Teaching Solutions

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Design:

Design Accessible Course Content

Whether you are designing a course site Canvas or creating a PowerPoint presentation, many of the same principles are used to make course content accessible to all users. The tips below are based off of Web Content Accessibility Guidelines (WCAG), resources from UNC’s Digital Accessibility Office’s top 10 tips for digital accessibility, and the Universal Design for Learning (UDL) standards.

Quick Accessibilty Tips:

Universal Design for Learning Guidelines enhance accessibility through course design that works for all learners:

Useful Tools:

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Design a Resilient Course for Unknown Teaching Situations

You may wish to consider options for teaching concurrently in a classroom and over Zoom for the following scenarios:

  • Your own illness or quarantine
  • A student’s illness of quarantine
  • A student’s ARS-approved accommodation

All of these scenarios can happen at ANY point in the semester and may require your residential class to be available to someone who cannot sit in the classroom.

UNC and Gillings have the following resources to support you with this:

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Pre-Record Lectures

Whether you’re teaching over Zoom, in a classroom, or without real-time interaction, recorded content frees you up to focus on interaction – whether student-student, student-content, or student-instructor. Students can watch this content before interactions begin. Bonus: You can re-use the content without spending additional time on it in future semesters. Watch this video on best practices for recording lectures at home.

Useful Tools:

  • Zoom (Canvas integrated) is the recommended tool for pre-recording lectures. Zoom is integrated into Canvas via the “Zoom Pro” link, making it easy to share Zoom links with your students.
  • Panopto (Canvas integrated) – Panopto is the video sharing and management tool integrated into Canvas for easy sharing and management of recording lectures.

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Structure discussions in advance

Whether a discussion is in a small group in the classroom or using an online forum, the question/topic can be the same and the interaction guidelines can be similar. Consider establishing discussion groups with specific roles that students can use either face-to-face or in a forum. Bonus: Students get different lenses with which to approach the content, which can help them uncover new perspectives and nuances.

Useful Tools:

  • Discussions tool (Canvas) – Instructors can create asynchronous online discussions to replace and/or augment classroom/recitation discussions or in-person small group activities. Discussions can be linked directly from the Modules tool course content. Can be used to facilitate peer review.
  • Zoom – Instructors can create breakout rooms for live small group activity. Rooms can be set up in advance in your meeting settings.

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Optimize/streamline my course for online and hybrid modalities

  • Delay/change due dates of assignments for which you have the flexibility to do so.
  • Prioritize readings and learning activities that are central to the course.
  • Where possible, offer multiple options for students to express what they’ve learned related to course learning objectives.
  • Review your content and determine if you can group activities in different ways to make them more flexible in terms of consumption.
    • Can lectures be combined or group work be streamlined?
    • Can students choose from a series of topics and work in groups or individually to present on those topics?
    • Can quizzes and/or exams be streamlined or eliminated? Can questions be open-ended or made into reflection questions instead of multiple choice or true/false?

Useful Tools:

  • Zoom – Zoom can be used for both live online instructional sessions and for pre-recording lectures. You can also create breakout rooms for live small group activity and plan virtual office hours for personalized student communication.
  • Modules tool (Canvas) – The Modules tool is the optimal way to design a course in Canvas, including not just content, but a fully integrated experience including any other Canvas functionality you are using (like Discussions, Assignments, Quizzes).
  • Discussions tool (Canvas) – Instructors can create asynchronous online discussions to replace and/or augment classroom/recitation discussions or in-person small group activities.
  • Quizzes tool (Canvas) – Instructors can create online quizzes with a blend of questions, from self-graded like multiple choice and matching to manually graded like short answer/essay. These can replace any in-person testing.
  • Assignments tool (Canvas) – Instructors can create online assignments that allow students to turn in documents/files for grading. Has tools to facilitate collecting, grading, and providing feedback for assignments.
  • Panopto (Canvas integrated) – Instructors can host video in Canvas and very easily link directly into the flow of course content in the Modules tool. Zoom cloud recordings are automatically transferred to Panopto.
  • Announcements tool (Canvas) – post timely information and updates to students. Announcements are aggregated in the Canvas Announcements tool and go out as email notifications.
  • Inbox/Conversations tool (Canvas) – send email messages to all or select students. Messages go out as email notifications and are also aggregated in the Canvas Inbox.

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Build interactivity

  • Insert knowledge check questions or brief surveys after short lectures in Canvas or Zoom.
  • Create forums with clearly defined response and interaction guidelines.
  • Create groups with roles.
  • Build peer review into the course.
  • Let students see and respond to each other using Voicethread.
  • Have students create and deliver lecture on different topics (offer topic choices so students can pick relevant topics to their interests).
  • Consider creating “gamified” activities that build throughout the semester:
    • This could be a scavenger hunt that all participate in at the same time to solve a mystery or to write a paper or report.
    • Or a “puzzle” that comes together with groups or individual students providing individual elements to create a bigger picture.
    • Have students write (ungraded) “quiz” questions for each other with points for best questions and/or best answers.
    • Have students create scenarios, interviews, role plays related to the content that will encourage active online presence.

