Engaging Online and Hybrid Course Design

Engaging Online and Hybrid Course Design OCM, Organization of Course Materials Document

Start here

Objectives

• Utilize course layout, experiment with technology and analyze depth and rigor of course.
• Take part in a community of learners through introductions.

Introduction

     Welcome to Engaging Online and Hybrid Course Design. I am your instructor Becky Kirstein. I am an instructional designer on the IDAT team, and we are part of Technology Services. The course contains all of the information needed to design and build a new online or hybrid course. Only a few of the participants will be developing a course from the ground up. For everyone else, you will learn proven techniques for course design and it will allow you to take an in-depth look at a course you have already designed and are possibly teaching now as seated, hybrid, or online.

     Even though this is an online course, we will have synchronous sessions where you will build and develop resources to use in your course for engagement, content delivery and assessment. Each of you will have a sandbox course to work in and have at your disposal for course development as long as you would like to keep it.

     We will use many of the tools you can use in the delivery of your course giving you the opportunity the experience as a student and teacher hands-on activities with technology and learning. If you are a big picture person, take a look at my course concept map below. It has all of the topics with the major concepts listed below each. It provides a roadmap for learning. I use concept maps throughout the course. Your next step is to click on the Orientation folder and complete the steps to get started.

     So get ready to work! It is challenging to design and build an engaging online course. I will help, but you are the content expert and the key to your success. Let me know if you have any questions or concerns. We start with Topic 1 on _________________________. Becky

Instructional materials (readings, presentations, etc.)

Course structure video(5 min)

Syllabus

Scheduling calendar

All about you wiki

GoTo attendee guide

Study activities

Read and review syllabus: ask questions

Learn about your classmates in the wiki

Read and review live session access.

Discussions

1. Introductions: Please take a moment to introduce yourself to the class in this discussion forum. Tell us your name, where you are from, your discipline, and if you have pets what kind.
2. Cognitive question: Please identify what course you plan to develop while you are stepping through these lessons and why you want to make an online or blended course.
3. Ask your professor: Post questions about the syllabus and the class.

Assignments

Schedule your first consultation

Topic 1: Faculty and Learner Support

Objectives

• Analyze and prepare your online learners
• Choose effective communication tools 
• Assess Blackboard time management tools

Introduction

In this topic you will learn how we will develop the foundation for a community of learners to maximize student satisfaction by developing learning experiences using learner to learner, learner to instructor and learner to content interaction (Shackelford & Maxwel, 2012)

Instructional materials (readings, presentations, etc.)

Ch. 1+ 3 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014) pgs. 3-12 and 23-32 – Lay the foundation for the course and establish standards. Ch. 2 pgs. 13-22. supplemental

Note: Quality Standards on page 10 are larger in Ch. 12 pg. 175

Video: 8 Lessons Learned from Teaching Online

LM 16 pgs. introduce Continue to Engage the Online Learner, summarize 6-35 within the learning module

Study activities

Read Ch. 1, 2 and the LM

Watch “8 lessons learned from teaching online”.

On your own: Video primer in an online repository (Bonk, 2010) Supplemental

Discussions

Discussion: 1. If you have any comment on the muddiest points or what went well, I would love to know about them.

Discussion: 2. Engaging students and creating a community of learners takes the old distance education course through the mail into the 21st century. Let's build on this topic and learn from each other how to make it work. Please respond to the following questions.

• In the article on building a community of learners, the two examples used discussion board to develop learning communities for two separate classes. What were the key factors that made this work? If you didn't read the article, tell us what you will do to build your learning community and the key factors you think are important.
• How you have accomplished this in the live classroom and how you would convert it to an online environment? If you are unsure how to convert it maybe someone else will have an idea to share.

