This page is intended for Champlain faculty who normally teach in-person and are adapting their courses for remote delivery. It will be updated continuously as we develop additional resources and technological opportunities for faculty. Last update: 4/6/20, 1:00pm EDT.
On March 11, 2020, Interim President Laurie Quinn announced that after an extended spring break, Champlain College’s Burlington campus courses would resume through remote instruction. Remote instruction began March 23. On April 2, Dr. Quinn announced the extension of remote instruction through the end of the semester, and on April 3, the community was notified that Summer 2020 classes will also be offered remotely.
On this page…
- Emerging Concerns
- What’s New?
- Considering Pedagogical Priorities
- From Week 1 to Week 2: Continuing to Adapt
- Sustainability and Self-Care
- Recommended Self-Education Resources
- CLT Trainings and Consultations
The Where Do I Start? materials featured on this page between 3/16/20 and 3/26/20 are still available, but have been moved to enable users to find current information faster. You can read a duplicate of the original page here. Sidebar links have not changed.
Remote Instruction Tip of the Day:
In spite of all your communication, are some students missing announcements and work expectations?
Setting up zero-point assignments with due dates in the Canvas gradebook is a helpful way to keep students on track. In Canvas, assignments automatically appear in the students’ calendars. So, when it comes to draft submissions, scaffolded project checkpoints, or even discussion preparation, faculty can be sure students will be notified. At zero points, these tasks will not affect students’ overall grade, but they are indispensable for students’ overall learning experience. Please contact us if you would like assistance doing this.
Understanding student needs and workload: Many faculty are re-assessing the amount and type of work and class time they are assigning, in response to their own experiences and feedback from students. Some students are reporting a significant increase in the amount of time and effort they must spend to accomplish their coursework as a result of remote instruction (for example, if faculty have added discussion posts and not adjusted synchronous time). See:
- our updates on student workload and balancing synchronous and asynchronous learning
- slides from the Balancing Asynchronous and Synchronous Learning webinar, which considered workload in depth
- our resources on how to assess and adjust as we proceed through week 2 and into week 3 of remote instruction
- advice on seeking student feedback
- Rebecca Mills’s slide-based guide, Rethinking Your Plans.
New on the Website
We now have a guide to frequently asked questions available for your use.
New! We are in the process of making past webinars and slides available. Please see the Past Webinars section below.
Now available! We have created a “level one” template for using Canvas tools like discussions, assignments, and content pages, which you can import directly into your course and customize with your own discussion prompts and materials as desired. This is a great way to add asynchronous learning opportunities to your course while decreasing the time you spend learning Canvas. Learn more here.
New! If you have not already done so, in this third week of remote instruction, we recommend you seek feedback from your students on how they’re doing and what’s helping them learn. Check out our resources here.
New! Looking for some fun learning and collaboration technologies to use in addition to live sessions and Canvas? Check out this guide to Tech Tools for Online Learning, produced in collaboration with our student worker team.
Canvas running slowly? Canvas is experiencing intermittent slowdowns. This is a problem users are experiencing across institutions, and Instructure (which owns Canvas) is working to fix it. Please be understanding with your students if they are having trouble. If you had planned to use Conferences/Big Blue Button within Canvas for videoconferencing, you may wish to switch to Google Hangouts Meet (see our startup guide). You can track Instructure’s status updates here.
Considering Pedagogical Priorities
A sudden switch to remote instruction can be jarring, confusing, or even alarming. We are not asking you to become experts in online pedagogy in a week. Our goal is continuity: to deliver the content we need to deliver, continue interacting with our students, and do the assessments we need to do to complete the semester.
Keeping Our Eyes on the Prize
Three priorities to consider are content, interaction, and assessment. The additional resources we will add here are intended to help you focus on these areas. As you continue to sustain your course through remote learning, ask yourself the following questions:
- What are my course learning outcomes?
- What content must I cover? What resources do I already have to deliver it digitally?
- What types of interaction (discussion boards, live meetings, group work, etc) might be most effective for my students?
