Online Learning
Online learning tools are valuable for development of classes consisting of any combination of off-site and on-site students. Those tools are also useful for the creation of non-traditional learning experiences for students. Instructional documents for resources that have been implemented at Scripps Research are provided below.
- “Canvas 101,” Scripps Research
This tutorial describes the setup and implementation of Canvas at Scripps Research. A full range of topics relevant to instructors, teaching assistants and students are covered. - “Zoom Presenter Protocols,” Scripps Research
This document describes the setup and implementation of Zoom for teaching using a Powerpoint presentation and maintaining visibility of, and interaction with, students. Also included are instruction for the use of Breakout Rooms for student and student/faculty discussions. - “Using Zoom as a Participant,” Scripps Research
This document describes the setup and implementation of Zoom for participating in classes involving a Powerpoint presentation while maintaining visibility and interaction with the presenter and the students.
Active Learning in Online Teaching
Active learning is an effective tool for student engagement and enhanced learning. Effective learning in the online or distance learning environment, in particular, depends upon student engagement. The resources below specifically address the application of active learning methods to synchronous and asynchronous online teaching in the interest of promoting student engagement and enhancing learning effectiveness.
- This article presents a thorough discussion of issues arising in the online or distance learning setting and methods to address them. Particular attention is paid to enhancement of student engagement through active learning and assessment of those activities. Khan A et al, 2017, “Active Learning: Engaging Students to Maximize Learning In An Online Course” The Electronic Journal of e-Learning. 15, 107-115.
- This website provides a collection of remote teaching tip sheets including many documents related to the implementation of Canvas for Online Learning. Although some of it is specific to the implementation at Northwestern University, most of it is applicable to online teaching at Scripps Research.
Assessible Asynchronous Online Discussions using Canvas Discussion
Active learning activities need not take place during class time. Student discussion of a predesignated topic can be set up using the Canvas Discussion function. This function can be thought of as a chat room but, as a component of Canvas, all entries are recorded in a manner that is accessible to the instructor and, as a consequence, is assessible. The discussion is “asynchronous” in the sense that the students (and instructor) can enter and contribute to the discussion at will and at the time of their choice.
So, how does one develop an assessible activity in a Canvas Discussion? First, consider the learning outcome(s) for the discussion. Next, construct a question that is flexible enough and open ended enough to encourage broad thinking on the topic but that is assessible in terms of the application of class content to achieve the learning outcome(s). Develop a rubric in Canvas for assessing student contributions. Finally, share the question and the rubrics with students and set a start and stop time for the discussion. A discussion can be relatively short (hours) or very long (days or weeks). At the culmination of the discussion, the rubric can be used to grade the discussion, or the students can be asked to self-assess.
These are just two of many opportunities for active learning to enhance student engagement using Canvas and Zoom. Don’t allow the online environment to limit your classroom activities. For example, all of the functionality is available to conduct robust Journal Clubs in Zoom. Also, keep in mind that Zoom has a full set of tools for annotating PowerPoint presentations and other documents in real time. It also has a fully functional whiteboard with a full set of drawing and text tools for virtual “chalk talks.” Detailed information on those functions is provided here and here. The important thing is to keep an open mind, be creative and ask for help from the Graduate Office staff.
