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This comprehensive training webinar is intended for instructors who plan to use LockDown Browser and/or Respondus Monitor with online exams. The session provides a detailed demonstration of both applications, including enhancements that make Respondus Monitor even more effective and easy to use.

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Helping students get through the semester

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Helping students get through the semester

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I'm concerned about laptop battery life for my students

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I'm concerned about laptop battery life for my students

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IT has ordered a number of portable power packs that last about 4 hours even for high end laptops. These can be checked out from the library desk.

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If you need your students to scan and submit written work, encourage them to use a phone scanning app like Genius Scan rather than just taking pictures.

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A document scanner app for iOS and Android that let you scan your paper documents and export them as multi-page PDF files.

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Most classrooms have a single Chat Attach 170 audio conferencing unit on the instructor desk.  Sometimes a second one will be in the classroom.  These will allow remote students to be heard by those in class and vice versa.  No headsets (for instructors or students) will be necessary unless you plan to use Zoom breakout rooms or something similar.

Though larger classrooms do have a single audio conferencing unit, it has limited range.   Instructors and students MAY need to wear headsets and join the same Zoom conference if remote students are attending for interaction to occur.  Recommended practice is for students to either mute speakers or put their headsets around their necks so that their microphone is in place when they want to contribute.  Doing this avoids hearing the delayed transmission of the instructor’s voice in the Zoom conference.   All students should also mute microphones except when contributing.

If you have questions about capacities or technology, check the list at the bottom of the classrooms page.

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Exploring the new normal of online teaching - Streaming Professor

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Explore how to improve your online teaching, with articles and tips on using Zoom, creating a professional video recording, and advanced streaming effects.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Reaching out to your students: Class e-mail lists

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Reaching out to your students: Class e-mail lists

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Since students aren't put into Canvas courses until about two weeks prior to a semester, the best way to reach them is with this list, that is automatically updated.

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6 foot social distancing AND everyone wearing masks is the safest situation.  But we know when you're teaching, it's sometimes hard to do both.  This infographic shows how masks and are layered to provide protection.  Remember also that the TIME of the exposure matters - so if you do have to work closely with a student, be sure you both have good masks and limit the time as much as possible!

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San Francisco State University

Dr. Brian Beatty is Professor of Instructional Technologies and co-coordinator of the Instructional Design and Technology MA program in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University. Brian's primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a "student-directed-hybrid" approach to better support student learning.

Previously (2012 - 2020), Brian was Associate Vice President for Academic Affairs Operations at San Francisco State University (SFSU), overseeing the Academic Technology unit and coordinating the use of technology in the academic programs across the university. He worked closely with IT professionals and leaders in other units to coordinate overall information technology strategic management at SFSU. Prior to 2012, Brian was Associate Professor and Chair of the Instructional Technologies department in the Graduate College of Education at SFSU. He received his Ph.D. in Instructional Systems Technology from Indiana University Bloomington in 2002. Dr. Beatty also holds several CA single-subject teaching credentials, an M.A. in Instructional Technologies from SF State and a B.S. in Electrical Engineering from Marquette University. Dr. Beatty has more than 30 years of experience as a classroom teacher, trainer, and instructional designer at schools, businesses, and the US Navy.

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This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design.

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Recordings and other resources from the 8 IDEA hub spring and summer sessions

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There are a number of circumstances which may require you to temporarily move your face-to-face class to a blended or fully online modality expeditiously. The resources on this page offer approaches you can use to keep your course running during these unplanned situations. If you are looking for guides or more information, search the IT Knowledge Base. We recommend that you adopt strategies that you are comfortable with and will allow you to meet your necessary short-term instructional objectives.
Remote Instruction Resources
Tools

Communicating with your Students

Communication with your students should begin as soon as possible to inform them that a transition may be taking place. Set clear expectations with your students about the preferred communication tool for the course and use it consistently.

Announcements: The CanvasAnnouncements tool is another effective way to keep your students updated on course activities. Announcements are typically a one-way push of information from instructor to students.

Canvas Inbox: Alternatively you could use theCanvas Inbox email system. This system allows you to easily send messages to the entire course, or target specific students or student groups.

Email Lists: The university provides the ability to create courseEmail Lists. The lists automatically update throughout the semester to reflect the current student roster.

Faculty with expertise in this area:

Asynchronous Interactions

Canvas Discussion Tool: The Canvas Discussion Toolis a common way to encourage your students to discuss course content at a time that is convenient for them. Discussions can be threaded to allow conversations to expand on demand.

