Gulf Coast Economics Association Conference

Orlando, FL

November 8 and 9, 20121

Linking Course Content to Core Learning Outcomes (CLOs):Efficient Design of an Online Economics Course

Grace Onodipe, Ph.D.M. Femi Ayadi, Ph.D.

Email Contact: graceonodipe@yahoo.com

•Online courses have become very popular•Students desire more online classes (Sloan Consortium, 2006)

• Traditional universities require online delivery of courses

•Courses reconfigured to include online offerings

•Yet, ad hoc approach to online course planning

Introduction

2

•Benefits to Instructors•Standardization - share educational resources (Newberry & Logofatu, 2008), •Maintain design and delivery standards (Phipps & Merisotis, 2000)•Save time, devote time to content development and course facilitation (Johnson-Curiskis, 2006)

•Benefits to Students•Quality learning experience• Comfortable; decrease amount of time and effort to learn the course structure •Increases time spent learning the course material

Benefits of a well-designed course

3

•Organization of learning activities that enable the student to reach certain learning outcomes (Carr-Chellman, 2000)

•Very little difference in a students ability to learn course material from online methods versus face-to-face methods. (Charlotte Neuhauser, 2002)

Essence of an Online Course

4

•Template•Helps instructors get started in planning and creating course materials (Johnson-Curiskis, 2006)•Brings clarity & simplicity to online course design

Course Design Template

5

•“It’s not what we cover, ... it’s what they learn.”(Phillip Saunders, 1998)

•Expose students to repeated applications of a short list of core ideas.” (Frank,1998; Salemi 2001)

Core Learning Outcomes (CLOs)

6

•CLOs •Given by University (Curriculum Guide), Or•Written by Instructor (Vinlove, 2006)

•How many CLOs needed•Level of detail to write CLOs•Focus on fewer core concepts•Appropriate language

•Enabling Objectives•CLOs with detailed associated sub outcomes•Breakdown CLOs into smaller, Action-based units

CLOs & Enabling Objectives

7

•Describe and analyze the demand and supply model

•Enabling Objectives•Define DD, SS and Equil. •Explain the Law of Demand and the Law of Supply•Analyze shifts in DD and SS and Market dynamics•Evaluate government set price controls

CLO #1 – Demand and Supply

8

•Explain the different components of GDP

•Enabling Objectives•Define/measure/analyze GDP using Inc. & Expend. Approaches•Identify elements of GDP – C, I, G, NX •Differentiate between Nominal GDP and Real GDP •Locate/ interpret GDP data. •Evaluate limitations of GDP as measure of economic well-being

CLO #2 – GDP

9

Begin Syllabus• Instructor Information: Bio, Picture, Phone Number, Office Hours, etc.• Course Text: ….• Course Description: …• CLOs:

10

CLO # Core Learning Outcomes1 ….

2 •Describe and analyze the demand and supply model3 ….

4 •Explain the different components of GDP5 ….

6 ….

7 ….

8 ….

• Course Schedule: ….• Late Policy: ….

Gagne’s 9 Events of Instruction

Events of Instruction1 Gain Attention

2 Inform the learner of the objectives

3 Stimulate recall of prior knowledge

4 Present the material to be learned

5 Provide guidance for learning

6 Elicit Performance (Practice)

7 Provide informative feedback

8 Assess performance

9 Enhance Retention and transfer to new situations

11

Gagne’s 9 Events of Instruction with Online Delivery

Events of Instruction Online Delivery1 Gain Attention Weekly Introduction

2 Inform the learner of the objectives Restate CLOs and Enabling Objectives

3 Stimulate recall of prior knowledge Initial Discussion Question

4 Present the material to be learned PPT slides, (Live) Lecture, Podcast

5 Provide guidance for learning Instructor’s follow-up posts on DB, Study Guide, Rubric

6 Elicit Performance (Practice) Homework assignments, DB, Quizzes7 Provide feedback Instructor feedback on assignments,

DB reviews8 Assess performance Midterm, Final Exam, Projects9 Enhance Retention and transfer to

new situationsWeekly DB Wrap Up, Term Papers

12

13http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

•Signals the beginning of a new learning event•Blurb to capture students attention

•Encouraging/Motivating - why do I need to learn this?

