ID Showcase – Introduction to Public Health

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Public Health 50A – Introduction to Public Health

Screenshot of Public Health 50A website

This showcase highlights how a Bruin Learn course site and its integrated tools have been selected and adopted in this newly designed Introduction to Public Health course. By utilizing the Bruin Learn course site, the instructor builds an efficient online learning space that helps students easily navigate course lectures and other materials and resources. Adopting Jones & Bartlett e-Textbook and its interactive lectures and quizzes provides rich opportunities that foster student interaction and collaboration. Zoom has been selected and creatively designed by the instructor and instructional designers as a solution for simultaneous screen-sharing and front-of-classroom camera views

What to Expect in the Showcase

The PH 50A Introduction to Public Health course is a newly designed course by Dr. Kim-Farley in collaboration with UCLA Instructional Designers. It is for the new Undergraduate Public Health Major at the UCLA Fielding School of Public Health. The following pedagogical strategies and design approaches will be shared during the presentation.

  • Utilization of Bruin Learn course site to showcase highlighting such features as a lecture-by-lecture home page with links to modules;
  • Adoption of LTI Integration with the Jones & Bartlett eTextbook, interactive lectures, and quizzes;
  • Implementation of an upload site for the Opinion Editorial written assignments with “Turnitin” and grading rubric; and
  • Use “dual-feed” Zoom as a solution for simultaneously screen-sharing and “front of classroom” camera views.

Presenter Bio

Dr. Kim-Farley currently serves as a Professor with joint appointments in the Departments of Epidemiology and Community Health Sciences at the Fielding School of Public Health at the University of California at Los Angeles (UCLA). From 2004 to 2018, he served as the Director of the Division of Communicable Disease Control and Prevention at the Los Angeles County Department of Public Health. His responsibilities included supervision of the Acute Communicable Disease Control Program, the Vaccine Preventable Disease Control Program (Immunization Program), the Tuberculosis Control Program, the Veterinary Public Health and Rabies Control Program, and the Public Health Laboratory.

Dr. Kim-Farley holds degrees in Electronic Engineering, Public Health, and Medicine from the University of California. He is Board Certified in Preventive Medicine and Public Health. He is the author of numerous articles and publications in the field of public health.

ID Showcase: Honors 136

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Scaffolding the Online Seminar: Honors 136—Art, Entertainment, & Social Change

Screenshot from Honors 136 course

What to Expect in the Showcase

In this showcase, Lecturer Terri Anderson will explain and illustrate the genesis and process of scaffolding a seminar aiming for student success in a student-led online hybrid Honors seminar. Student performance is extraordinarily engaged and advanced; student response is overwhelmingly enthusiastic. Topics to be covered include:

  • How to scaffold student engagement in a seminar
  • The unique value of an entirely online hybrid seminar
  • How to effectively use the online format—including working with Zoom, using the chat bar, effectively using discussion forums, and so on
  • How to develop an original and challenging, yet level-appropriate and doable, set of materials
  • How to coach students through creating an effective presentation

Presenter Bio

Terri Anderson is a Continuing Lecturer with Sociology and the Honors Program. She teaches a wide variety of Sociology courses, including Introductory Sociology, Research Methods, Environmental Sociology, Sociology of Emotions, Self & Society, Social Psychology, Sociology of the Body, Sociology of Mental Illness, Sociology of Gender, Sociology of Family, Sociology of Education, Sociology of Mass Communication, Food & Society, and Hip & Cool: A Study of Distinction & Exclusion. She has developed three online hybrid seminars for the Honors Program: Art, Entertainment, & Social Change; Between the Species: The Human/Non-Human Animal Relationship; and Living Consciously: Philosophy in Everyday Life.

Following a 20+ year career of in-person teaching, Dr. Anderson has been teaching online since 2017, and is currently redeveloping her Sociology of Mental Illness course (cross-listed with Disability Studies) for delivery throughout the entire UC system via UC Online.

