Presented at the SLATE Conference 2013

1. Colleen Fleming, Sarah Fornero, and Elle Tivine
Adler School of Professional Psychology

4. Any course that uses
Moodle, or other online
tools, for student contact
hours.

5. • Entirely online – ALL contact
hours are achieved via
Moodle or other online tools.
• Blended - SOME contact
hours are achieved via
Moodle or other online tools.

6. HOMEWORK
Readings
Writing papers
Completing projects
Etc.
IN-CLASS ACTIVITIES
Lecture Q & A
Discussions
Engaging with content
Student presentations
Etc.
Are… Are not…

7. • Intentionally offers specific
courses in an online format
• Has a specific sequence that
includes online course
offerings
• Is marketed to students as
having online course offerings

8. • Entirely Online - all courses
are entirely online
• Blended - some courses are
blended or entirely online

11. • Items to Consider Prior to Creating an Online Course
• Determine Course Details
• Course Design & Build Process
• Course Revision

12. • Brainstorm Innovative Course
Materials
– http://tinyurl.com/kfkvppo
• Consider Big Picture Program
Components

13. • Exit Competencies
• Start Date
• Format and Length of Course
• Course Author

14. • Collect Preliminary
Course Materials
• Build the Course in
Moodle

16. • Detailed Course Plan
• Syllabus
• Online Faculty Teaching Plan

17. Goal:
Course Author develops
weekly learning aims and
weekly topics based on
course exit competencies

18. • Course Exit Competencies = Course Objectives
• Weekly Learning Aims = Weekly Objectives
• All Objectives should be “SMART”:
– Specific
– Measureable/observable
– Attainable
– Relevant or results-oriented
– Targeted to the learner and the desired level of learning

21. Goal:
Course Author selects
instructional materials,
learning activities, and
assessments based on
weekly learning aims

22. • Instructional materials, learning activities, and assessments
should align with weekly learning aims.
• Each weekly learning aim, at minimum, should have one
instructional material resource and one assessment that aligns
with it.
• Instructional materials, learning activities, and assessments may
apply to more than weekly learning aim.

23. Assessments are the tools and means used to determine if a
student has achieved an exit competency or learning aim.
Assessments can take many forms, including:
– Discussion Forums
– Written Assignments
– Audio or Video Assignments
– Quizzes or Exams

24. Instructional materials are sources of information that prepare your
students to complete learning activities and assessments. These
resources could include:
– Readings
– Audio Recordings or Videos
– Diagrams, Tables, or Visual Representations
– Course Author-created content

25. Learning activities are participatory instructional activities that do not assess
if students have achieved a particular aim or competency. Learning activities
can take the following forms:
– Non-graded versions of assessment types (including check-point questions)
– Readings with guiding questions or lists of key terms and ideas to focus on
– Non-graded simulations or role-playing
– Informational or interactive games to reinforce content
– Live webinars
– Graded activities that work towards, but do not assess, aims or competencies

27. Part 2 of the Detailed Course Plan is when most of the course
content is determined. It is important that the content has:
• Multiple viewpoints (i.e. – not just a single textbook)
• Variation in the ways that students receive and interact with
the material

30. Goal:
Course Author reviews
weekly outline and
develops weekly and topic
introduction presentations

32. The Course Author receives the Syllabus
template at the same time as Part 3 of the
Detailed Course Plan.
The Syllabus is not started until all of the
course content has been determined (based
on the objectives) in order to prevent
alignment gaps.

33. Instructors are required to fill out the Online
Faculty Teaching Plan and post their
responses to the course so that students
know:
• When the instructor will be available
• How the instructor plans to facilitate the course
• How grading will be handled

34. • Moodle Build
• Multimedia
Production

35. • After the course has been
taught
• Based on feedback and best
practices

36. • Detailed Course Plan Documents
• Syllabus Template
• Online Faculty Teaching Plan Document
Files can be downloaded here:
http://tinyurl.com/SLATEAlignment

37. Sarah Fornero
Director of Design and
Delivery
sfornero@adler.edu
312.662.4234
Slideshare of this presentation: http://tinyurl.com/SLATEAlignment
Elle Tivine
Instructional Designer
etivine@adler.edu
312.662.4242
Colleen Fleming
Instructional Designer
cfleming@adler.edu
312.662.4241