Assignments

1. Complete Minimum skills chart for your course (pg. 5WB). You may need to refine this when you go back and review your course after it has been designed. This is just a starting point. There is a good example for an English course in Chapter 3, pg. 27.
2. Add your readiness rubrics to wiki: collaborate to create a general one as a class, evaluate and if needed add one specific to your discipline/course (label).
3. Complete: Learner characteristics (pg. 3-5WB), and environment variables chart (pg. 6-7WB).
4. Complete Online Learner Needs chart (pg. 7WB)
5. Wiki: Add to list of Student self-help resources and include value (purpose)
6. Now that you understand your community of learners complete the deliverables:
   1. First discussion post
   2. Class participation statement
   3. Office hours statement
   4. Communications statement
   5. First draft of your welcoming email
7. Netiquette: Make it part of your syllabus. (Supplemental) http://search.proquest.com/docview/1497197786?accountid=12390

(Mintu-Wimsatt, Kernek, & Lozada, 2010)

Summative: Welcoming Email draft

Formative:

1. Summarize learner needs
2. Student readiness rubric
3. Student self-help list
4. Class participation statement
5. Office hours statement
6. Communications statement
7. Create 1st discussion board forum post

 

Topic 2: Organization

Objectives

• Use brainstorming and graphic strategies to develop your course concept map.
• Compile the skills, knowledge and attitudes needed for each concept on your map.
• Formulate what learners must do and know to reach the learning outcomes you have determined are expected from your course.

 

Introduction

Within the organization topic you will construct learning outcomes to establish learning goals to lay the foundation for your course. You will create a test blueprint that will include the objectives that can be used to plan assignments and tests. You will learn about concept maps and create one for your course to help you brainstorm visually the scaffolding of the content for your course.

Instructional materials (readings, presentations, etc.)

Concepts and Outcomes Chapter 4 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014), pgs. 33-50

Writing Learning Outcomes Worksheet (CampusLabs)

Why use Concept Maps (Zeilik, 1015)

WB Analyze Course purpose and context, step 1 pgs.8-9

WB Brainstorm Skills, knowledge and Attitudes Step 2 and 3, pgs. 9-10

WB Organize Learning Outcomes Statements step 4, pg. 10

WB Outcome Statements and Competencies Draft steps 5 and 6, pgs. 11-13 Do not need a chart, cleaner to just use Word. See my example

Chapter 5 pgs. 53-61

Study activities

Before class: Read chapter 4 and website what is a concept map(supplemental);

KC: F2F Step by Step activity: concept map practice session (Why use a concept map pg.3) (Learning, 1015), Practice session with learning outcomes (campus labs), Learning outcome components exercise and writing outcomes for pretend course

KC: F2F Activity: Learning Outcomes Components Exercise and Writing Outcomes (CampusLabs)

Discussions

Peer to Peer: For this topic we will use the forum to post and answer questions about learning outcomes, competencies and objectives.

Assignments

AA: Complete the Curriculum Analysis chart, Brainstorm and create Concept map for your course

SEC: Step 3 WB pg. 10 review your concept map for themes. Group like concepts together.

AA: From your concept map you will develop your outcomes statements. You will start with the draft chart and eventually get you complete outcome statements with the competencies. Step 4 Outcomes statements Draft chart

 For this step you will not use a chart you will begin to create an outline with the outcomes being the main topics. The competencies for each outcome will be listed next so in step 6 you can add objectives for each competency and create your test blueprint. Step 5 Draft Outcome Statements and Competencies (pg.10-11WB) See my example.

SEC: Step 6 1(pg. 11-13WB) , (Build your Test Blueprint pg. 59) First read Ch. 5 pg. s 53-61 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014)

Summative: Learning , competencies and objectives list

Formative:

1. Course concept map
2. Learning outcomes statementsRead step 4, pg. 10
3. Tests blueprint

Topic 3: Design of Assessments

Objectives

• Determine appropriate assessments for your learning outcomes.
• Develop a starting point for each learning outcome (the end point).
• Integrate sequence of instruction and assessment.
• Create the appropriate components for creating your course contract, the syllabus.

Introduction

As you complete the design of assessment topic you will tie learning outcomes to assessments and create the sequence needed for success. Once you have your sequence you will develop the framework of your syllabus and incorporate the content you developed in Topic 1.

Instructional materials (readings, presentations, etc.)

