background preloader

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... Traditional lecturing is replaced by a variety of multimedia communication tools. The default mode of communicating course content, the lecture, is generally absent or minimal in an online course. Options for communicating course content Strive for a variety of methods to appeal to a broad range of learning styles Projects and case studies can actively engage students. Online assignments and assessments present special challenges. Examples: Is the New Madrid Seismic Zone at risk for a large earthquake?

Top Tools for Learning 2020 – Results of the 14th Annual Survey published 1 September 2020 - Instructional Design Resources This site can't be embedded here. Open in a new window? Saved by NICC DIID23 days ago Tags course design, id, instructional technology, online, tools Source toptools4learning.com/ navigateleftnavigateright

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. Four Components of Learning Design & Evaluation There are four distinct components that are important to consider when designing any learning experience.

Design and Delivery Principles Dziuban, Hartman, and Moskal (2004, p.3) describe blended learning as a “pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment.” The opportunity to tap into a larger range of strategies and solve pedagogical problems attracts faculty to blended courses. Mary, a Social Work faculty member at the University of Central Florida (UCF), voiced the following difference between her traditional and blended students: Students in my traditional courses come to class like baby birds with their mouths open for food. Enhanced student contributions such as those reported by Mary are similar to reports from other faculty teaching blended courses. However, a well-designed blended course is not as simple as dividing your course into face-to-face and online components. Focus on Outcomes Interaction Redesign Integration Keep It Simple Starting (KISS) Allocate Sufficient Time

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. With the “bones” (software) in place, you can then begin the fun part: finding content for your course. BlogsWikisGroup Pages (Google)Discussion BoardsVimeoYouTubePowerPoint PresentationsWikisInternet Libraries

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. Overview Understanding by Design, a 1998 book by Grant Wiggins and Jay McTighe, offers a powerful framework for designing courses that begins with desired outcomes of “enduring understandings” for students, and then works backwards to design evidence of that understanding, and then learning assessment activities to lead to such evidence. In general, a helpful way to design a course is to proceed through the following phases: 1) Identify desired results— GOALS Organize your course around your core learning goals to foster enduring understandings in your students. Content Goals: What knowledge do you want students to attain? 2) Determine acceptable evidence — PROGRESS 3) Plan learning experiences and instruction — PRACTICE Basic Principles Resources

Instructional Objectives Builder | TeachOnline Skip to Content Teach Online9 Learning Objectives Builder Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson. Examples of Learning Objectives Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.Calculate the median of a set of values using Excel.Create a needs analysis using Gilbert’s Performance Matrix.Revise a company operations manual to reduce energy consumption.Diagram the main constructs of social cognitive theory.Summarize the scope and source of food waste in the United States. Objectives Builder Tool Use the below objectives builder tool to begin designing objectives. Join the conversation 15 replies Leave a comment Your email address will not be published. IBD podcast Twitter42

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 “Design brings forth what would not come naturally.” What is Course Design? Slideshare Presentation Conclusion Resources: Like this: Like Loading...

Welcome to the Rubric for Online Instruction (ROI) - Rubric for Online Instruction California State University, Chico's first strategic priority is "...to develop high-quality learning environments both inside and outside the classroom." The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. The rubric is designed to answer the question, "What does high-quality online instruction look like?" The ROI can be applied to any course with online elements. The ROI was developed by a consortium of CSU, Chico educators who wished to build and share a tool to assist in the design and evaluation of online or blended courses. This site showcases examples of high-quality courses, each of which have received the exemplary online instruction award based on the ROI and given by the CSU, Chico Center for Excellence in Learning and Teaching (CELT). The Rubric for Online InstructionExemplary Online Instruction (EOI)History

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. Download the Standards from the QM Higher Education Rubric**. ** Please note: This document requires you to Sign In using your MyQM account credentials. The Eight General Standards:

Create an online course: 5 Tips | Center for Teaching and Learning We recommend the following general best practices for creating your courses in a Learning Management System such as Blackboard or Canvas: 1. Strong Homepage/Landing Page A successful course begins with orienting the students to your course, sets course expectations and provides a detailed syllabus. In general, we recommend the following elements for a course home page: Course welcome, basic info (overview, meeting time/date, instructor/ta contact info etc) Syllabus Course expectations Brief orientation of the platform - links to resources where students can take a tour or get help as they familiarize themselves with the system. In Blackboard - announcements are the default landing page. 2. Consider creating and using different types of content for students to address different learning styles. 3. If you choose to present information in a scaffolding manner organize your content visually in a way that makes it clear to students what they’ll be learning and when. 4. 5.

Related:  Online Course Design Guidelines