JENNIFER FREEMAN Online Course Design DEVELOPING EFFECTIVE CONTENT.

JENNIFER FREEMAN

Online Course Design

DEVELOPING EFFECTIVE CONTENT

• Processes for the course development team• The syllabus• Lesson development models• Identifying learning events and strategies• Exploring existing instructional materials• Web design principles• Accessibility

SESSION TOPICS

Handout

• The Lifecycle of a course

– Writing and designing the course

– Developing materials

• Development scheduling

• Task chart

PROCESSES FOR THE COURSE DEVELOPMENT TEAM

students

http://ocw.mit.eduor

http://oli.web.cmu.edu/openlearning/

• Why it’s so important

• Why it’s first

• What should be included

• Syllabus checklist

• Sample syllabus

DEVELOPING THE SYLLABUS

1. If you brought a syllabus, identify any missing elements using the checklist

2. Otherwise, view the syllabus of the course you bookmarked earlier

SYLLABUS ACTIVITY

1. review your COURSE OBJECTIVES

2. identify learning EVENTS

3. identify instructional STRATEGIES

4. review existing MATERIALS AND RESOURCES

5. construct LESSONS

DEVELOPING LESSONS

Label each topic on your outline using “learning events” described in one of these models

MODELS FOR LESSON CONSTRUCTION

Nine Events of Instruction

Student Centered Learning

Jurisprudential Inquiry

SimulationModel

Direct Instruction

Experiential Learning

Inquiry Learning

InductiveThinking

Problem-Based Learning

COMMON LEARNING EVENTS• Gain attention• Orientation• Recall previous

knowledge• Exploration• Present information• Explanation• Construct knowledge• Assign tasks

• Learner reflection• Interpretation• Application of concept• Practice• Summarization• Provide feedback• Prediction• Clarification• Assess learning

Objective Event Activity Tools Assignment

Identify legal implications for the use of materials in a course

Analyze copyright ownership of a select piece of course materials

CASE: Intellectual Property

Objective Event Activity Tools Assignment

Identify legal implications for the use of materials in a course

Assess previous knowledge---------------Present information---------------Application of concept

Analyze copyright ownership of a select piece of course materials

Exploration---------------Prediction---------------Clarification

CASE: Intellectual Property

SELECT INSTRUCTIONAL STRATEGIES

• Note technologies, materials needed for each learning event

Objective Event Activity Tools Assignment

Identify legal implications for the use of materials in a course

Assess previous knowledge---------------Present information---------------Application of concept

Pre-test

--------------Notes, online sources--------------Discussion

Analyze copyright ownership of a select piece of course materials

Exploration---------------Prediction---------------Clarification

Learning object scavenger hunt

CASE: Intellectual Property

Objective Event Activity Tools Assignment

Identify legal implications for the use of materials in a course

Assess previous knowledge---------------Present information---------------Application of concept

Pre-test

--------------Notes, online sources--------------Discussion

Online quiz http://www.lib.utsystem.edu/copyright/test.html

--------------Readings, videos-------------------

Discussion Forum

Analyze copyright ownership of a select piece of course materials

Exploration---------------Prediction---------------Clarification

Learning object scavenger hunt

Search engine, LO repositories, resource lists

CASE: Intellectual Property

• Textbooks’ supplementary materials• Adapted classroom lecture notes or presentations• Digital articles, media, graphics, etc.• Evaluating internet resources• Copyright concerns

EXISTING MATERIALS AND RESOURCES

• Consistency of Style– Bullets vs. paragraphs– Straightforward language– Formal vs. informal

• Fonts• Text Color, Formatting• Whitespace-to-text-to-graphics ratio

EFFECTIVE TEXT IN THE ONLINE COURSE

WHY USE GRAPHICS?

• Decorative vs. instructional

• Examples of interactive graphics 1 2

• Graphics and media resources

EFFECTIVE GRAPHICS IN THE ONLINE COURSE

• Audio, video, animation, interactive• Examples 1 2 3 4 5 6 7 8• Instructionally appropriate?• What NOT to do

– Talking head syndrome– Redundant text and media

EFFECTIVE MEDIA IN THE ONLINE COURSE

• Limitations– Accessibility issues (provide transcripts)– Usability issues (plugins, broadband)– Length of clips (2-3 minutes)

EFFECTIVE MEDIA IN THE ONLINE COURSE

http://georgeirwin.com/UTTC/cct/http://sourceforge.net/projects/crsecontnttmplt/

http://jennifreeman.webs.com/IDtutorial/index.htm

USABILITY: NAVIGATION AND ORGANIZATION

ACCESSIBILITY CONCERNS•Dive Into Accessibilityhttp://diveintoaccessibility.org/

•An online accessibility checkerhttp://www.cast.org/bobby

•Validating your htmlhttp://www.w3.org/People/Raggett/tidy/

•NCAM's Accessibility Resources for Developershttp://ncam.wgbh.org/accesslinks.html

•U.S. Access Board. Web Site.http://www.access-board.gov

Jennifer [email protected]