional pedagogical and facilitation skills do I need to know more about (facilitating an online discussion, engaging students, etc.)? (See a list of CLT Workshops)
Will I use the CLT Bb template? What changes do I need to make to the template?
Logistical and Administrative Readiness
How many students will be in my class?
Who are my students? Use the “Assess your students’ readiness” survey to learn more about your students.
How will the number/type of students affect my course assignments and activities?
How will I help my students succeed as online learners (develop self-regulated learning skills, manage their time, etc.)?
How will I build in accountability in order to keep my students involved?
Section 2 of 5
Pedagogical Issues
Global Considerations
How does online/remote teaching reshape my role and my students’ roles? How will I clarify our respective roles?
How does online/remote teaching affect my course content and pedagogical style, or even my teaching persona?
What are some of my assumptions about online learning and teaching?
What factors could influence the quality of my students’ learning experiences in an online course (my presence, time, dedication, willingness to learn new things)?
What F2F teaching practices can or cannot be transferred to online/remote learning?
How are students going to learn in a time of uncertainty, trauma, and anxiety?
Is my class offered synchronously or asynchronously? How will the course be delivered? (time, date, frequency)
How will I build flexibility into my schedule to plan for uncertainties or current events?
What are some practical ways that others have found to work and teach from home?
Syllabus
Have I shared my contact information, mode of communication, response time?
What additional policies do I need to add to my syllabus?
What are my course expectations? (attendance, participation, etiquette, late work, makeup, grading criteria, etc.)
Do I need to review/tweak my course’s learning objectives?
How will I conduct my office hours using Zoom?
Section 3 of 5
Content
How will I align my course objectives with my course content, assignments/activities, and assessment?
Do I need to use video/audio or text and graphics to welcome my students to the course?
Do I need to revise my course structure and sequence?
What is the best way to deliver my course content (recorded lectures, live lectures using Zoom, hybrid, etc.)?
How will I ensure that my course content meets accessibility laws/guidelines?
What additional content will I reuse (open education resources, TED Talks, YouTube videos, etc.)?
What course materials do I need to create? What type of help do I need?
How will I scaffold, guide, and stage my learning activities?
How will I involve my students in contributing to the design of the course?
Assignments
How many assignments/activities will I have per week?
What type of assignments are required or optional?
Which assignment can I drop if we face another emergency?
How do I plan to assess the achievement of my course learning objectives? Am I going to use learning checks?
Section 4 of 5
Engagement, Interaction & Feedback
What do I need to do to keep my students engaged with my course content (send weekly emails, post announcements and reminders, manage structured discussions with clear prompts, etc.)?
How will I build guideposts into my syllabus, course-management system, and class meetings to help my students stay on track (due dates, reminders, checklists, etc.)?
How will I facilitate my students’ interaction with me (email, VoiceThread, discussion, etc.), with the course content (formative assessment/learning check, etc.), and with each other (discussion, group project, etc.)?
How will I provide timely, meaningful, and consistent verbal and written feedback?
How will I monitor my students’ progress?
Exams
What type of exams should I give to my students?
What types of low-stakes assessment (formative) and high-stakes assessment (summative) will I include?
Do I need to revise my grading structure?
Do I need to proctor my exams, or have students use a third-party proctor? Why?
Online synchronous classes using Zoom/WebEx, Blackboard and/or other technologies
Live session (on-campus or using Zoom/Webex) and asynchronous using Blackboard and other technologies
Asynchronous online courses using Blackboard and other technologies
Pedagogical Model
Lecturing is the predominant pedagogical model. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Technology Classrooms allow teachers and students to utilize technology in their activities and presentations.
Lecturing is the predominant pedagogical model. Instructors are encouraged to promote active learning by engaging students, requiring/promoting interaction, and small group activities.
Specify learning activities requirements, and expectations. Learning activities should promote reflection, interaction, collaboration, and deep learning.
Advanced planning is a pre-requisite for students' engagement in Synchronous Online Courses.
Lecturing can be used to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Short lectures can be recorded to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities. Instruction is often more controlled by student interest, and the instructor plays the role of facilitator.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Content Presentation
Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, etc.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
The instructor controls the flow of the content presentation. In general, content is presented linearly with opportunities for interactive and group activities.
Instructors have more flexibility for content presentation.
Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.
Use Visual cues to adjust lecture/activities
Use reinforcement, review, repetition, and remediation strategies.
Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, etc.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted on Blackboard.
The instructor controls the flow of the content presentation. In general, content is presented linearly with opportunities for interactive and group activities.
Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.
Use visual cues to adjust lecture/activities
Use reinforcement, review, repetition, and remediation strategies.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content is presented and shared using various formats: text, images, audio and video.
Synchronous sessions are usually reserved for housekeeping, guidelines, mini-lectures, group activities, group review and feedback.
Combination of linear and non-linear presentation of material.
Getting the right mix requires careful planning and understanding of technology options. Effective hybrid courses require a combination of paced and un-paced, synchronous and asynchronous activities.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content are presented and shared using various formats: text, images, audio and video.
Flexible navigation: instructor/ student-led.
Effective online courses require a combination of paced and un-paced, synchronous and asynchronous activities.
Access to Course Content
Access to course content and interaction is limited to class and lab times.
Access to course content can be extended by using Bb. Students are expecting faculty to post all course related material on Blackboard.
Access to course content and interaction is limited to class and lab times.
Access to course content can be extended by using Bb. Students are expecting faculty to post all course-related material on Blackboard.
Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.
Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.
Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.
Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.
Interaction
Face-to-face interaction is easy to plan, promote, mediate and assess.
Instructors can promote active participation and collaboration, monitor students participation and provide timely feedback. Verbal, non verbal cues and "human contact" are among the advantages of F2F interaction over other delivery modes.
Students have more opportunities for greater interaction and immediate feedback.
Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities.
Interaction (student/instructor, student/content, student/student) is mediated by technology.
Classroom interaction and group activities require advanced planning.
Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities
A combination of face-to-face interaction and interaction through online tools such as threaded discussion (asynchronous) and chat (synchronous).
Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.
Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.
Interaction is conducted through online tools such as threaded discussion (asynchronous) and chat (synchronous).
Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.
Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.
Assessment and Evaluation
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students.
No proctoring issues.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines, and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students' progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students.
Proctoring requires advanced planning and coordination.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback;, evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students. No proctoring issues.
