“The Development of knowledge”
TOPIC: Content Online.
Group 3: Stephanie Grayson
Lynn Brincks Pía Tabali
SECTION I Online Task Types:
A brief review of the basics.
Which tools can I use for my course?
u VLEs
u Social or Business Networking Sites
u Wikis
u Discussion Groups
u Blogs
u Chatrooms
u Forums
Which tools can help participants see the information?
u Word clouds
u Video sharing sites
u Slideshow sites
u Screen capture tools
u Poster sites
u Mindmaps
u Movie creator sites
u Comic creator sites
Possible task types
u Animations
u Games
u Video
u Images and graphics
u Charts
u Mindmaps
u Posters
Which tools can help my participants hear the information?
u Chatware
u Voice boards
u Video sharing
u Sound recorders
u Online music players
u Movie creators
u Podcasting sites
Possible task types
u Recorded success stories and examples
u Interviews
u Simulations
u Case studies
u Synchronous chat sessions
u Question and answer sessions
Which tools can help my participants grasp the information?
u Surveys
u Shared whiteboards
u Quiz makers
u Mindmaps
u Word clouds
u Subtitle creators
Things to focus on when choosing task types
What is most important? / What is my focus? u Facts?
u Concepts?
u Principles?
u Processes? u Procedures?
The answer to the question can help me choose the best task type.
Which task types are interactive?
u All of them!
It‘s your job to show or tell your participants how to use them to enhance their learning!
Why do online tasks need to be interactive?
u Participants need to feel connected to each other and the community.
u Participants can easily get bored with just looking at a screen and not getting input in other ways.
u Participants learn through their experiences- learning by doing!
Key concepts to remember
- Format is key u Use chunking, colors, bold, white space, etc. to help the
participants
- A variety of task types is important, but don‘t overdo it! u No one likes to feel overwhelmed by needing to learn
too many things at once!
- Interactive tools are a must. u (See the previous slide).
Sources
u 10 ways to get your elearning strategy in motion (blog)
u Georgia Southern University (website)
u Teaching Online by Nicky Hockly and Lindsay Clandfield (book)
u Other sources which provided ideas from throughout the course
u All of you! J
SECTION II Designing an online course.
I want to design an online course. Where should I start?
…well, gather some tools and make a plan…
u Try :Centre for Online Learning (COL), Georgia Southern University’s online course instructional design management tool, ADDIE
ADDIE Analyze What to analyze and identify
Design Course Template Shell Document File Naming Convention Assessments Design Course Orientation Design Learning Modules
Develop How to manage files How to build the course How to build and apply Settings Make a Grade Book Review your course
Implement
What to do before week 1 Tips and reminders for the early weeks
Evaluate Using student evaluations And your own evaluation
What do I plan first?
…decide on your destination. That’s the course outcomes…
See University of Connecticut assessment primer to learn to design ‘backwards’:
Measurable course outcomes
broad course goals
What should I do next? …design your assessment…
…before you create the course materials!
Outcomes Assessment Components The Assessment Learning Cycle
Goals, Objectives and Outcomes
Learning Taxonomies
Writing Instructional Objectives
Curriculum Mapping
How to do Assessment
Assessment Planning
References
See U.Conn’s useful assessment overview
What template can I use?
u Tap into the world of Moodle themes and resources , tutorials, blogs, how-tos…
u Competitors include Desire2Learn and Blackboard
How do I know if my online course will be OK?
…use a Quality Matters rubric to check you have coherent goals, with alignment of:
u Learning Objectives (Competencies) u Assessment and Measurement u Instructional Materials u Learner Interaction and Engagement u Course Technology
Get your course peer reviewed!
What makes ‘best practice’?
The Seven Principles for Good Practice in Undergraduate Education …
…have been applied to online learning
…in detail
What are the 7 principles I should follow?
1. Encourage contact between students and faculty
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning
SECTION 3 Further Reading
“Nuts and Bolts: The 10-Minute Instructional Design Degree”
Reading’s Summary Food for thought....
Training and instructional design
From the article: Nuts and Bolts: “The 10-Minute Instructional Design Degree”
“But here’s the thing: regardless of what side of the fence you’re on, whether all designers should have formal training is not the same as whether they will.”
The big discussion is:
Should all people working on the field of online training/instruction/learning/teaching be experts?
u 2 sides:
1) Terrible designers with every certificate under the sun.
versus
2) Great designers with no background at all in the field.
Do we really need a technician? Expert?
Here are some tips!
1) When planning your course, please reflect (in advance) how you are going to assess what you expect your students to achieve, in order to avoid making this decision at the rush hour.
2) If you set out objectives that are too difficult to follow, then it would be very hard to complete the task, instead, attempt to make it understandable enough so people could actually manage to accomplish the task successfully.
3) “Good e-learning is about design, not software” invest time and money on researching about content and training (don’t waste your time with fancy things that shouldn’t be your target!)
4) Try to be as specific as possible when designing. Select what you think would be important and relevant according to your course’s aims and assignments.
5) Here’s another issue often discussed: be flexible! As the author says: “just because it’s online it doesn’t mean you can control it”.
6) Find a balance when using colours, fonts as well as animations and banners for attracting your learners, if you overuse them that might lead to distraction and confusion.
7) Look for different ways or opinions when finding a solution for a certain problem, sometimes designing the solution does not mean solving the problem.
8) Two important quotes:
“Instruction does not cause learning”
“Learning and teaching are not inherently linked”
Instead of giving long lists of “to do lists” try to provide a wide variety of activities or readings that would scaffold their learning that would “cause learning”.
If you have any question or enquiry, please do not hesitate to contact us:
Stephanie: [email protected]
Lynn: [email protected]
Pía: [email protected]
