Designing Online Creating your map Jennifer Spink Strickland,Ph.D.
Are you giving clear directions? Let’s consider some signs…
Where do you keep your syllabus? <ul><li>Syllabus </li></ul><ul><li>Course Documents </li></ul><ul><li>Course Information ...
Where do students find their homework? <ul><li>Course Documents </li></ul><ul><li>Assignments </li></ul><ul><li>Course Mat...
What will students find in Course Documents? <ul><li>Syllabus </li></ul><ul><li>Homework </li></ul><ul><li>Readings </li><...
What will students find in Course Materials? <ul><li>Syllabus </li></ul><ul><li>Homework </li></ul><ul><li>Readings </li><...
Objectives <ul><li>Recognize confusing naming protocol </li></ul><ul><li>Identify easy & difficult to understand navigatio...
* Your course doesn’t meet regularly, where can you find the class meeting times? <ul><li>Announcements </li></ul><ul><li>...
*You want your students to view a PowerPoint presentation lecture on a specific topic. Where can they find that? <ul><li>A...
*Your students are studying for their final and they want to re-read your lecture notes on [Topic]. Where will they find t...
*You want your students to discuss a question in the Discussion Board, where will they find the question? <ul><li>Assignme...
Why Reconsider your designs? <ul><li>Ensures your design makes sense to someone other than you </li></ul><ul><li>Engage st...
Navigation Basics <ul><li>If it sounds like it should be there, it should be there </li></ul><ul><li>Consistency, consiste...
A rose by any other name… <ul><li>Stay clear of words that can be confusing or too broad such as: Documents, Information, ...
Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional c...
What’s Your Point? <ul><li>Start with your objectives </li></ul><ul><li>Objectives affect the design and content of your c...
Chunking with Modules <ul><li>Course content broken into “chunks” by using Modules, Chapters, or Weeks </li></ul><ul><li>C...
Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Allows students to focus on content rather than form ...
Writing Module Objectives <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><...
Survival Strategies <ul><li>No “one size fits all” </li></ul><ul><li>Start from a 30,000’ level </li></ul><ul><li>Consider...
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Designing Blackboard

