Princess will open with a Welcome and move in to some housekeeping
After they grab their lunch, Princess will Introduce Agnes
Agnes will introduce Gayla
Gayla will share broad university vision, the role of UIC-EC in that vision.
Then Gayla will introduce the Team (Gabriela, Rayna, Max) and introduce Princess last
Introductions of Gabriela, Rayna, Janette, Max, & Princess
Princess will redirect the information within their folders (starting from left to right.
Princess will discuss what they will find in the folders: If you open your folders: On the left hand side you have: You have a 2-sided flyer LAS Faculty Development Series flyer One side has the description and learning outcomes of our workshop today along with the agenda that I will go over in more details last and the other side the description of the full-two part series that both Max and Gabriela will cover in more depth. One of the goals that LAS leadership has for these workshops it to build community among you. Therefore, we have provided a contact list of your peers in the room. Lastly, you have presentation that Max is presenting so you can follow-along or writing notes.
On the right hand side, You have the Supplementation materials that you will use in the workshop and with your assigned instructional designer. Including a larger version of a nifty Instructional Designer Periodical Chart
Lastly, on the right hand side you have information on Creating a Course Blueprint that Max will provide context and Gabriela will discuss the next steps.
Redirect to Agenda and Princess introduces Max
As the session opens, show first poll question: What is your favorite part about teaching?
The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction in to plans for instructional materials, activities, information resources, and evaluation. An instructional designer is somewhat like an engineer. Both plan their work based upon principles that have been successful in the past—the engineer on the laws of physics, and the designer on basic principles of instruction and learning. Both try to design solutions that are not only functional but also attractive or appealing to the end-user. Both the engineer and the instructional designer have established problem-solving procedures that they use to guide them in making decisions about their designs. (p. 4)
Q: What are the roles faculty play? Q: What do you think an ID does?
Faculty have mastery of the course content and valuable classroom experience to inform online course development. Instructional designers (IDs) bring to this partnership experience in learning theory, online teaching methodologies, Canvas, as well as creative ideas about how to incorporate effective web tools and technologies to engage your students and enhance their overall learning experience in the course. To begin, faculty and their ID should develop a shared understanding of the course content and flow. Faculty should have a syllabus, or course outline, prepared for their initial meeting with their ID. For subject areas in which the instructional designer has limited exposure or expertise, faculty may want to spend some time at the start educating the ID on the course content. Establish clear course learning objectives: One key contribution of IDs is tying all course content and activities back to learning objectives and outcomes. Prepare learning objectives before engaging with the instructional designer. This will make course development far more efficient, and will serve as the guide for the overall course development.
You might say – ‘well, this is the same for face-to-face instruction!’ And you are right. Identifying learning needs is the root of all instruction. Learner motivation is directly related to their perception of whether an educational experience is addressing their learning needs. Work with your instructional designers! They are experts in choosing proper formats and options for delivery of learning activities.
Using the handout Distance Education in the College of Liberal Arts and Sciences – 2017, have participants take a moment to write out answers to these two main questions.
5-7 minutes to write out answers to both questions (dyad) ~10 minutes to debrief if people are willing to share (dyad)
Poll Everywhere – What are your top concerns for building an online course?
That this can be done in a fully online course as well. Can be asynch or sync
Share some anecdotal feedback from faculty in COM, and how I worked with them to overcome these concerns.
Go over some basic terminology for online / distance education that can be found in the handout Distance Education in the College of Liberal Arts and Sciences – 2017.
Q: What are some terms you have heard around online / distance ed teaching that you are unfamiliar with? (open ended) Q&A
What’s a blended course? (Hint: we are doing a blended workshop right now, with one person being streamed in!)
Photo from https://www.pexels.com/search/time/ through creative commons license
Can’t ask questions: In an online class, students cannot raise their hands and ask a question when they are confused by the material.
Can’t pace the lecture: In a traditional lecture the professor can tell when students are not following the material and adjust the pace of the lecture accordingly, but in an online course that is not possible.
Less contact with students: I value getting to know my students, but when I teach online courses that personal connection is missing. I put up video lectures for all my classes, so to some extent the students feel like they know me. But I have no connection to them at all except for the few who show up during office hours, or from email discussions.
