Michael,
Right on. Each student is different and providing the content in various ways formtheir learning styles is great. Thank you.
Hello Trena,
I would want to consider:
1) a) the students' current understanding of the subject; and b) the student's learning styles
2) The course objectives, the knowledge and skills the students should acquire before leaving the course.
3)The ways that I will present the material or make it available to the students in the virtual classroom.
For item 1a, some form of assessment would help. When that is not possible, I would go to the course catalog, read the course descriptions for course prerequisites. For item 1b, without some pre-assessment, I would need to assume that the students will exhibit a range of learning styles.
Then, taking the students' current understanding, learning styles and desired learning outcomes into account; I would construct the course so that each module would contain a required learning component, and present that information with visual aids, spoken word, reading, and writing assignments.
I actually had never thought about ADA compliance so this has been very helpful. Thanks!
Glenn,
Wow! Great info. Love your Dewey reference. Please use the enter key every once in awhile to separate the good information. Thanks!
William,
We all remember our first online course. ;-J. It is a wonder we continued. Ha! You are right in chunking your content and your toolbox idea is one that will benefit others. Providing your content in verbal and written formats is excellent to help make you course more ADA compliant.
Nice job.
The example of a three-legged stool provides perspective for the three most important considerations for online course development. Each leg plays a significant role for the development and delivery of courses content.
The first leg involves asynchronous communication. The dynamic learning spaces provide opportunity for individuals to learn through experiencing interactive dialogue with others. Less experienced students benefit from the opportunity to establish learning relationships with peers in the classroom. The cooperation and collaboration of the dynamic empowers student through exposure to other individual’s life experience. The reconstructive nature of learning through personal exposure to others benefits students through new ideas and suggestions for change and growth.
The second leg involves the development of written content, which must be created with significant consideration for the student’s ability to comprehend. Comprehension of the written word is an integral component of the cognitive learning domain. Providing balanced reading assignments that contribute content to support the student’s demonstration through practical adaption of content is integral to the three-legged approach for online course development.
The third leg of the stool is where most of the constructive learning takes hold. The student must integrate the asynchronous discussion and cognitive reading results into the practical demonstration of the knowledge retained through completing required assignments. Practical engagement is paramount for application of critical thinking skills.
The technological aspects of online distance learning require connective exposure with trial and error invested in a new learning curve to benefit the student to build online communication and effective writing skills. Less experienced students present opportunities to make a difference in understanding through the application of critical thinking. Learning to focus on process versus the result for growth is an important aspect for consideration in the design of the learning objectives. Adult online learners that are supported by faculty through enhanced contiguous discussion forums learn to learn from personal experience and begin to recognize different intelligences and methods to strengthen the learning skills. Dewey (1994) stated, “This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience†(p. 87). Learning to learn from experience prepares the educator and student for management of the next experience. Meeting this challenge is both rewarding for online students and faculty well supported by a structured course development process.
What are your thoughts?
Reference
Dewey, J. (1997). Experience and education.
New York: Touchstone Books
In my experience, the most important thing to consider is how easy is it to navigate the course. I remember my first course was horrendously bad (at least I thought it was). Since then, I have learned how to separate out the class into manageable chunks. For example, I now include a "Toolbox" that includes documents to help the students with their writing, grammar, and any other piece of knowledge that might help the student with the course. I also divide the class into weeks (as was suggested in this section). I find that works very well for helping the students to stay on task.
The second most important thing to consider is the type of lessons you provide--in my purely online class, I usually try to include a written lecture in addition to YouTube videos and other help for that section. One thing that I took away from this lesson is the idea of recording the chats as well as including a transcript of the recording. I think that will help out too.
Thirdly, I believe considering the students' time is important. Everything in the course should be tailored to their needs.
Kathleen,
Thanks for your organized thoughts and input in this forum. I like the way you think. ;-)
The course objectives/outcomes must be incorporated into everything you do in the classroom so the students understand why they are doing what they are doing and what is expeted of them. Offering content and feedback in a variety of ways helps meet students' needs. And, the course assessment and revision stage is ongoing.
Nice job.
Hi Jill,
I think you're on the right track with a focus on the delivery of content. In my experience, I have found students benefit the most from video clips and interactive quizzes.
Do you think there is a big difference in how content is delivered in on online environment versus a traditional classroom?
Best regards,
Kathleen Toth
When teaching an online course, I believe the following are the three most important things to consider:
1. There is an alignment of content to the course objectives.
2. Making sure there is a variety in the delivery of content to address student needs.
3. There is continual assessment of the course framework and students needs.
Jae,
Thank you for your organized thoughts. You are right on track with providing current and detailed information to the students. All content should be relevant and relate to the real world to make it more interesting to the students.
Nice job.
When authoring an online course I believe it is important to 1.) Assure that the information is current and addresses new techniques and trends, 2.) provide specific ideas and examples and 3.) make the information relatable, interesting and entertaining so the student is drawn into the course/
Melissa,
Thanks for your organized thoughts. You are right in that you need to integrate the learning outcomes and course goals. Is your "Master Course Outline" something your school does?
Thanks!
1. Understand and follow the guidelines of the Master Course Outline
2. Understand the goal/s of the course
3. Understand the learning objectives
Melissa
To start with I think it is important to know how I am going to teach the content. Possibly through power point, lecture or with assisnments. Then I need to consider how they will get the info I have sent them. Some students don't have access to computers. Then how much knowledge they have. How much do they know and what are they capeable of doing.
Gerry,
Thanks for your organized thoughts. Thinking about the feedback you received from previous classes will help you make improvements right up front. Peer evaluation is great and getting that syllabus going and full of details.
Nice job.
The three most important things to consider on authoring would be:
1. Reviewing the feedback from similar courses
2. Get someone to review as an independent observer to make sure that the course is easy to follow
3. Develop an effective syllabus that is dynamic.
Sherrie,
Thanks for your input. You have hit on some good points. Helping students understand the course outcomes/objectives and realize what is expected of them is an essential step. Providing content in a variety of ways is also important. Through all of this and your communication students should be able to interact with each other and you easily.
Thanks again.
I think that the three most important things to consider when developing an online course are:
1) What concepts do I want students to understand that mesh with the course learning objectives;
2) What materials will help students grasp these concepts (documents, video, chat, etc) because sometimes pictures are worth a thousand words, and
3) Are there adequate opportunities to interact with students to help them understand the material.
Thanks Harry. The learning objectives are the first place to start. If students don't understand what is expected and the instructor doesn't know what to assess, the course cannot be successful.
Thanks again.
