{"id":17839,"date":"2024-04-05T08:33:35","date_gmt":"2024-04-05T12:03:35","guid":{"rendered":"https:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/?p=17839"},"modified":"2025-11-14T13:35:48","modified_gmt":"2025-11-14T17:05:48","slug":"guide-for-preparing-your-course-for-remote-or-online-learning-2","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/guide-for-preparing-your-course-for-remote-or-online-learning-2\/","title":{"rendered":"Guide for Preparing Your Course for Remote or Online Learning"},"content":{"rendered":"<p>This guide provides a systematic approach to assist instructors in preparing their courses for remote or online instruction and is designed to support the use of the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/course-set-up-kit\/brightspace-course-setup-kit\/\">Brightspace Course Site Set-up Kit<\/a>. It takes into consideration that some instructors may be starting from scratch, while others may have existing content to build upon. For those starting from scratch, we recommend that you use the set-up kit, as it provides a simple editable structure to get you started.<\/p>\n<p>The guide is divided in two parts:<\/p>\n<ul class=\"wp-block-list\">\n<li><a href=\"#section_1\">Part I: Planning your Course<\/a><\/li>\n<li><a href=\"#section_2\">Part II: Implementing your Course Plan in Brightspace, Memorial\u2019s Learning Management System<\/a><\/li>\n<\/ul>\n<p><section class='notebox'><aside><\/p>\n<p>The guide is informed by <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/course-design-checklist\/\"><em>Memorial\u2019s Quality Guidelines for Course Design<\/em>,<\/a><a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\"><em>Quality Matters<\/em><\/a><a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\"><em>Emergency Remote Instruction Checklist: Higher Education<\/em>,<\/a><a href=\"http:\/\/castprofessionallearning.org\/about-udl\/\">Universal Design for Learning<\/a><a href=\"http:\/\/castprofessionallearning.org\/about-udl\/\">(UDL)<\/a> and the works of <a href=\"http:\/\/www.herdsa.org.au\/herdsa-review-higher-education-vol-1\/5-22\">John Biggs,<\/a><a href=\"https:\/\/www.hws.edu\/academics\/ctl\/pdf\/idea_paper42.pdf\">L. D. Fink<\/a> and <a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/understanding-by-design\/\">Grant Wiggins &amp; Jay McTighe.<\/a><\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\" id=\"section_1\">Part I: Planning Your Course<\/h2>\n<p>Careful planning will help you make decisions about the course elements that are crucial for maximizing students\u2019 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.<\/p>\n<p>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.<\/p>\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-839a2e8d-b563-423b-9e59-788af8ac86f3\" data-mobilecollapse=\"false\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"true\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-9860a7b9-7f76-4cb7-80e1-14f0b623a5b2\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">1. Examine your course and your teaching and learning context<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> 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<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Requirements<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review your syllabus, requirements of programs this course is included, and University policies and guidelines (e.g. <a href=\"https:\/\/www.mun.ca\/main\/accessibility.php\">accessibility,<\/a><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/privacyconsiderations.php\">privacy considerations<\/a>).<\/li>\n<li>Review <a href=\"http:\/\/udlguidelines.cast.org\/?utm_medium=web&amp;utm_campaign=none&amp;utm_source=cast-about-udl\">UniversalDesignforLearning(UDL)guidelines<\/a> for improving the learning environment for all students.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Teaching and Learning Context<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review <a href=\"https:\/\/citl.mun.ca\/teaching-remotely-infographic.pdf\">\u2018Get Started with Teaching Remotely\u2019.<\/a><\/li>\n<li>Think about who your students are and what challenges they may face while participating in your course.<\/li>\n<li>Consider technology your students may have access to at home \u2013 <a href=\"https:\/\/citl.mun.ca\/support\/\">contact CITL to discuss.<\/a><\/li>\n<li>Consider your instructional approach (how you like to teach).<\/li>\n<li>Reflect on your past teaching and identify the concepts that your students may have had trouble Think about how you motivated student participation and engaged them in the learning experience.<\/li>\n<li>Become familiar with or refresh your knowledge of Brightspace by attending <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/workshop-consults\/\">webinars<\/a> offered by CITL and review <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/semester-start-up\/frequently-asked-questions\/\">Frequently Asked Questions<\/a> and <a href=\"https:\/\/blog.citl.mun.ca\/resourcesforstudents\/desire2learn\/\">Student<\/a><a href=\"https:\/\/blog.citl.mun.ca\/resourcesforstudents\/desire2learn\/\">Resources.<\/a><\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/designing-a-course-the-analysis-phase\/\">Designing a Course \u2013 The Analysis Phase<\/a><\/li>\n<li><a href=\"https:\/\/www.mun.ca\/citl\/student-learning-solutions\/online-learning\/technology-requirements\/\">Memorial\u2019s TLF Toolkit<\/a><\/li>\n<li><a href=\"https:\/\/taylorinstitute.ucalgary.ca\/sites\/default\/files\/UDL-guide_2018_05_04-final%20(1).pdf\">Universal Design for Learning in Higher Education<\/a><\/li>\n<li><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/chapter-2-the-nature-of-knowledge-and-the-implications-for-teaching\/\">Bates, A. W. (2019). Chapter 2: The nature of knowledge and the implications for teaching.<\/a><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/chapter-2-the-nature-of-knowledge-and-the-implications-for-teaching\/\">In A.W. Bates, <em>Teaching in a Digital Age<\/em>, Second Edition<\/a><\/li>\n<li><a href=\"https:\/\/ebookcentral-proquest-com.qe2a-proxy.mun.ca\/lib\/mun\/detail.action?docID=1394307\">Fink, L. D. (2013). Creating significant learning experiences: The key to quality in educational<\/a><\/li>\n<li><a href=\"https:\/\/ebookcentral-proquest-com.qe2a-proxy.mun.ca\/lib\/mun\/detail.action?docID=1394307\">programs. In L. D. Fink, <em>Creating significant learning experiences<\/em>: <em>An integrated approach to<\/em><\/a><a href=\"https:\/\/ebookcentral-proquest-com.qe2a-proxy.mun.ca\/lib\/mun\/detail.action?docID=1394307\"><em>designing college courses <\/em>(pp. 1-30). Jossey-Bass.<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">Quality Matters 6th Edition Standards<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-5f17a6d3-d4be-4bff-86ee-cbd5688a0bb8\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-1-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">2. Edit or write overall course goals\/learning outcomes<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-1-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> 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 of the course and after.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Competencies\/Attributes<\/h5>\n<ul class=\"wp-block-list\">\n<li>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).<\/li>\n<li>Don\u2019t try to do too much<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Communicating Learning Outcomes<\/h5>\n<ul class=\"wp-block-list\">\n<li>Consider how goals\/outcomes are communicated from a <a href=\"http:\/\/udloncampus.cast.org\/page\/planning_goal\">universaldesign perspective.