1. Instructional Design Strategies for Online Course Dr. Alisa Cooper Instructional Technologist & English Faculty Glendale Community College Online Course Design

2. Converting or Creating? Pros and cons Pitfalls and opportunities Online Face to Face OnlineNewHybrid

3. Starting with Objectives Bloom’s Taxonomy Assessment Depth of learning First step in creating modules

4. Why Objectives? Clear statement of what students will be able to do when they are finished with an instructional segment Focuses on student performance Provides structure: beginning, middle, and end What are the core concepts your students must learn for each module? – What do they need to know? – What do they need to be able to do? – What will they know as a result of my instruction?

5. Objective ABCDs Audience (the learners) – Identify who it is that will be doing the performance (not the instructor). Behavior (Performance): – Make sure it is something that can be seen or heard. Condition (under which the learners must demonstrate their mastery of the objective): – What will the learners be allowed to use? What won't the learners be allowed to use? Degree (HOW WELL the behavior must be done): – Common degrees include: Speed, Accuracy, Quality

6. Support Objectives by Integrating learning technologies – Classroom technologies – Web 2.0 technologies – Online resources Developing diverse assessment techniques Infusing active learning, interaction, and peer engagement

7. Meeting Objectives Objectives Learning Activities Instructional Strategies Assessment Techniques

8. Bloom’s Taxonomy Focus on learner performance/outcomes For each module – What do they need to know? – What do they need to be able to do? – What will they know as a result of my instruction? – What can they learn in other ways? create evaluate analyze apply understand remember http://online-course-design.pbwiki.com/Instructional-Design-Strategies-for-Online- Courses

9. Why Modules? “7 +/-2 rule” Support consistency in look and feel Easier to find course content Content becomes/feels more manageable Prevents information overload Allows students to focus on content rather than form

10. Module Possibilities Content “chunks” Let the content set the chunks Content organized in conceptually related blocks Apply past experience ReadingsVideoProject Assessmen t Writing

11. Course Organization Dates Topic Readings Section Unit Module

12. The Project Discussion: what is the course you’ll be using to redesign a module in this workshop Identifying the “chunk” Will use a course site

13. Mapping your Course Key Points: 4 Basic Redesign Steps 1.Identify course content for a module 2.Write learning objectives and develop instructional modules 3.Select course delivery strategies appropriate for your content 4.Integrate course content with activities, resources, interaction, and technology (alignment)

14. LecturesReadingsActivitiesResearch WritingProjectsDiscussionsDemonstrationsMultimediaCases Assessments Face2FaceOnline

15. Redesigning Your Course Discussion: keeping the wheel in mind, share what components currently make up your existing course. What do you think will “translate” most easily? What do you think will be most difficult to “translate”? 15 Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf. Blended Learning and Course Redesign in Higher Education http://net.educause.edu/ir/library/pdf/ELI07159.pdf

16. 5 Principles of Successful Course Redesign Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt feedback. Ensure sufficient time on task and monitor student progress. http://thencat.org/PlanRes/R2R_PrinCR.htm

17. Assessment & Evaluation Assessment - characterizes the value and appraisal of the individual; well institutionalized, if not always accurate about learner achievement. Evaluation – makes a judgment about the value of instructional experiences and designs; less documented across programs colleges, institutions.

18. Your Online Course Toolbox Worksheets – Using Bloom’s Taxonomy for Objective Development – Mapping Your Course Resources – Course re(Design) Resources wiki page Course re(Design) Resources wiki page – Sample face-to-face syllabus – (re)Design handouts: 2

19. Mapping Your Course Step 1 – Go back to Bloom’s handout, where you started mapping out the objectives for your course and indicated the level of Bloom’s addressed

20. Mapping Your Course Step 2 – Transfer objectives (some) to Mapping Your Course handout Step 3 – What does the instructor do? – What does the learner do?

21. Mapping Your Course Step 4 – Identify a module or chunk – Add more detail to objectives – Indicate instructor and student activity – Indicate Bloom’s level addressed – Consider alignment/relationship to other content

22. CONTACT INFO Alisa Cooper, EdD dr.coop@gmail.com 602-325-3259