imaging and design for online environment essay

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3 Design for the online environment

Introduction.

Designing for the online environment takes a different approach to what you might do in the face-to-face classroom. Decisions around assessments, activities and weekly tasks need to be made in advance, as it is much more challenging to change on the fly. Though ideal for any environment, explicitly outlining outcomes, expectations, timelines, assessment strategies are requirements for digital spaces, where time and space are experienced differently. In this chapter we will outline some suggested planning tools, and ways to think about time for both you and and your students as you then design your online space by selecting different strategies and tools to support them.

This section was inspired by a fantastic resource put together by Humber college – here is the link if you want to explore their 10-Step Design Process. 

We will be breaking this chapter into 2 parts:

There are a variety of steps in the planning phase, but first you need to gather the materials you will need. Starting with your course outline or syllabus, and as highlighted in the previous chapter, first evaluating your learning outcomes for the course. We often follow a backwards design approach for online where you start with outcomes, determine the assessments, and then build in the types of activities that will support your learners in being able to demonstrate how they have met those outcomes (through various formative and summative assessments). So in your first phase you will gather all the resources you typically use and then organize them into an overall planning document. The next three chapters provide more detail on how to create and curate resources and choose and build assessments, but the first step in planning is to bring these ideas together.

In Open Learning at TRU, as part of the online course development process we build what we term a blueprint. This blueprint contains our outcomes, assessments, assessment weightings, information about the students and target audience, and then a table where we outline the structure (by weeks, units, topics or modules) that links outcomes, activities and assessments.

Here are links to a few blueprint templates:

Blueprint-Template-Table Blueprint Template 1

Blueprint-template

Blueprint-Template-Table

Links to the Humber templates:

Online Course Design Tool – Fillable Form V5 (PDF)

Online Course Design Tool – ODF (Word)

Course Build Design Tool EXAMPLE – Fillable Form V1

Here are links to some exemplar blueprints for various online courses:

PSYC-3151_Blueprint_2Nov2012_JK BIOL-4141-Blueprint-_draft_shf_05Oct09_1

BIOL-4141-Blueprint-_draft_shf_05Oct09_1

As you are putting your blueprint together you will be making decisions about activities, technologies and assessments. A few key areas that we will explore further in the sections below include:

• Schedule and organization (student time)
• Real-time vs anytime (synchronicity)
• Building Community
• Maintaining connections
• Aligning Assessment and Activities

Time and Timing

Schedule and organization.

Ideally, each course decision will be aligned with:

• The intended learning outcomes
• Your intentions for the course, such as the learning experience you hope students will have
• Abilities: both yours and the students’

The following graphic depicts how the various elements can play out in a course. Please feel free to adapt and share with students. PDF version Quick start overview_TRU .

There are a variety of ways to organize your course, but chunking your course into weeks is often an easy structure for students to follow. They determine what activities and assignments are due, and when they can work independently vs. tasks that they will work with others. Flexibility in timing is something to consider as students juggle their technology and time needs with family and other commitments. As highlighted in the PDF above, you will be scheduling a variety of tasks and activities, and each type has its pros and cons.

Time on task

Emphasize time on task over “contact hours”. Design opportunities to engage deeply with learning in authentic contexts, rather than superficial approaches. Here is a useful calculator for estimating course time. The University of Windsor’s Office of Open Learning recommends that students should spend 6 – 9 hours per week on learning activities in a course, including lectures, watching videos, readings, working on assignments, independent research etc. You may want to read their Fundamentals of Effective Online Teaching Practice for other useful information.

Real Time (Synchronous) versus Anytime (asynchronous)

Ideally, the remote course will have a mixture of real time or synchronous and anytime or asynchronous learning options.

