Contents of this page:
- Learner Variabililty
- Wholes and Pieces: Main Outcomes and Chunking Lessons
- Feedback and Assessment
- Designing Effective Online Discussions
- Designing for Connection and Belonging
- Leveraging Digital Tools for Support
Download an accessible document version of this page here.
1. Start with the Learner: Learner Variability
Every course begins with the people who will take it.
Our students arrive with different backgrounds, levels of preparation, learning preferences, and life circumstances. In online learning environments, these differences can become even more visible. Some students thrive in flexible environments while others struggle with structure, technology, or isolation.
Designing with learner variability in mind means anticipating these differences and building courses that support a wide range of learners from the start. Rather than assuming a single “typical” student, instructors can create flexible learning environments that help more students succeed.
Research on Universal Design for Learning (UDL) encourages instructors to design courses that:
- provide multiple ways for students to engage with material
- present information in different formats
- allow students to demonstrate learning in a variety of ways
In online courses especially, it is helpful to consider three areas where learner variability commonly appears: access challenges, executive function skills, and digital literacy.
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Access Challenges
Not all students enter an online course with the same access to technology or learning environments. Some students may rely on smartphones rather than laptops. Others may share devices, have unstable internet connections, or lack quiet study spaces.
Small design choices can significantly reduce these barriers.
For example:
- Ensure course materials work well on multiple devices, including mobile phones.
- Provide downloadable materials or PDFs when possible so students can access content offline.
- Avoid relying on a single tool or platform for essential activities.
- Use captions, transcripts, and accessible document formats.
Accessibility practices that help students with disabilities often improve usability for all learners.
Other Resources:
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Executive Function Skills
Online learning requires students to manage their time, organize tasks, and regulate their own learning more independently than many face-to-face courses.
Some students already have strong planning and study habits. Others may struggle to keep track of assignments, prioritize work, or maintain momentum throughout the semester.
Course design can support these skills by providing clear structure and guidance.
Helpful strategies include:
- Clearly organized modules with predictable structure
- Checklists or weekly task lists
- Transparent instructions for assignments
- Examples of successful work
- Regular reminders and progress markers
These supports help students focus more of their energy on learning rather than navigating the course.
Other Resources:
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Digital Literacy
Many students are comfortable using technology for communication and entertainment, but that does not always translate into confidence with academic tools.
Students may be unfamiliar with learning management systems (D2L), discussion boards, collaborative platforms, or online submission systems.
Providing clear guidance can reduce frustration and help students participate more fully in the course.
Consider:
- Introducing key tools early in the semester
- Providing short tutorials or demonstrations
- Offering low-stakes opportunities to practice using tools
- Linking to technical help resources
Other Resources:
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Practical Applications
Instructors can support learner variability through simple course design choices.
Common strategies include:
- Use a consistent course structure. Organize modules in a predictable way so students know where to find materials and assignments.
- Create a “Getting Started” module. Introduce the course structure, learning platform, and key tools before the first week of instruction.
- Provide technical guidance. Offer short tutorials or links to resources explaining how to use discussion boards, collaborative tools, and assignment submission systems.
- Provide clear navigation and instructions. Label materials clearly and avoid unnecessary complexity in the course layout.
These design choices help students focus less on navigating the course and more on engaging with the learning.
D2L Tips from our Affiliates
Request a Development Site
If you do not yet have a D2L development site, this is an excellent place to start. A development shell provides a stable “sandbox” where you can:
- Build or revise your course without affecting enrolled students
- Test tools such as intelligent agents, awards, and release conditions
- Develop and refine content that you can later copy into live course shells
As one affiliate put it:
“Having a development site has been a game changer in getting ready for my classes each semester.”
Several affiliates emphasized that this was the single most helpful step they took when learning to work with D2L. It allows you to experiment, make mistakes, and refine your approach before anything is visible to students.
Email ATS to request a development shell.
2. Wholes and Pieces: Main Outcomes and Chunking Lessons
Effective courses balance two perspectives: the big picture and the individual learning steps that lead students there.
Backward design encourages instructors to begin with the larger learning goals for the course. What should students understand or be able to do by the end? These goals guide the design of assignments, learning activities, and assessments.
