Getting Help for Remote Teaching

Featured Resource:  CEILS Checklist – Quickly Moving to Remote Teaching

Featured Resource:  Checklist – Remote Assessment Recommendations

Zoom Help: Need one-on-one help this week or someone to sit in on your first Zoom session? Email lazoomassistance@gmail.com to reach a team of undergraduates standing by to help out. Indicate when you’d like an appointment, and they’ll respond as soon as possible with a Zoom link.

1:1 Pedagogy Consultation: Schedule a 30 min. meeting with the CEILS Director or Associate Directors: Email us at media@ceils.ucla.edu. Please briefly describe the help or advice you need and we will connect you with someone on the team.

Campus Workshops: View the full schedule of workshops and webinars being offered at UCLA here (frequently updated): https://www.adminvc.ucla.edu/covid-19/academic-continuity/workshops

Getting Started with Zoom:

Supporting Remote Instruction with CCLE:

A Message from the CEILS Team

We understand that this is a stressful time for both instructors and students. We urge you to embrace an attitude of empathy, understanding, and flexibility with your students, your TAs, and UCLA staff and administration as we work together to figure out how to best support our community in adjusting our mode of instruction. Please be flexible with your grading and consider what alternatives you might provide in the coming days and weeks.

Please review the resources below to familiarize yourself with the tools that can support a transition to teaching remotely. We, along with many support staff across campus, are preparing additional guides and trainings to support you. If using Zoom or CCLE is new to you, we encourage you to see the coming quarter as an opportunity to learn some new technology skills that can benefit your teaching experience overall in the future.

We will provide announcements on updated resources and training opportunities as they become available. In the meantime, you can email media@ceils.ucla.edu with any questions or concerns.

CEILS Weekly Zoom Sessions (webinars, drop-in office hours)

CEILS Office Hours/Drop-In Sessions

These open sessions are provided to help you with any of the following:

  • Access a thought partner to help you strategize as you plan your syllabus for spring quarter
  • Get feedback on your assessment design/planning
  • Practice teaching with Zoom (e.g. sharing your slides, using a tablet)
  • General consultation on teaching remotely

Dates & Times (recurring every week):

Mondays starting April 6, 10-11 am
*April 13 – alternate time 3-4 pm*
Meeting URL: https://ucla.zoom.us/j/413113312
Meeting ID: 413 113 312
Phone if needed: +1 669 900 6833 

Tuesdays starting March 31, 10-11 am
*April 21 – alternate time 9-10 am*
*May 5 – alternative day TBA*
Meeting URL: https://ucla.zoom.us/j/696520980
Meeting ID: 696 520 980
Phone if needed: +1 669 900 6833 

Wednesdays starting April 1, 11-12 pm
Meeting URL: https://ucla.zoom.us/j/522105128
Meeting ID: 522 105 128
Phone if needed: +1 669 900 6833 

Thursdays starting April 2, 10-11 am
Meeting URL: https://ucla.zoom.us/j/3108256126
Meeting ID: 310 825 6126
Phone if needed: +1 669 900 6833 

OFFICE HOURS FOR TEACHING ASSISTANTS:

Fridays starting April 3, 1-2 pm
Meeting URL: https://ucla.zoom.us/j/338030007
Meeting ID: 338 030 007
Phone if needed: +1 669 900 6833 

Planning for a Remote Spring Quarter – Part III

Planning Your Summative Assessments: Rethinking Strategies for Evaluating Student Performance, Competency, or Mastery

Facilitated by CEILS Directors Shanna Shaked, Erin Sanders O’Leary, Rachel Kennison, and Jess Gregg.

VIEW SLIDES

VIEW RECORDING

Description: In addition to sharing best practices for remote testing that disincentives cheating as well as the strengths and weakness of remote proctoring, we will spend time discussing alternative strategies to consider for remote assessment of student learning. We invite you to review the checklist currently in preparation describing recommendations from campus stakeholders across various disciplines.

