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Course Design

Page history last edited by Michelle Bellah 10 years, 5 months ago

 

HippoCampus is a project of the Monterey Institute for Technology and Education (MITE). The goal of HippoCampus is to provide high-quality, multimedia content on general education subjects to high school and college students free of charge.

 

 


 

Webspiration™ is the new online visual thinking tool that helps you:

  • capture ideas
  • organize information
  • diagram processes
  • create clear, concise written documents

 

Assessing Online Facilitation--- The "Assessing Online Facilitation" instrument (AOF) is for online course facilitators to objectively evaluate their facilitation for strengths and areas for improvement. This AOF instrument can be used to guide a current course's facilitation or review a recent course's facilitation.


 

Facilitation Activity Record

The Facilitation Activity Record is an optional companion document for the Assessing Online Facilitation (AOF) instrument.

The facilitator can use this document to help organize and document activities performed as a facilitator for a particular course offering.


 

Headley, Scot. (October/November 2005). Five roles I play in online courses. Innovate: Journal of Online Education Vol. 2, Issue 1. Retrieved October 6, 2006 from (Must register to view, but account is free.)

Headley teaches online courses at George Fox University, Oregon. His philosophy is that "the key to successful teaching and learning is relationships." He describes five roles for online instructors that "promote community."


 

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses

 

Ten Advanced Instructional Design Tips

 

DESIGNING COURSES: Instructional Design for Online Learning

 

Document Preparation for Online Courses

 

Resources for Instructional Systems Design

 

Principles of Online Design

 

How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning


With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online instruction. The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to “quality control or assurance” in online education, and provide practical strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to prepare instructors for quality online instruction.

 

Yang, Y. (2005). Preparing Instructors for Quality Online Instruction. Online Journal of Distance Learning Administration 8(1). Retrieved October 10, 2006.


Rubric for online instruction:  Do you need help to raise the quality of an online learning component? Use this Rubric for Online Instruction to evaluate existing courses, self-evaluate your own online course, or to help you design new online courses.

Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humbolt State University to be used with the Rubric for Online Instruction developed by CSU, Chico.


Web Style Guide

http://www.webstyleguide.com/index.html?/contents.html

 

Kuler.adobe.com -  great place to see web design color themes.

 

Free Images and Photographs

http://www.masternewmedia.org/where_to_find_free_images_and_visuals/


 A Self-Directed Guide to Designing courses for Significant Learning... L.DeeFink, PhD, Director, Instructional Development Program, University Of Oklahoma. Can be adapted to online course design.

 

 http://www.ou.edu/pii/significant/selfdirected1.pdf


The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The taxonomy is presented below with sample verbs and a sample behavior statement for each level.

Bloom et al.'s Taxonomy of the Cognitive Domain --- http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html


Various Online Resources -- http://www.developfaculty.com/online/index.html


Illinois Online Network resource: http://www.ion.uillinois.edu/resources/tutorials/overview/dqaaltlecture.asp

In the Virtual Classroom,  lectures are short and few. With this being the case, where are the students going to get the information they need in obtaining the learning objective?

The curriculum of an online course should be designed to cause dialogue among the students. During online discussions, the participants collect information and send it to the virtual classroom for comments, critiques and more discussion. In order to generate this type of information, students must actively seek out the required material. The synergy of the discussion is itself a learning tool. With that in mind, much of the information presented to the class can come from the participants themselves.

Methods of information dissemination that can be used in an online environment are listed. Ways that each method can be used have been listed, as well as the benefits and possible drawbacks associated with each one. Facilitators need to be aware of problems that can arise as they use these technologies. For example, while the "lecturette" can be an effective online tool, long lectures are not recommended as well as exercises that don't require students to comment on each other's work.


 10 facts about learning that are scientifically proven ---- http://www.line.co.uk/news_views/?p=features&id=16 

Something to think about when designing your content.


SUNY Learning Network - What Works? Instructional Design Roundtable (good all around ideas)

http://sln.suny.edu/sln/public/original.nsf/dd93a8da0b7ccce0852567b00054e2b6/45674d44a55ee91c85256c1600635a56

 

 

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