Designing Your Online Course
Location: Room 214A
Preregistration and additional fee required.
Registration code: WF104
Fee: $219 (After May 1, $239)
[Explore and create : Workshop]
Sunday, June 25, 8:30 am–3:30 pm
Location: Room 214A
Learn to design an online course plan using the Quality Matters K-12 Secondary Rubric. We'll unpack how to identify appropriate assessments, instructional materials and technology that align to measurable learning objectives. You'll also complete a planning worksheet to design one module/unit of an online course.
|Fee:||$219 (After May 1, $239)|
|Attendee devices:||Devices required|
|Attendee device specification:||Laptop: PC
|Participant accounts, software and other materials:||Participants should bring at least one developed unit from a class that they are currently teaching or tasked with developing in an online format.|
|Focus:||Digital age teaching & learning|
|Topic:||Instructional design and delivery|
|ISTE Standards:||Teachers : Design and develop digital age learning experiences and assessments|
The purpose of this workshop is to help participants learn how to use QM’s K-12 Secondary Rubric as a guide to develop an online course. This workshop provides a framework to design an online course plan. Participants learn how to identify appropriate assessments, instructional materials, and technology which align to measurable course and module/unit level learning objectives. Strategies for including engaging learning interactions and accessible content are addressed. Participants will complete a Planning Worksheet to design one module/unit of an online course which can be applied to the creation of a course development plan.
Participants will be able to: Explain the intention of the essential standards of the QM K-12 Secondary Rubric.
Explain the concept of alignment.
Use the QM K-12 Secondary Rubric as a guide to develop your online course.
Create an Alignment Worksheet that includes: -Course and module learning objectives -Assessments that match learning objectives and activities and assignments -Instructional materials and tools/media that promote learner interaction and engagement.
Welcome and Introductions (30 min.)
Tour an Online Course (30 min.):
Participants will work with a partner to explore a demo Business Communications Course. They will use a provided handout entitled "Tour an Online Course" to take notes. Discuss as a large group their first impressions of the course with leading questions including "Do you know what to do first?" "Do you know how to get started?" "Do you feel comfortable with the navigation?" "What are your first impressions about this course?" Then we will take a closer look at the organization of the course.
Planning Your Online Course (30 min.)
Participants will complete an activity entitled "Picture Your Learners" where they will create a learner who might be representative of a student in their own class by selecting from certain attributes pertaining to demographics, learning styles, exceptionalities, skills, and experience with online learning.
Learning Objectives (30 min.): Participants will learn the importance how having course learning objectives that describe outcomes that are measurable. With a partner, participants will complete a handout entitled "Evaluate your Objectives or Competencies." When participants have identified their learning objectives, the next step is for them to start thinking about how to structure and organize their course around them. Identify ways to do this, then have participants complete their "Online Course Organization Worksheet."
Assessment (30 min.):
Participants will review QM Standard 3.1 ("The types of assessments selected measure the stated learning objectives and are consistent with the course activities and resources."). Participants will then complete the first four columns in your Course Alignment Worksheet independently. Use the objectives or competencies from Evaluate their Objectives or Competencies. Share their Course Alignment Worksheet with a partner and discuss how their assessments align with your stated objectives or competencies. Make any necessary changes to their Course Alignment Worksheet based on their discussion. Participants will review QM Standard 3.2 and learn how to make sure that assessment strategies and student expectations are clearly defined. Once again they will look at the demo course to find examples of this within the course. Participants will then complete the Online Course Planning Worksheet for Specific Standards 3.1 and 3.2 identifying what they already do well in their face-to-face class and what they can do to implement this in their online course, and what assistance or resources they might need to be successful.