Timeliness of feedback: automated responses.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students. Proctoring might be an issue.
Timeliness of feedback: automated responses.
Explore Delivery Options
Prepare Your Course Outline
Outlining your course content in a logical and structured way not only facilitates your course creation process but also ensures an effective learning experience for your students. Here are a few suggestions to keep in mind:
Outline your course content around modules, topics, or concepts, while keeping your course learning objectives in mind: where do I start and where do I end?
Scaffold your course content building blocks from generic to specific, easy to difficult concepts
Chunk your course content into manageable sections, easy to follow by your students
Plan your lectures, discussion topics, assignments, activities, and tests associated with each module/week
Think about ways to keep your course content flexible so that you can reorganize/edit/update the content easily
Keep Accessibility in Mind
Creating accessible content requires forethought and planning. Leverage existing software tools to provide:
clear structure and format for your document (headings, lists, tables with headers, etc.)
text alternatives such as transcripts for ALL your audio/video content
clear descriptors for your images
strong color contrast background
meaningful links
CLT has created checklists to guide you through the process of making accessible course material:
This ready-to-use Blackboard template includes a typical online course structure and resources. Once we add you to the template, you can copy it to your Blackboard course and customize it to accommodate your specific course needs and requirements.
Update Your Syllabus
Reach Out to Students
Establish Your Online Presence
Update Your Course Content
Review the Syllabus Checklist
Make sure to address course expectations, procedures, due dates, assignments, students' responsibilities, policies, etc.
Include 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.
Clarify Your Expectations
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
Review Course Schedule
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.
Assess Students' Readiness
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.
Establish a Communication Plan
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?
Share your Communication Plan
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.
Foster Inclusion and Student Interaction
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
Use breakout rooms in Zoom for group activities
Conduct Online Office Hours
Offer real-time feedback to students.
Schedule Zoom virtual office hours.
Post/announce your office hours schedule in Bb.
Outline Course Modules
Outlining your course modules in a logical and structured way facilitates students' completion of various tasks associated with each module. Here are a few suggestions to keep in mind:
Outline your course modules while keeping your course learning objectives in mind: where do I start, and where do I end?
Scaffold your course module from generic to specific, easy to difficult concepts
Chunk your course modules into manageable sections, easy to follow by your students
Plan your module's lecture, discussion topics, assignments, activities, and tests associated with each module/week
Keep your module structure consistent
Think about ways to keep your module flexible so that you can reorganize/edit/update your course module easily
Design Assignments
To design an effective online course assignment, you need to
connect your assignment to the course learning objectives:
how does this assignment align with my course learning objecives?
articulate a clear rationale, purpose and expectations for your assignment:
what do I want my student to learn?
provide detailed instruction to guide students to complete their instructions:
are the assignment instructions clear and doable?
provide clear grading criteria, including rubric when deemed important:
how will the assigement be graded?
provide multiple options and types of answers:
is there more than one way to complete the assignment?
provide good and bad examples when necessary:
what are the pitfalls that I want my student to avoid?
Record Lectures
You have several options to record your course lectures: narrated PowerPoint, video, audio with graphics. Deciding on which option to use requires you to ask yourself: which recording option enables me to share my course content engagingly and excitingly?
Draft a script or outline to guide your presentation. Remember to align your presentation with your course objectives.
Organize your lecture into 7- to 12-minute segments/topics
Record your screen and/or narrate your PowerPoints
Record yourself with a webcam.
Practice, practice, practice
Include questions, quizzes, or prompts after each segment to engage your students
Use headphones with a microphone to minimize the surrounding noise
Ask colleagues to share or recommend discipline-specific resources.
Facilitate Discussions and Collaboration
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
Share Documents
Use Google Docs to allow students to work collaboratively, to share/edit content over the web, and to complete group projects and assignments
Encourage students to use the commenting feature to clarify issues and to ask questions about their writing
Refer your students to the ODU Writing Center’s resources
Prepare Exams
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.
test
test
Be Responsive and Present
Be responsive and present in your class:
Use Bb announcements/email to remind your students of the upcoming week’s topics, activities, assignments, and due dates. Alternatively, record short audio/video messages and distribute them at the start of each week.
Respond to students' emails based on your promised turnaround specifications (suggested: a 24- to 48-hour turnaround).
Respond to questions posted on the course’s discussion board.
Reach out to your students regularly: email all students/individual students, both to find out how they are doing and to show that you care about their learning.
Hold virtual office hours, particularly before exams, to clarify any issues and to address any questions or concerns.
Grade and return students' work promptly.
Give your students incremental feedback on their assigned tasks. Allow them to use your feedback to rework their assignments.
Build a Learning Community
Build a learning community in your class:
Create a Q&A area as well as a social forum to encourage your students to interact, to share and to help one another, to ask questions, and to build relationships with one another.
Ask your students to upload video or text to introduce themselves and to share a few bits of personal information (their reasons for taking the class, their interest in the course topic, a list of two or three personal goals for the course, etc.).
Ask your students how your course will help them pursue their goals.
Ask your students to share tips on how they are learning to learn online: what has worked for them? And why?
Encourage your students to reflect on their learning journey. Ask them to keep a journal.
Chunk and Scaffold Content
Chunk and scaffold your content presentation and learning activities:
Chunk your course content into manageable parts (portions that will take students 5-7 minutes to complete; audio/video segments).
Scaffold your activities to build incremental deadlines, particularly for large projects.
Structure your learning activities to provide opportunities for student-to-content and student-to-student interaction.
Provide multiple formats for your course materials and activities (text, audio, images, audio/video).
Leverage Open Educational Resources to diversify your course content. Do not reinvent the wheel.
Ensure that your course covers the breadth of the content to help students achieve the course’s learning objectives.
Collect Student Feedback
Collect feedback from your students:
Ask students, every other week, to share their experience in the course.
Use CLT’s mid-semester eval form to collect feedback from your students.
Commit Yourself to Self-Improvement
Learn more about your course technology and commit yourself to self-improvement:
Familiarize yourself with Blackboard: Announcements, Content Creation, Assessment Tools, Gradebook, and Discussion forums. Attend CLT workshops, complete self-paced workshops, schedule a one-on-one consultation with CLT.
Familiarize yourself with Zoom: meetings, desktop sharing, breakout rooms, classroom management, etc.
