Designing an Online Course

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Terminology:

I am the Instructor Donna
You are the Teacher
We are discussing Students


Intent of This Course

Intent of Designing an Online Course is to help educators understand the set-up of an online course as a manageable structure. By the end of this course, teachers will learn know how to enhance student learning through the use of instructional design strategies that ensure a gap free curriculum. “Teachers” are also instructors, trainers, coaches, who have familiarity with using the internet. The Modules of this course focus on steps to achieving a completed online course. The ultimate goal of this course is to help teachers design a curriculum that meets the standards of online course quality applying the most important techniques in online instructional design.

Let us look at a few things that make alignment of the course building more efficient.

In order to stay focused on the goal of teaching, we need to keep our eyes on three things: where we are in the process of meeting the course goals; what the teacher needs to organize and present to give the students control of their learning; what knowledge and skills does the student need to take control of the course to get to the goals.

1. Control of the goals and objectives

Try to make a list of all the things that need to be learned by the student in the order that they must be learned. Think of this just like if you would have students make a timeline for a history class. Here,you, the teacher are making a learning objectives timeline. Always be aware of exactly where we are on the ladder of the stack of knowledge and skills that lead to the course completion.

2. The students need help building their study skills

In order to encompass higher learning abilities, the student will need help with how to organize their study. It should be easy to give them tips about how to deal with different types of study situations that you are expecting them to do. We shouldn't assume that they can read our minds, or had previous experience with the level of knowledge they are facing or new intricacy of physical skills.

3. Both the teacher and the students should know the timeline and the benchmarks for meeting objectives

Everyone needs to know how to read the map showing where the course is going and are at what stage of the learning at a given time.


Each of the six Modules is one step toward completing the design of an online course

Needs assessment → Goals → Objectives → Lesson Plans → Online Teaching Plan → Curriculum Layout

Your Needs too! → Course of Action → How to do the Goals → How to meet Objectives → Take the classroom and show it to the world


Each Module Will be Divided into Three Categories:

The following three categories of planning that follow stages of development are about the development of the course itself in terms of knowledge and skills gained at each stage; the teacher's responsibility to the course goals and the students; and the learning strategies that the students must master.
1.Course Requirements
2.Teacher Responsibilities
3.Student Learning Strategies

With Each Module there will be Recommendations:

•Reading
•Videos
•Discussion Questions
•Journal Questions

Course Outline

Module 1: Needs Assessment of the Student

Teachers will be able to:
  1. Course: Define the pre-requisite education required before admission
  2. Teacher: What kind of schedule, materials, supplies, and requirements for computers and other information
  3. Student: Articulate the knowledge and skills that the student should have before starting the course

Module 2: Goals of the Course

Teachers will be able to:
  1. Course: Define the components of a goal.
  2. Teacher: Determine the goal for each Module (Lesson, Unit).
  3. Student: Types of learners and learning

Module 3: Developing Learning Objectives

Teachers will be able to:
  1. Course: Define Goals and Objective sequence
  2. Teacher: Write goal-objective sentences, SMART Objectives
  3. Student: Describe required new knowledge and skills

Module 4: Lesson Plans

Teachers will be able to:
  1. Course: Define the components and types of Lesson Plans
  2. Teacher: Describe teaching strategies to help the student take control of the learning
  3. Student: Identify the study and activities to learn the knowledge and skills

Module 5: Online Teaching Plan

Teachers will be able to:
  1. Course: Define process of knowledge and skills and metacognition in an asynchronous environment
  2. Teacher: Compose the lecture, questions and assignments for online teaching components including discussion pages, journal, and self evaluation
  3. Student: Develop file system, article organization and note binder - organization to study an online course

Module 6: Curriculum Layout

Teachers will be able to:
  1. Course: Be sure that all course goals are accounted for and that all learning objectives are part of a goal
  2. Teacher: Be sure that all lesson plans for on and offline classes are complete
  3. Student: Be sure that the students have all the information they need to take control of learning and completion of the course


References

Annelies Raes*, Tammy Schellens, Bram De Wever, Ellen Vanderhoven(2012) Scaffolding information problem solving in web-based collaborative inquiry Learning. Computers & Education 59 82–94 Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190.

Bowman, R. (2011). Rethinking what motivates and inspires students. The Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 84 (6), pp. 264--269.

Koehler, M., Mishra,P., Yahya, K.(2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education 49 (2007) 11.012 740–762

Lin, H., Hong, Z., Lawrenz, F.(2012). Promoting and scaffolding argumentation through reflective asynchronous Discussions. Computers & Education 59:378–384

Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5 (2).

Shea, P. & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the developments of a communities of inquiry in online and blended learning environments. Computers & Education 55(4), 1721-1731.

Simonson, M. R., Samaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson Education, Inc.

Thompson, T., Thompson, E. (2009).In at the deep end: an intensive foundation training in homeopathy for medical students. Homeopathy 98, 107–113. doi:10.1016/j.homp.2009.02.008

Wang, M., Wu, B., Kinshuk, Chen, N., Spector, M. (2013). Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment . Computers & Education 68 293–306