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Instructional Design regularly offers training and events for all instructional technologies. 

Training is routinely offered for tools in Bridges (Bridges Basics) as well as technologies such as Panopto, and Turnitin. Tool training is always based on best practices in instructional design and course development. 

Please check back often to see what is being offered.  

If you are unable to attend a workshop, all workshops are recorded and are available on the page. 

If you have ideas for workshops or would like training specifically for a department please reach out to id@rwu.edu

What Is Universal Design?

According to CAST.org, Universal Design for Learning (UDL) “guides the design of instructional goals, assessments, methods, and material that can be customized and adjusted to meet individual needs.” Employing Universal Design principles and practices simply means designing a course and its materials to be all-inclusive and therefore Accessible, or ADA compliant.

Why at ��ܽ����Ƶ?

One key goal of ��ܽ����Ƶ's strategic plan is Preparing our Learners. We have consistently focused on our students and this goal reflects that commitment. The concept of Universal Design for Learning (UDL) is an approach to pedagogy that will allow us to engage all our students and provide them with opportunities to succeed, regardless of background and previous educational experiences. It also connects to our Equity Action Plan’s focus area of Student Access, Success and Equity.

Learn more about

There are simple ways to make your content more accessible using software you already have. 

If you are slated to teach a fully online or hybrid course please reach out to id@rwu.edu to setup an appointment with an Instructional Designer and to begin the course design process.

Alternatively, you can also enroll in the  (once yearly) which reviews all the basics of course design and implementation (course outcomes, objectives, course development in Bridges and interaction). 

Helpful Workshop Series:

Rethinking Your Course for Online or Hybrid Delivery

Part 1:   

•  - PDF Instructions

Part 2: 

Part 3: 

Part 4: 

Additional Resources: 

Advice for best practices for teaching remotely is also plentiful on the web.  

 site offers lots of advice on ways to communicate with students, distribute course materials, deliver lectures, run lab activities, foster community and collaboration among students, and assess student learning.

 offers advice on platforms and norms, accessibility, teaching different course types, and engaging students.  Don't miss their  site as well.

.  This module overviews the basics of backward design, offering practical tips, strategies, and steps to help develop and deliver a course for and during a variety of circumstances that include face-to-face, online, and hybrid instruction.

Online Tests & Quizzes

Heavily weighted assignments, such as midterms and finals are difficult to run with integrity in an online environment. Consider other ways to achieve your learning outcomes that reduce the need for proctoring.  Some of these may include: 

• Multimedia projects

• Online discussions/forums

• Student Projects

• Take-home exams

• Blogs/wiki

• Exit interview

• Critiques

• Live review of labs

• Portfolio

• Quizzes & Exams

• Count attendance and participation in final grade

 (workshop video)

Aside from the instructional technology tools offered and supported by ��ܽ����Ƶ, there are many other 3d party applications, games, re-useable learning objects, and collaborative tools that ��ܽ����Ƶ faculty have used over the years to enhance their classes and online learning courses. 

is a Lib guide of these resources and collections.

Strategies for engaging students:

• Maintain communication through frequent emails, online forums and individual student messaging. 

• Distribute a welcome letter describing course objectives and expectations.

• Use a variety of assignments, including group work and student presentations.

• Live classroom sessions for engaging students through discussions, calling on students, and using polling and chat features within the online platform.

• Varying topics and activities. Develop online learning activities.

• Project-based work and the use of break-out rooms.

• Provide engaging topics and questions in the discussion forums and giving credit for participation.

• Using a flipped classroom model

• Using a whiteboard tool to draw and illustrate during synchronous sessions.

• Persistent and reliable availability of the professor.

Faculty Recommendations for Building & Maintaining Community in the Online Environment:

• Use the Forum platform to elicit discussion, engage student-to-student interactions, student-to-professor interactions, share knowledge, and get to know each other

• Many faculty have found informal weekly check-ins to be useful in allowing students to ask questions, give feedback and share/reflect about their experiences.

• Breakout rooms, in-class group activities, and group discussions during synchronous meeting time.

• Scheduling small group meetings before and after class meetings.

• Publicly recognizing students by name for their responses and inviting others to comment.

• Constant contact and more open office hours. Instructor “showing up” every day.

• Maintain energy and positivity recognizing that student participation may vary depending on individual situations.

Asynchronous & Synchronous Tools:

• Announcements
• Email -- Individual, Groups, or All Students
• Email Archive 
• Calendar 
• Messages - Individual, Groups, or All Student
• Polls
• Feedback Surveys
• Panopto
• Forums - Virtual Classroom Discussion
• Commons - Social Media Tool
• Blogs/Wikis
• Zoom
• Hypothes.is (Social Annotation)

Other Resources

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