Please note that this page is regularly updated as new information regarding changes to unit delivery come to light.
Last updated: 4 June 2020
COVID19 - Online unit delivery resources
Visit Macquarie University Coronavirus Information FAQ page for latest information.
View Online Teaching section in Teche for centrally collated resources and guidelines.
This page is a 'one stop shop' for all Faculty of Arts-related information and resources in response to COVID19.
The Learning Innovation Hub has developed a comprehensive guide for delivering units online. Please access it via Teche . As it will be an evolving page so we recommend that you bookmark it and access it regularly.
Where to get help?
Arts L&T team is here to support you with this transition work. To ensure that everyone receives timely support and advice, please make sure to review these page as we have collated relevant resources for your reference.
Please contact the relevant areas below:
For any pedagogy, learning design, media production and other such enquiries: firstname.lastname@example.org in the first instance.
For all iLearn setup & support enquiry: email@example.com
For IT / computer support: firstname.lastname@example.org / (02) 9850 4357
What teaching week will it be when we commence online delivery of units?
All classes are currently paused until the University commences entirely online teaching of all units on Monday 30 March, it will be week 4. Any teaching conducted on Monday 16 March and Tuesday 17 March does not need to be repeated.
My students are asking a lot of questions where should I direct them?
Please direct them to this student support page
What steps do I need to follow to convert my face-to-face units to be delivered entirely online?
There are several factors that need to be taken into account when delivering units online. Please see the LIH's online learning teaching guide Teche page for guidance.
Also, please see our Engaging Online Students section for more resources on how best to engage your students online.
Convenors are advised to contact the Arts L&T team to discuss your options for fully online delivery. Please email email@example.com ATTN: Arts L&T, and be sure to mention your unit code and your question. A Learning Designer will be in touch to provide advice and support.
Can we change assessment types, weighting and due dates via a notice on iLearn?
Any changes to delivery mode, learning activities, assessment schedules and alternative assessment tasks must be notified via iLearn to students. NB Chair of the Academic Senate mandates that all assessments must conform to the University's Assessment Policy in relation to assessment percentage limits.
Will there be a formal on-campus examination period?
No. The exception will be those select units approved by the Vice-Chancellor for continuing on-campus delivery with enhanced social distancing measures. There are no units in the Faculty of Arts that meet this requirement.
What are the principles for the conduct of formal examinations in S1, 2020?
Please see this document - PRINCIPLES FOR THE CONDUCT OF EXAM S1 2020 (PDF, 90kb) provided by the PVC P&P office.
Can I have my on-campus tutorial groups set up as iLearn groups?
Yes, you can. Please go to iTeach and activate 'group sync'. This should create iLearn groups with your on-campus tutorial groups. (note: takes overnight to activate)
What’s the best way to communicate with students?
The best way to communicate with your students is through iLearn announcements.
My tutors can't access their tutorial group forums on iLearn?
Change your tutor's role from 'tutor' to 'instructors' in iTeach (under the 'teaching staff' heading). This would provide them with better permission to facilitating some of the activities in iLearn.
What Faculty training has already been arranged for upskilling staff in online teaching?
Training will be allocated on the basis of information about all department or school units as provided by HoDs to AD (L&T) Peter Keegan.
I am working from home, how do I access things remotely?
Visit this useful page provided by MQ IT Help
Contingency planning during COVID-19: Exploring rapid alternatives to face-to-face activities and assessments
Acknowledgement: This resource was initially developed by Sally Brown (Leeds Beckett University) & Kay Sambell (Northumbria University) and has been augmented to suit the Macquarie University Faculty of Arts context, with permission from the authors.
