Clearly state the learning goals of this course. Rather than starting from use of a particular tool, consider what skills and knowledge students should be able to demonstrate by the end of the course.
Re-frame teaching strategies based on these goals. Consider the goals of face-to-face, synchronous pedagogical methods and re-frame them outside of face-to-face, synchronous constraints. If the goal of an in-person lecture is to present lesson content, for example, that goal may be realized online in a number of ways: via synchronous remote lecture (Zoom), asynchronous lecture recordings (Kaltura), or text and image (a Canvas page).
Identify (multiple) appropriate tools. Technological tools are varied, and there is no "one size fits all" solution. Relying on a single tool, no matter how closely it replicates the experience of a face-to-face class, may present unexpected drawbacks for students (whether inequity, inaccessibility, or increased cognitive load). Consider shortening synchronous class sessions and supplementing them with asynchronous complementary activities: a 30-minute Zoom lecture during canonical class hours might be followed by a Canvas discussion or participation quiz.
Set and communicate transparent expectations. Consider including them in your syllabus, posting them in an announcement to Canvas, or using assignment rubrics. Additionally, when adapting the expectations of face-to-face courses to an online context, consider the following:
Identifying more than one acceptable means of participation (contributing verbally vs. in chat or in a discussion board)
Implementing (where possible) alternative deadline policies and greater assignment flexibility
Ensuring the accessibility of (or availability of alternatives for) assigned materials [link to Ally?]
Lecture-based classes can be delivered via synchronous lecture, asynchronous audio/vidoeo recordings, or a blend of both. No matter the format, include opportunities for active participation to enhance engagement and student comprehension. For synchronous Zoom lectures, this might include use of live polls, small group discussion (breakout rooms), real-time Q&A via chat (possibly with the moderation of a course assistant), and the "raise hand" feature. Asynchronous lectures can also present opportunities for active learning via discussion boards, [in-video quiz features—not available in Kaltura?], and low-stakes or ungraded survey quizzes, all of which are integratable within Canvas.
Regardless of delivery method, students report better engagement with shorter lectures, especially those that incorporate breaks alongside active learning activities. Whether a course is synchronous or asynchronous, it is also important to prepare students for the learning experience by contextualizing a given lesson within the broader course structure. This might include:
Organizing content according to the course syllabus (Canvas modules)
Clearly identifying the learning goals and desired outcomes, and relating these to those of the overall course
Using bridge activities to incentivize reviewing (and retaining) lesson material for future sessions
Before a remote class meeting—whether a one-off or as part of a course taught wholly online—consider providing students with advance copies of slides, lecture outlines, and any other material covered in the lecture, along with potential discussion questions. You may also solicit questions from students themselves in advance of the lecture, giving you an opportunity to gauge their overall understanding and identify opportunities for potential targeted support. Low-stakes or ungraded surveys and quizzes can also offer valuable insight on students' progress through the material.
After a class session, similar low-stakes assessments (brief writing assignments, reflections, discussion forums, etc.) furthermore allow students to demonstrate their learning, ask questions on areas of lingering uncertainty, build skills, and reinforce new knowledge. These assessments can also be tailored to help students prepare for future higher-stakes projects, including papers and final exams.
Traditional high-stakes exams are difficult to adapt to Canvas given the difficulty of ensuring authoritative proctoring. Low-stakes assignments (quizzes, reflections, etc.) however can be easily translated. Additionally, Canvas' Assignment Rubrics and Speedgrader tools make it easy to enter grades and provide clear, consistent feedback.
When moving your teaching online, consider:
Embracing (where possible) short, low-stakes assessments
Asking students to apply concepts in a given lesson or course unit to new scenarios, rather than testing simple recall
Adapting the expectations of assignments to a remote context, with a particular focus on equity, accessibility, and flexibility
[Where possible] Offering alternate exams and assessment formats