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Updated Spring 2021

 Regional English Language Office at the U.S. Embassy in
Kyiv,

Ukraine

TESOL Ukraine

Sumy State University

Department of Foreign Languages and Linguodidactics
September – October 2023

Instructor Contact Information

● Name: Iryna Liashenko
● Office Location: Sumy State University
● Email: i.liashenko@ms.sumdu.edu.ua

Course Description
The Canvas Courses Design course seeks to hone the skills in the instructional design of online
and blended courses on Canvas LMS for university students. The primary focus of this course is
to equip participants with practical skills for developing and publishing online courses tailored to
the needs of university students. Participants will explore the principles of creating online and
blended courses and gain insights into the process of delivering and publishing them. The course
aims to prepare university teachers to implement effective strategies and tools for online course
design, and participants will be engaged in hands-on activities for teaching and evaluating online
courses on Canvas.

Course Format and Instructional Methods: (Optional/Suggested Statements)

This course will be delivered entirely online through the learning management system, Canvas.

In Canvas, you will access online lessons, course materials, and resources. Activities will consist
of online assignments, discussion forums, collaboration pages, and web postings. All
participants' work will be submitted/posted online in Canvas.

This is a 5-module course related to the second stage of the project “TESOL Ukraine Institute,
Titled "Teaching in a Time of Crisis: Innovative Tools, Strategies, and Approaches to Improving
English Learning for Ukrainians."

The course is designed with the assumption that participants have attended the theoretical
workshops held in the first stage. For those who wish to review the previous material, the
workshop presentations are available in the Files section.

Participants should expect to dedicate approximately 6-8 hours per week for the first 3 weeks to
read course materials, watch course lectures, and participate in course assessment activities. The
last two weeks of the course (Module 4 and 5) will be devoted to developing, publishing, and
facilitating participants' own courses, with an estimated workload of about 20 hours per week.

Course Goals and Student Learning Objectives

(Insert goals and objectives here. Objectives must be measurable, specific, and time related.
Sequential numeration of SSU/GE student learning outcomes followed by course learning
outcomes.)
Participants Learning Outcomes
Upon successful completion of this course, the participants will be able to:
● Identify the benefits and challenges of online learning and explain how Canvas can be
used to support online course design.
● Develop course learning outcomes and a syllabus for an online course.

● Create a course schedule and structure course content in a way that promotes learning.

● Design effective course activities and assessments that align with course learning
outcomes.
● Incorporate multimedia and interactive elements into an online course to enhance student
engagement and learning.
● Facilitate online discussions and collaboration in a way that promotes community-
building and supports learning.
● Implement strategies for engaging and supporting online learners, addressing common
issues that arise in online courses, and troubleshooting technical problems.
● Evaluate student learning and course effectiveness using data from Canvas and other
sources, and use that data to make improvements to the course over time.
Classroom Protocol

To ensure successful completion and obtain the certificate for this course, it is essential that all
participants adhere to the following guidelines:

1. Completion Requirement: To be eligible for the course certificate, participants must

successfully complete all course components with a score of at least 70%. This includes
assignments, quizzes, discussions, and any other assessments.

2. Group Work and Collaboration: This course is designed to foster collective learning and team
collaboration. Throughout the modules, you will engage in group work, peer reviewing, and
discussions. Active participation and cooperation with your fellow participants are crucial for a
positive learning experience.

3. Timely Completion: Punctuality is of utmost importance in this course. All assignments,

discussions, and group activities have specific deadlines. It is expected that you complete each
task strictly on time to maintain the momentum of the group and ensure a smooth learning
process for everyone.

4. Active Engagement: Stay actively engaged in the course by logging in regularly, participating
in discussions, and interacting with your peers and instructors. Engaging with course materials,
asking questions, and contributing your insights will enrich the learning environment for all.

5. Respect and Professionalism: Treat your fellow participants and instructors with respect and
professionalism. Foster a supportive and inclusive learning environment by offering constructive
feedback, actively listening, and valuing diverse perspectives.

