MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN Patricia McGee, PhD and Veronica Diaz, PhD MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN

http://drcoop.pbworks.com/OnlineTeaching COURSE SITE

5-Minute University V/5 minute university is about shallow learning where learners don’t retain material, we want to focus on deeper learning via the blended learning model and various instructional strategies that support that

Introduction 1. Are you ready for teaching online? 2. 5 principles of successful course design 3. Mapping your course Four basic redesign steps Identifying objectives Supporting objectives with technology, assessment, and active learning Organizing modules and the course 4. Designing a module and understanding the steps 5. Online conversion tool 6. Framing assessment with Bloom's Taxonomy

Are you ready for online teaching? Faculty Self-Assessment: Preparing for Online Teaching Are you ready for online teaching? Penn State

The Project In chat: what is the course you’ll be using to redesign a module in this workshop Identifying the “chunk” Will use a course site Introducing now so you can be thinking about this as we do today’s presentation

Face-to-Face Course Lectures Readings Activities Research Assessments Writing Projects Discussions Demonstrations Multimedia Cases Assessments Face2Face Online Face-to-Face Course V/Process of designing the course

Redesigning Your Course In Chat: keeping the wheel in mind, share what components currently make up your existing course What do you think will “translate” most easily? What do you think will be most difficult to “translate”? Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf.

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 V/NCAT steps Fundamental change in teaching and learning Not just about the “delivery” Time to redesign Over-reliance on technology “Course and a half” syndrome

Mapping your Course Key Points: 4 Basic Redesign Steps Identify course content for a module Write learning objectives and develop instructional modules Select course delivery strategies appropriate for your content Integrate course content with activities, resources, interaction, and technology (alignment) V/

Why Objectives? Clear statement of what students will be able to do when they are finished with an instructional segment Focuses on student performance Provides structure: beginning, middle, and end What are the core concepts your students must learn 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? V

Objective ABCDs Audience (the learners) Behavior (Performance): Identify who it is that will be doing the performance (not the instructor). Behavior (Performance): Make sure it is something that can be seen or heard. Condition (under which the learners must demonstrate their mastery of the objective): What will the learners be allowed to use? What won't the learners be allowed to use? Degree (HOW WELL the behavior must be done): Common degrees include: Speed, Accuracy, Quality

How could these objectives be improved? Objectives Activity Write a research report with abstract, introduction, procedure, results, discussion, conclusions, and recommendations. You will learn to analyze and interpret data. You will learn about about theoretical issues underlying communicative and task-based language teaching. Describe the political and social factors impacting the implementation of biotechnology in agriculture. How could these objectives be improved? Let’s go through each and in the chat make suggestions on how it could be improved, then suggest an an assessment tool that could be used to assess

Support Objectives by Integrating learning technologies Classroom technologies Web 2.0 technologies Online resources Developing diverse assessment techniques Infusing active learning, interaction, and peer engagement V

Meeting Objectives Objectives Learning Activities Instructional Strategies Assessment Techniques

Course Organization Dates Topic Readings Section Unit Module Make organization clear to students However you organize, make sure it’s clear to your students, what does your textbook say?

Key Points: Course Organization Course structure set up in a repetitive manner allowing for easy navigation Course content broken down into “chunks” Supports consistency Allows students to focus on content rather than form “7 +/-2 rule” Content organized in conceptually related blocks Let the content set the chunks V Source: Blending In, March 2007

QUESTION BREAK

Designing a Module Handout: Mapping your Course Very generally, map out your F2F course from the syllabus and/or other course documents Identify the current high level objectives in your course ID what you do ID what the learner does Begin to think about selecting one chunk/module In chat: what do you and the learners currently do to meet objectives? We’re going to start this today, but you can continue to work on this later as well

Selecting Technologies V/Without a plan, selecting and implementing technology will result in a haphazard, arbitrary process that may or may not result in a better learning experience, but once instructional needs have been identified, the selection and implementation process will be more successful

What can it look like? The National Center for Academic Transformation http://www.thencat.org Fully online courses http://www.thencat.org/PCR/model_online_all.htm http://online-course-design.pbworks.com/Online-Course-Examples

Reviewing Online Courses Review the online course examples What did you observe to be different in the traditional course from the online course Identify 2 unique features of or instructional strategies used in online courses Six Innovative Course Redesign Practices

Bloom’s Taxonomy analyze apply understand remember Backwards Design create evaluate analyze apply understand remember Backwards Design Focus on learner Focus on measure of learning

Bloom’s Digital Taxonomy

What may be challenging to do online? Your Ideas My Ideas Student interaction that is primarily narrative Group discussion Group planning Group analysis Synthesis of content Assessment Research

What can be easily done online? Your Ideas My Ideas Complex and ill-structured content Demonstration of complex skills – live Practice of complex skills Higher order discussions Observation Some team work

Session 1 Assignment Identify course to be redesigned Complete Mapping your Course Handout assigned section Add/build as we progress through webinars Submit on course site Read and review the Quality Matters rubric standards at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf Consider how your course can be (re)designed to address each of these elements Take Faculty Self-Assessment: Preparing for Online Teaching https://weblearning.psu.edu/FacultySelfAssessment/

Veronica M. Diaz, PhD Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for Attribution Non-Commercial Share Alike creative commons license.