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Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
Design and Creation of Online Courses
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Design and Creation of Online Courses

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Overview, originally for CMDS department, January 2010. Part of the "Introducing Moodle" series.

Overview, originally for CMDS department, January 2010. Part of the "Introducing Moodle" series.

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  • 1. Encouraging Active Learning Maintaining Teaching Presence Activity Design Designing and Building Online Courses Derek Chirnside, University Centre for Teaching and Learning, University of Canterbury Part of the “Introducing Moodle: series
  • 2. Distance Online Blended Learning Hybrid Multi-modal e-learning Flexible Jargon Terms: Online Courses
  • 3. As far as tools go, one classification: Asynchronous Synchronous 1-1 E-mail Student Journal Telephone Skype (video or audio Chat One-Many Email Online forums Video Conference Skype (and other VOIP) Elluminate Adobe Connect Many - Many Online forums Elluminate Adobe Connect
  • 4. Types of course See handout
  • 5. The context of your course
  • 6. From Ged80 on Flickr http://www.flickr.com/photos/ged80/857613827/ Online learning in a new type of space
  • 7.  
  • 8. These are like a walled garden, a secure home base in which to learn, experiment and engage in learning activities prior to excursions out into the world. Degrees of openness: What is an LMS?
  • 9. The questions they ask Who is here? Am I going to be safe?? How will I get on??? Gilly Salmon Model By Tony Carr ; Shaheeda Jaffer and Jeanne Smuts
  • 10. Engagement . . See handout
  • 11. ARRIVAL: What do they need to know? Course Outline Assessment Where to get help. Deadlines Expectations ???
  • 12. Examples of first activities. Context: a smaller course. Complete your profile and Introduction post This helps with the basic skill of posting and using the LMS TIP: To keep forums tidy, we find that having the teacher make a post and students reply to this helps keep things in one thread. For some large courses, say for example ENGR101, an introductory post may not be the best idea: just get students to complete their profile.
  • 13. Opening icebreaker exercises. This helps develop the skill of posting in a forum while allowing a participant to say something about how they feel and what they are doing, and for participants to see a little bit about where others are and what they are like. 1. What do you see out your window? Where are you usually working when you engage with this course? Look out the window and describe briefly what you see. Comment. 2. Just three words? Say how you are feeling now in just three words.
  • 14. Opening icebreaker exercises. This helps develop the skill of posting in a forum while allowing a participant to say something about how they feel and what they are doing, and for participants to see a little bit about where others are and what they are like. Student reflection. Eg “What makes a good group?” before a section of group work.
  • 15. The course “look and feel” Metaphor: What will you call the various parts of a course? Café? Lounge? Locker room? Staff room? Library? ‘ Metaphor is one of the most important tools for trying to comprehend partially what cannot be comprehended totally: our feelings, aesthetic experiences, moral practices, and spiritual awareness. These endeavours of the imagination are not devoid of rationality; since they use metaphor, they employ an imaginative rationality.’ Lakoff & Johnson, ‘Metaphors We Live By’
  • 16. Why did we reject the term lounge ? z
  • 17. What is a possible name for a Sharing of Ideas place?
  • 18. What could you call the peer sharing area?
  • 19.  
  • 20. What can be provided by the designer? The online implementation.
  • 21. What can be provided by the teacher? A climate for learners
  • 22. THE GAP Thanks to flickr user jonnyr1 http://www.flickr.com/photos/jonnyr1/3631224599/ The inevitable and legitimate gap between what you ask students to do and what they actually do!!!
  • 23. What tools/habits could support students? If there is a long term assignment in a course…
  • 24. How could you support community building? If participants are in the same job or role…
  • 25. What tools could support students? If there are lots of things to be learned and memorised in a course…
  • 26. What activities could support students? If the course has a lot of highly applied aspects…
  • 27. What activities could support students? What tools to use? If the course has a lot of highly applied aspects…
  • 28.  
  • 29.  
  • 30. CASE 2: Totally distance course Careful scaffolding of each topic. Use of multimedia and readings for content.
  • 31. Setting up students for success
  • 32. Does physical presence equal being present? Does physical distance equal lack of being present?
  • 33.  
  • 34. The role of the teacher: Improving social presence Some key skills
  • 35. Your First Post as a teacher/facilitator Subject: What is Culture? Message: Hi Everyone, welcome to the first topic for discussion. Culture is a somewhat slippery term to pin down. O'Sullivan introduces some interesting ideas and contrasts. What do you think about his ideas? Do you agree with his distinctions? What surprised you? What did you disagree with? What is your culture? What has shaped your culture? The readings and discussion should help you to complete your homepage. Jae Major (jae.major@cce.ac.nz) Sent: 2001-08-12
  • 36. The role of humour An image we’ve used for introductions between Australians and New Zealanders online.
  • 37. The Role of reflection Reflection helps us engage deeper with the material we are learning. However, this process does not occur naturally to most people.
  • 38.  
  • 39.  
  • 40. You and your life See handout
  • 41. The End Derek Chirnside, University Centre for Teaching and Learning, University of Canterbury Part of the “Introducing Moodle: series

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