Strategies for Designing Online Courses that are Effective, Engaging, Efficient, and above all... a bit awesome!
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The document outlines strategies for designing online courses focused on effective and engaging learning experiences, emphasizing diverse activities beyond traditional discussion boards. It includes examples of creative introductions for students, digital storytelling, and incorporating real-world data into course discussions. Additionally, it suggests co-designing with students and creating open educational resources to enhance learning outcomes.
Strategies for Designing Online Courses that are Effective, Engaging, Efficient, and above all... a bit awesome!
- 1. SET Presents @ RRU- March 2018 Strategies for Designing Online Courses George Veletsianos, PhD Professor Canada Research Chair School of Education & Technology
- 2. Goals share some of the work being done in SET, explore various activities beyond the Moodle discussion board, and learn from one another.
- 3. A very quick overview of the MA in Learning & Technology What is it? Who is it for? Design: Openness, Networked learning, Digital mindset Moodle + Wordpress + Social media (e.g., #RRUMALAT) + RSS
- 4. In designing learning experiences, what are your goals? e3 – effective, efficient, engaging learning Others?
- 5. In designing learning experiences, what are your goals? e3 – effective, efficient, engaging learning Others? • “Good” • Transformative
- 6. What are some of your favorite course activities? Why?
- 7. Foundations
- 8. Organized and Sequenced – Deadline calendar – Establishing a rhythm: Standardized sequence à familiarity – Check-ins (e.g., 1-1 phone/skype chat) – Discussion flow (post by? Respond by?) – Clear expectations
- 9. Organized and Sequenced: Course example
- 10. Organized and Sequenced: Assessment across MALAT
- 11. Using a diverse array of activities… – Discussions – Drawings – Videos – Digital stories – Contemporary debates in your field – Concept mapping – Professional communities - socialization – Case studies – Solving problems
- 12. What are some ways that you ask students to introduce themselves?
- 13. • Superhero Students You are to create a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name Use your creativity to create a representation of yourself so that we learn more about each other. You can use pen/pencils/crayons and paper, or a graphics program to do this. – Adapted from Dunlap & Lowenthal: http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/ Handbook/cuonlinehandbook2011/Documents/chapter10.pdf What are some ways that you ask students to introduce themselves?
- 14. • Mine looks like this. • Why?
- 15. • Music videos Locate a music video on youtube.com that describes you and post it below, along with a message for the rest of the class explaining why this music video describes you. Caution: A lot of music videos contain language and imagery which may be offensive. Please review the lyrics & watch the whole video prior to posting it to ensure that it is appropriate. What are some other ways that you ask students to introduce themselves?
- 16. • Music videos What are some other ways that you ask students to introduce themselves?
- 17. Stories & digital storytelling • Instructors telling stories • Students creating stories – screencasts, comics, audio narration tools Jing
- 18. Stories & digital storytelling
- 19. Weekly video updates: Social presence - Teaching presence
- 21. Embedding your personality (memes, online cultures, current affairs) By Royce Kimmons Introduction to online learning course: http://courses.doceocenter.org/theoretical_foundations_online_learning
- 22. Discussions/debates driven by real- world data - Twitter https://twitter.com/search-home
- 23. Discussions/debates driven by real- world data - Newspapers
- 24. Discussions/debates driven by real- world data – Comments
- 26. Discussions/debates driven by real- world data – Blogs posts
- 29. Concept Mapping: Keeping up-to-date and connecting all the pieces
- 30. Concept Mapping: Keeping up-to-date and connecting all the pieces
- 31. Concept Mapping: Keeping up-to-date and connecting all the pieces
- 32. Concept Mapping: Keeping up-to-date and connecting all the pieces
- 33. Video-related activities • Content delivery (reusing video) or examining video artifacts – Youtube, Vimeo, TED, Amazon, iTunes
- 34. Video-related activities • Additional ideas – Record an elevator speech – Find, share, and comment – Identify misconceptions in existing videos – Film and share roleplays
- 35. Introduce learners to professional communities – Professional listservs e.g., Tomorrow’s Professor – Blogging communities – Social Networking Sites (e.g., LinkedIn discussion groups, Facebook groups) – Ask students to attend a virtual conference and do X (reflect/summarize/ etc)
- 36. Authoring Open E-books and Open Textbooks • Create worthwhile digital artifacts as a class (&make available to others) à Replacing disposable assignments with those that add value to the Word (David Wiley)
- 37. Authoring Open E-books and Open Textbooks • Work with your instructional designer to figure out the best platform for creating the e-book (Wiki? A dedicated website? A collection of Google documents?)
- 38. Course book clubs • As a class, select a few books that are of interest • (allow choice in reading/listening the books to accommodate student preferences/life) • Task teams with analyzing and presenting
- 39. Audio + Video Feedback • Back to instructor presence and diversity
- 40. Questions and open discussion
- 41. Interested in exploring more? https://tinyurl.com/designSuggestions http://tec-variety.com/
- 42. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos on Twitter veletsianos@gmail.com These slides: www.slideshare.com/veletsianos