Content & Activities

These items encompass the design and delivery of the course content to ensure that it meets copyright regulations, is diverse and inclusive, and supports student learning and skill development.

Overview

32. Course content abides by copyright regulations and is cited following established styles (APA, MLA, etc.).

33. The instructional materials have sufficient discipline-based breadth, depth, and currency.

34. The instructional materials are provided in various formats (e.g., text, images, audio, video, textbook resources, interactive activities, webpages).

35. Course content is equitable, diverse, and inclusive, representing multiple perspectives, cultures, and alternate ways of knowing. Indigenous and global examples are provided where appropriate.

36. Students have opportunities to self-assess their learning throughout the course (practice quizzes, reflections, peer evaluations, etc.). The purpose of these learning activities is clearly described.

37. Activities promote the achievement of learning outcomes and support students in developing Essential Employability Skills.

38. The course provides opportunities for interaction among students and faculty to foster a sense of community and support active learning. Students have opportunities to share their knowledge, experiences and diverse perspectives with others.

39. Supplemental learning resources are available to enrich learning and are aligned to the specific content being delivered.

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32. Course content abides by copyright regulations and is cited following established styles (APA, MLA, etc.).

Explanation:

Faculty should be mindful of copyright and licensing when using materials in their courses. Copyright infringement occurs when works are copied, performed, or distributed without permission from the copyright holder or outside the scope of copyright law exceptions. All resources and materials used in the course should be properly cited to model appropriate academic behaviour, which helps students respect intellectual property and learn effective writing practices.

Recommendations:

  • Consult campus librarians for guidance on locating licensing status and properly citing materials.
  • Check with campus librarians on copyright and fair use policies, and post these in the course information online and/or in the syllabus.
  • Use a copyright and fair use checklist and review your course when you are done developing it. Repeat this checklist review each time you teach the course.
  • Explore the possibilities of using a Creative Commons license on materials that you create and distribute in your course.
  • Model best practices by citing text and images used in your own course materials including the course Moodle shell, PowerPoint presentations, and other materials shared with students.

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33. The instructional materials have sufficient discipline-based breadth, depth, and currency.

Recommendations:

  • Regularly review instructional materials to ensure they align with current industry practices. Discuss with the Program Advisory Committee (PAC) or other industry partners the knowledge and skills that are most relevant in the field.
  • Review links to external content to ensure access and consistency. Correct any broken URLs and search for updated information, wherever necessary.
  • Cover a wide range of topics within the subject area to give students a comprehensive understanding of the field. This helps students develop a holistic view of the subject, rather than a narrow, limited perspective.
  • Explain how different concepts and ideas are related, to help students apply what they have learned to real-world situations.
  • Provide in-depth analysis and exploration of complex ideas to help students develop a deeper understanding of the subject and develop critical thinking skills.
  • Identify current trends, research, and practices within the field to provide relevant and practical knowledge. This is especially important in fields that are constantly evolving, such as technology and healthcare. Outdated materials may provide students with inaccurate or incomplete information, which can hinder their ability to succeed in their careers or further studies.

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34. The instructional materials are provided in various formats (e.g., text, images, audio, video, textbook resources, interactive activities, webpages).

Explanation:

Providing instructional materials in various formats according to UDL principles is essential for ensuring that all students have equal access to the information, are engaged in the learning process, have flexibility in how they access the materials, and can comprehend and retain the information. This can lead to improved learning outcomes and increased success for all students.

Recommendations:

  • Provide materials in multiple formats, wherever possible.
  • Offer alternatives for auditory information: provide visual diagrams or charts, provide written transcripts of video and audio clips, explain auditory emphasis, alerts, and musical interpretation.
  • Offer alternatives for visual information: provide spoken descriptions of images, graphics, videos or animations, provide access to text-to-speech software.
  • Consider flexibility when providing materials. Some students may prefer to access materials on a mobile device, while others may prefer to print them. Keep these considerations in mind when creating course content. Moodle pages and Word documents are easily viewed on mobile devices, for example.
  • Record lectures using Zoom. Post a link to the lecture recording, along with updated captions and a transcript, on your course Moodle page.
  • Provide links to text or web-based resources that cover the same ideas and content for varying levels of students.
  • Present key concepts in one form of symbolic representation (e.g., an expository text or a math equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative).

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35. Course content is equitable, diverse, and inclusive, representing multiple perspectives, cultures, and alternate ways of knowing. Indigenous and global examples are provided where appropriate.

Explanation:

Equitable, diverse, and inclusive course content can help address systemic biases and barriers that have historically excluded certain groups of students from academic success. By representing multiple perspectives and cultures, faculty can create a learning environment that is more reflective of the world students will encounter beyond the classroom. This can help students develop a broader understanding of diverse cultural traditions, histories, and worldviews, and promote empathy and understanding. Diverse course content can also promote critical thinking skills by exposing students to a range of perspectives and ideas, encouraging them to evaluate and compare different arguments and viewpoints. This can help students develop a more nuanced understanding of complex issues and cultivate the skills needed to engage in informed and constructive dialogue with people from different backgrounds and perspectives.

Recommendations:

  • Regularly review learning materials to ensure course content includes diverse perspectives and voices. Add readings, videos, and guest speakers that represent a range of backgrounds and experiences.
  • Use inclusive language and avoid using language that may be offensive or exclusive to certain groups of people.
  • Discuss biases and stereotypes that may exist in your course content and work to mitigate their effects. Encourage students to think critically about how biases and stereotypes can affect people’s experiences.
  • Incorporate examples and case studies that are relevant to diverse communities and cultures. This can help students understand the relevance and importance of diversity in different contexts.
  • Attend PD sessions or research the topics of diversity, equity, and inclusion to help you develop your understanding and skills.
  • Set ground rules and expectations for respectful communication and behavior. Encourage participation and feedback from all students, and make sure that everyone feels valued and respected in the classroom.
  • Gather feedback from students to better understand their perspectives and experiences as it relates to equity, diversity and inclusion. Incorporate their suggestions into your course.