Piazza: If a question and answer format is more appropriate for your course needs you can enablePiazza in your Canvas course. Piazza allows students to pose questions while others can provide solutions. Meanwhile the instructor can moderate activity to ensure students are staying productive and to endorse correct solutions offered by students.

Faculty with expertise in this area:

Providing Course Content

Providing course content viaCanvas Content Pages is a great way to allow students to access information from a variety of devices including laptops, tablets and phones. Content pages are responsive to the screen dimensions on which the student is viewing. They support text-based content, images, tables, video content, and links to documents, presentations or external websites.

If you would prefer to create short recordings of your lecture content, you can utilize the university-supportedPanopto-Huskycast Video Platform which provides a robust system for delivering video content to your students. The system allows for uploading and streaming the content to all registered students in a Canvas course.

If you would like to record your lectures in a campus classroom, p lease contact the CTL (906-487-3000).

Faculty with expertise in this area:

Quizzes, Tests, and Assessments

Synchronous Interactions

If you require synchronous interactions with your students, such as a live class session or virtual office hours, the university-supported Zoom Conferencing Software is your best option. All Michigan Tech faculty, staff and students have Zoom user accounts available.

You can and invite your class to join the meeting. At the scheduled meeting time simplySchedule a Zoom Meeting Launch the Zoom Session .

Zoom also offers the ability to record synchronous meetings to make them available for viewing for those unable to attend the live event. ThisTips & Tricks article published by Zoom is a great resource on how to successfully teach a virtual lesson.

Faculty with expertise in this area:

Virtual Lab Exercises and Experiments

When teaching remotely it may be difficult to imagine an effective simulation of these normally face to face interactions.

This curated list of POD Online Simulations Google Doc may be of interest if you would like to try and incorporate a lab simulation that has already been created and is available.

Alternatively, Michigan Tech's IT has the ability to set up a camera to record your lab exercises or experiments to post to your course in Canvas. You can contact ctl@mtu.edu to discuss your needs.

The Michigan Association of State Universitieshas compiled this list of Lab and Simulation Resources, sorted by discipline.

Faculty with expertise in this area:

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increased absenteeism during cold/flu season

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Instructional Continuity | William G. Jackson Center for Teaching and Learning | Michigan Technological University

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There are a number of circumstances which may require you to temporarily move your face-to-face class to a blended or fully online modality expeditiously. The resources on this page offer approaches you can use to keep your course running during these unplanned situations. If you are looking for guides or more information, search the IT Knowledge Base.

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Videos, transcripts and "At-a-Glance" summaries of the summer Teaching Q&A sessions hosted by CTL & IDEAhub.

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Department coordinators have been asked to survey instructors and then get headsets through IT. See this link for more information.

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Michigan Technological University - Knowledge Base

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A USB headset is required to connect to classroom-based computers. They can also be connected to a laptop computer you may bring to the classroom.

A combination headphone/microphone unit is required. The microphone will capture your voice for all users connected to the Zoom meeting to hear. The headphones will allow you to hear student comments and questions. There are many different models that provide either over-the-ear or in-ear headphone functionality. The model shown here may differ slightly, as models and stock can vary. Contact it-help@mtu.edu or call 906-487-1111 for assistance in obtaining a headset.

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Recommended headsets for classroom instruction

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A USB headset is required to connect to classroom-based computers. They can also be connected to a laptop computer you may bring to the classroom. A combination headphone/microphone unit is required. The microphone will capture your voice for all users connected to the Zoom meeting to hear.

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Special instructional face shields will be delivered to your department based on a request from your department coordinator. Instructors can wear these when in front of the class (at least 6 feet from all students), but should wear a mask when moving throughout the classroom.

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For questions regarding classrooms, contact:

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For questions regarding classrooms, contact:

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Capacities/Reservations (registrar@mtu.edu)
Signs (ceverran@mtu.edu)

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Where can I find socially distanced classroom maps?

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Where can I find socially distanced classroom maps?

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Instructional resources provide Michigan Tech faculty, staff and students with a wide variety of audio-visual equipment for academic or other activities that supports the mission of the university.

