2 Getting Started

Overview Video | Checklist (Print Version) 

If classes have been disrupted by unforeseen circumstances it is important that faculty reach out immediately to their students and inform them that classes are ongoing and that they are expected to actively participate online using Canvas.

Send an announcement in Canvas to students clearly telling them what to expect. Visit the following pages on setting expectations and roles and responsibilities for suggestions on how students can successfully participate in an online class.

Identify student access problems.

Confirm that all your students have technology available at home. Desktop, Laptops, iPads and Chromebook computers are preferred but students can participate using their cell phones however data usage could be a problem. If you find that students are struggling with technology access contact the IT department at https://support.baypath.edu

Decide whether they want to teach synchronously or asynchronously. Synchronous delivery using Bay Path’s Zoom web conferencing software allows faculty and students to interact in “real time.” Asynchronous delivery is more accessible to students and it provides more time for them to engage with the material. Before planning your lessons it is important that you determine the primary delivery mode. Depending on if you are teaching synchronously or asynchronously your lesson will look different in Canvas. Both might include assignments and discussion forums but if you are using Zoom you may not need to create an overview page.

Create a lesson overview page in Canvas. Every class assigned by the registrar has a dedicated course shell in Canvas. If you are teaching several classes you will need to locate the unique canvas shell for each class and repeat these steps for each. The overview page should include student learning objectives and links to readings and other resources. This can be copied over directly from your syllabus. If you are not meeting synchronously in Zoom then you should include a lesson description, and any other required directions.

Using Zoom within Canvas provides an easy way to schedule meetings and provides easy access for students. If you are considering using Zoom to replicate the classroom experience you might consider using breakout rooms for managing group activities and the share screen and polling options to promote active learning.

Recording video lectures that are linked directly in Canvas is possible using universities preferred software screencast-o-matic.

Creating assignments allows you to manage the collection of student work in any format. Faculty can select the grading type and due dates and students upload their submissions for private viewing and assessment by the instructor. For suggestions on creating meaningful online assignments visit the assignment suggestions tutorial.

Discussion forums allow for the sharing of ideas and understanding in an asynchronous online learning environment through threaded, written discussions where faculty and students can engage in written (or audio/video) dialogue. For suggestions on creating and facilitating a lively asynchronous discussion visit the good discussions tutorial.

Creating modules organizes your overview page, lectures, assignments and discussions into a single lesson. Using well written introductions, due dates within discussions and assignments and clear organization within modules an online lesson will emerge that resembles the more traditional single class session that your students are used to.

Publish your course once a single module of content is complete to make it available to students. Should the school closure extend beyond you would be required to repeat the process again for future sessions as needed.

Speedgrader for grading assignments allows instructors to leave inline comments, grades, and feedback for student’s work all on one screen. It can be used with assignments, graded discussions, and quizzes. Some file types can be marked up for feedback directly within the submission.