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Emergency Remote Teaching
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RESOURCES FOR REMOTE TEACHING--

This document is always changing, but nothing will be removed.

Last update: 4/22/2020

FROM OAI:

VoiceThread Support --continues to be updated

https://docs.google.com/document/d/1-c0knakHKIBk4OCIf-xEr3c_vme1oXvFXgNHhHL8zpw/edit

Right now, it is organized as follows:

A,          TIMELY TOPICS--THIS SECTION CHANGES, ITEMS CHANGE ORDER IN RESPONSE TO QUERIES AND EMERGING NEEDS

(1) because it is emerging as a hot topic, a list of resources about ZOOM,

ALSO: NEW/NEWISH/NEWLY on top:

(2) link to site to create easy office hours

(3) VoiceThread tutorials

(4) LIBRARY RESOURCES

(5) student resources (on remote learning AND for material needs).

(6) A LINK TO MLA RESOURCES (with primer) for moving online,

(7) tips for organizing a reading/discussion-based content-class,

(8) tutorial on correcting student work in D2L,

B, some reminders (borrowed from the English Department) about realistic expectations.

C, a growing list of VARIED RESOURCES, technical and pedagogical (scroll down for long list of links to a variety of resources):

  1. ZOOM, VOICETHREAD, Student Resoruces, Library, MLA primer, Discussion-Course cheat sheets, other emerging topics:

(1) ZOOM:

OAI and PSU ENGLISH DEPARTMENT Resources for using Zoom:

UCSF documents, including a helpful discussion of pedagogical use of tool:

Zoom Meetings for education--a training video:

https://zoom.us/rec/play/vsd5f7utqW03SYaV5QSDVqd9W9Xoe_qs0XAe-qcJzBy8VXEKNgevZrMbM7dfWrizWytoFZMIn3btqgzl

NEW ZOOM INFO:

Zoom attendance logs: When you create the Zoom meeting in D2L, one of the meeting options is to require registration (checkbox in the section under the date).  This does make students go through an extra step when logging in to your session (filling out their email), but will then create an attendance log.  To see it, go to Zoom meetings in D2L, click on the "Previous Meetings" tab, then click on Report.

(2) Nice way to offer office hours :

A way to offer office hours remotely, here is a resource you might consider: https://whereby.com/

It's a virtual meeting room that does not require creating a meeting and sending invitation links every time (unlike Zoom).

You simply create your "office room" once, which is basically your unique link. Then you share it with your students and tell them what your office hours are. Then at those hours you have the link open and hang out at your desk. Students can follow the link and "visit" you.

(3) VOICE THREAD TUTORIALS

SUMMARY FROM OAI:

VoiceThread Support 

THE LATEST TIPS:

There IS a way for you to respond privately on the VoiceThread.  It's really quite easy... just click on the Private Reply button that looks like this:

Here's a link to the page that provides tutorials on all of the commenting options:

https://voicethread.com/howto-categories/commenting-web-application/

*Make sure that students are always going in through the links that have

been created in Brightspace (D2L)... this step is essential.*

AND:

 students need to set up VT with pdx.edu which, apparently, they haven't all been doing.

AND:

Your VoiceThreads are only

going to be shared automatically when you use either the "Individual VT" or

"Assignment Builder" options on the VT setup page. Since you are just

defaulting to the "VT Home" option now, your content isn't going to share

automatically.

Sending a link to your students is likely going to cause a considerable amount

of confusion on their part. I would strongly recommend that each time you want

to link students to an individual VoiceThread in your course, you set up a new

External Tool link and use the "Individual VT" option.

At the bottom of this section, I have the instructions from OAI. But first, here are the step-by-step instructions from Jenny, with advice and options:

Several people have had challenges. The most recent email said:

The problem was that the link needs to be set to open in an external window.  Here's what folks need to do:

**

From Jenny, earlier today:

Please enter one of your d2l courses for spring term, and follow these steps:

1. Click Content.

2. Go to one of the modules.

3. Click "Add Link to" and scroll down to External Learning Tools

4. Scroll to the bottom and click "Create new LTI link"

5. For Title, enter VoiceThread

6. For LTI URL, enter https://pdx.voicethread.com/ltione/

7. For me it told me I already had an account and I had to verify it. Do whatever it is asking you to do to set up your account. Once you get to the page with the four blue buttons, it's all set up.

