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Resources and Ideas for Starting the Asynchronous Online Section

For the asynchronous online section, here are a few resources and ideas to get started:

• Think about how you can incorporate discussion forums for them to interact with one another on a weekly basis
• Use a start of the semester survey to find out more about your learners’ backgrounds, interests, and goals related to your course/field.
• Provide expectations and examples of how they might engage in these discussions
• Make recordings interactive by using����or embedding questions for reflection and knowledge checks
• Keep recordings brief (chunk content if possible)
• Create small groups for learners to teach one another content from selected lectures or videos in weeks heavy with content. You can set up a jigsaw activity with a discussion forum for each group, where they can provide a brief presentation or overview of their learning, along with questions for the rest of the class to engage in deeper learning.
• Encourage real world applications, relevance, and choice in both the in-person and online sections- in other words, how will they connect this learning to what matters to them?
• Identify the resources and scaffolding online learners might need to be able to experiment and engage hands-on, as they would in the in-person section.

Tips for Recorded Lectures

• Ask how many lectures/videos are being asked to watch online along with readings, etc in a week’s time- is the learning being scaffolded from one video to another? Is there time to digest the material that is being learned from the various videos/lectures and how will they be able to digest that material (notetaking? Reflection? etc?)
• Make recordings interactive by using�� or embedding questions for reflection and knowledge checks
• Keep recordings brief (chunk content if possible)
• Create small groups for learners to teach one another content from selected lectures or videos during content-heavy weeks. Set up a jigsaw activity with a discussion forum for each group, allowing them to provide a brief presentation or overview of their learning, along with questions for the rest of the class to engage in deeper learning.

CANVAS Organization

You can find information related to Canvas organization and��Canvas templates��on the OIT page. You might consider reaching out to��to find out more information related to technological features that can be used within Canvas.

• Create a home page -this is the first thing learners will see rather than the module page. You can create buttons for quick links to the syllabus and modules. The home page is a good space for capturing quick information about the class for learners to know, such as an overview of the course (description/objectives) and a brief intro/about the instructor/contact information
• Begin with a Welcome Module: In this module, include a welcome video introducing yourself, a little about the course, how to navigate the course and brief expectations (keep it under 10 minutes). Also, in this module, include the syllabus (downloadable), and other resources that would be helpful to map out the course for themselves such as the grading rubrics. Another thing I suggest is creating a discussion forum that informs the class of certain etiquette or norms that you would like such as honoring multiple perspectives, being respectful, etc. and then ask them to add to the list if they would like to see other classroom norms for the semester-this is a great way to co-create the class and allow them to provide their voice as you get started. (I also update the list after they add to it and provide the updated list in an announcement).
• Create an overview page for each week to help students know what to expect and do. I typically include a brief paragraph about the topic/content to get them started, list readings and videos to watch, provide a to-do checklist, and a reminder of what's coming up next and/or upcoming due dates.
• Use the indent function to indent assignments or links from other pages within the module if that helps with visual recognition.
• Use announcements for recapping the week or clarifying complex concepts a well as reminders for what is coming up or any changes to the course. This also helps create teacher presence.
• Review this if you would like to use it—I suggest looking at the one-star items first, then working through the two-star, and finally the three-star items.

Course Overview Example

Welcome to Week 1 (insert dates)

Brief paragraph/overview of topic(s)/key concepts and or learning objectives for the week.

For this Week, you should complete the following activities:

Review the following documents:

• Review the syllabus and course schedule
• Review the Course Ground Rules
• Read all contents under week 1 module and familiarize yourself with …
• Review …

(example only)***Please note, you will be required to read quite a bit throughout the semester both for preparation for face to face class meetings and for online discussions during the week. I suggest reviewing the readings and assignments and creating a schedule to budget ample time to be prepared for in-class/online discussions, etc.

Read:

Watch:

Assignments:

Looking Ahead:��

Example of Creating Community Guidelines (Offer as a Online Discussion in Week 1):

Welcome to [Course Title ]! In addition to the expectations outlined in the syllabus, I would like to start out with co-creating our learning community guidelines. These guidelines will allow all of us to continue to extend and grow a respectful community that embraces diversity, strives to be inclusive, and fosters belonging. Please feel free to add a statement you would like to see included in our list to ensure we have a safe and brave learning space.

