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Preparing for Effective Online Learning

Preparing for Effective Online Learning. An instructor-led orientation with online practice. Jean Dugo and Ben Hughes EDTEC 572  SDSU  Fall 2003. Background. Triton College Project Goals Audience Needs. Guiding Design Philosophies. Gagne’s Nine Events of Instruction

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Preparing for Effective Online Learning

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  1. Preparing for Effective Online Learning An instructor-led orientation with online practice. Jean Dugo and Ben Hughes EDTEC 572  SDSU  Fall 2003

  2. Background • Triton College • Project Goals • Audience Needs

  3. Guiding Design Philosophies • Gagne’s Nine Events of Instruction • Bloom’s Taxonomy of Educational Objectives (as revised by Anderson) • Merrill’s Component Display Theory (as described by Clark) • Instructional Systems Design Model (ISD)

  4. Course Description • Course Structure • Module Goals • Development Team • Deliverables

  5. Module 1: Online Orientation • Instructional Goals • Students will be prepared to take an online course, be familiar with WebCT and understand its use in their online course. • Module Flow of Events • Instructor led presentation • Online Course Facts & Tips • Find Your Course • Log in to WebCT • Student Activities • Study Skills Survey • Learning Styles Assessment • Student Module Evaluation

  6. Module 1: Screen Examples Instructor Presentation Student Activities and Websites

  7. Module 2: Online Course • Instructional Goal • Students will be able to use all of the most common features of a WebCT course. • Module Flow of Events • Instructor, Online Lesson, Debrief • Source Content • American Heart Association (Cholesterol)

  8. Module 2: Screen Examples Instructor Presentation Online Course

  9. Module 2: Online Lesson Link • http://online.triton.edu:8900/ • Username: • Password: • Once you have logged on, click Final Project to launch the online course.

  10. The Project Plan • Who is the target audience? • Extant Data • Needs Analysis • Students • 63% cover more material & increase length of orientations • 95% how, where or when to start class & how to login • Instructors • Decrease in technology questions • Inaccurate student perceptions (traditional vs. online)

  11. The Project Plan (continued) • Implementation & Evaluation • Goal create learning experience • Lessons Evaluated • Student • Instructor • Prototype Revised • Student Feedback • Is the Course Design Process Complete?

  12. Project Delivery Website http://www-rohan.sdsu.edu/~dugo/port/dugo_online_courses_student_portal.htm

  13. Sources • Gagne, R. M., and Karen Medsker (1996). The Conditions of Learning: Training Applications. New York, NY: Harcourt Brace College Publishers • Anderson, Lorin W., David R. Krathwohl, et al. (2001). A Taxonomy for Learning, Teaching, and Assessing. New York, NY: Addison Wesley Longman • Clark, Ruth. (1999). Developing Technical Training 2nd ed. Silver Spring, MD: International Society for Performance Improvement • American Heart Association (2003) http://www.americanheart.org/presenter.jhtml?identifier=1516

  14. Sources (continued) • Dick, W. and Carey, L. The Systematic Design of Instruction, 4th Edition. HarperCollins, 1996. • Reid, John E. 2000 What Every Student Should Know About Online Learning. Available Online: http://www.ion.uillinois.edu/IONresources/reid.html (March 2001). • Distance Education A Primer Student Issues http://www.telecampus.utsystem.edu/deprimer/student.html • Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp.  3-6. 

  15. Sources (continued) • WebCT Website http://www.webct.com • Triton College Website http://www.triton.edu • Illinois Virtual Campus http://www.ivc.illinois.edu • OASIS Online Assessment Service for Internet Students http://www.ilcco.net/oasis/index1.cfm?Netscape4=0&CFID=10622&CFTOKEN=89711367

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