1. Developing a Welcome Video<\/a><\/p>\n\n\n\n 2. Build Community<\/a><\/p>\n\n\n\n 3. Course Syllabus<\/a><\/p>\n\n\n\n 4. Utilizing Checklists<\/a><\/p>\n\n\n\n 5. Module Overviews<\/a><\/p>\n\n\n\n 6. Learning Content & Activities<\/a><\/p>\n\n\n\n 7. Assessments<\/a><\/p>\n<\/div>\n\n\n\n Adding a welcome video to your course site can humanize your students’ online learning experience and is an excellent way to provide an overview of what students can expect from the course. By establishing your presence with a welcome video, you can begin building your teaching presence and a sense of community. <\/p>\n\n\n\n KPU has three professional recording studios, one at Surrey Campus (Recording studio) in the Arbutus building, one at Civic Plaza (Podcast Studio) and one at Langley Campus (Lightboard Studio). However, even with a personal device or handheld phone, videos can be easily created and shared. Check out the studios<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Click here for a sample welcome video<\/a> that was created by Lisa Gedak for the Level Up: Learning to Teach Online Course at KPU. You may need to log in to the KPU Media website:<\/p>\n\n\n\n KPU – Welcome Video – Best Practices<\/a><\/p>\n\n\n\n KPU – Request Captions in Kaltura for your videos<\/a><\/p>\n\n\n\n KPU – How to add videos as a Kaltura video resource<\/a><\/p>\n\n\n\n KPU – Uploading a video to Kaltura in Moodle<\/a><\/p>\n<\/div>\n\n\n\n KPU – How to edit a video with Kaltura editor<\/a><\/p>\n\n\n\n KPU – How to Share Youtube videos using Kaltura<\/a><\/p>\n\n\n\n General Welcome video advice<\/a><\/p>\n\n\n\n Do you need a support? Contact us<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Carlisle, K. L., Carlisle, R., Ricks, S. A., & Mylroie, R. (2018). Is my instructor a robot? Creative methods for establishing social presence in online human services education. Journal of Human Services, 38<\/em>(1).<\/p>\n\n\n\n Building community is an integral component to forming educational environments that produce the best learning outcomes. An excellent framework to guide this foundational goal is the Community of Inquiry (CoI).<\/p>\n\n\n\n The CoI framework composes the learning experience with three elements: social presence, cognitive presence and teaching presence. It is the interaction and ever-changeable emphasis within and between these presences that dictates the quality of the educational experience. (See fig. 1.1).<\/p>\n<\/div>\n\n\n\n CoI is highly effective in blended and online courses by outlining defined arenas to examine the synchronous and asynchronous aspects of online teaching and interaction. The element of social presence can be used to create community by considering the scheduling, tools and environments for administrative and classroom duties. Since \u201c\u2026,issues of open communication and group cohesion must be the primary focus at the beginning of the inquiry process\u201d (Vaughan et al., 2013, p. 12), being clear on office hours, class etiquette, and the methods of connection help define the class as a cohesive unit where information sharing is encouraged, and communication can occur. The utilization of video, audio, and text features can support the facilitation of content and peer interaction and can be used synchronously through the shared notes and chat features or asynchronously with forums, email or shared documents. Incorporating differences in communication styles allows for greater participation and interaction \u2013 the hallmarks of community.<\/p>\n\n\n\n Cognitive presence can also be applied through these clarified channels and environments by developing the course progress with instructor and learners \u201c\u2026prepared to clarify expectations, negotiate requirements, engage in critical discourse, diagnose misconceptions, and assess understanding\u201d (Vaughan et al., 2013, p. 14). Being active participants with influence over course content deepens the sense of community, extending beyond the course itself. By adapting and adopting learner input, the course becomes truly shared and space for participants to always have a sense of belonging.<\/p>\n<\/div>\n<\/div>\n\n\n\n The above \u2018negotiation\u2019 between course members is directly tied to teaching presence, as there is no separation between educator and learner, only natural, cohesive relationships that should be nurtured into community. This then informs Social Presence through those choices of software, communication tools, and administrative guides. All three Presences combine to create a community of learners where \u201cwhere students collaboratively assume increased responsibility and control to resolve specific problems and issues,\u201d and the \u201c\u2026the instructor ultimately has control and responsibility for the design and delivery of an educational experience\u201d (Vaughan et al., 2013, p. 17).<\/p>\n\n\n\n KPU – Community of Inquiry Resources<\/a><\/p>\n\n\n\n KPU – Strategies to Build a Community of Learners<\/a><\/p>\n\n\n\n KPU – Engagement in an Online Environment<\/a><\/p>\n\n\n\n KPU – Pedagogical Care & Excellence<\/a><\/p>\n<\/div>\n\n\n\n KPU – Interaction and communication in online learning communities<\/a><\/p>\n\n\n\n KPU – Building relationships online with your students<\/a><\/p>\n\n\n\n KPU – Online Discussion Forums<\/a><\/p>\n\n\n\n Student Support: Basic Needs Checklist<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Vaughan,\u202fN.\u202fD., Cleveland-Innes,\u202fM., & Garrison,\u202fD.