Online Course Design Preconference Workshop

Developing goals, objectives, and assessment for online

courses

Patricia McGee, PhD.

ACADEMIC ■ IMPRESSIONS INTERNET CODE: ch537426

Why are we here?

• With your table mates, share reasons for attending this workshop.

• Summarize and be prepared to share reasons.

Internet + wiki

• CODE: ch537426

• http://online-course-design.pbwiki.com

• User names…wikiuser001

• -Or- account in registration email address

agenda

• Framing analysis for higher education

• The case

• Needs analysis

• From goals to objectives

• Learners, disciplines, & faculty

A.D.D.I.E

Analysis in Higher Education

Asking the right question

Analysis focuses on…

Step 1: Do we need an analysis?

• There is no apparent problem or concern but• Anticipated or future need• Missing information

• There’s a problem• Normative need• Felt need

• There is a request for change• Expressed or demanded need• Comparative need

NA Process

Step 2. What data can be collected to clarify the need? Who has the data? Where is the data located?Step 3. How best can the data be collected? Interviews? Surveys? Review of documents? Existing curriculum? Assessments? Observation? Technology? Examination of records? Focus sessions?Step 4. The needs assessment is conducted in phases. As information is collected and analyzed, new questions may arise requiring additional clarification.Step 5. Make decisions about appropriate solutions. Solutions may not always be instructional, for example there may be flaws in system access or operation, instructional sequence, or instructor delivery.

Our case

Initial Questions

• Who are students?• What is the nature of the course?• What is currently being done?• What pedagogical frameworks are being used?• What contextual factors impact design?• What information is missing? • Where/how can you get more information?

Wiki Activity 1 http://online-course-design.pbwiki.com/Workshop

Focus on….

Existing to Intended Learning Environment

Implications?

For content?For transition for delivery model?For pedagogical design?

Developing Goals

Students will know what a good presentation is.

Students will be able to deliver effective oral presentations.

Implications for 100% online course?

Logic Map: Example

Goal Objective Tasks Infrastructure Assessment Measure

Differentiate between 20th century periods of art.

Given paintings from three periods of 20th century art, correctly identify Post-Impressionist paintings.

1)View examples and non-examples of P-I.2) Analyze characteristics of PI paintings.3) Memorize names & paintings of major PI artists4) Practice identifying PI paintings.

• Texbook• http://www.metmuseum.org/TOAH/hd/poim/hd_poim.htm and gabbly• CMS

Articulate attributes of Post-Impressionism.Embed images of Post-Impressionist paintings in Our Story from at least 5 Post-Impressionist Artists.

Logic Map – Adding Goals

Goal Objective Tasks Infrastructure Assessment Measure

Differentiate between periods of 20th century art.

Wiki Activity 3 http://online-course-design.pbwiki.com/Workshop

Objectives

1. What are objectives?2. Why do we need them?

Discuss and be prepared to share your consensus.

Specific & measurable knowledge, skills, attributes that students are expected to achieve and demonstrateWhat students should be able to do

High-level statements about the intended outcome of an instructional event or sequence of activities

Hierarchy

100 ways to write an objective…

Your choice, one model:

1.Who (optional – helpful when objectives are written for groups)

Each team member…2.Under what context (what they need to have in order to complete the objective)

Given their assigned artist, PPT™, and Voicethread™…3.Behavior

Will prepare and deliver a presentation… 4. Conditions of performance (How much, how well)

That clearly articulates the artist’s style, includes at least 10 slides with 5 illustrations, and has a supporting voiceover.

Add Objectives

Goal Objective Tasks Infrastructure Assessment Measure

Differentiate between 20th century periods of art.

Given paintings from three periods of 20th century art, correctly identify Post-Impressionist paintings.

Wiki Activity 4 http://online-course-design.pbwiki.com/Workshop

Learners..

• Are intergenerational.

• May have expectations from prior experience, personal style/needs, disciplinary perspective.

• Have a range of technical abilities.

• Require just-in-need supports.

(Smith & Ragan, 2005)

Categories of Learner Characteristics

Implications?

PacePracticeReference StatementsAttentionContact of examplesContext of practice itemsStructureMediumConcreteness/abstractionGroupingChunking

Response modeNumber of examplesAmount of practiceFeedbackLearner controlReading levelVocabularyReinforcementTimeLearning Guidance

Learner as Novice

• Focus on discrete details• Capture empirical

information• Focus on the use of

formulas and previously learned strategies

• Operate at lower levels of thinking

Caveat: Learners are not novices at everything

Mental Function and Skill Level: Five Stage Model

(Dreyfus & Dreyfus, 1980, p. 15)

Novice Competent

Proficient Expert Master

Recollection

Non-situational

Situational Situational Situational Situational

Recognition Decomposed Decomposed Holistic Holistic Holistic

Decision Analytical Analytical Analytical Intuitive Intuitive

Awareness Monitoring Monitoring Monitoring Monitoring Absorbed

Learner Style

Tech Implication Possible Support

Independent Portal, web site, portfolio, blog, L/CMS

FAQ, walk-in help, email, video tutorial

Dependent L/CMS, IM, email FAQs, help forum, phone help, walk-in help

Competitive Portfolio, blog, presentation tools

Mentor others, contribute to FAQ

Collaborative Discussions, chat, wiki, L/CMS, VOIP

FAQs, email, phone help, walk-in help

Avoidant Portfolio, VOIP FAQ, walk-in help, email, video tutorial

Participant Open forums, IM, VOIP, wiki Walk-in help, email, phone help

Case: Learners

1. From student avatars, identify similarities. What are implications for design?

2. From student avatars, identify differences. What are the implications for design?

3. What type of instruction tasks and infrastructure is needed to support these learners?

Wiki Activity 5 http://online-course-design.pbwiki.com/Workshop

Hard Sciences

Natural:• Logical reasoning.• Testing of ideas in linear form of argumentation.• Reliance on facts, principles, and concepts.

Applied:• Problem-solving and practical skills • Emphasis on integration and application of

existing knowledge

(White & Liccardi, 2006)

NS Learner Preferences

• Online tutorials• Reference materials• Objective tests (also VLEs)• Support the mastery of facts, principles

and concepts. • Quantitative, closed assessments

(White & Liccardi, 2006)

Soft Sciences

Pure• Broad command of intellectual ideas.• Emphasis on creativity in thinking and fluency of

expression.

Applied:• Emphasis on personal growth and intellectual

breadth.• Development of reflective practice and lifelong

learning.(White & Liccardi, 2006)

SS Learner Preferences

• Synchronous discussions• Role play and games• Access to open web• Access to online journals • Support the development of argumentation skills

and critical thinking• Qualitative, Open

(White & Liccardi, 2006)

Case: Discipline & Instructor

1. How might faculty differ in their approach to the course?

2. What design issues will you need to consider if designing for multiple instructors?

Wiki Activity 6 http://online-course-design.pbwiki.com/Workshop

Logic Map

Goal Objective Tasks Infrastructure Assessment Measure

Differentiate between 20th century periods of art.

Given paintings from three periods of 20th century art, correctly identify Post-Impressionist paintings.

1)View examples and non-examples of P-I.2) Analyze characteristics of PI paintings.3) Memorize names & paintings of major PI artists4) Practice identifying PI paintings.

• Texbook• http://www.metmuseum.org/TOAH/hd/poim/hd_poim.htm and gabbly• CMS

Articulate attributes of Post-Impressionism.Embed images of Post-Impressionist paintings in Our Story from at least 5 Post-Impressionist Artists.

What are your analysis priorities?

What are most important factors that will impact design and development?Who needs to be involved throughout process?