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Course Organization

For Students

  • Ease of use of the LMS saves time and cognitive energy when locating and using course materials
  • Facilitates student-centered learning by keeping them informed and engaged.

For Instructors

  • Efficient course management and grading
  • Fewer student questions/disputes about expectations, what to do, and where to find resources
Course Organization: Strategy 1 by Shannon Newman
Course Organization Strategy 2 by Shannon Newman
Course Organization: Strategy 3 by Shannon Newman
Course Organization: Strategy 4 by Shannon Newman

Locate a digital copy of the course organization checklist!

  • Use modules to “chunk” content into manageable, consistent pieces  
  • Use a thoughtful naming convention for modules and items within modules  
  • Upload a downloadable syllabus to the Syllabus tab 
  • Add due dates to assignments, quizzes, and discussions 
  • Create consistent page format in modules  
  •  Embed external tools into pages whenever possible  
  •  Add requirements and dates to your modules 
  • Hide unused items from course navigation  
  • Make sure all assignments, quizzes, and discussions are linked to in the course modules 
  • Use Student View to preview your course. Verify that: 
    • Content in Modules is visible. Determine that access to content is available or restricted correctly. 
    • Grades are calculating correctly. As the instructor, enter grades for the Test Student prior to using Student View to validate calculations. 
    • Discussions are arranged in the Pinned Discussions section in a logical order. 

Click for Topic Modules Template

Click for Weekly Modules Template

A calendar

 

Discussions

What are discussions?

Discussions are a way to engage students with each other and the content of the class. They can be used for:

  • breaking down steps or components of larger course projects or papers
  • save the last word for me
  • four square
  • snowball
  • jigsaw
  • role play or perspective taking
  • problem sets
  • local news story
  • debate
  • demonstrations/presentations
  • mind-maps
  • reflection
  • student moderation of discussion
  • discussions of 2-3 days or 1-2 weeks
  • small group discussion
  • ice-breakers (community building activities)
  • call and response (typical use, respond to the prompt and then reply to others responses)
  • interview
  • scenarios
  • guest presenter
  • field trip or web quest
  • creating something that applies the content
  • response preparation

Enjoy this five-part series from Faculty Focus on how to use discussions:

Read

Watch

Listen

Exams & Quizzes

To online proctor or not? 

There’s no “perfect” tool for proctoring, unfortunately, and the use of online software proctoring (particularly webcam monitored testing) can raise equity issues. NIU Center for Innovative Teaching & Learning has an article on proctoring pros and cons that gives a brief overview. Answer these questions of yourself before choosing to proctor: 

  • Will this test/exam/quiz show students’ skills, knowledge, or apply the outcomes for the course? 
    • No? Try an authentic assessment instead. Book time with an expert to help you rewrite your assessment! 
    • Yes? Go to the next question.  
  • Are the questions taken directly from the text? (rote memorization)
    • No? Great, if your questions are applied, it is less likely that students will cheat.  
    • Yes? Go to the next question. 
  • Does it matter for external accreditation that the students take the test proctored?  
    • No? Go to the next question. 
    • Yes? Use a proctoring service, but make sure to set it up in the most equitable way by reviewing the things to know about Respondus or Honorlock and understand the requirements you’re asking of students and its implications.  
  • Are you assessing students in multiple ways?  
    • No? Go to the next question. 
    • Yes? You may not need to proctor because they can show their competency in another way. 
  • Is this a low-stakes quiz? 
    • ​​​​​​​No? Go to the next question. 
    • Yes? You may not need to proctor because students are practicing their learning and will show mastery on another assessment. 
  • Do your students have access to reliable internet and computer that supports proctoring software? 
    • ​​​​​​​No? Don’t proctor, use alternative methods. 
    • ​​​​​​​Yes? You can consider proctoring, but be sure to review the equity issues and pros and cons before doing so.

Authentic Assessments

  • Authentic assessments are those that require higher-order problem solving and are not as easy for students to quickly look up solutions. Learn more here! 

Methods to Dissuade Cheating (and no need to proctor!)

  • Honor Codes 
    • Create a course-agreed upon honor code at the start of the term, tapping into student and collegial values 
    • Remind students of the honor code at the start of the test (verbally or written) 
    • Ask them to reaffirm it (Q1 of the test) 
  • Canvas Quizzes 
  • Review “away from quiz” logs 
    • The Public Exam System: in this process, you pre-publish 70% of the exam and insert different scenarios or questions for the scenarios at the time of the exam. This minimizes what can usefully be shared and allows easy instructor permutations without rewriting an exam. 
    • Oral Exams: Consider asking students to answer one or more questions orally at random, to ascertain their knowledge and provide an opportunity for them to explain their thinking process. 

