Designing online and blended courses

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  • 1. Designing online and blendedcoursesRubena St. LouisBAW 2013

2. The question. Decisions to be taken. Factors to be considered. Aspects of online design. Online or blended? Things to remember. Example sites. Links. 3. Blended vs Online 4. Decisions to be made: Online or blended? How is the learning materialgoing to be delivered? What type of course is it? How long is it? Who are my students? What resources do I have? 5. Online or blended? At home Do my students have the necessaryequipment? Is there a reliable Internet connection? Bandwidth? Do my students have enough technicalknowledge? Are my students autonomous enough towork on their own? 6. Online or blended? At school What type of equipment is available? Computers, PCs, projectors How much equipment is available for use? Are there any restrictions? How much lab time is allotted to my class? 7. Online or blended? Objectives Can all of the objectives of my coursebe achieved through exclusive use ofthe computer? Are there any activities that would bebetter suited to a f2f environment? What do we gain by having an onlinelesson? 8. What factors are involved? 9. Who are my students? Age Linguistic level Sex Cognitive level Interests Contentknowledge Learning styles Computer skills Attitude 10. Course objectives What type of course am I teaching? What kind of lesson am I planning? What are the objectives of this lesson? What do my students have to do? Where will the content be delivered? F2f, online, amount of teacher intervention. 11. Learning Management Platform Edmodo/Moodle Yahoo groups Ning Blog Wiki 12. Whats the input? 13. What are the activities? Introduction Practice Consolidation 14. Lets get started 15. Find a good bookmarking tool: 16. Decide on your content. Newspapers Ebooks Television web sites Museums and art galleries Educational sites Social networks Blogs, wikis, podcasts 17. Present the content Selecting appropriate input Is it congruent with learning objectives? Will it help my students achieve the set objectives. Is it at my students linguistic level? Is it at my students cognitive level? Do I need permission to use the content? 18. Create your content 19. Audio content Write a script of what you are going to say. Practice reading aloud. Articulate and modulate your words. Read at a normal speed. Reduce background noise as far as possible. 20. Adapt audio content Edit longer audio into shorter clips. Provide audio script if needed. 21. Written content Use short texts. Be clear and precise. Divide into short paragraphs. Use a clear, sharp font. Use two or three colours. Check language. Spelling, grammar, punctuation. 22. Interactive content Write your ownscript Find appropriateimages Use audioand create interactive content. 23. Prepare presentations Explain grammarpoints. Illustrate languagefunctions. Introduce vocabulary. Illustrate strategies. 24. Create your activities: The students Consider learning styles Variety of activities Student involvement Level of difficulty 25. Create your activities: Using studentsprior knowledge 26. Traditional activities: Open ended questions Multiple choice questions One correct answer Several correct answers True or False questions Cloze activities Fill-in-the-blanks Drag and drop Matching Ordering 27. Student generated activities: Student generatedquizzes Collaborative writing Audio and videocreations 28. Online or blended?Wheres the difference? 29. Wheres the teacher? Create an onlinepresence and voice. Have self-containedlessons. Live sessions. 30. Audio is important. Increases aural contact with thelanguage. Establishes teachers presence inthe online environment. 31. Introducing oneselfand participants. Explaining courseobjectives. Presenting content. 32. Sending feedback tostudents. Giving aural support. Maintaining an onlinepresence. 33. Complete lessonBeginningLearningactivities End 34. Evaluate learning at each step Incorporate feedback into activities. Use game format to test knowledge. Use flashcards to aid and test learning. 35. Clear instructions Think carefully about what you want the students to do. 36. Online instructions: Should be clear and precise. Use short sentences with vocabulary thestudent knows. Explain what should be done step by step. Create a context for the activity. 37. Create a space for discussion Encourage the use offorums. Have online livesessions. Encourage studentinteraction through groupwork and chats. 38. Navigate through the site. Have clear signposting. Make sure all links areactive. Make sure links connect tocorrect page. 39. To recap: On line courses need: Clean and clear Support voice offormatthe teacher. Students need to know A learning context WHAT to do audio support HOW it should be simple, friendly tone ofdone andvoice WHEN it should be communicationdone. (through forum, email,chat) 40. To recap: On line courses need: Activities which check Student interactionstudents Discussions inunderstanding of theforumscontent matter at Group meetings ineach stage.virtual rooms Sufficient supportmaterial Social network for Variety of activities students 41. Examples of courses: Blended course Additional support for f2f lesson Online component Lesson to be done completely online. 42. Links to sites:Bookmarking tools Delicious Diigo Netvouz Stumbleupon 43. Links to sites: Audio tools Audacity Audiopal Howjsay Vocaroo Voki Voxopop 44. Links to sites: Interactive tools CLEAR Educaplay Hotpotatoes Quizlet Wordlearner 45. Links to sites: Presentation tools Hello slide Issuu Screenr Slide share