At the same time, students experience a course through its daily or weekly learning activities. Clear organization helps them understand how each step contributes to the larger goals.
One helpful strategy is chunking—breaking content and activities into smaller, manageable pieces. Chunking reduces cognitive overload and allows students to engage with material at a steady pace. This approach is especially important in online learning environments, where students often work asynchronously and must navigate content independently.
Designing courses in this way also supports transparent teaching practices. Transparency in Learning and Teaching (TILT) emphasizes clearly communicating the purpose of learning activities, the tasks students will complete, and the criteria used to evaluate their work. When students understand why they are doing something and how it connects to course outcomes, they are better able to engage with the learning process.
Instead of trying to replicate traditional class periods online, instructors can design modules as a sequence of smaller learning steps. Each step should contribute to a clearly stated objective and help students make progress toward the larger outcomes of the course.
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Designing Modules Around Outcomes
Well-designed modules help students see both the whole and the pieces.
Each module typically includes:
- a brief overview of the topic or theme
- specific learning objectives
- instructional materials (readings, videos, examples)
- learning activities or practice opportunities
- a way for students to check their understanding
Clear structure and transparent expectations help students understand how each activity contributes to the overall goals of the course.
For more guidance on writing learning outcomes and designing assessments aligned with those outcomes, see the Backward Design chapter in the Guide.
D2L Tips from our Affiliates
Use CSS Templates to Improve Page Design
D2L supports the use of HTML/CSS templates to create more visually consistent and readable content pages. Without requiring advanced technical skills, these templates can provide:
Clear headings and structure
- Consistent fonts and color palettes
- Professional-looking layouts for modules, overviews, or instructions
One affiliate described this as a simple way to “spiff up” course pages and give the site a more polished appearance, which can support student navigation and engagement.
You can explore Brightspace’s HTML template resources for examples and implementation details.
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Chunking Content for Online Learning
Breaking material into smaller segments can make learning more manageable and engaging.
For example:
- Short videos or readings (5–10 minutes) are often easier to process than long lectures.
- Frequent low-stakes activities help students stay engaged and check their understanding.
- Smaller learning steps allow students to pause, revisit material, and work at their own pace.
Chunking does not necessarily mean reducing rigor. Instead, it structures learning so that students can build understanding progressively while seeing how each activity contributes to the larger learning goals.
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Practical Applications
Instructors can organize online courses more effectively by using a modular structure.
Common strategies include:
- Divide the course into weekly modules. Each module should focus on a clear topic or concept and include specific learning objectives.
- Sequence learning activities intentionally. Begin with foundational content, followed by opportunities for practice, discussion, or application. See the tip below on release conditions.
- Follow content with an activity. After students encounter new material, provide a quiz, reflection prompt, discussion question, or problem-solving activity.
- Explain the purpose of assignments and activities. Briefly communicate why students are completing each task and how it connects to the course outcomes.
- Provide progress indicators. Use checklists, progress trackers, or completion markers within the LMS to help students monitor their progress.
Clear organization and transparent expectations help students understand what to do, when to do it, and how each activity contributes to their learning.
D2L Tips from our Affiliates
Release Conditions
Release conditions allow you to make specific items visible only after students complete a prerequisite action—viewing a module, submitting an assignment, earning a badge, and more.
These features can support:
- Self-paced progress
- Mastery-based sequencing
- Structured pathways in asynchronous courses
As one affiliates shares:
“There are so many options—visiting a module, taking an assessment, opening a file. I use them in my online courses but also find them helpful in person.”
Thoughtfully applied, release conditions can reduce confusion and guide students through a deliberate learning progression.
3. Feedback and Assessment
Feedback plays a central role in helping students learn and improve their work. While assessment often focuses on evaluating performance, feedback focuses on supporting growth during the learning process.
In online learning environments, feedback becomes even more important. Without regular face-to-face interaction, students rely on instructor responses to understand how they are progressing and how they can improve. When courses are organized into smaller learning modules, feedback can be integrated more frequently, helping students monitor their progress throughout the course.
