Online / Hybrid Workshop: Course Design, Development, and Delivery Session 1: Course Design

Workshop Outcomes Identify content-appropriate online delivery formats Edit the online course template Convert an in-class lecture to an online format Create an online activity Apply best practices in online course design and development Workshop Outcomes

Hybrid / blended: Traditional in-class face-to-face instruction mixed with e-learning (web-based) activities. Distance learning: Learner and learning resources are separated by time and/or space. Can utilize print, web-mediated, teleconferencing, and use e-learning activities to supplement classroom-based activities. Can be synchronous and/or asynchronous Synchronous: Faculty and learner are required to participate at the same time Asynchronous: Faculty and learner are not required to participate at the same time Definitions

Direct Instruction: any (online) activity the instructor actively facilitates and is planned with a pedagogical purpose and documented Indirect Instruction: activities planned with a pedagogical purpose and involves the time the faculty is not directly interacting with the student Flipped Classroom: New course material is assigned as pre-learning by students prior to class sessions The time spent in class is focused on deepening understanding of key concepts through their application—e.g., utilizing problem-solving, case studies, etc.—with immediate and formative feedback from faculty and peers playing a crucial role. Definitions

What about MY course? What are the desired course / lecture outcomes? What course delivery & assessment methods should I use? What are the technology requirements? What resources and support are available? What about MY course?

Course / Lecture Outcomes KNOWLEDGE SKILL ATTITUDE “The successful student will be able to identify the superficial nerves of the face with 100% accuracy” Bloom’s Taxonomy http://www.celt.iastate.edu/wp- content/uploads/2015/09/RevisedBloomsHandout-1.pdf Course / Lecture Outcomes

Your DELIVERY goals Get their attention Be CLEAR about learning outcomes (i.e. expectations) Stimulate recall of prior learning Present content Provide “learning guidance” Your DELIVERY goals

Your LEARNING ACTIVITY goals Elicit performance through practice Provide feedback for learning and retention Assess performance Enhance retention Your LEARNING ACTIVITY goals

The Carnegie Unit

Course Design Resources

Methods & Resources

Example: 2-credit course

Now the REAL work begins

Introduce template – 15 min Play in template (Q & A) – 15 min Sharing – 15 min Introduce template – 15 min Play in template (Q & A) – 15 min Expectations for next workshop – 5 min Your HW… Bring to next session: Completed Course Design Worksheet Syllabus Direct - Lecture content (PowerPoint, text content, etc.) Indirect - Activity content (e.g. quiz stems and answers, links to reading, webpages, etc.)

Next Session: BUILDING the course Best practices checklist (Appendix D) Editing course template Adding guest faculty Uploading course content Voiceover PPT vs. Snag It… and uploading to cloud Embedding other video to MySCNM Embedding text, figures, etc. Discussion Boards & Chat Online quizzes Next Session:

3rd Session: BUILDING the course Creating an online activity (direct or indirect) Assignment uploads Self-assessments Research / papers / essays Reflective writing Portfolios Case analysis Multimedia Online quizzes Discussion Boards & Chat Assessment & Feedback Rubrics Assignment feedback (uploads / discussion boards) 3rd Session:

4th Session: DELIVERING the course Best practices Facilitator vs. Instructor 4th Session: