by Leesa Prescod

“What do you mean, ‘you couldn’t find your homework?”

This question often repeated itself like a broken record during my first year as a teaching fellow. Someone can’t find this. Someone can’t find that. Every other week, something always came up “missing” until we moved to remote learning. 

Before the switch, I’d stare at my course’s layout, scratching my head at what they could be confused about. I didn’t find trouble locating the homework. Every weekly activity and its assigned module reading were placed in a folder. Everything else on the page was in-class activities or additional handouts the class requested for upload. 

At the time, my reasoning was simple: if they didn’t find the homework, they weren’t looking hard enough for it. I never bothered changing the design. 

Until we switched to online-teaching. That summer and during the Fall Semester of 2020, I’ve gained a greater understanding of what it means to strategically design a course layout to make it organized and engaging for the students. 

Borgman and Dockter in the book, “Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors,” offer the following strategies to address accessibility and focus on the user when designing online courses:

• Soliciting and utilizing student feedback on the course and course design operations early.

Comb through your student feedback from prior semesters and take note of any repeated suggestions related to the course design or how the material is presented. Sometimes feedback can be hard to look through because of gender and racial biases, or they could be rather subjective. 

Regardless, it’s still important to keep track of the recommendations that keep getting repeated. It’s also important to plan ahead and implement those suggestions ahead of the semester. When class starts, keep requesting feedback. Ask your students if the format and design works well and encourages their learning.     

• Present content in multiple ways; utilize various learning methods

It’s important to cater to the different learning needs of your students, but you also don’t want to overwhelm them with too many methods. Stick to the programs and tools you know, but incorporate something new that will keep the class engaged. Create a balance. 

For example, the module readings remain in their respected section; however, If I create a PowerPoint, or handout, or other readings that I introduce in my Wednesday lecture, they are placed in what’s called a “Review Day Folder.” 

Another option that is helpful for both students and professors is Kaltura Capture. You can record your screen and provide a voice-over and transcript of your daily lesson. This comes in handy for students who need more clarification on the materials, or when the instructor has to cancel class.