Online Course Design 2010: Developing Effective Online Content
Session Topics
Processes for the Course Development Team
•The Lifecycle of a Course
–Writing and Designing the Course
–Developing Materials
–Evaluation and Revision
Sample Course Development Schedule
The following general timeline must be followed for any course developed and/or supported fully by
[ institution name] .
Month One
Complete and sign development agreements/contracts.Assigned to:______
Deadline:______
Faculty and/or staff complete necessary online and/or on-campus training.
Assigned to:______
Deadline:______
Month Two
Request a blank course shell, server space/access, etc.
Assigned to:______
Deadline:______
Initial design decisions made for the course – organization, instructional model, etc.
Assigned to:______
Deadline:______
Month Three
Develop course “look and feel” – colors, navigation and header graphics, fonts, etc.
Assigned to:______
Deadline:______
Syllabus, course outline developed and loaded.
Assigned to:______
Deadline:______
Notes:
Month FourAt least one complete lesson loaded.
Assigned to:______
Deadline:______
Multimedia content identified, planning for development and delivery.
Assigned to:______
Deadline:______
Copyright permissions secured for content not developed by the course author(s).
Assigned to:______
Deadline:______
Checkpoint #1 – Syllabus and at least one lesson are reviewed for instructional design
Assigned to:______
Deadline:______
Month Five
At least half of the course content, including activities and tests, developed and loaded.
Assigned to:______
Deadline:______
Months Six - Seven
Checkpoint #2 – Course content is reviewed on multiple platforms
Assigned to:______
Deadline:______
Remaining course content is loaded.
Assigned to:______
Deadline:______
Notes:
Checkpoint #3 - course content is complete, copy-editing begins.
Assigned to:______
Deadline:______
Month Nine
Approved copy-edit changes are completed
Assigned to:______
Deadline:______
Checkpoint #4 – Entire course is Q/A checked
Assigned to:______
Deadline:______
Corrections of issues noted in the Q/A review are completed.
Assigned to:______
Deadline:______
Checkpoint #5 - Final check of course completed
Assigned to:______
Deadline:______
Remaining issues are corrected
Assigned to:______
Deadline:______
Course is released for student enrollment
Assigned to:______
Deadline:______
Semester Begins
Notes:
1
© Jennifer Freeman
Online Course Design 2010: Developing Effective Online Content
Sample Task Chart
Project Manager / Course Author(s) / Instructional Designer / Graphic Artist / HTML programmer / Multimedia programmerMonth One /
Provide development agreements
Schedule and coordinate necessary training
/
Complete and sign agreements
Complete training as necessary /
Complete and sign agreements /
Complete and sign agreements /
Complete and sign agreements
Complete training as necessary /
Complete and sign agreements
Month Two /
Meet with Instructional Designer and Course Author(s) to produce initial design documentation
/
Meet as needed to make initial design decisions /
Meet as needed to make initial design decisions
Month Three /
Submit “look and feel”, draft syllabus and draft outline for approval /
Submit draft syllabus and course outline /
Meet with Graphic Artist and HTML programmer to plan for course “look and feel” /
Create graphics and color scheme for course “look and feel”
Develop syllabus graphics as needed
/
Create CSS templates
Code and load draft syllabus and outline
Month Four /
Secure copyright permissions as needed
Submit first lesson for approval
Perform Checkpoint #1
/
Submit at least one completed lesson
Meet to discuss multimedia needs and ideas /
Develop and submit storyboard for first lesson
Meet to discuss further ID needs, multimedia needs and other ideas /
Develop and submit lesson graphics /
Code and load first lesson /
Meet to determine multimedia needed
Month Five /
Submit content for approval /
Submit completed lessons and tests /
Develop and submit storyboards /
Develop and submit lesson graphics /
Code and load content /
Develop and submit media as necessary
Months Six and Seven /
Perform Checkpoint #2
Submit remaining content for approval
/
Submit completed lessons and tests
Approve developed lessons (graphics, media, etc.) /
Develop and submit storyboards /
Develop and submit lesson graphics
Correct graphics as needed /
Code and load content
Correct code as needed /
Develop and submit media as necessary
Month Eight /
Perform Checkpoint #3
/ Correct issues noted / Correct graphics as needed / Correct code as needed / Correct media as needed
Month Nine / Perform Checkpoint #4
Perform Checkpoint #5 / Correct issues noted
July 2010 - June 2011
July 2010 / August 2010 / September 2010 / October 2010
S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S
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November 2010 / December 2010 / January 2011 / February 2011
S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S
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30 / 31
March 2011 / April 2011 / May 2011 / June 2011
S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S / S / M / T / W / T / F / S
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27 / 28 / 29 / 30 / 31 / 24 / 25 / 26 / 27 / 28 / 29 / 30 / 29 / 30 / 31 / 26 / 27 / 28 / 29 / 30
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© Jennifer Freeman
Online Course Design 2010: Developing Effective Online Content
Common Course Elements
Online courses may contain any or all of the following elements, which are similar in most online courseware platforms. Each of these elements is important and should be carefully considered before and during the course authoring process.
