Course design principles for live and online teaching
The following table presents evidence-based practices for course design and instruction.
Components | Best Practice | Best Practice Online |
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Learning Outcomes | Determine your course learning outcomes
Note: 3 - 5 broad learning outcomes are recommended |
Determine the technology-related outcomes
NOTE: While Learning Outcomes describe student learning by the end of the course, tech skills are needed at the start of the course Concordia Moodle Help PagePrioritize learning transparency
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Course |
Develop a course plan
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Accessibility and |
Use the Principles of Universal Design for Learning (UDL) to make your course as accessible as possible
Ensure your content is inclusive
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Ensure course materials and media are accessible
NOTE: Avoid using italics |
Assessment | Develop a balanced assessment plan
Note: a balanced assessment plan includes a variety of evaluations and grade weightings distributed throughout the semester Vary the types of assessments you conduct
Follow Universal Design for Learning (UDL) principles
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Adapt for the virtual environment
Include alternative assessments
Using Moodle Discussion Forums Administering Online Take-home Exams Plan frequent knowledge checks
Vary the focus of your knowledge checks
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Course Content & Instructional Materials | Select your course resources
Textbooks and Other Course Materials Discipline Specific Resources for Instruction Online Resources for Science Laboratories Structure, organize and sequence your course content
NOTE: a concept map or graphic representation of the topics can help you organize content.
Provide multiple instructional resources
Create your own instructional resources
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Use tools supported by Concordia University
Scope and guidelines for Moodle use Moodle Activities and Resources-Summary How to use YuJa to create pre-recorded class lectures Organize your Moodle course page
10 Ways to Organize Instructional Content How to organize your files in Moodle Chunk information in smaller bites
NOTE: Smaller chunks mean smaller file sizes which is important for many students with slow internet.
Mayor’s nine ways to reduce cognitive load in multimedia learning Plan for how students use the technology
10 Tips for Creating Accessible Course Content Managing communications in Moodle Provide a variety of content resources
Integrating Real-World Examples in an Online Course Build your technological capacity
Three step process for moving face-to-face classes online |
Learning Activities | Plan for active learning
Strategies and Approaches for Teaching 7 Principles for Undergraduate Education Collaborative Learning Techniques Quick Reference |
Curate a tech-toolkit to support active learning strategies
NOTE: Consult Concordia University Educational Technology Guidelines for Faculty and Students to ensure that you protect your students' information, privacy rights, images, and intellectual property when using third party technologies. Build critical engagement
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Feedback | Develop a feedback plan
Include Peer Feedback
Concordia's Peer Evaluation System 5 Ways to Make Feedback Effective in your Classroom Promote self-reflection
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Provide multiple feedback formats
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Learning Environment | Familiarize yourself with the physical space
Build a class community
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Establish Teaching Presence
Establish Social Presence
Establish Cognitive Presence
Ex. Teamwork Value Rubric: https://www.aacu.org/value/rubrics/teamwork Teach and model good ‘netiquette’
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