A Learning Module Approach to Online Education

1. A Learning Module Approach to Online Education Michael N. Davis, M.A. Pathfinder Career & Executive Coaching

2. Session Overview • This presentation will focus on the benefits and structure of a highly-effective "learning module" format for use on Blackboard, eCollege, and/or WebCT learning platforms. • The presentation will address both blended/hybrid and 100% online course formats.

3. Our Game Plan • Personal Background • The Business Case for a Module Approach • Student Responses & Feedback • Designing Your Learning Module Course Site: • Recommended Module Schedule • Important Custom-Design Recommendations • How to Format Your Module-Oriented Course • Recap • A Note of Caution… • Wrap-Up

4. Michael N. Davis • 20+ years as a leader in for-profit and non-profit international organizations • In 1999, I left the corporate world to launch my consulting firm, Pathfinder Career & Executive Coaching (www.pathfindermaine.com) • I am also a "free agent“ adjunct instructor at four regionally-accredited universities, instructing business and organizational leadership courses (undergrad and grad), in blended/hybrid and 100% online formats • I fully embrace technology and non-traditional educational concepts

5. The Business Case • Why a Module Approach Works: • Organization of Information • Ease of Use (module- vs. task-orientation) • Frequent Communication • Value-Added Context: Module & Topic Summaries • Opportunity to Add Supplemental Resources • Opportunity to Enhance Learning with Tech Tools • Opportunity to Incorporate Team Activities • Module/Grade Book Linkage • Module/Syllabus Linkage

6. Student Responses • I was named "Outstanding Graduate Faculty Member" for 2007-2008 at Southern New Hampshire University (SNHU) • I have also been named a "Subject Matter Expert" for Human Resource Management & Organizational Leadership at SNHU. • Both of these awards were received in large part due to the module approach I have taken in developing my Blackboard-based courses

7. Student Feedback Sampling • Southern New Hampshire University (Grad) • “Loved the learning environment…” OL663 Student • “The materials and articles offered throughout the class were excellent…” OL600 Student • “Excellent learning environment…” OL690 Student • “All the units (modules) built the big picture…everything was so well-prepared…” OL670 Student • “This was the most enjoyable, informative, and interactive class I have taken at this school.” OL322 Student • “Love the structure and how you use Blackboard…course design should be a model for other instructors…” OL690 Student • “Very methodic and organized…course online was excellent.” OL690 Student • “The Blackboard set-up and assignments were very well put together.” OL600 Student

8. Student Feedback Sampling • University of Southern Maine (Undergrad) • “The hybrid style class made it more interactive with other students.” Mark C. • “Class instruction was supplemented by the use of Blackboard which serves the non-traditional student so well…” Sarah J. • “Michael was very good with his instruction on Blackboard…gives each student the responsibility of doing their work.” Dawn D. • “I was afraid of the hybrid class…but he made it easy and I learned a lot in the process.” Sonya J. • Central Maine Community College (Undergrad) • “I think the hybrid format is great and should be offered more often.” Anonymous • “I think Mike’s approach to the course was ideal for the fast growing tech based world…” Kelli B.

9. Designing Your Course Site • You can customize your course layout and content: • Module Schedule • Announcements • Syllabus & Info • Learning Modules • Course Resources • Student Resources • Communication • Instructor Info • The Grade Book

10. Module Schedule • A Learning Module runs from Monday at 12:01am to Sunday at 11:59pm • Each Module contains the following: • Module Overview • Readings • Resources (web field trips, etc.) • Assignments: • Discussion Boards • Case Studies • Blogs & Final Papers • Team Assignments • Review Exercises, Quizzes, etc.

11. Announcements • I recommend that you post Announcements throughout each module: • Module Kick-Off Announcement (Monday) • Mid-Module Check-In Announcement (Thursday) • Module Wrap-Up Announcement (Sunday) • Grades Posted Announcement (when previous module’s assignments graded) • Periodic or Thematic Announcements: • University Info • Cool Articles or “Breaking News”

12. Syllabus & Info • I recommend that this section include the following: • Syllabus (very detailed including grading rubrics and module-by-module overviews; average length is 10 pages) • Individual Assignments Overview • Team Assignments Overview • Assignment Resources (short paper template, etc.)

13. Learning Modules • This is where 90% of student time is spent • The Learning Modules section of the Bb course website can be set-up with an individual folder for each Learning Module • On the “cover” of each folder, I list: Course Schedule, Course Theme, Readings, Assignments, F2F Meeting Dates (Blended/Hybrid) • Within each Learning Module folder, students can access all activities and assignments related to each module – This is a very important element of the module-oriented format!!!

14. Course Resources • The Course Resources section of the Blackboard course is a great place for the following important resources: • Supplemental Course Resources (articles, etc.) • F2F Class Meeting Presentations (for blended/hybrid courses) • The Course Resources section can become the “go to” area for additional, important course materials

15. Student Resources • The Student Resources section of the Blackboard course website contains the following important resources: • My Grades (the Bb Grade Book) • The Student Resources section also provides access to the Bb “help” tools, and other helpful, personalized “tools” (address book, calendar, etc.)

16. Communication • The Communication section of the Blackboard course website contains the following important resources: • Course Roster • Course Email Access (listing all classmates and instructor) • The Communication section also provides “backdoor” access to the Announcements, Discussion Boards, and other collaboration-oriented functions

17. Instructor Info • Create a Profile • Include the following information: • Name and credentials • Email address • Office phone • Office location • Office hours • Personal website • Other info deemed appropriate • Photo

18. The Grade Book • The student Grade Book is linked to the Student Resources section of the Blackboard course website • The module assignments should be linked directly to the Grade Book (this eliminates the need for the Digital Dropbox) • The Grade Book should be designed to sequentially reflect the graded assignments in each module • The Grade Book should be kept up-to-date within one week of assignment due dates

19. Recap • We reviewed The Business Case for a Module Approach • We noted Student Responses & Feedback to the ease of use and effectiveness of the module-oriented format • We reviewed “tips” for Designing Your Learning Module Course Site: • Recommended Module Schedule • Important Custom-Design Recommendations • How to Format Your Module-Oriented Course

20. A Note of Caution… • Institutions wishing to pursue online or hybrid/blended learning programs should be sure to: • Allocate adequate server resources to support the initiative • Allocate adequate IT support resources to support the initiative (help desk, help desk hours, help desk staff training, etc.) • Provide training and tutorials to students • Provide training, tutorials, and clear expectations to instructors • Provide adequate in-classroom technology (hybrid)

21. Wrap-Up • Any other questions on the key elements of this presentation? • The Business Case for a Module Approach • Student Responses & Feedback • Designing Your Learning Module Course Site: • Recommended Module Schedule • Important Custom-Design Recommendations • How to Format Your Module-Oriented Course • Thank you for choosing to attend this presentation! • Good luck incorporating these elements!