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BLC Developing Online Courses 071614v2

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Designing Online Courses
Barbara Treacy
July 16, 2014
Today’s focus
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Identify key questions about online course design
Discuss key elements and key challenges in online
course design
Engage in hands-on exploration of online activities to
prepare online designers
Explore courses to identify elements of effective
online design
Share resources to support ongoing learning about
effective design
Wrap-up
Key Questions
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What’s different about online design?
How do we adapt face-to-face content for
online delivery?
How is online content designed so it’s
interactive and engaging?
How is learning in the online environment assessed?
How do we keep the focus on content and pedagogy
and not on the technology?
How are learning communities integrated into online
courses?
Your questions? Discuss: What do you want to
learn about online design?
Key Resources for Online Course Design
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iNACOL Online Course Standards
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ETLO Online Course Criteria
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Online Course Consortium Quality Framework
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Quality Matters
Gary’s Social Media Count
http://www.personalizemedia.com/media/socmedcounter.swf
“The illiterate of the 21st
century will not be those
who cannot read and
write, but those who
cannot learn, unlearn,
and relearn.”
-Alvin Toffler
“Fast, easy, guaranteed ...pick none.
That's the work that's worth doing.”
-Seth Godin, author
Discuss
What are the elements of an
effective course – not specifically
online?
Elements
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Engaging
Student driven
Tied to standards
Learning goals are clear
Learning is quantifiable
Adaptable
Collaborative
focused
What’s Different about Online Design?
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Content: Different structure of content
Technology: Increasing choice of tools; some will disappear
quickly and technical issues can occur regularly
Accessibility: Online learning increases access but access and
accessibility issues must be addressed
Social dynamic: Different interaction methods & pacing; new
strategies needed to address cohort & individual needs
Discussion: Specific facilitation strategies needed; importance
of written communication and “online voice”
Assessment: New tools available but new strategies needed
Facilitation and design: Labor intensive activities!
More on Accessibility Needs
Video and audio: requires captioning, transcripts, ability
to pace to be fully accessible
пЃ® Multi-media requirements not activated in schools
пЃ® Image descriptions needed for webpages/documents
 PDF’s used to not be accessible to many screen readers;
now they have some great accessibility features!
 CMS’s are generally designed to address accessibility but
won’t insure uploaded content is accessible
For more info and to test accessibility of a webpage: http://webaim.org
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Course Design Criteria
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Course Structure and Design
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Content Organization, Session Organization, Main Page,
Navigation, Design Elements, Interactivity
Course Content
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Overview, Goals, Course Requirements, Session
Introduction, Readings, Activities, Discussion,
Assessment
http://courses.edtechleaders.org/html_cores/trainingcores/ocd/docu
ments/online-course-elements.html
Is one more important: Content or Design?
http://moodle.etlo.org Username and PW: blc
Explore the course and discuss:
1.
What are the key differences in designing for f2f
vs. online or blended?
2.
What are the benefits of learning to design in the
online environment?
3.
What did you find most useful in the course?
Apply: Explore and apply criteria
1. Common Core courses (learning community)
http://moodle.etlo.org Username and PW: Webinar
or
2. Intel Easy Steps Tech Literacy course (selfpaced)
http://dev.ezsteps.edc.org/home
Username: btreacy@edc.org PW: blcblc
Discuss: What design principles did you notice?
“The change we are in the middle
of isn’t minor and isn’t optional”
-Clay Shirky, Author and
Professor, NYU
Thank you!
Barbara Treacy btreacy@edc.org
EdTech Leaders Online http://edtechleaders.org
Education Development Center http://edc.org
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