6. Seek Help When Needed: If you encounter any challenges or have questions, do not hesitate to
seek assistance from your instructors or the course support team. We are here to support your
learning journey and help you succeed.

7. Academic Integrity: Uphold academic integrity by submitting your original work and citing
sources appropriately when needed. Plagiarism and academic dishonesty, including the use of AI
(Artificial Intelligence) to produce or complete assignments, are strictly prohibited and may
result in penalties.

8. Communication Channels: Utilize the designated communication channels, such as course

forums, messaging, and email, to interact with your instructors and peers. This will streamline
communication and ensure everyone stays informed.

9. Technical Requirements: Ensure that you have access to a stable internet connection and
necessary hardware/software to access Canvas and other course materials. Familiarize yourself
with the platform and resolve any technical issues promptly.

Course Requirements
Course Requirements:

1. Canvas Discussion Debates

Description: Engage in Canvas discussion debates with your peers on various topics related to
online learning and course design. These debates will provide an opportunity to explore the
benefits and challenges of online learning, as well as how Canvas can be effectively utilized to
support online course design.

Learning Outcome Alignment: This assignment aligns with Learning Outcomes 1 and 2, as it
allows participants to identify the benefits and challenges of online learning and apply their
knowledge to create course learning outcomes and a syllabus for an online course.

Due Date: Ongoing throughout the course

Assignment Weight: 10%

2. Course Design Challenge

Description: In this assignment, you will be presented with a simulated course design challenge.
You must design a course that addresses specific learning needs and objectives. This will require
you to carefully structure course content, create meaningful activities and assessments, and
integrate multimedia elements to enhance student engagement and learning.

Learning Outcome Alignment: This assignment directly aligns with Learning Outcomes 2, 3, 4,
and 5. It allows participants to apply their skills in course design, content structuring, and
incorporating interactive elements while aligning these aspects with course learning outcomes.

Due Date: Week 3

Assignment Weight: 15%

3. Flipped Learning in Blended Design Quiz

Description: Take a quiz to demonstrate your understanding of the concept of flipped learning
and its application in blended course design. This quiz will assess your comprehension of the
principles and strategies involved in flipped learning.

Learning Outcome Alignment: This quiz aligns with Learning Outcome 6, as it evaluates your
ability to facilitate online discussions and collaboration, promoting community-building and
supporting learning in the context of blended course design.

Due Date: Week 4

Quiz Weight: 5%

4. Group Activity: Analyzing the Course Outline

Description: Work collaboratively with your group to analyze a provided course outline. Identify
strengths, weaknesses, and opportunities for improvement in the course design. Present your
findings and recommendations to the class.

Learning Outcome Alignment: This group activity aligns with Learning Outcome 7, as it helps
participants engage with strategies for engaging and supporting online learners, addressing
common issues in online courses, and using data for course improvement.

Due Date: Week 6

Assignment Weight: 12%
5. Individual Reflection: Course Outline
Description: Write an individual reflection on the course outline analysis. Describe your
contributions to the group activity, insights gained, and lessons learned during the process.

Learning Outcome Alignment: This individual reflection aligns with Learning Outcome 7, as it
encourages participants to evaluate student learning and course effectiveness and reflect on their
experiences in addressing common issues in online courses.

Due Date: Week 7

Assignment Weight: 8%

6. Publishing Your Course

Description: In this assignment, you will publish your own online course using Canvas. You will
be required to include all the components discussed and designed throughout the course. The
published course will be shared with the instructor and classmates.

Learning Outcome Alignment: This assignment aligns with Learning Outcome 8, as it requires
participants to apply their learning in using Canvas to publish their online course and evaluate its
effectiveness.

Due Date: Week 10

Assignment Weight: 20%

7. Student Presentation
Description: Each participant will deliver a student presentation showcasing their published
course. Presentations will be delivered asynchronously or synchronously, depending on
participants' preferences, and will include a demonstration of course features and a reflection on
the course design process.

Learning Outcome Alignment: This assignment aligns with Learning Outcome 8, as it requires
participants to evaluate their course using data from Canvas and other sources and reflect on
their course design choices.

