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About collaboration 

Our approach to course design is collaborative and relationship-based. Our ensure our instructors have a positive course design and teaching experience and students have a rich and effective learning experience. Before collaboration on a hybrid or online course, please review the , including roles and responsibilities, to prepare for a kickoff meeting with your ID.

General areas for our collaborative work include:

• Course design: Mapping course design or redesign, including the backward design of learning outcomes, assessments, and learning materials and activities to ensure intentional, aligned, and effective/impactful learning.
• Canvas course development: Sharing existing Canvas template and course materials for review and developing your Canvas course, consistent with student-centered practices and policies, educational research, and the QM Course Design Rubric.
• Planning for student-centered instruction in your course including: student engagement, interaction, accessibility, and use of instructional technologies to enhance teaching efficacy.

Collaborative needs assessment

At the kickoff meeting, your ID will guide an appreciative inquiry about the course and your approach to teaching, including your syllabus (if it already exists), the context of your course within the program, your teaching context, your learners, and your unique vision as an instructor. 

鈥�鈥� and related questions that will shape the course design process include:

• General context of teaching and learning situation: What learning expectations are placed on this course or curriculum by: the university, school/division, or professional association? How does your course fit within a program plan? What is the mastery level expected for your course?

Note: At NDNU each school/program has its own learning outcomes and assessment plan. Please communicate with your school/program leadership to confirm existing Course Learning Outcomes (CLOs) and to clarify expectations regarding assessment of Program Learning Outcomes (PLOs) within the course.

• Specific context of teaching and learning situation: How many students do you expect in the class (in the short term and longer term)? How will the course be delivered: online asynchronous, online synchronous, hybrid, or in person? 
• Nature of the subject: Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field? What are the real-world applications?
• Characteristics of the learners: What is the life situation of the learners (e.g., working, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals, expectations...?  
• Characteristics of the instructor: What do you love most about your course? What beliefs and values guide your approach teaching and learning? What is your attitude toward: the subject? students? What level of knowledge or familiarity do you have with this subject? What are your strengths in teaching?  

About the course design process

Backward design is a research-based approach to course design that we will use to achieve student-focused, integrated, and effective course design. Please know that course design or redesign using the backward design method can be time-consuming and challenging--your instructional designer is ready to provide support in the process and in mapping your course design and advising on the use of GenAI tools. 

Backward design

A content-first or 鈥渇orward design" is what many of us are most used to - you were a student in them and you may teach them as well. They start with a list of topics (often based on textbook chapters) and work through them over the semester focusing on covering the content. Rather than starting with textbooks, lectures, or activities, backward design begins with student learning outcomes and competencies: what should students know, be able to do, or value by the end of the course (or even years later)? In other words, with backward design you start from your big vision for student learning to determine the assessments that will provide evidence of student achievement, and only then select the instructional materials and plan the learning activities to support those goals.

In (2005), G. Wiggins and J. McTighe first described the three steps of backward design:

1. Identify desired results. What should students know and be able to do at the end of the course?  What do you want the students to learn and remember (even years after the course is over)? These are your learning outcomes. 
2. Determine acceptable evidence that students have achieved these learning outcomes. How will students (and the teacher) know if they are learning? These are your formative and summative assessments.
3. Plan learning experiences, instruction, content and resources that will help students be able to provide evidence that they have met the learning outcomes. What will the teacher and students need to do for students to learn?  This is where you design student engagement with content in order to achieve the learning outcomes.

In (2013), L. D. Fink expanded and deepened the original backward design model鈥攑opularized by Wiggins and McTighe鈥攂y incorporating a broader, more integrated vision of learning that emphasizes transformative outcomes. 

Why design backward

Backward design helps avoid the pitfall of 鈥渃ontent coverage鈥� teaching鈥攚here too much focus is on content delivery without enough clarity of purpose. The backward design approach begins with your vision for student learning (rather than content) to ensure intentional alignment between learning outcomes, assessments, and instruction. Research shows that backward design helps to create courses that are coherent, student-centered, and effective in fostering deep and lasting learning. creating a clear and purposeful learning pathway for students.

• Fulmer, Sarah.

How to design backward 

To start backward design, reflect on your big vision for student learning. It can help to imagine running into a former student, years after taking your course, who shares with you how your course impacted them. What would you most want a former student to remember about their learning in your course even years later? Your answer to the question can serve as a powerful guide in the backward design process, helping you to identify and prioritize 鈥�,鈥� and to design an impactful course. 

using a table or other visualization tool is a useful starting point to translate your big vision for student learning into a concrete and aligned course design plan. An ID can support you in mapping your course and ensuring to create an integrated plan for student learning.

