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As we've moved largely to online delivery for our courses, there has been an increased concern around academic integrity and cheating -- students, the narrative goes, will take advantage of this move online to cheat when they might otherwise not. We must, common wisdom tells us, be ever-vigilant in the name of rigor. I am grateful to Thomas J. Tobin for his insight and perspective on this issue, originally shared on the POD Listserv and allowing it to be reprinted here. It deserves a larger audience. -- Lee Skallerup Bessette

There is a fear among many newly remote instructors about the possibility of students cheating in an environment that may be unfamiliar to instructors and learners alike. What's on the rise is not academic dishonesty, but suddenly online instructors' fear of losing control over the conditions under which assessments are handled.

Students are not out there cheating any more than they usually do, although one thing that could increase cheating is putting students into a bind where they get tempted -- you know, like moving everyone to a hastily constructed online environment with new rules and social norms. Something like that.

Put plainly, students are most tempted to act dishonestly when they feel anxiety and pressure. Most don't act on those temptations regularly, but we all have our tipping points. The current shift to remote instruction can create both anxiety and pressure. The best thing that we can all do, regardless of the subjects we teach or support, is to offer students options, voices and choices.

Lower time pressure: don't put time limits on your online activities, including exams.

Lower due-date pressure: allow late submissions, even if you lower the grade for such things (I don't, but do like you do).

Lower grade anxiety: spread out the points across activities and avoid having one big thing carry enough points to possibly wreck a final grade. Or, consider minimalist grading (hi, Peter Elbow), specifications grading (hi, Linda Nilson) or ungrading (hi, Jesse Stommel).

Lower communication anxiety: Explicitly tell students that you are open to hearing about the challenges they face, and give them multiple avenues for making contact if things don't go as planned. Actually say that you are willing to accept late work, offer extensions, think of accepting revised work -- whatever you are willing to do, say it, so that students do not feel that you are unapproachable and they have no choice but to "make the grade" any way they can.

This can be a hard conversation to have with faculty colleagues. They know the statistic that more than two-thirds of students have cheated on an activity at some point during their studies. But they don't know that this ratio measures whether everyone has ever acted dishonestly. Don't tell my alma mater, but I used a not-allowed answer key for a test when I was a sophomore back in the Mesozoic Era. I ran out of time for studying, and the exam was worth 40 percent of the final grade. Heck yeah, I cheated on that one.

The real number to think about is that in your specific course, in this specific semester, we're really talking about 1 to 2 percent of interactions seeing dishonest conduct. The vast majority of students, when we tell them what honest work and study look like, will do as we ask them to do.

That's not to say that we shouldn't enact academic integrity penalties and policies, but saying no has to be accompanied by what yes looks like, too. Here is a white paper to help with your approach during COVID-19 times (PDF, estimated reading time, 15 minutes); it was written in 2017, and the approach in it remains a useful path for me, my students and my colleagues.
Thomas J. Tobin is the program area director for distance teaching and learning on the Learning Design, Development & Innovation (LDDI) team at the University of Wisconsin at Madison, as well as an internationally recognized speaker and author on topics related to quality in technology-enhanced education, especially copyright, evaluation of teaching practice, academic integrity and accessibility/universal design for learning.

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Student Agency in Uncertain Times | University of Venus

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As we've moved largely to online delivery for our courses, there has been an increased concern around academic integrity and cheating -- students, the narrative goes, will take advantage of this move online to cheat when they might otherwise not. We must, common wisdom tells us, be ever-vigilant in the name of rigor.

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Setting Guidelines and Expectations for Students

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Setting Guidelines and Expectations for Students

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Courtesy of Brandon L. Bayne

Brandon L. Bayne was trying to plot out a plan for a disrupted semester when he took a big step back. Like many faculty members around the country, Bayne, an associate professor of religious studies at the University of North Carolina at Chapel Hill, recently learned that he would soon be teaching his face-to-face courses remotely, as colleges shut down in-person instruction due to the coronavirus pandemic.

For Bayne's students, the crisis is just the latest and most dramatic disruption of their college experience. Over the last couple of years, he says, they have faced two hurricanes, two water-main breaks, and a lot of upheaval over the controversy surrounding the university's well-known Confederate monument, Silent Sam, which was toppled by protesters in 2018.

Bayne was planning to revise the assignments for "Religion in America," a course with 120 students, predominantly juniors and seniors. But he realized that he first wanted to write out some guiding principles.

He came up with five, including "the humane option is the best option" and "we cannot just do the same thing online." Each principle has several subparts. Though he drafted the list for his own use, Bayne decided to share it with his students - and on social media, where it has resonated with instructors of all kinds who are working to connect with students under the same unprecedented circumstances.

Adjusted Syllabus (PDF)
Adjusted Syllabus (Text)

Joshua Eyler, director of faculty development at the University of Mississippi, for instance, tweeted it out with a message that read, in part: "Tip o' the day: Add this to your syllabus. Your students will always remember it, it will help establish community, and it addresses the needs of our current moment perfectly."

The Chronicle spoke this week with Bayne about the thinking behind his " adjusted syllabus " and what it has meant to his students and beyond. The following interview has been edited and condensed.
What made you decide to write this adjusted syllabus?
I sent a poll to my students about how they were doing, where they were at, what sort of access they had to their textbook, and to the internet and technology. I got about a hundred responses within a few hours, and it became really clear that there was a whole range of emotions going on, and a whole range of family contexts, and a whole range of differential access to material.

It confirmed what I had suspected from other colleagues who had polled their students and what I had read from others who had been teaching online already. Hearing them worry about their grandparents, seniors experiencing depression that, all of a sudden, their college life was cut short. Others, who were in Singapore or Brazil or India, and knew they weren't going to be able to make it back.

I had been meaning to sit down to write an actual syllabus to adjust assignments to the new online environment. But I felt the need to write this down first. It was just something I jotted down for myself, as things I wanted to keep in mind as I adjusted assignments. But then I formalized it and sent it out to the students.
What was their response?
Mostly they were touched by it. It lowered their anxiety. But also the surprising thing was a lot of them wrote back to me immediately about how I was doing, wanting to check on me. It established a two-way feeling of wanting to look out for each other.
You also posted it on social media.
I don't think any of this is particularly unique to me. This is something that I had been taking in from my colleagues, many of them in religious studies, but also other colleagues that I have seen in a different pedagogy group. I've been marinating different folks' insights and recommendations. And I thought this would be my little thing that I would give back.
What response have you gotten from other professors?
One of the more amazing things I've seen is the wide array of people that have responded to it. I've gotten emails from middle-school teachers, high-school teachers, distinguished professors of mathematics and physics, people that teach music, just a whole range. I used to be an elementary-school teacher myself, also a tutor, and substitute teacher. I've taught everything from pre-K to Ph.D. students.

It's been really touching to know that this is something that has given instructors space to think for themselves, and shaped how they're approaching their students.
How do you usually communicate with students in something like a syllabus? Might this experience change that?
I should share that, literally the first week of the semester, I found out that my mother had a really aggressive form of lung cancer. And I had to go away for 11 days, I think the second week of class. And then, unfortunately, she passed away, in late January, and then I was gone again.

And so from the very beginning, I had to change, and adapt, and bring other people in, and provide resources in new ways. I had to ask students to treat me as a human, and I had to ask students to be flexible and allow me to prioritize something else. So that's the context that shaped my thinking.

But more broadly, it's definitely been something that's been building over the last couple of years. I taught a capstone seminar for our majors basically on spiritual memoirs, and on people's confessions, from Augustine to Janelle Monáe. And that caused us all to center ourselves in a way that's not really common in religious studies - and sometimes frowned upon.

There's a real effort to try to bracket the self. And so that's something I think that I'm bridging in my own scholarship and in my teaching. I think a lot of this will carry forward.
Beckie Supiano writes about teaching, learning, and the human interactions that shape them. Follow her on Twitter @becksup, or drop her a line at beckie.supiano@chronicle.com. As the coronavirus crisis deepens, The Chronicle is providing free access to our breaking-news updates on its impact on higher education. It's your support that makes our work possible. Please consider subscribing today.

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'Nobody Signed Up for This': One Professor's Guidelines for an Interrupted Semester

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Brandon L. Bayne was trying to plot out a plan for a disrupted semester when he took a big step back. Like many faculty members around the country, Bayne, an associate professor of religious studies at the University of North Carolina at Chapel Hill, recently learned that he would soon be teaching his face-to-face courses remotely, as colleges shut down in-person instruction due to the coronavirus pandemic.

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Times like these take a psychological toll. General tips:
- Get the facts
- Keep things in perspective
- Be mindful of your assumptions of others
- Stay healthy
- Keep connected
- Seek additional help
CDC: Manage Anxiety and Stress
CAPS is a resource for students.
How to connect when you are concerned about a student.

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Through Google G Suite for Education, one can use Google Calendar to set appointment slots. One can then share a link to students for making reservations. Here's a video HERE

Zoom access through D2L: https://help.d2l.arizona.edu/node/232

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Zoom is an online meeting tool with microphones, cameras, screen sharing, and a whole lot more that can create an opportunity for active learning with real time conversations. Many of the teaching practices that you utilize in a face to face physical classroom setting can be tweaked and used in a Zoom meeting.

As we transition over to Zoom across campus these instructions will be fluid and can change as we discover issues, new features are added, etc. We would love your help with keeping these pages as accurate as possible. If you notice an issue or something isn't behaving like it says it should in the instructions please let us know by emailing acad-tech-support@list.arizona.edu.

1. Accessing Zoom For Use With D2L

Learn how to access Zoom for use within D2L.

You can use Zoom meetings strictly with a D2L course when you just want those that are enrolled in your course to be attending the meetings.

Note: If you have created a FREE Zoom account in the past using your University of Arizona email you will need to visit https://arizona.zoom.us, click Sign In, and log in using your NetID and password. You will be asked if you want to move your current account into the UA Zoom account. Agree to the account move prior to your first use of Zoom in D2L for classes or you may not be able to use the tool correctly. If you have never had a Zoom account in the past then you can ignore this note.

Within an internet browser, go to D2L (https://d2l.arizona.edu) and log in with your UA NetID and password.

Access your D2L course.

In the navbar click the UA Tools link and choose Zoom.

The first time accessing the Zoom for Instructors link you will need to authenticate your account. At the Zoom Authentication screen click Authenticate. After authenticating your account this screen will no longer appear in the future when you click the Zoom for Instructors link.