<\/a><\/li>\n<li>Use <a href=\"https:\/\/www.uidaho.edu\/-\/media\/UIdaho-Responsive\/Files\/provost\/IEA\/Assessment\/Assessment-Resources\/1a_1b\/slo_bloom_domains.pdf?la=en&amp;hash=11A7797219FB071A5B9B7C6B1A782EC55EA23503\">verbs from learning taxonomies<\/a> or <a href=\"https:\/\/ctle.utah.edu\/resources\/Blooms-Taxonomy.php\">Bloom\u2019s Taxonomy \u2013 Revised for 21st-Century<\/a><a href=\"https:\/\/ctle.utah.edu\/resources\/Blooms-Taxonomy.php\">Learners<\/a> 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.<\/li>\n<li>Prioritize the learning outcomes according to This will help you later decide on the course organization and help your students prioritize their learning.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/TLFtoolkit\/goals.php\">Set Goals and Out<\/a><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/TLFtoolkit\/goals.php\">comes<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/learning-outcomes\/\">Learning Outcomes: Definition, Characteristics, and Benefits<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/learning-outcomes-construction\/\">Learning Outcomes: Construction<\/a><\/li>\n<li><a href=\"https:\/\/teaching.utoronto.ca\/teaching-support\/course-design\/developing-learning-outcomes\/\">Developing Learning Outcomes<\/a><a href=\"https:\/\/iteachu.uaf.edu\/learning-taxonomies\/\">Learning Taxonomies<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=4DgkLV9h69Q\">What Level of Learning Applies?<\/a><a href=\"https:\/\/www.wcu.edu\/WebFiles\/PDFs\/facultycenter_SignificantLearning.pdf\">What is \u2018Significant Learning\u201d<\/a><\/li>\n<li><a href=\"https:\/\/er.educause.edu\/blogs\/2019\/12\/moving-a-taxonomy-of-inclusive-design-from-theory-to-practice\">Moving a Taxonomy of Inclusive Design from Theory to Practice<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 2.1 to 2.5<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-65b99838-d2fa-491c-9eb2-1f6014b86adb\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-2-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">3. Review and construct assessment components and methods of feedback<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-2-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> Choose assessments that enable students to continuously monitor and evaluate their own learning progress and ultimately achieve the course learning outcomes.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Assessment<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review existing assessments and determine if they help students achieve the overall course learning outcomes.<\/li>\n<li>Reflect on your past assessment strategies and think about how they can be modified for remote or online instruction.<\/li>\n<li>Review <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/moving-assessment-to-remote-learning-within-brightspace\/\">\u2018Moving Assessment to Remote Learning within Brightspace\u2019.<\/a><\/li>\n<li>Examine <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/moving-assessment-to-remote-learning-within-brightspace\/\">types of assessments<\/a> that support different levels of Bloom\u2019s Taxonomy, see this <a href=\"https:\/\/zaidlearn.files.wordpress.com\/2009\/07\/bloomwheel.png\">Taxonomy Wheel.<\/a><\/li>\n<li>Provide opportunities for students to self-reflect and get feedback from you and their classmates, see <a href=\"https:\/\/www.mcgill.ca\/tls\/instructors\/assessment\/peer\/examples\">Examples of Peer Assessment Assignments.<\/a><\/li>\n<li>Apply <a href=\"http:\/\/udloncampus.cast.org\/page\/assessment_udl#l1970365\">UDL principles in assessments.<\/a><\/li>\n<li>Review Memorial\u2019s <a href=\"https:\/\/www.mun.ca\/student\/faculty-staff\/GuidelinesforAccommodations.php\">Guidelines for Accommodations<\/a> to assist<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Feedback<\/h5>\n<ul class=\"wp-block-list\">\n<li>Use <a href=\"https:\/\/www.niu.edu\/citl\/resources\/guides\/instructional-guide\/rubrics-for-assessment.shtml\">rubrics<\/a> to make expectations (criteria and standards) clear to students and to help you grade assessments.<\/li>\n<li>For examples of rubrics for critical thinking, written and oral communication, etc. view <a href=\"https:\/\/www.aacu.org\/value-rubrics\">VALUE rubrics created by the Association of American Colleges &amp; Universities<\/a><a href=\"https:\/\/www.aacu.org\/value-rubrics\">(AAC&amp;U).<\/a><\/li>\n<li>Build in ways to make sure students are accountable for the work they do in discussions and in groups.<\/li>\n<li>Consider <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/assessment\/types-of-feedback\/\">different types of feedback<\/a> and frequency required for students to track their progress and stay motivated to complete the course.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Technology<\/h5>\n<ul class=\"wp-block-list\">\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/dropbox-assignments\/\">Assignments(Dropbox)toolinBrighspace<\/a> for students to submit essays\/research papers and for you to easily track submissions, annotate papers, and\/or provide audio<\/li>\n<li>For privacy and security of student data, use technology supported by Memorial:\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/choosing-the-proper-tool-for-communication\/\">Brightspacecommunication,collaborationandassessmenttools<\/a>.<\/li>\n<li>Other <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/\">educational technologies<\/a> supported by CITL (i.e. Peer Scholar).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/FAQ.php\">FAQs for Instructors<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/assessment\/\">Assessment, Evaluation and Feedback<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=YbQDLngebnQ&amp;feature=youtu.be\">Educative Assessment (Forward-Looking Assessment)<\/a><a href=\"https:\/\/www.cmu.edu\/teaching\/assessment\/assesslearning\/rubrics.html\">Creating and Using Rubrics<\/a><\/li>\n<li><a href=\"http:\/\/transformingassessment.com\/\">Transforming Assessment<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 3.1 to 3.5<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-7c50a80a-c574-4e73-93ff-26a05d43d4d3\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-3-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">4. Review and prepare teaching and learning activities and resources<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-3-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> Select activities, content, and resources that will help students to successfully complete the assessment you have chosen and interact with each other.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Activities<\/h5>\n<ul class=\"wp-block-list\">\n<li>Identify the successful activities you use in-class and think about how they can be delivered online.<\/li>\n<li>When appropriate, limit activities that simply focus on rote learning or<\/li>\n<li>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 <a href=\"https:\/\/youtu.be\/ILCnUgfeuoc\">five stage<\/a><a href=\"https:\/\/youtu.be\/ILCnUgfeuoc\">model<\/a>.<\/li>\n<li>Have students find and evaluate information themselves by providing criteria and<\/li>\n<li>Include activities to help students summarize key points.<\/li>\n<li>Embed <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/technology-enhanced-classroom-assessment-techniques\/\">formative classroom assessment techniques<\/a> throughout course for students to monitor their progress.<\/li>\n<li>Incorporate <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/group-work\/group-work-classroom-small-group-tasks\">group projects<\/a> and <a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/6-5-online-collaborative-learning\/\">online collaborative learning<\/a><\/li>\n<li>Engage students with <a href=\"https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions\">online discussions<\/a> to apply content and reflect on what they are<\/li>\n<li>Give some consideration to activities that can be done synchronously (real-time) versus<\/li>\n<li>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&amp;A and bringing in a guest speaker). <a href=\"https:\/\/citl.mun.ca\/support\/\">Contact CITL<\/a> for consultation.