thank you all for joining you know I’m excited to to welcome you to the asynchronous instruction guide um so a little bit of my background and introduction of me uh my name is Casey Reinhardt and I work within the center for digital learning and Innovation and I am the director for distance education and learning design here in e in this role I actually lead a team of individuals dedicated to supporting online education including instructional designers and um a video producer I also um happen to teach two fully asynchronous online courses in eh so I tried to bring um some of that knowledge as well as you know we’re we’re working as a team to help develop online asynchronous courses for ah and then also having done that in the instructor role myself um so trying to bring both of those pieces to today’s presentation to talk about a synchronous instruction so a quick road map um I want to start first with you know what is asynchronous instruction and also why is it so hard to spell I don’t know about you but every time I type it in it’s always misspelled um so I will say ASR instruction is a big topic and my aim today is really to funnel in on a few things as standards and kind of best practices for delivering asynchronous courses today’s session will really be kind of a a spring board to begin covering some highlevel best practices and then we’ll talk about next steps to kind of dig into some specifics as well so we’ll start today with some Frameworks I actually just want to spend just a brief moment talking about Frameworks that guide our digital education here in eh and then we’ll be getting into the actual guide uh so the guide is for asynchronous instruction and what we’ve kind of funneled in on four specific standards that I believe will really help set you up for a synchronous success those four are in um sorry those four are structure and consistent consistency uh instructor presence Community Development content engagement and um and then we’ll go into next steps after we go through those four standards those four standards I also will talk about some best practices for each all right so first I want to acknowledge uh why we’re really discussing a guide for asynchronous instruction there is a focus in our college and also across the university really for online education and you may be aware that the university is Shifting toward prioritizing support for asnr online courses specifically why might this be well uh at the heart of online education is really flexibility for the learner when Learners see an online program or course their assumption typically is that this is one that they can easily fit into their schedule because they don’t have to be in a specific place or time or possibly don’t even have to be in a specific state or country um so with asynchronous instruction you can really because of that expand your audience you can you know bring in working adults maybe your non-traditional undergraduate students who are working or have other life priorities um those who are caregivers you know we know we’re currently in a in a place in our country and in the world where there’s a lot of caregiving both elder care and child care happening in the homes right now so really creating this this flexible experience for your learners and then also you may be here because you know everything that I just said about INR instruction but also an synchronous instruction for you is unfamiliar and possibly may even feel a bit daunting which is completely understandable so that’s why um that last piece is what we’re here to help um support you with in this journey that you go through for asynchronous instruction and as I mentioned so we’re here to help so the good news with this daunting piece is that one it may not be as difficult as you think um I’m going to kind of show you some ways that you might find you’ve done stuff in your previous courses that you might just be translating to an online experience um but also regardless my team is here to help so our Center and our instructional design team are here to help you with those unfamiliar pieces and anything that may seem more difficult really I always tell um our team that our goal is to help lift the load to reduce that burden for our faculty um and so when we consider these situations you are the expert who brings the content and we will serve as your distant education expert designing and building online components alongside you so let’s define asynchronous instruction relying on a a good good old Wikipedia definition here and it’s the general a general term used to describe forms of Education instruction and learning that do not occur in the same place or at the same time so the emphasis here is that last piece not occurring in the same place or the same time I want to reassure you here that a lot of what we’re going to talk about as I mentioned before are things that you’re probably already considering but the way I like to say it is that you we’ll work with you to help translate those things into that asynchronous online experience translating your existing pedagogy into a digital P pedagogy and again I’m going to keep saying this throughout we are here to help you so as I mentioned I wanted to talk briefly about the Frameworks that kind of guide guide our distance education team and really guide the work around online and distance education um experiences I’m not going to go into them in depth but um I am going to just cover them because I’m going to reference them throughout the presentation today we do have some recordings of some last some previous workshops that we’ve done where we covered them a bit more in depth so I’ll make sure to provide that in the resources as well so you can see those recordings