Due Date: Final Week

Assignment Weight: 15%

8. Final Course Evaluation Quiz

Description: Take the final course evaluation quiz to assess your overall understanding and
learning from the course. This quiz will cover key concepts and principles discussed throughout
the course.

Learning Outcome Alignment: This quiz aligns with all Learning Outcomes, as it evaluates
participants' overall comprehension of the course content and their ability to apply their learning
to various aspects of online course design.

Due Date: Final Week

Quiz Weight: 15%
Note: Timely completion of all assignments, discussions, and quizzes is essential, as the course
modules are designed for collective and team work, peer reviewing, and maintaining group
cohesion. All assignments should be submitted on time to ensure a smooth and collaborative
learning experience. To successfully complete the course and obtain a certificate, participants
must achieve a minimum score of 70% on all assessments.

(Insert your enumerations and brief descriptions for the course assignments here, and indicate
how each assignment is aligning with the learning outcomes. Include information about due
dates and assignment weights. If this is a GE course, include language that the signature
assignment will be collected and submitted to SSU for GE assessment purposes.)
Course Schedule
Example for a Class That Meets One Day Per Week
Each meeting is listed separately by row. List the agenda for the semester including when and
where the final exam will be held. Under the “room” column indicate whether the class meeting
is online or list the classroom number. Also specify if the assignments are due is in-class (C) or
online (O). Indicate the schedule is subject to change with fair notice and how the notice will be
communicated.
Week Date Room Topics, Readings, Assignments, Deadlines

Week 1 8/19/14 Schulz 2011 Lab safety (C); Lab 1 due at the end of class(C); Lab
Discussion Forum (O)
Week 2 8/26/14 Online (List readings, assignments and deadlines.)
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Final

Example for a Class That Alternates Between Online and a Brick-and-Mortar Classroom
Each meeting is listed separately by row. Specify in the “Room” column whether to meet in the
classroom or online. Include when and where the final exam will be held. Indicate the schedule is
subject to change with fair notice and how the notice will be communicated.
Date Room Topics, Readings, Assignments, Deadlines

08/19/14 Online Log into Canvas and attend the Zoom session at 2pm. Post your self-
introduction in the Introductions Discussion in Canvas by 11pm.
 Date Room Topics, Readings, Assignments, Deadlines

08/21/14 CARS 001 Lab safety; Lab 1 due at the end of class.

Example for a Class That Meets More Than Once Per Week With Both Classroom and
Online Activities
Each meeting is listed separately by row. Indicate if the class activity is in-class (C) or Online
(O). Include when and where the final exam will be held. Indicate the schedule is subject to
change with fair notice and how the notice will be communicated.
Class Topic Readings Activities Due Date
Meeting In-class (C),
Online (O)
08/19/14 Course Text Book: Chapter Lab 1 (C); Lab 1 due at
Introduction; Lab 1, Chapter 2 Discussion post in the end of
Safety; Lab 1 Canvas (O) class;
Discussion
post by 11pm.

Calendar of Assignments and Exam Due Dates

Due Date Assignments and Exams Points
8/19/14 Lab 1: Molecular Weights 10 points

12/9/14 Final Exam 60 points

Grading Policy
The course is consifered to be passed successfully serving for obtaining a certificate provided the
participant has done all assignments in the course with at least 70% of positive success. (Specify
grading policies including how grades are determined, what grades are possible, whether extra
credit is available, what the penalty is for late or missed work, and what constitutes a passing
grade for the course. Include the date of the final exam/s. If you grade on participation, indicators
on how participants will be assessed should be included.)
University Policies
There are important University policies https://catalog.sonoma.edu/content.php?
catoid=8&navoid=926 that you should be aware of, such as the add/drop policy; cheating and
plagiarism policy, grade appeal procedures; accommodations for students with disabilities and
the diversity vision statement.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. How to Register https://registrar.sonoma.edu/how-register#howto has
step-by-step instructions and important deadlines and penalties for adding and dropping classes.