ID Showcase – Care Work – Disability Justice and Health Care

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Nursing M172 & M172XP – Care Work: Disability Justice and Health Care

NURS172XP course site

This showcase highlights accessibility and engaged learning through the instructor’s experience designing a multidisciplinary two-course package. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. For instance, the course integrated Perusall to center disabled voices, deepen student preparation, and provide flexible engagement. It authorizes students to become creators of accessible information. By creating small groups called bird flocks, the course simulates carewebs that accomplish class activities. In addition, it structures community engagement through reflective relational logs, a field trip to the Momentum partner agency, attendance at the Ability Expo, and movies supported by the library mini-grant program, which creates a highly engaged learning environment for students. 


What to Expect in this Showcase

In this session, the instructor will share her experience designing a multidisciplinary two-course package that showcases accessibility and engaged learning. Course topics of accessibility and carework were mirrored in course design. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. Topics to be covered include:

  • Using Perusall to center disabled voices, deepen student preparation, and provide flexible engagement.
  • Authorizing students to become creators of accessible information.
  • Creating small groups called bird flocks to simulate carewebs that accomplish class activities.
  • Structuring community engagement through reflective relational logs, a field trip to the Momentum partner agency, attendance at the Ability Expo, and movies supported by the library mini-grant program.

Presenter Bios
Lauren Clark is a public health nurse and the Shapiro Family Endowed Chair in Developmental Disability Studies in the School of Nursing. She teaches health professions students to advocate for health equity and quality of life for people with intellectual and developmental disabilities. She works with the UCLA Tarjan Center and is on the Board of Directors of Disability Rights California.

Yuri Matsuo is a psychiatric-mental health nurse practitioner and a PhD student studying Down syndrome, aging, and family care. She is a Teaching Assistant in the Care Work community-engaged learning course.

ID Showcase – ENGCOMP 403

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ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function

What to Expect in this Showcase

This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. Through the course demonstration, the instructor explained how the homepage and modules had been setup, discussed several student engagement solutions such as flipped course design, audio-video content packages, and interactive class sessions, and also explored a few effective feedback practices through audio-video feedback packages and extended zoom conferences.The specific items that will be covered are as follows:

  • Course Organization (Homepage Design & Module Setup)
  • Student Engagement (Flipped Course Design, Audio-Video Content Packages, and interactive Class Sessions)
  • Feedback Practice (Audio-Video Feedback Packages and extended Zoom Conferences)

Presenter Bio

Jeremy Kelley serves as the Associate Director of UCLA’s Writing Programs, UCLA’s academic home for both English composition and English as a Second Language. In addition to teaching both undergraduate and graduate language and writing courses, he teaches the language teacher training seminar for graduate student ESL instructors and mentors new graduate instructors through their initial teaching appointment. He also teaches the core language pedagogy seminar for the language-learner emphasis of Writing Programs’ Graduate Certificate in Writing Pedagogy.

ID Showcase – Bruin Learn Analytics

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From Data to Action: Bruin Learn Analytics in Your Course

This showcase demonstrates the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. Through Bruin Learn analytics, the presenters explain how to measure how students engage with course activities, identify at-risk students and assess the effectiveness of teaching strategies. The limitations of analytics and how your course design will impact your ability to gather meaningful data have also been discussed.

What to Expect in this Showcase

You will learn about the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. Bruin Learn analytics can:

  • measure how students engage with course activities,
  • identify at-risk students and
  • assess the effectiveness of teaching strategies.

We will also discuss the limitations of analytics and how your course design will impact your ability to gather meaningful data.

Presenters

Jason and Mark worked together on the recent LMS Transformation project that moved over 40,000 course sites from CCLE/Moodle into Bruin Learn/Canvas.

Mark Kayser is an Instructional Designer with the UCLA Teaching and Learning Center. In his work he has designed online and blended courses with a special interest in STEM courses and the unique challenge these domains pose to online learners. For the last 15 years he has also taught Mathematics courses at the collegiate level.

Jason Schaffer is an LMS Analyst with UCLA Bruin Learn Center of Excellence (CoE). Jason has worked closely with numerous academic partners to integrate 3rd party LTI tools, in addition to feature options in Bruin learn. He has helped support Canvas at UCLA since the inception of the CoE.