Useful Tools:

  • Zoom – Features like breakout rooms, screensharing, polls, and whiteboards help create more interactive experiences while using Zoom for live class sessions. Poll Everywhere (see below) can also be used within a Zoom session for more advanced polling and participation exercises.
  • Quizzes tool (Canvas) – Instructors can create quick self-graded quizzes linked directly from Modules for more in-depth knowledge check questions, self-test activities, or polling.
  • Discussions tool (Canvas) – Instructors can create discussions for a wide range of student interaction, including group activities, role-playing, interviews, scenarios, etc. Discussions can be limited to small groups or open to the entire class. Instructors can also give students the ability to create and manage their own dicussions.
  • Poll Everywhere (Canvas integrated) – Instructors can display polls live in class or in Zoom for synchronous interactivity. Polls can also be embedded in Canvas for asynchronous use. Polls can have “correct” answers for knowledge check questions or be used for feedback. Poll Everywhere participation can be recorded and integrated into the Canvas Grades tool.
  • VoiceThread (Canvas integrated) – Students can create their own online multimedia presentations and share with the class. VoiceThreads can also be collaborative, with students and instructors able to comment on or add content to each other’s presentations.

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Have students do presentations online

  • Break up course content and assign topics to students for them to become resident experts in.
  • Have students plan and present/teach to their peers.
  • Ask students to develop activities relative to their topic for their peers to keep their presentations interactive and engaging.
  • Consider using the Jigsaw strategy, having students plan and present topics as a group.

Useful Tools:

  • Zoom (Canvas integrated) – Students can present live in Zoom, or self-record and share via Panopto.
  • Panopto (Canvas integrated) – students can record directly in Panopto, or use to share Zoom recordings. Instructors can set up Panopto assignment folders connected to their Canvas site.
  • VoiceThread (Canvas integrated) – Students can create their own online multimedia presentations and share with the class. VoiceThreads can also be collaborative, with students and instructors able to comment on or add content to each other’s presentations. Instructors can set up VoiceThead assignments, tied directly to the Grades tool.

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Teach:

Teach Remotely / Online

A number of classes this semester and next will be either completely or partially remote. See resources below for strategies and technologies to help prepare your courses.

https://keepteaching.unc.edu/: The Keep Teaching site has strategies, preparation info, and resources for teaching remotely, including info on Canvas and Zoom.

https://cfe.unc.edu/: CFE has organized a set of trainings on how to teach remotely with Canvas and Zoom, no registration required.

Strategies and Resources for Teaching: This page provides strategies and resources to help prepare your courses for the Fall term and to help teach effectively with remote technology.

Sample Syllabus Text (Word Doc Format): Use these instruction sections in your syllabus to aid in student communication and set expectations.

Teaching from Home Checklist (PDF): Use this list of questions to help you plan for remote teaching.

Using Zoom for your class meetings or office hours? Panopto the video hosting tool integrated into Canvas, is the best place to host and manage any video content you are recording or self-producing and sharing in Canvas.

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Use peer review

One of the best ways to learn is to teach. Peer review provides students the opportunity to deepen their learning, especially when peer reviews are structured and modeled. And, when students are given guidelines by which to review one-another’s work (such as a rubric and examples of constructive feedback), they deepen their engagement with the content and return to their own work with a more practiced eye. Bonus: the work they turn in for a grade is higher quality – their grades improve, and it makes grading easier for you!

Useful Tools:

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Communicate expectations to my students

Strategies:

  • Create a communication plan before you start the semester. You could start writing your messages for each week and save them in a document to plan out flow and timing. You can add individual updates or notes before sending, but having your communications organized beforehand can help you identify where there might be gaps.
  • Adjust your expectations for student participation and communication given that they may occasionally lack internet access or may need to address personal safety, family care, illness concerns.
  • Set priorities, so students know where to focus the most energy if they cannot get all things done to the same level.
  • Communicate clearly how you will accept contributions and any deadlines.
  • Communicate grading requirements and rubrics early. Consider adding/updating rubrics for the changed structure/delivery methods. Focus on what is essential vs. what might be difficult to achieve with changed formats/support resources.
  • Update students as you make (or plan to make) any revisions/updates/adjustments to the course that become necessary while the class is ongoing.
  • Share with students how to keep in contact with you (e.g., email, online office hours, phone) and when you are available to support them, especially if those change throughout the semester.
  • Remind students of revised deadlines and grading criteria to help them remain oriented to the flow of the course.

