2. Where did we leave off?
We’ve discussed
The difference between traditional in-seat and online/hybrid
course delivery.
Planning your course and introduced some of the technology
tools that you might use
The importance of thinking through and communicating with
detail
Including Syllabus Additions
Have you left feedback on the discussion board for others on
their syllabus revision? Has anyone left comments or questions
for you?
3. An overarching topic: Content Delivery
Let’s state the obvious:
Identify the content that you need to deliver!
4. Backward Design
1. You begin with your course objectives.
2. You next look at how you will know if your
students meet the objectives – that is
through assessment.
3. You choose your assessment methods.
4. Last you develop the content.
1. (Okay, there’s a little more involved in the
process than this….I know where there are
great resources if you’d like to learn more!)
5. Assessment
Assumptions
You know your course objectives
You have established means for assessing their learning
You likely practice both formative and summative assessment
Methods for online/hybrid delivery
How do you currently assess your students’ learning?
How much formative assessment do you practice?
What about summative?
High stakes?
Low stakes?
6. High or Low Stakes
High Stakes
Example: Midterm & Final
Midterm = 30%
Final = 40%
Paper/Project = 20%
Incidentals = 10%
Can you identify some reasons this might not be the best
approach for an online course? (a hybrid course?)
7. Community
Security
Take advantage of what an online delivery adds to
your possibilities
What are some alternatives?
8. Low Stakes!
Still want to use online tests?
4, 6 or even 8 smaller quizzes
“Open Book”
Weekly quizzes on assigned reading/modules to check for
understanding (and reading!)
Example:
Thirteen quizzes during the semester, dropping the lowest score,
cumulatively worth 20% of the course total
9. Other alternatives
Wikis Essays
Journals/Blogs Projects
Portfolio Application/
Presentation Demonstration
Case Studies Other ideas?
Resources…
10. Thing 4 and Thing 6
Content Delivery & Building Community
11. Organizing your content
What you are teaching
How you are teaching
An often reported frustration for students is
when a course appears disorganized and they
have difficulty knowing what to do and where
to find it.
This costs them time that they could otherwise
spend actually attending to the content and
their frustration may impede the attention they
give when they finally find what they need.
The confusion and back-tracking limits student
engagement.
13. Considerations
Chunking
This
is described in the (re)Designing
Content learning module.
Readability
Review the document “Readability
Statistics.” (A one-page handout.)
14. Interaction
interaction between the student and
the content material;
interaction between the student and
you; and
interaction among students in the
class.
16. Community of Inquiry
Social presence is “the ability of participants to identify with
the community (e.g., course of study), communicate
purposefully in a trusting environment, and develop inter-
personal relationships by way of projecting their individual
personalities.” (Garrison, 2009)
Teaching Presence is the design, facilitation, and direction of
cognitive and social processes for the purpose of realizing
personally meaningful and educationally worthwhile learning
outcomes (Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is the extent to which learners are able
to construct and confirm meaning through sustained reflection
and discourse (Garrison, Anderson and Archer, 2001).
Garrison, D. R., & Vaughan, N. (2007)
Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
17. Develop Community through:
Active interaction
Course content
Personal communication
Collaborative learning
Socially constructed meaning evidenced by questioning,
reflection and agreement
Comments directed primarily student to student rather than student
to faculty
Peer evaluation
Sharing of resources among students
For community to develop, faculty and students have to sense
the presence of each other and build trust.
Palloff and Pratt (2007)
18. Methods
Lecturing
Text
Podcast
Video
Synchronous
Learning Objects
Web sites
Video
Problem Based Learning/ Case Study / Critical Incident
Discussion / Dialogue / Discourse / Debate
What else??
19. Communication Content Assessment
Announcements Post documents Online quizzing
Email Learning units
Surveys
Discussion Board Adapted release
Pronto Web resources Blogs
Group pages RSS Feeds
Wiki
Journals Blogs/Wikis
Submit assignments
Grade Center Library Resources
Collaboration Scholar Grade Center
Wimba Voice Podcasting
Turnitin
Telephone Wimba Classroom
Wiki iTunes U Track Statistics
20. Next:
Please go through the (re)Designing Content learning
unit. You will be asked to begin the development of an
individual unit of content and post it (or the outline) on
the discussion board.
This should include the following:
Identify your organization structure
Outline the content
List the “how”
Include the assessment