1. JENNIFER FREEMAN Online Course Design DEVELOPING EFFECTIVE CONTENT

2. Processes for the course development team The syllabus Lesson development models Identifying learning events and strategies Exploring existing instructional materials Web design principles Accessibility SESSION TOPICS

3. Handout

4. The Lifecycle of a course –Writing and designing the course –Developing materials Development scheduling Task chart PROCESSES FOR THE COURSE DEVELOPMENT TEAM

12. students

17. COMMON COURSE ELEMENTS Introduction Announcements Instructor info Communication plan Syllabus Course menu Pre-tests Quizzes and exams Lectures Graphics Multimedia Reading list Links Glossary Homework assignments Interactive exercises Group projects Student introductions Online discussions Email tool Chat tool Class wiki, blog, etc.

18. http://ocw.mit.edu or http://oli.web.cmu.edu/openlearning/

19. Why its so important Why its first What should be included Syllabus checklist Sample syllabus DEVELOPING THE SYLLABUS

21. 1.If you brought a syllabus, identify any missing elements using the checklist 2.Otherwise, view the syllabus of the course you bookmarked earlier SYLLABUS ACTIVITY

22. 1.review your COURSE OBJECTIVES 2.identify learning EVENTS 3.identify instructional STRATEGIES 4.review existing MATERIALS AND RESOURCES 5.construct LESSONS DEVELOPING LESSONS

23. Label each topic on your outline using learning events described in one of these models MODELS FOR LESSON CONSTRUCTION Nine Events of Instruction Student Centered Learning Jurisprudential Inquiry Simulation Model Direct Instruction Experiential Learning Inquiry Learning Inductive Thinking Problem-Based Learning

24. COMMON LEARNING EVENTS Gain attention Orientation Recall previous knowledge Exploration Present information Explanation Construct knowledge Assign tasks Learner reflection Interpretation Application of concept Practice Summarization Provide feedback Prediction Clarification Assess learning

25. ObjectiveEventActivityToolsAssignment Identify legal implications for the use of materials in a course Analyze copyright ownership of a select piece of course materials CASE: Intellectual Property

26. ObjectiveEventActivityToolsAssignment Identify legal implications for the use of materials in a course Assess previous knowledge --------------- Present information --------------- Application of concept Analyze copyright ownership of a select piece of course materials Exploration --------------- Prediction --------------- Clarification CASE: Intellectual Property

27. SELECT INSTRUCTIONAL STRATEGIES Note technologies, materials needed for each learning event

28. ObjectiveEventActivityToolsAssignment Identify legal implications for the use of materials in a course Assess previous knowledge --------------- Present information --------------- Application of concept Pre-test -------------- Notes, online sources -------------- Discussion Analyze copyright ownership of a select piece of course materials Exploration --------------- Prediction --------------- Clarification Learning object scavenger hunt CASE: Intellectual Property

29. ObjectiveEventActivityToolsAssignment Identify legal implications for the use of materials in a course Assess previous knowledge --------------- Present information --------------- Application of concept Pre-test -------------- Notes, online sources -------------- Discussion Online quiz http://www.lib.utsyst em.edu/copyright/tes t.html http://www.lib.utsyst em.edu/copyright/tes t.html -------------- Readings, videos ------------------- Discussion Forum Analyze copyright ownership of a select piece of course materials Exploration --------------- Prediction --------------- Clarification Learning object scavenger hunt Search engine, LO repositories, resource lists CASE: Intellectual Property

31. Textbooks supplementary materials Adapted classroom lecture notes or presentations Digital articles, media, graphics, etc. Evaluating internet resources Copyright concerns EXISTING MATERIALS AND RESOURCES

32. CHUNKING THE CONTENT What is Chunking? Best practices for –Text –Images –Media –Usability

34. Consistency of Style –Bullets vs. paragraphs –Straightforward language –Formal vs. informal Fonts Text Color, Formatting Whitespace-to-text-to-graphics ratio EFFECTIVE TEXT IN THE ONLINE COURSE

35. WHY USE GRAPHICS?

36. Decorative vs. instructional Examples of interactive graphics 1 2 12 Graphics and media resources EFFECTIVE GRAPHICS IN THE ONLINE COURSE

37. Audio, video, animation, interactive Examples 1 2 3 4 5 6 7 812345678 Instructionally appropriate? What NOT to do –Talking head syndrome –Redundant text and media EFFECTIVE MEDIA IN THE ONLINE COURSE

38. Limitations –Accessibility issues (provide transcripts) –Usability issues (plugins, broadband) –Length of clips (2-3 minutes) EFFECTIVE MEDIA IN THE ONLINE COURSE

39. http://georgeirwin.com/UTTC/cct/ http://sourceforge.net/projects/crsecontnttmplt/ http://jennifreeman.webs.com/IDtutorial/index.htm USABILITY: NAVIGATION AND ORGANIZATION

40. ACCESSIBILITY CONCERNS Dive Into Accessibility http://diveintoaccessibility.org/ http://diveintoaccessibility.org/ An online accessibility checker http://www.cast.org/bobby http://www.cast.org/bobby Validating your html http://www.w3.org/People/Raggett/tidy/ http://www.w3.org/People/Raggett/tidy/ NCAM's Accessibility Resources for Developers http://ncam.wgbh.org/accesslinks.html http://ncam.wgbh.org/accesslinks.html U.S. Access Board. Web Site. http://www.access-board.gov http://www.access-board.gov

41. Resources http://jennifreeman.webs.com/IDtutorial/index.htm

42. Jennifer Freeman jenni.z.freeman@gmail.com