Principle 2
Demonstrate Empathy and Respect: Show interest in students' opinions and concerns; seek to understand their diverse talents, needs, prior knowledge, and approaches to learning; encourage interaction between instructor and students; share your love of the discipline.
The student is infinitely more important than the subject matter.
I do not need to establish a deep, lasting, time-consuming personal relationship with every student. What I must do is to be totally and non-selectively present to the student-to each student-as she addresses me. The time interval may be brief but the encounter is total.
Most of us who have found ourselves in the teaching profession, found our way here because teaching was something that we liked doing. We wanted to connect with students- and to engage with them in meaningful ways- but how is that possible in an online environment?
It's challenging enough to engage meaningfully in a face-to-face environment and so it’s a rather 'tall order' to be asked to demonstrate empathy and respect:
- To show interest in students' concerns
- Seek to understand their diverse talents, needs, prior knowledge, and approaches to learning
- Encourage interaction between ourselves and learners
- Share my love of the discipline
Where do I Start?
One of the very best places to start is with the design- how are your learners going to encounter you for the first time? How will you introduce yourself?
Universal Design for Learning (UDL) Principles give some helpful considerations when you are thinking about designing your course curriculum to accommodate for many diverse learners.
Image from http://udlguidelines.cast.org/
(CAST. (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefiled, MA: Author.)
When you are thinking about engaging with students, providing multiple means of engagement is important.
So, if you were thinking about introducing yourself, you could include a welcome message on your course syllabus, you could record a short video introducing yourself, what you are passionate about, and why you enjoy teaching the class (you could even encourage students to do the same) and post it on SLATE, and you could plan for an introductory activity on the first day of class (whether it is synchronous or asynchronous delivery).
In the Design phase, a course blueprint or map of the entire course is created. In developing the blueprint, consider all the components of the course. It can be helpful to work backwards (remember backwards design) and think about what learners should be able to do by the end of course, how they will demonstrate what they have learned, how they can practice what they are learning and prepare for assessments, as well as what materials and supports they will need to help them successfully complete the course. Learning outcomes are the foundation of the Design phase and all components should be carefully developed and selected based on these. It is also important to consider quality standards as a guide for this phase, as they can inform instructional decisions. It is recommended to check if your institution has adopted any internal or external quality standards for online courses. Examples of external quality standards include, the Quality Matters Higher Education Course Design rubric and the Online Learning Consortium Quality Scorecard.
Before entering the Design phase, there are a number of questions it would be helpful for you to consider:
- Who are your learners?
- What prior knowledge do they have?
- What instruction is needed to help them complete the course?
- What is the purpose and scope of the course?
The Course Outline and the Topical Outline
The Course Outline and the Topical Outline are used to inform learners of the intent of the course, by offering a description of the content and curriculum expectations, describing the evaluation methods and material requirements, and identifying important policies that learners must be aware of.
In an online environment, these become even more important because it is often one of the first ways that you will be communicating with your learners.
- Begin with a welcoming and introduction statement that explains to learners who you are and what they can expect from the course.
- An important part of any topical outline is the accommodation or accessibility statement. It ensures learners are aware of the accommodations available to them and how to request support (i.e. how can they connect with you).
- Clearly state what is expected of your learners and hold each of them to the same standards. These may be the rules of conduct within the institution but can also be added to and evolve from discussions over the course of the semester.
- By developing clear learning outcomes for the course, activities and assessment strategies can directly aligned to measure learner progress. In sharing the learning outcomes, learners become aware of what is expected of them and it will help them to more clearly understand the direction of the course.
Designing Assessments
Assessments document and measure an individual learner's progress towards the learning outcomes of the course. Assessment methods may vary and include, but are not limited to, written tests or reports, presentations, activities, discussions, and exams.
When you are designing assessments:
- Constructively align learning outcomes with assessments: Clearly developed learning outcomes will shape the focus of your assessments. Constructing assessments that are directly aligned with the course learning outcomes allows you to evaluate your learners' progress towards the learning outcomes and indicates to learners exactly what is expected of them.
