Topic: Learning

Course Design for Online Courses

Please click on the boxes under 1) Learning and 2) Structure. Then, to go to next slide, click bottom left . Bottom right to go back to mindmap

Task Design

Collaborative tasks

• Allow ss to be active in their own learning

• Ss work together to solve common problems

• Learners from different cultures and backgrounds interact and construct meaning together

Task Design

Reflective tasks

• Can enable the learner to internalise learning and develop learner autonomy

• Online courses allow the learner to reflect at their own pace

• Learners can review and evaluate their own contributions and those of their peers

Task Design

Levels of learning• E.g. Bloom’s taxonomy: six levels of cognitive

learning: forms the basis on which courses can be planned

• Learning progresses from Knowledge through comprehension, application, analysis, synthesis and evaluation

• Tasks can be designed to allow students to progress through the levels; e.g. see http://www.fgcu.edu/onlinedesign/designDevd.html

Task Design

Materials and tasks• Need to be adapted to suit the online medium• E.g. texts must be shortened as it’s

impossible to read long texts online• Should make full use of all online

possibilities, e.g. self-checking tools, chat rooms

• Check out this, for a slant on Bloom’[s taxonomy: http://www.wisc-online.com/index.htm

• More examples at: http://blog.cathy-moore.com/elearning-samples/

Role of the Tutor

Instruction does not cause learning

People learn through experience, through making mistakes, trying things out and talking things through with others

So: we shouldn’t just deliver facts and ‘content’; we should provide meaningful exercises and activities that help to ‘cause’ learning

Role of the Tutor

Instruction does not cause learning

Even more than on face to face courses, we need to adopt the role of facilitator and make learning student centred

• encourage collaboration and reflection

• provide metacognitive guidance, e.g. with strategic questions and summaries

Role of the Tutor

Instruction does not cause learning

We also need to:

• Provide regular feedback, both formative and summative, to help keep learners on track

• Define clear goals for any online interaction, and clear criteria for evaluation

• Be ‘present’ and interact with students, to keep communication lines open

Course Design for Online Courses

Topic: Structure

Development Plan

Needs to ask questions such as :• What will be done, by whom and by when?

• Who are the students? What are their backgrounds and learning needs? What support will they need in adapting to flexible learning?

• What are the overall aims and specific learning outcomes? These can also provide the focus for assessment.

• What is the content? And what teaching and learning methods will be employed to focus on the learning process rather than simply delivering content?

Development Plan continued

1 David Murphy, Instructional Design for Self-Learning in Distance Educationhttp://www.col.org/SiteCollectionDocuments/KS2000%20Instructionaldesign.pdf

• Such teaching and learning methods could include problem-based learning, case studies, experiential learning, videoconferencing and computer-based learning. 1

Further considerations

• Chunking, or dividing content into manageable sections: see http://www.fgcu.edu/onlinedesign/designDevc.html as an example of chunking

• Trialling, of tasks and modules to ensure consistency and coherence

• Clear descriptions, including visuals, e.g. tables and timelines to help students familiarise themselves with overall course requirements: for examples, see: http://academics.georgiasouthern.edu/col/id/

Or: http://itle.okstate.edu/fd/online_teaching/coursestructure.htm

• Building in flexibility, in order to be able to respond to individual learner needs.

• And don’t forget the checklists at: http://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf

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