Selected Q&A from the Showcase


QuestionAnswer
Can you explain more about the 30-day limitation? It sounds like the data will only reflect what happens in 30 days? Relatedly, will Canvas make a change to this limitation?The 30 days are a rolling window. The idea is for you to pay attention to the data throughout the course to make more real-time decisions based on real-time(ish) data. There are ways to download more data, but there are no plans that we know of for Canvas to change this limitation. The company does make frequent updates so we’ll see.
Can you clarify what weekly/online activities will be counted? Files, PDF are not counted. Those with participation are.
How do page views work with files (is it any different)? I’ve just observed page views being pretty low in a class with lots of files for readings. (But maybe students are actually not viewing them!)If the files are not a Canvas page, that won’t trigger in New Analytics.
In what ways could you miss a student not doing well who seems to be doing well as per the data?Consider implementing low-stakes assessments in your course design. For example, if you’re only giving a traditional high-stakes midterm, then you won’t see student progress until the midterm scores.
How can faculty learn about these powerful formative assessment tools, like tracking student engagement?Both the Teaching and Learning Center and the Bruin Learn COE offer consultation, showcases, workshops, and training:

Previous ID Showcases

Email TLC instructional designers

Contact the Bruin Learn CoE

Bruin Learn CoE Office Hours

Will New Analytics also include info from TA sites?The New Analytics are specific to the course you’re in – to see a TA site’s New Analytics, you can find them in that particular site.
What about the site from a Group Set? (When you create groups, this creates sites within the main site.) We will need to test this!
If you’re teaching an in-person course, how can you design your class site and teach it in a way to make use of New Analytics?Consider your goals for using analytics. You’d likely want to know if students are accessing the resources – so, for instance, you might want to embed the readings into a page so that you get page view data. You could also have some low-stakes assessments (pre-lecture quizzes etc) in order to get some data.
How does it count things like Perusall?New Analytics doesn’t cover applications originating outside Canvas, but many of these apps have their own data. For example, you can see Perusall’s data through the Perusall tab.

Each external third-party tool is going to be different in the data it provides.

Are Kaltura analytics available through New Analytics?Those analytics are to be found separately. In “My Media,” by clicking on the graph next to one of your videos, you’ll be able to see some data.Treat the analytics as “clues” and not absolute proof!
For the Canvas analytics, because of the 30-day limitation, does it mean it requires lots of effort from the instructor to track the data? What best practices would you suggest if they want to collect and use the data?Think of New Analytics less as a replacement for the info in the Gradebook and more like a temperature check. It is also not hard and fast evidence. New Analytics can help you reduce uncertainty about your course.

Your academic unit lead might have access to additional reports/data that are outside the course.

This is not about New Analytics, but do you have anything to say about the “time spent” value in the People tab? How would you interpret that info?This data point can be misleading because students can leave their Bruin Learn browser tabs open and not performing any course activity. On the other hand, if the value is super low it may indicate your student hasn’t logged in to the course site. It also lets you see if there was any access at all.

This Google Doc contains the comments, questions and answers collected during the showcase.

ID Showcase – Honors 37W and ChatGPT

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A ChatGPT Experiment in Honors 37W

This showcase is an extension of an earlier talk Laurel Westrup gave as part of the Spring 2023 “AI in Action” event. It will focus on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course, “Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation.”

Honors 37W, which focuses on cultural borrowing of many kinds, was an apt forum for discussion of generative artificial intelligence (Gen-AI) and large language models (LLMs) that draw on borrowed sources in order to create text. The instructor re-designed a staple course assignment to provide students an opportunity to try out and reflect on co-writing with a chatbot. The showcase will:

  • Provide context and a rationale for this particular use of ChatGPT
  • Discuss the assignment design
  • Review student responses to the assignment
  • Offer some thoughts on integrating ChatGPT into our courses based on this experiment 

Presenter Bio

Laurel Westrup is a Continuing Lecturer with Writing Programs and the Honors Program and the Coordinator of the Graduate Certificate in Writing Pedagogy (GCWP). She teaches courses across Writing Programs’ curriculum, from first-year composition and Writing II to upper division courses in the Professional Writing Minor, and she also teaches graduate pedagogy courses with the GCWP. She received a UCLA Distinguished Teaching Award in 2023.

