Faculty Resources

Keep Teaching

Answers and Resources to Frequently Asked Questions on Classroom and Remote Teaching

Preparing for Fall 2020

8 simple tips for a great semester

    1. – Keep it simple
      1. – Roll with the mistakes and relax. Humanize the teaching. More than the content and design, it is

    YOU

      who can make the learning fun.
      – Get your students excited about the course.
      – Help the students to be self-directed.
      – Let them know you care. Be intentional about connecting with students.
      – Try to build community.  Set up your Course in a standard manner.  Layout of materials is the same for each week or each module. Don’t have the students spend time finding course materials from week to week.
      – Provide tips/direction on how you want the discussion/discussion groups to run in class and online.
      – Provide weekly overviews. Surveys to seek muddiest points that show areas that students find difficult to understand

When preparing to teach from a classroom or from home, please consider your work station and what is necessary to connect to the content / materials.  This includes, but is not limited to:

  • Please ensure that you have an active Temple University AccessNet id (tuXxxxx) and password. You will need these credentials  to access Canvas (Learning Management System) and Zoom (Web Conferencing)
    Recommended Internet Speed: 8Mbps download and 5Mbps upload (test at speedtest.net).   Note: If your speeds are below the suggested rates, please try to hardwire your connection or call your internet provider to see if you can obtain faster service.
  • Ways to communicate with your staff / team / students (i.e. Email, Microsoft Teams, Google Chat, Canvas, Phone etc.)
  • Microphone headset
  • Web camera

 

IF YOU ARE TEACHING IN A CLASSROOM PLEASE REMEMBER TO CHECK THE CLASSROOM, TEST THE TECHNOLOGY, AND CONFIRM THAT THE SYSTEMS WORK TO YOUR SATISFACTION.  SIMILARLY WHEN TEACHING FROM A NON-CAMPUS LOCATION, PLEASE ENSURE THAT THE COMPUTER, CONNECTIVITY AND SOFTWARE WORKS TO YOUR SATISFACTION PRIOR TO THE CLASS.

Zoom is a web conferencing system that can be used to stream your class from a computer and a internet connection. It also allows you to record the meeting.

Meetings and General Use
To access Zoom for ad-hoc meetings and general web conferencing, login to TUportal and select Zoom from the left navigation menu. Then follow instructions on the screen to Join or Sign in.

Online Classes
To access the Zoom meetings for a particular course, navigate to the course in Canvas and select the “Zoom” option in the left-side navigation menu. All Law school courses are set to record to the cloud automatically.  If you do not see the “Zoom” option in the menu for your course, contact the Law School IT support team via email at tlawav@temple.edu.

Zoom Handout for Students You can provide this handout for students who are not familiar with Zoom functions.

Frequently Asked Questions

Here are answers to some of the questions that Law faculty regularly ask. The content includes short answers and links to the details for each of the “How Can I” questions.

Open the Zoom client, click on your profile picture or your initials at the top-right hand corner of the window. Click on Settings and then select the General tab. Check off the box for “Use dual monitors”. Remember to use the extended display option in the display Settings of the computer (not Zoom) to get the dual display. This will allow you to have the powerpoint presentation on one screen and the gallery view of the students on the other screen.
https://support.zoom.us/hc/en-us/articles/201362583-Using-Dual-Monitors-with-the-Zoom-Desktop-Client

Polls in Zoom allows you to poll/survey your class while you are in a Zoom meeting. . Polls have to be set up prior to the start of the meeting. Polls for a meeting can be created only by the host of the Zoom meeting (not co-hosts). From your favorite browser, type in http://temple.zoom.us and select Sign in. At the Temple single sign on screen, type in your Temple credentials – AccessNet username and password. On the left hand navigation bar, select Meetings and then select the meeting you wish to add polls to. Towards the lower half of this page, under Poll, click on Add. Now Enter a Title for the Poll. then type in the questions and the corresponding answers. You can also add a poll by selecting Polls on the Zoom meeting control panel, and Edit the title and Add a Question. This will take you to the Polls option on temple.zoom.us as above and you can continue to create the poll for the class.. To start the poll in the Zoom meeting (during class), Click on Polls on the control panel on your Zoom meeting screen and select the poll you wish to run and click on launch poll. Select End poll after the students have responded and then share the results with the students if you wish for them to see the results.