If you’d like to explore other options or these in more detail, you can always connect with GRC's eLearning staff!  

Repondus LockDown Browser

If you’ve investigated test proctoring at GRC, you’re likely familiar with this option! “Repondus” comes in two different versions – the “LockDown Browser,” which provides a secure browser during a test, and the “Respondus Monitor” version, which also uses a computer webcam to record and digitally monitor students as they test. eLearning has more information on setting up Respondus testing here.

Some things to know about Respondus: 

  • It may not work with Chromebooks or laptops issued by local k-12 schools, depending on the school district (personal Chromebooks do not typically have issues) 

  • The “Monitor” proctoring options you can choose as an instructor may require students to have a webcam set up on their computers, to have a space with no motion behind them, and no background noise to take a test successfully.  

  • Review the settings and what you’re asking students to do, then be up front to students about the environment and tools they need to be successful.

Honorlock Test Proctoring 

Honorlock is a service that provides virtual proctoring and does work with Chromebooks. Because Honorlock tests are more expensive for the college to administer ($10 per student/year), GRC requests that instructors only use Honorlock if online test proctoring with Respondus is not an option. Honorlock also comes with multiple options – the “BrowserGuard,” which provides a secure browsing during a test, and the “BrowserGuard and Webcam” version, which also uses a computer webcam to record and digitally monitor students as they test. More information on Honorlock from eLearning here. 

Some things to know about Honorlock: 

  • Renton School District does not allow any use of proctoring on their devices.  

  • The “Webcam” proctoring options you can choose as an instructor may require students to have a webcam set up on their computers, to have a space with no motion behind them, and no background noise to take a test successfully.  

  • Review the settings and what you’re asking students to do, then be up front to students about the environment and tools they need to be successful.  

Panopto

Panopto can be used to record students as they take an exam.  While these are not proctored by an outside party, you can see what occurs while the exam is being taken.  Doing so requires the student have access to a webcam and microphone, and the instructor will need to create an assignment folder in Panopto.  More information on creating Panopto Assignment folders can be found here. 

Some things to know about using Panopto with your students: 

  • Unlike Respondus and Honorlock, there is no flagging or other feature; Panopto would just be capturing a recording. 
  • The Panopto Recordings option must be activated in your course navigation for your students to be able to use Panopto to record themselves. 

Where can students get help? 

Respondus Direct
Honorlock Direct 
  • Live chat during a test 
Campus Support 
  • Email (elearning@greenriver.edu) or call (253-288-3354) eLearning. 
  • The Holman Library has webcams available at the first-floor Circulation Desk for overnight checkout if students need as well as laptops that can be checked out by emailing circdesk@greenriver.edu.  

  • In the past, there have been options for students to come into campus to use the testing center or other on-campus spaces when needing a “monitored” test if finding a space that met requirements didn't work, but please be aware these campus spaces are currently closed or very limited due to COVID. 

Students are susceptible to stop attending or participating in class due to discouragement after an initial exam. Here are some ideas of what you can do in your classroom to support these students!

Watch

  • This video (7:00) is geared toward students and provides ideas for how they can improve their studying to better prepared going forward. Consider assigning this to students before handing back the first Exam.
  • This video is an example of a chemistry instructor prompting metacognition of her students after their first exam, to encourage them going forward (45:00).

Projects

the differences between projects and project-based learningIn this section, we will cover both projects as summative assessment tools as well as learning tools (project-based learning).

Defining Projects: Projects vs. Project-Based Learning

Projects typically take the form of a creative assessment at the end of a unit while project-based learning uses a problem, or the project itself, as the framework for learning throughout the unit. This infographic from PBLWorks nicely compares and contrasts the two:

Begin with Backward Design by Shannon Newman

Why Project-Based Learning?

Project-based learning elevates the authenticity of what students are learning through application to genuine problems in the world around them. Through PBL, students better retain academic content long-term, are more apt to develop problem-solving, critical-thinking, and project-management skills, and gain academic confidence.

The material on this page is adapted from material developed by Dr. Candice Wilson, founder of the Impactful PBL Network.