The current challenge
The current global COVID-19 emergency requiring universities to find rapid but reasonable alternatives to face-to-face assessments in situations when staff or students cannot attend in person. This guide aims to offer some suggestions on in-session adjustments that might be made to assure the standards of students’ achievements. However, it needs to be recognised that, in ideal circumstances, none of these would be quick fixes but are likely to need considerable planning, training and activity on behalf of the university to ensure they are viable for staff and students. Any alternatives should endeavour to be as close as possible to the current unit running in face-to-face mode, should be aligned to the same unit learning outcomes, should maintain the balance of formative and summative assessment, as well as being inclusive accessible, valid and reliable. Experts advise in these difficult times it is easier keep things simple and stick to low-tech solutions where possible. It is also important to recognise that university staff, including learning support staff and administrators, may themselves be affected by illness, or by disruptions in childcare or other family support. It is important that any changes to assessment are communicated and explained to both students and all those involved in assessment of learning outcomes.
The good news
The good news is that all units at the Faculty of Arts are already using iLearn, which has a range of built-in tools to assist online delivery. Many convenors already have the skills and knowledge required to transform their units into a purely online mode. The Faculty has some excellent examples in this regard and a dedicated L&T team to provide guidance and advice.
What can we reasonably do? Here are some strategies to consider:
It may be appropriate to defer or re-schedule deadlines - This would allow students more time to complete work and provide convenors with relaxed deadlines for marking, and the provision of feedback/finalising grades.
Decide whether you can waive further assessment - In some units, it may be appropriate to generate a mark by averaging grades for work already submitted, rather than requiring completion of outstanding assessments. Again, this is not likely to be possible in professional courses where there are requirements for all learning outcomes to be demonstrably met.
Offer alternatives activity and assessment formats - The table below provides some manageable alternatives to consider, together with some important considerations. If you make any changes, it is important to inform your Head of Department.
|If you currently use the following activities or assessments….||You could instead consider…||To assure standards you might need to consider…|
|Creative work/ Performance||
What else should I think about when redesigning activities and assessments?
Accessibility - Some alternative activities and assessments will require that both students and staff have reliable internet access, a suitable internet-enabled home device and access to software. Some students and staff may encounter accessibility barriers that will affect their ability to participate in an online environment. If staff are aware of students who may experience accessibility obstacles, they should direct students to MQ Student Accessibility for advice and support. It is important that we remember that our students are not a homogeneous group, and will have different experiences and expectations of online study. Staff are encouraged to be flexible in their approach to activities and assessment, where appropriate. If additional advice is required, staff can always contact the Arts L&T team on firstname.lastname@example.org. If staff members have questions or concerns about their own accessibility issues, they can visit MQ Staff Accessibility or discuss their concerns with the Arts L&T team using the email address shown above.
Academic Integrity - It can be challenging to promote academic integrity as changes to assessments increasingly means that they are undertaken remotely, and in ways that are deemed less 'authentic'. While no assessment type can definitively ensure academic integrity, there are some assessment design decisions that carry greater academic integrity risks than others. If you have concerns about assessment design and academic integrity, you can browse the advice available from these resources on promoting academic integrity in assessment design:
- Ensuring academic integrity and assessment security with redesigned online delivery - A guide to to assist unit convenors with redesigning assessment, to suit fully online delivery )without invigilated exams), published by the Centre for Research in Assessment and Digital Learning, Deakin University.
- Contract Cheating and Assessment Design: Exploring the Connection - Publications and handy quick guides resources from an Australian Department of Education, Skills and Employment national strategic priority project (2014-2016-2018) led by the University of South Australia.
Consider Bandwidth and immediacy when deciding how to delivery content (image from Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All by Daniel Stanford )
With hard work, imagination and co-operation by students, it can be the case that alternatives are established in a short space of time which can certainly equal and may even be improvements on the current methodology. However, it is crucially important that decisions are based on sound pedagogic considerations and that they match the scale and level of the learning outcomes. It is also important to remember that both staff and students may be working outside their comfort zones, and that support be provided for those struggling with new approaches. As with all forms of assessment, account will need to be taken of reasonable adjustments for all students with temporary or long-term health conditions, disabilities and additional needs.
