Faculty Development
January 30, 2009
Faculty Development
January 30, 2009
Course Organization and Instructional Design
Faculty Development
January 30, 2009
Course Organization and Instructional Design
Created by
Philip A. Pecorino
Consortia Faculty Member
CUNY Graduate School and University Center
School of Professional Studies,
Online BA Program in Communication and Culture
Faculty Development
Course Organization and Instructional Design
Important Resources on Fundamentals of Course Design
http://www.ppecorino.com/Articles/PEDAGOGY-blended-instruction-primer.html
Concepts in Instructional Design - Randy Rezabeck
Some Principles of Instructional Design- Randy Rezabeck
Online Course Development - Randy Rezabeck
Events of instruction -Robert Gagne
Effective Practices-Sloan Consortium
Best Practices in Online Instruction -SUNY SLN
Articles and Web Resources
Article: The Web's Impact On Student Learning - Katrina A. Meyer
Course Design Resources at MERLOT
A Case Study: Creating a Hybrid College Course:
Instructional Design Notes and Recommendations for Beginners –
Gordon Hensley -Jolt Vol 1 no 2 http://jolt.merlot.org/vol1_no2_hensley.htm
Faculty Development
Course Organization and Instructional Design
Academic Exchange - EXTRA June 2004
The Ten Commandments in Designing Online Courses
Susan L. Jones
Assistant Professor
Southwest Missouri State University
School of Teacher Education
College of Education
E-mail: SusanJones@smsu.edu
First, thou shalt not assume online is the same as a face-to-face classroom.
Second, thou shalt not put technology before course objectives.
Third, thou shalt not treat online students as merely a number.
Fourth, thou shalt not be vague.
Fifth, thou shalt not make lessons passive
Sixth, thou shalt not make students work in isolation.
Seventh, thou shalt not be unorganized
Eighth, thou shalt not use only one type of student assessment.
Ninth, thou shalt not ignore copyright and fair use issues.
Tenth, thou shalt not forget to reflect on course evaluations.
Faculty Development
Course Organization and Instructional Design
Concepts in Instructional Design - Randy Rezabeck
1. Instructional Design - the systematic process for preplanning and organizing all resources,
learning activities, communications mechanisms, and feedback and assessment activities
necessary to result in active student learning.
2. Active Learning -Student learning occurs because of what the learners themselves do
3. Andragogy - the art and science of helping adults learn..how they learn. Specifically, they tend
to:
•Be more highly motivated and self directed
•See the teacher as a resource rather than an authority figure
•Hold attitudes, values and beliefs based upon life experience
•Be focused and goal directed
•Want to learn for immediate application
•Consider time as a scarce and precious asset
4. Instructional Interaction –
5. Learning Guidance –
6. Student Learning Outcomes –
7. Instructional Objectives 8. Terminal Objectives - which reflect the outcomes for each major topic in the course.
9. Enabling Objectives - which reflect the various steps, components, and background
knowledge that must be learned in order to master the terminal objective.
Faculty Development
Course Organization and Instructional Design
Some Principles of Instructional Design- Randy Rezabeck
1. Define student learning outcomes and use instructional objectives:
2. Design a strong structure for your course that provides:
3. Design activities to promote active learning:
4. Provide learning guidance and feedback:
5. Provide formal assessments that directly measure instructional objectives
6. Utilize Andragogy as a basis for course design
Faculty Development
Course Organization and Instructional Design
Online Course Development - Randy Rezabeck
1. Analyze your audience and the conditions under which they will learn.
2. List your instructional objectives and classify them as either terminal or enabling.
Utilize them in an appropriate manner for your learners in your course design.
3. Design in-class time to maximize interpersonal interactions.
4. Carefully design your outside activities.
5. Use technology to provide structure, communications and feedback to augment
or supplant class activities.
