professional development in education school of...

Beginner’s Guide to Online Instructional Design

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Professional Development in Education

School of Education, Health and Human Performance

University of Charleston, South Carolina

Syllabus

Course Number and Title: Beginner’s Guide to Online Instructional Design

Graduate Hours: 3 graduate credits*

*This course is for professional development credit only. VirtualSC PD courses do not count

towards any type of degree.

Facilitator:

Email:

Phone:

Semester: Summer 2018

Course Dates and Times: 06/18/2018 – 08/06/2018

Communication: This is an online course. There will be no face-to-face meetings; however, the

facilitator will communicate with her students in various ways such as e-mail, Blackboard Ultra,

Skype, and other audio and electronic communication. The facilitator will be available online

daily from 5pm to 8pm, in order to communicate with students via open office hours. Facilitators

will use the following communication guide to ensure all students have a positive experience

with the course. The communication below will serve as a bridge between the teacher and

participant.

Contact each participant at the beginning of the course:

o Send out a welcome e-mail which, includes a welcome letter.

o All contact information for the facilitator will be listed in the e-mail and the letter.

Send out weekly email reminders about work progress and work due. The facilitator will

contact a participant if they miss one week’s worth of work and offer to assist with

catching up.

Host three (3) Blackboard Ultra meetings during the course (one every other week).

Participants are expected to attend. In the event a participant cannot attend, the meetings

will be recorded with a "keyword" at the end of each presentation. All participants, in

attendance or listening to a recording, will enter the “keyword” into an electronic quiz for

credit.

Communication outside of the course (e-mail, phone) will be documented within a

spreadsheet for communication tracking purposes. This spreadsheet can be turned in with

the grade book at the end of the semester.

Text/Materials: All materials in this course are the property of the South Carolina

Department of Education Office of VirtualSC PD. All course materials found

needed/required for the workshop are available online.


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Grading: Pass/Fail. As per the College of Charleston Graduate Catalog, a Pass/Fail course

carries zero (0) credits and thus cannot be converted to a letter grade.

Purpose of the Course and Expected Participation Outcomes: The purpose of this course is to

aid in-service and pre-service teachers in understanding the process of transitioning a course

from a face-to-face (F2F) format to an online format.

Course Description: When teaching in, or designing for, a face-to-face (F2F) classroom,

teachers and curriculum designers typically develop long-range/course plans. The importance of

planning ahead for online courses is no different. As teachers, many of us have experience with

securing or writing content, creating a logical scope and sequence, designing assessments, and

accounting for how students learn and thrive in the process. Even with this experience,

transitioning a course originally designed for F2F execution over to the online environment is

challenging for most. With the increased demand for online course delivery, teachers today are

faced with taking their F2F courses (with little to no resources, at times) and bringing them

“online”. This course is designed to assist with that task by presenting the basics of instructional

design, from both a pedagogical and procedural standpoint, as well as considering learning and

teaching styles, delivery models and instructional methods, communication, engagement, choice,

and accessibility.

This course relates to the CofC conceptual framework and theme of making the teaching and

learning connection since it is a hands-on course, and will allow participants an opportunity to

practice the lessons and implement basic theories of online instructional design from both

practical and pedagogical approaches, allowing for the creation of an enhance online learning

environment through quality course design.

Prerequisites: This is an advanced level course for teachers, technology specialists, curriculum

specialists, professional development specialists, or other school personnel. Participants are

expected to have regular access to computers with Internet access. They will also need speakers

and a microphone (or a headset or telephone) to participate in the Blackboard Ultra Virtual

Meeting sessions. In addition, participants should be proficient with browsing the Internet,

uploading and downloading content, navigating to computer files, and with using word

processing software, email, and attachments.

Goals/Standards/Objectives: All goals and objectives are correlated to the C of C Teaching and

Learning Standards and the National Educational Technology Standards and Performance

Indicators for Teachers.

http://ehhp.cofc.edu/assessment/tl_standards.php

http://www.iste.org/standards/iste-standards/standards-for-teachers

This course will enable participants to demonstrate the ability to:

Discuss Instructional Design, and its importance, thoughtfully.

Define the role of an Instructional Designer.

Identify popular Instructional Design pedagogies and processes.

http://ehhp.cofc.edu/assessment/tl_standards.php

http://www.iste.org/standards/iste-standards/standards-for-teachers


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Follow the necessary preparatory steps to create an online course.

Develop a plan for building an online course.

Identify types of online courses (fully online, blended, flipped) and align the delivery

model to student learning styles and preferences.

Distinguish accurate and relevant OER resources from non-academic content.

Design an online course using self-created and procured content, including assessment.

Follow best practices for developing a course for the online environment, including

student engagement and communication.

Design and evaluate online courses for differentiation and accessibility.

Demonstrate the ability to obtain credible and reliable resources from the Internet in

order to supplement online course material, where needed, and share with students for

additional learning opportunities.

At the end of this course, participants will be able to:

Define Instructional Design, as well as Instructional Designer.

Distinguish between several methods/models of Instructional Design.

Understand the differences between designing for F2F and online courses.

Evaluate content for inclusion into the online environment.

Distinguish between online delivery models, and determine which is most suitable for the

intended audience.

Utilize a Course Design Planning Matrix as a starting point for online course creation.

Plan the overarching structure of an online course.

Design courses inclusive of appropriate communication tools and techniques.

Design courses that accommodate, and plan accordingly for, multiple intelligences and

learning styles.

Design courses that accommodate, and plan accordingly for, student engagement.

