This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.

1. Moving from F2F instruction
to Online instruction
A non comprehensive
guide !

2. Outline
A hint on Online Course Formats (Synchronous, Asynchronous and
Blended)
Knowing your Learners
Reconsidering your course objectives
Organization of content (Linear vs nonlinear) which works best for
you!
Choose your technological resources
Choose your learning resources
Engage your students
Resources to evaluate your online course
Resources use in this ppt.

3. Consider your
Course
Format
Synchronous: instructor and students are
online at the same time
Asynchronous: instructor records or posts
videos and other materials for presentation,
practice and evaluation and students view
them at their own time (asynchronously).
Blended (online format): a mixture of both,
portions of the course are presented
synchronously and other portions
asynchronously

4. In times of crisis, you might need to
reconsider the course objectives and re-
prioritize them.
“By the end of this course/ or session, the
student will learn….?”
If you need more support with course
objectives and student learning outcomes
University of Toronto has you covered
https://teaching.utoronto.ca/wp-
content/uploads/2015/08/Developing-
Learning-Outcomes-Guide-Aug-2014.pdf
Reconsider Course objectives
& Student Learning outcomes

5. Know your audience
(Learners)
UNDERSTAND
THE
TECHNOLOGICAL
PROFICIENCY OF
YOUR STUDENTS;
ARE THEY TECH
SAVVY?
WHAT DEVICES
DO THEY HAVE
IN ORDER TO
ACCESS THE
COURSE
MATERIAL?
WHAT INTERNET
SPEEDS ARE
AVAILABLE TO
YOUR
STUDENTS?
HOW THEY
PREFER TO
CONSUME
TECHNOLOGICAL
CONTENT?

6. What is your
teaching
approach?
Converting your F2F course to online Course you
will already have a pre-set teaching approach, but
will that need to be reconsidered?
• Think of the approach that is feasible yet best
serves your student needs, course objectives
and student learning outcomes (SLOs)
A quick read here to give you a (non-sensical hint)
on some popular theories of learning and
teaching)
https://www.shiftelearning.com/blog/bid/345615
/a-quick-no-nonsense-guide-to-basic-
instructional-design-theory

7. Organize your content
The order and organization of learning activities
affects the way information is processed and
retained.
Linear Organization: Structured to strictly be taken
in that particular order.
Non-Linear organization: Gives learners the
opportunity to choose what to learn first, what to
give more time to and potentially what portions of
the content to ‘skip’.

8. Which Organization format works best for
your audience?
Linear organization
Information makes sense only
linearly: each lesson builds on
the previous one.
Content is organized so that pre-
requisites are covered first
before particular content is
covered.
Assessment is based on linear
knowledge.
Nonlinear organization
More relevant to adult learners
Different modules cover
different unrelated aspects of
the course.
Flexible assessment of
knowledge
Learners differ in their prior
knowledge (Don’t bore them
with re-learning what they
already know)

9. Choose your
resources-
Technological
resources
A Learning management system (LMS): a portal
where you can post your content and where students
can view and interact with this content.
Example of Learning management systems
Moodle, Blackboard, google classroom (currently
free).. Or simply create a wiki, blog, facebook group to
post your content
Communication method: a tool you can use to
communicate with your students, calls, record videos
if you opt to recording or conduct sessions if you opt
for live streaming
- Zoom
- Microsoft teams
- Google hangouts
Make sure to provide support on
using such technologies

10. Choose your
Learning
Resources
What material will you be using for:
 Presenting your content
Testing student understanding of your
introduced concepts (concept-check)
Practice
Assessment of knowledge

11. Putting things
together
• Use the Learning management system to upload your material, remember
to stay organized
Each section should include
Presentation of concept
Concept-checking activities
Assignment/assessment activities (as relevant)
Extra materials for student support.
Make use of online forums and discussions VERY OFTEN

12. Engage students (tips)
Create engaging discussion
questions
Set clear expectations related
to student responses to
discussion questions
Facilitate the process Encourage creating a
learning community, where
students share their
knowledge, resources, etc.
Providing prompt feedback
and prompt response to
student questions

13. Want to Evaluate your Online course?
Here’s an Awesome Rubric that can help you evaluate your online
course and also can be used as a guide for developing your course
• Quality Online Learning and Teaching (QOLT) Rubric Summary
https://www.calstatela.edu/sites/default/files/groups/Center%20for
%20Effective%20Teaching%20and%20Learning/pdf/qolt_rubric.pdf

14. Sources and additional readings
Chen, L., 2016. A Model for Effective Online Instructional Design. Literacy Information and Computer Education
Journal (LICEJ),, [online] 6(2), pp.2303-2308. Available at: <http://infonomics-society.org/wp-
content/uploads/licej/published-papers/volume-7-2016/A-Model-for-Effective-Online-Instructional-
Design.pdf> [Accessed 16 March 2020].
Holz, S. (2020). How to turn your face-to-face class into an online course [Part 3] | NEO BLOG. Retrieved 16
March 2020, from https://blog.neolms.com/turning-face-face-class-online-course-part-3/
Malamed, C. Ideas For Designing Non-linear eLearning. Retrieved 16 March 2020, from
http://theelearningcoach.com/elearning_design/designing-nonlinear-elearning/
Organize Content Effectively to Maximize Student Learning. (2019). Retrieved 16 March 2020, from
https://www.shiftelearning.com/blog/choosing-an-organization-strategy-elearning
Quality Online Learning and Teaching (QOLT) Rubric Summary. Retrieved 16 March 2020, from
https://www.calstatela.edu/sites/default/files/groups/Center%20for%20Effective%20Teaching%20and%20Lear
ning/pdf/qolt_rubric.pdf