Building
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1. Structuring Your Course Elements in a Learning Management System
How Do I Develop a Course Plan in a Learning Management System?
How Can I Build Student Engagement in My Course?
- The Importance of Student Engagement
- Engaging with Content
- Engaging with Peers
- Engaging with the Instructional Team
- Principles for Developing Engaging Content
What Tools are Available in MyLearningSpace?
3. Considering Universal Design Principles
Understanding Universal Design for Learning
- Guiding Principles for Universal Design for Learning
- Applying Universal Design Principles to Course Content More Meaningful for All Learners
- Including Information in Formats that Can Be Easily Adjusted by Students
- Offer a Variety of Formats
- Include Multiple Ways to Access Information
How Can I apply Universal Design Principles to Make My Assessment More Meaningful for All Learners?
- Give Students Some Control Over the Format of their Work
- Give Students Some Control Over the Topic of their Work
- Give Students Some Control Over the Timing of their Work
- Use UDL Rubrics for Grading
4. Choosing the Appropriate Assessment Method
How Do I Create Authentic Assessments?
What Do I Need to Consider when Developing Assessments?
- The Importance of Choice
- Student Workload and Getting the Balance Right
- Types of Assessment
- Student Learning Outcomes
- Groupwork
- Approaches to Groupwork
- Group Contracts
- Peer Evaluation of Group Projects
- Assessing through Final Projects and Exams
What are Some Alternative Assessments for Final Projects and Exams?
- Assessments to consider if you typically administer timed high-stakes midterms or final exams
- Assessments to consider if you typically administer single high-stakes end-of-term assessments
- Assessments to consider if you're ready to try creative or peer-based models of assessment
- Accommodations for Tests and Final Exams
- Academic Integrity and Assessment
- Responding to Academic Misconduct
What are Some Considerations When Designing Assessments for Large Classes?
- Developing Higher Level Cognitive Skills as Learning Outcomes
- Working with Digital Knowledge and Student Collaboration
- Large Class Resources and Examples
5. Choosing Assesment Strategies
How Do I Approach Assessment?
Examples of Authentic Assessments
- Annotated Bibliographies
- Case Studies
- Classroom Assessment Techniques
- Classroom Response Systems (e.g. iClicker)
- Close Reading with Questions
- Collaborative Essays / Assignments
- Concept Mapping
- Content Summaries
- Fact Sheets or Briefs
- Individual Research Essays
- Infographics
- Just-in-Time Teaching Exercises
- Literature Reviews
- Open Book "Take Home" Exams or Tests
- Peer Evaluations
- Portfolios
- Poster Presentations
- Presentations
- Prototyping
- Reflection Papers
- Scaffolded Assessment
- Three-Minute-Thesis-Style Presentations
- Timelines
- Two-Stage Collaborative Testing
What Tools are Available to Support Academic Integrity?
- Turnitin
- Peer Marking Approaches
- Rubrics
- Gradescope
- Discussions
- Questions Pools and Randomizations in MyLS Quizzes
6. Designing Clear Rubrics
Considerations for creating clear rubrics
7. Balancing the Synchronous and Asynchronous Parts of Your Course
How Do I Choose which Material Should Be Asynchronous and which Should Be Synchronous?
- Identify the Opportunities
- Identify the Time Constraints
- Consider the Advantages of Each Delivery Mode and How they Relate to Your Course
- Start with Your Outcomes
- Evaluate What You Already Have
- Consider Moving Towards the Flipped Classroom Model
- Set Your Priorities
- Don’t Overdo It
How Do I Ensure that the Asynchronous and Synchronous Components of My Course Work Well Together?
- Consider How Asynchronous and Synchronous Sessions Relate to Each Other
- Identify What Students Need to Know Prior to Synchronous Sessions
- Start with What You Would Usually Do
- Build Materials and Activities that Support Knowledge and Skill Development
- Look for Open Educational Resources (OERs)
- Identify Simulations
- Develop At-Home Activities for Practice
- Challenge Students to Create their Own Examples or Applications
- Challenge Students to Demonstrate Course Concepts
What is the SAMR Model and How Can I Apply It to Reconceptualise Asynchronous Learning in My Course?
- Focus on the “Modify” and “Redefine” parts of the SAMR Model to Effectively Develop Your Course
- Consider Incorporating Universal Design Principles into Your Course
8. Designing Lessons using BOPPPS
Considering the BOPPPS model when designing lesson plans
- Structuring Class Time with BOPPPS
- B - Bridge In
- O - Learning Outcomes
- P - Pre-Assessment
- P - Participation
- P - Post-Assessment
- S - Summary
- More BOPPPS Support and Resources
Plan, Build, Teach: A Guide for Effective Teaching, Learning and Assessment by Teaching, Learning and Development at Wilfrid Laurier University is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.