Chapters 5 and 6 pgs. 61-75 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014)

Assessments Ch. 5 pgs. 61 -68, WB Phase 2 part 1 pgs. 14-15

Ch. 6 pgs. 69-75, WB Phase 2 part 2 steps 2-3 pgs. 16-18

LM on syllabus

Study activities

KC: Read Ch. 5 61-67 and WB 14-15

SEC: F2Fonline using GOTO Training:

Activities: 1)Google overview create group work and simulate breakout rooms through Google Slides on learning outcomes activities

2) Discuss and evaluate the Online educator’s bill of rights (pg. 33) and evaluate a mediocre syllabus with a rubric using Google Drive

KC: Read Ch. 6 and WB pg. 15 -16

KC: Read LM on syllabus

Discussions

 

Assignments

AA: Complete step 1 by completing Summative + Formative Assessment Table 1 WB pg. 15; WB pg. 15 steps 2 and 3 self-evaluate table

AA: Complete Step 1 Summative + Formative Assessment Table 2 WB pg. 16

SEC: WB pg. 16 – 17 Step 2 complete the starting point table; Step 3

complete Integrated sequence of assessments (combined)

AA: Develop syllabus framework assignment

Summative: Course sequence table, Syllabus framework

Formative:

1. Summative and formative assessment table
2. Starting point for instruction table
3. Topic and subtopic sequences list
4. Accessibility statement
5. Learning differences statement
6. Honor code statement
7. Communication schedule
8. Course schedule
9. Technology statement
10. Resources

Topic 4: Materials and Activities

Objectives

• Select instructional material to help learners develop the knowledge, skills and attitudes necessary to meet your learning outcomes.
• Appraise your instructional material for quality, legality and stability.
• Design course activities to help your students productively complete assessments.

 

Introduction

In this lesson you will create your instructional materials and course activities lists necessary to meet your learning outcomes and competencies.

Instructional materials (readings, presentations, etc.)

BB Learning Module

Video: Video Primers in an Online Repository for E-teaching and Learning (Bonk, 2010) Supplemental

Ch. 7 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014) pgs. 79-90 Supplemental

Ch. 8 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014) pgs. 91-114

WB Phase 2 Part 3 step 1 pg. 19, BB Learning Module on Tools

WB Phase 2 Part 3 steps 2-5 pgs. 19-24

Ch. 9 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014) pgs. 115-139

WB Phase 2 Part 4 pgs. 24-25

Need Content on VT and free resources

 

Study activities

F2F: Set up both worksheets and activity with VT and learning resources, Merlot, etc.

KC: Read Learning Module and Ch. 8

AA: Complete Phase 2 Part 3 Step 1, WB, pg. 19 , complete Instructional material list

KC: Read Ch. 9

AA:  WB Phase 2 part 4, pg. 24-29 Complete Instructional  Strategies Mapping Worksheet

Discussions Technology discussion

 

Assignments

SEC: Evaluate material list with steps,2- 4, WB pg. 19-24 and submit

SEC: WB step2 and 3 pg. 24-25: evaluate instructional strategies and foundations

Summative:

Updated syllabus with required course material and any special requirements for activities.

Formative

1. Scoring guides checklist
2. Instructional materials table
3. Instructional strategies mapping worksheet
4. Instructions and design for each activities scheduled

Topic 5: Develop and Organize

Objectives

• Determine the best method for how lectures will be presented for your learners.
• Organize content into weekly plans.
• Estimate workload for each week.

Introduction

In this topic you will compose the style of your Blackboard course to provide instruction, practice, mastery, assessment and focus. You must determine how you will deliver your lectures and balance assignments within weekly plans that include updates on how the course is going.

In this topic you will compose the style of your Blackboard course to provide instruction, practice, mastery, assessment and focus. You will use the content you built in previous lessons including your tests blueprint document, integrated sequence of assessments table, the materials list table, the instructional strategies table and of course your topic and subtopic sequence document.

You will pull all of this content together into an organized course materials, activities, and assessments by unit or topics of instruction document. This document will be used when you build your course in Blackboard in our next topic.

In this lesson you will discover many ways to deliver your lectures and actually create lecture one.  You will determine how you will do your weekly (depending on the length of the term) updates on how the course is going. 

Finally you will balance assignments and content into weekly plans through workload analysis. This is an important topic and it will be a challenge to complete all of the work so be prepared and try not to make any big plans.

 

Instructional materials (readings, presentations, etc.)

Ch. 10 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014) pgs. 139-159

WB Phase 3 part 1 steps 1 and 2 pgs. 26-27

What Makes an Online Instructional Video Compelling? (Hibbert, 2014) Supplemental

Creating an Effective teacher Presence (Jaggars, Edgecombe, & West, 2013) Supplemental

WB Phase 3 part 3-5 pgs. 27-30

Sticking With Credit Hour Invalid source specified.

