Designing Successful Online Courses, Tronçon 1
Step 1: Determine a pratique palier method. The palier approach begins by encouraging faculty that designing their online courses is only one palier of their efforts. By organizing work progress into Étage Two, Étage Three, etc., it frees trainers from perspicacité like they have to get everything done in their first development attention. Especially if teachers don’t have a temps complet instructional beauté team, grandissante development is liberating and reassuring. Any certificat of a méandre can be addressed first, especially a redesign: aise sections, sequences, or specific assignments. So in step 1, decide which tournure of the méandre needs to be redesigned first (perhaps the extrême project, assignment, altercation, or assessment). Then decide which one to do rattaché, third, etc. This method becomes the préliminaire devis and can be changed as needed.
Step 2 Think embout the méandre aise. Converting a méandre to an online profondeur can provide opportunities to include additional aise that would be too difficult to include in a traditional class (Conrad & Donaldson, 2004; Simonson et al., 2009). Due to the tremendous amount of freely available online resources, students can easily integrate online platforms to watch a greater variety of primary montée videos, listen to audio, and read additional material. As aise experts, faculty are best able to select those online resources that are valid and certaine Such aise can create invaluable opportunities for altercation and learning how to separate fallacy from truth.
Step 3 Reframe and redesign activities.Based on the examples provided in the sections above, consider which méandre activities need to be redesigned so that in-depth discussions and conversations can occur in an online environment. Identify two or three activities that can be used in the first reprise of redesigning your méandre. It is beneficial to use a variety of activities. However, the activities should build on the instructor’s devis and avoid overwhelming students with many bonshommes of assignments that are too complex for the master or technical details.
Step 4 Free the crowd. Even if faculty have never used group assignments in class before, the online environment offers many advantages and ways to facilitate them. Group réaction in online environments provides another suffisant arrivée for aise séminaire and altercation (Luppicini, 2007; Palloff & Pratt, 2005). Additionally, groups, by their very essence, include opportunities for peer learning. Students explore and process aise more fully when they have to explain their understandings, choices, and reasons to their classmates.
Step 5 Present chercheur aise to new prospects. One of the biggest frustrations with poorly designed online courses is that some teacher-created aise doesn’t deliver to students. Somehow these faculty believe that students reading the text book and answering its questions will be sufficient to adequately meet the learning objectives. When designing online courses, consider how to use the online environment to share your devis. First, decide which mods to use. For example, perhaps it is an audio déchiffrage, a PowerPoint or multimedia presentation, a presentation with audio tableau, a video presentation of your laïus or altercation, or a visual presentation of déchiffrage listes. One of the most powerful strategies is to pick a few of these methods and isolate them. Not only do you keep students interested by switching from video clips, audio, and then text entirely, but you also appeal to different learning styles and preferences (King & Gura, 2009; Simonson et al., 2009). This experience can be quite enjoyable; Instructors have the opportunity to incorporate and develop materials that would have been impractical in traditional settings.
These five steps to success set you on your way to emploi du temps and designing your online méandre. We will continue this suffisant altercation in future installments. See you then!
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