Deborah Mundorff « Ecampus Course Development and Training

The Skill Students Resist, and Employers Expect

I have a confession. When I was earning my M.S.Ed. online, I dreaded seeing “group project” on a syllabus. I juggled coursework with a full-time job, logged in at odd hours, and did most of the work on every collaborative assignment. My standards were higher, my contributions more substantial, my late nights longer. I carried the team.

Here’s the awkward part: so did everyone else.

Researchers have been studying this phenomenon since 1979, when psychologists Michael Ross and Fiore Sicoly found that group members consistently overestimate their own contributions (Ross & Sicoly, 1979). When you ask everyone on a team to estimate their percentage of the work, the numbers don’t add up to 100%; they add up to 114% on six-person teams. In studies of scientific coauthors, that number balloons to 167%. The bigger the team, the worse it gets: eight-person groups claim a collective 140% of the credit (Schroeder et al., 2016).

So if you or your students have ever finished a group project thinking I’m the only one who pulled my weight, congratulations. You’re not a uniquely burdened hero. You’re experiencing a well-documented cognitive bias known as egocentric overclaiming. And so is every other person on the team.

If you’ve ever been on the receiving end of student complaints about group work, this bias is a big part of why. Each student genuinely remembers their own effort more vividly than anyone else’s. The frustration is real, even when the workload was more balanced than it felt.

Why Collaboration Belongs in Online Course Design

That frustration is one reason faculty hesitate to assign collaborative work, and one reason students dread it. When the experience feels unfair (even when it isn’t), it’s hard to see the value. And yet, employers keep saying collaboration is exactly what they need. NACE consistently ranks teamwork among the top competencies employers seek (NACE Job Outlook, 2025). And with the rise of remote and hybrid work, the ability to collaborate asynchronously with a distributed team isn’t a nice-to-have; it’s the job.

Here’s what I find most compelling, and what I didn’t appreciate until years after finishing my own degree: the asynchronous collaboration I did as an online student may have been closer to real workplace collaboration than any in-person group project. Navigating shared documents, negotiating timelines with classmates in different time zones, and giving written feedback to peers I rarely interact with face-to-face, I was rehearsing exactly the skills I now use every day in a distributed professional team. I just didn’t know it at the time.

And the data supports this. Research published in the Journal of Asynchronous Learning Networks found that online programs emphasizing student engagement and collaborative practices achieved completion rates of 85% or higher, meeting or exceeding those of their face-to-face counterparts. Faculty and instructional designers are paying attention, and so are employers. The question, then, isn’t whether to include collaboration in online courses. It’s about designing it so students experience it as preparation rather than punishment.

Making It Work: Practical Strategies for Course Design

None of this means we should assign a group project and hope for the best. When collaboration is poorly designed with vague instructions, uneven accountability, and misaligned outcomes, student frustration is justified. Here are approaches that work across disciplines:

Start with community, not content. Introductory discussions can feel formulaic, “share your name, major, and a fun fact”, but they don’t have to be. When students share their backgrounds, goals, and even their anxieties about the course in week one, it lays the groundwork for everything collaborative that follows. The shift is subtle but real: from “strangers assigned to a group” to “people who know something about each other.”

Be intentional about team formation. Random group assignment is easy, but a little structure goes a long way. Consider using surveys to match students by schedule availability, working style, or shared interests. Some institutions use dedicated tools , at OSU, for example, Ecampus offers a group finder tool , while others have students use AI to synthesize individual preferences into a working team charter. The goal is the same regardless of approach: help students start from common ground rather than cold introductions.

Make contributions visible. Remember that overclaiming bias? One of the best ways to counteract it is to build in structured peer evaluation of team contributions, not a review of each other’s papers, but an honest assessment of how each member showed up for the group. When teammates rate each other on dimensions like participation, communication, and follow-through, it creates accountability and gives instructors insight they wouldn’t otherwise have. At OSU, Ecampus has developed a custom tool for this purpose. CATME is a widely used option, and even a well-designed Google Form with clear criteria can do the job. However you implement it, the point is to give students a structured way to reflect on, and be accountable for, their collaboration.

Design for real-world parallels. In the sciences, interdisciplinary teams can tackle complex problems that mirror real-world research collaborations by designing solutions, analyzing data, and presenting findings as a group. In business courses, teams can build a business plan or marketing strategy together, or work through a case competition where they analyze a real scenario and present recommendations. In the humanities, students can collaborate on oral history projects or produce a podcast episode together, work that requires negotiation, shared decision-making, and a tangible product. The key is making the collaboration itself part of the learning outcome, not just a delivery mechanism.

A Better Way to Think About It

The next time a student groans about a group project or a colleague pushes back on interaction requirements, it might help to share the research on overclaiming. Not to dismiss their frustration, but to reframe it: the discomfort of collaboration isn’t a design flaw. It’s the learning happening.

And if they still insist they did most of the work? Well. So did everyone else.

References

Herz, N., Dan, O., Censor, N., & Bar-Haim, Y. (2020). Authors overestimate their contribution to scientific work, demonstrating a strong bias. Proceedings of the National Academy of Sciences, 117(12), 6282–6285.
Moore, J. C., & Fetzner, M. J. (2009). The road to retention: A closer look at institutions that achieve high course completion rates. Journal of Asynchronous Learning Networks, 13(3), 3–22.
National Association of Colleges and Employers. (2025). Job outlook 2025. https://www.naceweb.org/career-readiness/competencies/
Ross, M., & Sicoly, F. (1979). Egocentric biases in availability and attribution. Journal of Personality and Social Psychology, 37, 322–336.
Schroeder, J., Caruso, E. M., & Epley, N. (2016). Many hands make overlooked work: Over-claiming of responsibility increases with group size. Journal of Experimental Psychology: Applied, 22(2), 238–246. See also: Why teams overinflate their contributions. Chicago Booth Review. https://www.chicagobooth.edu/review/why-teams-overinflate-their-contributions

Many educators are grappling with questions about AI detection. Yet, AI detection tools are unreliable, biased, and distressing. False positives can harm students’ academic standing and well-being, with marginalized groups often disproportionately affected, while detectors still miss significant portions of AI-generated text (Lurye, 2025; Encouraging Academic Integrity, 2025; Hirsch, 2024). And detection tools assume students simply copy and paste AI outputs, when in reality many use these tools more fluidly–taking suggestions, rewriting, or iterating through prompts–making their work indistinguishable from original writing. As one student noted, “it’s very easy to use AI to do the lion’s share of the thinking while still submitting work that looks like your own…” (Terry, 2023).

What Students Want

Most students believe institutions should address academic integrity concerns related to generative AI, but they largely prefer proactive and educational approaches over punitive measures. A significant number of students want clear rules about when and how AI tools can be used, as well as a voice in shaping them (Flaherty, 2025).

From Policing to Partnership

Given the inherent risks of detection and bans — tools that can unfairly penalize students and policies that do little to promote ethical use — the better path forward is not more surveillance, but more collaboration. Faculty-written policies risk missing the mark if they ignore how students actually engage with AI. Instead of policing AI through punitive measures, faculty can create space for students to help define appropriate guidelines. Policies crafted together shift the dynamic from rules imposed to standards co-owned, building trust and relevance.

Why Co-Creation Works

Self-Determination Theory suggests that students are more likely to internalize and adhere to guidelines when they have a hand in creating them. Involving students in developing AI usage policies communicates that their perspectives are valued and supports their need for autonomy, turning compliance into genuine commitment. Co-created rules feel less like authoritarian decrees and more like shared standards, which in turn fosters ownership, clarity, and consistency in how those policies are understood and followed (Guay, 2022; Kuo et al., 2025).

Practical Approaches to Co-Create AI Policies

Research makes it clear: students are more likely to respect and follow policies they help shape. But theory alone won’t change your syllabus. The real shift happens when faculty move from principle to practice. The good news? There are straightforward, adaptable activities you can use right now to bring students into the conversation and co-create meaningful AI usage policies. For best results, implement these activities within the first week or two of the term, or before your first major assignment.