<\/li>\n<li><a href=\"http:\/\/udloncampus.cast.org\/page\/teach_emotion#l1970154\">Design activities<\/a> to meet all students\u2019<\/li>\n<li>Get students\u2019 feedback on course content and\u00a0facilitation.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Supporting Content\/Resources<\/h5>\n<ul class=\"wp-block-list\">\n<li>Consider the best way to make content available to students (e.g. provide course notes in text format, <a href=\"http:\/\/udloncampus.cast.org\/page\/media_audio\">audio,<\/a> and <a href=\"http:\/\/udloncampus.cast.org\/page\/media_video\">video<\/a>).<\/li>\n<li>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. <a href=\"https:\/\/citl.mun.ca\/support\/\">Contact CITL<\/a> for a consultation with an instructional designer.<\/li>\n<li>Where possible, link to relevant web content or <a href=\"http:\/\/guides.library.mun.ca\/openaccess\">Open Access<\/a> resources (e.g. <a href=\"https:\/\/www.oercommons.org\/curated-collections\">OER<\/a><a href=\"https:\/\/www.oercommons.org\/curated-collections\">Commons Collections<\/a> or <a href=\"https:\/\/search.creativecommons.org\/\">CC Search<\/a> and <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/linney-what-is-it\/\">Linney \u2013 MUN\u2019s Learning Object Repository<\/a>) rather than create all the content yourself.<\/li>\n<li>If required, create a <a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/effective-educational-videos\/\">video<\/a> narration of your own slides, record yourself demonstrating a task, or work with CITL to create a See <a href=\"https:\/\/www.mun.ca\/citl\/media-services\/\">media examples<\/a> on CITL website.<\/li>\n<li>Link to an audio clip, record your own (e.g. using <a href=\"https:\/\/support.microsoft.com\/en-ca\/help\/4028308\/windows-10-how-to-use-voice-recorder\">Microsoft voice recorder<\/a> or <a href=\"https:\/\/www.audacityteam.org\/\">audacity<\/a>) or create a <a href=\"https:\/\/www.podcastinsights.com\/\">podcast.<\/a><\/li>\n<li>Consider using resources currently available through Memorial Libraries by incorporating the <a href=\"https:\/\/www.library.mun.ca\/usingthelibraries\/borrowrenewreturn\/reserves\/placingitemsonreserve\/\">Course Resources (Reserve<\/a>) tool in your course site.<\/li>\n<li>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 <a href=\"https:\/\/www.library.mun.ca\/usingthelibraries\/copyrighthelp\/\">Copyright support<\/a> is available at the library if you are unsure about licensing or have questions about fair dealing.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Technology<\/h5>\n<ul class=\"wp-block-list\">\n<li>Incorporate technology<em>, such as twitter, <\/em><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/video-assignments\/\"><em>video assignment tool within<\/em><\/a><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/video-assignments\/\"><em>Brightspace<\/em><em>,<\/em><\/a><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/peerscholar\/\"><em>peerScholar<\/em><\/a><em> and other technologies supported by CITL to foster communication and collaboration, see <\/em><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/choosing-the-proper-tool-for-communication\/\"><em>Which Tool Should I Use?<\/em><em>.<\/em><\/a><\/li>\n<li><em>Use the appropriate technology for your teaching situation (e.g. class size, type of activity, course goals\/learning outcomes). <\/em><a href=\"https:\/\/citl.mun.ca\/support\/\"><em>Contact CITL<\/em><\/a><em> should you need help in making these<\/em><\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/finding-free-copyright-material\/\">Finding Free Copyright Materials for your Course<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1xHQtLfhA0xrL850Uv2mESRHfPcQfd23I40-AecBQ2uU\/edit\">Types of Lectures \u2013 Planning for Interactive Teaching and Learning<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/resources-related-to-instructional-and-learning-strategies\/improving-online-communications\/\">Improving Online Communications<\/a><\/li>\n<li><a href=\"https:\/\/www.sciencedaily.com\/releases\/2019\/09\/190905171810.htm\">More learning in \u2018active learning\u2019 classrooms, but students don\u2019t know it<\/a><a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-teaching-strategies\/activities-building-cultural-competencies-students\/\">Activities for Building Cultural Competencies in Our Students and Ourselves<\/a><\/li>\n<li><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/10-trends-in-open-education\/\">Bates, A. W. (2019). Chapter 10: Trends in open education. In A. W. Bates, <em>Teaching<\/em><em>in<\/em><em>a<\/em><\/a><\/li>\n<li><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/10-trends-in-open-education\/\"><em>Digital Age<\/em>, Second Edition<\/a><\/li>\n<li><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/9-pedagogical-differences-between-media\/\">Bates, A. W. (2019). Chapter 8: Choosing and using media in education: The SECTIONS<\/a><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/9-pedagogical-differences-between-media\/\">model. In A.W. Bates, <em>Teaching in a Digital Age<\/em>, Second Edition<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 3.5, 4.1 to 4.5, 5.1 to 5.4, 6.1 to 6.4 and 8.3 to 8.5<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-280b4fd6-e39b-4200-8ee0-fd6352eab134\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-4-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">5. Check that learning outcomes, assessment\/feedback and activities\/resources support each other<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-4-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> 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 \u2013 situational factors (see Figure 1).<\/p>\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><a href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2024\/04\/integrated-course-design.png\"><img loading=\"lazy\" decoding=\"async\" width=\"733\" height=\"418\" src=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2024\/04\/integrated-course-design.png\" alt=\"\" class=\"wp-image-17859\" srcset=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2024\/04\/integrated-course-design.png 733w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2024\/04\/integrated-course-design-300x171.png 300w\" sizes=\"auto, (max-width: 733px) 100vw, 733px\" \/><\/a><figcaption class=\"wp-element-caption\">Figure 1: Components of Integrated Course Design. Adapted from Model 1 from L. Dee Fink, \u201cA Self-Directed Guide to Designing Courses for Significant Learning, \u00a92005, p. 2. Via <a href=\"https:\/\/www.deefinkandassociates.com\/GuidetoCourseDesignAug05.pdf\">Dee Fink &amp; Associates<\/a>.<\/figcaption><\/figure>\n<\/div>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Effective Course Design<\/h5>\n<ul class=\"wp-block-list\">\n<li>List each of your learning<\/li>\n<li>For each outcome, Identify the content (assessment, activity, and resource) students will complete and how feedback will be provided for you and the students to determine if they achieved the intended learning outcomes.<\/li>\n<li>Check how well the activity or assessment supports the learning For example:\n<ul class=\"wp-block-list\">\n<li>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.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/learning-outcomes-alignment\/\">Learning Outcomes: Alignment<\/a><\/li>\n<li><a href=\"https:\/\/blogs.bath.ac.uk\/exchange\/2016\/constructive-alignment\/\">Constructive Alignment: What is constructive alignment?