Effective feedback should be:
- timely so students can apply it while learning
- specific so students understand what to improve
- actionable so students know what to do next
Online courses offer several tools that can make feedback more efficient, more personal, and easier for students to use.
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Using Technology to Enhance Feedback
Digital tools allow instructors to provide feedback in a variety of formats.
For example:
- Audio or video feedback can make comments feel more personal and supportive. A short recording that walks through a student’s work can highlight strengths while explaining areas for improvement.
- Inline comments on shared documents (such as Google Docs or OneDrive) allow instructors to leave targeted feedback directly on student writing.
- Revision tracking and version histories help instructors and students see how work evolves through multiple drafts.
These approaches can create a more conversational feedback process and help students engage more actively with instructor guidance.
D2L Tips from our Affiliates
View Reports in Content
The Content tool allows instructors to view which students opened a module and how much time they spent on it. This data can be particularly useful in asynchronous settings.
Faculty note that these reports help them:
- Identify students who may be struggling or disengaged
- Tailor reminders or check-ins
- Interpret performance patterns in relation to course activity
As one affiliate explained:
“I like to see who is engaging with key modules—it helps me understand where support might be needed.”
Exporting Data for Analysis
D2L allows data exports (CSV files) for grades, assignment statistics, intelligent agent logs, and more. This capability supports deeper analysis or customized reporting.
Common uses include:
- Examining grade trends
- Calculating final grades
- Visualizing attempts vs. performance
- Preparing data for external systems or reports
One affiliate highlighted the flexibility:
“Exporting makes it easy to run custom scripts or create scatterplots for students to interpret their progress.”
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Supporting Revision and Feed-Forward
Feedback is most effective when students have opportunities to revise their work and apply what they learn.
Online platforms make it easier to support these revision cycles. For example:
- Students can submit drafts through collaborative platforms where instructors leave comments directly on the document.
- Students can revise their work in response to feedback while instructors track progress through version histories.
- D2L tools can allow students to resubmit assignments or build on earlier work.
Approaches like these shift feedback from a one-time evaluation to an ongoing learning dialogue.
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Providing Timely Feedback
Timely feedback helps students maintain momentum and correct misunderstandings early.
In online courses, technology can help instructors provide quicker responses.
For example:
- Auto-graded quizzes or practice exercises can give students immediate feedback on foundational knowledge.
- Rubrics within D2L can streamline grading while clarifying expectations.
- Grading apps or D2L tools can speed up feedback delivery for large classes.
Using automated tools for low-stakes assessments allows instructors to focus more time on providing deeper feedback on major assignments or projects.
Online instructors often ask: How do I manage feedback workload?
A simple workflow might be:
- auto-graded quizzes for basic practice
- peer review for drafts
- instructor feedback for final or major assignments
D2L Tips from our Affiliates
Intelligent Agents
Intelligent agents can automate personalized communication, including reminders, nudges, and acknowledgments based on student activity. Common uses include:
- Notifying students who have not logged in
- Congratulating students for completing milestones
- Reminding learners of upcoming deadlines
- Generating access histories to support outreach or early alerts
One affiliate emphasized the flexibility:
“I use them in all modalities—they send personalized reminders and help me keep track of activity patterns.”
These automated interactions can supplement instructor presence while maintaining a human tone.
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Using Group and Peer Feedback
In large or asynchronous courses, feedback does not have to come only from the instructor.
Two useful strategies include:
Group Feedback
After reviewing assignments, instructors can share general observations about common strengths or challenges through announcements or discussion posts. This allows all students to benefit from patterns noticed across the class.
Peer Feedback
Many learning management systems include peer review tools that allow students to evaluate one another’s work using structured prompts or rubrics. Peer review helps students practice critical thinking while learning to give and receive constructive feedback.
To support productive peer feedback:
- provide clear guidelines or rubrics
- model effective feedback
- offer examples of strong responses
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Making Feedback Clear and Supportive
Written feedback in online environments can sometimes feel more direct or impersonal than intended. Instructors can help make feedback more supportive by:
- explaining both strengths and areas for improvement
- offering concrete suggestions for revision
- sharing annotated examples of strong work (with permission)
Providing examples or model responses can help students better understand expectations and apply feedback more effectively.