ID Showcase – English Composition 2

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English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self

In this course showcase session, Shane Crosby will share his experiences, the pros and cons, of using a variety of Bruin Learn tools to actively engage undergraduate students in the content of a first-year composition course.

This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. The exploration of different tool settings throughout the course design process with the support of the Bruin Learn Center of Excellence is shared.

The tools reviewed include:

  • Home Page
    • Attendance, ebook integration, syllabi, course notification settings
    • eBook integration: They Say, I Say: The Moves That Matter in Academic Writing
  • Modules
    • Organization
    • The “getting started” / Course Resource module
    • Lock Until | prerequisites | requirements
    • New feature: dropdown arrow options
    • Creating all assignments from within the Modules(?)
  • Assignments
    • Creating grading rules
  • Grades / Gradebook Settings
    • When to make it available, pros and cons, likes and dislikes
    • Late submission policy considerations
    • Grade posting considerations
    • Advanced feature settings

Presenter Bio

Shane Crosby is a Continuing Lecturer in Writing Programs at UCLA. He completed his BA at UCLA, MA in Special Education at Clark Atlanta University, PhD in Special Education at Georgia State University, and his MFA degree at UC Irvine.

This ID Showcase is a collaboration between the UCLA Teaching and Learning Center and the Bruin Learn Center of Excellence.

ID Showcase – Ally – The Accessibility Tool

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Ally – The Accessibility Tool


Ally works to make course content accessible. It checks for accessibility issues and generates alternative formats, guides instructors on how to improve their course content, and provides institutional-wide reporting on content accessibility.
This showcase presented:

  • What Ally is
  • How students can use the tool to improve the accessibility of documents
  • How faculty can use the Ally tool remediate documents and
  • How the Ally tool can bring higher awareness to the accessibility needs of students with disabilities
  • Examples of using Ally in Bruin Learn to make course materials more accessible

Resources:

  • This Ally showcase session was presented by Travis Lee and Disabilities Computing Program team.
    Questions and Answers collected during the presentation: Instructional Design Showcase Questions
    Presented: Thursday, September 29, 2022

Instructional Design Showcase

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Instructional Design Showcase

The UCLA Teaching and Learning Center instructional designers work with faculty, librarians, software companies, and others to showcase interesting courses and uses of instructional technologies. Through these showcases, we:

  • Celebrate the faculty’s teaching and design efforts in their courses,
  • Share examples of innovative course design to enhance teaching and learning,
  • Address pedagogical approaches and strategies in various courses and disciplines, and
  • Highlight features of the Bruin Learn platform and other technologies. 

The TLC often collaborates closely with the Bruin Learn Center of Excellence and other campus partners to bring these showcases to the UCLA community.

Public Health 50A – Introduction to Public Health

This showcase highlights how a Bruin Learn course site and its integrated tools have been selected and adopted in this newly designed Introduction to Public Health course. More…

Screenshot of Public Health 50A website

Screenshot from Honors 136 course

Honors 136—Art, Entertainment, & Social Change

In this showcase, the instructor will explain and illustrate the genesis and process of scaffolding a seminar aiming for student success in a student-led online hybrid Honors seminar. Student performance is extraordinarily engaged and advanced; student response is overwhelmingly enthusiastic. More…

Nursing M172 & M172XP – Care Work: Disability Justice and Health Care

This showcase highlights accessibility and engaged learning through the instructor’s experience designing a multidisciplinary two-course package. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. More…

NURS172XP course site

ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function

This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. More…

From Data to Action: Bruin Learn Analytics in Your Course

This showcase demonstrates the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. You will learn about the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. More…

A ChatGPT Experiment in Honors 37W (Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation)

This showcase focuses on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course. Through the presentation, the instructor shares how students tried out and reflected on co-writing with a chatbot. The instructor also provides context and a rationale for this particular use of ChatGPT. More…

