Sarah Fornero & Colleen Fleming

Adler School of Professional Psychology

Any course that uses

Moodle, or other online

tools, for student contact

hours.

• 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.

HOMEWORK

Readings

Writing papers

Completing projects

Etc.

IN-CLASS ACTIVITIES

Lecture Q & A

Discussions

Engaging with content

Student presentations

Etc.

Are… Are not…

• 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

• Entirely Online - all courses

are entirely online

• Blended - some courses are

blended or entirely online

• Items to Consider Prior to Creating an Online Course

• Determine Course Details

• Course Design & Build Process

• Course Revision

• Brainstorm Innovative Course

Materials

– http://tinyurl.com/kfkvppo

• Consider Big Picture Program

Components

• Exit Competencies

• Start Date

• Format and Length of Course

• Course Author

• Collect Preliminary

Course Materials

• Build the Course in

Moodle

• Detailed Course Plan

• Syllabus

• Online Faculty Teaching Plan

Goal:

Course Author develops

weekly learning aims and

weekly topics based on

course exit competencies

• 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

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

• 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.

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

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

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

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

Goal:

Course Author reviews

weekly outline and

develops weekly and topic

introduction presentations

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.

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

• Moodle Build

• Multimedia

Production

• After the course has been

taught

• Based on feedback and best

practices

• Detailed Course Plan Documents

• Syllabus Template

• Online Faculty Teaching Plan Document

Files can be downloaded here: http://tinyurl.com/kjpkdzt

Colleen Fleming

Instructional

Designer, Adler Online

cfleming@adler.edu

312.662.4241

Sarah Fornero

Interim Director,

Adler Online

sfornero@adler.edu

312.662.4234

Slideshare of this presentation: http://tinyurl.com/adlercoursedesign