MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN

Patricia McGee, PhD and Veronica Diaz, PhD

COURSE SITEhttp://drcoop.pbworks.com/OnlineTeaching

5-Minute University5-Minute University

Introduction 1. Are you ready for teaching online?2. 5 principles of successful course design3. Mapping your course

a) Four basic redesign steps b) Identifying objectives c) Supporting objectives with technology, assessment, and

active learning d) Organizing modules and the course

4. Designing a module and understanding the steps5. Online conversion tool 6. Framing assessment with Bloom's Taxonomy

ARE YOU READY FOR ONLINE TEACHING?

Faculty Self-Assessment: Preparing for Online Teaching

Penn State

The Project

• In chat: what is the course you’ll be using to redesign a module in this workshop

• Identifying the “chunk” • Will use a course site

Face-to-FaceCourse

Redesigning Your Course

• In Chat: keeping the wheel in mind, share what components currently make up your existing course

• What do you think will “translate” most easily?

• What do you think will be most difficult to “translate”?

8Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf.

5 Principles of Successful Course Redesign

• Redesign the whole course.• Encourage active learning.• Provide students with

individualized assistance.• Build in ongoing assessment and

prompt feedback.• Ensure sufficient time on task

and monitor student progress.• http://thencat.org/PlanRes/

R2R_PrinCR.htm

Mapping your CourseKey Points: 4 Basic Redesign Steps

1. Identify course content for a module

2. Write learning objectives and develop instructional modules

3. Select course delivery strategies appropriate for your content

4. Integrate course content with activities, resources, interaction, and technology (alignment)

Why Objectives?

• Clear statement of what students will be able to do when they are finished with an instructional segment

• Focuses on student performance

• Provides structure: beginning, middle, and end

• What are the core concepts your students must learn for each module?– What do they need to

know?– What do they need to be

able to do?– What will they know as a

result of my instruction?

Objective ABCDs

• Audience (the learners) – Identify who it is that

will be doing the performance (not the instructor).

• Behavior (Performance):– Make sure it is

something that can be seen or heard.

• Condition (under which the learners must demonstrate their mastery of the objective):– What will the learners be

allowed to use? What won't the learners be allowed to use?

• Degree (HOW WELL the behavior must be done):– Common degrees include:

Speed, Accuracy, Quality

Objectives Activity• Write a research report with

abstract, introduction, procedure, results, discussion, conclusions, and recommendations.

• You will learn to analyze and interpret data.

• You will learn about about theoretical issues underlying communicative and task-based language teaching.

• Describe the political and social factors impacting the implementation of biotechnology in agriculture.

How could these

objectives be

improved?

Support Objectives by

• Integrating learning technologies – Classroom technologies– Web 2.0 technologies – Online resources

• Developing diverse assessment techniques

• Infusing active learning, interaction, and peer engagement

Meeting Objectives

Course Organization

• Dates• Topic• Readings • Section• Unit• Module

Make organization clear to students

Key Points: Course Organization• Course structure set up in a

repetitive manner allowing for easy navigation

• Course content broken down into “chunks”

• Supports consistency• Allows students to focus on

content rather than form• “7 +/-2 rule”• Content organized in

conceptually related blocks• Let the content set the

chunks

Source: Blending In, March 2007

QUESTION BREAK

Designing a Module

• Handout: Mapping your Course• Very generally, map out your F2F

course from the syllabus and/or other course documents

• Identify the current high level objectives in your course– ID what you do– ID what the learner does

• Begin to think about selecting one chunk/module

• In chat: what do you and the learners currently do to meet objectives?

Selecting Technologies

What can it look like?

• The National Center for Academic Transformation– http://www.thencat.org– Fully online courses

• http://www.thencat.org/PCR/model_online_all.htm

• http://online-course-design.pbworks.com/Online-Course-Examples

Reviewing Online Courses

• Review the online course examples• What did you observe to be

different in the traditional course from the online course

• Identify 2 unique features of or instructional strategies used in online courses

• Six Innovative Course Redesign Practices

Bloom’s Taxonomy Backwards Design

Focus on learner

Focus on measure of learning

Bloom’s Digital Taxonomy

What may be challenging to do online?

Your Ideas My Ideas

What can be easily done online?

Your Ideas My Ideas

Session 1 Assignment• Identify course to be redesigned • Complete Mapping your Course Handout

assigned section– Add/build as we progress through webinars– Submit on course site

• Read and review the Quality Matters rubric standards at– http://qminstitute.org/home/Public

%20Library/About%20QM/RubricStandards2008-2010.pdf

– Consider how your course can be (re)designed to address each of these elements

• Take Faculty Self-Assessment: Preparing for Online Teaching– https://weblearning.psu.edu/

FacultySelfAssessment/

Veronica M. Diaz, PhD

Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for Attribution Non-Commercial Share Alike creative commons license.