- Consider if a time limit is necessary: Having a time limit imposed on learners in a test environment can invoke anxiety and increase the levels of stress associated with the assessment. When you are planning assessments, it is important to determine if time restrictions are necessary. Are you looking to assess how quickly they can complete a task, or if they can complete it correctly? If time isn't a key factor in the assessment, consider removing time limits or providing sufficient time for all learners (eliminating the need for some learners to request special accommodations). In an online environment, keep in mind that learners will have different levels of connectivity to the online environment, individual differences in processing and performance times or may be using assistive technologies to interact with the assessment content.
- Consider using frequent/shorter assignments (assessments): When you are planning your assessments, considering breaking down larger assignments into smaller sections or creating smaller assignments. Courses with few high value assignments can be intimidating. Learners with time constraints, executive functioning challenges, or who may underperform in one assessment area, may struggle to successfully complete assignments and the course. Assessing learners more frequently helps them stay on top of coursework, to meet timelines and assignment dates, reduces the anxiety surrounding large assessments, and provides a status update on the learner's progress towards the learning outcomes. This is particular helpful in an online environment when assessment in one way that the instructor can interact with and/or give feedback to the learners.
The next stage in this process is Development.
The Development or production phase is informed by the course outline developed in the Design phase. Instructional materials and resources, such as instructor notes, activities, assessments, and media are created, along with the online learning environment in which they will be presented. It is important to design and assess materials to ensure that they meet accessibility standards (i.e., Accessibility for Ontarians with Disabilities Act (AODA); Accessibility Rules for Educational Institutions (Ontario); Web Content Accessibility Guidelines - WCAG 2.0), as well as any quality standards (e.g., Quality Matters Higher Education Course Design rubric, Online Learning Consortium Quality Scorecard, etc.). Once the course is posted to the online learning environment, a quality assurance check is advised to ensure that components are organized appropriately, there are no errors in presentation, and technical elements are functioning.
Consider the following when developing Assessments:
- Give clear directions: Clearly articulated directions provide a guiding framework that enables learners to successfully meet the expectations of an assessment. Clear directions surrounding an assessment reduce confusion and lessen stress, allowing learners to move more productively towards the presented outcomes.
- Offer choices: By allowing learners to present their opinions, as well as their understanding and knowledge in a manner of their own choosing, instructors can better assess a learner's progress within a course. However, depending on the outcomes learners need to achieve, not all assessments offer flexibility of choice. However, offering choice where possible allows learners to engage in the course in a way that suits their learning style and lets them present what they know to the best of their abilities. Consider whether your assessments can offer flexibility and choice in medium (e.g., written expression, video/audio recording, and graphics), topic, etc.
- Provide rubrics: Rubrics clearly outline how a project or an assignment will be assessed by communicating the expectations surrounding each component and describing different levels of quality. With a rubric, instructors can ensure the assignment is aligned with course learning outcomes and create a valuable grading tool, ensuring consistency and structured feedback. For learners, rubrics lead to success, clarifying performance expectations and facilitating self-assessment according to the various criteria aligned to the assessment's learning outcomes. Note: If your rubric is in table format, ensure the table is offered in an accessible format.
- Allow for ongoing revisions or draft submissions: Breaking down large assignments into smaller sections helps motivate learners and keeps them engaged and working in the online environment. By allowing learners to tackle smaller sections, the task is less daunting and more manageable. Receiving peer-to-peer feedback provides monitored progress towards to the assignment's goal and also promotes interactions with both peers and the instructor (The Virtual Classroom and video assignments are great tools to use, and they are integrated into SLATE!).
So now, you've designed and developed a course that takes into account a diversity of learners, what are some of the strategies you can use to create meaningful engagement with learners once the course has begun?
