CENTER FOR ONLINE & DISTANCE LEARNING

PARTNERS IN COURSE TRANSFORMATION

Support for online and hybrid courses

How can we help?

Teaching, learning, engagement, and interaction for online, hybrid, and flipped course formats

Media production for welcome videos and lectures with post-production editing & captioning

Exam services for KU online courses including in-person proctoring and administration of remote exam arrangements

No cost for services

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KU is an EO/AA institution.

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CODL Course Design Checklist Consider the following when designing your course in Blackboard

Overall Site Design ☐ Course layout is simple and user friendly ☐ Instructor self-recorded video or posted announcement welcomes students ☐ Instructions for navigating the course are clearly stated ☐ Course requirements are clearly defined ☐ Instructor contact information is provided ☐ KU IT help desk information is provided ☐ Accessibility issues have been considered Syllabus and Course Expectations ☐ Syllabus is easy to find and easy to read ☐ Learning objectives are written using action verbs to produce measurable outcomes ☐ Participation and interaction expectations are clearly stated ☐ Course calendar and due dates are displayed ☐ Grading scale is provided ☐ Communication expectations are stated for both students and the instructor ☐ Academic misconduct policy and accessibility resource statement are provided Course Content ☐ Lessons, units, or modules are laid out in an easily navigable format ☐ Course material is presented through different means to provide variety and interest

Examples: Assigned readings, recorded lectures, external videos or simulations, links to publisher websites, learning games

☐ Instructions for accessing external content are provided ☐ Multimedia and external links have been checked for functionality Assignments and Exams ☐ A variety of assessments exist to allow students to engage with the course material

Examples: Auto-graded quizzes, case studies, research projects, video presentations ☐ Assignments and exams include clear instructions for submission ☐ Due dates for assignments and exams match the due dates presented in the syllabus Interaction ☐ Regular (at least weekly) announcements to students are planned ☐ Opportunities are provided for students to interact with the instructor

Examples: Virtual office hours, Q&A discussion forums, grading rubrics ☐ Opportunities are provided for students to interact with fellow students

Examples: Discussion boards, Zoom rooms, Teams chats, group projects, wikis ☐ “Netiquette” guidelines are provided to set expectations regarding student conduct

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Blackboard Navigation Create the course menu items below to make your Blackboard course easy for students to navigate.

Announcements Use this area to create announcements for your students to read. Consider providing weekly updates to keep students engaged.

Getting Started Use this area to provide an overall introduction and orientation to your course. Include a welcome video, course objectives, and communication expectations.

Syllabus This is the location where students can refer to the course syllabus document.

Instructor Information Use this area to provide your contact information and virtual office hours for students.

Lessons Locate all instructional and weekly activities/assessments here. Could also be named Course Content, Units, Modules, Chapters, etc.

Discussion Board Add this link for quick access to any discussion forums in the course. Consider creating a general Q&A forum to encourage student questions about course content.

My Grades This link provides students quick access to the course Grade Center.

Send Email This tool allows you and your students to send email messages to people in your course from within Blackboard without launching an external email program.

Course Objectives What are the overall learning goals for this course? What will the student be able to do at the end of this course?

Module/Unit/Chapter Examples:

Learning Objectives What will students be able to do when they complete this module/unit/chapter?

Activities/Materials How will students engage in active learning online to meet the objective? Discussion questions, group projects, writing, etc.

Assessments How will you measure to determine learning? Quizzes, tests, writing assignments using rubric, etc.

Unit 1 Students will be able to identify three causes of ground water contamination.

Students will view pre-recorded lectures.

Multiple-choice online quiz

Unit 2 Students will be able to explain how deficiencies in the sewage system contributes to ground contamination.

Students will read articles and case studies.

Short paper (assessed using a rubric)

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Module/Unit/Chapter Examples:

Learning Objectives What will students be able to do when they complete this module/unit/chapter?

