This session will explore the process of building an activity that engages students in the learning process while fitting within the course context and adhering to relevant guidelines. The presenter will use an example of his work to describe the development of the activity from end to end.
In conversations comparing face-to-face courses with asynchronous online courses, the discussion will often veer to the perception of disparity in “engagement” between the two. Some argue that face-to-face courses are ideal for engaged learning, while online courses leave learners unmotivated and uninspired. If this were true, we would have to forget our face-to-face courses in which the instructor, spending hours at a time lecturing or writing on a white board, does little to proactively engage their class in the learning process. In reality, engagement is established through deliberate and thoughtful planning. Rather than being dependent on setting or modality, it is dependent on choices made in developing and executing the course.
If an instructor is new to online teaching, designing an engaging course can be tricky. As such, it is common for them to be paired with an online course designer. The online course designer will typically establish a plan by asking questions regarding course objectives, assessment, interaction, and learning content. The online course designer aims to distill these conversations down to activities that engage learners while supporting their achievement of the course objectives.
But what does this look like in practice? How does the course designer navigate from a conversation with the instructor to polished, engaging activities?
This session will explore these questions in detail, highlighting the process of building an activity within the context and guidelines of a particular course, while also engaging students in the learning process. The presenter will use an example of his work to describe the development of an activity from end to end, paying special attention to decisions made regarding format of content, use of learning technologies, and incorporation of course objectives.
Session Goals:
Individuals attending this session will be able to articulate what “engagement” means to them based on their particular role. Additionally, attendees will be able to describe how their learning technologies can work together to increase student engagement. Lastly, attendees will be able to describe the fundamental decision-making process for developing an engaging asynchronous online course.
Level of Participation:
The presentation will be divided into two segments of approximately 15 minutes each. After each segment, there will be discussion questions posed to the participants.