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A: Currently CDLI does not provide or support online proctoring solutions. We are, however, happy to talk with you about other ways to promote academic integrity in distance courses.
A: Students will primarily be using Canvas and Zoom which are supported widely across many different computer systems and devices. Students will also need a working webcam and microphone, which are usually integrated into laptops, smartphones, iOS and Android tablets, and Chromebooks.
Canvas recommends the most up-to-date version of Chrome, Firefox, Edge or Safari. These browsers can run on almost any computer including Chromebooks, smartphones and iOS and Android tablets.
Canvas can also be accessed from most up-to-date mobile browsers, and has native mobile applications:
Zoom will run on almost any computer or mobile application on iOS, Android, or Microsoft Surface. Check out the System Requirements page for full details. A webcam and microphone are recommended for full participation.
Students or faculty with poor internet connections or hardware issues may also join or host a meeting on Zoom by telephone audio. Check out the guide:
Both students and faculty can test out their broadband connection to Zoom and ensure their webcam and mic are working, by going to:
The definitions below are from Stanford University’s “Teaching Effectively During Times of Disruption” Google doc.
Instructors and students gather at the same time and interact in “real time” with a very short or “near-real time” exchange between instructors and students.
Instructors prepare course materials for students in advance of students’ access. Students may access the course materials at a time of their choosing and will interact with each over a longer period of time.
Given our current situation and level of faculty experience using distance technologies, CDLI recommends that in most cases faculty should primarily use synchronous delivery via Zoom web conferencing and supplement with asynchronous instructional methods as time allows to provide more flexibility. CDLI staff would be happy to meet with faculty to provide guidance on easy to implement asynchronous instructional techniques including discussions.
The strengths of synchronous teaching—immediate personal engagement with the instructor and fellow students and the feelings of community that proceed from that--are very much in line with the Ignatian Pedagogical Paradigm and cura personalis. It is also much less time-consuming for faculty--especially those who have not used technology before--to convert their courses to synchronous delivery.
Look, we love asynchronous delivery at CDLI. Our Course Development Program focuses on working with faculty to build high-touch asynchronous courses that create the student engagement and community one typically finds in Seattle University’s face-to-face courses. But it takes a long time to do this --typically 6-12 months to develop an asynchronous course that can meet CDLI’s course review standards. Most of just us don’t have that much time.
If you’ve already developed an asynchronous course with CDLI that has passed course review, we absolutely encourage you to offer it during spring quarter. We also encourage faculty to include asynchronous activities in their synchronous courses. For more information on how to do this, we recommend faculty attend one of our Instructional Continuity Workshops.
However, if because of technical issues or personal preference you would rather offer your course in asynchronous modality we strongly recommend you implement some of the suggestions outlined in our Best Practices section.
A: Yes. Captioning services are available for videos created by faculty and posted to Canvas, and Disability Services is partnering with 3rd party vendors to provide live captioning for Zoom class meetings. Students should reach out to Disability Services for all accommodation requests.
A: A number of Internet Service Providers around the country are offering reduced service to help mitigate the demand for desktop and mobile internet access as institutions move their work online – check with Internet Service Providers in your area about options. In addition, the Lemieux Library and McGoldrick Learning Commons has resources to assist students experiencing internet connectivity issues. Finally, the City of Seattle has low-cost internet options and equipment for Seattle residents including low-income students who attend Seattle University.
A: Yes, given the following: a class recording that includes student participation and Personally Identifiable Information (PII) can be posted on Canvas for the students in the class to view--the key is that access must be limited to students in the class
If you record your classes, University Counsel suggests including the following language in your syllabus:
Due to FERPA and SU Policy, instructors are not able to access SU systems including Canvas until they are fully on-boarded by Human Resources.
While waiting, instructors who are interested in starting to develop their course can register for a free Canvas Free-For-Teachers account and are welcome to attend CDLI workshops.
Content can be exported from a Canvas Free-For-Teachers course and imported into SU's Canvas in a few minutes using these guides: