TTULaw Online Teaching Checklist – Fall 2020 provides baseline best practices and standards as we move beyond “emergency online teaching” to better practices in distance education.
All instructors should take advantage of TLPDC training for remote teaching.
Instructors will ensure that they have appropriate hardware and software, including high quality internet connection to support audiovisual transmission, computer, web camera, and microphone. Please contact Brian Uline if you need equipment such as a web camera or headphones.
Instructors should ensure that they have a professional background when teaching or recording classes, including appropriate lighting and camera positioning.
Course content will be provided through Blackboard and will be password protected. Students will use their eRaider usernames and passwords to login to Blackboard. This ensures adherence with ABA Standard 306(f) that there is an effective process for verifying the identity of students taking distance education courses and protects student privacy.
Course and instructor information is provided on the course homepage and includes details such as course title, section, instructor's name, contact information.
Syllabus is linked on course entry page and is easily accessed. Syllabus includes policies listed in TTU's Operating Policy 32.06 and any other policies required for inclusion in the syllabus by the School of Law. (For specific requirements for Fall 2020, please see the Memo provided by Associate Dean Wendy-Adele Humphrey.)
Course technology requirements are included in the syllabus.
Online etiquette information is provided to students, e.g., mute the microphone unless speaking.
An instructional designer should be consulted, as needed. Instructional designers are available at TTU Worldwide eLearning to consult with the faculty member on all aspects of distance education course delivery and design, including the organization of content, the creation of learning objectives, the creation and delivery of assessments, and the development and curation of course content (e.g., videos).
Course navigation is clear. The course content should be logically organized. The logical layout and thorough organization make it easy for students to find course materials.
The course-level student learning outcomes are clearly stated in the syllabus.
In addition to placing student learning outcomes in the syllabus, it is recommended that students will also receive the information in the content area of the course in Blackboard.
Link is provided to TTU Blackboard Student support: http://www.depts.ttu.edu/elearning/blackboard/student/
Link is provided to TTU IT Services for Students: http://www.ttu.edu/it4students/
Link is provided to Law Library Remote Services: https://libguides.law.ttu.edu/remotelibraryservices
Classes comply with ABA Standard 310. Minutes counted toward the credit hour will include faculty instruction through synchronous or asynchronous teaching, synchronous or asynchronous contact with students, and other online communications.
Instructors will design classes so that students enjoy at least as much interactivity as in the traditional classroom.
Students have the opportunity for “regular and substantive interaction between the faculty member and student and among students.” (See ABA Standard 306(d)).
Instructors include formal interactive opportunities in the syllabus. These may include blogs, chat rooms, discussion boards, assignments, etc. There should be “regular monitoring of student effort” in these activities by the faculty member. There also should be opportunities for communication between the student and the faculty member about that effort.
The following suggestions help assure interactivity, but instructors are encouraged to consider additional ideas that make pedagogical sense with the course.
• During synchronous classes, instructors should strongly consider initiating direct interaction with students at least ten times per class. During asynchronous classes, instructors should strongly consider initiating direct contact with students at least twice per week. These are minimum standards, and instructors are encouraged to exceed these minimums.
• For synchronous classes, this interactivity may be satisfied by the following types of activities: (1) discussion boards; (2) placing students into group breakout sessions to work on a problem; (3) yes/no polling questions; (4) multiple choice questions; (5) calling on designated students to answer questions or make presentations to the class; (6) cold-calling on students; (7) requiring students to provide short answer responses through the chat message board.
• In asynchronous classes, this interactivity requirement may be satisfied by the following types of activities: (1) discussion boards; (2) placing students into scheduled breakout sessions to work on a problem; (3) asking questions of specific students during discussion board and office hours; (4) asking students to answer yes/no or multiple choice polling questions or to provide short answer responses through discussion boards, chat rooms, and office hours; (5) calling on designated students to answer questions or make presentations to the class through discussion boards, chat rooms, or office hours.
• Instructors should provide at least one out-of-class assessment opportunity per class session. These out-of-class assessments may include the following: (1) a discussion board question provided by the instructor in advance of a class to prepare students for class; (2) a discussion board question provided by the instructor after class for review purposes; (3) a short multiple choice review quiz in which feedback is provided on all possible answer choices; (4) a group assignment involving 3-5 students submitted to the instructor; (5) a discussion thread initiated and moderated by a designated student or group of students. This list is not meant to be exhaustive, and instructors are encouraged to be creative in generating opportunities for out of class interaction.
• In synchronous courses, instructors should transmit their video image at all times during class and students should transmit their video image when using the microphone. Instructors of asynchronous courses should use live-video conferencing for office hours and evaluations of at least two class assignments.
• In synchronous courses, all students should be called on to use the microphone in a live class at least once in each course. Instructors are encouraged to require students to use the microphone more often. In asynchronous courses, students should participate in all class activities.
Students are asked to complete course activities and assignments (Student-Content Interaction).
Student activities encourage interaction between students (Student-Student Interaction).
Students are encouraged to contact the instructor via multiple types of communication (Student-Instructor Interaction).
Instructors should monitor each student’s attendance and contact any student who misses two consecutive synchronous classes or has not logged into the course within a 72- hour period.
Instructors should conduct periodic surveys throughout the course to provide students with an opportunity to provide feedback about technical issues or course administration.
ABA Standard 306(d)(2) [proposed ABA Stand. 302] there is regular monitoring of student effort by the faculty member and opportunity for communication about that effort.
Instructors are available to students for live office hours and via email. Instructors should be available for at least two hours per week for live office hours.
Instructors closely monitor and participate in out-of-class discussions.
Instructors take advantage of formative and summative assessments to provide evaluation and assessment.
Assessments measure the stated student learning outcomes.
Instructors should provide timely feedback to students. Turn-around time for grading is addressed.
*If a student has an ADA letter of accommodation that requires the instructor to take certain action, the instructor will be notified by the Registar’s Office.
Documents in this course are accessible and machine readable.
Instructors should utilize “Blackboard Ally” to determine accessibility for online content.