Recommendations: If you wish to ask only one question at a time, create a poll with a tile and only one question under a title. If you create multiple questions under a title students will have to answer all the questions before you can show the results of the poll. If you wish to ask questions during the class on the fly, we recommend that you create polls with generic titles like “Question 1” and generic answers eg. YES/NO, Objection Sustained / Objection Overruled, etc. Then you can call up this generic poll in any class at any time.
https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings

Zoom breakout room allows you to group students into breakout rooms during the meeting or you can pre-assign them before the meeting. During a meeting, you can assign students to breakout rooms Automatically or Manually by dragging and dropping them. Pre-assigning students into breakout rooms has to be done prior to the start of the meeting. From your favorite browser type in http://temple.zoom.us and select Sign in. Type in your Temple credentials – AccessNet username and password and login. On the left hand navigation bar, Select the meeting that you wish to create Breakout rooms for. Click on the Edit this Meeting button towards the lower half of this page. Under Meeting Options on this page, select Breakout Room pre-assign (check the box) Then select Create Rooms. You will see the Breakout Room Assignment Screen. Click on the + icon by Rooms to add new Breakout Rooms. You can rename the rooms. To add participants, Select Add participants and then begin typing in their firstNames and the system looks at the Temple’s directory and provides the list. Select the participants you wish to add to each Breakout room. You can also pre-assign students by importing the information from a .csv files with the student information. Please contact tlawav@temple.edu if you need additional support in creating Breakout rooms for your class.
https://support.zoom.us/hc/en-us/articles/360032752671

For this, please have all the students in the class Stop Video in the Zoom Meeting. Now please ask the 2-3 students who are in the discussion to select Start Video. Now please ask all students in the class to select Gallery View (top right hand corner of the Zoom meeting window) In the gallery view, you will now see the video of the 2-3 students and the other students with just their names or profile picture on the screen. Now you and the students can click on any one of the students (participant thumbnail) who does not have their video on and click on the … that appears on the top right corner of the participant thumbnail. Click on Hide Non-Video Participants. This will hide the thumbnails of everyone whose video is stopped and only the videos of the 2-3 students in gallery view are seen by everyone.
Recommendation: since students can decide how they view their screen, you might have to instruct them to follow the steps above to have them see this “discussion” view.
https://support.zoom.us/hc/en-us/articles/201362323-how-do-i-change-the-video-layout-#h_7fbf4fed-9ea2-44ed-83d4-11f1b7b689cd

The host of a Zoom meeting can spotlight a participant or speaker in a Zoom meeting Spotlight video puts a participant as the primary active speaker for all participants. All participants will only see this speaker as the active speaker. Mouse over the participants video and select Spotlight video. You can cancel the spotlight by clicking on the upper left hand corner of the video window to stop spotlight.
A participant/student can pin video of a particular speaker (eg. Instructor). This allows you to pin the video just for your view (participant/student view) This disables active speaker view and you can view a specific speaker.
https://support.zoom.us/hc/en-us/articles/201362653-Spotlight-Video
https://support.zoom.us/hc/en-us/articles/201362743-Pin-Video

In addition to creating a narrated Powerpoint slide deck with content, you can create short videos for students to watch with Zoom, Voicethread or just your phone camera. You can use your class Zoom session or another Zoom meeting that you are the host., You are the only participant online and when you are ready, click on the Record button. The default recording is to the cloud, but you could change it to record to the local computer. Once the recording is completed on the cloud, Zoom will send you an email that the recording is now available for viewing. If you are using the classroom Zoom link, the recording will be available to the students under Zoom/recordings. If you are using a different Zoom meeting session, copy the link and distribute it to the students in Canvas. Voicethread is
Voicethread is a cloud application that allows you to Create, Comment and Share in different media formats, text, audio and video. The app is integrated with canvas and you will see a link to the Voicethread app on the left navigation bar in Canvas. Click on the app and Select ADD your own. You will then have the option of deciding on the format and create a new Voicethread file in the format you wish to use.