• All voices are to be heard and respected
• There is respect for personal space and individual member comfort in physical space
• Each person is valued for their individuality
• Grace is extended to each person
• Support is given to everyone
• We avoid generalizing and/or using "catch-all" categorizing of racial/ethnic groups

Discussion Board (Example of Expectations)

Other Online Engagement Activities:

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Examples of Alternative Ways to Demonstrate Learning:

5 Entry Points

This approach allows a range of learners to connect to topics in a variety of ways. As the instructor of your course, think of a topic and 5 doors to enter understanding that topic on a deeper level. For example, let’s use photosynthesis as an example:

1. Narrational Entry Point: Present a story or narrative account about the concept in question. Example-Describe with appropriate vocabulary the process of photosynthesis as it occurs using several plants or relevant to the local community.
2. Logical-Quantitative Entry Point: Approaches the concept by invoking numerical considerations or deductive/inductive reasoning processes. Example-Create a timeline of the steps of photosynthesis and a clinical analysis of the process.
3. Foundational Entry Point: Explores the philosophical facets of a concept. Example-related to photosynthesis, one might examine a transformative experience of oneself or a relevant individual/institution and compare it to the process of photosynthesis assigning parallel sides as they see fit (e.g., source of energy, etc.)
4. Aesthetic Entry Point: Emphasis on sensory or surface features that appeals to learners who favor an artistic approach. Example-Learner could look for visuals, musical, or literary transformations that imitate or parallel philosophies; learners then represent these in an artistic format such as a video, cartooning, dance, etc.)
5. Experiential Approach: Dealing directly with the materials that embody or convey the concept. Example-Learners might carry out a series of experiments involving photosynthesis (remember to include reflection and conceptualization as part of the process).��

*Reference:��Ginsberg. M. B. & Wlodkowski, R. J. (2009).��Diversity & motivation. Jossey-Bass.

Journal:��(adjust wording as needed for your course)

Maintain a journal throughout the semester in which you thoughtfully reflect, in writing, on the principles, theories, concepts, and strategies of adult learning methods and processes. Many scholars see a journal, or log, as a way to track the reasons for decisions throughout a study or design process. Jot down ideas as they come up, as well as a place for personal expression of frustrations, successes, and insights related to the work.

As you engage in readings, discussions, and projects in this course, the journal can serve as a site for integrating these activities and facilitating your understanding of course content and its application to practice. In addition to the journal as an independent assignment, by writing in your journal on a regular basis, you will accrue material (reflections, insights) that are valuable for your own self-evaluation of your learning during this course and your final capstone for those in the ___ program.

The key to success in this course is critical thinking, and analysis and synthesis. Writing is thinking on paper. So, your journal is a place for you to practice thinking and reflecting on the course content as it relates to you. More of a personal reflection rather than a social reflection like the discussion board is. I will be looking for evidence of this critical thinking, and analysis and synthesis, and a demonstration of your engagement with course materials throughout the semester.��I will occasionally give you writing prompts but, in general, you will decide when and what to write in your journal.

You may keep either an electronic journal or a paper/bound journal. No one will see it; except those you wish to see it. It is not necessary that your instructor see it. The choice is yours. Just be sure to complete two to three thoughtful entries per week, plus entries from class and whatever supplementary entries you choose to add, could be considered sufficient “volume.”��

There is no quick answer regarding the length of entries. A very clear and insightful, but short, entry is likely more valuable than a tedious or superficial one, but sometimes you might need to ramble to sort out your thoughts or go into depth to fully explore an issue or idea. It could even be stream of conscious writing, not coherent just rambling.�� The point is to get something down weekly.��

Meta-Reflection��Paper:

The meta-reflection paper results from your rereading, reviewing, and reflecting on what you have written in your journal as a synthesis of your journal into themes and/or a focus on a small number of entries that you select that stand out. You may address each entry separately or use the entries as evidence for a broader reflective synthesis perspective. Do not simply summarize your entries, it needs to be a synthesis of your journal; while it should be comprehensive of your learning, it should also be succinctly written. Questions to consider for your meta-reflection, based on your selected entries:

• Reflections on the entries:
  • Because this entry caught my attention, what does that tell me about myself now?
  • How does this entry help me to understand and integrate the course goals into my work?
  • Looking back on this entry, how has my thinking changed since I wrote it?
  • What next steps or future ideas might come from reflecting on these entries and their implications?
  • What are the overarching themes of the journal to date?
  • What connections can you make among your entries?
  • Are there recurrent ideas or trends that you notice?

Grading Criteria:

• Meta-reflection paper includes evidence of critical thinking, analysis, synthesis, and a demonstration of your engagement with course materials/key concepts throughout the semester
• Assignment should include major ideas or themes from this course and semester (e.g., what were your key takeaways and how will you apply these takeaways in the future?)
• Assignment, if a written paper, is approximately 3-5 pages in length ( will discuss other options instead of written paper on individual basis( e.g., recordings, videos, illustrations, etc.)
• APA formatting and citations properly used