Resources
Page 8: References & Helpful Resources
To cite this module, please use the following:
The IRIS Center. (2020). Online course design for college and university faculty. Retrieved from https://iris.peabody.vanderbilt.edu/module/fac/
Special thanks is owed to the Vanderbilt Center for Teaching, whose members have worked tirelessly to help prepare Vanderbilt faculty for online instruction. CFT’s Online Course Development Institute is the source of much of this module’s content. Our sincerest gratitude to them for their hard work.
References
Borup, J. (2014). Community of inquiry. YouTube video. Retrieved from https://www.youtube.com/watch?v=273WuFa6Z04
Bowen, R. S., & Center for Teaching, Vanderbilt University. (2017). Understanding by design. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Brame, C. J. (2019). Science teaching essentials: Short guide to good practice. Cambridge, MA: Academic Press.
Bruff, D., & Center for Teaching, Vanderbilt University. (2020). Active learning in hybrid and physically distanced classrooms. Retrieved from https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/
Burgstahler, S. (2020). 20 tips for teaching an accessible online course. Retrieved from https://www.washington.edu/doit/20-tips-teaching-accessible-online-course
Center for Teaching, Vanderbilt University. (2020). Blended and online learning design fellows. Website. Retrieved from https://www.vanderbilt.edu/bold/tools/
Center for Teaching, Vanderbilt University. (2020). Learning objectives. Retrieved from https://brightspace.vanderbilt.edu/d2l/le/content/235693/viewContent/1343708/View
CIRTL MOOC. (2015). Course scale goals vs topic level objectives. YouTube video. Retrieved from https://www.youtube.com/watch?v=HthXsh7wCB0
Darby, F. (2019). How to be a better online teacher: Advice guide. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/how-to-be-a-better-online-teacher/
Fisher, M. R., Bandy, J., & Center for Teaching, Vanderbilt University. (2019). Assessing student learning. Retrieved from https://cft.vanderbilt.edu/assessing-student-learning/
Gannon, K. (2019). Teaching online will make you a better teacher in any setting. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/teaching-online-will-make-you-a-better-teacher-in-any-setting/
Hunter College. (n.d.). How to assess my course: Identify course learning outcomes. Retrieved from http://www.hunter.cuny.edu/academicassessment/HowTo/AssessMyCourse/IdentifyCLOs
Johnson, S. (2020). Developing online assessments of student learning in a hurry. Retrieved from https://www.vanderbilt.edu/brightspace/2020/03/25/developing-online-assessments-of-student-learning-in-a-hurry-we-have-resources-for-you/
Jungels, A. (2020). Inclusion, equity, and access while teaching remotely. Retrieved from https://cte.rice.edu/blogarchive/2020/3/13/inclusion-equity-and-access-while-teaching-remotely
The K. Patricia Cross Academy. (2020). Creating engaging asynchronous lectures with your phone or laptop. Retrieved from https://kpcrossacademy.org/creating-engaging-asynchronous-lectures/
LeLoup, J., & Ponterio, B. (2017). Integrating technology in the second language classroom: Identifying pedagogical goals, objectives, & outcomes. Retrieved from https://web.cortland.edu/flteach/MM-COURSE/goals.html
Mills, B. J. (2012). Active learning strategies in face-to-face courses. IDEA Paper, 53. Retrieved from https://files.eric.ed.gov/fulltext/ED565290.pdf
Riggs, S. A., & Linder, K. E. (2016). Actively engaging students in asynchronous online classes. IDEA Paper, 64. Retrieved from https://ideacontent.blob.core.windows.net/content/sites/2/2020/01/PaperIDEA_64.pdf
Saltarelli, A., & Educause. (2019). 4 tips to make an online course more welcoming [video]. Retrieved from https://er.educause.edu/multimedia/2019/10/4-tips-to-make-an-online-course-more-welcoming-video
Siegelman, A. (2019). Blended, hybrid, and flipped courses: What’s the difference? Retrieved from https://teaching.temple.edu/edvice-exchange/2019/11/blended-hybrid-and-flipped-courses-what%E2%80%99s-difference
Student Access Services, Vanderbilt University. (n.d.). Faculty. Retrieved from https://www.vanderbilt.edu/student-access/faculty.php
Timothy, A. (2016). Learning objectives vs learning activities: What’s the difference? Retrieved from https://elearningindustry.com/learning-objectives-vs-learning-activities
University of California, Davis. (n.d.). Teaching online: Modules. Retrieved from https://canvas.ucdavis.edu/courses/34528/modules
University of Central Florida. (2017). Teaching online pedagogical repository. Website. Retrieved from https://topr.online.ucf.edu/pedagogical-practice/
Additional Resources
Accessibility & Universal Design for Learning
Use the resources below to apply the principles of Universal Design for Learning (UDL) and accessible design to make your course as accessible as it can be to the greatest number of students.
CAST. (n.d.). Course design: UDL. Retrieved from http://udloncampus.cast.org/page/planning_landing
Digital Education Strategies, the Chang School. (2020). Understanding document accessibility. Retrieved from https://pressbooks.library.ryerson.ca/docs/
Hamraie, A. (2020). Accessible teaching in the time of COVID-19. Retrieved from https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19
Explore Access, University of Arkansas. (2020). Tools for promoting disability access and inclusion. Retrieved from https://exploreaccess.org/accessible-online-course/
Johnson, S. (2019). How can I make my Brightspace course more accessible? Retrieved from https://www.vanderbilt.edu/brightspace/2019/10/28/how-can-i-make-my-brightspace-course-more-accessible/
Microsoft Support. (n.d.). Make your Word documents accessible to people with disabilities. Retrieved from https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d?ui=en-us&rs=en-us&ad=us
Thurber, A., Bandy, J., & Center for Teaching, Vanderbilt University. (2018). Creating accessible learning environments. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments/
University of Arkansas, Little Rock. (n.d.). Ten steps toward universal design of online courses. Retrieved from https://ualr.edu/disability/online-education/
University of California, Davis. (n.d.). Accessibility for online courses. Retrieved from https://canvas.ucdavis.edu/courses/34528/pages/accessibility-for-online-courses
Assessments & Evaluation
How best to use assessments and student evaluations is a key consideration for creating and managing a smoothly run, effective course. Use these resources to develop a plan.
