Focusing the Course Design Process on Alignment


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Presented at the SLATE Conference 2013

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  • Welcome to the Design a Course the Adler Online Way presentation.
  • The Adler School of Professional Psychology offers graduate degrees in Clinical Psychology, Counseling Psychology, Organizational Psychology, Criminology, Military Psychology, Emergency Management, and Public Policy. We have a campus in Chicago, one in Vancouver, and some degree programs that are entirely online.
  • The Adler school offers 2 blended programs and 3 online programs. We have 3 instructional designers who are developing more than ten new online courses each term. The school has more than 1100 faculty and students.
  • An online course is any course that uses Moodle, or other online tools, for student contact hours.
  • An online course can be entirely online or blended. For us, entirely online means that all contact hours are achieved via Moodle or other online tools. In blended courses, some (but not all) contact hours are achieved via Moodle or other online tools.
  • Contact hours in online and blended courses are the equivalent of in-class activities in in-person courses.
  • Focusing the Course Design Process on Alignment

    1. 1. Colleen Fleming, Sarah Fornero, and Elle Tivine Adler School of Professional Psychology
    2. 2. Any course that uses Moodle, or other online tools, for student contact hours.
    3. 3. • Entirely online – ALL contact hours are achieved via Moodle or other online tools. • Blended - SOME contact hours are achieved via Moodle or other online tools.
    4. 4. HOMEWORK Readings Writing papers Completing projects Etc. IN-CLASS ACTIVITIES Lecture Q & A Discussions Engaging with content Student presentations Etc. Are… Are not…
    5. 5. • Intentionally offers specific courses in an online format • Has a specific sequence that includes online course offerings • Is marketed to students as having online course offerings
    6. 6. • Entirely Online - all courses are entirely online • Blended - some courses are blended or entirely online
    7. 7. • Items to Consider Prior to Creating an Online Course • Determine Course Details • Course Design & Build Process • Course Revision
    8. 8. • Brainstorm Innovative Course Materials – • Consider Big Picture Program Components
    9. 9. • Exit Competencies • Start Date • Format and Length of Course • Course Author
    10. 10. • Collect Preliminary Course Materials • Build the Course in Moodle
    11. 11. • Detailed Course Plan • Syllabus • Online Faculty Teaching Plan
    12. 12. Goal: Course Author develops weekly learning aims and weekly topics based on course exit competencies
    13. 13. • Course Exit Competencies = Course Objectives • Weekly Learning Aims = Weekly Objectives • All Objectives should be “SMART”: – Specific – Measureable/observable – Attainable – Relevant or results-oriented – Targeted to the learner and the desired level of learning
    14. 14. Goal: Course Author selects instructional materials, learning activities, and assessments based on weekly learning aims
    15. 15. • Instructional materials, learning activities, and assessments should align with weekly learning aims. • Each weekly learning aim, at minimum, should have one instructional material resource and one assessment that aligns with it. • Instructional materials, learning activities, and assessments may apply to more than weekly learning aim.
    16. 16. Assessments are the tools and means used to determine if a student has achieved an exit competency or learning aim. Assessments can take many forms, including: – Discussion Forums – Written Assignments – Audio or Video Assignments – Quizzes or Exams
    17. 17. Instructional materials are sources of information that prepare your students to complete learning activities and assessments. These resources could include: – Readings – Audio Recordings or Videos – Diagrams, Tables, or Visual Representations – Course Author-created content
    18. 18. Learning activities are participatory instructional activities that do not assess if students have achieved a particular aim or competency. Learning activities can take the following forms: – Non-graded versions of assessment types (including check-point questions) – Readings with guiding questions or lists of key terms and ideas to focus on – Non-graded simulations or role-playing – Informational or interactive games to reinforce content – Live webinars – Graded activities that work towards, but do not assess, aims or competencies
    19. 19. Part 2 of the Detailed Course Plan is when most of the course content is determined. It is important that the content has: • Multiple viewpoints (i.e. – not just a single textbook) • Variation in the ways that students receive and interact with the material
    20. 20. Goal: Course Author reviews weekly outline and develops weekly and topic introduction presentations
    21. 21. The Course Author receives the Syllabus template at the same time as Part 3 of the Detailed Course Plan. The Syllabus is not started until all of the course content has been determined (based on the objectives) in order to prevent alignment gaps.
    22. 22. Instructors are required to fill out the Online Faculty Teaching Plan and post their responses to the course so that students know: • When the instructor will be available • How the instructor plans to facilitate the course • How grading will be handled
    23. 23. • Moodle Build • Multimedia Production
    24. 24. • After the course has been taught • Based on feedback and best practices
    25. 25. • Detailed Course Plan Documents • Syllabus Template • Online Faculty Teaching Plan Document Files can be downloaded here:
    26. 26. Sarah Fornero Director of Design and Delivery 312.662.4234 Slideshare of this presentation: Elle Tivine Instructional Designer 312.662.4242 Colleen Fleming Instructional Designer 312.662.4241