\u202fR. (2013).\u202fTeaching in blended learning environments: Creating and sustaining communities of inquiry<\/em>. Athabasca University Press.\u202fhttps:\/\/www.aupress.ca\/app\/uploads\/120229_99Z_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf<\/a>.\u202f <\/p>\n\n\n\n A course syllabus is required for all courses at KPU. A course syllabus provides a comprehensive outline of course elements, including the course learning outcomes. Fink (2013) emphasized the importance of this document in making the course landscape clear to students and argued that it was vital to include instructor contact information, office hours, policies, course goals, and the structure and sequence of course activities (p. 299).<\/p>\n\n\n\n To be more inclusive, instructors should consider the diversity of learners and preferred learning styles and “build a syllabus that plans for diverse student abilities and promotes an atmosphere in which students feel comfortable discussing their unique abilities. Countless instructors complain that students do not read the syllabus” (Tulane, 2015, para. 1)<\/p>\n\n\n\n Regardless of faculty, KPU instructors can access a course syllabus template from the Commons that contains the vital components required in a well-designed course presentation. By choosing to use this template, instructors provide their students with all the information required to succeed in their courses. If all KPU instructors designed their course syllabus using this template, students would be provided with consistent information and structure for each respective course they are taking, even further supporting our students’ success! If there are additional elements specific to your course or discipline they can be added at the end of this template. Faculty specific templates are still available as an option for you r use in addition to the standardized option. <\/p>\n<\/div>\n\n\n\n KPU – Course Syllabus Template<\/a><\/p>\n\n\n\n KPU – 5 Things to Consider When Planning Your Courses (UDL)<\/a><\/p>\n\n\n\n Universal Design for Learning: A Rubric for Evaluating Your Course Syllabus<\/a><\/p>\n<\/div>\n\n\n\n UDL Syllabus<\/a><\/p>\n\n\n\n Syllabus Design<\/a><\/p>\n\n\n\n Preparing a Syllabus<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Tulane University. (2015). Accessible syllabus. https:\/\/www.accessiblesyllabus.com\/about-us\/<\/a><\/p>\n\n\n\n Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses<\/em>. ProQuest Ebook Central. https:\/\/ebookcentral-proquest-com.ezproxy.royalroads.ca<\/a><\/p>\n\n\n\n Book – The Checklist Manifesto by Dr. Atul Gawande<\/strong><\/p>\n\n\n\n Gawande (2010) considered the power and effectiveness of checklists to manage within complexity. The author sets his discussion in his professional field as a surgeon to clarify the counter-intuitive idea that quality checklists personify flexibility. This is all couched within two groupings that comprise failure: i) a lack of knowledge or ii) our own mistake. He then elucidates how to make quality checklists and apply them for increased success in any complex environment or task. <\/p>\n\n\n\n For educators, checklists can be effectively employed in the complex, multi-step process of course creation and guiding students through activities, assignments, assessments or even just daily class. It is also an excellent academic or work-world skill for students to adopt as they participate in a class where these concepts and strategies are being applied. <\/p>\n\n\n\n Checklists do not necessarily need to be graded or monitored; they can be used as yet another way to share information with students and help them stay on track.<\/p>\n<\/div>\n\n\n\n When you create checklists, be clear with students about your expectations. Is the checklist graded or counted towards participation? Does it serve as a private reminder for students? Will you be monitoring the checklist and following up with students who do not complete it? Clearly communicate your intent.<\/p>\n\n\n\n Journal – A Use of Checklists in Higher Education <\/a><\/p>\n<\/div>\n\n\n\n EduTopia Article – Power of a Checklist<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Gawande, A. (2010). The checklist manifesto: How to get things right<\/em>. New York: Metropolitan Books. http:\/\/atulgawande.com\/book\/the-checklist-manifesto\/<\/a><\/p>\n\n\n\n Whether you are using a topic or a weekly format in your KPU Moodle course site, it is good practice to provide information to your students in small, digestible pieces. Start with clear headings and providing module or topic overviews to help establish a consistent course structure. These are helpful ways to ensure students focus on the key concepts to meet the learning outcomes in the course, successfully. <\/p>\n\n\n\n This overview supports students becoming situated in the topic and the relevance it has for their course outcomes and future learning before they engage with the material. It can be challenging for students to identify their own areas of focus and key takeaways. Providing overviews and summaries each week is a strategy that supports teaching presence. <\/p>\n\n\n\n “Keep in mind that online learning may be new to your students, too, so weekly summaries or regular notes keeping them up-to-date, summarizing the past week, providing guidance for the week ahead and any other important communications will help orient them as well” (Moore & Hodges, 2020, para. 9). <\/p>\n\n\n\n Contact us<\/a> – Get in touch with Teaching and