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CITL Faculty Workshops on Making a Rapid Transition to Online Teaching

This page contains recordings of past CITL workshops on Remote Teaching.

Looking for the full schedule of the July and August workshops? Preparing for Fall 2020: Workshops

To get the most out of these recordings, carefully review Lehigh's step-by-step guide: Preparing to Teach A Blended or Fully Online Course

 

 

Recorded Workshops on Remote Teaching and Learning

Course Site as your Core Online Learning Platform 

Description: Course Site will be the core online learning platform for all courses offered during this period of remote teaching. This workshop will prepare instructors for the basic steps of using Course Site to send Announcements and to create Course Lecture pages, Discussion Forums, Quizzes, Exams, and Assignments.

[Recording - Course Site as Your Core Online Learning Platform]

Delivering Lectures Online: Three Methods

Description: Online lectures can be delivered through written Course Lectures, pre-recorded videos, or live online interactive sessions. This workshop will prepare faculty to create all three, and will discuss the relative benefits of each approach.

[Recording - Delivering Pre-Recorded Lectures Online]

Getting Started With Zoom

Description: Zoom allows faculty and students to interact and engage online in real-time  This workshop will introduce instructors to the basic features and functions of Zoom.

[Getting Started with Zoom documentation]
[Session slides]

Interacting with Students through Online Course Activities

Description: In addition to sharing course material and delivering lectures, instructors will need to provide feedback to students and create opportunities for instructor-student and student-student interaction. This session will prepare instructors to use various Course Site tools to interact with students.

[Recording - Live Online Interactive Sessions]
[Handout: Creating Interactive Lectures With Zoom]

 Teaching Discussion-based Courses using Asynchronous Online Approaches

In this session you will hear about some approaches that faculty have used to generate high quality student-student and student-faculty discussions, and have a chance to raise questions in an open conversation. NOTE: This session will focus on asynchronous methods for online discussion (i.e., how to create opportunities for discussion-based interactions even if you and your students aren't all online at the same time). 
 
Resources:

Assessing Student Learning Online

Creating Online Quizzes and Exams

Description: When students cannot take a quiz or an exam in a traditional physical classroom, instructors will need to create online assessments. This workshop will prepare instructors to use Course Site to create online quizzes and exams.

[Recording - Creating Quizzes and Exams in Course Site]

Creating Online exams in computation-heavy STEM courses 

Ginny McSwain (Physics) and Ed Webb (Mech. Eng. and chair of Ed Pol) discuss approaches for online exams in computation-heavy STEM courses.   

[Recording - Creating Online Exams in Computation-Heavy STEM Courses]

Assigning, Collecting, and Grading Written Work

Description: When students cannot physically hand in written work, instructors will need to use online methods of collecting and grading papers. This workshop will introduce instructors to use Course Site to assign and collect student papers, offer comments, and assign grades in an online environment.

[Recording - Assessing Student Learning Online: Assigning, Collecting, and Grading Written Work]

Authentic Assessments

A discussion of creating assessments that focus on applied, 'real-life' scenarios that go beyond direct testing of content knowledge. 

Lehigh Faculty Discussion: Promoting Academic Integrity when Teaching Remotely

 
How can faculty promote academic integrity when assessing student work remotely?  In this session, we will look at strategies for online testing, for 'remote take-home' assignments, and for assessing written work.

Lehigh Faculty Discussion: Teaching Studio-based Courses Remotely

This session was for faculty who are teaching courses that involve hands-on creative activity in studio settings. The idea is for you to share approaches you are using, raise questions, and think through the challenges with your peers.

[Recording - Teaching Studio Courses Remotely]

 

Lehigh Faculty Discussion: Teaching Performance-based Courses Remotely

This session was for faculty who are teaching courses that involves some kind of student performance--acting, presenting, or other activity that requires guidance and feedback on physical presence, physical interaction, or movement?  Come share what you are doing and discuss approaches with your colleagues. 
 
 
 

Lehigh Faculty Discussion: Teaching Lab-based Courses Remotely

A discussion of approaches faculty are taking to deliver Lab-based Courses, and discussion with peers to help help one another meet ongoing challenges. 
 
Resources:

 


Resources for creating Lecture Video that Captures Handwritten or Hand-drawn Boardwork: On-campus Support and Other Options

 

We have received many requests for additional help creating lectures that capture hand-written or hand-drawn work (i.e., what you might write or draw on a whiteboard or blackboard during class).  

To meet this need, we are offering a few new forms of support:  

  1. Come to campus for on-site support.  Complete this request  (form no longer live) (by noon on Monday 3/16/2020). Be sure to indicate your availability and describe your need.  CITL staff will review all requests Monday afternoon. Depending on the response we receive, we are prepared to have on-site support available next week Tuesday through Friday. We are preparing private rooms where you can record using various formats, depending on your needs, all set up to respect social distancing protocols.
  2. Request to signout a document camera that you can plug into your computer to capture your handwritten work as you Zoom or pre-record video thru Panopto. The Digital Media Studio has a limited number of portable document cameras (with USB connection) available for checkout. If you are interested, please this form (form no longer live). .  Limited availability. 
  3. If you would like to purchase your own USB document camera and are looking for recommendations on what to purchase, Complete the form  (form no longer live). indicate what you are looking for and hoping to accomplish.

Other improvised options:

  • You could use one of these camera-equipped classrooms.  IMPORTANT NOTE: Unfortunately, LTS is not able to provide on-site support for instructors using these rooms and does not manage the scheduling for their use. You can try to reserve the room following these instructions but there is no guarantee on a quick turnaround reponse time. We list this not as a recommended solution but because faculy have asked which rooms have this equipment. Quick instructions: When you log into Course Site on the classroom computer and launch Panopto, it should automatically detect and access the camera in the room.  These rooms have podium microphones but do NOT have clip-on mics, so your audio will not be ideal if you wander from the podium.  Also, we recommend you do a few test runs since boardwalk does not always show up crisply in these situations and you may need to adjust the camera (or your boardwork). Again, you can do this but LTS is not staffed to support this approach.
  • If you have smartphone and a flexible mount, you can record video of yourself writing out your 'boardwork' by hand on a sheet of paper. Then, making sure you have first provisioned Panopto for your Course Site, upload that video using Panopto's mobile app.
  • Set aside your computer and phone. Write/draw by hand on a sheet of paper or on a whiteboard or blackboard. Now, using your phone, take a picture. Move that picture to your computer. Then, open it and refer to it while you are recording a video through Panopto or during a live Zoom session.  Or, if you want to avoid video altogether, just add the image to your written Lecture Notes page or document, then contextualize it with your written commentary. Although this approach loses the ’gradually unfolding boardwork' that can be pedagogically important in some contexts, it is a lower-tech solution that some instructors may prefer.

Please continue to refer to the Academic Continuity Guide for additional guidance and links to support for the various software and approaches listed here.