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Intro to Designing Online Courses
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John Muir
May 13, 2015
Education
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43
Intro to Designing Online Courses
Session for the OSU CFAES eCourse session on 2015-05-13
John Muir
May 13, 2015
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Transcript
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TECHNOLOGY OF TEACHING
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Experimenting, trying new things
Greater emphasis on creating experiences, not content
Taking advantage of the technology of online learning, not being
constrained by it
SOME DEFINITIONS
Synchronous: Course or activity that takes place live, in real
time Asynchronous: Course or activity where students can participate at different times, according to their own schedule
Distance: Connecting students off campus to instruction at OSU Online:
Courses or activities that take place online (e.g., in Carmen, Moodle, iTunesU)
MAKING A GREAT ONLINE COURSE
1. A strong foundation 2. A great start to the
course 3. An engaging weekly routine
1. Strong foundation
BACKWARD DESIGN A focus on your goals and objectives, willingness
to reimagine everything else
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BEST PRACTICES BASED ON EXPERIENCE AND RESEARCH ▸ attention and
memory ▸ critical thinking ▸ motivation and self-regulation ▸ multimedia learning
Ambrose, Susan A. 2010. How learning works: seven research-based principles
for smart teaching. San Francisco, CA: Jossey-Bass.
Miller, Michelle D. 2014. Minds online: teaching effectively with technology.
Quality Matters rubric
Accessibility and universal design
A plan for online assessments (and manageable workload for grading
& feedback)
Opportunity (and need!) for your personality and teaching style
2. Great start to the course
Course introduction video
Course overview and web-based syllabus
Syllabus quiz
Clear technical requirements, resources, and setup tasks
Pre-assessment about the subject area
Personal connection, push for students to introduce themselves and engage
on a personal level
3. Engaging weekly routine
Stories, context
Things to do: Practice with tools and sources in your
subject area
Weekly roadmaps, including check-in video
Weekly opportunities for contact with you
Instructional multimedia that's there to support what you're having them
do
▸ elearning that alternates text or video with quiz/reflection ▸
primary source materials introduced by instructor videos ▸ self-produced or third-party video and multimedia ▸ reading assignments that are accompanied by guiding questions
Frequent formative assessment
Space for discussion and collaboration
▸ place to ask questions ▸ tied to structured activities
(homework problems, etc.) ▸ case studies ▸ group sharing and peer feedback for papers, projects, etc.
✭ How to find help
Instructional designers and other support in CFAES and ODEE
OSU toolkit and recommendations for additional authoring or course tools
Carmen course shell
Carmen course shell
Menu of training opportunities for instructors (e.g., ODEE, Quality Matters)
Technical support for all OSU tools while you're teaching
Options for course evaluations and quality reviews (Quality Matters)
? 7 questions to get you started
1 What do you really want students to take away
from the course, apart from the foundational knowledge you want them to gain?
2 How can students tell that they’ve mastered what you
want them to learn and met the other goals you have for them?
3 What are the 5 best things a student could
do in a typical week to learn and practice what you’re teaching?
4 How can students, and you, tell if they’re keeping
up as the course progresses?
5 How can you give students access to your expertise
and your personality? What could they benefit from?
6 How can you get students to learn from one
another and benefit from one another’s experience and presence in the course?
7 How can you get students to enjoy the course
and care about what you’re teaching?