8. In a separate tab, go to VoiceThread.com. You should now be logged in. If you log out, you can access VoiceThread through D2L again, but then you should be able to switch to a VoiceThread.com tab and continue there.

I believe the simplest plan is to create your VoiceThreads at VoiceThread.com, but I might be biased because that's how I've been using it all this time, and it just looks easier to me. You can follow the same steps within the D2L-integrated voicethread:

1. Click on "Create"  (top left)

2. Click "Add media" and select "my computer"

3. Find your ppt and select it.

4. For Title, enter "Chapter 5 Class 1 Ceciliano" (changing the numbers and "Ceciliano" as appropriate)

5. In "Playback options", "Enable threaded commenting" and "Start playing when opened" should be selected, as well as all allowed comment methods.

6. Save.

7. Click "Comment" to begin adding comments to each slide.

NOW, how to get this VoiceThread to your students:

•Option 1 (easy for you, but slightly inconvenient for your students the first time they access it because they'll have to set up an account):

A. Within the VoiceThread you want to share, Select "Share", and then "Basic", and then copy the link.

B. Email that link to your students the morning of the Class period.

•Option 2 (slightly more challenging for you for each VoiceThread, but simpler for your students and prettier.)

A. Go to d2l.pdx.edu and find the appropriate week and day.

B. Click "Add link to" and then "External Learning Tools."

C. Scroll down and select "VoiceThread".

D. Now your new link is visible. Drag it so that it is the first link on that day, so that students do it in the right order.

E. Click on the link.

F. Select "Individual VT"

G. Find your VoiceThread and Click "Share with class"

H. Edit the link's title to "Chapter 5 Class 1 (due Wednesday 11:59pm)"   (adjusting accordingly)

Here is a video of what that process looks like: https://media.pdx.edu/media/VoiceThreads+to+D2L/0_wuvn6819

If you go with Option 2, make sure your students know to check D2L every Class day morning to find the link. You can add the links sooner if they're ready.

**

TO PULL VOICETHREAD INTO YOUR D2L COURSE:

NOTE, you follow the instructions for "If your institution does NOT use Deep Linking" :

https://voicethread.com/howto/desire2learn/

VoiceThread tutorials:

If you wanted to join us for our last workshop but found it was full,  you can still view the recording.

If you are new to VoiceThread or you’d like a refresher in the basic VoiceThreading skills, we have recordings of our hands-on, step-by-step workshops that take you right through everything you need to know:

(4) LIBRARY RESOURCES

PSU LIBRARY SITE: --Students and Faculty can have laptops mailed to them, to check out, faculty can request (limited length) materials to be scanned, etc. --it’s Great

"Library Services Spring 2020" https://library.pdx.edu/services/library-services-spring-2020/ 

Can I put textbooks online for students?

The answer is: not on D2L (unless it’s open source), BUT, YES, through the library, a little bit at a time:

"You do have the ability to request scanning of physical texts and workbooks that the library can put on electronic course reserve for you. You can do a limited amount at a time, but I believe this is your best option. Please see this page about spring term library services and scroll down to the section about scanning: https://library.pdx.edu/services/library-services-spring-2020/

You will see a link to the request form there.

I hope this is a workable solution!"

Multnomah Library, ebooks:

If you are looking for ebooks for literature that is not in the public domain, please check out Multnomah County Library. Here is an example of a search for TonI Morrison's Beloved:

https://multcolib.org/search/site/beloved

If your students have public library cards for Clackamas or Washington counties, they can access Overdrive at Multnomah County Library, or just look for the text at their local public library.

Here is the link to get a Multnomah County library card online:

https://multcolib.org/blog/20200321/how-get-library-card-online

All PSU students with valid and current IDs can apply for a Multnomah County library card.

(5) Resources for students:

  1. PSU’s Student guide to learning remotely: https://portlandstate.atlassian.net/servicedesk/customer/portal/2/article/877265100

  1. THE BEST: CLAS’s COVID_19 Resources for students--COMPREHENSIVE AND UPDATED

https://www.pdx.edu/clas/covid-19-resources-for-students

  1. Resources for everyone, actually:

-This list of resources was compiled by Congressman Earl Blumenauer and his team in Portland, Oregon. It will be updated regularly.