but like I said I want to introduce them briefly the first is community of inquiry model this is a students a student censored model that has three parts the first is social presence so this is our learner’s ability for social and emotional self connection with others this is really the the idea that you are considering them and they feel as though they are a real person in this online experience I should have mentioned before the community of inquiry was specifically developed as a model for online instruction um and then we have so social presence the second is cognitive presence so this is cognitive and active engagement with the course content and critical thinking and then the last is teaching presence this is the design facilitation and direction of those cognitive and social processes the educational experience is at the center of this model so when we account for all three three of these areas we can help create a vibrant educational experience um and so again I wanted to just cover community of inquiry or COI briefly because I’ll be referencing it when we discuss the standards and best practices our second model is the TAC framework so Tac stands for technological pedagogical content knowledge framework so this framework combines three knowledge areas the first is pedagogical knowledge then we have content knowledge and technological knowledge so Teek looks at how three these three knowledge areas work together to increase your student motivation and to make the content more accessible to your learners so the TAC model was used um to make sure one of the the key elements for me is always using it to make sure that your learners and your content come first before selecting the technology or e-learning tools most um individuals when they start thinking about online they start thinking about the technology and and that’s kind of some of the the worrying part for them how do I incorporate all of this technology to to deliver this course well the key is to allow your technology to be your partner and not drive the bus so in a nutshell when we think about teac your content is the what you’ve already got that you know what your content is then your pedagogy is the how how are you you know your your teaching tools for how you’re delivering that what that content um and making that um accessible and um presenting that to your your learners and then your technology should be the partner as I mentioned it shouldn’t be the thing driving the bus it should be the thing considered after you have the first two pieces and helping to support those two pieces so when done properly um we can use technology to be a tool to make that content more accessible and support those other two areas um at the center of this model is kind of that overlap or that sweet spot where the three meld together for TAC all right any questions before I move on after the Frameworks okay all right we’ll jump in so with those in mind let’s get into the guide and best practices so the first is structure in consistency and this aligns to teaching presence pedagogical knowledge and technological knowledge and you’ll see that in all of the standards that we go through today I’ve put how they align to those models in the top right underneath the title so here are the four best practices that I feel are um what if you achieve these four best practices you will reach that standard of structure and consistency the first is modular structure the second is Clarity of expectations and then calendars and student to-dos and visual markers so let’s check out each of these individually and um I’ll just mention to throughout this presentation I’m going to show some examples these examples are either from my courses directly or from courses that I’ve worked with faculty in developing and I’ve gotten their permission to share these so I just want you to know that in advance um so for modular structures so using modules to set up course content so students this allows students to know what to expect and when so there’s consistency in how the content is packaged a consistent setup helps students to reduce that fatigue that isn’t associated with learning content so we’re all familiar with technology fatigue I’m sure after the last few years um and this really helps students that they’re not digging through and trying to find what they need to find to be able to learn the content or complete their activities this is setting some up the the structure so that they always know where to go when and how it will flow through each week um so this is an example of how I set my own modules up from week to week um I’ll also mention if you haven’t heard there is a Caron common sense of best practices that exists at the University um and this was actually um produced by students you know messaging or um surveying students and finding what they thought to be the best practices and using modules is one of the best practices that they had identified as well so the next is Clarity of expectations so these are just clear directions on your assignments and activities because you will be a synchronous it’s really important to kind of air on the side of overe explaining and repetition consistently setting up assignment Pages the same way so that students always know like I I’ve shown in the example here what’s their first step what’s Second Step um so setting them up in the same way and also helping them to know kind of where to look for their expectations I also use rubrics I think rubrics are a fantastic way to set clear expectations plus it helps um with grading so that’s something we won’t dig into today but it it really helps in Carmen when you’ve set up a rubric you can grade really easily in the speed Creator um so you can see on