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Creating Efficiencies for Small Faculty Support Teams
March 17, 2026
As technology advances, so do faculty needs, and support teams are often expected to keep pace with limited staff and expanding responsibilities. Recent findings from the CHLOE 10 report highlight that many institutions continue to operate online learning units with lean staffing models, even as support expectations and online enrollments rise (Simunich et al., 2025, pp. 6–7, 12). Building sustainable efficiencies into everyday processes is increasingly essential for maintaining quality support.
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The Americans With Disabilities Act Title II Final Rule: Overview
April 17, 2026
Accessibility is a key dimension of design for both physical and digital environments. Legislation relevant to accessibility has historically focused on standards and guidelines applicable to physical spaces. In recent years, however, there has been an increase in legislation pertinent to ensuring the accessibility of digital content. Namely, in 2024, the Department of Justice (DOJ) issued a final rule updating regulations for Title II of the Americans with Disabilities Act (ADA). This final rule has significant implications for many institutions of higher education and involves the application of complex, technical guidelines to digital content.
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Easy and Essential Online Course Elements
September 27, 2021
Transferring your course online opens a world of possibilities. In fact, you might be tempted to spend hours trying to locate and learn new educational technologies, or to rebuild your entire course in the learning management system (LMS). But while effective use of technology can certainly enhance learning experiences, it can also introduce obstacles for both faculty and students.
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Backward Design
September 24, 2021
Backward design is, as the name suggests, a process for designing curricula, courses, and lectures by working backward from big-picture learning goals. The concept, introduced by Grant Wiggins and Jay McTighe (2005), suggests that instructors create assessments, activities, and course content that are explicitly aligned with the broader learning goals of the unit. This is different from the traditional content-driven approach to learning design, which focuses on course content first and only secondarily tries to align that content with learning goals.
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How to Set Up Your Canvas Notifications
September 24, 2021
Did you know you can elect to receive notifications via email related to specific actions in your Canvas account? Notification preferences are applied across your account to all of your courses. However, you can change notification settings for individual courses by clicking View Course Notifications from the home page of the course.
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Upskilling: Fundamentals for Learning Experience Design and Delivery
July 02, 2026
In today’s rapidly evolving professional landscape, the call for lifelong learning has never been louder. As industries shift and technologies advance, institutions are being asked to equip learners not only with foundational knowledge but also with ongoing opportunities to refine, expand, and adapt their skills. Upskilling learning experiences have emerged as a key component of the response to this demand, offering accessible, targeted ways for individuals to remain agile and relevant in their fields (World Economic Forum, 2025). This Envision piece offers insights to administrators and faculty who are considering whether to integrate upskilling programs into their institution’s broader portfolio of offerings. Additionally, this piece provides recommendations for faculty and staff who are designing and facilitating such learning experiences.
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Reading, Inaccurate Information, and Learning in the Age of AI: Research Insights
September 09, 2026
In our Research Insights series, members of the Learning Design team connect areas of research expertise to current themes in online learning. This piece focuses on connections between research on exposure to inaccurate information and learning from texts.
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The ADA Title II Final Rule and WCAG 2.1 Conformance in Online Learning Programs: Key Criteria Part I
September 09, 2026
This is the second piece in a series focused on the final rule issued in 2024 for Title II of the Americans with Disabilities Act. This piece builds on the foundational coverage of and overarching recommendations for compliance efforts presented in the first piece in our Title II final rule series. Specifically, it addresses compliance considerations and recommendations applicable to the technical standard established in the Title II final rule. As described in the first piece in the series, the Title II final rule requires that web content and mobile apps conform to Level A and AA success criteria included in version 2.1 of the Web Content Accessibility Guidelines (WCAG).
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The ADA Title II Final Rule and WCAG 2.1 Conformance in Online Learning Programs: Key Criteria Part II
September 09, 2026
This is the third piece in a series focused on the final rule issued in 2024 for Title II of the Americans with Disabilities Act. As described in the first piece in our Title II final rule series, the final rule established a technical standard for web content and mobile apps—conformance with Level A and AA success criteria included in version 2.1 of the Web Content Accessibility Guidelines (WCAG). In the second piece in our Title II final rule series, we focused on select Level A and AA success criteria that tend to have an outsized impact on online course development and delivery. In this third piece, we will address an additional subset of Level A and AA success criteria. While these success criteria may feature in online courses somewhat less often than those covered in the second piece, the Title II final rule mandates conformance with all 50 Level A and Level AA success criteria included in WCAG 2.1. Accordingly, understanding the success criteria presented here is essential for successful compliance efforts.
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Artificial Intelligence (AI) for Professional Copyediting
September 17, 2026
No matter the industry, people work with all kinds of written content and face the challenge of balancing tight deadlines, large volumes of material, and the need for consistent, high-quality output. With these increasing demands, more professionals are exploring how AI can support their workflows without compromising standards. When used thoughtfully, AI tools can assist with routine writing and editing tasks, freeing up time for more nuanced, human-centered review. Integrating AI into the writing and editing process does not replace human expertise; it makes this work more efficient and sustainable.
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