Useful Tools:

  • Zoom (Canvas integrated) – For quick communication, like class session follow-ups or weekly updates, you can also quickly record brief messages for students and easily post in Canvas through the Panopto tool.
  • Announcements tool (Canvas) – post timely information and updates to students. Announcements are aggregated in Canvas under Announcements tool and set as email notifications.
  • Inbox/Conversations tool (Canvas) – send email messages to all or select students. Messages go out as email notifications and are also aggregated in the Canvas Inbox.
  • VoiceThread (Canvas integrated) – Instructors can quickly create VoiceThread presentations (either narrated slideshows, or webcam video) and post to Canvas for timely communication.

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Manage discussions

  • Encourage an environment where students feel as a community of learners, not just consumers of content. Allow a space or a time for students to connect and talk about issues that are not directly related to the class.
  • Let students choose topics that are relevant to the subject at hand and their own experiences, so they feel more personal involvement and commitment.
  • Provide alternate means of connection – allow students to choose their own tools if they work in groups (Slack, Google Hangouts, etc.) – clarify that there is no technical support, but that they are free to choose how to communicate if they have group assignments (more under Group Work below).
  • Structure your discussions ahead of time with defined roles – those could be the same in different teaching modalities.

    • Useful Tools:

    • Discussions tool (Canvas) – Instructors can create asynchronous online discussions to replace and/or augment classroom/recitation discussions or in-person small group activities.
    • VoiceThread (Canvas integrated) – Students can create VoiceThread presentations and add video or audio comments or questions to those of other students to create an asynchronous online conversation.

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Hold Zoom lectures

  • Focus on the social aspect and connections with students in Zoom sessions along with conveying content.
  • Consider “lightning rounds,” Q&A sessions, or other activities that encourage all students to participate.
  • Break students into smaller groups with a targeted focus and have each group present results or summaries of their conversations. Consider pre-assigning breakout groups.
  • Consider using Zoom to introduce topics but allow groups to continue conversations throughout the week using other channels that they prefer, for example forums, and then come together again in Zoom to talk about the results.
  • Consider holding several shorter Zoom sessions with groups of students (rather than always the whole class together) to create a more personal experience.

Useful Tools:

  • Zoom (Canvas integrated) – Zoom can be used for both live online instructional sessions and for pre-recording lectures that you make available through Panopto. You can also create breakout rooms for live small group activity and plan virtual office hours for personalized student communication. Features like screensharing, polls, and whiteboards help create more interactive experiences.
  • Panopto (Canvas integrated) – Instructors can host video in Canvas and very easily link directly into the flow of course content in the Modules tool. Zoom cloud recordings are automatically transferred to Panopto, and various other video sources can be uploaded and easily shared.

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Answer questions in Zoom

  • Instead of allowing Q&A throughout the entire lecture, announce blocks of time where you will accept raised hands and read questions posed in the chat and answer them. Encourage students to write their questions as they come up but indicate you will answer them at specified times. This could be at the end of your lecture and/or throughout, at intervals defined by you that work with the flow of your lecture. Use your experience from the classroom about when questions commonly occur, if applicable. Consider creating short (5 min.) independent work segments (students watch a video or review a document, etc.) in which you can read questions posted to the chat. Spending a little time on pre-structuring your session will allow you and your students to plan ahead and organize.
  • Implement “lightning rounds” where each student gets a short time (this will depend on the number of students) to either ask a question or give a comment. This will ensure that all students are included, not only those who tend to proactively engage regularly. Announcing this at the beginning will also help encourage everyone to be fully committed to the lecture instead of potentially multitasking.
  • Anticipate common questions and create a FAQ document that you can post to the class before or after a lecture. Additionally, you can make this a shared document that students can use (during a specified time period) to add questions that you will respond to in that same document. Depending on the class, it might be a good idea to share this before the session starts, so you can prepare answers ahead of time. In other cases, a shared document might serve as a follow-up where you can share additional resources for specific questions.
  • Consider pre-recording your lecture or parts of it to allow more time for questions and discussion during the Zoom session.
  • Consider creating discussions in Canvas, polls in Poll Everywhere or Zoom, or questionnaires using Canvas or simple document shares that will help streamline the conversation and allow you to cover as much ground as possible during the Zoom sessions and follow up on questions in a dedicated space.
  • Whichever method you choose, announce it ahead of time and set expectations to help students get ready to participate and help you answer as many questions as possible.

Useful Tools

  • Zoom (Canvas integrated) – Zoom can be used for both live online instructional sessions and for pre-recording lectures that you make available through Panopto. You can also create breakout rooms for live small group activity and plan virtual office hours for personalized student communication. Features like screensharing, polls, and whiteboards help create more interactive experiences.
  • Poll Everywhere (Canvas integrated) – For a more feature-rich polling experience, you can use Poll Everywhere within Zoom meetings. You can integrate Poll Everywhere responses with the Canvas Grades tool to give credit for participation.

