Objectives

• Equip faculty with practical skills to transform existing course materials into engaging, accessible D2L learning modules.
• Build proficiency in using Lumi, H5P, and D2L tools to support active learning and student engagement.
• Develop faculty capacity to apply Universal Design for Learning principles and accessibility standards to course content.
• Enable faculty to design personalized, differentiated learning pathways within D2L.

Expected Outcomes

• Faculty complete a redesigned D2L module ready for use in their course.
• Increased confidence and independence in using D2L's New Content Experience and associated tools.
• Development of accessible, interactive course content aligned with learning objectives.
• A cohort of faculty equipped to model and share best practices in digital course design across the institution.

Participant Recognition and Benefits

These benefits are designed to acknowledge participants' commitment to professional growth and to support continued engagement in course design and digital pedagogy.

• Digital badge recognizing completion of the FAST faculty development series.
• Completed, redesigned D2L course module ready for immediate use.
• Eligibility to serve as a peer mentor or speaker in future faculty development offerings.
• Recognition on the CEE website.

Location

• In-person: Active Learning Practice (ALP) Lab - E4-223
• Remote: Zoom

Tentative Offerings and Schedule

We are determining interest in FAST offerings. We anticipate three sessions, each limited to approximately eight faculty. Each offering consists of five 2-3-hour sessions. Participants are expected to attend all sessions and come prepared to work on their own course materials.

Questions

Brian Pinney, PhD
Assistant Director, Center for Educational Enhancement – Academic Support
[email protected]

Sessions

Setting Up Your Course Materials for a Successful Lumi Transformation

This session establishes the foundation for effective use of Lumi by helping faculty prepare their existing materials for transformation. Participants will learn what Lumi needs to work well, including clean Word documents, logical heading structure, and minimal formatting noise, and how to avoid common pre-transformation pitfalls. Faculty will leave knowing the difference between good input and content that produces messy output, and will complete a file-and-document audit of their own materials.

Leads:

• Dennis Culver
• Melissa Daniels
• Trevor Utley

Taking the Wheel: Organizing Your Course Flow and Chunk Size After Transformation

This session focuses on what good instructional design looks like once Lumi has done its work. Participants will apply chunking theory and cognitive load principles to evaluate and reorganize their transformed content, learning when to break apart or merge what Lumi created. Faculty will leave with a module that reflects intentional content sequencing and clear alignment between structure and learning objectives.

Lead(s):

• Dennis Culver
• Melissa Daniels

Designing So Every Student Can Succeed

This session introduces Universal Design for Learning basics and makes the case for why accessibility benefits all students, not just those with accommodations. Participants will work through reading order and screen reader logic, alt text for images, captioning for video, accessible document structure, and font and formatting standards. Faculty will leave with an accessibility checklist applied to their own course materials. Some of this session may be used to continue session 2 if additional time is needed.

Leads:

• Stacey O'Dell
• Trevor Utley

Bringing Your Course to Life with Active Learning Tools

This session explores how to move course content from passive consumption to active engagement. Participants will learn to select appropriate H5P interaction types, including quizzes, drag-and-drop, and video branching, and embed low-stakes practice within their content flow. The session begins with a framework for deciding which interactive elements best fit a given course and learning outcome, emphasizing intentional design over novelty.

Leads:

• Dennis Culver
• Melissa Daniels
• Jessica Fearington
• Trevor Utley

Meeting Students Where They Are: Personalized Pathways in D2L

This session equips faculty to design differentiated learning experiences without doubling their workload. Participants will use Intelligent Agents, release conditions, awards, and special access tools to create automated nudges and adaptive pathways triggered by student behavior and completion data. Faculty will leave with a working understanding of motivation theory as it applies to conditional design, and with at least one personalized pathway built into their own course.

Leads:

• Dennis Culver
• Melissa Daniels
• Trevor Utley

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