• • This provides excellent resources to guide thinking about course (re)design and the process of mapping a course (including a template). 

Learning outcomes 

Learning outcomes are the clear, specific, observable, and measurable statements of what students should know, be able to do, or demonstrate as a result of a learning experience. Learning outcomes are essential to making your expectations clear to your students, so students know how they should spend their time practicing and studying to achieve success. When outcomes are clear and aligned with assessments and learning activities, students experience a coherent pathway where every experience clearly contributes to achieving meaningful and measurable goals. 

Learning outcomes are the formal expression of intentions for student learning at multiple levels. Program-level outcomes (PLOs) define the broad competencies graduates should achieve and at what level of mastery. Course-level outcomes (CLOs) specify the knowledge and skills to be gained in a single course and at what level of mastery. Weekly or module-level outcomes (WLOs/MLOs) narrow the focus of learning competencies to a unit or topic each week. Assignment-level outcomes articulate the learning targeted by a specific task. Alignment of learning outcomes across all levels ensures that each outcome builds from smaller toward larger educational goals. 

Quality learning outcomes are specific, observable, measurable, and aligned with the level of learning expected. At the course level, CLOs are typically structured as: "By the end of the course, students will be able to...[verb] + [object]." Strong learning outcomes avoid vague language (鈥渦nderstand,鈥� 鈥渓earn鈥�) and instead emphasize student action and demonstration of skills or knowledge, informed by verbs selected intentionally from Bloom鈥檚 Taxonomy and/or Fink鈥檚 Taxonomy.  

• of learning objectives is especially helpful as a way to guide us in choosing verbs in relation to the levels of cognitive challenge we hope to elicit in our learning outcomes: from lower-order thinking outcomes (remember-understand) to higher order thinking outcomes (apply-analyze-evaluate-create). 
• is another popular taxonomy that can help to articulate learning outcomes using a more holistic and interactive framework. 

QM rubric 2.1-2.5

Assessments

Assessment is the process of gathering evidence about student learning to evaluate progress, provide feedback, and guide instructional decisions to achieve your vision for student learning. Assessments serve students, instructors, and programs by making learning visible and informing improvement. 

Formative assessment occurs during the learning process鈥攅xamples include quizzes, drafts, reflections, or in-class activities鈥攁nd provides timely feedback that helps students adjust and instructors refine instruction. Many learning activities (discussed in next section) may also serve as formative assessments. Summative assessment takes place at the end of a learning period, such as final projects, exams, or capstone experiences, and is used to judge the extent to which learning outcomes have been achieved. 

• Note: This toolkit is focused on course-level assessment. We encourage you to work with your school/program to plan assessment of PLOs applicable to your course.

Tips on effective assessment and assignment design:

• Start with alignment: assessments should directly measure stated learning outcomes and match the level of knowledge or skill expected.
• Be transparent with students about the purpose of each assessment, how it connects to their overall learning goals, and criteria for success.
• Use a variety of assessments, to give students multiple ways to demonstrate learning (and include some choice, when possible and appropriate to learning outcome). 
• Aim for authentic assessments: tasks that closely mirror real-world problem-solving, critical thinking, reflection, and creativity such as projects, case studies, simulations, or portfolios, preparing students to succeed beyond the classroom.
• Integrate opportunities for revision and reflection as part of assessment: help students apply feedback to improve and develop metacognition.
• Scaffold assessments so students can benefit from iterative feedback and better track their progress through the course. This often includes frequent, "smaller" opportunities for formative assessment. For larger summative projects, like a final group project, for example, this involves turning in that project in smaller stages throughout the course. 

CETL Handout:

QM rubric 3.1-3.6

Learning materials

From a Backward Design perspective, learning materials do not drive design. Faculty choose and create materials in a purposeful way to help students build the knowledge and skills needed to achieve the learning outcomes. Aim for student-friendly choices by selecting learning materials that are engaging, accessible, up to date, varied, and affordable. As you select materials, be sure to model academic integrity by citing sources and making sure you have permission to use them.

Find support in identifying quality materials at .

QM rubric 4.1-4.5

Learning activities and interactivity

Design of learning activities and interaction should also focus on advancing students towards your vision for student learning as stated in SLOs. When thoughtfully designed, online activities and interactions not only improve student success on assessments, they help to foster student motivation and a sense of belonging that helps all students persevere and succeed. 