- Intro page/announcements area
- Instructor contact information/communication plan
- Syllabus, logistics, policies and procedures
- Course menu or lesson outline
- Pre-tests, quizzes and exams, both objective and subjective
- Lesson pages, lectures, notes, graphical and multimedia elements; technical drawings, tables, PDF and other downloadable files
- Reading list or bibliography
- External references; links
- Glossary
- Homework assignments
- Interactive exercises
- Library assignments
- Group projects
- Student introductions and/or social areas
- Online Discussion area or bulletin board
- Email tool
- Synchronous chat tool
- Videoconferencing tool
- Class wiki, blog, etc.
Want to visit some online courses for free?
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Syllabus Checklist
The syllabus should be much more than a simple list of assignments and due dates; it will have to cover course delivery logistics, policies and procedures as well. Try to imagine every question a student could ask
about your course and be sure it's answered.
The full title of the course and its catalog number.
/ course description
A paragraph or two describing the topics covered, the instructor’s teaching philosophy, general learning objectives, etc.
/ prerequisites
What courses must a student have passed before taking this course? Any testing requirements? Need instructor or advisor approval to enroll?
/ instructor contact information
Email address, mailing address, phone number(s), fax number, campus location.
/ instructor communication plan
What is the instructor’s preferred method of communication? How often does the instructor check email? When should students expect a reply? Is the instructor available by phone? Are online chat office hours available? Are there others students can contact with questions? (TA, etc.)1
/ instructional goals and objectives
At the course level, they should be observable and measurable and as detailed as possible.
/ course outline
A description of how the course is organized and an overview or list of the subject matter to be covered, along with lesson-level goals and objectives, activities and tests.
/ course calendar or schedule
Specific dates for assignment deadlines, tests, activities, etc. Should be separate from course content in order to easily update each semester.
/ textbook information, other readings and materials
Include ISBN numbers and detailed information on where/how to purchase or access. Should be separate from course content in order to easily update each semester.
/ information on supplemental resources
Include ISBN numbers and detailed information on where/how to purchase or access.
/ grading information
Include a grading matrix that shows point values for each assessment or activity, and links to grading rubrics2 if applicable.
/ testing logistics
When, how, where and when exams will be available and for how long, along with any special instructions.
/ information on papers, projects or other assignments
Time frames/deadlines and detailed instructions for each assignment, along with stated student expectations and grading rubrics if applicable.
/ information on the discussion forum area
A description of how the instructor and students will use the discussion area, and brief instructions on using the tool or a link to LMS orientation / help files if available.
/ information on the library, writing lab, other campus or online resources available
/ detailed student participation expectations
What is expected of students in this course? How will their participation be assessed and graded?
/ grading rubrics
For each assessment or activity, how will student work be graded?2
/ assignment examples
If appropriate, include examples of both exemplary and unsatisfactory work.
/ technical requirements
List any hardware and software that the student will need to successfully complete the course; operating system, web browser, plugins, office applications, etc.
/ technical support
Include detailed contact information for the help desk or other resources students will rely on if they encounter technical difficulties during the semester.
/ course/instructor policies
Define the instructor’s policy on late work, missed exams, etc.
/ general instructions on how to succeed in an online course3
/ university policies
Information on academic dishonesty, ADA issues, etc.
