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How to Design an
Online Course
Staff Training in
Designing Online
Learning
Henri Annala, Senior Lecturer & Digimentor, hen...
WHO I AM
7.4.2021 | 2
Online Education during & after COVID-19, 8.4.2021
• Language educator
• Analog/digital pedagogue
• ...
HDOC IN A NUTSHELL
7.4.2021 | 3
• A fully online staff training course that focuses on the
pedagogical dimensions in desig...
THE ORIGINAL VERSION: OUTLINE
7.4.2021 | 4
• 10-week structure; designed to be taken
along with working
• Weekly tasks, wo...
THE ORIGINAL VERSION: BADGES
7.4.2021 | 5
Online Course Designer
Top Performer
Digital Encourager
Creative Educator
This b...
1. Welcome, general info, using the WordPress blog
• TASK 1.1: Pop-in Video Call 1 (Optional)
• A chance to test equipment...
2. Various sources (videos/articles) and essential concepts related to online pedagogy & collaboration
• TASK 2.1: Discuss...
3. Scaffolding online learning, classroom vs. online learning
• TASK 3.1: Name and Rules for Your Group
• Getting to know ...
4. (2 weeks) Crystallising the leading idea of the course and creating a rough framework for its structure
• TASK 4.1: Pop...
5. (2 weeks) Making clear and meaningful tasks
• TASK 5: Course Demo
• Creating a wireframe of the course with placeholder...
6. (2 weeks) Looking at other participants’ courses and giving them feedback
• TASK 6: Feedback
• Giving feedback to the p...
7. Finalising the course design process and giving course feedback
• TASK 7.1: Finalise Your Course
• Submitting a plan on...
THE 2020 EDITION
7.4.2021 | 13
Kick-off webinar, Jun 2020
• Introduction to learning
design theories/models,
digital liter...
THE 2020 EDITION
7.4.2021 | 14
Five-week online course, Aug-Sep 2020
1. Orientation & small groups
- Kick-off Zoom with in...
THE 2020 EDITION
7.4.2021 | 15
One of the big differences to the
original version was that Microsoft
Teams was used as the...
THE 2021 EDITION
7.4.2021 | 16
WEBINAR 1:
Pedagogical
Script & Learning
Design
WEBINAR 2:
Tools &
Resources for
Learning
W...
WHAT WE HAVE LEARNED
• There is an increasing need for this kind of training, as designing online
learning is fundamentall...
BUKA Online Seminar, 20.1.2021 7.4.2021 | 18
QUESTIONS?
IDEAS?
THOUGHTS?
THANK YOU!
7.4.2021 | 19
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EMPOWER COVID-19 webinar week, How to Design an Online Course by Henri Annala (Tampere University of Applied Sciences)

EMPOWER COVID-19 webinar week, How to Design an Online Course by Henri Annala (Tampere University of Applied Sciences) Day 3, 8 April 2021

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EMPOWER COVID-19 webinar week, How to Design an Online Course by Henri Annala (Tampere University of Applied Sciences)

