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Online Course Showcase: Faculty Accomplishments from
Design a Quality Online Course 2013
Marcena Gabrielson, May Jadallah, William McBride, Rick Valentin, Eric Wesselmann
Center of Teaching, Learning, and Technology CTLT Annual Symposium, January 2014
Illinois State University, Normal, IL
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Quality Matters
May JadallahSchool of Teaching and Learning
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The eight general standards include: (PDF)
1. Course Overview and Introduction 2. Learning Objectives (Competencies) (PDF)
3. Assessment and Measurement4. Instructional Materials5. Learner Interaction and Engagement6. Course Technology7. Learner Support8. Accessibility
Quality Matters
May
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Design Elements
Eric WesselmannDepartment of Psychology
Eric
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1. Ask research question2. Identify variables* / specify hypotheses3. Define population4. Select research method⌘
5. Collect data from sample⌘
6. Analyze data7. Interpret findings8. Distribute findings
Thinking of Teaching Like Scientific
Research
6
*Conceptual Definitions
⌘Operational Definitions
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7 (Williams 2009, Advances in Experimental Social Psychology)
When someone excludes & ignores another person.
Conceptual Definition: Ostracism
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8
Inclusion
Participant
Ostracism
Participant
Operational Definitions
(Wesselmann, Ren, Swim, & Williams, 2013, IJDS)
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9
Operational Definitions
(Eisenberger et al., 2003, Science; Williams 2009, Advances in Experimental Social Psychology)
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10
t(110) = 12.24, p < .01, d = 2.30
1
1.5
2
2.5
3
3.5
4
4.5
5
Inclusion
Ostracism
Operational Definitions
(Wesselmann, Ren, Swim, & Williams, 2013, IJDS)
How
ignore
d /
exc
luded d
id y
ou f
eel
(1-n
ot
at
all;
5-v
ery
much
so)
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Psychology
Social Psychology, 200-level survey course
Transformational Goal [Conceptual definition] Ex: I want my students to perceive
psychological science as “relatable” to their everyday lives.
How to Quantify This? [Operational definition] “relatable” to their everyday lives Application [Bloom’s Taxonomy]
11
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Psychology
Operational definition: relatable / application
Activities [practice: “intervention”] Brief reflections on class activities [five-min. paper]
Assessment [evaluation: “dependent/outcome measure”] Journal entries
Identify and clearly define course concept Describe life event that illustrates concept; explain why. Describe life event that DOES NOT fit concept; explain why.
12
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Arts Technology
Rick Valentine School of Arts
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ATK 301Web Design and
Development( test site )
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Technical+
Creative
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Standards CompliantHTML/CSS
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Professional Design
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LectureCritique
Lab
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~15 students with a wide range
of skills and backgrounds
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Seven SemestersFirst Two Years:
Custom SiteCurrently: ReggieNet
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Greatest FearLosing contact with
students
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Learning Objectives( a few )
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Objective 1Students will be able to build static, standards-compliant
websites utilizing HTML5 and CSS.
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Learning Activities and Assessments for
Objective 1Lecture, lecture, lecture
Weekly assignments
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Converting Objective 1 from Classroom to
OnlineVideo Lectures
Assignments (same)
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Video Lectures
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Broken up into pieces
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More dynamic?
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Occasional webcam?
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Even shorter?
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Modules orResources & Materials?
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Objective 2Students will be able to
critique/analyze the successful and unsuccessful elements of their own site design, their
peers’ site designs and designs available across the web.
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Learning Activities and Assessments for
Objective 2Website presentations
In-class critiques
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Converting Objective 2 from Classroom to
OnlineDiscussion forum
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Participation?Points for posts?
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Not exclusive to onlineThe “talkers” ( 10% )
The “texters” ( 90% )
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Objective 3Students will begin to develop
personal standards for professional work.
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Learning Activities and Assessments for
Objective 3Classroom Discussion
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Converting Objective 3 from Classroom to
OnlineDesign Journal / Blog( not just for online! )
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Online to Classroom
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Lecture Heavy
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Blended CourseVideo lectures open up
class time for direct instruction / lab
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Film & Drama
Department of English
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ENG 124
Film Style & Literature
ReggieNet
( Course Website)
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30 students or
100 w/ TA
Middle CoreGen Ed
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AdvantagesAsynchronicity
Films streamed to student devices
“Lectures” contained in Textbook
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Stylized Moments: Turning Film Style
Into MeaningSmashwords
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Think of this course as an intensive English Department literature course in whichyou write essays in a "foreign" language--the language of film. The theory of FilmStyle & Literature argues that style can be described, analyzed, and turned intomeaning via metaphor. Your goal is to acquire adequate film vocabulary and skill to convert your observations of camera placement and movement, lighting, spatialrelationships, soundtrack, etc. into an analysis of the meaning of a "stylized moment” and, from that, of the film as a whole. Do not be misled by the fact that this is a 100 level General Education course--it is nonetheless challenging.It is essential to distinguish between style and significance: all stylized moments carry meaning, not all significant moments are stylized--see Guide to Writing Papers and eTextbook.
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Learning Activities and Assessments
Weekly 250 word posts on films & textbook
2 1000 word essaysrequiring accurate
descriptions, convincing interpretations
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Learning Objectives
Students learn the language of film and interpretive
strategies which they can apply to all texts and life.
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Research For Professional
Nursing Practice
Marcena L. Gabrielson, Ph.D., RNMennonite College of Nursing
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NUR 236- Course Objective Modules
and Portfolio Assignment
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Questions Comments
Q & A
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Thank you all!
Warm wishes for a fantastic semester!
Eric, Rick, Bill, Marcena, and May