Course Design  for Online   Courses     Topic:     Learning
Task                                   Design        Collaborative tasks•   Allow ss to be active in their own learning•  ...
Task                                   Design         Reflective tasks• Can enable the learner to internalise learning  an...
Task                                   Design          Levels of learning• E.g. Bloom’s taxonomy: six levels of cognitive ...
Task                                       Design         Materials and tasks• Need to be adapted to suit the online   med...
Role ofthe Tutor      Instruction does not cause learning    People learn through experience, through making    mistakes, ...
Role ofthe Tutor       Instruction does not cause learning    Even more than on face to face courses, we need to    adopt ...
Role ofthe Tutor       Instruction does not cause learning    We also need to:    • Provide regular feedback, both formati...
Course Design  for Online   Courses      Topic:      Structure
Development PlanNeeds to ask questions such as :• What will be done, by whom and by when?• Who are the students? What are ...
Development Plan continued       • Such teaching and learning methods could include problem-based         learning, case s...
Further considerations• Chunking, or dividing content into manageable sections: see   http://www.fgcu.edu/onlinedesign/des...
• Building in flexibility, in order to be able to                       respond to individual learner needs.• And don’t fo...
Course design learning and structure version 2 (2)
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Course design learning and structure version 2 (2)

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Course design learning and structure version 2 (2)

  1. 1. Course Design for Online Courses Topic: Learning
  2. 2. Task Design Collaborative tasks• Allow ss to be active in their own learning• Ss work together to solve common problems• Learners from different cultures and backgrounds interact and construct meaning together
  3. 3. Task Design Reflective tasks• Can enable the learner to internalise learning and develop learner autonomy• Online courses allow the learner to reflect at their own pace• Learners can review and evaluate their own contributions and those of their peers
  4. 4. Task Design Levels of learning• E.g. Bloom’s taxonomy: six levels of cognitive learning: forms the basis on which courses can be planned• Learning progresses from Knowledge through comprehension, application, analysis, synthesis and evaluation• Tasks can be designed to allow students to progress through the levels; e.g. see http://www.fgcu.edu/onlinedesign/designDe vd.html
  5. 5. Task Design Materials and tasks• Need to be adapted to suit the online medium• E.g. texts must be shortened as it’s impossible to read long texts online• Should make full use of all online possibilities, e.g. self-checking tools, chat rooms• Check out this, for a slant on Bloom’[s taxonomy: http://www.wisc- online.com/index.htm• More examples at: http://blog.cathy- moore.com/elearning-samples/
  6. 6. Role ofthe Tutor Instruction does not cause learning People learn through experience, through making mistakes, trying things out and talking things through with others So: we shouldn’t just deliver facts and ‘content’; we should provide meaningful exercises and activities that help to ‘cause’ learning
  7. 7. Role ofthe Tutor Instruction does not cause learning Even more than on face to face courses, we need to adopt the role of facilitator and make learning student centred • encourage collaboration and reflection • provide metacognitive guidance, e.g. with strategic questions and summaries
  8. 8. Role ofthe Tutor Instruction does not cause learning We also need to: • Provide regular feedback, both formative and summative, to help keep learners on track • Define clear goals for any online interaction, and clear criteria for evaluation • Be ‘present’ and interact with students, to keep communication lines open
  9. 9. Course Design for Online Courses Topic: Structure
  10. 10. Development PlanNeeds to ask questions such as :• What will be done, by whom and by when?• Who are the students? What are their backgrounds and learning needs? What support will they need in adapting to flexible learning?• What are the overall aims and specific learning outcomes? These can also provide the focus for assessment.• What is the content? And what teaching and learning methods will be employed to focus on the learning process rather than simply delivering content?
  11. 11. Development Plan continued • Such teaching and learning methods could include problem-based learning, case studies, experiential learning, videoconferencing and computer-based learning. 1 1David Murphy, Instructional Design for Self-Learning in Distance Educationhttp://www.col.org/SiteCollectionDocuments/KS2000%20Instructionaldesign.pdf
  12. 12. Further considerations• Chunking, or dividing content into manageable sections: see http://www.fgcu.edu/onlinedesign/designDevc.html as an example of chunking• Trialling, of tasks and modules to ensure consistency and coherence• Clear descriptions, including visuals, e.g. tables and timelines to help students familiarise themselves with overall course requirements: for examples, see: http://academics.georgiasouthern.edu/col/id/Or:http://itle.okstate.edu/fd/online_teaching/coursestructure.htm
  13. 13. • Building in flexibility, in order to be able to respond to individual learner needs.• And don’t forget the checklists at: http://www.csuchico.edu/tlp/resources/rubric /instructionalDesignTips.pdf !!!
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