<\/a><a href=\"https:\/\/teaching.utoronto.ca\/wp-content\/uploads\/2015\/08\/Dee-Fink-Course-Design-42.pdf\">Fink\u2019s Integrated Course Design<\/a><\/li>\n<li><a href=\"https:\/\/www.sabes.org\/sites\/sabes.org\/files\/resources\/Backward_design.pdf\">Wiggins &amp; McTighe (2001). Chapter 1. What is Backward Design?<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 2.1 to 2.5, 3.1, 4.1, 4.2, and 5.1<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-70d29fed-e84c-423f-96c6-4a2991d140ce\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-5-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">6. Decide course structure and organize a schedule for entire semester<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-5-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> Establish a consistent course structure and revise or create a schedule for the entire semester that can be used to guide student learning and your instruction.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Structure<\/h5>\n<ul class=\"wp-block-list\">\n<li>Scaffold major topics\/themes, 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).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>Decide how many weeks or class sessions are required to cover each major topic\/theme that comprise your course content for the semester.<\/li>\n<li>For each weekly topic or module, introduce the concepts\/information to be covered, define learning outcomes, explain purpose of readings, and include the activities and assignments students are expected to This will help students plan and manage their time.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Schedule<\/h5>\n<ul class=\"wp-block-list\">\n<li>Sequence the activities and assessments you selected around the weekly topics\/themes into a course schedule.<\/li>\n<li>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.<\/li>\n<li>Suggest completing the activities and assignments yourself to ensure they can be completed in time frame allocated and using the instructions and resources provided.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/1r3-0lWnBRImjhe5PCOdKowun-VzkjikF\/view\">Backward Course Planning<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/designing-a-course-course-components-structure-and-style\/\">Course Design \u2013 Course Components, Structure and Style<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/instructional-design-resources\/principles\/\">Principles of Accessibility<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/assistive-technologies\/\">Assistive Technologies<\/a><a href=\"https:\/\/citl.mun.ca\/technologies\/MediaServices.php\">Media Services<\/a><\/li>\n<li><a href=\"https:\/\/www.mun.ca\/citl\/resources-for-instructors\/teaching-online\/\">Things to know when teaching online<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 1.1, 3.4, 3.5, 5.1, and 8.3<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-ec8c4a53-0ab2-40a3-b0a6-f6887b31f8ca\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-6-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">7. Prepare or revise syllabus and communication strategies<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-6-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> Communicate your course design and expectations in the syllabus, along with your communication strategies to establish a supportive learning environment.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Expectations<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review syllabus requirements under University Regulations stated under General Academic Regulations (Undergraduate) in Memorial\u2019s Calendar.<\/li>\n<li>Review <a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/TLFtoolkit\/Syllabus_Guidelines_Summer_2019.pdf\">Guidelines for Co<\/a><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/TLFtoolkit\/Syllabus_Guidelines_Summer_2019.pdf\">urse Syllabi<\/a> at<\/li>\n<li>Check with your academic unit to see if a syllabus template is<\/li>\n<li>Ensure overview of course includes the course structure and describes how content will be delivered (instructor printable notes, slide presentations, links to websites, audio clips, instructor-created video,videos on YouTube, real-time scheduled web conferencing sessions).<\/li>\n<li>Explain why the course content is relevant and show the connection between the learning outcomes and assignments\/activities. Use a concept map, for example.<\/li>\n<li>Place information about supports and accommodations at the top of the syllabus so students can easily see what is available to help them succeed.<\/li>\n<li>Include a schedule for the entire semester and note any due<\/li>\n<li>Coordinate grading allocations (e.g. weight) so appropriate to each component based on the determined level of importance.<\/li>\n<li>Clearly describe instructions and resources required for each assessment component. Include any rubrics to help students see your expectations for This too may also decrease the number of inquiries from students.<\/li>\n<li>Provide clear participation and\/or evaluation guidelines for any asynchronous discussions and synchronous activities\/interactions in your course.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Communication Strategies<\/h5>\n<ul class=\"wp-block-list\">\n<li>Similar to how you would speak in a typical lecture, write in a more conversational style to engage students.<\/li>\n<li>Include netiquette rules to promote respectful communication, interaction and<\/li>\n<li>Clearly articulate how students can contact you and when they can expect a For example, how often will you be checking and responding to email.<\/li>\n<li>List your office hours and the tools students can use to reach<\/li>\n<li>Outline when students can expect grades and feedback.<\/li>\n<li>Provide resources for students to become familiar with the tools<\/li>\n<li>Encourage the use of audio and video to help students connect with you and each<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/citt.ufl.edu\/resources\/the-learning-process\/designing-the-learning-experience\/chickering-and-gamson\/\">The Seven Principles for Good Practice in Undergraduate Education<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/course-syllabus-design\/\">Course Syllabus Design<\/a><\/li>\n<li><a href=\"https:\/\/www.mun.ca\/hss\/faculty_staff\/tasks.php\">Faculty of Humanities and Social Sciences \u2013 Develop a Course Syllabus<\/a><a href=\"https:\/\/www.mun.ca\/science\/faculty_staff\/syllabi_guidelines.php\">Faculty of Science \u2013 Guidelines for Course Syllabi, Faculty of Science<\/a><a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/inclusion-by-design-tool-helps-faculty-examine-teaching-practices\/\">Inclusion by Design: Tool Helps Faculty Examine Their Teaching Practices<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards 1.1-1.7, 2.1, 2.3, 3.1, 3.2, 4.2, 4.3, 5.3, 5.4, 6.4, 7.1 to 7.4, and 8.6<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-74250991-c15e-451d-a451-3d1daf2ec17b\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-7-839a2e8d-b563-423b-9e59-788af8ac86f3\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-839a2e8d-b563-423b-9e59-788af8ac86f3\" style=\"color: #000000; \">8. Evaluate how your course is going<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-7-839a2e8d-b563-423b-9e59-788af8ac86f3\">\n<p><strong>The Goal:<\/strong> Select appropriate times throughout the course to solicit feedback and determine additional supports to help students succeed.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Student Feedback<\/h5>\n<ul class=\"wp-block-list\">\n<li>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<\/li>\n<li>Ask students to evaluate the learning activities and resources (including technology)<\/li>\n<li>Use<a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/soliciting-feedback-from-students-on-their-learning-experience\/\">Brightspace Survey Tool<\/a> to solicit<\/li>\n<li>Encourage students to complete CEQs.