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Keep Teaching


Welcome Online, Faculty!

get teaching
KEEP TEACHING is a comprehensive guide to using the digital learning environment to deliver course instruction across the five modalities currently supported at Texas A&M University. We encourage you to start with the end in mind as you design your course for delivery across these five modalities. Doing so will ensure you maximize the learner experience; leverage technology for greater engagement and efficiencies; and limit complexity for both course instructors and students.

To optimize KEEP TEACHING, we encourage you to use a learning management system as your foundational learning technology (either Canvas or eCampus).


KEEP TEACHING - At a Glance

  1. Discover best practices for online teaching and learning.

  2. Design a quality online course with our easy-to-use tools and checklists.

  3. Integrate strategies to help you facilitate your online course once the semester starts.

  4. Create a cohesive communication plan to help your students navigate the online learning environment.

  5. Select learning technologies that complement your course design.

  6. Start with the end in mind with our Exam Experience Guide.



Five Modalities Currently Supported at Texas A&M

Course Type

Howdy Description

Attendance

Face-to-Face Courses
  • In-person course meetings and exams
  • No remote option
Traditional Face-to-Face (F2F) These courses are intended to be attended in person. Accommodations are given to students who are unable to attend as they would for other absences prior to COVID.


Course Type

Howdy Description

Attendance

Dual Courses
  • Students will attend all course meetings either in-person or remotely.
  • Student's option in how to attend.
  • Students' final exams will be delivered remotely.
F2F with Remote option Students have the option to participate in person or online; and other activities/courses should not be scheduled over class time.


Course Type

Howdy Description

Attendance

Mixed Courses
  • Students will attend some course meetings in-person and some class meetings remotely.
  • For the Face-to-Face component, students may be required to attend in-person with no remote option.
Mixed, F2F and Remote Meetings Students will be required to submit all necessary course materials online based on the instructor’s syllabus.


Course Type

Howdy Description

Attendance

Remote Courses - Asynchronous  
  • All course meetings are delivered remotely online.
  • No time is listed, students do not have a scheduled course meeting time during the week.
  • Student exams will be delivered remotely.
Remote Only Students will be required to submit all necessary course materials online based on the instructor’s syllabus.


Course Type

Howdy Description

Attendance

Web-Based Courses
  • All course meetings are delivered online
  • This mode is limited to Distance Education sections designed for online formats
Web-Based Students will attend ourses online.

Exam Experience Guide


We encourage you to use the resources in this section to create a consistent and high quality exam experience for your students. Given variability across Texas A&M University’s many degree programs, course instructors will need to account for diverse exam types, assessment objectives, and relative importance of exams while using these resources. A special thanks to the Fall 2020 Exam Experience Committee for thoroughly curating easy-to-use guides and checklists targeting both course instructor and student responsibilities.

 


End of Semester Checklist


 

Please note that course instructors should use the learning management system (Canvas or eCampus), which requires student identity verification, to provide student access to exam materials. Course instructors may choose to proctor online exams using Zoom (or other university-approved video conferencing application); or using university-approved proctoring solutions (Respondus, Honorlock, Aggie Proctoring Center). When using any of these proctoring solutions, course instructors may require students to hold their ID to the webcam before admitting students to the exam.


Academic Integrity is a Shared Responsibility 

 

Course Instructor Responsibilities


maroon outlined desktop computer
Course Instructors should consider the student experience and not create a more difficult exam as a means of deterring cheating. Course Instructors should also be cognizant of increased student anxiety during COVID19 and not assume that all students have high proficiency with online learning technologies. Acceptable examination conditions must be communicated to students.

Students Responsibilities


maroon outlined laptop with a graduation cap in a speech bubble


Students must abide by the Aggie Honor Code; they must adhere to exam conditions; they must communicate technical troubles to the appropriate person or entity.

Considerations for Online Proctoring Solutions


Course Instructors should carefully consider the strengths and weaknesses of online proctoring solutions and design assessments in accordance with the limitations of a given solution and stated learning outcomes or assessment goals.


