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Getting Organized

Getting Organized. Agenda. About US The Short Course Overview Our BB Course Resources for Faculty Learning Design Activities / Worksheets Online Syllabus Considerations Sample Course Layouts Creating your Master Course Template Media Showcase: Camtasia. About Us and this Program.

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Getting Organized

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  1. Getting Organized

  2. Agenda • About US • The Short Course Overview • Our BB Course • Resources for Faculty • Learning Design Activities / Worksheets • Online Syllabus Considerations • Sample Course Layouts • Creating your Master Course Template • Media Showcase: Camtasia

  3. About Us and this Program • LDT program and misadventures! • All GAs have a mix of experiences with online learning, online teaching, technologies to support online learning and BB • Drs. Lehman and VanFossen are providing support for the GAs at an hourly rate to assist you develop an online course by the end of the semester • Rules for use of the GAs!

  4. The Short Course • Session 1: Why We Need a Plan and Getting Organized • Session 2: Getting Started with Design and Development • Session 3: Planning the Content and Developing Your Activities • Session 4: Delivery & Managing Your Online Course • Session 5: Assessment and Evaluation Approaches No meeting the week of October Break

  5. Blackboard Course • What is posted, what will be posted • Course Overview • Access at http://mycourses.purdue.edu • Labeled COE Faculty Training: Online Course Development

  6. Resources Available to You • ITAP Training Materials • http://www.itap.purdue.edu/training/materials/ • ITAP personnel for individual training • BB training sessions • determine at least 1 BB workshop to attend (Assessments & Assignments, Collaborative tools, Bring Your Questions, Grade Center) • Technologies • E.g. Camtasia, SnagIT, Respondus, Respondus Lockdown • Open Lab hours (determine times)

  7. Learning Design Activities What are Learning Design Activities? • If Learning design is a model that you can follow to help plan your online courses then learning design activities are the steps in a model that help you get there. These provide hands-on practice with the learning design process. In essence, we will be looking at each step in the process and using LDA worksheets to get us through them. …and why do we need them? • LDAs can help you address the four key questions that all course designers should ask before designing and developing an online course (Mager, 1984): • Where are we going? (What are the goals of the instruction?) • How will we get there? (What is the instructional strategy and the instructional medium?) • How will we know when we have arrived? (What should our assessments look like? How will we evaluate and revise the learning materials?) • What resources are available? (templates, tools, samples, colleagues) • LDA worksheets provided within the BB course; samples also provided

  8. Sample Courses • Professional Development Modules (GERI) • LDT Program Template (EDCI 53100) • Wilmington University (Blackboard) http://www.wilmu.edu/onlinelearning/dlsample_faculty.aspx

  9. Online Syllabus Considerations • Policies, Procedures may be impacted • Netiquette policy! • Plagiarism policy • Late assignments • Time zones—really!! • Specific dates, not just weeks • Very specific Communication Plan • I always add a discussion thread, “Ask a Peer, Ask the Instructor” and “subscribe” to the thread • Availability • Your participation in the DQs • Participation/Grading Criteria • If you are going to use Discussion Questions (DQs), for example, post participation guidelines • Redundancy is good in online courses—really! • See Ko & Rossen, chapter 5

  10. Activity • Create Master Course Template

  11. What’s Due for Next Week • LDA worksheet # 1 and #2 • Review • Sorenson & Baylen article, 7 Principles • Zheng& Smaldinoarticle, a Primer for Planning • Draft of your online syllabus • outline with topics, weekly breakout, assignments if already known. • See Ko & Rossen, chap 5 as a resource

  12. Media Showcase: Camtasia

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