A Comprehensive Approach to Designing Online Courses

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ACADEMIC IMPRESSIONS
Online Course Design
Instructional Design Strategies for Online
Courses
Alisa Cooper EdD Veronica Diaz, PhD
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Presenters

• Alisa Cooper, EdD
• English Faculty
• South Mountain Community College
• Maricopa Center for Learning and Instruction
  Technology Faculty Developer

• Veronica Diaz, PhD
• Instructional Technology Manager, Maricopa Center
  for Learning and Instruction, Maricopa Community
  Colleges
• Adjunct Faculty, NAU

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Converting or Creating?

• Pros and cons
• Pitfalls and opportunities

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Starting with Objectives

• Blooms Taxonomy
• Assessment
• Depth of learning
• First step in creating modules

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Blooms Taxonomy

• Focus on learner performance/outcomes
• For each module
• What do they need to know?
• What do they need to be able to do?
• What will they know as a result of my
  instruction?
• What can they learn in other ways?

http//online-course-design.pbwiki.com/Instruction
al-Design-Strategies-for-Online-Courses
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Why Modules?

• 7 /-2 rule
• Support consistency in look and feel
• Easier to find course content
• Content becomes/feels more manageable
• Prevents information overload
• Allows students to focus on content rather than
  form

Source Blending In, March 2007
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Module Possibilities

• Content chunks
• Let the content set the chunks
• Content organized in conceptually related blocks
• Apply past experience

Source Blending In, March 2007
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Course Organization

• Dates
• Topic
• Readings
• Section
• Unit
• Module

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3 Basic Redesign Steps

1. Identify course content for each module
2. Write learning objectives for each module
3. Consider each learning objective or each learning
   objective set and reference and utilize diverse
   instructional strategy possibilities

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5 Principles of Successful Course Redesign

• Redesign the whole course.
• Encourage active learning.
• Provide students with individualized assistance.
• Build in ongoing assessment and prompt feedback.
• Ensure sufficient time on task and monitor
  student progress.
• http//thencat.org/PlanRes/R2R_PrinCR.htm

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Assessment Evaluation
Assessment - characterizes the value and
appraisal of the individual well
institutionalized, if not always accurate about
learner achievement. Evaluation makes a
judgment about the value of instructional
experiences and designs less documented across
programs colleges, institutions.
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Continuum of Assessment
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Assessment Learning Principles

• Determine appropriate type of assessment for what
  is being learned.
• Encourage not only content achievement but
  assessment of perceived progress and attitude.
• Track factors that may impede achievement
• Incorporate meta-cognitive assessments.

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Assessment Learning Principles

• Include objectives with activities/assignments.
• When appropriate, use rubrics.
• Include learners in performance/ assessment
  measures.
• Provide a strategy for self-assessment and
  progress.

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Your Online Course Toolbox

• Worksheets
• Using Blooms Taxonomy for Objective Development
• Mapping Your Course
• Resources
• Course re(Design) Resources wiki page
• Sample face-to-face syllabus
• (re)Design handouts 2

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Mapping Your Course

• Step 1
• Go back to Blooms handout, where you started
  mapping out the objectives for your course and
  indicated the level of Blooms addressed

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Mapping Your Course

• Step 2
• Transfer objectives (some) to Mapping Your Course
  handout
• Step 3
• What does the instructor do?
• What does the learner do?

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Mapping Your Course

• Step 4
• Identify a module or chunk
• Add more detail to objectives
• Indicate instructor and student activity
• Indicate Blooms level addressed
• Consider alignment/relationship to other content

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CONTACT INFO

• Veronica Diaz, PhD
• drvdiaz_at_gmail.com
• 480.731.8297
• Alisa Cooper, EdD
• dr.coop_at_gmail.com