I predominantly use a lecture format. I ask and respond to students’ questions during class. Students do homework and I give quizzes and/or tests.

Tools you could use include:

Canvas for:

• distributing course materials
• setting up and receiving homework assignments
• providing quizzes/tests online (with or without automatic grading and feedback)

Zoom for:

• Live synchronous lecture
• TIP: Add pauses at key conceptual break points in your lecture so that you can ask and respond to students’ questions.

Lecture, working through examples, students working on practice exercises with instructor and/or peer support.

Tools you could use include:

Zoom for:

• Live synchronous lecture
• screensharing and/or Whiteboard for showing/walking through worked examples, problems, or visual explanations

Canvas for:

• distributing worksheets
• discussion board for asking questions

Gradescope for:

• efficiently grading hand-written work

Piazza for:

• peer-to-peer and student-to-instructor Q&A

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Course concepts are discussed during class in small groups and/or full class. Students may be given assignments (e.g., readings) before class and asked to be prepared to discuss during class. Students break out into groups and the instructor(s) move from group to group to provide feedback and then the full class may debrief and/or discuss further. Additional instruction may be prepared as a mini lecture and/or as just-in-time response to the discussion and/or to set up the next readings/class discussion.

Tools you could use include:

Zoom for:

• Live synchronous discussion
• Breakout rooms for small group discussions and moving from group to group

Canvas for:

• distributing course materials (e.g., readings, instructional videos, lecture material)
• discussion board for asynchronous discussions
• group formation/management, small group discussions, and/or recording and submitting group discussion notes
• setting up assignments and receiving student submissions

Google Docs for:

• Groups to collaborate on synthesizing concepts from course materials/readings, potentially sharing with the instructor for feedback (could be submitted to a Canvas assignment).

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Class time is used by the instructor to demonstrate concepts and work through challenging problems using the overhead projector and/or the blackboard.

Tools you could use include:

Zoom for:

• Live session screensharing and/or whiteboard for showing/walking through worked examples, problems, or visual explanations.
• Recording a worked example and linking to it in Canvas to deliver it to students outside of face-to-face/synchronous class time.

Canvas for:

• Distributing course materials (e.g., worked examples/problems)
• Assignments for distributing worksheets and collecting them for feedback and/or grading
• Quizzes for practice with concepts and problems

Piazza for:

• Peer-to-peer and instructor-to-student Q&A

Gradescope for:

• Efficient grading of handwritten work

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Class time is predominantly used for group work where student teams/groups synchronously work through/collaborate on hard course concepts and/or projects.

Tools you could use include:

Zoom for: 

• Breakout rooms where groups can synchronously meet and the instructor(s) can move from group to group via the breakout rooms
• Screen sharing and whiteboard for working together on coursework/project goals
• Student groups to hold synchronous team meetings outside of class time

Canvas for:

• Course management/content delivery
• Assignment instructions and submissions
• Peer review and feedback
• Group tools for collaborating

Google Docs, Sheets, Slides for:

• Collaborating on co-construction of documents, organization of ideas, phases in projects/milestones, assigning tasks to one another, group presentations, etc.

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Students spend class time working on individual or collaborative design projects. Instructor spends time reviewing student work and providing feedback. Critique is held at various points during phases of work.

Tools you could use include:

Canvas for 

• course management, content organization, delivery of content,
• managing assignments (e.g., due dates, instructions, submissions)
• Group tools
• Peer review with evaluation rubrics/criteria for self and peer critique
• Discussion board for engaging with multimedia

Zoom for:

• live lectures, presentations, and crits

• Screen Sharing and whiteboard
• Meeting with students 1:1 or in small groups
• Breakout rooms for group meetings/group work
• For students to meet at a distance with clients in the field/service organization/agency/etc

Google Apps for Ed for:

• Drive folders for large files/documents
• Docs for collaboration
• Slides for presentation

Adobe Creative Cloud for:

• A variety of design productivity and presentation tools, including portfolio

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Instructure lectures on concepts, walks through worked examples, and responds to students questions/provides guidance as student practice. Students work on coding assignments.

Tools you could use include:

Canvas for 

• course management, posting links to external course websites/resources, etc.
• managing assignments (e.g., due dates, instructions, submissions)

Zoom for:

• live lectures

• Screen Sharing and whiteboard
• Meeting with students 1:1 or in small groups

Piazza for:

• Peer-to-peer and instructor-to-student Q&A

Gradescope for:

• Autograding coding assignments

Autolab (and Moss Cheatchecker) for:

• Autograding coding assignments and plagiarism detection.

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Students run experiments with physical materials and tools.

Tools you could use include:

Canvas for 

• course management, content organization, delivery of content
• managing assignments (e.g., due dates, instructions, submissions)
• quizzes and tests

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.

Tools you could use include:

Canvas for 

• course management, content organization, delivery of content
• managing assignments (e.g., due dates, instructions, submissions)
• quizzes and tests
• Group tools (if applicable)

Zoom for:

• Meeting with students 1:1 or in small groups
• For students to meet at a distance with clients in the field/service organization/agency/etc

An Eberly Center consultant can help you identify and map your course components to an online/distance setting. Contact eberly-assist@andrew.cmu.edu for a consultation and/or for help with using the technology.