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

2. 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

3. 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

4. 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

5. 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?

6. 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
content/uploads/2015/09/RevisedBloomsHandout-1.pdf
Course / Lecture Outcomes

7. 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

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

9. The Carnegie Unit

10. Course Design Resources

11. Methods & Resources

12. Example: 2-credit course

13. Now the REAL work begins

14. 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.)

15. 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:

16. 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:

17. 4th Session: DELIVERING the course Best practices
Facilitator vs. Instructor
4th Session: