Developing a Distance Learning Course How the Process Differs from Developing a Classroom Course By Dr. Stephen Kerr Professor, College of Education

The Basics: Students Are Not Physically Present, so... You cannot add to, extend, retract points as you can in face-to-face setting Everything becomes more planned, intentional, less spontaneous BUT: You can carefully prepare, direct, guide and comment on student work AND: There are ways you can capitalize on physical separation

Planning for: The purposes of the course -- what should students know and be able to do at the end (objectives) What activities they will do on-line to develop those skills and perspectives, and how those will differ from what you do in a face-to-face setting How you'll know they can do it (assessment), and how assessment modes may differ

The “Invisible” Infrastructure What do students ask about, before class, after class, of TAs, of peers? What resources, other than those you provide, do they call on? (e.g., library) How does the course connect with other courses? (prerequisites, prerequisite for) Detailed specifics (how much time for assignments

Instruction What are typical sources of misunderstanding, confusion (intrusive metaphors, analogies, models) How can you best introduce appropriate conceptual models? How can you build these into structure of course (graphics, animations, etc.)?

Developing On-Line Course Materials Strive for simplicity -- layout, color, graphics (no “dancing penguins”) Be consistent (color, placement of elements, etc.) Include some variety OTBE, assume lowest common denominator for gear, bandwidth Use expert help sensibly

Providing Support for On-Line Specifics If discussion forums, what will the assignment be? What are standards for successful completion? A specific number/size of posting, or some measure of the quality of it? Guard against flaming Rapid feedback -- how to provide for? Guarding student privacy

The Value of Trying Things Out Do a trial run with some students (or even surrogate students) -- what's unclear, where are there lurking problems? What revisions can/should be made before “rolling out” the course?

Be Empirical! Collect data about student successes, problems Ask them for feedback, give them opportunities to say what’s working (and not) Use feedback to revise a course for next run- through