Instructional Materials (60 min.):
Participants will be introduced to QM General Standard 4: Instructional Materials, and particularly Specific Standard 4.1: "The instructional materials contribute to the achievement of the stated course and module/unit-level learning objectives.” They will be introduced to repositories where they can find instructional materials, and used an Instructional Materials Worksheet to look for materials that align to their learning objectives and are accessible. Participants will then share with the group. They will then complete the Instructional Materials area of their "Course Alignment Worksheet." Participants will then discuss strategies for identifying whether or not the materials they choose are appropriate to the reading level of the students in their course. They will then complete their Online Course Planning Worksheet for Standard 4.
Learning Activities (30 min.)
Participants will be introduced to QM's Standard 5.1: “The learning activities promote the achievement of the stated learning objectives," and Active Learning. They will explore the three types of interaction in an online course: Learner-Learner, Learner-Instructor, and Learner-Content. Review how an instructor of an online course can provide clear standards for responsiveness and availability and have participants determine how they will communicate this to their students using the "Outline Your Instructor Plan" worksheet as a guide. Participants will then complete the Online Course Planning Worksheet for the Learning Activities area.
Course Technology (30 min.):
Participants will be introduced to QM's Standard 6.1, "Course tools support the learning objectives and are appropriately chosen." The group will identify appropriate and inappropriate ways to use technology tools with guided examples as a group. Participants will then complete the Online Course Planning Worksheet for the Course Technology Section.
Learner Support & Accessibility: (30 min.):
Participants will be introduced to QM General Standard 7, specifically 7.1- "Course instructions outline and direct student access to available institutional accessibility support services and comply with special education policies and procedures," and 7.2, "The course instructions outline and direct student access to institutional technical support services." Participants will work with a partner to complete the "Learner Support Scavenger Hunt" worksheet. The will discuss their findings as a group, and talk about the items that their school system provides, and which ones they will include in their own course. Participants will then complete their Online Course Planning Worksheet for the Learner Support Area. Participants will then be introduced to QM General Standard 8, specifically 8.2: "Course accessibility information is provided along with guidance for obtaining student accommodations," and where they will take a look at different accessibility statements and 8.3, “The course provides alternative formats of course materials that meet the needs of diverse learners in order to accommodate alternative means of access.” and things they need to consider in making their course accessible for all learners. Participants will then complete the accessibility area of their Online Course Planning Worksheet.
Constructing Alignment (35 min.):
Participants will have been guided to write the the same information that they added to their Course Planning Worksheets onto separate colored popsicle sticks. Participants will now review their Course Alignment Worksheet and gather your popsicle sticks. Create a 3D object that represents the alignment you hope to achieve in your online course Share their projects with the group as a whole. Why did you chose to construct your object as you did?
Reflection (15 min.):
Participants will review their Online Course Planning Worksheet with the following questions in mind: Which idea are you most excited about implementing in your online course and why? What resources or assistance will you need to implement this idea? Share their thoughts with the group as a whole.
Evaluation (10 min.)
Participants will be guided to complete the workshop evaluation.
"Introduction to the Quality Matters Program." (n.d.): n. pag. Quality Matters. Web. . Shattuck, Kay. "Research Inputs and Outputs of Quality Matters: Update to 2012 and 2014 Versions of What We’re Learning from QM-Focused Research." (n.d.): n. pag. 15 Sept. 2015. Web. 30 Sept. 2015. . Shattuck, Kay, Whiney Alicia Zimmerman, and Deb Adair. "Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application." American Journal of Distance Education 29.3 (2015): n. pag. Web. You, Jiyu, Sue Hochberg, Phoebe Ballard, Mingli Xiao, and Anthony Walker. "Measuring Online Course Design: A Comparative Analysis." American Journal of Distance Education 29.3 (2015): n. pag. Web. Schwegler, Andria F., Barbara W. Altman, and Lisa M. Bunkowski. "Beliefs Regarding Faculty Participation in Peer Reviews of Online Courses." American Journal of Distance Education 29.3 (2015): n. pag. Web. Ralston-Berg, Penny. "Surveying Student Perspectives of Quality: Value of QM Rubric Items." American Journal of Distance Education 29.3 (2015): n. pag. Web.
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June 25-28, 2017
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