Remote Synchronous Course Design
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The Development Process
A remote synchronous course is one in which you meet with learners online, via video conferencing (e.g. Zoom) to deliver instruction and use Canvas to distribute course materials and assessments. A well-designed remote synchronous course considers content delivery in the new medium, engagement strategies that benefit the learning process, and an appropriate approachment to assessments. These decisions influence which technology tools will best support the teaching and learning process.
Interested in teaching a remote synchronous course? Follow the steps below!
Step 1: Approval
Obtain approval to have your course delivered via the remote synchronous delivery mode.
Step 2: Preparation
Review the Remote Synchronous Course Checklist, take notes about your instruction, and make a list of questions/topics you want to discuss with your designer.
Step 3: Consultation
Collaborate with an instructional designer regarding the design of your remote synchronous course. Together you will incorporate the checklist requirements.
What Can You Expect From the Process?
Once your course has been approved to be delivered via the remote synchronous format, you will begin to meet with an instructional designer to discuss the design of your course.
While one good, lengthy discussion may be enough to get you started, multiple consultations may be necessary to get all elements incorporated into your course. Your conversation may yield opportunities to embrace new strategies and methods based on your subject matter and instructional preferences. Using Universal Design principles, and the advice from your instructional designer, your course can be readied to instruct all types of learners.
Remote Synchronous Course Checklist
Made to help you prepare for your Instructional Design meeting, the checklist provides ample opportunities to review your previous Canvas experience, as well as your familiarity with your own course and objectives. Use it here on our website, or download the PDF version to edit it and have on hand for your meeting.
Canvas Requirements
The Canvas section includes all necessary course components. The following requirements ensure that students are able to access appropriate course materials and resources.
To see more information about each category, click or tap on the plus sign.
Syllabus
The syllabus in Canvas includes all elements, including technology requirements, required by policy.
Course Materials
Course materials are available via Canvas, so that learners are able to complete appropriate activities before, during, and after scheduled course meetings.
Assignments
Assignments are in Canvas with due dates and point values that create a course calendar and gradebook.
Assessments
Assessments delivered via Canvas measure the course objectives and are achievable in the constructed format.
Gradebook
The Canvas gradebook is used for daily/weekly grading and feedback.
Organization
Course materials are shared in an organized, usable structure.
Resources
Students can find information in Canvas about local and remote resources that support success. This is especially true of courses shared on the Digital Learning Cooperative (DLC), where students may enroll from different campuses.
Synchronous Pedagogical Considerations
Participation and substantive engagement are important considerations when it comes to remote synchronous course delivery.
To see more information about each category, click or tap on the plus sign.
Instructional Time
Best practices for instructional time have been considered, including lecture style and assessment strategies.
Engagement with Instructor
A plan has been established that engages learners in regular, substantive interaction with the instructor in the course. Examples include ice breakers, lectures, demonstrations/experiments, office hours, muddiest point, exit polls, quizzes/exams.
Engagement with Other Learners
A plan has been established that engages learners in regular, substantive interaction with other learners in the course. Expectations for communication have been outlined in the course syllabus. Examples include discussions/debates, brainstorming, research/projects, experiments/simulations, skits/role plays, games, think/pair/share.
Attendance and Accountability
Points earned by attendance are attached to engagement in the course and not merely to presence. Measures have been taken to prepare students for the synchronous class meeting.
Assessment Design
Assessments delivered during synchronous sessions are achievable and appropriate for this format.
Formative Assessments
A plan for formative assessment has been established for monitoring student understanding during synchronous sessions, especially when non-verbal behaviors are harder to see.
Community/Equity
Strategies are utilized to make sure the course is equitable to all students. Building community is a priority in the classroom.