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Faculty Resource Guide: Course Content Design

Guide for full and part time faculty

Course Content Design

Course Content Design

Section 2 of the E-Blueprint Course Development Review focuses on Course Content Design.

Review Item

Example (Possible Evidence)

Note: Links in this column are to pages in the TLC Professional Development Course or Canvas Guides

★ B.1 Content is "chunked" into manageable pieces by leveraging modules (e.g. organized by units, chapters, topic, or weeks) allowing the course to support outcomes, be appropriately paced, and evenly distributed.

---UDL 3.3 Guide information processing and visualization

Course content is structured into modules that include pages, assignments, discussions, and quizzes. This enhances the student experience and streamlines their navigating the course.

Sample module

★★ B.2 Modules and items within modules have a thoughtful naming/numbering convention (e.g. name the module "Module 1 - Skipjacks in the News - Chapter 1," or "M1-Skipjacks in the News-Chapter 1").

---UDL 2.2 Clarify syntax and structure

Modules follow a uniform naming/numbering structure. This enhances the student experience and streamlines their navigating the course.

For example:

  • Module 1: Title
    • M1: Overview (or Introduction)
    • M1: Lesson
    • M1: Discussion
    • M1: Assignment
    • M1: Quiz
  • Module 2: Title

★★ B.3 Modules begin with an Introduction/Overview page

---UDL 3.1 Activate or supply background knowledge

Each module includes an introductory page providing a description, objectives, list of activities, and relevant links/files. This sets student expectations at the module level.

Example Module Introductory page

★ B.4 Text headers and indentation are included within modules to help guide students. Design is consistent across modules with consistent terms and labels.

Canvas Guide - Add Text Header

---UDL 2.2 Clarify syntax and structure

Headers and indentation help students navigate the course and provide a contextual relationship with course content.

★ B.5 Offers access to a wide range of course specific resources to support content. All links, files, videos, and external URLs are active and working.

Canvas Guide - Link Validation

---UDL 2.5 Illustrate through multiple media

---UDL 3.3 Guide information processing and visualization

Adding various resources and using multiple media helps students synthesize information, address different learning styles, and can provide diversity to course content.

★ B.6 Provides activities and assignments that promote achievement of learning outcomes

---UDL 5.3 Build fluencies with graduated levels of support for practice and performance

Activities and assignments focused on student outcomes assists in providing relevancy and agency. When possible, scaffolding activities and assignments throughout the course allows students to build on previous learning.

★ B.7 Modules include at least one of three forms:

  • Student-Student interaction (e.g. discussions and/or collaborative projects)
  • Student-Teacher interaction (e.g. quality feedback expectations)
  • Student-Content Interaction (e.g. engaging content and resources with which students must interact and not just read or watch)

---UDL 8.3 Foster collaboration and community

Use of discussion forums and group projects with expectations and prompts support Student-Student and Student-Content interaction.

While individual Student-Teacher interaction usually focuses on feedback provided through evaluation of submitted assignments, the intent here is for Student-Teacher interaction for all students in the course. This can be in follow-up prompts or comments from the teacher in discussion forums and course announcements summarizing feedback on submitted work.

★★ B.8 There is a "Ask the instructor" discussion

---UDL 8.3 Foster collaboration and community

Provide a pinned discussion in the Getting Started, Welcome, or first module where students can address questions to the faculty about the course regarding content, assignments, quizzes, other activities, and expectations.

★ B.9 Uses appropriate features of the LMS (gradebook, announcements, etc.)

---UDL 7.3 Minimize threats and distractions

Adding announcements as part of the course design and planning on how to use the gradebook (Grouping graded work, use of Speedgrader, use of rubrics) aids in course management and helps with setting student expectations.

★ B.10 Citations provided for attribution and copyright. Copyright law is followed throughout the course. Copyright statement included on the course home page.

NOTE: Contact Library Staff for assistance with copyright review.

Canvas Guide - Copyright Resources

Assure copyright is followed throughout the course. Recommended course home page includes the following statement:

These materials are made available at this site solely for the educational purposes of students enrolled in this online course offered by Chesapeake College. These materials may be protected by U.S. Copyright law and should not be reproduced or transmitted electronically. One photocopy or printout may be made of each item for personal, educational use.

Notice of Nondiscrimination: Chesapeake College is an equal opportunity, affirmative action, Title IX, ADA Title 504 compliant institution.

★★★ B.11 External tools (e.g., Quizlet, Khan Academy, Padlet, Nearpod, CK-12) are embedded within modules or in a page, assignment, discussion, or quiz using RichContent Editor.

Canvas Blog - Web 2.0 Tools

---UDL 5.2 Use multiple tools for construction and composition

★★★ B.12 Auto-open Inline Preview used thoughtfully and selectively in support of course outcomes. Use for emphasis or when content is best presented in original format.

Files are incorporated within course pages, discussions, assignments, etc. Use overlay setting instead of opening a new window.

How to add an auto-open inline preview

★★★ B. 13 Provides multiple ways for students to show mastery of material (discussions, essays, research papers/projects, multimedia projects, etc.). Personalized learning is evident (e.g., utilized module completion requirements and/or prerequisites).

Canvas Guide - Adding Prerequisites

---UDL 5.2 Use multiple tools for constructions and composition

---UDL 6.4 Enhance capacity for monitoring progress

★★★ B.14 Differentiation is evident (teaching materials, assignments and assessments take into account diverse learning styles, as well as other factors such as gender, culture, ethnicity, soioeconomic status and personal interests).

Canvas Guide - Differentiation

Differentiation is evident when providing assignments for specific students, creating content and assignments for auditory, visual, and kinesthetic learning styles, and sources of information reflect diversity in gender, culture, ethnicity, and socioeconomic status.

★★★ B.15 MasteryPaths are included

Canvas Guide - MasteryPaths

---UDL 7.2 Optimize relevance, value, and authenticity

From the Canvas Guide, "MasteryPaths allow instructors to configure differentiated learning content that is automatically delivered to students based on their individual source assignment scores."

This is an adaptive learning approach. Consult the Teaching and Learning Center.

★★ B.16 Encourages self and/or peer review by providing meaningful opportunities to reflect upon and informally evaluate draft work.

---UDL 9.3 Develop self-assessment and reflection

Includes assignments with peer review settings selected. Create self-review assignments (use reflection prompts).