Getting ready for Fall

We recently relocated to Winnipeg so I can start my new teaching job at University of Manitoba. In the past few months I have attended numerous webinars about the best practices to teach online, design assessments, engage students, and build communities. While waiting for my teaching assignments, I’ve thought a lot about how to design fall courses and I’m using this space to record my thoughts and put down some ideas for future reference.

  1. LMS: I’m not sure what LMS system is being used for UofM, but do realize the choice of LMS affects course design to certain extent. I plan to continue using the ideas of having a clean layout on the homepage, with icons and texts to guide students where they should go base on what information they are looking for, and on top of the homepage the two most recent announcements populate automatically. I’m debating whether I should include a calendar at the bottom of the page as well.
  2. Weekly structure: I plan to run my courses mostly asynchronously. Every week students will access reading materials and pre-recorded videos, followed by an online quiz before they join me for a synchronous session which serves as Q&A. Discussion forums will be available for them from the start of the course and they will learn how to build a community via posting on discussion forums, and annotating the lecture notes online. I plan to give certain weightage for their community building effort with the following question “Does what I do benefit the community knowledge building?” If the answer is Yes, then students will receive a point. These points can be accumulated and will translate to final grade. As to how they can earn these points, the choices are plenty: they can answer their peers’ questions on discussion forum, share resources that help with understanding a certain topic, share learning strategies, develop review questions and solutions for the cohort, answer questions that are posted on Hypothes.is which is the social annotation tool I plan to use, organize synchronous review sessions etc. Hopefully community building will become a part of the course by the end of the semester. By the end of each week, there will be a set of quiz questions so students know whether they get the main ideas or not. There will be regular written homework assignments which require students to think deeper and write down their ideas in a clear manner.
  3. For student engagement piece, it should be a continuous effort: I will start the semester with a letter to all students to introduce myself and my teaching philosophy, and a general survey about what situation people are in and whether they have what’s necessary to complete an online course. Then they will practice using Hypothis.is by annotating on the course syllabus. They will work together to build a community conduct codes and share their thoughts with me about the syllabus. If most people have strong opinions about certain things there, I’m open to suggestions and happy to make changes.
  4. There will be interactive questions embedded in the pre-recorded videos using H5P to engage students and these questions will help them perform better when they work on pre-lecture quizzes.
  5. As to formative assessments, I’m not sure what’s the common practice in the department. If timed tests/exams are the norm, then we can certainly do that. I won’t rule out oral exams, especially if someone missed a scheduled test due to personal reasons, the make-up test will most likely be an oral exam.

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