Principles of EffectivePrinciples of Effective
Online Course DesignOnline Course Design
Whitney KilgoreWhitney KilgoreWhit...
Consistent Architecture
• Design consistency across program
• Organization of content consistent
• Modularize Content - We...
New Pedagogies
• Not just a change in delivery of face to face course
• Learner Centered Pedagogical Shift
• Connectivist
...
Assessment Types
• Formative, peer evaluation, self assessment, and summative- multiple forms of assessment
Example of ass...
Fosters a Robust Intellectual Community
Social Presence is “the ability of participants to
identify with the community (e....
Encourage Active Learning
• Connect content to Life/Work
• Application based assignments
• Group Work
• Student created co...
Promote Reflection
• Peer Review
• Discussion – Reflection posts
• Content Connections- writing assignments
• Article/Book...
Provides Prompt and Meaningful Feedback
• Set clear expectations for feedback
• Quality personalized feedback
Use Digital Technologies to Support
& Enhance Learning
• Technology must be transparent
• Make sure learning outcomes are ...
Abbreviations:
AP: Academic Partnerships
QM: Quality Matters
Sloan-C QS: Sloan-C Quality Scorecard
NILOA: National Institu...
Anatomy of a QUALITY COURSE
Getting Started
A well-organized “start here” area helps students get off to a good start
in t...
Anatomy of a QUALITY COURSE
Welcome Letter
Provide a welcome letter and self-introduction to help
students identify with y...
Anatomy of a QUALITY COURSE
Technical
Requirements
Online students need to know what technologies and
technical skills the...
Anatomy of a QUALITY COURSE
Modules
Create module structures that are easily navigable, and then keep
them consistent thro...
Anatomy of a QUALITY COURSE
Modules
When using any type of multimedia (e.g., video, audio), provide optional access in a f...
Anatomy of a QUALITY COURSE
Course Alignment
Strong alignment is the heart of a quality course.
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Rapid prototyping with Quality Matters rubric

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Begin with the end in mind. Start building your online course with a template align with the QM Standards. This presentation will be shared at the QM Conference in Nashville, TN 2013: https://www.qualitymatters.org

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  • course materials that prepare students for assessment ( QM Standard 4.1 ). activities that prepare students for assessments and provide opportunities for students to measure learning through self-assessments ( QM Standards 3.5 & 5.1 ). tools and media that support student engagement and active learning ( QM Standards 6.1 & 6.2 ). Assessments that measure the learning objectives are supported by the materials and activities for the course, and provide variety and appropriate sequencing in a manner that supports student success ( QM Standards 3.1 & 3.4 ). Whenever possible, preference should be given to assessments that provide students the opportunity to reflect on their learning, and which are application-based, since these provide for deeper learning opportunities ( NILOA & AP ).
  • Rapid prototyping with Quality Matters rubric

    1. 1. Principles of EffectivePrinciples of Effective Online Course DesignOnline Course Design Whitney KilgoreWhitney KilgoreWhitney KilgoreWhitney Kilgore Rapid Prototyping with the QM Rubric Rapid Prototyping with the QM Rubric
    2. 2. Consistent Architecture • Design consistency across program • Organization of content consistent • Modularize Content - Weekly
    3. 3. New Pedagogies • Not just a change in delivery of face to face course • Learner Centered Pedagogical Shift • Connectivist • Social Constructivist • NOT Lecture driven like face to face
    4. 4. Assessment Types • Formative, peer evaluation, self assessment, and summative- multiple forms of assessment Example of assessment types in Education program
    5. 5. Fosters a Robust Intellectual Community Social Presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001). Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
    6. 6. Encourage Active Learning • Connect content to Life/Work • Application based assignments • Group Work • Student created content presentations “Learning is an active process. We learn by doing. Only knowledge that is used sticks in your mind.” -Dale Carnegie
    7. 7. Promote Reflection • Peer Review • Discussion – Reflection posts • Content Connections- writing assignments • Article/Book reviews • Reflection can aim at enhancing the effectiveness of learning and/or promoting metacognition or similar notions such as “learning to learn” or “self-regulation,” all considered as essential skills for knowledge workers.
    8. 8. Provides Prompt and Meaningful Feedback • Set clear expectations for feedback • Quality personalized feedback
    9. 9. Use Digital Technologies to Support & Enhance Learning • Technology must be transparent • Make sure learning outcomes are aligned to the technology tools utilized
    10. 10. Abbreviations: AP: Academic Partnerships QM: Quality Matters Sloan-C QS: Sloan-C Quality Scorecard NILOA: National Institute for Learning Outcomes Assessment Anatomy of a QUALITY COURSE A prominent Start Here button shows students where to begin the course. Alternatively, a Start Here area could be included in the navigation menu (QM Standard 1.1). Link to the syllabus and course schedule in a prominent location to ensure students can easily find important information when they need it (QM Standard 6.3). A clean navigation allows students to easily access course components and helps prevent them from getting lost in the course. Keep menus as short as possible and provide clear, well-described links to different areas of the course (QM Standard 6.3). The Home Page
    11. 11. Anatomy of a QUALITY COURSE Getting Started A well-organized “start here” area helps students get off to a good start in the course. Consider providing students with step-by-step instructions that walk them through essential information and areas of the course (QM Standards 1.1 & 6.3). Students in online courses can feel disconnected, but by including a short welcome video, you help students get to know you and feel connected in the course (QM Standard 1.7). By linking to student and academic support services, you allow students to easily access university resources they may need during your course (QM Standards 7.3 & 7.4). To begin building community in your course, ask students to introduce themselves to you and the class (QM Standard 1.8). Communicating online is much different than in person. Provide students with information about online etiquette, or “netiquette”, to help them get off to a good start (QM Standard 1.3).
    12. 12. Anatomy of a QUALITY COURSE Welcome Letter Provide a welcome letter and self-introduction to help students identify with you as an individual and to set the tone for the course (QM Standard 1.7).
    13. 13. Anatomy of a QUALITY COURSE Technical Requirements Online students need to know what technologies and technical skills they need to be successful in the course (QM Standard 1.6). Technologies should be current and easily accessible for students, such as through a download or by purchase at the institution’s bookstore (QM Standards 6.4 & 6.5).
    14. 14. Anatomy of a QUALITY COURSE Modules Create module structures that are easily navigable, and then keep them consistent throughout the course. Use the same language and structure to identify course components (e.g. “Module One” vs. “Module 1”). Consistently naming things (e.g. “assignment” vs. “activity”) also helps to eliminate confusion (QM Standard 6.3). Provide an easily located transcript for any video or audio that you use within the course. This is helpful for accessibility purposes and for learners who prefer accessing information in a text format (QM Standard 8.2).
    15. 15. Anatomy of a QUALITY COURSE Modules When using any type of multimedia (e.g., video, audio), provide optional access in a format accessible to students who are sight or hearing impaired (QM Standard 8.2 and 8.4). This example shows a SlideShare presentation within the course. Because this tool is not accessible, a PowerPoint version of the presentation has been made available as well (QM Standards 8.2 and 8.4). This example shows a video within the course. A Word document with the text of the audio portion of the video has been made available (QM Standards 8.2 and 8.4).
    16. 16. Anatomy of a QUALITY COURSE Course Alignment Strong alignment is the heart of a quality course.
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