Learn other tools (VoiceThread, etc.) as needed, one tool at a time.
Ensure that your students are familiar with your course technologies.
Provide testing opportunities (using a webcam, uploading an assignment, posting a message, etc.).
Ensure that all your course links are active and up to date.
Make sure that all aspects of your course are accessible to all students.
Ensure that all your course’s pages, files, and multimedia items can be downloaded within a reasonable period.
Familiarize yourself with copyright and fair use policies and requirements.
Offer opportunities for students to monitor their progress and to improve their learning experience.
Use authentic assessments. Include assessments that evaluate the application of knowledge and skills in real-life situations (case-studies, problem-solving projects, grant proposals, research proposals, portfolios, business plans, experiential activities and reflections, multimedia productions, interviews, role-playing, technical reports).
Include multiple forms of assessment. Combine quizzes with authentic assessments.
Chunk large exams into smaller quizzes.
If required or needed, plan for your exam proctoring early.
Consider the First Day
Consider the first day of your class; prepare a course introduction video to address the following issues:
Introduce yourself, sharing personal information, your area of expertise, teaching philosophy, etc.
Make students feel welcomed to the class: greet them, smile, use a friendly tone and posture, maintain eye contact with the camera, etc.
Express your enthusiasm for the course material, as well as your compassion, your availability, and your determination to help your students learn.
Share your communication preferences and promise to adhere to a designated turnaround time for giving feedback to your students.
Set up office hours (F2F/virtual).
Explain your course roadmap: overall objectives; relevance to students’ lives; structure and flow; and grading criteria.
Clarify your course expectations, requirements, and policies (attendance, emergencies, makeup exams, etc.).
Prepare a short survey to uncover students' preconceptions about your course topic.
Orient your students to your course.
Acquaint students with the course’s software and tools.
Add a safe space where they can practice posting assignments, taking online quizzes, etc.
Engage Your Students
Engage your students:
Provide students with relevant course content.
Communicate with your students regularly, using multiple formats (email, discussion, Zoom, virtual office hours).
Provide active learning opportunities.
Provide worksheets/concept maps for your students to complete after each module.
Provide timely feedback.
Provide self-assessment opportunities for your students.
Encourage students to help one another, to share their experiences, and to connect with one another.
Establish Discussion Ground Rules
Establish discussion ground rules:
Clarify student participation requirements and expectations: number/length/quality of student posts, effect on grades, etc. Make participation count.
Model your course’s expected writing style: grammar, spelling, voice, etc.
Clarify acceptable language: tell students to be tactful, respectful, rigorous, kind, and concise, and to cite sources, to reread, to proofread before posting, etc.
Warn students to avoid offensive, derogatory, or disrespectful language
Plan Your Project Assignments
Plan your course project assignments:
Introduce projects, regardless of their due date, at the beginning of the semester.
Create project milestone assignments throughout the semester, to keep students on track and to help them to avoid procrastination.
Use milestones as drafts to encourage student revisions prior to final draft submission.
Provide Clear Instructions
Provide clear directions and instructions for all your course activities and assignments:
Provide consistent instruction for each course activity and assignment. Avoid long or wordy instructions; be concise.
As you deem relevant, create a short video or audio to explain how students should complete their assignments.
Provide a grading rubric for your students, whenever applicable.
Share assignment examples (both exemplary and mediocre) from students in past classes.
Provide clear instructions on where to submit assignments (to Bb Assignments, to the course Discussion Board, etc.)
Reflect on Your Experience
Reflect on your online teaching experience:
Keep a journal to document how the online course is unfolding.
Keep track of what worked and what did not work (a difficult assignment, exams, etc.)
Revisit Your Concerns
Revisit your concerns about online teaching. Do you believe that:
Online courses mainly consist of PowerPoint files and quizzes?
Online courses are lower in quality than face-to-face courses?
Students will not learn much in an online course?
Online courses provide limited opportunities for interaction, participation, and discussion?
Online students are lazy and disengaged?
Online teaching is not enjoyable; you will have no connection with students; you will lose your teaching persona and charisma?
Student cheating is rampant in online courses?
Group work is challenging to conduct in an online course?
Online students lack opportunities to apply and practice knowledge and skills?
Online students feel isolated?
You will not be able to connect with your students online?
Simplify Your Course Structure
Simplify Your Course Structure
Put yourself in your students' shoes. Anticipate their questions: Where do I start? What do I do? Where can I get help? Are my instructor’s course instructions clear and consistent?
Provide a consistent and simple course structure: How will your students know where to start and what to do? How will they access the course syllabus, the content, the assignments?
Create a predictable learning pattern: consider the number of assignments, where to find them and how students will submit them, and the deadlines for those assignments.
Sequence your content in a logical or chronological way: provide your students with good directions and clear navigation.
Organize your course content by topic, chapter, or time (weekly, biweekly).
Introduce each module by presenting its overview, objectives, relevance, and time estimate, as well as the list of required assignments and activities.
Use your learning objectives to determine your content, your learning activities, and assignments.
Complete and share your alignment matrix with your students:
Module Learning Objective
Alignment With Course Objective
Assessments
Course Material / Resources
Learning Activities / Assignments / Technology
Question the relevance and the contribution of each of your course’s items (content, assignments, activity assessments, etc.) to the achievement of your course goals.
Connect the topic with students’ prior knowledge.
Use early, ungraded assignments to check your students’ level of readiness.
Use the student-preview function in Blackboard to see how the course will look to your students.
Minimize the amount of clicking and scrolling needed to access your content pages.
As you work on your Spring courses, CLT invites you to leverage various support options, including on-call assistance, one-on-one consultation, live online workshops, self-paced workshops, and how-to guides.
Chart your online or remote course facilitation process by implementing these tips and suggestions. these tips and suggestions
QA Checklist
Apply CLT’s Quality Assurance Checklist ( PDF and Word ). If your course is already online, apply our checklist to decide if you need help with tweaking it.
Explore Teaching Options
Traditional F2F Course
Synchronous Online Course using Zoom or Webex
Hybrid Course
Asynchronous Online Course
Definition
On-campus face-to-face classes using Blackboard
Online synchronous classes using Zoom/WebEx, Blackboard and/or other technologies
Live session (on-campus or using Zoom/Webex) and asynchronous using Blackboard and other technologies
Asynchronous online courses using Blackboard and other technologies
Pedagogical Model
Lecturing is the predominant pedagogical model. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Technology Classrooms allow teachers and students to utilize technology in their activities and presentations.
