Module 7pres
- 1. Module 7: Designing Integrated Hybrid/Online Courses Part 1: Course Competencies Faculty determine: • Specific course and module learning objectives that are consistent, measurable, and clearly articulated • What thinking strategies and processes do students need to develop? • What methods and techniques need to be learned? • What terminology and concepts are important to know?
- 2. Course Competencies: Sample Materials • Articulate Your Competencies • A Theoretical Framework for Effective Online Course Design • Planning Your Online Class
- 3. Competencies: Reflections and Portfolio Entry • What thinking strategies Portfolio Assignment: and processes do students (outline course competencies need to develop? including the strategic • What methods and knowledge, procedural techniques need to be knowledge, facts and learned? concepts) • What terminology and concepts are important to know? • What do student’s need to experience at a personal level that will contribute to their growth as persons for others?
- 4. Module 7: Designing Integrated Hybrid/Online Courses Part 2: Assessment Faculty develop: • A variety of assessments that measure the stated learning objectives are sequenced, varied, and appropriate • Specific and descriptive criteria for the evaluation of students work and participation • An explicit course grading policy • Assessment strategies that provide for student self- assessment and ability to measure their own progress.
- 5. Sample Materials: Assessment • Thinking about Evidence of Mastery • How Experts Differ From Novices • Think Aloud Technique • Assessing Learning in Online Education • Online Assessment Strategies • Evaluating Online Discussions
- 6. Assessment: Reflections and Portfolio Entry • How will you know if Portfolio Assignment: students have mastered the competencies in your • Assessment evidence course? • Explanation of grading • What types of complex criteria problems will they be able to solve? • How will students think and behave as evidence of their ability?
- 7. Module 7: Designing Integrated Hybrid/Online Courses Part 3: materials and learning experiences Faculty develop: • Instructional materials that contribute to the achievement of course competencies and module/unit objectives • Learning experiences that provide opportunities for student/content, student/student, student/teacher interaction • Technology tools and strategies that support course learning competencies
- 8. Sample Materials: online course content • MERLOT (http://www.merlot.org): Searchable, rated (mostly free) database of learning objects provided by instructors • MIT OpenCourseWare (http://ocw.mit.edu/OcwWeb/web/home/home/index.htm): Free access to over 1,700 courses, readings, audio and video clips provided by instructors at MIT. • Annenberg Media (http://www.learner.org): Access Annenberg Media discovery learning programming, including audio and video clips, for educational use. You can link to any of the clips in their web site and enhance the content of your course. Free sign up is required for first-time users. • You Tube (www.youtube.com): A vast collection of video clips that might hold some treasures you can use • Teacher Tube (www.teachertube.com): The educational version of YouTube. • TED (Ideas Worth Spreading) (www.TED.com): A free, moderated collections of speeches on a variety of topics by notable and unknown speakers
- 9. Sample Materials: Interactive Technologies • Get Your Head In The Clouds http://socialnetworkinginclass.ning.com introduces a variety of top technology tools. Each tool is described, modeled and rated in terms of its usefulness to online instructors. • Delicious www.delicious.com A social bookmarking service that allows you to tag, save, manage and share web pages with a community. • Top 100 Tools for Learning • http://www.c4lpt.co.uk/recommended/index.html This directory provides a listing of over 2000 tools suitable for the managing learning. • Learning Style Assessment and Guides http://www.vark-learn.com/english/index.asp This site provide individuals with the opportunity to complete a quick learning styles assessment, and to view “Helpsheets” that list the types of learning activities best suited to each learning style.
- 10. Activities and Materials: Reflections and Portfolio Entry • How will your course Portfolio Assignment: activities and materials activities promote student- • List the the learning student, student-instructor, activities and course and student-content materials used in your interaction course. Explain how these activities and materials promote student attainment of course objectives
- 11. Module 7: Designing Integrated Hybrid/Online Courses Part 4: Creating an online/hybrid course Faculty create a course syllabus that incorporates: • Explicit learning competencies for a course • Learning materials that contribute to the achievement of the stated course and module/unit learning objectives. • Course activities that promote the achievement of the stated learning objectives, provide opportunities for interaction; and integrate technology into the course design in ways that support student engagement.
- 12. Part 4: Creating an online/hybrid course • Develop an course introduction that makes clear how to get started and where to find various course components and introduces students to the purpose and structure of the course • Develop course instructions that link to a clear description of the technical support offered • Ensure that the course employs accessible technologies and provides guidance on how to obtain accommodation.
- 13. Sample Materials: Creating an Online/Hybrid Course • Constructing an Effective Online Syllabus • A Theoretical Framework for Effective Online Course Design • Ray Schroeder's Online Learning Update • Developing and Teaching an Online/In-class Hybrid: A Demonstration http://sbaweb.wayne.edu/~absel/bkl/.%5Cvol31%5C31ae.pdf .
- 14. Creating an Online/Hybrid Course: Create Syllabus Develop course syllabus that contains • Learning materials that contribute to the achievement of the stated course and module/unit learning objectives. • Course activities that promote the achievement of the stated learning objectives, provide opportunities for interaction that support active learning; • Technology integrated into the course design in ways that support student engagement.
- 15. Create syllabus cont. Develop an course introduction that makes clear how to get started and where to find various course components and introduces students to the purpose and structure of the course Develop course instructions that link to a description of the technical support offered Ensure that the course employs accessible technologies and provides guidance on how to obtain accommodation.
- 16. Creating an Online/Hybrid Course: Technology Resources Moodle Course Design