Identify their own teaching style, and how it can affect the way they design courses.

Accommodate for differentiation and choice in the online environment.

Account for basic accessibility considerations in online course design.

Expected Time Dedication: This course is expected to take students between 60 and 70 hours to

complete. Times listed below are average dedication times per week/topic:

Orientation Session – 4 hours

6 Weekly Sessions – 42 hours

6 Weekly Discussion Forum Initial Posts and Responses – 18 hours

Blackboard Ultra Virtual Meetings – 3 hours, plus “keyword” quiz completion

Attendance and Late Assignments Policy: Attendance will be determined by completion of

weekly online assignments, discussions, and participation in the three (3) synchronous sessions.

Due dates are posted for each initial discussion post, replies,

assignments/assessments/projects in the online Learning Management System.

VirtualSC PD’s Learning Management System time stamp, given within the assignments,

assessments, and discussions will determine if submissions were completed on time.


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Late assignments will not be accepted without prior arrangement with facilitator.

An assignment calendar, and rubrics for participant, use can be viewed online or

downloaded via the Syllabus link, after the course facilitator has given registered

participants login information for the online course.

Discussion Forum Participation: Participants will be evaluated on the frequency and quality of

their discussion board participation. Participants are required to post a minimum of three

substantial postings each session, including one that begins a new thread and one that responds to

two others threads. Postings that begin new threads will be reviewed based on their relevance,

demonstrated understanding of course concepts, examples cited, and overall quality. Postings

that respond to other participants will be evaluated on relevance, degree to which they extend the

discussion, and tone.

In-Class Course Activities: This course is divided into seven, one-week sessions (one

Orientation Session and six Content Sessions, with the last session including course wrap-up

activities), each of which include readings, activities, and an online discussion among course

participants.

Course Calendar: The outline for the course is as follows:

Session Topic

Orientation Getting to Know Your VirtualSC PD Environment

Session 1 What is Instructional Design?

Session 2 Planning for Success

Session 3 Designing for Delivery Models and Learning Styles

Session 4 Designing for Engagement and Communication

Session 5 Procuring and Designing Basic Content

Session 6 Considerations for Differentiation and Accessibility

Out of Class: Course participants are expected to complete weekly assignments, including active

participation in the online discussion board. In addition, participants will develop and share their

ideas to incorporate tools and strategies presented in the course into their own curricula.

Assessment and Grading: The discussion forum and grade book features, accessed by the user

within the course, will serve as the participant’s portfolio and provide assessment feedback.

Participants will be assessed throughout this course in various ways, including assignments,

initial discussion posts and replies, quizzes, and projects. The grade book will be used to

provide participants with weekly grades of assignments and discussion.

Participants are required to complete readings, activities, discussions, and an

assignment/assessment/project for each session. Below are the criteria to be used for evaluating

successful participation in and completion of this course for 3 hours of graduate credit:

Session Graded Item Points Possible

Orientation Discussion Forum 20

Summative Assessment (Quiz) 17


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Session 1

Discussion Forum 22

Blackboard Ultra Attendance + Keyword Quiz 5

Choosing an Instructional Design Model Assignment 20

Session 2 Discussion Forum 22

Explaining the Instructional Design Process Infographic 20

Session 3

Discussion Forum 22


Course Design Planning Matrix: Part 1 40



Session 5

Discussion Forum 22





Participation Overall Course Participation 35

Total xxx

Pass: xxx points or higher

Fail: xxx points or lower

Ongoing Support: Online support is provided in the form of a guided discussion forum used to

discuss and share strategies, challenges, and resources.

Professionalism and Ethics: As a member of the professional development community,

participants are expected to evidence a high standard of personal conduct, respect and honorable

professional characteristics in the presentation of their course assignments and interaction with

class peers.

Disability Statement: If there are participants in this class who have a documented disability

that allows him/her to receive accommodations they are asked to please speak privately with the

course instructor.

Auditing Statement: Some students may have elected to audit this course. If you have selected

to audit, no official record will appear that you have audited the course at the College of

Charleston. Additionally, you may not be added to the class roll after the class has been in

session for more than two (2) weeks.

Obtaining Credits and Transcripts: Beginning November 1st of 2013, all Transcript Requests

received in the mail will be returned. Detailed instructions and information regarding

Transcripts are available in the Transcripts section of the Registrar’s website at, located at

http://registrar.cofc.edu/transcripts/index.php. There are two options for requesting an Official

Transcript:

Online, through the Banner Self-Service in MyCharleston (with a non-Visa credit card

or eCheck.

In person, to pay at the Treasurer’s Office and submit the receipt and request at the

http://registrar.cofc.edu/transcripts/index.php


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Registrar’s Office. Payment must be provided at the time of request. We do not accept

requests or payment by fax, email, or telephone.

Coursework: The readings and activities/assessments for each session week are listed below:

Orientation Session: Getting to Know Your VirtualSC PD Environment In this session, you will become familiarized with the Moodle Learning Management system

used by all VirtualSC PD courses. Additionally, you will educate yourself on VirtualSC PD

policy and procedure, as well as participate in professional discourse with your instructor and

other colleagues.

Activities

Getting Started

Interacting in Your Course

Obtaining Renewal Credits

VirtualSC PD Policy and Procedures

VirtualSC PD Acceptable Use Policy

VirtualSC PD Academic Integrity Policy

Assignments

VirtualSC PD Participant Contract

Course participants will complete a contract, agreeing to the VirtualSC PD and College

of Charleston rules and regulations concerning grading, credit, transcripts, and more.

