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Course Design for Non-Designers<br />SLATE<br />June 17, 2009<br />College of Lake County<br />Paul Heydenburg, Northeaste...
Ground Rules for Course Design<br />Provide introduction to explain the learning<br />All module elements presented to lea...
Ground Rules continued<br />Explain how the course or unit is organized<br />Vital that students know key elements in any ...
Ground Rules continued<br />Information chunking<br />Group like information<br />Autonomy and unique identity<br />Manage...
Ground Rules continued<br />Develop interesting presentations to explain key points<br />Use:<br />Graphics<br />Animation...
Ground Rules continued<br />Accommodate variety of learning styles<br />Text for those who like to read<br />Images for vi...
Ground Rules continued<br />Allow users to engage constructively with materials:<br />Problem-solving with real world exam...
Ground Rules continued<br />Review and provide summary tests<br />At end of each chunk of learning<br />Provide review mat...
Ground Rules continued<br />Ensure access for all users<br />Visually impaired<br />Hearing impaired<br />E-Learning: Buil...
2 Key Elements in Online Learning<br />Student Engagement in Course<br />Teacher Presence<br />
Student Engagement in Course<br />Instructor<br />Student<br />Student<br />Content<br />
To ensure student engagement<br />Define learning objects<br />A learning objective is a statement to clarify the nature o...
Learning Objects<br />Essentially a stand-alone piece of learning<br />Can take about 5-10 minutes to master<br />Might be...
Learning Objects Help Us:<br />Clarify the learning for students<br />Analyze important information<br />Audit learning fo...
Get Students Interested<br />Adopt new strategies to gain attention<br />Follow up learning objective with key or exciting...
Teacher Presence<br />Interaction between learners, content, facilitator<br />Use LMS/CMS tools to provide:<br />Rich feed...
Teacher Presence<br />Be enthusiastic and encouraging<br />Be yourself<br />
Practical Suggestions <br />When creating online, hybrid, web-enhanced courses: <br />Excessive text causes poor acceptanc...
Practical Suggestions<br />Activities/Discussions<br />Motivating<br />Engaging<br />Purposeful<br />Based on:<br />Intera...
Practical Suggestions<br />Encourage students to explore resources<br />Reflect on resource<br />Post contribution to grou...
Practical Suggestions<br />Discussions are:<br />Core element to production of content<br />Relatively quick to devise<br ...
Practical Suggestions<br />Interactive elements such as:<br />Quizzes<br />Games<br />When in doubt:<br />Obtain training<...
Ensuring Quality Course Design<br />Quality Assurance Guidelines<br />Higher Education<br />SLOAN-C Pillars of Quality<br ...
Ensuring Quality Course Design<br />SLOAN-C’s Five Pillars of Quality Online Education<br />Learning effectiveness<br />Ac...
Ensuring Quality Course Design<br />Quality Matters Rubric<br />Set of 40 elements<br />Distributed across eight broad sta...
Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />Chapman, D.W, Garrett, A. & Mahlck...
Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />Herrington, A., Herrington, J., Ol...
Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />Southern Regional Education Board....
Resources<br />Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council...
Resources continued<br />Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage inter...
Resources continued<br />Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educator...
Resources continued<br />Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(...
Resources continued<br />http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning<br />http://www....
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Course Design for Non-Designers

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slides for presentation by Michael Sukowski and Paul Heydenburg at June 2009 SLATE (Midwest Blackboard User's Group) Meeting at College of Lake County

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Transcript of "Course Design for Non-Designers"