Document-Based Collaboration

1. Shared Policy Google Doc

A structured Google Doc provides policy headings (Assessment, Collaboration, Academic Integrity). Students co-edit the text under each section, adding suggestions in comments. As comments are resolved, the document evolves into a finalized class-wide AI usage policy.

Tool: Google Docs

2. Scenario Response Wiki

Students use a wiki page to respond to realistic AI-use scenarios (e.g., “AI writing feedback on essays”). Small groups draft responses for each scenario, and peers edit for consistency. Over time, pages become a collective guide to what counts as acceptable AI use, directly forming a policy.

Tool: Canvas Wiki Pages (or equivalent LMS wiki feature)

3. Crowd-Sourced Glossary

Students collaboratively define AI-related terms and practices in a shared glossary tool (wiki or Google Doc). Each entry includes “permitted uses” and “restricted uses.” The glossary doubles as both a vocabulary aid and a concrete class AI policy.

Tools: Canvas Wiki Pages, Google Docs

4. Policy Charter Pad

Using a template, students co-author a charter with structured sections: Purpose, Guidelines, Responsibilities, and Consequences. Each section is drafted collaboratively, with rotating editors refining language. The final product is a polished class AI usage charter.

Tools: Google Docs

Discussion & Forum-Based Activities

5. Canvas Discussion Draft

Instructor seeds a discussion with prompts for different policy areas. Students propose clauses and debate wording in threads. A moderator (instructor or rotating student role) synthesizes the top ideas into a consensus policy posted back to the group.

Tool: Canvas Discussions

6. Draft & Vote Forum

The instructor posts draft clauses in a forum. Students propose alternatives as replies. A class-wide vote (via Canvas poll or Google Form) determines the preferred wording. The winning clauses are compiled into the final AI policy.\

Tools: Canvas Discussions, Google Forms

7. Policy Blog Chain

Students write sequential short blog posts on a shared course blog. Each post revises or critiques the prior entry, building momentum toward consensus. The chain of posts is later synthesized into a cohesive AI usage policy.

Tools: WordPress, Edublogs

Visual & Interactive Tools

8. Miro Collaborative Map

On a Miro board, students build a shared mind map with branches like “Learning Support,” “Integrity,” and “Assessment.” They attach notes or examples under each branch. The class then translates the map’s structure into a written, shared policy document.

Tool: Miro

9. Perusall Policy Annotation

An instructor uploads an external AI policy (e.g., from a university or journal) into Perusall. Students highlight passages and comment on what they agree with or want to adapt. Annotations are collected and distilled into a tailored class policy.

Tool: Perusall

Media & Feedback Tools

10. Media Roundtable & Podcast

Students record short reflections (video or audio) on what should or shouldn’t be in the AI policy. Using Kaltura in Canvas, Microsoft Teams, or Canvas Discussions with media replies, they share contributions and respond to peers. The instructor (or a student group) compiles clips and/or transcripts into a single artifact. This collective media product is then distilled into draft clauses for the shared AI usage policy.

Tools: Kaltura, Microsoft Teams, Canvas Discussions

11. AI Policy Survey & Summary

The instructor creates a Qualtrics survey with items such as: “Is it acceptable to use AI to generate code for an assignment?” Students select Acceptable, Unacceptable, or Conditional and provide a brief rationale. Qualtrics automatically aggregates results into tables and charts, making consensus and disagreements easy to spot. The class then uses these visual summaries to draft clear, evidence-based clauses for the shared AI usage policy.

Tool: Qualtrics

12. Peer-Reviewed Policy Exchange

Each student drafts a mini-policy document and submits it to a shared folder or assignment space. Using a structured rubric, peers review at least two classmates’ drafts, either through Peerceptiv or LMS assignment tools. The strongest and most frequently endorsed ideas are integrated into a composite class policy authored by the group.

Tools: Peerceptiv, Google Drive, Canvas Assignments

Bringing It All Together

Once students have contributed through these activities, the instructor’s role is to bring the pieces together. Compiling the results, highlighting areas of consensus, and drafting a clear, shareable policy ensures that the final guidelines reflect the class’s input. Sharing this draft back with students not only closes the loop but also reinforces that their voices shaped the outcome.

Before you drop a boilerplate AI statement in your syllabus, try one of these toolkit activities. Start small–maybe a survey or a media roundtable–and see how co-writing changes the game.

References

Encouraging academic integrity – University Center for Teaching and Learning. (2025). University of Pittsburgh. https://teaching.pitt.edu/resources/encouraging-academic-integrity/

Flaherty, C. (2025, August 29). How AI is changing—not ‘killing’—college. Inside Higher Ed. https://www.insidehighered.com/news/students/academics/2025/08/29/survey-college-students-views-ai

Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355

Hirsch, A. (2024, December 12). AI detectors: An ethical minefield. Center for Innovative Teaching and Learning. https://citl.news.niu.edu/2024/12/12/ai-detectors-an-ethical-minefield/

Kuo, T.-S., Chen, Q. Z., Zhang, A. X., Hsieh, J., Zhu, H., & Holstein, K. (2025). PolicyCraft: Supporting collaborative and participatory policy design through case-grounded deliberation. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1–24). Association for Computing Machinery. https://doi.org/10.1145/3706598.3713865

Lurye, S. (2025, August 7). Students have been called to the office — and even arrested — for AI surveillance false alarms. AP News. https://apnews.com/article/ai-school-surveillance-gaggle-goguardian-bark-8c531cde8f9aee0b1ef06cfce109724a

Terry, O. K. (2023, May 12). Opinion | I’m a student. You have no idea how much we’re using ChatGPT. The Chronicle of Higher Education. https://www.chronicle.com/article/im-a-student-you-have-no-idea-how-much-were-using-chatgpt

This is a guest post by Winter 2025 Ecampus Instructional Design Intern Terrence Scott.

Creating Online Learning Spaces Where Adult Learners Belong

Today’s college students are increasingly adults returning to education to pursue career shifts, personal growth, or new credentials. Yet, this return often brings discomfort. Adult learners find themselves in a liminal space, caught between who they were and who they are becoming as students. This “in-between” state is a psychological and social threshold where identity and belonging are in flux (Maksimović, 2023; Turner, 1969).

Liminal space is defined as “characterized by the questioning and reexamination of one’s identity, often as a result of transitional moments in an individual’s life such as separation, loss, and conflicts” (Maksimović, 2023). Rather than a moment, adult learners experience the entire educational journey—from enrollment to graduation—as a liminal space. Supporting learners through this journey requires intentional course design that centers on inclusion and belonging.

Online Learning as a Threshold

As Johnson (2022) and Maksimović (2023) describe, adult learners often navigate identity shifts as they move from familiar roles in work or family life into the unfamiliar space of studenthood. For some, prior negative school experiences further intensify feelings of isolation during this transition.

Adult learners in liminal space often struggle with:

Imposter Syndrome: “Am I really capable of doing this?”
Identity Conflict: “Am I a student now, or still just a working professional?”
Social Isolation: “Do I belong here, or am I too different from my classmates?”
Fear of Failure: “What if I don’t succeed and let myself or my family down?”

Without a strong sense of belonging, these feelings can lead to disengagement or dropout. But when courses are designed to recognize this liminal space, learners are more likely to persist and thrive (Mezirow, 1991).

The Role of Belonging in Adult Learning

Belonging is a powerful driver of student success, especially for those from nontraditional backgrounds. It’s not just about showing up—it’s about feeling seen, respected, and included. When learners experience psychological safety and validation, motivation and commitment grow (Strayhorn, 2019).

How Does Belonging Develop?

Representation: Course content should reflect diverse identities and lived experiences.
Identity Validation: Recognize the knowledge adult learners bring with them.
Connection: Encourage interaction through group work, discussion forums, or mentorship.
Flexibility: Design with life responsibilities in mind—multiple paths to participation and success.