ENGComp2 Homepage

English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self

This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. More…

Using Slack to Build an Equitable and Diverse Learning Community in Education

This showcase demonstrates how the instructor uses Slack in undergraduate courses to engage and welcome students, streamline communication, and conduct formative assessments. Several possible pedagogical uses of Slack will be shared and discussed, including: community building; shared course FAQs; TA communication; making students’ thinking accessible to their peers; “Slack Hands” (a strategy for more inclusive participation); and collaborative study guide for quizzes. More…

Scandinavian Studies 60 – Introduction to Nordic Cinema

This showcase demonstrates how the instructor transforms students’ in-person learning experience to asynchronous online. By adopting different learning strategies and approaches, the instructor introduces blogging, podcasting, and peer review to students to encourage their participation and fosters an active learning environment. The informal discussions that increased in the podcasting activities allow students to engage deeply with the content and also interact more with their peers. Several features of Bruin Learn, such as modules, discussion, pages, have also been used and designed to welcome students in this asynchronous Nordic Cinema class. More…

SCAND 60 course screenshot
CLUSTER M71A course screenshot

Engaging STEM Students with Perusall – Cluster M71 and Soc Gen M144

This showcase demonstrates how the instructor selected and integrated Perusall as one of the engagement solutions in two different Biology and Society courses. The two courses are different in many ways, one is a large general education course, and the other is an upper division elective in the Human Biology and Society major, but both are benefited from using Perusal to encourage collaborative learning and enhance students’ critical thinking. More…

Islamic Studies M20 – Introduction to Islam

This showcase demonstrates how the instructor and TAs have applied different design approaches to build the Introduction to Islam course in Bruin Learn and adopted a few educational technology tools to bring an immersive learning environment to students. More…

Islamic Studies M20 course sceeenshot

Hypothesis – A Social Annotation Tool

This showcase demonstrates the set-up, ideas, and pedagogical strategies of using Hypothesis, a social annotation tool, for different subjects and modalities. UCLA Professor of Urban Planning, Adam Millard-Ball will informally discuss how he implements Hypothesis for social reading assignments in his courses. More…

Public Health Nursing Bruin Learn page

Nursing 171 – Public Health Nursing

This showcase demonstrates how Prof. Wiley uses several features and tools in Bruin Learn and digital portfolios in support of the competency-based curriculum design in N171 – Public Health Nursing. More…

Mathematics 32A – Calculus of Several Variables

This showcase demonstrates how Prof. Richard Wong uses Bruin Learn and other educational technology tools to establish an interactive and collaborative teaching and learning environment for MATH 32A – Calculus of Several Variables. More…

Math 32A Bruin Learn page
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Geography 5 – People and Earth’s Ecosystems

This showcase demonstrates how Prof. Kyle Cavanaugh uses UCLA’s Bruin Learn course template and CidiLab’s Design Tools to redesign his Geography 5 course, including organizing the syllabus and module pages. More…

iClicker & iClicker Cloud – Students’ Response System and Polling Tool

The iClicker & iClicker Cloud showcase provided a quick product overview and examples of how instructors use iClicker before, during, and after class. More …

Ally – The Accessibility Tool

The Ally service in Bruin Learn checks for accessibility issues and generates alternative formats, guides instructors on how to improve their course content, and provides institutional-wide reporting on content accessibility. More …

Leganto – Course Reading List

The UCLA Library uses the Leganto platform to help faculty manage Course Reading List in Bruin Learn. Course reading lists allow UCLA instructors to incorporate up-to-date links to Library resources and easily compile other freely available online resources into their courses. More …

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German 1 – Elementary German

This showcase demonstrates how Prof. Magdalena Tarnawska Senel successfully applied Universal Design for Learning principles in the course design and created several student “Action & Expression” activities in Bruin Learn. More …

Digital Humanities 101 – Introduction to Digital Humanities

Prof. Ashley Sanders covers a variety of digital tools and approaches to organize, explore, understand, present, and tell stories with data in her DH101 course. More …

