Teaching Remotely Using Zoom or Mediasite (Checklist)

Remote Teaching Course – A course that uses technology tools to achieve the same learning objectives as a face-to-face course. The course may be delivered using live synchronous lecture capture or asynchronous pre-recorded lecture videos. The course contains student-student, student-content, and student-instructor interactions. Assessments may be delivered fully online or using remote methodologies.

Verification of University Requirement for Alternative Formats

• Syllabus with course outcomes, communication plan, schedule, and guidelines for remote exams. Students are informed about interaction strategies and etiquette.
• Posted office hours each week. There are multiple opportunities for students to meet faculty, ask for clarification, or get help (an hour or more as appropriate for class size).

Recommended Practices for Teaching Remotely

• Lecture is broken into consumable, topic-based sections, and an appropriate presentation template has been selected to be used through the semester. (When lectures are broken into approximately 20-minute parts or topical parts, they are easier to navigate and reuse in the future.)
• Opportunities for student-to-student, student-to-content, and student-to-faculty interaction are built into the course.
• If using Zoom, polls have been created to use during class for student engagement, or other engagement strategies have been planned. For Mediasite, quizzes have been integrated into the lecture and added to the recording as appropriate for the topic.
• Discussion questions (if appropriate) have been planned for use in Canvas or other appropriate tools.
• Timed Quizzes have been built into the course. This strategy is helpful to ensure a continuous assessment of learning and may help mitigate issues with academic dishonesty during finals.
• Assessments or quizzes that give students an opportunity to test their knowledge (these can be very low stakes quizzes or ungraded quizzes that we refer to as a formative assessment or check for understanding) are built in if appropriate.
• Assignments are scaffolded (steps are built into major assignments so students have the opportunity to fail at a step but are able to recover).

Resources

• 2022-2023 TAMU Faculty Handbook (PDF) (download)