The University of Louisiana at Lafayette aims to meet its mission of providing instructional continuity for academic instruction, even when face-to-face meetings may not be possible. If the university decides to suspend face-to-face instruction to ensure the health and safety of the campus community, teaching continues via alternative methods od delivery.
Instructors may follow these four steps as a guide to shift their instruction to an asynchronous alternative delivery method and help students to continue making progress in their studies:
- Adapt the course content, pedagogy, and assessment, if necessary, to fit and alternative means of instruction. The Office of Faculty Affairs can provide guidance.
- Use the Learning Management Systems (LMS) of Moodle for communicating with students about your course. All classes have a Moodle (LMS) course site, for your students to access the site, you will need to make it "visible. Students enrolled in your course section will automatically have access to the website once it is visible.
- Use the Learning Management Systems of Moodle to share course content, such as lecture notes, PowerPoint slides, assignments, and other course materials that can be uploaded (posted) to your LMS course site.
- Use Zoom to stream or record class lectures. Many faculty members may choose to schedule a Zoom class meeting with their students. These Zoom class lectures can also be recorded to be viewed at a later time if desired.
Many of our faculty members already use these tools and pedagogical approaches. Detailed instructions for each step are provided below.
Communicate with Students about your Course: If you are already using an LMS platform (Moodle default), you should continue to use your existing platform. Review your Current Syllabus and Adapt:
- Review your syllabus and consider ways you deliver course content, conduct in-class activities, and assess learning. Adapt your instruction as necessary.
- Use one of the following guides to maintain communications with your students about your class, depending on your LMS platform: Contact via email (using ULink class roster) (before LMS setup) Communication via Moodle (LMS)
- Distribute Course Content: Course materials should be uploaded to your specific LMS using the following instructions. These files could be PowerPoint slides, word documents for notes, PDFs, etc. Moodle - Add a File to a Moodle Course. To share content using an existing web link, follow these specific instructions based on your LMS: Moodle - Sharing hosted content
- Stream and Record Video Lectures: Use Zoom to stream and record your class lectures. If you are already familiar with using Zoom, go directly to Zoom. Sign in to Zoom to configure your account, Schedule a meeting, Administer meeting with screen share and recording, includes ending the session, Retrieve and distribute the recorded lecture via Moodle. Use the Quick Start Guide for Zoom for detailed instructions.
Students enrolled in on-campus or hybrid courses should plan to participate remotely (and not to come to campus specifically for face-to-face instruction). Faculty and/or program leadership will communicate with students in clinical (and other kinds of professional placements) and labs to provide guidance about how these important program requirements will be managed. Your faculty will be in touch with you next week to guide you in this transition.
A Moodle (LMS) course site will be available to you as a student; each course will have a course site in Moodle. You should use the course site to:
- Communicate with your instructor: you should access and check your UL Lafayette email address regularly
LMS course site login pages: Moodle login
- Access course materials posted by your instructor
- Submit assignments as explained by your instructor
- Access Zoom lectures: streaming or pre-recorded: Instructors may provide access to presentations, using Zoom. These lectures may be live-streamed and recorded or may be provided as pre-recordings. Your instructor will deliver zoom links via Moodle or email.
Please know that your faculty and administrators are committed to supporting all students as we navigate public health concerns and the transition to remote course delivery.
Graduate students involved in the instructional mission, research, and/or who are on assistantships with activities other than the instructional mission and research, should refer to the graduate school website for additional information.
Graduate Teaching Assistants: Graduate students serving as instructors and/or supporting courses as a GTA should contact the department/faculty responsible for the respective courses for guidance on how to adapt/deliver a course via a remote delivery format appropriate for the course and/or how to support faculty doing so.
Graduate Research Assistants: Graduate students conducting research for their theses, dissertations, synthesis projects, or as part of a research assistantship are expected to continue their research activities. Research labs should implement mechanisms and/or shift activities to conduct research remotely wherever possible (e.g., computational work, research of online resources and databases, data analysis, etc.). Where research activities on campus and in associated research facilities are necessary, additional practices should be adopted to keep health and safety a priority (see below). Please contact your research supervisor for further guidance or if you have additional questions.
Graduate Assistants: Graduate students on assistantships with activities other than the instructional mission and research are expected to report for work even as on-campus classes have been suspended. This expectation is because we understand that the work graduate assistants do provides stipends, tuition/fee waivers, and support your progress toward a degree in other important ways. Plan to talk with your assistantship supervisor on Monday to discuss how your duties will continue. Supervisors may consider alternative work assignments, separate work areas, staggered/accommodated/flexible scheduling, and/or remote work as appropriate.
Faculty and Graduate Teaching Assistant Resources
- Template for continuity planning to transition a course to an alternative delivery method
- Moodle Basics Training
- Popular Moodle Topics
- Teaching Remotely Resources
- Moodle Remote Teaching Start-up Guide
Peer Emergency Resources
- The University of California at Santa Cruz has put together this guide on teaching during unplanned events. It offers both technical and pedagogical advice.
- Indiana University has developed a “Keep Teaching” guide that walks instructors through different scenarios, including complex ones, such as how to replicate lab activities online.
- Daniel Stanford, director of faculty development and technology innovation at the DePaul University Center for Teaching and Learning, created a handy Google document with links to remote-teaching resources at various colleges. Readers can add their own college’s resources to the list.
- Wiley Education Support Services
- Frequently asked questions
- Dupre Library COVID-19 Plan
- Tips for using Zoom
- Video - Join a Meeting
- Video - Scheduling a Meeting with Zoom Website
- Video - Scheduling a Meeting with Google Calendar
- Video - Scheduling a Meeting with Outlook
- Video - Meeting Controls
- Video - Assigning Scheduling Privilege in Outlook
- Video - Scheduling a Zoom Webinar
- Video - Breakout Rooms
- Video - Closed Captioning
- Video - Recording a Zoom Meeting
- Video - Joining & Configuring Audio & Video
- Video - Sharing Your Screen
- Video - Sharing Multiple Screens Simultaneously
- Video - All About Zoom Webinar
- Video - All About Recording
- Panopto Support
- QM Emergency Remote Instruction Checklist
- UL Workshop - "Achieving Learning Objectives without Lecturing"
- Resources for faculty transitioning to remote teaching
- Remote Learners Resource Guide
- Moodle Student Resource Guide
- Remote Learners Support
- Wiley Education Support Services
- Dupre Library COVID-19 Plan
- Course Reserves (All titles are available until May 25th, 2020)