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Flexible Assessment and Authentic Learning
Assessment in online courses does not need to rely only on traditional exams or rigid grading structures. Many instructors are exploring more flexible approaches that emphasize authentic learning and growth.
Examples include:
- project-based assignments that allow students to apply knowledge in real-world contexts
- reflection or portfolio assignments that document learning over time
- opportunities for revision and improvement before final evaluation
Alternative grading approaches such as specifications grading, contract grading, or ungrading can also encourage students to focus on learning rather than point accumulation.
For more information on these approaches, see the Alternative Grading chapter in the Guide.
D2L Tips from our Affiliates
Grading Schemes for Non-Score Feedback
In addition to numerical scores, D2L allows you to create custom grading schemes that use descriptive labels (for example, “Complete,” “In Progress,” “Not Yet,” or rubric-based categories).
This can be especially helpful if you are using alternative grading approaches such as Specifications grading, Standards-based grading, or Ungrading.
One affiliate noted that custom schemes “better reflect the language I actually use in my rubrics,” and make it easier for students to interpret their standing at a glance.
Find out more on setting up grading schemes here.
4. Designing Effective Online Discussions
Online discussions can be one of the most powerful tools for student learning. They create space for students to explore ideas, engage with different perspectives, and develop their thinking over time.
At the same time, discussions can easily become routine or disengaging if they rely on predictable formats such as “post once and reply to two classmates.”
Designing effective discussions means shifting from completion-based participation to meaningful dialogue and interaction.
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Moving Beyond “Post and Reply”
Many traditional discussion formats can feel formulaic and lead to surface-level engagement.
Instead of focusing on quantity of posts, consider designing discussions that emphasize:
- exploration of ideas rather than repetition
- interaction between students rather than parallel responses
- application, analysis, or evaluation rather than summary
The goal is to create discussions that feel like conversations, not assignments.
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Creating Structure and Clear Expectations
Students are more likely to participate meaningfully when expectations are clear.
Helpful strategies include:
- Provide clear prompts. Use open-ended questions that invite multiple perspectives and higher-order thinking.
- Define what quality looks like. Share examples or guidelines for strong contributions.
- Set participation expectations. Clarify timing, number of posts, and expectations for engaging with peers.
- Establish netiquette guidelines. Create shared expectations for respectful and constructive communication.
Clear structure helps students focus on engaging with ideas rather than guessing what is expected.
D2L Tips from our Affiliates
“Must Post First” Settings
If your goal is to promote original thinking and reduce repetition in discussions, D2L’s “must post first” setting ensures that students cannot view peers’ contributions until they submit their own.
Instructors report that this small adjustment:
- Encourages academic integrity in open-ended responses
- Promotes more independent reflection
- Reduces copying or phrase-matching within threads
One affiliate summarized the impact simply:
“It keeps the discussion fresh.”
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Writing Effective Discussion Prompts
The quality of the prompt often determines the quality of the discussion.
Strong prompts:
- invite interpretation, application, or evaluation
- connect to course objectives
- encourage students to build on one another’s ideas
Examples:
- “How might this concept apply in a real-world context?”
- “What are the key differences between these approaches, and why do they matter?”
- “Which perspective do you find most convincing, and why?”
Prompts that require analysis or personal interpretation are more likely to generate meaningful dialogue.
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Supporting Interaction (Not Parallel Monologues)
One common challenge in online discussions is that students post responses without engaging with one another.
To encourage interaction:
- ask students to reference or build on peers’ ideas
- include prompts that require comparison or response
- model how to respond thoughtfully
- assign roles such as summarizer, connector, or questioner in group discussions
These strategies help shift discussions from isolated posts to collaborative thinking.
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Instructor Presence and Facilitation
Instructors play an important role in shaping the tone and quality of discussions.
Early in the course:
- model strong responses
- demonstrate how to ask follow-up questions
- reinforce expectations for engagement
As the course progresses:
- step back and allow students to take more ownership
- guide discussion with occasional prompts or summaries
- highlight strong contributions and emerging themes
This gradual shift helps students develop confidence and independence.
