Instructors create a syllabus with a statement highlighting what values they want to deliver in the course (e.g. inclusion – making students feel safe and welcome in the learning process). Students are also asked about their expectations and personal goals for the course, which are combined and integrated into the syllabus. For every assignment, the text should be written in plain language and the deadline should be set at 10 pm instead of 11:59 pm to encourage clarity and ensure student well-being.
Instructors upload the syllabus to the Interactive Document tool and add questions and discussion points to help guide students and encourage them to voice their expectations on respect.
Before the in-class session, students need to watch a video and complete a quiz based on the video content. This can be issued using the Quiz tool.
The class meeting encourages active learning, where students work through real-time activities, ask questions, get feedback, and engage with peers and faculty. Students also work in small groups to solve a problem.
Students are encouraged to share their questions or thoughts in an online discussion forum to receive timely answers from both teachers and their peers. This helps create an engaging learning community where students can learn from each other and feel safe to share their opinions. The forum can be facilitated using the Discussion on Topic tool.
Using the input from video quizzes and class meetings, students work on a final deliverable (presentation, report, essay, etc.) and then submit it to the Assignment Review tool to receive feedback from instructors. To add flexibility for students, instructors can use the Grant Extension feature of assignments.
Students engage in group feedback based on the collaboration skills criteria within the Group Member Evaluation tool. This helps to develop their collaboration, critical thinking, and self-regulatory skills, by seeing how they can improve and set goals for where to go from here based on their feedback.
Instructors go through students’ comments in the group evaluation step and identify out-of-the-ordinary situations (conflicts, misunderstandings, etc.) in the group assignments and the group evaluation step.
Students reflect on the learning process, what they have learned, and which skills they have developed. This step is supported by adding a reflection step within the group evaluation step or using the Self-Assessment tool.
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