Orientation Quiz

Course participants will complete a quiz on the content they have learned about both

VirtualSC PD and the College of Charleston.

Discussion

For your first discussion forum, please take some time to tell us about yourself. Tell us your

name, location, current position and what it entails, and what you hope to learn from this course.

Tell us about yourself, your kids, whatever you think will help your facilitator and fellow

classmates get to know you better. Remember to keep it professional!

Session One: What is Instructional Design?

As a classroom teacher, you already know what it takes to design instructional content, organize

it according to a logical scope and sequence, and deliver it in the face-to-face classroom.

However, content design for use face-to-face is strikingly different than that of design for online

environments. To learn these differences, you must first understand what it means to design for

online learning—that’s where Instructional Design comes into play. To make the transition from

face-to-face to online course design, you will first need to prepare yourself, your materials, and

possibly gain additional skills in order to incorporate new instructional technologies that you

plan on using. In this session, you will learn some of the basics of Instructional Design,

including an overview of several popular ID models, and its importance. The role of the

Instructional Designer in online course design is discussed as well.

Activities


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Introductory Content

Instructional Design Definitions

Do you know what Instructional Design is? What is an Instructional Designer? Read this

page from Instructional Design Central and discover several definitions for both

Instructional Design, and Instructional Designer. What stands out to you about each of

these definitions?

Why Does Instructional Design Matter?

You may be thinking, “I know what Instructional Design is, but why does it matter?”.

Read this article from eLearning Industry to uncover why it is so crucial to online

learning, and how you will know when you see it.

What Does an Instructional Designer Do?

Now you know what Instructional Design is, who employs Instructional Design, and

why its important, consider the following: what does an Instructional Designer do? As

you watch this video, think about how what you currently do as a classroom teacher

resembles this role.

Design Theories

ADDIE Model

The ADDIE Model of Instructional Design is one of the oldest models to which you can

subscribe. While it has its weaknesses, it is easy to remember, and relatively solid

overall. Consider how you could this model to get started designing an online course.

ARCS Design Process

Dr. John Keller is the innovator responsible for the ARCS Model of Instructional

Design, focusing on motivational design. As you read, think about how student

motivation plays a key role in learning.

Backward Design: Why Backward is Best

Backward design is sometimes referred to as “teaching to the test.” While reading this

article provided by Edutopia, consider if this is an accurate description of this design

model.

Assignments

Choosing an Instructional Design Model

In this week’s readings, you learned about three (3) different models of Instructional Design;

ADDIE, ARCS, and Backward Design. Using the knowledge you already have about good

pedagogy, and what you read about each model, choose the one that you think is best. There

is no right or wrong answer for this essay—this is about connecting previous knowledge to

new—and discovering what may work best for you. Answer each of the follow questions in

a 300-400 word essay to argue your chosen model:

Which model did you choose?

Why do you believe this model is the most sound, pedagogically speaking?

Do you think this model allows you to incorporate what you already know about

innovative teaching?

What pitfalls do you see in this model (if any)?

Support your essay with information found in the week’s resources.

Blackboard Ultra Virtual Meeting #1 Keyword Quiz

Complete the keyword question in the keyword quiz to gain points for attending (or

watching) the Blackboard Ultra Virtual Meeting #1.

https://www.instructionaldesigncentral.com/whatisinstructionaldesign

https://elearningindustry.com/instructional-design-matter

https://youtu.be/f2q-SYS2Kbc

https://www.trainingindustry.com/wiki/entries/addie-model.aspx

http://www.arcsmodel.com/arcs-design-process

https://www.edutopia.org/pdfs/resources/wiggins-mctighe-backward-design-why-backward-is-best.pdf


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Discussion

Now that you have been introduced to the idea of Instructional Design and the role of the

Instructional Designer, respond to each of the following questions:

What did you learn about Instructional Design that surprised you?

What is significant about the role played by the Instructional Designer in the creation of

online courses?

How is the Instructional Designer different than a Teacher?

What type of time commitment do you think is involved in designing a course from start

to finish?

Using the resources you have read/watched this week, support your response to each of the

above questions.

Session Two: Planning for Success

Before architects begin any construction project, they must first design a blueprint. This plan

details everything that will be built, changed, or torn down altogether. Like architects, teachers

must also plan the structure of any course being built, as well as develop a comprehensive

strategy for creating it. Whether you are faced with building a new course to deliver online, or

repurposing an existing face-to-face course to transition online, many important details must

first be planned. Creating a blueprint of an online course may be more challenging than a face-

to-face one because it requires you to shift your thinking into the online frame of mind. There

are many moving parts to integrate, many of which are not part of building a face-to-face

course. In Session 1, you learned about what Instructional Design is, as well as what an

Instructional Designer does. As you may have guessed, a large part of what Instructional

Designers do is plan—if you are to take on this role, you must know how to plan for your own,

as well as students’ success.

Activities

Bring on the Learning Revolution

Today’s learners enter a classroom with an entirely different set of expectations than

learners from 20, 10, or even 5 years ago. Watch this engaging TedTalk by Sir Ken

Robinson, and consider why planning environments to match today’s learner population

is so crucial to learning success.

A Demonstration of the Process of Instructional Design

Now that you’ve considered how important proper planning is, watch this video to see

how the process of Instructional Design works from start to finish. Consider all the

individuals who are a part of the process, and how each unique role serves to ultimately

deliver quality educational models.

