• Does your planned lecture simply echo information students are already reading in a textbook? 
• Can your students learn what you are trying to teach by participating in an activity rather than a lecture?
• Can students create something based on what they find to demonstrate their learning (such as a presentation, video, or podcast)?

• Beginning: How did the discussion begin? Was there material that ignited the discussion?
• Participation: Did everyone participate at once? Where some left out? Why? 
• Tangents: Did the conversation include any tangents? Was this welcome or stifled? 
• Supplemental Material: How were resources incorporated into the discussion? Were students expected to prepare in any way? How did they demonstrate (or fail to demonstrate) their preparedness?
• Ending: Was there a summary, synthesis, or take-away message to end the conversation? 

• Provide clear instructions on collaboration expectations
• Suggest tactics students may employ to resolve conflicts that may arise among peers
• Articulate the learning objectives associated with the collaborations so students see the value
• Maintain a presence in collaborations by providing timely feedback
• Integrate micro milestones to keep students on track

• Consider a place in your course where students would receive information passively and seek to transform into moments for students to take action
•  Provide advance notice for active learning activities, especially if they require additional time that students may need to organized on their own
• Amplify exemplars as a way to demonstrate to those who may be struggling 
• Revise instructions when you notice students are not following
• Communicate the structure by which you will assess students’ participation in active learning activities, so they know ahead of time
• Offer summative feedback to the class at the conclusion of the active learning activity 

• Classroom instruction: Instructors will not necessarily know who will attend each class session in person and must develop course elements (e.g., groupwork) with flexibility. 
• Online synchronous instruction: Technology facilitates the live-streaming of classes for online students.
• Online asynchronous instruction: Content is shared via the Learning Management System (LMS) and is made accessible to all students regardless of delivery mode.

• Faculty may be unfamiliar with developing online courses and likely do not have experience creating a learning community for students engaging in multiple delivery modes.
• Faculty may also need to rearrange their working schedules to accommodate interactions with online students

• Faculty can typically assess learning in ways similar to traditional classes.
• Faculty may face greater difficulty in assessing online asynchronous students and may need to rely on alternative practices, such as discussion forums or digital portfolios. Instructors may want to consider developing assessments for all students that specifically keep asynchronous students in mind.

• Instructors of courses in which both in-person and online participation is allowed must help students feel connected regardless of their selected delivery mode.
• In particular, instructors may want to adopt course elements that foster the cohort experience and ensure that asynchronous students, for example, do not disengage from their peers’ learning experience.

• Online instructors cannot simply provide content, but must make sure to more closely monitor student engagement and observe student participation across different activities. 
• Instructors may look to adopt more dynamic activities that promote more active learning, including case studies or simulations. Asynchronous course discussions may particularly benefit from strategies to foster dynamic dialogue, including greater instructor participation or student mediation.

• At the institutional level, consistency in course design across schools or programs will minimize student challenges in adopting to a new course delivery mode. Administrators should develop a common approach to designing new courses and encourage instructors to pre-plan as much of their courses as possible.
• To encourage consistency, all instructors should receive training in delivering multi-modal courses. Additionally, institutions should ensure that quality control procedures are in place to evaluate offerings prior to the new academic year. 

1. From the course navigation, click on Quizzes
2. Click on + Quiz on the top right to create a new quiz
3. In the Choose a Quiz Engine screen, select the New Quizzes option
4. Click the Submit button
5. Enter a name for the quiz
6. Enter total points possible
7. Optional: Add a due, available from, and available until date
8. When ready to build your quiz, click Build

1. Enter a title for the New Quiz
2. Option: Enter instructions for students
3. Add questions to the quiz by clicking the + (Add) BUTTON
   1. Categorization
   2. Essay
   3. File Upload
   4. Fill in the Blank
   5. Formula
   6. Hot Spot
   7. Matching
   8. Multiple Answer
   9. Multiple Choice
   10. Numeric
   11. Ordering
   12. True or False

1. Click on the Settings tab
2. Enable the settings you would like to apply to your assessment
3. Shuffle questions
4. Shuffle answers
5. One question at a time
6. Require a student access code
7. Time limit
8. Filter IP addresses
9. Allow calculator
10. Allow multiple attempts
11. Restrict student result view

1. From the course navigation, click on Modules
2. Locate the module you would like to add this assessment to
3. Click on the + (add) button on the top
4. Click on the Add drop-down menu and select Quiz
5. Select the name of the quiz
6. Click Add item
7. Once the item is added, click on the Publish icon on the right hand side (green checkmark)

1. From the course navigation, click on the Quizzes
2. Click on the name of the quiz to access it
3. On the bottom right of the page, click on Build
4. Navigate to the Moderate tab
5. Locate the student(s) you need to add a moderation option to
6. Click on the pencil icon under the Accommodations column
7. Select the time adjustment accommodation
   1. Give additional time
   2. Remove the time limit
   3. Time limit multiplier
8. When done, click Save