•Instructional strategies•Present a dilemma, analogy, something controversial•Evoke curiosity•Relaxed/Conversational style

#1. Gain Attention – Introduction

14

•Describe what you expect students to do, and how it will be assessed

•Keep it Brief •Instructional Strategies

•Restate objectives (CLOs, Enabling Objectives)•“At the end of this week, you will be able to do …”

#2. Inform the learner of the Objectives

15

•Relate new concepts to common life experience or concepts taught earlier in the course.

•Prior Knowledge Upcoming Instruction•This is the “hook”

•Instructional Strategies:•Review prior material – course material or common life experience•Explain how prior knowledge relates to new topic•Initiate discussion by asking students to discuss prior learning (DB)

#3. Stimulate the recall of prior knowledge

16

•Initial Discussion Board Question•According to the Law of Demand, when the price of a good rises, quantity demanded falls, other things held constant. If you go to the gas station to buy a full tank of gasoline, and the price is $1 more than you usually pay, what would you do? Still buy the same quantity, or cut back?

•Pre-Assessment Quiz

#3. Stimulate the recall of prior knowledge:

17

Online Delivery

•Present the new topic to the class•Instructional Strategies

•Written lecture•Assigned Chapter Readings •Audio lectures (live or recorded)•PowerPoint Slides•Podcasts

#4. Present Material to be Learned

18

Textbook: Chapter 3

Live Lecture: Demand and Supply - Tuesday, 8:00pm CST

Article: The U.S. Economy, Sliced & Diced … www.npr.org

#4. Present Material to be Learned

19

Online Delivery

•Demand, Supply, Market Equilibrium

•DD Curve, SS Curve •Market Equilibrium•∆ in DD versus ∆ QD

•Disequilibrium, Price Ceilings and Floors

Written or Live Lecture Topics

20

Online Delivery

•Evaluate progress, provide guidelines, and strategies to support learning

•Clarify difficult concepts •Help them focus: Study guides, Guidelines, Checklists•Rubrics, Deadlines•Class discussions

#5. Provide Learning Guidance

21

•Instructor DB Participation•At least 5 days a week – for fully online courses•Substantive posts•Ask leading questions

•Office Hours•Email responses (24 – 48 hours)•Create “Help!” DB Forum•Class Announcements

#5. Provide Learning Guidance

22

Online Delivery

•Developmental or Practice Phase

Instructional Strategies: •Practice quizzes•Group collaboration (small study groups)•Class Discussions•Draft submissions

#6. Elicit Performance (Practice)

23

CLO #1. DEMAND AND SUPPLY Discussion Question:

Class: Think about a product that you have purchased recently. How could the law of demand affect your purchase? If the price of this item was higher or lower, what would you have done differently?

#6. Elicit Performance (Practice)

24

Online Delivery

•Prompt Feedback – reinforces retention•Self-Tests – Self evaluation

•StudyMate, Hide and Show, You Decide•Peer evaluation - Student DB Requirement

•Create learning community•Respond substantively to each other’s posts

•Instructor - Follow Up Posts on DB•More substantive posts

#7. Provide Informative Feedback

25

Online Delivery

StudyMate – Self Check Quiz

26

StudyMate

27

•Summative Assessment •Gauge students learning relative to content standards

• Occurs after instruction - end of each learning module, mid-term, or course end

•Helps instructor/university evaluate learning process, effectiveness of course•(Use Practice and Formative Assessment (#6 & 7) to make instructional adjustments and interventions during the learning process)

•Students receive no help here

#8. Assess Performance

28

•Examples of Events of Instruction to Assess Performance

•Final Paper •Class Project, Presentation (Individual/Group)•End of Unit/Chapter Test•End of Semester, Final Exam

#8. Assess Performance

29

Jane: We covered CLO #2 this week dealing with SUPPLY and DEMAND. Good posts. Demonstrate understanding of Law of Demand in <example>