It will ask if you would like for the Zoom Integration app to operate using your account. Click the Accept button.

You will then be taken to the Zoom Integration home screen where you can see upcoming meetings, previous meetings, your personal meeting room, your cloud recordings, as well as a button for scheduling a new meeting.

2. Creating/Scheduling a Zoom Meeting Within D2L

Learn how to create and schedule a Zoom meeting from within D2L.

Make sure you are logged in to D2L and at the Zoom Integration home screen (UA Tools > Zoom).

Click on the Schedule a New Meeting button.

You will be taken to the Schedule a New Meeting page where you can begin to fill out the meeting options that you desire. (See descriptions of each item below the picture)

​​​​​​Topic: Enter in the name (or title) of the meeting.
Note: Be very descriptive with the name of your meeting as it will stand out and be easier to notice in the Event Calendar widget within D2L.

Description: Enter in a description about the meeting. (This is optional)

When: Choose the date and time for the meeting. You can start your meeting at any time before the scheduled time.

Duration: Choose the approximate duration of the meeting.
Note: This is only for scheduling purposes. The meeting will NOT end after this length of time

Time Zone: By default, Zoom will use your computer's time zone. Click on the drop-down to choose a different time zone.

Recurring Meeting: Choose if you would like a recurring meeting, i.e. the meeting ID will remain the same for each session. If checked, you will then have the options for Recurrence (Daily, Weekly, Monthly, noFixed Time), Repeat every (Days/Weeks/Months), and End date (Specific date or 1-20 occurrences).

Registration: Allows you to have your participants register with their e-mail, name, other questions, and custom questions.

Host Video: Choose if you would like the host video on or off when joining the meeting. Even if you choose off, the host will have the options to start their video after joining the meeting.
Participant Video: Choose if you would like the participants' video on or off when joining the meeting. Even if you choose off, the participant will have the option to start their video after joining the meeting.

Audio Options: Choose what audio options you want to allow for the meeting (Telephone, Computer Audio, or Both)

Require Meeting Password: You can select and input your meeting password here. Participants joining the meeting via typing in your meeting ID will be required to input this password before joining your scheduled meeting. Those joining via the "join meeting URL" will not be required to enter the password as it is included in the link.

Enable Join Before Host: Allow participants to join the meeting without you (host) or before you (host) join.

Mute Participants Upon​ Entry: If join before host is not enabled, this will mute all participants as they join the meeting.

Use Personal Meeting ID: Check this if you want to use your Personal Meeting ID. If not selected, a random unique meeting ID will be generated.

Enable waiting room: Allows the host to control when participants join the meeting by placing them in a waiting room.

Record the meeting automatically: Check this if you want the meeting to be automatically recorded when you join the meeting as the host. You will have the option to record the meeting locally on your computer or in the cloud.

Alternative Hosts: Enter the email address of another Zoom user with a Pro license on your account to allow them to start the meeting in your absence.

When you are done setting all of your meeting options, click the Save button.

You will then see the meeting information page. This page will show you what settings you have applied to the meeting. It will also provide you ways you can invite attendees to your meeting by giving you the "Join URL" or you can "Copy the invitation" of the meeting to email to participants. From this screen is where you can also delete, edit, or start the meeting. NOTE: D2L will automatically generate a calendar event for your Zoom meeting and put it in your D2L Course Calendar. To get back to the main D2L Zoom page click the Course Meetings link at the top.
You will then see your meeting listed under the "Upcoming Meetings" tab. This is also where you can Start or Delete the meeting. To go back to the meeting information page just click on the title or "Topic" of the meeting.

3. Share Zoom Meeting From Within D2L

Learn how to share Zoom meeting information from within D2L.

Once you have created and scheduled your meeting your students enrolled in your course will be able to find information about the meeting through the Calendar widget on your D2L course homepage. If for some reason you turned off the Calendar widget for your D2L course we strongly recommend you add that widget back to your course homepage as this is how students will mainly see and access the Zoom meetings you create. Also, your students will be able to go to UA Tools > Zoom and see and join scheduled meetings for your course. Here is an example of what your students will see in the Calendar widget when a Zoom meeting for their course has been added.

When you or the student clicks on that event in the calendar, they will be taken to a screen that will have a link to the actual Zoom meeting.

If you want to place the Zoom meeting link elsewhere in your course, for example in a content module or announcement you can follow the below instructions.

4. Set Your Zoom Cloud Recordings to Save to a Panopto Folder

Instructions Coming Soon.....

The method for setting your Zoom cloud recordings to save to a particular Panopto folder has changed from a past method so new instructions are forthcoming.

Set Your Zoom Cloud Recordings to Save to a Panopto Folder

Instructions Coming Soon....

Adjust Cloud Recording Settings

Also within Zoom, you may want to adjust the cloud recording settings to receive the correct format of recording that you desire. By default, your account likely will render the following types of recordings:

Record active speaker with shared screen

Record gallery view with shared screen

Record active speaker, gallery view, and shared screen separately

Record an audio only file

If you leave all of these options selected, Zoom will send all of these formats to your Panopto folder. Zoom names all of the files the same in Panopto so there is no way (other than viewing the recording) to distinguish which type of recording it is. So, it is best practice to choose only one recording version to send to Panopto.

Within the Zoom Web Portal (https://arizona.zoom.us), click on the Meeting Settings navigation link on the left-hand side.

Under "Cloud recording" choose only the formats that you would like to be recorded and sent to Panopto. Remember to click Save when you have finished making your selections as shown in the next step.

Reminder: If you choose more than one format, Panopto will name all of the session files the same. The only way to then distinguish which recording session is which in Panopto is to actually view the session file and rename it yourself.

Click the Save button to save the setting changes.

5. Joining or Starting a Zoom Meeting From Within D2L

Learn how to join or start a Zoom meeting from within D2L.

In D2L, if you are joining a meeting that you did not create or starting a meeting that you did create you will find the meeting in the Calendar widget of your D2L course.

From the homepage of the D2L course that the meeting exists in, find the Calendar widget and locate the event (scheduled Zoom meeting) within the calendar. Click on the event within the Calendar widget.

This will take you to the event information page that will have a link that says "Click here to join Zoom Meeting". Clicking this link will join you to that meeting.

An alternate way that you as the host can start a meeting is within the Zoom Integration home screen. Access the Zoom Integration home screen for instructors by going into a D2L course and click on UA Tools and choose Zoom.

Once at this home screen you will see a listing of all your upcoming meetings. Find the meeting you want to start and click the Start button for that particular meeting. This is also where you can delete a meeting you have created. Just find the meeting you want to delete and click the Delete button for that particular meeting.

Install Zoom App

When you click the meeting link or the start button it will attempt to launch the Zoom meeting. If you don't have the Zoom desktop application installed, you may need to click the link in the window that says "download and run Zoom".

It will download a Zoom installation file (.exe for Windows or .pkg for Mac). Click to run the installation file to install the Zoom app on your computer.

Audio Conference Options

Once the Zoom app is installed on your computer it should launch the meeting. It will prompt you to choose which audio option you want to join the meeting with.

Join By Computer Audio

The default selected option is to join by Computer Audio. This option is always free and it works in the Zoom app for desktop as well as your smartphone mobile device app as well. You will just need a microphone (built-in, USB, or inline) as well as speakers or headphones. If you want to test your microphone and speakers before joining you can click the link that says Test Computer Mic & Speakers. If you'll always join Zoom meetings via the Computer Audio then you can check the box to Automatically join audio by computer when joining a meeting. Once you are ready to join by computer audio you'll just click the Join Audio Conference by Computer button.

Join by Phone Call

The other audio option is to join via a Phone Call. You can join a Zoom meeting via teleconferencing/audio conferencing (using a traditional telephone). This is useful in occasions where:

you do not have a microphone or speaker on your PC/Mac

you do not have a smartphone (iOS or Android) while on the road, or

you cannot connect to a network for video and VoIP/computer audio

You can choose what country (from the drop-down menu) you are calling from and it will provide you toll numbers that you can dial. If you dial a toll number, your carrier rates will apply.

You will then be prompted to enter the Meeting ID (9 or 10 digit number) provided to you by the host, followed by the # key.

You will then be prompted to enter in your unique Participant ID. This only applies if you have joined on the computer or mobile device or are a panelist in a webinar. Press # key to skip.

For more detailed information about joining by teleconference/audio conferencing please visit https://support.zoom.us/hc/en-us/articles/201362663-Join-by-Telephone.

6. Zoom Toolbar

Learn about all the tools that are within the Zoom meeting toolbar.

Zoom Toolbar

Below you will learn about the different options you have within the host controls toolbar when you are in a Zoom meeting. You can also find more information about the host controls within a meeting at https://support.zoom.us/hc/en-us/articles/201362603-What-Are-the-Host-Controls-.

Microphone: This button will Mute and Unmute your microphone. Also if you click the up arrow next to the mic icon you will have options to choose which microphone you want to use and which speakers you want to use. You will also have the option to leave the computer audio if you no longer want to use your computer audio for the meeting. You would then click Join Audio button that appears in the toolbar and choose to rejoin via Computer Audio or you could change to join by Phone Call. You can also pull up audio options from here if you want to test your microphone or speakers.

Video: This will start and stop your video camera feed if you have a video camera connected to your computer or through your smartphone or tablet. If you click the up arrow next to the video icon you can choose which camera you want to have selected (if you have multiple cameras connected) as well as choose other video settings.

Invite: Allows you to invite people into your meeting while the meeting is occurring. You can invite by email or you can invite a room system (H.323/SIP). You can also copy the URL of the meeting or copy the invitation of the meeting to send to someone.

Manage Participants: Clicking will open and close the participant window that shows you the list of participants who have joined your meeting. You have lots of other options within the participant list that will be covered in the Manage Participant List section.

Polls: Clicking this allows you to create, edit, and launch your polls. The options to create or launch polls will open up the Zoom web portal in your default browser. See the Polling section for more information.

Share Screen: This is where you can share your computer screen to the participants in your meeting. You will have the option to share your entire desktop screen, a whiteboard, an iPhone/iPad that you may have connected, or a specific window, document or application that you may have open on your desktop. If you click on the up arrow next to the Share Screen icon you can choose to set it to only "One participant can share at a time" or "Multiple participants can share simultaneously". You can also go into advanced sharing options where you can choose who can share (only host or all participants) and who can start sharing when someone else is sharing (only host or all participants). See the Sharing Your Screen section for more information.