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Managing Workload
Online discussions can be time-intensive if not structured carefully.
To manage workload:
- schedule specific times to engage rather than responding continuously
- use group or summary feedback instead of responding to every post
- encourage peer-to-peer interaction to share responsibility
- provide an FAQ or common questions space
These approaches help maintain instructor presence without becoming overwhelming.
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Practical Discussion Formats
Discussion boards can support a variety of learning activities beyond traditional Q&A.
Examples include:
- Case analysis: Students analyze and respond to real-world scenarios
- Debates: Students take and defend different perspectives
- Collaborative writing: Groups develop shared responses or documents
- Research banks: Students contribute and annotate resources
- Brainstorming: Generate and organize ideas collectively
Varying formats helps keep discussions engaging and prevents them from becoming predictable.
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Reimagining Discussion Boards as Interactive Spaces
Discussion boards can also function as more dynamic learning environments.
For example:
- Annotation space: Students collaboratively annotate readings, images, or videos
- Presentation space: Students share multimedia work and receive feedback
- Gallery space: Students post visual or creative work and respond to others
- Workspace: Small groups collaborate on projects or problem-solving tasks
These approaches move discussions beyond text-based posts and encourage creativity and application.
D2L Tips from our Affiliates
Auto-Assign Groups
For courses that use small-group activities (online, hybrid, or on-ground) D2L’s auto-grouping feature can streamline setup and encourage equitable participation. The tool can:
- Randomly assign students to groups of a chosen size
- Create associated discussion spaces automatically
- Provide instructors with a clear view of group progress
Random assignment helps diversify interactions. As one affiliate commented:
“It breaks up existing social circles and helps students collaborate with someone new.”
This approach also makes it easier for instructors to monitor activity and offer targeted guidance.
Find out how to set up different types of groups in D2L here.
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Using Tools to Support Discussion
External tools can expand how students interact and engage.
Examples include:
- Social annotation tools (Perusall, Hypothes.is) for collaborative reading
- Padlet or similar tools for visual brainstorming and idea sharing
- AI tools for generating ideas that students then evaluate and critique
- Digital portfolios for ongoing reflection and discussion of learning
When using external tools:
- ensure accessibility and ease of use
- provide clear instructions
- consider privacy and data protection
- have a backup plan if technology fails
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Encouraging Meaningful Participation
To support deeper engagement:
- teach students how to ask open-ended questions
- encourage active listening (responding directly to others’ ideas)
- assign reflection or summary roles
- include self-assessment or peer feedback
Participation becomes more meaningful when students see discussions as part of learning, not just a requirement.
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Practical Applications
- Use open-ended, higher-order prompts that connect to course objectives
- Clearly define expectations for participation and interaction
- Model strong discussion contributions early in the course
- Encourage students to respond to and build on peers’ ideas
- Vary discussion formats to maintain engagement
- Use discussions as spaces for analysis, application, and collaboration—not just response
5. Designing for Connection and Belonging
Students are more likely to persist and engage in a course when they feel that they belong in the learning community.
In online courses, this sense of connection does not happen automatically. Without informal interactions before and after class, students may feel isolated or unsure about their role in the course. Thoughtful course design can help create an environment where students feel welcomed, supported, and confident participating.
Creating connection online involves both social presence and clear opportunities for interaction. Small design choices—such as welcoming messages, structured discussions, and opportunities for collaboration—can help students feel that they are part of an active learning community rather than working alone.
Many students are also hesitant to participate, especially early in the semester. This is common in both face-to-face and online environments. Providing clear expectations for participation and modeling constructive interaction can help students feel more comfortable contributing.
For additional background, see the Fostering Belonging and Self-Confidence chapter of the Open Guide to Teaching and Learning in Higher Education.
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Building Community Early
The first weeks of a course are especially important for establishing connection.
Early activities can help students learn about one another and become comfortable participating.
For example:
- Introduction forums. Ask students to share something about their interests, goals, or experiences related to the course topic.
- Low-stakes early activities. Short reflections or informal discussions help students practice interacting in the online environment.
