Students are expected to attend all class sessions in person. All College health and safety protocols should be observed while on campus
- All college health and safety protocols should be observed.
- Faculty can create and implement participation policies as appropriate.
- Students unable to attend a class due to COVID-19 related complications should not be penalized and alternate arrangements should be made when assessments/content is missed.
- Faculty should consider using FLEX technology to record classes or allow students to remote in when students are facing extended absences from the classroom.
Online Courses (ONL):
Courses designated as Online (ONL) are held entirely online and do not meet at a scheduled time. Students will meet all expected deadlines outlined by the professor and complete work on their own time.
- Faculty may not offer synchronous sessions to deliver required course content.
- Optional synchronous sessions focused around extra help, exam review, etc. are acceptable provided they are recorded, captioned, and posted as appropriate.
- Students cannot be asked to participate in face-to-face or synchronous instruction or testing.
Structured Remote Courses (SR):
Structured Remote Courses (SR) are entirely online but have scheduled class times. Professors must hold at least one real-time virtual instructional session per week during the associated time. These sessions may include lecture, group discussions, review, or skills demonstrations. Virtual meetings must be outlined on the syllabus. Students may have difficulty attending virtual sessions. Therefore, all sessions will be recorded and made available to students unable to attend.
- Real-time virtual instruction must be offered at least once a week during scheduled class time.
- All SR classes should utilize the entirety of the scheduled class period.
- Real-time virtual instruction can include:
- Discussion of readings and concepts
- Review of course material
- Demonstration or practice of classroom skills
- Faculty will notify students in the syllabus at the beginning of the term and through Blackboard which sessions will be real-time virtual.
- All real-time virtual sessions must be recorded and made available for students with captions. See Accessibility Guidelines Section for more information on closed captioning expectations.
- FERPA guidelines should be read prior to recording (these pop up automatically in ZOOM).
- Students are expected to attend SR sessions, and are accountable for all information and material covered in a recorded SR session. However, students unable to attend a session cannot not be penalized. Students may have many reasons for being unable to attend a session which include, but are not limited to:
- Technology access
- Caregiving challenges (for sick family members or school age children)
- Medical concerns/obligations (self/other and physical/mental)
- Unexpected work challenges
- Unexpected personal challenges
- Scheduling conflicts due to hybrid remote attendance obligations and limited on-campus technology access
- Because attendance cannot be required, it is generally recommended that graded assessments not be a regular feature of SR sessions. When graded assessments (including participation points) are provided during a real-time virtual session, students not in attendance should be provided an opportunity to either make up work or be provided with a comparable alternative assessment without penalty. For concerns and guidance regarding alternative assessments due to class absence, consult your departmental leadership.
- If a course has grant or certification related requirements for attendance, those guidelines must be followed.
- Students cannot be required to turn on web cameras (except for proctored exams).
- Camera use cannot be positively incentivized through extra credit.
- Students cannot be penalized for not turning on a camera.
- Students have many reasons for not turning on a camera:
- They may not own one
- There may be technology/bandwidth barriers
- The student may not be comfortable inviting people into their home
- Web cameras can be required during proctored exams. Students who do not own or are unable to access a web camera should work with their professor ahead of the exam to come up with alternate arrangements.
Hybrid Remote Courses (HYR):
Hybrid Remote Courses (HYR) require in-person and virtual participation. In addition to participating in real-time virtual sessions, students will be expected to come to main campus, clinical sites, or the Monroe Center for in-person class sessions during the scheduled time. In-person and real-time virtual session meeting dates will be designated on the syllabus. Students are expected to attend all in-person and real-time virtual sessions. Virtual sessions will be recorded and made available to students unable to attend. To expand possibilities for further interactions, faculty can choose to take advantage of the FLEX teaching option within the HYR format.
There will be limited physical access to buildings, classrooms, labs, and College offices. Specific protocols will be in place to ensure the safety of students, employees, and community members. Guidelines and instructions for physical access will be provided to students and community members once they are finalized.
- Face to face class sessions should be held during the scheduled class meeting time and communicated to students on the first day of class and in the syllabus.
- There are currently no social distancing requirements for hybrid classes, so up to the entire class can be in attendance for a session. If faculty wish to divide students into smaller groups they can do so, provided all students have access to the same content through multiple class sessions or using FLEX (see below).