6. Revise your course after completing the semester.
Faculty Development
Course Organization and Instructional Design
Events of instruction -Robert Gagne
Gaining Attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Reviewing any necessary prerequisite concepts, principles, or procedures
Presenting the stimulus material
Provide learning guidance
Eliciting the performance
Providing feedback about performance
Assessing the performance –
Enhancing retention and transfer
-
Faculty Development
Course Organization and Instructional Design
Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS
Course Objectives
Course Units or Modules
with Unit or Module Objectives
Presentation of Content for each Module
Assessment of Objectives
for each module and for the Course
Management of the Class
Provision for Review and Assessment of
•Learner outcomes
•Course outcome
•the instructional design
•The instructor’s role
Revision of design and content
Faculty Development
Course Organization and Instructional Design
Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS
Course Objectives
Course Units or Modules
Unit or Module Objectives
Presentation of Content
Assessment of Objectives
Management of the Class
Provision for Review and assessment of
•the Instructional Design
•the materials and exercises
•the interactions
Revision of design and content
Faculty Development
Course Organization and Instructional Design
Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS
INTERACTION with the Learner
•With Materials and Exercises of the Instructor
•With Fellow Learners- Collaboration LEARNING COMMUNITIES
•With the Instructor
•With the INSTRUCTIONAL DESIGN
• Clear- easy to access parts-redundancy
ENGAGEMENT of the Learner
•Materials
•Exercises
•Activities
•Classmates
•Relevant to life of learners
REFLECTIONS on the Learning
Faculty Development
Course Organization and Instructional Design
Howard Wach Features of Good Design
Provide students with
•Clear directions
•Consistency
•A predictable routine
•Well-organized content
•Group unit-based resources and assignments in folders
•Present materials and directions in the appropriate order
•Post due dates prominently and redundantly
One strategy:
•Put subject-specific single web sites in topic folders
•Reserve “External Links” for portals and gateways
Simplify organization
Link organization to tasks
Emphasize routines and deadlines
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Introduction
Feedback from students suggests that a strong sense of the presence and availability of
the instructor every day of the course is more important than any other consideration.
However, many other factors affect the quality of student learning, student satisfaction and
the reputation of the program in important ways.
The factors below are considered essential to a successful course and a successful instructor.
Both preparation of new faculty and evaluation of current courses will use these as guidelines.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Presence of the Instructor
Detailed contact information should be provided by the instructor at the beginning of the course.
Some specific times when the instructor can be reached by phone or email should be listed.
The instructor should check in on the active parts of their course site and look for email messages
from students on a daily basis. Students should expect to receive a response to a question within 24 hours.
Faculty should be an active presence on discussion boards and in team projects.
The form of the participation can be neutral or directive, but students should know that their instructor is there
in the work space.
Faculty should post a welcome message at the beginning of the course and include audio as appropriate.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Responsiveness to Students’ Circumstances
Assignment deadlines and testing periods should not be set so that they fall within the
typical work day. Instructors should remember that there are students who live in
different time zones and, where there are specific end times for activities,
indicate the time zone that will apply, e.g. 10:00 PM EST.
Instructors should keep track of religious holidays and other observances that might preclude
participation for individual students.
Asynchronicity is an important feature of our program;
it should be honored and respected in all courses and for all assignments.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Content of Course Site
A detailed syllabus, that includes a sequential mapping of course activities,
should be available when the course begins and students should be informed promptly
concerning deviations from the syllabus.
All important course activities should take place within the Blackboard site,
not via email or other means except under unusual circumstances.
Whenever they log on to the course site, students should always see accurate and current
information about course assignments and deadlines.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Design of Course Site
The different parts of a course should form a coherent whole, with mechanisms for students
to navigate easily from one part to another. Redundant parallel paths should provide
convenient access from different starting places to material which interconnects
Course banners should be attractive and appropriate for the course content.
Efforts should be made to create an attractive course site.
Be consistent in the terms and labels that are used for certain kinds of activities
and sections of the course.
Courses should be designed to take full advantage of the version of Blackboard
in use by the program.
Courses should be designed to take advantage, as appropriate, of the multimedia capabilities
of online work. Graphics and hyperlinks, as well as video and audio should be included.