Designing an Online Course

Online education is no longer considered an “alternative” to traditional classroom

learning. This article discusses, in detail, some easy-to-follow steps for getting started

designing an online course. Towards the end there are some references to a specific

Learning Management System, Canvas, that you can skim through (however, make sure

to read all the way to end of the article).

How [not] to Design an Online Course

Now that you’re read about how to plan for online course design, read this article,

https://www.youtube.com/watch?v=r9LelXa3U_I

https://www.youtube.com/watch?v=Sbg2j0Qss7Q

http://ctl.mesacc.edu/teaching/designing-an-online-course/

https://onlinelearninginsights.wordpress.com/2012/08/06/how-not-to-design-an-online-course/


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which, details many common pitfalls first time course designers (who have a

background in face-to-face teaching) find themselves facing. Consider how pre-planning

can help you avoid these “course design don’ts”.

Assignments

Explaining the Instructional Design Process Infographic

In this week’s readings and resources, you discovered more about the process of

Instructional Design. Based on those resources, your own experience, and what you know

about infographics, you should create an infographic that addresses each of the follow:

The overall Instructional Design process.

Considerations for different roles that all work within the process.

Tips and tricks to simplify the process of Instructional Design.

How the role of the Instructional Designer is imperative to attaining appropriate

course quality.

If you're not sure what info-graphics are, take a look at a few here related to other topics in

the world of education:

Flipped Classroom Info-graphic

Education by the Numbers Info-graphic

Facts About Arts in Education Info-graphic

Your response should be in the form of a digital infographic created using the Picktochart

online tool (https://picktochart.com). You will need to create an account on this site in order

to use the tool (it is free). The facilitator is not looking for a professional quality, highly-

skilled graphically designed infographic. But, the infographic should display that you've

been creative in synthesizing the information that you've learned in this topic about the

Instructional Design process.

Discussion

It is estimated to take 40 hours of planning for every hour of instruction in a brick and mortar

classroom environment. For designing an online course, that figure can be doubled (at least).

While this may seem terribly daunting to you right now, consider that development efforts can

vary greatly depending on your delivery approach (which, you will learn about in Session 3) and

the types of materials you are creating (which, you will earn about in Session 5). Regardless,

building an online course is a large undertaking. As one of this week’s resources, you watched

the brief video entitled A Demonstration of the Process of Instructional Design. Consider what

you saw in that video and respond to the following questions:

What surprised you the most about the Instructional Design process?

What did you expect as part of the process of Instructional Design?

Does Instructional Design just seem like “common sense” to you, or are you beginning

to see the “process behind the madness”?


above questions.

Session Three: Designing for Delivery Models and Learning Styles

Online courses can follow several delivery models; fully online, blended, or flipped. Each

model identifies how much of the course content (and engagement) happens either in the online

environment or face-to-face. A course can be fully online (i.e., there is no face-to-face

https://www.knewton.com/infographics/flipped-classroom/

http://visual.ly/education-numbers

http://www.theatrefolk.com/blog/using-arts-statistics/

https://picktochart.com/


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instruction), or follow a blended or flipped approach (i.e., some parts of the course are online,

others are face-to-face). While this approach may have been predetermined (you were given a

mandate to “flip” your course, or put it all online), one of the most important things to consider

when you’re deciding how to deliver your online course is your students and their learning

styles—the delivery approach that best matches the learning styles of the participants will

always be more successful than one that does not. In Session 2, you learned the importance of

planning your online course before diving in head first, and even learned some things from

which to steer clear. Now that you’re ready to start designing, you must first consider your

content and your learners, and how they should interact one with the other.

Activities

Learning Styles and Strategies

This article, authored by two North Carolina State University faculty, does an excellent

job of breaking down learning styles beyond the typical “visual, auditory, kinesthetic”

types, and discusses strategies for how learners can help themselves. As you read,

consider how you can support these multiple types of learners in your online course

design.

Everyone is Smart: TEDEd Example

This great little PowToon video by Bradley Lands demonstrates how different learners

think about themselves, and compare themselves to others. As you watch this video,

think about the precedent you can set in your online course concerning student

confidence in their own learning, and the growth-model mindset.

Why, What, and How to Move to Online Courses

Fully online courses are some of the most popular courses available today—they’re

everywhere. But, is this delivery method right for all courses? Consider if the courses

you currently teach would make for effective fully online courses as you read this

article.

What is Blended Learning?

This page, published by Blended Learning Toolkit, gives a good introduction to Blended

Learning. The 4th

paragraph in the article links you to the National Center for Academic

Transformation’s page on “The Replacement Model” for Blended Learning. Make sure

to click this link, and read this page, after reading the initial page. As you read, think

about the blended class model and if it might be right for your students.

7 Things You Should Know About… Flipped Classrooms

The Flipped Classroom model is another delivery approach that you may want to

consider as you begin your journey to taking your course online. Maintaining face-to-

face time with students, this model is quite popular for K-12. Consider if your students

might be ready for this type of online course as you read.

