Flexible Teaching
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First Steps

To move courses online in a hurry, instructors will need, at a minimum, a plan for: Providing course material to students; Collecting, grading, and giving feedback on assignments and assessments; Replacing what you normally accomplish during class time; and Communicating with students. Below are the steps to follow to get started on such a plan. The Beyond the Basics page provides more details about how an instructor can translate varied elements of their face-to-face courses into an online teaching environment. 

Step 1. Access your Blackboard course and build your course menu

Enter your online course shell by logging into courseware.ku.edu with your KU online ID and password. (video tutorial)  If you have not yet used Blackboard for your course, get started by building a new link in your course menu. (video tutorial)

  • Already in your menu:
    • Announcements: The Blackboard Announcements tool is great for whole-class communications. It allows a permanent announcement to display as well as a copy of the announcement to be sent via email. (video tutorial)
    • Resources for building your course: This item is a link to KU's Blackboard documentation site.
    • My Grades: This is a link where your students access their grades in your Blackboard course.
  • Suggested menu items to build:
    • Course Content (video tutorial): This is where all of your course materials should reside. In some courses it may be called Assignments, Lessons, or Modules.
    • Discussion Board (video tutorial): This is a tool link to Blackboard's discussion board feature. See Step 4 below for more info.

Step 2. Upload materials to Blackboard

To begin posting content in your Blackboard course, click on the menu link where you would like to post content (suggested area: Course Content). After clicking the menu link, go to Build Content and select Content Folder. This step allows you to create a weekly or unit folder to contain all the materials and activities for that week or unit of the course. Make sure to name the folder in a way that its contents are easily recognizable to students. After building a folder, click on it, then use Build Content and select Item to begin adding content. (video tutorial) 

  • Suggested content to consider:
    • Course info: Course schedule and syllabus​
    • Readings: Consider expanding your use of online textbook resources or other platforms you already use.​ Attach any Word or PDF documents in the Attachments area of the Item. Use KU Libraries Document Delivery for digital copies of materials from KU Libraries.  
    • Websites: You can link to library resources or online materials like websites by pasting the website into the Item and then select the text and select the link icon that looks like a chain link.​ (library resources info) 
    • Video: In the text area of your Item there is a button called Mashups where you can embed video from Kaltura or YouTube into the Item. (Kaltura info)

Instructional materials should be accessible to the widest audience possible. This means using scanned documents with OCR (Optical Character Recognition) capability, or Word Documents, Power Points or Excel files that already have accessibility built in; creating videos with Kaltura, which allows for captioning; or including descriptions or transcripts of visual/video content. (accessibility guidelines)

Step 3: Identify options for assignments and assessments

Straightforward options include: 

  • Allow students to submit essays, homework, or other assignments online through the Assignments option in Blackboard's Assessments menu. (video tutorial)
  • Create online quizzes or tests through Blackboard Assessments. (video tutorial) Consider using the "Test Availability Exceptions" options to provide accommodations for selected students by allowing them more time or a different date to take a test.

Some assignments and assessments will be more readily translated into the online environment than others. See Beyond the Basics for more guidance on how to rethink your assignments and assessments, or talk with someone from the Center for Online & Distance Learning (CODL) or the Center for Teaching Excellence (CTE).

Step 4: Identify replacements to class activities

Instructors can replace in-person class sessions through synchronous activities (meeting with the class in real-time) or asynchronous activities. Except for small discussion-based classes, we recommend instructors opt for asynchronous strategies, which minimize technical difficulties while increasing accessibility and student engagement with the material. Below are some basic options, or go to the Beyond the Basics section for a deeper dive.

  • Create Discussions Boards: Consider using a discussion board to get students communicating asynchronously about course material. Put students in smaller discussion groups for a more manageable experience. (discussion board instructions) (video tutorial)
  • Post PowerPoints, Lecture Notes, or Other Materials Typically Used in Class: Post these materials and provide avenues for students to ask questions and engage with these materials through discussion boards or other reflection activities. 
  • Consider other options: Find alternatives that will help students learn even if the approach is different from what you would do in person. Someone from CODL or CTE can help you brainstorm ideas.

Step 5: Communicate with students

Communicating with students early and often is critical for supporting them in this new learning environment.  

  • Use Blackboard's Announcements and/or Send Email tools to update your students on the course, including communication preferences, etc. (video tutorial)
  • Consider holding real-time office hours using Zoom (a video-conferencing platform available through KU). Meet with students one-on-one by phone, Zoom, or Skype for Business.
  • Many of your students may be unfamiliar with taking courses remotely and may be experiencing both academic and personal stress.  Follow these recommendations for supporting students as learners, and supporting students as fellow humans. 

Tips for Transitioning Online without Feeling Overwhelmed*

Keep in mind that are you creating online content in a hurry. Be patient and remember to:

  1. Keep expectations realistic. Most online courses take a long time to build, but even given a week or two, we can create a useful, short-term experience for our students. The above steps are geared toward helping you set up a functional, temporary remote learning environment for your class(es). The recommendations above are not designed to take the most advantage of a fully developed online course. Also, students may have unreliable access to technology when not on campus, which might require some flexibility from us as instructors. There will be some bumps in the road, but we’ll work through them together. 
  2. Start small and capitalize on technologies you are already using. If you already use some technologies in your class, start by doing more of what you already do and build from there. If you plan to use new technologies, limit the number and try to give yourself time to read up and play around with the new tool.
  3. Get help. Connect with colleagues who are faced with similar challenges or who teach similar kinds of courses. If you have questions about any Blackboard tools, check out our on-demand resources or reach out for support by phone 785-864-2600 or email itedtech@ku.edu. Click on help to find out about options for one-on-one consultations, webinars/tutorials, workshops and conversations, and drop-in help hours.   
  4. Expect to improve over time. Online teaching at its best is an iterative design process; as you learn more about what is working for you and your students, you can continue to refine your approach.  

* Note: These tips are adapted from Stacey Johnson's Brightspace Blog on the Vanderbilt University CTL website. 

Check out this advice guide on Going Online in a Hurry, published in the Chronicle of Higher Education.