{"id":693,"date":"2020-06-24T08:32:51","date_gmt":"2020-06-24T16:32:51","guid":{"rendered":"https:\/\/scholars.spu.edu\/etm\/?page_id=693"},"modified":"2025-09-08T14:01:47","modified_gmt":"2025-09-08T22:01:47","slug":"holistic-design","status":"publish","type":"page","link":"https:\/\/scholars.spu.edu\/etm\/holistic-design\/","title":{"rendered":"Holistic Design"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Accessibility<\/h2>\n\n\n\n<p>There are many steps you can take to make your course more accessible to students.&nbsp; Here\u2019s a list of ideas:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Check your color contrast ratio<\/li>\n\n\n\n<li>Don\u2019t rely only on color to convey meaning<\/li>\n\n\n\n<li>Caption your videos<\/li>\n\n\n\n<li>Include alt text for images<\/li>\n\n\n\n<li>Check for broken links<\/li>\n\n\n\n<li>Structure your documents and Canvas content using headings<\/li>\n\n\n\n<li>Make sure your PDFs can be read by screen readers<\/li>\n<\/ul>\n\n\n\n<p>For more advice please see our <a href=\"https:\/\/wiki.spu.edu\/display\/ETMH\/Accessibility\">accessibility wiki pages <\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">FERPA<\/h2>\n\n\n\n<p>Please refer to the <a href=\"https:\/\/spu.edu\/student-academic-services\/ferpa\">FERPA guide from Student Academic Services<\/a>. In particular, you need to consider how FERPA impacts any video with students in it (for example, you can&#8217;t share a Teams meeting recording with students in it outside of that course cohort without documented permission), how you ask students to share their work, and providing alternatives if you intend to require the use of any non-SPU-provided web tools or services.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Additional tips<\/h2>\n\n\n\n<p>Here are some other things to bear in mind:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Remember that preparing for an online class is time-consuming.\u00a0 Try to prepare in advance as much as possible. <\/li>\n\n\n\n<li>Sometimes less is more.\u00a0 Take advantage of the additional time for reflection and potential for deeper (rather than broader) engagement with course material that online learning can provide.<\/li>\n\n\n\n<li>Practice your technology skills before class starts.\u00a0<\/li>\n\n\n\n<li>Remember that your students are also learning new technologies and keep this in mind when you\u2019re planning.\u00a0 Give students a chance to practice key tech skills before class or in the first week. Also plan to scaffold new skills that they need into your lesson plans.<\/li>\n\n\n\n<li>Once COVID 19 is done and we\u2019re back to campus, consider what tools or techniques from your remote teaching experience can strengthen your on-campus teaching.<\/li>\n\n\n\n<li>You <strong>can<\/strong> build and develop relationships with students in an online environment.\u00a0 These relationships may be different from face-to-face relationships, but they are still relationships and they matter to students.<\/li>\n\n\n\n<li>Online learning can provide an opportunity for introverted students to shine.\u00a0 Students who might feel uncomfortable participating in face-to-face discussions sometimes find the online environment gives them time to think before contributing and therefore helps them feel more confident about participating in discussions.<\/li>\n\n\n\n<li>Include mid-quarter surveys so that you can gauge what is and isn\u2019t working for your students and make changes to your course accordingly.<\/li>\n\n\n\n<li>Module overviews and module summaries can help students understand why you\u2019re doing what you\u2019re doing in your class.\u00a0 There\u2019s an old adage:\u00a0 tell them what you\u2019re going to do, do it, and then tell them what you did.\u00a0 Your module overview is where you tell them what you hope they will learn (your SWBATs).\u00a0 Then in the middle of the module you take them through the activities you\u2019ve designed to ensure that this learning takes place.\u00a0 Finally, you can remind them what you hope they learned in a summary page at the end of the module.\u00a0 (If this last option seems repetitive, you might ask students to post a list detailing what they\u2019ve learned\/accomplished.)<\/li>\n\n\n\n<li>Remember higher order thinking skills.\u00a0 In an online setting focusing on these skills is particularly helpful in the world of assessment. Here\u2019s why.\u00a0 Some of you will be quite concerned about students cheating on exams.\u00a0 If your exams focus on higher order thinking skills (think essay questions), it\u2019s a lot harder for your students to cheat.\u00a0 Of course, this focus on higher order thinking won\u2019t be feasible for all classes and all exams, but it can be helpful when appropriate.<\/li>\n\n\n\n<li>Remember to make it real:\u00a0 case studies, problem-based learning, and experiential learning can all be transferred to the online setting.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Guide to Canvas statistics and how to interpret them<\/h2>\n\n\n\n<p>Canvas provides a wonderful array of statistics about your course and how students are interacting with it. Sometimes, though, it&#8217;s not immediately obvious how to interpret the presented data. We&#8217;ll say more about this over time, but as a starting point here&#8217;s our guide <a href=\"https:\/\/wiki.spu.edu\/display\/ETMH\/View+Individual+Course+Activity+or+Course+Statistics\">Course Analytics and Statistics<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Accessibility There are many steps you can take to make your course more accessible to students.&nbsp; Here\u2019s a list of ideas: For more advice please see our accessibility wiki pages . FERPA Please refer to the FERPA guide from Student Academic Services. In particular, you need to consider how FERPA impacts any video with students in it (for example, you<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/scholars.spu.edu\/etm\/holistic-design\/\">Read More<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-693","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/pages\/693","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/comments?post=693"}],"version-history":[{"count":4,"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/pages\/693\/revisions"}],"predecessor-version":[{"id":1606,"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/pages\/693\/revisions\/1606"}],"wp:attachment":[{"href":"https:\/\/scholars.spu.edu\/etm\/wp-json\/wp\/v2\/media?parent=693"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}