The Topics

Here are 40 topics to help you reflect on your online teaching.

Uitgelicht Status

As a team, we chose a clear structure to organize the content within our courses.

I set aside time each semester and each class to create a sense of community and build rapport with and among my students.

I communicate expectations consistently and in a clear manner.

My students give feedback to each other on their work. I guide students through this process by modeling constructive feedback.

I limit my use of paper by creating and sharing digital materials.

I create activities that require students to work together.

Under each topic and activity you explain what students need to do and remind the students of the corresponding learning objective

I integrate multiple opportunities for self-assessment in my course via peer feedback activities, rubrics, quizzes and interactive content.

I encourage interaction with course material and engage students via quizzes and discussions.

I supplement content material with a variety of media, such as audio or video clips.

I get feedback from my students on what I can do to improve the course.

I use activities and digital tools to build community with and amongst students.

My course is organized without fixed teaching moments and students can begin at any time.

In my teaching materials and interactions with students, I make sure that differences are embraced and that all students feel welcome.

We use 'sections' to organize class groups. Within class groups, we use the 'group' function to facilitate collaboration such as group work, turning in group submissions, and group communication.

There is an easily accessible overview of resources and literature

I create a space for students to ask questions and I post the answers that are relevant for everyone.

In addition to incorporating group work and group activities in my course, I provide clear guidelines and expectations to facilitate succesful collaboration.

Whenever possible, I reuse material from others and I look for open educational resources.

Any material that I make, such as instructional videos or slide shows, I share with my colleagues.

I hold face-to-face lessons and ask students to travel to class only when it is necessary for students to come together.

I provide links to material to prevent multiple copies.

When I use materials or examples, I include a range of ethnicities, genders, and perspectives.

I add transcripts to recorded material.

I present information, homework, exercises and announcements on a Brightspace web page with the AUAS template.

When I use an image, I also describe the image in the alternative text for those who are visually impaired.

I give clear and actionable feedback in a variety of modes to support my students.

I include feedback in content and activities. This helps me and my students assess progress.

I give students SMART feedback consistently throughout the course.

My team has consistent expectations around formative and summative feedback.

When assigning activities or tasks, I clearly outline what students should do when, and how that will be assessed.

My course encourages students to take ownership of their learning.

I consistently give students feedback on their work products and progress towards learning goals

I incorporate peer feedback moments in activities so that students can learn from each other.

I make sure the link to learning objectives is clear when assigning activities, tasks, and assessments.

I ensure that students understand what activities and objectives make up an assessment and that they are aware of assessment criteria and timelines.

I consistently use the AUAS template throughout my course

I am clear about which activities students are expected to do. These activities are labeled with instructions and timelines.

Course objectives, activities, and assessments are consistent with the course catalog and the education and exam board regulations.

Headers, titles, and labels are meaningful and consistent. They help students understand what the content is and what they should do.

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