Design It Right! Modifying Your Assignments for Online - - PowerPoint PPT Presentation

Design It Right! Modifying Your Assignments for Online Instruction

Laura Lohman, PhD, SHRM-SCP, PMP Director, Center for the Advancement of Faculty Excellence

Contextual Points from the Kick-Off Session

• Online learning experiences

supplemented by in-person instruction

• Flexibility

What normally goes into a final grade in your course?

Align Assessments of Learning with Learning Outcomes

Learning objectives for this session

• Identify which common assessments of

learning in face-to-face instruction should be modified for online instruction

• Appropriate modifications
• Suitable technologies
• Syllabus language changes

Final Grade Components in Face-to-Face Classes That Are Likely to Need Modification

Attendance and Participation

What do you want students to do? Face-to-face environment Online environment Be present

• Attendance
• Last log in to course in the LMS
• Joining a synchronous session in real time or viewing a

recording later

Demonstrate their current understanding (graded on completion rather than accuracy)

• Polling apps, clickers
• Minute paper
• Other Classroom Assessment Techniques
• Questions in videos (e.g., EdPuzzle, Stream)
• Low-stakes quizzes graded only on completion and offered for

practice

• Journal tool in the LMS or similar

Explain course concepts

• Whole class discussion
• Written small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Synchronous sessions

Share new examples of course concepts

• Whole class discussion
• Digital collaboration in small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Wakelet online curation tool
• Collaborative cloud-based files (OneDrive, G suite)
• Synchronous sessions

Pose questions to deepen shared understanding of course concepts

• Whole class discussion
• Discussion boards, Flipgrid, VoiceThread
• Wiki tool in the LMS or similar

Connect ideas (between readings, experiences, perspectives, examples) to deepen shared understanding of concepts

• Whole class discussion
• Written small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Collaborative cloud-based files (OneDrive, G suite)
• Synchronous sessions

Apply course concepts to new situations or problems

• Written small-group activities
• Digital collaboration in small-group activities
• Collaborative cloud-based files (OneDrive, G suite)
• Wiki tool in the LMS or similar
• VoiceThread
• Break-out rooms in synchronous sessions

Conce ceptualizing P Participation a acr cross I Instructional En Envi vironments

Flipgrid

• Asynchronous video-based

discussion board

• Free
• Autogenerated captions available
• Complements the Discussion tool

in the LMS

• Example of Flipgrid where you can

post a video or a video reply to see how it works

• Click the red Microsoft button and

use Queens credentials

• See more details and tips in Quick

Guide to Flipgrid

LEAPS Framework for Technology Selection

Accessible version of the detailed LEAPS framework

What do you want students to do? Face-to-face environment Online environment Be present

• Attendance
• Last log in to course in the LMS
• Joining a synchronous session in real time or viewing a

recording later

Demonstrate their current understanding (graded on completion rather than accuracy)

• Polling apps, clickers
• Minute paper
• Other Classroom Assessment Techniques
• Questions in videos (e.g., EdPuzzle, Stream)
• Low-stakes quizzes graded only on completion and offered for

practice

• Journal tool in the LMS or similar

Explain course concepts

• Whole class discussion
• Written small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Synchronous sessions

Share new examples of course concepts

• Whole class discussion
• Digital collaboration in small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Wakelet online curation tool
• Collaborative cloud-based files (OneDrive, G suite)
• Synchronous sessions

Pose questions to deepen shared understanding of course concepts

• Whole class discussion
• Discussion boards, Flipgrid, VoiceThread
• Wiki tool in the LMS or similar

Connect ideas (between readings, experiences, perspectives, examples) to deepen shared understanding of concepts

• Whole class discussion
• Written small-group activities
• Discussion boards, Flipgrid, VoiceThread
• Collaborative cloud-based files (OneDrive, G suite)
• Synchronous sessions

Apply course concepts to new situations or problems

• Written small-group activities
• Digital collaboration in small-group activities
• Collaborative cloud-based files (OneDrive, G suite)
• Wiki tool in the LMS or similar
• VoiceThread
• Break-out rooms in synchronous sessions

Conce ceptualizing P Participation a acr cross I Instructional En Envi vironments

OneDrive Files

• These are Microsoft files located in the cloud
• Go to onedrive.queens.edu
• Others’ access to view and edit files is

controlled through sharing links

• Great for individual work
• Journals – 1 file with a stable URL can contain a

student’s ongoing entries throughout the semester

• Great for collaborative work
• Glossary created by groups of students or entire class
• Other collaboratively resourced content. For

example, go to the journal file and add an idea for an additional question under Week 2 – feel free to include your name

Tools Spanning High-Low Bandwidth and Immediacy

Syllabus language

Add an Instructional Continuity Section

List examples of other online activities and/or technologies that you will be prepared to use for Participation if on- campus instruction is further disrupted. Example: “In the event that circumstances beyond the instructor’s control disrupt our ability to continue instruction as planned, our class will continue learning through. . .”

Participation section or similar sections: Details covering planned instruction for your instructional environment(s)