This next section discusses evidence-based practices in the Facilitation of Online Courses:
Communication between the instructor and learners, both at a course and individual level, is essential in an online course to establish presence and to develop a sense of community. The instructor's role is to convey information and news about the course schedule, assignments and content and provide encouragement and feedback to learners. There are a number of ways that you can do this:
- Establish a connection with learners: Learners at a distance face unique challenges, including their geographic location and studying independently. Feelings of detachment, loneliness, and a lack of engagement are key factors contributing to underperformance and dropping out. To some degree this can be addressed through group work and discussions, but establishing a connection between the learner and instructor is important as well, especially since the online learner and instructor are not likely to meet in person.
Start with a welcoming message posted in the newsfeed of the learning management system, but also connect on an individual level. In courses with smaller numbers, write an individualized email, in larger courses, post in the discussion board.
Provide opportunities for students to introduce themselves to you as well. This can be done in a number of ways:- Send out a survey to students before the course begins asking them a few questions about themselves, their previous experiences and what they want to learn (you can even be playful with your questions). This is an effective, low risk way to engage the students in an online learning environment. There are many free online tools that enable you to create quizzes: PollEverywhere, Google Forms, Survey Monkey (and there is even a survey tool in SLATE!)
- Provide an opportunity for students to introduce themselves through an introductory activity
- Be available and approachable: To help build your connection with the learners in your course, be available and encourage them to ask questions. Let learners know when and how they can connect with you, and how quickly they can expect a response. Be open to connecting through multiple methods. This interaction benefits individual learners by allowing them to discuss and clarify content, assignments, and their individual progress. The instructor receives insight about how the course is progressing for individuals and the class as a whole, and has an opportunity to identify difficult areas or topics that may require more attention.
- Be active in discussions: Discussions, both asynchronous and synchronous, are useful for engaging the learner in the course content and topics. When facilitating a discussion, model good response practices; any postings or contributions should be an example for learners to follow. Promote inclusive and considerate practices. For example, if posting a video or audio response, include a transcript, or if posting resources, include a selection of alternative ways to access the content.
- Post regular class updates: Learning management systems typically have a communication platform on the course home page. Use this feature to communicate regularly with the entire class. Post a welcome message, prompt learners to begin readings or assignments, and remind learners about important dates or changes. This small interaction can help learners who have difficulties planning, to schedule their time appropriately. These types of regular posting can also keep learners engaged with the course and be a helpful reminder of course activities.
- Be consistent with naming conventions and use inclusive language: When communicating with learners, be consistent in your use of language. Ensure you are using the terminology and naming structures established in the learning management system, use topics and terms that have been defined in the course, and define any new terms you may use. Avoid the use of jargon that the learner may not fully comprehend.
Learners bring a diverse range of experiences, cultures, beliefs, and perspectives to the learning environment. Consider an individual's uniqueness and be thoughtful and sensitive when selecting resources, designing content and assignments, and communicating with learners.
Feedback is the contact between the instructor and a learner in relation to the progress towards the learning outcomes, reflections on assignments and activity performance, and is intended to be supportive of progress and improvement. Consider the following when giving feedback:
- Offer constructive feedback: Everyone makes mistakes; use your feedback to guide your learner's progress. Offering insightful comments or thought provoking questions can help reframe a learner's thought process and help them navigate to a successful completion. Vague, unclear or highly critical comments can negatively affect the learning. Instead, use constructive criticism and helpful feedback to avoid creating confusion, discouragement, and disengagement.
- Provide feedback frequently and in a timely manner: Connect often with your learners and give frequent feedback on assignments, activities, and discussions. This gives them an update on their progress within the course and can help them build their learning strategy and work towards the learning outcomes.
Both peer and instructor feedback can be beneficial in correcting misconceptions, clarifying tasks and assignments, and building knowledge, but in order to be useful it must be provided in a timely manner. Online environments can also provide automated feedback so that users can instantaneously assess their performance and understanding.
Content from Design, Development and Facilitation adapted from Universal Design - Best Practices for Online Learning, OpenEd, Open Learning and Educational Support, University of Guelph, Retrieved from https://opened.uoguelph.ca/instructor-resources/UD---Best-Practices-for-Online-Learning
