1. Engaged Plenary
Patricia McGee

2. Who are we?

3. ACTIVITY When it comes to online course design…
I am most comfortable with…
I am most concerned about…
I know most about..
As a group, where is your expertise?
Write expertise on nametag.
1:50 to 2 PM

4. Course (re) Design Higher Education
Existing Course
Design & Delivery
Time
Infrastructure
Available Tools
Re-design
People & Situation
Syllabus
Materials

5. Instructional design as process…
Learner centered
Goal oriented
Focused on meaningful performance
Focused on measureable outcomes in a valid and reliable way
Empirical, iterative, & self-correcting
Typically a team effort
Model-driven: ADDIE

6. Analyze
Design
Develop
Implement
Evaluate

7. Backwards Design Learning Design Evidence Desired Results
Beyond course
Transfer
Desired Results
Performance
Criterion Reference
Informal/Unplanned
Evidence
Explain
Interpret
Apply
Have perspective
Empathize
Have self-knowledge
Learning Design
Backwards design begins with the intended outcome of instructional experiences. Just outcomes should focus on what the learner will do with knowledge outside of the classroom in real world contexts. Should the learner be able to solve engineering design problems? Perform a sonata? Report news? Design a model? By starting with the larger outcomes, we can ensure that the evidence and learning design is aligned with meaningful achievement.
Evidence - McTighe & Wiggins offer the following types of assessment – these have applications for both novice and intermediate learners.
- Performance Task— Represents the essential and core learning. Should be a real world performance or analysis that allows the learner to authentically utilize what they have learned, in context.
- Criteria Referenced Assessment (quizzes, test, prompts) - These provide both instructor and student with feedback the level of comprehension.
- Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).
Learning Design – here we start what the learner can and should do to be able to acquire specific knowledge. IT is here that most instruction is designed, however when starting with the learning design, evidence and desired results can be distorted or overlooked.

8. Backwards Design Applied
Write a news story
Daily NP, news magazine, television, radio
Desired Results
Blog post (visits/posts?)
Video (hits/downloads?)
eZine
Peer critique
Expert Critique
Evidence
Investigate
Interview
Outline
Draft
Review
Learning Design
Evidence - McTighe & Wiggins offer the following types of assessment – these have applications for both novice and intermediate learners.
- Performance Task— Represents the essential and core learning. Should be a real world performance or analysis that allows the learner to authentically utilize what they have learned, in context.
- Criteria Referenced Assessment (quizzes, test, prompts) - These provide both instructor and student with feedback the level of comprehension.
- Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).
Learning Design – here we start what the learner can and should do to be able to acquire specific knowledge. IT is here that most instruction is designed, however when starting with the learning design, evidence and desired results can be distorted or overlooked.

9. Personally I’m always ready to learn, although I do not always like being taught. - Winston Churchill.

12. Pedagogically relevant
Adult online learning
Pedagogically relevant
Learner centered
Culturally relevant
Adult Online Learning

13. Fair Use in online courses is a thorny issue
Fair Use in online courses is a thorny issue. Federal and institutional policies that apply in a traditional classroom may not apply in a closed learning management system, and liberties may be taken to expand student access to resources. Faculty, instructional designers, and students need to understand the implications of Fair Use.
This module will include readily available online resources such as the  University of Minnesota’s Fair Use Analysis (FUA) Tool that guides faculty through the decision making process and the University of Texas Crash Course in Copyright.
Our Case

14. If you are the learner… Consider Case Review Checklist
As a learner, what is most critical for you?

15. Learning Teams General Our Work Short or long term
For a specific purpose
2+ individuals
Teams
Construct module – or- work on materials you brought
Step-by step design
Periodic sharing

16. ACTIVITY: Making a team Must have at least one of following:
Faculty member
Instructional Designer
Ed Tech Specialist
NOTE: Consider expertise on name tags

17. ACTIVITY: Your Case: Module Each team selects one of the following:
A module from a team member’s course materials
A module from provided case ‘kits’
Discuss the nature of the course and learning outcomes.

18. Getting organized Session highlights Participation in sessions
Wiki – design.pbwiki.com/
Other?