It includes resources to food banks, utilities aid, and a small but useful set of links specifically for students.

https://docs.google.com/spreadsheets/d/1_vxTr5ze9Po3noASrmc3075x9EMsKZQczUe-QHsWADQ/edit#gid=0

  1. Expansion of P/NP options:

Here are links to a public Frequently Asked Question document for students related to our expansion of P/NP and temporary policy changes for Spring 2020.

Spring 2020 P/NP Grading FAQs for Students

ALSO,

Frequently Asked Question document for faculty: Spring 2020 P/NP Grading FAQs for Faculty

(6) MLA’s Guide to teaching remotely, with sections on getting started, pedagogical strategies, equity and accessibility, and a list of resources:

https://teachingresources.hcommons.org/

PART 1 = Getting Started // PART 2 = Curated list of resources for teaching language, literature, culture

(7) Cheat Sheets for delivering a discussion-based content class

I am just sharing these to throw out a model, for inspiration. This is NOT prescriptive. But sometimes, seeing a model can be helpful, copying some language can be helpful. NOTE THAT I CREATED THIS COURSE A FEW YEARS AGO, WHEN WE WERE DISCOURAGED FROM USING VIDEO FILES BECAUSE STUDENTS’ PLATFORMS COULD NOT HANDLE VIDEO. THAT IS NO LONGER THE CASE.

  1. ORGANIZE STUDENTS’ READING AND DISCUSSION ACTIVITIES: HINT: organize by the week. Here is an example of how I presented an asynchronous reading-heavy class:

Week 4

  1. DISCUSSION GROUPS: explain the activity and the grading to students:

Discussion Group Directions for students

(8)         Entering feedback onto student assignments using D2L to annotate

​I watched this video, and it will be very helpful. It's basic and clear. He is a little too enamored of the color red, but otherwise, I strongly recommend it as a way of correcting student work. REMEMBER MELISSA’S ADVICE: SAVE YOUR WORK OFTEN!!​

Using annotations for instructor feedback in the Assignments tool

OAI suggests: Students submit a handwritten paper (either a pdf or image) via the Assignments tool.  Then faculty go into the Assignments tool to grade - click on the file and it opens the grader with annotations tool.  Then either with a mouse/pen/graphics tablet, they mark up the assignment and save it for the student to see.  

AND ADDITIONAL D2L TIPS FROM JON:

1.  When I make a quiz, I would hope that once the quiz period is over, the students can look at my Feedback (boxes), see what they missed, etc.  No.  This is not what they get with Submissions tab --> Default View.  You have to change the settings to "Show questions w/answers, etc."  Actually, this whole system is dumb.  If I were you I'd have two windows open as you assess/grade.  One as you grade (don't leave feedback) and one with the actual grade list (in Grades).  Leave all your Feedback, impressions, etc. in Grades --> Feedback.  Most likely, when the students want to see their grade, they look at the Grades page -- it's far easier to see if Dr. Holt has something I need to read there.  The more you bury in the Quiz feedback boxes...shit, there's just too places for your sweat and concerns to hide.  Because if put all these awesome comments in Question Feedback boxes and yet you don't flip the lever to "show questions" (default Submissions View) they...never...get...to...see it.  What really scares me is....my students haven't been asking me about their quizzes.  They seem to assume it's normal not to know feedback on their work.  Christ!

2.  Discussion threads.  So again, I would just think, if you make a thread, it's a public forum -- wouldn't all the good comments be out there for people to reference?  I mean, I lived through early internet, BBS boards, Geocities webpages -- peoples' comments don't vanish, do they?  They vanish by default on D2L.  There are probably two reasons for this.  

