Wondering where to start? Just as we normally tell our students – start at the top and work your way down. The development checklist and all other guides on course development are designed to help you chunk the course development into easy to digest chunks. Taking the course development overall process step-by-step will help take a massive project and turn it into doable steps.
Step 6: The course development checklist is designed to walk you through setting up your course – starting with providing directions on how students should start the course (getting started) through the first week or module of the course.
Key points in step 6 are to make sure you have a welcoming introduction, all your essential course information is clear, students and instructor begin to build class community from the very first student entry into the course.
Step 7: Consult with an instructional designer! Once you have completed your getting started material, course orientation, syllabus, introduction materials, and week 1 –> STOP! Meet with an ID to review your work and gather feedback on how to progress with the remainder of your course development.
Step 8: Following your format of week 1 – develop weeks 2, 3, …. Following OSCQR top 15 as a guide. It’s ok if your course is not 100% complete before week 1, as long as week 1 is ready by week 1! 🙂
The IDS template will provide you with a solid start to a course (remote or online) design that is student-centric and based on research best practices as outlined in OSCQR. Use all or just a few pieces of the course template – a la carte model of sharing the love.
Act fast to get yours! Email the email@example.com and just ask for an import! DONT WAIT! ACT NOW!
Ok..enough of the cheesy infomercial…my sales career lasted only a couple very miserable weeks in college. If interested all you need to do is email the ATC and ask for an import of all or pieces of the template. Have questions about how to use the template or what parts make sense to bring over to your course? Inquire with an instructional designer.
Review of steps to Course Dev so far covered: STEP 1: Brush up on my Moodle skills. STEP 2: Review and spend time with the IDs OSCQR Top 15 best practices in course design. Step 3: Meet with an instructional designer to develop a Personal Development Plan (PDP) on course design and training needed to teach. Step 4: Complete a course planning worksheet (note this can be used in your syllabus). Step 5: Ask the ATC to import the IDS Moodle course template. Use the template material and fill in the blanks where needed.
What are some top student success strategies when starting an online course? We will talk about these and what essential components need to be in place in your course for the greatest chance of student success.
The course planning worksheet has gotten a lot of positive feedback from instructors who have worked with it. When completed BEFORE you dive into Moodle and start adding all kinds of cool stuff to your course. The planning worksheet is designed to help you outline or draft your course before you take the time to add / remove / change / move / delete / re-add / pull hair out. Do this as paper and pencil – or draft through Google docs. Eventually, you can integrate this into your syllabus to provide a one(ish) page “snap-shot” of your course.
Don’t have 100% of the course figured out yet? Yeah – me either! No course will ever be 100% developed – it’s like remodeling a house. Many first time courses have instructors who do their best to stay one week ahead of the students. This is okay!
One of the most difficult parts of teaching online is I can’t just “wing-it” like I used to [only sometimes] in the classroom. Many of my best lessons were those conceived on the drive into campus. Or those ad-hoc discussions when the students and I would go down the rabbit hole on a cool concept (actually I have much richer discussions online now).
That all said, complete the course planning worksheet to the level of detail you feel your pedagogy has tolerance for. It will help you, trust me. Share a solid outline of your course with your students to provide a course format, but allow for flexibility and adaptation of your instruction per your student response and interactions with the course…just like in 2019!
As soon as possible — before Spring Break if you can! — it’s helpful to let Spring term students know what they will need to succeed in your upcoming remote course. You can link to this Minimum Technical Requirements document in an announcement to your course, or build your own statement using the sections below.
All courses making use of online resources require:
Consistent, high-speed internet access
If you have assignments due once a week, consider whether once-a-week access is enough, or whether multiple days will be required, and state this requirement clearly as soon as possible!
For instance, a discussion board that requires both a post and replies will require either multiple hours on one day or shorter time over multiple days.
Other hardware requirements:
Requiring Use of:
Students will need:
Moodle only (assignments, forums, messages, etc.)
Modern computer (<5 years old); Modern browser (Chrome, Firefox, Safari);
Moodle with multimedia (videos or recordings)
All of the above, plus: Headphones or speakers
Video conferences (Zoom)
Webcamera or smartphone
Online homework platform
Modern computer, modern browser; smartphones and tablets may be less reliable for this type of homework
Modern computer, or tablet with a keyboard, or smartphone with dictation capability
Modern computer or tablet or smartphone; modern browser
Other software requirements:
Software is less predictable because you may already have required/preferred programs. Here are some possible requirements.
