SAIT's Online Course Guide

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5. ADD RESOURCES

8. CHECK QUALITY

9. GO LIVE

10. REFLECT

7. SHARE PLAN

6. ENSURE INCLUSIVITY

3. CHOOSE TECHNOLOGY

2. DESIGN FOR ONLINE

4. BUILD ONLINE

1. GET STARTED

SAIT2online

Centre for Academic Development and Innovation

Materials you need to get started

Curriculum renewal

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Tip sheet for this step

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How online learning is different

What you need to know about moving your course online before you get started

1. Get started

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Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.

Things to think about before you start to build - approx. 4 min

Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.

Learning to teach online - approx. 45 min

Online instruction requires different methods to help students learn. This course is designed to help corporate trainers and teachers update their skill sets to teach effectively online. Credit: LinkedIn Learning

Training at SAIT

Videos to help orient your thninking as you begin this process

How online learning is different

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Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.

Universal Design for Learning - UDL

Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.

Backward design

A concept that was first adapted for the educational context in 1998 by Wiggins and McTighe, it refers to developing a program, course, unit or lesson with the end goals or outcomes in mind.

Constructive alignment

There are three overarching themes that guide this process

Curriculum renewal

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Tip sheet for this step

Virtual training on this topic

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Assessment and activity planner

Online course design tool

Step by step guide

Design your learning modules to align learning outcomes, assessments and learning experiences

2. Design for online

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How online learners learn - approx. 4 min

Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.

Course design for moving your course online

Training at SAIT

Virtual training

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Educational technology tools

Virtural training on this topic

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How-to guides

What you need to know to choose the ideal tools that best suit your course's unique needs

3. Choose technology

Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.

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Learn about the SAMR model (Substitution, Augmentation, Modification and Redifinition) and how it can orient your thinking around using technology to enhance and transform your instruction.

Technology integration in the classroom - approx. 4 min

Training at SAIT

Choosing technology thoughtfully

Edtech bank

Virtual training on this topic

Brightspace content

Content builder guide

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Now that you've mapped out your course and considered the tools, it's time to build your modules

4. Build online

Video resources

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Reg Erhardt Library

Open Educational Resources (OERs)

CADI

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Don't reinvent the wheel! There are many readily available educational resources to use in your online course

5. Add resources

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Vitural Training

Accessible campus

Accessibilty Tools

Building an inclusive course

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What you need in order to consider variables for diverse students and remove potenial barriers to learning

6. ENSURE INCLUSIVITY

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Vitural training

Accessible campus

Accessibilty tools

Building an inclusive course

Checklist for this step

Get help with this topic

What you need in order to consider variables for diverse students and remove potenial barriers to learning

6. ENSURE INCLUSIVITY

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Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content. As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.

An inclusive course is an accessible course.

Building an inclusive course

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Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content. As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.

An inclusive course is an accessible course.

Building an inclusive course

1. Present your information in many ways. For example, if you share a video, include closed captions and a script. When selecting examples, be mindful to represent the diverse backgrounds of the SAIT community. 2. Make your digital content as accessible as possible. Follow accessibility guidelines for digital content, Word, and PowerPoint. 3. Reach out to students with individual accommodations. Be sure they have the support they need to be fully involved in the course. The student should be speaking with SAIT's Accessibility Services. 4. Offer a range of options for students to demonstrate their learning. For example, some students are motivated by deeper dives into a topic. Others respond well to lively discussion threads. Variable options help everyone. 5. Connect with your students. Reassure them that you will be flexible and compassionate during these challenging time. Invite them to reach out to you if they are struggling with academic or personal well-being.

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Expert video presentation - approx. 17 min

20 tips—in educational practices and technical practices—for how faculty can make their courses more accessible to students with disabilities.

Accessibility Brightspace - approx. 20 min

As an instructor, you will become familiar with accessibility features found in Brightspace Learning Environment to improve access for learners. You will explore the adjustable account settings, accessibility checker, and special access within quizzes and assignments.

How to make learning accessible for the wide range of students who will be part of your online course.

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Training module - approx. 30 min

Virtual training

Peer to peer

Welcome your students

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Build a course trailer to show your students what they can expect from the course

7. SHARE PLAN

Darby, F., & Lang, J>M> (2019). Small teaching online: Applying learning science in online classes. San Francisco, CA: Jossey-Bass

Create an online orientation video

Create a welcome video

Create Q&Aand social forums

An important first step to creating social and teacher presence

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Create a welcome video: Create a welcome message designed to calm student fears and let them know that you are “in this together” and ready to fully support their continued learning. Create Q&A and social forums: Create a question-and-answer forum in which students can post general questions about the course and assignments. If you think it would be helpful, you can also create a social forum for students to connect with one another. Monitor the Q&A forum to ensure that correct information is being shared and to address any unanswered questions (Darby & Lang, 2019, p. 29). Create an online orientation video: Create a video that takes your students on a tour of your course in the online environment. Try to include the following on your tour: (a) how to prepare for online learning, (b) directions for navigating the course, and (c) weekly communication expectations

Welcome your students

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Copyright

Learner support

Accessibility and useablilty

Learning experiences and interactions

Assessment and evaluation

Learning outcomes

Course overview and introduction

Course technology

Give it a thumbs up. Click on each of these topics for a list of criteria that support standards for quality online courses

8. CHECK QUALITY

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The student experience

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What you need to do to reflect on the course you have built, and to take it live

9. GO LIVE

Reflective practice

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High-five a peer

FAQs

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Regular, authentic reflection allows for effective, positive action in the classroom

10. REFLECT

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