Campus Policy on Disability Access for Students

If you are a student with a disability, and think you may need academic accommodations, please
contact Disability Services for Students (DSS), located in Schulz 1014A, Voice: (707) 664-2677,
TTY/TDD: (707) 664-2958, as early as possible in order to avoid a delay in receiving
accommodation services. Use of DSS services, including testing accommodations, requires prior
authorization by DSS in compliance with university policies and procedures. See SSU’s policy
on Disability Access for Students https://policies.sonoma.edu/policies/disability-access-students.

Emergency Evacuation
If you are a student with a disability and you think you may require assistance evacuating a
building in the event of a disaster, you should inform your instructor about the type of assistance
you may require. You and your instructor should discuss your specific needs and the type of
precautions that should be made in advance of such an event (i.e., assigning a buddy to guide you
down the stairway). We encourage you to review SSU’s Evacuation Procedures
https://emergency.sonoma.edu/procedures/evacuation, take advantage of these preventative
measures as soon as possible, and contact the Disability Services for Students office if other
classroom accommodations are needed.
Academic Integrity
Students should be familiar with the University’s Cheating and Plagiarism Policy
https://policies.sonoma.edu/policies/cheating-and-plagiarism. Your own commitment to learning,
as evidenced by your enrollment at Sonoma State University and the University’s policy, require
you to be honest in all your academic coursework. Instances of academic dishonesty will not be
tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the
use of another person’s ideas without giving proper credit) will result in a failing grade and
sanctions by the University. For this class, all assignments are to be completed by the individual
student unless otherwise specified.

Additional Resources (Optional/suggested statements)

Writing Support
The SSU Learning and Academic Resource Center (LARC), located at Schulz 1103, helps SSU
students become better writers and produce better written documents. The knowledgeable and
friendly tutors can help you with a wide array of concerns, from generating good ideas and
organizing papers more clearly to learning citation formats and using semi-colons correctly. Visit
the Learning and Academic Resource Center (LARC) Homepage https://larc.sonoma.edu/ for
more information on how to schedule time with a Writing Center tutor.
Counseling and Psychological Services (CAPS)
CAPS is a unit of the division of Student Affairs of Sonoma State University. CAPS offers
confidential counseling to students experiencing personal problems that interfere with their
academic progress, career or well-being. The CAPS website https://caps.sonoma.edu/ provides
information only. If you would like to talk with someone or make an appointment, please call
(707) 664-2153 between 8 a.m. – 5:00 p.m., Monday-Friday during the academic year.

Basic Needs

We learn as whole people. To learn effectively, you must have basic security: a roof over your
head, a safe place to sleep, enough food to eat. If you are having trouble with any of those things,
please visit Student Affairs’ Basic Needs webpage https://studentaffairs.sonoma.edu/basicneeds
for resources to support your well-being both inside and outside the classroom.

Religious Observances

The observance of religious holidays (activities observed by a religious group of which a student
is a member) and cultural practices are an important reflection of diversity. As your instructor, I
am committed to providing equivalent educational opportunities to students of all belief systems.
At the beginning of the semester, you should review the course requirements to identify
foreseeable conflicts with assignments, exams, or other required attendance. If at all possible,
please contact me (your course coordinator/s) within the first two weeks of the first class meeting
to allow time for us to discuss and make fair and reasonable adjustments to the schedule and/or
tasks.

[Instructor Welcome Video Script]

[Introduction]
Hello and welcome to our
online Canvas course
“Canvas Courses Design”!
I'm thrilled to have you here
and excited for the learning
journey we're about to
embark on together for these
5 weeks. My name is Iryna
Liashenko, and I'll be your
instructor throughout this
course.
[Creating a Welcoming
Atmosphere]
I know that starting an online
course can be both exciting
and a little nerve-wracking,
especially if it's your first
time. But don't worry, you're
not alone! We have a
fantastic community of
learners here, and I'm here to
support you every step of the
way.

[Expressing Enthusiasm]
I must say, I'm genuinely
passionate about creating
courses what we'll be
exploring in this course. It's a
fascinating area of our
professional development and
an effective tool in sustain
our teaching, and I can't wait
to share my knowledge and
insights with all of you. I
truly believe that we'll learn
so much from each other.

