Building Better
- 1. Start Building Better Online CoursesHow to awaken the active learner and other stuff.Oneita Burgess
- 2. In the world of online courses…Where to start?Start with what you know best YOU!
- 4. Course content, objectives
- 5. Technology comfort zone
- 6. Target audienceIn the world of online courses…Where is the teacher? In the words, images
- 10. Courseware tools
- 11. Technology choicesIn the world of online courses…Where is the student? Learner-centered approach
- 12. “Through the student’s eyes”
- 14. Interactive
- 15. Build redundancy, Rule of Three
- 16. Put it in 3 different places
- 17. Say it in 3 different ways
- 18. ???Finished Product Course DesignGoals and ObjectivesStudent EngagementContent, Organization, and ClarityInteraction & CollaborationBased on Learning and Course GoalsVariety of Communication Tools Used AssessmentAlignment with ObjectivesFormative (feedback!) & SummativeLearner SupportOrientation and TrainingTechnical and Pedagogical
- 19. ObjectivesEstablish Good Teaching PrinciplesIntroduce Instructional Design StepsDevelop Goals and ObjectivesClearly organizationBuild in interactivityPlan for effective assessment
- 20. Seven Principles of Good Teaching in Undergraduate Education Chickering & Gamson, 1987Promotes teacher-to-student interactionPromotes student-to-student interactionEncourages high expectationsProvides rich, rapid feedbackPromotes active learningFacilitates time on taskAddresses different learning styles
- 21. SACS – Principles of Good Practice for Electronically-Based CoursesDeveloped by Western Cooperative for Educational Telecommunications (WCET).THECB commends and encourages use to ensure quality distance education is high.Guide provided at http://www.thecb.state.tx.us/AAR/DistanceEd/PPGCourseGuide.pdf
- 23. Analysis – Needs Assessment Identify audience
- 24. Defining the problem through a needs or job/task analysis
- 25. Maintain offline teaching style online
- 26. Establish goals and objectivesA vision of Students TodayYouTubehttp://www.youtube.com/watch?v=BArOImjtG2M
- 27. Millennial Behaviors and Higher Education Focus Groups ResultsHow are Millennials different from previous generations at the same age?Handout: http://library1.njit.edu/staff-folders/sweeney/Millennials/Millennial-Summary-Handout.doc
- 28. Design Identify course by goals and objectives
- 29. Gather current course materials
- 30. Develop course outline, storyboard
- 31. Organize materials into modules/units/lessons
- 32. Matching tool to the task
- 33. Determine online presentation style
- 34. Familiarity with technologySyllabus“The Contract”Syllabus can be first lesson – first thing student doesAllow preview if possibleThorough – anticipate problemsCheck list:Contact informationCommunication planAssignment detailsTechnical requirements, software
- 35. Course Goals & ObjectivesDefinition of Goals A.K.A. “The Big Picture”Broad statementWhat learner will gain from instructionExample: Students will gain appreciation of the role of the family of medicine physician in health care.
- 36. Definition of ObjectiveStatement specific and measurable.Describes what learner will know or do as result of engaging in learning activity.performance learner is to perform to exhibit to you.intended result of instruction rather than process.Example: Students will list three characteristics that make family medicine physician distinctive from other specialists in the health care system. Beginning with the End
- 37. Reasons for Stating ObjectivesBasis for analyzing level of thinking expected for learner.Aid in selecting teaching methods.Enable measuring learning outcomes.Makes teaching more focused and organized.Assist students in organizing efforts.Easier to tie objectives to assessments.
- 38. Objective PitfallsFalse performanceUnderstand the principles of aerodynamicsFalse givensGiven a full day of instruction…Teaching pointsBe able to pick out a topic to discussGibberishDemonstrate an increased awareness of and a considerable grasp of…Instructor performanceThe instructor will explain to the class…False criteria… to the satisfaction of the instructor.Mager’s Tips on Instructional Objectiveshttp://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html#Objectives
- 40. What’s in your course?Reflection moment…What assignments, classroom activities, test, etc. are used to ensure students master course objectives?List activities and/or assignments, and specify particular course objectives that address each activity.
