![]() ![]() It creates one central spot where all live online classes of a course take place. It has similar options as zoom with the extra benefit of a continuous team and/or channel where students can keep in touch with each other, the lecturer and if applicable teaching assistants. Teams is the other online meeting tool of the UvA. See the FAQ on privacy and security when using Zoom Step-by-step guide: Zoom in Canvas for teaching Q&A on large lectures ![]() When you are planning to let students work in breakoutrooms in predefined groups (or the same groups every week) you can set up those groups beforehand. Zoom can be used for live lectures for up to 300 students. This way, students are required to login with their UvAnetID. When you do prepare live lectures, it is advised to start Zoom conferences from within Canvas. In zoom you can easily split your students into breakoutrooms to allow them to temporarily work in groups and the integrated digital whiteboard allows to mimic a class-room situation. The UvA uses two different tools for online meetings: Zoom and Microsoft Teams.Įach student and staff member of the UvA has a zoom account linked to their UvAnetID. This can be accompanied by an online discussion that you can easily set up in Canvas. See recorded lectures or a hybrid forms where you accompany your video and other online material with a live session. If your content does not fit into this timeframe or the disadvantages outweigh the advantages, we recommend using asynchronous forms of education instead, whereby you could record yourself giving a lecture (either with a webcam, screen-capturing software or just audio) and then make this content available online. Your lecture should be not much more than one hour in total. You can do that for example by preparing exercises based on your lecture that students can solve in a couple of minutes in breakout rooms or use one of the voting tools to directly formatively asses what students picked up from the lecture. If you chose to give live lectures we recommend breaking the lecture into short pieces not longer than 20 minutes. However, they offer personal and direct student contact, direct feedback from your audience on your lecture and help students to structure their day when scheduled accordingly. Live interactions (synchronous lectures) can be demanding with larger groups and are certainly not recommended for more than 100 students. Live online lectures Asynchronous lectures Off campus hybrid lectures An argument for such an agreement would, I think, be an improvement in the general quality of such things.When lectures on campus are not possible or you are looking for alternatives to classical on campus lectures there are several different options. If a university wants to maintain a high quality faculty and keep them happy and productive, I think they would be willing to negotiate some sharing arrangement. ![]() I would prefer a different interpretation, of course, in which the law would recognize that the faculty is the university and derives all function and authority from the consent and participation of the faculty. It would be difficult, at best, to contest this view, I think. So, "your mileage may vary."Ībsent a formal agreement, the university will probably claim to own all rights including the rights to reuse such things in the future whether the faculty member is employed there or not and without additional compensation. Copyright law, however, is variable around the world and to some extent, so is the relationship between the faculty and the university. IANAL, but guess that the above is a pretty general interpretation. The university provides the infrastructure and the audience. The course materials were created by yourself, but at the direction of the employer. Lectures, however, like other explicit course materials, seem to be in a different category. And since there are other alternatives for teaching a course than writing your own book, it is normally an independent activity. ), but those are normally written at the full initiative of the author(s) rather than at the direction of the university. I don't think that universities (none in my experience) get in the way of a faculty member publishing books (or software. If faculty are employees of the university then most of the IP created can be claimed by the employer, just as if you were employed by IBM in a research capacity. You might be able to come to a royalty agreement, but I doubt much beyond that. If you, the faculty, want to retain any rights, I suggest that you (as a collective group negotiating with the administration) write them into a contract. ![]()
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