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Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.

Course Length: Two weeksDelivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here. 




The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.


Recommended For:

Faculty and Instructors who are new to online teaching 



Learning Objectives:

Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.



What Participants Need:

A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives

Strategies for Designing Assessments in the Age of AI by Jay Loftus
 
Photo by Steve Johnson on Unsplash

Project Title: Opening New WindowsProject Leads: Sunil Kishore Chakrapani and Jenifer Saldanha





College/ Unit:







Department of ECE, College of Engineering and Biological Science Program, College of Natural Sciences








 














 











Elevator Pitch:Quick response or QR codes are machine readable (typically by smart phone/tablet cameras) systems similar to bar-codes that can contain information within the image. They are used to provide an easy, fast and concise way to connect to information via the internet. QR codes are used in stores as payment options, and to display information, especially becoming commonplace during the COVID-19 pandemic. This project explores the use of QR codes in improving the delivery of instructional content in engineering and biology laboratories. The specific objective of this project is to implement QR code-based instruction strategies for laboratories, which will help to make “lab-manuals” more accessible and engaging. Standard laboratory manuals can be overwhelming due to clutter and overloading of information. Students can find it unengaging, and accessing specific information can be challenging. This project will utilize sequentially programmed QR codes placed at different locations in the lab to “walk” students through experimental procedures. The QR codes will be linked to interactive web pages which will display the course content in an engaging manner. When students want to find information regarding a specific instrument or experimental protocol, they can simply scan the associated QR code which will lead them to the information along with a video of how it works. This project also employs this QR code concept to design interactive assessments. Students will answer questions by identifying and scanning the correct QR codes. Team Bios: Dr. Sunil Kishore Chakrapani is an Assistant Professor in the Department of Electrical and Computer Engineering and Mechanical Engineering in the College of Engineering. He teaches undergraduate and graduate courses in both departments in the topics of computer aided manufacturing, and mechanics. His research interests include use of ultrasonics for nondestructive evaluation. Dr. Jenifer Saldanha is an Assistant Professor in the Biological Sciences program in the College of Natural Science. She is the Curriculum Coordinator for introductory molecular and cellular biology labs. Her broad research interests include student success and retention in STEM disciplines, life science education research, and stress biology.What are some of the successes?QR coded links for videos and initial course content were embedded in HTML pages and these work well. The use of sequential QR codes for activities was tested and we found that these work well and smoothly. QR coded assignments were developed for the lab and they work as expected. What are some of the challenges that you have experienced on this project?The QR coded assignments work for the engineering lab, but will require more time and effort to adapt for the biology lab. Web design requires a lot of effort. Using the tools from this project requires a smooth web interface. In the future, it’ll be great if the project resources can be used for web design and development in the form of undergrad hours. Supply chain issues delayed our ability to order tablets for the courses.Image attribution:QR Code for Object Taggingby preetamrai is licensed under CC-BY-2.0

Earlier this year, I posted on the Hub blog about our experience working with faculty to put their courses online. I shared an infographic of two case studies of how faculty had decided to build their online courses. 
 

1) UDL is research-based
The Universal Design for Learning framework was developed by CAST (Center for Applied Special Technology) to guide the design of instructional goals, curriculum, and assessment that can be adjusted to each individual’s needs. UDL relies on what neuroscience research tells us about the way human beings learn. 
 
2) UDL is flexible
The UDL framework is not a cookie-cutter set of rigid rules, but rather a flexible approach to teaching that can be customized based on each teaching situation. It was initially designed as part of the Higher Education Opportunity Act of 2008 as a framework to guide educational practices in order to provide flexibility in how information was provided and to allow students to demonstrate their learning in various ways. This was intended to “reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and {maintain} high achievement expectations for all students, including students with disabilities and students who are limited English proficient” (http://www.udlcenter.org/aboutudl/udldefined).
 
3) UDL is about learners
UDL focuses on student learning through proactive curriculum creation. That is, you as the teacher are responsible for removing the possible barriers that could prevent students from learning your material. This involves four components: goals, methods, materials, and assessments.
 