Classrooms at Michigan Tech have the following shared features:

PC (Teaching Station)

Document Camera

WiFi Access Point

Laptop Connections (HDMI or VGA)

Teaching Podium or Table

Marker Board or Chalkboard

If there is a piece of equipment you require that isn't standard in a particular classroom, in most instances we can deliver the equipment to a room upon request. When making equipment reservations, please allow at least 24 hours notice. Also note that there is no charge for instructional equipment on campus when used in an instructional setting. For more information about learning technology in classrooms, email us at it-help@mtu.edu or call 487-2655.

Please select the room name for more detailed room information. You can reserve rooms by following this link to the Registrar's Office.
NOTE: Rooms marked with * must be reserved through the William G. Jackson Center for Teaching and Learning. Please contact them at 906-487-3000. Rooms marked with ** must be reserved through Michigan Tech IT. Please contact them at 906-487-1111.
Panopto

Panopto is the lecture capture system used at Michigan Tech for recording classroom lecture audio and video. Recordings can be supplemented with video and screen/document captures. Playback using Panopto is available on PC, Mac, iOS and Android devices. A dedicated Panopto application is also available for iOS and Android devices.

Fall 2020 Classrooms

During the Fall of 2020, traditional lecture capture and microphones will not be available.

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Classrooms | Michigan Tech Information Technology

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Instructional resources provide Michigan Tech faculty, staff and students with a wide variety of audio-visual equipment for academic or other activities that supports the mission of the university.

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Where can I find signage for labs or conference rooms?

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Where can I find signage for labs or conference rooms?

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For questions regarding online testing & assessment, contact: ctl@mtu.edu (7-3000)

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For questions regarding online testing & assessment, contact: ctl@mtu.edu (7-3000)

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For questions about using classroom technology, contact: ctl@mtu.edu (7-3000)

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For questions about using classroom technology, contact: ctl@mtu.edu (7-3000)

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For questions regarding faculty accommodations for health concerns, contact:

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For questions regarding faculty accommodations for health concerns, contact:

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adacoordinator@mtu.edu

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For questions regarding classroom management strategies, contact ctl@mtu.edu (7-3000)

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For questions regarding classroom management strategies, contact ctl@mtu.edu (7-3000)

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w/ face covering requirements

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Senate Policies Related to the Course Syllabus

Instructors at Michigan Tech are required to provide students with a syllabus during the first week of instruction so that students have the information necessary to prepare and perform well in courses. Michigan Tech instructors are bound by the University Senate policy and amendment related to the course syllabus:

You are strongly encouraged to review both the policy and amendment carefully so that your syllabus is compliant. The policy and amendment identify several requirements for syllabi. Note especially the following requirements:

Course description, overview and learning outcomes/objectives
To support student achievement of university and program student learning goals andassessment of student learning, these elements are required: course description, overview and learning outcomes/objectives.

Assessment statement
Include the following statement in your syllabus: "Student work products (exams, essays, projects, etc.) may be used for purposes of university, program, or course assessment. All work used for assessment purposes will not include any individual student identification."

Information on university policies
The Senate Policy states that your syllabus is required to provide information on university policies, including those related to academic integrity, disability services and institutional equity. Since policies and web links to these policies could change over time, you are encouraged to include the following web link instead:http://www.mtu.edu/ctl/instructional-resources/syllabus/policies/.

Syllabus Template and other Resources

You are encouraged (but not required) to use the following template so that your syllabus has all the required elements. Your syllabus can use any format and contain any additional information that feel is appropriate or necessary as long as it contains the elements required.

As you craft your own syllabus, think carefully about the class culture you wish to create, and how you will first present yourself to your students. You are encouraged to review these additional resources:

Superlative Syllabus Workshop - These materials, created as part of a Superlative Syllabus workshop, emphasize the importance of providing appropriate learning objectives, maintaining a warm tone, and communicating policies clearly

Creating a Learner-Centered Course Syllabus - Resources and Examples - Example syllabi, provided with permission from Michigan Tech faculty, are available in the MTU Instruction/Assessment Canvas course (accessible only to MTU). This Canvas course contains resource materials for MTU faculty and staff who support undergraduate instruction and/or learning assessment.

Writing Effective Course Learning Objectives- This document will help with the first step in designing your course curriculum and individual lessons.

Measurable Action Verbs- This document provides options for measurable verbs that work well for learning objectives.

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syllabus requirements for courses at michigan technological university

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Syllabus Requirements | William G. Jackson Center for Teaching and Learning | Michigan Technological University

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Instructors at Michigan Tech are required to provide students with a syllabus during the first week of instruction so that students have the information necessary to prepare and perform well in courses. Michigan Tech instructors are bound by the University Senate policy and amendment related to the course syllabus: You are strongly encouraged to review both the policy and amendment carefully so that your syllabus is compliant.