These elements help learners cross the threshold from “outsider” to “insider,” evolving from questioning their role in higher education to fully embracing it.

UDL 3.0: Designing for Inclusion and Belonging

Universal Design for Learning offers a framework for inclusive online course design. The latest iteration, UDL 3.0, centers identity, belonging, and engagement more explicitly than ever (CAST, 2024). It urges instructors to create spaces where students feel welcomed and recognized, not just accommodated.

How UDL Supports Adult Learners in Liminal Spaces

Engagement: Make content relevant with real-world examples, reflection exercises, and collaborative activities.
Representation: Use varied media—text, video, podcasts, interactive tools—and include voices that reflect learners’ identities.
Action & Expression: Offer multiple ways to demonstrate understanding with flexible formats, low-stakes practice, and accommodations for life’s demands.

When courses reflect these principles, adult learners gain the confidence to move through uncertainty and emerge with a stronger academic identity.

Conclusion

Liminal spaces—the uncertain, transitional moments in adult learning—can be both challenging and transformative. While some learners struggle with identity shifts, imposter syndrome, or social isolation, institutions that prioritize belonging and inclusive design can help them navigate these transitions successfully.

Higher education can foster a sense of belonging and empowerment for adult learners by integrating UDL 3.0 principles into course design and student support services. Welcoming students, valuing their diverse experiences, and establishing supportive learning environments are essential to addressing students’ unique needs and ensuring their success.

References

CAST (2024). UDL Guidelines 3.0: Universal Design for Learning.
De Abreu, K. (2023, August 7). Extreme coming of age rituals. ExplorersWeb. Link
Johnson, K. (2022). Beginning, Becoming and Belonging: Using Liminal Spaces to Explore How Part-Time Adult Learners Negotiate Emergent Identities. Widening Participation and Lifelong Learning, 24(2).
Maksimović, M. (2023). Insights from Liminality: Navigating the Space of Transition and Learning. Sisyphus–Journal of Education, 11(1).
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Turner, V. (1969). The ritual process: Structure and anti-structure. Cornell University Press.
Strayhorn, T. L. (2019). College Students’ Sense of Belonging: A Key to Educational Success for All Students (2nd ed.). Routledge.

This layered paper art depicts the Heceta Head Lighthouse amid colorful hills, a flowing river, and tall green trees. Whimsical clouds and birds add depth, creating a vibrant and detailed handcrafted scene.

I’d like to share a recent experience highlighting the crucial role of collecting and using feedback to enhance our online course materials. As faculty course developers and instructional designers, we understand the importance of well-designed courses. However, even minor errors can diminish the quality of an otherwise outstanding online course.

A Student’s Perspective

Recently, feedback was forwarded to me submitted by an online student enrolled in a course I had helped develop.

He praised the overall design of the courses and the instructors’ responsiveness, but he pointed out some typographic and grammatical errors that caused confusion. He mentioned issues like quiz answers not matching the questions and contradictory examples.

What stood out to me was his statement:

“These courses are well-designed and enjoyable. Their instructors are great. They deserve written material to match.”

Proactive Steps for Quality Improvement

This feedback got me thinking about how we can proactively address such concerns and ensure our course materials meet the high standards our students deserve. Here are a few ideas that might help:

Implement a Feedback Mechanism

Incentivize students to hunt for flaws. Reward sharp eyes for spotting typos and grammar slips. Bonus points could spark enthusiasm, turning proofreading into a game of linguistic detective work. For example:

Weekly Surveys: Add a question to the weekly surveys asking students to report any errors they encounter, specifying the location (e.g., page number, section, or assignment).
- “Did you encounter any typographic or grammatical errors in the course materials this week? If so, please describe them here, including the specific location (e.g., page number, section, or assignment).”
Assignment Feedback: Include a text-field option for students to report errors alongside their file uploads in each assignment submission.

Utilize Technology Tools

Consider using technology tools to streamline the review process and help identify typographic, grammatical, or factual errors.

AI tools

The latest advanced AI tools can assist in identifying grammatical errors, suggesting more precise phrasing, and improving overall readability. They can also highlight potential inconsistencies or areas needing clarification, ensuring the materials are more accessible to students. They can also help format documents consistently, create summary points for complex topics, and even generate quiz questions based on the content.

(Oregon State University employees and currently enrolled students have access to the Data Protected version of Copilot. By logging in with their OSU credentials, users can use Copilot with commercial data protection, ensuring their conversations are secure and that Microsoft cannot access any customer data.)

Many powerful AI tools exist. But always verify their information for accuracy. Use them as a helper, not your only guide. AI tools complement human judgment but can’t replace it. Your oversight is essential. It ensures that AI-suggested changes align with the learning goals. It also preserves your voice and expertise.

Tools for content help

Some tools can be used to target different areas of content improvement:

Grammar and Style Checkers:
- Grammarly: Checks grammar, spelling, punctuation, and style
- Hemingway Editor: Improves readability and conciseness
- ProWritingAid: Offers in-depth writing analysis and suggestions
Fact-Checking Tools:
- Google Scholar: This can be used to verify academic sources and find citations and references.
- Snopes.com: Checks common misconceptions and urban legends
- FactCheck.org: Verifies political claims and statements
Language Translation Tools:
- Google Translate: Offers quick translations for various languages
- DeepL: Provides accurate translations for multi-language content
Text-to-Speech and Proofreading:
- ElevenLabs: Free Text To Speech Online with Lifelike Voices: Converts text to speech for auditory proofreading
- Read Aloud: A text-to-speech extension for browsers (Chrome|Firefox )
Collaborative Editing Platforms:
- Google Docs: Allows real-time collaboration and suggesting mode
- Microsoft Word (with Track Changes): Enables collaborative editing

Request Targeted Assistance

If specific content requires a closer review, ask for help from other SMEs, your instructional designer, colleagues, or even students. Collaboration can provide fresh perspectives and help catch errors that might have been overlooked.

Encourage Open Communication

Foster an environment where students feel comfortable reporting errors and providing feedback. Make it clear that their input is valued and will be used to improve the course.

Embrace Constructive Criticism

It’s natural to feel defensive when receiving critical feedback (I always do!), but view it as an opportunity for potential improvement. By addressing these concerns, you can enhance the quality of your course materials and ultimately improve our students’ learning experience.

I have always struggled with test anxiety. As a student, from first-grade spelling tests through timed essay questions while earning my Masters of Science in Education, I started exams feeling nauseous and underprepared. (My MSEd GPA was 4.0). I blame my parents. Both were college professors and had high expectations for my academic performance. I am in my 50s, and I still shutter remembering bringing home a low B on a history test in eighth grade. My father looked disappointed and told me, “Debbie, I only expect you to do the best you can do. But I do not think this is the best you can do.”

I am very glad my parents instilled in me a high value of education and a strong work ethic. This guidance heavily influenced my own desire to work in Higher Ed. Reflecting on my own journey and the lingering test anxiety that continues to haunt me, it has become evident that equipping students with comprehensive information to prepare for and navigate quizzes or exams holds the potential to alleviate the anxiety I once struggled with.

Overlooking the instructions section for an exam, assignment, or quiz is common among instructors during online course development. This might seem inconsequential, but it can significantly impact students’ performance and overall learning experience. Crafting comprehensive quiz instructions can transform your course delivery, fostering a more supportive and successful student learning environment.

The Role of Quizzes in Your Course

Quizzes serve as diagnostic and evaluative tools. They assess students’ comprehension and application of course materials, helping identify knowledge gaps and areas for additional study. The feedback instructors receive through student quiz scores enables instructors to evaluate the effectiveness of the course learning materials and activities and understand how well students are mastering the skills necessary to achieve the course learning outcomes. This enables instructors to identify aspects of the course design needing improvement and modify and adjust their teaching strategies and course content accordingly. By writing thorough and clear quiz instructions, you support students’ academic growth and improve the overall quality of your course.