- What are my planned assessments? What will I need to conduct them remotely?
You are probably already considering these questions, but now that you’ve begun remote instruction, you may now be finding that you need to adapt your strategies.
From Week 1 to Week 2: Continuing to Adapt
How are your remote instruction plans working out so far? Are they going great? Have your students’ needs turned out to be different from what you’ve expected?
If you’re beginning to think that you need to shift your approach, trying to troubleshoot issues with your live Meet or Zoom sessions, or experiencing impostor syndrome, check out our resources on Rethinking Your Plans. This is a totally normal experience, and we’re here to help.
If it turns out that you need to replace or supplement live videoconference teaching with other strategies, consider our comparison of synchronous and asynchronous instruction. Stay tuned for a webinar on this topic.
If you want to “level up” your use of Canvas tools like discussions and assignments, explore the customizable template and related resources we’ve created to help you add these components to your course.
If you want to know how your students are doing and which of your instructional strategies are most effective, check out our resources on eliciting and using student feedback during the transition to remote instruction, including customizable forms.
If you feel like you’re still “rebooting” into a new way of teaching, review our “Second First Day” Presentation to guide you through designing and running your first meetings (or instructional components on Canvas) after the extended Spring Break.
If you need additional digital materials, please consult the Library at email@example.com.
If you would like to schedule a consultation with CLT staff about continuing to adapt your pedagogy or issues that have emerged in your virtual classroom, we are happy to help! Contact us at firstname.lastname@example.org.
Sustainability and Self-Care
It’s important to maintain self-care and draw appropriate boundaries around your work time and availability to students. This can be a tough balance! Read tips and tricks for work/life balance and self-care from Rebecca Mills, originally distributed Friday 3/20 in the Faculty Daily Briefing. Updates to come.
Where can I find further self-education resources?
We will be continuously adding more resources and guidance to this page as the situation evolves. At this time, we recommend the following resources:
- Our Frequently Asked Questions page may be the quickest way to find the resources you need.
- The links in the right sidebar of this page provide pedagogical guidance and technical resources for adapting your course. Scroll up to see them.
- Instructure, the company that produces the Canvas software, is providing a video series for COVID-19 response, Set Up Your Canvas Course in 30 Minutes or Less.
- Instructure also provides a beginner’s training course on running your class in Canvas. You can browse their materials (no need to participate in the exercises) here.
- Additional Canvas tutorials are available through the CLT’s Knowledge Base. We are adding to these regularly.
- Resources on maintaining accessibility in your course are available from the Office of Accessibility.
How can I get more help?
You will find invites to the following webinars with connection information in your Google Calendar. We are currently determining what future webinars will best serve faculty needs. If you have a suggestion or request, feel free to contact us.
Upcoming (stay tuned!)
- Maintaining Student Engagement
- Grading in Canvas: SpeedGrader and Rubrics
- Setting Up Your Canvas Gradebook
Past webinars (we are working to make videos available here):
- Monday 3/16, 10-11:15am – Transitioning to Remote Instruction
- Monday 3/16, 6-7:15pm – Transitioning to Remote Instruction
- Tuesday 3/17, 1-2:15pm – Transitioning to Remote Instruction
- Wednesday 3/18, 6-7:15pm – Transitioning to Remote Instruction
- Thursday 3/19, 3:30-4:45pm – Designing and Running Online Discussions
- Friday 3/20, 1-2:15pm – Running Webinars and Remote Meetings
- Thursday 4/2, 1-2pm – Balancing Synchronous and Asynchronous Learning (bring your questions!)
- Thursday 4/2, 5:30-6:45pm – Screencasting 101: Making lecture videos with slides
- Friday 4/3, 2-3:15pm – Designing and Running Online Discussions
The CLT staff, along with other expert Canvas users from the Library, are available to work with you one-on-one or in small groups, in person or remotely. To get support, please use our one-on-one appointment sign-up tool. Additional slots will be added.
If you have other questions and need assistance, please email us at email@example.com. Please do not use individual staff addresses to set up consultations or ask questions at this time.