Engagement & Motivation

• How will you design learning tasks that encourage students to actively engage rather than passively consume content?

• What types of real-world examples, case studies, or problem-based learning activities can help students apply course concepts in meaningful ways?

• How might low-stakes formative assessments (quizzes, reflection prompts, polls) help students check their understanding and stay engaged throughout the course?

Creating Clear Learning Pathways

• How will the course structure guide students through a progressive learning experience that builds on previous knowledge?

• How can you balance independent exploration with structured guidance, ensuring students stay on track without overwhelming them?

• What opportunities might students have for self-assessment or peer feedback, allowing them to monitor their progress and refine their learning strategies?

Integrating Feedback & Reflection

• How will you create checkpoints for students to assess their understanding before moving on to more complex material?

• What strategies might you use to encourage meaningful reflection, such as end-of-module summaries or self-directed learning plans?

• How can reflection activities help students connect course content to their personal experiences, future coursework, or professional goals?

Fostering Collaborative Learning

• How will you create asynchronous opportunities for students to interact, share ideas, and provide feedback?

• What role can discussion forums, peer reviews, or group assignments play in promoting critical thinking and engagement?

• How might you structure discussions or collaborative tasks to ensure deeper dialogue and meaningful peer interactions rather than surface-level participation?

1. Weekly Course Schedule

• Timeline: establish a chronological structure for your course. This structure is typically organized by week for the duration of the term. A structured schedule ensures that all elements—content, activities, and assessments—are covered systematically.

2. Module Names and Titles

• Outline the main themes or topics for each module. These titles should be short, clear, and descriptive, providing a quick reference for each section of the course.

3. Course-Level Learning Outcomes (CLOs)

• These are typically found on your course outline. Check with your Academic Dean before making any changes to them.

• Include your CLOs on your Course Map for quick reference, as they guide all decisions that follow.

4. Module-Level Learning Outcomes (MLOs)

• Design MLOs that encourage students to immediately apply the concepts they learn in each module through activities such as discussion boards, written assignments, or quizzes that require critical thinking. Ensure these outcomes are directly tied to real-world scenarios or practical applications. Consider how you can leverage technology (e.g., interactive simulations, multimedia, or peer review tools) to help facilitate immediate learning and provide opportunities for feedback.

• Include outcomes that help foster collaboration, even in an asynchronous environment, such as peer feedback or group discussions. These activities should foster active engagement and allow students to co-construct knowledge, share insights, and deepen their understanding through interaction with their peers.

5. Learning Activities

• Design engaging, high-quality asynchronous activities that foster interaction both with course content and peers. This could include interactive case studies, problem-solving tasks, and peer-driven discussions, where students collaboratively explore and apply concepts. Consider using video responses or discussion prompts that require students to analyze material and engage in meaningful peer feedback. The goal is to create a learning community where students don’t just passively consume content but actively build and share their knowledge.

• In addition to instructor feedback, think about ways to design actionable feedback using automated tools like quizzes or other ‘canned’ approaches. Also look for ways to incorporate feedback loops where students can review their responses, identify mistakes, and reflect on improvements. This can be supported with tools like rubrics or self-assessment checklists that guide students in formatively evaluating their progress.

• Consider how to incorporate opportunities for students to assess their own progress through activities like self-check quizzes, reflection exercises, or progress trackers that allow students to evaluate their understanding regularly and adjust their learning strategies.

• Design activities that not only encourage peer collaboration (e.g., group projects or peer reviews) but also ensure meaningful peer feedback. Students should be able to share insights and critiques, which can lead to deeper learning and reflection on their own work.

• Where possible, create iterative assignments where students can submit drafts or update work over time, allowing for ongoing feedback and improvement. This encourages continuous engagement with the course material and helps students refine their understanding gradually.

6. Instructional Materials

• Plan to develop materials that are clear, self-contained, and easy to navigate, since students won’t have the benefit of real-time instructor clarification. Each resource should be designed to stand alone, with clear instructions and guidance to help students understand the content without requiring immediate instructor support.

• Plan for a mix of text-based materials (e.g., readings, articles, book chapters) and multimedia resources (e.g., videos, podcasts, infographics) to cater to different learning preferences and provide students with varied ways to engage with the content.

• Ensure materials reflect real-world applications and are connected to the practical, hands-on elements of the course. This could include case studies, industry reports, or tools that are relevant to students’ future careers.

• Consider how easily students can access and navigate materials. Centralizing resources on your LMS (e.g., SLATE) and using clear labeling helps ensure that materials are easy to find and use.

• When selecting resources, it’s important to prioritize long-term stability by choosing credible and reliable sources that are likely to remain consistent over time. While it’s not the designer’s responsibility to continuously monitor resources, careful consideration should be given to the reliability of the digital platforms and the longevity of the resources, ensuring that they will remain accessible and accurate throughout the course.

7. Assessments

Quizzes and Tests

• Design higher-order questions (application, analysis, evaluation) to assess understanding rather than recall, ensuring students engage critically with the material.

• Use randomized question banks and one-question-at-a-time settings to minimize answer sharing.