Alternate text should be provided for graphics, audio, and video material,
to provide accessibility for vision- or hearing-impaired students.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Quality of Assignments
Discussion questions or introductions to discussions should be complex and interesting
enough that they engage students at levels of participation sustained across the semester.
Discussion questions should be open-ended and provocative—
questions which require specific and limited answers should be used for
assignments/quizzes.
The discussion board should reward active thinking.
Instructions and grading schemes for discussions and other group activities should require
and provide rewards for
(1) students responding to one another and
(2) participating in the activity throughout the assignment period, rather than just on the
deadline day.
There should be variety in assignments to accommodate different learning styles.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Evaluation of Student Work
Rubrics or other detailed guidelines for grading should be provided for all assignments.
Expectations of the instructor, especially for activities that will be used in assigning grades,
should be described clearly, provided to students at the beginning of the term, and
rewards attached to doing what is expected.
Students should be informed of how assignments will be weighted in final grades.
Students must be informed of their progress with an evaluation of their work at midsemester.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Accuracy
Course sites should be free of typographical, grammatical and other errors.
All components should be carefully edited for accuracy and completeness.
Instructors should check all links to ensure they are in working order prior to the semester.
Update all course material each semester; don't rollover assignments without reviewing and
updating all links, due dates, and references to other sources that may have changed.
Faculty Development
Course Organization and Instructional Design
STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE
CUNY Online BA Program
Relationship to the Concentration as a Whole
Instructors need to understand that if they provide an excellent experience for students,
overall retention and satisfaction in the program is enhanced. Likewise, courses that promote
mastery of foundation and other skills enhance student success in other courses.
Every effort must be made to make different sections of the same course consistent
with one another, especially in ways that impact what students learn.
Other
Students should be informed about Fair Use guidelines at the beginning of the course
and faculty should monitor compliance to the extent possible.
Faculty Development
Course Organization and Instructional Design
Online BA Faculty Observation Criteria
Content of Course Site.
•
organize and present the course material
•
detailed syllabus that provides sequential mapping of activities- all important activities through the
site
•
convey knowledge of and interest in the subject matter of the course
•
course site free of typographical, grammatical and other errors
Design of Course Site.
•
different parts of the course form a coherent whole, with mechanisms for easy navigation
•
the course site attractive
•
the course banner clearly states the number and name of the course
•
the course design take full advantage of the features of Blackboard 8.0
Presence and Responsiveness of Instructor.
•
motivate and encourage student response and interaction (with the material, with each other, with
the instructor)
•
provide detailed contact information
•
the instructor present on the course site on a regular basis
•
the instructor an active presence in discussions and in team projects (serving either a neutral or
directive role)
Quality of Assignments and Evaluation.
•
discussion questions and other assignments complex and interesting enough to engage students
•
assignments appropriate to the course focus and objectives
•
evidence of frequent, sustained student participation in course activities (or has the level of
participation fallen off)
•
instructions and grading schemes for all assignments specified clearly
•
feedback is provided by the instructor in addition to grades
Faculty Development
January 30, 2009
END of PRESENTATION
Course Organization
and Design
Howard Wach
OLBA Consortial Faculty and
Bronx Community College
http://199.219.158.116/~howardwa
ch/OLBA/FacDev09.html
Design and
Organization Basics
Provide students with
• Clear directions
• Consistency
• A predictable routine
• Well-organized content
First Announcement
The Course Information Area
Read This First!!
Grading Criteria
Organizing Content:
The Topic Folder
• Group unit-based resources
and assignments in folders
• Present materials and
directions in the appropriate
order
• Post due dates prominently
and redundantly
The Topic Folder Area
Inside a Topic Folder
Organizing Content:
Managing Web Links
One strategy:
• Put subject-specific single
web sites in topic folders
• Reserve “External Links” for
portals and gateways
Single Pages in a Folder
Portal and Gateways
Summing Up
• Simplify organization
• Link organization to tasks
• Emphasize routines and
deadlines