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Designing an Online CourseTen Core Principles
Dr. Beverlie DietzeChantale Hutchinson
Isn’t the preparation the same as delivering face-to-face?
How will students participate?
I am not confident with technology. Some of my students may not have appropriate resources or lack confidence using technology.
How can I do this when I don’t believe online is as powerful a medium for learning as students being in the classroom with me?
How can I ensure students are learning in this format?
Learning Outcomes
• At the conclusion of this session, participants will be able to:
• Discuss common questions and fears of transitioning to on-line course delivery.
• Identify ten core practices used when designing courses for on-line delivery.
• Outline next steps in framing a course for on-line delivery
It is about good
teaching
Comparing Course Development
• Course Development for Face-to-Face
• Key strategies
• Course Development for on-line• Key strategies
What are the similarities?What are the differences?
Things to think about
What core content will be delivered on
Collaborate? Why?
What do you want students to know or be able to do at the
end of course?
What are your core learning outcomes?
What is my teaching philosophy? How
important is student engagement?
What do you want the students to say about the course at
the end of it?
What aspects of the curriculum could be
delivered via Moodle? How and why?
What features of Moodle have I
used?
What aspects of the course may be self-
directed by students?
How might students contribute to the delivery of core
content?
How might students engage in peer
learning? Why is this important?
How is student success
measured? Why?
Principle 1• Design course in a thoughtful
and methodical way.
Course Outcomes
Sequenced from simple to complex
Integration of teaching
and learning strategies
Effective assessment
Support materials
Grounded in the learning
process
Principle 2• Map the course out beginning with the end of the course to
the beginning.
Use a planning sequence with four stages:• Identify desired results• Determine themes• Identify learning outcomes• Plan learning experiences and instruction
the BackwardDesign
Process…
Principle 3• Collaborate sessions are designed to be consistent in
presentationIntroduce
topic
•Welcome•Outline topic•Engage in a pre-assessment•Identify learning outcomes•Discuss importance to discipline
Presentation
•Present information using a variety of teaching and learning strategies•Pose questions for students to react to on the chat box from content or readings
Student Engagement
• Group discussions in group breakout rooms• Presentations•Interactive brainstorms and engagement with instructional materials•Polls• Other
Principle 4• Course Moodle Shells are designed to be clear and concise.
• Course outline• Assignments and
submission process • Expectations • Instructor / Faculty
introduction• Office hours• Announcements
• Learning outcomes• Link for Collaborate• PowerPoints• Readings for class • Videos for class• Discussion Forums• Activities• Assessment/reflection • Other resources
Section 1About the course
Section 2Week-by-week content
Align course outline topics with week-by-week content
* There is a new section for each week, with the layout the same
Intention Continuity Communication
Expectation “Chunking”Explicit
Directives
Multi-mediaLearner to
LearnerEngagement
Responsiveness
Moodle Course Design
Principle 5• Integrate student engagement and experiential learning into
the course.
Invite Guest Speakers to
your Collaborate
Sessions
Promote Student Led Discussions
ChatBreakout
Discussion Forums
Use Collaborate
and Moodle Tools
Principle 6• Ensure the course is
accessible to all learners
• Use Universal Design for Learning Strategies
Alternative ways for students to identify
what they have learned
Multiple ways for students to acquire the
information
Use technology effectively and
proactively
Principle 7• Use a variety of media with
purpose. PrintAnimations
Video Web-based
SimulationsPodcasts
Principle 8• Identify multiple communication strategies between learners and
educator.
Collaborative Learning Meaningful Learning
Student Student
Educator
Student
Students
Connectivity
Reciprocal
Principle 9• Choose
assessment strategies that align with the learning outcomes and support learners in sharing learning.
Outcome Based
Curriculum
Focuses on achievement of
significant outcomes
Experiential
Assessments are aligned with
learning outcomes
Application of learning in
authentic contexts
Principle 10• Establish how you will illustrate high quality teaching and learning
strategies.
Design + Delivery = Learning
Create strategies for rapid feedback
Be present
Summary
• At the conclusion of this session, participants will be able to:
• Discuss common questions and fears of transitioning to on-line course delivery.
• Identify ten core practices used when designing courses for on-line delivery.
• Outline next steps in framing a course for on-line delivery
Meet our Learning and Applied Research Team
Learning and Applied [email protected]
Chantale [email protected]
Dr. Julie [email protected]
Director of Learning and Applied ResearchDr. Beverlie [email protected]
Executive AssistantColette [email protected]
Meet our Ed Tech Team
Mike Minions [email protected] Arts and Technology Programs
Tom [email protected] Business and Trades Programs
Dr. Julie [email protected] Science and Health Programs
Director of Information TechnologyJordan [email protected]
More Questions?
• Contact a member of the Learning and Applied Research or Ed Tech Teams.
References• Conole, G. & Fill, K. (2005). A learning design toolkit to create
pedagogically effective learning activities. Journal of Interactive Media in Education 2005(08). jime.open.ac.uk/2005/08.
• Harnish, R. J., Bridges, K. R., Sattler, D. N., Signorella, M. L., & Munson, M. (Eds.). (2018). The Use of Technology in Teaching and Learning. Society for Teaching Psychology http://teachpsych.org/ebooks/
• Edelen-Smith, R & Wailehua. (2015). Universal design for online courses: Applying principles to pedagogy.