Explain the Reason

Explain how the quiz will help students master specific skills to motivate them to study. The skills and knowledge students are expected to develop should be clearly defined and communicated. Connect it to course learning outcomes and encourage students to track their progress against them (Align Assessments, Objectives, Instructional Strategies – Eberly Center – Carnegie Mellon University, n.d.).

Why did you assign the quiz? Would you like your students to receive frequent feedback, engage with learning materials, prepare for high-stakes exams, or improve their study habits?

Equipping Students for Successful Quiz Preparation

Preparing for a quiz can be daunting for students. To help them navigate this process, provide a structured guide for preparation. Leading up to the quiz, you may want to encourage your students to:

Review the lectures: Highlight the importance of understanding key concepts discussed.
Review the readings: Encourage students to reinforce their understanding by revisiting assigned readings and additional materials.
Engage in review activities: Suggest using review materials, practice questions, or study guides to cement knowledge.
Participate in discussions: Reflecting on class discussions can offer unique insights and deepen understanding.
Seek clarification: Remind students to contact their instructor or teaching assistant for any questions or clarifications. You add a Q&A discussion forum for students to post questions leading up to the quiz.

Crafting Clear and Detailed Quiz Instructions

When taking the quiz, clear instructions are vital to ensure students understand what is expected of them. Here’s a checklist of details to include in your quiz instructions:

Time Limit: Explicitly mention the duration of the quiz, the amount of time students have to complete the quiz once they have started it, or if it’s untimed. Suggest how they may want to pace the quiz to ensure they have time to complete all the questions.
Availability Window: You should specify an availability window for asynchronous online students. It refers to the time frame during which the quiz can be accessed and started. By giving an extended window, you allow students to take the quiz at a time that suits them. Once they begin, the quiz duration will apply.
Number of Attempts: Indicate whether students have multiple attempts or just a single opportunity to take the quiz.
Question Format: Provide information about the types of questions included and any specific formatting requirements.
Quiz Navigation: Have you enforced navigational restrictions on the quiz, such as preventing students from returning to a question or only showing questions one at a time? Share this information in the instructions and explain the reasoning.
Point Allocation: Break down how points are distributed, including details for varying point values and partial credit.
Resources: Specify whether students can use external resources, textbooks, or notes during the quiz.
Academic Integrity Reminders: Reinforce the importance of academic integrity, detailing expectations for honest conduct during the quiz.
Feedback and Grading: Clarify how and when students will receive feedback and their grades.
Showing Work: If relevant, provide clear guidelines on how students present their work (solving equations, pre-writing activities, etc.) or reasoning for particular question types.

End with a supportive “Good Luck!” to ease students’ nerves and inspire confidence.

Crafting comprehensive quiz instructions is a vital step in ensuring successful course delivery. Providing students with clear expectations, guidelines, and support enhances their quiz experience and contributes to a positive and productive learning environment (Detterman & Andrist, 1990). As course developers and designers, we are responsible for fostering these optimal conditions for student success. Plus, as my father would say, it is satisfying to know you have “done the best you can do.”

References

Align Assessments, Objectives, Instructional Strategies—Eberly Center—Carnegie Mellon University. (n.d.). Eberly Center: Carnegie Mellon University. Retrieved June 28, 2023, from https://www.cmu.edu/teaching/assessment/basics/alignment.html

Detterman, D. K., & Andrist, C. G. (1990). Effect of Instructions on Elementary Cognitive Tasks Sensitive to Individual Differences. The American Journal of Psychology, 103(3), 367–390. https://doi.org/10.2307/1423216

Footnote: My son called as I was wrapping up this post. I told him I was finishing up a blog post for Ecampus. “I kind of threw Grandpa under the bus,” I said. After I shared the history test example, he said, “you didn’t learn much.” He and his sister felt similar academic pressure; I may have even used the same line about the best you can do. In my defense, he is now. Ph.D. candidate in Medicinal Chemistry and his sister just completed a Masters in Marine Bio.

The following is a guest blog post from Aimee L. Lomeli Garcia, MLA. Aimee completed an Instructional Design internship with OSU Ecampus during the Fall of 2022.

Have you ever found yourself reading the same paragraph over and over again only to not retain any information? Or been so overwhelmed with the content you’re trying to read that you’re unable to absorb any of it? Odds are that it may not just be the content you’re trying to read; it may be the way the information is laid out. One way to help read and retain information is to make the text more readable.

Making information readable in your online course can seem overwhelming, but there are a few steps that you can take to make the content more digestible for students.

What is Readability?

First off – what is readability? Readability is defined as “the ease in which a reader can comprehend text” (Calonia, 2020). Readability is a vital aspect to keep in mind as you design online courses. It not only makes the content of the class easier to read but increases the likelihood that students will understand the faculty’s content through lectures and discussions. Better readability also decreases the risk of students misunderstanding the content, experiencing frustration, and increases the risk of students becoming disinterested in interacting with the course. Though there are multiple options to make content more readable, there are five ways that you can adapt the content in your course: chunking content, using whitespace, avoiding wordiness, creating infographics, and utilizing color.

Chunking Content

What does “chunking content” mean? Chunking means breaking content into smaller chunks to make it easier to understand. This strategy originates from the field of cognitive psychology, which has proven that the human brain can “process, understand, and remember information better when broken into smaller pieces” (Moran, 2016).

Let’s demonstrate!

Below are the first two paragraphs of Harry Potter and the Sorcerer’s Stone by J.K. Rowling:

Chapter One
The Boy Who Lived
Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious because they just didn’t hold with such nonsense.

When reading through this excerpt, it’s easy for your eyes to scan through the information without comprehending it. There are a few common methods that will help with chunking your material: make your paragraphs shorter, add space between your paragraphs, and develop clear hierarchies of text.

Utilizing these methods, let’s make this paragraph more readable:

Chapter One

The Boy Who Lived

Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense.

Using Whitespace

Whitespace is defined as “empty space between and around elements of a page” (Babich, 2017). Whitespace creates a backdrop or frame to make your content easier to read. Like chunking information, whitespace allows the eye to find information easily. Take these slides for example:

“Plastic Coffee Cup on Book” by Anna Shvets from Pexels

Do you notice how much easier it is to read the different types of coffee drinks on the slide that has more white space? In a study done by Wichita State University, research confirmed that increasing the amount of whitespace actually improves reading comprehension!

Avoiding Wordiness

We’ve all experienced reading material that has excessive wordiness. In a manner of speaking, “wordiness means using more words than necessary within a sentence, especially short, vague words that do not add much meaning” (Eliminating Wordiness, 2022). Unfortunately, the overuse of unnecessary words can muddle ideas and cause confusion for students.

To decrease wordiness, focus on the key points you want to convey and use an active voice instead of a passive voice. Consider the following example:

“All of the students who are new to this university are required ot attend an orientatin that has been scheduled for December 1^st.”

When reading this sentence, it’s difficult to decipher what the necessary information is for the reader to understand. Instead, let’s focus on the key points and use an active voice in this sentence:

“New students are required to attend orientation on December 1^st.”

Here, we eliminated the unnecessary wording, allowing readers to understand the message the sentence is trying to convey.

Use Visuals

Pictures speak louder than words! Using visual media, such as infographics, pictures, videos, animations, and films, make content easier for students to understand and could decrease the amount of writing you have to do for the class! You can obtain visual media through free online resources such as Pexels, Pixabay, or Openverse or created on your own (Canva is a favorite for me).

So, instead of using this:

Cells are the building blocks of life. A cell is composed of cytoplasm, a nucleus, ribosomes, and mitochondria. Cytoplasm is made up of a jell-like structure that contains the contents of the cell. The nucleus serves as the command center and is typically the largest part of the inside of the cell. Ribosomes are tiny parts of the cell that make proteins and mitochondria are jelly-bean shaped and create energy from the food we eat.

Try this!

Labeled animal cell — Image by brgfx on Freepik

Color

Color makes a significant impact on the readability of your page. This can be easy to overlook, as we typically use the standard black font/white background combination. However, adding color to words or backgrounds can bring attention to a message you’re trying to convey. There are ways to do this successfully and ways to add color poorly.

