This is the 5th in a series of blog posts outlining the collaborative process of designing an online course for the first time from scratch. You can read the other posts here.
This meeting occurred after the winter break so Anne had added a lot of materials to the course Canvas site which allowed me to review the sequencing and organization and provide feedback. My suggestions included adding sub headings to the modules page to delineate different groupings of activities and readings within each week. In addition, links to readings were embedded directly in the module page in addition to being embedded in a weekly overview page to both provide students with context for the readings and enable them to access them with fewer clicks in return viewings of the material.
Getting familiar with Zoom
The team also discussed scheduling a Zoom testing session to allow Anne to test out different functionalities in Zoom that would be used during the weekly in-person meetings including breakout rooms and screen sharing. The testing session was scheduled with members of the DLINQ team.
Video editing assistance
Lastly, we discussed Anne’s request to have assistance with video editing from a member of the DLINQ team. This request was submitted to the DLINQ leadership team for review and was approved. Heather suggested that the faculty member discuss captioning options with the media specialist to determine the best and most efficient workflow.
Working with the Library
Lastly, Anne found her collaborative work with the library essential to helping her to put together readings for her students. Staff members were able to help her determine the best way to provide access to materials available in the collection.