- 41. Development of Course ComponentsPersonality“Look and feel”, fonts, colors
- 42. Backgrounds
- 43. Language, imagesCommunication What form, match your style Learning objectives Self-tests, interactive glossaryAssessment
- 44. Development of Course ComponentsAudio / visuals choices External linksStandardsUse of text, page length
- 47. Content style sheetsAccessibilityPlain text and image alt tagsDetails, details, details
- 48. The Way You Do What You Do Narrative style
- 49. Get straight to the focus
- 50. Precise language, keywords
- 51. Enhanced visually, word pictures
- 52. Clean style, balanced layout
- 53. Bulleted points, short pages
- 54. One idea paragraphs, visually short
- 55. Current, immediate topicDevelopment Considerations Team effort?
- 56. Who does what?
- 58. Scope of responsibility
- 59. Compatible technology selections
- 60. Be open to new ideas from any directionWeb Developers / Designers:The design should be simple and direct. Stay away from distracting animations that are constantly moving. An animated demo that loops only once can be very effective, but if it is constantly moving on the screen it detracts from the content.
- 61. Keep What WorksDo remember the things that make a textbook informative and easy to study such as a table of content or a glossary.A table of contents with each lesson offers a preview of that lesson and acts as a summary.
- 62. ImagesIncorporate images that reflect the subject. You wouldn’t use the West Texas Jackalope for a subject dealing with the medical field, unless of course it is wearing a lab jacket and stethoscope. Your goal is to be innovative whenever possible.
- 63. Designing InteractivityInteraction between Learner and the instructor.Learner and content.Learner-learner.How to achieve?
- 64. Organizing Current MaterialGather Current Course MaterialsOrganize Material into ModulesAssess Current MaterialsPresentationsCommunicationsQuizzesImages
- 65. Clear OrganizationOrganizing Components of StoryboardOverview of whole courseOne module for practiceMethods of Storyboard creationOverview of each page’s contentFlow of subject matterSequence events
- 66. Matching Tool to TaskBecoming familiar with available technologyMatch tools to various teaching objectivesUse Seven Principles of Good Practice as guideline
- 67. Course DesignMenu Options Classroom management items (syllabus, etc.)Course materials (content, glossary, wiki, etc)Communication options (email, office hrs, etc.) Easy/Consistent Navigation of ContentLessons appear when appropriate (prevents confusion/working ahead when not ready and promotes community)All folders and lessons contain titles and dates (reminds students of topic, keeps them on track and working on the right lesson)Consistent layout of all lessonsConsider this… – piques student interest in the lessonObjectives – lets students know lesson expectations Readings/Activities – support objectives and offer contentAdditional Readings – offers additional content supportAssignments – assess achievement of objectives for the lessonAll content for each lesson is provided in one place
- 68. Course DesignMultiple Modes of DeliveryTo address a variety of learning styles and hold attention Content included textbook readings, online articles, websites, podcasts, video clips, audio, documents, etc.Rubrics, detailed text descriptions, and audio recordings (via Tegrity) were used to convey expectations for major projectsAdditional Resources To support the learner with technologies, general questions, and content understandingOn the menu: Glossary, web resources, FAQs, TegrityWithin lessons: Additional (Optional) Resources
- 69. Multiple Modes of DeliveryContent was obtained from textbooks, websites, and videos for most lessons. Other media modes included polls, podcasts, Tegrity recordings, and Elluminate recordings.
- 70. Interaction and CollaborationFacilitated by various technologies (synch and asynch)Class Wiki (Wetpaint)Group activities collaboration (creating group definitions and key theory areas)Sharing of knowledge and resources (ID model info, evaluation and project management links) Case Study Solutions (Elluminate)Read cases in advanceDiscussions of cases and solutions led by studentsIndividual reflections requiredPeer Reviews of major projects (Group Area in Bb)Class presentation of major project (Tegrity)Guidelines and rubrics were provided for each activity
- 71. Class WikiCourse assignments, both group and individual, were carried out through the class wiki and accessible to all as resources. Consistent graphics and titles were used to help students feel as though they had not “left” the Bb class.
- 72. Software IssuesWeb Browser issuesWeb Browsers behave differently
- 73. Software IssuesMedia Player issuesSpecific Media requires a unique player/plug-inDocument Distribution Issues
- 74. SummaryBenefits of pre-planning:Build a better course, fasterLess frustration and redesigningMore time to learn about technology in “comfort zone”.
- 75. Full CirclePrinciples of Good PracticeInstructional DesignAction itemsWhat will you do next?What timelines do you have?Take aways.Evaluation of Online Coursehttp://www.fgcu.edu/onlinedesign
- 76. Focus On Good TeachingExemplary Teaching Online ExampleLink access Username: guestPassword: guest