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Course Design for Non-Designers
SLATEJune 17, 2009College of Lake County
Paul Heydenburg, Northeastern Illinois UniversityKen Sadowski, University of ChicagoMichael Sukowski, Concordia University Chicago
Ground Rules for Course Design
Provide introduction to explain the learning
All module elements presented to learner within wider context of course
Tell users the learning objectives
Ground Rules continued
Explain how the course or unit is organized Vital that students know key elements
in any module
Help students make selections about what is really critical
Ground Rules continued
Information chunking Group like information
Autonomy and unique identity Manageable units Short sentences, direct/succinct Web-friendly punctuation Generous paragraph breaks Bullets and numbering
Ground Rules continued
Develop interesting presentations to explain key pointsUse:
GraphicsAnimationsSound VideoEtc.
Ground Rules continued
Accommodate variety of learning styles Text for those who like to read Images for visual learners Interactions for kinesthetic learners
Make the most of what the medium has to offer
Ground Rules continued
Allow users to engage constructively with materials: Problem-solving with real world examples Make learning come alive
Transform your lectures You cannot simply move notes to screen
Materials must work as hard as you do when you teach
Ground Rules continued
Review and provide summary tests At end of each chunk of learning
Provide review materials Allow student to reflect on what they
learned Provide assessment
Ground Rules continued
Ensure access for all users Visually impaired Hearing impaired
E-Learning: Building the Ramp for Equal Access http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html
2 Key Elements in Online Learning
Student Engagement in Course
Teacher Presence
Student Engagement in Course
Content
InstructorStudent
Student
To ensure student engagement
Define learning objects
A learning objective is a statement to clarify the nature of a learning area
Indicates how the acquisition of the related skills and knowledge is measured
Learning Objects
Essentially a stand-alone piece of learning Can take about 5-10 minutes to master Might be:
Section of text Short video/audio clip Media elements organized together into a
short coherent group
Learning Objects Help Us:
Clarify the learning for students Analyze important information Audit learning for reuse
Through the use of LMS/CMS, learning objects are reusable
Get Students Interested
Adopt new strategies to gain attention Follow up learning objective with key or
exciting fact Keep students engaged with:
Content Each other Instructor
Teacher presence is a must
Teacher Presence
Interaction between learners, content, facilitator
Use LMS/CMS tools to provide: Rich feedback Timely feedback
Guide through content Encourage higher level thinking
Explore resources Encourage reflection Respond with feedback
Teacher Presence
Be enthusiastic and encouraging
Be yourself
Practical Suggestions
When creating online, hybrid, web-enhanced courses: Excessive text causes poor acceptance
of screen contents Use graphics Have copyright clearance Use animations Audio/video Follow sound graphic design principles
Practical Suggestions
Activities/Discussions Motivating Engaging Purposeful
Based on: Interaction between learners through
written communication Led by someone with training in the
special qualities for successful group learning
Practical Suggestions
Encourage students to explore resources Reflect on resource Post contribution to group
Instructor responds with feedback
Practical Suggestions
Discussions are: Core element to production of content Relatively quick to devise Engage students effectively in learning Make the most of your teaching skills
Practical Suggestions
Interactive elements such as: Quizzes Games
When in doubt: Obtain training Work with colleagues
Ensuring Quality Course Design
Quality Assurance Guidelines Higher Education
SLOAN-C Pillars of Quality Quality Matters Rubric Concord Model Schrum’s Qualities of Successful Students Robley and Wiencke’s Rubric for Quality
Interaction
Ensuring Quality Course Design
SLOAN-C’s Five Pillars of Quality Online Education Learning effectiveness Access Cost-effectiveness and institutional
commitment Faculty satisfaction Student satisfaction
Ensuring Quality Course Design
Quality Matters Rubric Set of 40 elements Distributed across eight broad standards
Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility
Ensuring Quality Course Design
Quality in K-12 Online Learning Resources
Chapman, D.W, Garrett, A. & Mahlck, L.O. (2004). The role of technology in school improvement. In: Adapting Technology for School Improvement: A Global Perspective (pp.19-37). Paris: UNESCO, International Institute for Educational Planning.
Ensuring Quality Course Design
Quality in K-12 Online Learning Resources
Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. Paper presented at the ASCILITE 2001, Melbourne.
Ensuring Quality Course Design
Quality in K-12 Online Learning Resources
Southern Regional Education Board. (2006). Standards for Quality Online Teaching. Retrieved October 18, 2006 from http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp
Resources
Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council, www.hanoverresearch.com
E-Learning: Building the Ramp for Equal Access, http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html
Resources continued
Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal Of Distance Education, 17(2), 77 - 98.
Resources continued
Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57 -67.
Resources continued
Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(628), 36 - 46.
Resources continued
http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning
http://www.sloan-c.org
http://www.qualitymatters.org/