Creating Learning Activities

Design learning activities: Plan activities that engage students and reinforce learning. These could include discussions, group projects, case studies, or simulations.

Considerations for creating or selecting learning activities for online and blended courses

What are the intended modules learning outcomes/objectives?
How long will it take for learners to complete the learning activity?
What are the prerequisites for successfully completing the learning activity?
Is the learning activity an individual or group activity?
How will learners receive feedback before, during and after completing the activity?
How will learning be assessed?
How will learning activities be sequenced across the course?
How will learner to learner engagement be used to encourage participation?

Varying the types of Learning Activities to increase learner engagement

To ensure that learners are fully engaged in the course, we recommend providing a range of learning activities that span the week. This approach allows learners to participate in various activities at their own pace and in a way that suits their learning style. By offering activities such as discussion board assignments, quizzes, videos, readings, and interactive exercises, learners can choose activities that align with their interests and preferences. Additionally, scaffolding can be used to break down complex tasks into smaller, more manageable parts, helping learners build their skills and knowledge gradually over time. Ultimately, by incorporating diverse learning activities throughout the week, we can foster a deeper understanding of the subject matter and increase the effectiveness of the course.

Resources for creating learning activities: Developing Online Learning Activities for Blended Courses

A table describing different types of learning activities."
Learning Activity	Description	Example of Use
Interactive quizzes or tests	Short assessments that provide immediate feedback and reinforce learning.	Use quizzes or tests as formative assessments to help students gauge their understanding of the material and identify areas for improvement.
Discussion boards or forums	Online spaces for students to share their ideas and engage in dialogue with peers and instructors.	Use discussion boards or forums to foster collaboration and critical thinking, and to provide opportunities for students to reflect on and analyze course materials.
Collaborative group projects	Activities that require students to work together to complete a task or solve a problem.	Use group projects to encourage teamwork, communication, and problem-solving skills, and to provide opportunities for students to apply their learning in a real-world context.
Peer review assignments	Activities in which students review and provide feedback on each other's work.	Use peer review assignments to develop critical thinking and evaluation skills, and to provide opportunities for students to receive constructive feedback on their work.
Video or audio recordings	Pre-recorded lectures or tutorials that students can watch or listen to at their own pace.	Use video or audio recordings to provide students with access to high-quality content, and to allow them to review course material at their own pace.
Virtual simulations	Computer-based activities that replicate real-world scenarios and allow students to practice skills and decision-making in a safe environment.	Use virtual simulations to provide students with hands-on experience in a variety of fields, such as healthcare, engineering, and business.
Case studies or problem-based learning	Activities that require students to analyze and solve real-world problems or scenarios.	Use case studies or problem-based learning to encourage critical thinking, decision-making, and problem-solving skills, and to provide opportunities for students to apply their learning in a practical context.
Interactive eBooks or online textbooks	Digital resources that allow students to interact with and manipulate content.	Use interactive eBooks or online textbooks to provide students with engaging, multimedia-rich content that supports diverse learning styles and preferences.
Interactive infographics	Visual representations of information that allow students to interact with and explore data.	Use interactive infographics to help students visualize complex concepts and data, and to provide opportunities for them to explore and analyze information in a visual format.
Online scavenger hunts or treasure hunts	Activities in which students search for information and complete tasks or challenges.	Use online scavenger hunts or treasure hunts to encourage exploration and discovery, and to provide opportunities for students to practice research and analysis skills.
Gamification or game-based learning	Activities that incorporate game elements, such as points, levels, and rewards, into the learning process.	Use gamification or game-based learning to increase engagement and motivation, and to provide opportunities for students to practice skills and knowledge in a fun and engaging way.
Virtual field trips or tours	Online experiences that allow students to explore real-world locations and environments.	Use virtual field trips or tours to provide students with immersive and interactive experiences that support diverse learning styles and preferences, and to provide opportunities for students to explore new places and cultures.
Webinars or online lectures	Live or recorded presentations that provide students with access to expert knowledge and insights.	Use webinars or online lectures to provide students with high-quality content and to allow them to engage with and learn from experts in the field.
Interactive timelines or maps	Interactive tools that allow students to explore and visualize historical events or geographical locations.	Use interactive timelines or maps to help students understand complex historical or geographical information, and to provide opportunities for them to explore and analyze information in an interactive way.

