Thus, at least for the near term, let's focus on the student experience as a major metric for success. In this framework, one of the most important things instructors can do is to help manage the expectations of the students that do enroll in our courses. I'll advocate for plenty of transparent and honest discourse about key points like how the course will operate and what the students should anticipate.
These next three posts will address these points. Today, I'll suggest additions to the syllabus, as one of the first interactions students will have with an instructor. Make a good first impression! Then, over the next couple of days, I'll dive into further ideas for how to communicate with students and steps to take to enhance student buy-in to the course design.
Syllabus Additions
Here are a few things I've added or changed on my course syllabus for autumn (this is a long post, but please at least scroll down to the bottom - the last suggestion is, I think, the one that will be the most stress-eliminating if you plan in advance).The overarching theme for the syllabus additions is "tech support." The premise is that, in a virtual class, a whole host of things could go wrong on the student end of communication, and the instructor is much less able to address those concerns remotely. The solution is to be proactive about addressing possible situations.
In a face-to-face class, (most) students know how to read a syllabus and/or the course catalog and how to physically arrive at the classroom for the first day of class. Later, if a student has an issue, they can ask questions and get help in real time. That dynamic is totally different in an online course. If, for example, the student encounters a tech issue logging into the learning management system, or doesn't know how to use Zoom to "arrive at the classroom" for the first day of class," they're immediately faced with a potentially devastating setback - they know they're already missing out on important information and feel like they're behind compared to their peers. Imagine how "success" (student satisfaction) would be rated on day one!
So, this summer, I've been imagining as many ways as possible that students might encounter technological challenges. Even our "digital native" students don't know everything about technology, especially with proprietary education software, like learning management systems and Zoom, Kahoot!, Socrative, and all manner of apps that you might ask students to use. I've been collecting and curating resources to provide to students in the syllabus, so that they have a menu of tech support options to draw from if they encounter issues.
Normally, I didn't have this information in the syllabus, because I'd address concerns on an individual basis as students encountered specific issues. But, this is the "new normal," and anticipating problems will be critical for ensuring all of our students have access to our courses and have the best possible experience. Although it does take a lot of time to seek out and incorporate all of this information into the syllabus, it is a worthwhile investment. Once your syllabus is complete, it will help more students than you will probably ever know, and it won't take much more effort each new academic term to keep it updated.
Here are some things I've added to my syllabus:
Learning Management System (LMS)
Links to the learning management system's own support pages for basic things like "Canvas Overview for Students," "How to use the Canvas Student App," and the student support pages for other topics. My university has developed its own Canvas course to lead students through how to use Canvas, so I provided a link to that short course, which is available on Fresno State's Canvas website.
Required Technology
Access to a computer (desktop or laptop preferred; table or smartphone acceptable) with:
- high-speed internet connection (sufficient to stream videos)
- microphone
- videocamera
- login username and password (especially if necessary for installing software) Note: I added this because I've had situations where students borrowed a mobile device from a family member but did not know the password needed to install software
Software including:
- PDF viewer (e.g. Adobe Acrobat Reader, Preview)
- Zoom app
- Google Apps (including your official Fresno State gmail account: username@mail.fresnostate.edu) via Fresno State sign-on
- Web browser (Firefox and Google Chrome recommended). What are the browser and computer requirements for Canvas? Which web browser am I using now? Note: I'm providing very basic information here, like how to learn what web browser and version a student is using and how to know whether that will be sufficient to use the LMS?
- have a basic understanding of the operation of your device, including managing digital files (like where your device stores photographs and screenshots)
- have a basic understanding of the internet, including web searching, using hyperlinks, sending and receiving e-mail, including attachments
- keep your device software updated to latest versions
Technical Support Options
The primary student resources at Fresno State for academic technical support are:
- the DISCOVERe Hub for assistance with using mobile devices (e.g. laptops, tablets, smartphones) and software (apps)
- the Academic Technology Resource Center for assistance using Canvas
Both of these resources are available via telephone and Zoom during normal business hours.
Specific video tutorials/walkthroughs are available:
For support using Zoom to join video calls, host video calls, and record videos, please use:
Learn how to take a screenshot using your mobile device Note: here, again, it is worth thinking about even what we might consider to be the most basic processes of using a mobile device - be exhaustive in thinking through all of the processes you might ask students to take during your course.
