Where’s Waldo? How Do We Help Him Find His (Online) Way? Thursday, January 16, 12:30 - 3:30 at Ferris State University in Alumni 114. Facilitated by Dr. Tracy Russo, Senior Online Design Consultant.
Whether online, hybrid, or face-to-face, the first week is a critical time to onboard students into our course and establish expectations leading to success. We’ll explore where to host critical documents for student access, strategies for creating a positive first week climate, and using Canvas tools to facilitate course communication and student questions. If you have electronic versions of your course documents available, you can implement strategies for immediate use. Addresses elements in the Foundational Layer of the Ferris Course Quality Rubric and Design Process.

Companion checklist for the first week of class: https://docs.google.com/document/d/1uWA2497pMY60yUlaWd5U-P3g3vCy2k00VIPaTVJ...

Upcoming eLearning training page: https://www.ferris.edu/HTMLS/administration/academicaffairs/extendedinterna...

Piloted in summer, 2019, our Ferris Course Design Escape Room uses the principles of course design to give participants a feel for what it can be like as a student "trapped" in a poorly designed online course.

Use the online personas created representing different student demographics for talking points.
https://www.canva.com/design/DADsOTwAczY/FXOvB6wGJwLhA69xrMZ5cA/view?utm_co...

From the Foundational Items Section of the Ferris Course Quality Rubric, developed by our eLearning Team to promote student success in accordance with best practices and course quality initiatives such as Quality Matters and the Blackboard Exemplary Course Program.
0. Foundational Documents
0.1 Syllabus document includes detailed course policies and procedures as required by Ferris
0.2 Measurable student learning outcome(s) stated in student-friendly language (If revision is needed, please follow applicable Ferris Curriculum Revision process)
0.3 Program or college learning outcomes stated if applicable.
0.4 Schedule of Events inclusive of key coursework timelines and relevant course information
0.5 Effort made to use low cost or no cost textbooks and materials when available (Contact your library liaison for assistance with OER and other online resources)
0.6 Welcoming message from the instructor with name and appropriate instructor image
0.7 Course image (e.g., picture of textbook) or other graphics included to “brand” the course.
0.8 Overview contains a general introduction to the course including course name, section number, semester, any meeting times and locations
0.9 Instructor lists his/her contact preference and multiple forms of communication (e.g. phone, email and virtual office hours)
0.10 Instructor describes his/her "role" in the course, such as whether or not they will respond to tech support types of questions
0.11 Instructions clearly tell students how and where to get started for course components, e.g. "Start Here" area/module/folder with information how this online course ‘works.’
0.12 Tone of writing warm and student friendly.

After 13 years with Blackboard, the Syllabus feature of Canvas is new to students and faculty.

The Canvas Syllabus is an automatic feature showing all of your graded assignments in a table version, and is great to use to see your course workload balance. Note it does NOT automatically contain all of the required items for a course syllabus per Ferris' (and most higher ed institutions') requirements.

Multiple options exist to maximize use of the Syllabus feature while meeting other requirements.

Link to the Canvas information page on Syllabus: https://community.canvaslms.com/docs/DOC-12831-415255577

Some choose to make the Syllabus page their home page, as shown at this link: https://digitallearning.northwestern.edu/article/2019/01/08/how-create-bett...

Some people also choose to create a customized home page, and include on that their syllabus. Variations on home pages include having a consistent home page for the program or department, with links to student resources and commonly used web sites.

Link to the Canvas page on changing your home page:
https://community.canvaslms.com/docs/DOC-13012-4152724499

A positive learning climate is related to student success. Particularly in an online environment, establishing a positive climate in the first week of class is essential. Going to college can be stressful enough for many, and emailing someone you've never met to ask a question, admit you don't understand something, or to share information feels intimidating.

A good overview of what a positive climate is and the relationship to student success is found at this link: https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Pa...

We may have clearly labeled materials in our online environments, but that doesn't mean all students know how to use them and what we expect. In a face to face classroom students see us performing the tasks, and we can see them to determine if there is confusion. Online, it is best to be explicit and provide examples of what do for each step of the way.

In our eLearning CDA Course Design professional developments, we have faculty go to student view and take their own course as if they knew nothing about it. We also encourage them to do this for a peer as well. As they do this they often find they missed steps in giving directions, or need an example as a student wouldn't have the same prior knowledge.

Then, create a short 3-5 minute video welcoming students to your class and demonstrating how to navigate all of the different course areas and tasks.

Think back to all the different students you may have in your class before your class is live, and try and anticipate any questions they may have. This will save you time later!

Similar to the short video recording on how to succeed in your course, many instructors also schedule a required Zoom or Conference meeting in the first week to orient students as well. This captures additional student questions, and the recording can be placed in the class to help all students find their way.

One of the many things Canvas does well is make it simple for students to communicate in class assignments using graphic, audio, and video tools. These features are available for students and teachers, and also work on a smart phone using the Canvas App.

Social presence is a hot topic these days as the number of online classes continues to increase. It's not an add on or an extra--it's the part of teaching where you as the professor teach and share your expertise as well as guide students to deeper understanding.

Leveraging Social Presence for Student Achievement presentation from Ferris' 2019 HatchED Innovation Fair linked here: https://docs.google.com/presentation/d/1s02jIUzlUZM8XIQWjp2gsR7-lI44Mycbjdt...

Students receive a ton of email from multiple sources, and many are still developing skills to manage electronic communication. For your announcements, consider setting up a "rhythm" to help students know when to look for them. For example, if your face-to-face version of a class meets M-W-F, what about setting up and sending short announcements to your online students on the same days?

Another great feature in Canvas is the ability to comment on announcements. This can simplify the communication process--when you are creating your announcement, you'll need to make sure to check the appropriate setting if you want to allow comments.

Commenting looks similar to a Reply feature in discussions.

See How-to Canvas information here: https://community.canvaslms.com/docs/DOC-10183-415266010

Whether we personally want to buy in to the 24/7 immediate response culture present today, research shows students do. In fact, research shows students would rather have more immediate and short feedback than extensive feedback given two weeks later.

Formative feedback is also time-sensitive. Canvas automatic scoring in quizzes is one great way to accomplish this. Consider your role in discussion boards as well. Rather than wait until the DB is closed, students respond well to instructors checking in and responding within the DB. Rather than respond individually, use the opportunity to pull multiple threads in students' thinking together into one post--naming the students who contributed.

Canvas offers easy options to incorporate the spoken rather than written word. You can have synchronous web meetings in the Conference tool.

Discussion boards are another great area to use video. Consider making your introduction discussion one where you post your video introducing your self, and all of your students also reply in video as a first step.

https://community.canvaslms.com/docs/DOC-10501-4212190728

You may want to use this helpful checklist to ensure your students are oriented to your course: https://ferrisstateuniversity-my.sharepoint.com/personal/kleinc10_ferris_ed...

https://www.ferris.edu/HTMLS/administration/academicaffairs/extendedinterna...


Check out our Ferris Engaged! blog as well for up to date resources and ideas about teaching with technology! https://ferrisengaged.com/