Learning Activities and Materials

Step 1: Designing with the Learner in Mind

Every great activity starts with empathy. Before you build anything, put yourself in your learners' shoes. What will they actually do each week? How will they know they're on the right track? Where, exactly, in D2L will they find what they need and submit their work? A little planning here goes a long way.

Key Questions to Ask Yourself

As you map out an activity, pause and consider these questions:

• Which big-picture Course Outcomes and specific Module Outcomes does this activity support?
• What will students create or produce, and where is the designated spot in D2L for them to submit it?
• Is this a solo mission, a partner challenge, or a group collaboration?
• How will learners receive feedback on their work, and who will provide it (you, their peers, an auto-grade)?
• Realistically, how long will it take a typical student to complete this from start to finish?
• What foundational knowledge or skills do they need before they can start?
• Are there any special technologies, tools, or materials required to participate?

Your Toolbox of Common Activity Types

Variety is the spice of learning! Mixing and matching different activity types keeps learners engaged. Here are a few popular options:

• Discussions: Perfect for prompting analysis, real-world application, or thoughtful reflection. To make them successful, suggest a model response length, clarify expectations for replies, and provide a simple rubric.
• Quizzes: Great for checking recall and making sure everyone grasps key concepts. Try to align questions directly to outcomes and consider allowing practice attempts to turn them into learning tools.
• Projects & Case Studies: These allow students to apply what they've learned to realistic scenarios. For bigger projects, scaffold the work with milestones and checkpoints to guide them along the way.
• Media Activities: Pair short videos or demos with a simple note-taking guide, a quick reflection, or a low-stakes quiz to create an active viewing experience.
• Labs & Simulations: Give learners hands-on practice. Be sure to provide clear step-by-step sequences, data capture sheets, and any necessary safety or ethical guidelines.
• Peer Review: An excellent way for students to learn from each other. Provide a clear checklist or rubric to guide them in giving structured, supportive feedback, and set clear deadlines for turnaround.

The Rhythm of a Great Learning Week

Think of each week as a mini-story with a beginning, middle, and end. A proven sequence often looks like this:

1. Activate & Preview: Start by tapping into their prior knowledge or giving them a sneak peek of the exciting ideas to come.
2. Engage with Content: This is where they dive into the core material through reading, media, or a short lecture.
3. Practice & Get Feedback: Offer a chance to practice new skills with some guidance and quick, informal feedback.
4. Assess & Check In: Use a quiz or a draft submission to check for understanding and identify any sticking points.
5. Extend & Reflect: End the week by challenging them to apply their new knowledge or reflect on what they've learned.

Step 2: It's All About Time: Managing Student Workload

One of the biggest keys to student success is a manageable workload. Your goal is to make sure the total time commitment each week aligns with the course's credit hours. Being consistent with your time estimates and jotting them down in your Course Map will help you see the full picture and make adjustments as needed.

Don't be afraid to revisit your estimates! After you teach the course once, you'll have a much better sense of how long things actually take. Just remember to update your Credit Hour Compliance audit when you make changes.

Step 3: Setting Clear Expectations with Great Rubrics

A well-crafted rubric is a student's best friend. It demystifies grading and shows learners exactly what "good" looks like. To build a rubric that truly helps, keep these principles in mind:

• Align to Outcomes: Each criterion in your rubric should clearly connect back to a course or module outcome.
• Use Observable Language: Describe what each performance level looks like in action. Use descriptors like "identifies," "analyzes," or "evaluates."
• Be Consistent: Use similar language and weighting for similar assignments across the course to build familiarity.
• Make it Visible: Attach the rubric directly to the activity in D2L and make a note of it in your Course Map so no one misses it.

Step 4: Building Instructor Presence Through Feedback

Your students need to know you're there with them on their learning journey. Consistent, thoughtful feedback is one of the most powerful ways to show your presence and support their growth.

• Set Clear Expectations: Use your syllabus and Course Map to tell students when they can expect feedback and what format it will take.
• Guide the Way: Use weekly announcements, quick check-in posts, or even short video/audio notes to guide students and show you're engaged.
• Show, Don't Just Tell: When possible, offer exemplars or annotated samples to illustrate what you're looking for.
• Empower Peer Feedback: Encourage students to give constructive feedback to one another. Providing a simple checklist can help keep comments focused and supportive.

Step 5: Building for Everyone: A Focus on Accessibility

An inclusive classroom is one where every single learner has the opportunity to succeed. Designing for accessibility from the start ensures that your materials and activities are usable by everyone, regardless of ability.

• Support Your Media: Provide accurate captions and full transcripts for all video and audio content.
• Describe Your Images: Add meaningful "alt text" to images and charts to describe what they convey.
• Use Descriptive Links: Instead of "click here," use link text that describes the destination, like "Read the article on cognitive psychology."
• Check Your Documents: Ensure documents can be opened on common devices and avoid using scanned PDFs, which are often inaccessible to screen readers.
• Be Transparent: Clearly state any technology requirements or potential costs upfront so students can prepare.

Step 6: Choosing Your Learning Materials Wisely

The materials you choose are the building blocks of your course. Your goal is to select resources that are not only aligned with your outcomes but are also current, accurate, and supportive of diverse learners. Always try to favor options that are accessible, affordable, and sustainable for long-term use.

What Makes a Great Learning Resource?

• Alignment: Does it directly support your Course Level and Module Level Outcomes?
• Quality: Is the information accurate, current, and at the right level of rigor for your students?
• Accessibility: Does it include features like captions, transcripts, and alt text? Is the platform easy to use?
• Affordability: Is there a cost to students? Can it be accessed for free through the library or as an Open Educational Resource (OER)?
• Inclusivity: Does it feature diverse perspectives and inclusive examples?
• Sustainability: Does it have clear licensing and a stable link that won't break mid-semester?

Your Toolkit of Material Types

• Library ebooks and articles (be sure to use the permalink!).
• Open Educational Resources (OER) with clear attribution statements.
• Instructor-created media, complete with captions and transcripts.
• Datasets, case studies, and simulations with clear instructions.
• Publisher platforms or tools (when necessary, provide clear access and support details).

Your Secret Weapon: The Librarian

Never forget that your institution's librarians are experts in this field! They can be invaluable partners in locating OER alternatives, confirming licensing for materials, and providing citation guidance. When in doubt, ask for help!

Getting the Details Right: Linking & Citations

• Always use stable permalinks for library resources; a URL from your browser's address bar will likely expire.
• Include full citations or a recommended citation format so students can properly credit sources.
• When using OER, always include the proper attribution and license details.
• If a resource requires special login steps, note them clearly for your students.

Staying on the Right Side of Copyright

• Your safest bet is to use materials that are licensed by the library or are openly licensed (like OER).
• If you must use an excerpt of a copyrighted work, confirm the allowable portion under fair use guidelines and always provide a full citation.
• For tricky edge cases or platform-specific restrictions, consult a librarian.

Need a Spark? Some Quick-Start Ideas

Sometimes, all you need is a template to get the creative juices flowing. Here are a few structures for common activities.

Your Pre-Flight Checklist Before Building in D2L

You've done the design work, and you're ready to build. Before you jump into D2L, do one final check to make sure you have everything ready to go:

• Do all activities have clear tasks, due dates, and submission locations noted?
• Are your rubrics and checklists finalized and ready to be attached?
• Do all materials have stable links, accessibility features, and notes about any costs?
• Are your time estimates recorded for your Credit Hour Compliance audit?
• If you're using any special tools, are the setup instructions and support contacts ready for students?