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Sample Lecture Course

Pre-Course Work

Bolded items translate to in-person course.

1. Decide on core learning outcomes – identifying and focusing on core content and competencies and clearly identifying competencies  (Rubric: Learning Objectives)
2. Evaluate assessment modes – key question is how to handle exams if they are an essential part of in-person course   (Rubric: Learning Activities and Targeted Support)
   1. Switch to open book exams to avoid need to deal with unreliable internet and time zones
   2. Introduce appropriate alternative pathways to demonstrate proficiency level
   3. Determine frequency of low-stakes formative assessment without creating “busy work”
3. Establish a plan for modules in Canvas:  (Rubric: Website Organization and Presentation)
   1. Plan for one module per week to organize weekly work flow for students; or
   2. Plan for a single module per topic: clarifies the core topics and potentially allows for flexibility
4. Create shells for each module
5. Create pre-recorded lecture content   (Rubric: Instructional Materials)
   1. Plan for 2 – 8 “short, pre-recorded” lecture for each week 5 – 15 minutes in length
   2. Where possible, plan these with content/competencies that have a “long-life” and would make a good resource for students in future courses.
   3. Develop a recommended viewing schedule for the lectures.  (Rubric: Logistics)
   4. Create at least one discussion question for each lectures or cluster of lectures
   5. Can connect directly to pre- and post-lecture reading assignments, depending on the subject matter of the course.
6. Create a weekly online quiz as a learning check for the students   (Rubric: Targeted Support)
   1. Include at least one open-ended feedback question regarding how the course is going and/or largest challenges facing the students
   2. Make quiz low-stakes – potentially participation points
   3. Optionally: have a short quiz associated with each lecture element, either as a pre-video reading quiz prior to lecture and/or a post-lecture quiz that would replace clicker/discussion questions (for participation points).
7. Plan (and where needed develop) “equivalent assignments” from the in-person course  (Rubric: Learning Activities)
   1. Where possible, break up long assignments into well-defined pieces for additional structure.
   2. Ensure sufficient formative assignments that are worth little or no credit, but provide low-stakes learning opportunities. (number and details may vary when return to in-person, but some can be useful)  (Rubric: Targeted Support)
8. Determine grading scheme
   1. Main issue: ensure grading scheme is robust/flexible enough to handle challenges associated with remote teaching.
   2. Recommended to avoid strict grading curves in remote learning

Work during the quarter

Bolded items translate to in-person course.

1. Schedule a weekly message at the beginning of the week that outlines the goals for the week and reminds students of key due dates. This can also be planned prior to the course and automated.  (Rubric: Logistics and Targeted Support)
2. Have synchronous sessions appropriate to the course that are also recorded for students that can not make it, options include:  (Rubric: Instructional Materials)
   1. At least one “traditional” office hour a week.
   2. 1 or 2,  thirty minute “interactive lectures” to complement the pre-recorded lectures.
   3. Virtual discussion sections run by TAs/LAs that leverage zoom breakout rooms to enable maximum student interaction
3. Students execute “equivalent assignments” from the in-person course  (Rubric: Learning activities)
   1. Where possible, break up long assignments into well-defined pieces for additional structure.
   2. Ensure sufficient formative assignments that are worth little or no credit, but provide low-stakes learning opportunities. (number and details may vary when return to in-person, but some can be useful)
4. Once a week provide a short (5 – 10 min) weekly “summary video” to comment on what the students did that week.  (Can be a useful practice on return to in-person.)  (Rubric: Instructional Materials)
5. Utilization of the class discussion board for student/student and student/instructor interaction. This should include a specific email-response policy to minimize email load on instructor and TAs.   (Rubric: Targeted support and Logistics)