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/sloat.essex.edu\/sloat\/delete\/contentforthewebsite\/classroom_assessment_techniques.pdf\">Classroom Assessment Techniques<\/a><\/li>\n<li><a href=\"https:\/\/library.gwu.edu\/sites\/default\/files\/tlc\/Sample%20Feedback%20Activities.pdf\">Sample Activities for Getting Feedback from Students<\/a><\/li>\n<li><a href=\"https:\/\/teaching.utoronto.ca\/wp-content\/uploads\/2017\/01\/Gathering-MidCourse-Feedback_Jan.-2017.pdf\">Gathering Formative Feedback with Mid-Course Evaluations: A Guide for Faculty<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">Quality Matters 6th Edition Standards<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n<h2 class=\"wp-block-heading\" id=\"section_2\">Part II: Implementing Your Plan in Brightspace<\/h2>\n<p>Now that you have a sound plan for your course, you can begin setting up your Brightspace learning environment. Part II of this guide provides other tips and resources to help you build and facilitate your course in Brightspace. Again, a list of additional resources and QM standards are provided if you want to dive in and learn more.<\/p>\n<p><section class='notebox'><aside><\/p>\n<p><strong>Note:<\/strong><\/p>\n<p>About six weeks prior to the start of the semester, a Brightspace course site is automatically generated for each credit course offering and access provided to instructor. This is the \u2018live\u2019 site that registered students will access. If you wish to prepare in advance prior to the generation of the \u2018live\u2019 site, you can submit a request to <a href=\"http:\/\/www.citl.mun.ca\/support\">CITL\u2019s Support<\/a><a href=\"http:\/\/www.citl.mun.ca\/support\">Centre<\/a> for a \u2018sandbox\u2019 or \u2018development site with no student registrants added. You can copy content from a previous offering into the \u2018live\u2019 or \u2018sandbox\u2019 site. If you are starting from scratch, consider uploading the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/course-set-up-kit\/brightspace-course-set-up-kit-for-remote-instruction\/\">course set-up kit<\/a> into your Brightspace course site.<\/p>\n<p>The set-up kit was designed to meet accessibility standards and can easily be edited using the HTML editor within Brightspace.<\/p>\n<p><\/aside><\/section><\/p>\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" data-mobilecollapse=\"false\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"true\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-9e587c0b-a082-43a6-aa0a-a73b809c225d\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">1. Getting started: write welcome and overview<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Introduce learners to purpose and structure of the course, learning environment, and what is expected.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Welcome Message<\/h5>\n<ul class=\"wp-block-list\">\n<li>Welcome students to the course and introduce<\/li>\n<li>Describe your teaching philosophy and how course is<\/li>\n<li>Consider sharing some information about you and your experience teaching the course to help students establish a connection with you, see <a href=\"https:\/\/www.mun.ca\/citl\/media-services\/\">examples of course\/moduleintroductions.<\/a><\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Overview<\/h5>\n<ul class=\"wp-block-list\">\n<li>Write a general description and describe the overall format of the course. Draft in Microsoft Word or similar application first and then copy and paste into Brightspace<a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/using-the-html-editor\/\"> using HTML Editor<\/a> (page provided in CITL Course Setup Kit Template).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>Make clear how to get started, how to navigate the site, and find various components (e.g. syllabus, descriptions of assessments, due dates).<\/li>\n<li>List overall course goals\/learning outcomes, if not included in syllabus<\/li>\n<li>Communicate the course workload to help students plan and manage their time (e.g. include formal study time and self-study time).<\/li>\n<li>Explain what is expected for asynchronous discussions and synchronous activities\/interactions (e.g. participate in discussion forums regularly and how you will hold students accountable for group work).<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/key-ingredients-students-success-college-course\/\">The Key Ingredients to Students\u2019 Success in a College Course<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 1.1 to 1.9<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-f5a53244-bf11-4409-962d-01bee1a5c5c5\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-1-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">2. Set communication expectations<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-1-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Create a sense of community by informing students how communication and interaction occurs in the course.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Communication Strategies<\/h5>\n<ul class=\"wp-block-list\">\n<li>Describe how students will communicate with you and their classmates and outline the technology tools used (e.g. students can use Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/783-2\/\">classlist<\/a> to email you, individual classmates or group members).<\/li>\n<li>Provide more than one way to contact you (e.g. an Institutional email or telephone number for emergency situations).<\/li>\n<li>Include contact information for any assistants helping deliver the course (e.g. teaching assistant or librarian\/research assistant).<\/li>\n<li>Set response time expectations. Being online does not imply you need to be available 24\/7.<\/li>\n<li>Communicate when students can expect grades and feedback.<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-news-announcements-tool\/\">Announcements<\/a> tool in Brightspace to update students of any changes in course schedule or resources.<\/li>\n<li>Provide schedule of online synchronous sessions if you are including these in your delivery. This will help students prepare to actively participate in the course (sample already included in CITL Setup Kit Template).<\/li>\n<li>Hold online office hours using <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/online-roomsvideo-assignments\/\">Online Rooms.<\/a><\/li>\n<li>Review <a href=\"https:\/\/citl.mun.ca\/technologies\/videoconferencing.php\">\u2018Best Practices for Video Conferencing\u2019<\/a> created by<\/li>\n<li>Include netiquette rules (already included in CITL Course Setup Kit Template).<\/li>\n<li>Discuss with students the built-in <a href=\"https:\/\/documentation.brightspace.com\/EN\/le\/discussions\/learner\/reply_discussion_thread.htm?tocpath=Instructors%7CInteract%20and%20engage%20with%20learners%7CCreate%20and%20manage%20discussion%20forums%7CGetting%20started%20with%20discussions%7C_____6\">video and audio<\/a> recorder and whether want to use it for participating in discussion forums.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Opportunities for Social Interaction<\/h5>\n<ul class=\"wp-block-list\">\n<li>Foster social interaction so students can learn from each other by:\n<ul class=\"wp-block-list\">\n<li>Inviting students to introduce themselves and share a personal comment or video.<\/li>\n<li>Creating a course <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-discussion-tool\/\">discussion<\/a> and encourage students to ask and respond to questions related to the course and post relevant resources.<\/li>\n<li>Encouraging study groups.<\/li>\n<li>Creating a \u2018student cafe\u2019 discussion forum for students to talk about things not related to the course.