- All students and faculty will be expected to adhere to cleaning protocols, which are outlined in the document “Space Use Recommendations by Program.”
- HYR classes are expected to have at least one on-campus meeting per week, lasting the full scheduled class time.
- If a class has multiple meeting times, any session not used for on-campus instruction should be a real-time virtual session.
- Course content that is not taught on-campus or through real-time virtual sessions should be delivered asynchronously.
- Notify students in the syllabus and through Blackboard at the beginning of the term which sessions will be real-time virtual and which will meet on campus.
- Faculty can set up in-person attendance rotations and expectations that make sense for their course.
- All students who sign up for a hybrid remote class should be prepared to be in attendance on any day featuring on-campus or real-time virtual instruction. Faculty can have graded assessments (including participation) during both face-to-face and real-time virtual class periods. Camera use can be required. Exceptions must be made when students share COVID-related reasons for absence. Reasons might include:
- Illness (either the student’s illness or a household illness)
- Caregiving related to COVID
- Driving people to vaccine appointments;
- Complications due to virtual schooling for children
- Work-related changes that are directly related to COVID
- Faculty will provide schedules for on-campus attendance as appropriate
- Faculty should also make allowances for complications that prevent attendance due to other classroom attendance obligations.
- There may be occasions where students are enrolled in back-to-back HYR or HYR/SR classes that may have one class expecting on-campus attendance and the other requesting virtual attendance (if it is a FLEX class) on the same day. If a student is not able to access their virtual class from campus we ask that faculty allow students, for isolated incidences, to attend their on-campus class remotely so they can participate in both classes.
- Students anticipating regular difficulties will be advised to enroll in alternate formats when possible.
- It is the expectation that a student share scheduling conflicts with faculty as soon as they become aware of them. Faculty are asked to remain flexible and accommodating to the greatest extent possible.
- Should FCC return to full campus instruction, faculty may request approval from an AVP for HYR classes to optionally return to campus, based on the needs of the program.
- For all classes, but especially classes longer than 1hr 15 min, consider adding in time for a brief break for students who may benefit from taking some air outside of the building while maintaining appropriate physical distance from other students. Students should be wearing masks and should reapply hand sanitizer upon re-entering the classroom.
Beyond the expectations outlined above faculty can set up their classes in the way that will work best for them. Classes will fall into one of the options below:
- There is an on-campus session every available class period and students attend every class due to smaller classes or utilization of the FLEX option (see below). In these cases no additional remote content may be required.
- If the class size is small enough for the entire class to fit in the on-campus classroom during the regularly scheduled class time, while still meeting the physical distancing requirements, the entire class can be in attendance for on-campus sessions. The course will still be classified as hybrid in case public health guidance requires us to adjust classroom capacity or impose other safety measures or if faculty select to still hold some class sessions in the SR format. You are not required to have an on campus meeting every class period, though it is encouraged.
- There is an on-campus session every available class period, but only half the class attends each session. You may choose to repeat content or use these periods to have students work on skills applications. In this case, additional course content should be delivered asynchronously.
- There is an on-campus session every other class period (if your class meets more than once a week). In these cases, you should hold an SR session for the class periods you are not on campus.
- Some classes may require meetings outside the normally scheduled class timeframes. This may happen when classes have required skills assessments that cannot be managed in the normal class period due to the need for specialty space, the current physical distancing requirements, and the class size. Students are scheduled for lab sessions and/or testing through the day and are notified of their on-campus session dates and times via the instructor via the syllabus. This may or may not be a consistent time from week to week. An on-campus class session will meet a minimum of once a week. Approval of the Associate Vice President or Executive Director is needed to use this hybrid remote configuration to ensure scheduling in 25 Live.
All faculty can choose to use the FLEX option to teach their class. FLEX is a teaching tool. It is NOT an additional format. The FLEX option enables faculty to livestream their class so that all students can participate live even if not every student is on campus.
Take a class of 20 people. The room capacity is 10 plus faculty. On one day the 10 students are in the classroom on campus and 10 are attending from home as the on-campus class is livestreamed to them via videoconferencing. The next day the class meets they switch. This enables the faculty member to offer new content every class session despite not having all students in attendance on campus.
