Ocdai seminar document
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  • 1. Online Course Design and Instruction Seminar Document Course StructureThe first element to be provided to students in their online classes is introductory material in order togive students basic information about the course --essentially online paperwork, links to variousresources , instructions for doing various assignments, how to contact technical support if there is atechnical problem, and so forth. Once these components are in place, its time to teach the class.How can we structure any and all online courses, regardless of discipline, to achieve a consistentdesign as well as a successful distance learning class?The following basic organizational models of a lesson seem to work best online, though you can calleach section whatever you like:ILARQ ModelLesson Component Lesson ContentIntroduction: • Explain what your lesson will be about • Lesson Objectives/ Outcomes • Give the reading and other assignments/ activities for that lesson. • Key vocabulary or concepts • Formative AssessmentLesson or Lecture: • Present the topic or topics • Summarize key points of any readings • Translate your lecture into some type of presentation (reference to web sites, audio format, add video, simulationsApplication Activity: Should be authentic andcontextual • Discussion Forum • WebQuest • Project Based Learning • Challenge Based Learning ProjectReflection • Students share their own thoughts on the ideas and concepts that were presented. • Teachers could provide a “Food for Thought” sectionQuiz
  • 2. ICare ModelLesson Component Lesson ContentIntroduction: • Explain what your lesson will be about • Lesson Objectives/ Outcomes • Give the reading and other assignments/ activities for that lesson. • Key vocabulary or concepts • Formative AssessmentConnect: • Present a lecture • Connect the general ideas presented in the Introduction with specific research that we might wish the students to do online • Show students the connections among various ideas presented in a particular lesson.Apply: authentic and contextual • Discussion Forum • WebQuest • Project Based Learning • Challenge Based Learning ProjectReflection • Students share their own thoughts on the ideas and concepts that were presented. • Teachers could provide a “Food for Thought” sectionEvaluation: • Provide the prompt for a final essay assignment • Give instructions for a quiz or test to be taken in the quiz function.
  • 3. Dream ModelLesson Component Lesson ContentDiscover: • Introduction to the topicRead: • The lecture or the study portion of the lesson • Students can check further resourcesExplore: • Here, students can check further resources or go on Web Quests via links which you supply.Apply: • Homework assignments or projects • Used to facilitate, enhance, and reinforce learning through application.Measure: • Students share their own thoughts on the ideas and concepts that were presented. • Teachers could provide a “Food for Thought” section
  • 4. E-Class Model This model can be applied to a unit of instruction and/or individual assignments. Lesson Component Lesson Content Explain: E represents why the student is being asked to doationale of: Rationale of: the assignment • whats to be discussed • context of the assignment • scenario to embody the assignment • explanation of why the topic is being introduced • historical perspective in which this assignment fits Clarify: C represents what exactly is being taught in this Move from the general concept to specific unit of study. details Could include: • readings required • math concepts conveyed Look: L equals “heres what I mean.” • allow studetns to review examples or samples that model whats being taught Act: A equals hands-on workshop. • Students practice whats being taught • Engage the students Share: S simulates a classrooms interaction. • Create a community of learners. • Email each other • participate in chat rooms or discussion forums • peer evaluate each others work • reflect through journal entries • engage in team projects of labs Self-evaluate and Submit S (this final S, the specific assignment is completed.
  • 5. DSELASM ModelLesson Component Lesson Content Discover/Intro: Rationale of: This is obviously easy for students to understand. Basically, the introduction to the topic and can include the standards, indicators to be taught and the essential questions that drive the lesson.Self-Assess: Start the unit or lesson with the unit/lesson assessment. Let the students take the assessment as a self evaluation. Assessment should be matched to the standards and indicators. If a student passes the self assess at a predetermined master level, the student is then moved to a real world application activity. If the student doesn’t achieve a mastery level on the self assess they continue through the lesson.Explain:This phrase provides opportunities for teachers tointroduce formal terms, definitions, andexplanations for concepts, processes, skills, orbehaviors.Connect/ Explore:Students are provided with several digitalresources where they explore the main concepts ofthe unit and develop their own knowledge base.Resources should be available to match differentlearning styles.Look:Allow students to review examples or samples(essays, math problems, chemical equations, artprojects, etc.) that model what’s being taught.Act, Apply, Engage: This segment of the lessonencourages the students to practice what’s beingtaught. Rather than merely being passiveobservers in a cold medium, an online class canand should actively engage the students.This is intended to be some sort of application oractivity designed to show that students haveapplied the general concepts they learned in the
  • 6. explore/connect area.Share: At this stage in the learning process it’stime to create a community of learners.Classroom interaction needs to be encouraged andsimulated.Measure/ Evaluate:This is the assessment area and should consist ofthe same assessment that the students completedin the Self-Assess area.