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Very intrigued by the idea of group work within discussions-- however, always aware of how many online students stop participating, and worry about groups getting thin, or dominated by one voice. Would need to assign discussions more point value than I do now to encourage participation.

Thankful for the step-by-step video instructions since incorporating new technology is intimidating to me.

I have made videos before but chose not to put myself in it; having a visual "guide" does make the video more relatable.

I like the idea of leaving audio feedback. Grading can bog me down, it's much easier to speak feedback than try to form coherent sentences sometimes! Appreciate that Professor Strong does not re-record or edit herself in feedback, and allows her authentic self to lead.

Chunk syllabus-- students like bullet points

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First thing; Figure out how to use Padlet!

Don't quit because it's slightly complicated, silly!

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I like the homepage with the original image that can decrease the stress of a math/stats class.

Each module is designed the same (for the most part). Students like routine-- I like to do this too. Eliminate confusion. My modules will include lecture pages, not just assignments, but I'm highly suspicious these aren't being read.

Professor's idea of imbedding lecture info into the assignment pages is great-- acknowledges problem of students going straight to assignments only.

Images on the pages create much more readability of the content.

Sunday night problem is real-- I hate the deluge of emails on Sunday evenings. (Even with warnings that I don't check emails on Sundays). I vary my due dates too; but "major point" assignments are always due on Sundays.

Organization portion of OEI Rubric is well designed; organization of the online course makes me feel more in control and students more prepared.

Outcomes oriented grading system is complicated for English, need to build assignments that scaffold each other. Might be useful to combat AI use anyway.

Last semester I stopped capping revision of writing a ssignments within a time frame and allowed revision until the end of the semester; I did have better outcomes, although 1-2 students used it to completely pass the course. (Abused the policy, I guess you could say).

Make "orientation" module more personal and less cut-and-paste.

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An English professor!

Welcoming students to the course, encouraging them to believe in their belonging and their ability to come to the professor as a mentor.

Include FAQ's in Welcome Letter; I usually do these as an announcement in Canvas, but including them in WL does create multiple reading opportunities.

Liquid syllabus is a goal of mine! It does create more interest and engagement in students. Long syllabus sections is also a problem of mine; it gets longer each year as AI continues to be problematic in my English course.

"Humanizing the classes"

"How to Navigate the course" video-- I have this but no one watches it. Maybe I should include a quiz after this?

Need to read more into contract grading. Students seem to like it, and it lightens grading load. Agree that gradebook-point grading is outdated and frustrating to students, but it integrates so well with Canvas and allows students to follow along with their grade. Will look into resources provided about contract grading.

I appreciate how much Professor Kemble uses videos to relay information to his students.

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Again, clear navigation comes up again and again. This is something I highly value and want to sharpen up for my online classes.

More humanizing of classes; inserting yourself into your course is essential. All professors on this module so far have clear presences. However, I'm camera shy. (Need to get over this).

Adding personal photos to enhance content; makes you "come alive" to your students.

Using Padlet assignments to make pages more interesting or dynamic.

Appreciate the note "my sincerity was always there".

Adding bits of color and images creates more visually interesting pages.

Encouraging students to add pictures to support OEI Rubric C3. I could do this on the "meet and greet" discussion. I ask students to make videos (optional) and they rarely do; maybe a picture isn't as daunting an idea.

Make a pact between you and your students-- tell them they will have to work hard, but tell them that you will support them the whole way.

Need to learn how to organize modules so modules that are completed are at the bottom, not the top.

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I like how there are only a few links on the left hand side; I have a lot of links that aren't needed and just clutter up the page.

Professor Stafford-Banks does a great job of going through basic ideas (hyperlinks, etc). Some students enter online learning with very little Canvas literacy and can be overwhelmed.

Rubrics are essential!

Need to include more about how students can use Canvas from the student side.

All assignments are due on Sundays, not spread out throughout the week. I like this idea, but I'm worried that I'll be bombarded with Sunday night emails. A lot of students seem to only work on the day things are due!

Imagery on pages is really well done-- break up text with images. Pages of text can really make students nod off.

The bugs as bullet points on the page is so cute.

Professor Stafford-Banks mentions incorporating social media in some form in future courses-- I like Harmonize for that.

Camtasia looks cool-I wonder if it's useful for English classes. Since YCCD has a subscription, might be worth poking around to see!

This course utilizes technology in a way that is exciting and engaging. The professor's willingness to adopt new add-ons and apps is really inspiring to me.