The professor will establish their attendance rotation and expectations. Students should be prepared to attend any/all days the class is offered even though they will not likely come in every one of the class sessions. Virtual participation can be required/assessed as well as on-campus participation.
Given the challenges COVID 19 and our remote environment imposes on faculty and students alike, we ask that all faculty approach their courses with the following general principles in mind:
- Be flexible and accommodating with your students. Many continue to grapple with limited access to technology or internet access. Home learning environments may be disruptive. Food and housing insecurity are impacting more students than ever before. COVID-19 continues to be a health concern for all students, especially those with additional risk factors or who live with/care for family members who do. Many students have experienced the past year as trauma, and their mental and physical health are in a tenuous place. Whenever possible, assess students on the basis of their ability, rather than their fidelity to due dates. Avoid one size fits all policies and build flexibility into your classroom practice and syllabus construction.
- Recognize that online learning can be significantly more labor intensive for faculty and students alike. Without sacrificing core learning outcomes and essential skills development:
- Seek out regular feedback from your students. What is working well and what isn’t? Even those of us who are veteran professors are still new to this environment. We are all learning, and real-time feedback enables us to better tailor what we are doing to the specific needs of our students
- We are in the middle of an unprecedented success story. While we are all facing major challenges, we have consistently overcome them and will continue to do so. Take pride in your accomplishments, celebrate the work of your colleagues, and remind your students of how impressive they are.
Course Design & Blackboard Support:
If you need assistance from OLII, please submit a support request here: https://servicedesk.frederick.edu.
Course Design Expectations and Tips
A number of resources have been curated and created from the Faculty Professional Course: Essentials Guide: a direct link to those resources can be found here: https://guides.frederick.edu/facultyresource/howto
- Design the course and activities with a focus on core learning outcomes and the total amount of time student should engage in learning [Refer to Federal Credit Hour Guidelines and use the Time on Task Calculator.]
- Facilitate communication of course requirements and student progress through use of the college’s learning management system that includes use of the standard navigation, use of grade center and ensuring a syllabus consistent with grade center is posted (from the Faculty and Adjunct Roles and Responsibilities effective July 1 2020)
- We ask that you do not alter the standard navigation
- Please post your syllabus is the Syllabus Tab
- Please set up Gradebook and examine it in “student view” to make sure extra columns have been removed
- Please ensure your Syllabus and Grade Center match- course copying can lead to inconsistencies between the two if you do not modify Grade Center to match syllabus changes
- Explicitly indicate on the syllabus which sessions will be on campus (date, time, location) and which sessions will be real-time virtual
- Consider crafting a customized announcement via Blackboard about the modality of your class, when you will be meeting (if applicable) and where students can go with questions or for more information
- Consider setting a consistent method for identifying both the start and end dates for the modules and/or sections of your course.
- Ensure content is accessible. Please note that all video and real-time session recordings posted online must be closed captioned even if there are no students in the class requiring accommodations. For more information about these compliance guidelines refer to the Accessibility Section
- Note that when recording a synchronous session the FERPA statement should be read prior to any recording. This pops up automatically when recording in ZOOM
- Explicitly communicate Blackboard and technology requirements in the syllabus, announcements, course schedule, and other areas as appropriate
- Although not required, as a best practice consider adapting course design/delivery based on ongoing student feedback and progress (e.g., using a midterm course evaluation)
Communication, Interactivity, and Grading Expectations
- Respond to student inquiries within 48 hours for courses that are not designated online (in accordance with the Faculty Addendum in the Employee Handbook)
- Faculty are expected to hold office hours as per the Faculty Addendum of the Employee Handbook. Faculty can choose to identify preset hours or make themselves available by appointment. A mixed approach is recommended.
- Please ensure that your courses are available, your syllabus is updated, a welcome message is posted, and you provide a brief personal introduction to help students connect with you and the course one week before the start of your course.
