Date post: | 07-Dec-2014 |
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Focusing the Course Design Process on Alignment
Colleen Fleming, Sarah Fornero, and Elle TivineAdler School of Professional Psychology
Emergency ManagementPublic Policy
Graduate degreesClinical PsychologyCounseling PsychologyOrganizational PsychologyCriminology Chicago Vancouver OnlineMilitary Psychology
3 Online programs
2 Blended programs
Instructional Designers310+New online courses each term
1100+ faculty and students
An Online Course Is…
Any course that uses Moodle, or other online tools, for student contact hours.
An Online Course Can Be…• Entirely online – ALL contact
hours are achieved via Moodle or other online tools.
• Blended - SOME contact hours are achieved via Moodle or other online tools.
HOMEWORK
ReadingsWriting papersCompleting projects Etc.
Contact Hours…
IN-CLASS ACTIVITIES
Lecture Q & ADiscussionsEngaging with contentStudent presentationsEtc.
Are… Are not…
An Online Program…• Intentionally offers specific
courses in an online format• Has a specific sequence that
includes online course offerings• Is marketed to students as
having online course offerings
An Online Program Can Be…
• Entirely Online - all courses are entirely online
• Blended - some courses are blended or entirely online
100%
ONLINE COURSE DEVELOPMENT
Course Design Steps
• Items to Consider Prior to Creating an Online Course
• Determine Course Details
• Course Design & Build Process
• Course Revision
Items to Consider Prior to Creating an Online Course
• Brainstorm Innovative Course Materials– http://tinyurl.com/kfkvppo
• Consider Big Picture Program Components
Determine Course Details
• Exit Competencies• Start Date• Format and Length of Course• Course Author
Course Design & Build Process
• Collect Preliminary Course Materials
• Build the Course in Moodle
Collaborative Design Process
Course Author
Multimedia Developer
Instructional Designer
Preliminary Course Materials
• Detailed Course Plan• Syllabus• Online Faculty Teaching Plan
Detailed Course Plan: Part 1
Goal: Course Author develops weekly learning aims and weekly topics based on course exit competencies
Part 1: Focus on Objectives
• Course Exit Competencies = Course Objectives• Weekly Learning Aims = Weekly Objectives• All Objectives should be “SMART”:
– Specific– Measureable/observable– Attainable– Relevant or results-oriented– Targeted to the learner and the desired level of learning
Part 1: Use of Bloom’s Taxonomy
Part 1: Form Sample
Detailed Course Plan: Part 2
Goal: Course Author selects instructional materials, learning activities, and assessments based on weekly learning aims
Part 2: Focus on Course Content
• Instructional materials, learning activities, and assessments should align with weekly learning aims.
• Each weekly learning aim, at minimum, should have one instructional material resource and one assessment that aligns with it.
• Instructional materials, learning activities, and assessments may apply to more than weekly learning aim.
Part 2: Assessments
Assessments are the tools and means used to determine if a student has achieved an exit competency or learning aim. Assessments can take many forms, including:
– Discussion Forums– Written Assignments– Audio or Video Assignments– Quizzes or Exams
Part 2: Instructional Materials
Instructional materials are sources of information that prepare your students to complete learning activities and assessments. These resources could include:
– Readings– Audio Recordings or Videos – Diagrams, Tables, or Visual Representations– Course Author-created content
Part 2: Learning Activities
Learning activities are participatory instructional activities that do not assess if students have achieved a particular aim or competency. Learning activities can take the following forms:
– Non-graded versions of assessment types (including check-point questions)– Readings with guiding questions or lists of key terms and ideas to focus on– Non-graded simulations or role-playing– Informational or interactive games to reinforce content– Live webinars– Graded activities that work towards, but do not assess, aims or competencies
Part 2: Form Sample
Part 2: Variety of Course Content
Part 2 of the Detailed Course Plan is when most of the course content is determined. It is important that the content has:
• Multiple viewpoints (i.e. – not just a single textbook)• Variation in the ways that students receive and interact with
the material
Detailed Course Plan: Part 3
Goal: Course Author reviews weekly outline and develops weekly and topic introduction presentations
Part 3: Form Sample
Syllabus
The Course Author receives the Syllabus template at the same time as Part 3 of the Detailed Course Plan.
The Syllabus is not started until all of the course content has been determined (based on the objectives) in order to prevent alignment gaps.
Online Faculty Teaching Plan
Instructors are required to fill out the Online Faculty Teaching Plan and post their responses to the course so that students know:
• When the instructor will be available• How the instructor plans to facilitate the course• How grading will be handled
Course Build
• Moodle Build• Multimedia
Production
Course Revisions
• After the course has been taught
• Based on feedback and best practices
Resources• Detailed Course Plan Documents• Syllabus Template• Online Faculty Teaching Plan Document
Files can be downloaded here: http://tinyurl.com/SLATEAlignment
Questions?
Sarah ForneroDirector of Design and
Delivery [email protected]
312.662.4234
Slideshare of this presentation: http://tinyurl.com/SLATEAlignment
Elle TivineInstructional Designer
[email protected] 312.662.4242
Colleen FlemingInstructional [email protected]
312.662.4241