Study activities

F2F

1. Setup Organization of Units structure document pg. 27 of WB,
2. Discuss workload create your workload sheet

KS Read Ch. 10 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014)and BB learning Module

KS: Read Creating an Effective teacher Presence and What Makes an Online Instructional Video Compelling? These two articles will help you as you complete your assignments. Supplemental

Discussions

Wiki containing workload analysis form. Should we make changes? Do you have anything to add? Meredith does not have a formal policy but I found this online: Workload per credit: one hour of instruction and 2 hours of student work. Do you agree with the general statement? Sticking With Credit Hour Invalid source specified. supplemental

Assignments

AA Complete Unit structures document and determine lecture plan

Subtopic 2: Workload

SEC Complete workload analysis of each unit – determine if adjustments are needed to balance, determine # of subunits for each unit of instruction

Summative: Updated syllabus with schedule

Formative:

1. Unit plan
2. Weekly update plan
3. Lecture plan
4. Course workload worksheet

Topic 6: Course Environment

Objectives

• Edit a course in Blackboard and use many of the course tools.
• Determine what learners need for ease of navigation to locate content and stay on track in your course.

Introduction

Finally it is time to build you course in Blackboard. You will build your course and design it with clarity, consistency and universal design for learning (UDL) in the navigation and framework. Blackboard has done a lot of this work in the background. It is accessible but you will have to be thoughtful about what you add. In our F2F session we will have an overview of UDL and provide resources to support you.

Instructional materials (readings, presentations, etc.)

BB Learning Module, Ch. 11 pgs. 161-170 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014)

WB Phase 3 part 2 steps 1-4 pgs. 30-31

Add UDL resources

Study activities

F2F

1. Hands on with your storyboard
2. Demonstrate lecture software
3. Practice with various types of lecture formats

KC Read Ch. 11 and BB learning module

KC WB pgs. 30-31

Create the framework for your course

KC: Watch UDL video

Discussions

 

 

 

Assignments

AA Complete Unit structures document and determine lecture plan

SEC Create an introduction to your course and build day 1

SEC Finalize your welcoming email

Summative: Online Blackboard course build review and final online syllabus

Formative:

1. Storyboard
2. Framework
3. First week’s design
4. Lecture demonstration
5. Introduction to course
6. Welcoming email

Topic 7: Implement and Evaluate

Objectives

• Locate or develop and deploy surveys to evaluate the learners experience in your course.
• Analyze and evaluate the student surveys to find areas for improvement in your course.
• Appraise an online course to standards developed by professional experts in the field of online/blended course designed to meet the needs of program goals for courses in higher education.
• Evaluate content for stability, new updates, and modifications for improvement.

Introduction

In this final topic we evaluate your course and look for integration of critical thinking to provide point of view and purpose by using concepts, ideas, and theories to interpret data, facts, and experiences in order to answer questions, solve problems, and resolve issues.

Instructional materials (readings, presentations, etc.)

Ch. 12 pgs. 173-186 (Stavredes & Herder, A Guide to Online Course Design: Strategies for Student Success, 2014)

WB pgs. 32-39 Steps 1-3

Blue book on critical thinking (check with Steven or use cards)

WB Phase 4, Part 1 pgs. 39-41

First form in phase 1 pgs. 3-7

WB Phase 4, Part 1 pgs. 32-39

The Rubric for Online Instruction (CSU, 2014)

WB Phase 4, Part 1 steps 5-7 pgs. 41-42

WB Phase 4, Part 1 step 8 pg. 42

Study activities

KC Read Ch. 12

F2F Develop feedback forms in Google ref; WB pgs. 3-7 ,and 39-41 and have discussion on point of view, give critical thinking handouts

SEC Complete and place feedback forms  in course

Sec WB Phase 4pgs. 32-36 Self-evaluation of the course you have designed and built so far

SEC WB Evaluate instructional strategies step2 pgs. 36-39

SEC Consider WB step 3 = review by colleague pg. 39

SEC WB Steps 5+6 pgs. 41-42

SEC WB step 8 pg. 42 Create your maintenance plan

Discussions

 

 

 

 

Assignments

Summative: Online/blended course evaluation

Formative:

1. Schedule and create 3 feedback forms
2. Point of view evaluation
3. Course goals
4. Maintenance plan