- Establish and communicate a clear schedule for posting course assignments and due dates
- Have a robust teaching presence in the course multiple times throughout the week. Examples of Teaching Presence include:
- Be available during the scheduled course time
- Post announcements Participate in asynchronous sessions
- Respond to and interact in discussion boards
- Conduct real-time virtual sessions
- Provide timely student feedback and post grades in Grade Center
- Conduct individual and small group interactions
- Create and post (and caption) lecture video clips
- Conduct office hours (virtual/email)
- Create or use existing brief how-to videos for assignments
- Use Blackboard to conduct instruction (e.g., Grade Center, Collaborate, student assignments submission) and FCC email to communicate, being mindful of technology issues, limited Internet access, and limited student experience with technology when creating assessments and assignments
- Clearly and repeatedly communicate course information (e.g., syllabus, announcements, reminders, course introduction/Start Here), the schedule of your availability, your response times for student inquiries and assessment
- A list of student support resources can be found here.
- Send Student Success Alerts when students are struggling academically to support student learning in accordance with the new Student Success Alert Guidebook
- Create a culturally-responsive and inclusive learning environment and accommodate students with disabilities with Success Plans
- Students should be expected to complete some form of weekly activity for the purposes of attendance tracking. Simply logging in does not count as online attendance
- Create an expectation that students communicate course-related questions using the tools on Blackboard. Be deliberate and consistent about the location and method for this communication, and encourage students to offer answers to each other. In this way, the answers scale up to the entire class and you will relieve your email load.
- Please take attendance for hybrid remote on campus sessions to support contact tracing should it be necessary.
- The course syllabus and Blackboard site should be clear about technology needs and expectations for the course from the first day
- Blackboard Collaborate and Zoom are the required web conferencing platforms. Faculty interested in receiving a Zoom license should contact their department chair, director, or AVP.
- Faculty should not use personal web conferencing platforms or course shells.
- Please refer to the Learning Technology Tab for details and How To’s.
- Develop assessments appropriate to remote structured learning, using multiple assessment types that align with course objectives and support academic integrity. [Refer to the Faculty Essentials: Assessment Lib Guide]
- On campus assessments can be scheduled for hybrid remote classes when a face-to-face exam is related to accreditation or licensing requirements, or where face to face interaction is integral to the assessment
- Proctored course exams are generally unavailable in the Testing Center. Any exception to this, based on a student’s disability accommodations, will be specifically noted on a Student Success Plan (student accommodation plan). Standard accommodations of extra testing time can be offered remotely and do not require specific proctoring. See the Testing Center webpage for details about services and operations
- Because attendance cannot be required, it is generally recommended that graded assessments not be a regular feature of SR sessions. When graded assessments (including participation points) are provided during a structured remote session, students not in attendance should be provided an opportunity to either make up work or be provided with a comparable alternative assessment without penalty. For concerns and guidance regarding alternative assessments due to class absence, consult your departmental leadership.
- A best practice in all course formats ( Online, Structured Remote, and Hybrid Remote courses) is to provide an easily-identifiable course orientation that uses multiple methods to orient students to the course and establish expectations
- Faculty can refer to the Course Orientation in Bb. This Orientation is available now and is currently being revised by OLII
- Consider whether students need to participate in every activity, establish a modified schedule that provides some hands-on experiences to each student
- Ensure that face to face interactions are focused on the most essential material and stay within the existing course times
- Consult a department chair, director, or AVP if you have further questions
A. Setting Up Your Course in Blackboard
- If you would like assistance for setting up your course in Blackboard, please contact OLII and we will be happy to discuss best practices and assist you in setting up the content.
- Keep the navigation for your course simple so students can find things easily. Inside of “Course Materials”, create modules for your material and place all the content needed to complete that module within the module folder.
- Be aware that you may have students accessing your course using mobile devices and bandwidth may be a challenge. Use discussion boards where possible in place of Collaborate or video conferencing software.
B. Communicating with Students
- It is strongly recommended that students change their Blackboard notification preferences to alert them when a new Announcement is posted in the course. When you create an Announcement, select the box to have the announcement emailed to your students. Remind students to check their myFCC email regularly.
- Communicate any course changes such as assignment due dates or content availability with your students. Let students know your availability and when they can expect a response to their emails. Generally, an online instructor is required to respond to emails within 24 hours. These are special circumstances and that may not be possible, so let students know if this is the case.
- Set up a course Q&A discussion forum within your online course so students can post questions to you. If one student has a question, it is safe to assume that several others have the same question. By setting up a discussion board forum for questions, you can avoid having to answer the same question multiple times. Instruct your students to search / use this forum should they have a course related question.
