Before you begin to adapt your course for online learning, consider the following questions:

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1 Course Analysis Worksheet 1 Introduction How your online students use your course materials significantly impacts how they learn your materials. It is important that you use a clear, consistent approach throughout your course. For example, you should present your materials in such a way that you accommodate learning styles, learning rates and access to learning. In addition, you should support learners with special needs, as much as possible. Before you begin to adapt your course for online learning, consider the following questions: 1. Are your learning objectives clearly stated? 2. Does your material stimulate and motivate the learner? How? 3. Do you use activities for students to learn your material? 4. How do your materials cater to different learning styles and abilities? 5. Will you provide feedback to the students? 6. Will you use media (e.g. graphics, video, audio) that is appropriate to the learning objectives? Similar to a course you teach in the classroom, a good place to start is to determine your course goals and learning objectives. Then you will match your teaching methods and assessment to your objectives. You identify measurable course objectives and determine what core competencies and knowledge students will need to meet these objectives. The next step is to consider how you want to present your material. You will design and format your content in order to provide different types of interactions and to accommodate different types of learners. Make sure visual learners have graphics and text and verbal learners have narration and text. Keep in mind that creating documents for an online course is different than creating printed documents for a traditional course. According to Web Usability expert Jakob Nielsen, "reading from computer screens is about 25% slower than reading from paper." Nielsen has a number of recommendations for creating "scanable" text. In addition, you can create visually appealing documents or presentations with text and graphics and use other media to enhance key concepts or procedures. Instead of using scanned print documents that are often difficult to read, consider using libraries and course packs for your online course. Use the following worksheet to help you plan your course for online.

2 Course Analysis Worksheet 2 Part One: Reflecting on Your Course Goals and Objectives Ask yourself: What are my specified requirements? What do I want my students to learn? What do you want students to learn from your course? (outcomes that students should be able to demonstrate upon completion of this course). Use an action verb in a description of a measurable outcome.

3 Course Analysis Worksheet 3 Part Two: Course Layout and Objectives Instructions: Consider how your course is laid out (by topics, events, objectives, etc) and if you want to change that layout for online learning. List them and for each, use the Blooms Wheel and develop your learning objectives. Course Layout Example: Unit 1: Creating an Online Learning Model Learning Objectives Example: 1. Define an online teaching model; 2. Identify your teaching strategies that you use in the classroom; 3. Discuss how to integrate your classroom-based teaching strategies in an online course; 4. Define the roles and responsibilities of online faculty and students; and 5. Navigate ecollege, a learning management system, from a student's perceptive.

4 Course Analysis Worksheet 4 Part Three: Choosing Assignments/Activity Now, you can articulate what you want your students to know it is time to choose your assignments/activities. You will need to consider how you will facilitate and assess their learning in an online environment. Start by looking at each course goal and objective THEN consider your students learning styles, disabilities, age, experience, etc. Orientation to Course Welcome Letter on course website or by Syllabus Class Schedule and Due Dates Office Hours Link to Library for Research Other: Presenting and Interacting with Course Materials by Units Brief Overview of Unit Focusing event or pre-quiz (focuses the students' attention on the content) Learning Objectives by Unit Lecture Notes posted on web site Supplementary resources and materials Textbook listed on web site Progress checks (a quiz, discussions, journal or informal paper) Summary or Closure (how you will end the lesson) Other: Interactions with You, the Instructor and Other Students Question/Answer Session (by phone, , chatroom or discussion forum) Grade on Assignment Class Discussion Small Group Work Small Group Discussion Peer Reviews Assignment/Assessment Writing or research papers Case studies Practice exercises Journaling Portfolios Other:

5 Course Analysis Worksheet 5 Part Four: Planning Assignment Guidelines List the assignments that you selected in Part Three. Answer the following questions for each assignment: 1. What is the point of this activity? What are my activity goals and objectives? 2. Did I provide adequate instructions? Did I provide a deadline, examples, and submission requirements and format? Did I explain when the students could expect feedback? Did I define new terms, concepts and principles? 3. How does the activity cater for different learning styles and abilities? 4. Does the activity encourage students to ask their own questions about the topic? Will this activity allow students to learn the important concepts/ideas? How? 5. Are students working in groups? What is the size of the groups? How will the groups chosen and by whom? How will the group members communicate with each other and with you?

6 Course Analysis Worksheet 6 Part Five: Planning Assessment List all exams, graded assignments, participation and the grade percentage for each. You may want to communicate points or percentage and establish a passing grade. Do your assignments and activities teach and measure what you want the students to learn? How will you establish high expectations?

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