Step 2 - Plan Your Course Layout and Content (Course Schedule)
Step 2 - Plan Your Course Layout and Content (Course Schedule)
There are many methods for planning out a course, but the most important thing to remember is that your learning outcomes, assessments, and content should align. Your course schedule can help map out this alignment, serving as a guide for what to add to Canvas and forming the foundation of your course.
One way to build your course is to use Backward Course Design. Begin by thinking through the following:
- Identify desired results: What should students know or be able to do by the end of your course? (Learning Outcomes)
- Determine acceptable evidence: How will you know if students have achieved the desired results, and what will you accept as evidence of student understanding and proficiency? (Assessments)
- Plan learning experiences and instruction: What course elements will students read, view, or otherwise engage in to learn and prepare to demonstrate their mastery? (Course Learning Content)
No matter the order of steps you follow, the key is ensuring all elements are connected. Unaligned or unassessed materials often feel like busy work to students and are unlikely to be completed. With limited time, students tend to focus on content tied to assignments.
Step 2 -1: Add Modules to Your Schedule and Set Your Dates
Once you have established your learning outcomes and begin to build your course schedule, it is recommended to lay out the course using modules. Each module is typically the equivalent of one week in a 16-week semester.
How Many Modules?
For a normal semester there will be approximately 16 modules (one per week) for the course. A module typically has one main theme and contains all the items students will complete for that week.
When online courses are run in a condensed format (such as intersession or summer), the total number of modules (16) can remain the same and students simply do more modules during each of the weeks (see the chart below).
Semester Length | Number of Modules |
---|---|
16 Week Semester | 1 module/week |
8 Week Semester | 2 modules/week |
4 Week Semester | 4 modules/week |
Tip: By designing your course with 16 modules it makes it easy to teach in a 16, 8, or 4 week format and helps to ensure consistency of content across semesters.
Naming Modules
When creating modules, use meaningful titles that summarize the content of each module. As students read the title they should have a clear picture of what they will be learning.
Example: “Topic 1: Creating Better Courses,” instead of “Chapter 1,” or “Week 1”).
Step 2.2 - Select Your Course Content and Add it to the Schedule
Moving Content from F2F to Online
Much of the great teaching and learning content you provide students in a traditional classroom can be converted to the online environment, as can your assessments. Ideas are included in the table below (click on links for examples and/or more information).
On Campus Class | Online Course |
---|---|
Class Overviews (Intro to Topics) |
|
Lectures | |
Activities | |
Student Interaction | |
Assessments |
|
Tip: For additional information on what to add and how to add it visit Step 4, Step 5, and Step 6.
The Importance of Regular and Substantive Interaction
As you design your course, ensure it includes components that fulfill the federal requirement for Regular and Substantive Interaction (RSI). RSI is essential for fostering meaningful instructor-student engagement in distance learning and is required to maintain compliance with federal regulations. Courses that do not meet RSI standards may be classified as correspondence education, which can impact federal financial aid eligibility.
Key RSI Components
- Regular and Substantive Interaction
- Regular: Occurs on a consistent, scheduled basis.
- Substantive: Instructor-initiated engagement through teaching, learning, and assessment.
- RSI Criteria (Instructors must engage in at least two)
- Providing direct instruction
- Assessing and giving feedback on student work
- Providing information and responding to course-related questions
- Facilitating group discussions
- Monitoring Student Engagement
- Instructors must track student progress and proactively engage when needed or upon student request.
For more details and examples, please review the RSI chart, the federal definition (eCFR 600.4)Links to an external site., and the College Teaching Expectations provided below.
What to Include in Each Module
Below is a recommended example of what to include in each module.
-
- 1 Module Overview Page
- 1 Set of Mini-lectures
- Readings (1-3 readings/articles/chapters) with introductions
- Multimedia (2-4 videos/websites/clips) each with an introduction
- 1 Substantive Discussion or interactive activity
- Quizzes, Written Assignments, Student Presentations, and additional Assessments (throughout course)
Week/ Date |
Topic | Teaching & Learning Activities | Readings | Assignments |
---|---|---|---|---|
Jan 12-18 | Topic 1: English Literature in the early 18th Century |
|
|
|
Note: Keep in mind University breaks (Thanksgiving and Spring Break) when putting schedules together.
Tip: Are you adding too much? Not enough? Use this Workload Calculator Links to an external site..
Step 2.3 - Add Your Schedule to the Course
The course schedule is a great resource for students. It shows them exactly what they are supposed to do and when to do it. For this reason, it is helpful to place the schedule on a separate Canvas page apart from the syllabus so students have easy access. Schedule Example
>> In the following steps we'll look at how to use your schedule to add content to Canvas. First we'll start with Modules since they are the keepers of all your course content.
*The three points above are from the Wiley University Services website on course mapping Links to an external site.. Please visit it for more detailed information on backward course design and course mapping.