1. Identify Your Students' Learning Goals

These may be campus-wide learning outcomes or specific for the program or course. Consider a mix of goals that are skill-based in addition to content-based. Learn more about how to develop learning goals.

2. Map the Scenario and Create a Driving Question

Chose and interesting topic and connect the driving question that will guide students' learning process and draft a plot to provide a background to make the project more interesting. Some guidance on developing a project scenario:

  • It should contain a realistic and relevant challenging question or problem that can have multiple solutions. It should be authentic, connecting to the students' world.
  • It should be connected to academic content that is essential for them completing the task.
  • It should stimulate discussion and research, build curiosity, and inspire students to ask questions.
  • Examples
    • Designing a new form of government (or democracy, specifically) that addresses some perceived shortcoming of existing democratic forms (partisanship, non-functioning checks-and-balances, etc.)
    • Launching a profitable business with actual documentation of real-world business metrics: profit, loss, cost control, etc. (depending on the nature of the product, service, or platform)
    • Analyzing the five most popular social media platforms for teens, then predict and design a new platform based on existing trends and past trajectory of change

3. Plan Student Assessments

Use various assessment strategies to measure students’ mastery of the content as well as their development of skills, which inevitably includes their creativity, critical thinking, and ability to create a solution to a problem. Learn more about assessment options you might consider.

4. Attract Students' Attention

Brainstorm engaging ways to introduce the problem or challenge to students in order to get them excited about the PBL experience. Be clear about why they are doing the activity, what they will be doing and how they will be doing it.

  1. In this example, an instructor created a trailer to introduce a project dealing with totalitarianism and moral dilemmas.
  2. Setting students up with case-studies can be a great way to set the scene while possibly tying the content in with a relevant and relatable world problem.
  3. Introduce PBL basics

5. Create Learning Experiences

Draft lessons to guide students’ learning of the content. Plan project tasks and milestones. Key elements include:

  1. At what point should students research their solution to their driving question?
  2. When will students create their product or practice for sharing with an audience?
  3. When planning lessons, think about the method of instruction?

6. Finalize Showcase Agenda

Brainstorm how students will exhibit, display, or share their public product with an authentic audience. Consider the following:

  1. How will students showcase what they know?
  2. Who will the target audience be?
  3. When and where will it occur?

Read

  • Request the book PBL Starter Kit from the library – a how-to guide for planning and managing projects with planning forms, rubrics, handouts, advice, and example projects.
  • 12 Ways to discover an engaging PBL Topic and how to write the scenario

Watch

  • Here are a series of three 7-10 minute videos showing PBL in action at primary schools.

Listen

  • The Project is a podcast that explores the power, potential, pitfalls, and possibilities of project-based learning.

Explore

  • PBLWorks provides all kinds of resources including project ideas, tools for implementation, as well as additional stories and testimonials.
    • Here's an example of a Roadmap from the website to help you plan out your PBL experience
  • This resource (which also can be listened to as a podcast) showcases some really cool ideas (as links) for PBL that can be applied across all disciplines
  • See some great examples of student products from individual and group projects to see what is possible!
  • Structuring and Scaffolding Larger Student Projects: Options & Choices, Upsides & Downsides
    • This resource discusses the considerations when making decisions in structuring group work; decisions are related to scaffolding/breaking down projects into components; creating one or two projects; timing and coverage; individual vs. group project; medium; assessment choices

Rubrics

In short, rubrics are tools that make the learning goals and evaluation criteria explicit for both teachers and students. Assignment expectations are often part of what is called the “hidden curriculum”. Not all students come from environments in which they are readily and repeatedly shown what an “A” assignment looks like and instructors may take it for granted that students know that error bars are needed when making a graph or that topic sentences are important for persuasive essays. Rubrics allow students to see what is expected of them for an assignment while also providing instructors with a way to objectively and consistently assess student work.

In order for rubrics to truly be effective, student training in rubric usage is important. A few strategies you might implement in your classes to engage students in rubric usage:​​​​​​

Rubrics can be a great tool to track student achievement of course or program outcomes. You can use it to show students how far they have come along with the course as well as help you target areas for improved instruction or clarity.

Mastery Grading

Canvas has a setting called "Mastery Grading" that allows you to track progressive achievement of outcomes that are attached to rubrics. To learn more about how this works, view the slides below!