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Students cheat more in online courses -- right?

Most professors certainly think so. Sixty percent of the nearly 2,000 respondents to Inside Higher Ed's 2019 Survey of Faculty Attitudes on Technology last fall said they believed academic fraud occurs more frequently in online than in face-to-face courses (remember those?). And 93 percent of respondents to a recent survey by Wiley said they believed students were significantly more likely (62 percent) or more likely to cheat in an online course than in a face-to-face course.

Many colleges seem to think so, too, and they ramped up their use of proctoring systems and other technology tools this spring as COVID-19 forced them to deliver most of their instruction remotely.

The facts, though, are less clear. Historically, the proportion of surveyed students self-reporting that they have cheated on an exam at least once in the last year "has been at about 11 percent for a couple of decades," Tricia Bertram Gallant, director of the academic integrity office at the University of California, San Diego, said in a webcast during Wiley's Wicked Summer Camp for Online Teaching this month.

While that's almost certainly underreported, because people who "doing things that are socially undesirable ... are not usually up front about admitting those behaviors," Bertram Gallant says, the fact that the numbers haven't changed directionally even as online education has taken hold suggests that virtual learning hasn't changed the academic dishonesty landscape significantly.

"Ever since the first monks were saying, 'Oh, those new styluses are allowing them to illuminate those manuscripts much more easily, that's clearly dishonest,' there's been somebody who thought the new technology makes [cheating] so much easier," David Rettinger, a professor of psychological science and director of academic programs at the University of Mary Washington, said during the Wiley webcast. "The reality is that there has always been people using technology for good and for ill. I don't think the internet is an epochal technological change -- it's just another in a series of the wheel turning."

The International Center for Academic Integrity is conducting a survey about whether cheating and other forms of academic misconduct spiked during the pivot to remote instruction this spring, as many anecdotes suggest. But given what we know about why students cheat and about students' experiences this spring, Bertram Gallant said, it would hardly be surprising if thrusting students suddenly into virtual learning didn't "make it more likely that students will cheat ... than they might have a year ago."

"Students are more likely to engage in dishonesty when they're under stress and pressure, when the norms are unclear, and when there are temptations and opportunities," she said.

They had all of those things in spades this spring (though there were some countervailing pressures as well, such as many colleges adopting pass/fail or other more flexible grading policies). Most students (and their instructors) were in unfamiliar terrain, educationally and personally: learning in a new environment, dealing with the uncertainty and fear of a global pandemic, and much more.

Many of the hastily transformed courses they took through the spring hadn't been built with the internet in mind, therefore they lacked the sorts of regular engagement and interaction that the best online (and in-person) courses offer. Surveys have consistently shown that students' biggest complaint this spring was a lack of engagement.

And "when students don't feel connected and a sense of belonging to the learning community, whether it's online or face-to-face, they are more likely to detach from any sense of collective community responsibility or ethics and substitute for that a pure ethic of mercenary self-interest," Douglas Harrison, vice president and dean of the University of Maryland Global Campus's School of Cybersecurity  and Information Technology, said during the Wiley webcast.

One logical response to perceived or real cheating is stepped-up enforcement, and "if you don't have an enforcement approach, you're letting down honest students, saying, 'We don't care,' and that's not OK," Rettinger of Mary Washington said in an interview. "Set the expectations, do what you need to do to identify cheating and have a fair and firm policy for responding to it." He added, "The honest students, the students working their tails off for those C's, have to feel like the institution has their back for this all to work."

Many colleges and universities turn to various forms of technology to monitor students and try to ward off cheating, but "that often winds up resulting in an arms race or being a game of whack-a-mole," said Rettinger, who acknowledges being philosophically opposed to systems. (For more thorough explorations of the pros and cons of proctoring systems, look here and here.)

"How can I stop cheating?" while an understandable question for instructors to ask, is the wrong one, Harrison said, because it leads them to a "pedagogy of suspicion that colors our whole frame of reference."

"We end up focusing on the worst possible negative outcomes that the most malicious and malintended student would engage in, rather than starting with, 'What's the best teaching and learning experience I can construct and deliver for the vast majority of students who are there to learn authentically and who want to succeed?'" Harrison said.