Chat: Clicking will open and close the chat window where you can chat with all participants or to specific people. See the Chat Tool section for more information.

Record: Clicking this button will allow you to choose to record the meeting locally to your computer or to the cloud. See the Recording section for more information.

Breakout Rooms: Clicking this button will allow you to create breakout rooms to send your participants to for discussion and collaboration in smaller groups. See the Breakout Rooms section for more information.

End Meeting: Clicking this will prompt options to end the meeting. You'll get an option to "End Meeting for All" or "Leave Meeting" where only you will leave the meeting.
Note: If you are the host, you will need to assign someone else as host before you click Leave Meeting.

7. Manage Participant List

Learn how to manage the participant list in a Zoom meeting.

Manage Participant List

As the host of the meeting, you have lots of options regarding managing your participants.

Mute All: This button will mute all of the participants in the participant list.

Unmute All: This button will unmute all of the participants in the participant list.

More: This button will give you more options such as

Mute participants upon entry

Allow participants to unmute themselves

Play enter/exit chime

Lock Meeting: Lock meeting will prevent anyone new from joining the meeting.

To the right of each participant's name you will see a microphone icon and a video icon. These icons will allow you to turn on/off individual participants microphones or video cameras.

If you hover over an individual participant you will see options to Mute/Unmute their microphone as well as a More button.

If you click on the More button you will have options to:

As a participant or host you have the ability to give nonverbal feedback to the host of the meeting and to each other. Everyone in the participant list will be able to see the nonverbal feedback that you select. At the bottom of the participant list you will see the different nonverbal feedback icons that you can choose from which are:

8. Sharing Your Screen

Learn how to share your screen and documents in a Zoom meeting.

Sharing Your Screen

For detailed information visit Zoom's Support Page on " How Do I Share My Screen".

Here you will be shown the basics of sharing your desktop screen, a document, or a specific window or application that you have open on your computer.

To share your screen, click the Share Screen button located in your meeting toolbar.

Select the screen you want to share. This is where you can choose from several options. You can choose to share the entire Desktop screen, a whiteboard, an iPhone/iPad screen, or an individual application, window, or document that is already open on your computer. So to share a PDF, Word document, PowerPoint document, etc., you would open that document on your computer and then choose to share your screen and select that document to share.

Optional additional settings you can choose are to "Share computer sound" and "Optimize for full screen video clip". Sharing the computer sound will share any sound played by your computer. The optimize for full screen video clip should be selected when you want to share a video clip in full screen mode.

Once you have chosen what you want to share, the meeting controls will move into a window that you can drag around your screen. You can see in the example below I chose to share a Word document that was open.

The meeting conrtols toolbar have the following options during a screen share session:

To annotate over a screen share session, click on the Annotate button in the screen share toolbar.

You will then see the Annotate toolbar appear.

The different tools on the annotation toolbar are:

To stop a share screen session, click the Stop Share button in the screen share toolbar.

9. Chat Tool

Learn how to use the chat functions in a Zoom meeting.

Chat Tool

For detailed information visit Zoom's Support Page on " In-Meeting Chat".

The Chat tool allows you to send chat messages to other users within a meeting. You can send a private message to an individual user or you can send a message to the entire group. As the host, you can choose who the participants can chat with or to disable the chat entirely.

Access the Chat Tool
Click on the Chat button in the meeting toolbar.

The chat window will then open on the right. You can type a message into the chat box at the bottom or click on the drop down next to To: if you want to send a message to a specific person. As a host the More drop down will give you options to save the chat, share a file in the meeting, and you can choose who attendees can chat with (host only or everyone).

Share a File in Chat
To share a file in the chat window, click on the More button and choose Share file in meeting.

You will then need to browse to the location of the file you want to share, select it and choose to open it. Your file will then upload to the chat and will give you a message that it sent successfully. The participants of the meeting will then see the option in their chat window to download the file locally to their computer.

Every time you receive a new chat message and the chat window is closed or not visible, the chat button in the toolbar will flash orange and remain orange until you view the chat.

When you create a private chat message with just one person it will have the word " Privately" in red and parenthesis within the whole chat window and it will say who it is from and who it is to.

10. Polling

Learn how to create and run polls in a Zoom meeting.

Polling

For detailed information visit Zoom's Support Page on " Polling for Meetings".

The polling button in the meeting toolbar allows you to create multiple choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your attendees. You also have the ability to download a report of polling results after the meeting.

Note: Currently during the meeting you are not able to see how each individual responded to the poll. You can see it in the reports after the meeting is over. This request to see how individual responded during a meeting has been made and will be a feature in the near future.

When you are in the meeting, to create and add a poll, click on the Polls button in the meeting toolbar.

The poll window will appear. Click on Add a Question button.

This will launch the Zoom web portal in a browser where you can create your poll.

Enter a title for the poll and type your first question. You can mark the question as a single choice or multiple choice question.

Type in answers to your question.

If you want to add another question, click the Add a Question link to create a new question for that poll.

When you are done creating your questions click the Save button.

When you go back into the Zoom meeting you will see your poll you just created. To launch the poll to all of the meeting participants click the Launch Polling button. When the poll is launched the participants can then begin responding. When they submit their answers you will see the results of how the overall group responded to the poll questions. When you are ready to close the poll, click the End Polling button. Once the polling has ended, you as the host have the option to share the results with the rest of the participants. To share results, click the Share Results button. If you want to re-launch the poll because maybe not everyone was able to respond in the time allotted you can click the Re-launch Polling button.

11. Breakout Rooms

Learn how to create breakout rooms in a Zoom meeting.

Breakout Rooms

For detailed information visit Zoom's Support Page on " Managing Video Breakout Rooms".

Breakout rooms allow you to split your Zoom meeting in up to 50 separate sessions. The meeting host can choose to split the participants of the meeting into these smaller groups automatically or manually, and can switch between session at any time. Breakout room participants have full audio, video and screen share capabilities.

Select the number of rooms you would like to create, and how you would like to assign your participants to those rooms. Selecting Automatically will let Zoom split your participants up evenly into each of the rooms. Selecting Manually will allow you to choose which participants you would like in each room. When finished selecting those options, click Create Breakout Rooms.

If you choose for Zoom to automatically assign the participants to the room, that will occur instantaneously. If you choose to manually assign participants to the rooms you will now have to assign them to the rooms. To do so, select the Assign link next to the room you wish to assign participants to and select the checkbox next to each participant you wish to assign to that room.

Once you are finished assigning participants to the rooms and are ready to begin the breakout rooms, click the Open All Rooms button.

12. Recording

Learn how to record your Zoom Meetings.

Recording

For detailed information visit Zoom's Support Page on " Cloud Recording" and " Local Recording".

If you want to record your meeting you will have the option to record the meeting locally onto your computer or record to the cloud.

Record to Your Computer (Local Recording)

Local recording allows users to record meeting video and audio locally to their computer. The recorded files can then be uploaded to file storage websites like Box or Google Drive, and/or streaming servers such as Panopto.
Start a Local Recording

A menu prompt will appear, select Record on this Computer.

Hosts will see the following recording indicator in the top left corner when the recording has started.

Participants will see the following recording indicator in the top left corner when the recording has been started by another user.

Note: If the above icons are not visible in the meeting, the meeting is not being recorded.

In the participants window it will also display a recording indicator next to the user who is actively recording.

In the meeting toolbar you will notice the record button has switched to a Pause/Stop Recording button. You can click the Pause or the Stop button separately to perform those actions. If you click Pause it will switch to a Resume button. Clicking Resume will then resume the recording of the meeting.

Once the meeting has ended, a prompt will appear stating "You have a recording that needs to be converted before viewing." Wait for the recording to convert before it can be accessed.
Note: If the meeting unexpectedly shuts down or the conversion process is interrupted, the recording files could become corrupted and non-recoverable.

Once the conversion process is complete, the folder containing the recording files will automatically open.

Recording File Formats,

MP4: Audio/Video format the Zoom recording uses. This is named "zoom_0.mp4" by default. Each subsequent recording is then in sequential order: zoom_0, zoom_1, etc.

M4A: Audio format the audio-only file uses. This is name "audio_only.m4a" by default. Each subsequent recording is in sequential order: audio_only_0, audio_only_1, etc.

M3U: Playlist file to play/load all individual MP4 files (Windows only)

Chat: Standard text or .txt file. This is named "chat.txt" by default.

Cloud Recording
When you record a meeting a choose Record to Cloud, the video, audio, and chat text are recorded in the Zoom Cloud. The recording files can then be downloaded to a computer or streamed from a browser via HTML5 or Flash.
Start a Cloud Recording

A menu prompt will appear, select Record to the Cloud.

To stop the recording press Stop Recording or end the meeting.

Once the recording has been stopped, the recording must be processed before viewing. Zoom will send an email to the host email address when the processing is completed. In that email will be links to view the recording as well as share the recording with others.
Viewing Cloud Recordings

Log in to D2L, access the course where your recording is from and choose UA Tools > Zoom for Instructors.

Click the My Recordings tab at the Zoom Integration home screen.

Click on the Meeting Title link.

You will then see the different files available for viewing (video recording, audio only, or chat text files). Click the Play button to view or listen to the recording. Click the Share button to share the recording. Click the Delete button to delete the recording.

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1. Accessing Zoom For Use With D2L

Learn how to access Zoom for use within D2L.

You can use Zoom meetings strictly with a D2L course when you just want those that are enrolled in your course to be attending the meetings.

Note: If you have created a FREE Zoom account in the past using your University of Arizona email you will need to visit https://arizona.zoom.us, click Sign In, and log in using your NetID and password. You will be asked if you want to move your current account into the UA Zoom account. Agree to the account move prior to your first use of Zoom in D2L for classes or you may not be able to use the tool correctly. If you have never had a Zoom account in the past then you can ignore this note.

Within an internet browser, go to D2L (https://d2l.arizona.edu) and log in with your UA NetID and password.

Access your D2L course.

In the navbar click the UA Tools link and choose Zoom.

The first time accessing the Zoom for Instructors link you will need to authenticate your account. At the Zoom Authentication screen click Authenticate. After authenticating your account this screen will no longer appear in the future when you click the Zoom for Instructors link.

It will ask if you would like for the Zoom Integration app to operate using your account. Click the Accept button.

