Monday’s post focused on the essential components of an online syllabus. Streamlining the syllabus is made easier when you build a robust “Start Here” module to help orient your learners to your course and the tools you will be using. Here are some ideas for what to include. For more, read our post from last August.
“Start Here” Modules
Consider creating a getting started module that provides the following information:
An overview of the course
The modality – Identify whether the course is hybrid, fully online, or fully on-ground. You should include whether learners are meant to progress through the course synchronously, asynchronously, or if it’s hybrid, what portions of the course are which.
Learning Objectives – Describe what learners should be able to know or do by the end of the course if they successfully complete the course activities. For in-depth training on quality learning objectives, click here. For a brief review, check out this previous blog post.
Pre-requisites – Identify any pre-requisite courses/knowledge (or note if none is required), basic computer literacy skills required, and basic computer technology required.
Materials – Identify the course materials and how they will be delivered. Provide links to any materials that must be purchased.
Grades and grading policy
Assessments – Add descriptions of the assessments.
Grades – provide a visual representation of the assessments, the number of each of those assessments, the point values, and the percentage values. Then explain how those points/percentages will translate to letter grades.
Penalties – Explain any late work penalties and define what counts as late work.
“Netiquette” – Describe what is appropriate communication between learners and how everyone should behave while posting in the course.
Communication expectations – Explain how learners should address you and how you would like them to communicate with you: should they list the course and section in their email, should they send messages to your Clemson email or simply use the Canvas Inbox?
Replies and Feedback expectations – Identify the response time(s) for learners to receive feedback, grades, and emails from you.
Professional expertise and interests – Briefly share your work and background to help establish yourself as the expert so learners can feel confident in learning with you.
Teaching philosophy – Briefly share why you do the work you do and what is important about this class for learners in the same field.
Personal interests – Briefly share at least one personal hobby or interest to help learners see you not only as an expert but as an approachable expert.
Introduction post for students
Have your learners post an introduction of themselves following a prompt that you provide.
Quick Hit – Canvas Quizzes and Academic Integrity
Thursday, July 27, 3:30 – 4:00PM
Are you interested in learning about how to secure your online tests and quizzes? Join Clemson Online for a quick look at these topics to help you ensure your classes’ academic integrity. In this course, we will explain the purpose of securing your online assessments and demonstrate how to use them in your course. All of this is in just a 20-minute Quick Hits session!
Facilitated by Gray Jackson, Learning Technology Specialist.
This presentation is focused on demonstrating the 2022 and 2023 updates to Camtasia. Participants will receive live training on some of the features and uses of Camtasia to use these as they record videos for their courses.
Facilitated by Chase Sanders, Digital Learning Designer.
We have a robust Summer lineup of topics and live training formats to support your use of Canvas and other e-learning tools. Topics cover demonstrations of using Kaltura, presentations on inclusive practices for online education, and workshops to get your Canvas site ready to teach!
All of our live training is recorded. Registrants will automatically receive a link to that day’s video after it has been processed.