- About CEE
- In-person instruction: Some classes have already returned
- 813,000 Zoom meetings: How IT Services handled the move to remote instruction
- This math lecturer developed her own open textbook—now thousands of students are using it
- Three students talk about academic integrity
- A different perspective on academic integrity
- Painting the bigger picture of academic integrity
- National Day of Remembrance and Action on Violence Against Women
- Reflections on Inclusion in the Classroom Week
- Fostering connection and practicing kindness
- Can you teach dance remotely?
- A student’s perspective: How two instructors created connection online
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- View the furniture, share your thoughts—online
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Sessional instructors can now be included in online course evaluations
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- Course and curriculum support
- External professional development opportunities
- Learning and teaching technology
- Multilingual learners
- Remote teaching support
- Teaching and learning inquiry
- CEE Staff Login
Online and face-to-face course design have much in common. In both cases, you will need to think through learning outcomes, assessment strategies and supportive learning activities. Backward course design, in which you begin by identifying desired results, can help you to think through where you’re going and how to get there:
- Course Planning with Backward Design | Canvas shell, University of California, Davis
- Starting at the End: Using Backward Course Design to Organize Your Teaching | Article, American Society for Microbiology
Online course development differs from face-to-face course development in the following ways:
- You will require more time and thought to create learning objects such as recorded lectures or videos.
- You will need to purposefully consider ways to encourage interaction in a virtual environment.
- You will need to do more upfront planning regarding the flow of the course and integration of various learning activities and assessment (changing one course component creates a domino effect).
What to consider
When you start to develop an online course, there are a few questions to consider:
- Does this course exist in a face-to-face format or are you developing directly from concept to an online format?
The sample template on this page can help you to lay out your course.
- If the course already exists, does a Canvas shell also exist?
If not, learn how to create a Canvas shell.
- How much time do you have for development?
Read more about the differences between emergency remote teaching and online learning and between remote and online instruction.
- How comfortable are you with technology?
Read more about available technology.
- What are the goals and learning outcomes for this course, and what form of pedagogy best fits those outcomes?
Read more about active learning.
- What are the realities of your students with respect to location, access to technology, etc.?
Read more about content delivery and supporting student success.
- Fundamentals of Course Design for Remote Instruction | Canvas module, Centre for Educational Excellence