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Digital Humanities 150 – Pirates of the Mediterranean through Text Analysis

Prof. Ashley Sanders uses text analysis to study the fascinating history of Pirates of the Mediterranean in DH150. She also uses Leganto, the Library’s Course Reading List tool. More …

Liberating Structure: Scaffolding Digital Project Integration with Bruin Learn

Presenters shared the experience of course development and re-design that includes curated content collections, methods of inquiry, and digital project work, using an innovative curriculum template in Bruin Learn. More …

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Sociology 1 – Introductory Sociology

Prof. Jessica Collet integrated various course design solutions in Sociology 1 to provide students with different types of interactions with course materials, lectures, and chances to communicate with peers. More …

Statistics 100A – Introduction to Probability

Prof. Juana Sanchez implemented various pedagogical strategies to increase communication opportunities and engage students in her Statistics 100A course. More …

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Instructional Design

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Instructional Design

What is Instructional Design?

Simply put, instructional design is the creation of instructional materials. Though this field goes beyond simply creating teaching materials, it carefully considers how students learn and what materials and methods will most effectively help individuals achieve their academic goals. The principles of instructional design consider how educational tools should be designed, created and delivered to any learning group, from grade school students to adult employees across all industry sectors. (From Purdue Online)

UCLA Online Teaching and Learning’s instructional design team provides campus faculty and academic leaders with the experience, knowledge, and support to incorporate educational technologies into courses. This can take the form of individual consultations, public workshops, and other sessions in promoting and advising on the use of existing, experimental, and new technologies.

Consulting with an instructional designer (ID) might save you a lot of work and time in creating your course or program. An ID can advise and assist you with these considerations and more. For online instructional design support, please reach out to us at contact@online.ucla.edu or submit the form using the button below. Both the email and the form are sent to the same location, so use either method and we will get back to you as soon as we can!

Ask Us About Instructional Design

Help With Instructional Design

Moving online requires a fresh mindset. Here are some starting points to help you imagine and prepare for a new way of teaching.

You will need to set up a clearly organized online course site, with a consistent sequence of resources, learning activities, and assignments in each section, week, or topic.

Be prepared to calendarize regular times to go into your course site and quickly browse through posts, work completion, and materials. When the course is underway, you and your TA should plan to come into your course site at least once a day to curate and maintain the course site.

Set and maintain some boundaries for yourself. State explicitly:

  • your guaranteed email turn-around time,
  • when you are available and when you won’t be responding to messages, and
  • a set of Help Tips that triage students to the right people or resources, depending on the issue.

Communication: How will students receive course content, news, deadlines, and announcements? Everything needs to be communicated in writing and/or by video:

  • instructor videos (formal lectures, informal messages),
  • text (announcements, instructions, prompts, rubrics, feedback), and
  • images, graphics, visuals.

Encourage your students to communicate clearly, be organized, self-disciplined, and successful. When you model those qualities, they will lean into the experience too.  Note that student success or failure in remote and online courses is not your personal responsibility, but you can create the conditions for satisfactory and, indeed, outstanding achievement online.

Student interaction and collaboration: Successful remote and online courses are characterized by carefully structured group work, active learning and student engagement in activities and projects that rely on group work, self- and peer assessment.

How much time will it take?  Planning and creating an online course requires a lot of upfront time. However, time spent on careful design and production will save you time when you prepare to offer the course a second time and beyond. Designing a durable, fully online course from scratch can take anywhere from 3-12 months, depending on your prioritization and commitment, and the resources and support available to you.  We recommend you start early!  As you look ahead consider too the course launch date and the course approval deadlines.  Work backwards to plan a work timeline (approvals, design and production goals).

Support & resources: Time equals money, so will you need time release? Will you require a student to help you – perhaps a GSR who knows the learning management system and can assist with collecting resources, course site “build” and testing?  Other costs may include studio time, equipment, software, and graphic design.

At UCLA you have at your disposal instructional designers, media production specialists, educational technologists, Writing Program support and consulting services, and outstanding Library colleagues and resources. Seek out a colleague in your department who can support you and offer feedback on your design and course site.

Resources