Bertram Gallant asks instructors to "keep your educator hat on when you're thinking about this and when you're responding to cheating when it occurs," rather than their "police hat," she said. The better question than "how can I stop cheating?" is "how can I best facilitate and assess learning?"

Or, as Rettinger put it bluntly, the best way to minimize cheating? "Teach better."

How? (Rettinger's list of "small, scalable changes" instructors can make with academic integrity in mind can be found in the box at right.

Among the changes he and his colleagues on the Wiley call discussed:

Community building. Harrison described the importance of creating a sense of belonging, so that students feel part of a learning community rather than giving in to the "mercenary self-interest" he described above.

Some of that is achieved through transparency, not just about the rules and requirements related to academic honesty but about the purposes of the course and of assignments.

"You need to help your students understand why that assignment is there, why they're doing what they're doing, what their learning goals are -- not just in a 'learning outcomes' way, but connecting to their own personal and professional growth," Rettinger said.

Listening is also key. Students who cheat, like people who break other kinds of rules, often rationalize it by saying they don't feel supported or understood, Rettinger said. "My institution doesn't support my behavior; my professor doesn't understand what I'm dealing with."

In the shift to remote learning this spring, Rettinger gave his students a survey, shared by one of his colleagues, about how their learning might be affected when they were remote. Do you have reliable internet? Would you prefer a recording?

Some students, he said, said they "desperately needed the structure" of the synchronous class; a third "said that couldn't possibly work."

Rettinger's ultimate solution may not have satisfied every student's every need, he said, but "students felt heard and their positions respected even if they didn't get everything they wanted." Shrinking the gap between what students need and what they have available to them may make them less inclined to "find a solution outside the normal ethical boundaries," he said.

Assignments and assessments. Harrison urged instructors to give students "scaffolded, supported opportunities at lower-stakes levels to practice the skills, ability and knowledge they'll need to build into the competencies" they're expected to develop during the course.

Rettinger said he had replaced exams in some courses with lots of low-stakes quizzes -- with "stakes so low that it's not worth cheating." When his courses do include final exams, they are open book, and all of the questions on them are drawn from those students have shared in discussion boards over the course of the term, so that "gives them a sense of control over the assignment."

Creating lots of quizzes can result in a lot of work for instructors, but many tools exist -- from publishers and open educational resources providers alike -- that provide large banks of questions to supplement those a professor might develop on his or her own. That's one way that technology -- which many instructors see as a foe, enabling sharing platforms that some students use to cheat -- can actually help professors, too, Rettinger said.

Giving students "some kind of choice and control can reduce the temptation to circumvent the assignment, as can making assignments "relevant to their lives," said Bertram Gallant.

Ultimately, she said, instructors have both a responsibility to ensure that grades (and ultimately degrees) have value, so some degree of controlling students' behavior is probably required. But to the extent colleges see it as their responsibility to turn out "people who choose to be ethical citizens and professionals," controlling behavior should take a back seat to enhancing the learning environment to encourage good behavior. If the focus is on behavior control, she said, "you're not going to be producing morally self-regulating people."

At a time when professors, like their students, are dealing with a great deal of uncertainty about many things, it might be tempting to press the "easy button" on academic integrity by embracing a proctoring system or lockdown browser, Rettinger said. The strategies discussed above can take time and energy that may seem in short supply.

But think of it like fitness, he said. Lots of us might be better off if we were training for a half marathon or swimming laps every morning at the local pool, and "going for a walk isn't going for a run, but it's better than sitting on the couch."

A lot of instructors would benefit from rebuilding their pedagogy, not only to minimize academic dishonesty but to build student engagement and learning. "But what if I told you that doing five or six little things that cost you nothing and don't require any pre-class preparation could reduce cheating by 30 percent?" he said.

"Sometimes it's just about moving in a positive direction."

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Is technology the best way to stop online cheating? No, experts say: better teaching is.

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Students cheat more in online courses -- right? Most professors certainly think so. Sixty percent of the nearly 2,000 respondents to Inside Higher Ed's 2019 Survey of Faculty Attitudes on Technology last fall said they believed academic fraud occurs more frequently in online than in face-to-face courses (remember those?).

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Subtitles: Click on the cog icon on each video to enable English subtitles/closed captions.
Subtítulos: Haz clic en el ícono de engranaje en los videos para cambiar los subtítulos a español.
Legendas: Clique no ícone de engrenagem nos vídeos para mudar as legendas para português.
字幕: 動画右下の歯車マーク（設定）から「字幕」を選ぶと日本語字幕を表示できます。
자막: 한국어 자막을 켜고 보시려면, cc 아이콘을 클릭하여 한국어 자막을 선택해주세요.