Looking at the red text on the first example can be challenging for someone with no vision issues. Imagine the difficulty students who have a visual impairment can have – in particular, red/green color blindness.

On the second example, having a text color that is nearly the same shade as the background can make reading the text nearly impossible. It takes effort to read the quote in the example – can you imagine reading a scholarly journal with the same formatting?

Don’t let these examples dissuade you from trying text colors and backgrounds! To verify if a color combination is readable, visit the Contrast Checker page, enter the RGB or RYB codes and the website will notify you if the color combinations are reader-friendly.

Conclusion

Drafting your site can be overwhelming when considering readability, but there are several steps you can take to make the course content easier to understand.

Chunking content helps break text into smaller pieces so content is easier for students to digest.
Whitespace provides empty space for your content to pop
Avoiding wordiness can make your content and message clearer
Using visuals allows you to utilize pictures, videos, infographics, and other media to convey content
Strategic use of color on your page can make reading the material more comfortable and less straining for all students, including those with vision impairments.

Below are links to resources and tools if you’d like to dive into more information about readability and the impact it has on the success of students of online students. Thanks for reading!

References

Babich, N. (2017, June 30). The power of whitespace. UX Planet. Retrieved November 28, 2022, from https://uxplanet.org/the-power-of-whitespace-a1a95e45f82b

Calonia, J. (2020, September 2). What is readability? Grammarly Blog. Retrieved November 28, 2022, from https://www.grammarly.com/blog/readability/

Eliminating wordiness. (2022). Hamilton College. Retrieved November 28, 2022, from https://www.hamilton.edu/academics/centers/writing/writing-resources/eliminating-wordiness

Moran, K. (2016, March 20). How chunking helps content processing. Nielsen Norman Group. Retrieved November 28, 2022, from https://www.nngroup.com/articles/chunking/

Sabo, C. (2018, June 19). Getting started guide: using infographics for teaching and learning. Learning Technologies. Retrieved November 28, 2022, from http://www.codlearningtech.org/2018/06/19/getting-started-guide-using-infographics-for-teaching-and-learning/

Wordiness. (2022). Las Positas College Reading & Writing Center. Retrieved November 28, 2022, from http://www.laspositascollege.edu/raw/wordiness.php#:~:text=Wordiness%20means%20using%20more%20words,main%20focus%20of%20the%20sentence

The following is a guest blog post from Michelle Coxey. Michelle completed an Instructional Design internship with OSU Ecampus during the Fall of 2022.

“Bolsover Castle” by David Merrett is licensed under CC BY 2.0

Ian Wilkins is a high school language arts teacher, but besides the students, his passion is social justice. He shares a powerful metaphor that education is like a heavily gated castle. Those inside the castle are comfortable and safe and do not realize that the people outside are hungry (Chardin & Novak, 2021). If someone opens the gate and admits a person from the outside, would that person feel comfortable and safe inside like everyone already there? Would they know the rules of the castle? Would they feel like they fit in and deserved to be there? Would the food inside reflect their own tastes, needs, and preferences? Would they stay, or would they want to return to their own comfort zone outside with their family?

If higher education is the castle, who belongs inside the castle?

Because of financial aid and diversity efforts in admissions, first-generation and low-income (FLI) students usually have access to higher education. But 90% of FLI students do not graduate from college within six years (Zinshteyn, 2016). The gates to the castle are open, but why don’t FLI students stay?

Inclusion goes beyond admissions. A student’s experience and motivation to stay is heavily influenced by the inclusiveness of the design in online courses. As a result, instructional designers are in an ideal position to design courses that are more aligned with life for FLI students outside of the virtual classroom.

Imposter Syndrome

If you are reading this, you have experienced it at some point in your career, no doubt. Imposter syndrome is that uncomfortable feeling that you are incompetent and have fooled everyone into thinking that you belong. Imposter syndrome is a nearly universal experience and has been studied since the 1970’s. However, in the last few years, researchers and social justice activists have suggested that imposter syndrome is actually the result of systemic bias. As white people, especially men, advance in their education and careers, they develop more confidence, and the feelings of imposter syndrome usually go away. However, because of systemic bias, people with marginalized identities feel more like a fraud the further they advance in their education and careers (Tulshyan & Burey, 2021).

College is a breeding ground for imposter syndrome. Most new college students have a steep learning curve and feel insecure, but the struggles are amplified for FLI students. The structure and culture of higher education is very different from the circumstances and environments they grew up in. Many FLI students blame themselves, assuming they aren’t working hard enough. Yet, cultural and social differences are to blame for their imposter feelings.

Instructional Designers Can Help

Former U.S. President Barack Obama (2010) said, “The best anti-poverty program is a world-class education.” If he is correct, instructional designers hold a lot of power because we are working to provide a world-class education for others (U.S. News, n.d.). Plus, we have managed to successfully navigate higher education ourselves and have constant access to learning in our jobs. Additionally, instructional designers are on the front lines of dismantling imposter syndrome by guiding and training instructors and designing courses and learning activities with FLI students in mind.

In addition to the research-based best practices for engagement, inclusion, and assignment transparency when designing online courses, instructional designers should consider the income demographics of online students. Online students are often FLI students. Fifty percent of online students’ family income is below $39,000 a year (Classes and Careers, 2018). Online students are likely to be working and juggling family responsibilities in addition to taking classes (OSU, 2020). They may not be taking classes online because it is the ideal learning environment for them, but because they need to fit education into their other responsibilities. Additionally, some online students pursue disciplines and majors they don’t love because of scheduling convenience or because a particular degree will bring financial security.

Instructional designers can relieve some of the pressure and insecurity for FLI students by intentionally creating an inclusive space in every course. Here are twelve research-based suggestions for how instructional designers can be inclusive of FLI students when designing courses and collaborating with instructors.

Find out who the FLI students are in each course. In addition to helping instructors understand the demographics of Ecampus students, designers could encourage instructors to learn which students are FLI students. Instructors could have an informal conversation or could give an assignment where students share how their background and culture relate to the class subject. Andragogy emphasizes the importance of student experience in learning. When instructors help students see that their social class affects their college experience, the student’s life experiences can be an anchor to attach what they learn in class (Checkoway, 2018).
Help students embrace their identity. Find opportunities for students to embrace their identity, regularly share about their lives, and solve problems in their own families and communities. Give students plenty of choice, provide examples using a variety of cultures, and consider topics and stories that people with a low-income can relate to. Students should analyze case studies involving situations and organizations they are familiar with. If material is real to the student, they can grasp it quicker. For example, students could learn velocity using the model of car they drive, or write an essay on a policy issue they care about (Checkoway, 2018).
Encourage Small group work. Higher education in the U.S. caters to an individualistic, independent, and merit-based culture. This is even more true in online courses where everyone works asynchronously. However, FLI students often come from interdependent cultures (Canning et al., 2019; Stephens et al., 2012; Townsend et al., 2021). Group activities help students collaborate and connect with each other, supporting students that struggle with imposter syndrome or that feel more comfortable working with others.
Eliminate competition between students. Competition in STEM classes increase feelings of imposter syndrome for all students, especially FLI students (Canning et al., 2019). Encourage instructors to eliminate competitive activities, such as requiring students to promote themselves in online discussions. Also, grading on a curve creates a hierarchy that causes anxiety and self-doubt in a lot of students. And last, encourage instructors to include opportunities for collaboration and cooperation and be clear that all students can succeed.
Double down on inclusion in STEM classes. Extra care should be taken to support FLI students when designing and teaching STEM classes. In STEM programs, the number of FLI students is only 20 percent (Peña et al., 2022). This is especially problematic because the stakes are high for FLI students in STEM classes because students who pursue STEM careers earn significantly higher salaries. Instructional designers should design activities that help students see themselves as scientists.
Design low-stakes formative assessments. Design several low-stakes formative assessments early in the course to address learning gaps in students with less confidence or experience. These assignments help FLI students learn the “hidden curriculum” of higher education, which includes expectations about assignments that are often “unspoken” or implied (Tyson, 2014). FLI students may not know to ask questions, so these assignments should be designed to provide early feedback, identify students needing more support resources, and clarify misunderstandings about policies and expectations.
Use Inclusive language. Encourage instructors to use supportive and inclusive language and avoid jargon in syllabi, assignment instructions, and informal videos. This helps students without experience feel like they belong in the course.
Apply course concepts to the real world. Help instructors become transparent with how assignments and course outcomes develop skills that are useful in the real-world. This effort benefits all students but especially helps students that are in danger of dropping the course see the long-term value of sticking with it.
Design social annotation activities. With social annotation, students collaborate to annotate an open educational resource (OER). This learning activity promotes interdependence and shared meaning-making among classmates. Hypothesis, NowComment, Perusal, and Diigo are a few popular tools for social annotation (Farber, 2019).
Identify career paths. FLI students may not have access to insights about careers, education, research, or internships. Encourage instructors to share details about their own career path and professional development as well as how to navigate different careers within the discipline. Instructional designers could create a discussion board for students to ask and answer questions with their peers about future careers.
Encourage financial sensitivity. Consider using low or no-cost learning resources. Use OER, older editions of textbooks, and if a high-cost text is necessary, justify it. Also, work with the campus library to see if required textbooks can be made available online. And last, encourage instructors to teach students how to access, read, bookmark, highlight, and annotate digital resources so they can get the most out of their study sessions.
Explicitly explain office hours. Explicitly state that students are encouraged to contact the instructor with questions. Explain what office hours are, that they are useful for creating supportive bonds between instructors and students, and that students are invited to go anytime. Many FLI students feel intimidated by going or do not even realize how speaking with the professor would be useful (Tyson, 2014).

