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It can be challeng to an online course inclusive of outside components, such as labs, recitations, fieldwork and site visits. To mitigate loss of in-person interaction and hands-on experience afforded through outside class components, consider establishing alternate but equivalent activities by having a plan for outside class components.

Labs often require specific procedures or hands-on work. When not possible, find online videos or video-record your own demonstrations, then post to Canvas. Connect students with online simulations. Provide analysis break-downs of data, etc. and save what is necessary for when students can return to the physical space.

Online simulations provide similar experiences to hands-on experiences. Provide students with a structure for engagement with simulations and what to submit via Canvas. 

 provides simulations for online engagement in Biology, Chemistry, Earth Sciences, Mathematics, and Physics.

, and other partners have joined together to provide you a "one-stop-shop" for free and low-cost online virtual labs.

In a case where students collect and analyze data, you can demonstrate how to collect data and provide students with raw data sets to analyze on their own. This allows them to practice the data collection phase themselves until the class is able to return.

It is not always possible to have access to specific software on all of your students’ personal computers, tablets or phones. In the event separate lab spaces cannot be set up for students to engage with software, consider finding an equivalent that is accessible to all.

and share session links with students. We recommend watching the Zoom Tutorial below by Jeff Meese, ÀÏ»¢»ú¹¥ÂÔ College of Business, to get you started with basic Zoom functions.

• Share technical guides. It might be someone’s first time in Zoom, consider sending a short tutorial on testing audio/video in advance. Include this in your reminder email along with other information students need in order to come prepared (assignments, readings, etc.)
• Review  based systems to ensure devices are in line with basic requirements needed for running Zoom.
• Use a headset and microphone. This provides a clear way to capture your voice and allows you to more clearly hear conversations. Encourage students to do the same. Basic earbuds that include a microphone also work very well.
• Position webcam and light source. If able, we recommend using an external (USB) camera such as the  might provide a better visual for your students than your built-in laptop webcam. Position webcams at eye-level (a stack of textbooks works well as a “booster seat”). Then, position light sources directly in front of you to illuminate your face.
• Run a tech check. Test computer, camera and microphone in zoom at least 24 hours before scheduled courses by logging into your session. Use all the equipment (including headset or earbuds) that you plan to use during your session.
• Join from a location with a strong and stable Internet connection. Reduce background noise by going to a private space. If you are using WiFi, then connect from your home or office, a wired connection may work best. Public locations can be spotty, but if you are planning to use a public location, we recommend  ahead of time.
• Be on time. Plan to arrive early and complete another tech check as well as prepare your desktop for screen-sharing. You can also begin to interact with students in the chat while waiting for others to arrive. Great conversations can happen before sessions begin.
• Appearance matters. Clean up your background (what is visible behind you in your physical location) to ensure that it’s appropriate and not distracting. Check your lighting conditions. Lastly, be aware of your behavior. When you are on video, people can see what you are doing at all times. It can be easy to forget you’re on camera, so just be mindful.
• Consider recording the meeting. Recording allows sharing with students who weren't able to attend (or who had to join by calling in from a landline). Make sure everyone consents before proceeding. If you might forget to record, set an alarm to remind you.

• Download this Online Lesson Planning Template for Faculty.
• Send Reminders, to remind students of your session start date and time. 
• Consider making discussion questions available in advance in Moodle so students can access questions if screen sharing does not work. Share slides in advance to Moodle, as PDFs, so students will be able to access the material on their mobile devices.
• Display an agenda on your first slide, at the beginning of class session so students know what to expect during shared time together.
• Use slides and screen sharing within Zoom to ensure discussion questions are visible to students who may have slow Internet connections or are unable to hear the audio for the initial question. (Look for “Share Screen” at the bottom of Zoom calls.)
• Use the chat located at the bottom of your screen. Moderate discussion, “call on” a student with a comment to speak, to help them break into the conversation.
  • For large classes, we recommend assigning a Fellow or TA to moderate the chat and ensure important questions and comments are addressed. Smaller classes may find it worthwhile to ask a student to take on "chat monitor" roles to voice any questions instructors may have missed while teaching.
  • Chat can also be used to troubleshoot technical problems. For example, if a student is having trouble connecting, the chat might be a space for instructors or fellow students to work together to problem-solve. If you have a TA or a Fellow who can support the class with technical help, this would also be a good person to respond to troubleshooting tips in chat. Review In-Meeting Chat for more information, tips and tricks.
• Use Zoom Breakout Rooms to help students talk in smaller groups (just as they would do break-out groups in a larger class environment).
• Rethink classroom activities to make them interactive even if Zoom students don’t have ideal connections and aren’t able to hear and see everything perfectly. Have students write and comment together on a shared Google Doc. Try using or  to collect student responses, and then share results with both in-person and online students.

• Check the .
• If your microphone is not working, use the phone number listed in the Zoom invitation when setting up a Zoom call. You can use your phone's microphone and audio source for your call rather than your computer’s built-in microphone if necessary.
• If your Internet connection is slow or lagging, consider turning off your video stream and only using audio. Sometimes, running the web camera on your computer uses the Internet’s bandwidth in a way that might make communication challenging. Turning off video should improve communication quality.
• If you have earbuds or a headphone set, wear them! Wearing earbuds or headphones reduces the amount of noise that your computer's microphone will pick up, which makes it easier for students to hear you. You may want to advise your students to wear earbuds or headphones during the call.
• Check the “chat” space for student questions and contributions. Some students may not have working microphones resulting in an inability to contribute via voice. The chat room is a place for students to contribute, ask questions and be involved.

• Review the Office for Disability Equity's website.
• For students who are blind or have low visibility, narrate material you’re displaying on screen. Just as you might read materials aloud in class, read material that you share on-screen in case students are not able to see essential text.
• Automatic live captioning is not available in Zoom (automatic captions are visible if you record a Zoom session). You may wish to use Google Slides and enable the live captioning feature within Slides. If you screen-share using Google Slides your voice will be captured and live captions will appear. Review  for more information.

If you are not comfortable presenting live another option is to pre-record any lecture material and upload it to Canvas or share the link via email. We recommend you pre-record lectures using Zoom, as this will generate automatic closed-captions needed for accessibility reasons. Keep in mind auto-captioning is not 100% accurate - we recommend reading through and editing the captioning to correct errors. Faculty can edit the caption via the editor link that is emailed to you when the recording is ready. 

PLEASE NOTE: The editor link is not the same as the shareable link. 

Keep videos short and lively. It is often harder to focus on a video than a person! .

Test your microphone to make sure that you have good sound quality. Consider using a headset with an external microphone for better audio quality.

Consider ADA compliance. Automatic closed-captioning is not perfect. Speak clearly and slowly so that the microphone can pick up your content as accurately as possible. If using a tool other than Zoom for recording lectures, consider uploading your videos to YouTube and . Consider setting up a discussion forum in Canvas with follow-up questions for text-based discussion or set up a quiz to review main points in the presentation.

Make sure to review the Office for Disability Equity web page for more information.

Many online courses do not have a video component at all. If you are unsure you have the right equipment and are uncomfortable with the tech setup, this might be a good option for you, at least for the short-term.

Annotate your slideshow with notes and share with students using Canvas or email.

Set up a discussion for students in Canvas. Use specific, structured questions, and let students know expectations for their responses.

Share links to outside resources. Encourage students to watch videos, read articles, etc.