Assignments

Course Design Planning Matrix: Part 1

This session, you will begin the final project for the course. While you are learning to

get started working on/building online courses, you may/may not have access to an

appropriate learning environment in which to build said course. For that reason, the

intention of this final project is devoted more to the planning stage, rather than

execution, and forces you to think about how/why you would design for your audience

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

https://www.youtube.com/watch?v=ITgA0-LBlGA

https://elearningindustry.com/move-to-online-courses

https://blended.online.ucf.edu/about/what-is-blended-learning/

https://net.educause.edu/ir/library/pdf/eli7081.pdf


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and content. For this session, you will need to complete the following components of the

Course Design Planning Matrix template:

Course Designer

Target Audience

Prerequisite Skills

Course/Unit Description

Course/Unit Outcomes

Delivery Model Choice, including:

o Student Learning Styles

o Availability of Technology

o Administrative Concerns




Discussion

The choice to use one online model of course delivery over the over is not just about personal

preference—it envelops consideration for student learning styles, technological availability, and

school- or district-level expectations. Consider what you read and watched about learning styles

and online delivery models in order to answer each of the following questions:

How can online course design accommodate for multiple learning styles (and

intelligences for that matter)?

Prior to this session, were you aware of the different online course delivery models? If

so, what did you learn that was new; if not, reflect on the most surprising thing you

learned about the different delivery model options (fully online, blended, flipped).

Which delivery model that you learned about seems to best fit student learning

styles/intelligences, the availability of technology in both school and how environments

of your students, and the expectations of your building or district administrators?


above questions.

Session Four: Designing for Engagement and Communication Your style of teaching will greatly impact the way your students learn. Sometimes we don't

even realize we have a particular style or preferred method. In a virtual environment, where

many of the cues available in a face-to-face classroom are not existent, it becomes more crucial

to be aware of our methodologies and practices. Reflection on your own teaching style, and

ways to adapt it for the virtual classroom, are imperative to student engagement in the course.

Being an effective online teacher requires a set of skills that is similar to, yet different from,

those required in the face-to-face classroom. The online or blended learning teacher must be

able to build community while having little to no face-to-face contact, offer clear and

informative feedback, communicate effectively in a medium that lacks body language and voice

tone, as well as use instructional strategies that are independent of time and space to support

student learning. In Session 3, you learned about models for online course delivery as well as

accommodating and designing for student learning styles. Just as important as your student’s

learning styles is your own teaching style, and how it affects engagement and communication in

the online classroom.


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Activities

Using Technology to Engage Learners

Pay Attention

Since most of today's students can appropriately be labeled as "Digital Learners," why

do so many teachers refuse to enter the digital age with their teaching practices? Isn't it

time we incorporate instructional practices in the medium(s) that reach these students?

Watch this video that was created in an effort to motivate teachers to more effectively

use technology in their teaching.

A Vision of K-12 Students Today

This project was created to inspire teachers to use technology in engaging ways and help

students develop higher level thinking skills. Additionally, the video strives to motivate

district level leaders to provide teachers with the tools and training to do so. As you

watch the video, consider which of the percentages presented you fall into.

Communicating in Online Courses

Teaching Style Survey

An important part of crossing over into the role of Instructional Designer (from Teacher)

is accounting for your own teaching style, and not falling prey to designing around how

you prefer to teach—remember, the online environment should be student-focused—

you’re moving to the role of “Guide on the Side” more that ever before (most likely).

Complete this survey, and save your results to use later.

Can You Hear Me Now? Communicating in Your Online Course

This article by OnlineCollege.org is written from the perspective of a new online

student, and what he/she should expect in terms of online communication. As you read,

consider the opportunities an online class affords for enhanced and frequent

opportunities for synchronous and asynchronous means of communication.

Effective Communication in Your Online Courses

A common myth about online learning is that it is not interactive, or doesn’t provide

opportunities for communication and/or collaboration. Quite the opposite, online

education requires that students have the best communication techniques (to be

successful). As you read, consider how you can support your current students to become

better communicators with the tips provided.

Assignments


This session, you will continue working on the final project for the course. For this

session, you will need to complete the following components of the Course Design

Planning Matrix template:

Strategies for Engagement and Communication, including:

o Engagement Strategies:

Strategy 1

Strategy 2

Why they should prove effective

o Communication Tools/Techniques

Strategy 1

Strategy 2

https://www.youtube.com/watch?v=aEFKfXiCbLw

https://www.youtube.com/watch?v=_A-ZVCjfWf8

http://longleaf.net/teachingstyle.html

http://www.onlinecollege.org/2011/04/19/can-you-hear-me-now-communicating-in-your-online-course/

http://oedb.org/advice/effective-communication-in-your-online-courses/


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Why they should prove effective

Discussion

The level of engagement provided within an online course, and the opportunity for

communication are both paramount to the overall success of the learner. Engaging content keeps

students involved, and having multiple avenues for communication between teachers and

students (as well as between students) makes for a community that flourishes. Considering this

course (the one you’re currently taking) as an example, answer each of the following questions:

Deconstruct the course’s overall design, based upon how it encourages engagement and

communication.

How could engagement and/or communication in this course be better

If you could change one thing concerning engagement and/or communication in this

course, what would it be?


above questions.

Session Five: Procuring and Designing Basic Content

Designing an effective online course requires more than just uploading files from a face-to-face

course into an online environment. The creation of engaging online learning requires us to

rethink content, and instructional strategies. As you probably already know, developing content

is typically the heaviest workload for creating any course. If a F2F course already exists, this

step is typically easier; however, as you design each resource and activity in your course, you

will need to create content to support it—or, you can be resourceful and find existing resources.

When you are on the search for online content, make sure you are validating its accuracy and

following copyright. As you probably know, not everything on the web is true or free to reuse!

In Session 4, you learned about designing for student engagement, based on the needs of today’s

changing learner population, and providing for communication in the online classroom. A major

key to providing opportunities for authentic engagement is in the design and curation of the

course content.