Zoom – https://support.zoom.us/hc/en-us/sections/200208179-Recording
Voicethread – https://voicethread.com/myvoice/browse/threadbox/890/
Voicethread – https://drive.google.com/file/d/1IZZdogkWofAzA5CtAkJgmzllMqouB-bn/view?usp=sharing
Voicethread – https://drive.google.com/file/d/17gpEgCnuXEQXYqhCnuQaVfOMyIEPMzUw/view?usp=sharing

All courses are set up with a Zoom meeting link for the class in Canvas. It is a recurring meeting and can be opened by you for each class. We recommend that you open the Zoom meeting for the class even if no students are online to allow recording. We have set the default for the class Zoom meeting to record each of these class meetings to Cloud Recordings. So Zoom will begin recording as soon as you start the meeting. We recommend that you check to see that the Recording icon at the top left hand corner of the Zoom window shows that recording is in progress. The recording stops when you end the meeting. You will receive an email when the recording is available for viewing and can be shared. Students in the class can view the recordings under the Cloud Recordings tab under Zoom in Canvas. To enable the flex modality, we are recommending that you have the classroom computer and your laptop or classroom laptop logged in to same Zoom classroom meeting so that you can have your presentation and a view of the online students. Please email tlawav@temple.edu to schedule an appointment to test this if you are teaching a class from a Temple Law School classroom.

You can use any polling tool that you are comfortable with in the classroom. Some faculty members use the free version of PollEverywhere which allows you to have an audience size of up to 40 students. Some have also used Kahoot – which is a game-based learning platform that makes it easy to create, share and play quizzes in minutes. Kahoot has a free trial for 7 days and then the license is $60 /year
https://www.polleverywhere.com/plans/higher-ed
https://kahoot.com/register/pricing-higher-ed/

Select zoom.temple.edu and login with your Accessnet credentials..Select Recordings from the left navigation bar. Then go to the recording where you wish to remove the password. Click on Share and then remove the password for the recording. To avoid future recordings from requiring a password select Settings from the left navigation bar, Select Recordings tab at the top – (horizontal next to Meetings), move down to the page and turn off the entry for
Require password to access shared cloud recordings
If Password protection is enforced (ON) for shared cloud recordings, a random password will be generated which can be modified by the users. This setting is applicable for newly generated recordings only.
https://support.zoom.us/hc/en-us/sections/200208179-Recording

Recommendations — 1. Stop class every 10 minutes for questions. 2. Tell students to write questions in CHAT and not click send until invited to send questions. 3. Communicate with your students how questions will be addressed. 4. Ask students to use the raise hand feature. 5. Have a TA or volunteer student watch Chat and “curate” it. — This is all about managing classroom expectations in the online classroom. Also as a best practice we recommend that Chat function properties _ Participant can Chat with be changed to “Everyone Publicly” to avoid private chats that might be distracting to the class.

https://support.zoom.us/hc/en-us/articles/115004809306-Controlling-and-disabling-in-meeting-chat

In PowerPoint, you can add audio recordings to slides. There are multiple ways to do this. Here are two options:

Click Insert > Audio > Record Audio. Record the audio for the slide, stop and then name the audio and insert it into the PowerPoint slide. Please remember to save the file with a .pptx file extension.

