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Traditionally, online courses are designed for all instruction to occur online, and within the LMS. Transitioning a completely face-to-face course to online is time-consuming in an emergency and may require support from an instructional designer or e-learning support professional. Since hybrid courses often have more materials already loaded in the D2L shell, that transition may be quicker. 

 LOR: Full Course Packages from CCCOnline

Full Course Packages available for download from CCCOnline

CCCOnline has placed all of its 234 courses in the CCCS Learning Object Repository (LOR). The LOR is the home of academic learning objects, multidisciplinary student success materials, and employee resources created by instructors and staff of the 13 Colorado community colleges. All CCCS staff and CCCS college staff with an S# may access the LOR, download objects, and contribute.

Each course package contains a collection of course materials, such as readings, assignments, discussions, and learning objects, that you may need to meet the required learning outcomes for the course. CCCOnline course packages will need to be imported into a learning management system (LMS) course shell and may contain publisher or other proprietary content, like library materials, which you will need to replace before teaching the course.

These PDF materials will get you started:

 Identifying Key Tools and Functionality within the D2L Shell

Identifying Key Tools and Functions within the D2L Shell

Each "for credit" course has a shell in the D2L learning management system and all Banner-enrolled students have access to those shells. A course’s D2L shell is a great launchpad for remote instruction. (If your course does not have a shell, please contact your local eLearning or LMS professional.)

If you are new to using D2L, you may appreciate some orientation to key D2L tools and functions.

  • Assignments: Instructors can create space for students to upload submissions, from informal reflections to formal written assignments and projects. Instructors can select the grading approach within the assignment. The Assignments tool is best for instructors who wish for the students’ work to only be viewed and assessed by the instructor.
  • Announcements: Instructors can provide information to the whole class community via the Announcements tool. The benefit of using Announcements over e-mail is that instructors do not need to collect individual student e-mail addresses and the messages are archived in the course D2L site.
  • Discussions: Instructors can create threaded, written discussion forums for students to engage in written (or audio/video) dialogue with each other and respond to written prompts.
  • Content Area: Instructors can post key course documents, like the syllabus, readings, assignment sheets, and activity descriptions in this space.
  • Exams and Quizzes: Instructors can create exams and quizzes with this tool.

For more information about getting set up in D2L, broadly speaking, search the CCCOnline Knowledgebase.

 Adding Video Conferencing to Online Courses

Adding Video Conferencing to Online Courses

See Live Lecture/Video Conferencing Option on the Remote Instruction page.

 Pre-Record Your Lectures and Post in D2L

Pre-Record Your Lectures and Post in D2L

Some colleges have licenses to the lecture capture, streaming, and captioning tool called (YuJa). Unlike WebEx, YuJa is not supported by CCCS-IT but is support by the 24x7 helpdesk.

If you are not comfortable presenting live, another good option is to pre-record any lecture material and upload it to D2L. We recommend that you pre-record lectures using WebEx or YuJa.

See Pre-Record Your Lectures and Post in D2L on the Remote Instruction page.

Instructional Tips

  • Keep videos short and lively. It is often harder to focus on a video than on a person! Check out some tips for creating lively short online videos from online educator Karen Costa.
  • Test your microphone to make sure that you have good sound quality. Consider using a headset with an external microphone to capture better audio.
  • Consider ADA compliance. Automatic closed-captioning is not perfect. Speak clearly and not too quickly to make the content as accurate as possible. If using a tool other than WebEx for recording your lecture, consider uploading your videos to YuJa or YouTube to take advantage of their automatic (though not perfect) closed-captioning.
  • Integrate interaction with the lecture material. You might consider setting up a D2L discussion board with some specific questions, using a quiz, or setting up a chat session for a text-based live discussion.
 Student Presentations

Student Presentations

If students are sharing their presentations asynchronously:

  • Ask students to record themselves at their screen, using a web camera, the built-in microphone on their computer, and screen sharing software combined to capture both their faces/persons as well as the slides on the screen.
  • Students can save their final recording file and upload it D2L's Discussions
  • If students submit the recording via D2L Discussions, the file will be visible to the full class community.
  • If using YuJa, students can insert a video recording in D2L in the Assignments or Discussions. 

If students are sharing their presentations synchronously:

  • Ask students to give a live presentation for their peers using the selected web conferencing tool. 
 Office Hours

Office Hours

Set up virtual office hours to meet with students using your webcam, share your computer screen, or collaborate using WebEx’s whiteboard feature. If you are more comfortable, you can also give students your phone number to call, or you can set up an online chat.

We’ve set up a detailed knowledgebase that guides you through the process of integrating WebEx into your D2L site (recommended).

Not familiar with D2L? You can still use WebEx! Visit WebEx and login with your S-Number and network password.

Tips for Use

  • Keep the link to the WebEx room you’re using for your students in a central place on your course D2L site. The main consideration when holding office hours or conferences with students via WebEx is your accessibility as an instructor. Make sure they know how to find your “office” (just as you might offer them directions to your office on-campus).
  • Encourage students to share their screen with you. Screen sharing is possible not just for the instructor in WebEx, but for students too. Help your students navigate towards a screen sharing option so that they can show you their written work on their screen.

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This
work, "Online Courses", is a derivative of "Teaching Effectively During Times of Disruption, for SIS and PWR
by Jenae Cohn and Beth Seltzer used under CC BY SA NC "Online Courses" and is licensed under CC BY SA NC by CCCOnline.


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