Last updated: 3/18/20 10:45 a.m.
Synchronous Learning: Instructors and students gather at the same time and interact in real time - usually using some kind of web-based platform like Zoom.
Asynchronous Learning: Instructors prepare materials and activities in advance and organize onto a learning management system (i.e., ReggieNet)
Blended Approach: Choose some activities to be completed asynchronously and some to be completed synchronously based on the content, your comfort level, your pedagogical approach, and the learning goals.
As a replacement for each face-to-face class, you may want to utilize a variety of synchronous and asynchronous activities. Visit the Redbirds Keep Teaching website for more information. Here are to two good articles to read: Going Online in a Hurry and the advice guide on Online Teaching.
A ReggieNet course site is automatically created for every course entered in Campus Solutions. Instructors and registered students are automatically added to the course site. The site will be accessible to all students once the instructor Publishes it. Instructors and TAs (who must be added to the course site by the instructor) may use ReggieNet to collaborate on content and grading — even for classes already in progress. Instructors may use ReggieNet to give quizzes, collect assignments, provide feedback, have conferences, share files, and track grades.
Whether you are utilizing synchronous or asynchronous instruction, you want to have an organized ReggieNet site. We recommend utilizing the left-hand column to clearly identify resources and materials for learning. You can create “lessons” pages organized by specific dates that have a predictable organization. On the Redbirds Keep Teaching page, CTLT has created a step-by-step guide to transitioning your face-to-face courses to online. On this website, you will find tutorials for specific tools within ReggieNet as well as some additional accessibility considerations.
Assignments that were originally supposed to be due during the week of March 16 to March 20 should be accepted during the week classes resume (beginning March 23).
We suggest you use this time to get organized and ready to move your class to an online format beginning the week of March 23. We are on an extended spring break in order to facilitate this transition. Keep in mind that your students also need get adjusted to this change. We recommend you do not assign graded work, but you can request your students to get familiar with the Redbirds Keep Learning site in preparation for March 23 online classes.
We strongly recommend that you continue teaching on the published scheduled for your class. Students will reasonably expect you to remain on the published schedule, and they will have responsibilities in other classes that they also must fit into their schedules. If you absolutely must depart from the published schedule for your online class meetings, please communicate changes as clearly and quickly as possible to those students. Avoid creating a situation in which some, but not all, students can participate. Consider alternatives for those who may not be able to participate in rescheduled/shifted sessions due to competing commitments, which may include other courses or work obligations. Our goal is to support all students’ learning and their success.
If you have students who are parents, who are caregivers, or who are ill, please consider primarily asynchronous work, for these reasons.
No. Make your pedagogical choices in light of your learning goals. Visit Redbirds Keep Teaching for ideas about how to manage active learning in an online environment. Consider a blended approach for online learning.
This is a distinct possibility, so you might consider asynchronous options in which you upload content for students to view and download when they have internet access. Be mindful that there will be students who will lack consistent access to wifi or will have significant data restrictions on cellular plans that they may rely on outside the university environment.
Some students may not have the means to return to campus after break to pick up books and other course materials. Please be mindful of the variety of challenges students might be dealing with and work with them in such situations.
Yes. Ensuring digital materials meet the needs of all students is an important consideration when moving instruction to online spaces. Live auto-captioning is available through PowerPoint. If you share your slides with students, we recommend utilizing these tools. Don’t forget that some students may only interact via audio, so consider sharing your slides in advance (your verbal explanations while presenting are also very important). Take a look at the Redbirds Keep Teaching resource on lecture and slide show recording.
If you teach with video, please make sure they are closed captioned. You can upload to YouTube and revise the auto-transcriptions. If you are utilizing someone else’s video, you can also utilize the online tool Amara to add on closed-captioning. View more information from Technology Solutions on accessibility considerations and captioning videos.
Please take a look at this resource on website and digital accessibility.
Zoom is easy for groups or teams to use. They can meet and discuss in real time, from wherever they are. Students now have automatic access to Zoom Pro licenses as soon as they sign in to IllinoisState.Zoom.us with their University credentials. Pro licenses allow students to hold meetings with no time limit with up to 300 participants.
Yes. Zoom's break-out rooms are a great way to facilitate synchronous small group discussion. In a whole-group environment, if everyone switches to "gallery view" of the participants, you can facilitate sequential or non-sequential "circle" conversations if you reimagine the shape of your circle (e.g., use a snake-like pattern from row to row). For asynchronous conversations, you can utilize a ReggieNet discussion forum, or consider utilizing a video-based discussion tool like Flipgrid, which is an Office365 tool. Here is a pdf document on how to create a Flipgrid account.
