What experiences do I want my students to have?
- Review your course learning outcomes and objectives—what do you want students to know, do, and experience throughout the course?
- Map anticipated learning paths students will take each week of the term. Determine how students will show you their progress each week. Assign weekly readings and resources that students will use to gain knowledge and perspectives. This course map template from the University of Toronto Center for Teaching Support and Innovation can help organize your ideas.
- Plan with balance in mind. Students may have outside responsibilities as well as related access barriers. Estimate the time impact on your students’ schedules by using the Rice University Course Workload Estimator and consider whether adjustments in your plans are warranted.
Where will the course live?
- After mapping out your course, select platforms and tools to facilitate those expectations. Reach out to CfT and DLS if you need help thinking through the options!
- Keep your ‘tech toolbox’ simple and accessible—simple tools can build complex learning and engagement. Review accessibility for all course components—content, assignments, assessments, tools and platforms. These resources offer strategies to promote accessible online course design:
How will I schedule my time?
- Anticipate engaging in a course 10-15 hours a week, and more hours if teaching in a compressed session. You may also spend more time in the course during early weeks and key assignment times. The Time Management Rubric (via Stein & Wanstreet’s Jump-Start Your Online Classroom) describes levels of instructor engagement across six areas of instructor responsibility.
- Create a daily/weekly time schedule to balance course presence and boundaries for other activities. This sample schedule (via Johns Hopkins University Whiting School of Engineering) shows how one instructor might spread work out over a full week.