REMOTE READY CHECKLIST

REMOTE READY CHECKLIST

Just a reminder:  All class- even those that are hybrid or in person- must be “remote ready” in the event a transition to online learning is required or in the case where a student must participate remotely due to health reasons. Our hope is that in being remote ready any move to fully remote instruction in the fall will not be an emergency, but a situation for which we have all planned, trained, and prepared.

I.         Design and Delivery:

APPLIES TO ALL FACULTY REGARDLESS OF MODALITY:

o  I will provide accommodations for students who have received approval through the Academic Support Center for remote learning, traditional courses must provide access to lectures and materials on an online.

o  I have used the syllabus checklist in the Standards document to ensure all required items are present in my Fall 2020 syllabus.

o I have a Moodle page set up by IT prior to the start of the semester.

o My Moodle shell includes at minimum the following:

o   Faculty contact info

o   Office Hours times and location (online and/or in person)

o   Syllabus.

o I have a statement in the syllabus to explain to students how we will integrate technology into the design and delivery of the course by stating at least ONE or more the following:

A.     I have a statement explaining the use or possible use of video conferencing capability using Zoom, WebEx, Google Hangout, FaceTime, etc.

B.     I have a statement explaining the use or possible use of assignment submission online via Moodle or any other equivalent Learning Management System (LMS)

C.     I have a statement explaining the use or possible use of online discussion forum participation

D.    I have a statement explaining the use or possible use of iPads used to provide feedback, communication, and/or collaboration

E.     I have a statement explaining the use or possible use of method(s) for online testing, with potential consideration given to evade dishonesty (e.g., adaptation of alternative online testing strategies, online proctoring, use of applicable technology or programs).

NOTE: Online Synchronous/Asynchronous are expected to use more of these tools.

 

II.            Training

 

APPLIES TO ALL FACULTY REGARDLESS OF MODALITY:

 

o I have completed The Apple Teacher  “iPad Skills Badge” at minimum.

 

o APPLIES TO HYBRID OR IN PERSON ONLY:  I have provided evidence (e.g., certificate) to department chair by August 1 of ONE of the following additional preparations:

A.   I have completed the four-course series through LinkedIn Learning and sent documentation to my Chair.

B.    I have submitted an online teaching form.

C.    I have submitted a list of May 2020 training sessions to my Chair.

D.   I will attend three sessions of the August 6-7 Faculty Workshop.

 

o APPLIES TO ONLINE SYNCHRONOUS OR ASYCHRONOUS ONLY:  I have provided evidence (e.g., certificate) to department chair by August 1 of ONE of the following additional preparations:

A.   I have completed the four-course series through LinkedIn Learning and sent documentation to my Chair.

B.    I have submitted an online teaching form

C.    I have submitted evidence of an online teaching certification through a recognized organization such as: Online Learning Consortium (OLC), Quality Matters (QM).

D.   I will attend three sessions of the August 6-7 Faculty Workshop.



III.           Student Engagement

 

APPLIES TO ALL FACULTY REGARDLESS OF MODALITY:

 

o I have a plan to engage students online using at least ONE the following strategies and techniques to create an interactive online learning experience if the need arises to transition to remote learning:

Basic Recommendations:

A.    I plan to contact students offering help, and notify Early Alert and the appropriate Advisor as soon as I notice a student of concern academically or otherwise.

B.    I plan to be online in a consistent place on a set schedule without requiring appointments or prior registration for office hours.

C.    I plan to use regular polls and/or surveys to assess any student concerns about course design or delivery.

D.    I plan to use short quizzes or other methods of regularly assessing student content knowledge.

E.    I will call on students regularly or find a way to publicly spotlight or recognize good student responses or contributions.

F.    I plan to use multiple multimedia resources and teaching strategies to engage different styles of learning.

G.   I will scaffold instructions in manageable modules to ensure student comprehension and scaffold assignments with reasonable delivery deadlines to encourage better student completion.

H.   I will provide written specifications for all major graded assignments even if discussed online.

I.      Other Strategy: 

Please sign up for the Engaging Student Workshop on August 7th to learn more.

NOTE: Online Synchronous/Asynchronous courses are expected to use more of these tools.