For live presentations, students can share their screens using Zoom. Also, Voicethread is a great tool for posting presentations and allowing for peer feedback. Instructors can allow students to share their screen with the rest of the participants. More information is available at Redbirds Keep Teaching.
Zoom’s break-out rooms are a great way to facilitate collaborative activities. Consider linking Pinup corkboards or OneNote class notebooks for some collaborative activities that could be synchronous or asynchronous.
Yes, but be flexible. Work with the community partner to think through how the project might need to be modified in light of the current constraints and still provide value to the partner and a learning opportunity for the students. We encourage faculty to communicate directly with their community partners and discuss together what could be done. Many community partners will be very understanding of the situation if the original plans/projects cannot be completed. Instructors should consider not using participation in these projects for a grade or have an alternative plan that is clearly communicated to students.
Consider this a great opportunity for active learning. Using Zoom, ReggieNet, and other tools as appropriate, help your students think through how they can continue to provide service to the clients/community partners from a distance. Groups can work on this together (via Zoom, for example). You can work with the partner to determine if projects could be completed remotely. Students may still be able to conduct project-based or indirect activities to meet community priorities and course requirements. Alternatives to discuss with your community partners might include:
You might also find the following resources helpful:
Yes. However, we encourage you to think through how the changes might affect student learning and success. If you make changes, communicate in a timely manner and be flexible. Research suggests that it will help students learn better if they understand how the new assignment helps meet the learning goals or outcomes. We recommend you make a new syllabus-like document that has all the updated information on it for your students; one idea is to create a course calendar so students understand your expectations week by week. We need to have fair, reasonable, and clearly articulated expectations for the remainder of the semester.
If in-class participation plays a significant role in the class grade, we encourage faculty to review alternatives in a manner that best supports student learning and success during this unusual circumstance.
Be specific with students about how you intend to measure participation, especially if your grading practice is changing in light of shifting to an online environment. You can consider eliminating that part of the grade, weighing the pros and cons in light of your learning goals for your students. Be as flexible and clear with your students as possible. Please resolve issues or hurdles in a manner that best supports student learning and success.
Zoom may be suitable for student performances or individual lessons. We recommend that departments discuss the best options for their students, understanding that some specific learning activities might not be possible under the current circumstances. CTLT is available to assist in these discussions.
Zoom can meet many if not all of the needs for language learning. A number of instructors in Languages, Literature and Cultures also use ReggieNet to facilitate their courses. We recommend that instructors consult with these colleagues. Flipgrid might also a good tool to use. This article provides an introduction to using Flipgrid in the language learning classroom, with lots of examples of how the author connects with students and promotes their learning. Another tool you might want to consider is Nearpod: nearpod.com/coronavirus
Visit Redbirds Keep Teaching for information about giving quizzes and exams online through ReggieNet.
CTLT is recommending a few alternatives:
Our goal is to work with and for students to keep them on track for completing their academic programs successfully. Please be as clear and flexible with students as you can in support of your learning goals. This is an unprecedented circumstance and we suggest you contact your chair/director for guidance with unusual cases; they will connect you with the appropriate resources.
Use Zoom to host interactive online office-hours. Visit CTLT’s Zoom help page for more information. Communicate any such changes to students as soon as possible, using your established communication channel.
Disciplinary/professional organizations may be collecting and curating information relevant to pandemics in general, and this one in particular, on their websites. These may have resources you can integrate into your courses.
Links to the CDC and other general resources are available at the Coronavirus update website.
You can always help by reminding students to practice good hygiene, wash their hands regularly, use hand sanitizer when appropriate, cover their coughs and sneezes, avoid contact with others (especially those who are sick), and stay home if they are sick. Modeling these practices is also important.
Stay informed by visiting Coronavirus.IllinoisState.edu, which includes a link to the CDC website
Disciplinary/professional organizations may be collecting and curating information relevant to pandemics in general, and this one in particular, on their websites. These may include tips on correcting misinformation.
Dispel misinformation in a respectful way that supports learning.
Use email, OneDrive, Teams, Zoom, or phone meetings to support your thesis and dissertation advisees' ability to continue to make progress on their work. The Redbirds Keep Teaching website can direct you to resources that you might find useful.
Governor Pritzker announced that all PK-12 schools in Illinois are closed from Tuesday, March 17 until March 30.
Please remind student teachers of the following: