copy of course design for non-designers
TRANSCRIPT
Course Design for Non-Designers
SLATEJune 17, 2009College of Lake County
Paul Heydenburg, Northeastern Illinois UniversityKen Sadowski, University of ChicagoMichael Sukowski, Concordia University Chicago
Ground Rules for Course Design
• Provide introduction to explain the learning
• All module elements presented to learner within wider context of course
• Tell users the learning objectives
Ground Rules continued
• Explain how the course or unit is organizedo Vital that students know key elements
in any module
• Help students make selections about what is really critical
Ground Rules continued
• Information chunkingo Group like information
Autonomy and unique identity Manageable units Short sentences, direct/succinct Web-friendly punctuation Generous paragraph breaks Bullets and numbering
Ground Rules continued
• Develop interesting presentations to explain key pointso Use:
GraphicsAnimationsSound VideoEtc.
Ground Rules continued
• Accommodate variety of learning styleso Text for those who like to reado Images for visual learnerso Interactions for kinesthetic learners
• Make the most of what the medium has to offer
Ground Rules continued
• Allow users to engage constructively with materials:o Problem-solving with real world exampleso Make learning come alive
• Transform your lectureso You cannot simply move notes to screen
• Materials must work as hard as you do when you teach
Ground Rules continued
• Review and provide summary testso At end of each chunk of learning
Provide review materials Allow student to reflect on what they
learnedo Provide assessment
Ground Rules continued
• Ensure access for all userso Visually impairedo Hearing impaired
• E-Learning: Building the Ramp for Equal Access http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html
2 Key Elements in Online Learning
• Student Engagement in Course
• Teacher Presence
Student Engagement in Course
Content
InstructorStudent
Student
To ensure student engagement
• Define learning objects
• A learning objective is a statement to clarify the nature of a learning area
• Indicates how the acquisition of the related skills and knowledge is measured
Learning Objects
• Essentially a stand-alone piece of learningo Can take about 5-10 minutes to mastero Might be:
Section of text Short video/audio clip Media elements organized together into a
short coherent group
Learning Objects Help Us:
• Clarify the learning for students• Analyze important information• Audit learning for reuse
o Through the use of LMS/CMS, learning objects are reusable
Get Students Interested
• Adopt new strategies to gain attentiono Follow up learning objective with key or
exciting fact• Keep students engaged with:
o Contento Each othero Instructor
• Teacher presence is a must
Teacher Presence
• Interaction between learners, content, facilitator
• Use LMS/CMS tools to provide:o Rich feedbacko Timely feedback
• Guide through content• Encourage higher level thinking
o Explore resources• Encourage reflection• Respond with feedback
Teacher Presence
• Be enthusiastic and encouraging
• Be yourself
Practical Suggestions
• When creating online, hybrid, web-enhanced courses: o Excessive text causes poor acceptance
of screen contentso Use graphicso Have copyright clearanceo Use animationso Audio/video o Follow sound graphic design principles
Practical Suggestions
• Activities/Discussionso Motivatingo Engagingo Purposeful
• Based on:o Interaction between learners through
written communicationo Led by someone with training in the
special qualities for successful group learning
Practical Suggestions
• Encourage students to explore resourceso Reflect on resourceo Post contribution to group
• Instructor responds with feedback
Practical Suggestions
• Discussions are:o Core element to production of contento Relatively quick to deviseo Engage students effectively in learningo Make the most of your teaching skills
Practical Suggestions
• Interactive elements such as:o Quizzeso Games
• When in doubt:o Obtain trainingo Work with colleagues
Ensuring Quality Course Design
• Quality Assurance Guidelineso Higher Education
SLOAN-C Pillars of Quality Quality Matters Rubric Concord Model Schrum’s Qualities of Successful Students Robley and Wiencke’s Rubric for Quality
Interaction
Ensuring Quality Course Design
• SLOAN-C’s Five Pillars of Quality Online Educationo Learning effectivenesso Accesso Cost-effectiveness and institutional
commitmento Faculty satisfactiono Student satisfaction
Ensuring Quality Course Design
• Quality Matters Rubrico Set of 40 elementso Distributed across eight broad standards
Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility
Ensuring Quality Course Design
• Quality in K-12 Online Learningo Resources
Chapman, D.W, Garrett, A. & Mahlck, L.O. (2004). The role of technology in school improvement. In: Adapting Technology for School Improvement: A Global Perspective (pp.19-37). Paris: UNESCO, International Institute for Educational Planning.
Ensuring Quality Course Design
• Quality in K-12 Online Learningo Resources
Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. Paper presented at the ASCILITE 2001, Melbourne.
Ensuring Quality Course Design
• Quality in K-12 Online Learningo Resources
Southern Regional Education Board. (2006). Standards for Quality Online Teaching. Retrieved October 18, 2006 from http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp
Resources
• Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council, www.hanoverresearch.com
• E-Learning: Building the Ramp for Equal Access, http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html
Resources continued
• Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal Of Distance Education, 17(2), 77 - 98.
Resources continued
• Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57 -67.
Resources continued
• Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(628), 36 - 46.
Resources continued
• http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning
• http://www.sloan-c.org
• http://www.qualitymatters.org/