Part I: Planning Your Course
Careful planning will help you make decisions about the course elements that are crucial for maximizing students’ learning in a remote or online environment. Part I provides tips and resources to guide your decision making for each of these elements based on evidence-based practices.
For those wanting to learn more, a list of additional resources are provided so you can take a deeper dive into the ideas presented. Also, at the end of each section, you find a link to the relevant Quality Matters standard recognized internationally for delivering quality online learning experiences.
1. EXAMINE YOUR COURSE AND YOUR TEACHING AND LEARNING CONTEXT
The Goal: Examine your course requirements and specific teaching and learning context to identify situational factors or constraints that will help you make decisions about three major elements of your course: 1) goals/learning outcomes; 2) assessment and feedback; and 3) teaching and learning activities.
- Review your syllabus, requirements of programs this course is included, and University policies and guidelines (e.g. accessibility, privacy considerations).
- Review Universal Design for Learning (UDL) guidelines for improving the learning environment for all students.
Teaching and Learning Context
- Review ‘Get Started with Teaching Remotely’.
- Think about who your students are and what challenges they may face while participating in your course.
- Consider technology your students may have access to at home – contact CITL to discuss.
- Consider your instructional approach (how you like to teach).
- Reflect on your past teaching and identify the concepts that your students may have had trouble grasping. Think about how you motivated student participation and engaged them in the learning experience.
- Become familiar with or refresh your knowledge of Brightspace by attending webinars offered by CITL and review Frequently Asked Questions and Student Resources.
Want to know more?
Designing a Course – The Analysis Phase
Memorial’s TLF Toolkit
Universal Design for Learning in Higher Education
Bates, A. W. (2019). Chapter 2: The nature of knowledge and the implications for teaching. In A.W. Bates, Teaching in a Digital Age, Second Edition
Fink, L. D. (2013). Creating significant learning experiences: The key to quality in educational programs. In L. D. Fink, Creating significant learning experiences: An integrated approach to designing college courses (pp. 1-30). Jossey-Bass.
2. EDIT OR WRITE OVERALL COURSE GOALS/LEARNING OUTCOMES
The Goal: Articulate the essential knowledge (concepts, ideas, principles, relationships), skills, and attitudes/values you want students to remember and be able to apply at the end and after the course.
- In addition to four to six core content discipline-specific learning outcomes, consider including outcomes related to the digital and higher-order thinking skills you want students to acquire (e.g., analyze, synthesize, problem solve, collaborate). Also, students should be able to reflect and make connections among information learned in your course to other courses or disciplines, and the world in which they live).
- Don’t try to do too much.
Communicating Learning Outcomes
- Consider how goals/outcomes are communicated from a universal design perspective.
- Use verbs from learning taxonomies or Bloom’s Taxonomy – Revised for 21st-Century Learners to help write observable and measurable learning outcomes that you later use to guide your selection of assessments and activities to help students achieve these intended outcomes.
- Prioritize the learning outcomes according to importance. This will help you later decide on the course organization and help your students prioritize their learning.
3. REVIEW AND DETERMINE ASSESSMENT COMPONENTS AND METHODS OF FEEDBACK
The Goal: Choose assessments that enable students to continuously monitor and evaluate their own learning progress and ultimately achieve the course learning outcomes.
- Review existing assessments and determine if they help students achieve the overall course learning outcomes.
- Reflect on your past assessment strategies and think about how they can be modified for remote or online instruction.
- Review ‘Moving Assessment to Remote Learning within Brightspace’.
- Examine types of assessments that support different levels of Bloom’s Taxonomy, see this Taxonomy Wheel.
- Provide opportunities for students to self-reflect and get feedback from you and their classmates, see Examples of Peer Assessment Assignments.
- Apply UDL principles in assessments.
- Review Memorial’s Guidelines for Accommodations to assist students.
- Use rubrics to make expectations (criteria and standards) clear to students and to help you grade assessments.
- Build in ways to make sure students are accountable for the work they do in discussions and in groups.
- Consider different types of feedback and frequency required for students to track their progress and stay motivated to complete the course.
- Use the Assignments (Dropbox) tool in Brighspace for students to submit essays/research papers and for you to easily track submissions, annotate papers, and/or provide audio feedback.
- For privacy and security of student data, use technology supported by Memorial:
- Brightspace communication, collaboration and assessment tools.
- Other educational technologies supported by CITL (i.e. Peer Scholar).
4. REVIEW AND SELECT TEACHING AND LEARNING ACTIVITIES AND RESOURCES
The Goal: Select activities and resources that will help students to successfully complete the assessment you have chosen and interact with each other.
- Identify the successful activities you use in-class and think about how they can be delivered online.
- When appropriate, limit activities that simply focus on rote learning or memorization.
- Scaffold learning activities to move students from mastering content to learning how to apply the content, reflect, and make connections. Watch this video of a five stage model.
- Have students find and evaluate information themselves by providing criteria and guidelines.
- Embed formative classroom assessment techniques throughout course for students to monitor their progress.
- Incorporate group projects and online collaborative learning activities.
- Engage students in online discussions to apply and reflect on what they are learning.
- Give some consideration to activities that can be done synchronously (real-time) versus asynchronously.
- Use synchronous activities when there is opportunity for students to interact and collaborate (e.g. presenting troublesome topics or hosting review sessions that may require Q&A and bringing in a guest speaker). Contact CITL for consultation.
- Design activities to meet all students’ needs.
- Consider the best way to make content available to students (e.g. provide course notes in text format, audio, and video).
