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.
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
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.
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
From a 5/16/13 webinar:
Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning.
-Discover the iNACOL National Standards for Quality Online Courses
-Explore the Moodle course management system to create online and blended learning experiences
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
This is my presentation for my capstone. I currently am enrolled at Full Sail University. This project completes my first course Mastery: Personal Development and Leadership.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
From a 5/16/13 webinar:
Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning.
-Discover the iNACOL National Standards for Quality Online Courses
-Explore the Moodle course management system to create online and blended learning experiences
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
This is my presentation for my capstone. I currently am enrolled at Full Sail University. This project completes my first course Mastery: Personal Development and Leadership.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
Rhode, J. F. (2008, May 8). The chicken or the Elgg? Developing a socially constructed self-paced learning environment. Presented at the 2008 Sloan-C Internation Symposium on Emerging Technology Applications for Online Learning, Carefree, AZ.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
I’m passionate about how we make learning relevant. It starts by seeing the learners as relevant. How do we connect? When we learn something, we want to share it with others.
Learning is a social act. It is a connecting act. We need to connect ideas to ideas, people to ideas, and people to people, bridging the gap between in-school and out-of-school. Ideas here are gleaned from the research synthesis report by the Connected Learning Research Network (http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf).
The Public Library as a Community Hub for Connected LearningÅke Nygren
Presentation at #wlic2014 on connected society and how libraries are adopting connected learning principles in their services and curricula in order to boost digital literacy and the digital learning already happening outside of school.
Designing Social Learning: "Informal" Does Not Mean "Unplanned"Christopher King
Presentation delivered at the GMU 7th Annual Innovations in e-Learning Symposium, Fairfax, VA, 8 June 2011
Where does Social Learning fit on the methodology matrix? That is, when is appropriate to select Social Learning as an instructional strategy? Instructional Designers have a toolbox of learning interactions for all kinds of modalities, situations, topics, audiences, and experience levels; if social learning is more than just a fad (which we think it is), it's time to make room on the ISD shelf for social learning instructional strategies. The session will include short-duration small-group breakouts, some brainstorming within a defined framework, and lots of audience participation. Participants will leave the session with a better understanding of social learning interactions, more resources to help develop social learning events, and greater awareness of their ability to design informal learning.
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
Let’s explore the why and how of globally connected learning. From Global Competencies, connections, collaborations and communication to tools and projects designed and created for your students to investigate the world, bring in perspective, knowledge, skill and disposition.
Walk through the steps of becoming a globally connected teacher in order to open up their classroom walls and connect their students to the world.
Delivering precise information in real time is vital in successful implementation of any performance support strategy or system. Due to the on-demand and just-in-time nature of performance support, pre-defined and structured content results in multiple issues including undesired performance, pushing irrelevant information, lack of interest, and more. Knowing that linear learning is not capable of fulfilling performance support needs, many organizations are unsure about choosing the right path for creating content.
In this session you will learn how you can use micro-learning effectively to prepare content for performance support. You will discuss three key aspects—mobility, video, and collaboration (MVC)—which help in achieving performance support requirements. You will examine the importance of various mobile features, the role of video content, and the need of crowd-sourcing for knowledge collaboration in performance support solutions. You will leave this session understanding how MVC is helping provide performance support effectively in area like sales training, product training, on-the-job aids, and more.
In this session, you will learn:
1- The importance and application of bite-sized knowledge chunks in performance support
2- To visualize micro-learning as a complete solution to providing performance support
3- The effectiveness of mobility to deliver video based interactive and rich content
4- The role of crowd sourcing in knowledge generation and knowledge sharing for improved performance support
5- Lessons from a case study that demonstrates an implementation of micro-learning and MVC
Preparing to Teach... a Model for Training FacultyJLewisGeology
This session presents five of the underlying principles guiding the approach used in the Preparing To Teach Online and Hybrid courses at Madison College. This presentation was presented at the Madison College Flexible Learning Conference on October, 18, 2013.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
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.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Presented by Dale Allen, Jeff Merriman, Brandon Muramatsu, Domy Raymond, and Mike Reilly, Grantmakers for Education, San Francisco, CA, October 22-23, 2015
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Brandon Muramatsu, MIT OEIT,
mura@mit.edu
September 16, 2013
Exploring the Guide
1
Cite as: Muramatsu, B. (2013, September). Online course design guide workshop: Exploring the guide. Workshop presented to the EDC Pre-
STEP Program. Lahore: Pakistan.
2. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Agenda
• Introduction
• Overview of the Course Design Guidelines and Blueprint
• Part 1: Pre-Design
• Lunch
• Part 2: Design and Development
• Part 3: Facilitation
• Wrap-Up
2
3. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Workshop Outcomes
• Participants will create a blueprint for an online
course
• Participants will understand:
• The difference between face-to-face and online course
• What good online facilitation means
• The importance of learning outcomes
3
4. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
About Brandon Muramatsu
• B.S. & M.S. in Mechanical Engineering
• Taught multimedia design and open education
• 20 years in EdTech
• ~10 years in educational digital libraries: Collections, nationwide
collaborations, quality and peer review
• 9+ years in Open Education: Open Educational Resources and
OpenCourseWare
• “Been There, Done That”
• Multimedia courseware design and course support, course design, video
production software design, digital libraries, metadata, learning objects,
open educational resources/OpenCourseWare, …
4
5. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
About you!
• Please introduce yourselves with your Name and
Institution
• What do you hope to get out of the workshop?
5
6. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Participants’ Interests
• How to design the online B.Ed. Program
• Developing online courses to develop reflective
practices
• Have a toolkit to design an online course
• How to improve existing online courses
• Software and tools that can be used for online
courses
6
7. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Participants’ Interests
• Elements in the design online courses
• Practical approaches to launch the courses
• Framework
• What kind of digital resources are available
• What is the “digital toolkit” and how to use it
7
8. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Setting the Stage
• Have you taken an online course?
• Have you taught an online course?
• What courses are you teaching now?
8
9. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Setting the Stage
• Practical skills and how to do it.
• Why do we need an online course, especially if
there’s an existing face-to-face course
• Areas where we can use the toolkit, and the
importance of the toolkit
• Hands on practice to use the toolkit
9
10. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Why develop the Guide?
10
11. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
The Project
• Rationale:
• Came from observing the transition from existing courses
(especially correspondence / distance learning ones) to
“contemporary” online courses
• My interest in designing contemporary (for the 21st century)
courses that take into account everything we know about good
design practice
• My desire to share the experiences of experts, and their tips
and tricks <we’re still working on this one>
11
12. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
The Participants
• Brandon Muramatsu
• Project Lead, MIT OEIT
• Holly Ludgate
• Project Lead, New Media
Consortium
• Samantha Adams Becker
• Writer/Editor, New Media
Consortium
• Tom Caswell
• Contributor, Western Governors
University
• Marion Jensen
• Contributor, American Express
• Gretchen Ulrich
• Contributor, Northeastern University
• Emily Wray
• Contributor/Editor/Designer, Full
Sail University
12
13. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Developing the Guidelines and Toolkit
• 1.5 Day Meeting
• Discussed the structure of the guidelines, and
goals
• Draft (write) sections of the guidelines, contribute
worksheets and identify resources
• Edit, edit, edit
14. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Online Course Design
Designing an good online course
is designing a good course!
14
15. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Part 1: Pre-Design
16
16. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Part 1: Pre-Design
• “Gathering all of the necessary information to
ensure that the course will meet the needs of the
learners and engage them throughout the learning
journey.”
• What’s different online:
• More difficult to make spontaneous adjustments
• The asynchronous nature means you need to be thoughtful
about creating interaction opportunities
17
17. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Pre-Design Questions (1)
• Who are my
learners?
• What do they
currently know?
… you need to make
sure you can produce
content for their level
and the correct voice.
…so you can avoid
repetition and focus on
growing what they have
learned.
18
18. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Pre-Design Questions (2)
• What do they need
to know before
starting the course?
…so you can provide
prerequisite materials
to learners and they
can plan accordingly
before the course
begins.
19. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Pre-Design Questions (3)
• What other content is
available that
supports meeting
learning outcomes?