Resources for Action Verbs: The Centre for Learning, Innovation & Simulation at The Michener Institute of Education at UNH.

Creating Rubrics

Rubrics are an essential tool for providing clear and consistent feedback to learners in online and blended courses. Here are some best practices for creating assignment rubrics based on Quality Matters and other standards:

Align Rubrics with Learning Objectives: Rubrics should be designed to align with the course learning objectives, ensuring that they accurately reflect the knowledge and skills that learners are expected to demonstrate in the assignment.
Use Clear and Measurable Criteria: Rubrics should use clear and measurable criteria that define the expectations for each level of performance. This helps learners understand what they need to do to meet the criteria for a particular level.
Include Descriptors for Each Level of Performance: Each level of performance on the rubric should include a descriptor that provides a clear explanation of what learners are expected to do to meet that level of performance.
Include a Total Score: The rubric should include a total score that reflects the weight of each criterion and the importance of each level of performance. This helps learners understand the overall expectations for the assignment.
Use Consistent Language: Consistent language should be used throughout the rubric to describe the criteria and levels of performance. This helps ensure that learners understand the expectations and can easily compare their work to the rubric.
Involve Reviewers: Rubrics should be reviewed by multiple reviewers to ensure that they are accurate, complete, and aligned with the course learning objectives.
Update Rubrics Regularly: Rubrics should be updated regularly to reflect changes in course content or learning objectives. This helps ensure that they remain relevant and accurate.

By following these best practices, subject matter experts can create effective rubrics that provide learners with clear expectations and consistent feedback, promoting a more effective and efficient learning experience in online and blended courses.

Resources for Creating Effective Grading Rubrics

Selecting or Creating Multimedia For Online and Blended Courses

When selecting or creating multimedia for online and blended courses, subject matter experts should consider the following best practices and guidelines:

Align with Learning Objectives: Multimedia should align with the course learning objectives and support the desired learning outcomes. This ensures that the multimedia is relevant and focused on the course content.
Choose the Right Format: The format of the multimedia should be chosen based on the learning objectives, course format, and the needs and preferences of the learners. For example, videos may be effective for demonstrating processes or procedures, while interactive simulations may be better suited for developing problem-solving skills.
Keep it Engaging: Multimedia should be engaging and interactive, encouraging learners to actively participate in the learning process. This can be achieved through the use of animations, interactive quizzes, and other engaging features.
Keep it Short and Sweet: Multimedia should be designed to be short and focused, to avoid overwhelming learners with too much information at once. Short videos or animations are more effective than lengthy lectures or presentations.
Ensure Accessibility: Multimedia should be accessible to all learners, including those with disabilities. This includes ensuring that the multimedia is available in alternative formats and that it is compatible with assistive technologies. LxD can help assess if the selected media is accessible based on best practices and standards.
Ensure Quality and Reliability: Multimedia should be of high quality and reliable, ensuring that the information presented is accurate and up-to-date. This includes ensuring that the multimedia is free of technical glitches and errors.
Use Copyrighted Materials with Caution: When using copyrighted materials in multimedia, subject matter experts should obtain permission from the copyright owner or ensure that the use of the materials falls within fair use guidelines. The Librarian and LxD can provide additional guidance.
Test Multimedia: Before incorporating multimedia into an online or blended course, subject matter experts and LxD should test it to ensure that it is effective and engaging.

By following these guidelines and best practices, subject matter experts can select or create multimedia that effectively supports the learning objectives and engages learners in an online or blended course. The designer assigned to your course will be able to provide support and guidance in creating or testing multimedia content.

Credit Hour Compliance

Credit Hour Compliance audit is conducted to ensure the amount of direct and non-direct instruction hours for a course based on the number of credit hours awarded. Read more about NLU’s policy regarding Credit Hour Compliance.

Here are directions for you to follow to submit Credit Hour Compliance information to the online form.

Access the online form (Credit Hour Compliance Form).
Enter your NLU username and password, if prompted, and enter your NLU email address in the box provided.
Enter the number of Instances and the Actual Time for each of the Course Components incorporated into the Course Map. You can save your progress and return to make changes.
Submit the application form ONLY after the status near the bottom of the form reads “In Compliance”.
After you submit the form, you will receive an email confirming your submission. In this email, you will see a link to download a PDF. Click the link to download the PDF so you can attach the PDF to an email to your designer and Program Chair.