Loss of the group experience: There’s something about watching a movie with a large group of people that is different from watching it all alone. Same for the classroom, it’s a group experience. Maybe it evolved from our time long ago sitting around the fire at night listening to stories that imparted knowledge from one generation to the next. There was an evolutionary advantage to having everyone jointly locked into what was being said. In any case, when a lecture is live in a classroom rather than at home on video there are no interruptions from roommates, there is no refrigerator calling your name, you don’t have the choice to procrastinate and put it off until later, etc., etc. A classroom commands your attention in a way that videos do not.
Different way of asking questions: Although students cannot ask questions in the same way they can in a traditional classroom setting, all is not lost. When students have questions during a video lecture, they can hit the pause button, rewind the video, and watch the section again. That is often enough to clear up the confusion. If not, while the video is paused they can read the book for clarification, search for an explanation using Google, or, as a last resort, save the question for office hours.
ADDIE is the traditional process an instructional designer takes when working with faculty on creating or revising curriculum. We will go through this same process as we discover how to create an online course.
You already have most of the information you need (syllabus, schedule, tasks, etc.)
In these two syllabi examples, the course description most likely stays the same. It would be prudent to add some information about how the course will be delivered.
Course objectives are for the most part, already done. We will see in an example a bit later, how there might be an additional objective that connects to online learning.
The directions for assignments will likely need some massaging.
More detailed information about the syllabus and some recommendations from OLC will come later.
If you have an existing course or more than one, work with an instructional designer to do an inventory of your course content.
You can use a Mind Mapping tool to sort out all of the content for your course. It’s possible to use Excel as well – whatever works.
Course Description: What does the course cover? Course Goals: What are the overarching targets and focus of the course? Learning Objectives: What knowledge, skills, and abilities will students master upon completion? Learning Outcomes: How will students demonstrate proficiency of the learning objectives? Rubrics: What are the key dimensions and levels of mastery for learning outcomes?
Image available through Creative Commons license: http://www.thebluediamondgallery.com/wooden-tile/i/inventory.html
Real life example:
Discuss how I would go through an existing course with faculty, whether it is currently available in Blackboard or not.
In my process as an ID, I look at previous versions of the course, to get an idea of how it has been set up and delivered. If I have questions about certain parts of the course and how it is set up, I ask about it before I go too far. I write up a report with suggestions on how to improve it, if necessary. This report includes screenshots of parts of the course in Blackboard and a specific recommendation next to it. I go over this report with the course director and we come to a consensus on potential changes and create a plan to move forward. This is in a sense, our ‘memorandum of understanding.’
This report assess American adults according to five main factors: their confidence in using computers, their facility with getting new technology to work, their use of digital tools for learning, their ability to determine the trustworthiness of online information, and their familiarity with contemporary “education tech” terms. It is important to note that the findings here just cover people’s learning activities in digital spaces and do not address the full range of important things that people can do online or their “readiness” to perform them.
Maybe add a question to Poll Ev?
I would like the faculty present to share their experiences with Blackboard – I want to get an idea of comfort level with the service, how they may have used it in the past, etc. This will help whomever works with these faculty members - it will help them determine how much time is needed to go over all the functionality in Blackboard.
Tour of BB coming up later.
Circle back to tech in BB – and will demonstrate some of these techologies later.
InstaGrok: https://www.instagrok.com/ Khan Academy Kahoot! Poll Everywhere Prezi Quizlet: https://quizlet.com/ Office365 – one of my favorites is Class Notebook!
Some of these are incorporated along the way.
Grant Wiggins Understanding By Design is a well-known process for designing a course. It can be used for any type of course, not just for online delivery. What relevant goals (e.g. content standards, course or program objectives, learning outcomes, etc.) will this design address? What knowledge and skills will students acquire as a result of this unit or module? What should they be able to DO as a result of this acquired knowledge or skills?
Through what authentic performance task(s) will students demonstrate the desired understandings? Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results? How will students reflect upon and self-assess their learning?
Learning objectives for an online course – not much different than writing for a face-to-face course. However, there are some differences.