[Emphasizing Collaboration]
One of the things I love most
about online learning is the
opportunity to connect with
people from different
backgrounds and
experiences. So, please don't
hesitate to share your
thoughts, questions, and ideas
in the discussion forums.
Your perspective is
invaluable, and your
contributions will enrich our
learning community.
[Setting Expectations]
Throughout this course, we'll
be engaging in a variety of
activities, from discussions to
assignments and projects.
Each task is designed to help
you deepen your
understanding and apply the
concepts we're exploring. I'll
provide clear guidelines and
timely feedback to support
your progress.

[Encouraging Engagement]
Remember, the more engaged
you are in the course, the
more you'll get out of it. So,
make an effort to participate
in the discussions, ask
questions, and take advantage
of the resources available to
you. Learning is a journey,
and we're all in this together.

[Motivation]
I want you to know that I
believe in your ability to
succeed in this course. You
have unique strengths and
experiences that will
contribute to your learning.
So, be confident in yourself,
be curious, and be open to
new ideas.

[Closing]
Thank you for choosing to be
a part of this learning
adventure. I promise you that
we'll have a meaningful and
 rewarding time together. So,
let's dive in, embrace the
learning process, and have
some fun along the way!

[Final Words]
If you ever have any
questions or need assistance,
don't hesitate to reach out to
me. My virtual door is always
open. Let's make this a
fantastic learning experience,
and I can't wait to see your
growth and accomplishments.

[Sign-off]
Once again, welcome to the
course. Let's get started and
make the most of this
wonderful opportunity. See
you in the discussions and
assignments!

[End of Video]

[Introduction]
Hello and welcome to our online Canvas course “Canvas Courses Design”! I'm thrilled to have
you here and excited for the learning journey we're about to embark on together for these 5
weeks. My name is Iryna Liashenko, and I'll be your instructor throughout this course.

[Creating a Welcoming Atmosphere]

I know that starting an online course can be both exciting and a little nerve-wracking, especially
if it's your first time. But don't worry, you're not alone! We have a fantastic community of
learners here, and I'm here to support you every step of the way.

[Expressing Enthusiasm]
I must say, I'm genuinely passionate about creating courses what we'll be exploring in this
course. It's a fascinating area of our professional development and an effective tool in sustain our
teaching, and I can't wait to share my knowledge and insights with all of you. I truly believe that
we'll learn so much from each other.

[Emphasizing Collaboration]
One of the things I love most about online learning is the opportunity to connect with people
from different backgrounds and experiences. So, please don't hesitate to share your thoughts,
questions, and ideas in the discussion forums. Your perspective is invaluable, and your
contributions will enrich our learning community.

[Setting Expectations]
Throughout this course, we'll be engaging in a variety of activities, from discussions to
assignments and projects. Each task is designed to help you deepen your understanding and
apply the concepts we're exploring. I'll provide clear guidelines and timely feedback to support
your progress.

[Encouraging Engagement]
Remember, the more engaged you are in the course, the more you'll get out of it. So, make an
effort to participate in the discussions, ask questions, and take advantage of the resources
available to you. Learning is a journey, and we're all in this together.

[Motivation]
I want you to know that I believe in your ability to succeed in this course. You have unique
strengths and experiences that will contribute to your learning. So, be confident in yourself, be
curious, and be open to new ideas.

[Closing]
Thank you for choosing to be a part of this learning adventure. I promise you that we'll have a
meaningful and rewarding time together. So, let's dive in, embrace the learning process, and have
some fun along the way!

[Final Words]
If you ever have any questions or need assistance, don't hesitate to reach out to me. My virtual
door is always open. Let's make this a fantastic learning experience, and I can't wait to see your
growth and accomplishments.

[Sign-off]
Once again, welcome to the course. Let's get started and make the most of this wonderful
opportunity. See you in the discussions and assignments!

[End of Video]

(Note: The script above is a warm and encouraging message for a welcoming instructor video in
an online Canvas course. Feel free to modify it to suit your personal style and the specific details
of your course.)