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Online Course Design 101: All You Need to Know to Get Started

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Despite the rapid growth of online teaching and learning at institutes of higher education worldwide, switching to online courses can pose a great challenge to those involved in creating and administering them. This presentation is an attempt to simplify, clarify, and exemplify the process of online course design. It will focus on practices that the presenters have found successful in designing online English courses based on the related literature and their hands-on experience as online instructional designers. First, popular instructional design models like ADDIE and SAM will be reviewed. Topics such as online syllabus, learning management systems, e-learning authoring tools, online visual design, e-assessment, and e-feedback will be discussed. Finally, the most practical standards checklists for online course self-evaluation will be introduced.

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Online Course Design 101: All You Need to Know to Get Started

  1. 1. Online Course Design 101: All You Need to Know to Get Started Mehrasa Alizadeh Parisa Mehran Takemura Lab Cybermedia Center Osaka University Source: http://www.designed2learn.net
  2. 2. Osaka University Global English Online (OUGEO) M
  3. 3. Instructional Design for Online Course Delivery Source: goo.gl/C4Z01DM
  4. 4. ADDIE Model Analysis Design DevelopmentImplementation Evaluation Needs, Requirements, Learners’ current capabilities Learning objectives, Delivery format, Activities and tasks Developing course materials, Piloting Measurement of performance, Learning analytics Training implementation, Observation Figure 1. ADDIE ModelM
  5. 5. Successive Approximation Model (SAM 1) Figure 2. Basic iterative process in SAM 1 P
  6. 6. Successive Approximation Model (SAM 2) Figure 3. Successive Approximation Model (SAM 2) P
  7. 7. Designing and Developing an Online Course Using SAM M
  8. 8. The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011) The checklist contains items on: • learning outcomes • ease of communication • pedagogical and organizational design • visual design • engaged learning • collaboration and community • Assessment • Feedback • evaluation and grading • ease of access M
  9. 9. Quality Matters Higher Education Course Design Rubric Standards, Fifth Edition (2014): “A set of eight General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses” P
  10. 10. 1 Course Overview and Introduction 2 Learning Objectives 3 Assessment and Measurement 4 Instructional Materials 5 Learner Activities and Learner Interaction 6 Course Technology 7 Learner Support 8 Accessibility and Usability P
  11. 11. M
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  13. 13. Detailed Analysis of the Situation Needs Analysis e-learning Readiness P
  14. 14. Needs Analysis Survey • 278 Japanese undergraduate students • 12 instructors Listening Speaking Pronunciation P
  15. 15. Course Design implications Placing emphasis on EGAP  ESP courses Having three levels based on CEFR (Common European Framework of Reference) Integrating all four skills Focusing on pronunciation training P
  16. 16. Willingness e-Learning Readiness Survey • 299 Japanese undergraduate students • The study focused on: Educational Use Personal Use AccessOwnership Computer Literacy M
  17. 17. Learning/Teaching Implications • Digital literacy training (e.g., typing) • Desktop computers and mobile devices • Edutainment and gamification M
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  19. 19. What to do? • Determining the course overall goals, learning objectives, and learning outcomes • Designing a multidimensional syllabus: skill-based and task-based • Increasing motivation and global awareness among Japanese learners of English • Addressing copyright issues • Writing the course calendar • Designing tasks, activities, and quizzes • Preparing tutorials and rubrics for writing and speaking assignments P
  20. 20. Global Themes • Speaking and Writing Tasks: Global understanding Critical thinking Collaboration Communication Creativity • Final project: poster presentation Delivered face to face Team project Broaden global perspectives Develop digital literacy by exploring augmented reality P
  21. 21. Example of an Online Syllabus M
  22. 22. M
  23. 23. Prototyping • Creating a sample for demo at the Osaka University FD Seminar • Uploading the course content on CLE • Checking the quality of the content on Blackboard mobile applications • Iterative review cycles to evaluate, refine, and modify the previous process  Course labeling • Modifying course learning objectives and materials  Adding global concerns and issues M
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  25. 25. e-Learning Authoring Tools • Adobe Captivate • iSpring Suite P
  26. 26. #OsakaUniversityGlobalEnglishOnline #OUGEO

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