Intro to Designing Online Courses

Session for the OSU CFAES eCourse session on 2015-05-13

Transcript

2. TECHNOLOGY OF TEACHING
9. Experimenting, trying new things
10. Greater emphasis on creating experiences, not content
11. Taking advantage of the technology of online learning, not being constrained by it
12. SOME DEFINITIONS
13. 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
14. Distance: Connecting students off campus to instruction at OSU Online: Courses or activities that take place online (e.g., in Carmen, Moodle, iTunesU)
15. MAKING A GREAT ONLINE COURSE
16. 1. A strong foundation 2. A great start to the course 3. An engaging weekly routine
17. 1. Strong foundation
18. BACKWARD DESIGN A focus on your goals and objectives, willingness to reimagine everything else
21. BEST PRACTICES BASED ON EXPERIENCE AND RESEARCH ▸ attention and memory ▸ critical thinking ▸ motivation and self-regulation ▸ multimedia learning
22. Ambrose, Susan A. 2010. How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
23. Miller, Michelle D. 2014. Minds online: teaching effectively with technology.
24. Quality Matters rubric
25. Accessibility and universal design
26. A plan for online assessments (and manageable workload for grading & feedback)
27. Opportunity (and need!) for your personality and teaching style
28. 2. Great start to the course
29. Course introduction video
30. Course overview and web-based syllabus
31. Syllabus quiz
32. Clear technical requirements, resources, and setup tasks
33. Pre-assessment about the subject area
34. Personal connection, push for students to introduce themselves and engage on a personal level
35. 3. Engaging weekly routine
36. Stories, context
37. Things to do: Practice with tools and sources in your subject area
38. Weekly roadmaps, including check-in video
39. Weekly opportunities for contact with you
40. Instructional multimedia that's there to support what you're having them do
41. ▸ 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
42. Frequent formative assessment
43. Space for discussion and collaboration
44. ▸ place to ask questions ▸ tied to structured activities (homework problems, etc.) ▸ case studies ▸ group sharing and peer feedback for papers, projects, etc.
45. ✭ How to find help
46. Instructional designers and other support in CFAES and ODEE
47. OSU toolkit and recommendations for additional authoring or course tools
48. Carmen course shell
49. Carmen course shell
50. Menu of training opportunities for instructors (e.g., ODEE, Quality Matters)
51. Technical support for all OSU tools while you're teaching
52. Options for course evaluations and quality reviews (Quality Matters)
53. ? 7 questions to get you started
54. 1 What do you really want students to take away from the course, apart from the foundational knowledge you want them to gain?
55. 2 How can students tell that they’ve mastered what you want them to learn and met the other goals you have for them?
56. 3 What are the 5 best things a student could do in a typical week to learn and practice what you’re teaching?
57. 4 How can students, and you, tell if they’re keeping up as the course progresses?
58. 5 How can you give students access to your expertise and your personality? What could they benefit from?
59. 6 How can you get students to learn from one another and benefit from one another’s experience and presence in the course?
60. 7 How can you get students to enjoy the course and care about what you’re teaching?