For one, you probably want to shut down a Forum-->Thread so people participate by a certain End/Due-date.  Ok, reasonable.  But why should all the thread vanish just because the window for participation ends?  Why can't D2L end submission time but allow the threads to remain?  (Am I the only one thinking D2L is insane?)  So, the way around this is, apparently, after the due date/expiry date you go back into the Discussion Thread --> Restrictions --> open up the Due Date/End date to like, July 04, 2020 --> and then LOCK the thread (button underneath).  If you do this (it thus requires two steps in the "lockdown" process), then you can end submission window, but still allow people to enjoy the threads/replies/instructor comments.  By the way, like #1 above, for struggling students instead of publically replying, I'll again use the Grade Feedback Window for that Thread's Participation grade to say things like, "Dear Student, can you work harder and give more than 1 sentence....I need you to do X and Y next time."  I'm assuming that the Grades comment will get their attention (with more discretion) than a public reply.  But you can see how all these windows and input boxes are misplaced.  We are working to serve the technology, the tech is not working to serve us.  I only knew that my Discussion Threads went invisible because 1 student (in Week 3) asked me, "Professor, can we see the other threads?"  Final note here:  I realize that you can probably program the thread with a Due Date and also a Lock Period -- maybe that melts your butter better than my two-step process.  I'm allergic to calendars and hate to touch them more than I have to.

B.   English-Department’s reality-check for us all:

  1. As directed by PSU [“Spring classes will be offered and will be conducted remotely through mid-April.”], instructors will (must) deliver classes remotely for at least the first two weeks of the spring term. {GINA ADDS:  THIS NOW THE FULL SPRING TERM.}
  2. Remote emergency delivery [RED] may continue beyond then; the university will re-evaluate in mid-April.{GINA ADDS:  THIS NOW THE FULL SPRING TERM.}
  3. The goal of RED is to limit social exposure and “flatten the curve” of the pandemic. It complies with President Percy’s directive to provide access to learning remotely.
  4. RED is not the same as “fully online classes.” Instructors are adapting existing courses for emergency delivery online responding to a specific threat.
  5. Faculty and instructors are not redesigning classes as “online courses,” which entails a number of best practices that are not practical or possible right now.
  6. Instructors should use technologies they are comfortable with, or seek support from preexisting resources.
  7. Instructors should anticipate that students
  1. Do not automatically know how to use technology
  2. May have pressing life issues (caregiving, loss of income) that will interfere with scheduled class time; therefore
  3. Need materials to be accessible asynchronously, particularly as the effects of the virus start to more pervasively interrupt normal life.
  1. Students are remarkably FORGIVING and PATIENT with tech boo-boos.
  2. In our combined 45 years of experience, we (Keri, Kathi and Janice) have made countless mistakes using tech in front of other people. It happens to everybody. If you can accept this up front, moving your course to RED will be more emotionally comfortable for you and your students.
  3. Accessibility remains very important. Record Zoom sessions -- recording is built right into the software. You can also audio record lectures using the Voice Memo app on an iPhone; not all Droids have voice recording apps, but these are abundant in the Google Play store. You can record lectures using Zoom.

This is definitely not an ideal situation. In this context it may be helpful for us to think about what’s “good enough” rather than trying to meet best practices or online learning standards. Best practices in an emergency pandemic situation necessarily look quite different from general online best practices. “Good enough” is real and valuable; it enables students to learn even as faculty and GAs are figuring out how to adapt and make this work optimally.

To this point, see this article:

“Please do a bad job of putting your courses online”

C. VARIED RESOURCES:

A.                PSU-specific information and health information:

 

Teaching remotely, from PSU’s OAI:

https://oaiplus.pdx.edu/blog/playlist/academic-continuity/

Links to support from PSU’s OAI:

The Faculty Support Desk is here for you. We are adding extra capacity to support you as much as we can. You can reach out to speak with our support staff Monday-Friday, 9-5, and call or email us with questions about your teaching or technology needs at any time.

See the end of this list for a short summary of how to get started on D2L, and on recording class lectures.

General updates on covid-19:

PSU site. YOU WILL FIND THE MOST RECENT EMAIL FROM THE ADMINISTRATION, AND LINKS TO ALL OLDER EMAILS.

 https://www.pdx.edu/coronavirus-response

Oregon Health Authority: https://www.oregon.gov/oha/PH/DISEASESCONDITIONS/DISEASESAZ/Pages/emerging-respiratory-infections.aspx

Map of infections (from Johns Hopkins): 

https://systems.jhu.edu/research/public-health/ncov/

 

B.                Language-teaching and discipline specific:

 