Activities

White Paper: Open Educational Resources-Breaking the Lockbox on Education

The William and Flora Hewlett Foundation is committed to openness and transparency.

This is a long article, but if you are going to serve as an Instructional Designer who also

curates content for your own course, you must understand the premise of OER and why

it works. As you read, consider how OER can benefit, or hinder, your online course

design.

Taking the Leap: Moving from In-Person to Online Courses

This quick read is designed to get you thinking about the content you already have for

your F2F course, and how it should be changed/edited/chunked/removed in order to

facilitate the most engaging type of online learning opportunities for students. As you

read this blog, consider some of the content you have, and how you could effectively use

it in your new online classroom.

Finding Credible Sources on the Web

At times, determining the types of resources that are appropriate for differing levels of

participation (in educational events or learning opportunities) can be difficult. The

https://virtualscpd.mrooms.net/pluginfile.php/71378/mod_book/chapter/16548/White%20Paper%20Open%20Educational%20Resources-Breaking%20the%20Lockbox%20on%20Education.pdf

http://www.facultyfocus.com/articles/online-education/taking-the-leap-moving-from-in-person-to-online-courses/

https://www.youtube.com/watch?v=PSK9dtE_tiU


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teacher in this video breaks down the differences between popular and scholarly

resources, and when to rely on each. She also walks through several great examples of

how to use Google to search for content, and how to determine which is best used for

what types of learning opportunities.

Top 10 Rules for Developing Your First Online Course

While this blog covers a couple of topics (outside of considerations for content), it’s a

great one to continue your thinking of transitioning content from F2F to online. As you

read, pay close attention to Rules 1, 3, 5, 7, 8, 9, and 10.

Assignments


This session, you will continue working on the final project for the course. For this



Content Design, including:

o Open Educational Resources:

OER 1

OER 2

What makes them reliable and credible

o Self-Created (or Re-Purposed) Content Items:

Content Item 1

Content Item 2

Why these content items will provide effective eLearning

opportunities, and are appropriate for your chosen online delivery

model




Discussion

Let’s face it, whether for the F2F or online environment, content curation and creation can be

really hard. In this session, you learned about ways to take existing content and repurpose it

appropriately for the online environment, and how to carefully procure reliable and credible

OER content. With what you’ve learned in mind, answer each of the following:

What do you perceive as the main value of utilizing OER content over the creation of

your own content?

Do you think that teacher-created content and OER content should be balanced in the

online environment?

How do you plan to repurpose or create from-scratch content that is usable in your

online course? Describe one piece of content you currently have in your F2F course, and

how you would use it in an online environment.


above questions.

Session Six: Considerations for Differentiation and Accessibility

Differentiated instruction is the process of teaching students at their current levels of ability,

rather than taking a more standardized approach to teaching. It is the process of creating

http://www.facultyfocus.com/articles/online-education/top-10-rules-developing-first-online-course/


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multiple paths so that students of different abilities experience equally appropriate ways to

absorb, use, develop, and present concepts as a part of the daily learning process. Differentiated

instruction allows students to take greater responsibility and ownership for their own learning,

and provides opportunities for individuals to develop skills in other areas that may not be their

forte. In addition to students possessing differing ability levels, some students may face

additional learning challenges, making accessibility an important topic in online design as well.

In Session 5, you learned about designing and curating course content in such a way that it

appeals to the online learner, and provides engaging learning opportunities. But, even good

content can have its pitfalls—you must consider student choice and physical limitations to

consumption as well.

Activities Differentiating Content, Process, Product, and Learning Environment

Many teachers know what Differentiated Instruction looks like in a face-to-face classroom

setting; but what about in the online environment? As you read this document, consider how you

currently differentiate instructional content, process, product, and the overall learning

environment—and how that will translate into your online course design.

Accessibility Basics

Accessibility standards focus on how individuals with disabilities (low or no vision, deafness,

etc.) interact within an online environment. Accessibility is a mandatory premise on which

to base your online course design. While this page is certainly only an introduction to some basic

Accessibility rules for online design, the website it is on is a great reference to bookmark and

peruse at your discretion (http://www.usability.gov/).

Best Practices in Online Course Design and Delivery

Provided by the Southern Oregon University Distance Education Center, this handy guide for

design and delivery in the online environment can be downloaded, and touches, briefly, on every

subject covered in this course. Read this guide as a review of what you’ve learned, and make

sure to download it, so you have it for future reference (of special importance is the section on

Accessibility).

Assignments


This session, you will finalize your final project submission for the course. For this



Making Room for Choice and Differences, including:

o Differentiation of:

Content

Process

Product

o Accessibility Considerations:

Consideration 1

Consideration 2

Why these two items stand out to you as important to focus on as

you begin your online course design journey

Discussion

Now that you’re nearly finished with this introductory course on the topic of Instructional

http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf

https://www.usability.gov/what-and-why/accessibility.html

http://www.usability.gov/

https://virtualscpd.mrooms.net/pluginfile.php/71384/mod_book/chapter/16553/Best%20Practices%20in%20Online%20Course%20Design%20and%20Delivery.pdf


Summer 2017

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Design for the online environment, please reflect on everything you’ve learned, read, and

watched as you answer the following questions:

What is your current “comfort” level in online course design?

Do you think what you’ve now learned provides you with a good foundation of how to

plan, organize, and deliver content based on a chosen delivery model?

What would you like to know/learn more about?

If you could ask the facilitator one question about Instructional Design, what would it

be?


above questions.