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/using-announcements-to-give-narrative-shape-to-your-online-course\/?st=FFdaily%3Bs%3DFF200601%3Butm_term%3DFF200601&amp;utm_source=ActiveCampaign&amp;utm_medium=email&amp;utm_content=Using%2BAnnouncements%2Bto%2BGive%2BNarrative%2BShape%2Bto%2Byour%2BOnline%2BCourse&amp;utm_campaign=FF200601\">Using Announcements to Give Narrative Shape to your Online Course<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/resources-related-to-instructional-and-learning-strategies\/improving-online-communications\/\">Improving Online Communications<\/a><\/li>\n<li><a href=\"https:\/\/www.purdue.edu\/innovativelearning\/supporting-instruction\/portal\/files\/4_Community_of_Inquiry_Framework.pdf\">Community of Inquiry Framework<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/seven-strategies-to-promote-community-in-online-courses\/\">7 Strategies to Promote Community in Online Courses<\/a><a href=\"http:\/\/udloncampus.cast.org\/page\/teach_social\">Social Learning<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/building-community-creating-relevance-online-classroom\/\">Building Community and Creating Relevance in the Online Classroom<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/instructional-design-resources\/emoticon-basics\/\">Emoticon Basics<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/choosing-the-proper-tool-for-communication\/\">Which Tool Should I use?<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/\">Other Educational Technologies<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 1.3, 1.8, 1.9. 5.3 and 5.4<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-45990a6b-f6d5-4d57-b36f-83ac0dbd3bba\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-2-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">3. Provide resources on how to be successful and getting help<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-2-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Set the tone for success by informing students where to go for help, including academic and student support services.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Academic and Student Support Services<\/h5>\n<ul class=\"wp-block-list\">\n<li>Add supports and services (e.g. library service and writing center) available at Memorial and your specific campus (list provided in CITL Setup Kit Template).<strong>Note<\/strong>: Items identified in Setup Kit as a WEB PAGE can be edited by you using the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/using-the-html-editor\/\">HTML Editor<\/a> and LINKS (e.g. Library Service, Technical Help) are managed by CITL, so updates will automatically be applied to your site.<\/li>\n<li>Check with your academic unit and colleagues for other discipline-specific resources or institutional policies to add.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Tutorials and Guides<\/h5>\n<ul class=\"wp-block-list\">\n<li>Provide guidance on study skills and time management as students are required to work more independently in an online\/remote environment (already included in CITL Course Setup Kit Template).<\/li>\n<li>Include <a href=\"https:\/\/blog.citl.mun.ca\/resourcesforstudents\/desire2learn\/\">tutorials on using Brightspace<\/a> and how to get <a href=\"https:\/\/citl.mun.ca\/support\/\">help<\/a> (already included in CITL Setup Kit Template).<\/li>\n<li>Share tutorials to help students become familiar with other technology tools being used, (e.g. Google Sheets).<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.tonybates.ca\/2014\/08\/26\/why-learner-support-is-an-important-component-in-the-design-of-teaching-and-learning\/\">Why learner support is an important component in the design of teaching and learning<\/a><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/5-6-learner-support\/\">Bates (2019). A.6 Learner support. In A. W. Bates, <em>Teaching in a Digital Age<\/em>, Second Edition<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 7.1 to 7.4<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-7b9689a7-ea1b-481d-8e4a-28ba1d9aeaab\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-3-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">4. Make syllabus accessible<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-3-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Present the syllabus in various formats to meet the needs of your learners.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Formatting Syllabus<\/h5>\n<ul class=\"wp-block-list\">\n<li>Format using a template from your academic unit, if available.<\/li>\n<li>Consider placing each component in your syllabus on an individual page as per CITL Setup Kit and\/or uploading an accessible printable version that can be easily read by <a href=\"https:\/\/www.adobe.com\/content\/dam\/acom\/en\/accessibility\/pdfs\/accessing-pdf-sr.pdf\">assistive technology,<\/a> such as a screen reader.<\/li>\n<li>If you using CITL Setup Kit Template, delete any pages you will not be<\/li>\n<li>Summarize all assessments, including sub-components, and value of overall grade (page already included in CITL Course Setup Kit Template).<\/li>\n<li>Suggest including a detail description of each assessment that clearly states its purpose, what students are to do, when, how.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/TLFtoolkit\/Syllabus_Guidelines_Summer_2019.pdf\">Guidelines for Course Syllabi<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/course-syllabus-template\/\">Course Syllabus Template<\/a><a href=\"http:\/\/udloncampus.cast.org\/page\/planning_syllabus\">UDL Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/youre-preparing-syllabus\/\">As You\u2019re Preparing the Syllabus . . .<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/seven-ways-to-make-your-syllabus-more-relevant\/\">Seven Ways to Make Your Syllabus More Relevant<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 8.1 to 8.6<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-2a2d96b2-51ab-4908-a423-6ca77e9f849e\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-4-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">5. Create course schedule<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-4-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Create a schedule that provides a snapshot for each week of the semester, including topics, activities, assessments, and due dates to help guide student learning.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Schedule at a Glance<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review your syllabus and compile into a schedule at a glance the weekly content\/topics and activities and assessments (sample provided in CITL Course Setup Kit Template).<\/li>\n<li>Add due dates for graded assessments, including sub-components.<\/li>\n<li>Ensure ample time between assignments for students to receive feedback before the next assignment is due.<\/li>\n<li>Consider the time required for your students to complete assignments and for you and your teaching assistants to mark and return graded work.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Policies and Regulations<\/h5>\n<ul class=\"wp-block-list\">\n<li>Review general academic regulations related to \u2018Scheduling of Parts of Evaluation\u2019 and \u2018Correct and Return of Student Work\u2019 in University calendar to ensure your dates meet the requirements of these regulations and your academic unit-wide policies.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/11-9-step-seven\/\">Bates (2019). 11.9 Step seven: design course structure and learning activities. In. A. W.