A purely synchronous remote course would involve live streaming lectures without recording them. Such as format is hard on learners, teaching assistants ( TAs ), and professors for many reasons:

• Technology limits access : students with poor/no wifi struggle to hear, see, and participate. Dropped connections mean missed information. Working in different time zones make attendance difficult.
• Many students will have a poor experience if they can’t connect efficiently. Long, live lectures are difficult to engage in. These issues can lead to poor student experiences and they will understandably complain. These issues could lead to problems of recruitment and retention down the road if courses gain bad reputations.
• A solely synchronous course creates obstacles to learning . Students’ cognitive loads can get too hig h with too many things to keep track of. You may find it helpful to review Vanderbilt University’s “ Effective educational videos ” guide. Problems with equity can grow larger. The online format imposes a fixed pace onto students, who may find it too fast or too slow.

Often, explaining basic concepts works well asynchronously (e.g., recorded videos).

Synchronous time (e.g., videoconference) can be used for students to practice in groups and receive immediate feedback. Videoconferences can be very useful in courses, but require high bandwidth and immediacy .

You may want to check out the webinar From Real Time to Anytime Learning by Dr. Michelle Harrison and Marie Bartlett from the Learning Design team at TRU. This webinar addresses how to decide which elements of a course should be in real-time (synchronous) and which can be done anytime (asynchronous), as well as the importance of providing clear instructions, curating resources, course alignment and assessment, and leveraging communication tools.

Considering bandwidth and immediacy

Bandwidth limitations will cause students (or you!) to lose access to the livestream intermittently or for a long time. Bandwidth problems are likely to arise for any number of reasons. Students (or you) will be working from locations that may be subject to wireless interference, remote, or they may not have access to high speed connections. Bandwidth problems can interfere with every part of synchronous teaching, like posing questions for students to discuss in a breakout room (like in BigBlueButton ). Students with bandwidth problems may need extra time to download materials before they can use them.

Challenges with immediacy can create or exacerbate equity issues . Immediacy refers to how quickly we expect responses from each other when interacting. For example, when present in person, we anticipate an immediate response when asking someone else a direct question (high immediacy); when we email, a delay is normal (low immediacy).

Immediacy requirements can present challenges. If students must work remotely, they may be working in an environment that is not particularly effective for studying at all times, or one in which there are many distractions or obligations; child care is one example. These issues apply both to students and professors.

We recommend against extensive use of high immediacy/synchronous approaches. Ideally, students will have choices in when to attend to course obligations so that they can also balance their current life obligations.

We created a series of examples that suggest ways to find reasonable tradeoffs between immediacy and bandwidth. Our intent here is to take some of the pressure off both students, TAs , and professors.

Each example that follows is a learning outcome followed by teaching decisions that reflect a specific compromise between high and low immediacy, and between high and low bandwidth requirements.

Developing and establishing community

Building a safe and welcoming space for your learners and developing relationships that will help support an active learning environment takes effort and intention. Building this community in an online space may take different approaches in an online environment. The following resources will help give you some ideas, but building and then maintaining a community of learners will take some careful planning. There is an entire chapter on community building later in this book, but here is a short introduction and links to resources.

Building community online

This resource from KPU “ Building Online Commuinty” provides useful tips on questions and respectful communication in online spaces.

Melissa Jakubec, Carol Sparkes, and Michelle Harrison delivered the following webinar that provides some strategies for activities and approaches for setting a welcoming tone and making connections in “ That Crucial First Week”.

Maintaining Connections

There are a variety of models for facilitation in online learning environments and promising practices for both synchronous and asynchronous modalities. From a design perspective thinking about everyone’s roles and clearly communicating (and negotiating) expectations for presence and levels of contribution is really important. Maintaining momentum and connection means ensuring respectful and open communication, and as will be discussed further in the learning activities section, there are a myriad of ways to organize the ways that everyone can interact and engage with different kinds of content within the course space.

One well-documented model is the Community of Inquiry Framework, as it highlights the interplay between the different ways everyone can interact within a course. It was designed to allow for deep engagement and interaction between students, instructors and knowledge.

The following chapter  “Step eight: communicate, communicate, communicate” in Tony Bates’ book “Teaching in a Digital Age” highlights ways to develop instructor presence, manage online discussions and set expectations.

