• La Salle University Training Hub: The Instructional Design team has compiled La Salle-specific guides and resources for moving your course online. The materials on the Training Hub are designed to be a how-to once you’ve decided what methods and measures make the most sense for your courses. The resources below can help you figure out how to make those decisions.
• Going Online in A Hurry: What to Do and Where to Start: Michelle D. Miller offers a six-part checklist of what you’ll need to think about in adapting your courses.
• Tips and Tools for Teaching Online in Pinch: Another handy checklist of what to think about when shifting to an Instructional Continuity approach to your courses.
• Please Do a Bad Job of Putting Your Courses Online: We’re not wild about the title  (we’d prefer to think of it as akin to “good enough parenting.”) But the fundamental point here is critical: you are cobbling together a good-faith but hasty replacement for what you already planned to do in person.
• How to Be a Better Online Teacher: This Chronicle Interactive Advice Guide provides guidance for developing courses that are intended to be online; still, this interactive offers plenty of useful advice and recommendations for the current situation.
• Teaching Effectively During Times of Disruption: Stanford has assembled a comprehensive list of suggestions for shifting a course online. There are some Stanford-specific elements to the guide, but since they also use Canvas and Zoom, many of their recommendations and how-to guides will also work for us.
• If feasible, consider shifting your course to address the impact of COVID-19 on your discipline. For some suggestions on how to do that, see this thread by Arizona State University’s Katie Hinde.

• The University of Central Florida maintains the Teaching Online Pedagogical Repository. Most of their resources are intended for fully-online courses that were designed to be that way, but you might find additional resources there to be useful.

• Create Modules to Organize and Present Content: Modules are just a fancy way of thinking about course units. If your in-person syllabus already chunks material by week or by theme, try to replicate that chunking structure in the online material you set up. This site includes a few examples of what that chunking might look like (though the examples are from other Learning Management Systems, Canvas can do the same things).
• Micro-lectures: Intros to Key Concepts in Five Minutes or Less
  • This resource proposes brief micro-lectures that give students a quick overview of key concepts before directing them to readings / external videos / discussions. Micro-lectures can be a good middle ground for giving students a bit of additional context or talking through a particularly challenging idea..
  • You can offer Micro-Lectures using a free tool called Screen-Cast-o-Matic or by recording yourself sharing your screen in an empty Zoom room.
• Multimedia Educational Resource for Learning and Online Teaching [MERLOT]: Part of the California State University system, MERLOT is a clearinghouse for online lessons, modules, labs, simulations, and more, with materials for most disciplines. MERLOT can link directly to Canvas, which can make it easier to pull content and lesson plans directly into your course.
• Discipline-Specific Options:
  • Chemistry / Biochemistry

• Canvas can facilitate testing. You can review the ID Team’s guide on Canvas quizzes here.
• Do Online Students Cheat More on Tests?: Spoiler alert: The answer is no.
• Using Discussion Rubrics: This resource offers several examples of rubrics to help guide grading of discussion posts.
• Using Low-Stakes Quizzes to Encourage Mastery: If you already use quizzes in your course, this one is a no-brainer. Adapt those quizzes to Canvas’s quiz functionality, and the quizzes will self-grade, including giving students feedback on both right and wrong answers. If you don’t typically use quizzes, you might consider adding a few as supplemental option.
• Provide Models of What to Do (and What Not to Do): Exemplars are especially important when you’re asking students to produce a deliverable that they’ve never done before. If you haven’t done discussion boards with them before, try giving them models of effective and ineffective posts and replies. If you’re going to require an online test, do a low-stakes online quiz first so students can see how the platform works. If you’re going to shift your in-person presentations to online presentations, try Joshua Drew’s crowdsourced strategy for creating a terrible presentation yourself to show them what not to do.