• Do you have existing
material that can be
used in the course?
…curating content you
already have means not
having to start everything
from scratch.
…being able to identify
other resources that
support your key topics
adds greater depth to the
course.
20. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Pre-Design Questions (4)
• What content must
be revised for an
online format or
created from
scratch?
… taking inventory of
the varying stages of
content will inform the
design phase and give
you a better sense of
how much work it will
require to prepare the
content for online use.
21. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Exploring a MIT online course
Going Behind The Curtain
22
22. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
MIT and Education
• MIT does not have a School of Education
• MIT does have faculty that are deeply interested in
education
• Eric Klopfer (the same faculty member leading the Games and
Simulation Course) runs the Scheller Teacher Education
Program to prepare MIT students to teach in K-12 schools
• MIT has a number of central units (TLL, OEIT, etc.)
that provide support for teaching and learning.
23
23. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Best Practices for Teaching and Learning
• One of the courses MIT developed for the EDC Pre-STEP
program
• Course Goals:
How do we design a course?
What are the best methods for promoting critical
thinking skills, knowledge retention, and transfer?
…primarily for in-person classes
24
24. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Background on the Course
• Based on a 14 week course that MIT provides for
graduate students and Post-Docs who wish to learn how
to teach
• Course is run by the MIT Teaching and Learning
Laboratory (TLL)
• They work with faculty on education research
• They work with faculty on pedagogically informed teaching practice
• Perform some of the functions of a Center for Teaching and
Learning
25
25. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Background on the Course
• Instructors have taught the face-to-face version of
this course
• Experienced in teaching in Biology
• Experienced in research in Biology, both have Ph.D.s
• Deep interest in biology education, especially preparing
students for careers in Biology
• Instructors have not taught online before
• Relying on others for that experience <- it takes a team!
26
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Question: Who are my learners?
• Faculty interested
in learning “best
practices”
• Might be in teacher
education
departments
• With possible focus on
Science / Math
education
• Challenge:
• Different from the
course upon which it
was based
• MIT graduate students
≠ faculty in teacher
education programs
27
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Question: What do my learners currently
know?
• Unknown
• Might, or might not,
have experience with
“good” teaching
practice
• Might not have been
formally trained to
“teach”
• Challenge:
• Didn’t have the
opportunity to really
find out about the
participants before
designing the course,
had to make
assumptions
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Question: What do my learners need to
know before starting the course?
• Participants should
have:
• Experience in
teaching
• Perhaps experience in
teaching pre-service
teachers
• Challenge:
• Didn’t have the
opportunity to really
find out about the
participants before
designing the course
• Had to make
assumptions
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Question: Do you have existing material
that can be used in the course?
• Yes! • Challenges:
• Material designed for
face-to-face
interactions
• Materials designed for
a 14 week course
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Question: What other content is available
that supports meeting learning outcomes?
• Lots and lots • Challenge:
• Pre-supposes learning
outcomes!
• Some materials are
referenced in pre-
session readings
• Some materials are
referenced during the
session videos (as
citations)
31. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Question: What content must be revised
or created from scratch?
• Lecture videos
• Most of the course is
an interactive
discussion in class
based around the pre-
session readings
• Slides
• Activities
• Challenges:
• Developing a mostly-
asynchronous learning
experience for what
was a highly
synchronous course
32. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Pre-Design Activity
• Break up into small groups
• Select a course you teach or would like to teach
• What’s the course title? What’s the course about?
• Answer the pre-design questions
• Report back
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Pre-Design Questions
• Who are my learners?
• What do my learners currently know?
• What do my learners need to know before starting the
course?
• Do you have existing material that can be used in the course?
• What other content is available that supports meeting learning
outcomes?
• What content must be revised for an online format or created
from scratch?
