Building Better

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Building Better

  1. 1. Start Building Better Online Courses<br />How to awaken the active learner and other stuff.<br />Oneita Burgess<br />
  2. 2. In the world of online courses…<br />Where to start?<br />Start with what you know best<br /><ul><li> YOU!
  3. 3. Teaching style
  4. 4. Course content, objectives
  5. 5. Technology comfort zone
  6. 6. Target audience</li></li></ul><li>In the world of online courses…<br />Where is the teacher?<br /><ul><li> In the words, images
  7. 7. Course design
  8. 8. Interactivities
  9. 9. Communications
  10. 10. Courseware tools
  11. 11. Technology choices</li></li></ul><li>In the world of online courses…<br />Where is the student?<br /><ul><li> Learner-centered approach
  12. 12. “Through the student’s eyes”
  13. 13. Proactive, creative
  14. 14. Interactive
  15. 15. Build redundancy, Rule of Three
  16. 16. Put it in 3 different places
  17. 17. Say it in 3 different ways
  18. 18. ???</li></li></ul><li>Finished Product <br />Course Design<br />Goals and Objectives<br />Student Engagement<br />Content, Organization, and Clarity<br />Interaction & Collaboration<br />Based on Learning and Course Goals<br />Variety of Communication Tools Used <br />Assessment<br />Alignment with Objectives<br />Formative (feedback!) & Summative<br />Learner Support<br />Orientation and Training<br />Technical and Pedagogical <br />
  19. 19. Objectives<br />Establish Good Teaching Principles<br />Introduce Instructional Design Steps<br />Develop Goals and Objectives<br />Clearly organization<br />Build in interactivity<br />Plan for effective assessment<br />
  20. 20. Seven Principles of Good Teaching in Undergraduate Education Chickering & Gamson, 1987<br />Promotes teacher-to-student interaction<br />Promotes student-to-student interaction<br />Encourages high expectations<br />Provides rich, rapid feedback<br />Promotes active learning<br />Facilitates time on task<br />Addresses different learning styles<br />
  21. 21. SACS – Principles of Good Practice for Electronically-Based Courses<br />Developed by Western Cooperative for Educational Telecommunications (WCET).<br />THECB commends and encourages use to ensure quality distance education is high.<br />Guide provided at <br />http://www.thecb.state.tx.us/AAR/DistanceEd/PPGCourseGuide.pdf<br />
  22. 22. Instructional Design Basics<br />Analysis<br />Design<br />Development<br />Implement<br />Evaluate<br />
  23. 23. Analysis – Needs Assessment<br /><ul><li> Identify audience
  24. 24. Defining the problem through a needs or job/task analysis
  25. 25. Maintain offline teaching style online
  26. 26. Establish goals and objectives</li></ul>A vision of Students TodayYouTube<br />http://www.youtube.com/watch?v=BArOImjtG2M<br />
  27. 27. Millennial Behaviors and Higher Education <br />Focus Groups Results<br />How are Millennials different from previous generations at the same age?<br />Handout: <br />http://library1.njit.edu/staff-folders/sweeney/Millennials/Millennial-Summary-Handout.doc<br />
  28. 28. Design<br /><ul><li> Identify course by goals and objectives
  29. 29. Gather current course materials
  30. 30. Develop course outline, storyboard
  31. 31. Organize materials into modules/units/lessons
  32. 32. Matching tool to the task
  33. 33. Determine online presentation style
  34. 34. Familiarity with technology</li></li></ul><li>Syllabus“The Contract”<br />Syllabus can be first lesson – first thing student does<br />Allow preview if possible<br />Thorough – anticipate problems<br />Check list:<br />Contact information<br />Communication plan<br />Assignment details<br />Technical requirements, software<br />
  35. 35. Course Goals & Objectives<br />Definition of Goals A.K.A. “The Big Picture”<br />Broad statement<br />What learner will gain from instruction<br />Example: Students will gain appreciation of the role of the family of medicine physician in health care.<br />
  36. 36. Definition of Objective<br />Statement specific and measurable.<br />Describes <br />what learner will know or do as result of engaging in learning activity.<br />performance learner is to perform to exhibit to you.<br />intended result of instruction rather than process.<br />Example: Students will list three characteristics that make family medicine physician distinctive from other specialists in the health care system. <br />Beginning with the End<br />
  37. 37. Reasons for Stating Objectives<br />Basis for analyzing level of thinking expected for learner.<br />Aid in selecting teaching methods.<br />Enable measuring learning outcomes.<br />Makes teaching more focused and organized.<br />Assist students in organizing efforts.<br />Easier to tie objectives to assessments.<br />
  38. 38. Objective Pitfalls<br />False performance<br />Understand the principles of aerodynamics<br />False givens<br />Given a full day of instruction…<br />Teaching points<br />Be able to pick out a topic to discuss<br />Gibberish<br />Demonstrate an increased awareness of and a considerable grasp of…<br />Instructor performance<br />The instructor will explain to the class…<br />False criteria<br />… to the satisfaction of the instructor.<br />Mager’s Tips on Instructional Objectives<br />http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html#Objectives<br />
  39. 39.
  40. 40. What’s in your course?<br />Reflection moment…<br />What assignments, classroom activities, test, etc. are used to ensure students master course objectives?<br />List activities and/or assignments, and specify particular course objectives that address each activity.<br />
  41. 41. Development of Course Components<br />Personality<br /><ul><li>“Look and feel”, fonts, colors
  42. 42. Backgrounds
  43. 43. Language, images</li></ul>Communication <br /><ul><li> What form, match your style </li></ul>Learning objectives<br /><ul><li> Self-tests, interactive glossary</li></ul>Assessment<br />