/ netiquette guide4
1Instructor’s Communication Plan
2Grading Rubrics
3How to succeed in an online course
4Netiquette
Identifying Learning Events
Nine Events of Instruction1. Gain Attention
2. Inform Learner of Objectives
3. Stimulate Prior Knowledge
4. Present Stimulus Materials
5. Provide Learning Guidance
6. Elicit Performance
7. Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer / Student-Centered Learning
1. Set Learning Challenge
2. Negotiate Learning Goals
3. Negotiate Learning Strategy
4. Construct Knowledge
5. Negotiate Performance Criteria
6. Assess Learning
7. Provide Feedback (6 steps)
8. Communicate Results / Jurisprudential Inquiry
1. Orientation to the Case
2. Identifying the Issues
3. Taking Positions
4. Exploring Stances, Patterns of
Argumentation
5. Refining and Qualifying the
Positions
6. Testing Factual Assumptions
Behind Qualified Positions
Stimulation Model
1. Orientation
-Present Topic of Simulation
-Explain Simulation
-Give Overview
2. Participant Training
-Set Up Scenario
-Assign Roles
-Hold Abbreviated Practice
3. Simulation Operations
-Conduct Activity
-Feedback and Evaluation
-Clarify Misconceptions
-Continue Simulation
4. Participant Debriefing
-Summarize Events
-Summarize Difficulties
-Analyze Process
-Compare to the Real World
5. Appraise and Redesign the
Simulation / Direct Instruction
1. Orientation
-Establish Lesson Content
-Review Previous Learning
-Establish Learning Objectives
-Establish Lesson Procedures
2. Presentation
-Explain New Concept or Skill
-Provide Visual Representation
-Check for Understanding
3. Structured Practice
-Lead Group Through Practice
-Students Respond
-Provide Corrective Feedback
4. Guided Practice
-Practice Independently
-Circulate, Monitor Practice
-Provide Feedback
5. Independent Practice
-Practice Independently
-Provide Delayed Feedback / Experiential Learning
1. Experience – immerse learner in
“authentic” experience
2. Publish – Talking or writing about
experience. Sharing thoughts and
feelings.
3. Process – Debrief: Interpret
published information, defining
patterns, discrepancies and
overall dynamics.
4. Internalize – Private process;
learner reflects on lessons learned
and requirements for future
learning.
5. Generalize – Develop hypotheses,
form generalizations and reach
conclusions.
6. Apply – Use information and
knowledge gained from lesson to
make decisions and solve
problems.
Inquiry Learning
1. Confrontation with the Problem
-Explain inquiry procedures
-Present discrepant event
2. Data Gathering – Verification
-Verify nature of conditions
-Verify the occurrence
3. Data Gathering - Experimentation
-Isolate relevant variables
-Hypothesize and test causal
relationships
4. Organizing, Formulating and
Explanation – Formulate rules or
explanations
5. Analysis of inquiry process –
Analyze inquiry strategy and
develop more effective ones. / Inductive Thinking
1. Concept Formation
-Enumeration and Listing
-Grouping
-Labeling, Categorizing
2. Interpretation of Data
-Identify critical relationships
-Explore relationships
-Make inferences
3. Application of Principles
-Predicting consequences
-Explaining predictions
-Verifying predictions / Problem-Based Learning
1. Starting a New Problem
-Set problem
-Describe requirements
-Assign tasks
-Reason through the problem
-Commitment to outcome
-Shape issues and assignment
-Identify resources
-Schedule follow-up
2. Problem Follow-Up
-Resources used
-Reassess the problem
3. Performance Presentations
4. After Conclusion of Problem
-Knowledge abstraction
-Self-evaluation
1
© Jennifer Freeman
Online Course Design 2010: Developing Effective Online Content
Objective / LearningEvent / Strategy
(Activity) / Tools,
Resources / Assignment
1
© Jennifer Freeman
Online Course Design 2010: Developing Effective Online Content
Selecting Instructional Strategies and Tools
Advance OrganizerTextbook Readings
Read Lecture Text
Icebreaker
Demonstration
URL Bank
Synchronous Chat
Synchronous Videoconference
Asynchronous Discussion
Question-and-Answer Session
Self Assessment
Categorization Activity
Journaling
Web Search
Bookmarking Activity
Write Paper
Role Playing Activity
FAQ Discussion Thread
Conduct Observations
Webquests
Abstracting Exercise
Distribute/Analyze Surveys
View Lecture Video
Participate in Survey
Brainstorming Activity
Case Study
Individual Problem-Solving Exercise
Graphic Organizer
Group Project
Library Activity
Simulation Exercise
Create Presentation
Audio or Video Chat / Blog Activity
Peer Critique
Virtual Lab
Debate
Drill and Practice Exercise
Essay Writing
Games
Group Writing Assignment
Interactive Images
Listen to Lecture Audio
Interview Activity
Literature Review
Virtual Office Hours
Portfolio Work
Scavenger Hunt
Tutoring Sessions
Publisher Content
Reflective Writing
Guest Lecture
View Lab Video
Wiki Activities
Peer Editing Activity
Summary
Multimedia Presentation
Watching a Video
Guest Panel
Social Activity
Concept Mapping Exercise
Group Problem-Solving
Research
Peer Assessment Exercise’
Constructing Lessons
Introduction to the Lesson / 1. Gain attention / Warm-up / Scan / Engage
2. State objectives / Introduction
3. Recall of prior learning / Question
Presentation of Content / 4. Present the content / Presentation / Read / Explore
Opportunities for Practice / 5. Provide guidance / Practice / Explain
6. Elicit performance / Recite / Ellaborate
7. Provide feedback
Student Assessment / 8. Assess performance / Evaluation / Recall / Evaluate
Lesson Summary / 9. Enhance retention and transfer / Application / Review
Gagne's Learning Events - Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving.
