The Prudent Professor's Guide to Online Course DesignPresentation Transcript
The Prudent Professor’s Guide to Online Course Design Janette Becerra University of Puerto Rico at Cayey [email_address]
This presentation provides a checklist of things you never had to worry about in the traditional classroom in terms of…
Are you qualified (certified and/or trained) to be an online instructor?
What is your timeline for developing this course?
Do you need to schedule ongoing consultations with an instructional designer or with technological staff at your institution’s Office of Information Technology?
How many students will you have? How will that affect the amount and type of assignments you plan for the course, and your ability to provide thorough, timely feedback?
What teaching strategies do you use in the traditional classroom? How will you do this in an online environment?
Will your students be technologically literate?
Is your site visually attractive, with simple, clean lines ?
Is the site easy to navigate (“intuitive navigation”)?
Are font styles and content layout consistent throughout the course?
Does the site clearly state the course code, title, department and name of the instructor?
Does the site clearly explain the minimum hardware and software requirements (compatible operating systems, browsers, plug-ins, broadband speed, etc.), or better yet: does it have a “browser check” button?
Does the site link to an introductory tutorial on the learning system (Moodle, Web CT or Blackboard, etc.)?
Does the site link to technical support and other course-relevant support services for students (e.g., Library, Disability Office, Writing Assistance, Computer Lab Assistance, Counseling, Ombuds, etc.)?
“ The first day of class”: tone, rapport, student engagement.
Have you provided a personal welcome message that includes a variety of media (e.g., image, audio, video, text, etc.)?
Are you giving students the opportunity to introduce themselves to you and their classmates?
How does the site use both verbal and non-verbal language?
Are graphics used wisely in your site?
Does every folder in your site have content?
Are all links active?
Does every hypertext link connect to a body of material, not just to another button, folder, or link?
Do all external links open in a new window?
If using multimedia, is it stored on an
appropriate server (e.g., podcasts, blogs, etc.) rather than uploaded to the LMS?
Is the course organized in modules or teaching units that are clearly identified, described and connected?
Is the first module or unit titled “Introduction” (or equivalent term) and does it contain the course syllabus, schedule, etc.?
Does the syllabus comply with all institutional and departmental requirements AND also lists clear expectations in terms of:
Students’ participation standards
Due dates of assignments
Instructor response time and availability (turn around time for email, grade posting, virtual office hours, etc.)
Netiquette rules? (See model provided with this presentation)
Is your syllabus clear on how you will handle students’ non-compliance with certain online tasks when they allege unexpected power outages, connection problems or computer malfunction?
Are all textbooks and other reading materials available for purchase online or through electronic retrieval?
Is each unit or module designed on the basis of clearly expressed learning objectives? Are those objectives measureable ?
Are learning objectives and guidelines given to students at the beginning of each new module or topic, instead of giving them all guidelines at the beginning of the course?
checklists, rubrics, practice tests, sample documents
Are subsequent modules kept hidden or locked until a certain date?
Is content presented in a way that supports learning objectives, is engaging, understandable, and caters to multiple learning styles?
Do you use file-naming conventions that help you and your students easily recognize the file at a glance?
In these examples, the "M" stands for Module.
Lecture Notes M1.ppt
Study Guide M1.doc
Assignments and forums (or discussion areas) should be similarly named:
Assignment 1 M1.doc
Assignment 2 M2.doc
Discussion Area M1
Discussion Area M2
Is site set up to allow instructor to provide frequent and timely feedback to students throughout the semester?
Are expectations regarding student-to-instructor and student-to-student interaction in the course clearly defined?
Does the course include multiple methods of communication to encourage student engagement, including but not limited to chat, email, discussion questions, calendar, surveys, announcements, wikis, blogs, etc.?
Do assignments, quizzes and exams measure the learning objectives?
Have you clearly stated the way in which grades on individual assessments translate to a course grade?
Have you designed effective tests?
Set of rules for online tests (open book tests, time limits, etc.)
Classroom tests administered by instructor or proctor
Indisputability of your tests
Are you familiar with and ready to use the electronic grade book?
Are content and instructional materials up-to-date?
Did you check all course documents and assignments for spelling and grammar?
ASSESSMENT (not counting toward the final grade)
Does the course evidence the use of summative assessment techniques?
Of students’ learning
Of each learning module or unit
Of students’ feedback on how to improve the course
Of students’ feedback on how you can improve as an instructor
Does the course evidence the use of formative assessment techniques?
Practice tests and quizzes
Does the course site comply with the ADA Act and Sections 504 and 508 of the Rehabilitation Act, as well as state laws governing accessibility requirements?
Every content element must have a text equivalent that can be read by assistive devices, etc.
Consult with your institution’s technological and legal staff.
Visit http://www.washington.edu/accessit/webpslegal.html for details
Are synchronous activities (chat, live sessions, etc.) optional ?
Is your course in compliance with copyright legislation?
For specifics, visit: http://www.copyright.com/Services/copyrightoncampus/basics/teach.html