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Enhanced Organization and Content in Online Learning

Enhanced Organization and Content in Online Learning. Dr. David S. Hogsette Department of English. A Word about Course Organization. Structure 1: Content Area/Course Tool Organization Course structured according to tool sets or content areas

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Enhanced Organization and Content in Online Learning

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  1. Enhanced Organization and Content in Online Learning Dr. David S. Hogsette Department of English

  2. A Word about Course Organization Structure 1: Content Area/Course Tool Organization • Course structured according to tool sets or content areas • Key benefit: Students know where to perform certain tasks • Key limitations: • Student confusion/lost in course • Multiple clicks to find content • Repeated teacher clarification • Example: Sci Fi course in Bb 8

  3. A Word about Course Organization Structure 2: Unit Organization • Course structured by units • Specific, consistent information within each unit • Key benefits • Logical organization of course • Progressive movement through course • Easy navigation through course material and tasks—fewer clicks • Reduced student confusion • Key drawback • Time-consuming construction (one-time)

  4. A Word about Course Organization Example: Romantic Period Literature in Bb 9 • General Resources • Units • Objectives • Lecture/supplemental materials • Unit readings • Activities • Journals • Discussions • Assignments (using SafeAssign)

  5. Developing a Course with Content Manager • Uses: • Critical readings • Supplemental information • Handouts • Review notes • Lecture materials • Organize by subject matter instead of by course • Reduces duplication • Allows for cross-course sharing • Basic functionality • Build collection • Link to items in collection when building a course • Can create a collection and add to it as you build a course • See Example

  6. Developing a Course with Discussion Links • Online courses should be interactive • Encourage dialog between students • Engage dialog between faculty and students • Post follow-up questions • Encourage students to respond to each other • Create discussion activities in each unit • How to create a discussion link

  7. Developing a Course with SafeAssign • What is SafeAssign? • What does it do; what does it not do? • Review the results within context of each paper (high percentage does not automatically mean plagiarized paper) • Use with any written assignment • Key uses: • Punitive function—catch and punish plagiarists • Instructive function—teach students how to review and revise their work • Combination of above • Inserting a SafeAssign link

  8. By Way of Conclusion—Provide Course Setup Info • Week one: Getting Started unit • Objectives of the course • Instructor info • Tech support info • Introduction to course material • Complete overview of course activities • Clarification of expectations (e.g., word count for discussions) • Checking-In post • Indicates student has read and understood syllabus and course expectations • A type of contract for the course • Reduces “I didn’t know that…” excuses • See example

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