Selecting technologies and materials
Provide students with tutorials and guides that explain how to use the learning technologies that you have chosen for the course.
Suggest when working in groups that students discuss with peers and select technologies that will work for all members of the group.
Periodically check digital content and resources to ensure that links are active and accessible. Check-in with students to see if additional supports are needed.
Pathways of communication
Have members of the teaching team sign on to Zoom 15 minutes before or after synchronous sessions to answer questions and connect with students. Arrange optional drop-in sessions or virtual office hours.
Connect course learning outcomes to activities and assessments
Post module learning outcomes for each module in the course. Share learning outcomes at the start of synchronous sessions.
Suitable technologies and tools
Organize the D2L course logically by breaking into chunks or modules and use LMS-based tools to facilitate ease of navigation and completion of activities and assessments.
Multiple modes of engagement
Use a variety of content delivery methods such as articles, short videos, and graphics that provide multiple options for students to access content online.
Plan synchronous sessions that promote dialogue and interaction among the instructor, peers, and invited guests.
Use the checklist feature in D2L to let students know what learning activities and assessments need to be completed each week in the course. Organize course content or discussion forums in D2L by weekly topics.
If there are larger assignments in the course, consider splitting them into stages so students keep up with the course (cumulative or layered assignments).
Put practice quizzes in D2L for students to practice questions and develop skills before the exam-based assessments. During a synchronous session divide students into break-out rooms to discuss/critique examples. Post examples in D2L content (with permission from previous students).
Leverage online discussions for asynchronous group work and use break-out rooms during synchronous sessions to provide students with time to work in small groups. Check-in with small groups to provide support.
Be active and present in the course by participating in asynchronous online discussions, synchronous sessions, sending out weekly updates and reminders, posting video messages in the News Tool in D2L, and providing timely feedback on assessments and activities.
Create D2L rubrics and post assignment instructions early in the semester. Create a FAQ discussion in D2L to answer common questions. During Zoom sessions, use break-out rooms for students to provide each other peer feedback on their draft work. Offer students regular feedback on their work using audio and/or text (track changes, comments).
Use of media
Post media requirements in the course outline to ensure students have access to course material and can engage in online sessions.
Remind students about assistive tools that can reduce barriers (e.g., text-to-speech, audio versions of articles).
Ensure that students are prepared to use learning technologies by allowing them to practice with learning activities.
In the online course shell, provide exemplars from previous terms or templates that students can use to prepare for assessments. During a synchronous session, invite students to add comments, questions and make annotations on a copy of the course outline.
Changes and adaptability
Communicate changes to deadlines or assessment details via multiple channels, such as the News tool in D2L and class-wide emails.
Student choice in activities and assessments
Provide students with the choice of format for an assignment or activity, such as writing a short paper, creating a website, or giving an oral or visual presentation.
Give students a choice of readings to complete based on their interests.
Plan for alternative modes of completing exams or submitting assignments should the need to pivot arise, such as using LMS submission features or identifying alternative pathways for accessing content in your course.
At the beginning of the term, share where you are physically located and invite students to do the same so that content and discussions can be tailored and relevant to students' localized environments.
Leverage Zoom and D2L to support guest presenters from other parts of the world to connect via Zoom, recorded video interview or in the D2L discussion to answer questions and engage with the students.
Co-creation of norms
Co-create a list of shared values and guidelines during the first synchronous session, review institutional zero-tolerance policies, and post the list where students will see regularly, such as the home page of D2L.
Provide students with examples of academic integrity within your disciplinary context or exemplars from similar assessments in previous terms.
Guidelines for group and independent work
Create channels for peer-to-peer engagement that include members of the teaching team, such as a MS Teams chat where GATs can answer questions as they arise.
Discuss academic integrity
Post academic integrity statement in D2L and create a discussion topic where students can ask questions and the teaching team can provide answers.
Have students map their learning goals to the outcomes of the course and facilitate an online discussion about shared learning goals within the class.
Pair asynchronous learning with synchronous labs or sessions with peers and the teaching team to provide support and guidance. Provide students with agency to select appropriate media format to demonstrate learning and meet criteria for assignments.
Build upon existing knowledge
Create online peer-study groups where students facilitate discussions and/or lead in learning activities and share their expertise or background experiences.