1. Online / Hybrid Workshop: Course Design, Development, and Delivery
Session 3: Building and Delivering your Course

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

4. 1. Eliciting performance through practice
Your strategy:
Students engage the material
Repetition (small, frequent exercises)
Graded / ungraded
Set expectations (learning objectives)
Your activity:
Quizzes (embedded or stand-alone)
Workbook / worksheet (short answer, draw, list, describe)
Games (matching, hidden messages)
Cases (individual, pair, or team)
1. Eliciting performance through practice

5. 2. Providing feedback Your strategy: Meaningful & individualized
Constructive but critical
Give opportunity to improve
Encourage critical thinking / clinical reasoning
Peer evaluation opportunity
Your activity:
Chat or discussion
Case study / analysis
Project / presentation / portfolio
Research paper
2. Providing feedback

6. 3. Assessing performance
Your strategy:
Give students an opportunity to “show what they know”
Use & post rubrics
Firm but fair
Evaluate learning objectives (practiced content)
Peer evaluation opportunity
Your activity (subjective or objective):
Quizzes / exams
Workbook / worksheet (short answer, draw, list, describe)
Unfolding cases
Chat or discussion
Project / presentation / portfolio
Research paper
3. Assessing performance

7. 4. Enhancing retention Your strategy: Students engage the material
Students engage with one another
“Synthesis” – demonstrate understanding
Focus on practiced information
Your activity:
Mind-map / Concept map
Unfolding cases
Group discussion (accountability)
Project / presentation / portfolio
Research paper
4. Enhancing retention

8. Online Assignments Assignment Upload Discussion Quizzes / Exams
Workbook / worksheet
Games (matching, hidden messages)
Case study / analysis
Unfolding cases
Mind-map / Concept map
Project / presentation / portfolio
Discussion
Chat
Group discussion
Quizzes / Exams
Online Assignments

9. Discussion Boards & Chat
Most common means of peer-to-peer and faculty interaction in online learning
Encourage collaboration that is well articulated since time is not an issue
Uses
Project collaboration
Pre-discussion of course topic
Weekly discussion questions
Unique posts / responses to others’ posts
Faculty usually specify minimum number of responses / posts
Faculty generally respond to select posts throughout the week to guide
Discussion Boards & Chat

10. Best Practices Checklists

11. Discussion Boards & Chat
Best Practices:
Questions should have more than one right answer and relate to the weekly content
Questions should be open-ended, require critical thinking, be backed by fact and/or citation
An example of an online discussion question assignment is available at: tion.asp
Provide clear instructions on the minimum number of postings required per student
For example, 1 primary and 2 secondary postings
Discussion Boards & Chat

12. Discussion Boards & Chat
Best Practices:
Provide clear instructions on what is required to earn full credit
For example,
post must be a minimum of four sentences, relevant to the topic, respectful, and grammatically correct or students must respond to all comments, questions regarding their original post
post should involve responding in the following ways:
Share an insight or information about your own experience that validates a colleague's idea
Expand or build on your colleague's posting
Share new thoughts/insights/ideas for colleagues to consider
Explain why and how you see things differently
Ask a probing or clarifying question
Offer and support an opinion
Discussion Boards & Chat

13. Discussion Boards & Chat
Best Practices:
Require regular discussions throughout the quarter. Make it a habit for students to participate in discussions on a weekly or bi-weekly basis
Stagger due dates for primary and secondary postings to help foster deeper and more meaningful discussion
For example, require primary responses by Wednesday and secondary responses by Saturday
Make discussions a part of the grade
if more meaningful contributions are desired, make them a significant portion of grade
Use and share rubrics for grading discussions
An example online discussion rubric is available at:
Discussion Boards & Chat