Often the closest contact students have with our campus is with their instructors. That means your communication is the most likely to cut through when there’s a stack of messages in their inboxes. Please use this week to begin communicating with students about what’s happening and will happen.
The Hope Center for College, Community, and Justice provides the following advice for supporting students during COVID19:
Students are humans first. The more a student feels connected to and understood by their college or university, the more likely they are to stay enrolled and engaged. The language you use to communicate about the response to COVID-19 matters—it must convey care along with urgency. Communicate the need for physical distance as opposed to social distance to emphasize that you are still a community while observing recommended prevention practices.
Send a full-class email, Moodle messages, or texts to your students as soon as possible this week. If you are sending grades through Moodle, consider adding a note in feedback about the coming changes on campus. Link to the Lane COVID-19 page and our Keep Learning page for students, where they can find updated information and assistance in making the move to remote learning.
Finally, don’t forget to take some time to take care of yourself! This teacher-made video made the rounds yesterday, and it’s a pretty good way to start your virtual day (thanks to everyone who sent it my way, except that I’ll have this song in my head forEVER):
Sometimes, you just need a quick reference or a quick answer. Even from a distance, we’ve got you covered!
Faculty can jump into our help/support session any time between 8 a.m. and 8 p.m. today to ask about Zoom, Moodle, and just about anything else related to remote learning.
If you’re comfortable trying out technology on your own, here’s a list of quick start guides and cheat sheets for our most popular technologies. (You can bookmark this post if you think you might try any of these later).
If you pick up papers, workbooks, assignments, or other physical materials in class, make a plan for how to receive that work before a campus closure.
Need to gather up assignments, but not sure how to do it (or how to help students)? It’s never too early to try a practice run at collecting assignments virtually! Here are a few ways you can get student work without making students come to campus:
Use a Moodle assignment. These allow for uploads of multiple files, and many kinds of files, in a secure way that’s attached to your online gradebook. As a bonus, you’ll have all of your grading in one place!
Create a shared Drive folder. If it’s OK for students to see other students’ work, you can create a shared Drive folder and ask students to upload work there.
Have students share/send individual files or folders with you through Google Drive.
Receive files by email, either as attachments or as in-body text.
Ask students to send photos of their work: If you need to see hand-written work (like a workbook or drawing assignment), asking students to use their phones to capture it may be a good solution. Images can be emailed or uploaded to Moodle.
Ask students to share short videos of their work where it’s productive — all students have access to a YouTube account through their Lane Google account. They can also share videos through Drive if they don’t want to post to the open web.
Take work by phone: If you have an oral report due, consider whether a voicemail might suffice. You can collect your office voice mail from anywhere.
If you’re taking assignments by email, ask students to include your course number in the subject line.
Ask students to save files with their name and the assignment as the file name.
If you receive a file you can’t open, contact the ATC for help in converting the file, or try opening it in Google Drive.
Keep student work confidential – make sure students review the privacy settings on anything they post to YouTube.
Talk with colleagues near and far to get the best ideas of what’s already happening and what you can borrow for remote learning.
Do you have great tools or ideas about remote learning? Comment with them below, or e-mail us to add to tomorrow’s Crowd-Sourced Resources Post.
Individual disciplines may have different challenges in preparing for remote teaching. While an essay may be a natural fit to collect online or by email, a lab exercise can be a challenge to duplicate. Your ATC colleagues are ready to help untangle these challenges – but you may find solutions already exist even closer by!
Check in with department and discipline colleagues to find out if anyone has solutions you can try. Students, too, may be a good resource here: What technology have they used in other classes, or to supplement studying, that could be shared online with others? If there’s a video series, lab workbook, simulation, or app that could smooth the way, now’s the time to discover.
Check in with your professional organizations, as well. Many teaching-oriented groups have current special interest groups around online learning or pedagogy that might offer tips. You can also observe what technology is in use for virtual meetings.
Finally, if you regularly use online networks or social media for professional purposes, look for groups or hashtags where educators are sharing ideas, best practices, or recent good technology finds. These often pop up regionally when weather or health emergencies are incoming.
Remember to vet any software before using and certainly before suggesting a download to students. Consult the ATC if you have questions!