Aligning Assessments and Activities

Though this is an essential part of the design process, designing activities and aligning these with assessments are chapters within themselves. One word you often hear from instructional designers is “ scaffolding” , and here we are trying to describe a process to help students take their past experience and knowledge to continue to create meaningful connections to build their conceptual understanding and frameworks. Based on designing opportunities for learners to engage and interact it is hoped that they can build new knowledge and skills by the end of a learning experience. Ensuring that the activities included in a course build toward a final assessment is an important design strategy which is often termed “ backwards design”.

If you would like further reading here is a chapter by Wiggins and McTighe called “Understanding by Design”.

Further Resources

The University of Ottawa’s Teaching and Learning Support Service has created tools to design a blended course that works well for a remote course, too, including how to further analyze the learning environment .

The next chapter will focus on choosing and designing learning activities, as well as online learning strategies.

Course alignment refers to the connection between intended learning outcomes, learning activities, assessment, and the course environment.

During synchronous instruction, the professor and students are online at the same time. Synchronous modes can include videoconferencing, discussion boards, etc.

Participants access and work on course materials at different times. Examples include email, discussion forums/chats, and assignments.

Teaching assistants

Temporary storage and processing of information occurs in working memory, which has very limited capacity.

Bandwidth describes the maximum data transfer rate of a network or Internet connection. More info: https://techterms.com/definition/bandwidth

Immediacy refers to how quickly we expect responses from each other when interacting  (e.g., professor expects an answer from a student or student expects an answer from a professor). For example, when present in person, we anticipate an immediate response when asking someone else a direct question (high immediacy). In online (and pandemic!) environments, immediate responses can be more difficult when many learners may be taking care of family members, in a different time zone, etc. We can use low immediacy methods to take off some of that pressure, such as email or discussion forums and occasional high immediacy methods such as videoconferencing.

Design for the online environment Copyright © 2020 by Authors is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Published on Aug 20, 2020

Consciously Designing an Online Environment for Every Learner’s Needs

Christina Amato | Dean of eLearning, Sinclair Community College

In wake of the pandemic, higher education has come to understand the value of online education, but there’s more work to be done for online education to reach its full potential and serve learners (and faculty) who haven’t experienced it before. In creating high-quality online programming, it’s important to be mindful of all learner demographics and to meet them where they are, providing equitable and accessible education. In this interview, Christina Amato discusses the infrastructure needed, how institutions can leverage their current digital resources and the importance of designing an online environment for all  learners.

The EvoLLLution (Evo): How do students benefit from engaging in consciously designed online programming? 

Christina Amato (CA): Consciously designed online programming means that we intentionally strive to make online courses and lessons dynamic, learner-focused and based on the highest quality standards and principles of universal design (UDL). Online courses are more than just a repository of course materials: they become living, vibrant spaces for connection, learning, and dialogue. Consciously designed learning can reduce the anxiety some students experience around generalized stereotypes of online learning (“I’m left on my own to learn,” or “I can’t study this subject online”) by providing a clear, deliberate pathway guided by purposeful faculty-to-student and student-to-student interaction, data and design expertise on how students learn best in virtual spaces.

When best practices of online course and program design are deployed, students benefit first and foremost by experiencing a quality learning environment. They gain confidence in their skills as an online learner, while also expanding their knowledge and mastery of their course material and program. It doesn’t feel like a chore or a marathon; it’s simply built into the learning experience of the classroom. Retention of learning will increase, and ultimately students will be more successful in completing courses and programs.

At Sinclair, we measure success through course surveys, student satisfaction surveys, and tracking course and program outcomes. We take our student feedback seriously, and over time, we build that feedback into our online design and future course revisions. Our online courses parallel face-to-face courses in success rates–another very important metric we use to determine if students enjoy the same quality experience in online courses as they with on-campus courses. A fall 2019 survey also told us that 90% of nearly 800 students who responded feel online courses at Sinclair help them to graduate on time, or faster. These are important pieces of data and feedback that validate how students experience the benefits of well-designed online courses.

Evo: What are the elements of a strong and well-designed online infrastructure?

