Getting Started with Teaching Online: UHD-Supported Technology Tools and a Few Best Practices for Each
Are you new to teaching online? Here in the
CTLE, we are not only happy to assist you with starting off right, but we’re
also there for you every step of the way as you grow as an online educator. You
will first want to get some basic technology training under your belt.
Technology assistance is offered through our neighbors, the Technology Teaching
& Learning Center (TTLC). We recommend that you work with them first to get
trained on the following instructional technology. Contact the TTLC by emailing
bb@uhd.edu,
or by calling 713-221-8200. You can also use this form to request technology training.
Once you have a working knowledge of the tools, we are happy to help you
leverage them all in sound pedagogical ways to create meaningful learning
experiences for your students. Make an appointment with us at ctle@uhd.edu
for pedagogical, course design, and course redesign consultations.
Blackboard Learn
(learning management system)
Blackboard is the LMS we use at UHD. You may
already have experience using Blackboard for posting your syllabus (or perhaps
even other content) and/or keeping records of students’ grades. In online
courses, Blackboard is where students do most or all of their work for the
course. Here, you will present content, assess your learners, have them
collaborate and communicate with one another, and much more. It is recommended
that you take and complete the Blackboard Foundations for Faculty training,
either in-person or on-demand, through the TTLC.
As you organize and post your
content into Blackboard, remember to think about accessibility issues (creating
a learning environment for all students), and always start with your learning
outcomes and objectives to be certain that the assessments, activities, and
content you provide address them. Choose a convention for organizing content,
and stick to it so that your learners will quickly get a sense for how your
course is organized. Also, don’t overload your modules with too much content.
It’s better to have fewer, more concise items that target the outcomes and
objectives directly than to overwhelm your learners with too many things to
click on and do. Finally, remember that the LMS is just as much for your
learners to engage with the content and with one another as it is for you to
present information to them, so have them demonstrate knowledge and skills in
collaborative tasks such as discussions and wikis where possible.
Zoom (web
conferencing and screencasting for making videos)
You have probably already used Zoom to attend
web meetings. However, another very useful feature of Zoom is that you can use
it to create videos for your online courses to break up the monotony of what
may otherwise be a text-heavy online course. You can record mini-lectures, you
can choose to use slides, art from your textbook, a website, or anything that
you can share on your screen. You can choose to have a thumbnail window of
yourself as you speak or not. Zoom will produce an MP4 video file once you
finish your recording. Instead of posting that file directly into your course,
we recommend you use Mediasite to stream the video. Online instructors also use
Zoom for real-time meetings with students (either in groups for study/review
sessions or 1:1 for virtual office hours, for example). Zoom is an excellent
way to boost instructor presence in your courses: it’s important for your
students to see and hear you to feel a greater connection to the course and the
content. When
you encourage your students to use Zoom, you’re helping to boost their social
presence and interaction in the course.
A major difference between online courses and
face-to-face courses is often adjusting to the amount of time you spend
lecturing (whatever lecturing means to you). Try to keep all videos short: we
tend to remember the first five minutes and the last five minutes of what we
see and hear in videos, so the less “middle” you have in your videos, the
better. If you can break up (what would otherwise be) an in-person lecture into
parts, and outline it on paper, you can just as easily break up your videos
into smaller, more digestible, memorable, and engaging “chunks” for your online
learners.
Mediasite (streaming
server for hosting and sharing videos)
Once you’ve created instructional videos (welcome messages, module
introductions, mini-lectures, exam follow-ups, feedback to the class, etc.),
upload your MP4 into Mediasite. There, you’ll get a link to share the video
with your learners. You can also get an embed code (HTML text) to insert directly
in your Blackboard. Embedding content can make your modules a “one stop shop”
so that students don’t have to leave Blackboard to access the video content.
Try
to provide an outline and/or a transcript of your videos as well. If a student
presents with a documented disability that requires accommodation, UHD will
only pay to caption and/or transcribe videos that are in Mediasite, so set
yourself up for success from the get-go by using it (instead of some other streaming
service like Vimeo or YouTube). When sharing videos in Blackboard, provide the hyperlink
and embed the video. Providing both is a sure-fire way of making sure videos appear
for your learners as they access your course content.
Turnitin (plagiarism
checker and feedback studio)
Courses
that involve writing can benefit from using Turnitin for several reasons. One
use of this tool that you may already know about is its plagiarism check
feature. When a student submits written work, Turnitin compares it to other
written works from billions of sources across the Internet and generates a similarity
report. From the similarity report, you can investigate and infer if plagiarism
has occurred. It will also link you to any sources it finds with similar
language. Another excellent feature of Turnitin is its feedback studio. With
it, you can mark up a student’s writing assignment with feedback using a robust
menu of tools, allowing your learners to consider your feedback for the next
version or step in the writing assignment. Many instructors also use the
feedback studio by putting students in pairs or groups to have them give peer
feedback to one another.
Try to frame your use of Turnitin as a way to help
your learners instead of a tool that lets you catch them doing something wrong.
Formal writing is best deployed when done as a process with multiple stages
along the way throughout the course of the semester. The work of a learner who
has been guided carefully from beginning to finished product (with multiple
checkpoints, deliverables, and feedback opportunities) is far less likely to be
plagiarized than a one-off assignment they may have been told about early in
the semester but only turn in at the end of the semester (when it’s too late to
do anything about it).
Respondus (lockdown browser and monitor)
In
face to face courses, you are able to proctor your exams in person. In online
courses, this is not an option. For milestone exams (chapter tests, mid-terms,
and finals), you may choose to require that your students take the exam in a
testing center (like the one here on campus or some other institution’s testing
center). Other instructors use third-party proctoring services (like ProctorU,
where students pay to have an exam proctored remotely in real time). Another
option is to use Respondus tools when deploying an exam, which is available at
no additional cost. Respondus Lockdown Browser was a powerful tool in the days
when we only had one computer at home. Alone, it prevents the user from opening
up other browsers or tabs to search for answers on the Internet. Nowadays,
phones, tablets, and laptops are pervasive, rendering this tool somewhat
useless on its own. However, when used in conjunction with Respondus Monitor, once
the student launches an exam, s/he will be photographed, asked to hold up an
ID, asked to film the testing environment, and snapshots are taken
intermittently of their activity during the exam. Monitor documents the test
taking experience and automatically flags suspicious activity. But unlike with
some live, human proctoring options, you will need to review these recordings
yourself (after the fact) to make the case for cheating.
Of course, you will
want to list a built-in or external webcam as a required course item (just like
a textbook or other course materials) should you decide to use Monitor in your
online courses. What’s more, since your students already have webcams (because
they are required in your course), you may also want to have them do other
things with their camera (use them in Zoom meetings, record and share
presentations, etc.). In general, it is a best practice to have a very
diversified gradebook so that no one grade item impacts the course grade too
heavily. However, if you must use high-stakes tests in your courses, try not to
use publisher-provided test banks, as those are often freely available to
students online (not to mention they are not written in your own voice and,
therefore, very unsettling to the learner). Limit your general testing window
to only a few days (three days, for example), and limit the allowed duration of
your tests. Configure your tests in Blackboard to pull from a pool of
questions, and randomize the questions, answers, and sections of the exam so
that no two instances of the test are exactly the same. Write questions that
test for higher-order thinking (as opposed to memorization), and only use
plausible detractors.
Next Steps
Once you have learned the technological basics and features of these tools, you
will have a better idea of how those capabilities might help you address your
teaching goals in your online courses. Your next step will be to look at your
course description, course outcomes, and learning objectives to create a course
plan.