this page that I’ve set up a um a resource Source at the top that always tells them where their their rubric is and other resources they may may need and then I outline from step by step what they’re going to do through the the assignment so it’s just creating some clarity and consistency in how you deliver that another example of clarity of expectations is using guidepost to show students how the course is progressing so again it’s part of my weekly overview page um so every module starts with an overview page on that overiew page I always include my course level objectives and module level objectives to show how this module and this week’s activities align to what we’re trying to achieve for the overall course it really helps kind of put those puzzle pieces together for students and they can see kind of how that’s happening as they move through the course the next is calendars and to-dos I honestly didn’t realize how much students love this feature um and they really appreciate this for the the organization of what they’re trying to do so when you add a due date to Something in Carmen it will automatically add to the students to-do list which is listed on the Le hand side here this is a screenshot of um the homepage and in your course so it will always list on the left hand side their reminders and their of what they’ve been um asked to do and it serves as a nice just prompt for them if you add anything to your course calendar as well it will do the same thing it’ll provide a nice prompt for them so sometimes I add things to the calendar that may not be an actual due date but it may be halfway through and just a reminder this is due in a few days something like that um and it really seems to help students just stay on track and know exactly what to expect and when so the last tier is using visual markers um so I really like to use consistent visual markers that indicate actions that are required by the student or kind of guide posts that are navigating them through the content so an example here is an icon that I use whenever I have a video on a page I’m reminding them that you’re supposed to stop at this moment and watch this video before you proceed through the content I’m just really helping them to know um what they should do in that moment when they you know they’re they’re moving through lesson content on a page so our second St oh yeah go ahead Tasha hi I just have a quick question um going back to the modular structure so I’m not really sure exactly what that means still um is it like you do a module per week or is it the module organizes the different sections of the course or could you explain that in a little more depth please yeah absolutely so the module um each module so what you’re seeing here is just an example of one week I would say that the um module does not have to be a on a weekly basis it’s going to depend on your content I have some modules that are one week and I have some modules that are two weeks um and I will say that in so I I’ll get to this in a minute but I’ll do a module overview video every week so on that first page it’s an overview it’s setting them up for what they they can expect for this week and that overview video will also talk to them if it’s a onee or a two- week module but it’s really just setting it up so that I know for this section of the content what I’m going how I’m going to move through that that particular week or that particular module does that help explain a little bit more and my headers here of that you’re reading and watching that’s the lesson content and engaging is whatever activities or assessments we’re engaging in those headers are mine you know we can um I always like to work with faculty and and really understand their content first before identifying how those you know what you might use as headers or structure there because their content might be a little different than that great question so instructor presence um the three best practices I’d like to highlight here an instructor presence aligns to teaching presence and then all three areas of teac um so the three best or the yeah the three best practices that to U mention for instructor presence are communication that is regular and varied and I’ll explain that in a minute um interaction with the instructor and feedback so the first is communication providing regular communication throughout through or through a variety of channels can really help to kind of boost your instructor presence um and there’s a few great ways I think to accomplish this the first is that I would recommend creating videos that are kind of communication based for me and there’s a gif here that’s going to play but for for me I like to do a quick overview video for each module that I’m producing for that week these are two to four minute videos that just introduce the module highlight any key or kind of sticky points that they might expect and um and also talk about how it ties into the learning objectives or previous modules um we can also talk about what activities they’ll be doing so you can also do this in different ways it doesn’t have to be a module overview video you can also do I’m gonna pause that I can go back if you want to see it but I just realized it’s playing a lot um so you can do this in different ways it doesn’t have to be that module video overview video it could be a module wrap-up video I’ve had faculty do that they’re wrapping up they could talk about just um key terms or key elements they could also do videos on you know why should you care about this right at the end of the module like okay so how does this apply to the field how does this knowledge apply for you um you know there’s different ways to do that but it’s really just you may not be