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click the image above to access a PDF file of the quick guideRemote Participation and Student Engagement
 
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials. 
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
 




Interactions
Class Activity


Modify


Implement




Teacher to students:
During lecture, I ask questions to check student understanding.


Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.


How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
 
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Student to material:
We watch and discuss a video.


Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response. 


How to create a link in D2L:  https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx




Student to students:
I facilitate a classroom discussion and students respond to the prompt.


Create breakout rooms in a live Zoom session or a D2L discussion forum.


How to make and manage Zoom Breakout rooms:  https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
 
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Student to students:
I put students in small groups for more active discussions.


Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.


How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Teacher to student:
I hold office hours to meet 1:1 with my students.


Utilize a Zoom link or connect with students via telephone.


How to operate a telephone: https://tech.msu.edu/network/telecommunications/
 




Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
 
Attribution 4.0 International (CC BY 4.0)
 
 
 
 
 
 
 
 

The Master of Arts in Educational Technology Program (MAET) at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. Our Mini-MOOC on Remote Teaching focuses on high-priority, digestible topics with the intent of applying them to practice tomorrow. Because educators are teaching across a range of remote teaching contexts, we include no-tech, low-tech, and high-tech strategies throughout the experience. This Mini-MOOC is a self-paced learning experience. For more information, including enrollment information, please go to the College of Education MAET Blog: https://edwp.educ.msu.edu/maet/2020/03/30/maetminimooc/ 

Offering assessments in a remote setting will require some planning. For remote delivery, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the assessment to allow for the more limited affordances of the remote environment.
 

It’s essential to plan for course adjustments and communication in order to ensure a smooth transition into the remote learning space.

Adjust your expectations for students: You may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.


Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access.


Develop a communication plan: It’s important that you develop a robust communication plan. Clarify your modified expectations and course elements and communicate them to students. Tell students how they can contact you (email, online office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.


Consider realistic goals for continuing instruction: Be realistic about what can and can not be accomplished in a remote environment. Refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students what you expect of them with regard to participation and online discussion.


Adjust your syllabus as needed: Clarify what policies (attendance, participation, grading, schedule) will need to be altered for the duration of the remote delivery. Provide as much detail as possible about changes. Do not expect students to participate in synchronous sessions at a time other than the normal course time.

With our guiding principles for remote teaching as flexibility, generosity, and transparency, we know that there is no one solution for assessment that will meet all faculty and student needs. From this perspective, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the exam to allow for the differences of the remote environment. This document, written for any instructor who typically administers an end-of semester high-stakes final exam, addresses how best to make those modifications.
 
Check out the full resource here, and read more about the three primary alternatives to a semester-end final:
1) Multiple lower-stakes assessments (most preferred)2) Open note exams (preferred)3) Online proctored exams (if absolutely necessary) 
 

Click the image above to access a PDF of the Quick GuideRemote Assignments and Activities
This quick guide provides an introduction to remote assignments and activities as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In-class activities and assignments can be facilitated by a variety of the tools provided at MSU. In planning for remote activities and assignments, ensure you are focusing on assignments that help you to accomplish your learning objectives. Also remember that in a remote teaching situation you may need to be flexible with respect to the assignments/activities you have.
Modify
Projects
Rather than have students turn in assignments during class, create a D2L assignment folder for students to upload assignments. Just about any file-type can be turned in with D2L (including word documents). This can be where students upload their papers, presentations, videos, or any other media.
Collaborative Writing
If students would normally provide feedback on each other's writing assignments, then the easiest method to recreate this in a remote teaching situation would be to use a cloud-based tool such as Google Drive or Microsoft One Drive. Using one of these tools, students can view and comment on each other's work.
Discussions
If in-class discussion is a key part of your course, then the D2L discussion tool can be used. Keep in mind that students will most likely need greater prompting and guidance in order to engage in an online discussion.If students are able to record audio and video, and have access to a fast internet connection, then they could also record and submit discussions using zoom.  
Presentations
If students have a presentation they would normally give in class, they can record that presentation using Zoom or MediaSpace, provided that they have a computer with a Webcam and Microphone. If students do not have the ability to record audio and video, then another option would be to ask them to write out their presentation in Microsoft Word or other word processing tool and include images of their presentation materials. This can then be uploaded to a D2L Assignment Folder.
Implement
Below find a variety of ideas for common in-person activities and some ideas for both synchronous remote (activities occur at the same time) or asynchronous remote (activities occur independently but with specific due dates/times) teaching. 
 




In-Person


Synchronous Remote


Asynchronous Remote




Student presentations


Students present in real time using zoom.          


Students record presentations using Kaltura Capture or Zoom then upload them to MediaSpace or D2L. 




Small group work/discussions


Students can collaborate in Zoom, Microsoft OneDrive, and Google drive.   
 


Create a prompt for students to respond to on D2L.         




Peer review writing session


Students can share and discuss their documents using Zoom and Google Drive or Microsoft OneDrive.        


Organize students into groups and ask them to share their documents in Microsoft OneDrive  Google Drive.     
 




 
Additional Help
For additional help and support, please check out the other remote teaching articles on iteach.msu.edu, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
Attribution 4.0 International (CC BY 4.0)

In-class activities and assignments can be facilitated by a variety of the tools provided at MSU. Instructions for assignments and activities can be provided most easily in text format (email, D2L file, Word document, etc.). Consider using the D2L Assignment Tool as it will collect and store individual submissions and allow students to see that they submitted the assignment.
 

Email: Correspond digitally

As your initial form of communication with students, it is important to inform students often about course changes and expectations.
Use the Instructor Systems email tool from the Registrar’s website to send messages to your whole class, or you can use Spartan Mail for individual and small group communications.
access your email login here: https://spartanmail.msu.edu/