CEILS Webinar Sessions – RECORDINGS

Planning for a Remote Spring Quarter – Part I

Where to Start with Zoom!

Facilitated by CEILS Associate Directors Rachel Kennison, Shanna Shaked, and Jess Gregg.

VIEW RECORDING

Description: These sessions will provide a framework to help you plan to deliver the first weeks of class in an online format. We will discuss which elements of your course will need to be adapted, how to plan for interactivity and engagement online, review existing open educational resources, and share ideas that you may want to include in your syllabus and course design.

Note: This is NOT a workshop on using CCLE and Zoom – for assistance with those tools and technical troubleshooting please contact your local CCLE support or access trainings and support here.

Slides from webinar: https://docs.google.com/presentation/d/1ghNliDPjezUThfJCFX54HkiHRsMtWM9VtuaumdZYxgs/edit?usp=sharing

Planning for a Remote Spring Quarter – Part II

Strategies for an Interactive Classroom in Zoom and CCLE:
Engaging Students Remotely in Collaboration, Practice and Feedback

Facilitated by CEILS Director Erin Sanders O’Leary and Associate Directors Rachel Kennison, and Jess Gregg.

VIEW RECORDING

Description: In this webinar we will model how to implement interactive live activities using Zoom features including break-out rooms, screen-share, polling, and chat while incorporating additional tools like Google docs/forms. We will also review some strategies for asynchronous interactivity in CCLE discussion forums.

Slides from webinar: https://docs.google.com/presentation/d/1Z98waDFLgRFowDmNy9r0iHdZsWQwLjPNDjK_Cs4Asac/edit?usp=sharing

Preparing to Teach Online and Deliver Final Exams Remotely

Recording now available:

How to caption videos and add interactivity to videos using CCLE tools

Facilitated by Gaston Pfluegl, Lab Director for LS Core, CEILS Instructional Consultant

VIEW RECORDING

Description: Captioning videos is an important step to take to ensure that they are accessible for all students. This webinar will demonstrate how to do this using CCLE tools as well as add interactivity to your video content.

Slides from webinar on Thursday, March 26th:
https://docs.google.com/presentation/d/12E2oNHNq2lobO2gh0yq3jKAlAxlT47b2cfF9tAkn0PU/edit?usp=sharing

Delivering STEM Labs Remotely

Facilitated by CEILS Director, Erin Sanders O’Leary, and Life Science Core Labs Director, Gaston Pfluegl.  All science lab instructors, coordinators, and TAs are invited to participate.

VIEW RECORDING HERE

Description: The goal of this Zoom session is to brainstorm and discuss pedagogically optimal strategies for delivering remote/ online labs. Among us are many wonderful experts on campus who have been actively thinking about these issues already and have tried activities out in the past and thus have experiential knowledge we can all draw from in making decisions that make sense for our students.  We will explore multiple approaches, with attention to accessibility issues and other equity concerns as part of the design/planning process.

Resources to Support Remote / Virtual Lab Instruction

The Chronicle of Higher Education, “How to Quickly (and Safely) Move a Lab Course Online

Please use this link to access a spreadsheet with links to existing online materials, sorted by discipline:
https://docs.google.com/spreadsheets/d/1_qFmJQhislBobK8paTi3setQ0K8fmK4bE2M8EhKSDE4/edit?usp=sharing

Many people from education networks from across the country have contributed to this list of resources.  We thank the science education community for sharing their knowledge of materials and, when possible, providing free access to resources  during the coming term.

A summary of recommendations for implementing pedagogically optimal strategies to deliver remote / online labs is forthcoming and will be accessible via this link:
https://docs.google.com/document/d/1maHblpI–s4zoWvyOUyWgn3Kl7Aj3VtuS0_Vy9F628c/edit?usp=sharing

Link to webinar presented by Labster, a virtual lab/simulation tool, “Digital Strategy in Action: Moving My Science Course Online”: https://www.labster.com/webinars/virtual-labs-science-education/

Introduction to Gradescope:

Facilitated by Will Conley, Assistant Teaching Professor of Mathematics (LPSOE)

VIEW RECORDING HERE.