<\/a><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/11-9-step-seven\/\">Bates, <em>Teaching in a Digital Age<\/em>, Second Edition<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 8.1 to 8.6<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-dac89b5c-2963-4e01-ad7f-e0029bad62d5\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-5-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">6. Setup content modules<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-5-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Add the content that students need for a successful learning experience following the weekly schedule developed for the semester.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Organize and Add Content<\/h5>\n<ul class=\"wp-block-list\">\n<li>Create a module for each week (sample provided in CITL Course Setup Kit Template) or organize content modules according to the topic\/theme noted in course schedule,<\/li>\n<\/ul>\n<p>see <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/\">Content tool overview.<\/a><\/p>\n<ul class=\"wp-block-list\">\n<li>Establish a routine structure for each week or module so students can plan and organize, for example: introduce the content (concepts\/ information) to be covered (e.g. write an introduction and include a activity to appraise students\u2019 knowledge of and experience with the topic).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>Add <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/learning-outcomes\/\">learning outcomes<\/a> for the module so students know what is expected and can prioritize their learning.<\/li>\n<li>Link to or upload your course resources (e.g. readings in text, resources on <a href=\"https:\/\/www.library.mun.ca\/usingthelibraries\/borrowrenewreturn\/reserves\/placingitemsonreserve\/\">eReserve<\/a> through the library, instructor notes, PowerPoint slides, audio and video (see <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/content-page-1\/\">How to Upload a Topic Page<\/a> and Using <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/using-the-html-editor\/\">HTML Editor<\/a> to add resources).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>Explain purpose of reading(s), resources, and highlight things students should pay particular attention to.<\/li>\n<li>Provide descriptions and detail instructions of any activities. (e.g. group activities and <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/group-work\/making-group-contracts\">expectations of group members<\/a>). Use this <a href=\"https:\/\/www.unlv.edu\/sites\/default\/files\/page_files\/27\/TILT-FacultyTransparentAssgntTemplate.pdf\">template as a guide<\/a> for explaining activities and assignments.<\/li>\n<li>Provide relevant examples of previous students\u2019 work when useful\/possible.<\/li>\n<li>Include clear information about assessment due or place a Consider using <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/?s=Intelligent%2BAgents\">Intelligent Agents in Brightspace<\/a> to send reminders.<\/li>\n<li>Use <a href=\"http:\/\/www.montana.edu\/ecat\/help\/instructor_tutorials\/course_management\/manage_files\/index.html\">\u2018Manage Files Area\u2018<\/a> in Brightspace if want to create\/copy the file structure currently on your computer or to upload a number of files at one time.<\/li>\n<li>Determine how you will release content \u2013 entire content on first day of classes or set weekly <a href=\"https:\/\/youtu.be\/pa2NaVsodRA\">release conditions.<\/a><\/li>\n<li>Refer to <a href=\"https:\/\/www.library.mun.ca\/usingthelibraries\/copyrighthelp\/\">Copyright Help<\/a> for assistance with determining appropriate credit lines when attributing other\u2019s work.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">UDL Considerations<\/h5>\n<ul class=\"wp-block-list\">\n<li>Use headings to organize content and signal important information \u2013 see <a href=\"https:\/\/documentation.brightspace.com\/EN\/le\/html_editor\/instructor\/html_editor_basics.htm?tocpath=Instructors%7CSet%20up%20and%20deliver%20a%20course%7CCreate%20course%20content%7CFormat%20HTML%20course%20content%7CWhat%20are%20the%20basics%20of%20HTML%20Editor%3F%7C_____0\">Basics of HTML<\/a>.<\/li>\n<li>Avoid adding elements (e.g. images) that are distracting and don\u2019t crowd too much text one page.<\/li>\n<li>Include transcripts for video and audio added, see <a href=\"https:\/\/www.youtube.com\/watch?v=ALL0coNVeuw&amp;feature=youtu.be\">Transcribing Recorded Video and<\/a><a href=\"https:\/\/www.youtube.com\/watch?v=ALL0coNVeuw&amp;feature=youtu.be\">Audio Files.<\/a><\/li>\n<li>Check how the content you have added will look to students to ensure it is as you intended, see <a href=\"https:\/\/brightspace-support.tudelft.nl\/viewing-your-course-as-a-student\/\">Check your Content as a Student.<\/a><\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/content-tool-faq\/\">Content Tool FAQ<\/a><\/li>\n<li><a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/getstarted.php#lecture\">Getting Started with Teaching Remotely<\/a><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/courses\/\">Plan, Design &amp; Develop Your Course<\/a><\/li>\n<li><a href=\"http:\/\/terracoda.ca\/ramp\/\">RAMP IT UP! Action-based guide for building accessible websites<\/a>. <a href=\"https:\/\/citl.mun.ca\/technologies\/MediaServices.php\">CITL Media Services Available<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 5.1, 5.2 and 8.1<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-d20c0c37-d592-448f-8a40-cc126c8d0e43\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-6-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">7. Setup communication and assessment technology tools<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-6-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Set up all technology tools used in the course as outlined in your syllabus.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Communication Tools<\/h5>\n<ul class=\"wp-block-list\">\n<li>Set up <a href=\"https:\/\/documentation.brightspace.com\/EN\/le\/discussions\/instructor\/getting_started_with_discussions.htm?tocpath=Instructors%7CInteract%20and%20engage%20with%20learners%7CCreate%20and%20manage%20discussion%20forums%7CGetting%20started%20with%20discussions%7C_____0\">discussions forums and topics,<\/a> restrictions, and link to<\/li>\n<li>If group work is required, create <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-groups-tool\/\">groups in Brightspace.<\/a> Each group can have its own discussion forum and submission Assignment (Dropbox) folder.<\/li>\n<li>Add <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/course-admin\/manage-dates\/\">importan<\/a>t dates.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Assessment Tools<\/h5>\n<ul class=\"wp-block-list\">\n<li>If using the Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/dropbox-assignments\/\">Assignments (Dropbox)<\/a> tool, create folders, add student instructions, link to gradebook, and set any restrictions.<\/li>\n<li>Create any <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/rubrics-tool-faq\/\">Brightspace rubrics<\/a> or upload\/link to<\/li>\n<li>Review your <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/gradebook\/\">Gradebook<\/a> and add any additional assessments. Having all assessments referenced in the gradebook allows students the ability to track their own progress in the course.<\/li>\n<li><a href=\"https:\/\/documentation.brightspace.com\/EN\/semester_start\/-\/instructor\/hide_grade_categories_grade_items.htm\">Hide an assessment<\/a> so final grade is not visible to students before released by the Registrar\u2019s Office.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Library Reserve and Textbook<\/h5>\n<ul class=\"wp-block-list\">\n<li>Make <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/library\/\">Course Resources (Reserves)<\/a> link available in your site if you created a reading\/resource list at the library.<\/li>\n<li>Order any textbook(s) with your academic department.