Learning Strategists for support<\/p>\n<\/div>\n<\/div>\n\n\n\n Concordia University – Planning an Online Course Module<\/a><\/p>\n\n\n\n KPU – How to restore a deleted activity in Moodle<\/a><\/p>\n<\/div>\n\n\n\n Westchester University: Best Practices for Developing Content Modules and Module Pages<\/a><\/p>\n\n\n\n Foundations in Teaching Excellence<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n Moore, S., & Hodges, C. (2020, March 11). So you want to temporarily teach online. Inside Higher Ed<\/em>. https:\/\/www.insidehighered.com\/advice\/2020\/03\/11\/practical-advice-instructors-faced-abrupt-move-online-teaching-opinion<\/a><\/p>\n\n\n\n Determining course content and activities can be challenging when designing a course, and while \u201c\u2026the instructor ultimately has control and responsibility for the design and delivery of an educational experience\u201d (Vaughan et al., 2013, p. 17), it must be done within the parameters of the approved course outlines and the designated learning outcomes. Constructive alignment, or the process of developing learning content and activities that are clearly outlined before any instruction occurs (Biggs, 2014, p. 5). It provides educators with a framework to ensure that assessments are aligned to evaluate the learning outcomes and that the content and activities are designed to support students to achieve those outcomes, thus demonstrating their learning.<\/p>\n\n\n\n Once you are clear about the content and activities you wish to deliver and how they will be evaluated, you will be able to determine what resources and technology tools can support your objectives. One example is to examine the learning outcomes for a course and then decide the best tools and environment to guide learners through the learning process. Perhaps learning content will be shared in a reading or a video or Powerpoint presentation, which is to be followed by a synchronous discussion in a Big Blue Button (BBB) session where more information is added and questions can be addressed. Following this session students are provided an activity to apply their learning, this is shared in a discussion forum between classes where students comment on each others work.<\/p>\n\n\n\n One danger that arises in more technologically integrated learning is cognitive overload. New delivery methods require deep consideration and multiple types of learning simultaneously. These temporal delivery changes can cause an excess of information to be conveyed. Articulating open and compassionate communication channels allows learners to negotiate content levels and allow for problem-solving before situations become unmanageable. <\/p>\n<\/div>\n\n\n\n Triandafilide (2020) provided a list of considerations for reducing cognitive overload when designing courses: <\/p>\n\n\n\n Sharing information in multiple ways helps to engage different learners. As you create learning materials, be mindful of accessibility. Ensure that images contain alt-text, that videos have captions, that documents are accessible to screen readers, and that links use descriptive words.<\/p>\n\n\n\n While an important part of higher education is managing large amounts of information and unique and challenging ideas, there are limits. Content is easily accessed, and thus quantity must be an integral consideration when aligning course content and activities with the Learning Outcomes prescribed. <\/p>\n\n\n\n Contact us <\/a>– Get in touch with Teaching and Learning Strategists for support in this area<\/p>\n<\/div>\n\n\n\n Contact Accessibility department<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n KPU – Learning Outcomes and Alignment – Video & Docs<\/a><\/p>\n\n\n\n KPU – Open Learning Resource of Learning Activities<\/a><\/p>\n\n\n\n KPU – Backward Design – 30sec Video<\/a><\/p>\n\n\n\n KPU – Portfolio for Rubric Reflection<\/a><\/p>\n\n\n\n![\"Moodle](\"https:\/\/dev.wordpress.kpu.ca\/moodle\/files\/2020\/12\/Moodle-1-740x380-1.png\")
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\n\n\n\n1. Best Practices to Develop a Welcome Video<\/h4>\n\n\n\n
A Well-Designed Welcome Video Should Include:<\/h6>\n\n\n\n
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Tips for Recording the Video::<\/h6>\n\n\n\n
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Sample Video:<\/h6>\n\n\n\n
Resources:<\/h6>\n\n\n\n
References:<\/h6>\n\n\n\n
\n\n\n\n2. Best Practices to Build Community<\/h4>\n\n\n\n
![\"Figure](\"https:\/\/dev.wordpress.kpu.ca\/moodle\/files\/2020\/12\/Vaughn-CoI-Pic.png\")
![\"Lecture,](\"https:\/\/dev.wordpress.kpu.ca\/moodle\/files\/2024\/07\/lecture-3986809_1280-1024x682.jpg\")
Resources:<\/h6>\n\n\n\n
References:<\/h6>\n\n\n\n
\n\n\n\n3. Course Syllabus<\/h4>\n\n\n\n
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\n\n\n\n4. Utilizing Checklists<\/h4>\n\n\n\n
![\"The](\"https:\/\/dev.wordpress.kpu.ca\/moodle\/files\/2020\/12\/Checklist-Manifesto-683x1024.jpg\")
Resources:<\/h6>\n\n\n\n
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\n\n\n\n5. Module Overviews<\/h4>\n\n\n\n
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Resources:<\/h6>\n\n\n\n
References:<\/h6>\n\n\n\n
\n\n\n\n6. Learning Content & Activities<\/h4>\n\n\n\n
Cognitive Overload<\/h6>\n\n\n\n
![\"\"](\"https:\/\/dev.wordpress.kpu.ca\/moodle\/files\/2024\/07\/6839555-1024x1024.jpg\")
Tips to Reduce Cognitive Overload<\/h6>\n\n\n\n
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Creating Accessible Content<\/h6>\n\n\n\n
Resources:<\/h6>\n\n\n\n