delivering direct content but you are talking to them and preparing them setting them up for um for how they’re engaging with that content right um I’ll also mention briefly that we know from research that there’s probably some a variety of different ways to approach this so in my course my first few videos I always have my face and audio in the video and then as I get more into content I might be showing slides um or I might take myself off of the video and just have audio and show more detailed things um because we know you know we’re learning more and more about research around video and um how it can having two things on the screen can be a distraction for some students in learning and so that’s why um I would recommend to work with your instructional designer to identify what may be the best approach in in different types of videos that I’m doing so another great tool for communication is um announcements so announcements are a great way to communicate with the entire class they go directly to your students email unless they’ve happened to turn off that setting which is rare um so you have a way of reaching them in different locations so they’re going to get a oh my instructor emailed me and then I can quickly read this information they want me to know about and then jump out to the course also announcements you can have them listed on your homepage in your course so the minute they log in every week that’s the first thing that they see and you can actually set up um how many of those announcements you AR showing at a time the next is interaction so this is interaction with the instructor actively interacting with your students during discussions and other group settings are a great way to reach that instructor presence one example that I’d like to share is when I do class introductions at the beginning of the course I love to use flip grid so that’s one of the tools that that um is available and I’ve I’ve um blurred out all of my students here but just so you can see an example um so when we do class introductions we do it in more in a very informal way getting to know each other and I always make sure that I am also posting a video about me personally introducing my dog my favorite book whatever it happens to be but this is an example of you also interacting with your students in those different um kinds of Engagement interactions that you’re also participating as as an instructor another is feedback so this is instructor to to student it’s probably no surprise to you that feedback is essential in online courses as as as much as it is in any other course um and and possibly even more because they it’s a way for you to engage with them so canvas actually makes this really easy you can provide feedback on assignments through rubrics or posted comments and you can see that as the example here this is just a posted comment that I made um I’ve taken the names out to protect the innocent um but I you can you know post those comments you can post comments directly in a rubric that you have that’s associated with maybe one of the criteria that you’ve set up in the rubric you can also do audio feedback and video feedback right here in speed grader so um you can see maybe toward the bottom here next to the submit button you can click the video button or the audio button and immediately just provide a quick um few minutes or you know less than a minute of feedback to your students right here all right we gon y go ahead a um a question about the default setting around how students would receive um communication or um announcements and so I just wanted to have you weigh in on that is it default to email or is it default to how the student sets it up it’s default to email yeah thank you for checking the chat I think I’ve got so many things up I can’t see it right now um it is yeah I appreciate it it’s default to automatically email students can change that if they like but they I mean and I don’t know of many who have done that but they would be doing that for um I believe they do that I’d have to double check this but I believe they do that at the at their their profile level so they’d be doing that for all courses um and and it’s I think it’s fairly rare from what I’ve seen but yes it would it’s default that it goes to their email great question so our third guide to asynchronous instruction is Community Development this aligns to social presence in all three elements of TAC as you might have guessed some of our previous practices that we’ve discussed also Aid in Community Development specifically instructor communication and interaction with the instructor I want to highlight those some three best practices that also help with Community Development these are student to instructor interactions peer-to-peer interactions and what I’m calling feedback loops so first student to instructor intera communication um is actually a really great way to build and kind of strengthen that social presence for your students um some ways that I would suggest doing this would be asking questions to Learners directly you know maybe asking in in your feedback that’s how I do it is in feedback I might ask them a specific um follow-up question like would you anticipate any barriers um when you applied that approach in the field or in your classroom um and so this will engage you with them directly um and what I always do is I pick just a handful of students to ask that question to so I had 30 in my class this last time so I picked like five each week these five I would ask a question to next week I might do five more um and so not all of them will reply back to you but some of them will and you can really get in a nice little dialogue about um just with them directly about their specific