When in doubt
The L&T team is available to provide guidance regarding the re-design of face-to-face activities and assessments, and the iLearn tools available to facilitate these changes. You can contact them on email@example.com . For all iLearn support, please email firstname.lastname@example.org
The L&T team is working hard to collate useful resources on alternatives to the traditional invigilated exam. For now, we strongly recommend the following articles which provide practical suggestions for online exams:
Macquarie University Digital Exam guidelines - This document provides a series of recommendations and options considering the need to move final assessments online in 2020. The focus of this document is on assessments to be done during the examination period.
In the time of COVID-19: What about the exam? - The replacement of face to face invigilated examinations has been exercising many minds since the start of the COVID19 emergency. What are the options? Dr Matthew Hillier provides advice and insight.
Online Exam Delivery Tips: The Online Oral Examination - Online Exam Delivery Tips: The Online Oral Examination - Professor Sean Brawley looking further into one alternative to the campus-based, invigilated exam.
Online Exam Delivery Tips: The Online Open-book Examination - Following advice on exam alternatives and online oral examinations, Dr Erik Neilsen explolores another option – the online open-book exam.
MQ Students Exams page
The exam support page has been and will continue to be updated to include all required information including links to any documents or forms. An email will go out to all students in units with exam period assessments on Thursday 4th of June with a summary of the content from this support page, including some study tips/motivation content.
Exam Support Advice for Staff
A handy reference guide [.docx, 550KB] on how to handle technical and accessibility issues students may encounter when taking their exams online. The advice sheet also contains a form for students to fill out if they need to book a computer in a lab to complete their exam.
What is Zoom?
Zoom is an online web conferencing software. Zoom can be used any time you need to meet or broadcast to a group online. Zoom is a flexible tool so you can be creative in how you choose to use it. There are whiteboard, chat and other features in Zoom. Your Zoom session can be recorded as well.
Do all staff have full license for Zoom?
Macquarie staff will be provided with premium account with Zoom. Contact IT HELP if you have issues with your license. Each session can have a maximum of 300 participants and can be of any length in time.
It is highly recommended that you use it for maximum of 30 students in a session.
Where can I get training for Zoom?
There is a plethora of Zoom resources available to everyone (please note: some of the links below are restricted to MQ staff).
Sometimes the audio or video in Zoom becomes choppy or distorted. What can I do to improve my Zoom experience?
There is so much information on Zoom - where do I get started?
There is no one best place to start learning how to use Zoom. When training staff in using Zoom, we strongly recommend that staff browse through the resources below to gain a better understand of Zoom and then have a go at testing it (staff can contact the Arts L&T team and arrange a test session if they wish).
Watch this webinar: Making the Rapid Transition to Online Learning delivered by Associate Professor Matt Bower (School of Education). Includes slides.
Best practice for using Zoom as an alternate for tutorials:
- Keep it simple - Use of Zoom as a synchronous tool works best with a small class size (20-25 students per zoom session is ideal for good student engagement)
- Consider using iLearn discussion forums instead of Zoom as a asynchronous discussions tool.
- Reconsider if an activity needs to be synchronous or asynchronous.
- Be mindful of your bandwidth usage. Some students might have issues downloading large files.
- Audio recording to a Powerpoint presentation might be a better option to consider as well.
How to setup automatic upload of your Zoom recordings to Echo360 (see under heading 'Sharing Zoom Recordings through Echo360')
Please see this page in Teche for more information.
Contact email@example.com for further assistance.
Face-to-face teaching approaches
Online teaching approaches using Zoom
|Greet the students face-to-face|
|Mark attendance through a roll||
Use Zoom Meeting Reporting to mark off attendance.
Reporting can be accessed directly via the zoom https://macquarie.zoom.us/
|Allow a particular student to answer or ask a question||Enable the Raise hand tool and encourage students to use the Raise Hand tool for Q&A time.|
|Draw on a whiteboard to illustrate a concept or process||Use the Share Whiteboard tool. You can also allow students to annotate your whiteboard.|
|Show a website (e.g. Canvas)||Open the website in a separate browser's window, or in another browser, then use the Screen Sharing tool|
|Show PowerPoint slides||Use Screen Sharing tool, and switch between views or monitors (if using dual monitors /displays)|
|Share a video in class (e.g. You Tube videos)|
|Give students handouts in class||
Use File Transfer in Chat menu
|Break students into groups||
This is a great tool to manage active learning and student engagement.
|Conduct a poll with students||
Use the Polling tool .
