1.1 Principles for Remote and Blended Course Design and Teaching

Course Design Principles

Teaching Principles

1. Design the course to use Canvas, Zoom and other OSU-supported tools to the degree possible in course delivery.
2. Meet OSU syllabus requirements and post the syllabus in Canvas. To support remote and blended learning, clearly articulate:
   • Course communication policies
   • The structure of class meetings
   • Requirements for attendance and participation
   • Needed technology, learning materials and associated costs
3. Align learning activities, assessments, and content with course learning outcomes.
4. Intentionally blend synchronous and asynchronous learning activities to support student achievement of learning outcomes.
5. Arrange the Canvas course site in sequential learning modules to aid students in progressively navigating through the content and learning activities each week.
6. Begin each module with an overview page and/or weekly announcement that lists the module’s learning activities and expected time required to complete tasks.
7. Strive to give students the opportunity to encounter course content multiple times through multiple modalities, using media as appropriate.
8.  Design the course to facilitate three forms of interaction in both synchronous and asynchronous learning activities to advance learning: student-instructor, student-student, and student-content.
9.  Make it clear in Canvas how students should begin the course.
10. Provide students with information on remote access to academic support and other student services and on how to obtain technical support for remote learning.

1. Employ teaching practices that create and maintain inclusive remote and blended learning environments, with special attention to dialogue facilitation Links to an external site..
2.  Make course learning activities accessible to students who cannot be present for synchronous sessions, for example, through Zoom recording of lectures.
3. Provide clear structure for course learning activities and assessment while exercising compassion and flexibility.
4. Have students submit assignments through Canvas whenever possible and provide learners with timely feedback through the Canvas gradebook to enable them to track their learning progress.
5. Initiate regular and substantive interaction with learners such as Canvas announcements, virtual office hours, and instructor participation in Canvas discussions.
6. Partner with Disability Access Services (DAS) to ensure appropriate accommodations for students registered with DAS, regardless of whether students are working remotely.
7. Follow FERPA guidelines for student privacy and data security, including use of OSU-licensed tools and OSU email for all email communication with students.