areas and what they’re working on and it’s really nice um a nice way to have that student back to instructor communication um I’ve also found that the art of humanizing learning and Learners to be kind of one of the most powerful um approaches in building community in the last few years specifically um the world has changed so much and for all of us and our Learners are juggling jobs like I said Elder Care Child Care and so many other life commitments so one thing that I’ve done um I’m I’m really enjoying right now are doing exit tickets and this isn’t showing up so I’m going to there we go um this is a basic example but adding an exit ticket to a module that is optional for students but really just asking students hey how are you doing um so I ask questions in relationship to the course because I want to know you know how’s the content going for you but also I just asked them how they’re doing as humans as well I will tell you I’ve learned so much from my students this way um just like just all the things that they’re dealing with and because of that I actually selected to adjust content based on those replies so I basically sent an announcement after I got a collection of them and said hey I hear you you guys are struggling let’s make these changes and so I actually you know in those few weeks reduced the amount of requirements that they had and just focused on some specific things to make sure that they were um advancing in their know and then we open up opportunities for more discussions um other support opportunities and I will tell you the the flood of like thank you for hearing us messages that I got it just um it meant a lot and so I think it really helps students to know that that they’re being heard that you’re seeing them you know you might see students in a classroom as they walk in you’re like oh man you guys are are feeling down today right like you can tell you can feel the room it’s a way for you to kind of get a feel of the room to to check in and see how they’re doing all right so peer-to-peer communication uh this is having regular and planned interactions with between peers between students so social interactions that may include um discussions or Reflections uh you can use video tools like flip grid I’ve shown an example here um you can have academic interactions as well as social so this academic may include discussions um doing peer feedback or peer review views I have because of the nature of my course um my goal is that we are learning together that we are building knowledge together so we do a lot of peer reviews um and so they get to know their peers and the different fields and areas that they’re coming from the perspectives that they have so uh you can do like I said you have a video tool here um I’ll also mention IND most people don’t know this but in Carmen in your discussion um boards you can actually do video based discussion as well you can post videos you can post audio directly at you as students can do that as an as a reply um so that’s and the other key one of the great things there is that if you make it an assignment it doesn’t um go toward their capacity of storage or your capacity of storage for the course um all of those videos so that’s another great way to to use it as well so the last one here is feedback loops and this this is just I mentioned a little bit of this before with those exit tickets but feedback that really informs changes both in students work but also in the course uh so this could be providing feedback in a scaffolded way so an example is I mentioned earlier that I do I have students do um a lot of peer reviews so for the first three weeks of the course I give feedback back to those students on how well they did on their peer reviews so that’s not the whole part of their assignment I also you know I’m a little bit on their assignment but I focus in on how well they’re doing on their peer reviews and what I’d really like to see them doing this helps them build that skill set before I begin actually really truly grading on that element of the assignment so kind of scaffolding that so they get that good feedback before they know or before they feel like oh I’m being graded harshly or you know I’m Tak getting points taken off because I didn’t know how to reply to my students well um so really kind of building that skill that kind of Challenge and support idea of like building that skill set for for them um and also taking feedback on the course throughout so you can do that through the exit tickets I also when I work with faculty we might put in a midcourse survey um right in the middle of the the course to just get some feedback specifically on the course setup the style are they finding things they need to find is you know do they know how to reach out to their instructor like all the things that you you wouldn’t want to learn during the sci alone right at the end of the semester things that you could make um adjustments for Mid semester um and sometimes this helps to adjust uh for maybe relevant topics or emerging issues that you might you know hear out in the field or that are happening or even adjusting deadlines so just a chance for you to get feedback and make those adjustments and and students feel like they’re part of that when they are participating in those conversations okay our third and the our fourth sorry our fourth and Final standard is um content engagement so this aligns to cognitive presence and all three elements of Teek so the four best practices to highlight with content engagement are I’m sorry three best practices with content engagement are digestible content so this is thinking about interactivity varied content delivery and I’m going to spend some time talking about that