Another option iis to record a slide show. This allows you to record audio for the entire slide deck. Click on Slide Show > Record Slide Show. Record/Narrate your script for each slide and advance to the next slide and continue the narration for each slide until the end of the slide presentation. If you made an error on one of the slides, you can fix the one slide. Click on the slide with the error and click on the down arrow for Record Slide Show. Use the button for clear and clear the timing on current slide and clear narration on current slide. Click on Record slide show and re-record the script. End the slide show and the current slide’s narration is modified. You can save this as a .pptx file and students can view the slideshow with the narration and advancement of the slides. The presentation can also be exported as a video by using File > Export > save it as a mp4 file extension.
https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c#OfficeVersion=Office_365

HOW CAN I Create a Google Doc to share with students in the class that they can annotate during the class?

There are 2 ways in which you can share documents with your students or others.

1.) Collaborations: From the Canvas course page, select Collaboration from the left Navigation bar. This feature allows you to work collaboratively on resources like GoogleDocs. To Start New Collaboration, select Google Docs from the dropdown options under Collaborate using. Then Authorize Canvas to access your Google Drive. You can then give a document name and description. Then select the students in the class who will need access to the document. Select all students if you wish for all students to collaborate on the same document..

2.) Provide a direct link to the document: Type in http://docs.google.com/.from your favorite browser Sign in with your AccessNet username and password (if you are not already signed on to your Google account). You can start a new document with a blank page. You will then have to give this Google Doc a title. Click on the Share (blue) button at the top right of the window. Under “get link” you will change the permission from “Restricted” to “change link to “Temple”. You will then change the role from “viewer” to “commenter”. Click on the Copy Link to get the shareable link for the document. You can share this link with your students by pasting the link in the chat or you can email the link to them. You can also add the link to your Canvas page for students to access.

Every Canvas course has an Attendance link on the left navigation bar. The app Qwickly used for taking Attendance, has 2 modes for taking attendance in your class. The List View allows a faculty member to take attendance. All students are marked Present by default. The instructor can then mark the students who are Absent. If the student’s absence is COVID related, please use the CRA (Covid Related Absence) to mark the students’ attendance. The other option that Qwickly provides is called Check-in. This allows the students to mark their presence in the class. The faculty member has to open the Checkin feature each day before the class to allow students to register their attendance. The faculty member or TA can set up a timer that will automatically close the Checkin after the time is up. If a timer is not set you have to close the Checkin manually before you start Checkin again for another day. Taking attendance is critical this year. Using Qwickly, will help the University’s contact tracing efforts.
Students can confirm their attendance for a class session through a web browser (on your laptop, desktop, or smart device) or through the Canvas app for Students(available on the Apple Store for iOS and Play Store for Android). Once the instructor starts a check-in session, navigate to the class in Canvas, click Attendance and click “Check In.”

If a student forgets to mark attendance for a class or informs you of an error, you can edit the Attendance sheet.

https://its.temple.edu/qwickly

https://vimeo.com/431856443/2be8804ec9

You can add a profile picture to your Canvas profile. This picture is available to all your courses on Canvas. After you have logged in to Canvas, Select Account and then setting and follow directions below to upload your picture.
Recommendation: This semester we believe it is important to add a profile picture to your Canvas profile and you might wish to instruct your students also to add a profile picture so that you can put a face to the student name.
https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-add-a-profile-picture-in-my-user-account-as-an/ta-p/1214

There are many options to get a screen shot –
On a windows PC – SHIFT + PrtSc will save the content of your screen to the Clipboard. Use CTRL-V to paste it in your document.
OR Windows + PrtSc Saves the image to your pictures folder

On a Apple Mac: Shift + Command + 3 will save the screen content and save the Image to the desktop

Teaching and Course Design Resources

As you rethink about ways to deliver content and instruction, here are some resources that might be helpful in this endeavor.