- Instructor welcome messages. A brief video or message explaining the course and expressing enthusiasm for the semester can help set a supportive tone.
These early interactions help students see that there are real people behind the screens and encourage participation throughout the course.
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Creating Spaces for Ongoing Interaction
Providing structured spaces for conversation helps students feel more connected and supported.
Some simple approaches include:
- Questions Café discussion board. Create a dedicated forum where students can ask questions about assignments, content, or course logistics. Encourage students to respond to one another when possible.
- Peer feedback activities. Structured peer review allows students to interact while improving their work.
- Collaborative learning tasks. Small group activities or shared documents can help students work together toward a common goal.
When interaction is intentionally built into course activities, students are more likely to stay engaged and support one another’s learning.
D2L Tips from our Affiliates
Awards, Badges, and Certificates
D2L’s awards tool allows instructors to set up badges or certificates tied to specific achievements. These can reinforce progress, acknowledge milestones, or support gamified learning designs.
Affiliate experiences suggest that these tools can:
- Promote motivation and persistence
- Provide clear markers of accomplishment
- Add a layer of recognition to low-stakes practice activities
Brightspace resources and ETSU support units can assist with setup if needed.
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Instructor Presence
Students are more engaged when they feel that the instructor is actively involved in the course.
In online environments, instructor presence can be communicated through:
- regular announcements summarizing weekly progress
- participation in discussion boards
- short video updates or clarifications
- timely responses to questions
Small “community signals” can also reinforce belonging. For example, acknowledging strong discussion contributions, referencing student ideas in announcements, or learning and using students’ names can help students feel seen and valued within the course community.
Even brief interactions like these can strengthen students’ sense that someone is guiding and supporting their learning.
For more guidance on instructor presence, see the Instructor Presence chapter in the Guide.
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Combining Asynchronous and Synchronous Learning
Online courses often rely primarily on asynchronous activities, which allow students to participate on flexible schedules. However, occasional synchronous opportunities can also help strengthen connection and engagement.
Asynchronous learning may include:
- readings and short video lectures
- discussion boards and written reflections
- collaborative documents or projects
These activities allow students to engage with course material at their own pace.
Synchronous sessions, when possible, can provide additional opportunities for real-time interaction. These may include:
- optional virtual office hours
- live discussions or Q&A sessions
- collaborative activities during virtual meetings
Not all students can attend synchronous sessions due to scheduling or time zone differences. Recording sessions and providing alternative participation options helps ensure that all students remain included.
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Practical Applications
Instructors can support connection and belonging in online courses through simple design choices.
For example:
- Start the course with a community-building activity such as an introduction forum.
- Create a Questions Café discussion board where students can ask and answer one another’s questions.
- Use peer feedback on assignments or collaborative projects to encourage interaction.
- Maintain visible instructor presence through announcements, discussion participation, or short video updates.
- Offer optional synchronous opportunities such as office hours or review sessions when possible.
Small moments of interaction and recognition can help transform an online course from an isolated experience into a shared learning environment.
6. Leveraging Digital Tools for Support
Digital tools can expand how students engage with course content, participate in learning activities, and demonstrate their understanding. When used thoughtfully, technology can help instructors provide multiple means of representation, action and expression, and engagement, which are key principles of Universal Design for Learning (UDL).
Rather than adding complexity, the goal is to select tools that support learning goals and make participation easier for students.
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Supporting Multiple Means of Representation
Digital tools allow instructors to present information in different formats so that students can access and process content in ways that work best for them.
Examples include:
- Captioned videos to support accessibility and comprehension
• Audio transcripts for recorded lectures or podcasts
• Interactive visuals or demonstrations to illustrate complex ideas
Tools such as Loom or Panopto can help instructors create short explanatory videos, while captioning and transcripts help ensure materials are accessible to all learners.
- Captioned videos to support accessibility and comprehension
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Supporting Multiple Means of Action and Expression
Digital tools can also allow students to demonstrate their learning in different formats.
Instead of relying only on written assignments, instructors may allow students to submit work in multiple formats such as:
- short video explanations
- podcasts or audio reflections
- visual presentations or infographics
Platforms such as M2 or Canva can make it easier for students to create multimedia responses while still demonstrating their understanding of course concepts.
