Step 3: On-going Support

Because this is an evolving situation, please check back here regularly for updated articles, guides and ideas to Keep Teaching at BCC.

If you have a resource (e.g., website, video, discipline-specific best practices) you would like to share with your fellow faculty members, please email Tattiya Maruco, Coordinator of Instructional Technology and Design (

Thinking About Finals

On Thursday, 4/23/20, the Center for Teaching and Learning Innovation hosted a discussion about Finals – determining what is absolutely necessary; designing alternate assessments; and finding new ways for students to demonstrate their learning.  In this excerpt, Stacy Evans, Faculty Lead for the CTLI, provides a helpful system for deciding how to approach the final assessment in your course:


Spotlight on the Turnitin Assignment Activity in Moodle

Icon of the the Turnitin Assignment on Moodle

The Turnitin Assignment activity in Moodle creates an assignment for students and allows you to assess and provide feedback on their written work using the tools available within Turnitin. These tools includes checking for plagiarism and giving feedback through direct annotation on a student’s paper and through rubrics (optional).

How has Turnitin been used by faculty?

  • To give a grade and annotated feedback on a written assignment
  • To give grades and annotated feedback on multiple drafts of a written assignment
  • As a plagiarism checker for both the students and the instructors

If you want to know about what Turnitin can do, please watch Turnitin’s Feedback Studio walkthrough video (2:56).

When you’re ready to create a Turnitin Assignment activity in Moodle, please watch this video (11:23) designed to walk you step-by-step through the activity creation process, or follow these step-by-step written instructions.


Here are three frequently asked questions and their answers for managing the Turnitin Assignment in Moodle.

Q: What is the “Post Date”?

A: The post date is the day that marks and feedback on an assignment become available to students.

Q: I have to indicate a due date, but how can I accept late assignments?

A: Under Originality Report Option, select “YES” to Allow Late submissions after the Due Date. By doing so, you give students the option to submit work after the assignment due date. Late submissions are always marked as being late and the actual submission date is recorded.

Q: Can I submit as assignment on behalf of the student? How?

A: Yes! Click on your Turnitin Assignment, then click on the gray cloud with the white arrow point up to submit any assignment for any student.


After students submit their assignment(s), instructors can utilize Turnitin’s suite of tools:

The Similarity Report, where you can see similarities between the student’s submission and Turnitin’s extensive database of online resources, scholarly resources, and student respository of papers.

Feedback Studio, where you can annotate and comment on student’s papers using the following tools:


How can you creatively use the Turnitin Assignment activity in Moodle as a learning tool for your students?



All About Feedback – Remote Teaching @ BCC Webinar – 4/15/20

We had a great discussion about feedback at our 4/15/20 CTLI webinar titled, “All About Feedback.”  Topics discussed include facilitating peer review (thank you to our English department colleagues!); annotating assignments in Moodle; asking for feedback from students; using rubrics in Moodle; Turnitin; automated feedback using Moodle quizzes; and more!

You can view the recording here, and note the time stamps in the YouTube video description, as these will take you to specific points in the video:


How to Do a Presentation – Instructions for Students

Presentations can be a great way to assess student learning.  While facilitating this in an online environment may seem daunting at first, by creating clear expectations for students – along with instructions for managing the “tech” piece – you will be setting your students up for success.  The following “Options” are three ways of asking students to create (and share!) presentations in remote learning environments.  The linked resources and language here are student-facing, so feel free to copy-and-paste into your own assignment prompts – and email us if you need any modifications for your unique context!

Option #1: Create Video of Yourself

This option is most appropriate when the most important thing is that your instructor sees you giving the presentation (and not any visual aids).

Biggest piece of advice: practice before you start and test everything out.

Equipment: Smartphones from the last 5 years actually take pretty high quality video. If you don’t have access to one of your own or can’t borrow one for recording, your camera built into your laptop or tablet will also work.

  • If you use a smartphone, use the back camera (not selfie mode) and shoot in landscape (holding the phone on its side). It helps if someone is holding the phone and recording for you, even better if you can prop it up.
  • Make sure you and everything else you want to viewer to see are in the frame. You might have to stand farther back from the camera than you think. The only way you can tell if you have good framing is if you do a test video.
  • Make sure you have a lot of light. The only way you can tell if you have good lighting is if you do a test video.
  • Make sure we can hear you. The only way you can tell if you have good sound is if you do a test video.
  • The visual aids are less important than your camera presence. If you have to choose between you and the PowerPoint slides being in focus, always choose YOU.
  • Use everything you’ve learned thus far to engage the listener, even though you can’t see them.

Once you’re done with your video, please follow these steps to create a link to the video to share with your professor.

Option #2: Create a Narrated PowerPoint

This option is most appropriate when the most important thing is your content and presentation (and necessarily your physical presence).


Biggest piece of advice: practice before you start and test everything out.

Equipment: A computer with PowerPoint installed, a functioning speaker and microphone (most the times, it is built into the computer or laptop).

Best practices for narrated PowerPoint presentations:

  • Start with a script or an solid outline of what you’re going say
  • At beginning, tell viewer the video’s purpose
  • Use signaling to focus the listener’s attention on important information (the use of bold formatting is this sentence is an example)
  • Use segmenting to chunk information to manageable sets of concepts
  • Weed out extraneous information that does not pertain to the purpose of the video

Creating a narrated PowerPoint is a 5 step process:

Option #3: Submit/Share a VoiceThread Assignment

In addition to facilitating threaded discussions using audio and video, VoiceThread’s Assignment tool allows you to easily make space for students to create, submit, and share audio and/or video presentations.  We will provide more detailed tutorials on this in the future (if you’re interested in doing this, email us at, but in the meantime, the following videos provide a good overview:

How To: Using VoiceThread Assignment Submission (for students)


Instructor Presence in Digital Spaces: How to Be You When You Aren’t There – CTLI Webinar Recording, 3/31/20

On 3/31/20, the CTLI hosted our inaugural Remote Teaching @ BCC webinar.  Our topic was Instructor Presence in Digital Spaces: How to Be You When You Aren’t There.  View the recording of the presentation portion of that webinar (question portion omitted for participant privacy) here:

Additional Supporting Materials

Slides PDF – Instructor Presence in Digital Spaces: How to Be You When You Aren’t There

My Teaching Values Worksheet (referenced in presentation)

Plan for Cultivating Instructor Presence in Online/Remote Courses Worksheet (referenced in presentation)

Quick Grading in Moodle (demonstration of quick grading/feedback strategies in Moodle)

All About Discussions (Keep Teaching @ BCC page with lots of info about discussion forums)

Student Instructions for Reading Instructor Forum Posts (Example language from Stacy Evans – to help set student expectations)

Connect4Education – A helpful resource of courseware shared during the discussion portion of the session