Backward Design

What is Backward Design – Wiggins & McTighe
https://educationaltechnology.net/wp-content/uploads/2016/01/backward-design.pdf

The Benefits of Using Backward Design
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

The Online Learning Journal –
https://onlinelearningconsortium.org/read/olc-online-learning-journal/

Course Workload Estimator

Wake Forest University Enhanced Course Workload Estimator
https://cat.wfu.edu/resources/tools/estimator2/

Rice University Course Workload Estimator
https://cte.rice.edu/workload

Merrill’s First Principles of Instruction
http://instructionaldesign.io/toolkit/merrill/

The One-Page Guide to Writing Multiple-Choice Questions Susan M. Case, Ph.D., Beth Donahue multiple_choice_drafting_guidelines_by_s_2. Case of NCBE
http://onlineteaching.classcaster.net/files/2020/06/multiple_choice_drafting_guidelines_by_s_2.-Case-of-NCBE-2.pdf

Free tool to create customized rubrics
http://rubric-maker.com/

Grant, E., 2020. Assessment In Online Law School Classes. [Blog] TaxProfBlog, https://taxprof.typepad.com/taxprof_blog/2020/03/assessment-in-online-law-school-classes.html

An excellent resource about creating rubrics – Stevens & Levi, Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (2012).
http://www.introductiontorubrics.com/overview.html

A COVID Case Study on Innovation in Business Law Pedagogy
Oranburg, Seth and Tamasy, David, Corporations Hybrid: A COVID Case Study on Innovation in Business Law Pedagogy (May 4, 2020). Duquesne University School of Law Research Paper No. 2020-03.
SSRN: https://ssrn.com/abstract=3593027

Mike Caulfield Video on ZoomFlex – How I would approach fall semester: a personal Zoomflex-based view
https://youtu.be/C7VScPdhMvY

Doug Lederman, The HyFlex Option for Instruction if Campuses Open This Fall (May 13, 2020) https://www.insidehighered.com/digital-learning/article/2020/05/13/one-option-delivering-instruction-if-campuses-open-fall-hyflex

Brian J. Beatty, Hybrid-Flexible Course Design
https://edtechbooks.org/hyflex

Cornell University Library – Remote Teaching Resources for Law Faculty: Pedagogy for Teaching Online – Law https://guides.library.cornell.edu/c.php?g=1010827&p=7322929

Teaching Online, Making Your Own Videos
https://canvas.ucdavis.edu/courses/34528/pages/making-your-own-videos?module_item_id=4998 Hosted by UC-Davis

Video Capture and Recording Tools –
Zoom – http://temple.zoom.us
Voicethread – http://canvas.temple.edu
OBS – Open Broadcast Software – https://obsproject.com/

Video Editing Tools
Camtasia from Techsmith – https://www.techsmith.com/video-editor.html
Openshot (free) – https://www.openshot.org
ShotCut https://shotcut.org/

Audio Editing –
Audacity https://www.audacityteam.org/

InstaToon: Cartoon & Art Cam https://apps.apple.com/us/app/insta-toon-cartoon-art-cam/id1065350253

loom.com: https://support.loom.com/hc/en-us/articles/360006579637 (Link to sign up for the Pro Education Account (Free))

GoPosit – Embed Questions in a Video – https://go.playposit.com/

Moving Classes Online

When you have to move your classes on-line, you should consider a few things, teaching online might force you to alter your style of teaching, but please spend some time to think about considering realistic goals for continuing instruction. 

What do you think you can realistically accomplish during this time period? Do you think you can maintain your original syllabus and schedule? Do you hope students will keep up with the reading with some assignments to add structure and accountability? Do you just want to keep them engaged with the course content somehow? 

Review your course schedule / syllabus to determine priorities: Identify your priorities to cover during the rest of the semester. During the disruption — Do you just want to continue providing lectures, structure new opportunities for discussion or group work, collecting assignments, etc. What activities are better rescheduled, and what can or must be done online? Give yourself a little flexibility in that schedule, just in case the situation takes longer to resolve than you think.

What will have to change in your syllabus (policies, due dates, assignments, etc.)?

Communicate with your students right away: Even if you don’t have a plan in place yet, communicate with your students as soon as possible, informing them that changes are coming and what your expectations are for checking email or Canvas (Temple University’s Learning Management System), so you can get them more details soon.