Gradescope is a great tool that can be utilized by instructors and TAs to score assignments with open-response questions (e.g., exams, quizzes, homework problems). This platform also allows for easy uploading of student documents remotely. UCLA has a licensing agreement with Gradescope (www.gradescope.com) for their online grading tool, which can be incorporated into CCLE course sites. At this webinar, learn how to set up Gradescope in CCLE and incorporate some helpful grading features for your class.


Why use Gradescope?

Benefits to instructors and TAs:

  • Rubric-based scoring system allows for more consistent and fair grading
  • Choice of using a positive (points added for correct answers) or negative (points taken away for wrong answers) rubric.
    • Positive scoring rubrics reward students for their achievements and sets a positive tone in a classroom – one that is focused on what students are doing right, rather than what students are doing wrong.
  • Streamlines the grading process, achieving greater grading efficiencies in large-enrollment courses
    • TAs can replicate the same feedback to multiple students without having to re-write the same comments over and over again (a very time-intensive effort)
    • Changes to scores get propagated to all assignments, so TAs save time because they do not have to regrade questions
  • Electronic grading provides flexibility because instructors and TAs can grade assignments from anywhere (home, a café, their lab, their office)
  • Academic integrity issues mediated with repository of electronic, scanned copies of every student’s exam or assignment
  • Tracks and reports analytics giving instructors and TAs substantially more feedback on student mastery of concepts and skills
  • Great online documentation with instructions (including video tutorials), suggestions and short-cuts

Benefits to students:

  • Transparency in points breakdown (partial credit) for the score a student receives on a question because the points assigned are linked to comments explaining what was done correctly or incorrectly
  • Students receive more feedback from TAs grading their assignments
  • Quality of feedback a student receives is superior to that they could get from hand-written comments by a TA
  • Electronic return of graded assignments to students permits rapid feedback used by students to gauge learning gains and progress towards mastery
  • Integration with CCLE allows secure sign-in with UCLA BOL account

There’s an app for that!

Here is an app you can share with your students to scan their homework into a pdf: https://acrobat.adobe.com/us/en/mobile/scanner-app.html


How to add Gradescope to your CCLE course site

Instructors may incorporate this grading tool into their CCLE course sites by following the instructions provided on CCLE (click here) and summarized here as follows:

  1. Sign in to CCLE, and turn editing on.
  2. Navigate to the section of your CCLE site where you want the link for Gradescope to appear, and click Add an activity or resource. Select External tool, and click the Add button.
  3. In the box for Activity name, enter a name, such as “Gradescope”.
    From the drop-down menu for Preconfigured tool, select Gradescope.
    Scroll down and click the button Save and return to course.
  4. Click the link that has been created. This will open Gradescope in a new browser tab, and Gradescope will ask if you want to link this course with a new or existing course in Gradescope. Assuming you have not already created a Gradescope course for this class, select A new Gradescope course, and click Link course.
  5. After editing settings in Gradescope as desired, select Roster from the left panel. Click the Sync Moodle Roster button, and then Sync Roster. Go through the resulting roster in Gradescope and make sure your TA(s) have been assigned the “TA role”, rather than being listed as “Student”. (This is a known bug in the CCLE-Gradescope link.)

Tips for Using Gradescope at UCLA

For additional tips using Gradescope, please click here to see our FAQ document. You may email media@ceils.ucla.edu if you need further assistance.

Updates from UCLA – Planning for Academic Continuity

The UCLA Administration Planning for Academic Continuity website is the central hub for accessing up-to-date resources to support the transition to remote teaching. These resources are made available by a collaborative community of educators in teaching and learning as well as educational technology units across campus. We recommend visiting this website several times per week for updates: https://www.adminvc.ucla.edu/covid-19/academic-continuity

Updates from the Chancellor’s Office on COVID-19 and UCLA’s planning status can be found on their website.

