Incorporating flexibility in your course design from the start, rather than in-the-moment changes, not only can decrease stress for you (and your students); it also is aligned with Universal Design for Learning principles. We can’t predict if we will need to shift to remote teaching, but we can make design choices that will allow you to respond more easily if conditions shift during the term.
Build Familiarity with UVM’s Core Teaching Tools
At the start of the term, take time to make sure you’re familiar with the core tools you may need to rely on if you need to teach remotely. The goal is not just to know where features are located, but to be able to use them confidently to communicate and support students.
- Brightspace: Use Brightspace as your central course hub. Organize content into clear modules, post announcements, and maintain a consistent structure, so students always know where to find materials and updates.
- Tip: Keeping Brightspace as the main source of course information helps reduce confusion if instruction needs to shift.
- Microsoft Teams: Use Teams to support live interaction, such as class meetings, office hours, and real-time discussion. It can also support communication and recording when in-person meetings are not possible.
- Tip: Keep Teams focused on synchronous interaction rather than storing course materials, so students always have one clear place for content.
Learning more about using Teams and Brightspace to teach during online during disruption on the following pages:
Use the Backward Design Framework
Articulating clear learning objects and aligning them to content and assessment is the heart of the Backward Design framework. Clear learning objectives make it easier to identify what is essential for meeting course outcomes and what can be adapted without changing the integrity of the course. When writing or revising your syllabus, consider:
- Which learning objectives are essential for meeting course outcomes, and which are supporting.
- How students demonstrate each objective (e.g., assignments, discussions, exams) and whether there are multiple ways to show learning.
- How each objective connects to specific assessments, so you can see what is tied to what.
Resources
- Backward Design: CTL Webpage
- Backward Design: CTL Brightspace Course (short, online, self-paced)
Consider Assessment Options that Don’t Rely on In-Person Attendance
Depending on the situation, you may have a mix of students in class and attending remotely. Consider how students from remote locations can fulfill all assignments that occur in class. This may include alternatives that allow students to demonstrate learning in different formats or timelines if circumstances change.