You will then be taken to the Zoom Integration home screen where you can see upcoming meetings, previous meetings, your personal meeting room, your cloud recordings, as well as a button for scheduling a new meeting.

2. Creating/Scheduling a Zoom Meeting Within D2L

Learn how to create and schedule a Zoom meeting from within D2L.

Make sure you are logged in to D2L and at the Zoom Integration home screen (UA Tools > Zoom).

Click on the Schedule a New Meeting button.

You will be taken to the Schedule a New Meeting page where you can begin to fill out the meeting options that you desire. (See descriptions of each item below the picture)

​​​​​​Topic: Enter in the name (or title) of the meeting.
Note: Be very descriptive with the name of your meeting as it will stand out and be easier to notice in the Event Calendar widget within D2L.

Description: Enter in a description about the meeting. (This is optional)

When: Choose the date and time for the meeting. You can start your meeting at any time before the scheduled time.

Duration: Choose the approximate duration of the meeting.
Note: This is only for scheduling purposes. The meeting will NOT end after this length of time

Time Zone: By default, Zoom will use your computer's time zone. Click on the drop-down to choose a different time zone.

Recurring Meeting: Choose if you would like a recurring meeting, i.e. the meeting ID will remain the same for each session. If checked, you will then have the options for Recurrence (Daily, Weekly, Monthly, noFixed Time), Repeat every (Days/Weeks/Months), and End date (Specific date or 1-20 occurrences).

Registration: Allows you to have your participants register with their e-mail, name, other questions, and custom questions.

Host Video: Choose if you would like the host video on or off when joining the meeting. Even if you choose off, the host will have the options to start their video after joining the meeting.
Participant Video: Choose if you would like the participants' video on or off when joining the meeting. Even if you choose off, the participant will have the option to start their video after joining the meeting.

Audio Options: Choose what audio options you want to allow for the meeting (Telephone, Computer Audio, or Both)

Require Meeting Password: You can select and input your meeting password here. Participants joining the meeting via typing in your meeting ID will be required to input this password before joining your scheduled meeting. Those joining via the "join meeting URL" will not be required to enter the password as it is included in the link.

Enable Join Before Host: Allow participants to join the meeting without you (host) or before you (host) join.

Mute Participants Upon​ Entry: If join before host is not enabled, this will mute all participants as they join the meeting.

Use Personal Meeting ID: Check this if you want to use your Personal Meeting ID. If not selected, a random unique meeting ID will be generated.

Enable waiting room: Allows the host to control when participants join the meeting by placing them in a waiting room.

Record the meeting automatically: Check this if you want the meeting to be automatically recorded when you join the meeting as the host. You will have the option to record the meeting locally on your computer or in the cloud.

Alternative Hosts: Enter the email address of another Zoom user with a Pro license on your account to allow them to start the meeting in your absence.

When you are done setting all of your meeting options, click the Save button.

You will then see the meeting information page. This page will show you what settings you have applied to the meeting. It will also provide you ways you can invite attendees to your meeting by giving you the "Join URL" or you can "Copy the invitation" of the meeting to email to participants. From this screen is where you can also delete, edit, or start the meeting. NOTE: D2L will automatically generate a calendar event for your Zoom meeting and put it in your D2L Course Calendar. To get back to the main D2L Zoom page click the Course Meetings link at the top.
You will then see your meeting listed under the "Upcoming Meetings" tab. This is also where you can Start or Delete the meeting. To go back to the meeting information page just click on the title or "Topic" of the meeting.

3. Share Zoom Meeting From Within D2L

Learn how to share Zoom meeting information from within D2L.

Once you have created and scheduled your meeting your students enrolled in your course will be able to find information about the meeting through the Calendar widget on your D2L course homepage. If for some reason you turned off the Calendar widget for your D2L course we strongly recommend you add that widget back to your course homepage as this is how students will mainly see and access the Zoom meetings you create. Also, your students will be able to go to UA Tools > Zoom and see and join scheduled meetings for your course. Here is an example of what your students will see in the Calendar widget when a Zoom meeting for their course has been added.

When you or the student clicks on that event in the calendar, they will be taken to a screen that will have a link to the actual Zoom meeting.

If you want to place the Zoom meeting link elsewhere in your course, for example in a content module or announcement you can follow the below instructions.

4. Set Your Zoom Cloud Recordings to Save to a Panopto Folder

Instructions Coming Soon.....

The method for setting your Zoom cloud recordings to save to a particular Panopto folder has changed from a past method so new instructions are forthcoming.

Set Your Zoom Cloud Recordings to Save to a Panopto Folder

Instructions Coming Soon....

Adjust Cloud Recording Settings

Also within Zoom, you may want to adjust the cloud recording settings to receive the correct format of recording that you desire. By default, your account likely will render the following types of recordings:

Record active speaker with shared screen

Record gallery view with shared screen

Record active speaker, gallery view, and shared screen separately

Record an audio only file

If you leave all of these options selected, Zoom will send all of these formats to your Panopto folder. Zoom names all of the files the same in Panopto so there is no way (other than viewing the recording) to distinguish which type of recording it is. So, it is best practice to choose only one recording version to send to Panopto.

Within the Zoom Web Portal (https://arizona.zoom.us), click on the Meeting Settings navigation link on the left-hand side.

Under "Cloud recording" choose only the formats that you would like to be recorded and sent to Panopto. Remember to click Save when you have finished making your selections as shown in the next step.

Reminder: If you choose more than one format, Panopto will name all of the session files the same. The only way to then distinguish which recording session is which in Panopto is to actually view the session file and rename it yourself.

Click the Save button to save the setting changes.

5. Joining or Starting a Zoom Meeting From Within D2L

Learn how to join or start a Zoom meeting from within D2L.

In D2L, if you are joining a meeting that you did not create or starting a meeting that you did create you will find the meeting in the Calendar widget of your D2L course.

From the homepage of the D2L course that the meeting exists in, find the Calendar widget and locate the event (scheduled Zoom meeting) within the calendar. Click on the event within the Calendar widget.

This will take you to the event information page that will have a link that says "Click here to join Zoom Meeting". Clicking this link will join you to that meeting.

An alternate way that you as the host can start a meeting is within the Zoom Integration home screen. Access the Zoom Integration home screen for instructors by going into a D2L course and click on UA Tools and choose Zoom.

Once at this home screen you will see a listing of all your upcoming meetings. Find the meeting you want to start and click the Start button for that particular meeting. This is also where you can delete a meeting you have created. Just find the meeting you want to delete and click the Delete button for that particular meeting.

Install Zoom App

When you click the meeting link or the start button it will attempt to launch the Zoom meeting. If you don't have the Zoom desktop application installed, you may need to click the link in the window that says "download and run Zoom".

It will download a Zoom installation file (.exe for Windows or .pkg for Mac). Click to run the installation file to install the Zoom app on your computer.

Audio Conference Options

Once the Zoom app is installed on your computer it should launch the meeting. It will prompt you to choose which audio option you want to join the meeting with.

Join By Computer Audio

The default selected option is to join by Computer Audio. This option is always free and it works in the Zoom app for desktop as well as your smartphone mobile device app as well. You will just need a microphone (built-in, USB, or inline) as well as speakers or headphones. If you want to test your microphone and speakers before joining you can click the link that says Test Computer Mic & Speakers. If you'll always join Zoom meetings via the Computer Audio then you can check the box to Automatically join audio by computer when joining a meeting. Once you are ready to join by computer audio you'll just click the Join Audio Conference by Computer button.

Join by Phone Call

The other audio option is to join via a Phone Call. You can join a Zoom meeting via teleconferencing/audio conferencing (using a traditional telephone). This is useful in occasions where:

you do not have a microphone or speaker on your PC/Mac

you do not have a smartphone (iOS or Android) while on the road, or

you cannot connect to a network for video and VoIP/computer audio

You can choose what country (from the drop-down menu) you are calling from and it will provide you toll numbers that you can dial. If you dial a toll number, your carrier rates will apply.

You will then be prompted to enter the Meeting ID (9 or 10 digit number) provided to you by the host, followed by the # key.

You will then be prompted to enter in your unique Participant ID. This only applies if you have joined on the computer or mobile device or are a panelist in a webinar. Press # key to skip.

For more detailed information about joining by teleconference/audio conferencing please visit https://support.zoom.us/hc/en-us/articles/201362663-Join-by-Telephone.

6. Zoom Toolbar

Learn about all the tools that are within the Zoom meeting toolbar.

Zoom Toolbar

Below you will learn about the different options you have within the host controls toolbar when you are in a Zoom meeting. You can also find more information about the host controls within a meeting at https://support.zoom.us/hc/en-us/articles/201362603-What-Are-the-Host-Controls-.

Microphone: This button will Mute and Unmute your microphone. Also if you click the up arrow next to the mic icon you will have options to choose which microphone you want to use and which speakers you want to use. You will also have the option to leave the computer audio if you no longer want to use your computer audio for the meeting. You would then click Join Audio button that appears in the toolbar and choose to rejoin via Computer Audio or you could change to join by Phone Call. You can also pull up audio options from here if you want to test your microphone or speakers.

Video: This will start and stop your video camera feed if you have a video camera connected to your computer or through your smartphone or tablet. If you click the up arrow next to the video icon you can choose which camera you want to have selected (if you have multiple cameras connected) as well as choose other video settings.

Invite: Allows you to invite people into your meeting while the meeting is occurring. You can invite by email or you can invite a room system (H.323/SIP). You can also copy the URL of the meeting or copy the invitation of the meeting to send to someone.

Manage Participants: Clicking will open and close the participant window that shows you the list of participants who have joined your meeting. You have lots of other options within the participant list that will be covered in the Manage Participant List section.

Polls: Clicking this allows you to create, edit, and launch your polls. The options to create or launch polls will open up the Zoom web portal in your default browser. See the Polling section for more information.

Share Screen: This is where you can share your computer screen to the participants in your meeting. You will have the option to share your entire desktop screen, a whiteboard, an iPhone/iPad that you may have connected, or a specific window, document or application that you may have open on your desktop. If you click on the up arrow next to the Share Screen icon you can choose to set it to only "One participant can share at a time" or "Multiple participants can share simultaneously". You can also go into advanced sharing options where you can choose who can share (only host or all participants) and who can start sharing when someone else is sharing (only host or all participants). See the Sharing Your Screen section for more information.

