1. Storyboard UNIV 101 – The online student Carla Oñate Instructional Designer

2. The Design Assignment UNIV 101 – The online student Course Description – A one-credit, four-week, required for all students interested in taking online courses at the University of Maryland (UMD). The course will introduce students to UMD’s virtual learning environment Enterprise Learning Management System (ELMS). Students will explore resources at a distance, time management skills, netiquette, and analyze the opportunities of online learning.

3. Storyboard Content Determining the Plot Cast of Characters The Setting - Enterprise Learning Management System (ELMS) Props – Learning Materials Guiding Principles Telling the Story Prologue Act 1 – Act 5 Epilogue

4. Determining the Plot Learning Outcomes Students will be able to demonstrate basic ELMS navigation skills by completing online tutorials and requirements for each course module. Students will be able to list four time-management skills related to online learning and describe how they would implement them when taking an online course. Students will be able to identify whether netiquette rules are properly used and, if not, describe how the netiquette breach can be avoided through a series of mini-case scenarios. Students will be able to describe the advantages and disadvantages of distance education.

5. Determining the Plot Needs Analysis Access course information through ELMS. Upload and submit a course site quiz into the Assignments folder and post a thread introducing themselves. Locate and explore online support systems available in ELMS. Identify time demands of online education by completing course readings and sharing opinions with the class. Engage in critical thinking skills by using UMD’s virtual library to research time management skills and netiquette. Actively participate in class discussions by posting threads in the timely manner.

6. Determining the Plot Needs Analysis cont. Stimulate sensory perception by watching weekly videos posted by instructors summarizing the aspects viewed in each module. Communicate synchronously with classmates, instructors, librarian, and academic technologist. Identify differences between online and traditional instruction. Complete online quizzes pertaining mini-scenarios. Access resources available at UMD’s virtual library to complete the final written assignment. Upload and submit a written assignment into the Assignments folder and complete a final course evaluation.

7. The Cast of Characters Starring Students, faculty members, writing coach, librarian, academic technologist Student Characteristics First year and recently transferred UMD students Average Age Expected - between 20 to 21 years old Variety of Educational Backgrounds with or without online learning experience Basic understanding of academic writing, reading, and fundamental computer skills Supporting Cast

8. The Setting - ELMS Sample HomepageWhere and how will the design team: Explain the purpose of the course? Communicate learning objectives? Provide learning materials and content? Assess the completion of learning objectives? Provide instructions for learning activities? Provide spaces for interaction of students with content, instructors, writing coach, librarian, academic technologists, and other students? Encourage the development of a social presence and build a learning community? Encourage and motivate students? Arrange the instructional events?

9. Props – Learning Materials Learning modules UMD’s virtual library Instructional videos Created by the instructor to provide case scenarios to students. Required Readings ELMS CollaborationAssessmentCommunication Grade management Virtual storage Instruction at a distance

10. Guiding Principles Gagne’s Nine Events of Instruction 1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prerequisite learned capabilities 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer Gagné, R.M., Wager, W. W., Golas, K. C. & Keller, J. M. (2005).

11. The Story Outline Prologue Welcome and introduction to the course, faculty and syllabus. Act 1 – An overview of ELMS in an online environment (Module 1) Scene 1 – Instructions to get started Scene 2 – Provide faculty information and course schedule Scene 3 – Introducing ourselves as icebreaker activity Scene 4 – Assessment of students prior knowledge Scene 5 – Familiarize students with support services available at a distance Act 2 – The importance of time management skills in online environments (Module 2) Scene 1 – Assign three readings Scene 2 – Post discussion questions Scene 3 – Discuss four time management skills Scene 4 – Create online quiz Act 3 – Netiquette in an online class (Module 3) Scene 1 – Assign three readings Scene 2 – Post mini-scenarios as an interactive PowerPoint presentation Scene 3 – Discuss netiquette rules Scene 4 – Create online quiz Act 4 – Distance education at a glance (Module 4) Scene 1 – Introduce final assignment Scene 2 – Provide due date for draft submission to writing coach Scene 3 – Host synchronous meetings with librarian and academic technologist Scene 4 – Discuss findings from three readings and synchronous session Scene 5 – Assess writing Epilogue Course reflection and evaluation

12. The Story Outline Prologue Welcome and introduction to the course, faculty, and syllabus Initial class announcement Post date when course starts Personalize a welcome message Introduce faculty and other faculty Overview of course objectives List instructions or develop a PowerPoint presentation regarding the location of the syllabus, resources, discussion areas, etc Post contact information for instructor and other faculty Gagne: 1.Gaining attention 2.Informing the learner of the objective

13. The Story Outline Act 1 – An overview of ELMS in an online environment (Module 1) Scene 1 – Instructions to get started Instructions to get started Provide students with an initial thread to find course activities and content. Explain basic instructions to navigate the course, request assistance and evaluate the steps needed to start the course.

14. The Story Outline Act 1 – An overview of ELMS in an online environment (Module 1) Scene 2 – Provide faculty information and course schedule Faculty information and course schedule Offer students virtual office hours and create a virtual office for faculty members. Post a picture and a short biography in the “People” tab.