35
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Pre-Design: Group 3
• Functional English
• Graduate students 14 years of education
• Studied English as a subject for 12 years, basic grammar, sufficient
vocabulary, comprehension (reading writing, speaking, listening)
• Basic technology knowledge (IT literacy)
• Existing materials: textbooks
• Other materials: British Council online courses, BBC Online Language
course, AIOU course
• What need to be revised, or created? Teacher guides and textbooks
• Questions: What are the assessments? Test, quizzes
36
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Pre-Design: Group 1
• Child psychology
• Don’t know about philosophy of learning
• What will they learn about the course
• Existing materials: Textbooks and course guides
• Other resources: Other published materials, purchase textbooks
online, Wikipedia
• What is needed: Will need to design for online courses
• What to revise: Change from print to online
37
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Pre-Design: Group 4
• ICT in Education
• Audience: Students of B.Ed. Hons.
• Existing knowledge: Knowledge of basic computers
• Required knowledge: how to use the Internet and modern
technology to access the course
• Existing materials: Course guide, text material, A/V aids
• Other materials: Sources from website, e.g., MIT, production
center
• Revision of materials: Assessment system needs to be changed
for the online course, textbooks print -> digital, method of teaching
and classroom teaching will be revised with videos and
assignments
38
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Pre-Design: Group 2
• Classroom Management
• Audience: undergraduates, 18-20, Men/Women, rural and urban
background
• What do they know: Educational psychology, child development,
methods of teaching, awareness of school-based visits, <-
Question: is there relevancy for some of these
• Need to know?: Scheme of studies <- Question is this
necessary, Purpose of the course, IT skills
• Existing Materials: Printed, websites, videos, course guides
• Other materials: more videos, online simulations / games
• Revision: study guides, scheme of studies, assessment tasks
39
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Break
40
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Part 2: Design and Development
41
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Part 2: Design and Development
• “In this phase, learning strategies are mapped out,
learning content and media are developed,
organized, and sequenced, and supporting
technology is selected.”
• What’s different online:
• Online learning is more exploratory in nature, and oftentimes
less directed than in-person
• Learners access materials asynchronously: The easier it is for
learners to locate and engage with learning activities, the more
mental energy they will have to focus on the content.
42
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Objectives and Outcomes
• “Learning outcomes are general statements that
describe the essential learning (knowledge, skills,
and attitudes) that learners will achieve by the end
of the course. They should encompass the depth of
the knowledge and skills that you will be ultimately
assessing. When composing outcomes, be mindful
not to combine elements that cannot be assessed
by a single method.”
43
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Designing a Blueprint
• What’s a blueprint?
• A comprehensive plan that allows “you to design with the big
picture in mind to ensure you reach every milestone and build
consistency throughout the curriculum.”
• Key Elements
• Course information
• Course learning objectives and outcomes
• Lesson topics and format
• Learning resources
• Activities and assessment
49
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Content Patterns: Organizing &
Sequencing (1)
• “Constructing patterns in your curriculum is one way to
infuse consistency throughout the course, which helps
the learners manage time and resources. How you
approach your content each week should be organized
in such a way that the learner understands what is being
taught and how to interact and engage with the material
and community.”
• What’s different online:
• The easier it is for learners to locate and engage with learning
activities, the more mental energy they will have to focus on the
content.
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Content Patterns: Organizing &
Sequencing (2)
• Write all course content using a consistent voice
• Create patterns in activity structure (e.g., description,
rationale, deliverables, and resources)
• Establish a consistent schedule (e.g., standardize due
dates and plan synchronous sessions, virtual meetings,
office hours, and other activities at the same time each
week)
• Align learning objectives to each segment of content
• Structure the content into smaller pieces
51
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Best Practices Course: Organizing and
Sequencing Example
• Demo Organizing and Sequencing in Session 1
52
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Creating Content Relationships
• “Strategically organize and present all course
content to leverage the learners’ existing expertise
on a topic against the concepts and skills they are
going to learn.”
53
47. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Best Practices Course: Content
Relationship Example
• Demo Content Relationships in Session 1
54
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Lesson Development with Media (1)
• “Depending on how you choose to introduce,
curate, or present the learning topics, creative
applications of media can further engage learners
in the material.”