Circling back to the castle metaphor, the castle is comfortable if you already are used to the structure and culture of higher education. But to help FLI students feel confident and successful, instructional designers can design courses more in line with life for FLI students outside the gates. Instead of molding FLI students to fit in at college, instructional designers can adapt to them, designing courses with a focus on interdependent and collaborative learning activities.

References

Canning, E., LaCrosse, J., Kroeper, K., & Murphy, M. (2019, November 19). Feeling like an imposter: The effect of perceived classroom competition on the daily psychological experiences of first-generation college students. Social Psychological and Personality Science, 11(5), 647-657. https://doi.org/10.1177%2F1948550619882032

Chardin, M. & Novak, K. (2021). Equity by design: Delivering on the power and promise of UDL. Corwin.

Checkoway, B. (2018, August 20). Inside the gates: First-generation students finding their way. Higher Education Studies, 8(3). https://doi.org/10.5539/hes.v8n3p72

Classes and Careers. (2018). Online College Student Trends [Infographic]. https://www.classesandcareers.com/online/online-college-students-growth-demographics

Farber, M. (2019, July 22). Social Annotation and the Digital Age. Edutopia. https://www.edutopia.org/article/social-annotation-digital-age

Obama, B. (2010, January 7). Remarks by the President in State of the Union address [Speech]. The White House. https://obamawhitehouse.archives.gov/the-press-office/remarks-president-state-union-address

Oregon State University Ecampus. (2020). OSU Ecampus annual student survey report. https://ecampus.oregonstate.edu/services/student-services/student-survey-2020.pdf

Peña C., Ruedas-Gracia N., Cohen J.R., Tran N., & Stratton M.B. (2022, October 6). Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM. PLOS Computational Biology, 18(10). https://doi.org/10.1371/journal.pcbi.1010499

Stephens, N., Fryberg, S., Markus, H., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. https://doi-org.ezproxy.proxy.library.oregonstate.edu/10.1037/a0027143

Townsend, S., Stephens, N., & Hamedani, M. (2021, February 9). Difference-education improves first-generation students’ grades throughout college and increases comfort with social group difference. Personality and Social Psychology Bulletin, 47(10), 1510-1519. https://doi-org.ezproxy.proxy.library.oregonstate.edu/10.1177%2F0146167220982909

Tulshyan R. & Burey, J. (2021, February 11). Stop telling women they have imposter syndrome. Harvard Business Review. https://hbr.org/2021/02/stop-telling-women-they-have-imposter-syndrome

Tyson, C. (2014, August 4). The hidden curriculum. Inside Higher Ed. https://www.insidehighered.com/news/2014/08/04/book-argues-mentoring-programs-should-try-unveil-colleges-hidden-curriculum

U.S. News & World Report. (n.d.). Oregon State University. Best Online Programs. https://www.usnews.com/education/online-education/oregon-state-university-3210/bachelors

Zinshteyn, M. (2016, March 13). How to help first-generation students succeed. The Atlantic. https://www.theatlantic.com/education/archive/2016/03/how-to-help-first-generation-students-succeed/473502/

This past February, I was putting together a proposal for the 2022 Distance Teaching & Learning (DT&L) Conference, and I shared my draft with a couple of my colleagues for feedback.

Typically, when requesting feedback, our team relies on Google Docs, which has a nice feature set for suggesting edits.

However, I was not using Google Docs. I explained that they would be viewing my formatted document on HackMD, a collaborative web-based Markdown tool.

One of the colleagues I had asked for feedback responded:

What are the pros and cons compared to a google doc, may I ask?

That question inspired this blog post.

What is Markdown?

Markdown is a plain text format with a simple syntax to add formatting elements (headings, lists, quotes, bold, italics, etc.). It is easy to convert Markdown files into other formats, such as PDFs, HTML, and rich text. One of the primary uses of Markdown is creating content for the web, which can be done with almost no knowledge of HTML. The first Markdown specification was developed by John Gruber and Aaron Swartz in 2004 and released as Open Source.

What Are the Advantages of Writing in Markdown?

It Is Easy to Learn and Fast to Write

Most markdown syntax is intuitive. Perhaps you are writing a document, and you decide you want to emphasize some text using bold or italics styling. In Markdown, you can surround the words with underscores or asterisks rather than select content and apply a style from a menu or keyboard command. For bold text, add either two asterisks or two underscores before and after the word (your choice, most editors support either syntax):

**bold**
__bold__

For text that you want to be displayed in italics, use one underscore or asterisk before and after the word:

*italics*
_italics_

Creating hyperlinks in documents, a somewhat tedious process in a word-processing program or HTML, is as easy as putting a descriptive link text in brackets and then an address immediately following in parenthesis, like this:

[OSU Canvas Dashboard](https://canvas.oregonstate.edu/)

which in my document becomes: OSU Canvas Dashboard.

It Is Just a Text File

A Markdown file with the extension “.md” is just a plain text file. Storing information in plain text files has several advantages:

Text files are future-proof. You can open a plain text file with any editor on any platform. You are not hostage to the proprietary format chosen by an application developer. You are not dependent on any particular software program still being around to open your Markdown files.
Text files require very little storage. This blog post, written in Markdown, was almost 250% larger once converted to a Microsoft Word document.
Text files are platform-agnostic, making them easy to share with other people or multiple devices. A text file can be opened on a Mac, on Windows, in Chrome OS, in a web browser, on an ios or Android smartphone, or on a Linux machine.
If you open up one of your Markdown text documents in platforms like Box or Dropbox, it automatically renders the HTML.

Markdown is Highly Portable

One of the most significant advantages to writing in Markdown is how easy it is to convert Markdown into virtually any other file format:

HTML: With no knowledge or experience in web development, you can quickly convert Markdown to HTML. There are many ways to convert Markdown to HTML. You can use a web-based tool such as Markdown2Html or StackEdit or work in a text editor with support for exporting Markdown in various formats like Brackets.
RTF: An RTF file keeps basic formatting, such as links or emphasis, while retaining a text file’s flexibility and small size.
PDFs: Many Tools support applying CSS-based styles during a conversion. On my Mac, I use Marked 2 and several of the Marked 2 – Custom Styles to create beautiful PDF files.
Word: Markdown formatting information (titles, headings, quotes, paragraphs, lists, etc.) is retained during conversion. Suppose you convert a document from Markdown to Word. You can then apply any of the built-in styles available in Microsoft Word to format your file instantly.