- Review any existing resources (e.g. instructor notes, PowerPoints slides, and readings) for currency and make plans for revisions and additions to facilitate and support each of the learning activities. Contact CITL for a consultation with an instructional designer.
- Where possible, link to relevant web content or Open Access resources (e.g. OER Commons Collections or CC Search and Linney – MUN’s Learning Object Repository) rather than create all the content yourself.
- If required, create a video narration of your own slides, record yourself demonstrating a task, or work with CITL to create a video. See media examples on CITL website.
- Link to an audio clip, record your own (e.g. using Microsoft voice recorder or audacity) or create a podcast.
- Consider using resources currently available through Memorial Libraries by incorporating the Course Resources (Reserve) tool in your course site.
- While many resources you find online are available for use under current Fair Dealing guidelines, it is important to verify copyright restrictions and apply proper attribution when using the work of others. Copyright support is available at the library if you are unsure about licensing or have questions about fair dealing.
- Incorporate technology, such as twitter, video assignment tool within Brightspace, peerScholar and other technologies supported by CITL to foster communication and collaboration, see Which Tool Should I Use?.
- Use the appropriate technology for your teaching situation (e.g. class size, type of activity, course goals/learning outcomes). Contact CITL should you need help in making these decisions.
Want to know more?
Finding Free Copyright Materials for your Course
Types of Lectures – Planning for Interactive Teaching and Learning
Improving Online Communications
More learning in ‘active learning’ classrooms, but students don’t know it
Activities for Building Cultural Competencies in Our Students and Ourselves
Bates, A. W. (2019). Chapter 10: Trends in open education. In A. W. Bates, Teaching in a Digital Age, Second Edition
Bates, A. W. (2019). Chapter 8: Choosing and using media in education: The SECTIONS model. In A.W. Bates, Teaching in a Digital Age, Second Edition
5. CHECK THAT LEARNING OUTCOMES, ASSESSMENT/FEEDBACK AND ACTIVITIES/RESOURCES SUPPORT EACH OTHER
The Goal: Verify the goals/outcomes, assessment and feedback, teaching/learning activities, and resources you have chosen support each other and are reflective of the course requirements and your teaching and learning context – situational factors (see Figure 1).
Effective Course Design
- List each of your learning outcomes.
- For each outcome, Identify the assessment and activity/resource students will complete and how feedback will be provided for you and the students to determine if they achieved the intended learning outcomes.
- Check how well the activity or assessment supports the learning outcomes. For example:
- If the learning outcome is for students to be able to analyze information and an exam with questions requiring students to remember content-related facts is the assessment, then the outcomes and assessment are not aligned. There is no opportunity for students to practice analyzing information.
6. REVISE OR PLAN COURSE STRUCTURE, SCHEDULE AND CONTENT FOR ENTIRE SEMESTER
The Goal: Decide on a course structure and revise or create a schedule for the entire semester that can be used to guide student learning and your instruction.
- Decide how many weeks or class sessions are required to cover each major topic/theme that comprise your course content for the semester.
- Scaffold topics so build on one another in a way that allow students to integrate what they learned in a previous week with new topics/information in the upcoming week (e.g. from simple to complex or known to unknown).
- Sequence the activities and assessments you selected around the weekly topics/themes into a course schedule.
- Ensure ample time is allocated between each activity and/or assessment for students to apply concepts, for you to provide feedback, and for students to analyze feedback to improve learning.
- Suggest completing the activities and assignments yourself to ensure they can be completed in time frame allocated and using the instructions and resources provided.
7. PREPARE OR REVISE SYLLABUS AND COMMUNICATION STRATEGIES
The Goal: Communicate your course design and expectations in the syllabus, along with your communication strategies to establish a supportive learning environment.
- Review syllabus requirements under University Regulations stated under General Academic Regulations (Undergraduate) in Memorial’s Calendar.
- Check with your academic unit to see if a template is available.
- Ensure overview of course describes how content will be delivered.
- Coordinate grading allocations (e.g. weight) so appropriate to each component based on the determined level of importance.
- Clearly articulate how communication occurs in the course, frequency and technology tools used.
- Similar to how you would speak in a typical lecture, write in a more conversational style to engage students.
- Include netiquette rules to promote respectful communication, interaction and collaboration. (This is already included in the Getting Started section of the Course Set-up Kit!).
- Clearly describe instructions and resources required for each assessment component. Include any rubrics to help students see your expectations for submissions. This too may also decrease the number of inquiries from students.
- Provide clear participation and/or evaluation guidelines for any asynchronous discussions and synchronous activities/interactions in your course.
Want to know more?
The Seven Principles for Good Practice in Undergraduate Education
Course Syllabus Design
Faculty of Humanities and Social Sciences – Develop a Course Syllabus
Faculty of Science – Guidelines for Course Syllabi, Faculty of Science
Inclusion by Design: Tool Helps Faculty Examine Their Teaching Practices
8. EVALUATE HOW YOUR COURSE IS GOING
The Goal: Select appropriate times throughout the course to solicit feedback and determine additional supports to help students succeed.
- Include opportunities for feedback from students part way through the course or even after each major section to assess how they are doing and how the course is progressing.
- Ask students to evaluate the learning activities and resources (including technology) used.
- Use Brightspace Survey Tool to solicit feedback.
- Encourage students to complete CEQs.
CITL, Phillips, P.; St. Croix, L.; Wicks, C.; & Beaton, N. (2020). Adapted from original Course Set Up Kit Guide by St. Croix, L. & Wicks, C. (2014).