This video shows the basics of grading with Gradescope. You'll see how to:

Navigate through submissions for one question.

Make rubric items.

Change rubric point values.

Gradescope offers freehand annotation tools and flexible page viewing to support the instructor's feedback and grading needs.

This video shows how to annotate directly on a student submission and change the page view to focus on a single question, a whole page, or any other pages in a student submission.

To speed up grading, Gradecope offers answer grouping and AI-Assisted answer grouping features for fixed-template assignments.:

Answer Groups - Lets instructors manually group and grade student answers instead of grading each student answer one-by-one.

AI-Assisted Answer Groups - Uses Gradescope's artificial intelligence to automatically group similar student answers that instructors can review and grade (available only for some question types).

This video shows how to set up, review, and grade student submissions using manual answer grouping or AI-Assisted answer grouping for a fixed-template assignment.

Online assignments (in public beta) have a variety of question types, such as multiple choice, short answer, check boxes, and file/image uploads, that students can answer directly within the interface by typing, selecting, or uploading their responses.

This video shows how to create questions, set correct answers, and grade submissions for an online assignment.

Gradescope programming assignments work with all programming languages and can be graded manually, with a code autograder, or use a combination of the two. Code similarity reports are also generated to flag potential plagiarism cases for instructors to review.

This video shows how to create a programming assignment, grade submissions with a code autograder or manually, and review code similarity reports for potential plagiarism cases.

For more information on building code autograders, check out our Gradescope Autograder documentation.

Bubble sheet assignments are for multiple choice assignments or exams and come with a bubble sheet template to use. Instructors will predefine an answer key (up to five versions) that Gradescope uses to grade students' multiple choice responses automatically.

This video shows how to use a bubble sheet template, define the answer key, set scoring defaults for full or partial credit answers, and view assignment statistics or item analysis data.

This video shows how to submit work to Gradescope as a student via the Gradescope Mobile App.

The Gradescope Mobile App allows students to upload work without the use of a scanner or third party app. This makes uploading handwritten work more convenient and protects students' privacy by keeping their work in Gradescope. Learn more about the mobile app in our help center.

This video shows how to submit a variable-length assignment (i.e. a homework with no fixed page number) as a student by using the Gradescope website.

Having a high quality scan is an important step in submitting assignments. For students who are scanning handwritten work, we recommend using the Gradescope Mobile App.

Scanning exams, demonstrated on the ScanSnap ix500 Take a look at our favorite settings for this model.

Newer model here.

After the exams are scanned in, they can be uploaded in batches. We'll attempt to automatically split the scanned pages into submissions. We will then automatically attempt to match each submission to a student in your roster, and you'll be able to manually match any remaining submissions. You can download the two batches used in this video: first and second.

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Grade your existing paper-based assignments in half the time and see exactly what your students learned, for free.

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Directions:  Using a Room PC in small classroom

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Directions:  Using a Room PC in small classroom

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Michigan Technological University - Knowledge Base

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Remote instruction configuration with room PC in small classroom

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How to connect to ChatAttach 170 with a room PC in a small classroom in order to allow for the exchange of audio between the face-to-face class and the remote student.

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Directions:  Using a Laptop in small classroom

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Directions:  Using a Laptop in small classroom

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Michigan Technological University - Knowledge Base

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Remote instruction configuration with laptop in small classroom

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How to connect to ChatAttach 170 with a laptop in a small classroom in order to allow for the exchange of audio between the face-to-face class and the remote student.

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A simple tool to edit audio & video files by editing text.

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Descript is the fastest and easiest way to transcribe and edit video.

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Instructional resources provide Michigan Tech faculty, staff and students with a wide variety of audio-visual equipment for academic or other activities that supports the mission of the university.

Classrooms at Michigan Tech have the following shared features:

PC (Teaching Station)

Document Camera

WiFi Access Point

Laptop Connections (HDMI or VGA)

Teaching Podium or Table

Marker Board or Chalkboard

If there is a piece of equipment you require that isn't standard in a particular classroom, in most instances we can deliver the equipment to a room upon request. When making equipment reservations, please allow at least 24 hours notice. Also note that there is no charge for instructional equipment on campus when used in an instructional setting. For more information about learning technology in classrooms, email us at it-help@mtu.edu or call 487-2655.