CA: The foundational elements of well-designed online infrastructure are explored a little bit above—student experience and quality of the learning environment are number one. By using quality design elements in the course, the student gains competency in the virtual environment and also progresses through the course seamlessly, which enables them to avoid distractions from technology issues and focus on learning. What does this look like in practice? First, consistency across courses for core elements of each class: the syllabus is always in the same place and contains the same kinds of information for every course; the layout and flow of every course is the same–students never have to search for information; learning resources are always located in the same place, and units, topics, and assignments have similar flow.

Layout and consistency design basics are critical to universal design, but there are other foundational elements in strong online programs. The following are design practices of UDL in use at Sinclair and are incredibly important to ensuring a diversity of learning opportunities and experiences, and also inclusivity in online environments.

Multiple means of engagement: ensuring all learning styles are accommodated by including a variety of lessons and assessment types

Multiple means of representation: empowering learners in accessing and processing information by providing alternative means of receiving information, inclusive and accessible use of symbols and supporting language

Multiple means of action and expression: providing options for how learners demonstrate their knowledge and expression in interactivity.

Additionally, some colleges, including Sinclair, have taken the extra step of creating and implementing accessibility and equity rubrics customized to their own college environment. UDL creates the foundation for equitable, accessible course design, but at our college, we wanted to expand on these concepts to create a culture of cohesion and accountability in designing courses for all learners. In practice, this includes design that requires the following:

• Learning activities that demonstrate that diverse ideas and perspectives are valued
• Course communications and activities that enhance and facilitate personal connections among students and demonstrate that the instructor cares about each student’s participation and success
• Course activities that facilitate students connecting course content to their own lives in a personal way

This is just a sample from our equity and accessibility rubric, but there are great best practices developed and shared by Peralta College.

Each of these principles and rubric components challenges us to think about the what, why and how of learner experience and engagement. What’s been proven effective? How do we know all learners are engaged and have equitable opportunities to be successful? Utilizing UDL and/or a course design rubric moves us from good intention in course design and delivery to best practice as a standard in all courses.

The course experience is just one aspect, though. Online infrastructure extends to training for both faculty and students, and students expect that services are seamlessly delivered online as well. It is not enough to assume faculty, staff and students will simply find their own way when complex technology systems are involved. At Sinclair, we require faculty to take basic training to teach online, with progressively advanced training scaffolded throughout their advancement as online instructors. This includes training for online pedagogical tools but also additional training and development when faculty want to develop online courses for the first time.

We also provide training for those who want to become certified in online course quality assurance. “How to Succeed Online” is a free mini-course required of all students before they enroll in online courses for the first time. This mini-course orients the student to the learning management system, including hands-on assignments, like how to send course emails and submit assignments to Dropbox. We find this required pre-requisite mini-course decreases students’ online learning anxiety and helps them be prepared to learn on day one of the semester without having to worry about learning the system, too. Sinclair also maintains Help Desk availability for all students, faculty and staff from 6 AM to midnight, seven days a week. We’ve found that accessing help at the point of technology struggle or breakdown is very important to keeping students on track.

Finally, providing online services like financial aid, advising and registration, is important, as they act as companion virtual services. If students study online, they tend to expect their services to be online, too. 2020 has certainly been a year of growth for most colleges and universities in this respect. Being required to migrate the delivery of education and all of its accompanying services and resources in such a rapid manner helped many of us innovate, try creative solutions and carefully listen to what students need from us in this new environment.

Evo: What are the challenges in rolling out an online infrastructure across the institution? 

CA: Challenges are abundant in rolling out robust online infrastructure. Ensuring all systems “talk” to one other is critical but also difficult. Student information systems, customer relationship management systems and learning management systems are just a few examples of systems that cut across the institution for different functions. Each contains important puzzle pieces of serving students in some capacity, but often these are “legacy” systems, and connection among them is not a given.