  1. 1. Course Design for Non-Designers<br />SLATE<br />June 17, 2009<br />College of Lake County<br />Paul Heydenburg, Northeastern Illinois University<br />Ken Sadowski, University of Chicago<br />Michael Sukowski, Concordia University Chicago<br />
  2. 2. Ground Rules for Course Design<br />Provide introduction to explain the learning<br />All module elements presented to learner within wider context of course<br />Tell users the learning objectives<br />
  3. 3. Ground Rules continued<br />Explain how the course or unit is organized<br />Vital that students know key elements in any module<br />Help students make selections about what is really critical<br />
  4. 4. Ground Rules continued<br />Information chunking<br />Group like information<br />Autonomy and unique identity<br />Manageable units<br />Short sentences, direct/succinct<br />Web-friendly punctuation<br />Generous paragraph breaks<br />Bullets and numbering<br />
  5. 5. Ground Rules continued<br />Develop interesting presentations to explain key points<br />Use:<br />Graphics<br />Animations<br />Sound <br />Video<br />Etc.<br />
  6. 6. Ground Rules continued<br />Accommodate variety of learning styles<br />Text for those who like to read<br />Images for visual learners<br />Interactions for kinesthetic learners<br />Make the most of what the medium has to offer<br />
  7. 7. Ground Rules continued<br />Allow users to engage constructively with materials:<br />Problem-solving with real world examples<br />Make learning come alive<br />Transform your lectures<br />You cannot simply move notes to screen<br />Materials must work as hard as you do when you teach<br />
  8. 8. Ground Rules continued<br />Review and provide summary tests<br />At end of each chunk of learning<br />Provide review materials<br />Allow student to reflect on what they learned<br />Provide assessment<br />
  9. 9. Ground Rules continued<br />Ensure access for all users<br />Visually impaired<br />Hearing impaired<br />E-Learning: Building the Ramp for Equal Accesshttp://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html<br />
  10. 10. 2 Key Elements in Online Learning<br />Student Engagement in Course<br />Teacher Presence<br />
  11. 11. Student Engagement in Course<br />Instructor<br />Student<br />Student<br />Content<br />
  12. 12. To ensure student engagement<br />Define learning objects<br />A learning objective is a statement to clarify the nature of a learning area<br />Indicates how the acquisition of the related skills and knowledge is measured<br />
  13. 13. Learning Objects<br />Essentially a stand-alone piece of learning<br />Can take about 5-10 minutes to master<br />Might be:<br />Section of text<br />Short video/audio clip<br />Media elements organized together into a short coherent group<br />
  14. 14. Learning Objects Help Us:<br />Clarify the learning for students<br />Analyze important information<br />Audit learning for reuse<br />Through the use of LMS/CMS, learning objects are reusable <br />
  15. 15. Get Students Interested<br />Adopt new strategies to gain attention<br />Follow up learning objective with key or exciting fact<br />Keep students engaged with:<br />Content<br />Each other<br />Instructor<br />Teacher presence is a must<br />
  16. 16. Teacher Presence<br />Interaction between learners, content, facilitator<br />Use LMS/CMS tools to provide:<br />Rich feedback<br />Timely feedback<br />Guide through content<br />Encourage higher level thinking<br />Explore resources<br />Encourage reflection<br />Respond with feedback<br />
  17. 17. Teacher Presence<br />Be enthusiastic and encouraging<br />Be yourself<br />
  18. 18. Practical Suggestions <br />When creating online, hybrid, web-enhanced courses: <br />Excessive text causes poor acceptance of screen contents<br />Use graphics<br />Have copyright clearance<br />Use animations<br />Audio/video <br />Follow sound graphic design principles<br />
  19. 19.
  20. 20. Practical Suggestions<br />Activities/Discussions<br />Motivating<br />Engaging<br />Purposeful<br />Based on:<br />Interaction between learners through written communication<br />Led by someone with training in the special qualities for successful group learning<br />
  21. 21. Practical Suggestions<br />Encourage students to explore resources<br />Reflect on resource<br />Post contribution to group<br />Instructor responds with feedback<br />
  22. 22. Practical Suggestions<br />Discussions are:<br />Core element to production of content<br />Relatively quick to devise<br />Engage students effectively in learning<br />Make the most of your teaching skills<br />
  23. 23. Practical Suggestions<br />Interactive elements such as:<br />Quizzes<br />Games<br />When in doubt:<br />Obtain training<br />Work with colleagues<br />
  24. 24. Ensuring Quality Course Design<br />Quality Assurance Guidelines<br />Higher Education<br />SLOAN-C Pillars of Quality<br />Quality Matters Rubric<br />Concord Model<br />Schrum’s Qualities of Successful Students<br />Robley and Wiencke’s Rubric for Quality Interaction<br />
  25. 25. Ensuring Quality Course Design<br />SLOAN-C’s Five Pillars of Quality Online Education<br />Learning effectiveness<br />Access<br />Cost-effectiveness and institutional commitment<br />Faculty satisfaction<br />Student satisfaction<br />
  26. 26. Ensuring Quality Course Design<br />Quality Matters Rubric<br />Set of 40 elements<br />Distributed across eight broad standards<br />Course Overview and Introduction<br />Learning Objectives<br />Assessment and Measurement<br />Resources and Materials<br />Learner Engagement<br />Course Technology<br />Learner Support<br />Accessibility<br />
  27. 27. Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />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. <br />
  28. 28. Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />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. <br />
  29. 29. Ensuring Quality Course Design<br />Quality in K-12 Online Learning<br />Resources<br />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<br />
  30. 30. Resources<br />Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council, www.hanoverresearch.com<br />E-Learning: Building the Ramp for Equal Access,http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html<br />
  31. 31. Resources continued<br />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. <br />
  32. 32. Resources continued<br />Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57 -67. <br />
  33. 33. Resources continued<br />Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(628), 36 - 46. <br />
  34. 34. Resources continued<br />http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning<br />http://www.sloan-c.org<br />http://www.qualitymatters.org/<br />
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