Adapting Content, Assessments and Resources

“You must be shapeless, formless, like water. When you pour water in a cup, it becomes the cup. When you pour water in a bottle, it becomes the bottle. When you pour water in a teapot, it becomes the teapot. Water can drip and it can crash. Become like water my friend.” ― Bruce LeeContinue reading “Adapting Content, Assessments and Resources”

Organizing a Course

“Through others we become ourselves.” ― Lev S. Vygotsky Content, assessments and resources are arranged into modules that support student learning through scaffolding and chunking. A key concern in organizing a course is to determine the order of topics. Course designers must identify the learning opportunities to be employed and when in the teaching andContinue reading “Organizing a Course”

Selecting Strategies, Assessments and Resources

May your choices reflect your hopes, not your fears. – Nelson Mandela The key component of the selection in the instructional design process stage is to align instructional strategies, resources and assessments with course objectives. Objectives should provide a time frame during which student learning will be accomplished. Selection involves culling the most relevant, effectiveContinue reading “Selecting Strategies, Assessments and Resources”

Identifying Resources

“You are never strong enough that you don’t need help.” ― César Chávez Resources are content, media, research and communication items and tools to facilitate student learning. Instructional resources must take into account student technology skills, learning styles and communication preferences. Content Resources are texts in the form of textbooks, articles and links to websites.Continue reading “Identifying Resources”

Assessments

If you can’t measure it, it doesn’t exist. Assessments are the techniques instructors use to determine student understanding assessments. and proficiency. As a general rule, assessments should provide for various kinds of responses. Two categories of Assessments have been identified: Summative Assessment Occurs at the end of a predetermined period of instruction Rates the studentContinue reading “Assessments”

Learning Objectives

What are we going to learn and how will we know we’ve learned it? Learning objectives are expectations of what students should know or be able to do, how and under what conditions this knowledge or skill will be demonstrated and the criteria to determine success. Learning Objectives should be: Specific Measurable/Observable Attainable for targetContinue reading “Learning Objectives”

Instructional Strategies

Telling is not teaching! When developing an online course, it is important to consider how the students will acquire the desired knowledge and skills. In a distance learning setting, instructional strategies must take into account student technology skills, learning styles and communication preferences. Strategies encompass the following approaches: Direct Instruction Student learning is supported throughContinue reading “Instructional Strategies”

Identifying a Course Goal

What is the goal of your course? Determining the goal for the course will clarify what you want the students to learn and accomplish. Having the course goal in mind will help you make decisions about: Which content to include, Which teaching methods to use What kinds of assignments are appropriate When you define theContinue reading “Identifying a Course Goal”

Designing a Course

Where should you start when designing an online course? The SOAR2 model, shown below, has two phases: identification and design: A foundational step in the design phase is identifying instructional strategies. When thinking about instructional strategies, stay focused on acquisition (how students will gain the desired knowledge and skills) and application (how students will useContinue reading “Designing a Course”