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. https://www.youtube.com/watch?v=273WuFa6Z04
Bowen, R. S., & Center for Teaching, Vanderbilt University. (2017). Understanding by design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Brame, C. J. (2019). Science teaching essentials: Short guide to good practice. Academic Press.
Bruff, D., & Center for Teaching, Vanderbilt University. (2020). Active learning in hybrid and physically distanced classrooms. 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. https://www.washington.edu/doit/20-tips-teaching-accessible-online-course
Center for Teaching, Vanderbilt University. (2020). Blended and online learning design fellows. https://www.vanderbilt.edu/bold/tools/
Center for Teaching, Vanderbilt University. (2020). Learning objectives. https://brightspace.vanderbilt.edu/d2l/le/content/235693/viewContent/1343708/View
CIRTL MOOC. (2015). Course scale goals vs topic level objectives [Video]. YouTube. https://www.youtube.com/watch?v=HthXsh7wCB0
Darby, F. (2019). How to be a better online teacher: Advice guide. Chronicle of Higher Education. 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. https://cft.vanderbilt.edu/assessing-student-learning/
Gannon, K. (2019). Teaching online will make you a better teacher in any setting. Chronicle of Higher Education. 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. http://www.hunter.cuny.edu/academicassessment/HowTo/AssessMyCourse/IdentifyCLOs
Johnson, S. (2020). Developing online assessments of student learning in a hurry. 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. 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. https://kpcrossacademy.org/creating-engaging-asynchronous-lectures/
LeLoup, J., & Ponterio, B. (2017). Integrating technology in the second language classroom: Identifying pedagogical goals, objectives, & outcomes. https://web.cortland.edu/flteach/MM-COURSE/goals.html
Mills, B. J. (2012). Active learning strategies in face-to-face courses. IDEA Paper, 53. 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. 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]. 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? 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. https://www.vanderbilt.edu/student-access/faculty.php
Timothy, A. (2016). Learning objectives vs learning activities: What’s the difference? https://elearningindustry.com/learning-objectives-vs-learning-activities
University of California, Davis. (n.d.). Teaching online: Modules. https://canvas.ucdavis.edu/courses/34528/modules
University of Central Florida. (2017). Teaching online pedagogical repository. 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.
Digital Education Strategies, the Chang School. (2020). Understanding document accessibility.
Hamraie, A. (2020). Accessible teaching in the time of COVID-19.
Explore Access, University of Arkansas. (2020). Tools for promoting disability access and inclusion.
Johnson, S. (2019). How can I make my Brightspace course more accessible?
Microsoft Support. (n.d.). Make your Word documents accessible to people with disabilities.
Thurber, A., Bandy, J., & Center for Teaching, Vanderbilt University. (2018). Creating accessible learning environments.
University of Arkansas, Little Rock. (n.d.). Ten steps toward universal design of online courses.
University of California, Davis. (n.d.). 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.
Brightspace Community. (2020). How to’s for quizzes.
Canvas. (n.d.). Quizzes.
Center for Teaching, Vanderbilt University. (n.d.). Classroom assessment techniques (CATs).
Center for Teaching, Vanderbilt University. (n.d.). Student evaluations of teaching.
Marx, R., & Center for Teaching, Vanderbilt University. (2019). 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.
Moodle. (n.d.). Quiz activity.
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.
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).
University of California, Davis. (n.d.). Gathering, making, and structuring content.
Wiggins, G., & McTighe, J. (2012). Understanding by design framework.
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.
Bondie, R. (2020). Practical tips for teaching online small-group discussions. ASCD Express, 15(16).
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.
Simon, E. (2018). 10 tips for effective online discussions. EDUCAUSE Review.
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.
Murphy, P., & Center for Teaching, Vanderbilt University. (2020). Flipgrid: Empowering voices with asynchronous online video discussions.
Oliver, K. Coble, R., & Center for Teaching, Vanderbilt University. (2016). Teaching with blogs.
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.
Crews, K. D., & Columbia University. Fair use checklist.
elearning Design and Services, Learning Technologies, Indiana University. (2020). Using PowerPoint online: Guidelines and best practices (v.3.2) [PowerPoint slides].
University of California, Davis. (n.d.). Making your own videos.
The Writer. (n.d.). How readable is your writing (readability checker).
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.
University of Alaska Fairbanks. (n.d.). Welcome letters and announcements.
