Designing and Developing Online Courses

Course Life Cycle Revise Design Evaluate Implement Develop

Instructional Design Process Know Your Learners Formulate Objectives Develop Assessment Specify Content and Strategies Choose Resources/Tools

Decide What Type of Course to Design

 WebEnhanced  Key course documents online  F2F class extension via L2L or L2E (learner to expert) discussion  WebCentric or Hybrid  F2F meetings less frequent and more interaction online  Online (Web) Course  All communication and learning takes place online

Create the Team

 Instructor  Subject-matter expert  Instructional designer  Web designer / CMS person  Technical support

Learner and Context

    Prerequisite knowledge Technological expertise Technology access Physical Learning Environment  Office  Library  Home  School  Lifestyle

Purpose of Objectives

 Plans where you’re going  Provides bridge to:  Resources  Activities  Assessment

Creating Learner-Centered Objectives

 What do you want the learners to KNOW?

 How will learners SHOW you they know it?

Choosing Assessment

 Appropriate for Objective  Meaningful, Authentic Assessment  Types of Assessment  Individual vs. Group

Types of Assessment

 Reflective summaries  Projects  Papers  Creating activities  Presentations  Debate questions  Traditional Exams

Matching Assessment to Levels of Learning

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Knowledge

   

List Identify Recognize Name

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Comprehension

  

Describe Explain Discuss

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Application

  

Apply Demonstrate Illustrate

Matching Assessment to Levels of Learning (continued)

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Analysis

  

Analyze Compare/Contrast Differentiate

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Synthesis

  

Create Design Plan

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Evaluation

  

Judge Predict Support

Developing Learning Activities

Gagne’s Events of Instruction

 Gaining learner’s attention  Informing the learner of the objective  Stimulating recall of prior learning  Presenting the stimulus  Providing learner guidance

Gagne’s Events of Instruction

 Eliciting performance  Providing feedback  Assessing performance  Enhancing retention and transfer

Remember: Learners can do some of this themselves

Planning Interaction

 Student-Resources  Student-Instructor  Student-Student

Online vs. Offline Activities

 Offline     F2F orientations Study groups Text readings Video/Audio learning events  Online      Group discussion Team brainstorming Individual presentations Guest “speaker” Collaborative projects / activities

Remember:

 Provide choices in assignments  Flexibility in learning pathways

Content Resources

 Textbook  Study Guide  Web sites  Discussions with experts  CD-ROMs

What Tools Can be Used?

 Content       Study Guide LMS / CMS Videotape CD-ROM Web page PPT with audio  Interaction        F2F Email Conferencing Chat Phone Database Mapping Software

Pacing

 Week 1      Introduction Registration Readings Student Profiles Course Overview  Week 2       Content introduction Readings Discussions Team formation Participation Grade Weekly Summaries begin

Pacing (continued)

 Weeks 3-5  Team interactions  First graded assignment due  Weeks 6 and up  Individual presentations  Team presentations