Focusing the Course Design Process on Alignment

Focusing the Course Design Process on Alignment

Colleen Fleming, Sarah Fornero, and Elle TivineAdler School of Professional Psychology

Emergency ManagementPublic Policy

Graduate degreesClinical PsychologyCounseling PsychologyOrganizational PsychologyCriminology Chicago Vancouver OnlineMilitary Psychology

3 Online programs

2 Blended programs

Instructional Designers310+New online courses each term

1100+ faculty and students

An Online Course Is…

Any course that uses Moodle, or other online tools, for student contact hours.

An Online Course Can Be…• 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

ReadingsWriting papersCompleting projects Etc.

Contact Hours…

IN-CLASS ACTIVITIES

Lecture Q & ADiscussionsEngaging with contentStudent presentationsEtc.

Are… Are not…

An Online Program…• 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

An Online Program Can Be…

• Entirely Online - all courses are entirely online

• Blended - some courses are blended or entirely online

100%

ONLINE COURSE DEVELOPMENT

Course Design Steps

• Items to Consider Prior to Creating an Online Course

• Determine Course Details

• Course Design & Build Process

• Course Revision

Items to Consider Prior to Creating an Online Course

• Brainstorm Innovative Course Materials– http://tinyurl.com/kfkvppo

• Consider Big Picture Program Components

Determine Course Details

• Exit Competencies• Start Date• Format and Length of Course• Course Author

Course Design & Build Process

• Collect Preliminary Course Materials

• Build the Course in Moodle

Collaborative Design Process

Course Author

Multimedia Developer

Instructional Designer

Preliminary Course Materials

• Detailed Course Plan• Syllabus• Online Faculty Teaching Plan

Detailed Course Plan: Part 1

Goal: Course Author develops weekly learning aims and weekly topics based on course exit competencies

Part 1: Focus on Objectives

• 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

Part 1: Use of Bloom’s Taxonomy

Part 1: Form Sample

Detailed Course Plan: Part 2

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

Part 2: Focus on Course Content

• 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.

Part 2: Assessments

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

Part 2: Instructional Materials

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

Part 2: Learning Activities

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: Form Sample

Part 2: Variety of Course Content

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

Detailed Course Plan: Part 3

Goal: Course Author reviews weekly outline and develops weekly and topic introduction presentations

Part 3: Form Sample

Syllabus

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.

Online Faculty Teaching Plan

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

Course Build

• Moodle Build• Multimedia

Production

Course Revisions

• After the course has been taught

• Based on feedback and best practices

Resources• Detailed Course Plan Documents• Syllabus Template• Online Faculty Teaching Plan Document

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

Questions?

Sarah ForneroDirector of Design and

Delivery [email protected]

312.662.4234

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

Elle TivineInstructional Designer

[email protected] 312.662.4242

Colleen FlemingInstructional [email protected]

312.662.4241