Practice Equity Grading by Shannon Newman

Read

Watch

Listen

Explore

  • Rubric Roadmap provides step-by-step guidance on rubric development.
  • Rubistar is a free tool to help educators create rubrics using customizable text, so that educators can adapt a rubric to suit a particular assignment or text.
  • Quick Rubric is an online resource for developing rubrics, which also provides general information and examples on rubrics.
  • iRubric, where you may create a free account to use the rubric creation tool with other advanced features.
  • You can create your own rubric in Microsoft Word by editing the attached rubric template.
  • This Coursera course on rubrics is a more formal way to learn about using rubrics

Written Assignments

Overview

Writing assignments are a performance task that requires substantial effort, motivation, persistence, strategic planning, skill, and knowledge. As such, designing these assignments needs to tap into both product and process while linking to meaningful academic outcomes.

View the material in this guide in an accessible format here.

Opportunities for feedback and revision is a key component of the learning process for students. Consider the following ideas to support revision in your assignment:

1. Build a Feedback Loop
  • Ask students to write a short response to draft feedback, so that you can better learn students’ reactions to feedback and whether they understand it
  • Ask students to include a memo in subsequent drafts/submissions that describe how they applied the feedback to the new assignment or submission
2. Encourage Self-Revision via Reverse Outlining Assignments

A reverse outline is a revision tool that helps writers understand what they’ve said, so that they can clarify or reorganize their drafts or discover a new idea that ties everything together. Rather than an outline planning what to write, it creates an outline of what you’ve already written, by describing what is on the page using the perspective of the reader.

View an Example Assignment that you can give students to encourage revision via reverse outlining.

3. Foster Community via Peer Review

Click on either of the two icons below to view an example assignment of how you might structure peer review.

Canvas Commons Logo

What has historically been branded as “good” or “bad” writing is subjective and rooted in colonialism. Interrogate the “rules of good writing” and ask where they come from and whom they benefit.

đź’ˇ An Example: Dr. April Baker-Bell, an expert in Black Language notes that Black students are still penalized for using the counter-language that their ancestors were forced to create in order to communicate. Black language has its own standardized rules at the lexical, phonological, and grammatical levels, yet many teachers reduce this legitimate language as intellectually inferior and correct students on their speaking and writing, despite the fact they are following grammatical and phonological rules of the language.
  • Unveil the hidden curriculum by making efforts to demystify writing, composing, and language processes
  • Clearly communicate the purpose of the assessment for each project
  • Consider Cultural Literacy: Explain cultural knowledge when necessary and make room where possible for global and diverse perspectives.
  • Allow for Learning Curves: Students may have had little experience with certain kinds of assignments, but they can make rapid progress. Keep this in mind when creating course grading schema.
  • Contextualize your assessments to address the learning needs of a range of students
  • Make Writing Relevant: allow students choice in what they write about and what is relevant to their own lives
  • Allow for a range of composing processes and encourage students to draw on their linguistic repertoires when composing, and reject evaluations of language based on a single standard
  • Value linguistic diversity by focusing instructions on labor rather than just output or outcome
  • Utilize assessment methodologies grounded in the latest research
  • Assess in a way that promotes opportunities for revision, risk-taking, and play
  • Create opportunities for self-assessment, informed goal-setting, and growth
  • Recognize that mastery is not necessarily an indicator of excellence
  • Be knowledgeable about how various forms of assessments affect diverse student groups
  • Include students in assignment design and create labor instructions for all assignments
  • Teach students about the history and politics of written genres and the habits of language used
  • Examine how students can negotiate grades in their course or include them in the assessment processes at work
Green River has the outcome of producing effective written communication. Per the definition, written communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form. Some questions to consider:
  • Is written communication always in the form of an essay or paper?
  • Could it instead by conveyed through poetry? Graphic novels? A letter? A Twitter thread? A pamphlet, instructional manual, or dialogue?
Consider providing students with exemplary examples of writings that meet the brief that include different vernaculars or styles. Create an option for students to submit portfolios of their best work at the end of the term for final assessment

Read

Watch

Listen

  • Cult of Pedagogy has a number of podcasts related to writing instruction
    • A step-by-step plan for teaching argumentative writing
    • A step-by-step plan for teaching narrative writing
    • 7 Easy Ways to support student writing in any content area
    • How to deal with student grammar errors
    • How dialogue journals build teacher student relationships
    • A few creative ways to use student blogs

Explore