Activities/Materials How will students engage in active learning online to meet the objective? Discussion questions, group projects, writing, etc.

Assessments How will you measure to determine learning? Quizzes, tests, writing assignments using rubric, etc.

Unit 3 Students will be able to defend at least one method of ground water contamination prevention.

Students will comment on at least one peer post.

Discussion board rubric

Use the space below to start brainstorming your course plan.

REVISED  Bloom’s  Taxonomy  Action  Verbs          

Definitions   I.  Remembering   II.  Understanding   III.  Applying   IV.  Analyzing   V.  Evaluating   VI.  Creating  

Bloom’s  Definition  

Exhibit  memory  of  previously  learned  material  by  recalling  facts,  terms,  basic  concepts,  and  answers.  

Demonstrate    understanding  of  facts  and  ideas  by  organizing,  comparing,  translating,  interpreting,  giving  descriptions,  and  stating  main  ideas.  

Solve  problems  to  new  situations  by  applying  acquired  knowledge,  facts,  techniques  and  rules  in  a  different  way.  

Examine  and  break  information  into  parts  by  identifying  motives  or  causes.    Make  inferences  and  find  evidence  to  support  generalizations.  

Present  and  defend  opinions  by  making  judgments  about  information,  validity  of  ideas,  or  quality  of  work  based  on  a  set  of  criteria.      

Compile  information  together  in  a  different  way  by  combining  elements  in  a  new  pattern  or  proposing  alternative  solutions.  

Verbs   •   Choose  •   Define  •   Find  •   How  •   Label  •   List  •   Match  •   Name  •   Omit  •   Recall  •   Relate  •   Select  •   Show  •   Spell  •   Tell  •   What  •   When  •   Where  •   Which  •   Who  •   Why  

•   Classify  •   Compare  •   Contrast  •   Demonstrate  •   Explain  •   Extend  •   Illustrate  •   Infer  •   Interpret  •   Outline  •   Relate  •   Rephrase  •   Show  •   Summarize  •   Translate  

•   Apply  •   Build  •   Choose  •   Construct  •   Develop  •   Experiment  with  •   Identify  •   Interview  •   Make  use  of  •   Model  •   Organize  •   Plan  •   Select  •   Solve  •   Utilize    

•   Analyze  •   Assume  •   Categorize  •   Classify  •   Compare  •   Conclusion  •   Contrast  •   Discover  •   Dissect  •   Distinguish  •   Divide  •   Examine  •   Function  •   Inference  •   Inspect  •   List  •   Motive  •   Relationships  •   Simplify  •   Survey  •   Take  part  in  •   Test  for  •   Theme  

•   Agree  •   Appraise    •   Assess  •   Award  •   Choose  •   Compare  •   Conclude  •   Criteria  •   Criticize  •   Decide  •   Deduct  •   Defend  •   Determine  •   Disprove  •   Estimate  •   Evaluate  •   Explain  •   Importance  •   Influence  •   Interpret  •   Judge  •   Justify  •   Mark  •   Measure  •   Opinion  •   Perceive  •   Prioritize  •   Prove  •   Rate  •   Recommend  •   Rule  on  •   Select  •   Support  •   Value  

•   Adapt  •   Build  •   Change  •   Choose  •   Combine  •   Compile  •   Compose  •   Construct  •   Create  •   Delete  •   Design  •   Develop  •   Discuss  •   Elaborate  •   Estimate  •   Formulate  •   Happen  •   Imagine  •   Improve  •   Invent  •   Make  up  •   Maximize  •   Minimize  •   Modify  •   Original  •   Originate  •   Plan  •   Predict  •   Propose  •   Solution  •   Solve  •   Suppose  •   Test  •   Theory  •   Maximize  •   Minimize  

 

Anderson,  L.  W.,  &  Krathwohl,  D.  R.  (2001).  A  taxonomy  for  learning,  teaching,  and  assessing,  Abridged  Edition.  Boston,  MA:  Allyn  and  Bacon.  