Rubrics for Assessment: Each discussion forum, assignment, and/or assessment (other than the

summative quiz) are assessed using rubrics. Below, each of those rubrics can be found.

Attendance and Participation Rubric

Participants are expected to contribute to, and attend, each weekly content course session (six (6)

in total). This is demonstrated through the completion of course activities, readings, and posting

to the discussion forum. Points awarded for the completion of the End-of-Course Survey in

Moodle are either all or none (participants either earn 5 points, or no points at all).

Dimension Points Available

Points Possible 5 2 0

Completion of

Course

Activities

The participant

actively

participated in the

course session,

including timely

assignment

submission and

discussion forum

participation. The

participant’s work

reflected his/her

time investment in

reading the week’s

content.

The participant

partially

participated in the

course session,

including timely

assignment

submission and

discussion forum

participation. The

participant’s work

partially reflected

his/her time

investment in

reading the week’s

content.

The participant

did not

participate in the

course session,

including timely

assignment

submission and

discussion

forum

participation.

The

participant’s

work did not

reflect his/her

time investment

in reading the

week’s content.

30

Completion of

the End-of-

Course Survey

The participant

completed the end-

of-course survey

(provided in

Moodle) at the

The participant

did not complete

the end-of-

course survey

(provided in

5


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completion of the

course.

Moodle) at the

completion of

the course.

Discussion Forum Rubrics

Includes Original Reply and Replies to Other Participants

Participants are required to post a minimum of 3 postings during each course session. The

postings must include one original thread, and two threads that respond to an existing thread

created by another participant. Original thread postings will be reviewed based on their

relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

Response postings will be evaluated on relevance, the degree to which they extend the

discussion, and positive tone.

Blackboard Ultra Attendance Rubric

Participants are expected to attend (either live-time or by listening to the recording and e-

mailing the facilitator the keyword at the end of the meeting) 3 Blackboard Ultra meetings

throughout the course. This is an all or none activity.


Points Possible 5 0

Attendance for

1st Session

The participant attended

the Blackboard Ultra

session (live or recording)

The participant did not

attend the Blackboard

Ultra session (live or

5

Dimension Description Points Possible

Original Reply

Professionalism The participant’s thread was posted by Wednesday

midnight of the session week 2

Relevance The participant’s thread directly responded to the

questions or directions specified in the assignment. 2

Understanding The participant’s thread showed evidence that he/she

read and understood the assigned reading selections. 2

Examples The participant’s thread included 3 or more examples

and/or specific ideas in regard to the topic listed. 2

Quality The participant’s thread demonstrates outstanding

professional depth and quality. 2

Replies to Other Participants

Professionalism

The participant’s response was professional, positive in

tone specific to the concepts discussed in the original

message.

6

Extension of

Discussion

The participant’s response extended the discussion by

introducing new ideas or adding to the ideas introduced

in the original message.

6


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and submitted the

Keyword Quiz.

recording) and did not

submit the Keyword

Quiz.

Attendance for

2nd

Session




and submitted the

Keyword Quiz.





submit the Keyword

Quiz.

5

Attendance for

3rd

Session




and submitted the

Keyword Quiz.





submit the Keyword

Quiz.

5

Rubric for Session 1 Essay

This rubric is designed for use with the Essay submission required for Session 1. It is worth 20

points total.



Content

The participant's

essay was wholly

positive and

reflective.

The participant's

essay was partially

positive and

reflective.

The participant's

essay was not

positive and

reflective.

5

Length

The participant's

essay met the

minimum length

requirement of 300

words, and did not

exceed 400.

The participant's

essay was more

than 250 words

(and less than 400).

The participant's

essay was less

than 200

words(and less

than 400).

5

Timeliness

The participant's

essay was

submitted on or

before the assigned

due date.

The participant's

essay was

submitted no more

than 1 calendar day

late.

The participant's

essay was

submitted more

than 1 calendar

day late.

5

Relevance and

Evidence

The participant's

essay directly

responded to the

assignment

directions, and

included 2 or more

appropriate

The participant's

essay partially

responded to the

assignment

directions, and

included 1 or more

appropriate

The participant's

essay did not

respond to the

assignment

directions, and

included no

appropriate

5


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citations to support

their argument.

citations to support

their argument.

citations to

support their

argument.

Rubric for Session 2 Infographic

This rubric is designed for use with the Infographic submission required for Session 2. It is worth

20 points total.



Content

The participant's

infographic

addressed all 4 of

the items required

in the assignment.

The participant's

infographic

addressed 3 of the

items required in

the assignment.

The participant's

infographic

addressed 2 or

less of the items

required in the

assignment.

5

Graphics Usage

The participant's

infographic used

appropriate graphic

content, along with

balanced

whitespace.

The participant’s

infographic used

inappropriate

graphic content, or

unbalanced

whitespace.

The

participant’s

infographic did

not use graphics

or whitespace.

5

Timeliness

The participant's

essay was

submitted on or

before the assigned

due date.

The participant's

essay was

submitted no more

than 1 calendar day

late.

The participant's

essay was

submitted more

than 1 calendar

day late.

5

Relevance and

Evidence

The participant's

infographic directly

responded to the

assignment

directions, and

made use of the

required tool

(Picktochart).

The participant's

infographic

partially responded

to the assignment

directions, and

made use of the

required tool

(Picktochart).

The participant's

infographic did

not respond to

the assignment

directions, and

did not make

use of the

required tool

(Picktochart).

