ALIGNED: Course design includes instructions for learners to work with content in meaningful ways (e.g., guiding students to take notes during a video or explaining what to look for in an article, etc.).
It's pretty unlikely you'd simply walk into your face-to-face class and, without a word, turn on a video for students to watch. You'd first give your students a little bit of context for what they'll be watching and why you're having them watch it, right?
You've likely spent a considerable amount of time deciding on the content of your course. If you include a video, article, or outside resource, don't just plop it down on your student's virtual desk and walk away. Because students don't know the subject as well as you, it's not always obvious to them how they should be using/interacting with the various pieces of content you've chosen. Explain what you want them to do with the resource. What are they looking or listening for? Is there anything specific they should pay attention to? How will they use the information?
Students can learn more of the right content and skills when they know what to look for.
Even though Canvas allows it, linking directly to external content (documents, websites, videos, PowerPoints) within a module does not support alignment since it doesn't allow for necessary contextual instructions. Best practice is to embed the resource on a Canvas page so you can provide students with introductory information the same way you'd do in your face-to-face class.
Questions to Guide You as You Develop Instructions for Students
The questions below can help you get started (you may not need all the questions for every piece of content).
Why are you providing this particular piece of content?
What should they keep in mind as they watch/read?
What general ideas or specific information should students gain from the content?
When will students be expected to use the content? (What upcoming activities—assignments, discussions, quizzes—will call on their knowledge of this?)
How might they use this content in class or in their future?
Examples of Instructions
In this example, a guiding question is asked and then the purpose of the video is described. [Used with video: “Group Work in the College Classroom”] How can you use group work effectively in a college setting? Instructors and students share their experiences, and Carl Wieman explains what the research suggests for best practices in implementing group activities.
In this example, directions are given for how to go beyond just “looking at” the material. [Used with PowerPoint Lecture Notes] This PowerPoint presentation is a summary of the unit material. As you watch the presentation, take notes of the ideas that seem most important. Pause the presentation whenever there’s something you don’t understand and write down your question.
In this example, students are told when and how they’ll be responsible for applying the content. [Used with photo-series of paintings] Study each painting, making note of the painter and the “school” of which he/she is a part. You’ll be asked to describe your favorite piece and why it’s representative of a specific artistic style in this week’s discussion.
Where to Look
Contextual instructions should be adjacent to any supplemental content (e.g., documents, websites, videos) that is included as part of course materials. While you aren't expected to look through every single page, you will need to review enough of the course to identify the presence—or absence—of appropriate contextual directions where needed.
What to Look For
A clear explanation of how students are expected to use/interact with any given resource. Simply indicating students should "watch this video" or "look at this website" would not be sufficient.
NOTE: This criteria is separate from instructions included with assessments. Those are addressed in item C6.
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