•Late participation – By Wednesday requirement •Participation Requirement Reminder•Encourage Quality Posts - more use of Economics

VocabularyPartial Credit Earned

Frequency = 12/16 pointsQuality = 20/24 pointsTotal =32/40 points

#8. Assess Performance

30

Online Delivery

•Students internalize the information

•Instructional Strategies:•Debrief, Summarize learning, apply to a new situation •Evaluate their own learning experience•Additional Practice

#9. Enhance Retention and Transfer to new situations

31

•Weekly DB Wrap Up•This week, we tackled …. •Our CLO for the week was CLO #2 … •From our discussion, we learned that …… •Next time you hear that prices have risen or fallen for a particular good, you will be able to explain how the forces of demand and supply affect market prices. •We are moving on to Week 3 now….

•Term Paper Topic

#9. Enhance Retention and Transfer to new situations

32

Quality Matters™ (QM)•8 standards to provide best practices in instructional design •For fully online or hybrid courses•Focus - promote student learning•Faculty-driven, peer review process•Restricted to institutions that subscribe to QM Program

http://www.qualitymatters.org

Quality Matters

33

The QM Rubric standards provide a checklist for developing an online course.

1. Course Overview and Introduction2. Learning Objectives

(Competencies)3. Assessment and Measurement4. Instructional Materials5. Learner Interaction and

Engagement6. Course Technology7. Learner Support8. Accessibility

QM Rubric Standards

34

•General Standard 2: Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course.

2.1 The course learning objectives describe outcomes that are measurable.2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.2.3 All learning objectives are stated clearly and written from the students’ perspective.2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly.2.5 The learning objectives are appropriately designed for the level of the course.

Quality Matters Rubric

35

•General Standard 3: Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process.

3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.3.2 The course grading policy is stated clearly.3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.3.5 Students have multiple opportunities to measure their own learning progress.

Quality Matters Rubric

36

General Standard 4: Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes and are prepared by qualified persons competent in their fields.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.4.3 All resources and materials used in the course are appropriately cited.4.4 The instructional materials are current.4.5 The instructional materials present a variety of perspectives on the course content.4.6 The distinction between required and optional materials is clearly explained.

Quality Matters Rubric

37

Complete TEMPLATE

38

CLO Enabling Objectives

Wk

Introduction (Gagne 1, 2, 3)

Topics/Lectures(Gagne 4, 5)

Assignments/Discussion(Gagne 6, 7)

Assessment(Gagne 8, 9)

#2. Describe/ analyze DD & SS model

•Define DD, SS•Explain LOD, LOS•….•…..

2 Gain Attention,

Describe the Goal,

Stimulate recall of prior learning events

Intro blurb

Restate

ObjectivesStimulate

Present the material to be learned

Provide Guidance

Topic 1: DD/SS

Textbook: Chapter 2

Live Lecture Topics:

Videos:

Podcasts:

Follow up DB Posts:

Relevant Articles: www.npr.org

Elicit performance (practice)

Provide feedback

All graded assignments

DB1: DD/SS

DB 2: PED

EOC: Chpt. 2 (#1, 3, 5, 7)

Assess performance

Enhance retention and transfer

Quiz 2

Midterm Exam

Final Exam

Term Paper Topic

Class Presentation

Online Course ComponentsFrom Course Template to Course Shell

39

Gagne’s Course Components

1, 2, 3 •Introduction•Objectives

4, 5 •Lectures

6, 7 •Discussions•Assignments

8,9 •Exams

•PM – Project Manager•Oversees and directs course development•Ensures course follows university standards and guidelines

•SME – Develops course content•ID – Instructional Designer

•Uploads course content•Multimedia interactives

Online Course Development Team

40

•Master Courses•All Instructors teach the same course•Instructional Designer (ID)uploads course material.

•Recommends content presentation & assignment instructions •Implements knowledge-building tools• Helps create multimedia tutorials and simulations•Instructional Design Team skills - Software design, Graphic Design,

Master Course Shell

41

Q & A

42

graceonodipe@yahoo.com