Demystifying Online Course Design
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Designing engaging and effective online courses is a challenge faced by institutions of all types, shapes and sizes. This training session aims to demystify and simplify the process of online course design in the context of the Moodlerooms platform and informed by the latest trends in pedagogy and learning technology.
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Demystifying Online Course Design
- 1. Teaching & Learning Forum By Moodlerooms Demystified - Creating Engaging Online Courses
- 2. This is an interactive presentation • b.socrative.com/login/student/ 2 Moodlerooms
- 3. Magic design ingredients – what makes an engaging online course? © This image breaches copyright law Course design – a dark art?
- 4. Mike Highfield Blackboard International Consulting • EMEA • Moodlerooms • Onsite Training Delivery • Site and Course Design and Development • Implementation Consulting • Clients include: o Higher Ed o Corporate o Government o Not for profit
- 6. Description • Designing engaging and effective online courses is a challenge faced by institutions of all types, shapes and sizes. This training session aims to demystify and simplify the process of online course design in the context of the Moodlerooms platform and informed by the latest trends in pedagogy and learning technology. Whilst this is a 'hands off' training session having access to your Moodle would be of benefit so BYOD!
- 7. Poll 1 • What "sector" are you from? • What experience have you got of designing online courses? • What are you hoping to learn form today's session? 7 Moodlerooms
- 8. MOOC Defining online learning environments Distance Learning Blended learning Face to face learning Flipped classroom Web enhanced Self- paced Enhance Extend
- 9. Magic design ingredients – what makes an engaging online course?
- 10. Poll 2 • What is the key component of an engaging online course? - QUIZ • What, in your view, is the key component of engaging online course? 10 Moodlerooms
- 12. Now for the magic 12
- 13. …Not yet…Herding cats (subject matter experts) Engaging Online Courses subject matter expert knowledge and expertise
- 14. Not yet – instructional design models • Course design hits the buffers because of stakeholder types – ID – SME (e.g. a lecturer in HE or corporate Learning and Development staff) – Developer (often same as ID) – SME and ID talk a different language. ID = ADDIE and massive list of other models. SME’s really cannot be bothered! 14
- 15. Now for the magic…really! 15
- 16. The pillars of online course design DeliveredContent Browse Collaborate Assess Reflect Totally Excellent Online Course • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider CURATED ?
- 17. Course design – activity planning
- 18. Course design – activity planning Delivered Browse Collaborate Assess Reflect Unit/Week/Topic 1 Unit/Week/Topic 2 Unit/Week/Topic 3 Unit/Week/Topic 4 Video – 5 minutes Journal article Web site Web site Quiz Summative test Peer review assignment Original article Podcast Lecture excerpt Research question Journal article Personal journal Group blog Course blog Learning outcomes -1 Learning outcomes -2 Learning outcomes -3 Learning outcomes -4 Wiki Discussion Discussion Discussion
- 19. Poll 3 • Arguably, video is the best medium for "delivered content". What's you're view on this and what barriers are there for delivering video content? 19 Moodlerooms
- 20. DeliveredContent Browse Collaborate Assess Reflect • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider Delivered content – video everywhere! Source: Cisco
- 21. Delivered content – breaking barriers Video camera Video editing software Codec? I know, I’ll record a quick ten minute video. I won’t have to explain this for the 100th time! Microphone Hosting? Updates Time and cost
- 22. Video in Moodlerooms – breaking barriers
- 23. Delivered content - a quick word about effective video
- 24. DeliveredContent Browse Collaborate Assess Reflect • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider
- 25. Poll 4 • What are the biggest barriers you experience when incorporating third party learning content into your online courses? 25 Moodlerooms
- 26. Browse content – making the most of external resources External resources OER Creative Commons xpLor Paid for content Search engines
- 27. xpLor
- 28. OER Commons
- 30. Khan Academy
- 32. Poll – Quality Control • Does your institution/organisation use some kind of quality control process? 32 Moodlerooms
- 33. Quality Matters • Blackboard Exemplary Course Program Rubric • Quality Matters 33
- 34. DeliveredContent Browse Collaborate Assess Reflect • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider
- 35. Collaboration – Moodlerooms’ Advanced Forum • Keep up with what’s important to you with the ability to subscribe to only certain discussions within a forum. • Sort posts by the post date, creation date, first name, last name, or the number of replies. Then control the order of that sort in either ascending or descending fashion. • Mark posts that enhance and extend the discussion as “Substantive.” • Bookmark posts that you need to return to later, or that you may want to draw other students attention to in an instructor reply. • Collect sensitive data from course participants by enabling anonymous posting, while retaining the ability to grade those posts. • Grade Advanced forums with Advanced grading methods, like core Moodle Rubrics, or Joule Checklists. • Use the Joule Grader to quickly and easily grade Advanced forums.
- 36. Collaboration – Collaborate! • Synchronous as well as asynchronous
- 37. DeliveredContent Browse Collaborate Assess Reflect • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider SCORM
- 38. Assessment – the power of PLD Branching scenarios
- 39. DeliveredContent Browse Collaborate Assess Reflect • Watch • Listen • Read • Explore • Search • Find • Discover • Discuss • Share • Interact • Answer • Present • Critique • Demonstrate • Think • Consider
- 40. Reflective learning • What are the most important themes you have learned this week? • What aspect of this week did you find difficult? • What did you find most interesting? And why? • Was there something that you learned this week that prompted you to do your own research? • Are there any web sites or other online resource that you found particularly useful in furthering your knowledge and understanding? SOURCE: HEA
- 41. Poll (final) • What (if anything!) is the most useful thing you've learned from today's session? 41 Moodlerooms Magic?
- 42. Q and A
- 43. Teaching & Learning Forum By Moodlerooms Thank you