Ensuring Academic Integrity with Learning Management System Assessment Tools 

 

Best Practices in Ensuring Academic Integrity when Creating an Exam in LMS

 

There are several recommended best practices available within Canvas and eCampus that can assist with academic integrity. These best practices apply to creating an exam with or without the proctoring solutions provided above.
 

maroon outlined stacked pages with lines as text

The Canvas Quizzes tool and eCampus Test tool allow for random question and answer choice distribution to minimize cheating.

 


Guide to Alternative Assessments 


Alternative assessments aim to assess what students know and how they can apply that knowledge. Rather than focusing on a correct answer, alternative assessments explore the process and reasoning behind the response. Alternative assessments are also called "authentic assessments" because they provide opportunities for students to engage in real-world applications of their knowledge and skills.

 


Exam Conditions Checklists for Course Instructors and Students 


The following checklists are designed for course instructors to design and communicate the exam conditions ahead of the exam to ensure student success during the exam.


End-of-Term Student Course Evaluations in AEFIS


End-of-term Student Course Evaluations (SCEs), including the new university-wide standardized items, will be conducted online through AEFIS.  For access to the system, for both students and instructors, login to TAMU.AEFIS.NET.  The recommended browsers are Chrome and Firefox
Important Dates:
  • SCEs for fall semester (full term) courses open and available: 11/11/20 – 11/30/20 (11/21/20 – 12/07/22 for students at Texas A&M at Qatar)
  • End-of-Term SCE Results available: 12/24/20
Click here for information on the new university-wide standardized items, procedures and recommended strategies for bolstering response rates, walk through guides from both the student and instructor perspective, and other frequently asked questions.  

Online Exam Proctoring Solutions

Texas A&M University is working to support four avenues to promote academic integrity when administering online exams



 

TAMU Online Proctoring at a Glance

 
  respondus.png
Type of Proctoring Restriction of
Software on Computer
Record and Review Automated with
Live Proctor Pop-In
Live Proctoring Live Proctoring with
Record and Review
Requires Exam
be in LMS
Yes Yes Yes No Yes
Minimum System
Requirements and
Technical Specifications

 
Canvas
eCampus**
Canvas 
Resources
Step-by-Step
Guide
(PDF)
Step-by-Step Guide (PDF) Proctoring with
Honorlock Canvas
 
(Video)
Proctoring with Zoom
PDF Guide
 
(No LMS)
Proctoring
with the Aggie
Proctoring Center

(No LMS)
eCampus Resources Step-by-Step
Guide
(PDF)
Step-by-Step Guide (PDF) Proctoring with
Honorlock eCampus
 
(Video)


*Does not work on a Chromebook   ** eCampus System Check

Please note that the options provided are in lieu of alternative live proctoring services. You are also encouraged to consider alternative assessment strategies where applicable.



Getting Started

Known Issues

Known Limitations of eCampus + Honorlock 

Online Proctoring Options

Online Exam Proctoring with Respondus Tools

Texas A&M has enabled Respondus Lockdown Browser and Respondus Monitor in Canvas and eCampus.

 


Online Exam Proctoring with Honorlock

Honorlock’s Live Proctor Pop-In is the industry’s first hybrid between automated and live proctoring. For a comprehensive list of student FAQs, please visit Keep Learning where these are being curated. 
 

Honorlock in Canvas

Honorlock in Canvas



 

Honorlock in eCampus

Honorlock in eCampus




 



Zoom Online Proctoring at Texas A&M

Getting Started Proctoring with Zoom

Zoom is a tool that can assist in live proctoring exams. Below is a step-by-step guide that includes best practices and recommended settings for using Zoom to live proctor an exam. Please take note that best practices are based on One-Device and Two-Device options.  (See also PDF download of Proctoring with Zoom)
 

Zoom Proctoring Advice from TAMU Faculty



For another comprehensive look at best practices used at Texas A&M, watch How to Proctor Exams in Zoom - A Texas A&M Faculty Panel Discussion on Best Practices