- In an online course, documenting that a student has logged into an online class is not sufficient, by itself, to demonstrate academic attendance by the student. If a student has only logged into the online course by the date that attendance is due, then you should report this student as “never attending.”
Academically related activities that count towards attendance can include, but are not limited to:
- physically attending a class where there is an opportunity for direct interaction between the instructor and students
- submitting an academic assignment
- taking an exam, an interactive tutorial or computer-assisted instruction
- attending a study group that is assigned by the school
- participating in an online discussion about academic matters, and
- initiating contact with a faculty member to ask a question about the academic subject studied in the course
- Use the Gradebook to communicate student performance in your courses. If a student is struggling in your course, consider sending a Student Success Alert (SSA) using the SSA link available in Blackboard (left navigation).
C. Rethinking Online Assignments and Activities
Leverage auto-graded quiz options, online assignment submission, grading features and rubrics, and community building discussion forums in Blackboard for class assignment and activities.
- Use online assignment submission feature instead of having students email you their work. Blackboard will track student submissions, automatically rename files (to include the assignment name, the student username, and the filename the student originally submitted), and enable you to notify students who have not submitted their assignment.
- Include the due date while setting up the quiz, discussion, or assignment. Blackboard sends reminders of upcoming work and helps students in their time management using these due dates. Keep due dates consistent over the term - Sundays 11:59 p.m. ET is the traditional recommended time for assignment due dates in online classes. Faculty should choose a time that works well for their course, but be sure these dates are clearly communicated to students who may assume that the Sunday 11:59 due date is in effect.
- Consider revising your assignments to give students more time to complete their work. Access to reference material and the availability of research options may also be impacted by the situation. Determine if more time should be given and communicate this to your students.
- Recognizing that online assessments come with the risk of potential academic dishonesty, consider mitigating this risk using one or more of the following methods:
- Emphasize students' responsibility to uphold academic integrity and share the Code of Student Conduct Policy and Procedures with them.
- Consider having students sign the Academic Integrity Pledge.
- Create assessments within Blackboard using single-question formats with time-limits. This format dissuades cheating and researching answers. Keep mind that you can set the time-limits to adjust for students with extended time accommodations.
- Offer multiple assessment alternatives, and allow students to choose how they will demonstrate what they know and can do.
D.CREATING OR FINDING ONLINE CONTENT
- You may need to convert some of your classroom lectures to an online format. Section your lecture into a combination of text, readings, and short videos with captions (about 7-10 min).
- Record your lecture using PowerPoint (Resources section below), Blackboard Collaborate, or other tools (microphone needed). You can use captioned videos from other sources such as YouTube or other free resources (please review videos in advance and use only those with accurate captions).
For meeting accessibility requirements, post the recorded video (MP4) to Microsoft Stream to create/ edit captions (see the instructions in the Accessibility Section).
- If a textbook is required as part of your course, you can post accompanying publisher PowerPoints and reference materials online for students.
- Avoid large file sizes and zip files.
- Contact Library Services if you have questions related to copyright of the materials you plan to post online (see the Resources Section).
- There may be content already available for you to pull into your courses. See the Content Resources for Remote Teaching and Learning page on the Faculty Essentials guide and reach out to a Librarian for help in finding content.
Blackboard LMS allows you to administer and teach your courses online by providing students with access to course materials and the ability to interact with their peers / you through the LMS. Please review the Blackboard technology requirements and help resources.
FCC Alert - Sign up for the College emergency and closing alerts: FCC Alerts.
Bb Faculty and Student Apps Blackboard Mobile Apps: Instructor and Student Mobile apps are available for you and your students to communicate with each other.
FCC Office 365 has a range of tools available for instructors and students for teaching, learning, and collaborations including Word, Excel, PowerPoint, OneDrive, and Stream.
FCC Supports the use of video conferencing using Blackboard Collaborate and ZOOM. Blackboard Collaborate and ZOOM are suggested for instructional synchronous sessions.
Video Conferencing tools help you to:
- Record your lecture and post it for students to view later.
- Set up student groups for online collaborations.
