26 February 2013

Create an Effective eLearning Environment with Confidence

Create an Effective eLearning Environment with Confidence

by Dr. Tami Moser and Ms. Karen Sweeney


Join us as we build confidence in effective eLearning instructional design. As instructors we have subject matter expertise and that does not necessarily translate into an effective eLearning environment without coupling the expertise with sound design knowledge. This presentation offers attendees an opportunity to learn about the fundamental principles of sound e-Learning design.

Opening thoughts: 

The hard part is engaging students and helping them understand what the "rules are that you've set up for online learning."

Creating a Class: 

When you create an online class, use the instructional designer. (that's ME!)
Start with a template that's been created by a competent designer. There's a stigma associated with "online rigor." At least in F2F courses you know that students were "there." They were in the class (physically). 


These are the 5 things you need to do to be successful in this class.  
  • partcipate
  • turn in all assignments on time (can't proceed until they have, even if it's not for credit)
  • apply feedback to future
  • ask for help
  • read all instructions carefully 
(JB - these are all included in our template under online expectations)
PDFs of everything are included. This could be more comfortable for students. 
Lay the course out linearly. It should be in chronological order. 
If you put dates in the course (and we don't at SNU) do so only in specific places so that you can update later.
Standardize dates for assignments. Plan ahead!!
Create a syllabus quiz that ask questions about the things listed above. 

Each module should include: 

  • Outcomes - Goals of the course/module
  • Objectives - what you will do to meet the goals (activities must tie to this!!)
  • Assessment and Activities 
  • Planning for disaster? (What to do in case of emergency, aka Life Happens) - Staying on track is key. Setting high expectations is key. 
  • expectations for assignments - it's okay to say these things over and over
  • Optional - what does it look like to think critically in this course? Maybe a link...
  • Communicating with the prof (set up virtual office hours - think about setting an expectation for weekends - so include an expected response time) What if the student doesn't get a response? What then?
(JB - Think carefully about the process for opening a course. Maybe encourage an email from faculty to students? What would that look like?)
  • Engagement by students - Build a foundation for good discussion in your instructions. Give examples like: "Based on xxx in the reading by xxx, I see that XXX and this is what I think that means..." or "I also read xxx, but what I take that to mean is XXX..."
  • Assignment Checklist
Consider putting resources from the library in the course (instructor loads them in to the course and students can download without going to the course)
  • Module Introduction (consider this as a video instead of reading), include resources here
  • Activity Instructions - maybe tell them what you are specifically looking for in the assignment (think about that this looks like in a live classroom - instructions lead to questions, which leads to more questions, so anticipate)
  • Include rubrics for SELF ASSESSMENT
  • Module Wrap-Up (what we are calling weekly transitions) (JB - I like for this to be fresh for each iteration of the module. That way it can be personalized). 
Action Items for JB: From our online template, create a word document that has all of our components of that template and have it for faculty to use for development. Then they can use that to go in and put it on Moodle. Split it up into sections: Syllabus, Week 1, objectives, assignments (tie to objectives), instructions. 

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