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Professor Asmus runs her modules from Friday-Friday. Her reasoning is that it's more accessible for M-F 8-5 PM workers, and also have access to helpdesk during the week. Something to think about!

Uses surveys to ascertain when OH are most appropriate and responds to student needs. She also uses quick links to her office hours; overall, I'm seeing that this professor uses OH as an important teaching tool.

Course introduction video, but video comes down after census.

Modules are arranged by content, then assignment. (Mine are too). Mixes low stake assignments into each week (me too).

"What You Need To Do This Week" module page is very similar to mine.

Encourages note-taking and skeletal outlines; incorporating this would be a way of ensuring students are reading the lecture pages (I think they fly right through them right now).

Course navigation (A4) is again emphasized, like most of the professors last week.

Uses Popetech as accessibility checker (curious about this versus the built in Canvas checker?)

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Chemistry online seems like a world apart from English-- interested to see the similarities and differences in how they are constructed.

Putting the schedule at a glance on the homepage seems like a good way to get students acclimated to what to expect. Same with course road map.

Use links in your syllabus instead of text as syllabus doesn't get too wordy and too long.

Students have to go through orientation module before you can go into the coursework modules.

Students fill out a time chart for first week of work? Useful to teach time management, set expectations of work right away.

Groups are created randomly, students have to get together weekly to do labs together. They watch videos together of a student doing the lab, and comment on what they're seeing in the lab video. What happens when students leave class? Groups are essential to replicate a F2F class.

MIP videos-- Most Important Things. You can create these videos in a lab on campus. Every module has one of these. The learning glass.

Uses Labster for video labs.

Professor Asmus uses self-reflection surveys (C8). This was recommended by the ACUE course I took, and I implemented it for the POCR process, and only a few students use it. Need to find a way to get more participation on it.

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This course is synchronous-- I think it's the first one we've seen so far that is. Interested to see how this works versus the asynchronous courses I'm more familiar with.

Making navigation easy creates scenarios were students can focus on the learning objectives.

Remember that some students have never taken an online course. I like that Professor Mathis remembers how lost he was when he first taught online; this is how students often feel.

Welcome page is short, with links.

"Next" their way through the course; don't have students hunting around. Professor calls it a "one way street".

Consistency amongst weeks (this is a repeated point through many of these courses). A goal of mine also.

Discussions are part of the synchronous session, assignments are not.

Professor mentions how the course rubric is really "best practices". I agree-- so much of the rubric feels intuitive to a cohesive course, even though it can feel just like a huge to-do list at the beginning.

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Hybrid 1B course

Took a 1B fully online course and adjusted it to 2/3 online and 1/3 in 2 hour meeting.

Uses Playposit quizzes-- these are more interactive, I need to look into adding these. Quizzes are low stakes and just ways to ascertain whether students are looking/reading the lecture material.

Lecture and content should be outside of class; inside of class is discussion. In hybrid modality, professor chose a midweek class meeting.

Same schedule every week.

Communicating with students about feedback, C7 Rubric Criteria. Communication plan. I include this on my syllabus and on the assignment pages. Professor includes tutorials on how to access feedback. There have been a few professors who walk students through accessing feedback on the student side. Professor does this in modules instead of announcements. Interesting idea to include these types of tutorials in "the flow" of the class versus the announcements.

Professor uses Student View to edit her course. She also uses prerequisites on Canvas. She recommends getting the Student Canvas App to see Canvas through the student's eyes.

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Homepage looks awesome: I love the links with their accessible buttons. Also love the idea of having a personal video on the homepage versus buried in a discussion or introductory module.

Make common questions prominent-- like late work, or making appointments, etc.

The modules are built so that students must go through lecture pages before getting to assignment pages. (Mine do this too!) Edit--requirements--sequential order-- note to self: do this!

Grading is according to an equitable scheme. 1-4 point scoring levels; language on rubric is positive.

For rubric A9, professor Martin uses videos to pose questions to write down and think about while reading. I like this idea of imbedding questions in videos-- will make students "have" to watch the videos.

Using AI to create rubrics. She also uses the Canvas rubric maker-- I really like how Canvas makes rubrics, it's simple and effective.

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Announcements are right on the top of the homepage.

Orientation module is very thorough and includes activities that can help them practice online classroom skills. This is a great way to make sure students have Canvas literacy before they start on the learning modules. She makes the assignments "required" through the modules. Not worth class credit, but must contribute to move on. Good way to make students interact even when there's no point values!

Accordion format is neat.

Studio does hate us-- thumbnails are awful. I once wasted twenty minutes trying to reset the thumbnails-- never figured out how so I quit trying, haha.