Specific Review Standards from the QM Higher Education Rubric, Sixth Edition

* Meeting QM Specific Review Standards regarding accessibility does not guarantee or imply that the specific accessibility regulations of anycountry are met. Consult with an accessibility specialist to ensure that accessibility regulations are met.

© 2018 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of Quality Matters.For more information or access to the fully annotated QM Rubric, visit qualitymatters.org or email info@qualitymatters.org

Course Overview and Introduction

1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose and structure of the course. 1.3 Communication expectations for online discussions, email, and other forms of interaction are clearly stated.1.4 Course and institutional policies with which the learner is expected to comply are clearly stated within the course, or a

link to current policies is provided.1.5 Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies

is provided.1.6 Computer skills and digital information literacy skills expected of the learner are clearly stated.1.7 Expectations for prerequisite knowledge in the discipline and/or any required competencies are clearly stated.1.8 The self-introduction by the instructor is professional and is available online.1.9 Learners are asked to introduce themselves to the class.

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Learning Objectives (Competencies)

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.2.2 The module/unit-level learning objectives or competencies describe outcomes that are measurable and consistent with

the course-level objectives or competencies.2.3 Learning objectives or competencies are stated clearly, are written from the learner’s perspective, and are prominently

located in the course.2.4 The relationship between learning objectives or competencies and learning activities is clearly stated.2.5 The learning objectives or competencies are suited to the level of the course.

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Assessment and Measurement

3.1 The assessments measure the achievement of the stated learning objectives or competencies.3.2  The course grading policy is stated clearly at the beginning of the course.3.3  Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course

grading policy is clearly explained. 3.4  The assessments used are sequenced, varied, and suited to the level of the course.3.5  The course provides learners with multiple opportunities to track their learning progress with timely feedback.

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Instructional Materials

4.1  The instructional materials contribute to the achievement of the stated learning objectives or competencies.4.2  The relationship between the use of instructional materials in the course and completing learning activities is clearly

explained.4.3 The course models the academic integrity expected of learners by providing both source references and permissions for

use of instructional materials. 4.4  The instructional materials represent up-to-date theory and practice in the discipline.4.5 A variety of instructional materials is used in the course.

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Learning Activities and Learner Interaction

5.1   The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning.5.3 The instructor’s plan for interacting with learners during the course is clearly stated.5.4  The requirements for learner interaction are clearly stated.

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Course Technology

6.1   The tools used in the course support the learning objectives or competencies.6.2   Course tools promote learner engagement and active learning.6.3   A variety of technology is used in the course.6.4 The course provides learners with information on protecting their data and privacy.

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Learner Support

7.1   The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.7.2 Course instructions articulate or link to the institution’s accessibility policies and services.7.3 Course instructions articulate or link to the institution’s academic support services and resources that can help learners

succeed in the course.7.4   Course instructions articulate or link to the institution’s student services and resources that can help learners succeed.

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Accessibility* and Usability

8.1 Course navigation facilitates ease of use.8.2 The course design facilitates readability.8.3  The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of

diverse learners.8.4 The course provides alternative means of access to multimedia content in formats that meet the needs of diverse

learners.8.5 Course multimedia facilitate ease of use.8.6 Vendor accessibility statements are provided for all technologies required in the course.

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General Standards PointsSpecific Review Standards

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Accessible Content in Online CoursesMicrosoft Word

• Use Word Styles for headings; use fonts such as Ariel, Tahoma, or Calibri• Use bold or italic font to show emphasis; avoid using color to convey importance or meaning• Provide alternative text for pictures, images, graphs, tables, or other non-text items• Use descriptive hyperlinks instead of the URL• Use Microsoft Check Accessibility: File > Info > Check for Issues > Check Accessibility or select

the Review tabPowerPoint

• Use an accessible theme or plain theme and the integrated slide layouts (avoid text boxes)• Use 18 point font size or larger• Each slide should have a unique/distinct title• Provide alternative text for all non-text items• Consider deactivating transitions, animations, or time settings• Check the reading order of slide content• Use Microsoft Check Accessibility

PDF • Check that the PDF has searchable text and a structured reading order (not an image of text).

