1. MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN
Patricia McGee, PhD and Veronica Diaz, PhD
MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN

2.
COURSE SITE

3. 5-Minute University
V/5 minute university is about shallow learning where learners don’t retain material, we want to focus on deeper learning via the blended learning model and various instructional strategies that support that

4. Introduction 1. Are you ready for teaching online?
2. 5 principles of successful course design
3. Mapping your course
Four basic redesign steps
Identifying objectives
Supporting objectives with technology, assessment, and active learning
Organizing modules and the course
4. Designing a module and understanding the steps
5. Online conversion tool
6. Framing assessment with Bloom's Taxonomy

5. Are you ready for online teaching?
Faculty Self-Assessment: Preparing for Online Teaching
Are you ready for online teaching?
Penn State

6. The Project
In chat: what is the course you’ll be using to redesign a module in this workshop
Identifying the “chunk”
Will use a course site
Introducing now so you can be thinking about this as we do today’s presentation

7. Face-to-Face Course Lectures Readings Activities Research Assessments
Writing
Projects
Discussions
Demonstrations
Multimedia
Cases
Assessments
Face2Face
Online
Face-to-Face
Course
V/Process of designing the course

8. Redesigning Your Course
In Chat: keeping the wheel in mind, share what components currently make up your existing course
What do you think will “translate” most easily?
What do you think will be most difficult to “translate”?
Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education &

9. 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.
V/NCAT steps
Fundamental change in teaching and learning
Not just about the “delivery”
Time to redesign
Over-reliance on technology
“Course and a half” syndrome

10. Mapping your Course Key Points: 4 Basic Redesign Steps
Identify course content for a module
Write learning objectives and develop instructional modules
Select course delivery strategies appropriate for your content
Integrate course content with activities, resources, interaction, and technology (alignment) V/

11. Why Objectives?
Clear statement of what students will be able to do when they are finished with an instructional segment
Focuses on student performance
Provides structure: beginning, middle, and end
What are the core concepts your students must learn 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? V

12. Objective ABCDs Audience (the learners) Behavior (Performance):
Identify who it is that will be doing the performance (not the instructor).
Behavior (Performance):
Make sure it is something that can be seen or heard.
Condition (under which the learners must demonstrate their mastery of the objective):
What will the learners be allowed to use? What won't the learners be allowed to use?
Degree (HOW WELL the behavior must be done):
Common degrees include: Speed, Accuracy, Quality

13. How could these objectives be improved?
Objectives Activity
Write a research report with abstract, introduction, procedure, results, discussion, conclusions, and recommendations.
You will learn to analyze and interpret data.
You will learn about about theoretical issues underlying communicative and task-based language teaching.
Describe the political and social factors impacting the implementation of biotechnology in agriculture.
How could these objectives be improved?
Let’s go through each and in the chat make suggestions on how it could be improved, then suggest an an assessment tool that could be used to assess

14. Support Objectives by Integrating learning technologies
Classroom technologies
Web 2.0 technologies
Online resources
Developing diverse assessment techniques
Infusing active learning, interaction, and peer engagement V

15. Meeting Objectives Objectives Learning Activities
Instructional Strategies
Assessment Techniques

16. Course Organization Dates Topic Readings Section Unit Module
Make organization clear to students
However you organize, make sure it’s clear to your students, what does your textbook say?

17. Key Points: Course Organization
Course structure set up in a repetitive manner allowing for easy navigation
Course content broken down into “chunks”
Supports consistency
Allows students to focus on content rather than form
“7 +/-2 rule”
Content organized in conceptually related blocks
Let the content set the chunks V
Source: Blending In, March 2007

18. QUESTION BREAK

19. Designing a Module Handout: Mapping your Course
Very generally, map out your F2F course from the syllabus and/or other course documents
Identify the current high level objectives in your course
ID what you do
ID what the learner does
Begin to think about selecting one chunk/module
In chat: what do you and the learners currently do to meet objectives?
We’re going to start this today, but you can continue to work on this later as well

24. Selecting Technologies
V/Without a plan, selecting and implementing technology will result in a haphazard, arbitrary process that may or may not result in a better learning experience, but once instructional needs have been identified, the selection and implementation process will be more successful

25. What can it look like? The National Center for Academic Transformation
Fully online courses

26. Reviewing Online Courses
Review the online course examples
What did you observe to be different in the traditional course from the online course
Identify 2 unique features of or instructional strategies used in online courses
Six Innovative Course Redesign Practices

27. Bloom’s Taxonomy analyze apply understand remember Backwards Design
create
evaluate
analyze
apply
understand
remember
Backwards Design
Focus on learner
Focus on measure of learning

28. Bloom’s Digital Taxonomy

29. What may be challenging to do online?
Your Ideas
My Ideas
Student interaction that is primarily narrative
Group discussion
Group planning
Group analysis
Synthesis of content
Assessment
Research

30. What can be easily done online?
Your Ideas
My Ideas
Complex and ill-structured content
Demonstration of complex skills – live
Practice of complex skills
Higher order discussions
Observation
Some team work

31. Session 1 Assignment Identify course to be redesigned
Complete Mapping your Course Handout assigned section
Add/build as we progress through webinars
Submit on course site
Read and review the Quality Matters rubric standards at
Consider how your course can be (re)designed to address each of these elements
Take Faculty Self-Assessment: Preparing for Online Teaching

32. Veronica M. Diaz, PhD
Copyright Veronica Diaz, This work is the intellectual property of the author. Permission is granted for Attribution Non-Commercial Share Alike creative commons license.