Chat: Clicking will open and close the chat window where you can chat with all participants or to specific people. See the Chat Tool section for more information.

Record: Clicking this button will allow you to choose to record the meeting locally to your computer or to the cloud. See the Recording section for more information.

Breakout Rooms: Clicking this button will allow you to create breakout rooms to send your participants to for discussion and collaboration in smaller groups. See the Breakout Rooms section for more information.

End Meeting: Clicking this will prompt options to end the meeting. You'll get an option to "End Meeting for All" or "Leave Meeting" where only you will leave the meeting.
Note: If you are the host, you will need to assign someone else as host before you click Leave Meeting.

7. Manage Participant List

Learn how to manage the participant list in a Zoom meeting.

Manage Participant List

As the host of the meeting, you have lots of options regarding managing your participants.

Mute All: This button will mute all of the participants in the participant list.

Unmute All: This button will unmute all of the participants in the participant list.

More: This button will give you more options such as

Mute participants upon entry

Allow participants to unmute themselves

Play enter/exit chime

Lock Meeting: Lock meeting will prevent anyone new from joining the meeting.

To the right of each participant's name you will see a microphone icon and a video icon. These icons will allow you to turn on/off individual participants microphones or video cameras.

If you hover over an individual participant you will see options to Mute/Unmute their microphone as well as a More button.

If you click on the More button you will have options to:

As a participant or host you have the ability to give nonverbal feedback to the host of the meeting and to each other. Everyone in the participant list will be able to see the nonverbal feedback that you select. At the bottom of the participant list you will see the different nonverbal feedback icons that you can choose from which are:

8. Sharing Your Screen

Learn how to share your screen and documents in a Zoom meeting.

Sharing Your Screen

For detailed information visit Zoom's Support Page on " How Do I Share My Screen".

Here you will be shown the basics of sharing your desktop screen, a document, or a specific window or application that you have open on your computer.

To share your screen, click the Share Screen button located in your meeting toolbar.

Select the screen you want to share. This is where you can choose from several options. You can choose to share the entire Desktop screen, a whiteboard, an iPhone/iPad screen, or an individual application, window, or document that is already open on your computer. So to share a PDF, Word document, PowerPoint document, etc., you would open that document on your computer and then choose to share your screen and select that document to share.

Optional additional settings you can choose are to "Share computer sound" and "Optimize for full screen video clip". Sharing the computer sound will share any sound played by your computer. The optimize for full screen video clip should be selected when you want to share a video clip in full screen mode.

Once you have chosen what you want to share, the meeting controls will move into a window that you can drag around your screen. You can see in the example below I chose to share a Word document that was open.

The meeting conrtols toolbar have the following options during a screen share session:

To annotate over a screen share session, click on the Annotate button in the screen share toolbar.

You will then see the Annotate toolbar appear.

The different tools on the annotation toolbar are:

To stop a share screen session, click the Stop Share button in the screen share toolbar.

9. Chat Tool

Learn how to use the chat functions in a Zoom meeting.

Chat Tool

For detailed information visit Zoom's Support Page on " In-Meeting Chat".

The Chat tool allows you to send chat messages to other users within a meeting. You can send a private message to an individual user or you can send a message to the entire group. As the host, you can choose who the participants can chat with or to disable the chat entirely.

Access the Chat Tool
Click on the Chat button in the meeting toolbar.

The chat window will then open on the right. You can type a message into the chat box at the bottom or click on the drop down next to To: if you want to send a message to a specific person. As a host the More drop down will give you options to save the chat, share a file in the meeting, and you can choose who attendees can chat with (host only or everyone).

Share a File in Chat
To share a file in the chat window, click on the More button and choose Share file in meeting.

You will then need to browse to the location of the file you want to share, select it and choose to open it. Your file will then upload to the chat and will give you a message that it sent successfully. The participants of the meeting will then see the option in their chat window to download the file locally to their computer.

Every time you receive a new chat message and the chat window is closed or not visible, the chat button in the toolbar will flash orange and remain orange until you view the chat.

When you create a private chat message with just one person it will have the word " Privately" in red and parenthesis within the whole chat window and it will say who it is from and who it is to.

10. Polling

Learn how to create and run polls in a Zoom meeting.

Polling

For detailed information visit Zoom's Support Page on " Polling for Meetings".

The polling button in the meeting toolbar allows you to create multiple choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your attendees. You also have the ability to download a report of polling results after the meeting.

Note: Currently during the meeting you are not able to see how each individual responded to the poll. You can see it in the reports after the meeting is over. This request to see how individual responded during a meeting has been made and will be a feature in the near future.

When you are in the meeting, to create and add a poll, click on the Polls button in the meeting toolbar.

The poll window will appear. Click on Add a Question button.

This will launch the Zoom web portal in a browser where you can create your poll.

Enter a title for the poll and type your first question. You can mark the question as a single choice or multiple choice question.

Type in answers to your question.

If you want to add another question, click the Add a Question link to create a new question for that poll.

When you are done creating your questions click the Save button.

When you go back into the Zoom meeting you will see your poll you just created. To launch the poll to all of the meeting participants click the Launch Polling button. When the poll is launched the participants can then begin responding. When they submit their answers you will see the results of how the overall group responded to the poll questions. When you are ready to close the poll, click the End Polling button. Once the polling has ended, you as the host have the option to share the results with the rest of the participants. To share results, click the Share Results button. If you want to re-launch the poll because maybe not everyone was able to respond in the time allotted you can click the Re-launch Polling button.

11. Breakout Rooms

Learn how to create breakout rooms in a Zoom meeting.

Breakout Rooms

For detailed information visit Zoom's Support Page on " Managing Video Breakout Rooms".

Breakout rooms allow you to split your Zoom meeting in up to 50 separate sessions. The meeting host can choose to split the participants of the meeting into these smaller groups automatically or manually, and can switch between session at any time. Breakout room participants have full audio, video and screen share capabilities.

Select the number of rooms you would like to create, and how you would like to assign your participants to those rooms. Selecting Automatically will let Zoom split your participants up evenly into each of the rooms. Selecting Manually will allow you to choose which participants you would like in each room. When finished selecting those options, click Create Breakout Rooms.

If you choose for Zoom to automatically assign the participants to the room, that will occur instantaneously. If you choose to manually assign participants to the rooms you will now have to assign them to the rooms. To do so, select the Assign link next to the room you wish to assign participants to and select the checkbox next to each participant you wish to assign to that room.

Once you are finished assigning participants to the rooms and are ready to begin the breakout rooms, click the Open All Rooms button.

12. Recording

Learn how to record your Zoom Meetings.

Recording

For detailed information visit Zoom's Support Page on " Cloud Recording" and " Local Recording".

If you want to record your meeting you will have the option to record the meeting locally onto your computer or record to the cloud.

Record to Your Computer (Local Recording)

Local recording allows users to record meeting video and audio locally to their computer. The recorded files can then be uploaded to file storage websites like Box or Google Drive, and/or streaming servers such as Panopto.
Start a Local Recording

A menu prompt will appear, select Record on this Computer.

Hosts will see the following recording indicator in the top left corner when the recording has started.

Participants will see the following recording indicator in the top left corner when the recording has been started by another user.

Note: If the above icons are not visible in the meeting, the meeting is not being recorded.

In the participants window it will also display a recording indicator next to the user who is actively recording.

In the meeting toolbar you will notice the record button has switched to a Pause/Stop Recording button. You can click the Pause or the Stop button separately to perform those actions. If you click Pause it will switch to a Resume button. Clicking Resume will then resume the recording of the meeting.

Once the meeting has ended, a prompt will appear stating "You have a recording that needs to be converted before viewing." Wait for the recording to convert before it can be accessed.
Note: If the meeting unexpectedly shuts down or the conversion process is interrupted, the recording files could become corrupted and non-recoverable.

Once the conversion process is complete, the folder containing the recording files will automatically open.

Recording File Formats,

MP4: Audio/Video format the Zoom recording uses. This is named "zoom_0.mp4" by default. Each subsequent recording is then in sequential order: zoom_0, zoom_1, etc.

M4A: Audio format the audio-only file uses. This is name "audio_only.m4a" by default. Each subsequent recording is in sequential order: audio_only_0, audio_only_1, etc.

M3U: Playlist file to play/load all individual MP4 files (Windows only)

Chat: Standard text or .txt file. This is named "chat.txt" by default.

Cloud Recording
When you record a meeting a choose Record to Cloud, the video, audio, and chat text are recorded in the Zoom Cloud. The recording files can then be downloaded to a computer or streamed from a browser via HTML5 or Flash.
Start a Cloud Recording

A menu prompt will appear, select Record to the Cloud.

To stop the recording press Stop Recording or end the meeting.

Once the recording has been stopped, the recording must be processed before viewing. Zoom will send an email to the host email address when the processing is completed. In that email will be links to view the recording as well as share the recording with others.
Viewing Cloud Recordings

Log in to D2L, access the course where your recording is from and choose UA Tools > Zoom for Instructors.

Click the My Recordings tab at the Zoom Integration home screen.

Click on the Meeting Title link.

You will then see the different files available for viewing (video recording, audio only, or chat text files). Click the Play button to view or listen to the recording. Click the Share button to share the recording. Click the Delete button to delete the recording.

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Zoom is an online meeting tool with microphones, cameras, screen sharing, and a whole lot more that can create an opportunity for active learning with real time conversations. Many of the teaching practices that you utilize in a face to face physical classroom setting can be tweaked and used in a Zoom meeting.

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VoiceThread allows asynchronous multimedia interaction.

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About

VoiceThread is a web-based, interactive collaboration tool that allows users to compile a variety of media such as images, videos, audio clips, presentations and documents into a single space for discussions. With VoiceThread, conversations may take place in real-time or asynchronously through contributed comments with microphone, text, webcam video, telephone, or uploaded audio/video files. Think of VoiceThread as bringing the in-person classroom discussion to a virtual space.

Quick Start

Frequently Asked Questions

Learn More

Knowledge Base For Instructors Knowledge Base For Students

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VoiceThread is a web-based, interactive collaboration tool that allows users to compile a variety of media such as images, videos, audio clips, presentations and documents into a single space for discussions. With VoiceThread, conversations may take place in real-time or asynchronously through contributed comments with microphone, text, webcam video, telephone, or uploaded audio/video files.

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First of all, be confident. You got this.

