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Consider how this may change your assignment e.g. Simulations focus on students' interpretation of data rather than working in a lab to achieve the results personally.Online Labs for Remote Online Courses – Recommended Resources.Online Labs for Remote/Online Courses – Strategies.Video tours/demonstrations of experiments.
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Your TAs may need extra support to learn how to run online discussion activities if this isn’t part of their usual duties.Bb Collboarate attendance reports (see How can I access a participant list for a session?).graded Quercus discussions (see How do I assign a graded discussion to everyone in a course?).Participation in seminars, discussions, class, etc. There might be challenges to adapting any physical work to an e-portfolio, so assigning digital work throughout the term will ensure this deliverable is achievable.
e-Portfolio (see creating a student portfolio on Quercus).Portfolio, logbook, or assessment notebook Students have multiple opportunities to prepare the item they are submitting rather than having to cope with the one-off nature of an in-person presentation.Ask students to submit multiple elements of their project (e.g.Live presentations (to instructor, whole class, or small groups) (see how to moderate breakout groups).
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Pre-Recorded Presentation (students can download SnagIt for self-recording). Provide guidance for students as to how to prepare for an take home assessment. Moving from recall questions to demonstrating how they use information. Take home final assessment submitted via Quercus quiz, assignment, Crowdmark, or other (see tips on developing a take home exam or making your exam open book). Consider the different challenges for students to participate (see the Vice Provost, Students Minimum Technology Recommendations for Remote/Online Learning). Leverage institutionally supported tools to build your assessments (see Use the Quercus Quiz tool to support assessment submission and Use the Quercus Assignments tool to receive a Final Report, Essay, Project, or Lab). Frequent grades can establish a productive student-teacher conversation, and students have an ongoing answer to the question, “How am I doing?” Students can have many opportunities to succeed, and there is a consistent, predictable, open evaluation structure Aim for formative feedback throughout the term. However, adding technical constraints limits flexibility for how students complete the exam this balance is one that each professor has to decide for themselves. Academic integrity can be maintained with question groups and other quiz set up options, such as timed quizzes (see how to select quiz settings to maximize security). Consider any technical constraints carefully. 30% midterm and 40% final exam) and provide frequent, low stakes, low grade assessment pieces ( Review best practices when developing a take-home exam) This might allow you to ove away from high stakes, high grade assessments (e.g. Review the composition of final marks for Fall and Winter 2020.
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