Instructional Design Strategies for Online Courses ACADEMIC ■ IMPRESSIONS Online Course Design Instructional Design Strategies for Online Courses Alisa Cooper EdD Veronica Diaz, PhD

Presenters Alisa Cooper, EdD Veronica Diaz, PhD English Faculty South Mountain Community College Maricopa Center for Learning and Instruction Technology Faculty Developer Veronica Diaz, PhD Instructional Technology Manager, Maricopa Center for Learning and Instruction, Maricopa Community Colleges Adjunct Faculty, NAU

Converting or Creating? Online Face to Face New Hybrid Pros and cons Pitfalls and opportunities

Starting with Objectives Bloom’s Taxonomy Assessment Depth of learning First step in creating modules

Bloom’s Taxonomy analyze apply understand remember Focus on learner performance/outcomes For each module What do they need to know? What do they need to be able to do? What will they know as a result of my instruction? What can they learn in other ways? create evaluate analyze apply understand remember http://online-course-design.pbwiki.com/Instructional-Design-Strategies-for-Online-Courses

Why Modules? “7 +/-2 rule” Support consistency in look and feel Easier to find course content Content becomes/feels more manageable Prevents information overload Allows students to focus on content rather than form Source: Blending In, March 2007

Module Possibilities Content “chunks” Let the content set the chunks Content organized in conceptually related blocks Apply past experience Readings Video Project Assessment Writing Source: Blending In, March 2007

Course Organization Dates Topic Readings Section Unit Module

3 Basic Redesign Steps Identify course content for each module Write learning objectives for each module Consider each learning objective or each learning objective set and reference and utilize diverse instructional strategy possibilities

Face2Face Online Lectures Readings Activities Research Assessments Writing Projects Discussions Demonstrations Multimedia Cases Assessments Face2Face Online

5 Principles of Successful Course Redesign Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt feedback. Ensure sufficient time on task and monitor student progress. http://thencat.org/PlanRes/R2R_PrinCR.htm

Assessment & Evaluation Assessment - characterizes the value and appraisal of the individual; well institutionalized, if not always accurate about learner achievement. Evaluation – makes a judgment about the value of instructional experiences and designs; less documented across programs colleges, institutions.

Continuum of Assessment

Assessment Learning Principles Determine appropriate type of assessment for what is being learned. Encourage not only content achievement but assessment of perceived progress and attitude. Track factors that may impede achievement Incorporate meta-cognitive assessments.

Assessment Learning Principles Include objectives with activities/assignments. When appropriate, use rubrics. Include learners in performance/ assessment measures. Provide a strategy for self-assessment and progress.

Your Online Course Toolbox Worksheets Using Bloom’s Taxonomy for Objective Development Mapping Your Course Resources Course re(Design) Resources wiki page Sample face-to-face syllabus (re)Design handouts: 2

Mapping Your Course Step 1 Go back to Bloom’s handout, where you started mapping out the objectives for your course and indicated the level of Bloom’s addressed

Mapping Your Course Step 2 Step 3 Transfer objectives (some) to Mapping Your Course handout Step 3 What does the instructor do? What does the learner do?

Mapping Your Course Step 4 Identify a module or chunk Add more detail to objectives Indicate instructor and student activity Indicate Bloom’s level addressed Consider alignment/relationship to other content

Veronica Diaz, PhD drvdiaz@gmail.com 480.731.8297 Alisa Cooper, EdD dr.coop@gmail.com CONTACT INFO