  44. 44. Development of Course Components<br />Audio / visuals choices <br />External links<br />Standards<br /><ul><li>Use of text, page length
  45. 45. Margins, font size
  46. 46. Typeface, white space
  47. 47. Content style sheets</li></ul>Accessibility<br /><ul><li>Plain text and image alt tags</li></ul>Details, details, details<br />
  48. 48. The Way You Do What You Do<br /><ul><li> Narrative style
  49. 49. Get straight to the focus
  50. 50. Precise language, keywords
  51. 51. Enhanced visually, word pictures
  52. 52. Clean style, balanced layout
  53. 53. Bulleted points, short pages
  54. 54. One idea paragraphs, visually short
  55. 55. Current, immediate topic</li></li></ul><li>Development Considerations<br /><ul><li> Team effort?
  56. 56. Who does what?
  57. 57. Establish deadlines
  58. 58. Scope of responsibility
  59. 59. Compatible technology selections
  60. 60. Be open to new ideas from any direction</li></li></ul><li>Web Developers / Designers:<br />The design should be simple and direct. <br />Stay away from distracting animations that are constantly moving. <br />An animated demo that loops only once can be very effective, but if it is constantly moving on the screen it detracts from the content.<br />
  61. 61. Keep What Works<br />Do remember the things that make a textbook informative and easy to study such as a table of content or a glossary.<br />A table of contents with each lesson offers a preview of that lesson and acts as a summary. <br />
  62. 62. Images<br />Incorporate images that reflect the subject. You wouldn’t use the West Texas Jackalope for a subject dealing with the medical field, unless of course it is wearing a lab jacket and stethoscope.  <br />Your goal is to be innovative whenever possible.<br />
  63. 63. Designing Interactivity<br />Interaction between <br />Learner and the instructor.<br />Learner and content.<br />Learner-learner.<br />How to achieve?<br />
  64. 64. Organizing Current Material<br />Gather Current Course Materials<br />Organize Material into Modules<br />Assess Current Materials<br />Presentations<br />Communications<br />Quizzes<br />Images<br />
  65. 65. Clear Organization<br />Organizing Components of Storyboard<br />Overview of whole course<br />One module for practice<br />Methods of Storyboard creation<br />Overview of each page’s content<br />Flow of subject matter<br />Sequence events<br />
  66. 66. Matching Tool to Task<br />Becoming familiar with available technology<br />Match tools to various teaching objectives<br />Use Seven Principles of Good Practice as guideline<br />
  67. 67. Course Design<br />Menu Options <br />Classroom management items (syllabus, etc.)<br />Course materials (content, glossary, wiki, etc)<br />Communication options (email, office hrs, etc.) <br />Easy/Consistent Navigation of Content<br />Lessons appear when appropriate (prevents confusion/working ahead when not ready and promotes community)<br />All folders and lessons contain titles and dates (reminds students of topic, keeps them on track and working on the right lesson)<br />Consistent layout of all lessons<br />Consider this… – piques student interest in the lesson<br />Objectives – lets students know lesson expectations <br />Readings/Activities – support objectives and offer content<br />Additional Readings – offers additional content support<br />Assignments – assess achievement of objectives for the lesson<br />All content for each lesson is provided in one place<br />
  68. 68. Course Design<br />Multiple Modes of Delivery<br />To address a variety of learning styles and hold attention <br />Content included textbook readings, online articles, websites, podcasts, video clips, audio, documents, etc.<br />Rubrics, detailed text descriptions, and audio recordings (via Tegrity) were used to convey expectations for major projects<br />Additional Resources <br />To support the learner with technologies, general questions, and content understanding<br />On the menu: Glossary, web resources, FAQs, Tegrity<br />Within lessons: Additional (Optional) Resources<br />
  69. 69. Multiple Modes of Delivery<br />Content was obtained from textbooks, websites, and videos for most lessons. Other media modes included polls, podcasts, Tegrity recordings, and Elluminate recordings.<br />
  70. 70. Interaction and Collaboration<br />Facilitated by various technologies (synch and asynch)<br />Class Wiki (Wetpaint)<br />Group activities collaboration (creating group definitions and key theory areas)<br />Sharing of knowledge and resources (ID model info, evaluation and project management links) <br />Case Study Solutions (Elluminate)<br />Read cases in advance<br />Discussions of cases and solutions led by students<br />Individual reflections required<br />Peer Reviews of major projects (Group Area in Bb)<br />Class presentation of major project (Tegrity)<br />Guidelines and rubrics were provided for each activity<br />
  71. 71. Class WikiCourse assignments, both group and individual, were carried out through the class wiki and accessible to all as resources. Consistent graphics and titles were used to help students feel as though they had not “left” the Bb class.<br />
  72. 72. Software Issues<br />Web Browser issues<br />Web Browsers behave differently<br />
  73. 73. Software Issues<br />Media Player issues<br />Specific Media requires a unique player/plug-in<br />Document Distribution Issues<br />
  74. 74. Summary<br />Benefits of pre-planning:<br />Build a better course, faster<br />Less frustration and redesigning<br />More time to learn about technology in “comfort zone”.<br />
  75. 75. Full Circle<br />Principles of Good Practice<br />Instructional Design<br />Action items<br />What will you do next?<br />What timelines do you have?<br />Take aways.<br />Evaluation of Online Coursehttp://www.fgcu.edu/onlinedesign<br />
  76. 76. Focus On Good Teaching<br />Exemplary Teaching Online ExampleLink access <br />Username: guest<br />Password: guest<br />

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