one for sure because I think that’s a this first one is is a big one um and then authentic assessments and autonomy and choice so for digestible content asyn online courses are not about having hourlong recorded lectures um that is not an engaging practice that we see for online education in fact that is something that I would highly recommend is not happening in your course um and we can have you know I would love to dig into um how we can make sure that you’re getting that content delivered the way you want to deliver it but breaking it up in a way that um is more digestable for students so asynchronous instruction really gives you that ability to break Core Concepts into those small bit-sized content um I like to call chunking the content but it’s really these digestible chunks that make the course content clearer and allow um a learner to allow you to actually move the learner through the content in a way that is engaging and digestible so two key things to remember um here is that again one lessons do not have to be full recorded V full hourlong recorded videos and honestly again they shouldn’t be and also lessons don’t have to be just a page of text so I’ll give you an example here this is oh sorry there we go this is a a gif um that’s just showing an example on on my um in one of my courses but this lesson page is an example of how you could deliver content a little bit differently so on this page as you’ll see me scrolling through I’ve got podcast that I’ve got them listening to I’ve got interactive elements that they’re stopping and opening to learn definitions about different things um and you know reveal other information and then you know videos as an example so this this is an example of where I didn’t do a I could have done a long video to explain and walk through all of this content but instead I’m having them engage in different in a a variety of content to get the same information and learn it um and kind of in those digestible chunks so creating content that is interactive as you saw on that that page where they can click and engage with the content directly um that’s also one of the best ways that I think you can kind of Chunk this content out make it digestible so here’s another example in one of the courses that we worked on let’s see if this one plays there we go um so this is using interactivity as knowledge checks on a lesson page so helping students you know mid Lon reading content checking into things and just stopping and doing a low stakes assessment of how they’re doing how they’re learning they can answer a quick question check if it’s right if it’s wrong that’s fine because it’s low stakes it’s not counting toward anything and they can try again so that’s another example of creating um more digestible and interactive content the next oh the next is authentic assessment so this is creating that kind of varied and authentic ways to assess your learners so similarly to an in-person course creating assessment that is authentically preparing that learner for the field and is authentic to that content um me see oh yeah I didn’t have an example specifically up that but that I think that that’s something that you’re doing in you’re thinking about a lot in your inperson courses as well but um asking you know so an example may be that you know I’ve heard we’ve talked about faculty might say oh I want to do a podcast I want my students to produce a podcast but is that something that is authentic and makes sense and will help them in their application of that knowledge in the field in the future so thinking about is this an authentic approach to assessing their knowledge for this this content in the field the next is autonomy and choice so this actually kind of one of my favorites to include in online courses it’s providing choices for Learners to kind of choose their own adventure um so there’s a few ways that that you can do this um and some here’s just two examples one is giving them the option to select from what they may do in an assignment so here’s an example of an assignment I have where they get a pick one so they’re producing a um a video that’s one to three minutes in response to these prompts but they pick one of those prompts and though they each would be relevant to what we talked about in the lesson they may they are I try to create prompts that would be specific to what that that there may be individuals who are able to um find something that’s more closely identified with what they’re thinking what they’re feeling or what’s specific in their field or classroom um well I say classroom because mine are Educators my my students are Educators um I also another way that I do this is I create different paths that um students can navigate the content so I actually do quests in my course where basically students we students can pick what lesson they want to take and um what they’re interested in developing so an example is um you know they we have a I had a lesson where they have a quest and they can pick between um creating learning how to create gifts as Educators you know educational gifts versus learning HTML or learning how to create Dynamic presentations versus how to create um you know more print media that they want to build Flyers that they’re going to send out to their um to their parents uh so those are just some examples where they get a pick because uh not everybody wants to learn HTML not everyone needs to learn print media but if they have a choice that’s specific to them and relevant to the work that they’re doing then it creates a lot of um you know just a sense of ownership and the content and and their learning experience all right so well while I have you I do want to briefly I’ve talked about interactivity and so