  1. 1. How to Design an Online Course Staff Training in Designing Online Learning Henri Annala, Senior Lecturer & Digimentor, henri.annala@tuni.fi Tampere University of Applied Sciences (TAMK), Finland
  2. 2. WHO I AM 7.4.2021 | 2 Online Education during & after COVID-19, 8.4.2021 • Language educator • Analog/digital pedagogue • International handyman https://www.linkedin.com/in/henriannala
  3. 3. HDOC IN A NUTSHELL 7.4.2021 | 3 • A fully online staff training course that focuses on the pedagogical dimensions in designing online learning • Part of the services provided by the Digimentor network: https://sites.tuni.fi/digitaltoolkit/digimentors/ • Developed at Tampere University of Applied Sciences (TAMK) and originally offered as a training course for TAMK staff, later also for Tampere University and worldwide as a paid course • Contents: online pedagogy, learning design theories, 21st century tools, collaborative working methods • 2-3 facilitators who scaffold the course design process through a tailored framework • Running since 2016 with excellent feedback Disclaimer: All images on this slideshow © How to Design an Online Course Online Education during & after COVID-19, 8.4.2021
  4. 4. THE ORIGINAL VERSION: OUTLINE 7.4.2021 | 4 • 10-week structure; designed to be taken along with working • Weekly tasks, workload appr. 8-10 h every week • Participants design and build their own courses during the HDOC course • Small groups offer peer support and feedback, and each group has a designated facilitator • The course in itself gives the participants a practical example of what a pedagogically sound online course can look like • The first three topics give theoretical perspectives, the last four focus on developing the participants’ own courses • LMSs: Moodle and WordPress for blogging Online Education during & after COVID-19, 8.4.2021
  5. 5. THE ORIGINAL VERSION: BADGES 7.4.2021 | 5 Online Course Designer Top Performer Digital Encourager Creative Educator This badge is awarded to students who complete the course. This badge is awarded to students who complete the first half of the course within deadlines. This badge is awarded to students who encourage others and give them positive feedback. This badge is awarded to students who show exceptional creativity and think outside the box. Online Education during & after COVID-19, 8.4.2021
  6. 6. 1. Welcome, general info, using the WordPress blog • TASK 1.1: Pop-in Video Call 1 (Optional) • A chance to test equipment, ask questions and meet with the facilitators and the other participants • TASK 1.2: Story about Yourself as an Online Teacher and Learner • A short video discussion where the participants can introduce themselves and their backgrounds • TASK 1.3: Visualisation of Your Course Idea • A visual presentation of the participants’ course ideas Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 6
  7. 7. 2. Various sources (videos/articles) and essential concepts related to online pedagogy & collaboration • TASK 2.1: Discussion on Online Pedagogy • Reflecting on and discussing the source the participants selected • TASK 2.2: Online Tools • Collecting useful tools in collaborative way • TASK 2.3: Forming Small Groups • The participants form the groups themselves based on their course ideas, personalities and interests (tasks 1.2 & 1.3) Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 7
  8. 8. 3. Scaffolding online learning, classroom vs. online learning • TASK 3.1: Name and Rules for Your Group • Getting to know the other group members and deciding on how the group works together • TASK 3.2: Best Practices in E-classrooms • Comparing face-to-face and online learning with the help of selected sources and the participants’ own experiences Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 8
  9. 9. 4. (2 weeks) Crystallising the leading idea of the course and creating a rough framework for its structure • TASK 4.1: Pop-in Video Call 2 (Optional) • A chance for the participants to ask questions about their own course ideas • TASK 4.2: Vision • Creating an inspiring vision for the course that can serve as the end goal for the development work • TASK 4.3: Storyboard • Putting together a visual plan on the different parts of the course (meetings, tasks, materials, tests) and laying it out on a time scale • TASK 4.4: Setting up the Course Platform • Creating a space for the course in the selected LMS and making sure others can access it Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 9
  10. 10. 5. (2 weeks) Making clear and meaningful tasks • TASK 5: Course Demo • Creating a wireframe of the course with placeholders and a few finished tasks • Using a form tool to create a feedback form that the other participants can use to evaluate their course demo Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 10
  11. 11. 6. (2 weeks) Looking at other participants’ courses and giving them feedback • TASK 6: Feedback • Giving feedback to the participants’ own group and one other group according to the given framework • After receiving feedback, reviewing the participant’s own course Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 11
  12. 12. 7. Finalising the course design process and giving course feedback • TASK 7.1: Finalise Your Course • Submitting a plan on how to finalise the course based on the feedback received from peers and through completing the TAMK eCourse Evaluation Form • TASK 7.2: Course Feedback • Giving feedback on the HDOC course Online Education during & after COVID-19, 8.4.2021 7.4.2021 | 12
  13. 13. THE 2020 EDITION 7.4.2021 | 13 Kick-off webinar, Jun 2020 • Introduction to learning design theories/models, digital literacies, how to scaffold online learning, and quality criteria for online learning • Breakout room discussions and summaries • Preparation and voluntary homework for those taking the five-week online course next autumn Online Education during & after COVID-19, 8.4.2021
  14. 14. THE 2020 EDITION 7.4.2021 | 14 Five-week online course, Aug-Sep 2020 1. Orientation & small groups - Kick-off Zoom with introductions - Division into small groups - Online pedagogy 2. Storyboarding - Creating detailed course plans 3.-4. Course demo - Implementing the course demo in Moodle 5. Feedback - Feedback on the other participants’ course designs & demos - Feedback to the facilitators BUKA Online Seminar, 20.1.2021
  15. 15. THE 2020 EDITION 7.4.2021 | 15 One of the big differences to the original version was that Microsoft Teams was used as the other LMS instead of a WordPress blog • Private channels for each small group • Task-specific channels for sharing and discussion • A well-working mobile app  Result: participant engagement and activity was enhanced Online Education during & after COVID-19, 8.4.2021
  16. 16. THE 2021 EDITION 7.4.2021 | 16 WEBINAR 1: Pedagogical Script & Learning Design WEBINAR 2: Tools & Resources for Learning WEBINAR 3: Different Modes of Learning & Facilitating WEBINAR 4: Quality in Planning & Implementing Online Learning Mentoring workshop 1 Mentoring workshop 2 Mentoring workshop 3 Mentoring workshop 4 • Offered as part of the activities of the TUNI Teaching & Learning Centre (https://www.tuni.fi/tlc/), which is a intra-university network providing pedagogical and technical support • Webinars are open for everyone and partly interactive • In the mentoring workshops, the participants can discuss any questions or problems they have with their existing courses or course ideas and receive feedback and guidance Online Education during & after COVID-19, 8.4.2021
  17. 17. WHAT WE HAVE LEARNED • There is an increasing need for this kind of training, as designing online learning is fundamentally different from designing classroom learning • Completion rate evolved from 31% to 91% in the course of 4 years • The key driver behind this development: focusing on the first few weeks by establishing an active facilitator presence and a sense of community through frequent interaction and collaboration • Some considerations: • Authenticity: A course that focuses on designing online courses should be an online course in itself, because 1) it puts the participants in the student’s shoes and 2) it gives a practical example of what a good online course could look like • Collaboration: One of the fundamental concepts in successful online learning, but requires careful planning because of different skillsets, interests and schedules • Flexibility: Teachers are busy and it’s hard to commit to a training course that has a lot of deadlines and requires hard work • Incentive: Most teachers have been eager to participate because they feel the course is useful to them, but some teachers might benefit from a more top-down incentive (specifically allocated resources) • Relevance: The course should meet the pre-existing needs of the participants • Quality: Important to give the participants access to different angles to view their courses from 7.4.2021 | 17 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2016 2017/I 2017/II 2018/I 2018/II 2019/I 2019/II 2020 Completion Rate Online Education during & after COVID-19, 8.4.2021
  18. 18. BUKA Online Seminar, 20.1.2021 7.4.2021 | 18 QUESTIONS? IDEAS? THOUGHTS?
  19. 19. THANK YOU! 7.4.2021 | 19

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