Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Remote Instruction

As the university moves from face-to-face classes to remote instruction, course instructors are encouraged to consider using the following resources to assist them. 

We are here to help you navigate the move to online instruction.

Starting Monday 16th March we will have support available by phone, email,  or video appointment. Phone 613 533 6428 or email ctl@queensu.ca to make an appointment with an Educational Developer of Educational Technologist.

Planning for Remote Instruction
  1. Are you setup to work remotely? Review the following documents:
  2. Determine where you and your students are in terms of addressing the stated intentions for learning.
  3. Identify any content areas left to cover that are critical to successful completion of the course.
  4. Keep the “need to know” elements and plan to let go of the “nice to know” content.
  5. Communicate all course changes to students by uploading the adjusted course syllabus to onQ, and notifying them by email and/or onQ Announcement (News).
  6. Prioritize simplicity of course materials and assessments, and use technology that you are familiar with. If you opt to use technology focus on asynchronous methods of delivery (not in real time) where possible.
    If enough material and assignments have been completed, consider re-weighting assignments, or the whole course. 
    Consider watching the Decision-Making for Outstanding Course Assessments video. 
    On this page you will also find how-to videos including:
    • Back-up your Gradebook
    • Redistribute/Reweigh Grades
    • Dropping an Assessment
  7. Communicate the understanding that working remotely can be challenging. Direct students to Student Academic Success Services (SASS) Resources for effective strategies to learn and study remotely.
Teaching Tools

onQ (Brightspace, D2L) is a learning management system that instructors can use to:

  • create, upload, and edit online learning materials;
  • communicate with students;
  • create a variety of learning activities and assessments.
  • If you are new to onQ use this Course Readiness Checklist to get you started.

Office 365 (O365)

Zoom

  • Zoom facilitates live video and audio conferencing, chat, and webinars  (Free version allows for 100 participants and unlimited time)
    Create Account / Login to Zoom

Other Tools 

 

                  Activity Recommended Tools Best Practices
Communicate with Students
  • Explicitly establish a shared expectation about when and where students should check for announcements or other communications.
     
  • Communicate frequently with students regarding any course changes.
Hold Office Hours
  • Email students to let them know the specific date and time you will be available online.
     
  • Be consistent with the days and times you are available for office hours where possible.
Course Content
Individual or Group Presentations, Projects, and Assignments
  • Consider using Turnitin available through the Assignments tool to assist student with maintaining Academic Integrity.
     
  • Where seminar presentations are key to a course, consider could other work could be substituted?
     
  • If a seminar presentation is necessary opt if possible for students to pre-record and upload to onQ. This is preferable to a live presentation where technical issues may arise.
Lectures
  • Pre-record lectures by creating a narrated or annotated PowerPoint presentation.
     
  • Record your lecture using Zoom and upload the video to Content in onQ.
     
  • Hold live lectures using O365 Teams (maximum 250) students or Zoom (maximum 100 students - free account)
  • If you are pre-recording the lecture for students to watch later, record in small chunks 5 -10 minutes long.
     
  • If you hold online synchronous lectures make sure you record them for students who are unable to attend due to technology limitations, sickness, etc.  Post the recorded lectures to onQ.
     
  • Try to keep Live lectures short under one hour if possible.
     
  • Include slides (ppt) or screen sharing in the pre-recorded or live lectures. 
     
  • Narrate text and describe important images or graphs that are included on the slides to accommodate students with disabilities.
     
  • Ask students to mute their microphones. Students can use the Chat feature to ask questions.  Questions can be answered once the lecture has been completed.
Quizzes, Tests, and Exams
  • Convert your test or in-class quiz into a Quiz in onQ with randomized questions and a time limit.
     

  • Turn your Final Project or Exam into a Take-Home Assignment that students can submit to onQ.

Consider substituting final assessment types:

  • Take-home exams can be substituted for in-person proctored exams.
     
  • Oral exams via Office 365 Teams or Zoom web-conferencing could be an option if you have enough instructor and TA resources. 
     
  • The final exam could be replaced by an individual culminating essay. 
     
  • Where final exams do not amount to a significant percentage of the final grade, or where the assessment of relevant learning outcomes are covered elsewhere in the course, a formal exam might be cancelled and the course assessment re-weighted accordingly.
Grading and Feedback
  • Set up the Grades tool in your onQ course, and connect items to Assignments.

  • Use Rubrics to help grade assignments quickly.

  • Provide digital (written, or audio / video) feedback on student assignments.

  • Students should submit all work to onQ for grading this will allow you to keep track of submissions without overloading your email.
     
  • Provide Rubrics to TAs to assist with consistency and efficiency of grading.
     
  • Provide as much feedback as possible to students on their assessments to reduce the need for them to contact you for clarification on grading.
     
  • Grading in onQ will allow you to upload your grades to Peoplesoft for approval at the end of the term.

 

Principals of Academic Adjustments to Course

There are a number of academic adjustments that can be made to courses. For example, grades in some courses may be averaged to 100% with adjustments to the weighting of assignments, and the elimination of final exams.  In addition, there may have to be basic across-the-board re-weighting of grades to adjust for peer work or in-person components of a course.    

Principles that might accompany application of “academic adjustments” on a large scale are as follows:

  • Any academic adjustments made to allow students to complete the course must ensure that the essential academic requirements of the course are maintained.
     
  • Recognise that programs and Instructors have flexibility in the delivery of courses and the assessment of learning. Queen’s University is recommending key features of flexibility, and trust in professional judgement and pedagogical decision making.

With these principles in mind, academic adjustments might include the following areas:

  • Where seminar presentations are key to a course, other work could be substituted, or an Office 365 Teams or Zoom web-conferencing sessions could be convened.
     
  • Development of alternative modes of delivery for essential academic elements of a course; instructors can post more material on onQ and use onQ tools to help facilitate interactions.

Substitution of final assessment types:

  • Take-home exams can be substituted for in-person proctored exams.
  • Oral exams via Office 365 Teams or Zoom web-conferencing could be an option if you have enough instructor and TA resources. 
  • The final exam could be replaced by an individual culminating essay. 
  • Where final exams do not amount to a significant percentage of the final grade or where the assessment of relevant learning outcomes are covered elsewhere in the course, a formal exam might be cancelled and the course assessment re-weighted accordingly.