 

 


The Aggie Proctoring Center (APC) provides a pool of Aggie Proctors assigned to proctor exams via Zoom. The Aggie Proctoring Center attempts to replicate the in-classroom experience for the students and the faculty member. The faculty member conducts the proctored exam session in the same manner that faculty member conducts non-exam class session using Zoom.

maroon bar with aggie proctoring center text with a woman in the background engaging in conversation
The Aggie Proctoring Center has 25 Aggie Proctors available for faculty to use during final exams for Fall 2020. Proctoring with the APC can support up to 290 students in a single exam session. After a faculty member submits a request to use the Aggie Proctoring Center, the Aggie Proctoring Center assigns proctors for an exam using a 1 to 40 proctor to student ratio. For example, if an instructor has 210 students in a class, the faculty member can request up to 6 Aggie Proctors (210 ÷ 40 rounded to next higher integer) to assist in proctoring the exam. Faculty can schedule proctoring from the APC by submitting a proctoring center request on the APC Scheduling System.
 
During an exam proctored by the APC, the Aggie Proctors observe the students and their exam environment. The Aggie Proctors inform the faculty member if a student’s conduct or exam environment suggests the student may not be following the Aggie Honor Code. Based on this information, the faculty member can address the behavior and intervene during the exam as needed (e.g., unmute to speak with the student or use Zoom chat to initiate a conversation with the student).
 
After the exam, the faculty member receives notes from the Aggie Proctors regarding the student conduct. Each annotation made by an Aggie Proctor includes the student’s name, a timestamp, and a comment regarding the student’s actions. The faculty member can review the recorded exam session combined with the Aggie Proctor notes to determine if the student conduct constitutes a violation of the Aggie Honor Code and whether to submit an Aggie Honor Code violation report.
 
The Aggie Proctoring Center hires current TAMU students as Aggie Proctors. The Aggie Proctors receive training on the Family Educational Rights and Privacy Act (FERPA), on diversity and inclusion measures to avoid potential biases, and about behaviors to observe during exams.

 

 

Aggie Proctoring Center Policies and Procedures

To use the Aggie Proctoring Center services, faculty members must agree to the following.


Instructor Responsibilities

 

colorful stacked books with a computer pointer

 

The faculty member conducts the proctored exam session as if the faculty were conducting a face-to-face proctored exam. The faculty member may choose to send a designated representative to conduct and officiate in the class session. However, the faculty member may not delegate this responsibility to an Aggie Proctor.

The Aggie Proctors attend the proctoring session as consultants “on loan” to the faculty member to assist the faculty in proctoring the exam.
 
 

Proctoring Center Features

desktop computer with maroon checklist

 

 

Aggie Proctoring Center Scheduling System

Faculty use the scheduling system to add, review, modify, and delete requests for remote exam proctoring services. After the proctored exam session, faculty use the scheduling system to access the notes recorded by the Aggie Proctors.


 

Exam Day Checklist

The Exam Day Checklist provides faculty an overview of what to do on exam day to ensure the proctored exam session runs smoothly. Be sure to print the checklist and keep it nearby on exam day.

clipboard with check boxes

 

Please review the following section for additional details about the Aggie Proctoring Center.

Yellow Q and Maroon A boxes to the right of two gray boxes

 

 

Learning Technologies

We encourage you to use the step-by-step guides below to learn the mechanics of the learning technologies Texas A&M University supports. In time and with practice, the learning technologies we use for online teaching and learning can fade into the background. Texas A&M University supports and encourages the use of the following learning technologies:  


Additional Learning Technologies Supported at Texas A&M

Texas A&M University currently supports the following learning technologies. The Office for Academic Innovation promotes learning technologies that integrate into Texas A&M University’s Learning Management System as a way to optimize the teaching and learning experience for both course instructors and students. 



