Prepare Your Fully Online Course
Over the next four weeks, the Center for Teaching and Learning will help you to take some “bite sized” steps toward transitioning your course online. In addition to resources, there are several opportunities to get more support: including one-on-one conversations with CTL consultants, synchronous workshops, and asynchronous opportunities to engage with your colleagues at Baruch. Click here to see the Week 1 guide.
Please note that this is a suggested timeline, and an example for your reference.
(Re)think course platform.
Where will students access course materials, submit assignments, and interact with each other? Play around with and decide what primary platform will be used in your course (Blackboard, Blogs@Baruch, Google Drive, etc.). Click here to access a chart that compares some of the platforms available at Baruch. Once you have decided, you might start inputting the course materials you designed for your unit in Week 1, but remain a little flexible as things might continue to change.
(Re)design the second major “unit”.
Last week, you designed a unit that aligned with your learning goals, including smaller-stakes assessment deliverables and one major higher-stakes assessment (like an assignment, a test, a presentation, or a project). This week, as you outline a second unit, think about how your higher-stakes assessment helps you to measure the progress students have made. How will you know what students have learned? Still confused by what it means to design a unit? Click here to learn more about designing a unit through scaffolding.
(Re)flect on your choices from a student perspective.
Consider a variety of student experiences as you design. Students may have a variety of complex circumstances ranging from constrained home environments; physical, cognitive, and emotional challenges and disabilities that manifest differently in online environments; financial distress; and different family arrangements and/or sharing of physical and digital space with others, may be living in various time zones—all of which are brought to the fore when students learn ‘from home’. While we may not completely know and understand the variety of situations and types of spaces our students are learning in, it is important to consider some key questions:
- Does your platform and unit provide multiple ways for students to access course material and demonstrate what they have learned?
- How will you give students multiple opportunities to be successful in your class?
- How can you maximize flexibility with your students?
- How can you encourage feedback and suggestions from students throughout the course?
Review your first two units using this guide on incorporating universal design for learning (UDL) in online courses.
Let’s Cook Together! CTL Programming For Week 2 Prep:
Tuesday, June 23rd @ 3:00pm: Defining Synchronous and Asynchronous Modes of Instruction online workshop with Seth Graves.
Wednesday, June 24th @ 2:30: The basics of using VOCAT, a platform that allows students to annotate videos, upload presentations, and more, online workshop with Craig Stone.
Wednesday, June 24th @ 1:30 pm: Digital Tools for Working with Texts- Hypothesis and Voyant online workshop with Katherine Tsan.
Thursday, June 25th @ 2pm: Introduction to Blogs@Baruch online workshop with Christopher Silsby.
Monday-Friday, 9am – 5pm: Click here to schedule a one-on-one synchronous online appointment with a CTL consultant. If this is your first time to make an appointment, click here to learn how to join the session after you have scheduled it.
Anytime: Ask us a question in our Ask Me Anything Q&A forum. We’ll respond within 24 hours.
Anytime: Want to learn more and discuss with others about accessibility in online classes? Read and annotate this case study on how an instructor grappled with making her online course more accessible.
(Note – for the webinar links to the above workshops and other scheduled synchronous workshops for the week of June 22nd, or keep checking our Events page.)
More to chew on, if you want it:
Are your Blackboard skills a bit rusty? Check out the self-paced Blackboard Basics training offered by the Central Office CIS Training Team, which is available through your CUNY Blackboard portal. How to enroll – screenshot guide, or video guide.
Want to learn more about how to make Microsoft Word documents, PDFs, PowerPoint presentations, and multimodal documents more accessible? Take the self-paced UDL training from the School for Professional Studies, which is available through your CUNY Blackboard portal. To enroll in the course, select the Blackboard Accessibility Course link in the Accessibility Training tab within Blackboard.You can follow this screenshot guide or video guide, but select Accessibility Training instead of Blackboard Basics.
Want to ensure that your synchronous meetings are more accessible? Read (and save for later reference) this handy guide from the NYC Mayor’s office for some good ideas.
Image credits: ‘Cooking’ icons toolkit from goodstuffnononsense.com