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Designing Blackboard

  1. 1. Designing Online Creating your map Jennifer Spink Strickland,Ph.D.
  2. 2. Are you giving clear directions? Let’s consider some signs…
  3. 3. Where do you keep your syllabus? <ul><li>Syllabus </li></ul><ul><li>Course Documents </li></ul><ul><li>Course Information </li></ul><ul><li>Course Materials </li></ul><ul><li>All of the above </li></ul><ul><li>Other </li></ul>
  4. 4. Where do students find their homework? <ul><li>Course Documents </li></ul><ul><li>Assignments </li></ul><ul><li>Course Materials </li></ul><ul><li>Handouts </li></ul><ul><li>Assessment </li></ul><ul><li>Other </li></ul><ul><li>All of the above </li></ul>
  5. 5. What will students find in Course Documents? <ul><li>Syllabus </li></ul><ul><li>Homework </li></ul><ul><li>Readings </li></ul><ul><li>Handouts </li></ul><ul><li>Practice Exercises </li></ul><ul><li>Other </li></ul><ul><li>None </li></ul><ul><li>All </li></ul>
  6. 6. What will students find in Course Materials? <ul><li>Syllabus </li></ul><ul><li>Homework </li></ul><ul><li>Readings </li></ul><ul><li>Handouts </li></ul><ul><li>Practice Exercises </li></ul><ul><li>External links </li></ul><ul><li>Other </li></ul><ul><li>None </li></ul><ul><li>All </li></ul>
  7. 7. Objectives <ul><li>Recognize confusing naming protocol </li></ul><ul><li>Identify easy & difficult to understand navigation </li></ul><ul><li>Recognize strategies for designing online for a Blended Format </li></ul><ul><li>Formulate Strategies for Blended Design online </li></ul><ul><li>Apply clear blended design strategies for online </li></ul>
  8. 8. * Your course doesn’t meet regularly, where can you find the class meeting times? <ul><li>Announcements </li></ul><ul><li>About This Course </li></ul><ul><li>Syllabus </li></ul><ul><li>Course Information </li></ul><ul><li>Course Documents </li></ul><ul><li>Communication </li></ul>
  9. 9. *You want your students to view a PowerPoint presentation lecture on a specific topic. Where can they find that? <ul><li>Announcements </li></ul><ul><li>Lectures </li></ul><ul><li>Discussion Board </li></ul><ul><li>Syllabus </li></ul><ul><li>Assignments </li></ul><ul><li>External Links </li></ul>
  10. 10. *Your students are studying for their final and they want to re-read your lecture notes on [Topic]. Where will they find this? <ul><li>Module 1 </li></ul><ul><li>Module 2 </li></ul><ul><li>Module 3 </li></ul><ul><li>Module 4 </li></ul><ul><li>Module 5 </li></ul>
  11. 11. *You want your students to discuss a question in the Discussion Board, where will they find the question? <ul><li>Assignments </li></ul><ul><li>Course Documents </li></ul><ul><li>Communication </li></ul><ul><li>Discussion Board </li></ul><ul><li>Announcements </li></ul>
  12. 12. Why Reconsider your designs? <ul><li>Ensures your design makes sense to someone other than you </li></ul><ul><li>Engage students in dynamic and vital communities </li></ul><ul><li>Students take responsibility for content and learning </li></ul><ul><li>Students learn through active participation and inquiry </li></ul><ul><li>Blended Learning and Course Redesign in Higher Education: Dr. Randy Garrison, Dr. Norm Vaughan Assessing the Role of Teaching Presence from the Learner Perspective [ http://connect.educause.edu/library/abstract/BlendedLearningandCo/39282] </li></ul>
  13. 13. Navigation Basics <ul><li>If it sounds like it should be there, it should be there </li></ul><ul><li>Consistency, consistency, consistency </li></ul><ul><li>If it makes sense to you – that is because you wrote it! </li></ul><ul><li>Ask at least 3 other people to verify clarity for you. </li></ul><ul><li>Design names that are distinct and clear </li></ul><ul><li>The less clicks the better </li></ul><ul><li>The less downloads the better </li></ul>
  14. 14. A rose by any other name… <ul><li>Stay clear of words that can be confusing or too broad such as: Documents, Information, or Module </li></ul><ul><li>Name Modules or Chapters </li></ul><ul><li>Be specific </li></ul><ul><li>Be consistent </li></ul>
  15. 15. Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional component </li></ul><ul><li>Focuses on student performance </li></ul><ul><li>Provides structure: A beginning, middle, and end </li></ul>
  16. 16. What’s Your Point? <ul><li>Start with your objectives </li></ul><ul><li>Objectives affect the design and content of your course </li></ul><ul><li>State objectives throughout your course </li></ul><ul><li>Objectives will give your course: </li></ul><ul><ul><li>Clarity </li></ul></ul><ul><ul><li>Direction </li></ul></ul><ul><ul><li>Clear sense of Accomplishment </li></ul></ul>
  17. 17. Chunking with Modules <ul><li>Course content broken into “chunks” by using Modules, Chapters, or Weeks </li></ul><ul><li>Course structure in a repetitive manner allowing for easy navigation </li></ul><ul><li>Content organized in conceptually related blocks </li></ul><ul><li>Consistent, logical, clear, common sense, apply past experience, let the content control the chunks </li></ul>Source: Blending In, March 2007
  18. 18. Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Allows students to focus on content rather than form </li></ul><ul><li>Content becomes manageable </li></ul><ul><li>Prevents information overload </li></ul><ul><li>“ 7 +/-2 rule” </li></ul>Source: Blending In, March 2007
  19. 19. Writing Module Objectives <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><ul><li>What do they need to know? </li></ul></ul></ul><ul><ul><ul><li>What do they need to be able to do? </li></ul></ul></ul><ul><ul><ul><li>What will they know as a result of my instruction? </li></ul></ul></ul><ul><li>Objectives should be clearly stated and easy for students to understand </li></ul><ul><li>Objectives should include content mastery skills and critical thinking skills </li></ul>
  20. 20. Survival Strategies <ul><li>No “one size fits all” </li></ul><ul><li>Start from a 30,000’ level </li></ul><ul><li>Consider chunking your course </li></ul><ul><li>Consider online components and face to face components and how they connect </li></ul><ul><li>Be prepared for change </li></ul><ul><li>Try to gain some effective uses of classroom time through online </li></ul><ul><li>Send someone else on a “Scavenger Hunt” through your course </li></ul>Source: Inside Out, Upside Down (2002) Teaching with Technology Today

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