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36. Students have opportunities to self-assess their learning throughout the course (practice quizzes, reflections, peer evaluations, etc.). The purpose of these learning activities is clearly described.

Explanation:

Self-assessment allows students to reflect on their own learning, identify areas of strength and weakness, set goals, and take ownership of their learning process. It also encourages them to think critically about their own work and the feedback they receive, which helps improve their performance and develop metacognition and self-regulation skills. Providing opportunities for self-assessment can empower students to become more independent and responsible students, which has additional long-term benefits beyond the classroom.

Recommendations:

  • Add practice tests/quizzes or other non-graded items to your course. Leverage the features in Moodle, including Moodle quizzes and H5P activities, or consult with a publisher representative to see if publisher resources are available for the textbook you are using.
  • Provide detailed feedback for incorrect answers on practice tests/quizzes. This enhances students’ ability to self-correct, and they can be directed to look further into specific course materials to clarify their understanding.
  • Include a non-graded knowledge quiz at the beginning of each module that students can use to assess their prior knowledge to help guide and focus their learning efforts.
  • Include a non-graded knowledge quiz at the end of each module and recommend students score a specific grade on (e.g., 80% or higher) before they can move on.
  • Have students develop personal goals or a learning statement for the course, and reflect on how they are meeting those goals at midterm and end of course.
  • Online journals or blogs can be incorporated into online course activities for students to post reflections on their learning within each module.
  • Ask students to rate their own participation in the discussion forum, considering questions related to what they contributed, as well as what they chose not to contribute.

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37. Activities promote the achievement of learning outcomes and support students in developing Essential Employability Skills.

Explanation:

Essential Employability Skills (EES) are the skills, abilities, and personal attributes that are necessary for success in any workplace. These skills are important for adults to function successfully in society today and courses must prepare our graduates to develop skills in the following categories: Communication, Numeracy, Critical Thinking and Problem Solving, Information Management, Interpersonal and Personal skills.

Recommendations:

  • Review the course outline to determine which Essential Employability Skills students should be able to demonstrate upon completion of the course.
  • Design learning activities that focus on developing EES. For example, group projects can help students develop teamwork and communication skills, while problem-based learning activities can help develop critical thinking and problem-solving skills.
  • Provide regular feedback to students on their performance in class, including feedback on how they can improve their essential employability skills.
  • Incorporate digital literacy skills into their coursework by requiring students to use technology in their assignments. This can include creating presentations, analyzing data, or communicating in discussion forums online.
  • Encourage students to reflect on their own skills and assess their strengths and weaknesses to identify areas where they need to improve.
  • Provide career guidance and support to help students understand the skills that are important for success in their chosen field. If possible, share job opportunities with students, provide advice on resume and cover letter writing, and connect students with alumni or other industry professionals.
  • Encourage students to share feedback about the program with the program coordinator and/or Program Advisory Committees (PACs).

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38. The course provides opportunities for interaction among students and faculty to foster a sense of community and support active learning. Students have opportunities to share their knowledge, experiences and diverse perspectives with others.

Explanation:

Fostering a sense of community among online students can reduce feelings of solitude and isolation and can promote engagement in online learning environments. Fostering a class community can help students feel connected to other students and the professor, while boosting their motivation and building communication and teamwork skills.

Recommendations:

  • Create a collaborative place for students to engage by sharing and discussing course-related resources. Consider using tools like Moodle discussion forums, Padlet, or Flip (Flipgrid).
  • Provide instructions and expectations, rubrics, models/examples, opportunities for peer evaluation and self-assessment, and details on how students should provide feedback, and evaluate work.
  • Require that students cite outside resources to support their discussion forum posts.
  • Direct students to ask questions and interact with the professor about these activities, to get help or clarifications, as needed.
  • Take a “three before me” approach asking that students check at least three resources before approaching you to answer a question or posting in the discussion forum (and citing those resources). Resources can include other classmates, the syllabus or course Moodle page, etc.
  • Do a “think, pair, share” activity, where students review a problem on their own, work together to solve a problem, then report their resolution or findings with the rest of the class.
  • Have students submit an annotated bibliography as part of a group project, then post them in the course for review.

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39. Supplemental learning resources are available to enrich learning and are aligned to the specific content being delivered.

Explanation:

Supplemental resources can reinforce the concepts taught in class. Students can revisit this material as many times as they need to understand it fully. This is especially important for students who may require extra help understanding a particular concept. Supplemental resources also make online learning more engaging and interactive. They can help bring concepts to life and make them more memorable to students by presenting information in different ways or in different contexts.

Recommendations:

  • Provide a variety of types of resources in different formats. Consider adding videos, podcasts, interactive quizzes, simulations, and readings in addition to text-based documents and PowerPoint presentations.
  • Integrate resources into course content to reinforce concepts and provide additional context. For example, embed a video into a lecture or provide a link to a related article in required readings.
  • Provide guidance on how to use the supplemental resources effectively. Include instructions on when to use a particular resource and explain how it relates to the required course content.
  • Review Open Educational Resources for items that are related to your course content and add links to these resources/activities in your Moodle shell.
  • Solicit feedback from students on the effectiveness of the supplemental resources. This feedback can help faculty improve the resources and tailor them to the needs of their students. Consider asking questions about what topics they wanted to learn more about in course and then add resources that address some of these topics.

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