A learning objective is a brief, clear, and specific statement observing student behavior(s) that can be assessed at the conclusion of learning activities and that contribute to reaching the course objectives.
Honestly, there is not much difference between LO’s for f2f or online courses. The real difference in semantics comes when you describe how students should complete an assignment.
An example is in the Objectives example here where one of the objectives is to know how to use Blackboard to submit assignments. This is just the LO and the real work comes in the description of the assignments that align with it.
This is an opportunity for them to try to come up with a learning objective for something they would be doing online. They can work in dyads and share with the group what they came up with, and get feedback on it.
As any good instructor knows, including specific and detailed instructions for anything students need to do in a course is vital. Most of you likely already have great instructions. Working with an Extended Campus ID will ensure that your directions are clear and sufficient.
Example from COM ECM to show how they can use Box.
ION – Learning Activities Toolbox: http://www.ion.uillinois.edu/resources/otai/
Biology Lab online? LabKit Biology Labs Online: http://www.sciencecourseware.org/biologylabsonline/ (though I can’t get it to open on a Mac for some reason) McGraw-Hill Biology Virtual Lab Exercises: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/ Online Labs: http://onlinelabs.in/biology
The learner's self-concept. An adult learner is usually more independent and self directing compared to a child, or even to a young adult. This calls for teaching strategies where student has to be treated as an adult and hence as equal to the instructor, a partner. The student needs to be considered as capable of taking responsibility and ownership of his/her own education. A mutual respect and trust is essential in adult learning. Therefore the instructor facilitates learning, rather than dominates it. The instructor will value the true potential of the adult learner.
The life experience of the learner is an integral part of his/her identity, and a great resource that should be employed in the act of learning. The instructor will value and include the learner's life experience as a way to initiate the learner interest and get him/her involved in the act of learning.
The readiness to learn is another important aspect of adult learners. Being independent, the adults get to choose their own path and hence they usually have an interest in taking a particular course. When they take a course, they are usually ready for it. The reason may be motivated by a career/job-related interests, or personal interests (to satisfy their curiosity, or their ego, etc.).
The adult learners are usually more problem-centered than a younger learner, and they usually seek immediate applications of what they are about to learn. Internal motivation is stronger to adult learners than the external ones. "Increased job satisfaction,..., enhanced self esteem, improved quality of life, and personal fulfillment" (Merriam, 2014, p. 54) are great motivators for adult learners.
As adults, and hence more independent persons, these learners need to know why a topic is relevant for them. They need to know where and how will they apply the concepts they are about to learn.
Learner-instructor interaction enhances students’ self-direction, which is particularly needed in distance learning environments.
Collaborative activities like small group work provide students the opportunity to interact more intimately with their peers. For distance learning, this collaboration takes the form of synchronous via videoconferencing software or asynchronous interactions via email, discussion groups, etc.
Presence of an instructor is not needed for every interaction between learners. In fact, it’s probably better that there is little instructor interaction. This does not mean that the instructor does not lurk in the discussion boards, etc.
Some researchers feel that learner-content interaction can be seen as an internal didactic conversation about the concepts and other content in the course, which can help students develop their understanding or cognitive thinking ability.
Now that you have a slightly better idea of how to plan / design your course, it’s time to talk about developing your content.
What kind of information do you think should go on a Welcome page?
Typical examples: describes briefly the course, yourself, what you hope everyone will get out of it – broad brush strokes
Record a brief video demo.
Different ways to create a course overview like using VoiceThread (perhaps make an example? And show in Blackboard).