For a much longer list of the supported conversion file types, explore Pandoc, a universal conversion utility. Using Pandoc, I have converted markdown files into a slide deck, a mind map, a Google Doc, and a Microsoft Word doc, but there are dozens of additional options.

It Is Easier to Read and Write Than HTML

Let’s look at a numbered list with some simple formatting. I have applied bold to item 1 and italics to item 4:

Analysis
Design
Development
Implementation
Evaluation

Here is what that list looks like in Markdown:

1. **Analysis**
2. Design
3. Development
4. _Implementation_
5. Evaluation

If you were to write that same list in HTML, it would look like this:

<ol>
<li><strong>Analysis</strong>
</li><li>Design</li>
<li>Development</li>
<li><em>Implementation</em></li><li>Evaluation</li>
</ol>

Even if you are comfortable coding in HTML, writing the list in Markdown is much quicker and can be quickly converted to HTML at any time.

You Can Write Without Distraction

Using Markdown, I can focus on content rather than the formatting. I can indicate how something should be formatted (as a hyperlink, heading, paragraph, etc.) and then let a MarkDown tool transform my document to numerous other file types. I don’t have to look at dozens of text and paragraph formatting options on a ribbon toolbar or interrupt my writing to apply them.

What Do You Need to Get Started?

A Text Editor

You can write Markdown in any text editor. However, many tools provide a real-time preview of your formatted document and give you several export options. These web-based Markdown tools are free options worth exploring:

Dillinger is a great place to start. You can experiment with the syntax and instantly preview your content without installing any software on your computer. StackEdit works much the same way. Both are free, and both support export to HTML and PDF.
HackMD is another web-based tool, also free, which has collaborations options.

If you prefer working in a desktop application, there are also many options. Here is a nice write up of several Markdown Editors.

Learning the Syntax

After choosing your editor, you need to get familiar with some basic syntax. The most common and helpful Markdown syntax is very easy to master. You saw bold, italics, and a Markdown link earlier. Here are a few more examples:

Headings

To place a heading in the document, precede the text for the heading with one or more hashtags. Here’s a level two heading:

Level Two Heading

In Markdown, you would write it like this:

## Level Two Heading

Many Markdown editors also support the use of an id in a heading:

### Level Three Heading {#custom-id}

When converted to HTML, this will give you an anchor that you can use to link directly to that heading.

<h3 id="custom-id">Level Three Heading</h3>

Lists

Lists look much like they would in any other document. Here is a numbered list:

trumpet
french horn
tubal
trombone

which in Markdown is:

1. trumpet
2. french horn
3. tuba
4. trombone

and an unordered list:

cymbal
drum
marimba
tambourine
xylophone

looks like this in Markdown:

- cymbal
- drum
- marimba
- tambourine
- xylophone

Or you can use the single * with a space to make a list of items like this:

* string instruments
    * cello
    * violin
    * harp

Note the support for indenting lists using spaces in the example above, which would work with either * or -. The Markdown list above would render like this:

string instruments
- cello
- violin
- harp

Hyperlinks

To make a hyperlink in Markdown, you write a descriptive title in brackets, followed by the URL in parenthesis, as mentioned above. You can even save yourself the trouble of manually creating markdown links through the use of one of the many available browser extensions like this one for Chrome or this one for Firefox, which allow you to copy a website address as a Markdown link.

Rather than document the complete set of Markdown formatting options, I will refer you to the Markdown Basic Syntax Guide or in Markdown:

[Markdown Basic Syntax Guide](https://www.Markdownguide.org/basic-syntax/)

MultiMarkdown: An Expansion of the Language

The Markdown language is Open Source. Since its inception, other developers have enhanced the language to include options beneficial to academic writers. These include:

tables
blockquotes
citations
footnotes ^{[^1]}

Adding specific examples of these items is beyond this basic Markdown blog post. Instead, I recommend reviewing the MultiMarkdown v6 Syntax Guide. As you will see, the syntax for the new items follows the same spirit of being easy to add to a document and relatively intuitive syntax.

Advanced Tools and Applications

If you want to do a deep dive on Markdown, here are a few resources you can explore:

Pandoc: a universal convert that will convert a markdown file to dozens of other formats.
Mac Power Users #548: Jumping Into Markdown – Relay FM
Markdown Service Tools – BrettTerpstra.com
Markdown Tables generator – TablesGenerator.com
Setting Up a Scholarly Writing Environment With Markdown, VSCodium, and pandoc

Yes, But What Are the Cons?

You may recall that my colleague asked about the pros and the cons. So, as much as I love writing in Markdown, I should be transparent about the limitations I have encountered.

Collaboration. Both Microsoft Word and Google Docs support providing feedback on documents using the review or suggestion features. I have yet to find a Markdown editor that supports this type of collaboration. When I want to have a document reviewed, I convert the Markdown document to one of those other formats and then convert it back after implementing the feedback. Converting from Markdown to something, as I have said, is something most markdown editors already do. Converting from some other format to Markdown may take more effort. In this case, I used a Google Doc add-on, Docs to Markdown.
Citation tool support. When writing in academia, I use an integrated tool for citation. Zotero, when installed as an add-on to Word or Google Docs, will help generate bibliographies and inline citations. I have managed to integrate Zotero integrations into my Markdown editor of choice (Visual Studio Code), but it was very fiddly. I followed the setup described in this video: Setting Up a Scholarly Writing Environment With Markdown, VSCodium, and Pandoc. Not for the faint of heart, with a very detailed how-to, step-by-step video, it still took me the better part of a Saturday, with reasonably in-depth knowledge of Markdown, Zotero, and my editor.

Conclusion

To begin your Markdown journey, I suggest starting here: Markdown Guide. The easiest way to learn Markdown is to start using it; you can learn the basics in minutes. Once you do, you will find broad application and support. You can use Markdown to write HTML, draft blog posts, create documentation, and post messages on messaging platforms or forums such as Reddit, Discord, and GitHub.

^{[^1]}: It seems worth mentioning, in a footnote, that I wrote this blog post entirely in Markdown. Feel free to download it and take a look. To see it with the formatted HTML, try pasting it in the online markdown editor Dillinger.

The following is a guest blog post from Meilianty Gunawan. Meili completed an Instructional Design internship with OSU Ecampus during Fall 2021.

Have you ever driven a car on a highway with no streetlights in the middle of the night? Your first instinct is to turn your car’s high-beam lights on to give you greater visibility on what lies far ahead of you. You are probably fine just by relying on the car’s low-beam lights, but you will not be able to get a clearer picture of the far end of the road as you would get from the high-beam.

Bloom’s Taxonomy is a framework used by instructors to develop course learning outcomes. It lays out six cognitive domains (from basic to more advanced) and examples of measurable action verbs along with those domains.

Bloom's Taxonomy cake style graphic — “Using Bloom’s Taxonomy to write effective learning objectives” by Jessica Shabatura, University of Arkansas

When course learning outcomes are set from the point of students’ knowledge and skills deficiency, students are inadvertently deprived of the greater things that they were able to achieve after completing the course. Lower-division courses (100- and 200-level courses) generally focus on the lower-order cognitive processes in Bloom’s Taxonomy. However, there are expectations for the upper-level and graduate-level courses to focus more on the higher-level of cognitive processes. This expectation was clearly spelled out in the Upper-and Lower-Division course policy that was approved by the OSU Faculty Senate Curriculum Council in April2021.

Therefore, instead of looking at the knowledge or skills students are lacking, try thinking along the following lines to stretch the course learning outcomes into the higher-level thinking processes:

What can the students do after they have met the lower-level portion of the learning outcomes?
What if all my students scored “A” in their prerequisite course(s) or they are so academically prepared to take the course?
What if all my students had mastered the lower-level skills required and they liked problems that are more challenging?
How can my students apply the skills and knowledge from the course to their professional work?

