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1. Focus on 3-5 major learning objectives.
1. Focus on 3-5 major learning objectives.
Use these tips to write learning objectives as necessary.
Get insight from course directors on what they want the session to cover.
Available Consultant: Jessica Wicks, PhD, Director of Instructional Design & Assessment
2. Consider developing a lesson plan.
2. Consider developing a lesson plan.
Use this worksheet to help map out the session and sequence activities to help maintain focus and alignment.
Consider your plan to promote student engagement.
Available Consultant: Jessica Wicks, PhD, Director of Instructional Design & Assessment
3. Select from resources already secured for use.
3. Select from resources already secured for use.
Using syllabus resources &/or resources MSU Libraries has secured will adhere to copyright law & limit additional costs. Review Library resources here:
Provide students guidance on how to engage with resources (e.g., skim, annotate, bring related questions, etc.).
Know 10-15 pages of reading may take about 40 minutes for students to read for comprehension or mastery.
Available Consultant: Abe Wheeler, MLIS, MTS, Librarian
4. Create documents, slides, videos, etc. as needed.
4. Create documents, slides, videos, etc. as needed.
Use provided templates when creating materials to adhere to brand standards, accessibility requirements, & best practices. Files should be shared in native file format (.docx, .pptx). Per University policy, PDFs should only be used when 100% remediated for accessibility.
Know the number of slides should be less than minutes allotted, allowing for activities & questions as necessary.
Segment videos to ≤15 min. in length on a single objective when possible. Smaller "learning objects" hold interest & ease editing.
Available Consultant: Stephen Elmer, Instructional Designer
5. Incorporate session pre-work or post-work as needed.
5. Incorporate session pre-work or post-work as needed.
Guidelines support a 1:2 ratio of direct to indirect instruction (i.e., 40 min. session = 80 min. "prep" &/or "homework").
Consider these tips to communicate expectations and promote accountability when assigning students pre-session or or post-session work.
Available Consultant: Jessica Wicks, PhD, Director of Instructional Design & Assessment
6. Create or select related quiz or exam items.
6. Create or select related quiz or exam items.
Contributing faculty are often asked by course directors to submit 4 exam items per session.
Use these templates and tips for quiz or exam item writing or item editing.
If re-using previous exam items, consider the statistical performance of exam items to inform editing and re-use.
Available Consultant: Sara Potter, MA, Assessment Specialist
7. Reflect on instructional design & facilitation.
7. Reflect on instructional design & facilitation.
To reflect on instructional design, reference this list of best practices. These are not requirements, just points to consider.
To reflect instructional delivery, reference this list =of best practices. These are not requirements, just points to consider.
Connect with Instructional Design & Assessment (ID&A) to navigate instructional needs & challenges.
Available Consultant: Jessica Wicks, PhD, Director of Instructional Design & Assessment
Helpful References
Helpful References
Contributing Faculty Role Description and Expectations (coming soon!)
Where to Next?
Where to Next?
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