- Meet with students individually for office hour sessions
A series of guides and video tutorials to help you use Blackboard Collaborate more effectively:
A guide to use of ZOOM for synchronous sessions can be found at the links below:
IT has document cameras in about 70 classrooms on main campus and at Monroe. They are in most buildings with the exception of Linganore. The document cameras have built in microphones and can be used to record video and audio files or be used as a web camera for Zoom or Collaborate. If you are interested in using document cameras for this function or if you need one in a room that might not already be equipped with one, please let IT know through a help desk ticket. Requestors should go to servicedesk.frederick.edu and click on +New Request at the top, right of the page and scroll down to Classroom camera help. Please submit at least 24 hours in advance
Formative Assessments and Review Tools
Choose a video from YouTube, Khan Academy, Crash Course and more. Embed your own voice narration and questions, and track your students' comprehension. Check if students are watching your videos, how many times they're watching each section, and if they're understanding the content. Get more information here. FCC has a pro account.
A tool for embedding questions directly into the documents you distribute electronically to your students. Get more information here.
Socrative A classroom app for student engagement and on-the-fly assessments. Find answers and advice about using Socrative here.
Everything you need to know and a comparison of review tools can be found here: Kahoot!, Quizizz, Quizlet Live. Which Should I Use?
Lesson Creation and Resources
Browse hundreds of TED-Ed Animations and TED Talks - designed to spark the curiosity of your learners. You'll also find thousands of other video-based lessons organized by the subjects you teach.
FCC is committed to ensuring access to all courses and course-related materials in accordance with the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act and amendments that covers technology, online training, and websites.
By the start of the fall 2020 semester, all courses with an online delivery component, meaning a space within Blackboard, will be compliant with current laws. Meeting these standards benefits students with disabilities, and helps all students to access and use the content in online courses. FCC will use the standards set forth in Universal Design for Learning (UDL) to achieve ADA compliance. UDL is a set of principles for curriculum development that gives all individuals ‐ all learning styles and all ability levels ‐ equal opportunities to learn.
Closed Captions and Transcripts: Course videos must have time‐synced closed captions to be ADA compliant. This includes any video recording used in the course from the recording of a Real-Time Virtual session to professional recordings of content. Closed captioning provides a critical link to individual who are deaf or hearing impaired. For individuals whose native language is not English, captions improve comprehension and fluency. Having the option of using closed captions also helps people who may not have audio available to them on their device or who are in a setting that is noise restrictive. Transcripts for all videos, while not required, are encouraged. Additionally, transcripts for videos do not replace the need for time synced closed captions.
Note: For audio‐only files, a transcript is required, and it is recommended that they be provided in PDF format for ease of use.
Faculty are asked to review captioning for basic accuracy as time permits. More careful attention is needed when a deaf/hard of hearing student is a regular caption user.
FCC Endorses 3 methods for generating closed captions/ transcript development:
- YouTube (for video captioning and hosting after recording in Bb Collaborate): To address video accessibility requirements
- Microsoft Stream (for video captioning and hosting after recording in Bb Collaborate– Use only for synchronous recordings that do not have student images or identifiable voices)
- ZOOM (for video captioning and hosting after recording in ZOOM cloud recording)
TIPS TO IMPROVE THE CLOSED CAPTIONING EXPERIENCE
- Control the audio: For a cleaner caption, control the audio during the meeting. Have students use the “raise hand” feature or type in the chat that they have a question or comment. Have all students on mute during the recording unless called on
- Record shorter videos: For multiple lecture hours – record an hour at a time so you have a shorter video upload. The upload time may be improved
After the recording:
- Download the video and post to Blackboard immediately: you can post to Bb right away while you are working on the editing process. The same link is used and is updated automatically as you edit. Just notify students the captions are corrected,
- Edit for major errors: Remember that the editing is to correct major errors. There is no need to edit to perfection. Spoken word is not as a grammatically correct as the written word so there is not expectation to correct the captions for all grammatical errors, ums, uh huhs, etc……….
- Scan the captions to find where corrections are needed: You may save time by scanning the captions and mark the time stamp of corrections needed. They go back to those time stamps to fix them
- Invite students to identify confusing sections of captions: Once you have scanned and done edits to the captions given the time you could devote to it, let students know they can bring confusing caption errors to your attention to fix.
