Getting Off On the Right Foot: Designing to Prevent Common Start-of-Semester Issues

Concurrent Session 5

Session Materials

Brief Abstract

This presentation discusses methods that have proved useful in addressing common beginning-of-semester issues, such as group management, setting expectations, provoking interest, LTI problems, and others. Attendees will have the opportunity to learn about several such solutions, as well as raise additional issues they have experienced and brainstorm solutions with others.

Presenters

Lead Presenter: Eric Orton, Brigham Young University

Eric Orton is an instructional designer with BYU's Division of Continuing Education, working on BYU Online semester-based courses. He previously worked in instructional design and faculty development at both Boise State University and the University of Iowa. He holds a B.S. in Elementary Education from BYU and a Master’s in Instructional Technology from Utah State University. Outside of work, Eric can be found hitting softballs, hunting and fishing, or skiing, depending on the season.

Extended Abstract

Several preventable problems can arise at the beginning of a semester. For example, students may add and drop the course, playing havoc with group management, discussions or other group-based activities, and late work policies. Students may not get important notifications. LTI tools may not work properly for some students. Instructors may spend inordinate amounts of time answering the same common questions, or students may miss important to-do items. Important course setup steps that faculty miss or do incorrectly can also create or exacerbate problems.

Additionally, there are several opportunities presented at the start of the semester. First impressions matter, and this is the time to provoke interest and curiosity about the subject, set expectations, orient students to the course structure, and begin creating learning community—all of which set a tone that will carry through the course.

Faculty and designers can be proactive and intentional about creating courses that avoid these problems and capitalize on these opportunities. In this presentation, I will discuss several methods I have used in Canvas, including self-enrollment groups, just-in-time instructions, confirmation quizzes, module prerequisites and requirements, support for students who add late, low-stakes assignments orienting students to course technologies, and engaging opening activities, among others.

When these issues are proactively addressed, instructors can spend less time solving course problems and more time in meaningful learning interactions with students.

Then, I will facilitate a discussion in which attendees raise issues they have encountered at the start of semesters, and we will brainstorm possible design strategies to prevent or alleviate these issues.