1. Purpose and Character of the Use This is the only factor that deals with the proposed use - all the others deal with the work being used, the source work. Purposes that favor fair use include education, scholarship, research, and news reporting, as well as criticism and commentarymore generally. Non-profit purposes also favor fair use (especially when coupled with one of the other favored purposes.) Commercial or for-profit purposes weigh againstfair use - which leaves for-profit educational users in a confusing spot! 2. Nature of the Original Work One element of this factor is whether the work is published or not. It is less likely to be fair to use elements of an unpublished work - which makes sense, basically: making someone else's work public when they chose not to is not very fair, even in the schoolyard sense. Nevertheless, it is possible for use of unpublished materials to be legally fair. Another element of this factor is whether the work is more "factual" or more "creative": borrowing from a factual work is more likely to be fair than borrowing from a creative work. This is related to the fact that copyright does not protect facts and data.With some types of works, this factor is relatively easy to assess: a textbook is usually more factual than a novel. For other works, it can be quite confusing: is a documentary film "factual", or "creative" - or both? What about the annual "Dance Your Ph.D." contest? Uses from factual sources are more likely to be fair than uses from creative ones - though not every source is easily classified! 3. Amount and Substantiality of the Portion Used Usingproportionatelysmaller amounts is usually more likely to be fair Amount: this is an element that many guidelines give bad advice about. A use is usually more in favor of fair use if it uses a smaller amount of the source work, and usually more likely to weigh against fair use if it uses a larger amount. But the amount is proportional! So a quote of 250 words from a 300-word poem might be less fair than a quote of 250 words from a many-thousand-word article. Because the other factors also all come into play, sometimes you can legitimately use almost all (or even all) of a source work, and still be making a fair use. But less is always more likely to be fair. Substantiality: this element asks, fundamentally, whether you are using something from the "heart" of the work (less fair), or whether what you are borrowing is more peripheral (and more fair). It's fairly easily understood in some contexts: borrowing the melodic "hook" of a song is borrowing the "heart" - even if it's a small part of the song. In many contexts, however, it can be much less clear. Borrowings from the heart of a work are usually less likely to be fair than borrowings of peripheral elements 4. Effect of the Use on the Potential Market For or Value Of the Source Work This factor is truly challenging - it asks users to become amateur economists, analyzing existing and potential future markets for a work, and predicting the effect a proposed use will have on those markets. But it can be thought of more simply: is the use in question substituting for a sale the source’s owner would otherwise make - either to the person making the proposed use, or to others? Generally speaking, where markets exist or are actually developing, courts tend to favor them quite a bit. Nevertheless, it is possible for a use to be fair even when it causes market harm. The "Fifth Factor" - Transformative Use Transformative use is a relatively new addition to fair use law, having been first raised in a Supreme Court decision in 1994. (Campbell v. Acuff-Rose Music, 510 U.S. 569 (1994.) A derivative work is transformative if it uses a source work in completely new or unexpected ways. Importantly, a work may be transformative, and thus a fair use, even when all four of the statutory factors would traditionally weigh against fair use! Parody: Parody is one of the most clearly identified transformative uses, but any use of a source work that criticizes or comments on the source may be transformative in similar ways. Legal analysis about this kind of transformative use often engages with free speech issues. New Technologies: Courts have sometimes found copies made as part of the production of new technologies to be transformative uses. One very concrete example has to do with image search engines: search companies make copies of images to make them searchable, and show those copies to people as part of the search results. Courts found that those thumbnail images were a transformative use because the copies were being made for the transformative purpose of search indexing, rather than simple viewing. Other Transformative Uses: Because transformative use is a relatively new part of copyright law, it is still developing. Many commentators suggest that audio and video mixes and remixes are examples of transformative works, as well as other kinds of works that use existing content to do unexpected and new things. There is a lot of room for argument and interpretation in transformative use!
Show this live in Blackboard and talk a little about some of the features. Also, from my experience on the LMS Governance Board, how some of these features are not really being used to their full potential. It’s not necessary to know how to use ALL of these tools. Work with an EC ID to determine what to include AND to figure out proper support for you AND students.
Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open & Distance Learning, 17(4), 82-103.
Research indicates that how an instructor establishes their presence in an online environment can have important implications on students’ overall learning experience.
Results of an online survey revealed that students felt instructor presence was an important aspect of online learning, as they wanted available instructors that were willing to provide timely feedback, listen to concerns, and guide them through learning tasks.
As far as COI, researchers conceptualized instructor presence as occurring at the intersection of teaching presence and social presence.
Per the creators of the idea… (Garrison, Anderson, & Archer, 2000) “The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence. Social Presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).”
Post-mortem on course
Do a post-mortem on the course.
