1. Instructional Design Strategies for Online Courses
ACADEMIC ■ IMPRESSIONS
Online Course Design
Instructional Design Strategies for Online Courses
Alisa Cooper EdD
Veronica Diaz, PhD

2. Presenters Alisa Cooper, EdD Veronica Diaz, PhD English Faculty
South Mountain Community College
Maricopa Center for Learning and Instruction Technology Faculty Developer
Veronica Diaz, PhD
Instructional Technology Manager, Maricopa Center for Learning and Instruction, Maricopa Community Colleges
Adjunct Faculty, NAU

3. Converting or Creating?
Online
Face to Face
New
Hybrid
Pros and cons
Pitfalls and opportunities

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

5. Bloom’s Taxonomy analyze apply understand remember
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

6. 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
Source: Blending In, March 2007

7. Module Possibilities Content “chunks” Let the content set the chunks
Content organized in conceptually related blocks
Apply past experience
Readings
Video
Project
Assessment
Writing
Source: Blending In, March 2007

8. Course Organization
Dates
Topic
Readings
Section
Unit
Module

9. 3 Basic Redesign Steps Identify course content for each module
Write learning objectives for each module
Consider each learning objective or each learning objective set and reference and utilize diverse instructional strategy possibilities

10. Face2Face Online Lectures Readings Activities Research Assessments
Writing
Projects
Discussions
Demonstrations
Multimedia
Cases
Assessments
Face2Face
Online

11. 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.

12. 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.

13. Continuum of Assessment

14. Assessment Learning Principles
Determine appropriate type of assessment for what is being learned.
Encourage not only content achievement but assessment of perceived progress and attitude.
Track factors that may impede achievement
Incorporate meta-cognitive assessments.

15. Assessment Learning Principles
Include objectives with activities/assignments.
When appropriate, use rubrics.
Include learners in performance/ assessment measures.
Provide a strategy for self-assessment and progress.

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

17. 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

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

19. 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

20. Veronica Diaz, PhD
Alisa Cooper, EdD
CONTACT INFO