The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.

1. Start Building Better Online CoursesHow to awaken the active learner and other stuff.Oneita Burgess

2. In the world of online courses…Where to start?Start with what you know best YOU!

3. Teaching style

4. Course content, objectives

5. Technology comfort zone

6. Target audienceIn the world of online courses…Where is the teacher? In the words, images

7. Course design

8. Interactivities

9. Communications

10. Courseware tools

11. Technology choicesIn the world of online courses…Where is the student? Learner-centered approach

12. “Through the student’s eyes”

13. Proactive, creative

14. Interactive

15. Build redundancy, Rule of Three

16. Put it in 3 different places

17. Say it in 3 different ways

18. ???Finished Product Course DesignGoals and ObjectivesStudent EngagementContent, Organization, and ClarityInteraction & CollaborationBased on Learning and Course GoalsVariety of Communication Tools Used AssessmentAlignment with ObjectivesFormative (feedback!) & SummativeLearner SupportOrientation and TrainingTechnical and Pedagogical

19. ObjectivesEstablish Good Teaching PrinciplesIntroduce Instructional Design StepsDevelop Goals and ObjectivesClearly organizationBuild in interactivityPlan for effective assessment

20. Seven Principles of Good Teaching in Undergraduate Education Chickering & Gamson, 1987Promotes teacher-to-student interactionPromotes student-to-student interactionEncourages high expectationsProvides rich, rapid feedbackPromotes active learningFacilitates time on taskAddresses different learning styles

21. SACS – Principles of Good Practice for Electronically-Based CoursesDeveloped by Western Cooperative for Educational Telecommunications (WCET).THECB commends and encourages use to ensure quality distance education is high.Guide provided at http://www.thecb.state.tx.us/AAR/DistanceEd/PPGCourseGuide.pdf

22. Instructional Design BasicsAnalysisDesignDevelopmentImplementEvaluate

23. Analysis – Needs Assessment Identify audience

24. Defining the problem through a needs or job/task analysis

25. Maintain offline teaching style online

26. Establish goals and objectivesA vision of Students TodayYouTubehttp://www.youtube.com/watch?v=BArOImjtG2M

27. Millennial Behaviors and Higher Education Focus Groups ResultsHow are Millennials different from previous generations at the same age?Handout: http://library1.njit.edu/staff-folders/sweeney/Millennials/Millennial-Summary-Handout.doc

28. Design Identify course by goals and objectives

29. Gather current course materials

30. Develop course outline, storyboard

31. Organize materials into modules/units/lessons

32. Matching tool to the task

33. Determine online presentation style

34. Familiarity with technologySyllabus“The Contract”Syllabus can be first lesson – first thing student doesAllow preview if possibleThorough – anticipate problemsCheck list:Contact informationCommunication planAssignment detailsTechnical requirements, software

35. Course Goals & ObjectivesDefinition of Goals A.K.A. “The Big Picture”Broad statementWhat learner will gain from instructionExample: Students will gain appreciation of the role of the family of medicine physician in health care.

36. Definition of ObjectiveStatement specific and measurable.Describes what learner will know or do as result of engaging in learning activity.performance learner is to perform to exhibit to you.intended result of instruction rather than process.Example: Students will list three characteristics that make family medicine physician distinctive from other specialists in the health care system. Beginning with the End

37. Reasons for Stating ObjectivesBasis for analyzing level of thinking expected for learner.Aid in selecting teaching methods.Enable measuring learning outcomes.Makes teaching more focused and organized.Assist students in organizing efforts.Easier to tie objectives to assessments.

38. Objective PitfallsFalse performanceUnderstand the principles of aerodynamicsFalse givensGiven a full day of instruction…Teaching pointsBe able to pick out a topic to discussGibberishDemonstrate an increased awareness of and a considerable grasp of…Instructor performanceThe instructor will explain to the class…False criteria… to the satisfaction of the instructor.Mager’s Tips on Instructional Objectiveshttp://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html#Objectives

40. What’s in your course?Reflection moment…What assignments, classroom activities, test, etc. are used to ensure students master course objectives?List activities and/or assignments, and specify particular course objectives that address each activity.