This is a great tool (Links to an external site.) to promote active learning and student engagement.
|Allow a student to present their work in front of the class||Participant can share their screen (unless the host use "lock screen share")|
|Record your lecture||Use the Record option|
|Run a 5 mins Q&A session||Use the Chat function, as well as group or private messaging|
How do I install ECHO universal capture?
This should be installed in any computer provided by MQ. If not, contact ITHELP
How do I record and upload my lectures?
You can record using ECHO universal capture software. See guides under topic - Capture Desktop Lecture Recordings with Echo360 Universal Capture Software
What is iLearn Insights?
Allows teaching staff to easily visualise student activity in iLearn units and also has an email tool to message students.
Why do i need to use it?
This will allow teaching staff to provide timely intervention to students who may be struggling with their studies as well as the opportunity provide extra motivation to students who are doing well.
Recent iLearn Insights feature addition: How do I find out if students who have not accessed a resource or completed an activity?
Check out Teche for latest updates to iLearn Insights features to assist you with online delivery.
How do I use it?
This is a challenging time for staff as well as students. The Arts L&T team will continue to collate a number of resources, tips and guidance for teaching staff to provide students, to reassure them. If you come across any resources or articles you think we should share here, please email us on firstname.lastname@example.org
Coronavirus Infection: Information for Students - All staff should direct students to this MQ site, where regularly updated information on COVID-19 will be provided to students.
Learning Online at MQ - Important MQ-specific advice and information for students, on the tools and technologies used to deliver learning at MQ.
COVID-19 Communication and Support for students - In this Teche article, the Office of the PVC Learning and Teaching provides succinct advice on the different approaches we can use to support our students.
Supporting student learning
Preparing for online teaching - An excellent Twitter thread started by Dr Kate Symons (@katesymons2 ). A text-version of this thread has been compiled by the Arts L&T team, below. Convenors can include the information below as an Announcements section of their iLearn units.
- Be patient: Your lecturers have been asked to make their teaching available to you online at the last minute. The best online learning takes time to develop. Please be patient with them if things don't go right for you the first time.
- Embrace online: Online learning will become more and more common in the future, so this is a great chance for you to develop some skills to help you succeed.
- Develop your communication skills: You will communicate in different ways on various online formats (email, discussion boards, social media, online seminars). Be professional and appropriate, but don't be afraid to project your personality and show that you are a real person.
- What if I have a technical issue? Develop your initiative and resilience. Don’t give up if you hit a technical issue. For example, if your reading link is broken, maybe you can search for the journal article yourself by using the library search.
- Stick to a routine: There are many time management techniques, so find one which works for you. There will likely be daily and weekly tasks for you to do plus longer term targets like deadlines. Plan a daily, weekly and monthly schedule to manage these different timescales.
- Get connected: Be proactive with communicating with your course mates. Set up course Whatsapp groups (or another platform if you prefer) for offline chatting and engagement. Form small virtual study or reading groups and work through online materials together.
- Find somewhere quiet to work: Yes you can work from bed but this might not be the most comfortable! Make sure you have somewhere peaceful to work, try and use a workspace like a desk or table, and cut down on external and online distractions.
- Use the right channels to solve your problems: This will be signposted for you in your course, so contacting the correct person will help you get your problem solved more quickly.
- Embrace discussion boards: If your course has them, these are a great way to discuss with your peers and work through learning as a group. Ask questions, comment on your course mates' answers, and enter into dialogue.
- Online learning communities can be as rich, supportive and exciting as on campus learning. I hope you can adapt to this experience and benefit from it.
Supporting student wellbeing
Fast switch to e-learning, video 3: ‘How do I support my students emotionally?’ - A short video by Ramon Rossi.
COVID-19 SPECIFIC RESOURCES
GENERAL ILEARN & TECHNOLOGY SUPPORT