Adaptive Course Design

Course Design Driven by Student Learning Outcomes

1. Student learning outcomes for the course are introduced to learners with explanation for their use in guiding the design of the class.  
2. Course learning outcomes guide development of short-term objectives. Weekly folders, chapter folders or modules have their own learning objectives clearly stated within folders (as demonstrated in course templates).
3. Course assessments are explicitly aligned with learning outcomes and short-term objectives. 
4. Course learning activities are explicitly aligned with learning outcomes and short-term objectives, as well as course assessments. 

Full Presence of Course on Schoology

1. A general Q&A Discussion Board appears at the top of the page to handle general course related questions.
2. All course materials (for live or remote delivery) are placed in folders organized for easy navigation by students.
3. The top level folder contains information regarding how to navigate this course, and the following: syllabus, course introduction information, communication expectations, virtual office hours, and instructor introduction.
4. Folders are created to organize chunks of information into manageable pieces, beginning with weeks, and including sub-folders for specific days and types of materials. Materials are accessible to students who may or may not be present for a class meeting (as demonstrated in course templates)

Utilization of Core Schoology Tools and Complementary Google Tools

1. Course assignments (e.g..., papers, presentations, etc..) are designed, delivered, collected, and graded inside Schoology.
2. Feedback on student work is provided through use of Schoology, and grades are updated regularly in Gradebook. 
3. Summative and formative assessment of student work occurs through testing and quizzing functions, as well as with other Schoology tools.
4. Student engagement with peers, and with the instructor, is facilitated through discussion boards and other Schoology tools. 
5. Google Drive is used to complement Schoology tools for student collaboration on assignments.

Effective Remote Classes and Meetings

1. Synchronous lectures and class-related meetings are scheduled, organized and conducted to effectively engage students using conferencing tools, including but not limited to Zoom or Google Meet.
2. Instructions and support for students to participate fully in remote meetings are provided inside Schoology. 
3. Class meetings are recorded when appropriate to allow access by all students. Recordings are shared only with members of the class, and adhere to criteria for uploading to Schoology (up to 500MB).

Effective Use of Recorded Class Content or Presentations

1. Class content (e.g.., PowerPoint presentations) are recorded to ensure access for all students. 
2. Recorded content for delivery, including lectures, presentations, or assignment instructions are placed in Schoology , or linked from Google Drive or You Tube for easy access by all students.
3. Instructions and support for student-generated recordings are present in Schoology.

Utilization of Discipline-specific Tools and Resources

1. Discipline-specific tools and resources are incorporated into the design of the course to enhance student learning. 
2. Supplemental digital resources provided by textbook publishers are utilized.
3. Course specific software or technology are utilized effectively.