I just want to briefly mention that we have a lot of options when it comes to interactivity and I think this is one of the bigger elements that that um faculty maybe feel unfamiliar with and at a lost with and I want to say this is all the stuff we are here to help you with so some interactive elements um may include interactive videos so having a video play and and prompts pop up questions pop up where they’re engaging with that video having critical point or explainer videos walking them through some specifics knowledge checks as I showed you on a on a um lesson page creating interactive timelines walking them through maybe a timeline interactive quizzing virtual tours 360 videos 360 images branching or scenario activities so maybe you want to have um you know a student to I I we’ve built one before where they um experienced a lunchroom scenario that you know was all it was really aimed at addressing buling in the lunchroom but this you know you got to pick your character and go through different scenes and and select how you might interact with different people interactive and social reading so we have a tool that um I love using called hypothesis where we can actually um together annotate and socially engage in a reading and 3D models so this is I just picked out some of the the exciting and best ones we have a list of so many different types of interactivities that can be built um I’m going to share in the resources to you a um a link to our page that is our current e-learning tools Hub that shows you all the tools that we have um here in eh so eh we’ve actually licensed um some tools for our instructors that are in addition to what the university has already licensed um and so I I’ll encourage you that if you’re checking out things to please check out these tools because we’ve already paid for them for you and we’ve already gotten them to integrate into your courses um and they’re all set up for for you to be able to to utilize them in your course all right so now we’re at kind of that next steps piece um so all this information what do I do with it how do I move forward forward uh the first would be considering the guide so thinking about those four standards and best practices and I have a summary on the next page that will be helpful that I’ll put up um and the next thing would be to work with us so work with um our team work with an instructional designer because you do not have to do this alone we are here to help you um that’s just a a go link to our consultation so basically you just submit a request we’ll set up a meeting and talk through what is your you’re looking to do that could be building one interactivity in your class or it could be you want to build the entire course into an as Gress online course um and so we’re here to help with all those elements I’ll make sure that links also in the resources I provide and then also in the next steps I would encourage you to attend our asyn instruction Workshop Series so this is as I mentioned at the start this is the foundational session that we’re just kind of doing an overview of the these four standards and best practices and the remaining sessions that the next three workshops that we’re going to do in this spring we’ll dive into some of these other areas more deeply and we can dig into them and I’d love to hear from you what you’d be interested in hearing U more about um I will also put all of you on a list to receive a direct invitation to those workshops once the dates are are solidified and then I’ll also mention that you could register for our yearly course design Institute so eh offers a yearly course design Institute or CDI this is a multi-week experience for building an online course from beginning to end it also um we’ve also worked with Drake so that this qualifies as a teaching endorsement um so if you complete all of the elements then you can um submit that for a teaching endorsement with the Drake because we’ve set all of those pieces up I’m gonna put up the summary here and then just open up the floor to see if there are any questions comments or thoughts yeah go Jump Right In when is the eh course design Institute when is that so um I I don’t have the exact dates right now it’s we typically do it in the first few weeks of May so we try to do it yeah yeah we tried it we’ we’ve tried it mid semester we tried at window break we’ve tried a few different different timelines and we’ve found so far that we get um that more faculty are able to attend in kind of that post post spring semester before summer session gets too underway so we we usually do it right around then yeah okay great thank you yeah absolutely um Casey you mentioned that um so for your lectures you you basically do one page that’s active is that right so I actually it depends on the content sometimes it is sometimes it’s more than one page I let the content help me guide how I kind of build those different pages out if it ends up being a lot of content um so for example I have a lesson on um the principles of like like those principles of print design so I might do a page on um on whitespace on um contrasting you know I might break them out differently if there’s more content to talk through sometimes those are my like twoe modules where there’s a bit more content that they’re digesting but yeah typically um I’m putting you know text images interactivity onto um onto a page and walking the learner through the content in the same way you might build a PowerPoint in a inperson class and walking them through so um I know you do the module videos like an introduction um but do you ever do a video of yourself talking about a particular you know topic within that module certainly yep some some modules call for that as well