Lecturing is the predominant pedagogical model. Instructors are encouraged to promote active learning by engaging students, requiring/promoting interaction, and small group activities.
Specify learning activities requirements, and expectations. Learning activities should promote reflection, interaction, collaboration, and deep learning.
Advanced planning is a pre-requisite for students' engagement in Synchronous Online Courses.
Lecturing can be used to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Short lectures can be recorded to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities. Instruction is often more controlled by student interest, and the instructor plays the role of facilitator.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Content Presentation
Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, etc.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
The instructor controls the flow of the content presentation. In general, content is presented linearly with opportunities for interactive and group activities.
Instructors have more flexibility for content presentation.
Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.
Use Visual cues to adjust lecture/activities
Use reinforcement, review, repetition, and remediation strategies.
Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, etc.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted on Blackboard.
The instructor controls the flow of the content presentation. In general, content is presented linearly with opportunities for interactive and group activities.
Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.
Use visual cues to adjust lecture/activities
Use reinforcement, review, repetition, and remediation strategies.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content is presented and shared using various formats: text, images, audio and video.
Synchronous sessions are usually reserved for housekeeping, guidelines, mini-lectures, group activities, group review and feedback.
Combination of linear and non-linear presentation of material.
Getting the right mix requires careful planning and understanding of technology options. Effective hybrid courses require a combination of paced and un-paced, synchronous and asynchronous activities.
Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content are presented and shared using various formats: text, images, audio and video.
Flexible navigation: instructor/ student-led.
Effective online courses require a combination of paced and un-paced, synchronous and asynchronous activities.
Access to Course Content
Access to course content and interaction is limited to class and lab times.
Access to course content can be extended by using Bb. Students are expecting faculty to post all course related material on Blackboard.
Access to course content and interaction is limited to class and lab times.
Access to course content can be extended by using Bb. Students are expecting faculty to post all course-related material on Blackboard.
Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.
Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.
Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.
Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.
Interaction
Face-to-face interaction is easy to plan, promote, mediate and assess.
Instructors can promote active participation and collaboration, monitor students participation and provide timely feedback. Verbal, non verbal cues and "human contact" are among the advantages of F2F interaction over other delivery modes.
Students have more opportunities for greater interaction and immediate feedback.
Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities.
Interaction (student/instructor, student/content, student/student) is mediated by technology.
Classroom interaction and group activities require advanced planning.
Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities
A combination of face-to-face interaction and interaction through online tools such as threaded discussion (asynchronous) and chat (synchronous).
Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.
Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.
Interaction is conducted through online tools such as threaded discussion (asynchronous) and chat (synchronous).
Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.
Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.
Assessment and Evaluation
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students.
No proctoring issues.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines, and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students' progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students.
Proctoring requires advanced planning and coordination.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback;, evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students. No proctoring issues.
Timeliness of feedback: automated responses.
Alignment of assessment criteria and methods with stated learning outcomes.
Clear goals, expectations, guidelines and grading criteria or rubric.
Assessment can be used to reinforce learning by providing further in-depth explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.
Homework, quizzes, exams, projects, etc. are typically used to assess students. Proctoring might be an issue.
Timeliness of feedback: automated responses.
To Create an Inclusive Virtual Classroom
Be Flexible, Caring, and Compassionate
Approach your teaching with care and compassion – both for yourself and for your students.
Assess the level of inclusion and diversity in your course. To address these issues, you may need to adjust your approach to teaching.
Consider your personal biases.
Be intentional in your selection of course content. Select diverse people, voices, and perspectives.
Recognize the unique identity, experience, and background of each student.
Create a learning community and nurture it throughout the semester. Encourage students to be respectful and present.
Create an opt-in opportunity for students to share their contact info (phone, social media handles).
Provide slides well in advance. Make sure that your course content is accessible for all your students.
Create a space for respectful dialogue.
Involve all students. Keep track of students called on.
Communicate regularly with your students. Be clear, concise, and transparent.
Model good listening and understanding practices, including putting yourself in your students’ shoes.
Ask clarifying questions. Avoid making assumptions.
Withhold any judgment until you hear the full story.
Disagree kindly, even when you hold a completely different opinion.
Watch for, and respond to, your students’ nonverbal cues.
Use chat icons (smile, thumbs up, applause, etc.) to support your (or your students’) ideas.
Reflect before you respond. Pay attention to your words.
Be flexible and considerate.
Quickly address challenging classroom behaviors and attitudes (microaggressions, offensive or alienating comments, etc.).
Forgive student typos in chat.
Acknowledge your mistakes and apologize when you need to.
Leave Zoom session on after class is over to allow your students to chat. Join them when possible.
Provide two-minute self-care breaks. Such pauses help students relieve stress, regulate their emotions, and achieve focus and clarity.
Within 24 hours, follow up with students who missed class.
Rubric to Gauge Student Participation in Zoom Session
Student…
Points
…arrived on time and ready to participate
1.0
…was present in session throughout (excluding any breaks) and stayed until the end
1.0
…appeared ready for class: no technical issues, distractions in the background, etc.
1.0
…participated in the chat
1.0
…participated in all the polls
1.0
…contributed to the group during breakout sessions (in recorder/reporter role, in group discussion, in reporting back, etc.)
Improve the learning experience for your students by seeking their feedback. Find instructions and forms at Mid-Semester Course Evaluation.
Aha! Moment
With remote teaching entering its third semester, we at the Center for Learning and Teaching are so proud of ODU’s faculty members. They have done nothing less than reinvent their teaching practices, all to ensure good learning outcomes for their students. To capture these unseen innovations, CLT invites you to share your Aha! Remote Teaching Moment.
Aha! Moment
With remote teaching entering its third semester, we at the Center for Learning and Teaching are so proud of ODU’s faculty members. They have done nothing less than reinvent their teaching practices, all to ensure good learning outcomes for their students. To capture these unseen innovations, CLT invites you to share your Aha! Remote Teaching Moment.
What worked for you? Why do you think it worked? How did you do it? Your Remote Teaching Moment can answer one of the following questions or any other questions or issues you successfully addressed. For instance, how did you:
…engage your students before and during class?
…reorganize your course content?
