Readings and other media
List required readings. You can upload a file to your module listing its objectives and required readings, or you can create a Canvas Page and list the information there.
Incorporate electronic options when available. See the Textbooks section of the Teaching Tools website to learn more about electronic materials from academic publishers that can be integrated into Canvas.
Think beyond readings. There might be podcasts, documentaries, YouTube videos, or TED Talks that support your learning goals. If prominent scholars or professional societies in your field are on social media, you might ask students to “follow” for additional insights.
Use library resources. You are encouraged to not upload PDFs of assigned journal articles to your modules. Not only is this a risk of copyright infringement, it does not provide the library with information about which journals or databases are being accessed, which might ultimately cause those journals to be removed from the subscription list. Instead, provide complete citation information for students so they can retrieve the articles.
Contact your campus library for further assistance:
Consider incorporating open educational resources. Adapting and using open educational resources (OER) can save students money and provide you with flexibility on how you present information. To learn more:
- UM System: Open Educational Resources
- MU Libraries: Open Educational Resources (OER)
- UMKC: OER at UMKC
- UMSL Libraries: Open Educational Resources
If your face-to-face seminars typically include lectures, you have several options for adapting these to an online course.
Synchronous (real-time) lectures
You can use Zoom to deliver live lectures to your students. However, please be aware that lengthy Zoom lectures can be fatiguing for you and students alike.
Keep Zoom lectures short, and build in plenty of breaks for questions, reflection, and discussion. Try to not lecture for longer than 10 minutes without a pause of some kind.
Record Zoom sessions. Recording your Zoom sessions allows all students to review the recording for reference throughout the semester. Consider asking students who were unable to attend the session to watch the recording and respond to it (e.g., submit a written reflection on topics discussed) to make up participation points.
To learn more:
- Meeting Remotely in Zoom—getting started and using best teaching practices
- Teaching Tools: Zoom—troubleshooting and training opportunities
Asynchronous (recorded) lectures
Recording your lectures in advance gives students more flexibility on when to view them. Both VoiceThread and Panopto allow you to record your lecture material, and both have options for allowing students to respond to your lectures.
Encourage students to comment on VoiceThreads. If you set this up as a VoiceThread assignment, you can track who has commented and assign participation points.
Creating quizzes within Panopto lectures allows students to check for understanding and gives you feedback on their engagement. See Creating Quizzes in Panopto for guidance.
You can also embed your Panopto recording within an assignment or discussion prompt, and then ask students to write a reflection or respond to questions posed.
Guest lectures can be easier to arrange in an online course, as your guest does not have to travel—or necessarily even be online with your class. Zoom is a natural fit, as you can invite guests outside the UM System and your guest is likely to be familiar with the platform. Some ways you might make the most of this opportunity:
- Invite your guest to speak during a live session, allowing students to ask questions at the time.
- Your guest could record a lecture in advance and share it with you. In this case, consider asking students to submit questions in advance.
- You and your guest could create a Zoom meeting and conduct the lecture as an interview, with you posing questions for your guest.