• Set appropriate time limits to balance flexibility with academic integrity.

• When needed, implement Respondus LockDown Browser and monitoring software to create a controlled testing environment, recognizing that technology alone cannot replace well-structured assessments.

Written Assignments

• Break complex assignments into smaller milestones (e.g., proposal, draft, peer review) to provide structure in a self-paced setting.

• Use structured rubrics and model responses to clarify expectations without real-time instructor guidance.

• Incorporate discussion boards or peer review tools to create interaction and accountability in an otherwise independent process.

• Offer alternative submission formats (e.g., video reflections, digital presentations) to allow students to demonstrate learning in multiple ways.

Project-Based Assessments

• Plan project-based assignments that challenge students to delve deeply into a topic, conduct independent research, and apply critical thinking. In an asynchronous setting, assignments must be well-structured and self-explanatory to allow students to work independently. Ensure that the project includes clear, step-by-step instructions for each phase, including deliverables, deadlines, and evaluation criteria, so that students can progress without needing real-time interaction with the instructor.

Video/Multimedia Presentations

• Ask students to create video presentations where they summarize key aspects of their learning or apply concepts to a case study or real-world situation. This allows students to demonstrate both their understanding and communication skills.

Scenario-Based Assessments

• Design assessments around real-life scenarios where students must apply the knowledge gained throughout the course. In asynchronous settings, these scenarios should be carefully crafted to allow for independent problem-solving and self-paced learning. Provide clear instructions and structured guidance to ensure students can approach the scenario step by step without needing real-time clarification.

Engaging and Interactive Learning Materials

• Ensure students actively engage with the material by incorporating a variety of content types such as videos, readings, and interactive simulations. These materials should challenge students to apply the concepts learned and engage critically with the content.

Diverse Formats for Content Delivery

• Use varied formats to meet diverse learning needs and increase engagement. Combine text-based resources with multimedia to provide multiple pathways for students to engage with the content.

Real-World Relevance

• Design content that connects learning to real-world applications, making it more meaningful and motivating for students. Show them how the course material applies to their field of study or future career paths.

Accessibility

• Ensure course content is accessible to all students by making it easy to navigate, clear, and designed to accommodate different learning needs. Consider elements such as readability, alternative formats, and intuitive organization. For guidance on accessibility best practices, consult SPARK.Organizing Content for Self-Paced Learning

• Break the content into manageable modules and provide students with clear learning objectives for each. Ensure that each module builds on the previous one in a way that facilitates gradual learning and avoids overwhelming students.

Timed Assessments with Application-Based Questions

Broad Strategy: Application-focused timed assessments

Specific Examples:

• Essay Questions: Require students to defend a position using course materials and personal insights within a finite amount of time (e.g., 1-minute reflection or 30-minute formal essay/report).

Research Projects or Case Studies

Broad Strategy: Synthesis through project-based tasks

Specific Examples:

• Case Study Analysis: Provide a real-world case requiring students to analyze, apply theoretical knowledge, and propose a well-justified solution.

• Student-Generated Cases: Have students create a case that aligns with course outcomes,

Alternative Format Submissions

Broad Strategy: Demonstrate understanding through diverse formats

Specific Examples:

• Multimedia Submissions: Allow students to demonstrate their learning through various formats (e.g., audio, infographics, digital storytelling) to showcase their understanding beyond traditional essays and reports.

Scenario-Based or Problem-Solving Assessments

Broad Strategy: Independent application in real-life scenarios

Specific Examples:

• Case-Based Decision Pathways: Present branching case scenarios where student decisions impact outcomes, followed by a written reflection justifying their choices and considering alternative approaches.

Curate Digital Resources

• You may wish to provide instructors with a set of curated digital resources that complement the main course content and support independent learning. These resources should encourage students to engage with the material at their own pace, while still aligning with the learning objectives and helping them meet course goals. Examples:

  • Upload curated external links, tutorials, and interactive exercises in the Instructor’s Resource Folder. These materials should vary in format (e.g., readings, videos, simulations, and other multi-media) to cater to different learning styles and enhance engagement.

Provide Guidelines for Asynchronous Activities

• Consider documenting and sharing how support instructors might facilitate asynchronous learning activities, ensuring that students can engage meaningfully with the content and each other, even without real-time interaction. These guidelines should help instructors moderate and guide student activity while promoting active learning, collaboration, and independent thought. Examples:

  • Detailed instructions for instructors on how to facilitate discussion boards, such as tips for encouraging thoughtful contributions, promoting equitable participation, and providing clear grading criteria for online discussions.

  • Templates for peer review activities to help instructors guide students through the process of offering constructive feedback and fostering collaborative learning, ensuring students understand the expectations and how to give meaningful reviews.

  • Share a sample for what a weekly announcement post might look like to encourage ongoing instructor engagement.

  • If specific activities have unique characteristics, provide additional guidance for the instructor beyond what is in the content/instructions.

  • Instructor Support Materials - if your course uses a particular pedagogical approach, offer guides or video tutorials on the approach.