…assess your students' learning?
…use alternative assessment methods?
…manage students' group work?
…encourage both online and off-line discussion?
…provide meaningful feedback to your students?
…make learning personal?
…empathize with your students?
…manage your course labs?
…find other methods of teaching remotely?
…manage large classes?
…encourage collaboration?
…maintain/promote academic integrity?
…handle students’ special needs and limited access to technology?
To share your Aha! Remote Teaching Moment, you can submit a video or audio (each entry should be shorter than three minutes) or use text (please keep a text submission to 300-350 words). Your entry should include:
Title: Please make it short and meaningful (40-60 characters).
Description: Please list your task, purpose, activities, and a reflective statement.
Time requirement: Please tell us how much time it took you to implement the Aha! Remote Teaching Moment.
Keywords: Please list 3-5 keywords.
Spring 2021
As you work on your courses, CLT invites you to leverage various support options, including on-call assistance, one-on-one consultation, live online workshops, self-paced workshops, and how-to guides.
By now, you know that ODU has moved to Canvas as its enterprise learning management system. As you move from Blackboard (Bb) to Canvas, count on the Center for Learning and Teaching’s pedagogical and instructional technology specialists to support you. While this transition might require you to learn new tools and unlearn old ones, it offers an opportunity for you to rethink and reorganize your course content. This is also an opportunity to step back and reflect on how the new features offered by Canvas can contribute to the accomplishment of your course learning objectives.
To guide you through the transition, this site allows you to:
Access Canvas training opportunities. Thematically structured, these training resources will guide you through the basic overview to the more advanced features of Canvas
Explore our curated list of short videos to help you get started with Canvas, to customize your course, and to create your course content
Explore the Canvas Resource Hub, which contains guides, tutorials, articles, and other relevant Canvas resources
Schedule a one-on-one consultation with our pedagogical and instructional technology team to answer your questions, or request on-demand support by completing an online request form
Login into canvas.odu.edu to check if your courses were migrated properly. PLE courses are migrated based on their offering: Summer courses first, followed by Fall and Spring courses.
Explore the Canvas FAQs and the tutorials sections of this site
Canvas FAQs
Find the answers to all of your Canvas questions in one place. Click on each FAQ to open the answer into a new tab from the Canvas Instructor Guide site.
Migration Options
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Short Videos
How-to Video Tutorials
Browse through our curated list of short videos to get started with Canvas, to customize your course, to create your course content, and to communicate with and assess your students.
Templates & Guides
Checklists
Pre-Migration Checklist
To migrate your course from Blackboard (Bb) to Canvas, and to reduce your post-migration workload, we strongly encourage you to complete the steps listed in the pre-migration checklist.
Please remember that you may not be using some of the features listed in this checklist.
ITS will email faculty to review and clean up their Blackboard courses that they would like to migrate to Canvas. Faculty can use the pre-migration checklist to clean up their Bb courses.
December 10
ITS will email all faculty to select the Blackboard courses that they need to migrate.
December 15-30
Migration of all identified courses and organizations begins.
Faculty will have access to their courses in Canvas. Faculty can use the post-migration checklist to clean up their Bb courses migrated into Canvas.
Only selected Faculty Champions will use Canvas in their Spring 2022 courses. The rest of the faculty will continue to use Blackboard for their Spring courses.
Spring 2022
Spring 2022
A small number of courses will be taught in Canvas. Feedback from both faculty and students will be used to improve the Canvas environment.
January 2022
Faculty will attend Instructure training sessions for their specific college.
January 7-May 7
Faculty may attend various training sessions offered by CLT. Register at CLT’s Events System. Or attend the trainings offered through the Training Portal.
January to May 2022
Faculty will continue to review their courses content in Canvas and report any issues or feedback to ITS.
April 2022
If faculty made changes to their Bb courses during spring semester, they should update their Canvas version, as well.
Summer 2022
Summer 2022
All courses will be taught in Canvas.
June 30, 2022
ODU’s contract with Blackboard ends. Instructors will no longer have access to the Blackboard platform.
For more information about the project migration, please refer to the ITS migration site
Canvas Migration FAQs
How will my existing content get from Blackboard to Canvas?
ODU’s Information Technology Services and K16 Solutions will migrate ODU’s courses to Canvas in early December. Faculty will have the spring semester to revise and update their summer and fall courses. Look out for an email from ITS asking you to identify which course you want to migrate.
How do I start learning Canvas?
To learn Canvas, CLT is recommending the following options:
Complete Canvas self-paced workshop: Growing with Canvas (Available Now)
Use your MIDAS credentials to log into canvas.odu.edu, then click on the Dashboard to open the “Growing with Canvas” workshop. You’ll learn how to customize and organize your course, how to create activities and assessments, and other important topics.
As you complete the workshop or any other future training, use the Sandbox course available on your Dashboard to practice and test various Canvas features. This course is your risk-free playground to learn and test Canvas features without affecting your courses.
Complete self-paced tutorials and webinars on theTraining Portal (Available now)
After you log into Canvas, select Help > Training Services Portal. This training portal gives you access to a plethora of synchronous and asynchronous trainings, learning pathways, webinars, and courses. To help you benefit from the portal resources, CLT has developed a list of recommended trainings and resources.
Attend your College training sessions (Scheduled for January 2022). Offered by Instructure in Spring 2022, these training sessions will cover topics and information relevant to each college. During these sessions, you will have the opportunity to interact with and ask questions of Instructure’s trainers.
Attend CLT’s workshops and Canvas Clinics sessions (Beginning in January 2022).
Attend CLT workshops by registering at the CLT Event System. Topics include: “Getting Started with Canvas”, “Update Your Migrated Courses in Canvas”, “Organize Your Course with Canvas Modules”, “Canvas Assignments and Assessments”, and “Canvas Grades and SpeedGrader.”
Attend CLT Canvas clinics to have your Canvas-specific questions answered in a group setting.
Arrange for an individual consultation with one of the CLT experts by submitting a Faculty Help Request.
How can I get help, once I start using Canvas?
For questions or individual consultations about teaching on Canvas, contact CLT by submitting a Faculty Help Request. One of our Canvas experts will respond promptly.
For technological questions about Canvas, contact Information Technology Services at itshelp@odu.edu.
Phone and live chat support will be available round-the-clock from Instructure starting in January 2022.