• What’s different online:
• Just posting your slides does not leverage the opportunities in
an online course
• Simply recording a video of an in-person lecture does not
leverage the opportunities in an online course
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Lesson Development with Media (2)
• Media can:
• Introduce and guide main concepts
• Generate interest in a subject
• Reinforce confusing or complex ideas
• Frame overarching themes
• Set the stage for an activity
• Curate a particular approach for how the learner should explore
a topic
56
50. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Best Practices Course: Media
Example (1)
• Demo Whodunnit Video from Session 1
57
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Best Practices Course: Media
Example (2)
• Tablet drawing versus screenshot
58
Smith, K. (2000). Going Deeper: Formal Small-Group Learning in Large Classes
52. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Best Practices Course: Media
Example (2)
59
53. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Content Licensing
• Keep in mind licensing laws
• What materials developed by others can you use?
• Will you share your materials—license them—in such a way as
others can build upon them (e.g., Creative Commons licensed)
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Designing Community
• “While meaningful learning can happen outside of a
community, the overall learning experience usually
benefits from community.”
• Build rapport
• Encourage interaction with clear expectations
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Designing Assessments
• “Align each assessment with specific learning
objectives and course outcomes”
• “Diversify assessment types to align learning with
particular objectives”
• “Create both formative and summative assessments to
evaluate the progression of learners throughout your
course.”
• What’s different online:
• Some assessments can be automatically scored, and can be
parameterized
62
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Checklist (1)
63
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Checklist (2)
64
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Part 3: Facilitation
65
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Part 3: Facilitation
• “Learners should be able to absorb the information
presented and share their interpretations and
knowledge with their peers so that the online
environment feels like a collaborative community.”
• What’s different online:
• In person, we’re adept and reading eye-contact, body language
and human gestures—online we have limited opportunities
• In person, it’s easy to ask spontaneous questions—online this
requires intentional design
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Instructor Presence
• “Online courses do not replace the instructor”, the
instructor’s role “shifts to guiding the learning
process, encouraging interaction, and prompting
reflection.”
• Welcome learners
• Encourage community
• Connect with learners
• Actively participate
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Learner Feedback
• Leverage Learner Contributions
• Encourage, nurture, and recognize
• Focus the discussion in forums
• Respond to individual learners
• Involve learners as co-facilitators
• Facilitate synchronous events
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Time Management
• Instructor’s Perspective:
• Can require more time to prepare and teach an online course
• Time shifts from in-class activities (lecturing) to answering emails,
participating in chats / discussion forums (facilitating)
• Tip: Set expectations on when you’ll respond
• Tip: Engage students in supporting each other
• Student’s Perspective:
• Students will spend time understanding the course organization, and
interacting with the online resources
• Tip: Students should formally set aside time to do the course activities
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Example: Best Practices Course (1)
• Instructor Presence
• Introduction Video: Introduces instructors, provides an overview
of the course
• Asked for students to introduce themselves
• Learner Feedback
• Synchronous weekly events
70
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Example: Best Practices Course (2)
• Time Management
• Each session requires extensive pre-session readings
• Video divided into segments
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Post Mortem on the Best Practices
Course
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Big Challenges: Best Practice Course
(1)
• Getting students to login and participate
• Many things we could have done better to support students
• Not fully understanding the infrastructure
challenges
• Reliable electricity and access to computers and network
• Bandwidth: We did use a “low” resolution/data-rate on videos,
probably needed to be even lower
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Big Challenges: Best Practice Course
(2)
• Clearly explaining course structure and activities
• Pre-session readings are critical
• Participation in discussion forums was a key part of the course,
but they need sufficient participants and constant participation
• Semi-Synchronous Session Design
• Expecting students to watch pre-recorded videos and
participate in activities by starting and stopping the videos
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Coming Soon!
http://dltoolkit.mit.edu/
Digital Learning Toolkit
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Brandon Muramatsu, MIT OEIT,
mura@mit.edu
September 16, 2013
Exploring the Guide
76
Editor's Notes
Cite as: Muramatsu, B. (2013, September). Online course design guide workshop: Exploring the guide. Workshop presented to the EDC Pre-STEP Program. Lahore: Pakistan. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
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Cite as: Muramatsu, B. (2013, September). Online course design guide workshop: Exploring the guide. Workshop presented to the EDC Pre-STEP Program. Lahore: Pakistan. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.