1. SESSION 2: GETTING STARTED WITH DESIGN AND DEVELOPMENT

2.  Key Principles of Quality Education  Small Group Activity  Planning for Effective Content  Zheng & Smaldino  Other ID Models (Smith & Ragan, Dick & Carey, Backwards Design, U-M-T approach)  Course mini-evaluation activity  Questions from last week  Hands-on development activity  Prepping for next week  Media Showcase: SnagIt and Jing! AGENDA

3.  Last week: Excellent Features and How to Ruin a Course  This week: Evolution to Key Principles Of Quality Education  Consider you experiences as an instructor, or even as a student, what are the key principles for a really high quality course? What does an instructor need to do? What do students expect from a course and the instructor to help them understand their place in the course? What do these aspects look like? KEY PRINCIPLES OF QUALITY EDUCATION IN AN ONLINE ENVIRONMENT

4.  Sorensen & Baylen (2009) adapted Chickering & Gamson’s (1987) widely-cited ‘Seven Principles of Good Practice for Undergraduate Education’, applying the guidelines for improving student experiences to the online learning environment.  Many of these you know intuitively, but have you really thought about them as key principles? Or how to integrate them into your courses?  The seven principles are based on adult learning theory and form a model of what instructors need to consider as they move to an online environment. As such, it is also important for you, as the designer or teacher, to consider these principles prior to planning a course. START WITH BEST PRACTICES

5.  Encourage student-teacher contact  Encourage cooperation among students  Encourage active learning  Give prompt feedback  Emphasize time on task  Communicate high expectations  Respect diverse ways of learning. THE 7 PRINCIPLES: HOW WOULD WE APPLY THESE TO OUR ONLINE COURSES

6.  Description: By encouraging contact and interactions, instructors can develop social presence with their students and encourage an open community by serving as a role model. Additionally, it can be a source of more equitable and widespread participation from diverse students (Sorensen & Baylen, 2009, p. 73). Finally, student-teacher contact can ‘increase student access to promote resource sharing and increased shared learning’ (p. 72). Strategies:  An announcements area – to promote up-to-date course notes, resources, reminders and encourage students  Question and answer space – an ‘Ask the Instructor/Ask a Peer’ discussion thread is an excellent strategy  Create a social space – an area that is specifically created for non-content or off topic discussions; for instance, the ‘Easy going café’!  An applicable team space—chat rooms or discussion forums that are available only to team members for a project or assignment, and in which the teacher can interact, providing guidance and feedback.  Online office hours – while we find that attendance at these virtual chat or videoconferencing sessions can be as minimal as traditional office hours, students are aware of them and some will actually join you! PRINCIPLE 1: ENCOURAGE STUDENT- TEACHER CONTACT

7. Description: The optimal online learning should be a place where they learn from one another’s experiences and postings, also allowing for social presence to build among and between students. A word of caution to instructors and designers: students new to online learning and/or a program may not be prepared to interact effectively, efficiently and/or meaningfully without guidelines or expectations being provided. Strategies:  Have students and the teacher post course biographies. This creates a sense of presence and enables students to get to know one another which can be considered a first step to cooperation. Have them post an interesting fact; this will help you better recall each student when you work through assignments and discussion posts.  Create online discussions centered on course readings or activities. By incorporating effective course-based discussions, learners will be exposed to experiences and thought processes different from their own, find peers with similar interests, and get a sense of their classmates.  Use team-based projects or assignments. Students generally don’t feel comfortable relying on another person when a grade is at stake. However, this strategy also can resemble real-world projects in that learners need to learn to work together, to cooperate, and possibly to take on various roles within a group.  Incorporate peer reviews or peer feedback for projects or assignments. A bonus to this strategy is that students will often really reflect on their own work if they have to review another person’s output. PRINCIPLE 2: ENCOURAGE COOPERATION AMONG STUDENTS

8.  Description: Active learning, in contrast to passive learning, can be defined as any instructional method that engages students in the learning process; it requires students to complete meaningful learning activities and to think about what they are doing (Bonwell & Eison in Prince, 2004). Strategies:  Have students apply, synthesize, and reflect on their learning.  If applicable, develop a project that incorporates the theories or principles being studied. For example, in educational multimedia courses you could have discussions and readings about the principles, but students will then need to develop a piece of multimedia in order to reflect on how they can apply those principles to their own work.  Have students take a role in the online discussions; it could be one of several roles (starter, wrapper, gadfly) or even the lead facilitator role. PRINCIPLE 3: ENCOURAGE ACTIVE LEARNING

