Below you will find Word documents with tables to assist faculty in submitting classroom seating charts. These seating charts are designed to be printed and then filled out.
Online Teaching & Technology Blog
Center for Online Learning, Research and Service @ Illinois Springfield
Category: Communication/Feedback
The Higher Learning Commission (HLC) defines online courses as those in which all or the majority (75% or more) of the instruction and interaction occurs via electronic communication or equivalent mechanisms, with the faculty and students physically separated from each other. UIS defines online learning as sections delivered online and asynchronously. The Department of Education describes regular and substantive interaction between instructor and students as an essential element of an online course. Failure to comply with the Department of Education’s regular and substantive interaction regulation can have a negative impact on student financial assistance.
Five factors are the focus of “regular and substantive” interaction:
Appropriate form of media used. The institution’s online instruction is delivered through an appropriate form of media;
Instructors must meet accreditation requirements. The instructors with whom students regularly and substantively interact meet the requirements of the institution’s accrediting agency for instruction in the subject matter;
At least 2 of 5 “substantive” activities are used. Instructors engage in at least two forms of substantive interaction meeting the regulatory requirements for the course or competency;
There are scheduled and predictable interaction opportunities. The institution has established scheduled and predictable opportunities for substantive interaction between students and instructors and create expectations for instructors to monitor each student’s engagement and substantively engage with students on the basis of that monitoring; and
Instructor responsive to student requests. Instructors are responsive to students’ requests for instructional support.
Resources:
https://teaching.resources.osu.edu/keep-teaching/regular-substantive-interaction-online
https://newsroom.unl.edu/announce/teacherconnect/7286/41450
https://wcetfrontiers.org/2020/04/03/new-regs-review-1-regular-substantive-interaction/
https://www.everettcc.edu/files/programs/elearning/Regular_and_Substantive_Interaction_Primer.pdf
WCET Frontiers: Regular and Substantive Interaction Refresh
COLRS Blog:
Discussion Board Best Practices – https://blogs.uis.edu/colrs/2020/04/01/discussion-board-best-practices/
Template for Feedback – https://blogs.uis.edu/colrs/2013/02/28/a-template-for-feedback/
Student Expectations for Feedback – https://blogs.uis.edu/colrs/2013/02/28/students-expectations-regarding-feedback/
An easy way to communicate with students about their performance in your class is by sending messages to a subset of students using the Gradebook. You can use the Gradebook to send messages to select students based on their status or performance on a specific assignment:
- Haven’t submitted yet—email students who haven’t submitted the assignment, even if they have been manually awarded a grade.
- Haven’t been graded—email students whose assignments have not yet been graded (submitted or unsubmitted).
- Scored less than [point value]—email students who earned a grade on their assignment less than X number of points.
- Scored more than [point value]—email students who earned a grade on their assignment more than X number of points.
Although one message can be sent to multiple students at the same time, each student will receive an individual message. You can also message students individually in the Gradebook by using the student context card.
Open Gradebook
In Course Navigation, click the Grades link.
Open Assignments Menu
Hover over the assignment column header and click the Options icon.
Message Students
Click the Message Students Who link.
Select Message Category
By default, Canvas will show names from the Haven’t submitted yet category.
In the drop-down menu:
[1] Select the category of students you want to message. Based on real-time data, Canvas will show the names of the students who fall in the category you selected
[2] You can also remove students from the message by clicking the Remove icon. Canvas will also generate a subject line based on the category
[3] You can edit the subject line if needed.
Send Message
[1] Type a message to the students in the message field.
[2] Click the Send Message button.
Note: Although one message most likely will be sent to multiple students at the same time, each student will receive an individual message.
With all the uncertainty that we all have for this Fall, our students definitely feel these stresses. One way that we can reduce this uncertainty is by contacting our students early to let them know what we are planning for our Fall classes. This includes whether or not there will be face-to-face sessions planned and/or synchronous online sessions via Zoom and dates/times if you have them already.
Even though our Canvas courses aren’t populated yet, you can get a list of student emails from Enterprise following the instructions below and contact them before they are added to your Canvas course. Students will be populated into Canvas on August 17. After this you can message them directly through Canvas. (More on this topic can be found in the COLRS Teaching Blog)
Instructions to access students enrolled in courses using Self-service (Enterprise):
- Go to the Enterprise Self-Service system. (https://apps.uillinois.edu/selfservice/ )
- Click on UIS.
- Login with your UIS NetID and Password.
- Click on the Faculty & Advisor Services tab across the top of the page.
- Click on the Faculty Services link.
- Click on Class List – Summary to view your class roster in a condensed format.
- Click “Display E-mail Addresses” at the bottom of the page.
Experienced UIS Faculty shared their teaching experiences as part of the 2017 Faculty Teaching & Learning Academy at UIS. This program was administered by the Provost’s Office at UIS.
- Cindy Wilson provided tips on starting the semester off right in online classes.
- Carolee Rigsbee provided tips on providing topic review videos in online classes.
- Layne Morsch provided tips on using Notability and Explain Everything.
- Beverly Bunch provided tips for new online instructors.
- Laurel Newman and Karen Swan presented on “Designing Learning Outcomes to Assure Student Learning.“
- Ray Schroeder presented on “Teaching for Tomorrow: UIS – The Legacy and the Future.“
Laurel Newman, Te-Wei Wang and Marcel Yoder led an excellent discussion about time management in online teaching. Watch the recorded Blackboard Collaborate session to learn their strategies.
A Journal of Educators Online study of online graduate students looking at what should be included in effective feedback and how should effective feedback be provided to students found five themes of effective instructor feedback:
Themes of Effective Instructor Feedback
|
Theme |
Summary |
| Student Involvement and Individuation | Effective feedback is a mutual process involving both student and instructor.
|
| Being Positively Constructive | Effective feedback provides constructive guidance that builds confidence.
|
| Gentle Guidance | Effective feedback guides through explicit expectations and ongoing coaching.
|
| Timeliness | Timelines for effective feedback are mutually established and met.
|
| Future Orientation | Effective feedback is applicable to future situations.
|
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