Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
•Télécharger en tant que PPTX, PDF•
1 j'aime•1,293 vues
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (20)
Similaire à Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
Similaire à Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin (20)
Plus de D2L Barry
Plus de D2L Barry (20)
Dernier
Dernier (20)
Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
- 1. Developing an Online Course 101 John Hollenbeck, PhD University of Wisconsin Colleges Online
- 2. Introduction
- 3. The Problem
- 4. Faculty need to be able to more independently design and develop online courses
- 5. Alignment Systems and cultures eat pedagogy and technology for lunch - Paul Hardt
- 6. UWC Online Students Part time Older than 22 First generation 2000 Students 100 online courses 3 ID consultants 72 %
- 7. Lead Instructor Model Development Course Master Course Instructional Designer UWC Online Faculty Section Course 1 Section Course 2 Section Course n Section Course 1 Section Course 2 Section Course n Section Course 1 Section Course 2 Section Course n
- 8. Development Needs Courses text-heavy and linear Content is often out of date Textbooks and resources have changed New courses being developed 12 month course offering cycle
- 10. Mostly drawn from 13 UWC campuses Few have online teaching training Uneven basic technical skills Not experienced in Brightspace 10.3 Historically limited in modifications
- 11. DOC 101 Goals Become informed partners with ID Learn design language of Brightspace Course Competencies Learning Objectives Improve learning facilitation Interaction Who’s having the fun?
- 12. The Approach
- 13. Steps Preparation Course Outline Assessments Activities
- 14. Syllabus Starting Point Description Objectives Grades…
- 15. Hunter Gatherer Other Syllabi Publisher Resources Graphics Designs
- 16. Learning Objectives Audience Behavior Conditions Degree What will students be able to do?
- 17. Coursebuilder
- 18. Assessments Dropbox Quizzes Discussions Groups Grades
- 19. Activities Learning Content Reducing text Increasing interactivity Discussions Integrating media
- 20. The Results (so far)
- 21. Challenges Motivation Skill Levels How to vs. Why to
- 22. Surprises! 12 of 14 completed the course Half of the faculty still active
- 23. Next Steps Intelligent Agents Conditional Releases Analytics
Notes de l'éditeur
- Peter Drucker, a management guru who has written extensively on knowledge work, is quoted for saying “Culture eats strategy for breakfast”. Getting past the culture of School
- What will students be able to do?
- Audience (A) – Who? Who are your learners? Behavior (B) – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it. Condition (C) – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning? Degree (D) – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.