An even better idea is to do periodic check-ins with your class during the semester to see how things are going. An example of how we do it in COM is with the Student Curricular Board. It’s important to have students evaluate MORE than just the course and instructor – some specific questions about ease-of use of the course itself can be very eye-opening. Talk about focus groups I did with COM when redesigning the courses.
Max introduces Gabriela
Blackboard Essentials component is faculty will gain access to GEN Ed template "dummy" blackboard site that will include BB development videos and essential components of effective BB construction (i.e.sample quizzes, assignments with instructions, announcements, and discussion board set-up, etc).
Unpacking Online Education
Before We Begin:
• Use of
• Grab Lunch
Assessing learning needs (aka ‘the problem’)Assessing
Establishing learning goals and objectivesEstablishing
Determining the curriculum and content that can best fulfill the
established learning needs, goals and objectivesDetermining
Choosing the appropriate mix of teaching and learning methods
Establishing a support system for delivery of the courseEstablishing
Evaluating learning outcomesEvaluating
Impressions of Online
Teaching & Learning
What are some teaching methods /
activities that currently take place in a
Based on what you currently know
about teaching and learning in an
online environment, how do you
imagine you would employ these same
methods / activities?
What’s the difference between Online
and Distance Learning?
Instructional Design (not Interior Design!)
“How long will it
take me to do all
• It depends. (Don’t you hate that
• Motivation to convert a face-to-face
course to online, or to create a new
• Intrinsic vs Extrinsic
• Time & willingness to devote to
working with an instructional
• Support from administration and
• Amount of interactivity to include in
Online Teaching: The Good, the Bad, and the Ugly
• Can’t ask questions*
• Less (in-person) contact
• Loss of the group
• Different ways of asking
• Technology issues
*if the course has synchronous sessions, this does not apply
• Teach from anywhere*
• Interact with people from all
over the world**
• Keep growing in your field
• Learn new teaching skills &
become more tech-savvy
• Challenge yourself
* With approval of course
**who you might not otherwise have had the chance to
Where Do I
Plan / Design
• Work with an instructional
designer to do a thorough
inventory of your course
• Sometimes called a blueprint
• Create a Mind Map or use a
blueprinting tool to identify all
of the resources, activities, etc.
for your course
• MindMeister is one tool:
Analysis of Existing Content
• UIC Extended Campus instructional
designers can help you figure out what
content from a face-to-face course is
easily transferrable to an online one.
• Some new content types & descriptions
may need to be developed
• Assignment directions for how to
use Online Discussion Boards
• Group work using online tools
• Blogging, journals, wiki creation
• Access to synchronous online
Pew Report – September 20, 2016
“Americans fall along a spectrum of
preparedness when it comes to using
tech tools to pursue learning online,
and many are not eager or ready to
take the plunge”
• How many of you have
• How have you used it to
• Share your experiences!
(Good AND bad!)
Plan / Design
• LO’s might need slight word
variations to make sense in
an online course
• Align assessments with LO’s
• Use specific and measurable
• Appropriateness for your
• Are your LO’s achievable and
• Keep the word length to a
• Comprehend the characteristics,
uses and significance of
architectural elements and
principles of their composition.
• Identify the hallmarks of and
rationales behind a variety of
• Comprehend the characteristics,
uses and significance of
architectural elements and
principles of their composition.
• Identify the hallmarks of and
rationales behind a variety of
The Importance of Instructions
72% of students rate “having clear instructions
about how to get started in the course and find
various course components” as essential to their
Other highly rated items:
• Consistent and efficient navigation.
• Pre-requisite knowledge and skills clearly
• Explicit criteria for evaluating student work &
grading policy spelled out
What students say: What faculty say:
“Students now tend to understand much more
fully what they are required to do as part of the
The effect of designing a course to meet standards
has reduced the "What do I do?" questions to
“I am getting fewer questions in regards to
expectations, where to find "stuff", and
Ralston-Berg, P., Buckenmeyer, J., Barczyk, C., and Hixon, E. (2015). Students’ Perceptions of Online
Course Quality: How Do They Measure Up to the Research?. Internet Learning, 4(1). Retrieved from
How do your students currently
Plan Learning Activities
• Design Projects
• Group Problem Solving
• Laboratory Experiments
• Scavenger Hunt
• Oral Reports
• Case Studies
What’s the diff?
