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Adaptive Course Design

This guide enables faculty to design quality courses on Schoology. These courses can be taught remotely or traditionally. The main guiding feature of this LibGuide is the Adaptive Course Design Rubric.

Welcome to Adaptive Course Design at Carthage

How to use this site for Course Design
This site is a combination of practical how-to documents, videos, and strategies that help to build a course using adaptive course design principles. The same principles for remote teaching/live in person class time are applied so that end users have a successful learning experience through a well- designed course.

 

​Adaptive Course Design 
1. Course Design Driven by Student Learning Outcomes: Articulating desired student learning outcomes and implementing an outcomes-based approach to course design is especially important when planning for both live and remote delivery. In an outcomes-based approach, assessments and learning activities are linked to intended learning outcomes, and different versions may be created for live or remote delivery. An outcomes-based design allows for prioritization of content, which is often required for remote delivery. 
2. Full Presence of Course on Schoology: A course is fully present on Schoology, meaning that all materials, including those utilized in live classes, are organized in Schoology for an entire semester. Critical elements include folders for each week of semester, and inclusion of all materials in a format accessible by all students. Courses are organized to allow students or an instructor who cannot attend a live class to remain engaged with minimal interruption. 

(Note: Template courses will be available for adaptation). 
3. Utilization of Core Schoology Tools: A plan for utilizing Schoology tools is a critical aspect of a flexible course design. While many tools have potential benefits to specific courses, all courses should include: 

  1. Effective design and scoring of assessments in Schoology.
  2. Effective engagement with, and among students, outside of class time. 
  3. Utilization of Gradebook.

4. Effective Remote Meetings: Instructors and students engage in fluid whole-class, small-group, or individual meetings utilizing a conferencing tool such as Zoom, Google Meet, or an alternative.
 

5. Effective Recording of Class Content or Presentations: Content for delivery in live or remote format is recorded for access at alternate times. Instructors and students are proficient in creating and uploading recorded content using available tools. 

 

6. Utilization of Discipline-specific Tools and Resources: Resources and tools for delivering discipline-specific content, assessments, and learning activities remotely are developed regularly by Carthage faculty, and by those at other institutions, as well as professional organizations. Creation or adoption of discipline-specific tools enhances the learning experience of students in their disciplines.