Summer Workshop Series: Best Practices in Online Course Design

This 3-part series will be offered on the following days this summer:

  • May 17 – 19 (10:30 a.m. – 12:00 p.m., in-person in 2030 Morrill Hall, or view on your own via Zoom)
  • June 20 – 22 (11:30 a.m. – 1:00 p.m., in-person in 0013 Curtiss Hall, or view on your own via Zoom)
  • Jul. 25 – 27 (2:30 p.m. – 4:00 p.m., in-person in 1304 Howe Hall or view on your own via Zoom)
  • Aug. 8 – 10 (10:30 a.m. – 12:00 p.m., in-person in 2200 Marston Hall or view on your own via Zoom)
  • 3 consecutive Fridays: September 15, 22 and 29 (11:30 a.m. – 1:00 p.m., in-person in 2030 Morrill Hall or TBA Zoom)

This series will explore best practices in online course design through the use of the Quality Matters (QM) rubric. Upon completion participants will be able to:

  • Locate CELT’s Quality Matters and online course design resources
  • Describe the Quality Matters standards and how QM can serve as a framework for course design
  • Develop an action plan that includes incremental steps for implementing Quality Matters rubric standards into their online course design

Series Facilitator: Darrin Jones, Program Coordinator, CELT and QM Coordinator

Session Descriptions

Part 1: Preparing Your Students to Learn

What do your students experience when they first interact with your course? This session will focus on developing your course introduction and aligning course and learning objectives with student assessment. Session objectives: recognize tools for introducing your course, create measurable learning objectives to guide your students’ learning, and evaluate different forms of course assessments.

Part 2: Delivering Content and Learning Activities Effectively

How do you know your students are learning? This session will help align your learning objectives with your course’s instructional content, activities and technologies as well as assess student learning and progress. Session objectives: list best practices for presenting instructional materials, apply learning activities that promote various types of interaction, and plan appropriate use of technology in your course.

Part 3: Providing Essential Learner-Centered Support

Is your course learner-centered when students access it? This session focuses on the need for clear support, accessibility and usability for all learners. Session objectives: implement essential learner support modules into your course, apply techniques to promote accessibility, and locate additional universal design for learning tools and resources to make your course accessible.

Register for one of the 3-part series offered this summer via the Learn@ISU website (http://learn.iastate.edu) or call CELT 515-294-5357