Alternative Delivery and Assessment Methods

The delivery of a course is an integral part of the learning experience. Engagement and interaction are important parts of the learning experience and help with our ability to retain and use new information.

Capturing the “feel” of a face-to-face class in an online environment requires the consideration of elements that may not be immediately clear to those who are moving online for the first time.

The links below provide a range of suggestions for dealing with the transition. There are also some links that focus on specific opportunities, such as discussion forums and group work.

Getting started

The links below propose approaches to transitioning your face-to-face course into an online delivery. Although framed as an introductory step, you may find the suggestions useful as you continue to deliver your material online throughout the term.

• Tips for moving your in-person class online and still have an awesome student learning experience
• A thoughtful, quick look at moving a course online
• A look at putting course materials online with suggestions for different course types
• Some suggestions for moving a course online

Delivering Your Course Content

It’s important that your online course maintains a sense of community and engagement for your learners. These resources explore ways to build connection for your learners, with you and with each other.

• A look at “Effective Online Facilitation” from Algonquin’s Professor’s Resource Site
• Some suggestions for teaching online with an accompanying infographic
• A video discussing some tips for moving a course online
• A detailed look at discussions in the learning environment, some of the ideas will be helpful for managing discussion forums online

Group Work

With the interruption to our normal schedules, you may want to consider whether mandatory group work is still required for your learners. If you choose to keep group work, the following resources provide suggestions for an online delivery. The first offers suggestions that you can share with your learners; the second looks at assessment approaches that you could take.

• An infographic providing tips for online group work
• A more detailed look at group work and participation in an online environment with suggestions and additional resources

Practical labs present a challenge as we move to an online delivery. It’s important that you talk with your chair about implications for your course and program. The following resources provide an overview of conducting practical labs online, as well as some suggestions that you may be able to implement.

• A discussion of Digital labs and simulations
• An article about virtual labs in science with links to possible resources
• A guide to case based learning
• Another collection of simulation resources to nurture the on-going development of skills

You may also want to review the resources provided for lab classes under section D. Online Delivery and Assessment Methods here: https://www.algonquincollege.com/lts/academic-continuity/teach-remotely/

Tests and exams are popular assessment methods; however, are they the most effective way to gauge whether your learners can meaningfully demonstrate knowledge and skills? The following resources provide guidance for evaluating the use of tests and exams.

• Overall guidance on re-thinking your final exam
• Alternatives to Traditional Exams and Papers from the Centre for Innovative Teaching and Learning at Indiana University (a great list of possibilities that would allow learners to demonstrate their abilities in meaningful ways)
• Best Practices: Alternative Assessments from Ryerson University (a thorough nine (9) page document with a number of examples, as well as some suggestions for developing the assessments and creating rubrics to accompany them)

For many courses that include a face-to-face component, assessment and evaluation methods often favour the use of the time that is available in the classroom for receiving, presenting or completing assignments.

While the move to online learning creates challenges for some methods of assessment, it also provides opportunities for other types of assessment.

The links below provide ideas and suggestions for faculty who are working on providing learners with assessments that will align with program-level outcomes, be meaningful, and function in an online learning environment.

Good Assessment Practices

The following resources provide a basic overview of assessment and evaluation tools.

•  A look at the “Qualities of Good Assessment Practices” from Algonquin’s Professor’s Resource Site
• A discussion of assessing learners in online courses
• A look at assessments and rubrics from a general perspective

Authentic Assessment

Authentic assessment asks learners to perform tasks that apply knowledge and skills in a real-world, vocational context. Authentic assessment allows learners to demonstrate a deeper mastery of their learning than with transitional assessment. The resources below provide further explanation and suggestions for implementation.

• A quick overview of authentic assessment
• A more detailed discussion of authentic assessment
• Some tips for authentic assessment in online learning
• An article about authentic assessment in the online classroom

Assessment Alternatives

To further implement authentic assessment, consider these alternatives to a final exam and a new approach to rubrics.

• Some suggestions for alternative types of assessments
• An explanation of the “Single Point Rubric,” an adaptable evaluation tool

Creating Assessments in Brightspace

The following guides provide steps for creating quizzes and assignments in Brightspace.

• Creating and managing quizzes in Brightspace
• Creating assignments in Brightspace

LTS Accessibility Resources for Supporting Learners

In order to support the range of learner variability, accessibility considerations should always be forefront in our minds. These considerations expand when we move to online environments where learners will be reviewing materials on their own and at a remove from our explanations and clarifications.

With an increase in the amount of materials being placed online for learners to review, it is important not only for learners with accommodations, but also for all learners to have materials that are accessible and that will support their learning needs.

The links below discuss accessibility options and requirements for commonly used formats, like Word, and, PowerPoint, as well as considerations for Brightspace and videos.

Guidance from the Centre for Accessible Learning

Find out about Letters of Accommodation, various types of accommodations, document accessibility (including tips for videos and other media) and other frequently asked questions through this page:

https://www.algonquincollege.com/lts/accessibility-resources-for-supporting-learners/

Creating Accessible Content with Microsoft Office:

Microsoft Office has tools to make content accessible for all learners. Read the guides for quick how-to information, and consider the advice in the checklist documents.

Word

• A step-by-step guide to making Word documents accessible
• Accessible Word document checklist created by Queens University

PowerPoint

• A step-by-step guide on how to make your PowerPoint presentations accessible
• Accessible PowerPoint presentation checklist created by Queens University

Brightspace Accessibility

Brightspace has built-in features that support access for all learners. The resources below discuss how to leverage Brightspace’s accessibility tools.

• Brightspace Accessibility Checker – Short video
• Step-by-step guide on how to use the Accessibility Checker in Brightspace
• Six tips on how to create an accessible online course

Closed Captioning:

We encourage the use of Zoom for making videos and for video conferencing with learners. Zoom has an easy-to-use closed captioning and transcription feature that helps you provide alternative text resources.

A step-by-step video on how to create captioning and transcripts for Zoom recordings