Please select the room name for more detailed room information. You can reserve rooms by following this link to the Registrar's Office.
NOTE: Rooms marked with * must be reserved through the William G. Jackson Center for Teaching and Learning. Please contact them at 906-487-3000. Rooms marked with ** must be reserved through Michigan Tech IT. Please contact them at 906-487-1111.
Panopto

Panopto is the lecture capture system used at Michigan Tech for recording classroom lecture audio and video. Recordings can be supplemented with video and screen/document captures. Playback using Panopto is available on PC, Mac, iOS and Android devices. A dedicated Panopto application is also available for iOS and Android devices.

Fall 2020 Classrooms

During the Fall of 2020, traditional lecture capture and microphones will not be available.

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Classrooms | Michigan Tech Information Technology

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Instructional resources provide Michigan Tech faculty, staff and students with a wide variety of audio-visual equipment for academic or other activities that supports the mission of the university.

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A tool for collecting, curating and sharing information

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A polling tool that allows display of results in a variety of formats

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Host interactive online meetings | Poll Everywhere

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Mural is an digital collaboration tool that allows teams to communicate, brainstorm, present and design together.  You can apply for a free educator license at https://www.mural.co/education

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Work better together with Mural’s visual work platform | Mural

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Increase connection and teamwork with our secure, flexible visual work platform. Make it a mural, not a meeting.

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Sign up for this self-paced online course on tools & tips on Zoom, Panopto, and Canvas.

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This page provides resources for instructors during this time of remote instruction. It includes information on Zoom, Canvas, iClicker, Panopto-Huskycast, assessments, and general classroom tips and suggestions.

Zoom (Video Conferencing)

Zoom offers Daily Webinarsas well as a Recorded Session that will help you learn how to use this tool in an educational setting.

Topics covered in the training webinars include:

How to download the Zoom applications and join a Zoom meeting.

How to schedule a meeting and send out invitations.

In-meeting controls and tools (including the waiting room, share screen, breakout rooms).

MTU Zoom Accounts

All Michigan Tech faculty, staff and students have Zoom accounts. Anyone can create, host and/or participate in an unlimited number of meetings with up to 300 participants.

Zoom Meeting Tips for Instructors

Consider establishing expectations for participation and "in class behavior". We've compiled some Example Communications that could be used as a starting place, or you might adapt the Policy that was used for some of our Online Courses at Michigan Tech.

To avoid and prevent " Zoom Trolls" from interrupting your class, and to encourage smooth communication, Review your Meeting Settings and consider the options to either require registration or allow only authenticated users to join. These settings are available in the meeting details when you create a new meeting in your account. If you plan to record your meeting, you should probably leave "join before host" disabled to ensure students don't jump into your meeting before or after class, creating additional recordings.

Canvas (Online Classroom)

Michigan Tech uses the Canvas learning management system (LMS) for all course modalities (face-to-face, blended, fully online). Canvas is commonly used to provide students access to course instructional materials (including content pages, documents, and videos), administer assignments, quizzes, and exams, conduct online discussions, as well as share feedback and grades with students.

Huskycast (Lecture Recording)

The Panopto-Huskycast video platform is the best place to record and host video mini-lectures for your courses. While there are many recording tools available to create course videos, a good first option is Panopto recorder. The software is available for Windows and Mac computers and allows instructors to record their desktop, webcam, document camera, and presentation slides. Recordings can be uploaded to the Huskycast folder in the Canvas course for all students to access. Below are relevant Panopto guides to help you get started.

Using Panopto-Huskycast

Exams / Tests

The Michigan Tech Testing Center is working to provide as much support as possible for high stakes exams being administered remotely. For exams within Canvas, we have secured Respondus Lock Down Browser and Monitor to remotely proctor online quizzes and exams.
Daily Trainings Currently Available Online Directly from Respond
Canvas Quiz Conversion

Testing Center staff is currently available to assist with coding paper/pencil quizzes/exams into Canvas.

To do this: Send the exam (Google or Word Doc) to techtesting-l@mtu.edu . Include any special instructions, date exam is needed and title of exam. A canvas course, containing the quiz, will be created and shared with the instructor. The instructor can thenImport the Quizinto their current canvas course.

Exams will have default settings of one question at a time and randomized multiple-choice answers. Question banks may be generated if multiple versions of the exam are provided.

