Introduction toOnline Course Design

Sharon Roushdy and Deborah Mateik

OIT Learning Technologies GroupApril 6, 2011

Introduction: Benefits, Challenges, Environments, Resources, Media Selection, and Planning

Content Delivery Considerations

Communication and Collaboration

Assessment and Evaluation

Getting Started

Main Topics

Benefits of a Well Designed Online CourseFlexibility

TimeLocation

Improved Interaction

Facilitates successful student engagement, learning, and course retention with well designed:

student student interaction.student instructor interaction.student content interaction.

So, how do we get there? What are the challenges?

See

Basic Online Course Components Guidelines

(at http://otal.umd.edu/ID-process, under Designing Your Course)

Guidelines/Checklist

More Guidelines

Components of Good Online Course Design (http://www.4faculty.org/includes/digdeeper/online/lc_outcomes_based_instruc.htm)

A Quality Scorecard for the Administration of Online Education Programs (http://sloanconsortium.org/quality_scoreboard_online_program)

Challenges

Design (time; iterative process) Identifying outcomes and creating assessments

Replacing f2f lecture with appropriate online interactions and

activities

Adapting and developing materials to the online environment

Developing a cohesive and organized online presence and

community.

Learning to use and feel comfortable with the online tools

Teaching Keeping students engagedKeeping students on track Managing workload

Planning Your Course

Who are your students?Undergraduates, graduates, working adults, residents, or

geographically dispersed, special needs?

What are your course goals and objectives?

Can objectives be stated in terms of outcomes?

When is the term and what is length of your course?Standard term (Fall, Spring) or compressed (Summer, Winter)

Initial standard instructional design questions (the “Ws” that steer you towards “how”)

Online Teaching Environments

Live/Synchronous

When you need:Increased personal interaction

and communityImmediacySpontaneity

Not Live/Asynchronous

When you want:To post content/lecture/notesRecorded information and interactionsA flexible location and/or timeReflection and response time for studentsOngoing discussionParticipation trackingCentral content distribution

Online Teaching Environments, cont.

Selecting Tools or Media

Several tools to choose from, some share common features

Select the best fit for what you want to accomplish

Weigh the advantages and disadvantages and cost/benefits.

Not sure? Consult with LT instructional designer Visit otal.umd.edu Take training workshops Experiment

Which tool(s)?

Content Delivery

How can the content most effectively (or efficiently) be delivered?

Synchronously or Asynchronously?

Content Delivery Considerations, cont.

Online FormatsElectronic textPre-recorded lectures Live online lectures that are recorded

Content Delivery Considerations, cont.

Materials Development and OrganizationLength (especially audio, video)Modularity, chunkingConsistencySize (smaller is better)

Common File formatsText: (e.g., .pdf, .doc/docx, .rtf)PowerPoint (e.g., .ppt/.pptx) Images (e.g., .jpg, .gif, .png)Media: (various)

Accessibility

ELMS Sample Course

UTAP Course (Sample)

Example: ECON 200 (pre-recorded video)

Wimba Live Classroom Environment Example Screenshot

Communication & Collaboration

3 pillars

Communication and Interaction between

students and their peers

2students and content

1students and instructor

3

Guiding Principles

Establishing a community is strategic to the success of an online course

The collaborative activities and products are useful tools for promoting community

Size of class, level of students (e.g., undergrad vs. grad), course discipline will impact choices made for creating communities and developing activities to foster collaboration and community

Communication Tools Available in ELMS

Asynchronous (“anytime”)Discussion BoardWikisBlogsE-MailWimba Voice Board

Synchronous (“same time”)Live ChatsWimba ClassroomWimba Pronto

Examples of Collaborative Online Activities

Group discussion

Case studies

Debates

Panels and student-moderated discussion

Student-led support

Peer review

Nonverbal communication

Guest speakers

Collaborative writing/presentation

Role playing

Games

Demonstrations

Brainstorming

Assessment and Evaluation

Assessment and Evaluation Considerations

What will be different when you are fully online?

Face-to-face:Proctored, secureNo technical issuesMust be scheduled, time restriction

Online: If un-proctored, less secure (especially for objective tests/quizzes)Possible technical issuesFlexible scheduling, although can have time restriction

Assessment and Evaluation ConsiderationsConsider more frequent, formative assessments and evaluations:

Periodic low-stakes quizzes

Pre and post tests

Peer assessments (group work)

Mid-course evaluation

CATs/Formative Assessment/Self-assessmentsStudent reactions and understandingCheckpoint, feedback for instructor

Grading strategy: Use rubrics

One Minute Paper, Muddiest Point

Example questions:

What was the most important (useful, significant, crucial) thing you learned in today’s class?

In what areas did you understand the most? The least?

What was the muddiest point in today’s lecture?

Tip: Plan to follow-up with individuals or as a group.

Example Tool strategies: ELMS DiscussionsELMS Quiz or Survey

Examples: KNES 370 and UTAP

Selective release criteria

Release of certain elements of content or assessment tools is made based on student access or completion of other content or assessments.

Summary

Good online course design involves:

Selecting the most appropriate activities and environments to meet the requirements of your students and course goals and objectives.

Consistent and coherent organization of online materials

Clear and detailed instructions and expectations

Regular instructor communication

Instructor feedback on student activities

Summary, cont.

Planning begins with key considerations

regarding: Student characteristics

Goals and objectives/outcomes

Constraints (e.g., number of weeks, available technologies,

etc.)

Characteristics of live and asynchrononous environments

Content delivery options

Communication, collaboration, and interaction possibilities

Assessment and evaluation strategies

Course management and student support

Development of syllabus that incorporates elements of the

online environment.

Begin: Getting Started ActivityStart with a Single Course Module

1. Identify a learning unit or module in your course.

2. Identify a learning outcome associated with this module that supports the course outcomes and goals as a whole. (i.e., I want the students to …..”).

3. What work will students do in this module? (e.g., individual assignment, discussion, group work, quizzes, etc.)

4. Design for online: If have already taught this module f2f, how might you modify or

enhance the content delivery, lecture, and student work components using online environment options?

If this is a new topic, how might you design it to make the best use of online environments for content, lecture, and student work?

Online Tools and Design Resources

See the companion ELMS site (login to elms.umd.edu)

See http://otal.umd.edu(Your Campus Resource for Online Teaching and Learning)

Supported ToolsConsultations (Online and Blended Course Design)TrainingMaterials and Resources

See Sloan-C workshops (www.training.umd.edu)See Creating an Effective Online Syllabus