The document provides guidelines for designing effective courses in Brightspace, emphasizing authenticity, engagement, and organization. It suggests strategies for creating a structured course with organized modules and effective communication with students. The document also includes recommendations for building modules and upcoming workshops focused on multimedia and accessibility in course design.

1. MODULE PLANNING
COURSE DESIGN:
Randi Plake
Instructional Designer
March 19, 2021

2. 01.
TIPS FOR COURSE
DESIGN
02.
COURSE
STRUCTURE
03.
MODULES IN BRIGHTSPACE
04.
Q&A

3. 01.
Strategies to think about
TIPS FOR
COURSE DESIGN

4. 3 TIPS FOR DESIGNING A
BRIGHTSPACE COURSE

5. ● Be Authentic
● Be In Touch
● Be Organized
3 TIPS FOR DESIGNING A BRIGHTSPACE COURSE

6. BE AUTHENTIC

8. ● Involves real-world problems and that mimics
the work of professionals
● Use of open-ended inquiry and thinking skills
● Engage in discourse and social learning in a
community of learners
● Direct own learning in project work
4 THEMES THAT SUPPORT AUTHENTIC LEARNING
Source: Journal of Authentic Learning

11. “Students who could be identified as underserved and
underrepresented had a lower participation rate in
high impact practices. The assessment also found that
historically underrepresented or underserved students
who participated in more than one high impact practice
reported significantly greater gains in ‘deeper learning’
and learning outcomes than their peers who reported
involvement in only one high impact practice.”
Source: The Association of American Colleges and Universities (AAC&U)

12. ENGAGED LEARNING
● Requires increased time, effort, and investment on tasks
● Increases student interaction with peers and faculty
● Increases the opportunity for diversity experiences
● Increases the likelihood that students will receive frequent
feedback; and/or
● Offers opportunities for students to transfer their learning to other
situations
Source: The University of North Texas Learning Commons

14. ENGAGED LEARNING
To promote active learning and student motivation to create engaged
learning, Barkley (2010) lists three conditions:
● Being part of a classroom learning community
● Working at optimum challenge
● Learning holistically
Source: The University of North Texas Learning Commons

15. BE IN TOUCH

17. ● Provide weekly or bi-weekly updates through
the announcements tool to your students
● Communicate about due dates or highlights of
upcoming assignments
● Post video recordings of yourself giving brief
announcements
COMMUNICATION STRATEGIES
Source: Inside Higher Education

19. BE ORGANIZED

21. ● Use consistent structure and naming conventions
● Organize your course to communicate the flow of
work
● Make frequently used resources easy to find
● Choose titles for your weekly/unit sections that help
students understand course structure
ORGANIZATION TIPS
Source: The Center for Advanced Teaching and Learning Through Research

22. Any questions?

23. 02.
Develop organized modules
COURSE
STRUCTURE

24. 3 TIPS FOR DEVELOPING
AN ORGANIZED COURSE

25. ● Embrace Consistency
● Organize Your Modules
● Plan Modules Backwards
3 TIPS FOR DEVELOPING AN ORGANIZED COURSE

26. EMBRACE CONSISTENCY

28. MODULUAR COURSE DESIGN
Course
Unit 1 Unit 2 Unit 3

29. ● Modules
● Learning materials/resources
● Learning activities
ENGL 101
Week 1
Week 1
Readings
Week 1
Quiz
Week 1
Discussion
Week 2
Week 2
Readings
Week 2
Quiz
Week 2
Discussion
NAMING CONVENTIONS
Source: Boise State University IDEA Shop

33. ORGANIZE YOUR MODULES

34. HIST 201
Chapter 1
Introduction, Rationale, and
Objectives
Activities to Engage
Students, Information
Exercises to Practice, Apply,
Synthesize
Assessment, Reflection
Feedback
Additional Resources
Chapter 2 Chapter 3
Source: Boise State University IDEA Shop