Strategies

As you make plans for moving your class online, focus on what tasks you are trying to accomplish:

Keeping in touch with students is vital during any changes to your class(es).  You’ll want to let students know about changes in schedules, assignments, procedures, and broader course expectations. Early and frequent communication can ease student anxiety, and save you dealing with individual questions.

Keep these principles in mind:

  • Communicate early and often: Let students know about changes or disruptions as early as possible, even if all the details aren’t in place yet, and let them know when they can expect more specific information. Don’t swamp them with email, but consider matching the frequency of your messages with that of changes in class activities.
  • Set expectations: Let students know how you plan to communicate with them, and how often. Tell students both how often you expect them to check their email, and how quickly they can expect your response. Let them know, too, if you are using the Canvas Inbox tool, since they may need to update their notification preferences.
  • Manage your communications load: You will likely receive some individual requests for information that could be useful to all your students, so consider keeping track of frequently asked questions and sending those replies out to everyone. This way, students know they might get a group reply in a day versus a personal reply within an hour. Also, consider creating an information page in Canvas, and then encourage students to check there first for answers before emailing you.

You will likely need to provide additional course materials to support your changing plans, from updated schedules to readings that allow you to shift more instruction online. In a pinch, providing some new readings and related assignments may be your best bet for keeping the intellectual momentum of the course moving.

Considerations when posting new course materials:

  • Make sure students know when new material is posted: If you post new materials in Canvas be sure to let students know what you posted and where. You might even ask that they change their Canvas  preferences to alert them when new materials are posted. Refer them to How do I set my Canvas notification preferences as a student?
  • Keep things phone friendly: In a crisis, many students may only have a phone available, so make sure you are using mobile-friendly formats, PDFs being the most common. Consider saving other files (for example, PowerPoint presentations) to PDFs, which are easier to read on phones and tablets, and keep the file size small. It is fairly easy to reduce the size of PDF files using Adobe Acrobat, and there are online tools that do the same thing (for example, search Google for “PDF file size”).

Fostering communication among students is important because it allows you to foster collaboration and maintains a sense of community that can help keep students motivated to participate and learn. Think about some sort of student-to-student online activity (e.g. Discussions on Canvas).

Consider these suggestions when planning activities:

  • Discussion on Canvas
  • Use Zoom “breakout rooms” for group discussions.
  • Link to clear goals and outcomes: Make sure there are clear purposes and outcomes for any student-to-student interaction. How does this activity help them meet course outcomes or prepare for other assignments?
  • Build in simple accountability: Find ways to make sure students are accountable for the work they do in any online discussions or collaborations. Assigning points for online discussion posts can be tedious, so some instructors ask for reflective statements where students detail their contributions and reflect on what they learned from the conversation.
  • Balance newness and need: As with any changed activities, you will need to balance the needs and benefits of online collaboration with the additional effort such collaboration will require on everyone else’s part. Learning new technologies and procedures might be counterproductive, particularly in the short term, unless there is clear benefit.

  • Upload assignments using Canvas.
  • Quizzes.
  • Avoid emailed attachments.
  • State expectations, but be prepared to extend deadlines.
  • Give students a file naming convention.

More Resources

Faculty members who are not accustomed to working with Canvas and Zoom should try and get familiar with them as soon as possible. There are mobile apps available for these applications that enable both faculty and students to access the platforms directly from smartphones and tablets. Here are various resources for these tools:

How do I get started?