How can I get help, once I start using Canvas?
For questions or individual consultations about teaching on Canvas, contact CLT by submitting a Faculty Help Request. One of our Canvas experts will respond promptly.
For technological questions about Canvas, contact Information Technology Services at itshelp@odu.edu.
Phone and live chat support will be available round-the-clock from Instructure starting in January 2022.
When will faculty have access to their courses in Canvas?
Faculty will have access to their migrated courses in Canvas by January 2022, so that they can review, update, and prepare to use Canvas in Summer and Fall 2022 courses. You will see your courses on your dashboard. The courses will be preloaded with the ODU template. In addition to standard syllabus language, the template gives you a head start in organizing your course content. Feel free to adapt the template to your course needs and objectives.
Why do I need to mark my Bb course available before the migration process?
Once you confirm your course for migration, make sure that you make it available. Otherwise, the course will NOT BE MIGRATED.
Will ITS migrate all of my Blackboard courses to Canvas?
No. Only the latest version of each course will be migrated to Canvas. Look out for an email from ITS asking you to validate or to change the list of your courses that ITS is migrating. Keep in mind that this migration will not include your students’ work or their grades. You can export copies of your Bb courses (or at least your gradebook) to your local computer.
Will migrated courses include student data?
Migrated courses will not contain any student enrollments or data, such as grades and submissions. Migrated courses will only contain your course content, including uploaded files, course structure, item descriptions, tests, and assignments, etc.
Should I back up my own course data?
ITS is planning to archive all Bb courses with their K16 vendor. We recommend that you export and save your Bb courses to your local computer as an archive. However, please keep in mind that you cannot open or access files from this archive on your computer. They will need to be imported into Canvas, but without the student data.
If you decide not to export your course as an archive, you can
Download your courses’ content collection as a zip file
Download your course Grade Centers into an Excel spreadsheet
Download your student-submitted papers, tests, and discussions (if you want to retain your students’ work)
Download your test item pools as QTI files. Please keep in mind that you cannot download individual Bb tests as QTI files.
Will Organizations be migrated to Canvas?
There is no equivalent to Bb Organizations in Canvas. Existing organizations will be migrated as courses.
Will I be able to retrieve content from an archived course?
Yes, you will be able to work with ITS to retrieve data from Bb course archives on an as-needed basis (if incomplete, if you lost content, etc.).
Will CLT migrate PLE courses to Canvas?
Yes, CLT is working on migrating PLE courses to Canvas. CLT will contact those faculty using PLE with more details by mid-December.
Will SafeAssign still be available?
SafeAssign will no longer be available. With Canvas, faculty will use Turnitin.
What’s the 2 GB course quota in Canvas?
While Canvas courses do not have a space limit on documents, pages, modules, quizzes, assignments, etc., they do have a 2 GB limit on media files (audio and videos files). For this reason, your audio/video files will be migrated to your Media Space in Kaltura.
How To Get Help
For technological questions about Canvas, contact Information Technology Services at itshelp@odu.edu.
For pedagogical questions or to schedule a live Zoom session with CLT staff, submit a Faculty Help Request Form. One of our Canvas experts will respond promptly.
Announcements
Import from Blackboard
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Dictum non consectetur a erat nam at. Egestas quis ipsum suspendisse ultrices. Lacus sed turpis tincidunt id aliquet risus feugiat in. Diam sollicitudin tempor id eu nisl nunc mi ipsum. Arcu cursus euismod quis viverra nibh cras pulvinar mattis. Euismod lacinia at quis risus sed. Viverra suspendisse potenti nullam ac. Nam aliquam sem et tortor consequat id porta nibh venenatis. Molestie at elementum eu facilisis sed odio morbi quis. Mauris vitae ultricies leo integer malesuada nunc vel risus commodo. Felis bibendum ut tristique et. Sagittis id consectetur purus ut faucibus pulvinar. Nibh ipsum consequat nisl vel. A condimentum vitae sapien pellentesque habitant morbi tristique senectus et. Odio tempor orci dapibus ultrices in. Et ligula ullamcorper malesuada proin libero nunc consequat interdum varius. Ipsum dolor sit amet consectetur adipiscing elit. Viverra justo nec ultrices dui sapien eget mi proin sed.
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Upload Separately
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Sit amet purus gravida quis blandit turpis cursus. Egestas diam in arcu cursus euismod quis viverra. Tincidunt dui ut ornare lectus sit amet est. Egestas purus viverra accumsan in nisl nisi. Mauris augue neque gravida in fermentum et sollicitudin. Blandit libero volutpat sed cras ornare arcu dui vivamus. Purus gravida quis blandit turpis cursus. Ac felis donec et odio pellentesque. Diam sollicitudin tempor id eu nisl nunc mi ipsum. Augue lacus viverra vitae congue eu consequat. Felis eget nunc lobortis mattis aliquam. Blandit massa enim nec dui. Lobortis elementum nibh tellus molestie nunc. Sed faucibus turpis in eu mi bibendum neque egestas congue. Sapien pellentesque habitant morbi tristique senectus et. Pellentesque sit amet porttitor eget dolor. Vulputate sapien nec sagittis aliquam malesuada bibendum.
Vitae nunc sed velit dignissim. Feugiat vivamus at augue eget arcu dictum varius. Tellus integer feugiat scelerisque varius morbi enim nunc faucibus. Diam phasellus vestibulum lorem sed risus ultricies tristique nulla aliquet. Vehicula ipsum a arcu cursus vitae congue mauris. Bibendum at varius vel pharetra vel turpis nunc eget lorem. Quam viverra orci sagittis eu volutpat. Velit sed ullamcorper morbi tincidunt. Mattis molestie a iaculis at erat pellentesque adipiscing. Magna sit amet purus gravida quis blandit. Purus in massa tempor nec feugiat nisl pretium. Massa tincidunt nunc pulvinar sapien et ligula ullamcorper malesuada proin. Arcu cursus vitae congue mauris rhoncus aenean. Aliquam eleifend mi in nulla. Eget gravida cum sociis natoque penatibus et magnis dis parturient. Non enim praesent elementum facilisis leo vel fringilla. Morbi tristique senectus et netus. Proin sagittis nisl rhoncus mattis rhoncus urna neque viverra.