1. From the course navigation, click on the Quizzes
2. Click on the name of the quiz to access it
3. On the bottom right of the page, click on Build
4. Navigate to the Moderate tab
5. Locate the student(s) you need to add a moderation option to
6. Click on Moderate
7. Select the time adjustment accommodation
   1. Additional Attempts
   2. Time Adjustment
8. When done, navigate away from the page - this will auto-save

(See also PDF download of Proctoring with Respondus Tools)

Step 1: Create an Exam in Canvas using the Quiz tool

Creating an Exam in Canvas using the Quiz tool (downloadable PDF)
Additional Resources on Creating Exams in Canvas

Step 2: Assign the quiz to use Respondus Lockdown Browser

1. From the course navigation, click on Respondus Lockdown Browser
2. Locate the quiz from those listed and click the arrow to Modify Settings
3. Select the radio button to Require LockDown Browser for this exam
4. Modify the Advanced Settings as needed.

• Password Settings (optional)
• Advanced Settings (optional)
• Review and modify settings pertaining to the exam

• Startup Sequence (edit the text as needed) 
  1. Webcam Check 
  2. Additional Instructions 
  3. Guidelines + Tips 
  4. Student Photo 
  5. Show ID 
  6. Environment Check 
  7. Facial Detection Check
• Facial Detection Options 
  1. Prevent students from starting the exam if face cannot be detected during Startup Sequence.
  2. Notify students during the exam if face cannot be detected (prompt for a fix)

1. Install Respondus LockDown Browser 

2. Test your computer to make sure everything is working properly before the exam. 

3. If the test start page is asking for a password and you were not given one for the exam 

4. If your Lockdown browser freezes during a test 

• During the exam window, students will complete the exam using the Respondus LockDown Browser application to access Canvas.
• When the exam is submitted, instructors and/or teaching assistants will be able to view the grades for the exam in Grades.

1. From the course navigation, click on Respondus LockDown Browser
2. Click the downward facing arrow next to the quiz you wish to review, and select Class Results
3. Click + (the plus sign) next to a student's name to see details about that student's session
4. Thumbnails in the student's report point to moments in the video when violations may have occurred
5. Once you have reviewed a student's session, you can click the button in the "Reviewed" column to help you keep track.

Step 7: Review student recordings
To view a student's recording, click the [ + ] button to the left of the student's name. 

Note: It may take up to 12 hours after the exam is completed for videos to process.

The video review section will include:  

• Summary of key data
• Timeline with flags and milestones for review 
• Thumbnail images from video

1. Locate the “LockDown Browser” shortcut on the desktop and double-click it. (For Mac users, launch “LockDown Browser” from the Applications folder.)
2. If prompted to close a blocked program (e.g. screen capture, instant messaging) choose Yes when prompted.
3. Log into your Canvas course using a student login.
4. Navigate to the quiz and click Take a Quiz.
5. If the student is required to use a webcam to record themselves during the test, a Startup Sequence will guide the student through a webcam check and other items required by the instructor.
6. Once a quiz has been started with LockDown Browser, you cannot exit until the SubmitQuiz button is clicked.

1. Log into Canvas with a regular browser, select the course and navigate to the quiz.
2. If LockDown Browser has not previously been installed, the student will be prompted to download and install the browser.
3. Return to the quiz and open it to launch LockDown Browser. (If a pop out window appears, students may need to click the "Open LockDown Browser" button or click the rocket ship icon to Launch the Quiz using the Respondus LockDown Browser application.)
4. If the student is required to use a webcam to record themselves during the quiz, a Startup Sequence will guide the student through a webcam check and other items required by the instructor.

• If academic dishonesty is suspected or apparent, the proctor requires the student to immediately stop that activity, and the course instructor is contacted directly via email with the student’s name, timestamp of the incident, and a brief description of what occurred at that time. 
• For all other violations, the student’s session is marked with an indicator that a pop-in occurred. In situations in which the ai raises a false flag, the proctor dismisses the notification and does not disturb the student. 

1. Navigate to Honorlock in your Learning Management System. 
2. Locate and click the three white vertical dots in the top right of the LTI.  
3. Click Register Third Party Exam.  
4. Name the Exam to match the name of the exam being administered within the third-party platform.  
5. Next, set the Exam Start and Exam End times to match the start and end times of the exam being administered within the third-party platform. 
6. In your third-party platform, it is important to make sure that the exam is password-protected. Set a password in your third-party platform for the exam and copy and paste it under Exam Password. If the password does not match, students will not be able to start the exam. If you do not set a password on the exam, students will be able to start the exam un-proctored. 
7. Lastly, type in your third-party exam platform name under Exam Platform. 
8. Select your preferred proctoring settings for the exam. For an in-depth explanation of each of these options, please scroll down to the Proctoring Settings section of this guide. 
9. Enable the Student Guidelines and clarifying info in the Additional Instructions section. Add in any Accommodation info as well. For a detailed explanation of each of these options, please scroll down to the Student Guidelines section of this guide. 
10. Make sure to click the blue Create button to save your settings. Your third-party exam is now created and enabled with Honorlock. Third party exams will be identified with a third-party exam icon. 