9.  Description: As Chickering & Gamson explain, ‘Knowing what you know and don’t know focuses learning’ (2003, p. 3). As with any learning activity, prompt feedback is a necessity and should be planned for in advance. Strategies:  Make assignment submission processes simple for both you and the learner. A single place or method for submission is ideal and is easily incorporated in many course management systems.  Make learners aware of expectations in advance (e.g. one week for feedback from due date) and keep them posted (announcement: all projects have been graded). PRINCIPLE 4: PROVIDE PROMPT FEEDBACK

10.  Description: Many learners need assistance with planning and managing their time. When you have ‘insider information’ about assignments or courses let them know. Strategies:  In the course introduction or syllabus, stipulate the hours that are anticipated for the course each week (e.g. a 3 credit course means you should expect to spend 15 hours or more per week on this course)  When a particular assignment is ‘light’ or ‘heavy’, let the learners know so they can plan accordingly (e.g. while this week’s assignment may appear easy, be aware that the assignment due next week is substantial and plan accordingly).  Encourage learners to plan for coursework at the beginning, mapping out due dates across courses. PRINCIPLE 5: EMPHASIZE TIME ON TASK

11.  Description: As Chickering & Gamson assert, ‘Expect more and you will get it’ (2003, p. 3). Strategies:  Sorensen & Baylen (2009) denote the importance of communication here. Communication is key in how the instructions, objectives, and assessments are explained.  One way to raise expectations is to take the best samples of previous projects (with permission of course) and use those as examples! PRINCIPLE 6: COMMUNICATE HIGH EXPECTATIONS

12.  Description: No matter what learning theory or theories you subscribe to, you will agree that not all students learn the same way. The technology available in web-based learning environments can afford or constrain those opportunities. Strategies:  Much work on the development of multimedia for educational purposes talks about how the use of multimedia can be employed to address the needs of diverse learners, especially with its affordance for multiple or flexible representations of information (see Clark & Mayer, 2011; Rose & Meyer, 2002; Rose, Meyer & Hitchcock, 2005).  Cultural differences, may also need to be taken into account. Based on cultural differences, relationships between faculty and students may be more or less formal, and comments and terms may be interpreted differently (p. 85).  Add some variety to your course; spice up the activities! Don’t make it all about readings and discussions. Some students will thrive with visual assignments, others with narrative, some with team work, etc. PRINCIPLE 7: RESPECT DIVERSE TALENTS AND WAYS OF LEARNING

13.  After reviewing the 7 principles and strategies related to each consider what you would look for or consider criteria for evaluating an online course. (see Course Evaluation Rubric Handout) SMALL GROUP ACTIVITY

14. PLANNING FOR EFFECTIVE CONTENT

15.  Models. Instructional models are related to theories about how we learn.  Community of Inquiry, Information Processing Model.  Strategies. Framework from which instruction can be organized, managed, and student participation planned.  Sequencing and chunking content, describing learning components, est. lesson structures, selecting media  Strategies can be classified generally as direct, indirect, interactive, experiential, or independent.  Methods. The steps used by instructors to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson.  Materials and activities, procedures for developing materials INSTRUCTIONAL MODELS, STRATEGIES AND METHODS

16. EFFECTIVE CONTENT  What is effective content?  How to achieve it?

17.  Who are the students?  What is the essential content? Essential meaning considering scope of the course to ensure it meets the desired outcomes.  What instructional strategies and media should be used? It’s essential to make the learner participate in active learning. It is also essential to provide them with ongoing and timely feedback.  What is the learning environment? The technology in the course, the tools used, the larger environment (e.g. programmatic supports).  How do you determine the quality of the instruction? This needs to take into account the previous issues  Student supports: interaction to overcome isolation, feel community. Research has shown that social presence increases stu satisfaction with course and instructor, perceived and actual learning, and student dropout rates. ZHENG & SMALDINO PRIMER

18. DICK AND CAREY

19. SMITH AND RAGAN

20. 4 COMMON POINTS REGARDLESS OF MODEL  Learners  Content organization  Instructional strategies  Evaluation

