Course Design for Scalability
When thinking about how you could accommodate 100 students or more in your course, assignments may be designed differently. They should be designed so that they can be graded by individuals other than the course developer, such as instructors or academic coaches. Communication structures should be more explicit as well. Techniques that support this model are outlined in the chart below:
|Elements of Course Design||Approach||Ideas, examples, notes and further reading|
|Setting and reinforcing expectations||Specs Grading PDF (opens in a new window)
|Nilson, L.B. (2015). Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time. Stylis Publishing.|
|Effective Communication||Academic Coaches
Virtual Office Hours
Course specific FAQs
Automated Academic Alerts in Bb
Weekly Video Tutorials posted by the instructor or facilitator
|Lemke, D. (2018). Tips for Designing and Moderating Large Online Courses. Retrieved December 6, 2018
Zhong, Litao. (May 2018). Strategies and Practices Related to Teaching Large Online Classes. Journal of Higher Education Theory and Practice; Vol. 18, Iss. 1, 152-166.
|Course Management||Virtual Sections within one larger section||Panagopoulos, L. (April 2007). Virtual Sections: A creative strategy for managing large online classes. Online Cl@ssroom, 1, 5.
|Assessment||Low Stakes Pre-Quizzes
YellowDig – a discussion platform (Link)
|Brown, P.C., Roediger, H. L., McDaniel, M. A. (2014). Make it Stick: The Science of Successful Learning. The Belknap Press.
Hart, V. Personal Communication about YellowDig. “Students are responsible for their own grades and that I don’t need to assess every response.”
|Teaching Techniques||Multiple ways to interact (synchronous/asynchronous)
Group Summaries (think, pair, share)
Small peer groups
|Bowers, P., Sand, J., Barlow, R., Wing, T. (2011). Strategies for Managing Large Online Classes. International Journal of Learning, 18, 2.