  • Think about how you teach right now. Do you like to lead discussions, do you lecture, or do you have students do group work? Almost all tasks that are done in a face-to-face environment can be done online with a little strategizing. Here is guidance on how to adapt some common teaching techniques for online learning.
  • Think about particular student needs. CAT will have appointments with Disability Resources and Services to help you think about accommodating your students with disabilities. Some students may not have access to the internet, a computer, or a smartphone; make sure you check on student access now. Remember also that some students may be required to self-monitor even if the university is open.
  • Make a plan to assist those students.
  • Make a plan for transitioning your course to an online environment. Make decisions now about how you will conduct your class, assess your students, and communicate and engage with your students. Making these decisions now will make your life less chaotic in the event of a sudden closure of the university.
  • Learn the tools you’ll need to teach online. After deciding on the best tools to use to accomplish your teaching tasks, get the training you need to use them effectively. CAT has webinars, self-paced tutorials and many other resources to get you started.
  • Get help if you need it. CAT has in-person and online drop-in help sessions (no appointment needed) and consultation times available during the week, on weekends, and in the evenings. You also have access to 24/7 Zoom and Canvas support.
  • Communicate a plan with your students. Keep students in the loop now about your plans in the event of a university closure due to the emergency.

Don’t wait, get your plan started now!

Link to CAT Resources for Emergency Online Teaching

Faculty will need to gain a better understanding of the tools available in Canvas if they want to hold online, asynchronous discussions, create online quizzes, have students submit papers and other work online and grade it within the system, put students into groups to collaborate, etc.

Ready, Set, Canvas!
Temple’s Center for the Advancement of teaching provides a self-paced online tutorial, called Ready, Set, Canvas!, to help faculty to develop fluency in Canvas tools and best practices.

Faculty will want to learn how to use Zoom if they want to hold synchronous class sessions online. We have an online tutorial that can help them learn how to use the tool.

Ready, Set, Zoom!
Zoom can enhance your teaching!  The “Facilitating Active Learning in Zoom” module of our self-paced Canvas course, Ready, Set, Zoom! includes information on how to:

  • Set expectations for student participation in online synchronous classes conducted in Zoom.
  • Share your screen and use the annotation tools.
  • Receive immediate student feedback with the Nonverbal Feedback feature.
  • Encourage class discussion and invite student questions via the chat feature.
  • Conduct brainstorming and feedback activities using the whiteboard.
  • Check for understanding and evaluate student opinions using polls.
  • Facilitate group class work and discussion using breakout rooms.
  • Evaluate Zoom analytics for student participation.

Additional Zoom Resources

Getting Started: https://support.zoom.us/hc/en-us/categories/200101697
Meetings and Webinars: https://support.zoom.us/hc/en-us/categories/201146643
Audio, Video, and Sharing:https://support.zoom.us/hc/en-us/categories/201137166
Getting started: https://support.zoom.us/hc/en-us/articles/201362033-Getting-Started-on-Windows-and-Mac
Sharing: https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen
Zoom in Canvas: https://support.zoom.us/hc/en-us/articles/115004519146-Using-Canvas-App-with-Zoom-as-a-Meeting-Host

Voicethread offers a series of tutorials on the basics of using this tool for teaching. Faculty can upload their Powerpoint Slides and do voiceover audio or video (and comments, drawing on the slides, etc.) and then students can come in and comment through audio, video or comments. It allows for asynchronous lecture and discussion with video and audio capability. There is also a mobile app for Voicethread. They also offer a lot of tutorials on other ways to think about using the tool; for example, here are tutorials on humanizing your online course with Voicethread.

Discussion Board Facilitation

Here is a good resource from Teacher Stream LLC. for how to conduct effective online discussion board interactions.

Center for the Advancement of Teaching

Temple’s Center for the Advancement of Teaching (CAT) provides support and resources to support evidence-based teaching that facilitates student learning and growth.

Quality Matters

Quality Matters is another excellent resource for online teaching strategies. Temple has a membership to access some of the material, including Quality Matters’ online teaching standards and rubrics. Contact tlawhelp@temple.edu to request a login.

Getting Help

Canvas Support (24/7)

Zoom Support (24/7)

 

Temple Law Information Technology Support
Klein Hall, Room 104
1719 North Broad Street
Philadelphia  PA

Temple Center for the Advancement of Teaching (CAT)1101 West Montgomery Avenue
Philadelphia, PA 19122

Back to Faculty Resources