Tips on the design of active and interactive learning in an online course:

• Provide multiple and varied active and interactive learning opportunities that are aligned with your outcomes and assessments. For ideas and examples see:

• •  

& CETL handout:

• Apply the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000) to design three 鈥減resences鈥� in your course in support of learning, student engagement, and community: 

1. 1. Teaching presence involves organizing content, guiding activities, and offering timely feedback to create a clear and supportive structure. 
   2. Social presence encourages students to express themselves, build trust, and feel part of a learning community.
   3. Cognitive presence focuses on helping students engage deeply with ideas through inquiry, reflection, and application. 

See Costa handout:

• Incorporate Regular and Substantive Interaction (RSI). RSI aligns with the COI model to support learning, student engagement, and community AND meets the policy baseline for online courses. RSI encourages faculty to design three forms of interaction into every online course:

1. 1. student-to-instructor interaction (regular announcements, timely and constructive feedback on assignments, participation in discussion boards, video messages, virtual office hours)
   2. student-to-student interaction (group projects, peer review, discussion boards, student interaction by video presentations, study groups on Zoom),
   3. student-to-content interaction (engaging content presented in a variety of formats, Quizzes provide instant feedback on student comprehension, assignments are authentic, with real-world relevance and application)

See CETL handout:

QM rubric 5.1-54

GenAI tools and course design

Generative AI tools can be used to support your course design. Discuss options with an Instructional Designer and/or In School Support faculty.

About course building in Canvas

A well-structured Canvas course is clear, consistent, and easy to navigate, thus reducing cognitive load so students can focus on learning. Effective Canvas design also includes student-centered instructional practices such as: active and interactive learning, providing learner support, engaging use of technology, and accessible design.

Planning course structure

When planning your course, think of the Canvas structure as the backbone that supports student learning from start to finish. An intuitive, well-organized course frees learners to focus on understanding, not navigation.

Tips for Effective Course Structure:

• Map out the sequence of topics before building in Canvas to ensure a logical flow and progression of learning.
• Begin with a welcoming orientation module and end with reflection or synthesis activities that tie learning outcomes together.
• Structure modules for clarity with descriptive titles, consistent sequencing, and aligned materials and activities.
• Keep a consistent pattern in each module (e.g., overview, readings, activities, assessment) to support predictability.
• Review pacing regularly to confirm that students have adequate time to engage and demonstrate learning.
• Periodically preview your course from the student view to confirm clarity and ease of navigation.

Canvas considerations

The Canvas template shared with you by an ID should help to inform an effective design. 

See the for additional guidance on Canvas tools in support of the following:

• Home page: Provide a course overview and introduction to the course from a designated course home page.
• Getting Started: Provide an orientation or 鈥淕etting Started鈥� module with course expectations, technology guidance, and support resources to set students up for success. 
• Introductions: Introduce yourself and give learners the opportunity to introduce themselves or participate in an on a discussion board.
• Module organization: Use a logical and consistent structure for modules, chunking content into manageable segments with descriptive titles so students immediately understand their purpose. Use to clarify expectations regarding asynchronous (pre and post-class work) and synchronous learning (in class), if applicable.
• Communication tools: Plan how you will use for whole-class (or whole-section) mass communication and for Messaging to one, multiple, or all students in a class.  See also CETL handout for help setting up .
• Content delivery tools: Along with texts and readings you can embed multimedia content including websites, PowerPoint slides with narration and videos (with captions), and images (with alt text) for a more engaging course using the (RCE). Videos are especially valuable learning materials in online courses and supports video creation and streaming. For tips on video length and design elements, see ASU, . 
• Grading and feedback tools. Set up all Canvas grading criteria and assignments to convey (aligned with your syllabus). Consider your grading and feedback strategy, including how you will use , , , and the to communicate grades and feedback to students. 
• Outcomes tracking tools. Note: some schools/divisions may be using outcomes tracking at the programmatic level using and .
• Collaborative learning tools. Canvas includes a number of tools to support student collaboration. For a list of tools and possible uses see
• Usability considerations: As you build your course, aim for simple design and avoid clutter by deleting unnecessary content or tools, minimizing clicks, and .  Be sure to review the entire course from start to finish from the to confirm easy navigation and usability.

QM rubric 1.1-1.9 and 8.1

Course multimedia and third-party tools 

Integrating multimedia is a great way to enrich student engagement and interactivity in a course. Two powerful multimedia tools available within Canvas currently are:

• (for video recording and streaming) and used for delivering video lectures and multimedia assignments. 
• for a variety of uses including interactive lectures, brainstorming, collaborative project planning, and visual assignments. 

In your choice of multimedia and technologies, we encourage you to prioritize learning outcomes as well as usability and ADA compliance (e.g. before using a third-party technology, review vendor accessibility statements to confirm access for all users).