35. BAD MODULE DESIGN

38. GOOD MODULE DESIGN

40. COMPONENTS OF A MODULE
Source: Boise State University IDEA Shop

47. PLAN BACKWARDS

49. ● Begin with a module overview page
● Include precise instructions
MODULE DEVELOPMENT
Source: UC Davis

50. Description
Learning outcomes
Hyperlink to assignments
Due dates

54. JOB AIDS/CHECK LISTS

55. Check list

57. Any questions?

58. 03.
Building modules in the Content area
MODULES IN
BRIGHTSPACE

59. CONTENT AND MODULES
● Content area is the hub of your class
● Use modules to organize your course content
like folders on a computer or chapters within a
book

60. ● Orientation to Content section
● How to create a module
● Introduction to Course Builder tool
An Overview of the Content Area and Modules

61. Content Area
● Overview page
● Bookmarks
● Course schedule
● Table of Contents
● Syllabus and Course Information
● Get Started
● Faculty Resources

69. HOW TO CREATE A
MODULE IN BRIGHTSPACE

70. MODULE CHECKLIST
● Add a description to your modules
● Add learning outcomes to your modules
● Include a job aid with activities in chronological
order
● Include all activities you want students to
complete inside the module
● Use the Course Builder tool to save time

71. Step 1: Add a module
Step 2: Add a description
(just click)
Step 3: Add dates
Add A New Module

78. Any questions?

79. COURSE BUILDER TOOL

81. Course Tree Selected Node Panel
Tools

85. Course builder only copies structure, not text

86. Any questions?

87. 04.
Any questions?
Q&A

88. Any questions?

89. WORKS CITED
Barkley, E.F. (2010). Student engagement techniques. San Francisco: John Wiley and Sons.
Finley, Ashley, and Tia McNair. Assessing High-Impact Learning for Underserved Students. Association of American Colleges & Universities, 24
Nov. 2014, www.aacu.org/assessinghips.
Hunt, Andrea N., et al. “High Impact Practices and Historically Underrepresented Minority Students.” Center for Engaged Learning, Elon
University, 26 Jan. 2021, www.centerforengagedlearning.org/resources/high-impact-practices-and-historically-underrepresented-minority-
students/
“Organize Your Online Course for Student Success.” Center for Advancing Teaching and Learning Through Research, Northeastern University, 20
Aug. 2020, learning.northeastern.edu/organize-your-online-course-for-student-success/.
Rule, Audrey C. “Editorial: The Components of Authentic Learning.” Journal of Authentic Learning, vol. 3, no. 1, Aug. 2006, pp. 1–10.
“Structure Your Canvas Course.” Keep Teaching, UC Davis, 6 Dec. 2020, keepteaching.ucdavis.edu/organize-your-course-remote-
instruction/planning-remote-instruction/quick-start-guide.
“Using a Modular Approach to Course Design.” IDEA Shop, Boise State University, 30 Sept. 2015, www.boisestate.edu/ctl-idea/teaching-with-
tech/primer/using-a-modular-approach-to-course-design/.
“Why Engaged Learning?” UNT Teaching Commons, The University of North Texas, 2021, teachingcommons.unt.edu/teaching-
essentials/engaged-learning/why-engaged-learning.

90. smcsc.sharepoint.com/sites/MySMC2/

91. UPCOMING WORKSHOPS
First Tuesday Lunch & Learn (Tuesday, April 6, 12-1 p.m.)
Kaltura MediaSpace (with Brendan Plake)
Grab your lunch and join us for an informative session! There will be a short presentation followed by a Q&A.
Bring any questions you have!
Teaching With Multimedia (Friday, April 9, 9-9:45 a.m.)
Learn how to incorporate videos, podcasts, songs, and apps into your online and in-person courses for a
high-impact active learning experience.
Accessibility in D2L Brightspace (Wednesday, April 14, 1-2 p.m.)
Learn about the key accessibility features in Brightspace and how to create accessible course materials such
as text documents, images, and videos with captions. Our special guests from Accessibility Services will give
us an overview of student accommodations and what students are entitled to.