Scanned copies of books and articles are usually an image and not searchable text.• When scanning check for the option to scan utilizing OCR (Optical Character Recognition) so that

the scan will make the text readable by a screen reader.• To make PDFs searchable: Ask your tech liaison to download either Adobe Acrobat or Adobe

Acrobat Cloud• Ask for help from an instructional designer at CODL

Video/Audio • Provide closed captioning and/or transcripts• Use KU MediaHub's Kaltura Integration tool for closed

captions

Resources • Microsoft Accessibility Checker• KU Content Accessibility: https://content-accessibility.ku.edu/• WebAIM Alternative Text Guide: https://webaim.org/techniques/alttext/• Web Accessibility Evaluation Tool: https://wave.webaim.org/• National Center on Disability and Access to Education: http://www.ncdae.org/

resources/cheatsheets/

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Best Practices for Video & Audio in Online Courses Record a welcome video Introduce the course, establish relationship and community with students, set expectations for course engagement, and discuss navigation instructions.

Include audio along with slides, text, and images Help students focus and comprehend especially detailed and complex course content by including audio along with text and images.

Use recorded lectures with playback to efficiently present information Allow students to play, pause, fast-forward, rewind, skip-forward, and skip-backward to control their learning through recorded lectures.

Limit videos to 10-15 minutes Shorter lecture segments allow students to focus and reduce the temptation to distract and multi-task.

Use a conversational tone when recording a lecture Speaking in a relaxed style when recording lectures enhances social presence and is more favorable to students.

Assign coursework to apply concepts presented in lectures Reinforce core ideas and key points, promote critical thinking, and increase memory recall using methods such as quizzes, reflection prompts, and assignments that require students to actively engage with the content. This can replace the need to track whether students have viewed lectures for participation or attendance.

Contact CODL to reserve resources and for help producing media for your online course.

Tour the Media Production Studio and recording sound booths in Budig Hall, Room 10.

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Engaging Students with Different Technologies

Kaltura Kaltura is a streaming video solution (similar to YouTube) but protected by usernames/passwords. It easily allows you to integrate your personally created videos into your course.

Videos can be engaging just on their own. Videos allow students to absorb content in an auditory format which can be a nice change from reading. However, long detailed videos can be overwhelming to students. To engage your students, we recommend:

• Videos do not have to be lectures.o They can be introductions to the week or unit.o They can be announcements.o They can be assignment instructions similar to how you would introduce a large

assignment in class.• Keep your videos to smaller sizes (3-5 min is ideal). No more than 15 min.• Consider your PowerPoint. Is it engaging? Or does it rely too heavily on text that you read?• Would students benefit from a self-check? Consider adding a quiz to your Kaltura video.• Assess the success of your video. At the end of the semester, get the data on student access. Did

students watch the video? How long did they watch? Armed with this information, you candetermine if creating additional resources would be valuable or if you need to make someadjustments to your current catalog of videos.

• Consider curating a video. Maybe you don’t need to make your own. Perhaps there is anexcellent video on the concept you are teaching online. You may not need to use Kaltura.

o Films on Demand https://fod-infobase-com.www2.lib.ku.edu/nd_Home.aspx• FAQ http://support.infobaselearning.com/index.php?/videofod

o Free Streaming Video https://guides.lib.ku.edu/streamingvideoo Kanopy https://ku.kanopy.com/o YouTube https://www.youtube.com/o Creative Commons Search Tool https://search.creativecommons.org/

https://mps.ku.edu/kaltura https://remote.ku.edu/lecture

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Discussion Board Students are used to discussion boards, but they can be overused. Have you considered the purpose for your discussion board? Have you considered how you can improve the experience for students? Here are some issues instructors have mentioned to us:

• The discussion board seems useful, but I’m not sure what to discuss.o Allow students a choice of topics. Providing choices allows the student to personalize

learning – leading to engagement.• The student replies are unsatisfactory.

o Consider creating a rubric and adjusting your instructions so students understand that“Great idea” is not an acceptable reply.

o Discussion Boards are more engaging the more they are used. For example, havestudents post, reply to each other with questions, then have students go back andanswer questions posed to them, and finally have them reflect on all that they havelearned on the topic through this discussion.

