The document provides guidance on course design for online moderation. It includes questions about general course design, task design, student-related considerations, and teacher-related responsibilities. For general design, it addresses learning objectives, assessment, accessibility of content, interface consistency, effective learning environments, and course structure. For tasks, it covers objectives alignment, engagement levels, categories, questions generated, challenges, collaboration, and assessment. For students, it discusses needs analysis, technology skills, pre-course preparation, and addressing issues. For teachers, it provides prompts about clear objectives and availability, maintaining presence, backup plans, feedback consistency, personalization, discussion facilitation, participation tracking, and timely feedback.

1. COURSE DESIGN
TCE EMODERATION
MARCH 2015
HELEN AND MISSY

6. General Course Design:
1. What are your learning objectives?
2. How and when will participants be assessed and graded?
3. Which task or resource is the most difficult to access? How have you made this less difficult for participants?
4. Is the interface consistent throughout the course?
5. Which task(s) help to create an effective learning environment?
6. Does the course develop effectively (week 1: familiarization and socializing, week 2: content through task based 7.
learning, etc.)?
8. Have you tested your content on a small group of students?
9. Have you provided a hierarchy of content, which offers compulsory and optional resources? How many of each have you
included?
10. How many existing online resources have you included?
11. Provide an example of content that is relevant to real world situations and/or skills?
12. What options for contributions have you allowed for?
13. Have you provided course guidelines regarding communication between S<>T and S<>S?
14. How will you offer support for technical issues?
15. How and when will you evaluate the effectiveness of the course?
Task design:
1. Review your tasks and make note of how each connects to your stated objectives(s).
2. Rate your tasks from most to least engaging/interactive.
3. Label your tasks using the following 3 categories: Interpersonal, Interpretive and Presentational
4. What are 2 possible effective questions that task might generate?
5. Label your tasks using Bloom's 6 categories.
6. Have you included demonstrations for each task and/or used the imperative to deliver instructions?
7. Give each task a number according to the level of challenge depending on their aims?
which tasks include collaboration?
8. How you will activate schemata prior to task and enhance retention afterwards?
9. Which tasks provide formative assessment? Which provide summative assessment?
10. Have you considered how you can feed in content effectively as tasks develop?
Student-related:
1. Have you provided needs analysis for your students?
2. How have you allotted for a variety of skills levels re: use of technology?
3. Have you prepped participants with pre-course tasks?
4. Have you considered operational constraints of your students? Is this the same as 46?
5. Have you provided solutions for potential student issues? Such as? Is this in regard to technology? Internet connection?
6. What strategies will you use to deal with student issues, such as lack of participation?
7. How and when you will collect participant feedback on the course design and content?
Teacher-related:
1. Have you made your course objectives clear? What are your course objectives?
2. Have you clearly communicated your availability, contact options and/or blackout hours?
3. What tools or resources will you use to maintain a consistent presence?
4. What will you do if you are sick for a day or two?
5. How will you ensure that you are consistent in your feedback tone and technique?
6. How will you personalize your feedback?
7. When will you step in and redirect/revive a forum discussion?
8. How will you track participation?
9. How will you make your feedback timely while being realistic about your own availability?