The document provides guidance for educators on developing effective online course content and lesson structure. It recommends that educators (1) structure lessons and content around clear learning outcomes, (2) chunk information into small, digestible segments, and (3) use a variety of multimedia materials and interactive activities to engage learners. Examples of effective course outlines from two educators demonstrate how to apply these principles.

1. Content Development Role
of the Educator/Developer

2. By the end of this lesson, you will be able to:
 Understand the components of lesson structure
 Define a textured environment
 Describe the needs of an online learner
 Understand educator examples of course
outlines
 Describe appropriate activities
 Understand learning outcomes, staging a lesson
and chunking information
 Understand the use of text, images and design
presentation

3. LESSON
• Core learning component FORMAT
• Follows structure of course outline in syllabus
Intensive Format
Compressed 6 Weeks
SECTIONS
1 or more lessons per week
SEGMENTS
Non-Intensive Format
Breakdown of materials
15 Weeks
to be learned
Avg 1 lesson per week
Learning
Outcomes
Activities
Introduction
Summary

4. A textured environment keeps learners involved and interested.
A textured environment should:
 Vary activities to enable learners to interact with each
other, the educator and content
 Include different types of readings
 Provide solutions and let the learners search for answers
 Vary media by using audio, video and podcasts
 Use text and image-based slide shows
 Include written narratives
 Change presenters
 Provide opportunities for reflection and self-assessment

5. ONLINE LEARNERS NEED OPPORTUNITIES TO:

6. Sosulski is the co-author of the text book, “Essentials of Online
Course Design.” An introduction lesson from her course
“Collaboration Technologies” is outlined below.
(1) INTRODUCTION (2) CONTENT OF COURSE
 Identifies course format  Identifies where lessons
 Defines due date are found in the online
requirements shell
 Provides goals for the  Provides goals for the 1st
course week
 Discusses importance of  Lists objectives for the 1st
syllabus week

7. (3) READING ASSIGNMENTS (4) ACTIVITIES
 Defines expectations by  Describes activity
listing materials to read  Identifies where to post
 Provides a brief statement on response for the activity
 Lists what student is
the topic of the reading
expected to do
 Provides a brief statement on  Provides example of how the
what learners can expect to education expects the
learn Learner to respond
 References syllabus  Provides due date and time

8. Thornbury teaches a Language Analysis course. An outline for a
skill-based lesson is listed below.
 Breakdown into sub topics and  Clearly state learning outcome
multiple sections  State how new material relates
 Present in smaller steps that to what has been previously
build upon each other studied
 Keep course narrative brief  State why new material is
 Present topic using simple important to topic
language that creates no barriers  Present task to assess
 Identify key terms by using understanding of new material
brackets, italics, etc.
Skill-based courses usually need small steps that build upon each
other to ensure understanding.

9.  Provide small activities that build upon one
another in progressive steps
 Provide larger activities that contain a series
of steps, such as a group project
 Ensure that activities are interesting,
challenging and pedagogically sound
 Ensure that activities address learning styles

10. The purpose of developing content in different
ways and perspectives ensures clarity and
extends understanding.

11.  Define Learning outcomes for the week
 Ensure that learning outcomes are
measurable
 Ensure that content is directly related to the
learning outcomes
 Ensure that activities help students achieve
learning outcome

12.  Identify readings and activities
 Identify where added explanations and
definitions are necessary to support learning
 Decide how you will help pace learning
 Decide how you will assess learning

13.  Break down blocks of information into
incremental learning sections, segments or
steps as appropriate for the subject matter
 Break down the presentation of material into
a series of mini-presentations

14. Include:
 Short readings
 Text-based supplementary materials from
internet or other sources
 Reflective self assessments
Keep things flowing and offer opportunities to
develop a range of thinking skills.

15. Use:
 Charts
 Photos
 Illustrations
 Links
 Audio Clips
 Video Clips
 Podcasts
 Diagrams
Make sure details are easy to see. Keep it simple to
avoid information overload.

16.  Make weekly announcements
 Participate and monitor online discussions
 Provide feedback on course assignments and
activities
 Structure group activities
 Solicit feedback from students on course
design, pace and structure
 Communicate with students regularly to
ensure a well-engaged experience

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src="http://www.youtube.com/embed/VxY22Ih
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allowfullscreen></iframe>

18. Think about the online classes in which you
have participated.
 Did they follow the outlines suggested in this
lesson?
 If they did not, would any of the information
presented have made the courses easier to
understand?
 Did anything stand out that you will
incorporate into your own designs?