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Tips for Designing Online Courses

Tips for Designing Online Courses
by Karin Kirk, Science Education Resource Center, Carleton College Jump down to communicating course content | using projects and case studies | references Online course design is rooted in the same solid principles of face-to-face teaching, but requires additional considerations. Start with the same pedagogic principles of overall course design, such as the Cutting Edge course design philosophy. Set out goals for the course: At the end of the course, I want my students to be able to... Set skills goals such as working in groups, developing quantitative skills, or improve writing skills Choose content to achieve overarching goals Develop a course plan That said, even though the course topic and goals may be the same as a face-to-face course, the course layout, pacing, content delivery and assignments will all be tailored for online delivery. Traditional lecturing is replaced by a variety of multimedia communication tools. Options for communicating course content References Resources

http://serc.carleton.edu/NAGTWorkshops/online/design.html

Related:  Online Course Design Guidelines

Simplifying Online Course Design Written by: Rob KellyPublished On: September 7, 2012 Good course design is essential to effective online learning. In an interview with Online Classroom, Richard Smith, associate professor and coordinator of the instructional technology program, and Caroline Crawford, associate professor of instructional technology, both at the University of Houston - Clear Lake, talked about online course design principles that can improve learning and minimize extraneous work on the part of the students and instructor. Don't try to do too much. A common mistake of new online educators is to include more content than is necessary, which takes more work to design and facilitate.

Guide to Online Course Design [INFOGRAPHIC] Today there are a countless number of tips and tricks when it comes to effective online course design, that it can become confusing where to start. These theories can range from actionable steps to philosophical diatribes, both of which provide their use, but equally are confusing as to where to begin. Enter the “Guide to Online Course Design” infographic by MindFlash. This infographic outlines some of the key components to creating an online course. Naturally, not every item is an absolute necessary (many of which will depend on your needs), but they all do provide value for your online courses. More than ever, it is important that you encourage online interaction and feedback mechanisms for the students in the online courses.

How To Design Effective Online Courses It’s no secret that online learning is one of the fastest growing trends in higher education. Currently, 33% of higher education students now take at least one course online, and nearly 75% of academic leaders rate online education as the same or superior to brick-and-mortar courses, according to the Babson Survey Research Group’s 2013 Survey of Online Learning. With less face-to-face interaction happening between students and teachers in an online course, quality learning design becomes even more of an imperative to ensure the experience is engaging, effective, and matches students’ digital expectations. Drawing on research from fields such as informatics, human factors, cognitive psychology, and human computer interaction, the learning sciences are interdisciplinary and explore how learning is manifested, demonstrated and measured.

Course Design Home » All CFT Teaching Guides » Course Design Effective teaching depends on effective planning and design. Many problems that can occur once a course is in motion can be prevented by advance preparation and planning for your students’ learning.

- Course Design - Teaching Strategies - UNTHSC Nine Events of Instruction How do you plan for a class? How do you arrange all the activities in a class? One way to plan your class session is by following the Nine Events of Education advanced by educational psychologist Robert Gagne. Figure 2 is an illustration of the nine events of instruction:

Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment Get Course Design Tips for Enhancing Online Teaching and Learning Good online course design begins with a clear understanding of specific learning outcomes and ways to engage students, while creating activities that allow students to take some control of their learning. It also requires a little extra effort upfront to minimize two of the most common frustrations of online learning: 1. confusing course organization (how course elements are structured within the course); and 2. unclear navigation (what links or buttons are used to access these elements).

How to Design an Excellent Online Course Effective course design needs a course design framework to follow, AND educators with knowledge in instructional design principles and the learning theory associated with it. I presented a session How to Design on Excellent Online Course at the e-Learning Strategies Symposium conference this past weekend, and share in this post highlights and the presentation slides. I was fortunate to have excellent participants [mostly K-12 educators] that contributed to an interactive a session; a portion of the session was devoted to application, where participants after examining two case study scenarios discussed how course design principles could be applied. I used Poll Everywhere and include here one of the links with participant responses to one the case study questions [highlights of responses are also included in the slides]. Session Overview

Higher Ed Program > Rubric The Quality Matters Higher Education Rubric, Fifth Edition, 2014 is a set of 8 General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses. The Rubric is complete with Annotations that explain the application of the Standards and the relationship among them. A scoring system and set of online tools facilitate the review by a team of Peer Reviewers. Unique to the Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific Standards included in Alignment are indicated in the Rubric Annotations.

Guidelines for Academic Online Courses – Faculty Resources – – Minnesota State University, Mankato The purpose of the following information is to provide academic departments with a tool to assist in the development of online courses. The decision of course readiness for online delivery is made by the academic department. Those guidelines are recommended for adoption by the Distance Learning Taskforce 12/07/2004. Ten Best Practices for Teaching Online J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013

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