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I Will Survive, Coronavirus version for teachers going online

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Guidance on Student Workers in Academic Instruction Roles

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Guidance on Student Workers in Academic Instruction Roles

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Guidance on Student Workers in Academic Instruction Roles

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I am writing to share guidance for Graduate and Undergraduate Students that have jobs related to academic instruction, e.g., working as teaching assistants, graders, tutors, preceptors, etc., (hereafter referred to as "student workers"), and their faculty supervisors, during the COVID-19 mitigation period. Graduate and undergraduate students are strongly encouraged to work remotely.

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Survey:
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Survey Guide: <https://otl.wayne.edu/teachanywhere/student_technology_access_survey_guide_3_13.pdf>

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Inclusion, Equity, and Access While Teaching Remotely

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Inclusion, Equity, and Access While Teaching Remotely

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Great tips about topics to communicate with students.

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Rice University Center for Teaching Excellence

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As campuses around the country grapple with the impact of COVID-19, an increasing number of institutions have decided to move all classes online. Remote teaching presents a number of challenges for faculty, including the logistics--both pedagogical and technological--of how to transition course lectures, discussions, and lab or studio learning experiences online. One issue that needs particular attention is that of equitable access to the learning environment. How can faculty and instructors ensure that all students have access to the materials they need to succeed in the course when the learning contexts are rapidly changing?

Pedagogy that prioritizes inclusion--whether the courses are online, in-person or a combination of the two--asks us to consider how we can help all students succeed. For in-person classes, inclusive approaches include (but are not limited to) creating inclusive learning spaces where students feel valued and included, setting clear expectations about course work and deadlines, and making the learning and assessment accessible and relatable to all students. When in-person classes are canceled and learning shifts to online spaces and methods, these ideas can still be applied--but access and equity can look very different in online teaching contexts, and become increasingly complicated when/if students are no longer on-campus.

One of the best ways to learn what your students need is to ask them! As instructors prepare to move classes online during periods of remote teaching, consider sending all students a survey to better understand their needs and preferences for remote instruction. It may not be possible to accommodate all of their needs or requests, but the results can be used to inform the choices you make about remote instruction, and will help students to feel that you're taking their personal situations into consideration. Check with departmental leadership or university administrators to confirm what methods they have already undertaken to survey students, which may help avoid duplication of efforts. Dr. Danya Glabau (NYU Tandon School of Engineering) and Dr. Lance Gravlee (University of Florida, Department of Anthropology) have made the surveys they plan to use with their students publicly available and free to duplicate.

Address unequal access to technology, hardware, and software

During times of a campus closure or when remote teaching is required, not all students will have access to regular internet service, or top-of-the-line software and hardware, whether they are on- or off-campus. Students may have unstable, unpredictable, or generally low levels of access to the internet or to WiFi; they may rely on data plans which may run low or run out before they have completed all their coursework; they may lack access to physical devices like laptops, tablets, printers, webcams, or other equipment; they may not have access to specialized software; or they may be unable to run certain apps or software on their devices. Though there may be community-based resources to address some of these access issues (e.g., free WiFi at public libraries and coffee shops), these resources may not be accessible to all students when they need them, or may not be available at all in the event of community-level closures.

Some tips for increasing equity and access when teaching remotely:

Anonymously ask students about their level of access to technology if they remain on campus, and about their level of access if they were required to leave campus. Use the results of this survey to inform the technology choices for your courses.

When possible, offer flexibility or alternatives to students when access is an issue. If you have a student who anticipates or who has demonstrated need regarding technology access, ask them what they would need in order to participate more fully in the course or submit work. Students are most aware of the constraints they face, and are often in a good position to make suggestions for work-arounds.

Ensure materials are accessible and mobile-friendly. PDFs are generally more accessible for students with disabilities who may rely on screen-readers, and PDFs adapt to different devices and cell phones more readily than other formats.

If you anticipate students may need materials from the campus bookstore, inquire as to whether the bookstore will ship materials off-campus to students.

Provide a balance between asynchronous and synchronous tools and course materials

As mentioned above, remote teaching because of campus closures may introduce inequities into the educational experience that are unique to the situation, and students and faculty alike may need to prioritize caretaking, health and safety, or other needs before coursework. If campuses are closed and students disperse away from campus, they may be in time zones all over the world. In these cases, offering students the flexibility of an asynchronous learning environment may help to alleviate stress and encourage participation, and may reduce stress on resources used for synchronous classes, such as Zoom. Offering classes synchronously means that faculty and students gather together at the same time and interact in real-time, whereas offering classes asynchronously means students access the materials at a time of their choosing. While synchronous experiences can be more responsive and can create more engagement, they can present many of the technical and logistical challenges discussed above. Asynchronous experiences can reduce or remove many of these challenges, and may increase engagement with the course materials since students can access them at their own time and pace, but students may feel less engaged and have less motivation when course material is presented asynchronously.

Some tips for increasing equity and access when teaching remotely:

Ask students if they have particular needs concerning access and accommodations during remote or online learning. Because of the change in learning contexts, students may have accommodations they had not previously requested, and some students may need to make adjustments to their accommodations.

Offer students resources on how to stay motivated and keep up with coursework when classes are being offered remotely. The resource " Tips for Learning During Disruption ," compiled by Rice University faculty members Dr. Caleb McDaniel and Dr. Jenifer Bratter, is designed to help students refine their approach to coursework and studying when classes are no longer meeting in-person.

Consider whether video is necessary in all cases, given how streaming videos require strong internet connections, and how they can deplete data plans and memory on students' (and your!) devices. Record lectures and virtual meetings so they can be downloaded and viewed by students later.

Provide transcripts and captions of audio and video. This benefits not only students who are deaf or hard-of-hearing, but those who are participating in classes in noisy locations like a computer lab or dorm, those who don't have headphones, and those who might have English as their second language.

For class discussions, have students participate in the collaborative production of notes or live-type discussion notes in a shared Google document.

Google Slides and YouTube offer automatic captioning that, while imperfect, can increase access. Zoom does not offer live-captioning, but captions are available if a Zoom session is recorded and viewed later.

Provide narrations of the material you're presenting on the screen (for example, describing a diagram, chart, or photograph) for students who are blind, have difficulty reading on a computer screen, or who are otherwise unable to view the video or slides.

Create an environment that includes and values all students

During an unstable and unpredictable time, stress is elevated for faculty, staff, and students alike. Students may face a variety of physical, emotional, cognitive, and financial challenges that can impact motivation, concentration, learning, and performance. Remember that students don't have to be directly impacted by a crisis for it to have a significant impact on their health, well-being, and stress levels, and that some students will be impacted in ways that they may not want to share with you. When possible, offer all students additional flexibility to meet deadlines, adjust workloads, and the necessary time to adapt to their own changing situations.

Some tips for promoting an inclusive environment while teaching remotely:

If you are in a position to do so, advocate for the students in your community that may have greater need and fewer resources on which to depend. Not all students have safe and welcoming homes to return to in times of crisis, and many students rely on campus resources for regular access to food, shelter, employment, and health care (including mental health care). These needs may be invisible, and students may be reluctant to disclose these needs to individual instructors. Consider the impact remote teaching and campus closures have on all students, and encourage other instructors, staff, and administrators to do the same to ensure support is available for all students.

Ask students if they have concerns about accessing other campus resources, as well as any other concerns about remote teaching and learning they want to share. You can use this information to shape your class and teaching. Be prepared to connect students to resources or to offices who can help them if they disclose they are in need of support.

Be mindful of the ways in which a crisis can impact communities in different ways, and how students from different identity groups (race, ethnicity, age, religious affiliation, gender, sexual orientation) may have different responses to a situation. Moreover, consider that some communities may become targets of bias incidents, discrimination, and even hate crimes during times of crisis. Be prepared to address tension, heated moments, or bias incidents if they occur in your classes or on campus, and step in to shut down inflammatory or hurtful language or actions. Reflect on how your own response to the situation is impacting you, your approach to teaching, your interactions with students, and what steps you can take to best support your students.

Consider whether and how to discuss the cause of the disruption in class, and how you will prepare for those conversations. The CTE resource Teaching after Hurricane Harvey and Teaching in Times of Crisis from the Vanderbilt Center for Teaching offer valuable tips for discussing local, national, and international crises in class. Misinformation spreads easily in times of crisis, and students may have misconceptions about the causes of an issue or about communities that are impacted. When possible, correct misinformation that students may be sharing.

Remember to practice self-care! Moving to remote teaching requires balancing a lot of competing needs and expectations--a balancing act that can be stressful and require more emotional labor than usual. It's ok not to aim for perfection during a time of certainty and constantly changing landscapes; allow flexibility in course planning, be transparent with students, and expect that mistakes and hiccups will happen! As you support your students, remember to seek support and assistance from your fellow instructors, department and university administrators, university support staff, as well as friends and family when you need it.

Rice University Wellbeing and Counseling Center

Resources for Rice students through the Access and Opportunity Portal :

Resources for Rice graduate students:

Resources:

Hicks, Cat, Emeline Brulé, and Roberta Dombrowski. 2020. " You Have to Put Your Class Online: Simple Things to Think About ." Online resource.

Wieck, Lindsey Passenger. 2020. " An Equitable Transition to Online Learning: Flexibility, Low Bandwidth, Cell Phones, and More ." Pedagogy Playground.

Cohen, Jenae and Beth Seltzer. 2020. " Teaching Effectively During Times of Disruption ." Stanford University online resource.

Hamraie, Aimi. 2020. " Accessible Teaching in the Time of COVID-19 ." Mapping Access.

Dill Emma, Karen Fischer, Beth McMurtrie, and Becky Supiano. 2020. " As Coronavirus Spreads, the Decision to Move Classes Online is the First Step. What Comes Next ?" Chronicle of Higher Education, March 6.

Professional and Organizational Development Network listserv and Google Group. Special thanks to Bailin Fang, Director, Instructional Design, Walter H. Adams Center for Teaching Excellence, Abilene Christian University for his practical suggestions for inclusive and accessible practices when remote teaching.

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Inclusion, Equity, and Access While Teaching Remotely - Rice University Center for Teaching Excellence

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As campuses around the country grapple with the impact of COVID-19, an increasing number of institutions have decided to move all classes online. How can faculty and instructors ensure that all students have access to the materials they need to succeed in the course when the learning contexts are ra

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Record short video updates and add them to your course where most effective, e.g., in an Announcement, a Content topic, or a Discussion.
VideoNote
Panopto

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This email to GTAs had been shared through the Graduate Coordinators listserv

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Brand new to D2L? Learn how to get a D2L site for your courses, login to D2L, add your teaching team, and upload content to your site.