• Access Codes: It is important you do NOT edit the Access Code that’s set when you enable an assessment with Honorlock.  Editing or removing the Access Code could prevent students from entering the assessment or it could allow them to enter the assessment without proctoring. For additional information about access codes, please refer to this article.
• Support: Honorlock support is available 24/7/365 for you and your students. Students are encouraged to reach out to Honorlock Support via LiveChat by clicking on the chat bubble at the bottom right of any Honorlock enabled assessment.
• Images/Diagrams: If you’re going to include any images or diagrams within your assessment, please ensure that you have granted your students permission to those files in advance.  
• Browser Guard: If students are required to access an application outside of their exam, such as Microsoft Word or Excel, Browser Guard will need to be disabled for your assessment. 
• Whitelisting URLs: If you would like to allow your students to reference a website during the exam, you have the ability to whitelist specific URLs. (Note: the more granular the website URL, the better control over what content is able to be accessed by your students.)
• Google Chrome is the only browser Honorlock supports. Please encourage your exam takers to use Chrome when taking all assessments.

1. Navigate to your course, then click Settings.
2. Click the ‘Navigation’ tab.
3. Drag the ‘Honorlock’ tab, disabled by default, up into your active course navigation.
4. Click ‘Save’

1. From the course navigation, click Honorlock
2. If prompted, click on Authorize Honorlock access to your account
3. When the Honorlock window opens, click the blue Enable button next to your chosen quiz.
4. Set the options from the Proctoring Settings, Student Guidelines, Accommodations and Exam honoVisibility Settings. For more information on the options you can select for your exam, view the Using HonorLock with Canvas Guide When done, click Save.
5. Honorlock should now be enabled for your exam.

1. Click on Quizzes in your Canvas navigation menu.
2. From there, locate the test that you would need to duplicate. Hover your mouse over the exam and click the more options button (three vertical dots) and select Copy to
3. Start typing or select the name of the course, then click copy, select what module it needs to go in, and what place you would like it to be (At the top, before.., after.., or at the bottom). A copy will be created (this may take a few seconds to generate), and it will have the same name as the original quiz.
4. Once the copy is generated, click the more options button (three vertical dots) and select Edit.
5. Rename the new copied test to include the word “Accommodations” so it is easily identifiable.
6. Open the new accommodations quiz to edit and change the “assign to” from everyone to just the name of the specific student/s that need to take the quiz without Honorlock.

Set Student Accommodations Using Honorlock (if applicable)

1. HonorLock can ONLY be used with Google Chrome. Make sure it is downloaded and up-to-date.
2. Download the HonorLock Chrome Extension. This is required to access and complete the exam.
3. Disconnect any secondary monitors as they are not allowed for use in HonorLock. Students will not be able to take the exam if a second monitor is present.
4. Make sure you have a government issued ID (Aggie Student ID, driver’s license, passport, etc.)
5. Students will need a working webcam, microphone, and laptop or desktop computer. The webcam and microphone can be integrated or external USB devices.

1. Locate the content area with the HonorLock LTI and click it to access it
2. To view the results from Honorlock proctoring for an exam, click the Results button
3. In the Exam Results window, you can view the User, Student ID, Exam Start date and time, Exam End date and time, Incident Level, and Session Details for each test-taker. If you would like to view the proctoring session for a particular student, click the View Session button.
4. You will then be able to view video from the proctoring session that includes both a screen capture and a recording of the student while they are taking the exam. A timeline summary of various exam-related events is available in the bottom right of the View Session screen.
5. You can also click the View Report button to access a full summary of Honorlock’s Violation & Incident Analysis report

• Lighting in the room must be bright enough to show the student’s face and the surrounding area in a clear and detailed manner.
• Student should be seated at a desk or table. Laying down in bed or elsewhere when taking the exam is not allowed.
• Be sure the desk or table is cleared of all other materials. This means the removal of all books, papers, notebooks, calculators, etc. unless specifically permitted in posted guidelines for that particular examination.
• Students must show work area as well as the entire room during the room scan.
• No visible writing permitted on desk or on walls.
• All third-party programs and/or windows (websites, Excel, Word, etc.) on the testing computer must be closed prior to logging into the proctored test environment.
• Loud music, television, or other distractions playing in the background are prohibited.
• No other persons or parties aside from the exam taker should be permitted near the testing environment, and all communication between exam taker and third parties is prohibited.

• You must not leave the room during the testing period at any time. You must not take the computer into another room to finish testing (exam must be completed in the same room the “Exam Environment View” is completed in).
• No breaks will be permitted.
• Use of hats, hoodies, headsets, and/or earplugs is not permitted.
• Do not use a phone for any reason. The only exception is to contact support, which you should do within your exam window itself.
• The student’s face must always remain within view of the camera.

• The use of scratch paper 
• Breaks, particularly bathroom (10 minutes is usually sufficient) 
• Use of a calculator (the calculator button is not available to students if the question is long) 
• Give all students an additional 15 minutes to accommodate set up and connection time. 
• If you do not enter these accommodations in the proctor guidelines box, a proctor may interrupt the student if they are engaging in any of these activities, which may disrupt the testing process.