When courses aim for the higher-order cognitive domains in their learning outcomes, it inadvertently drives the assessment away from the traditional factual memorization type of assessment that is generally entailed mainly in the ‘remembering’ and ‘understanding’ cognitive realms.

As an illustration, we will use the following learning outcome as a baseline:

“Describe the winemaking process”

A glass of red wine and bunch of grapes in low light. — Image source: “Red Wine” by leguico is licensed under CC BY-NC-ND 2.0

Describe is a verb under the ‘understanding’ cognitive process. While it is good that students are able to describe the wine-making process, think again about the greater purpose of them being able to describe the wine-making process. Why do they need to be able to describe the winemaking process? Is it so that they can recommend the best process, compare and contrast various processes, evaluate the suitability of a process, etc?

The following are some of the suggested revisions to the above learning outcome that are geared towards the higher-order thinking in Bloom’s and how it impacts the ways students are being assessed.

Recommend a suitable winemaking process to produce a product with industry-accepted specifications.
- Recommend falls under the ‘evaluating’ cognitive domain. In the assessment, the instructor can give a list of specifications of the final product (e.g., the color, purity, turbidity of the wine) and ask the students to recommend a suitable winemaking process. In the quest of selecting and recommending the suitable process, the students are exercising critical thinking skills and potentially problem-solving skills, especially if they need to suggest certain optimization in the process to produce the product with the right specifications.
Evaluate the feasibility of a certain wine-making process under specified conditions.
- For the assignment, the instructor can present a case study of company X that wants to do a start-up business in making wines. Given the specified capitals, resources, and expected lead time for the product, the students need to evaluate if the winemaking process in question is feasible. By justifying their yes or no answer, they are practicing the synthesis, reasoning, and argumentative skills which fall under the higher-order thinking process.
Compare and contrast the different winemaking process commonly used in the industry.
- Compare and contrast are within the ‘analyzing’ and ‘evaluating’ cognitive domains. To measure this learning outcome, the instructor can ask the students to compare and contrast the processes A, B, and C. The instructor can also award points if the group is able to illustrate their explanations with the aid of diagrams. By comparing, contrasting, and illustrating the different winemaking processes, the students are having a more in-depth analysis of each process and how they are being similar or different from one another.

So, the next time you are thinking about the course learning outcomes, you may want to picture them in the context of their entirety and see them in the grand scheme of things; just like how you would have seen the far distance after turning that car’s high-beam on!

The following is a guest blog post from Andrea De Lei. Andrea completed an Instructional Design internship with OSU Ecampus during Fall 2021.

WHY SELF-CARE IS IMPORTANT FOR COLLEGE STUDENTS

Stress is not a new concept to college students, faculty, or staff. By teaching and incorporating self-care and overall health into your curriculum and design, your students can better manage stress and the host of obligations they may have to balance: full course loads, employment, commitments to their family and friends, internship, and networking opportunities. The Covid-19 pandemic this past two years added additional stressors both in teaching and engaging with students -added isolation and global pandemic stressors. To say these past two years was challenging would be an understatement. One way to get students and ourselves to practice self-care is to incorporate it into our lessons.

In a 2016 survey of Canadian university students,

90% of respondents reported feeling overwhelmed by all they had to do,
over 40% reported stress as the number one impact on their academic performance,
71% wanted more information on stress reduction (Alberta Canada Reference Group, 2016).

BURNOUT IS NOT NEW

College students are experiencing high rates of anxiety, depression, burnout, and unhealthy coping mechanisms to manage their stress. A study done by Ohio State University showed that in August 2020, student burnout was at 40%. When Ohio State conducted the survey again in April 2021, it was 71%, highlighting the continued struggles of student mental health and the need for higher education to create a holistic approach centered around student health and wellness. Teaching self-care can help instructors prevent student burnout, interact more effectively with students and create a culture more conducive to learning. Teaching and practicing self-care is necessary to balance and prevent burnout (Tan & Castillo, 2014).

BENEFITS OF ADDING SELF-CARE INTO THE CURRICULUM

The past year was filled with unprecedented events; social injustices, global pandemic, and increased stress diminished our prioritization of self-care. Increased isolation and loneliness mixed with online learning have created a void in identifying when someone needs help. Traditional self-care checkpoints are not as prominent for distance online learners as students learning in-person. Instructors can play a crucial role in supporting student mental health and wellbeing by incorporating self-care into their curriculum.

A visual graphic showing multiple layers within OSU that highlight how OSU at a university, Ecampus, and campus partners prioritizing student health within their mission and values.

Image 1:Wellness Embedded in a Culture of Student Health visual aid created by Andrea De Lei; content cited from Oregon State University (OSU), OSU Ecampus and OSU Student Affairs webpages.

HOW CAN YOU ADD SELF-CARE INTO THE CURRICULUM

Supporting university-wide mental health initiatives is critical to student success and wellbeing. But, how do I add self-care in my online math course? Understanding the values of your university, department, campus culture, and needs of the students can help align these values into the curriculum and add self-care into any online course. A key component is giving students opportunities to plan time to incorporate self-care into their busy and stressful lives.

“Self-care has an experiential component in that it includes reflection and action in conjunction with real-world encounters” (Hroch, 2013, p. 5). Consider one or multiple assignments focused on self-care and wellness. Adding self-care and wellness can look like a wellness self-assessment, engaging in self-care activities and reflecting on that experience, incorporating additional resources into the syllabus or providing a “get out of jail [assignment] card.”

Image 2: Self-Care and Wellness Discussion Module online Canvas course created by Andrea De Lei, 2021.

O’Brien-Richardson (2019) recommends four self-care strategies to support students: making yourself available, pausing for mental breaks, allowing for moments of self-reflection, and equalizing class participation. Suggested self-care activities for students can include an array of possibilities. From physical, spiritual, emotional, social and many more. Self-care is personal to the individual and looks different for everyone. Some examples include:

Physical self-care activities
- Go on a run
- Practice yoga
- Get some sleep
Spiritual/Mindfulness self-care activities
- Read poetry
- Meditate
- Take a milk bath
Emotional self-care activities
- Write your feelings down.
- Cry and laugh
- Practice self-compassion.
Social self-care activities
- In-person or virtual coffee or lunch with a friends/family
- Phone or virtual facetime
- Join a [insert interest] club
- Watch a movie or show with friends/family

THERE’S ROOM FOR IMPROVEMENT

To sum it up, adding self-care and wellness into the online curriculum can help students take time for themselves, destress, self-reflect, and create healthy habits to become better involved and engaged students. Instructors can continue to support students in various ways: self-care assignments, making yourself available, pausing for mental breaks, and allowing for moments of self-reflection.

References

Alberta Canada Reference Group (2016). Executive summary. American college health association. National College Health Assessment.

Hroch, P. (2013). Encountering the “ecopolis” Foucault’s epimeleia heautou and environmental relations. ETopia online initiative of TOPIA: Canadian Journal of Cultural Studies. Retrieved from http://etopia.journals.yorku.ca/index.php/etopia/article/view/36563/33222

O’Brien-Richardson, P. (2019, October 14). 4 Self-care strategies to support students. Harvard Business Publishing Education. https://hbsp.harvard.edu/inspiring-minds/4-self-care-strategies-to-support-students

Saken, P., & Gerad, D. (2021, July 26). Survey: Anxiety, depression and burnout on the rise as college students prepare to return to campus [Student Mental Health MMR news release]. The Ohio State University Wexner Medical Center. http://osuwmc.multimedia-newsroom.com/index.php/2021/07/26/survey-anxiety-depression-and-burnout-on-the-rise-as-college-students-prepare-to-return-to-campus/

Tan, S. Y., & Castillo, M. (2014). Self-care and beyond: A brief literature review from a Christian perspective. Journal of Psychology and Christianity, 33(1), 90-95.