Brame, C. J., Biel, R., & Center for Teaching, Vanderbilt University. (2015). Test-enhanced learning: Using retrieval practice to help students learn. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/
Brightspace Community. (2020). How to’s for quizzes. Retrieved from https://community.brightspace.com/s/article/How-To-s-for-Quizzes#content
Canvas. (n.d.). Quizzes. Retrieved from https://community.canvaslms.com/t5/Instructor-Guide/tkb-p/Instructor#jive_content_id_Quizzes
Center for Teaching, Vanderbilt University. (n.d.). Classroom assessment techniques (CATs). Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/cats/
Center for Teaching, Vanderbilt University. (n.d.). Student evaluations of teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/student-evaluations/#interpreting
Marx, R., & Center for Teaching, Vanderbilt University. (2019). Soliciting and utilizing mid-semester feedback. Retrieved from https://cft.vanderbilt.edu/soliciting-and-utilizing-mid-semester-feedback/
Mcdaniel, R., & Center for Teaching, Vanderbilt University. (2020). Gathering feedback during remote teaching and learning: Questions and tools to use. Retrieved from https://cft.vanderbilt.edu/2020/04/gathering-feedback-during-remote-teaching-and-learning-questions-and-tools-to-use/
Moodle. (n.d.). Quiz activity. Retrieved from https://docs.moodle.org/39/en/Quiz_activity#content
Course Structure
Structuring a successful course requires planful thinking and attention to detail. Use these resources to help you get started.
Castellanos-Reyes, D. (2020). 20 years of the Community of Inquiry framework. TechTrends, 64, 557–560.
Center for Teaching Excellence, Boston College. (2020). Teaching an online synchronous session. Retrieved from http://cteresources.bc.edu/documentation/synchronous-teaching-considerations/teaching-an-online-synchronous-session/
Eddy, S. L., & Hogan, K. A. (2017). Getting under the hood: How and for whom does increasing course structure work? Life Sciences Education, 13(3). Retrieved from https://www.lifescied.org/doi/full/10.1187/cbe.14-03-0050
University of California, Davis. (n.d.). Gathering, making, and structuring content. Retrieved from https://canvas.ucdavis.edu/courses/34528/pages/gathering-making-and-structuring-content?module_item_id=4978
Wiggins, G., & McTighe, J. (2012). Understanding by design framework. Retrieved from https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Discussion Boards
Student engagement in online discussions is a crucial factor you’ll want to cultivate to create as successful a course as possible. Here are some resources to think about.
Berry, L., & Kowal, K. (2019). Five new twists for online discussions. Retrieved from https://ce.uwex.edu/five-new-twists-for-online-discussions/#content
Bondie, R. (2020). Practical tips for teaching online small-group discussions. ASCD Express, 15(16). Retrieved from https://www.ascd.org/el/articles/practical-tips-for-teaching-online-small-group-discussions#content
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1–13.
Lieberman, M. (2019). Discussion boards: Valuable? Overused? Discuss. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning#content
Simon, E. (2018). 10 tips for effective online discussions. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions#content
Other Platforms
One thing’s for sure: The online world offers a veritably endless array of tools, platforms, and resources around which to organize your lessons and courses.
Lower, A. (2020). “@ them and see what happens”: Using Twitter in the classroom. Retrieved from https://flourishingacademic.wordpress.com/2020/01/30/them-and-see-what-happens-using-twitter-in-the-classroom/#content
Murphy, P., & Center for Teaching, Vanderbilt University. (2020). Flipgrid: Empowering voices with asynchronous online video discussions. Retrieved from https://cft.vanderbilt.edu/2020/04/flipgrid-empowering-voices-with-asynchronous-online-video-discussions/#content
Oliver, K. Coble, R., & Center for Teaching, Vanderbilt University. (2016). Teaching with blogs. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/teaching-with-blogs/#content
Tool Time
Below you’ll find a miscellany of online resources and aids. Use them to build your own customized toolbox.
Center for Teaching, Vanderbilt University. (n.d.). Bloom’s taxonomy. Retrieved from https://www.flickr.com/photos/vandycft/29428436431
Crews, K. D., & Columbia University. Fair use checklist. Retrieved from http://copyright.columbia.edu/copyright/fair-use/fair-use-checklist/
elearning Design and Services, Learning Technologies, Indiana University. (2020) Using PowerPoint online: Guidelines and best practices (v.3.2). PowerPoint slides. Retrieved from https://canvas.ucdavis.edu/courses/34528/files/35402/download?wrap=1
University of California, Davis. (n.d.). Making your own videos. Retrieved from https://canvas.ucdavis.edu/courses/34528/pages/making-yoUnivur-own-videos
The Writer. (n.d.). How readable is your writing (readability checker). Retrieved from https://www.thewriter.com/tools/readability/
Warmest Welcome
Sometimes getting your course off on the right foot is as simple as composing and sending a message to help students feel welcome and valued. These resources offer some pointers.
University of Central Florida. (n.d.). Send a welcome message. Retrieved from https://topr.online.ucf.edu/welcome-message/
University of Alaska Fairbanks. (n.d.). Welcome letters and announcements. Retrieved from https://iteachu.uaf.edu/welcome-and-announcements/