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox'><aside><\/p>\n<p>Contact <a href=\"https:\/\/citl.mun.ca\/support\/\">Support Centre<\/a> for help on setting up technology tools or to book a consultation.<\/p>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/resources-related-to-instructional-and-learning-strategies\/guide-to-teaching-online\/\">Guide to Teaching Online<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/teaching-and-learning\/structuring-discussion-to-engage-students\/\">Structuring Discussion to Engage Students<\/a><\/li>\n<li><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">QM General Standards: 6.1 to 6.4 and 8.6<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-415375be-f5e5-4865-95e0-12cff08905d3\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-7-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" tabindex=\"0\">\n<h3 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\" style=\"color: #000000; \">8. Finalize and activate your course site<\/h3>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-7-5f844a14-e616-4ec4-b7a5-2b42d0b1fe79\">\n<p><strong>The Goal:<\/strong> Do a final review to ensure everything is ready and activate for student viewing.<\/p>\n<h4 class=\"wp-block-heading\">Tips:<\/h4>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Final Edits<\/h5>\n<ul class=\"wp-block-list\">\n<li>Ensure all links to resources are still<\/li>\n<li>Check credit lines and make sure citations are<\/li>\n<li>Check Course Resources (Reserves) is<\/li>\n<li>Complete final check for Accessibility and <a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">Quality.<\/a><\/li>\n<li>Prepare for the unexpected \u2013 test technologies used to anticipate and solve problems ahead of time.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox tipbox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Course Admin Tasks<\/h5>\n<ul class=\"wp-block-list\">\n<li>If working from a \u2018development\u2019 or \u2018sandbox\u2019 site, <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/semester-start-up-video-tutorials\/\">copy your content<\/a> into \u2018live\u2019 semester course site.<\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/semester-start-up\/activate-your-brightspace-course-site\/\">Activate your course site<\/a> so visible to<\/li>\n<li>If you want to <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/whats-new\/combining-course-sections\/\">combine course offerings (sections),<\/a> contact <a href=\"https:\/\/citl.mun.ca\/support\/\">Support Center.<\/a><\/li>\n<li>To provide a TA or others with access to your course, submit a request to the <a href=\"https:\/\/citl.mun.ca\/support\/\">Support<\/a><a href=\"https:\/\/citl.mun.ca\/support\/\">Center,<\/a> include name and email address.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<h4 class=\"wp-block-heading\">Resources:<\/h4>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/semester-start-up\/frequently-asked-questions\/\">Semester Startup FAQ<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/semester-start-up-video-tutorials\/\">Semester Start-Up Video Tutorials<\/a><a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/presentations\/selfreviewofonlineteachingguide.pdf\">Self-Review of Online Teaching Guide<\/a><\/li>\n<li><a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/part-ii-implementing-your-plan-in-brightspace\/\">QM General Standards: 8.1 to 8.6<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n<h2 class=\"wp-block-heading\">References<\/h2>\n<ul class=\"wp-block-list ref-list\">\n<li>Bates, W. (2019). <em>Teaching in a digital age <\/em>(2nd ed.). Tony Bates Associates. <a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/\">https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/<\/a><\/li>\n<li>Biggs, (2014). Constructive alignment in university teaching. <em>HERDSA Review of Education<\/em>, <em>1<\/em>, 5-22. <a href=\"http:\/\/www.herdsa.org.au\/herdsa-review-higher-education-vol-1\/5-22\">www.herdsa.org.au\/herdsa-review-higher-education-vol-1\/5-22<\/a><\/li>\n<li>Bowen, Ryan , (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved from <a href=\"https:\/\/cft.vanderbilt.edu\/understanding-by-design\/\">https:\/\/cft.vanderbilt.edu\/understanding-by-design\/<\/a><\/li>\n<li>CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from <a href=\"http:\/\/udlguidelines.cast.org\/\">http:\/\/udlguidelines.cast.org<\/a><\/li>\n<li>(n.d.) UDL On Campus: Universal Design for Learning in Higher Education. <a href=\"http:\/\/udloncampus.cast.org\/home\">http:\/\/udloncampus.cast.org\/home<\/a><\/li>\n<li>Fink, D. (2013). <em>Creating significant learning experiences: An integrated approach to designing college courses. <\/em>Jossey-Bass.<\/li>\n<li><a href=\"https:\/\/ebookcentral-proquest-com.qe2a-proxy.mun.ca\/lib\/mun\/detail.action?docID=1394307\">https:\/\/ebookcentral-proquest-com.qe2a-proxy.mun.ca\/lib\/mun\/detail.action?docID=1394307<\/a> (Note: e-book available at Memorial Library)<\/li>\n<li>Quality Matters (n.d.). Specific Review Standards from the QM Higher Education Rubric, (6th ). <a href=\"https:\/\/www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf\">www.qualitymatters.org\/sites\/default\/files\/PDFs\/StandardsfromtheQMHigherEducationRubric.pdf<\/a><\/li>\n<\/ul>\n<p>(Standards used by the Centre for Innovation in Teaching and Learning (CITL), Memorial.)<\/p>\n<ul class=\"wp-block-list ref-list\">\n<li>Quality Matters (n.d.). <em>QM Emergency Remote Instruction Checklist: Higher Education. <\/em><a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\">https:\/\/docs.google.com\/document\/d\/e\/2PACX-<\/a><a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\">1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9<\/a><a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\">exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub<\/a><\/li>\n<li>Wiggins G., &amp; McTighe, J. (2001). What is backward design? In <em>Understanding by design. <\/em><a href=\"https:\/\/www.sabes.org\/sites\/sabes.org\/files\/resources\/Backward_design.pdf\">www.sabes.org\/sites\/sabes.org\/files\/resources\/<\/a><a href=\"https:\/\/www.sabes.org\/sites\/sabes.org\/files\/resources\/Backward_design.pdf\">Backward_design.pdf<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This guide provides a systematic approach to assist instructors in preparing their courses for remote or online instruction and is designed to support the use of the Brightspace Course Site Set-up Kit. It takes into consideration that some instructors may be starting from scratch, while others may have existing content to build upon. For those [&hellip;]<\/p>\n","protected":false},"author":255,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[12],"tags":[247,265],"collection":[],"class_list":["post-17839","post","type-post","status-publish","format-standard","hentry","category-courses","tag-course-design","tag-teaching"],"featured_image_src":null,"author_info":{"display_name":"simon","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/simon\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-4DJ","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/17839","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/255"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=17839"}],"version-history":[{"count":39,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/17839\/revisions"}],"predecessor-version":[{"id":22493,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/17839\/revisions\/22493"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=17839"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=17839"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=17839"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=17839"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}