The document outlines a framework for designing online lessons that focus on learner-centered principles, detailing steps such as course mapping, content organization, and assessment alignment. It emphasizes creating interactive, engaging, and user-friendly modules while including objectives, overviews, activities, and assessments in a systematic way. Further guidance is provided on the flow of content and presentation to enhance student learning and engagement.

1. Designing an Online Lesson
Dr. Carlo Magno
crlmgn@yahoo.com

2. Outcome
• Faculty members who can design an online
module for the course they are handling
following the principles of learner-centeredness.

3. Outline
1. Steps in designing an online lesson and
guidelines
2. Parts of an online lesson
3. Checklist

4. Show an example of an Online
Module
• Provide a critique on the module
• If you will be the student who will study the
module, what will be your difficulty?

5. Designing an online course
• 1. Course mapping – organize the
module by outcome or by
content?
• 2. Module map – Which
contents, activities and
assessments will be conducted for
each outcome?

6. Designing an online course
• 3. Create a module
▫ Make students aware of the outcome and final
requirement
▫ Contents that needs to be learned are readily
available in the module
▫ The presentation needs to be interactive
 Students watch videos
 Students answer questions
 Students accomplish tasks (i.e. exercises) while
studying the module.

7. Further guidelines
• The flow of the module content is not simply
presenting the content, but it should facilitate
the learning of the content.
▫ Stop at certain point to check for understanding
▫ Stop at certain points to try some exercises
▫ Engage in tasks such as observations and
reporting learners insights
▫ Stop at certain points to reflect one’s learning
▫ Learners compare their initial idea and changes in
the idea after reading.

8. Further guidelines
• Make the module is easy to use
▫ All information for one module/outcome does not
require students go out of the present window
▫ Contents can be easily read immediately without
downloading too many files and opening in a
another application
▫ The sequence is like walking through the actual
lesson in the classroom

9. Further guidelines
• Make the module appealing to the learners
▫ Appeal makes the learners engage in studying the
contents
▫ Present the information using both pictures and
words (infographics)
▫ Make a good layout with icons for each part of the
module
▫ Present information in charts, tables, diagrams,
flowcharts, symbols representing an idea
▫ Font sizes can be varied
▫ Colors can be added

10. Parts of an Online lesson
• 1. Objective/outcome: State what students
will do and need to accomplish in the course. As
much as possible focus on one
objective/outcome to make it feasible.
• 2. Overview: Describe the contents that will be
covered

11. Parts of an Online lesson
• 3. Initial Activity: Motivate the students to
engage in the lesson. Provide some ways to get
the attention of students like songs, short videos
etc. Process this stimulus with questions after.

12. Parts of an Online lesson
• 4. Lesson Proper: Follow the phases of a teaching
model, provide the contents to be studied,
guidelines, concepts, models, theories,
demonstration videos etc.
• The teaching models:
▫ Concept attainment,
▫ inductive thinking,
▫ inquiry-based,
▫ advance organizer,
▫ 4As,
▫ 5Es

13. Parts of an Online lesson
• 5. Assessment:
▫ Provide formative and summative
assessments that are aligned with
the outcomes/objectives.
▫ Can be done before, during, and
after the lesson.
▫ Provide a set of exercises first as
practice (formative) then provide
another set for grading
(summative)

14. • Select one objective/outcome and make a
sample online lesson for it.
• Upload in blackboard (Designing Online
Lessons)
• Enrol a fellow faculty in your sample lesson and
they will provide feedback using a checklist

15. Checklist

16. Checklist

17. Checklist