This document provides guidance for developing an online course. It outlines learning objectives, strategies for online success including social interaction and feedback, and methods for course development. It also discusses developing a course shell, syllabus, and getting started module to set expectations. The document emphasizes instructor social presence and availability. It provides tips for creating clear assignments and interactive discussions. The overall message is that online courses require additional planning around communication, structure, and engagement to translate the in-person experience online.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Identifying and changing key curriculum design practicesJisc
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VSS 2005 - Evaluation of the IVHS Course Development ProcessMichael Barbour
Barbour, M. K. (2005, October). Evaluation of the IVHS course development process. Paper presentation at the annual Virtual School Symposium, Denver, CO.
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
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1. BUILDING AN ONLINE COURSE
(FUNDAMENTALS)
BASIC ONLINE TEACHING
AUGUST 9-10, 2017
2. LEARNING OBJECTIVES
Learners will:
• Consider strategies to successfully design for online learning
• Review tools available for course development
• Examine differences between online syllabi and on-campus syllabi
• Discuss fundamental elements of online course structure
4. SIX STRATEGIES FOR ONLINE LEARNING SUCCESS
1. Design for social interaction.
2. Organize & vary learning resources.
3. Establish clear expectations.
4. Vary your assessment techniques.
5. Use tools that support the learning process.
6. Give prompt feedback.
(Dreon, Oliver. 2014. Presentation for Magna Online Seminars. www.facultyfocus.com)
How is this different from on-campus course development?
Pinterest.com
5. METHODS FOR COURSE DEVELOPMENT
• Backward Design: Focus on how you will teach before you focus on
what you will teach
• http://educationaltechnology.net/backward-design-understanding-by-design/, and https://citl.indiana.edu/teaching-
resources/course-design/backward-course-design/
• Universal Design (UDL):
• http://udloncampus.cast.org/page/planning_landing#.WXZrn4jyuUk
• The ADDIE Model: An instructional design model with 5 phases:
Analysis, Design, Development, Implementation, and Evaluation
• J L, "ADDIE Model," in Learning Theories, July 23, 2014, https://www.learning-theories.com/addie-model.html, and
http://educationaltechnology.net/the-addie-model-instructional-design/
• Etc., etc., etc.
6. COURSE SHELL AND SYLLABUS TEMPLATE
• Getting started with Canvas
• K-State Online Canvas Start of Term Checklist
• Syllabus Template: http://global.k-state.edu/faculty/resources/
• Course Shell: Canvas Commons - anyone with instructor access
• Choose Kansas State University under the "Shared with" tab
• Find the Kansas State University Global Campus Online Course Shell
• Download into a “sandbox” course
7. GETTING STARTED MODULE (READ ME FIRST)
Your first day of class
• Welcome
• Syllabus (Quiz / Contract)
• Course Schedule
• Expectations
• “How to be successful in this class”
• Textbook (ISBN) and any software / special programs (step by step
instructions)
• Introductions
Samandscout.com
9. SYLLABUS CONTENT (THE ONLINE ADDITIONS)
• Preferred method of communication
• Zoom?
• Response time to questions
• Any synchronous meetings required?
• Technology requirements and technical difficulties
• Course Schedule with due dates (11:59 PM Central)
• Expectations (of the students and of you)
• Netiquette: http://global.k-state.edu/students/courses/netiquette/
• Assignments – very clear explanations of when and how to submit
work
• Proctored exams?
Memes.com
10. INSTRUCTOR SOCIAL PRESENCE AND AVAILABILITY
• Be present and visible
• Introduce yourself
• Have a “Questions”, “Let’s Talk”, etc. discussion location
• Summarize each week
• Set expectations of your availability and response time
• As your instructor I will follow the guidelines I have outlined on participation, timeliness,
communication and adaptability
• I will be your course facilitator and coach. I will offer open ended discussion topics, but I will
not lead the discussions. This is your opportunity to learn from each other.
• I will respond within 24 hours to all inquiries. If I receive a question that I feel the entire class
would benefit from the answer, I will post my response.
• I have posted expectations for each assignment and rubrics where applicable. If there is
something that you do not understand, please let me know as soon as possible so that I can
clarify the instructions for everyone.
11. ASSIGNMENT CREATION
• Clarity
• Rubrics
• Quizzes/Exams
• Question bank
• Allow Multiple Attempts
• “Let Students See Their Quiz Responses” – be careful!
• Discussions
• Group work
Quickmeme.com
12. INTERACTIVITY / DISCUSSIONS
• Introduction opportunity / Icebreaker
• Current events
• Help requests
• Lounge
• Discussion assignments
• Clear expectations and rubric
• Make the relevant and engaging
• Monitor to help keep on track
• Summarize to show you were “participating”
Quotesmeme.com
Editor's Notes
Ask who has built an online course before? Who is taking over an existing online course? Who is starting from scratch?
