Learning Technologies

We recommend giving students asynchronous, and if possible synchronous, opportunities to interact with your course. Assume that anything you ask students to do will take longer than in a face-to-face setting (including responding to lecture questions, writing assignments, and collaborating in general).

Below are quick suggestions for connecting your familiar pedagogical tools with technology. Some strategies involve synchronous solutions. That is, the instructor and students are working online together at the same time. Other strategies involve asynchronous solution, meaning students work independently and on their own time. You will likely find that some combination of synchronous and asynchronous strategies create the best solution for your course. For a more thorough overview of what to consider when making the switch to online, see our resource for redesigning for online.

These tools are recommended for moving a class online quickly because of their familiarity and ease of use, however, this is not a comprehensive list of tools supported by UVA. For a full list of learning technologies, visit Learning Tech.

Note: If your School uses a Learning Management System (LMS) other than Collab, contact your School-level support for resources on specific tools.

FACE-TO-FACE (ORIGINAL) PLAN Click on each description to learn more	SYNCHRONOUS	ASYNCHRONOUS
Lecture or guest lecture	LESS COMPLEX Lecture in real time using Zoom, Panopto, or Kaltura.* Use Zoom screen sharing function to display PowerPoint slides. MORE COMPLEX Annotate while you present. *Pros and cons of these options.	LESS COMPLEX Record a lecture using Zoom or other screen capture technology and post to Collab/Canvas. Provide students with a copy of your existing notes. MORE COMPLEX Break lectures into 7-10-minute segments: shorter videos are easier to digest. Use screencasting to show slides rather than visual of yourself talking. Annotate while you present.
Interactive lecture	LESS COMPLEX As above, but make dedicated use of hand raising or polls within Zoom. MORE COMPLEX At certain points in the lecture, move students into Zoom breakout rooms for collaborative discussion or problem solving. Assign TAs to enter the rooms as co-hosts.	LESS COMPLEX As above, but build in pauses with reflection questions, mini quizzes, or sample problems. MORE COMPLEX Use VoiceThread and invite students to add video, audio, or text commentary to your presentation.
Student presentations	Have students present via Zoom by allowing participants to share.	Students can record and upload to Collab using Kaltura or to external sites like YouTube or Flipgrid.
Small group discussions	LESS COMPLEX Have students type in real time using Collab/Canvas Chat tool, Google Hangouts, Slack, etc. MORE COMPLEX Use Zoom breakout rooms to host small group discussions. Note that you cannot assign groups in advance, so if you have a large class, plan for groups to be randomly assigned.	LESS COMPLEX Use Collab/Canvas Discussion tool, Piazza, or Slack. MORE COMPLEX Allow students to create and edit content on a shared wiki.
Seminar-type discussions (smaller enrollment)	LESS COMPLEX In a small enough class, hold full class discussions on Zoom. In somewhat larger classes (>20), use text-based technologies (Collab/Canvas Chat tool, Slack, Google Hangouts, etc.) for full class discussions. MORE COMPLEX Use Zoom breakout rooms for smaller group discussions, have each breakout room designate a single student to report back to full class discussion.	LESS COMPLEX Use Collab/Canvas Discussion tool, Piazza, or Slack.
Collaborative group work (e.g., problem-based learning, case studies, writing peer review, etc.)	LESS COMPLEX Students create their own shared documents in Google Docs or Box. MORE COMPLEX Use Zoom breakout rooms, alongside shared documents, for students to discuss and problem solve in real time.	LESS COMPLEX Students create their own shared documents in Google Docs or Box. Collaboration proceeds through clearly defined student roles, since they will not all be working at the same time. MORE COMPLEX Student groups create and work through their own collaborative space using Collab's Confluence Wiki or Microsoft Teams.

FACE-TO-FACE (ORIGINAL) PLAN

Click on each description to learn more

SYNCHRONOUS

ASYNCHRONOUS

Lecture or guest lecture

LESS COMPLEX

Lecture in real time using Zoom, Panopto, or Kaltura.*

Use Zoom screen sharing function to display PowerPoint slides.

MORE COMPLEX

Annotate while you present.

*Pros and cons of these options.

LESS COMPLEX

Record a lecture using Zoom or other screen capture technology and post to Collab/Canvas. Provide students with a copy of your existing notes.

MORE COMPLEX

Break lectures into 7-10-minute segments: shorter videos are easier to digest. Use screencasting to show slides rather than visual of yourself talking. Annotate while you present.

Interactive lecture

LESS COMPLEX

As above, but make dedicated use of hand raising or polls within Zoom.

MORE COMPLEX

At certain points in the lecture, move students into Zoom breakout rooms for collaborative discussion or problem solving. Assign TAs to enter the rooms as co-hosts.

LESS COMPLEX

As above, but build in pauses with reflection questions, mini quizzes, or sample problems.

MORE COMPLEX

Use VoiceThread and invite students to add video, audio, or text commentary to your presentation.

Student presentations

Have students present via Zoom by allowing participants to share.

Students can record and upload to Collab using Kaltura or to external sites like YouTube or Flipgrid.

Small group discussions

LESS COMPLEX

Have students type in real time using Collab/Canvas Chat tool, Google Hangouts, Slack, etc.

MORE COMPLEX

Use Zoom breakout rooms to host small group discussions. Note that you cannot assign groups in advance, so if you have a large class, plan for groups to be randomly assigned.

LESS COMPLEX

Use Collab/Canvas Discussion tool, Piazza, or Slack.

MORE COMPLEX

Allow students to create and edit content on a shared wiki.

Seminar-type discussions (smaller enrollment)

LESS COMPLEX

In a small enough class, hold full class discussions on Zoom. In somewhat larger classes (>20), use text-based technologies (Collab/Canvas Chat tool, Slack, Google Hangouts, etc.) for full class discussions.

MORE COMPLEX

Use Zoom breakout rooms for smaller group discussions, have each breakout room designate a single student to report back to full class discussion.

LESS COMPLEX

Use Collab/Canvas Discussion tool, Piazza, or Slack.

Collaborative group work (e.g., problem-based learning, case studies, writing peer review, etc.)

LESS COMPLEX

Students create their own shared documents in Google Docs or Box.

MORE COMPLEX

Use Zoom breakout rooms, alongside shared documents, for students to discuss and problem solve in real time.

LESS COMPLEX

Students create their own shared documents in Google Docs or Box. Collaboration proceeds through clearly defined student roles, since they will not all be working at the same time.

MORE COMPLEX

Student groups create and work through their own collaborative space using Collab's Confluence Wiki or Microsoft Teams.