slides for presentation by Michael Sukowski and Paul Heydenburg at June 2009 SLATE (Midwest Blackboard User's Group) Meeting at College of Lake County

1. Course Design for Non-Designers SLATE June 17, 2009 College of Lake County Paul Heydenburg, Northeastern Illinois University Ken Sadowski, University of Chicago Michael Sukowski, Concordia University Chicago

2. Ground Rules for Course Design Provide introduction to explain the learning All module elements presented to learner within wider context of course Tell users the learning objectives

3. Ground Rules continued Explain how the course or unit is organized Vital that students know key elements in any module Help students make selections about what is really critical

4. Ground Rules continued Information chunking Group like information Autonomy and unique identity Manageable units Short sentences, direct/succinct Web-friendly punctuation Generous paragraph breaks Bullets and numbering

5. Ground Rules continued Develop interesting presentations to explain key points Use: Graphics Animations Sound Video Etc.

6. Ground Rules continued Accommodate variety of learning styles Text for those who like to read Images for visual learners Interactions for kinesthetic learners Make the most of what the medium has to offer

7. Ground Rules continued Allow users to engage constructively with materials: Problem-solving with real world examples Make learning come alive Transform your lectures You cannot simply move notes to screen Materials must work as hard as you do when you teach

8. Ground Rules continued Review and provide summary tests At end of each chunk of learning Provide review materials Allow student to reflect on what they learned Provide assessment

9. Ground Rules continued Ensure access for all users Visually impaired Hearing impaired E-Learning: Building the Ramp for Equal Accesshttp://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html

10. 2 Key Elements in Online Learning Student Engagement in Course Teacher Presence

11. Student Engagement in Course Instructor Student Student Content

12. To ensure student engagement Define learning objects A learning objective is a statement to clarify the nature of a learning area Indicates how the acquisition of the related skills and knowledge is measured

13. Learning Objects Essentially a stand-alone piece of learning Can take about 5-10 minutes to master Might be: Section of text Short video/audio clip Media elements organized together into a short coherent group

14. Learning Objects Help Us: Clarify the learning for students Analyze important information Audit learning for reuse Through the use of LMS/CMS, learning objects are reusable

15. Get Students Interested Adopt new strategies to gain attention Follow up learning objective with key or exciting fact Keep students engaged with: Content Each other Instructor Teacher presence is a must

16. Teacher Presence Interaction between learners, content, facilitator Use LMS/CMS tools to provide: Rich feedback Timely feedback Guide through content Encourage higher level thinking Explore resources Encourage reflection Respond with feedback

17. Teacher Presence Be enthusiastic and encouraging Be yourself

18. Practical Suggestions When creating online, hybrid, web-enhanced courses: Excessive text causes poor acceptance of screen contents Use graphics Have copyright clearance Use animations Audio/video Follow sound graphic design principles

20. Practical Suggestions Activities/Discussions Motivating Engaging Purposeful Based on: Interaction between learners through written communication Led by someone with training in the special qualities for successful group learning

21. Practical Suggestions Encourage students to explore resources Reflect on resource Post contribution to group Instructor responds with feedback

22. Practical Suggestions Discussions are: Core element to production of content Relatively quick to devise Engage students effectively in learning Make the most of your teaching skills

23. Practical Suggestions Interactive elements such as: Quizzes Games When in doubt: Obtain training Work with colleagues

24. Ensuring Quality Course Design Quality Assurance Guidelines Higher Education SLOAN-C Pillars of Quality Quality Matters Rubric Concord Model Schrum’s Qualities of Successful Students Robley and Wiencke’s Rubric for Quality Interaction

25. Ensuring Quality Course Design SLOAN-C’s Five Pillars of Quality Online Education Learning effectiveness Access Cost-effectiveness and institutional commitment Faculty satisfaction Student satisfaction

26. Ensuring Quality Course Design Quality Matters Rubric Set of 40 elements Distributed across eight broad standards Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility

27. Ensuring Quality Course Design Quality in K-12 Online Learning Resources Chapman, D.W, Garrett, A. & Mahlck, L.O. (2004). The role of technology in school improvement. In: Adapting Technology for School Improvement: A Global Perspective (pp.19-37). Paris: UNESCO, International Institute for Educational Planning.

28. Ensuring Quality Course Design Quality in K-12 Online Learning Resources Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. Paper presented at the ASCILITE 2001, Melbourne.

29. Ensuring Quality Course Design Quality in K-12 Online Learning Resources Southern Regional Education Board. (2006). Standards for Quality Online Teaching. Retrieved October 18, 2006 from http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp

30. Resources Current and Future Classroom and Online Technologies Utilized in Higher Education, Hanover Research Council, www.hanoverresearch.com E-Learning: Building the Ramp for Equal Access,http://people.uis.edu/rschr1/onlinelearning/2002/04/httpwww_09.html

31. Resources continued Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal Of Distance Education, 17(2), 77 - 98.

32. Resources continued Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57 -67.

33. Resources continued Tinker, R. (2001). E-Learning quality: The Concord Model for learning from a distance. NASSP, 85(628), 36 - 46.

34. Resources continued http://oms.educ.msu.edu/ctt/index.php?title=Quality_Assurance_in_Online_Learning http://www.sloan-c.org http://www.qualitymatters.org/