so those are more um you know content delivery um modules so or content delivery videos um so I have a you know a few lessons where I’m talking about uh well open educational resources is one in my course where I go through and I I want to walk them through the different you know thinking about copyright thinking about other things and so I actually break that content out into a few a few small segments in in video and intersperse that with text or other other things that they’re reading so taking that kind of chunking approach where I might do a four minute video on this have them engage with something else read something read an article come back and then they’re going to do another video that’s four to five minutes and kind of break it out that way so your top um like the max would be like five minutes is that right that’s a great question question so research has shown us that your that student well any engagement in video drops off around F around six minutes six to eight minutes you’re you see kind of that that straight dip of of viewing videos we have seen um and I I’m digging into this a little bit so our research team has been looking into this there are um there is some evidence that you can keep engagement up to 11 to 14 minutes but those are for those um I’m walking you through a very specific concept step by step by step um those are those types of videos so we’re we’re trying to um we’re working with the research team now to kind of create um some guides for for those different video types but yeah I I always would aim for nothing more than that I would say that six minute is a sweet spot and um and that way it really helps you too to break your content up so um thinking about ways that you might deliver it other than a video as well like what are the concepts that you think are essential that you want to put in that six-minute video um and maybe you know challenging yourself to have only a few of those for each module yeah that’s so interesting and I I’m curious like um compared to a classroom setting where you know we have lectures that are over an hour long and they don’t stop and have that interactive link I wonder if you know if we broke up our in-person lectures like that would it be helpful uh but also I think Learners self- select you know those that have a shorter attention span might sign up for online courses so it’s hard to time y yeah so um you know I don’t I don’t think that I’ve I haven’t seen any research specifically that says um that you know that there’s an impact on attention span regardless of which class or which modality that they’re taking um but I do one thing that I love about asynchronous is that they can always go back and watch that part of the video they can always you know if they get to a part where they’re like I I don’t get this I’ve missed something they can go back and watch just the last three minutes of that that video or read that one piece that’s on the page instead of thinking about an entire full hourong video or an hourong iners lecture that they have to to sort through because it’s broken out into those digestible chunks yeah absolutely thank you yeah absolutely and you actually mentioned something that we hear a lot and I just want to call attention to when we especially during our course design Institute um we hear a lot of Faculty say I you know I’m loving this for iners or for um asynchronous and online but I’m learning so much about how I’m going to apply this to my in-person courses as well so we see a lot of that when we during our course design Institute yeah that’s great yeah I’m definitely brainstorming from that perspective because I also teach a hybrid course so a little bit of both so thank you yeah absolutely any other questions or thoughts or um things I missed D anything that you picked up too that I that we missed no I thought this is so helpful and just so well organized thank you for um using the standards to help guide walk us through all of these things and so so yeah just thank you absolutely oh one more one more thing speaking of the well organized slides are these available to us as well will that be in the resources I can I can make them available for sure awesome yeah thank you yeah of course I’ll um I’ll set all this up and make sure you get those the links that I referenced I wanted to throw them in chat as I was going but the way everything got set up once I shared my screen and everything is in placees I can’t even I don’t even know where the chat is right now I was thinking to Casey and I was trying to get the go link but it’s it seems to be tied to my bucke eye like it’s tied to us individually so I didn’t want to put my go Link in there in case it was going to show up as my request but um yeah I was thinking the same thing the one thing I would say is um please share this with all of the faculty and instructors in your department and um encourage them to please reach out to D and to Casey’s group yeah absolutely yeah that go link gets um gets to us directly so any you can email us we have a an email address as well um or we can or if you submit that that go link to the the request any of that will’ll get to us if you get to us in any way we’ll make sure you get to the right people and and get get help well thank you all for the time today I really appreciate it um I’m excited about the more the more we talk about asynch I just I love asynchronous and um I think I think students do too um especially when we can set it up in a way that we’re focusing on on you know creating an experience that is is still really impactful for them so all right thank you all enjoy the rest of your afternoon I learned a lot thank you thanks
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