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Supporting Engagement
Interactive tools can help maintain attention and encourage participation, especially in asynchronous courses.
Examples include:
- polling tools such as Poll Everywhere to gather responses or check understanding
- gamified quizzes such as Kahoot for practice and review
- discussion boards or collaborative documents that allow students to respond to one another’s ideas
Used thoughtfully, these tools can create more active learning experiences even when students are working independently.
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Using AI Thoughtfully in Online Courses
Generative AI tools are increasingly available to students. Rather than focusing only on preventing their use, instructors can design activities that encourage authentic thinking, reflection, and engagement.
The following strategies can help support meaningful learning in AI-rich environments.
Annotating Readings and Course Materials
One approach is to ask students to annotate assigned readings or course materials.
Students might:
- add comments to a shared Word document
- annotate PDFs using comment tools in Adobe Acrobat
- collaborate on a shared document where multiple students add observations and questions
These approaches encourage students to engage directly with the text and respond to one another’s ideas.
Using Thinking Routines
Thinking routines are short exercises that help students make their thinking visible. They often invite students to reflect on what they notice, what stands out, or what connections they are making.
Examples include prompts such as:
- “What stands out to you most in this passage?”
- “What do you think the most important idea in this video was?”
- “What questions do you still have after reviewing this material?”
Because these responses draw on students’ individual perspectives and observations, they can promote authentic engagement with course content.
Scaffolded Learning Activities
Assignments can be structured so that students engage with material in stages.
For example, instructors can use LMS quizzes or surveys to present information in short segments followed by reflection or application prompts.
A sequence might include:
- A short video, image, or reading passage
- A question asking students what they notice or already know
- A prompt asking students to connect ideas or define a concept
- A short problem or application exercise
Some questions may be graded for accuracy, while others may be evaluated for thoughtful participation.
Short Video Response Prompts
Instructors can also ask students to record short video responses to prompts.
For example, a prompt in an LMS quiz might ask students to:
- explain a concept in their own words
- respond to a question about a reading or lecture
- share their initial interpretation of a topic
Video responses allow instructors to hear students’ thinking directly and can reduce reliance on AI-generated text responses.
Encouraging Metaphors and Personal Connections
Assignments that invite students to use metaphors, images, or personal connections can encourage deeper reflection.
For example, students might be asked to:
- share an image that represents a concept from the course
- explain how a metaphor relates to what they are learning
- describe connections between course ideas and experiences from their own lives
Students can post these responses in discussion boards, collaborative spaces such as Padlet, or as part of an assignment submission.
Because these tasks invite individualized interpretation, they often promote authentic engagement with course material.
Alternative Grading Approaches
Flexible grading approaches can also support meaningful engagement in AI-rich learning environments.
Alternative grading systems often emphasize:
- clear standards
- helpful feedback
- progress toward learning goals
- opportunities for revision and improvement
Approaches such as specifications grading, contract grading, or ungrading encourage students to focus on learning and improvement rather than point accumulation.
For additional information, see the Alternative Grading chapter or resources such as the Grading for Growth substack blog.
Sources
Smith, D., Fisher, K., & Frey, N. (2023). Preparing Teachers for Accessibility and Equity: Integrating Universal Design for Learning into Backward Design. Journal of Applied Instructional Design, 10(1). Available at: EdTech Books
Smith, P. (2025) The Open Guide to Teaching and Learning in Higher Education. Available at: https://pressbooks.pub/etsu/
Center for Teaching Excellence. (2025). Generative Artificial Intelligence Toolkit. Available at: https://www.etsu.edu/teaching/teaching_toolkits_1/chatgpt_toolkit.php
AI Attribution
Generative AI tools (OpenAI, ChatGPT, March 2026) were used to support drafting and organization of this resource. The author determined the scope, structure, and sources; curated and adapted all content; and conducted all final editing and review. All AI-assisted material was critically evaluated and revised to ensure accuracy and alignment with the goals of the toolkit.
This guide is under a Creative Commons BY-SA license, last updated March 2026