This template is intended as a guide to course developers in creating an Open Learning Faculty Member Guide for TRU Open Learning courses.
For a Word or PDF copy of the Open Learning Faculty Member Guide template, please contact the editor who is working on your course or email Chris Ward at cward@tru.ca.
Overview of Online Facilitation
This guide provides a brief overview of the role of the Open Learning Faculty Member for [course acronym and number: course title]. Feel free to use and revise this document as you facilitate your own instance of the course.
[Course acronym and number: course title] is designed to provide a learning environment where students are required to be active participants in their own learning. As the Open Learning Faculty Member for this course, your role is somewhat different from an instructor’s role in a face-to-face learning environment. This course is activity-based, and the role of the Open Learning Faculty Member is to use the technological tools available to engage the students with the course content.
Generally, a good online facilitator:
- Creates a welcoming and safe environment.
- Uses the appropriate technological tools to support learning (i.e., the technology does not drive the process). [For example, asynchronous or synchronous tools may be used for appropriate tasks/activities.]
- Provides appropriate course management (provides/follows the Suggested Schedule from the Course Guide).
- Provides prompt and timely feedback to student inquiries and regarding assignments.
- Manages own workload and time.
Important Instructions
- Prior to the course start date, it is strongly recommended that you review in detail the course materials for specifics of the Course Guide, course learning activities, the assessments and rubrics in order to become familiar with the course and the expected work.
- Please send a welcome message to students soon after they access their course for the first time (see sample welcome letter below). Please include your contact information such as your TRU email address and local number. The learning management system (LMS) has an internal messaging system that online or standard web students can use to communicate with you, if that is your preference.
- In the initial communication with students, please provide an introduction about yourself. In your introduction, make sure that you advise students to contact you regularly if they have questions about the course, and consider suggesting that they familiarize themselves with the learning environment right away and start the [Unit/ Section/ Module] 1 readings and activities as soon as possible to build their learning momentum.
- You will notice that students have a Suggested Schedule (see below) that provides a recommendation for when to complete the learning activities and submit assignments for marking. You can customize this schedule or ask the students to fill in the specific dates to help them stay motivated and on track for the course.
- Communicate regularly with students. As you evaluate student assignments and provide feedback, it is a good idea to give students a sense of what they should focus on. Remind students of the Suggested Schedule for the learning activities that need to be completed for the next [Units/ Sections/ Modules], and the preparation and completion for upcoming assignments.
- Once you have marked an assignment in Moodle, enter the student’s mark as a percent in the myTRU grading portal. The weightings are done automatically for you.
- Consider using the video conferencing tool such as BigBlueButton or Teams for short demonstrations, office hours, review sessions, and so on.
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If you have questions about using the LMS tools and activities in your course, please refer to the OLFM Hub. If additional support is required, email Moodle Support.
- Email Delivery Support if you have general questions about your role as an Open Learning Faculty Member for this course.
Course Description
[Insert course description from Course Guide. The course description should match the EPC-approved documents. Check in Curricunet if you are unsure.]
Requisites
- Required: [if needed; ensure that this information is consistent with the EPC-approved documents and the CIS. If in doubt, check the course listing in Curricunet.]
- Recommended: [if needed; ensure that this information is consistent with the EPC-approved documents and the CIS]
- Exclusions: [if needed; ensure that this information is consistent with the EPC-approved documents and the CIS]
Learning Outcomes
After successfully completing this course, students will be able to:
[This should match the Course Guide and the EPC-approved documents. Add content specific to the course; use a bulleted list; capitalize the first letter in each bullet point; begin each item with a verb; and end each item with a period.]
Course Topics
[course acronym and number: course title] includes the following [number] [modules, lessons, or units]:
[Add content specific to this course. This information should match the Course Guide, CIS, and the EPC-approved wording.]
Learning Activities/ Instructional Objectives
[Insert specific guidelines for each learning activity, including readings, discussions (if any), etc. – include the instructions given to students if necessary]
Assessments
[Option 1: standard passing grade text]
To successfully complete this course, students must achieve a passing grade of 50% or higher on the overall course and 50% or higher on the mandatory [Final Exam or Final Project]. The following table illustrates how the final grade will be determined for this course.
[Option 2: specific programs grade requirements text]
To successfully complete this course, students must achieve a passing grade of [??%] or higher on the overall course and [??%] or higher on the mandatory [Final Exam or Final Project]. The following table illustrates how the final grade will be determined for this course.
[Insert Assessment table from the Course Guide. See example below.]
| Assessment | Value |
| [list assessment, e.g., Assignment 1: Research Essay] | ? % |
| [list assessment, e.g., Assignment 2: Research Essay] | ? % |
| [list assessment, e.g., Quiz 1] | ? % |
| [other] | ? % |
| [list assessment, e.g., Online discussions] | ? % |
| [mandatory Final Exam/Final Project] | ? % |
| Total | 100% |
Assignments (??%)
[Insert information on how many assignments are in the course, and how they are structured in the course, and where they are found within the course (e.g. in which units/ sections/ modules). Tell how students are evaluated or graded for each assignment. Are there any specific assessment strategies such as grading criteria or rubrics available for the OLFM to follow as they evaluate the student work? Answer keys can go here as well for each assignment or activity – clearly label each!]
Final Exam (??%)
The mandatory, invigilated final exam is [insert number] hours in length. [Add details.]
Students should not attempt the Final Exam until they have completed and submitted all assignments, have had adequate time for review, and have thoroughly practiced. Note that final exams are not returned to students in order to maintain exam integrity.
Please see the Final Exam tab in your course for instructions on writing your exam.
[Previous instructions to students: Students are responsible for ensuring that Thompson Rivers University, Open Learning receives their final exam application by the deadline. The exam schedules are available at https://www.tru.ca/distance/services/resources/exams.html#schedule. If students require more information about exam scheduling, they can call 1.800.663.9711 (toll-free in Canada) or 250.852.7000 (Kamloops and International), or email exams@tru.ca.]
[Perhaps check wording if Final Exam is ProctorU – Production will have the appropriate instructions in the Final Exam tab if applicable.]
Final Project (??%)
The final assessment in this course is a Final Project that students complete and send to the Open Learning Faculty Member for grading. [If appropriate: “In [Unit/Module ??] students submit a project proposal to the Open Learning Faculty Member, who will provide feedback.”]
Suggested Schedule
This schedule describes course content, activities, and assessments for each week of the course. It should include the assessment percentages as well as suggested due dates of learning activities and assignments.
[Insert Suggested Course Schedule from updated Course Guide. ]
Additional Resources
[Insert resources for Open Learning Faculty Members such as additional course subject-specific websites or textbooks.]
Sample Welcome Letter
[This may vary by course. You may also want to add information if students are required to schedule a final exams ]
Hi and welcome to [course name]! As the Open Learning Faculty Member for this course, I am so looking forward to taking this learning journey with you. My name is ________________________.
Feel free to contact me by:
- Toll-free number: 1-888-828-3399, extension ________.
- Email: ____________@tru.ca
I will try to answer your email and phone messages promptly. If you have any questions or concerns, please send me an email or leave me a telephone message.
[For standard web: If you have trouble logging in to your course, contact ITServiceDesk@tru.ca or call 1-888-852-8533. Please also let me know. Once you have signed in to the course, check out the Quick Links to TRU Library, MyTRU portal, and the IT Service Desk.]
Please read the Course Guide carefully for expectations and important course information, and then start on the Module 1 activities. I look forward to a successful and rich learning experience, and I hope to hear from you in the next few days.
Best wishes,
[______________]
Answer Keys
Provide grading criteria and answer keys for the course assessments.