• Reduces the number of courses students take at 1 time
• Classes meet more hours each week (but for fewer weeks)
• Reconsider the amount of assigned homework
• Need more efficient methods of assessment
• 8-weeks can be a bit brutal for writing-intensive courses
• If students miss an enrollment deadline, the next offering is in
8-weeks, not next semester
• Can be more challenging for numeric-based courses
• Instructors might have to be more available
• Modules should be chunked
• More courses taken at the same time
• Standard reading amounts
• Standard number of assignments
• If students miss enrollment deadlines, they have to
wait until the next semester
Interactivity, or How to Keep Students
Engaged and Motivated
• Require participation / create teams
• Make sure activities are structured
and well-defined (e.g. case studies,
role playing, simulations)
• Goal / relevancy of the interactivity
• Consider their lived experiences
• Offer immediate feedback
• Integrate emotionally-driven content
Learner to Instructor Interaction
• Motivational & emotional support
• Study by Ke and Xie (2009)
• Successful online course design for adult students should consider structure
of content and levels of support that lead to interaction and knowledge
• Make your availability VERY clear
Learner to Learner Interaction
• Create areas for discourse and other interchanges between students
• Instructor presence in student ‘safe zones’
• Enhance students’ learning experiences
• Engagement and motivation to learn can be enhanced through collaborative
Learner to Content Interaction
• Student engagement with subject content or learning resources
• Most of student time is devoted to interacting with instructional materials.
• Discussion boards
• Assigning too many of them can decrease student interaction among online
• Proper amount of them depends on course duration and structure.
Plan / Design
Course Overview & Information
• Adding a welcome
message to a course is a
great way to start off on
good footing with students
• Make it the ‘landing page’
Course Overview and Information
Create an overview of the
course so students know
how to navigate efficiently
• Record a video giving a brief
overview and post to your
course as ’first week’ viewing
Ensure the syllabus is
available as a PDF
• Why not also add as a Word
Make sure students know
where to go for help!
• Contact information for faculty
is clearly visible
Set up your course with the help of an Extended
Campus Instructional Designer
Copyright and Fair Use
Fair Use Guidelines
1. Purpose and character of
2. Nature of the original
3. Amount of the portion
4. Effect on the potential
5. Transformative Use
What about using students existing work as an example?
Technology & Tools
• Typical delivery methods
• Audio/Video Conferencing
• Blackboard or other learning management system
• Email / Chat
• Library resources
• Faculty created video content or vetted material
• Blend technologies and tools to provide greater access for students and to
appeal to different learning styles
Plan / Design
Make Sure Everything
your course, make
sure everything works
and is available to
• Test run with a
Establishing Your Presence
times for feedback
• Students will feel more
secure that you are
actively reviewing their
Include a welcome
Chime in on
Give regular ‘check-
in’s’ with your
Refer to students by
your interact with
“I think it’s very important. I get the feeling that the students, if they don’t feel that the
faculty member is real, is responsive to their questions, is a grader that gives feedback—
timely and in detail—then they kind of disengage. I think it’s human nature.”
There is a lot of modeling that goes on especially at the beginning. Meaning that, I
respond a lot in opening discussions and the reason is because it sets the tone.
The students take over after that. If you sit back in those first two discussions, that
also sets the tone, and you are struggling from then 89 on. You are wondering
later on why they aren't responding, and they are just following what you did.
In the public space, I try to be more encouraging. That translates into the class being much more
harmonious. I really learned that, that’s very important to me—so, I don’t have to take care of
student conflicts issues and things like that. I really make sure that I make a big point that I really
want this to be positive and harmonious experience.… And, it helps the students be more
professional and have a better attitude about learning and their colleagues.
Plan / Design
Lead Instructional Designer, UIC-EC
Lead Instructional Designer, UIC-EC
Individual Consultations & Blackboard Essentials &
Start on May 29th - all sessions to conclude by July 31st
What to do Next?
• Write your Welcome Message to students
• Identify what type of information you would like
to obtain from your students in your first class
• Complete Course Blueprint for the ID session
that they will discuss with assigned ID (more
details to follow)