21. CONTENT ORGANIZATION  Closely relates to learning goals and objectives  Amount of content  Learner needs  Materials + strategies  Clear directions/instructions  Sequence of information  Feedback + evaluation

22. UNIT-MODULE-TOPIC APPROACH TO ORGANIZATION Unit CORRELATION ANALYSIS Module1 PRELIMINARY ANALYSIS Topic 1 LINEARITY Topic 2 NORMALITY Module 2 INTERPRETING THE RESULTS Topic 3 INTERPRETING THE SPSS OUTPUT Topic 4 COMPARING THE CORRELATION COEFFICIENTS

23. BREAKING DOWN THE COURSE UNIT The basic way we think of courses (e.g. Carnegie units)  Each credit = one unit  Each unit = 3-5 modules  Each module = 3-5 topics  Each topic = 1 learning outcome Assessment Guidelines  One major assignment per unit  One minor assignment per two to three modules (Simonson et al., 2012)

24. BACKWARD DESIGN Identifying desired results Planning acceptable evidence Planning learning experience & instruction

25. SAMPLE BACKWARD DESIGN QUESTIONS  What should students know, understand, and be able to do?  What content is worthy of understanding?  How will we know if students have achieved the desired results?  What will we accept as evidence of student understanding and proficiency?  What enabling knowledge and skills will students need in order to perform effectively and achieve desired results?  What activities will equip students with the needed knowledge and skills?  What materials and resources are best suited to accomplish these goals?

26. ANY FORWARD DESIGN QUESTIONS?  What am I supposed to teach?  What to include or not to include in the content?  How can I teach this content?  What materials can I use?  How can technology be integrated?  What can I ask my students to do?  How can I know learning occurs?

27.  Farleigh Dickinson University (Moodle) http://www.globaleducation.edu/ol/sample.html http://www.globaleducation.edu/ol/sample.html  Writing Classes.Com (Blackboard) http://www.writingclasses.com/CourseDescriptionPages/Sam pleClass.php http://www.writingclasses.com/CourseDescriptionPages/Sam pleClass.php  Concordia University-Wisconsin (Angel) https://www.cuw.edu/Departments/elearning/samplecourses. html https://www.cuw.edu/Departments/elearning/samplecourses. html  Wilmington University (Blackboard) http://www.wilmu.edu/onlinelearning/dlsample_faculty.aspx http://www.wilmu.edu/onlinelearning/dlsample_faculty.aspx COURSE MINI-EVALUATION ACTIVITY

28.  LDA 1 and 2—share with your team  Key points from Ko & Rossen (chap 5)  Sample “online discussion participation” rubric in BB  Draft Syllabus?  How much detail is enough? If in doubt, add it! QUESTIONS FROM LAST WEEK?

29. HANDS-ON DEVELOPMENT ACTIVITY

30.  Setting up your Course Folders and “Weekly” folders template in Blackboard  Have you consider the overarching “folders” (or side menu headings) to include (e.g. Getting Started-syllabus, messages, overview info; course content –weekly content; discussions, assignments, project & activities, readings. See samples  Weekly folders should be organized similarly across weeks, redundancy with other course folders is encouraged (e.g. assignments in an assignments folder and within appropriate weeks)  Introduction and Highlights, Reminders of what is coming up  Readings  Activities/Assignments  Resources

31. Sample Course Folder Screenshot

33. Sample Weekly Template Screenshot

35.  LDA 3 worksheet due next week  Finish Creating Your Weekly template  Review the useful links. Select a strategy you aren’t familiar with and plan to give an elevator talk about it next week, including a useful link or resource. Useful links  Online Activity Ideas: Illinois Online  http://www.ion.uillinois.edu/resources/otai/ http://www.ion.uillinois.edu/resources/otai/  Case-based Learning and Problem-Based Learning Overview and Resources  http://www.crlt.umich.edu/tstrategies/tscbt http://www.crlt.umich.edu/tstrategies/tscbt  Authentic Learning for the 21 st Century: An overview  http://net.educause.edu/ir/library/pdf/ELI3009.pdf http://net.educause.edu/ir/library/pdf/ELI3009.pdf  Authentic Learning Resources  http://www.authenticlearning.info/AuthenticLearning/Home.html http://www.authenticlearning.info/AuthenticLearning/Home.html FOR NEXT TIME

36. Adrie Koehler Presents SnagIt And Jing! MEDIA SHOWCASE