WIPPEA - *The acronym WIPPEA represents the first letter of each stage in the lesson planning model: Warm-up, Introduction, Presentation, Practice, Evaluation, Application.The model is based on the work from Madeline Hunter from her text, Mastery Teaching (1982), and adapted by the ESL Teacher Institute, Lesson Planning Module, then published by Longman, Teacher Training Through Video, 1992.
SQR4 - Contrary to popular belief, reading material once is not enough for learning. The keys to learning are organization and repetition, both of which are included in the SQ4R method.
The Five E’s - The Biological Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger Bybee developed an instructional model for constructivism, called the "Five Es".
Things to Keep in Mind
–Sequencing
–Linear vs. Non-Linear Design
–Granularity + Portability = Reusability
Lesson Model #1: LinearLesson Model #2: Non-Linear (Open)
Lesson Construction Best Practices
- Provide students with an advance organizer to introduce the contents of the lesson and how it will be organized.
- Provide pre-tests or warm-up activities to assess prior knowledge and stimulate interest.
- Provide questions that you've identified as important to the lesson content. Ask students to formulate their own questions as well.
- Provide well-written lecture material for the student to read, including graphics and media when appropriate.
- Use clear, strong verbs and nouns in headings and subheadings.
- Use bulleted text and action terms whenever possible to avoid dense, text-heavy pages that are difficult to read online. Text-heavy content is better provided in a printable format.
- Alternate blocks of text and graphics to keep pages visually interesting
Visit the Periodic Table of Visualization Methods for ideas and sample graphics - Include media when instructionally appropriate.
- Provide some sort of interaction every 5-10 pages. This could be as simple as a link to an external resource or a javascript pop quiz.
- Tie your course content to assignments and activities closely.
- Provide activities in which students demonstrate their understanding of the material.
- Provide opportunities for students to apply what they've learned to real-life scenarios.
- Develop a summary to reflect back on the contents of the study session, highlighting the relevance and importance of the content.
Student Learning Styles
While building your lessons, keep in mind that students learn in different ways; ideally content should be presented in a variety of ways to address that fact.
/ Visual Learners learn best when material is presented visually. They may benefit from color-coding, images, graphs or charts, video lectures and videoconferencing./ Auditory Learners learn best when material is presented orally. They may benefit from recorded audio lectures, clips and podcasts in addition to audio conferencing.
/ Tactile Learners learn best when physically engaged in a "hands-on" activity, or when multiple learning modalities are used. They may benefit from lab settings, simulations, experiments, research and demonstrations.
/ Analytic Thinkers learn in a linear process and see finite elements rather than the whole. They make decisions based on logic, facts and common sense. Analytic thinkers benefit from clear organization of content and a task-oriented course structure.
/ Global Thinkers learn best in an informal, flexible environment. They make decisions based on emotions and intuition and benefit from flexible, hypertextual content organization, anecdotes, opportunities for creativity and real-world application of course content.
/ Interpersonal Learners learn best through relationships and communication. They benefit from collaborative or group projects and class discussions.
/ Intrapersonal Learners learn best through self-reflection and metacognition. They may make decisions based on intuition and they benefit most from self-paced activities, critical thinking exercises, self-assessments and opportunities for creativity.
Learning Style Inventories and Quizzes