When Designing your Remote Quiz or Exam

Mix objective and subjective questions: Subjective questions demand a deeper understanding of the subject being studied making online cheating more difficult.

Target Higher Level Thinking:Higher order thinking skills including understanding, applying, analyzing, evaluating, and creating. If you assess higher order thinking skills, students cannot find the answers just by googling or looking for the answers within a textbook.

Make the tests available for a relatively short period of time: In a Canvas Quiz, you can Limit the Timestudents have for the exam. (e.g. one hour). If you have a student requiring special accommodations you can useModerate This Quizfeature to grant students extra attempts, grant extra time for timed quizzes, and manually unlock quiz attempts. When making an exam assignment,Differentiated Due Dates / Timescan allow one or more students to have a different start, due, and/or end times.

Creating a Quiz in Canvas

Canvas quizzes have several features that might increase the integrity of your exam:

If you wish to explore other alternatives to testing (frequent small quizzes, student video submission, mind maps, etc.) please contact the CTL ( ctl@mtu.edu).

Distributing an Exam by PDF or Word Document

There are two options to provide a PDF for an exam. You can Create an Assignmentwith the PDF file embedded or you can create a quiz and embed the PDF in the first question using the Text (No Question) Typeand the second question would be a ' File Upload Type' of question for students to submit the completed document.

Consider Embedding a Link to the Filein the Canvas assignment description.

Remember that most students don't have printers, so make a plan to accommodate work on their own paper.

Prepare your students to quickly scan and return a PDF using Genius Scan or a similar phone based scanning tool. Be sure to allow extra time for submission.

Student Synchronous Feedback

iClicker student response technology is used on campus for in-class feedback from students. With face-to-face instruction suspended solutions have been found to either replace i-Clickers or adapt them for online use.

Solutions for iClickers

If you teach with iClickers, here are 3 alternative approaches for comparable online student feedback without extra cost for students:

Polling in Zoom

Using Quizzes in Huskycast (Panopto)

Canvas Surveys

Moving iClickers Online

iClicker is making its online (phone, laptop, or tablet-based) Product Available Free for Courseswhere iClickers have been used. The link includes resources to help, but generally, you need to Request a "Universal Access Code" to share with your students and enable REEF in your iClicker course. Once your Students Register with This Code, you can teach from Zoom in much the same way you would have done in class, with students responding from wherever they are.

Copyright Concerns

The legal council and library have Posted Guidance regarding copyright concerns as they relate to the rapid transition to online.

General Considerations

Compassion for Yourself and your Students

Remember that your students are experiencing many of the same - or even more - of the uncertainty, fear, and change that we all are. I know that Counseling Services is working to provide detailed resources to you within the next week. Meanwhile, this Article from Inside Higher Ed might provide some strategies to help with the emotional and human challenges we are all facing in our teaching.

Adapted from a Facebook post by Amy Young, Ph.D.

Adapted from a Facebook post by Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University:

Be kind to yourself and your students. Everyone is stressed, even if they're playing cool. That includes faculty. And that's okay.

You will not recreate your classroom, and you cannot hold yourself to that standard. Moving a class to a distance learning model in a day's time excludes the possibility of excellence. Give yourself a break.

Prioritize. What do students really need to know for the next few weeks? These are not normal circumstances.

Make assignments lower or no stakes if you're using a new platform. Get students used to just using the platform. Then you can do something higher stakes. Do not ask students to do a high stakes exam or assignment on a new platform.

Stay in contact with students, and stay transparent. Talk to them about WHY you're prioritizing certain things or asking them to read or do certain things. It improves student buy-in because they know content and delivery are purposeful.

Do not read on best practices for distance learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed." We are doing our best to respond as quickly as possible - and know you need answers quickly. Thanks for your patience and hard work in this transition!

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Remote Instruction Resources | William G. Jackson Center for Teaching and Learning | Michigan Technological University

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This page provides resources for instructors during this time of remote instruction. It includes information on Zoom, Canvas, iClicker, Panopto-Huskycast, assessments, and general classroom tips and suggestions. Zoom (Video Conferencing) Zoom offers Daily Webinarsas well as a Recorded Session that will help you learn how to use this tool in an educational setting.

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Responses to Instructor's  Frequently Asked Questions

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Responses to Instructor's  Frequently Asked Questions

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Responses provided for commonly asked questions as of July 31, 2020...

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Enroll in this self-paced course for policies, advice, and videos about sticky classroom situations regarding face coverings.