The document discusses various methods for delivering course content in online and hybrid courses, emphasizing the importance of organizing content into logical learning modules and facilitating the development of community through active interaction, collaborative learning, and socially constructed meaning. Backward design, assessment alternatives to high-stakes exams like essays and projects, and the Community of Inquiry framework are also covered.

1. 7 Things you need to know:
Things 4, 5, & 6
Content Delivery

2. So far…
} We’ve discussed
} The difference between traditional in-seat and
online/hybrid course delivery.
} Planning your course and introduced some of the
technology tools that you might use
} The importance of thinking through and
communicating with detail

3. Content Delivery
How do we actually teach our content?
Some of this should sound familiar…

4. Backward Design
1. You begin with your course objectives.
2. You next look at how you will know if
your students meet the objectives – that
is through assessment.
3. You choose your assessment methods.
4. Last you develop the content.

5. Assessment
} Assumptions
} You know your course objectives
} You have established means for assessing their learning
} You likely practice both formative and summative assessment
} Methods for online/hybrid delivery
} Consider how you assess learning (now or think that you will)
} How much formative assessment do (will) you practice?
} What about summative?
} High stakes?
} Low stakes?

6. High or Low Stakes
} High Stakes
} Example: Midterm & Final
} Midterm = 30%
} Final = 40%
} Paper/Project = 20%
} Incidentals = 10%

7. Considerations
} Community – is not developed through individual
tests
} Security – few institutions have the necessary security
measures for assurance of the integrity of online tests
} Take advantage of what an online delivery adds to
your possibilities
} What are some alternatives?

8. Low Stakes!
} Still want to use online tests?
} 4, 6 or even 8 smaller quizzes
} “Open Book”
} Weekly quizzes on assigned reading/modules
to check for understanding (and reading!)
} Example:
} Thirteen quizzes during the semester,
dropping the lowest score, cumulatively
worth 20% of the course total

9. Other alternatives
} Wikis } Essays
} Journals/Blogs } Projects
} Portfolio } Application/
} Presentation Demonstration
} Case Studies } Other ideas?

10. Thing 4 and Thing 6
Content Delivery & Building Community

11. Organizing your content
} What you are teaching
} How you are teaching
} (As mentioned in the online discussion) - How content is
organized and displayed is critical. You might think that the
most important thing is what you are teaching. This is also
important to students, but equally important to them is the
how.
} An often reported frustration for students is when a course
appears disorganized and they have difficulty knowing what to
do and where to find it. This costs them time that they could
otherwise spend actually attending to the content and their
frustration may impede the attention they give when they
finally find what they need. The confusion and back-tracking
limits student engagement.

12. Suggestions
} Structured and Consistent
} Into Learning Modules
} By Theme
} By Week

13. Considerations
} Chunking
} (more on this in the learning module)
} Readability
} (seethe handout on readability
statistics)

14. Interaction
} between the student and the content
material;
} between the student and you; and
} among students in the class.

15. A model where the Social Presence, the Cognitive Presence, and the
Teaching Presence all come together to create the best Educational
Experience.
http://communitiesofinquiry.com/

16. Community of Inquiry
Social presence
“the ability of participants to identify with the
community (e.g., course of study), communicate
purposefully in a trusting environment, and
develop inter-personal relationships by way of
projecting their individual
personalities.” (Garrison, 2009)
Garrison, D. R., & Vaughan, N. (2007)
Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

17. Community of Inquiry
Teaching Presence
the design, facilitation, and direction of cognitive
and social processes for the purpose of realizing
personally meaningful and educationally
worthwhile learning outcomes (Anderson,
Rourke, Garrison, & Archer, 2001).
Garrison, D. R., & Vaughan, N. (2007)
Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

18. Community of Inquiry
Cognitive Presence
the extent to which learners are able to
construct and confirm meaning through sustained
reflection and discourse (Garrison, Anderson and
Archer, 2001).
Garrison, D. R., & Vaughan, N. (2007)
Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

19. What are some ways that you can
facilitate the development of
community in your course?

20. Develop Community through:
} Active interaction
} Collaborative learning
} Socially constructed meaning evidenced by questioning,
reflection and agreement
} Sharing of resources among students
For community to develop, faculty and students have to
sense the presence of each other and build trust.
Palloff and Pratt (2007)

21. Methods
} Lecturing
} Text
} Podcast
} Video
} Synchronous
} Learning Objects
} Web sites
} Video
} Problem Based Learning/ Case Study / Critical Incident
} Discussion / Dialogue / Discourse / Debate
} What else??

22. Here are three primary elements of an online course, and typical tools that
are used (these are the GVSU standards – the ones officially supported.)
Communication Content
Assessment
Announcements
Post
documents
Online
quizzing
Email
Learning
units
Surveys
Discussion
Board
Adapted
release
Pronto
Web
resources
Blogs
Group
pages
RSS
Feeds
Wiki
Journals
Blogs/Wikis
Submit
assignments
Grade
Center
Library
Resources
Collaboration
Scholar
Grade
Center
Wimba
Voice
Podcasting
Turnitin
Telephone
Wimba
Classroom
Wiki
iTunes
U
Track
Statistics

23. Next:
} Please go through the (re)Designing Content learning
unit.
} Following the learning unit are some additional
documents, some of which you have already seen. There
are also some examples posted that are from my
EDH648, Adult Learner course.
} Instead of developing an outline for an online module, I
will post a general discussion board question that will
hopefully require some thought and reflection, but not be
as demanding as preparing an outline.