15. The Story Outline Act 1 – An overview of ELMS in an online environment (Module 1) Scene 3 – Introducing ourselves as icebreaker activity Introducing ourselves Create a discussion thread to help students develop a social presence. Provide an icebreaker activity to encourage interaction among students and start the development of a learning community.

16. The Story Outline Act 1 – An overview of ELMS in an online environment (Module 1) Scene 4 – Assessment of students prior knowledge Gagne: 3. Stimulating recall of prerequisite learned capabilities Prior knowledge Request students to complete a course site quiz and self evaluation about their current knowledge of online education.

17. The Story Outline Act 1 – An overview of ELMS in an online environment (Module 1) Scene 5 – Familiarize students with support services available at a distance Online Support Services Develop a list of support services at the university available at a distance. Include names of individuals that students may contact. Gagne: 5. Providing learning guidance

18. The Story Outline Act 2 – The importance of time management skills in online environments (Module 2) Scene 1 – Assign three readings Lecture Post three readings that list different time management skills needed in virtual environments. Gagne: 1.Gaining attention 2.Informing the learner of the objective Introduce learning objectives in order to help students begin each module.

19. The Story Outline Act 2 – The importance of time management skills in online environments (Module 2) Scene 2 – Post discussion questions Ask students to identify four time management skills they will use in virtual environments. Discussions questions Engage students on readings Promotes reflection Gagne: 3. Stimulating recall of prerequisite learned capabilities 5 Providing learning guidance 6. Eliciting performance

20. The Story Outline Act 2 – The importance of time management skills in online environments (Module 2) Scene 3 – Discuss four time management skills Gagne: 3. Stimulating recall of prerequisite learned capabilities 6. Eliciting performance Provide feedback as students post their opinion and engage other students in the discussion.

21. The Story Outline Act 2 – The importance of time management skills in online environments (Module 2) Scene 4 – Create online quiz Gagne: 7. Providing feedback about performance correctness 8. Assessing the performance Online quiz Post deadline. Provide set-up that offers automatic results after completion. In order to demonstrate competency, students will need to score at least 70 percent.

22. The Story Outline Act 3 – Netiquette in an online class (Module 3) Scene 1 – Assign three readings Gagne: 1.Gaining attention 2.Informing the learner of the objective Lecture Post three readings that list proper netiquette rules in virtual environments. Introduce learning objectives in order to help students begin each module.

23. The Story Outline Act 3 – Netiquette in an online class (Module 3) Scene 2 – Post mini-scenarios as an interactive PowerPoint presentation Lecture Segue the lecture into the interactive PowerPoint presentation Students will identify whether netiquette rules are properly used Automatic feedback will direct students to the correct solution Gagne: 1. Gaining attention 2. Presenting the stimulus material

24. The Story Outline Act 3 – Netiquette in an online class (Module 3) Scene 3 – Discuss netiquette rules Provide feedback as students post their opinion and engage other students in the discussion. Gagne: 3. Stimulating recall of prerequisite learned capabilities 6. Eliciting performance

25. The Story Outline Act 3 – Netiquette in an online class (Module 3) Scene 4 – Create online quiz Gagne: 7. Providing feedback about performance correctness 8. Assessing the performance Online quiz Post deadline. Provide set-up that offers automatic results after completion. In order to demonstrate competency, students will need to score at least 70 percent.

26. The Story Outline Act 4 – Distance education at a glance (Module 4) Scene 1 – Introduce final assignment Gagne: 1. Gaining attention 5. Providing learning guidance Final assignment Post a reminder about deadlines for written assignment Provide access to the assignment and features to upload and submit the document

27. The Story Outline Act 4 – Distance education at a glance (Module 4) Scene 2 – Provide due date for draft submission to writing coach Final assignment draft Post due date for writing coach and final version due date Include date when draft will be returned to students Gagne: 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback about performance correctness

28. The Story Outline Act 4 – Distance education at a glance (Module 4) Scene 3 – Host synchronous meetings with librarian and academic technologist Synchronous session Remind students of two synchronous sessions Send a message reminding students of time and date of sessions Initiate the session during both sessions and introducing the other faculty involved. Gagne: 5. Providing learning guidance 6. Eliciting performance

29. The Story Outline Act 4 – Distance education at a glance (Module 4) Scene 4 – Discuss findings from three readings and synchronous session Gagne: 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting performance Ask students post their findings regarding the advantages and disadvantages of distance education Allow students to share ideas for the final assignment in the discussion board Provide students with samples of the final written assignment, grading rubric, and APA citation links

30. The Story Outline Act 4 – Distance education at a glance (Module 4) Scene 5 – Assess writing Gagne: 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer Post grades and feedback no later than a week after the course ends

31. The Story Outline Epilogue Course reflection and evaluation Final class announcement Invite students to post comments, recommendations, and ask questions regarding the course in the “Final feedback” thread Remind students to complete the course evaluation Finalize and notify students when grades will be posted Gagne: 1. Gaining attention 9. Engaging retention and transfer

32. The end Created by Carla Oñate