Academic Continuity Guidelines
When face-to-face classes at Red River College are disrupted, this guide will assist you in planning your transition to online delivery.
- Preparing to teach online – Instructor Checklist
- Work From Home Resources and Supports for Staff and Leaders
Planning to teach online?
Moving your class online
Training and consultation
- Sign up for a Technology Training session
- Request a consultation with an Educational Developer for your teaching and learning questions
- Fill out this form if you are planning to teach online during a College closure. We will reach out to ensure that you have the resources and support you need.
- Enroll in this LEARN course to review the learning outcomes and course outlines of all Continuing Education courses for use in your course
- Moving your class online
- Alternative Assessment Methods
- Instructor Guidelines for Screen Capture Course Content
- Contact LEARN Support for access to LEARN and support
Contact ITS Service Desk for technical issues and requests
- Contact Library Services for copyright assistance and reference services
What are your students’ needs?
Students are more likely to be worried about completion of their program, classes, and labs during periods of disruption. Communication is key.
- Be patient and supportive. Try to relieve their anxieties.
- Provide them with the reason for transitioning your course to online learning
- Reassure them that contingency plans are in place to support the completion of their courses
- Create a class communication plan so students know method and timeline for response
Contact your students
Provide a way for your students to contact you:
- Use your RRC college email, phone, or:
- Provide a response timeline. Within 24 hours is recommended.
- Offer scheduled virtual office hours using WebEx or telephone for when students can contact you directly
Provide students with clear and concise instructions on how your course will transition to online delivery which could include:
- How and when students can contact you
- How they can access course content, discussions, assessments, and grades on LEARN
- When WebEx video streaming of your class will occur and how students can join
Moving Your Course to Online Learning
New to online learning?
If you’re new to online learning and moving your course online, remember…
- You are quickly moving portions of your class online so your students can complete their term
- Choose to move what is achievable
- You are going to learn as you do it
- It doesn’t have to be perfect. You are NOT designing and building an ideal online class. You aren’t likely to have the time or resources to do that in a short period
Provide students access to your course materials using LEARN
- Repurpose your existing content where possible. Upload your course readings, notes, presentations, videos, etc.
- Move your assessments (quizzes, tests, exams) and grades online
Provide a way for students to submit assignments and receive feedback, such as:
- LEARN Dropbox tool, is designed to for assignment submission and assessments
- College academic email
Improvise and Be Creative
Focus on creative ways of engaging with students rather than uploading all of your course content. Creating a sense of community online is key to student engagement.
- Point to existing online content rather than building or converting content, such as LinkedIn Learning or other online, videos, podcasts, and interactive web apps
- Ask if your textbook publisher has online content that you can use, such as the Pearson hub
- Use WebEx video streaming to engage with your students with live video streaming
- Record your live WebEx discussions for students to access later
- Encourage your students to meet and collaborate using WebEx and build collaborative documents using Office365 and OneDrive
Think about your activities and assessments
- Review online course delivery strategies in collaboration with your departmental leadership
- Review departmental communication plan regarding academic continuity
- Review your course learning outcomes before transitioning your course to online delivery to ensure they are being met
- If your original activities and assessment methods are no longer practical, use alternate methods such as video submission or discussion forums to fulfill the course learning outcomes
Do you have access to your courses in LEARN?
- Know how to access support resources for yourself and to support your students – we’re waiting to hear from you.
- Review your course outlines for things that will have to change such as scheduling and assessments
- Consider offering theory now and practical or lab work later
- Consider using virtual labs
What are some common LEARN tasks for instructors?
- Load readings/handouts into LEARN content area
- Break into modules by topic/lesson for ease of navigation
- Record lectures, narrated PowerPoints, or live sessions to make them available online
- Load any assignments into LEARN
- Set due dates, attach files, and write a description
- Create online quizzes, exams, and self-assessments in LEARN
- Consider implementing online project-based assessment instead of traditional assessment methods such as quizzes
- Create discussion forums in LEARN
- Create an open discussion forum for general student communication as well as topic-based discussions
- Discussions help ensure students feel engaged and involved in a community, not left alone in a vacuum
- Remind students they can download online content for offline viewing if relocating to an area without internet connectivity
- Remind students to collaborate online with one another using Office365, OneDrive, and WebEx
Tips for teaching remotely
- Be proactive. Implement a gradual transition plan with your class if time permits, e.g. provide an overview of LEARN with your students and inform them of your communication strategy
- Is it really important that students be present for a live online lesson at a specific time (synchronous learning)? Students may need extra flexibility for study and other demands during periods of disruption.
- Possible solutions:
- Consider recording lectures they can listen to or view on their own time
- Set up periodic live virtual classroom sessions using WebEx
- Include existing online audiovisual content such as LinkedIn Learning videos or podcasts
- Utilize interactive learning tools such as WebEx screen sharing
- Allow flexibility for how assignments are completed and when they are due
- Keep students up to date with weekly summaries and guidance for the week ahead
- Integrate ways for students to connect with each other for social learning supports
- Seek out additional interactive web tools to enhance instruction such as polling apps
- Access online training opportunities to hone your skills
What are departmental considerations?
Designate Lead Instructors
Faculty members teaching sections of the same course can meet and prepare course content modules to provide students with continuous learning opportunities and lessen faculty loads during a disruption to face-to-face delivery. A team of faculty can create a master course shell in LEARN with assignments and common readings broken into content modules. Classes can then immediately switch to the master course shell on the LEARN site.
Faculty members be encouraged to become familiar with the current learning platform (LEARN) through formal training in order to provide students with the necessary teaching/learning materials (outlines and other course documents) for meeting the needs of students during a disruptive event. This requires direct leadership support.
It is also suggested that team-teaching be investigated and staged in order to alleviate faculty overload and prepare for the possibility of faculty illness or other absence such childcare throughout the duration of an event. This would require support from the Schools and faculty participation.