5


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Checklist for Session 6 Final Project Submission

This checklist is designed for use with the Final Project submission required for Sessions 3-6. It is worth 160 points total, and each item is all or

none. Each submission is worth 40 points.


Points Possible 5 0

Session 3 Components

Course Designer The participant provided his/her name and current

teaching certification area.

The participant did not provide his/her name and

current teaching certification area. 5

Target Audience

The participant provided the target audience, with

details about group size, age, grade level, and any

other pertinent information.

The participant did not provide the target

audience, with details about group size, age,

grade level, and any other pertinent information.

5

Prerequisite Skills

The participant provided a list of any prerequisite

skills and/or courses that the Target Audience

needs to possess in order to have success in the

planned online course/unit.

The participant did not provide a list of any

prerequisite skills and/or courses that the Target

Audience needs to possess in order to have

success in the planned online course/unit.

5

Course/Unit

Description

The participant provided a clear and concise

description of the topic covered by the planned

course/unit.

The participant did not provide a clear and

concise description of the topic covered by the

planned course/unit.

5

Course/Unit

Outcomes

The participant provided a minimum of 3

goals/outcomes covered by the planned

course/unit.

The participant did not provide a minimum of 3

goals/outcomes covered by the planned

course/unit.

5

Delivery Model

Choice

Identification

The participant chose either fully online, blended,

or flipped as their chosen delivery method, and

well as a justification of why the model was

selected.

The participant did not choose either fully online,

blended, or flipped as their chosen delivery

method, and well as a justification of why the

model was selected.

5

Student Learning

Styles

The participant detailed the student learning

styles being taken into account when designing

this online course/unit.

The participant did not detail the student learning

styles being taken into account when designing

this online course/unit.

5

Availability of

Technology

The participant detailed the availability of

technology being taken into account when

designing this online course/unit.

The participant did not detail the availability of

technology being taken into account when


5

Administrative

Considerations

The participant detailed the administrative

concerns being taken into account when


The participant did not detail the administrative

concerns being taken into account when


5


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Engagement

Strategy 1

The participant provided an appropriate

engagement strategy for implementation in the


The participant did not provide an appropriate


planned course/unit. 5

Engagement

Strategy 2







5

Proven

Effectiveness

The participant provided justification for his/her

choice of engagement strategy (in relation to why

it will be effective).

The participant did not provide justification for

his/her choice of engagement strategy (in relation

to why it will be effective).

5

Communication

Strategy 1


communication tool/technique for

implementation in the planned course/unit.




5

Communication

Strategy 2







5

Proven

Effectiveness

The participant provided justification for his/her

choice of communication tool/technique (in

relation to why it will be effective).

The participant did not provide justification for

his/her choice of communication tool/technique

(in relation to why it will be effective).

5


OER 1

The participant provided a well-vetted and

appropriate OER content item for use in the


The participant did not provide a well-vetted and



5

OER 2

The participant provided a well-vetted and



The participant did not provide a well-vetted and



5

Reliability/

Credibility

The participant provided a justification for his/her

choice of OER content items, and why they are

reliable/credible.

The participant did not provide a justification for

his/her choice of OER content items, and why

they are reliable/credible.

5

Content Item 1

The participant provided an idea for a new or re-

purposed content item of their own creation for

use in the planned course/unit.

The participant did not provide an idea for a new

or re-purposed content item of their own creation

for use in the planned course/unit.

5

Content Item 2 The participant provided an idea for a new or re-

purposed content item of their own creation for

The participant did not provide an idea for a new

or re-purposed content item of their own creation 5


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22

use in the planned course/unit. for use in the planned course/unit.

Proven

Effectiveness

The participant provided a justification for his/her

choice of self-created or repurposed content

items, why they are appropriate for the chosen

online delivery model, and what makes them

effective eLearning opportunities for students.


his/her choice of self-created or repurposed

content items, why they are appropriate for the

chosen online delivery model, and what makes

them effective eLearning opportunities for

students.

5


Differentiated

Content

The participant provided one way he/she plans to

differentiate content in the proposed course/unit.

The participant did not provide one way he/she

plans to differentiate content in the proposed

course/unit.

5

Differentiated

Process


differentiate process in the proposed course/unit.


plans to differentiate process in the proposed

course/unit.

5

Differentiated

Product


differentiate product in the proposed course/unit.


plans to differentiate product in the proposed

course/unit.

5

Consideration 1

The participant provided a logical consideration

for accessibility in his/her first attempt at online

course creation.

The participant did not provide a logical

consideration for accessibility in his/her first

attempt at online course creation.

5

Consideration 2

The participant provided a logical consideration

for accessibility in his/her first attempt at online

course creation.

The participant did not provide a logical

consideration for accessibility in his/her first

attempt at online course creation.

5

Reason for Focus

The participant provided a justification for why

he/she believe these particular considerations are

of such importance in online course design.


why he/she believe these particular considerations

are of such importance in online course design.

5

Timeliness of Submissions

Session 3

Submission

The Session 3 Submission of the Course Design

Planning Matrix was submitted on or before the

published due date (the second Monday of the

Session 3 week by midnight).


Planning Matrix was not submitted on or before

the published due date (the second Monday of the


5

Session 4

Submission









5


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Session 5

Submission









5

Session 6 (Final)

Submission









5

Incorporation of Instructor Feedback

Feedback Inclusion

The participant thoughtfully included the

feedback comments from the instructor based on

Sessions 3, 4, and 5 submissions into the final

product.

The participant did not includ the feedback

comments from the instructor based on Sessions

3, 4, and 5 submissions into the final product. 5

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