• The students seem anonymous. Or students complain about the lack of face to face interaction.o Have students add a personal photo into Blackboard. https://blackboard.ku.edu/profile-

pictureo Consider using VoiceThread with video.

• The students all seem to say the same thing.o Consider having students engage in groups and assign roles to each.o Leader, Devil’s advocate/antagonist, scribe/reporter, synthesizero Additional roles might be prospective based: Talking about energy and its impact. You

might have roles like environmentalist, transportation official, medical doctor, farmer,commuter, etc.

• They seem hard to grade.o Consider creating a grading rubric.o Ask CODL how to use the built in grading tool.

• I can’t reply to all students.o Decide if that is important. Peer to peer learning is also important.o If individual feedback to each post is vital, perhaps the topic is better served by an

assignment where each student submits their work.

https://blackboard.ku.edu/discussion-boards

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VoiceThread VoiceThread allows students to comment on specific moments in a video, PowerPoint, or other images/files.

Basic Online Presentations:

VoiceThread provides a quick, easy way for instructors to transfer their presentations to an online

format. By turning a VoiceThread’s comments off, instructors can provide a basic, lecture-style

presentation to their students. VoiceThread allows presenters to create presentations one slide at a

time, which means that they can create their presentations and add narration when it best suits their

schedule.

Flipping the Classroom:

There is a lot of buzz in education now about “flipping the classroom.” The idea behind flipped

classrooms is simple: instructional information is delivered online outside of the classroom, leaving time

for discussion and “homework” during scheduled class time. VoiceThread can help instructors begin the

task of flipping their classroom.

Video Assessment and Review:

VoiceThread makes it easy to thoroughly analyze and comment on issues within the context of a video

presentation. To do this, instructors can provide in-video text feedback while the video is playing. Both

the presenter and the presentation grader benefit from this tool. The student/presenter receives the

comments regarding their performance as they watch their presentation. The grader no longer has to

grade all presentations in real-time, but can review the presentations when time allows and provide

feedback at specific points in the presentation.

Online Asynchronous Review Sessions:

VoiceThread allows instructors to post questions and for students to answer those questions whenever

and wherever it’s most convenient for them. Students also can post their own questions via the

comment function, so that the instructor can log in when she/he has time to review those questions.

This ability for asynchronous review eliminates the challenge of getting all students coordinated for

reviews at the same time.

https://technology.ku.edu/software/voicethread

https://teachtech.ku.edu/accessing-voicethread

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Timing of Activities How much time should you spend on lecture vs. the activities? No hard and fast rules, but one rule of thumb is to spend double the amount of time on activities as on lecturing, leaving aside some time at the end of class to share, reflect, assess, and reinforce the lesson objective. You should also build in time for miscellaneous activities like announcements, breaks, and transitions.

Class Time Lecture (~25%) Activities (~50%) Assess/Reflect Miscellaneous 60 min 15 min 30 min 10 min 5 min 90 min 20 min 40 min 20 min 10 min 135 min 35 – be sure this

is 2 parts (no more than 20 minutes at a time)

60 min 25 min 15 min

So a 60 min class schedule might look like this:

Group Discussion Over Question/Miscellaneous 5 min Lecture 8 min Hands-on activity 12 min Peer lesson (students critique and teach each other) 10 min Lecture 8 min Hands-on activity 12 min Reflection 5 min

Eng., N. (2017). Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students. New York: Norman Eng.