1. Dr. Marie Lasseter Office of Faculty Development Department of Faculty Affairs University System of Georgia

2.  Teaching the course involves one set of skills  Designing and developing the course involves an entirely different set of skills  Planning ahead is required  Must have course ready to go at first day of class  Take into consideration how technology affects teaching and learning

3.  Guidelines to help organize and structure the process of developing instructional activities  Informed by learning theories and pedagogical experience  Many models exist

4.  Addie Model ◦ Analyze ◦ Design ◦ Develop ◦ Implement ◦ Evaluate

5.  Analyze ◦ Learner needs, existing knowledge, skills ◦ Intended outcomes/goals ◦ Delivery options ◦ Issues in transitioning to new type of learning environment ◦ How your materials accommodate various learning styles  Design (Plan) ◦ Identify specific learning objectives ◦ Design assessments ◦ Identify learning strategies, resources, & activities ◦ Outline scope and sequence of content delivery ◦ Identify and select technologies & tools to support course delivery  Develop ◦ Create learning activities ◦ Develop or acquire content ◦ Develop course layout  Teach  Evaluate

6.  Create the Blueprint  Identify and write instructional objectives  Design assessments  Identify content/resources  Identify instructional strategies  Plan sequence and structure ◦ Logical modules, units, lessons  Plan student workload  Course management plan  Consider ◦ Copyright ◦ Open education resources ◦ Accessibility ◦ Learning styles ◦ Interaction and collaboration

7.  Goal: A general statement of what the instructor hopes the course will achieve  It does not specify exactly all of the components or how each step will be achieved  Objectives: Specify in measurable terms what a learner will be able to do as a result of the instruction

8.  Course objectives – Course objectives reflect desired learning outcomes for the course  Lesson objectives – Lesson objectives reflect the desired learning outcomes for the lesson  Objectives should be clearly stated in Syllabus and in the learning module

9. Each learning objective has three parts:  Behavior – describes what a learner is expected to be able to do  Conditions – describes the environment under which the performance occurs  Criterion/Standard – describes how well the learner must perform for it to be considered acceptable ◦ Mager, R.F. (1984) Preparing Instructional Objectives (2nd ED). Belmont, CA: Lake Publishing Company.

10.  When listening to a CD of classical music of various composers, students will be able to identify the three Mozart compositions after listening to the CD one time.  (Condition) When listening to a CD of classical music of various composers,  (Behavior) students will be able to identify the three Mozart compositions  (Standard) after listening to the CD one time.

11.  Assessments should align with stated objectives  Clearly state instructions and expectations of deliverables  Consider using rubrics  Create opportunities for self- assessment

12.  Exams  Quizzes  Self-assessments  Written papers  Role play  Discussions  Group work  Portfolios  Projects  Other

13.  Describes how the student will be graded  Helps the instructor match learning outcome with assessment instruments  Example rubric for lesson discussions

15.  Identify content/resources  Identify instructional strategies  Plan sequence and structure ◦ Logical modules, units, lessons ◦ Structure on a weekly timeline  Consider ◦ Textbook ◦ Copyright ◦ Open education resources ◦ Accessibility ◦ Learning styles ◦ Interaction and collaboration  Plan student workload  Think about course management plan

16.  Student Workload  Realistic Expectations for Students ◦ What is the quantity of work that is reasonable to expect? ◦ 3 hr course = 12 hours/week ◦ 2 hr course = 8 hours/week ◦ 1 hr course = 4 hours/week LessonReadingsOnline Activities Discussion Activities ExercisesMajor Assignments QuizzesExams 1. 2.

17.  Does it affect course structure and layout?  Avoid hard coding references to textbooks  Issues with revisions, updates, changing texts, repurposing content  Open textbook options

18.  Focus is on creating/producing the course based on the plan  Develop or find content ◦ Use a variety of formats to address multiple learning styles ◦ Develop modular units that can be reused in other contexts  Develop student-centered learning environment to foster active learning ◦ Social media tools are designed to promote social interchange ◦ Create assignments that take advantage of social media tools

19.  Develop course environment in LMS  Use logical layout - units, lessons  Develop structure in file manager to map to course structure  Upload content  Build learning modules  Take advantage of LMS tools

20.  Employ a variety of types of interaction and active learning strategies including: ◦ student/content ◦ student/instructor ◦ student/student  Take advantage of social media tools  These types of interactions foster community building, critical thinking skills, collaboration and opportunities to understand and apply learning materials and concepts.

21.  Readings  Written papers  Discussion assignments  Role play- write from perspective of characters in readings  Journal writing  Videos  Games  Blogs  Use a Wiki to allow students to create and share related materials  TED Example

22.  Get acquainted by posting introduction and information about yourself  Email  Announcements  Post thought provoking & open ended questions on discussion boards  Hold office hours  Create social networking site for course  Blogs  Wikis  Twitter

23.  Get acquainted introduction activities  Discussion activities  Collaborative projects ◦ Active work groups ◦ Problem based learning ◦ Students collaborate to solve problems and reflect on their experiences  Encourage social media tools to promote social interchange ◦ Blogs ◦ Wikis ◦ Twitter

24.  Addressing Accessibility Issues and W3C Recommended Guidelines  Consider implementing Priority 1 accessibility guidelines as outlined by W3C World Wide Web Consortium http://www.w3.org/TR/WAI- WEBCONTENT/http://www.w3.org/TR/WAI- WEBCONTENT/

25.  Have consistent course policies and information available ◦ Calendar, syllabus, discussion postings  Orientation – first few days of week 1  Formative & summative evaluation  Want to know what works well and what doesn’t  Provide means for students to provide feedback about course content, processes, and procedures ◦ Formative: an anonymous survey to collect periodic feedback from students ◦ Summative: course evaluations, final exams, and final projects  Important: Use the feedback ◦ Make improvements and revisions to the course where you can ◦ Formative: Discuss why you can or can't modify the class based on the results

26. Example of a course illustrating these and other design criteria

30.  Advanced Organizer is the first page in each lesson  Contains information listing the lesson objectives, goals, student tasks, and resources needed to complete the lesson  Provides students with a focus for study, length of the unit, how to allocate their time, and expectations for completing the unit -- assignments, tests, etc.

34.  24 eCore Courses  Copyrighted materials removed  Templates are adaptable  Campus Vista Institution Administrators can provide access the adoptable templates

35.  Principles of Chemistry I  Principles of Chemistry II  Human Communications  English Comp. I  English Comp. II  World Literature  American Literature  Electronic Technology in Education  Intro. Geosciences I  World History I  US History I  Integrated Science

36.  Mathematical Modeling  Algebra  Pre-Calculus  Intro. to Statistics  Calculus  Intro. To Philosophy  Prin. of Physics I  American Government and Politics  Intro. to Psychology  Intro. to Sociology  Intermediate Spanish I  Intermediate Spanish II

38.  Adaptable Template  Training Materials

45.  Analyze ◦ Identify overall goals and define purpose  Design (Plan) ◦ Scope and Sequence ◦ Learning strategies & activities ◦ Design assessments  Develop ◦ Select/create learning strategies & activities ◦ Develop or acquire content ◦ Develop course layout ◦ Visual and navigational aspects  Teach  Evaluate