Guide to Teaching with Zoom

Teaching with Zoom



Five New Zoom Features to Enhance Teaching & Learning at Texas A&M


Custom Gallery View

Custom Gallery View

Meeting hosts can customize a virtual class seating arrangement. This feature locks the gallery into a fixed configuration that will not shift when a new person speaks or enters the meeting. As host you can choose to deploy the custom gallery view to all meeting participants.

PowerPoint or Keynote as Virtual Background 

PowerPoint or Keynote as Virtual Background

Meeting hosts and participants can select a PowerPoint or Keynote file to use as a virtual background and move through the slides with the left and right arrows. 

Spotlight a Video

Spotlight a Video

Meeting hosts can spotlight up to nine participants for the entire meeting, creating a custom, focused group view that is visible to the entire class. This feature is ideal for a group of students to present to the entire class or to spotlight guest speakers.

Pin a Video

Pin a Video

To keep a participant's video from disappearing, meeting hosts and participants can pin a participant’s video. This is a useful feature if a participant needs to focus on a particular participant who may not always be speaking. 


Improved Background Noise Suppression

Improved Background Noise Suppression

Remove distracting noises that can be picked up by participants' microphones by adjusting background noise suppressions by choosing to enable Low, Medium, High, or Automatic background noise suppression. 
 

Guide to Teaching with eCampus

Teaching with eCampus

Creating a Module in Ecampus



Additional Online Resources

Best Practices in Instructional Design

for Online Teaching and Learning


Below are 5 best practices for online teaching and learning. You will find these best practices integrated into the tools we provide throughout KEEP TEACHING. We encourage you to take these into consideration to optimize the online learning environment for you and your students. 

Canvas Connection

Canvas Connection

The following 5 best practices are agnostic of the learning management system and technology. Gains you can make now will carry over as you transition to Canvas and be supported by its tools and features.  
 


 

   Design an Online Course


Designing an online course creates an opportunity for you to plan what you want your learners to experience. This section will provide resources to help you:
  1. Map your online course so that you create alignment between course objectives, assessments, and instructional materials.
  2. Organize your course content into modules.
  3. Utilize a Course Design Checklist to guide you through the course design process. 

 

Organizing Content into Modules  

 

Five Step Guide to Crating an Online Module


A module is a sequenced collection of subject-related materials designed to teach a topic or skill. Modules are the building blocks of an online course. Modules are most often associated with time (one week), although they can also be organized by book chapter, theme, or any other organizing principle you wish to apply to your online course. 


Course Mapping 

Course mapping is a helpful exercise to outline alignment between a course’s learning objectives, instructional material, and assessments. Course mapping assists with project management as you design your online course; reveals gaps in your course design; and allows you to apply learning technologies that augment your course design. Download the course mapping tool to guide your online course design. 



Course Design Checklist

checklist

Now that you have considered the nine steps to quality course design, created a course map, and organized your content into modules, we suggest you apply the Course Design Checklist to ensure you are optimizing the online teaching and learning experience for you and your students. 


The Course Design Checklist contains nine foundational items (think of this list as your quick start), Universal Design for Learning principles, and applies pedagogical best practices to help you elevate the quality of your online course.

 


   Facilitate an Online Course


The way you design your online course will determine the role you play once the course goes live. This section will provide resources to help you:
  1. Hear what students had to say about Keep Teaching at Texas A&M University during Spring 2020.
  2. Learn how to transform your learning activities into opportunities for online engagement.
  3. Plan for the time commitment facilitating an online course will take you (as motivation to design your online course prior to the semester starting!). 
 

Transform your Learning Activities into Opportunities for Online Engagement 

A well-designed online course creates both synchronous and asynchronous opportunities for learning and engagement to occur. Synchronous teaching affords the chance for real-time learning encounters in which students, course instructor(s), content, and technology come together in a single place for a single purpose of instruction. 

We recommend you utilize Zoom to create formal and informal opportunities for real-time interactions with your students.
  • Formal: Try lecturing synchronously via Zoom, using the Share Screen feature to show your slides.
  • Informal: Hold online office hours via Zoom to provide a time and space for students to ask you questions and receive feedback in real time.

 

 

Plan your Time Commitments as you Facilitate your Online Course 

While your physical presence in a course adds richness and value to the student experience, you will want to pace your visible presence to ensure you can balance engaging with students with other time constraints placed on you as you teach online.


    Communicate

 

Planning your communication strategy and aligning this strategy with the tools in eCampus will build in efficiencies while transforming student learning and your students’ overall experience in your class.  This section will provide resources to help you:
 

  1. Prepare your students for online learning by communicating expectations.
  2. Transform communication challenges into opportunities for a more robust online learning experience. 
  3. Discover communication tools and modify the sample communication to use in your online course. 
  4. Communicating effectively in the classroom while wearing a mask. 

Preparing your Students for Online Learning

Your communication strategy not only keeps students in the know during the course; but if properly planned, you can encourage positive behaviors. Clearly articulating your expectations will help you facilitate and your students engage in your online course. 

Communication Tools

   

Sample Email Templates

Your communication strategy not only keeps students in the know during the course; but if properly planned, you can encourage positive behaviors. Clearly articulating your expectations will help you facilitate and your students engage in your online course.
 

 

The sample email templates can be modified and used as a tool to quickly communicate information, particularly when you find yourself receiving multiple inquiries around the same topic.   
 


Communicating about Zoom and Zoom as a Communication Tool 

We encourage you to use the Zoom tool integrated into eCampus / Canvas to set up your reoccurring class meeting time. This will create one centralized place for students to find the Zoom connect URL.


Classroom Technologies


Getting Ready for Spring Classes

step 1 pre-schedule synchronous class

Step 1: Pre-Schedule Synchronous Classes in Zoom (before class)

ZOOM integrates into Canvas and eCampus and allows for real-time engagement between students and content; students and professors; and among students. We encourage you to use ZOOM in your preferred LMS  to improve the student experience in your online course. You and your students can easily access ZOOM from within any course in Canvas or eCampus from the course navigation on the left-hand side of your screen
 
    
Schedule Zoom Meetings in Canvas    Schedule Zoom Meetings in eCampus 
(5 min)   (5 min)


step 2 know your classroom space

Step 2: Know Your Classroom Space (before class)

  1. Become acquainted with the technology in your classroom by attending one of the Faculty Open Houses.
  2. Practice with the technology so that you feel comfortable navigating the in-room resources and equipment settings.
Available equipment will include (but not be limited to) cameras and microphones in all traditional and non-traditional spaces. Settings for monitors, screens, whiteboarding, and lecture recording may be different across campus faciliites. There will be A/V staff available at all classroom facilities as well as Instructional Media Service (IMS) staff available to answer your questions. The contact information will be visible on the cover of the resource binder located at each lecturn. 
 
view of classroom from faculty / instructor perspective  view of classroom from student perspective
   


step 3 Login to Open Access (OAL) computer with your Net ID.

Step 3 (in class)

Login to Open Access (OAL) computer with your Net ID.

**If You Are Using eCampus/Canvas**

Login to your respective Learning Management System (LMS). Once you are within the LMS, meeting links to join Zoom sessions and live content being recorded via Zoom in the classroom will be available within your course in either eCampus or Canvas.


step 4 launch zoom

Step 4 (in class)

Launch Zoom.
Hit "Record" before lecturing.
After lecture, clicking on "End Meeting" to end the recording and archive it. This link to this recording will be accessible on the "Cloud Recordings" tab.  
 
          
Accessing Zoom Recordings in Canvas   
(2 min)    
 

**If You Are Using eCampus/Canvas**

Everyone enrolled in the course can access ZOOM cloud recordings from the ZOOM link in eCampus or Canvas. Links will include anything that was recorded, including any shared screen content, presenters and an audio transcript. The transcript is automatically embedded within the video and accessed by clicking on the Closed Captioning (CC) button on the video player.