Common remote teaching questions

The first thing to consider is whether the student's ability to present is part of the assessment or if only the content of their presentation is being assessed. If only the content is being assessed, then consider removing the presentation portion, and have the students submit slides or other work through Canvas. You can use either the Assignment tool or have them post their work in the discussion forum so they can receive feedback from other students.

If the presentation is necessary, you could use tools such as Zoom for students to present to the instructor, or to the instructor and a small group of students.

Panopto could be used for individual students to submit a video of their presentation. See this blog post for steps on how to do this.

Learn more: An explanation of various virtual presentation methods.

Yes, but please share the PowerPoint file in a video format such as .mp4, not just the PowerPoint file as it will not open properly on all devices.

Please see this blog post for further discussion on this topic.

Read through this tip sheet for creating videos in a remote context.  See great ideas when you are creating videos for introduction, demonstration and short lecture in video format.  In it you will find key points to make your video more accessible and impactful for your students.

You can include a statement in your syllabus regarding ownership of created content (see below and in the USask syllabus template). The following language could be included in your syllabus and/or your online course material to clarify copyright:

Copyright

Course materials are provided to you based on your registration in a class, and anything created by your professors and instructors is their intellectual property and cannot be shared without written permission. If materials are designated as open education resources (with a creative commons license) you can share and/or use in alignment with the CC license. This includes exams, PowerPoint/PDF slides and other course notes. Additionally, other copyright-protected materials created by textbook publishers and authors may be provided to you based on license terms and educational exceptions in the Canadian Copyright Act (see http://laws-lois.justice.gc.ca/eng/acts/C-42/index.html)

Before you copy or distribute others’ copyright-protected materials, please ensure that your use of the materials is covered under the University’s Fair Dealing Copyright Guidelines available at https://library.usask.ca/copyright/general-information/fair-dealing-guidelines.php. For example, posting others’ copyright-protected materials on the open web is not covered under the University’s Fair Dealing Copyright Guidelines, and doing so requires permission from the copyright holder.  

For more information about copyright, please visit https://library.usask.ca/copyright/index.php where there is information for students available at https://library.usask.ca/copyright/students/rights.php, or contact the University’s Copyright Coordinator at mailto:copyright.coordinator@usask.ca or 306-966-8817.

Additional copyright information for faculty can be found on the Copyright information page from the University Library.

Anything created by a faculty member or instructor and posted in a course remains the intellectual property of the faculty member or instructor including PowerPoint/PDF slides, Panopto videos, and course notes. This material should not be shared or used without your permission.

Refer students to the USask Remote Learning webpage to help address challenges they might be facing when trying to connect with you to learn remotely.

Common privacy questions

There are many reasons why a student’s ability to participate fully in a course may be restricted by privacy concerns. For these reasons, students may approach you about protecting their privacy in your course.

To facilitate students feeling comfortable in a web conferencing session you might:

  • Advise students to turn off their video, not use the chat, and/or not participate actively in the virtual session (where not participating would not impact their grades or significantly limit their learning).
  • Where possible, meeting with small student groups or individually will also assist in mitigating privacy concerns.

Additionally, participation in asynchronous online activities, like a discussion forum, may cause concern given that the ideas a student contributes are connected to their identity. For example, a student studying from an international location may be concerned about participation in discussions about gender or sexuality or contributing ideas that could be perceived as critical of local government. As there is no technical means of disconnecting a student’s identity from their contributions in the LMS (Canvas), an instructor should connect with the student to discuss alternatives to this type of participation, where appropriate and possible (e.g. submission of ideas on a topic via other means).

See additional resources for students on protecting their privacy in remote learning.

Unless use of video is essential to support student learning outcomes in the course (e.g. in language learning, to observe and provide feedback on enunciation) it is recommended you accommodate a student’s request to not use video.

If use of video is essential, the following language should be included in your syllabus and/or your online course material:

Required video use:
At times in this course you will be required to have your video on during video conferencing sessions. It will be necessary for you to use a webcam that is built into or connected to your computer. 

We suggest inclusion of a sentence on why this is being required, for example, in order to allow instructors or peers to use video to observe a skill being practiced and give feedback.

Common assessment questions

We have designed a series of questions for you to work through based on the type of learning you want to stimulate and what you want students to demonstrate in your final assessment. This resource will help you to think through the options in relation to your goals.

You can attend professional development events offered through the GMCTL on assessment design or academic integrity in remote teaching or book in for a consultation with one of the GMCTL team members to explore options and the tools that are available.

A tool you find online may not have been assessed by USask’s privacy and legal team. Please use tools that are in the suite of testing tools already approved, or are a part of an approved pilot for your college. See the LTE Toolkit for a listing of tools approved for assessment purposes.