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Do groupwork online

  • Establish roles for group members so each student can focus on their specific tasks right from the start.
  • Provide detailed instructions, preferably before class time, so groups can be ready to work. Consider creating a group work plan along with your communication plan and hand it out to students early.
  • Consider allowing students, after they are assigned to a group, to use the tools of their choice (they will not receive any technical support) if they feel more confident using a tool that they are used to, or where they can exchange emojis and other personal expressions (Zoom, Google, Slack, others).
  • Consider encouraging students to create small consortiums or groups to study together (even if this is not a group assignment) or walk through the content together, similar to how they would work together on campus.
  • If you have group work in a residential classroom, be aware of noise level or unusual setups due to the reduced number of students. If social distancing will be limiting student group work effectiveness, consider moving all group work online. This will also ensure all students have the same experience if you are in a HyFlex or blended classroom.
  • Create documentation and rubrics as needed to help students understand the expectations and required outcomes of their group work, and how they will be graded.
  • Consider creating a template or requirement for each student to provide a short summary on how they contributed to the group.
  • Provide instructions for students to schedule Zoom meetings.
  • Adjust group work based on practical experience, for example in a socially distanced mask-to-mask classroom. Could students work on Zoom or shared Google docs even while in the same room?
  • Allow students to break out into groups in a different space if the classroom is not conducive to the particular type of interaction you want them to have.
  • Streamline group work as needed – check in with your students: Do they have to meet with various other groups and manage a complex schedule of Zoom meetings? How can some of those be combined? What alternatives are there? Can group sizes be varied to allow for more flexibility (Pairs, individual work with assigned pieces, etc.)

Useful Tools:

  • Zoom (Canvas integrated) is the recommended tool for pre-recording lectures.
  • Discussions Tool (Canvas) – Instructors can create private group diuscssions, and organize by activity, schedule, or topic. Forums can be linked directly from the Modules tool course content. Forums can be directly graded and included in the Canvas Grades tool calculations.
  • Assignments Tool (Canvas) – Instructors can create group assignments that allow student groups to turn in a single assignment as a group. Any group member can submit the assignment and all members see the submitted work. Grading and instructor feedback applies to the group as a whole.
  • The Peer Evaluation tool allows you to easily deliver team-based peer evaluation surveys. Students evaluate the other members of their team based on questions and criteria you determine. Handout: How To Use the Peer Evaluation Tool

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Give participation credit in group work

Useful Tools:

  • Discussions Tool (Canvas) – Instructors can create private group diuscssions, and organize by activity, schedule, or topic. Forums can be linked directly from the Modules tool course content. Forums can be directly graded and included in the Canvas Grades tool calculations.
  • Assignments Tool (Canvas) – Instructors can create group assignments that allow student groups to turn in a single assignment as a group. Any group member can submit the assignment and all members see the submitted work. Grading and instructor feedback applies to the group as a whole.
  • The Peer Evaluation tool allows you to easily deliver team-based peer evaluation surveys. Students evaluate the other members of their team based on questions and criteria you determine. Handout: How To Use the Peer Evaluation Tool

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Administer:

Schedule office hours

We recommend: Bookings app

Bookings
  • Bookings is a Microsoft Office 365 app, recommended if you want a scheduling tool integrated into your Outlook Calendar. See our Schedule Office Hours With Bookings to get started!

Links and Info:

Canvas Calendar Tool
  • The Canvas Calendar tool is recommended if you want a tool integrated into Canvas.

Links and Info:

  • Login to canvas.unc.edu and click on the Calendar in the global navigation. Create an “appointment” group for the desired date/time. See Canvas Calendar tool for more info..
  • See this documentation on using the Calendar tool to create appointment groups.

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Set up assessments to minimize cheating

We recommend: Canvas Quizzes tool for online assessments.

Also consider: Gradescope for exams where viewing student work on computing answers is necessary

Canvas Quizzes features to minimize cheating:

  • Randomize so not every student is taking exactly the same test. You can randomize either questions themselves (including drawing a random subset of questions from a larger pool), or response order on multiple choice questions.
  • Place a timer on the test so students have a shorter window in which to start and complete it.
  • Set feeback so correct answers are only available after the exam has closed.
  • Update your exams regularly, rather than use exactly the same exam semester after semester.

Gradescope features to minimize cheating:

  • Gradescope allows you to have students upload scans or photos of their work on test questions, and more easily view and grade that work.

Useful Tools:

  • Quizzes tool (Canvas) – Instructors can create online assessments with a blend of questions, from self-graded like multiple choice and matching to manually graded like short answer/essay. These can replace any in-person testing.
  • Gradescope (Canvas integrated) – an alternative online testing and grading tool integrated into Canvas.

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