ASSETT鈥檚 Course Design Workshops provide a comprehensive and accessible introduction to developing a range of technology-enhanced learning experiences. In response to high demand driven by COVID-19 mitigation, we are offering three fully asynchronous workshops during the fall 2020 semester. We will emphasize transitioning from face-to-face teaching to remote delivery, providing a foundation of pedagogy, technical skills, and research-informed practices that can be used flexibly to support fully online courses, hybrid offerings, and/or emergency remote teaching.

Over the summer, more than 100 CU 麻豆影院 faculty participated in this workshop. Reported satisfaction was exceptionally high with 95% of survey participants (N=76) rating the workshops as "excellent" or "good." Here's what a few participants had to say about their experience:

I could not possibly recommend a better workshop on campus; and I took dozens of them over the past decade. This one combined technological skills and instructional pedagogy, so it was extremely rich. I intend to use many of the skills in my classes this very fall, whether we teach in class, hybrid, or fully online. I feel prepared. -- Celine Dauverd, Department of History

 I am taking away tools for creating and evaluating online components of class design and delivery within a sound pedagogical framework.  It did not feel like the typical smattering of "online tricks and techniques" that I have come across myself while making the emergency shift to online teaching this spring. Thank you for such a beautifully designed and executed learning experience! -- Jenny Schwartz, College of Arts & Sciences Honors Program

What was most helpful for me was experiencing an asynchronous course mode, which helped me expand my understanding of how I could effectively implement asynchronous activities into my fall course, while also maintaining engagement and instructor visibility. It was also helpful to recognize some things I'm already doing. I now have a better handle on the words to use to describe them, which is helpful for updating my teaching statement. -- Lizzy Trower, Department of Geological Sciences

Each cohort of learners will have two weeks to review materials, watch videos from our synchronous summer workshops, and complete hands-on activities to practice what you have learned, all at your own pace. You will have the unique experience of participating in a Canvas-based course from a student's perspective, and you will receive personalized feedback from a facilitator on your submissions. Everyone who completes all assigned activities before the end of the workshop will receive a letter documenting their participation, for inclusion in your FRPA report or professional portfolio.

Workshops will be conducted during the following dates:

• August 24 to September 13
• September 28 to October 11
• October 26 to November 8

To ensure we can provide customized support and timely feedback, each cohort is limited to 25 participants. This opportunity is open to any member of the CU 麻豆影院 community with instructional responsibilities, including graduate students.

Advance registration is required. These workshops are very popular and usually fill quickly, so we encourage you to sign up as soon as possible to reserve your space. 

For additional information, contact the workshop facilitators, Joy Adams (joy.adams@colorado.edu) or Amanda McAndrew (amanda.mcandrew@colorado.edu).

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Strategic Course Design for Flexible Teaching Modes

ASSETT鈥檚 Summer Course Design Workshops provide a comprehensive and accessible introduction to developing a range of technology-enhanced learning experiences. In response to COVID-19 mitigation, this summer鈥檚 training (2020) will be offered in a hybrid format that combines virtual meetings with hands-on application. We will emphasize transitioning from face-to-face teaching to remote delivery, providing a foundation of pedagogy, technical skills, and research-informed practices that can be used flexibly to support fully online courses, hybrid offerings, and/or emergency remote teaching.

Each live workshop includes five synchronous sessions (hosted in Zoom), held daily over the course of one week, with additional online activities, for a total of approximately 10 to 12 hours of guided instruction. The July workshop is delivered in a fully online, self-paced format. It covers the same curriculum, with recorded sessions taking the place of Zoom meetings to offer more flexibility for participants.

UPDATE: As of May 15, all sessions of the workshop are full, including all spaces on the waitlists.

Advance registration is required, and each workshop is limited to 20 participants. These workshops are very popular and usually fill quickly, so we encourage you to sign up as soon as possible to reserve your space. In accordance with ASSETT鈥檚 mission, priority will be given to instructors within the College of Arts & Sciences; however, any CU 麻豆影院 faculty members (including graduate students with instructional duties) may register to participate on a space-available basis. 

For additional information, contact the workshop facilitators, Joy Adams (joy.adams@colorado.edu) or Amanda McAndrew (amanda.mcandrew@colorado.edu).

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STEP 1: Communicate expectations for course communication. 

During times of uncertainty, clear and timely communication is essential. Reach out to students as soon as possible with information about how your course will proceed in a remote format.

Quality Matters recommends addressing the following, at a minimum:

• In what modes and how often you will send general course communications 

• How students should contact you 

• Your expected response times for messages and returning graded assignments

• How often students should log in to the course site

• Which course activities are synchronous and which are asynchronous

• Any changes to the attendance or class participation policy

• How office hours will be conducted

• Guidelines for communicating with peers online (e.g., 鈥溾��)

Be available to answer any questions that might arise. Consider posting your responses to individual inquiries in an FAQ page or discussion forum within your course site so all students have access to the same information. This step should also help to reduce the volume of incoming messages you receive.

Step 2: Map out your course. 

Completing a simple table will help you organize your ideas and create a 鈥渢o do鈥� list for setting up your course activities in Canvas.

List the face-to-face classroom experiences you had planned for the remainder of the semester in columns 1 and 2 of the table. 

Step 3: Rethink for remote teaching.

