Developing Online Courses Marriage between pedagogy and technology

What experience have you had with online courses? With WebCT?

Types of delivery  Online  Blended  Web enhanced

What does a WebCT online course look like?

Basic Online Course Development Process  Team Responsibilities Subject Matter Expert Subject Matter Expert Instructional Designer (with knowledge of the online environment) Instructional Designer (with knowledge of the online environment) Course writer Course writer New Media New Media Brad, Ron, and JonathanBrad, Ron, and Jonathan ContractedContracted Formatter and editor (sometimes) Formatter and editor (sometimes) Peer Reviewer Peer Reviewer

Design Develop Implement Evaluate Analysis ADDIE Instructional Design Model Beta test – student(s) Flow chart, identify modules and module outcomes; outcomes aligned with content, activities, assignments, and evaluation / assessment... Students: Technical skills? Content knowledge? Program needs? Delivery type? Compile feedback from students, instructor, and course developers “Tinker” where necessary “Pilot” with first group of students Evaluation throughout Team Approach

 Contracts Phase 1 Phase 1 Course outline, syllabus (course map), welcome, flow chart, module 1 content completeCourse outline, syllabus (course map), welcome, flow chart, module 1 content complete Phase 2 Phase 2 Course basically complete and ready to “pilot” with studentsCourse basically complete and ready to “pilot” with students Phase 3 Phase 3 Final revisions to course; course considered “completeFinal revisions to course; course considered “complete

Quality Standards Document for Online Courses  Categories on your handout: Legal Legal Instructional Design Instructional Design Writing Writing Development Development

So where do I start?

Remember the marriage thing?  Pedagogy Answers the Why? Answers the Why?  Technology Answers the How? Answers the How?  New Media Answers the “Is it possible to...” Answers the “Is it possible to...”

Working with Course Development Team...  Develop a flow chart for the course Modules (how many, topics for each...) Modules (how many, topics for each...) Outcomes for each module Outcomes for each module Module content Module content Introduction and / or bridge inIntroduction and / or bridge in Opportunities for reflection (i.e. reflective questions, activities, self checks)Opportunities for reflection (i.e. reflective questions, activities, self checks) AssignmentsAssignments Interactive Activities (interactive)Interactive Activities (interactive) Assessments (exams, written assignments)Assessments (exams, written assignments)  Do your outcomes align with your assignments, activities, assessments?

 What are the best things I do in my face to face class?  How could this work in the online environment?

Lots of questions...Lots of choices...  How will students submit assignments? How does the assignment directory work? How does the assignment directory work? How do I get feedback to the students? How do I get feedback to the students?  Should I use an online discussion? Why? Why? How will I evaluate it? How will I evaluate it? What’s my role in the online discussion? What’s my role in the online discussion? How much should it be worth? How much should it be worth?  Should I “test” online? Why? How? Why? How?  What about a synchronous chat?  Would it be possible to add an interactive activity where students have to match key words to definitions?

Writing...  Pretend you are standing in front of your face to face class...  Conversational tone – “you”  Basic good writing principles (i.e. All writing has a beginning, middle, and end)  Consistency  Work in Word Don’t worry about the formatting etc. Don’t worry about the formatting etc.  “Chunk” your content

Questions??

Ready to “tackle” an online course?