Course Design for Non-Designers

SLATEJune 17, 2009College of Lake County

Paul Heydenburg, Northeastern Illinois UniversityKen Sadowski, University of ChicagoMichael Sukowski, Concordia University Chicago

Ground Rules for Course Design

Provide introduction to explain the learning

All module elements presented to learner within wider context of course

Tell users the learning objectives

Ground Rules continued

Explain how the course or unit is organized Vital that students know key elements

in any module

Help students make selections about what is really critical

Ground Rules continued

Information chunking Group like information

Autonomy and unique identity Manageable units Short sentences, direct/succinct Web-friendly punctuation Generous paragraph breaks Bullets and numbering

Ground Rules continued

Develop interesting presentations to explain key pointsUse:

GraphicsAnimationsSound VideoEtc.

Ground Rules continued

Accommodate variety of learning styles Text for those who like to read Images for visual learners Interactions for kinesthetic learners

Make the most of what the medium has to offer

Ground Rules continued

Allow users to engage constructively with materials: Problem-solving with real world examples Make learning come alive

Transform your lectures You cannot simply move notes to screen

Materials must work as hard as you do when you teach

Ground Rules continued

Review and provide summary tests At end of each chunk of learning

Provide review materials Allow student to reflect on what they

learned Provide assessment

Ground Rules continued

Ensure access for all users Visually impaired Hearing impaired

E-Learning: Building the Ramp for Equal Access http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html

2 Key Elements in Online Learning

Student Engagement in Course

Teacher Presence

Student Engagement in Course

Content

InstructorStudent

Student

To ensure student engagement

Define learning objects

A learning objective is a statement to clarify the nature of a learning area

Indicates how the acquisition of the related skills and knowledge is measured

Learning Objects

Essentially a stand-alone piece of learning Can take about 5-10 minutes to master Might be:

Section of text Short video/audio clip Media elements organized together into a

short coherent group

Learning Objects Help Us:

Clarify the learning for students Analyze important information Audit learning for reuse

Through the use of LMS/CMS, learning objects are reusable

Get Students Interested

Adopt new strategies to gain attention Follow up learning objective with key or

exciting fact Keep students engaged with:

Content Each other Instructor

Teacher presence is a must

Teacher Presence

Interaction between learners, content, facilitator

Use LMS/CMS tools to provide: Rich feedback Timely feedback

Guide through content Encourage higher level thinking

Explore resources Encourage reflection Respond with feedback

Teacher Presence

Be enthusiastic and encouraging

Be yourself

Practical Suggestions

When creating online, hybrid, web-enhanced courses: Excessive text causes poor acceptance

of screen contents Use graphics Have copyright clearance Use animations Audio/video Follow sound graphic design principles

Practical Suggestions

Activities/Discussions Motivating Engaging Purposeful

Based on: Interaction between learners through

written communication Led by someone with training in the

special qualities for successful group learning

Practical Suggestions

Encourage students to explore resources Reflect on resource Post contribution to group

Instructor responds with feedback

Practical Suggestions

Discussions are: Core element to production of content Relatively quick to devise Engage students effectively in learning Make the most of your teaching skills

Practical Suggestions

Interactive elements such as: Quizzes Games

When in doubt: Obtain training Work with colleagues

Ensuring Quality Course Design

Quality Assurance Guidelines Higher Education

SLOAN-C Pillars of Quality Quality Matters Rubric Concord Model Schrum’s Qualities of Successful Students Robley and Wiencke’s Rubric for Quality

Interaction

Ensuring Quality Course Design

SLOAN-C’s Five Pillars of Quality Online Education Learning effectiveness Access Cost-effectiveness and institutional

commitment Faculty satisfaction Student satisfaction

Ensuring Quality Course Design

Quality Matters Rubric Set of 40 elements Distributed across eight broad standards

Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility

Ensuring Quality Course Design

Quality in K-12 Online Learning Resources

Chapman, D.W, Garrett, A. & Mahlck, L.O. (2004). The role of technology in school improvement. In: Adapting Technology for School Improvement: A Global Perspective (pp.19-37). Paris: UNESCO, International Institute for Educational Planning.

Ensuring Quality Course Design

Quality in K-12 Online Learning Resources

Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. Paper presented at the ASCILITE 2001, Melbourne.

Ensuring Quality Course Design

Quality in K-12 Online Learning Resources

Southern Regional Education Board. (2006). Standards for Quality Online Teaching. Retrieved October 18, 2006 from http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp

Resources

Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council, www.hanoverresearch.com

E-Learning: Building the Ramp for Equal Access, http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html

Resources continued

Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal Of Distance Education, 17(2), 77 - 98.

Resources continued

Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57 -67.

Resources continued

Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(628), 36 - 46.

Resources continued

http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning

http://www.sloan-c.org

http://www.qualitymatters.org/