CETL Remote Instruction Checklist v3  

Prepare Students for Success (Course Organization)

Use these strategies to organize your Canvas course shell to help students succeed in the remote teaching environment.

Action and Rubric Standard

Why?

Take these steps in your course

1. Provide explicit directions where students can find all course components and how they get started--and thrive--in the course. (QM SRS 1.1, 1.2)

This will help students new to online learning and/or using Canvas.  

• **Create a “Get Started Here” module that includes important course information:

• Your contact information and scheduled office hours for the term
• Your Course Syllabus
• Required textbook(s), tools, technology or equipment needed in the course

2. Address communication, interaction, and feedback expectations. (QM SRS 1.3, 5.3, 5.4)

Since it often isn’t obvious to students how to replicate their in-class interactions in the online environment, explain how they should interact with you, the course, and their peers. Be clear about how soon you will have assignments graded to help ease anxiety and uncertainty.

• Specify where/how formal and informal communication will take place during the term including:

• How students should contact you for help (email, Zoom office hours, Canvas Inbox)
• When they should expect an answer from an emailed question (e.g., within 48 hours, etc.)
• Information on any synchronous meeting, the login information and dates/times.
• Communication expectations or guidelines (e.g., Netiquette or Classroom Community Agreement).
• Expectations around how quickly they should expect assignment grades and feedback.

• Send a Canvas announcement the first day of class welcoming students.

3. Provide instructions on how learners can access their grades. (QM RS 3.2)

Students may not be used to checking their grades in Canvas. Ensure students know how to view their course grade and individual assignment grades.

• **Copy/Paste this link in your syllabus and/or Canvas course shell:

How do students view their grades on Canvas: https://community.canvaslms.com/docs/DOC-16532-4212829286

4. Identify any required technology needed for the course and where your students can receive support. (QM SRS 1.5, 1.6, 7.1)

Students will need to be alerted to the technology required and will need assistance with accessing and using remote technologies. Consider options for students who are not equipped with the necessary technology for remote instruction.

• Specify all technology that is required for your course (e.g., Zoom, Adobe tools, Excel, SPSS)

• **Copy/Paste the following ITS information in your syllabus and/or Canvas shell:

ITS Resources for Students: http://www.calstatela.edu/its/helpdesk/studentresources

ITS Helpdesk Information: http://www.calstatela.edu/its/helpdesk

5. Provide information on the campus academic or student services support offices and resources. (QM SRS 7.2, 7.3, 7.4)

Students faced with a changed learning environment may be unprepared for online study and uncertain about how to get assistance. Ensure that students have access to contact information for academic support, and student support offices and resources.

• **Copy/Paste the following academic and student support links in your syllabus and/or Canvas shell:

Center for Academic Success (Tutoring and Writing Center): https://www.calstatela.edu/academic-success

Office of Students with Disabilities (OSD): http://www.calstatela.edu/osd

University Library Online Resources: https://calstatela.libguides.com/libraryaccess

Student Advising Services: http://www.calstatela.edu/advising

Dean of Students Office: http://www.calstatela.edu/deanofstudents

Counseling and Psychological Services (CAPS): http://www.calstatela.edu/studenthealthcenter/caps

Student Health Services: http://www.calstatela.edu/studenthealthcenter

Engage and Support Students Throughout the Term

During the course, use these strategies to keep students engaged in the remote learning environment.

6. Create a sense of community by encouraging and guiding learners to introduce themselves in Canvas via their profile and in an online discussion forum. (QM SRS 1.9, 5.2)

An early “introduction discussion” activity gets students using the Canvas discussion tool, which they may need for upcoming assignments.  Activities such as these may seem unimportant, but they can be vital in helping students feel connected to you and their peers in ways that build community.  

• **Create a Canvas Discussion and ask students to introduce themselves to the class as your first class assignment.  

For more information on creating discussion forums, please visit: http://www.calstatela.edu/cetl/edtech/discussions or take CETL’s Online Activities and Assignments self-paced tutorial: https://www.calstatela.edu/cetl/teach-program 

• **Copy/Paste this link in your Canvas course shell:

How to reply to a discussion forum in Canvas: https://community.canvaslms.com/docs/DOC-10561-4212190706

7. Explain to your students how the learning materials help them complete course activities and course student learning outcomes.  (QM SRS 4.1, 4.2)

A short explanation of what material they’ll be interacting with that week/module, any particular areas of importance, and how they’ll use the material in upcoming activities or assessments will improve their ability to engage with the material.

• Post all readings/instructional materials in Canvas.
• Set expectations for your readings. Consider taking CETL’s Social Reading for Better Understanding webinar. More info at https://www.calstatela.edu/cetl/reading-and-writing-disciplines 
• Explain what students should be doing with each reading/instructional material. Use language such as:

• When you view the video, look out for…
• As you read the article, think about…
• As you read the chapter, jot down….

8. Explain (be specific) how each course activity/assignment will be evaluated/graded. (QM SRS 2.4, 3.3, 5.1)

Students will benefit from clear and detailed information about what to do, how you will evaluate it, and why.  Consider creating rubrics or using the Transparent Assignment Design Template so that students are clear about your grading expectations.

• Create Canvas assignments for any assignments or activities to be collected. (Or clear instructions on how students submit assignments if not on Canvas.)        
• Per the Class Syllabus Policy in the Faculty Handbook, list your course grading system and its relation to achievement of the course policies and student learning outcomes for the course.

For more information on using Rubrics in Canvas please visit: http://www.calstatela.edu/cetl/edtech/rubrics

For more information on Transparent Assignment Design, please visit CETL’s TILT webpage: http://www.calstatela.edu/cetl/transparency-learning-and-teaching-tilt 

9. Organize your course so that students can easily follow your learning path which includes multiple opportunities to track their progress. (QM SRS 3.5, 8.1, 8.5)

Unclear navigation and disorganized materials present a significant barrier for all students, particularly those who have never taken an online course. In the online environment, much of your interaction with students can be through supportive and timely feedback. Additionally, with remote teaching, it is crucial to provide lower-stakes assessments so both you and your students can address any confusion before higher-stakes exams. The use of low stakes activities like quizzes or discussions, can replace some of the planned in-class interaction, and can give you insights into how students are learning.

• Establish your course pattern and write the module/week overview which includes what students will read, review, do, and submit, etc. for that module/week.
• **Clearly label each module/week in Canvas.
• Write module/week overviews which include what students will read, review, do, and submit, etc. for that module/week.

Remember to decide on a regular module pattern and pacing such as:

• Read article, reading quiz, discussion prompt
• Read chapter, watch video example, reading quiz, submit short answer response
• View video, quiz during video, submit homework assignment
• View simulation, answer assignment questions, post additional questions on discussion forum

• Regularly review these activities and post feedback/grades to be sure ALL students are learning.

• Assign a mix of low stakes activities to help students succeed in any higher stakes exams.

10. Consider using low-bandwidth activities throughout the term.  (QM 6.2,  8.5)

Many students may have limited internet connectivity and/or access to technology.  By keeping synchronous activities brief (Zoom office hours), and video content short (< 10  mins), you reduce access issues.

• Use a mix of low bandwidth teaching strategies while still ensuring a mix of student-student interaction, student-instructor interaction and student-content interaction.

See CETL’s Low Bandwidth Teaching Matrix found here.