For instance, when I create a lesson plan, I need to reflect on the following:
Goals: What are the learning expectations? How can my lesson turn my students into experts learners? Goals are the knowledge, concepts, and skills that all students should master. When I apply UDL, I need to make sure that I acknowledge learner variability and differentiate the goals from the means. I need to offer options or alternatives, along with a variety of tools, strategies, and scaffolds to help learners reach mastery.
Methods: What instructional approaches or decisions can I follow to enhance learning? UDL helps us focus on teaching methods based on learner variability. This happens both within the context of the specific task, and the individual learner’s social/emotional context, along with the classroom’s atmosphere. My methods need to be flexible and varied, and adjusted based on a continuous monitoring of learner progress.
Materials: What media can I use to present the content and what media can the learner use to demonstrate knowledge? With UDL, materials are variable and flexible. They should offer different pathways to similar outcomes while including choices for the learner where appropriate, multiple levels of support and challenge, and alternative options to create interest.
Assessments: Are my assessments accurate? Are they comprehensive and articulate enough to guide instruction for all learners? When using UDL, I need to ensure that I focus on the goal, and provide different supports or scaffolds; and that I accommodate learner variability by reducing barriers to measuring learner knowledge, skills, and engagement with the content.
All this should be done following UDL principles of multiple means of representation, multiple means of expression, and multiple means of engagement.
 
4) UDL is a rich community of practice
Whether you are just interested in learning more about UDL, or are ready to start implementing it in your classroom, UDL possesses an extensive community of practice that can support you every step of the way. Below are some resources, ranging from theoretical to practical applications of UDL:
Tutorials: the National Center on UDL offers online media presentations that help educators to build UDL understanding, along with other supporting material.
Videos: CAST also has a Youtube channel where you can find updates and material related to UDL.
Forum: UDL Exchange is a place to browse and share resources or lessons related to UDL.
Social media: Follow #UDL and #UDLchat on Twitter

Designing Your Course
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
Designing Your Course “Backward”
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. Below, Dr. Cori Fata-Hartley further outlines essential steps of backward design:

https://youtu.be/DTxnTNXPK3g
 
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
Four Questions for Designing Your Course “Backward”
1) What Do You Hope Students Know and Are Able to Do?
This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
2) What Assessment Evidence Will You Gather?
Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes. 
3) What Learning Experiences Will You Provide for Students?
The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
4) Is Your Course Design Aligned?
Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
 
We’d Like to Know: What are some of the ways you’ve linked learning outcomes, assessments, and learning experiences? How do you respond when you see that some elements of your design aren’t aligned?
 
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
 

 
Originally posted at “Inside Teaching MSU” (site no longer live): Skogsberg, E. Designing Your Course “Backward”. inside teaching.grad.msu.edu

Project Title: iMotions in Interior Design StudioElevator Pitch: Integrating eye-tracking gadget in the interior design studio will give the opportunity to students to learn about the impact of their own design on users. Does their proposed interior promote well-being? Does it follow interior design principles and standards? Does it trigger positive emotions, if yes, what are they? Does it trigger negative emotions, if yes, what are they? Students traditionally received feedback from their own instructors. Sometimes they perceive such feedback as being subjective, some might perceive it as harsh. This tool is objective and will give them the opportunity to learn and become better designers.Team Bios: Dr. Linda Nubani and Dr. Eunsil Lee are members of the Interior Design program and specialize in Environment-Behavior Research.What are some of the successes?I received the tools in late May after the semester ended. We are taking the summer to design the research and to apply for IRB approvals.



What are some of the challenges that you have experienced on this project?None so far

The CTLI's Designing Your MSU Syllabus workshop and its resources are meant to introduce MSU educators to the role of the syllabus at MSU, its required and recommended components, and institutional resources for writing and improving syllabi. In August 2024, this hybrid workshop comprised part of our Semester Start-Up programming for MSU educators during the CTLI's first-ever Plan-a-thon, a day dedicated to course and assignment planning. The takeaways from these sessions were:

Think about your syllabus as a learning tool AND an agreement within your classroom community.
Some syllabus components are required while others are recommended (try not to overwhelm!)
Consider inclusion and flexibility
MSU and departments / colleges have many resources available to help support you build your syllabus

You can access the slide deck for this workshop here (requires MSU login) including links to many resources for course instructors, including sample statements and policy language. We also have an Creating Your Syllabus iTeach Playlist of further syllabus resources, including the CTLI's new Inclusive Syllabus Template created by Bethany Meadows.
The recording of this hybrid workshop is available below.
Feel free to reach out to Ellie Louson and/or Monica Mills in the CTLI if you have any questions about the Designing Your MSU Syllabus workshop or our syllabus resources.Photo by Blessing Ri on Unsplash