1. HOW TO DESIGN A SIMPLE ONLINE COURSE April 28, 2009 ED 641 STEPHEN CHESKIEWICZ, MS.ED AND IMPROVE STUDENT SUCCESS

2. Have you taken an online course?

3. What did you like about the course?

4. What did you dislike about the course?

5. Have you ever designed an online course?

6. Objectives  Identifying key components of an online course  Using a proven assessment tool to aid in online course development  Using a Learning Management System as a tool  Identifying basic components of a LMS  Development of an effective sample course

7. Last Thing First  Quality Matters!  Remember your “like & dislikes”?

8. Quality Matters Rubric  General Standard 1  Course Overview & Introduction

9. Quality Matters Rubric  General Standard 2  Learning Objectives (Competencies)

10. Quality Matters Rubric  General Standard 3  Assessment & Measurement

11. Quality Matters Rubric  General Standard 4  Resources & Materials

12. Quality Matters Rubric  General Standard 5  Learner Engagement

13. Quality Matters Rubric  General Standard 6  Course Technology

14. Quality Matters Rubric  General Standard 7  Learner Support

15. Quality Matters Rubric  General Standard 8  Accessibility

16. Quality Matters Rubric  What are some differences you see from assessment tools used for traditional courses?

17. Quality Matters Rubric (Recap)  Standard 1: Overview & Introduction  Standard 2: Learning Objectives (Competencies)  Standard 3: Assessment & Measurement  Standard 4: Resources & Materials  Standard 5: Learner Engagement  Standard 6: Course Technology  Standard 7: Learner Support  Standard 8: Accessability

18. Learning Management System (LMS)  “its function is to manage the overall distributed learning process” (Gagne, Wagner, Golas, Keller, 2005)

19. Learning Management System (LMS)  Blackboard (WebCT)  Moodle  Angel

20. Our LMS: Blackboard Basic  Most learning management systems use the same instructional elements  Some are “open source”  Usually the more you pay the more feature rich the LMS will be

21. Let’s keep our focus.. Our lesson today is:  Simple Ways to Design an Effective Online Course: And Improve Student Success NOT  How to Use Blackboard  Make sure you focus on the instructional design strategies and not the LMS tool.

22. Our LMS: Blackboard Basic http://blackboard.keystone.edu/  KristenUsername: LMST1 Password: keystone  SusanUsername: LMST2 Password: keystone  Dr. MaoUsername: LMST3 Password: keystone  StephenUsername: LMST4 Password: keystone

23. Our LMS: Blackboard Basic  The Control Panel (like Windows)

24. GUI Think Windows  Content Areas  Course Tools  Course Options  Course Objectives  User Management  Assessment  Help These are fairly common content area in any LMS

25. Last Thing First  Our Instructional Design Rubric – Quality Matters

26. Assignment  Use Blackboard Basic as a learning management system to deliver components of your lesson from today.

27. Standard 1 Overview/Introduction  Instructions on how to get started  Introduction statement / purpose of the course and it’s components  Conduct expectations are stated  Instructor self-introduction  Student Introductions  Minimum skills clearly stated

28. Assignment 1  Lesson Overview  Welcome Statement  Instructor Information

29. Standard 2 Learning Objectives  Described, measurable outcomes  Module-unit learning consistent with course-level objectives  Clear objectives  Appropriate objectives

30. Standard 3 Assessments  Consistent assessment types  Clear grading policy  Clear descriptive grading criteria  Appropriate assessments  Timely feedback

31. Assignment 2  Short (3) Question Quiz

32. Standard 4 Resources & Materials  Materials contribute to objectives  Relationships between materials and learning activities explained  Resources are current and sufficient  Materials cited

33. Assignment 3  Short (3) Question Quiz

34. Standard 5 Learner Engagement  Learning activities promote achievement  Learning activities foster interaction  Clear standards for instructor responsiveness and availability  Student interaction responsibilities are explained

35. Assignment 4  Create an online discussion relating to your lesson

36. Standard 6 Course Technology  Tools support learning objectives  Tools support student engagement  Consistent navigation  Students have access to technology  Instructions for resource access

37. Standard 7 Learner Support  Course instructions clear, support offered  Links to institutional support  Course instructions answer basic questions

38. Assignment 5  Configure Virtual Office Hours

39. Standard 8 Accessibility  ADA compliance

40. A Few Creative Ideas  Learning Agreements  Miniquests  Millionaire Assessments

41. References Gagne, R. M., Wagner, W. W., Golas, K., & Keller, J. M. (2004). Principles of instructional design. Belmont, CA: Wadsworth Publishing.