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School of Nursing

Human Health Building, Room 3027
433 Meadow Brook Road
Rochester, MI 48309-4452
(location map)
(248) 370-4253
nrsinfo@oakland.edu
M-F 8 a.m.-5 p.m. closed daily 12 p.m.-1 p.m.

School of Nursing

Human Health Building, Room 3027
433 Meadow Brook Road
Rochester, MI 48309-4452
(location map)
(248) 370-4253
nrsinfo@oakland.edu
M-F 8 a.m.-5 p.m. closed daily 12 p.m.-1 p.m.

Faculty Online Instruction Continuity Guide

The School of Nursing has suspended all face-to-face classes for the remainder of the spring semester. All classes have moved to an online platform. Stay up to date with notifications regarding COVID-19 through Oakland University coronavirus web page.

This site will share leadership expectations as well as help you facilitate your classroom successfully from a distance

SON Instructional Technology

In case of emergency campus situations that cause academic teaching or routine office work to be moved online or offsite, what assistance and resources can the SON IT provide?

It is essential that you have internet access in the remote location. You will need to have the following equipments in order to teach/work remotely: 

  • Laptop or Desktop 

If you do not have a computer at home, contact us to secure one ASAP. Due to the limited quantity of spare laptops we have in possession, faculty for teaching purposes will be on our top device loan priority.

  • Webcam with microphone

We have webcams available if you would like to loan. Most laptops have built-in webcam with a microphone. Please test yours and let the SON IT department know if yours doesn’t work.

E-Learning and Instructional Support (e-Lis) provides support on software tools such as Moodle, WebEx, or Panopto.

Working Remotely
Before Moving Online

In an effort to make the transition a little more seamless, instructors can communicate proactively with students about instructional plans, course expectations and alternative instruction design by having electronic copies of text material available, ask students to test out web conferencing tools prior to the start of class, and setting up additional instructional options and materials in courses.

Consider how you will deliver content, here are a few options:

Learning ActivityDelivery Method
Post course materialsMoodle
Deliver course lecturesZoom (free accounts have 45 min. time limit), Google classroom, Google hangouts, WebEx
Post and submit assignmentsMoodle
Students collaborate with small groupZoom, WebEx, Google Hangouts
Office hoursZoom, WebEx, Google Hangouts (can set up schedule through Google calendar)
Student-friendly courses

Shifting your course(s) online may create added anxiety and stress for students, so it is essential that the learning climate, expectations of behaviors, and academic content, including learning outcomes and assessments, are clearly communicated by instructors.To mitigate their anxiety and make learning and assessment easier, simple suggestions are provided below. Keep in mind that transferring a course online requires more than just 'moving' materials online. For specific questions, please contact E-Lis. For a general strategy, see below.

  1. Structure how learning resources are delivered: Materials need to be presented in manageable "chunks" of information in a sequence that makes sense and is understandable to students.
  2. Organize course materials on Moodle chronologically and group class sessions or units together. One option is creating one folder for each week of class and provide materials for that week in an organized manner within that folder. For example, perhaps you provide the session or week overview, followed by a short lecture, the readings and then the assignment link.
  3. Begin with a short (<5 min) video to capture the purpose or your objectives for the remaining weeks. Include a brief description about the purpose of items posted.
  4. Ensure terminology is consistent across all sessions (e.g. week vs. module; assignment vs. homework).
  5. Use Moodle's assignment tool to create an area where students will submit their assignments. This is much easier to keep track of and grade. It's easy to assume that students understand the instructions, but there is much complexity of online instruction. Be explicit about expectations and evaluation criteria (there is a rubric option within Moodle assignments).
  6. For more suggestions, visit OU's E-Learning's Guide for Teaching Remotely.
Live Lecture Recommendations

For a recorded lecture, you can…

  • Type your notes into a PPT slideshow and upload to Moodle
  • Record a voiceover of your slideshow (or PDF) and upload that file (e.g. using Camtasia or other program)
  • Record a video using your smartphone and upload to Moodle (save as .mp4 file)

Optimal practices for a live lecture include...

  • Break the lecture into <10-minute sections so students can easily target material they need to review
  • Label each section with a specific and meaningful title
  • Assign the viewing of the lecture as if it were a reading requirement

Following the lecture:
Processing the lecture material is critical. Check in frequently for questions or feedback.

  • During the live lecture, determine if students can interact in real time (using the raised hand feature) or if they need to mute and ask questions through the chat feature
  • Engage with your students after a recorded lecture by:
    • following up with an activity or assignment 
    • creating a discussion thread
    • creating a poll or survey
Easy Videos and Tutorials for Moodle

We have compiled a list of simple tutorials and videos on how-to prepare online content in Moodle. If you have additional suggestions, please email Amy Johnson at johnson2@oakland.edu. 

How to Create a Moodle Quiz: Step-by-Step Guide

How to Create a Group Chat in Moodle or Create / Update Group Chat 

Activity Options in Moodle for Student Participation