• What Do We Need to Teach Now?: In Inside Higher Ed, sociologist Deborah J. Cohan urges us to take a step back from frantically shifting material into online format to “model for students how and what to prioritize.” .
• A Trauma-Informed Approach to Teaching Through Coronavirus: This resource is intended for K-12 teachers, but many of the insights here apply to our higher education context as well. As other outlets are starting to discuss, the coronavirus pandemic itself is creating trauma for our students (and for us). That sense of grief and loss, that grappling for a sense of control will pervade our courses. Students with a trauma history beyond coronavirus may be even more vulnerable.
• How to Help Struggling Students Learn Online: Worried about supporting your most vulnerable students during this shift to remote teaching? Becky Supiano rounds up some advice about supporting underprepared students and students with disabilities through this unanticipated shift to an online learning environment.
• Humanizing Online Teaching: This guide, written by colleagues at our Lasallian sister school St. Mary’s College of California, is grounded in pedagogies of equity and justice and focuses on “pedagogical practices that promote care for the whole student and class collective.”
• Offer Explicit Support and Flexibility to Students Who Need It: This thread started by Jesse Stommel contains language for extending support and flexibility to students who need it.
• Using Discussion Forms and Feedback to Help Students Feel Connected: Sophia Arjana at Western Kentucky University offered this Twitter thread to break down her techniques for helping students feel less “disembodied”.

The resources below offer suggestions and recommendations for setting clear expectations for discussions, writing open-ended questions that encourage engagement, and actively facilitating discussions to support student interaction. You can also review the ID Team’s Guide to using discussions in Canvas.

• Setting Discussion Expectations: A checklist of considerations to think through before going live with your discussion prompts. (The links to the sample protocols are unfortunately outdated, but the list of questions to consider remains a useful resource.)
• Using a Guided Approach to Support Critical Thinking in Online Discussions: This example from the Teaching Online Pedagogical Repository walks instructors through a three-part process for faculty-guided online discussions.
• Organic Online Discussions: Saving Time and Increasing Engagement: In this Faculty Focus article, Beth Rene Roepnack suggests a two-part technique for increasing student engagement.
• Facilitate Online Discussions to Promote Interaction and Critical Thinking: This resource offers some warnings and recommendations for how to facilitate online discussions effectively. This resource works best in tandem with Carleton College’s General Examples of Socratic Questions, which is not aimed explicitly at online pedagogy, but can serve as a good repository of potential discussion board reactions.
• Using Social Bookmarking to Organize and Share Online Resources: This article focuses on a (free and still available) tool called Diigo, which allows students to share online resources along with annotations and tags.
• Choosing the Appropriate Communication Tool for Your Online Course: Discussion boards aren’t the only option for having students complete short written responses to course material. Maybe your course involves sensitive topics, and you want students to have a level of privacy in their reflections that a discussion board can’t provide. Maybe you want students practicing for a public audience, rather than a class-based one. This resource highlights other options for online written participation.
• Require Online Exit Tickets for Active Engagement: “Exit tickets” are typically used in face-to-face courses as a quick, low-stakes way to get a handle on whether students are following the course material and to identify where re-teaching might be necessary. This resource offers options for using exit tickets in an online setting.
• Use Minute Papers to Evaluate Student Participation: Similar to “exit tickets,” minute papers ask students to reflect briefly on what they’ve learned, questions they still have, what stood out most to them in a reading, or another similar short prompt.
• Maybe you want to hold live online class sessions or online office hours. Maybe you want to conference with an individual student or group about an upcoming assignment. Your best bet for all of these purposes is Zoom. All Zoom users have a “personal room” available, a personalized Zoom link that will give users access to you whenever you have it activated. You can learn more about Zoom and the “personal room” option here.
• Leading Groups Online: This comprehensive guide includes key principles for online synchronous meetings, activity suggestions, tech guidance (not specific to Zoom), troubleshooting ideas, and more.
• Adding a Live Online Class to Your Course: This Faculty Focus article offers some points to consider when setting up a plan for a live online class. (You might consider lecture-capture videos that students can watch before they log in for the synchronous class session.)
• Reach More Students with Targeted Office Hours: You don’t have to be online and available 24/7 to students, but it will help immensely during this upheaval to be available during posted, targeted office hours.