Mapping a Remote Course and Syllabus Language
Starting With Learning Outcomes
Looking for a place to start developing your remote course? Want to decrease the time it takes to build your iLearn or Canvas course site? Mapping your course before you build it, is similar to creating a blueprint before you build your house.
The top three XCITE recommendations when designing your remote course are:
Start by redesigning an activity or a week. Don’t think if it as a full course yet.
Chunk Your Content.
Make your online lectures no longer than 10 – 15 minutes. Divide them into specific topics.
Have a Plan and be Consistent.
Map your remote course to speed up the course development process, be consistent in your design, and provide thoughtful activities to promote deeper understanding of important ideas.
Start mapping your remote course by creating five columns and ten rows in a Word document. Name the columns from left to right as Week, Learning Outcomes, Assessments, Activities, Technology. Identify which week in your course will have the most interaction. Starting with your most active week will give you a good idea of what tools are available to support your vision and how much time it will take you to complete your course design. For example:
Introduction to Beer and the Science of Brewing
The Soul of Beer
Identify the properties of barley that facilitate good malt.
Classify types of malts and when to use them.
Explain the nature of the malting process.
Articulate the reason for the stage of the malting process.
Lecture embedded quiz questions
Watch Video Lectures:
Canvas (LMS) — content delivery, unit quiz, and communication
Articulate Storyline — Interactive online activities (Barely/Malting) & office hours
YUJA — lecture recordings, video transcriptions, video embedded quiz questions, media storage
Google Docs (Deconstruct a Beer)
Work from left to right, starting with the end in mind. When writing your learning outcomes use measurable active verbs. Next, identify what types of assessments you will use to measure if students have reached the learning outcomes. Identify the types of activities you will offer students to help students be successful on the assessments and reach the learning outcomes. Finally, identify the technology needed to build and distribute the content. Please consider adding learning outcomes to your syllabus to help your students prepare for success in your course. If you would like to discuss the first draft of your mapped activity or week, reach out to an XCITE consultant at email@example.com.
Adding COVID-related Syllabus Language
Please cut and paste any relevant passages below as needed to supplement your syllabus as you continue to teach remotely in Fall 2020 and beyond.
A Note on Remote Learning during COVID-19
The health and well-being of our campus community is the University’s top priority. UCR students and employees experiencing respiratory illness (fever, cough, shortness of breath) or flu-like symptoms should call the Student Health Services 24/7 hotline for support and guidance: 951-827-3031. Check the UCR Environmental Heath & Safety website often, and check back for Campus Updates.
When you signed up for this course, you likely didn’t know it would be taught remotely! We are all learning how to be remote teachers and remote learners in the online space together, so we will approach each other with patience and understanding. The key is to check the course site daily and remain flexible.
During this time, it’s critical for us all to take care of ourselves and others. Please ask for the help you need from your instructors and other people on (virtual) campus.
As teaching and learning is currently being conducted remotely, students now have access to a loaner device program called Loan2Learn (L2L). UC Riverside has launched the L2L Program for students in need of off-campus access to a learning device. Any student who does not have off-campus access to a device that supports remote teaching and learning—such as a laptop, desktop, or tablet—is asked to apply to the L2L Program.
If you believe you qualify, please fill out the UCR Loan2Learn Application Form.
UCR Academic Resource Center
The Academic Resource Center (ARC) provides tutoring and other academic support services to UCR’s undergraduate students. Resources provided by the ARC include Tutoring, Supplemental Instruction, study skills workshops, and peer mentoring programs. Students are strongly encouraged to utilize the ARC, which is staffed by professional and student employees who are well trained to provide academic support and dedicated to fostering academic excellence. Staff work with all students, at all skill levels, in all stages of their undergraduate careers. Participating in these services is most useful to students when used pro-actively for academic enrichment. Visit arc.ucr.edu or email firstname.lastname@example.org for more information about hours, location and the schedule of services.
New Resources for Remote Learners: Keep Learning Website, Scottybot and Ask UCR
As we all traverse the COVID-19 pandemic and virtual learning, UCR as an institution has made key information available to students. For questions and answers regarding services and resources at UCR please pursue the links below.
- Keeplearning.ucr.edu: A website dedicated to useful information for online learning created by UCR to support student success.
- Scottybot (https://ue.ucr.edu/scottybot): is an artificial intelligences system that is designed to answer questions related to Financial Aid, Registrar, Housing, Student Business Services, Summer Session and Undergraduate Education. Given that you cannot meet in person with UCR staff the bot is a great alternative.
- Ask UCR (https://ask.ucr.edu/): is a one stop shop for information on UCR academic related resources and a resource referral hub for vital student services and programs to help students navigate the complexities of campus and provide connections to a wide array of supports.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. Please revisit our Academic Integrity Policies and Procedures for more information. This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct. Remember, academic misconduct is still being enforced during remote teaching and learning, so you must act at all time with academic integrity and honesty.
Plagiarism is the most common form of academic misconduct at UCR. It is the appropriation of another person's ideas, processes, results, or words without giving appropriate credit. This includes the copying of language, structure, or ideas of another and attributing (explicitly or implicitly) the work to one's own efforts. Plagiarism means using another's work without giving credit.
For more information about plagiarism, see Academic Integrity Policies and Procedures.
Reasonable Accommodation for Disabilities
UCR remains committed to providing reasonable accommodation for all students with disabilities during remote teaching. Students with disabilities who require accommodations in this course should contact their professor as early in the semester as possible.
Students with disabilities must be registered with the Student Disability Resource Center prior to receiving accommodations in this course.
If you have a disability and you would like to make a request for reasonable accommodation, please see the Graduate Student Handbook or get in touch with the Student Disability Resource Center.