Introduction to Online Course Design

Introduction to Online Course Design

Terri Tarr and Lynn Ward

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Objectives

By the end of this session, participants will be able to:• describe characteristics of a quality learning

experience.• compare their current course design approach to

well-known course design models.• write measurable learning objectives.• begin to apply Jump Start Course Design and

Development Guidelines to their own courses.

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Good Learning Experiences

Think back to a time when you were involved in a really good learning experience.• Briefly describe the experience.• What made it so successful?

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Discussion

• With the group at your table, discuss your good learning

• List the elements of that experience on the large post-it paper.

• Each group will verbally share the top 3 elements.

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Principles for Good Practice in Undergraduate Education (Chickering & Gamson)

1. Encouraging contact between faculty and students.

2. Developing reciprocity and cooperation among students.

3. Using active learning techniques.4. Giving prompt feedback.5. Emphasizing time on task.6. Communicating high expectations.7. Respecting diverse talents and ways of learning.

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Implementing the Seven Principles: Technology as Lever (Chickering & Ehrman)

• Using technology to put the principles of good practice into use. http://www.tltgroup.org/programs/seven.html

• TLT 7 principles library of teaching ideas http://www.tltgroup.org/seven/Library_TOC.htm

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Jump Start Course Design Guidelines

• Built on seven principles• Use guidelines when

– Designing and developing your course– Assessing your course

• Jump Start course design guidelines (link to and provide print copy)

• Apply guidelines to your course

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Why is it necessary to design the course?

• A course is more than placing material online.• You are not there.• Space, time and money are limited – must use

resources wisely.• Others?

Online Course Design Questions

Should I use a textbook? The CD-ROM from the publisher? Do I have to write everything myself?

Can I cover the same amount of material as in my traditional course?

What kind of assessment should I use?

Can I just post my lectures?

Does everything I do transfer to the web?

How much content can

I cover?

Where do I start?

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Course Design Approaches

Imagine that you are asked to teach a new course you’ve never taught before. How would you approach designing the course?

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What are your goals for the class?

Where do your students need to go?

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What are your goals for the class?

Where do your students need to go?

IDD Triangle: Congruence

Objectives

Activities AssessmentAdapted from Felder & Brent ( 1991)

IDD Triangle: Congruence

Objectives

Activities Assessment

What should mystudents know? Whatshould they be able to do?

Adapted from Felder & Brent ( 1991)

IDD Triangle: Congruence

Objectives

Activities Assessment

How will I know that they have achieved the

objectives?

Adapted from Felder & Brent ( 1991)

IDD Triangle: Congruence

Objectives

Activities Assessment

What type of activitieswill promote and develop this knowledge?What type of activities can help students achieve the learning objectives?

Adapted from Felder & Brent ( 1991)

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Design Process

• Integrated course design (Dee Fink) • ADDIE • Dick & Carey• VPODDDA (Waterhouse)• Rapid prototyping

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Fink’s Integrated Course Design

Alignment

Learning Goals &

Objectives

Teaching & Learning Activities

Feedback & Assessment

Situational Factors

The ADDIE Design Model

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Dick, Carey, & Carey (2001)

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VPODDDA (Waterhouse, 2005)

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Rapid Prototyping (Tripp & Bichelmeyer, 1990)

Assess Needs & Analyze Content Set Objectives

Construct Prototype (Design)

Utilize Prototype

Install and Maintain System

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Goals and Objectives:

• Goals– Express overall intent– Describe the “big picture”

• Objectives– specify in behavioral (measurable)

terms what a learner will be able to do, know, or feel as a result of instruction.

Goals versus Objectives

Goals Objectives

broad narrow

vague precise

not easily measured or validated measurable

abstract concrete

Examples Understands the economic, legal, and social issues surrounding the use of information, and accesses and uses information ethically and legally *

*ACRL Standards Committee, Information Literacy Competency Standards for Higher Education, 2000

By the end of this session, given ten research scenarios, you will be able to recognize when and explain why formal citation is or is not required with 80% accuracy.

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Why Bother with Objectives?

• Build a foundation for the course• Organize central course concepts• Provide a map for you and the students• Form the basis for assessment and learning

activities• To ensure students acquire the

desired knowledge and skills

SMART Objectives

S – specific

M – measurable

A – attainable

R – relevant

T – timed

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ABCD FormatA – Audience - Emphasizes the learner point of

view NOT the instructor point of view

B – Behavior: Consists of 1) an ACTION verb and 2) the content reference

C – Conditions: Specifies the situation within which the expected behavior must occur

D – Degree: Specifies minimum performance standards in terms of quality, quantity, or time.

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Example

By the end of this session, given ten research scenarios, you will be able to recognize when and explain why formal citation is or is not required with 80% accuracy.

For Behavior…Think Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

High

er O

rder

Low

er O

rder

Examples• Organize the following scores in chronological order

and identify the musical period to which each belongs based on their stylistic characteristics

• From the following examples, choose the one that best illustrates the specified stylistic characteristic

• Propose the likely provenance, composer, function, and date of an anonymous musical score and support your hypothesis with liturgical, paleographical, stylistic, and original archival evidence

• Locate one or more examples of each trait in the following musical score Application

Understand

Analysis

Synthesis

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Activity

• Choose a chapter or module for your course.• What are the learning objectives for this

specific content?– Draft objectives, or– Revise current objectives

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