1. Creating Online Courses With William A. Draves

3. 3 Components Content Interaction Assessment

7. Development Time Allow 3 months to 9 months to build your first online course. The average is six (6) months. Plan on 6 months. Plan on spending 120 hours (equivalent to 3 weeks working 40 hours a week) over that six month time. Don’t try to do it in less time.

8. Ten Step Model 1.Course goals, objectives and title 2.Select Readings 3.Create Units 4.Build Unit Content

9. How We Organize Knowledge is Changing Old: Course as a “Glob”

10. Out of date: Information organized like pages in a book Out of date: Start in upper left hand corner, read down. There’s a beginning, middle and end

12. Online: Information goes deeper, not down

13. New: Modules/Units Curriculum Courses (3-10; average 5) Modules/Units (5-20, average 10) Subunits (2-10, average 4)

14. Unit 1 Unit 2 Unit 3 1a 1b 1c 1d 1a 1c 1b 1d Unit3bUnit3c AdAd Advanced course Basic course Subunits Metadata 1d:data

15. Shareable Content Objects (SCOs) Permanent Reusable Can be shared Chunked

16. Create objectives. Before you select readings, you create objectives for your online course. The readings selected should address your course objectives. Readings. Ideally, the chapters in your textbook or readings form your online course units/modules Step 1. Step 2.

17. Nice Important Critical NARROW MATERIAL DOWN

18. Step 3. Create Units or Modules

19. Step 4. Unit Content Development

20. Unit Content Development a)Develop outcomes b)Select unit readings c)Create online readings and content d)Select links and references e)Write unit welcome page

21. Building Online Content Written online text Visual Graphics *Pictures * Charts * Graphs * Clip art Audio Lecture Virtual tours and WebQuests Animation Interactive Simulation Audio *Music * Sound clips *Quotes And excerpts * Skits And more

22. Chunk the copy: 1-2 paragraphs per concept Bullets Highlight copy Underline copy

23. Levels of Online Content Building Level 1: Print * Online readings * Links Level 2: Pictures *Virtual Tours *WebQuests Level 3: Audio * Audio with slides Audio with synchronized slides Level 4: Animation Simulations * Interactive simulations Level 5: Video, not lecturing, head shot with visuals

24. Step 5. Do Unit audio presentations

26. Audio Alternatives PresenterOne by Accordent Technologies at accordent.com ShowAndTell by SofTV.net at softv.net Do a Google search for SMIL or “Sychronous Multimedia Integration Language” - Les Howles, University of Wisconsin

27. We learn in different ways

28. Online learners prefer good audio to poor video

29. Audio Lecture Techniques -Highlight important points -Add new information -Tell a story -Tell anecdotes or examples

30. Tape record your audio lecture

31. Chunk Your Audio -15 – 20 minutes each -Talk quickly -Give it your best shot -Audio lectures are tied to units

32. Vary Your Audio Lecture Techniques Use 3 –5 different techniques per lecture

33. Audio Lecture Techniques 1)Stories 2)Anecdotes 3)Music 4)Examples 5)Vary your voice level 6)Audio skits 7)Guest expert quotes

34. Slides or Visuals

35. Power Point provides a visual complement

36. Make them visual, not a lot of words NO: wordswordswordswords wordswordswordswords

37. Step 6. Develop Unit Self Assessment

38. Types of Quizzes 1)Pre-course needs assessments 2)Unit or module self-quizzes 3)End of course tests

39. Quiz Feedback. Online quizzes become a learning tool for students.

40. Step 7. Create Unit Interaction For every unit, create one or more discussion forums, topics, Questions and “rules” for Online dialogue with you And your students

41. Step 8. Create projects, exercises And activities (optional)

42. Step 9. Design Testing and Grade Criteria

43. Online, testing shifts from curve based grades (scores compared to others) to benchmarks (scores compared to a standard)

44. Step 9. Design Testing and Grade Criteria Essays and papers Online comments Timed online quizes Proctored tests or exams Individual projects, Group projects Online tests and quizes Mentored practice Individual presentations, group presentations, Reflective journals Analysis of case studies Debates, Role Plays

45. Levels of Assessment Level 1: Traditional offline methods Level 2: Mandatory online comments Quantity of comments Analysis of quality of comments Storing comments, rubric or measuring stick Level 3: Multiple assessments Level 4: Algorithms Drag and drop, visual object location Interactive simulations

46. Step 10. Think about evaluating your course + Criteria + 1.Quality progression 2.Select 1-5 improvements 3.3. Value experience more Options: Student feedback Student behavior Student evaluations Your own perceptions Take an online course Peer review Expert review Student advisors

47. Keys to success 1.Highest multimedia delivery of content possible 2.Online discussion among students and teacher 3. Interactivity and opportunity for students to interact with the content 4.Self-assessment, self-quizes, or other learner oriented feedback

48. Next-Step Resources The Book, “Advanced Teaching Online,” by William A. Draves, Third Edition, from LERN. Online Courses: Designing Online Instruction; Advanced Teaching Online; Building Learning Communities Certified Online Instructor (COI) UGotClassroom, online classroom platform

49. Thank you !

59. PLAY the Game

60. Onward 1.) The best technology for online discussions is:  Email  Live Chat √ Threaded Bulletin board  All of the above 2.) Online Discussions  Just happen √ Take planning  Sometimes get out of hand  Should be controlled 3.) All of the following are good rules or guidelines except  Expectations for participating online.  Procedures for participating online. √ Question limits per participant online.  Ethics of participating online 4.) Tell your online participants everything but:  Technical requirements or software needed.  Course goals and objectives.  Schedule for interaction and dialogue. √ Number of times to log on during the course.

62. Keys to success 1.Highest multimedia delivery of content possible 2.Online discussion among students and teacher 3. Interactivity and opportunity for students to interact with the content 4.Self-assessment, self-quizes, or other learner oriented feedback

63. Levels of Online Content Building Print * Online readings * Links Pictures * Virtual Tours * WebQuests Audio * Audio with slides Audio with synchronized slides Video, not lecturing, head shot with visuals Animation Simulations * Interactive simulations

64. Levels of Online Discussion Threaded discussion board Small groups Daily teacher responses Conversations Facilitators lead small groups Online projects, group reports

65. Levels of Assessment Multiple choice quizes Other types of response formats (T/F, yes/no, Likert) Student stored records for teacher analysis and help Algorithms Drag and drop, visual object location Interactive simulations