14. Discussion Boards & Chat
Best Practices:
Expect different levels of participation and quality
Respond to posts in a timely manner to help encourage discussion and create a sense of importance
When responding to postings include a portion of original post to be clear what you are responding too
Be conscious of your comments to ensure you do not inhibit participation
Show you are monitoring discussions by periodically responding to posts
Acknowledge when students have posted exemplary work; are headed in the wrong direction; or are having an interesting discussion about course content
Call out exceptional postings/responses from students
Single out (in private) students who are not participating in discussions
Discussion Boards & Chat

15. Discussion Board Activity

16. Create a discussion board assignment & Respond to others’ posts
NOTES:
You can set assignment to open and close on specific dates
You can require an original post
BEFORE being able to see others’
posts
You can subscribe to discussion boards
You can be notified when people post
Create a discussion board assignment & Respond to others’ posts

17. Chat Room Activity

18. Start a chat session & Participate in others’ chat sessions
NOTES:
Chats are synchronous
Anyone can initiate a chat session
Start a chat session & Participate in others’ chat sessions

19. Online Quizzes Best Practices: Plan on the quiz being open notes
Use question data banks so students get a randomized quiz and can't copy from one another
Create questions in many formats so MCQ guessing is minimized
Insert at least one higher level thinking question in short answer or essay form
Embed quizzes within other exercises. A pop quiz during a (a)synchronous session can keep students on their toes

20. Online Quizzes Best Practices:
Provide practice exams or a bank of questions before the actual quiz. They will then learn how to do every question, even if the actual quiz includes a subset of those questions
Use time constraints for the quiz. This makes cheating more difficult
Provide an honor code at the start of the course and make cheating policies clear in the syllabus
Allow the students to write quiz questions that are then given to the class. This can create student ownership over the process and increase motivation to perform the work

21. Consider: Online Quizzes Open book for immediate feedback
Small frequent assessments: small percentage of grade
Writing for Critical Thinking
Here are some resources for designing multiple choice questions for higher order thinking:
questions/
&context=test_items
gMultiple.pdf
Online Quizzes

22. Online Quiz Activity

23. Online Quiz Activity

24. Create a 3 question quiz & Take someone’s quiz
NOTES:
You can set quizzes to open and close on specific dates
You can specify time limits
You can specify when students can view results
You can specify whether/when correct answers will be displayed
You can set sections to appear in random order for each student
You can specify number of questions per page
You can require a password
Create a 3 question quiz & Take someone’s quiz

25. Delivering (facilitating) the Course
Faculty Role as facilitator:
Send or post a weekly summary message (use Announcements section).
Remind students of deadlines and important dates often
Remind students of faculty response times, including:
turnaround time
grade postings
discussion responses, etc.
Notify students of methods used to provide individualized feedback and how often they should expect to receive it
Provide clear feedback to students periodically ( , comments, forums, etc.)
Respond to students’ s: 48 hours during weekdays, and 72 hours on holidays and weekends. (Faculty are not expected to respond immediately or 24/7)
If students submit assignments via , reply to each student to confirm receipt of the assignment and let them know when they will receive a grade
Use the Gradebook to record student progress. Encourage students to refer to the Gradebook to track their own progress
Return exams, papers, and assignments within one week of submission
Consider offering online office hours using the Chat feature
Delivering (facilitating) the Course

26. Netiquette Netiquette
Social guidelines for conducting oneself online; involves being professional, respectful, and courteous to faculty and students
Netiquette Tips:
Online communications should be as respectful as face-to-face. Recognize that tone, emotion, and body language can be difficult to portray in writing
For example, sarcasm generally does not transfer well in a written format. Although emoticons can help bridge this gap, these still leave a large margin for misunderstandings
Avoid sarcasm
Limit emoticons
Think before you communicate; be diplomatic, polite, courteous, respectful, and professional
Avoid inappropriate and offensive remarks about race, nationality, religion, sexual preference, physical condition, or communication skills
Avoid argumentative words or confrontational tones
Reflect on your writing before sending
Netiquette

27. Role as Course Facilitator
Your workload (hours) will be similar… but your time will be spent differently
Role as Course Facilitator