- Stop the recording at the end of the meeting: Some processing delays in Zoom may occur if you leave the meeting without stopping the recording
Using video’s previously shown in a face to face class
- Try to use Professional videos that already have closed captioning.
- You could consult with CTL for video content topics that match videos without captions that you may have been using in a face to face format.
- You could also check YouTube for videos on the topic with captions included.
- You could play the video on one of the platforms in screen sharing mode and record. Be sure you are sharing computer audio. The captions can be generated from this recording.
Practice: If captioning is a new skill for you we recommend you practice with a short recording (not during class)- 5 mins or less to get the captioning process down.
Prior to recording a synchronous session we ask that faculty read the FERPA guidelines to all students. If you are recording using ZOOM, the FERPA statement will appear in a window that must be acknowledged by all students before proceeding.
The FCC FERPA statement reads as follows: All student records are protected by the Family Educational Rights & Privacy Act of 1974 (FERPA). Portions of this course may be audio-visually recorded so students who cannot attend a particular session or who wish to review material can access the full content. Students who participate orally, visually, or via chat agree to be recorded. The content of this recording may not be shared with anyone who is not registered in this class without written permission, as it is an educational record.
Posting Recorded Videos of Synchronous Sessions and FERPA Compliance
The simple rule of thumb is that videos links can only be accessible to the students actively enrolled in the class if they contain identifiable student video image and audio capture or name in chat. The following are the methods available to you to make a video link only accessible to students in your class:
- Complete the recording and closed captioning in ZOOM. The link you post is password protected and is only available only to those with the link/ password.
- Complete the recording in Blackboard Collaborate and close caption in YouTube to create and “unlisted” link. The link is only available to those with the link.
- Complete the recording in Blackboard Collaborate and close caption in Microsoft Stream but you must set permissions so that only the active class roster can access via the link. If your class roster changes due to adds/drops, you must reset these permissions.
Ally: The Ally tool is part of all Blackboard courses. The tool icon next to documents in your courses provides alternative formats for your students to access depending on their preferred learning style.
FCC’s Web Accessibility Guide provides additional information and resources.
Additional resources related to accessibility, Universal Design practices, and technology standards:
Disability Access Services (DAS)) at FCC assists and supports eligible students with disabilities. Please contact DAS in advance if you have questions regarding how to best accommodate students with disabilities while ensuring continuity of teaching and learning.
Accommodation Plans will be sent via email by students or the DAS office. Additional instructions pertaining to Deaf students utilizing Interpreting Services will be emailed as student enrollment is known to the DAS office. A comprehensive faculty guide related to ZOOM use is available for SR and HYR classes in which Deaf students are enrolled (insert link to Zoom Guide created by Interpreting Services here).
To promote access, ensure course materials and accessible videos are available to students as long as is possible based on the platform being used. Establishing this availability timeframe and notifying all students of this is strongly encouraged.
Faculty Links for Additional Guidance
Trainings and Individual Consultations
Below is a list of trainings provided by Online Learning and Instructional Innovation and IT to support the transition of courses online using specific Blackboard tools, as well as TEAMS.
Getting Help with Your Course
Copyright and Finding Course Content Help
- The Copyright Resource Guide provides an introduction and guidelines on copyright. Specific copyright questions can be directed to the Director of Library Services, Colleen McKnight.
- Organized by subject, the Content Resources for Remote Teaching Guide pulls together resources the Library and the web that can be added to your online course.
Blackboard and Course Design Help
Student Academic and Support Resources
Be Mindful of Students’ Experiences
- Despite starting the semester remotely, students may still have issues accessing essential technology, variable and uncertain work and/or childcare schedules, and health concerns that make participation challenging. Faculty should show as much empathy and demonstrate as much flexibility as possible.
- At the beginning of the course, ask students to proactively consider what challenges they may face in terms of time management, access to the Internet or technology, etc. In some instances, FCC may be able to provide resources or support. The chart below provides the main emails and phone numbers for Student Support services.
- See “Student Resources for information on other student support
Academic Support Services/Helping Students Learn Online
- Library Services
The Library is available online to support you and your students, and all resources can be accessed at www.frederick.edu/library. In addition, the link to the Library page is automatically embedded in your Blackboard Courses under the “Library Resources” button. The most relevant resources include:
- Remote Teaching and Learning Resource Guides
- Web Resources and Articles