Virtual classroom under construction


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Virtual classroom under construction

  1. 1. Content Development Roleof the Educator/Developer
  2. 2. By the end of this lesson, you will be able to: Understand the components of lesson structure Define a textured environment Describe the needs of an online learner Understand educator examples of course outlines Describe appropriate activities Understand learning outcomes, staging a lesson and chunking information Understand the use of text, images and design presentation
  3. 3. LESSON• Core learning component FORMAT• Follows structure of course outline in syllabus Intensive Format Compressed 6 Weeks SECTIONS 1 or more lessons per week SEGMENTS Non-Intensive Format Breakdown of materials 15 Weeks to be learned Avg 1 lesson per week Learning Outcomes Activities Introduction Summary
  4. 4. A textured environment keeps learners involved and interested. A textured environment should: Vary activities to enable learners to interact with each other, the educator and content Include different types of readings Provide solutions and let the learners search for answers Vary media by using audio, video and podcasts Use text and image-based slide shows Include written narratives Change presenters Provide opportunities for reflection and self-assessment
  6. 6. Sosulski is the co-author of the text book, “Essentials of Online Course Design.” An introduction lesson from her course “Collaboration Technologies” is outlined below.(1) INTRODUCTION (2) CONTENT OF COURSE Identifies course format  Identifies where lessons Defines due date are found in the online requirements shell Provides goals for the  Provides goals for the 1st course week Discusses importance of  Lists objectives for the 1st syllabus week
  7. 7. (3) READING ASSIGNMENTS (4) ACTIVITIES Defines expectations by  Describes activity listing materials to read  Identifies where to post Provides a brief statement on response for the activity  Lists what student is the topic of the reading expected to do Provides a brief statement on  Provides example of how the what learners can expect to education expects the learn Learner to respond References syllabus  Provides due date and time
  8. 8. Thornbury teaches a Language Analysis course. An outline for a skill-based lesson is listed below. Breakdown into sub topics and  Clearly state learning outcome multiple sections  State how new material relates Present in smaller steps that to what has been previously build upon each other studied Keep course narrative brief  State why new material is Present topic using simple important to topic language that creates no barriers  Present task to assess Identify key terms by using understanding of new material brackets, italics, etc. Skill-based courses usually need small steps that build upon each other to ensure understanding.
  9. 9.  Provide small activities that build upon one another in progressive steps Provide larger activities that contain a series of steps, such as a group project Ensure that activities are interesting, challenging and pedagogically sound Ensure that activities address learning styles
  10. 10. The purpose of developing content in differentways and perspectives ensures clarity andextends understanding.
  11. 11.  Define Learning outcomes for the week Ensure that learning outcomes are measurable Ensure that content is directly related to the learning outcomes Ensure that activities help students achieve learning outcome
  12. 12.  Identify readings and activities Identify where added explanations and definitions are necessary to support learning Decide how you will help pace learning Decide how you will assess learning
  13. 13.  Break down blocks of information into incremental learning sections, segments or steps as appropriate for the subject matter Break down the presentation of material into a series of mini-presentations
  14. 14. Include: Short readings Text-based supplementary materials from internet or other sources Reflective self assessmentsKeep things flowing and offer opportunities todevelop a range of thinking skills.
  15. 15. Use: Charts Photos Illustrations Links Audio Clips Video Clips Podcasts DiagramsMake sure details are easy to see. Keep it simple toavoid information overload.
  16. 16.  Make weekly announcements Participate and monitor online discussions Provide feedback on course assignments and activities Structure group activities Solicit feedback from students on course design, pace and structure Communicate with students regularly to ensure a well-engaged experience
  17. 17. <iframe width="420" height="315"src="" frameborder="0"allowfullscreen></iframe>
  18. 18. Think about the online classes in which youhave participated. Did they follow the outlines suggested in this lesson? If they did not, would any of the information presented have made the courses easier to understand? Did anything stand out that you will incorporate into your own designs?