The Faculty Resources section of our college website features a wealth of tutorials and other instructional materials geared toward helping faculty utilize the following academic technology in their courses:
MediaSpace is a recording tool most often used to create presentations or online lectures.
Zoom is used for web meetings, and can be used to conduct synchronous class sessions online.
Brightspace is the learning management system used to deliver all online courses at our college. Some of the most commonly used tools in Brightspace are discussions, content, quizzes, and gradebook and are best suited for asynchronous instruction.
Click on the tool names below to access tutorials and other instructional materials.
Though usually a fee-based resource, Wiley Education Services is providing free and open access to its materials through spring semester.
Zoom Trainings & Open Lab for Online Instruction
Our Zoom and Open Lab training schedule will be in effect the weeks of March 16 and 23. Due to telework restrictions, these trainings will take place solely onlinevia Zoom.
After March 30, we will begin scheduling training sessions in all academic technology by email appointment. Please contact John Bayerl, D2L Administrator, or Martin Springborg, Director of Teaching and Learning, to schedule training sessions. If possible, please schedule at least one day in advance of your desired time.
Consultation services are designed to meet the needs of faculty members who prefer to work one-on-one with staff. Whether you need just-in-time training or advice in the application of a specific teaching tool, our staff are available to offer support – either in person or remotely, via Zoom.
Please see the staff page for staff program and service areas. Email staff directly to arrange a consultation.
Several of your colleagues have extensive experience teaching online and using academic technology. They are also here to help. Please feel free to reach out to them for assistance with specific technology.
The System Office has made the following resources available to supplement campus support:
Quick Start Guides - This provides some how-to videos and step-by-step instructions to help instructors perform some common tasks as they explore alternate modes of delivery. We’ll be updating references and links throughout the week.
Drop in Sessions – A team of staff members from Minnesota State have scheduled to assist any faculty who may need assistance using the available educational technologies to which our community has access. A full schedule of these drop-in sessions is available on the calendar, but generally we’ll have staff available each weekday from 9-11am, 1-3pm, and 7-9pm. We will be reviewing these times and adjusting as possible, based on demand.
One-on-One Sessions - If you require one-on-one assistance with a staff member, please use this electronic tool to to work one-on-one via web conference (Zoom).
As you transition to teaching courses online or via alternative delivery methods, consider the needs of our students with disabilities. If students enrolled in your course have Letters of Accommodations, please be sure to transition those accommodations to whatever delivery solutions you employ. The staff in the Office of Accessibility Resources are working diligently to provide auxiliary aids to students that require those services for equal access. If you have any questions about making your course accessible for your students, please do not hesitate to reach out to OAR staff. You’ll find their contact information on the OAR website.
As you think through the logistics of moving various components of your in-person course online, keep the following practical suggestions in mind.
No. 1: Begin by going over your course assignments for the coming weeks. Are they accessible online, so that students can find the instructions and materials that they need? Is it clear how students will be turning in their work? Have deadlines changed, and are all of those deadlines prominently posted?
No. 2: How will you give feedback on their progress? Consider how students will be able to practice the key skills and objectives you want them to get out of the course — things they would normally do in class.
No. 3: Then, move on to the in-class experience. What do you normally use your in-class time for? Try to define what you do in class at a higher, more goal-oriented level (e.g., presentation of content, checking for understanding, collaborative project work — instead of just saying "lecture," "quiz," "discussion").
No. 4: Decide what you’re going to do about any high-stakes assessments, particularly exams. There are no easy answers here, especially if you planned to have a good chunk of a student’s grade hinge on what would have been a proctored, in-person test.
No. 5: Consider the course materials. In all likelihood, your readings and other materials exist in digital form, and you may have posted them already. But you’ll need to double-check that any readings, videos, problem sets, quizzes, and the like are accessible, along with key documents such as the course syllabus and calendar.
No. 6: Once you’ve dealt with those things, the name of the game is communication. In the face of all this uncertainty, you need to explain — as clearly as you can and in a variety of places — what students can expect about the course in the next few weeks. Be sure to cover what it is that students are responsible for doing, how they can find the things they need to meet those responsibilities, and what they should do first. Make sure the lines of communication are two-way, as well. When in doubt, offer more ways to get in touch with you (text, messaging app, email, video call), not fewer.