TOOLS<\/strong><\/h2>\n\n\n \t- Use the Teaching Commons' Course Conversion Plan Template<\/a> for moving from in-class to remote delivery<\/li>\n \t
- Use the Teaching Commons' Online Course Plan Template<\/a> for designing a course from scratch<\/li>\n<\/ul>\n<\/div>\n\n\n\n\n\n
RESOURCES<\/h2>\n\n\n\n \t- Bloom\u2019s taxonomy handout created by BCIT <\/a>(downloadable handout)<\/li>\n \t
- Video<\/a> about Bloom\u2019s taxonomy created by Ontario universities<\/li>\n \t
- Use this interactive tool<\/a> to generate learning outcomes<\/li>\n \t
- Read more about\u00a0Fink\u2019s integrated course design model<\/a> (downloadable handout)<\/li>\n \t
- Tips for course design that increases access<\/a> (downloadable PDF)<\/li>\n<\/ul>\n<\/div>\n
BEST PRACTICES<\/h2>\nConstructive alignment is an iterative process. While learning outcomes may be the start of course planning, they will likely need to be revisited once teaching and learning activities and associated assessments have been determined.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n2. Use a pedagogical model to frame your course<\/h3>\nDesign course components such as outcomes, activities, etc. using evidence-based pedagogical frameworks and models that increase efficiency and ensure the effectiveness of the learning experience provided to your students.\nTOOLS<\/h2>\n\n\n\n\n\n\n\n\n \t- Explore Gagne\u2019s Nine Events of Instruction<\/a><\/li>\n \t
- Explore Merrill\u2019s First Principles of Instruction<\/a><\/li>\n \t
- Familiarize yourself with universal design principles: UDL Graphic Organizer<\/a>\u00a0 and Universal Design for Learning Guidelines<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
RESOURCES<\/h2>\n\n\n\n\n\n\n\n\n \t- Universal design for learning helps maximizing our effort to remove all physical and cognitive barriers to learning, thereby ensuring every student, regardless of individual circumstances, gets an equitable opportunity to participate in the learning experience and achieve the intended learning outcomes. For this reason, it can be a framework used as the backbone of any course design or pedagogical model selected.<\/li>\n \t
- The Community of Inquiry Framework<\/a> is useful when aiming to create a socially-constructed learning experience through the development of three interdependent lenses \u2013 social, cognitive and teaching presence.<\/li>\n \t
- Break down content into manageable pieces<\/a> (also known as 'Chunking') and example of this tactic used in teaching Math<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n \n\n ","rendered":"
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Planning your course gains special importance in a remote or online environment where adjustments to structure, content, and instructions can be challenging to make due to the asynchronous nature of the medium. This can be alleviated by carefully planning how you will introduce and reinforce your content and associated learning outcomes.<\/p>\n
1. Use constructive alignment to ensure all course elements fit together<\/h3>\n
Constructive alignment is a process that helps you identify teaching and learning activities as well as assessment tasks that are directly linked to the intended learning outcomes. Through this process, Bloom\u2019s taxonomy is helpful in determining learning outcomes at an appropriate cognitive, psycho-motor, and affective levels.<\/p>\n
TOOLS<\/strong><\/h2>\n
- \n \t
- Use the Teaching Commons' Course Conversion Plan Template<\/a> for moving from in-class to remote delivery<\/li>\n \t
- Use the Teaching Commons' Online Course Plan Template<\/a> for designing a course from scratch<\/li>\n<\/ul>\n<\/div>\n
\n\n\n\n\nRESOURCES<\/h2>\n
\n\n- \n \t
- Bloom\u2019s taxonomy handout created by BCIT <\/a>(downloadable handout)<\/li>\n \t
- Video<\/a> about Bloom\u2019s taxonomy created by Ontario universities<\/li>\n \t
- Use this interactive tool<\/a> to generate learning outcomes<\/li>\n \t
- Read more about\u00a0Fink\u2019s integrated course design model<\/a> (downloadable handout)<\/li>\n \t
- Tips for course design that increases access<\/a> (downloadable PDF)<\/li>\n<\/ul>\n<\/div>\n
BEST PRACTICES<\/h2>\n
Constructive alignment is an iterative process. While learning outcomes may be the start of course planning, they will likely need to be revisited once teaching and learning activities and associated assessments have been determined.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n2. Use a pedagogical model to frame your course<\/h3>\nDesign course components such as outcomes, activities, etc. using evidence-based pedagogical frameworks and models that increase efficiency and ensure the effectiveness of the learning experience provided to your students.\n
TOOLS<\/h2>\n
\n\n\n\n\n\n\n- \n \t
- Explore Gagne\u2019s Nine Events of Instruction<\/a><\/li>\n \t
- Explore Merrill\u2019s First Principles of Instruction<\/a><\/li>\n \t
- Familiarize yourself with universal design principles: UDL Graphic Organizer<\/a>\u00a0 and Universal Design for Learning Guidelines<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
RESOURCES<\/h2>\n
\n\n\n\n\n\n\n- \n \t
- Universal design for learning helps maximizing our effort to remove all physical and cognitive barriers to learning, thereby ensuring every student, regardless of individual circumstances, gets an equitable opportunity to participate in the learning experience and achieve the intended learning outcomes. For this reason, it can be a framework used as the backbone of any course design or pedagogical model selected.<\/li>\n \t
- The Community of Inquiry Framework<\/a> is useful when aiming to create a socially-constructed learning experience through the development of three interdependent lenses \u2013 social, cognitive and teaching presence.<\/li>\n \t
- Break down content into manageable pieces<\/a> (also known as 'Chunking') and example of this tactic used in teaching Math<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n \n\n ","rendered":"
Planning your course gains special importance in a remote or online environment where adjustments to structure, content, and instructions can be challenging to make due to the asynchronous nature of the medium. This can be alleviated by carefully planning how you will introduce and reinforce your content and associated learning outcomes.<\/p>\n1. Use constructive alignment to ensure all course elements fit together<\/h3>\n
Constructive alignment is a process that helps you identify teaching and learning activities as well as assessment tasks that are directly linked to the intended learning outcomes. Through this process, Bloom\u2019s taxonomy is helpful in determining learning outcomes at an appropriate cognitive, psycho-motor, and affective levels.<\/p>\n
TOOLS<\/strong><\/h2>\n
- Break down content into manageable pieces<\/a> (also known as 'Chunking') and example of this tactic used in teaching Math<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n \n\n ","rendered":"
- Explore Merrill\u2019s First Principles of Instruction<\/a><\/li>\n \t
- Video<\/a> about Bloom\u2019s taxonomy created by Ontario universities<\/li>\n \t
- Use the Teaching Commons' Online Course Plan Template<\/a> for designing a course from scratch<\/li>\n<\/ul>\n<\/div>\n