Talk about my course(s). What is realistic to do quickly? How do I teach my class remotely?

Communicating with Students
Is email the best way to communicate? What should you tell students? How do you know if students have the technology and time to participate remotely? Can my students talk with me or each other real-time?

Padlet: https://padlet.com/mngemein/bz15067uhg61

Assessment & Testing Online

Participants will explore assessment options, such as D2L Quizzes, recorded presentations/demos, collaborative exams, scenarios, case studies, flexible time and deadlines. N.B. Examity is not the best way to handle testing online, see Online Assessment,

How to Record in Panopto
Description: Participants will learn the basics of accessing and recording with Panopto for posting asynchronous videos to your course.

Being efficient: Setting up D2L Grades

Create a VoiceThread
Learn how to create an asynchronous interactive discussion experience in your course using VoiceThread

Being efficient: What are sources of free-to-use course materials?
The UA Libraries can provide ebooks, ebook chapters, articles, streaming video, tutorials, and more for online teaching. We can also show you where to find open educational resources that are free to use and customize.

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Brand new to D2L? Learn how to get a D2L site for your courses, login to D2L, add your teaching team, and upload content to your site. Talk about my course(s). What is realistic to do quickly? How do I teach my class remotely? Communicating with Students Is email the best way to communicate?

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Follow-up Communication: What to clarify soon?

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Follow-up Communication: What to clarify soon?

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Explain and model changed communication and interaction expectations:
Priority Tip: Explain to students how they should contact you (email, via online office hours, through the LMS, etc.), how often they should log in to the class site, which activities are synchronous vs. asynchronous, and any guidelines for communicating with peers (e.g., professional communication, “Netiquette”, etc.).
Source: QM Emergency Remote Instruction Checklist http://bit.ly/33gRz9E

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Early Communication: What to address right now?

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Early Communication: What to address right now?

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Share core information and support resources (e.g., Student Success Information Center, see attached)

Ask students how they are and how well they are equipped for online learning (think: IT access, time zones, internet connectivity)

Clarify immediate changes to the course and outline next steps

List what will be addressed later

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QM Remote checklist http://bit.ly/33gRz9E

ACUE https://bit.ly/2vo6jau

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In an effort to be prepared, you are strongly urged to consider ways to teach remotely and to familiarize yourself with tools to assist you in doing this. Here you will find a range of strategies for synchronous and asynchronous teaching. As well as strategies for different teaching styles. For reasons of student safety and FERPA, it is best to use University supported technology.

Classes may be affected in different ways. You and/or students may become ill; you and/or students may be quarantined, decide to self-quarantine, self-isolate, or be unable to travel. You should check-in with students (and members of your teaching team) to assess what their needs are, what type of access they have to networks and technology away from campus.

To ensure that your course remains accessible, please consult the Disability Resource Center - https://drc.arizona.edu.

Simpler is better. Each course is different, so the solutions you adopt may also be unique. The goal is not to replicate every facet of in-class instruction in the online environment. This is an emergency. Focus on the course goals/outcomes you wrote. Then think about what kind of materials and activities can reasonably meet some or all of these. You will do some new things, some different things, and learn along the way. There are people available to assist you, see Instructional Technology Support Contact List and Resources below.
Consider:
Adapted from Miller, 2020

This is a central place for communication with students, as well as for course materials, online learning activities, testing, and grading. Via D2L, you and your students can access tools such as Zoom and Panopto.

If your course does not have a D2L site, request D2L site: http://bit.ly/requestsite

Manage due dates, meeting schedule, etc. in D2L Calendar

Provide information about course operations and assignments. Students are likely to be worried if in-person classes are suspended, or if they are sick or isolated. They may also be concerned about their friends and families.

Communicate new expectations, including adjustments for insufficient technical infrastructure, anxiety, and illness.

Check-in with/Survey students in your courses to get a sense of their levels of connectivity, and how the cancellation of on-campus meetings might impact their ability to engage with your course. You can use the D2L Survey tool - http://bit.ly/d2l_surveys or Google Forms - http://bit.ly/3cNMVo9 to accomplish this.

Lectures/Meetings at a Distance

There are a variety of ways for you to monitor student activities at a distance and for students to get guidance and feedback from you, as well as interact with content and each other.

Remote testing will challenge all of us to think creatively. Generally, it would be best to consider remote tests as learning activities (formative assessment).

Protect academic integrity

Design "open book" exams containing questions that address higher-order thinking (application, analysis, evaluation, and synthesis). Focusing beyond recall and comprehension minimizes the impact of use of outside resources and requires students to make and reinforce connections more. Allowing students to use resource materials (diagrams, figures, textbook, websites, etc.) under these circumstances can help them explore ideas and put them together in ways that are unique and not easily found as a "right answer." Similarly consider

Have students make recorded presentations or explanations using Video Note, VoiceThread, or Panopto assignments folder so that you may see and verify the identity of the student.

Consider using Examity only if you must administer high-stakes assessments. (Refer to Strategy 17 below.)

Attendance Policy

As soon as possible, students who need to miss a class, or series of classes, due to illness, are responsible for emailing their course instructor, with copy to the Dean of Students - DOS- deanofstudents@email.arizona.edu . Note: There is NO need for a medical excuse to be provided, unless a student misses more than one week of classes in a semester. ( UA Provost Liesl Folks Letter to faculty, March 3, 2020 ).

Online Learning Consortium- Recorded Zoom Webinar: Using Live and Online Sessions to Support Continuity of Instruction (60 min) -http://bit.ly/olcadvice You will need to register, but there is no cost to view the video.

Going Online in a Hurry. What to do and Where to Start. By Michelle D. Miller, PhD. The Chronicle of Higher Education, March 9, 2020. http://bit.ly/3aJMYzm

Tips for Learning During Disruption - http://bit.ly/tips4learning - Caleb McDaniel and Jenifer Bratter, History Department, Rice University. This is a CC0 slidedeck of tips for students.

Stanford University--Teaching Effectively during Times of Crisis.Jenae Cohn, Academic Technology Specialist for PWR, Beth Seltzer, Academic Technology Specialist for Introductory Studies. bit.ly/stanfordteachingdisruption

Vanderbilt University--Resources for Just-in-Time Online Teaching. Derek Bruff, Center for Teaching Director. https://cft.vanderbilt.edu/2020/03/resources-for-just-in-time-online-teaching/

University of Arizona Technologies for Working Remotely. University Information Technology Services - UITS. https://it.arizona.edu/working-remotely.

Tools for Conducting UArizona Classes Online - http://bit.ly/tools4remote - List of applications on campus that can be used to conduct classes online. For each application, a contact name or link is provided.

OER Commons - https://www.oercommons.org/ - OER Commons is a public digital library of open educational resources.

List of Emergency Remote Teaching Guidelines - http://bit.ly/other_guides - Links to guidelines at U.S. institutions. Edited by Daniel Stanford, Director of Faculty Development & Technology Innovation at DePaul University.
Latest update: March 12, 2020

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In an effort to be prepared, you are strongly urged to consider ways to teach remotely and to familiarize yourself with tools to assist you in doing this. Here you will find a range of strategies for synchronous and asynchronous teaching. As well as strategies for different teaching styles.

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The University of Arizona, Tucson, Arizona

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PREVENTION

CDC tips to protect yourself, your peers and coworkers

Wash your hands often.
Use soap and water for 20 seconds or use an alcohol-based hand sanitizer.

Avoid touching your face.
Your eyes, nose and mouth are common entry points for germs.

Avoid close contact with people who are sick.
Also, be more restrained in workplace physical interactions (e.g., consider skipping handshakes).

Cover your mouth and nose when coughing or sneezing.
Use a tissue or your sleeve (not your hands).

Clean and disinfect frequently touched objects and surfaces.
At work, think about desks, computer mice and keyboards, thermoses, telephones and cell phones, and door handles.

Visit the CDC's Preventing COVID-19 Spread in Communities webpage for comprehensive information.

SYMPTOMS
COVID-19 Symptoms
DIAGNOSIS

If you feel sick:

Stay home. Except for seeking medical care, avoid contact with others and do not travel.

If you have recently traveled to China or other affected areas and feel sick, call the Pima County Health Department 24/7 line at 520-724-7797

University of Arizona students, staff and faculty, please contact Campus Health to schedule a time for diagnosis and potential testing of your illness.

Latest Communications

Frequently Asked Questions

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CDC tips to protect yourself, your peers and coworkers Wash your hands often. Use soap and water for 20 seconds or use an alcohol-based hand sanitizer. Avoid touching your face. Your eyes, nose and mouth are common entry points for germs. Avoid close contact with people who are sick.

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1. Create: Announcements

Communicate with your students by posting announcements on the course home page.

Click the context menu to the right of Announcements (inverted triangle) and select New Announcement.

Enter a Headline.

Enter your message in the Content field. You can use the HTML Editor to add links, images, video, sound recordings, etc.

Show Start Date: Select whether or not the start date and time of the announcement will be visible to participants.

Enter Start Date and End Date (optional). These dates control when the announcement is visible to students. If you don't set these dates, the announcement is always visible to students.

Add Attachments (optional). You can add file attachments, video attachments and audio attachments.
-Add a File: Allows file types such as PDF, PowerPoint, Word, etc. to be added to the announcement as a downloadable file.
-Record Audio: Allows you to record an audio clip up to 10 minutes long. This option requires you to have a functioning microphone and Adobe Flash installed on your computer.
-Record Video: Allows you to record a video to accompany the announcement. There is a 10-minute maximum for video length.

Save your announcement
-Save as Draft saves the announcement for future editing. It is not visible to students
-Publish publishes the announcement to the Announcement widget on your course home page and is visible to students.

2. Edit: An existing announcement

Update or edit an existing announcement.

Click the context menu to the right of Announcements (inverted triangle) and select Go to Announcements Tool. By doing this you will have access to all announcements in the course, not just the ones currently visible on the home page.

Click the context menu to the right of the announcement you would like to edit (inverted triangle) and select Edit.

Make the desired changes.

