Principles for Remote and Blended course design
These principles support effective remote and blended instruction of campus-based courses. They will be used as a foundation for faculty professional development offerings.
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Design the course to use Canvas, Zoom and other OSU-supported tools to the degree possible in course delivery.
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Meet OSU syllabus requirements and post the syllabus in Canvas. To support remote and blended learning, clearly articulate:
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Course communication policies
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The structure of class meetings
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Requirements for attendance and participation
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Needed technology, learning materials and associated costs
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Align learning activities, assessments, and content with course learning outcomes.
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Intentionally blend synchronous and asynchronous learning activities to support student achievement of learning outcomes.
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Arrange the Canvas course site in sequential learning modules to aid students in progressively navigating through the content and learning activities each week.
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Begin each module with an overview page and/or weekly announcement that lists the module’s learning activities and expected time required to complete tasks.
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Strive to give students the opportunity to encounter course content multiple times through multiple modalities, using media as appropriate.
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Design the course to facilitate three forms of interaction in both synchronous and asynchronous learning activities to advance learning: student-instructor, student-student, and student-content.
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Make it clear in Canvas how students should begin the course.
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Provide students with information on remote access to academic support and other student services and on how to obtain technical support for remote learning.