Start Fresh
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Dolor morbi non arcu risus quis varius quam quisque. Lorem ipsum dolor sit amet consectetur adipiscing elit pellentesque. Leo vel fringilla est ullamcorper. Aenean sed adipiscing diam donec adipiscing. Nisl pretium fusce id velit ut tortor pretium viverra suspendisse. Ullamcorper morbi tincidunt ornare massa eget. Orci nulla pellentesque dignissim enim sit amet venenatis urna. Risus in hendrerit gravida rutrum quisque non tellus orci ac. Quisque id diam vel quam elementum pulvinar etiam non quam. Non curabitur gravida arcu ac. Sapien eget mi proin sed libero. Quis eleifend quam adipiscing vitae. Sodales ut eu sem integer vitae justo eget. Dui faucibus in ornare quam viverra orci sagittis eu volutpat. Nulla aliquet enim tortor at auctor. Urna neque viverra justo nec ultrices dui sapien. Consequat interdum varius sit amet mattis vulputate enim nulla. A pellentesque sit amet porttitor eget dolor morbi non arcu. Nunc consequat interdum varius sit amet. Nibh cras pulvinar mattis nunc sed.
Email Faculty
Email to faculty to review and cleanup the courses that they would like to migrate to Canvas.
Aliquam sem et tortor consequat
Test
Et molestie ac feugiat sed lectus
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Get Started with Canvas
Create Modules and Content Pages
Configure your Course Modules
Understand how Pages Work
To learn more about sections and cross-listing, visit the following lessons:
Your Canvas sandbox is your playground to learn about Canvas’ tools and features, create and experiment with your course content before moving them into the appropriate course section.
Complete the self-paced workshop: Growing with Canvas
Use your MIDAS credentials to log in to https://canvas.odu.edu/, then click on the Dashboard to open the Growing with Canvas workshop. You’ll learn how to customize and organize your course, how to create activities and assessments, and other important topics.
As you complete the workshop or any other future training, use the Sandbox course available on your Dashboard to practice and test various Canvas features. This Sandbox course is your risk-free playground, where you can learn and test Canvas features without affecting your courses.
Complete the self-paced tutorials and webinars on the Training Portal
Below find a list of the Canvas workshops offered by CLT during Spring Semester. To register for any of the workshops, please visit the CLT Event System.
Getting Started with Canvas
Getting Started with Canvas
Day
Time
This introductory workshop will show you how to navigate through Canvas; how to set up your course settings; how to organize your course files; and how to create, upload, and edit content and assignments using the Canvas Rich Content Editor.
August 10, 2022
1:30pm-3:00pm
September 1, 2022
2:00pm-3:30pm
September 15, 2022
2:00pm-3:30pm
November 2, 2022
10:00am-11:30am
December 6, 2022
1:30pm-3:00pm
Canvas Clinic
Canvas Clinic
Day
Time
In this hands-on workshop, you will receive practical tips and suggestions, and you will troubleshoot problems and exchange ideas. Join this session to explore ideas on how to get started or how to organize and design your course in Canvas. Bring any other questions that you might have.
August 11, 2022
10:00am-12:00pm
August 16, 2022
1:00pm-3:00pm
August 17, 2022
10:00am-12:00pm
August 25, 2022
1:00pm-3:00pm
August 30, 2022
1:00pm-3:00pm
September 6, 2022
1:00pm-3:00pm
September 7, 2022
10:00am-12:00pm
September 28, 2022
10:00am-12:00pm
October 4, 2022
1:00pm-3:00pm
October 13, 2022
10:00am-12:00pm
November 9, 2022
1:00pm-3:00pm
December 15, 2022
10:00am-12:00pm
How to Use and Customize the Canvas Course Template
How to Use and Customize the Canvas Course Template
Day
Time
This session will guide you through the steps of using and customizing ODU’s Canvas template components. You will learn how to organize your course content, resources, and activities into a consistent and easy-to-navigate format.
August 4, 2022
10:00am-11:30am
September 7, 2022
2:00pm-3:30pm
November 3, 2022
2:00pm-3:30pm
Organize Your Course with Canvas Modules
Organize Your Course with Canvas Modules
Day
Time
In this hands-on workshop, you will receive practical tips and suggestions to your questions, and you will troubleshoot problems and exchange ideas. Join this session to explore ideas on how to get started or how to organize and design your course in Canvas. Bring any other questions that you might have.
August 10, 2022
10:00am-11:00am
Copy Your Canvas Course
Copy Your Canvas Course
Day
Time
In this hands-on workshop, you will learn how to copy your course content within the same course or from other courses in Canvas.
August 18, 2022
10:00am-11:00am
October 26, 2022
10:00am-11:00am
November 30, 2022
10:00am-11:00am
Update Your Migrated Courses in Canvas
Update Your Migrated Courses in Canvas
Day
Time
In this workshop, you will apply a detailed post-migration checklist to ensure that your course is ready for your students.
August 3, 2022
2:00pm-3:00pm
August 9, 2022
10:00am-11:00am
September 6, 2022
10:00am-11:00am
December 7, 2022
10:00am-11:00am
Create Your New Course in Canvas
Create Your New Course in Canvas
Day
Time
This workshop guides you through the steps of creating your new course in Canvas. You will learn how to configure your course settings; add, edit, and upload content; and publish your course content.
August 18, 2022
1:00pm-2:30pm
September 8, 2022
10:00am-11:30am
December 8, 2022
1:00pm-2:30pm
Canvas Tips and Tricks
Canvas Tips and Tricks
Day
Time
This workshop shares some of the hidden gems of Canvas. From un-deleting files to using Gradebook shortcuts, you will learn time-saving strategies and practical tips to help you harness and manage the features of Canvas.
September 1, 2022
11:00am-12:00pm
October 5, 2022
2:00pm-3:00pm
October 19, 2022
11:00am-12:00pm
Canvas Assignments and Assessments
Canvas Assignments and Assessments
Day
Time
This workshop guides you through the steps of creating, editing, updating, and grading assignments and assessment in Canvas. You will also learn about the ODU plagiarism detection tool: Turnitin.
In this workshop, you will learn how to leverage various communication tools to communicate with and to engage your students. From Announcements to email, Canvas provides a number of ways to keep your students informed and engaged throughout the semester.
