Template for the Design and Development of Online Courses

Transcription

1 Template for Design and Development of Online Courses Andrea Henne, EdD Dean, Online and Distributed Learning When faced with challenge of teaching online, faculty members often struggle with process of how to translate course content into online teaching environment. While re is no one-size-fits-all formula for developing an online course, re are common components, criteria, and guidelines that faculty can adapt to ir needs and requirements. We have had success with guiding faculty in developing online courses by providing a template that consists of se sections: 1. Module matrix with required components, criteria, and guidelines. 2. Syllabus required components and guidelines 3. Sample syllabus template 4. General guidelines for materials formatting 5. Recommended course development guidelines 6. Checklist of course readiness. Section 1: Module matrix with required components, criteria, and guidelines. The online course content is presented in learning modules with each module taught on a time-scheduled basis, such as one module per week. Depending upon learning objectives, all modules may be available throughout course or modules may be time-released week by week. If courseware tools permit release of new material based on results of end-of-module assessment, this type of customization creates a learning path that meets needs of individual learners. The module matrix also includes suggestions for guiding students for readiness as online learners: Pre-registration: Students complete an Online Learning Inventory to assess ir readiness for being successful in an online learning environment. There are numerous off--shelf web-based checklists, or a self-check survey instrument can be developed in-house. Students receive a score and feedback on ir compatibility with successful online learning traits such as communication and learning styles. Technical skills and access to appropriate technology are also

2 assessed in Online Learning Inventory prior to registration in an online course. At Registration: The registrar s office or online registration system provides online student with information about how to obtain required texts and materials as well as a link to courseware orientation, which must be completed prior to first day of class. Each module consists of 7 components, and template lists criteria and guidelines for module development: 1. Pre-Assessment- Prior to beginning module, students are assessed to determine ir entry-level knowledge of topic. Assessments may take a variety of forms including: objective questions (scored automatically by courseware), short answer or essay questions. Results of module assessment will be compared with PreAssessment to measure students' learning outcomes. 2. Learning Objectives - Include a lead-in statement such as, Upon successful completion of this module, students will be able to... Module objectives must include actions, performance criteria, and conditions of what student will be able to do. List verbs which demonstrate a measurable outcome. Place verb at beginning of objective. Some examples are: define, repeat, list, record, recall, relate, underline, translate, discuss, describe, identify, locate, report, interpret, dramatize, illustrate, schedule, sketch, apply, operate, evaluate, solve, calculate, etc. stress critical thinking activities. Explain briefly how knowledge will be shown: ex., define, in writing, influence of Bauhaus movement on design of contemporary buildings. The objectives must relate in concept and language to both Course Description and concepts listed in Outline of Topics on syllabus. Be concise and complete: ten is probably too many; one is not enough. 3. Assigned Reading - Reading assignments are required. Specify chapters, pages, documents, slides. Provide guided reading suggestions or points to look out for in reading. 4. Assigned Writing - Writing assignments are required. Specifically identify type of writing, outlining, etc. Explain process for submitting writing assignment and evaluation criteria. Some suggested techniques are: a. Posting to discussion board b. Transmitting a Word document (to instructor or shared with class) 5. Exercise/Activities - Provide an interactive exercise for entire class or for groups. Suggested interactive exercises: a. Discussion Forum with specific guidelines for quality/quantity of postings b. Creation of individual or group PowerPoints via discussion board for Template for Design and Development of Online Courses 2

3 student review and comment. c. Student submission of web resources on module topic. d. Post a self-assessment quiz using online assessment tools 6. For Furr Study - Provide links to Web resources to engage students in furr study. 7. Assessment - The purpose of assessment is to measure achievement of Learning Objectives for this module. Suggested formats for assessment: a. Short essay questions. b. Quiz items submitted via Assessment Manager. The format of assessment should match format of pre-assessment so that progress can be measured. Specify instructor feedback concerning assessment (how will feedback be provided, and when). Specify what remediation process would be for students who miss meeting learning objectives. Template for Design and Development of Online Courses 3

4 Pre-Assessment Illustration of Module Matrix with Required Components, Criteria, and Guidelines Learning Objectives Assigned Readings Assigned Writing Exercise/Activities For Furr Study Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements At Registration: Student s Required Texts List Distributed and Courseware Orientation Completed before start of course. Module Criteria and Guidelines Module 1 Module 2 Module 3 Module 4 Module 5 Fill in all columns with module material. Module 6 Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14 Final Assessment(s): Exam, Research Paper, Project Assessment Template for Design and Development of Online Courses 4

5 Example of Module Matrix with Required Components, Criteria, and Guidelines Pre-Assessment Learning Objectives Assigned Readings Assigned Writing Exercise/Activities For Furr Study Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements At Registration: Student s Required Texts List Distributed and Courseware Orientation Completed before start of course. Module Criteria and Guidelines Module 1 Prior to beginning module, students are assessed to determine ir entry-level knowledge of topic. Assessments may take a variety of forms including: objective questions (scored automatically by courseware), short answer or essay questions. Results of module assessment will be compared with Pre-Assessment to measure students' learning outcomes. Include a lead-in statement such as, Upon successful completion of this module, students will be able to... Module objectives must include actions, performance criteria, and conditions of what student will be able to do. List verbs which demonstrate a measurable outcome. Place verb at beginning of objective. Some examples Reading assignments are required. Specify chapters, pages, documents, slides. Provide guided reading suggestions or points to look out for in reading. Writing assignments are required. Specifically identify type of writing, outlining, etc. Explain process for submitting writing assignment and evaluation criteria. Some suggested techniques are: Posting to discussion board Transmitting a Word document (to instructor or shared with class) Provide an interactive exercise for entire class or for groups. Suggested interactive exercises: Discussion Forum with specific guidelines for quality/quantity of postings Creation of individual or group PowerPoints via discussion board for student review and comment. Student submission of web resources on module topic. Post a selfassessment quiz using online assessment tools. Provide links to Web resources to engage students in furr study. Assessment The purpose of assessment is to measure achievement of Learning Objectives for this module. Suggested formats for assessment: 1. Short essay questions. 2. Quiz items submitted via Assessment Manager. The format of assessment should match format of preassessment so that Template for Design and Development of Online Courses 5

6 are: define, repeat, list, record, recall, relate, underline, translate, discuss, describe, identify, locate, report, interpret, dramatize, illustrate, schedule, sketch, apply, operate, evaluate, solve, calculate, etc. Stress critical thinking activities. Explain briefly how knowledge will be shown: ex., define, in writing, influence of Bauhaus movement on design of contemporary buildings. The objectives must relate in concept and progress can be measured. Specify instructor feedback concerning assessment (how will feedback be provided, and when). Specify what remediation process would be for students who miss meeting learning objectives. Template for Design and Development of Online Courses 6

7 language to both Course Description and concepts listed in Outline of Topics. Be concise and complete: ten is probably too many; one is not enough. Module 2 Module 3 Module 4 Module 5 Module 6 Fill in all columns with module material. Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14 Final Assessment (120 Points) Exam, Research Paper, Project Template for Design and Development of Online Courses 7

8 Section 2: Syllabus Components and Guidelines for Integrated Modular Course Syllabus The overall syllabus design needs to show that each component of course outline is integrated with overall course objectives. Throughout syllabus: Course objectives should reflect purpose of course as stated in course description Course outline should cover all objectives Methods of evaluation should match objectives and show how students will demonstrate that all objectives have been met Methods of instruction should show how course will enable students to achieve objectives Grading rubrics should detail criteria for receiving course points. Section 3: Syllabus Template Since syllabus is basic course road map for instructor and students, each educational institution would benefit from developing a template that streamlines process of developing a syllabus for each course. Students will benefit from having a standardized look and feel to each course syllabus, and faculty will find that syllabus creation and updating process is more efficient when y adhere to a pre-set format. Section 4: General Guidelines for Materials Formatting The section of guidelines includes font style and color, weblink style, file formats, course accessibility and copyright compliance requirements as shown in examples below: a. Font: Arial or Verdana size 12 font b. Font Color: Black. Bold colors may be used for highlighted material c. File Formats: Microsoft Office formats of.doc,.rtf, ppt,.xls; Adobe Acrobat.pdf d. All images public domain for used after obtaining written permission. All images with ALT (text) tags e. Hyperlinks shown with full URL; e.g., f. Use italics or bold for emphasis. Use underline for hyperlinked text only. g. All audio/video material is captioned or accompanied by a text transcript h. Permission obtained from publisher or copyright owner for all text or media i. Institutional copyright statement appears on every original item. Section 5: Recommended Timelines While it is not always possible to have desired amount of time in advance to develop an online course, goal is to have a well-planned approach that becomes a systematic process for course development Template for Design and Development of Online Courses 8

9 6 months prior to start of course: Instructor meets with course development team 4-6 months prior to start of course: Instructor provides concepts and content for media creation 3-5 months prior to start of course: Instructor collaborates with Distance Learning Library Specialist for online library resources 3-5 months prior to start of course: Instructor provides online bookstore with textbook information and/or coursepack creation materials Prior to registration: Registrar s Office provides students with technical requirements information and directs students to website for Online Learning Readiness Inventory At registration: Registrar s Office provides students with list of required materials and directs students to website for online student orientation information The benefits of guiding course development process using a template such as one discussed here are many: Faculty do not need to reinvent wheel when y are conceptualizing how to translate what y do in classroom to online teaching and learning environment. The roles and responsibilities of instructor, course development team, and student support services departments are clarified. The educational institution has assurance that each online course meets quality and rigor to meet educational effectiveness goals. Template for Design and Development of Online Courses 9