Configuring LMS Settings
Provide students with explicit instructions for how they should expect to communicate with you. If you will communicate both through your LMS and also through e-mail, be sure to indicate that you expect students to check both at least daily. With Canvas, it is really important that students have automatically generated notifications configured properly. So, I provide this statement:
It is essential that you review your notification preferences and change them to suit your needs. Click on your name in the top left hand corner just under the "CSU logo". Click and select "Notifications" from the menu. You can set your notifications to a variety of settings to be sure you are receiving important course information. A brief video is available here. I encourage you to select “Notify me right away” (the check-mark icon) for Announcements and to select “Daily summary” (the clock icon) for Grading, Submission Comment, Discussions, and Conversations.Communication Expectations
I describe how I will expect students to communicate with me and with each other. Indicate the circumstances in which to use e-mail, telephone, Zoom, LMS discussion boards. I suggest best practices, like how to create a useful subject line and salutation in an e-mail, to avoid sarcasm when communicating to others in writing (because such statements are more easily mis-interpreted for tone), and other advice like "if you don't have anything nice (constructive) to say, don't say anything at all."
Zoom-specific instructions include:
- Always sign in using your real name as a screen name
- You are not required to use your camera to display video, but you are strongly encouraged to do so, as visual cues can improve communication and help to build and reinforce our class community
- Use the chat function or "Raise Hand" tool to indicate to the presenter that you would like to ask a question or to make a statement
- Mute your audio when you enter the meeting, and only un-mute yourself when you are ready to ask a question or to make a statement
How students get feedback on course progress
As the semester progresses, the Calendar feature may be useful to you to ensure you're aware of key deadlines. Learn how to use the Canvas Calendar. Also, I will keep your class score up to date on Canvas. To view your scores and grade, and to obtain feedback on assignments, use the left navigation menu and select the "Grades" link at any time. View an overview of Grades here. For graded assignments, you will see your numerical score. For any assignments that are scored only on completion, you will see a check-mark when the assignment has been successfully graded.Note: the last sentence above is particularly important for students new to using your course LMS - and I would think you'd have at least one new student in your class!
How students should access course materials
Unless you happen to be having your students purchase physical textbooks for an online course, it will benefit the students to have clear instructions about where they can locate all of the digital resources you plan to have them use. Is there a folder on the course LMS website? Is there a particular method you have used to name files, to organize them, and to indicate the course meeting date that each file is associated with?
If you have videos (which I'll discuss in many more posts later), is there one URL, like a YouTube channel, that you provide that will be a one-stop-shop for all video content?
In Case of Fire: what to do when things go wrong in synchronous instruction (MUST READ!)
If anything on this post is an innovation for a syllabus (and many of the above were ideas I borrowed from others), it is this: provide instructions for what to do in what I might term "instructional emergencies." Think about it this way: we're all supposed to have statements about safety and emergencies in our syllabi. Instructors have to tell students what to do in case of fire: how to exit the room and where is the emergency meeting point, for example. Well, in virtual instruction, what are the "fires" we need to prepare students in advance for? Here are some issues I've addressed in my syllabus. What should students do when:
- A class meeting gets Zoom-bombed and I close the Zoom mid-session (I ask students to wait five minutes and then check for an LMS announcement with further instructions)
- We're in the middle of a Zoom session and I freeze/disconnect unexpectedly, perhaps due to an internet or power outage (wait five minutes and then check for an LMS announcement with further instructions)
A last thought
As always, the syllabus is packed full of information, and now your syllabus will be even more overwhelming. It is a great repository of facts and information, but the last thing I'd suggest keeping in mind is the "new normal" mantra in education: patience, understanding, flexibility. We've all had students that asked us questions when the answers were clearly provided in the syllabus. Now, more than ever, is the time to be gentle and thoughtful in responses to such inquiries.My syllabi often conclude with a Frequently Asked Questions (FAQ) section. It begins, "What should I do when…" I provide simple answers to questions like, "…I missed the deadline to turn in an assignment." My response,
"Complete it to the best of your ability and turn it in to me as quickly as possible. At the same time, you are welcome let me know the circumstances that caused you to miss the assignment deadline. I will then be able to decide whether accommodations are in order."The FAQ that I expect students will leverage a lot this semester is "…life happened."
"Contact me immediately by e-mail. In your e-mail: fully explain your situation (as much as you’re willing to share), and then propose a specific solution, including a timeline and steps that you will take, that adheres with the policies in this syllabus."
Patience. Understanding. Flexibility.
If you have other ideas or thoughts about syllabi, please share them in a comment!
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