Save your changes:
-Update: Click the Update button to save changes made to an already-published announcement.
-Publish/Save as Draft: Click the Publish button to publish a draft-status announcement, making immediately available to course participants.Click the Save as Draft button to save changes and keep the announcement in draft status for later review or continued editing.

3. Edit: Reorder announcements

Reorder the announcements in the announcement widget.

When creating new announcements, the newest announcements appear at the top of the list of announcements despite any availability dates you may have set. If you would like to change the order of the announcements:

In the Announcements tool, click the context menu to the right of Announcements (inverted triangle) and select Reorder Announcements .

Use the Sort Order drop down menus to select order you'd like each announcement to appear.

Click the Save button to save your changes.

4. Delete: Permanently delete an announcement

There are two ways to permanently delete an announcement from your course.
Option 1
To delete an announcement from the Announcement widget on the course home page

Click the context menu to the right of the announcement (inverted triangle) you'd like to delete and select Delete.

Confirm you want to delete the announcement.

Option 2
To delete an announcement from the Announcements tool:

Click the context menu to the right of Announcements (inverted triangle) and select Go to Announcements Tool.

Click the context menu to the right of the announcement (inverted triangle) you would like to delete and select Delete.

5. Restore: Restore an announcement that has been deleted

If you have inadvertently deleted an announcement, you can restore it to the Announcement tool.

Click the context menu to the right of Announcements (inverted triangle) and select Go to Announcements Tool.

Click the More Actions button and select Restore.

Check the box to the left of the announcement you'd like to restore.

Click the Restore button located at the top of the list of deleted announcements.

Back to Top

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Communicate with your students by posting announcements on the course home page. Click the context menu to the right of Announcements (inverted triangle) and select New Announcement. Enter a Headline. Enter your message in the Content field. You can use the HTML Editor to add links, images, video, sound recordings, etc.

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Zoom is an online meeting tool with microphones, cameras, screen sharing, and whole lot more that can create an opportunity for active learning with real time conversations. Many of the teaching practices that you utilize in a face to face physical classroom setting can be tweaked and used in a Zoom meeting.

For instructions on using Zoom use the links below or use the navigation menu items on the left under Instructors > More > Zoom.

Zoom Instructions for D2L - Go here if you will be using Zoom within a D2L course.

Zoom Instructions for Web Portal - Go here if you be using Zoom for a D2L course.

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Zoom is an online meeting tool with microphones, cameras, screen sharing, and whole lot more that can create an opportunity for active learning with real time conversations. Many of the teaching practices that you utilize in a face to face physical classroom setting can be tweaked and used in a Zoom meeting.

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1. Communicate: By Email with All Students in Course

Email all participants in your Classlist at one time.

To email all at once:

Once email is complete, click the Send button at top of the page.

2. Communicate: By Email with Sections or Groups

Email all participants in specific Group or Section at one time.

To email Group or Section:

Select the Group or Section, under the drop-down menu of Groups or Sections and click Apply.

Once email is complete, click the Send button at top of the page.

3. Communicate: By Email with Selected Students

Email only selected participants from the Classlist.

To email selected:

Search for the individual within your list of participants and select the individual.

Once email is complete, click the Send button at top of the page.

4. Access: Sent Email

Access the emails you've sent through D2L.

To access your sent mail folder:

Click on the Message alerts icon in the main D2L navbar.

Click the Email link.

Click Sent Mail.

Back to Top

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Email all participants in your Classlist at one time. Once email is complete, click the Send button at top of the page. Email all participants in specific Group or Section at one time. Select the Group or Section, under the drop-down menu of Groups or Sections and click Apply.

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Communicating with your students about the move to online classes

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Communicating with your students about the move to online classes

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I just wrote my students an email (see below) that you can use as model of things you might say to your students in preparation for next week, if you haven't considered something like this already. Included in it is a link to a Google Forms survey I constructed to help gauge students' needs.

Update: For another, briefer approach to student communication, see the end of this blog post.
Hi Everyone, I hope each one of you is staying healthy and able to get home easily now that the campus has shutdown. Given the stresses of the move and the uncertainty around COVID-19 (coronavirus), I know this email may not be your first priority right now, however when you are ready in the coming days please read through it carefully and follow up with the links, especially the survey. Survey: To help reorganize the course, it would help me if you could complete the following short survey: view survey. It is completely voluntary, but it would help me in planning to meet your needs further. Check Email: Please check your email frequently, since I will be using the email functions in Brightspace to communicate with you about courses, as will your other faculty, I am sure. Use Brightspace as your class hub: We likely will be using a mix of videos, Google Documents (as normal), and teleconferencing using Zoom to substitute for in-class experiences. However, to keep things simple, Brightspace will be the place to go for all of this, organized in the existing content modules/weeks that you see in the SOC 3314 course page. I will be posting new links in the usual module content areas along side the readings for each week to direct you to any virtual classrooms or other activities for that week, with announcements via email clarifying the plan. Office hours: I also will have virtual office hours for those of you who need to talk with me. That is, I will set up a virtual classroom where I will be available to discuss anything course related - course material, assignments, technological issues with the online format, etc. - and you can join me there at the usual times (links and other information on that will be forthcoming). I also can meet with you via phone, Skype, or Zoom by appointment. Just be sure to account for time zone differences. Participation: You will still have a participation grade for the class and participation in each week's activities will be mandatory, as it would be for in-class meetings. So please hold yourself accountable to participating as actively as you can. This said, I will be lenient for those having technical difficulties, those in different time zones, and others who find it a challenge to participate in the teleconference discussions. You simply need to let me know about these difficulties, and do so as soon as possible, so I can find ways to accommodate you. I also likely will create new discussion forums as a substitute for some virtual classroom discussions, so as to allow for a new way to participate in the class that doesn't require high bandwidth connections, computers with fast AV processors, or other things that may be challenging for you. Your participation there will be regarded as equal to any participation in virtual classrooms or our in-class meetings previously. Technical skills: I will work to make sure that the online technologies we use are fairly easy to understand and use, and that you have all the support you need to do so. However you will have to make an effort to become familiar with, for instance, Zoom or discussion groups on Brightspace, and let me know immediately if you have any difficulty that I can address. If you have issues with Brightspace in particular, we have a great Brightspace support service you can find here:https://www.vanderbilt.edu/brightspace/Virtual classroom and discussion forum civility: As we use virtual classrooms and discuss the usual subjects that sometimes touch upon emotionally stressful or politically sensitive matters, I want to maintain the same levels of civility and compassionate approaches to conflict that we have observed in class. However, it is going to be more difficult at times given that our online video conferencing and especially online text-based discussion forums will not allow us to see all of the nonverbal communications around the things we say, and we may feel less accountable to one another as we sit at home on computers and discuss difficult subjects. You may feel distracted when we are in virtual classrooms and not pay full attention. It also may be tempting to see our online classroom forums as like other online forums like Twitter or Facebook where snark and derision are more common. Therefore, I urge us all to regard the same rules of civility and compassion in our online course forums as we have had in our in-class meetings. I especially hope that we can be fully present when we are in virtual classrooms; that we can be careful in written communication so that we are fully understood; that we can be generous in our interpretations of each other's intent in such communications; and that we can maintain a sense of responsibility to care for one another as co-learners in our class. Do let me know if you have any special concerns or difficulties as we make this transition, and I will do my best to help. I'll be writing this weekend with plans for next week, but for now I hope your moves home go well and that you and your families stay healthy.
Christopher Serkin, associate dean for academic affairs and Elisabeth H. and Granville S. Ridley Jr. chair in law, agreed to let us share the email he is sending to his students in advance of Monday's online classes. For those looking for a briefer approach, Professor Serkin's email is a useful model.
I am so sorry that we are not going to be meeting again in person this semester. It is a difficult situation, and I am grateful for your patience. Here is the plan going forward, but it is subject to change. This week, the University has rolled out Brightspace integration with Zoom conferencing. (For those who do not know, Zoom is the gold standard of video conferencing for large groups). I have created Zoom meetings within Brightspace for the rest of our class sessions. We will try to hold class using this technology, so please "come" prepared. I will call on people and replicate as best as possible the experience of being in class. If this turns out to be ineffective pedagogically, I may also try to pre-record some content to distribute. But we will just have to see how it goes. PLEASE download Zoom before Monday, and register for an account. I will join our class session a little bit early, so feel free to drop in to make sure everything works. Note: If you have internet or technology limitations, it is possible to dial in to a Zoom conference by phone. Those dial-in instructions will also be available in the invitation. It is preferable to use video if you are able.
Tags: Online Education, teaching remotely

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Communicating with your students about the move to online classes

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Communicating with your students about the move to online classes. by CFT assistant director, Joe Bandy I just wrote my students an email (see below) that you can use as model of things you might say to your students in preparation for next week, if you haven't considered something like this already.

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Example of Survey Sent to Students Prior to Remote Teaching

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Example of Survey Sent to Students Prior to Remote Teaching

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From Vanderbilt's Center for Teaching

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Consider adding a discussion board for general questions that students may have.  This way you can answer questions that multiple students may have without having to respond to multiple individual emails.

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From St. Mary's College of California:
https://docs.google.com/document/d/1Umj2HpNZcscye2REOZPTONfKMjevC-qBsB5NneJ-HF0/preview

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Example of an Online Preparedness Survey in anticipation of all classes going online

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Example of an Online Preparedness Survey in anticipation of all classes going online

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Based on information from D. Glabau, Tandon School of Engineering, NYU

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Examples collected in a Google Doc
Consider to both send an email and post in D2L Announcements for anything that is time-sensitive and important.

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Compassion and Honest Communication in the Classroom During Uncertain Times

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Compassion and Honest Communication in the Classroom During Uncertain Times

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This was shared by Jamiella Brooks (University of Pennsylvania) on the POD list.

The COVID-19 pandemic raises important concerns about teaching in times of disruption and uncertainty. While many of us are preparing to reformat our courses in emergency response mode, it’s important to also remember the human imperative of our vocation... (full text)

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Check-in with/Survey students in your courses to get a sense of their levels of connectivity, and how the cancellation of on-campus meetings might impact their ability to engage with your course. You can use the D2L Survey tool - http://bit.ly/d2l_surveys or Google Forms - http://bit.ly/3cNMVo9  to accomplish this.
Example:

Planning Questions for Students (D. Glabau, Tandon School of Engineering, NYU)

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This screenshot shows an example of using D2L Announcements to share a message to students about moving the course online.