Other challenges include the cost of building and maintaining infrastructure, finding the talent and expertise needed to build and sustain these systems, and providing the necessary onboarding, training, and ongoing development typically required to utilize online systems. A big challenge can be individuals—faculty, staff, or students—who express reluctance to or anxiety about technology. In cases like this, it takes time, patience and a thoughtful strategy. Understanding fears or technology gaps from the perspective of the technology user—faculty or student—is critical to knowing how best to serve them. Tools and training should only be built or used with intentional and clear pathways and goals for the user. Otherwise, it may exacerbate technology reticence.

Finally, an ever-important consideration and challenge is ensuring that in the effort to be more technologically efficient, savvy, and service-oriented, we don’t forget the access issue. Not all individuals—even faculty and staff—have access to good hardware and high-speed internet. Identifying who lacks access to technology ensures that a plan can be developed to ensure no person is left behind.

Evo: How will the transition to the online environment in wake of the pandemic influence the broader acceptance of online education?

CA: I suspect that the pandemic will have complex effects on technology and online education acceptance. In one respect, this is definitely an opportunity to demonstrate the power of online learning : nearly anything can be taught in part or wholly online. The potential to innovate and try new things we previously thought impossible is just incredible. A recent survey of 350 faculty at Sinclair told us that overwhelmingly the events of 2020 have propelled them into greater comfort with technology and an improved outlook on online education’s capabilities.

With this opportunity though, comes risk. If the transition to online education is handled poorly, hastily, and without a broader focus on quality, there may backlash against online education being substandard or lacking. I think one of our most important roles as online educators then is to take the gift of this moment for online education and approach it with the utmost effort and respect. Ensure that what is offered to students reflects the best of we have to offer, and make sure our faculty and students equally have the support they need to be successful in this environment.

For students, I believe the blending of the virtual and in-person campus will enhance their navigation of college life. If we’ve done a good job in this transition, students will hopefully be able to seamlessly shift between seeking what they need in-person or online, create and maintain relationships with their faculty and support staff that segue between both spaces, and most importantly, they will be able to learn successfully in any environment.

Evo: How can institutions leverage their digital resources to create a seamless student and staff experience? 

CA: One of the most important components of seamless student and staff digital experiences is simply being mindful of what and how much we put out there. By that I mean, it’s easy to assume that the more we offer, the more students, faculty and community will know, whether it’s digital library resources, online content, training, or webpage creation . But if it’s too much text, too much information, too much of anything, it’s human nature to disengage. The digital resource becomes useless. A recent example comes to mind: our training for first-time online instructors was an organic product built over years of lessons learned in online education.

A couple years ago, we realized we had only added to that training, never taking anything away, and the training became bloated. Information was difficult to find, duplicative, and our faculty consistently told us that it was too much. We streamlined the training, and before we knew it, 40% of the content had been rewritten, removed or absorbed elsewhere. The layout and design were made more intuitive, and the pace was customized. We received outstanding feedback from faculty when the changes went live, and our completion rates are much better. It was a cautionary tale for us to remember that digital resources are only as good as the strategy, organization and attention they receive!

Another effective strategy we’ve used in leveraging digital resources more effectively across broad groups of stakeholders is creating communities of practice. We bring together diverse groups to study, research, collaborate, make recommendations and generally learn from one another. A good example is our effort around open textbooks. We have many different stakeholders, each who “owns” a piece of OER efforts. The library, IT, eLearning, faculty, students and others are all impacted by how the college utilizes OER materials and textbooks. In creating communities with all of those constituencies represented, we can tackle big questions and challenges around OER adoption and gain broad perspective and feedback.

A final approach we’ve adopted is making sure digital resources that live outside of classrooms (library, career, advising, employer, and other resources) are integrated back into the classroom in specific ways.  Rather than static lists or layers of tabs to external resources in the LMS, we try to integrate resources more thoughtfully into course units and assignments. A link to a career, library, or other service resource means more when it’s delivered “just in time” and integrated with course material.

This interview was edited for length and clarity.

Disclaimer: Embedded links in articles don’t represent author endorsement, but aim to provide readers with additional context and service.

Author Perspective: Administrator

Author Perspective: Community College

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