QM rubric 6.1-6.4

Learner support

Learner support resources are baked into the Canvas templates created by CETL and shared with faculty. It can help students when faculty encourage learners to find support as needed at the start of the semester and remind them throughout the semester. We recommend you familiarize yourself with and the Canvas course as essential student resources. 

QM rubric 7.1-7.4

Accessibility and Universal Design for Learning (UDL)

Accessibility as defined by the Americans with Disabilities Act (ADA) ensures that all learners, including those with disabilities, can access course materials and technologies.

• Policy on accessibility is specified in , the , and
• Standards to guide accessible digital content creation: .
• For additional guidance, see our resources on Accessible Digital Content.

Universal Design for Learning (UDL) supports accessibility through the basic idea that all learners, including those with disabilities, benefit from autonomy, flexibility, and choice in how they learn. In brief, UDL encourages us to design for students with diverse learning preferences and abilities by providing:

• Multiple ways for learners to engage in learning. For example, encouraging a sense of identity and belonging in your class.
• Multiple ways for students to demonstrate their learning. For example, giving students choice on how to complete assignments (alone or in groups, in different modalities, etc.).
• Multiple ways for students to access content. For example: sharing engaging readings, along with videos and podcasts.

For guidance on UDL see CAST website on (3.0).

QM rubric 8.1-8.5

GenAI tools and course development

Generative AI tools can support course development in a variety of ways. Discuss options related to Gen AI tools with an Instructional Designer and/or In School Support faculty.

About course review 

Once the course is built out in Canvas, it is ready for a full quality review, then publication.

For an existing course, course review is recommended as time permits. Refer also to the to help you prepare the course for a new term.

New course quality review

• Review and confirm the course meets standards for credit hours, student engagement and interaction (RSI), and accessibility (ADA compliance).
• Self-review course using QM review standards or request review support from your CETL ID or ISS.
• Publish the finalized overall course with home page, syllabus, and Getting Started module two weeks before the term begins. 
  • Note: You don鈥檛 have to share everything at the start of the semester, just what you want students to see. In Canvas, if content is unpublished or a module is locked, students can鈥檛 see it. If uncertain, you can use Student View to confirm.

Prepare an existing course for a new term

Each semester we recommend you review and ensure the existing course is in alignment with credit hours, student engagement and interaction (RSI), accessibility (ADA compliance), and QM quality standards. Seek support from CETL in any of these areas as time permits.

For all courses, review the to guide your updates to a new course so it is ready two weeks in advance of the start of the semester.

About course launch & delivery

Instruction is most effective when instructors maintain presence and foster student engagement throughout the semester, through active and interactive learning, regular communication, and effective feedback practices. In addition, a continuous improvement approach can support faculty development and iterative course development.

The following are suggested practices for communication, feedback, and continuous improvement.

Communication practices 

Frequent and transparent communication with students is essential to build community and trust and to help students successfully navigate the course and their learning. 

• Regularly communicate information about the course, assessments, technology use, support, and resources using Announcements and Inbox tools.
• At the start of the semester, send a welcome announcement or email to students with your Zoom link (for synchronous online courses). 

Note: Announcement/Inbox notifications will not be sent if the course is not published. Be sure to publish the course prior to sending the communication to make sure students receive the notification or email students directly outside of Canvas.

• Early in the semester, share your expectations around how students should interact with faculty, peers, and course technology. 
• Throughout the semester send weekly announcements or emails with upcoming module information, due dates, and other essential information
• Regularly engage with student discussion forums and/or student groups.
• Regularly schedule virtual office hours to check in with students one-on-one and as groups.

Feedback practices 

Grading and feedback is an opportunity for communication about content and your expectations for learning and plays a critical role in helping learners stay on track, accountable, and engaged.

• Identify key points in the course where students must receive some form of feedback to move forward with their learning.  
• Use Canvas features to support grading and feedback including Rubrics, Peer Review, Speedgrader, audio and video feedback options, and the Gradebook.
• For general advice on giving feedback see our CETL handout:
• Use to monitor student progress and engagement and intervene when necessary by reaching out to students who may be struggling.
• Submit final grades via the NDNU portal.

Continuous improvement practices

• Keep a teaching journal / course revision log to document and support reflection and continuous improvement.
• Use Canvas and student performance  to inform your teaching. 
• Invite student feedback on the course and student reflections on learning to inform your teaching.
• For advice on using surveys to invite student feedback see our CETL handout:
• Encourage students to complete the NDNU course evaluations at the end of term and use student feedback to inform your teaching.

GenAI tools to enhance instruction

Generative AI tools can support and enrich instruction in a variety of ways. Discuss options with an Instructional Designer and/or In School Support faculty.