MLA’s Guide to teaching remotely, with sections on getting started, pedagogical strategies, equity and accessibility, and a list of resources:

https://teachingresources.hcommons.org/

teaching languages remotely in an emergency:

https://fltmag.com/pandemic-prepping-in-the-language-class/

online language teaching:

NFLRC, a National Languages Resource Center at the University of Hawaii, has been offering training for online pedagogy since 2014. The training itself is offered online (and free). Most of the training sessions are archived at TEDEd.

https://nflrc.hawaii.edu/projects/view/2018B/ [nflrc.hawaii.edu]

 

C.                 Accessible Teaching in the time of COVID-19:

General accessibility issues:

https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19

PSU-OAI link about how to extend times for DRC students who are taking online exams:

https://oaiplus.pdx.edu/blog/2018/05/30/give-a-student-extra-time-or-attempts-for-a-quiz/

 

D.                General resources for quick conversion to remote delivery:

 

The Global Society for Online Literacy Educators (GSOLE) :

On-line? Just in Time! hub (GSOLE) https://www.glosole.org/justintime.html

GSOLE'S recommendations for How to Quickly Convert a Face-to-Face Class to an On-line Class:

https://www.glosole.org/need-to-quickly-convert-a-face-to-face-class-to-an-online-class.html

 

from the Chronicle, with links to (among others things) Stanford and Vanderbilt:

https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207 .

Chronicle: Collection of articles for going remote.

 

Direct link to Stanford’s materials on “Teaching Effectively During Times of Disruption” :

https://docs.google.com/document/d/1ccsudB2vwZ_GJYoKlFzGbtnmftGcXwCIwxzf-jkkoCU/preview

 

Recommended to UCLA faculty –a basic tutorial for teaching remotely via Zoom: use it to teach at your regular teaching hours. This tutorial is easy enough for ANYONE to understand:

https://www.youtube.com/watch?v=6i-NA563Ojk 

(To use ZOOM, you will need your pdx.edu id to create an account: https://www.zoom.us/ . See item 1 on this page, PSU’s OAI site.)

English Department’s very finely curated list of resources:

For Remote Delivery & Course Continuity:

Resources for using Zoom:

Additional Resources:

PSU Resources:

D2L Resources Page

OAI: Suggested Technology Options

Set Up a Simple Course site in D2L

Recommended for all faculty, even those who do not normally use online tools.

When pulling together a course site in a short amount of time, we recommend focusing on just a few areas of functionality within D2L: Sharing Content, Facilitating Course Discussions, and Collecting Assignments. D2L is mobile friendly, and students can complete D2L tasks via smartphone.

Record Your Lectures in Advance

Recommended when you cannot attend class in person.

This works well for classes of any size, and may be especially helpful for large lectures. We recommend using Kaltura Capture and Media Space to record and share your lectures.

Move a Class Meeting or Study Session to Zoom

Recommended to minimize in-person contact or if many students must miss class.

Zoom is virtual meeting software that is already integrated into your D2L course shell. Let your students know ahead of time that you’ll be meeting virtually at the usual day and time. Learn more about using Zoom via D2L and best practices for recording Zoom meetings.

Include Zoom best practices in your email to students:

  1. Use a computer that is in a quiet room, without other computers that are accessing Zoom.
  2. In our D2L shell, click on People, then Zoom meetings to access Zoom. Join the meeting from the list of available meetings.
  3. Approve your audio and video when prompted, or by clicking the buttons at the bottom of your Zoom screen.
  4. When you are not talking, mute your audio.

Add a Zoom Option to an In-Person Class or Meeting

Recommended if you or a small number of students must miss class.

Because all general classrooms at PSU are equipped with projectors, speakers and a desktop PC, you can run basic Zoom sessions from any general classroom. If you must miss class, enlist the help of a teaching assistant, student or fellow faculty member to start the meeting in the classroom. Answer questions via Zoom chat or computer audio in the classroom.

Note: For questions about classroom technology, contact AV Services at (503)725-4357 ext 2 or av@pdx.edu For Audio Visual check-outs including web cameras and microphones see the library circulation desk. (503)725-5874.

Recommended Best Practices

Syllabus and Course Policies

Include a statement about COVID-19 on your syllabus stating your plan to address possible student absences, the possibility of your absence, alternative assignments, grading, etc.

Course Structure and Materials

Exams