Course Design
As you design a new course, or modify an existing one, we encourage you to look through some frequent questions that come through CPI. Each question leads to one or more links filled with suggestions and ideas to guide your thinking. If you would like further support for any of these questions, or others not addressed here, we can help you. No matter what stage your class is in, CPI aids in thinking through objectives, structuring your syllabus, designing online activities, building community in classes, redesigning assessments, and more. Contact us anytime with questions!
Initial Questions
- How do I make sure students learn what I want them to?
QUICK TIP: While several models of instructional design exist, the most straightforward is an approach called Backwards Design, which encourages you to think about your end goals (known as learning objectives) and create your content backwards from that.
Links
- What is Backwards Design?
- Learn about some other models of instructional design.
- How do I write a strong learning objective?
QUICK TIP: A learning objective is a statement of what students will be able to do or demonstrate by a certain point in the class (usually the end). An effective learning objective is measurable and focuses on the student’s perspective and includes timing (e.g., “by the end of week 4”), demonstrable activity (e.g., “define”, “differentiate”, “build”, “design”) and product.
Links
- How to write a clear learning objective, including dozens of verbs based on Bloom’s taxonomy to guide your thinking.
Live and Recorded Video
- How do I make a good instructional video?
QUICK TIP: Above all else, keep instructional videos short, typically between 6 and 10 minutes (so a typical 50-minute lecture might consist of 5-8 videos). Have a plan for what you want to say (a script or at least an outline) and recognize that your timings are likely to be different than a live lecture because you won’t have feedback in the form of questions or opportunities for clarification. Find logical breakpoints in the lecture, and try to have each video be independent enough that students don’t need to watch the entire set straight through to follow the thread. Leverage visuals when possible, but try to keep your image on the screen (even in a small box) at least most of the time to build personal connection.
Links
- Video: Make super simple videos for teaching online.
- 10 Tips for Creating Effective Instructional Videos.
- Lean in to your teaching persona and allow aspects of your life to emerge in the course content.
- Although not focused on lectures, here is a beginner’s guide to producing high quality video using just your smartphone.
- Can I use someone else's videos?
QUICK TIP: Thousands of high-quality instructional videos already exist; no need to reinvent the wheel! For software instruction and process-oriented videos, we recommend you start with LinkedIn Learning (formerly lynda.com), to which all Wesleyan community members have access. For other academic content, all courses on Coursera is available for free to Wesleyan learners throughout Fall 2020; contact CPI to arrange access to any subset of courses you'd like. Of course, YouTube and other sources have plenty of high-quality videos, too, but require a bit more curation.
Community Building
- How do I ask good discussion questions?
QUICK TIP: Craft discussion questions - whether posed synchronously or asynchronously - that reflect on weekly learning objectives and do not allow for yes/no answers. Allow space for students to consider replies before anyone responds. For forum-based discussion, provide multiple questions for response.
Links
- Designing Effective Discussion Questions.
- A very thorough example rubric from Purdue for discussion contributions.
- How do I encourage students to participate in class discussions online?
QUICK TIP: The Community of Inquiry framework suggests an effective online learning experience requires elements of social presence, cognitive presence, and teaching presence working together. Further, an effective pedagogical strategy incorporates the student interacting with each of the three main elements of the classroom - course material, the instructor, and other students - while allowing time for self-reflection.
Links
- Video explanation of the Community of Inquiry framework.
- A handful of quick tips for handling asynchronous discussion in a large class.
- Inside Higher Ed offers an overview article on how to develop a productive discussion board
Assessment
- What assessments should I use?
QUICK TIP: Consider what is most in service of your learning objectives. With limited ability to provide immediate support, online assignments require absolute clarity in instructions, both for successful completion and access to relevant resources.
Links
- Choosing the right assessment tools.
- Indiana University provides a number of ideas sorted by learning objective that can serve as online-friendly alternatives to course exams and papers.
- Feel like playing around with some ideas? Here are 75 tools for formative assessment.
- Consider using a rubric to streamline assessment while also providing structure and clarity to students about assignments (and definitely check this page for some example rubrics across almost any sort of assignment or activity).
- How can I be sure my assessments are good?
Links
- Vanderbilt University offers some tips on constructing high-quality multiple choice questions.
- How do I enforce academic integrity?
QUICK TIP: The Community of Inquiry framework suggests an effective online learning experience requires elements of social presence, cognitive presence, and teaching presence working together. Further, an effective pedagogical strategy incorporates the student interacting with each of the three main elements of the classroom - course material, the instructor, and other students - while allowing time for self-reflection.
Links
- Video explanation of the Community of Inquiry framework.
- A handful of quick tips for handling asynchronous discussion in a large class.
- Inside Higher Ed offers an overview article on how to develop a productive discussion board
Additional CPI Resources
- Useful links that don't fit into any other category
- If you're looking for a round peg to fit an idea you have, take a look at this crowdsourced list of tech tools
- Consider how to incorporate Project Based Learning with this slide deck from CPI director Jen Rose