Overview The purpose of this report is to provide an overview of the design strategy used in transitioning face-to-face undergraduate courses to the online environment within a learning management platform. The instructional strategy is customized for the online environment, using the same learning outcomes as the face-to-face course. Course development is based upon the instructional design model by Dick, Carey & Carey (1996).
Overview of design process for Online Course 2. Analyze learner and 3. Consider relevancy and learning contexts’ [see appropriateness of delivery slide 4] which are and instructional methods, unique to online1. Determine materials and assessments for environmentlearning learning environment andoutcomes; how each relates to learningsame or similar objectives [slide 5]to the face-to-face course
Instructional Analysis Phase Learner context analysis - consider: prior knowledge subject area attitudes towards content /delivery educational and ability levels technical skill level academic motivation Learning context analysis – consider: features and limitations of learning platform (i.e. Moodle) assessment methods applicable to platform and environment availability of resources for technical and learner support
Complete design process 2. Analysis of the current f-2-f course is done along with exploring options for meeting course objectives in the1. Course designer online environmentworks with facultyto discuss 4. Develop instruction 5. Decide which methods 6. Developintended learning strategy which includes to use to present content, instructionaloutcomes. deciding upon content (i.e. lectures, audio, materials,Learning presentation, assessmentpodcasts, video clips, assessmentsobjectives used in methods, etc. OER, etc.) by modulecoursedevelopment. 1b. This meeting 3. Write objectives takes place prior to by module the filming or recording of any 7. Create mid-course content [i.e. evaluation (3 open- lectures, screen ended questions) and casts] final course evaluation