Enhancing Online Course Design: Learning, Interactivity, and Objectives

1. ESL Online Course Institute March 16-20, 2009

2. Overview • Introductions • Overview of Institute • Exploration of Exemplary Online & Hybrid Courses • Examining our Own Courses • TGI • FINK

3. Welcome

4. All Components Working Together

5. TGI • Did the TGI confirm your beliefs? • Did your TGI surprise you in any way? • How will you revise your course (or your answers to the TGI)? • Was it helpful in starting to think about your course?

6. TGI: Intro to Russian Literature

7. Significant Learning Experiences • Do you have any questions about who your students are, what they like, what they know? • What are your baselines for establishing your ‘human dimension’, ‘caring’ and ‘learning how to learn’ goals

8. Integration of Course Components Goals Objectives Class Activities Assessments Assignments

9. Learning Objectives A statement of a specific, measurable learning outcome. In other words “what will the student be able to do as a result of the lesson?”

10. Multiple Purposes • “Learning objectives are used to guide the attention of the learner toward critical learning messages. • Learning objectives are used to tell the learner what's in the course. • They are used by instructional designers to guide the design of the learning. • They are used by evaluation designers to develop metrics and assessments.” http://www.willatworklearning.com/2006/06/new_taxonomy_fo.html

11. Multiple Forms • Pushkin • demonstrate close reading of text by citing and reacting to specific passages • define themes based on patterns identified through close readings • explain the place of the poet in Russian society at this time period based on the persona exemplified in Pushkin’s poems • explain the role of literature in Russian society at this time period based on the themes exemplified in Pushkin’s poems • demonstrate deep knowledge of Pushkin’s poetry through well-crafted journal entries as judged by the journal rubric

12. Multiple Forms Who was Pushkin (1799-1837) • When did he write? • Who did he write for? Who was the Russian reading audience? • Where does this work fit in his oeuvre? • Where does Pushkin fit in the development of Russian literature? • What was going on in Russian at the time this poem was written? • Who did Pushkin read- what we his literary influences?

13. Objectives • The WebCT environment will provide participants with a ‘sense of place’ through clear structure, and navigation • You will welcome participants to your course by using best practices for establishing closeness and trust in an online environment • Course design will facilitate interactivity based on research and best practices • The framework will reflect instructional design principles such as: • big ideas • focus on performance goals • clear learning objectives • student-centered learning • frequent, meaningful feedback including self-assessment • You will evaluate your own course using a rubric for excellence in online course design

14. Objectives An objective for a course on distance learning -> Online lessons designed by students will demonstrate interactivity based on research and best practices <- • Explain meaning of interactivity and types of interactivity • Define characteristics of interactivity in online environment (synchronous, two-way, initiator, level engagement) • Describe design factors (architecture) that influence interactivity • Differentiate interactions that increase course satisfaction and/or improve learning • Create interactions reflective of best practices in course design

15. Objectives=Activities=Assessments

17. How do you get your objectives? • Think of mentoring an apprentice in a guild • Interview someone in your discipline about how they solve problems/approach their discipline- write down the procedure • Write down steps you follow when engaged in scholarly activities • Follow the steps that you wrote down- exactly as written down • Fill in the gaps • Note materials that you refer to