Includes video of syllabus, and imbeds quiz at the end.

Professor Kirschner clearly prioritizes students success in navigating the online class-- she offers lots of tips, help and easy access for help along the way.

(Note to self: go to Canvas commons and grab pages that can help make my class more navigable).

Equitable teaching means that online and in-person classes should be structured differently. Also, humanizing the professor in an online course works through memojis, videos, creative image choices, etc.

Interested to use DesignPLUS tool kit to make my pages more creative and engaging.

My in-person classes use Canvas modules more skeletally; I use them much more thoroughly for fully online courses.

Definitely look into video lecture quizzes. That is a very close replication of the classroom environment.

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Week 1 Notes: White

Week 2 Notes: Green

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Office hours are emphasized on home screen, provides basic integration information in home page.

Keeps welcome video and course schedule on homepage at all times.

Provides a weekly announcement telling the students what they will be covering that week.

Canvas Commons import on how to be a good online learner; has questions from this on the syllabus quiz. Should I do a syllabus quiz? Prof also does a quiz on intro to online learning.

Professor uses Flipgrid in her discussion forum. Student records video of their discussion (intro discussion). It looks really cool and interactive.

Sends emails to students halfway through the semester as a grade point check in.

Prof is starting to incorporate tabs in order to make modules less cumbersome.

(Thank you for the links about how to incorporate Flipgrid into the discussions!)

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Prof has announcements imbedded into her homepage (seeing this a lot).

Announcements include public domain photos for engagement and creativity; great idea.

Give student a to-do list at the beginning of each week on an announcement.

Provides an optional Zoom class.

Make class human and welcoming; present image of a professor who cares.

"Equity Syllabus"- find images that show diversity

Embeds textbook chapters in modules or includes PDF's so students don't have to buy textbooks. Printed material is free for students from the bookstore (look into this?)

Prof constantly edits and revises her modules each semester. So easy to just let it be the same; this is admirable.

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Includes important dates on the homepage, including drop and W dates. This is great because this is always something that confuses students. Also, financial aid, etc information.

Prof prioritizes instructor presence and condensing Canvas content; these are two things I need to prioritize as well. She cut out much of the superfluous information on Canvas in order to prioritize the important information for the students.

Prof uses OER from Openstax; adopting a new textbook means changing a lot of content.

Prof uses peer review function in Canvas in lieu of class-wide discussion in order to meet B5.

Prof has great tips for Canvas gradebooks, aligning it to personal preference. Also need to look into using multitool on Canvas.

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Startpage is designed to create an experience of "nexting" for the students.

Only provide options students need.

Syllabus tool is inactive; syllabus is part of the flow of the orientation module.

Provides a page in the orientation module that shows an example of lecture notes, and requires notes to be submitted.

Provides access to a tutoring page in orientation module.

Icebreaker question, uses Harmonize. Harmonize has changed student discussion and quality. Icebreaker in Harmonize was a lot more interactive than in regular Canvas discussions. Icebreaker questions allows students to choose pre-written questions.

Uses rubrics to make gradings easier. Harmonize also uses AI to help develop prompt questions and incorporates Speed Grade and Turnitin functions.

Prof mentions Openstax and issues with accessibility.

Prof mentions taking online learning into the classroom; I'm doing this with 1C and enjoying the results.

Prof mentions being an early adopter; difficult for me, I'm so slow to adopt. But definitely need to be more brave.

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Prof prioritizes organization in her modules and engagement in her courses. She reduces tools to the minimum of what they need and has students enter the class through the modules only.

Students only did what was needed; did not read lectures or do any introductory work. Prof starts requiring pre-reqs and requires things to go through in order. (Need to look into how to add this)

Label each module content similarly to other modules. 2.1, 2.2, etc. This method also helps students/instructors see when students stopped attending.

Professor uses Padlet to engage in the course content.

3 minute mini lectures is the goal-- yes

Professor removed timed quizzes.

Canva to make text-heavy lectures more engaging.

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Well-organized and consistent content-- this has been on almost every example. Content sequencing with visual design.

Including visual elements makes students more excited about the course.

Incorporates video lectures in order to have the professor's "voice" in the online classroom.

Allows students into instructor's life; add personal elements into modules to provide connections.

Humanizing the instructor through videos and written content.

Wants to move to OER to replace textbook.

In English classes, has students doing more multimedia assignments in lieu of writing assignments.

Prof provides an elaborate end of course survey to get feedback from their students.

Prof uses Camtasia to make lecture videos.