Updates from Bruin Safe Online can be found here.

Guides & Resources for Remote Teaching

UCLA’s Center for the Advancement of Teaching has co-developed and posted supportive documentation for Teaching Strategies in the Event of Disruption. 

Inside Higher Ed – “So you want to temporarily teach online

American Association of Physics Teachers – “I suddenly have to move my face-to-face physics/astronomy course online! What should I do?

The Chronicle of Higher Education, “Moving Online Now: How to keep teaching during coronavirus”

Tips for instructors working with TAs and LAs when setting up your spring course:
  • Be proactive about contacting your TAs and LAs well in advance of the start of the term.
  • Explain how your course will be operationalized. Even if you don’t know all of the answers yet, let them know you are considering the following: When/how will the instructional team meet each week? Which components of the class will be on Zoom? Will lectures be synchronous or asynchronous? What are the roles of the TA and LA in lectures, discussions, and labs? What are the expectations for office hours? How will assessments be administered and assignments collected and graded?)
  • Make a plan for responding to student inquiries about your class.  They will need to be reassured that you will support them and help attend to their academic and social-emotional well-being.
  • Make sure your TAs and LAs know where to get training on Zoom and other educational technology platforms and tools that you will be using during the quarter.
  • Take a deep breath — it’s going to be okay!

This is probably a stressful and uncertain time for your students and many of them will have questions and many will be in need of additional support. Here are a few resources and suggestions to help your students thrive  in an online learning environment. The official page for student resources for remote learning (you can add this link on CCLE or in your syllabus): https://www.teaching.ucla.edu/resources/student-remote-learning

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Further advice for communicating with students:

Using the instructions provided on this CCLE page to Communicate with your students ASAP to let them know you’re thinking of them and their limitations  pre-class survey in Google forms and student Zoom resources)

Keep student privacy in mind by informing them if you plan to record your lectures. See the guidelines here.

This is likely a distressing and confusing time for your students as they navigate learning in a completely different environment than most of them are used to. Many of them also may be experiencing significant mental stress and health concerns.

  • CEILS quick links to UCLA’s Red Folder (the resources and support services for assisting students in distress), UCLA’s Center for Accessible Education Faculty Handbook, and other resources supporting the academic success, social belonging, and overall well-being of our students. This compilation of resources is available here: https://ceils.ucla.edu/resources-for-your-students/.Cop
  • Chronicles of Higher Ed has released a compendium of articles called “Coping with Caronavirus: How Faculty Members Can Support Students in Traumatic Times”. Read the articles here.
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We also have some suggested resources that you can share with your students to help them get through the quarter:

**The CIRTL@UCLA website has a seperate website dedicated specifically for graduate students and postdocs so please look here for the most up-to-date information for TAs***
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  • The Center for the Advancement of Teaching (CAT) has created a document with resources specifically for teaching assistants (TAs) which can be accessed here.
  • TA-specific training workshops will be added soon!
Getting Started with Zoom:
Supporting Remote Instruction with CCLE:
  • Resources for getting started and using common features of our campus learning management system (CCLE) can be found here.
  • The Center for the Advancement of Teaching (CAT) has created a document with resources specifically for teaching assistants (TAs) which can be accessed here. TA-specific training workshops will be added soon!
  • Each department has a local CCLE support person.
  • Need in-person or live support? Options here: https://www.adminvc.ucla.edu/events

The UCLA Center for the Integration of Research, Teaching, and Learning (CIRTL@UCLA) is dedicated to providing professional development and training in pedagogy to graduate students and postdocs. They have compiled several resources for both graduate students and postdocs to help them navigate the transition to remote teaching and learning. View the web page here.

About this page: We are making every effort to keep this page up-to-date and accurate, and also to give proper credit to the various groups across campus offering support services and resources. If you see anything here that needs editing or if you have a resource/event that should be added to this page, please notify media@ceils.ucla.edu so we can update immediately. Thanks!