A Comprehensive Approach to Designing Online Courses

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ACADEMIC IMPRESSIONS
Online Course Design
Patricia McGee
Plenary
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Who are we?
31 Instructors 24 Instructional Designers 12
Split positions faculty/coordinator/designer 9.
5 Instructional Technology Coordinator/Manager/Di
rector 9.5 Academic Coordinator/Manager/Director
9.5 Assistant Dean
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What is our experience?
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When it comes to online course design

• I am most comfortable with
• I am most concerned about
• I know most about
• As a group, where are your gaps what dont you
  know?

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Instructional design is

• Learner centered
• Goal oriented
• Focused on meaningful performance
• Focused on measureable outcomes in a valid and
  reliable way
• Empirical, iterative, self-correcting
• Typically a team effort
• Model-driven ADDIE

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ADDIE
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nalysis in Higher Education
A
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Analysis focuses on
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Specific measurable knowledge, skills,
attributes that students are expected to achieve
and demonstrate What students should be able to
do
High-level statements about the intended outcome
of an instructional event or sequence of
activities
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Hierarchy
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Delivery Models
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• Pedagogical Designs
• Open entry Open Exit
• Participatory Pedagogy
• Modularized

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wicked
PROBLEMS
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Are not easily defined
Everyone agrees it is a problem
May have moral, political, or professional
dimensions.
No specified alternative solutions (must be
discovered)
Difficult to determine success
Difficult to tell when solved
Complex in nature
Better and worse solutions (rather than right or
wrong)
Shum, 1997
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WHAT ARE YOUR WICKED PROBLEMS?
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Where do our Wicked Problems reside?
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Getting organized

• Session highlights
• Participation in sessions
• Case approach
• Wiki http//online-course-design.pbwiki.com/
• Other

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