August 24, 2022
1:00pm-2:30pm
September 21, 2022
1:00pm-2:30pm
December 13, 2022
10:00am-11:30am
Canvas Grades and SpeedGrader
Canvas Grades and SpeedGrader
Day
Time
This session will show you how to use gradebook and SpeedGrader in Canvas. In addition to learning about the default features of the gradebook, you will learn how to use SpeedGrader to view, annotate, comment and grade assignments using rubrics.
August 31, 2022
10:00am-11:30am
September 22, 2022
2:00pm-3:30pm
October 11, 2022
1:00pm-2:30pm
Canvas New Quizzes
Canvas New Quizzes
Day
Time
This session will show you how to use the New Quizzes tool in Canvas. In addition to understanding the differences between the old and the new quizzing tool, you will also learn how to migrate your old quizzes and how to customize your New Quizzes.
August 25, 2022
10:00am-11:30am
September 29, 2022
10:00am-11:30am
October 6, 2022
10:00am-11:30am
October 12, 2022
2:00pm-3:30pm
November 17, 2022
2:00pm-3:30pm
December 14, 2022
2:00pm-3:30pm
Using the Course Evaluation Checklist
Using the Course Evaluation Checklist
Day
Time
The Course Evaluation Checklist is a research-based list of criteria, based on universal design principles and created to support the course developer. In this workshop, you’ll learn more about the criteria listed on the checklist, and you’ll see examples of how it can be applied when you’re building an online course in Canvas.
September 8, 2022
1:00pm-2:30pm
October 18, 2022
1:00pm-2:30pm
Developing Accelerated Online Courses
Developing Accelerated Online Courses
Day
Time
This workshop will look at the common challenges associated with developing an accelerated online course and will recommend best practices to help with the transition.
October 6, 2022
2:00pm-3:30pm
Canvas Pages
Workshop and Webinar
ODU’s Center for Learning and Teaching (CLT) has curated a mix of workshops and webinars, organized by category.
Get started with Canvas
Workshop Title
Format
Why it is important or recommended?
Opening Canvas
Brief course
Configure your Canvas Notification Preferences use the Dashboard and Global Navigation
Creating a Canvas Course
Brief course
How to begin: create a Home Page, utilize modules, and use Student View
Higher Education: First Day Ready
Learning Path
Discover all the essential features and be “First Day Ready”
Home Pages
Webinar
Learn how to develop a home page, which consists of banners, tables, images, etc.
Course Settings & Sharing
Webinar
Learn how to manage a course, how to copy a course, and export a course, with information about the types of files that Canvas can import from other LMS systems
Design for accessibility
Workshop title
Format
Why it is important/ or recommended
Course Design and Accessibility
Learning Path
Learn how to create and deliver courses that are accessible to all of your students
Accessibility
Webinar
Learn how to use the RCE to create accessible content (alt-text, color contrast, meaningful links, etc.)
Canvas Course Evaluations and Accessibility
Course
Use course evaluation checklists to design course content with all learners in mind, regardless of modality or need
Best Practices for Course Design
Course
Create impactful course design using research-based best practices
Customizing Content
Course
Learn how to best customize a preexisting template for your course
Communicate and interact with your students
Workshop title
Format
Why it is important/ or recommended
Course Communication Tools
Webinar
Use the communication tools within the CANVAS environment, announcements, Inbox, and discussion boards, to communicate and collaborate with students
The Student Experience
Webinar
Learn the student perspective in Canvas Interface
Engaging Learners
Course
Discover strategies that can be used to engage and motivate learners by using the tools in Canvas
Assess, grade and monitor your student work
Workshop title
Format
Why it is important/ or recommended
Gradebook and Speedgrader
Webinar
Learn to use Gradebook in detail and how to use Speedgrader to grade assignments and provide feedback to the students Resource Checklist
Data for Teachers
Webinar
Study the analytics feature that to monitor student progress, interact with course content, etc.
Outcomes and Rubrics for Instructors
Webinar
Use outcomes and rubrics in Canvas for assignments, discussions, quizzes, etc.
Assignments
Webinar
Learn about the different options of the assignment tool and how to develop assignments, manage assignment groups, organize assignments, etc.
Creating Assessments with New Quizzes
Course
Learn to use New Quizzes and the new question types
Grading and Feedback
Course
Learn to use the Canvas Gradebook and Speedgrader, including leaving feedback and applying rubrics
Managing Assessments with New Quizzes
Webinar
Learn to use item banks to create assessment questions, and learn how to allow extended time for students to complete the assessments
Facilitate collaborative learning activities
Workshop Title
Format
Why it is important / recommended
Group Work & Collaboration
Webinar
Use Canvas’ collaboration features such as discussions, assignments, collaboration tool, and web conferencing to promote interaction in class
Create and organize course content in Canvas
Workshop Title
Format
Why it is important or recommended?
Leveraging Modules
Webinar
Learn how to develop modules, which includes pages, assignments, discussion boards, etc. Learn how to hide modules and set dates to make the module available to students
Learn the Assignments and Assessments tools and ways to access Student View to interact with your content as your students do
Course Design Considerations
Webinar
Review Canvas’ version of the QA checklist of what should be included in a course and the resources of where and how to implement it, with separate checklist on designing for a mobile phone
Canvas for Performance-Based Teaching
Webinar
Especially for faculty who teach World Languages, Fine Art, and Vocational Studies, information about how to engage students, add audio, video, organize resources, etc.
Canvas in Math & Science
Webinar
For faculty who teach Math and Science, courses, information about how to hold students accountable in math stations and science labs and how to design content specific assessments for these courses
This is a comparison between Blackboard & Canvas, feature by feature. If you know how to do something in Blackboard, this list will help you find it in Canvas.
To create a column in the Gradebook, you must create an assignment.
When created and published, assignments are added to the Assignment page, Grade Book, Syllabus, and Calendar. If updated, all links are automatically updated.
You can create peer-reviewed assignments.
Students are allowed to make multiple submissions for assignments.
You cannot grade multiple attempts separately.
You cannot set a specific number of allowed attempts
Use your MIDAS ID to log in and register for the workshop that fits your schedule and level of familiarity with Canvas. For example, if you have never used Canvas, “Getting Started with Canvas” is a good starting point.
Remember that you can use your Canvas Sandbox Course (Courses > Sandbox 01 <Your First and Last Name>) during these workshops. The Sandbox is a risk-free playground (no students are enrolled in this course) where you can familiarize yourself with Canvas features.