In the third column, note how you will replace or recreate those experiences for remote delivery. 

Based on the time available and your comfort with technology, you might consider changing the format of course activities for remote delivery. For example, in place of a lecture, you could:

• hold a live videoconference with students in Zoom to present the material

• record a screencast of yourself delivering a lecture and post it in Canvas for viewing

• assign a reading or video in place of the lecture

• share your lecture slides, adding written 鈥渟peaker notes鈥� or audio narration as needed to help explain the material.

As you complete this column, remember that your immediate task is to create the minimum viable option that will allow students to receive the information they would have received in the classroom and provide them with alternative means of completing and submitting coursework. Wait to substantially redesign the course or implement new, non-essential technologies until normal teaching has resumed.

STEP 4: Populate your Canvas site.

Create or upload the materials, quizzes, assignments, and activities outlined in your course map. For help, review OIT鈥檚 or contact us at oithelp@colorado.edu. 

STEP 5: Build in learner supports. 

Without face-to-face contact, additional may be necessary. Ensure your course materials are accessible for students with disabilities, instructions for activities and assignments are explicit, and deadlines are reasonable and clearly communicated.

If you are using any Canvas features or other technology tools in your course for the first time, remember that these tools might be new to at least some students. Consider providing links to resources for students that provide step-by-step instructions, such as these Canvas guides:

STEP 6: Create a work schedule for students.

Using the table you created as a starting point, prepare a new course schedule for students. Share this information with the class in Canvas, as an announcement, and/or as an email to the class.

STEP 7: Maintain community.

Consider ways to encourage student-instructor and student-student interaction to maintain a sense of community while teaching and learning off-campus.

Strategies for student-instructor interaction

• in Canvas to keep the class on track

• who appear to be struggling with assignments to see if they need help

• Record video or audio messages to maintain 鈥渋nstructor presence鈥� within the course

• Actively participate in

• Create an open forum where students can post questions about the course, share ideas, or raise concerns

• Provide timely, specific

• Hold virtual office hours

Strategies for student-student interaction

• Create collaborative assignments, activities, or quizzes, or allow students to work on existing assignments with peers

• Encourage students to share tips and strategies for online learning

• Help students form study groups or peer accountability groups

• Use online discussion forums and require peer responses

• Guide students in creating study guides, course glossaries, or other class resources

STEP 8: Be prepared to provide referrals. 

Students may need additional assistance from the OIT Help Desk, Disability Services, campus health services (including mental health resources), the University Libraries, and/or other academic and support services. Provide contact information for these campus partners in a prominent place within your course site.
 

Video Resources

Recorded workshops on the tips above are available on page (scroll down to On-Demand Video Trainings) or using the links below. Each video is 30-45 minutes in length.

This guide was developed by Joy Adams, ASSETT Teaching & Learning Consultant, CU 麻豆影院. Some information has been adapted from the and other resources shared by members of the Quality Matters Instructional Designers Association.

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ASSETT will hold course design workshops from 10:00 am to 3:30 pm on Friday, May 17, and Tuesday, May 21. In the morning, participants will be introduced to basic principles of course design that can be applied to any course. Following a catered lunch, each participant will join a breakout group to explore how technology can be used to effectively support a specific mode of course delivery: , fully online, or hybrid.

The workshop agendas will be the same on both dates, to offer flexibility in scheduling. However, participants may repeat the workshop to engage with two different breakout groups, on a space-available basis.

During the workshop, you will refine your course learning outcomes, align your course curriculum, learn strategies for inclusive instruction, and identify ways to enhance course facilitation and student engagement. In addition, ASSETT will provide a professional development award of $250 upon successful completion of the workshop and assigned follow-up activities.

Workshops are limited to a maximum of 10 participants per session and are open to all Arts & Sciences faculty, including graduate students with instructional duties. Register online to reserve your spot. For additional information, contact Joy Adams.

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Got a course that needs revamping? Or teaching a new course soon? This fall, we're launching two new professional development opportunities for faculty interested in a deeper dive into course design principles and best practices:

The Course Design Service Package is a "choose your own adventure"-style intensive experience for a limited number of A&S faculty. We will help you optimize your course design efforts to effectively align learning goals and assessments, integrate technology, and collect data on your new design. Mix and match your choice of services for an integrated, scholarly approach to your course design process. Our team of experts will help you identify the best opportunities, based on your specific needs, interests, and discipline. Space is limited to just five courses, so sign up now!  The call for participants will close on September 28, 2018. For more information, contact Amanda McAndrew (amanda.mcandrew@colorado.edu)

The Course Design Special Interest Group (SIG) is a community of practice for faculty who want to create or substantially redesign a course. It is most appropriate for instructors with some prior knowledge of or experience with technology-enhanced teaching and learning, including faculty who have completed an ASSETT Course Design Workshop. Collaborate with colleagues from the College of Arts & Sciences while exploring ways to leverage technology in your course design, delivery, and/or curriculum. Meetings will address topics of interest identified by the group and will be facilitated by an ASSETT teaching and learning consultant. Space is limited to eight participants, so sign up today to reserve your spot! The call for participants will close on September 28, 2018. For more information, contact Jacie Moriyama (jacie.moriyama@colorado.edu) or Joy Adams (joy.adams@colorado.edu). 

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