Faculty Development January 30 2009 Faculty Development January

Faculty Development January 30, 2009

Faculty Development January 30, 2009 Course Organization and Instructional Design

Faculty Development January 30, 2009 Course Organization and Instructional Design Created by Philip A. Pecorino Consortia Faculty Member CUNY Graduate School and University Center School of Professional Studies, Online BA Program in Communication and Culture

Faculty Development Course Organization and Instructional Design Important Resources on Fundamentals of Course Design http: //www. ppecorino. com/Articles/PEDAGOGY-blended-instruction-primer. html Concepts in Instructional Design - Randy Rezabeck Some Principles of Instructional Design- Randy Rezabeck Online Course Development - Randy Rezabeck Events of instruction -Robert Gagne Effective Practices-Sloan Consortium Best Practices in Online Instruction -SUNY SLN Articles and Web Resources Article: The Web's Impact On Student Learning - Katrina A. Meyer Course Design Resources at MERLOT A Case Study: Creating a Hybrid College Course: Instructional Design Notes and Recommendations for Beginners – Gordon Hensley -Jolt Vol 1 no 2 http: //jolt. merlot. org/vol 1_no 2_hensley. htm

Faculty Development Course Organization and Instructional Design Academic Exchange - EXTRA June 2004 The Ten Commandments in Designing Online Courses Susan L. Jones Assistant Professor Southwest Missouri State University School of Teacher Education College of Education E-mail: Susan. Jones@smsu. edu First, thou shalt not assume online is the same as a face-to-face classroom. Second, thou shalt not put technology before course objectives. Third, thou shalt not treat online students as merely a number. Fourth, thou shalt not be vague. Fifth, thou shalt not make lessons passive Sixth, thou shalt not make students work in isolation. Seventh, thou shalt not be unorganized Eighth, thou shalt not use only one type of student assessment. Ninth, thou shalt not ignore copyright and fair use issues. Tenth, thou shalt not forget to reflect on course evaluations.

Faculty Development Course Organization and Instructional Design Concepts in Instructional Design - Randy Rezabeck 1. Instructional Design - the systematic process for preplanning and organizing all resources, learning activities, communications mechanisms, and feedback and assessment activities necessary to result in active student learning. 2. Active Learning -Student learning occurs because of what the learners themselves do 3. Andragogy - the art and science of helping adults learn. . how they learn. Specifically, they tend to: • Be more highly motivated and self directed • See the teacher as a resource rather than an authority figure • Hold attitudes, values and beliefs based upon life experience • Be focused and goal directed • Want to learn for immediate application • Consider time as a scarce and precious asset 4. Instructional Interaction – 5. Learning Guidance – 6. Student Learning Outcomes – 7. Instructional Objectives 8. Terminal Objectives - which reflect the outcomes for each major topic in the course. 9. Enabling Objectives - which reflect the various steps, components, and background knowledge that must be learned in order to master the terminal objective.

Faculty Development Course Organization and Instructional Design Some Principles of Instructional Design- Randy Rezabeck 1. Define student learning outcomes and use instructional objectives: 2. Design a strong structure for your course that provides: 3. Design activities to promote active learning: 4. Provide learning guidance and feedback: 5. Provide formal assessments that directly measure instructional objectives 6. Utilize Andragogy as a basis for course design

Faculty Development Course Organization and Instructional Design Online Course Development - Randy Rezabeck 1. Analyze your audience and the conditions under which they will learn. 2. List your instructional objectives and classify them as either terminal or enabling. Utilize them in an appropriate manner for your learners in your course design. 3. Design in-class time to maximize interpersonal interactions. 4. Carefully design your outside activities. 5. Use technology to provide structure, communications and feedback to augment or supplant class activities. 6. Revise your course after completing the semester.

Faculty Development Course Organization and Instructional Design Events of instruction -Robert Gagne Gaining Attention Informing the learner of the objective Stimulating recall of prerequisite learning Reviewing any necessary prerequisite concepts, principles, or procedures Presenting the stimulus material Provide learning guidance Eliciting the performance Providing feedback about performance Assessing the performance – Enhancing retention and transfer -

Faculty Development Course Organization and Instructional Design Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS Course Objectives Course Units or Modules with Unit or Module Objectives Presentation of Content for each Module Assessment of Objectives for each module and for the Course Management of the Class Provision for Review and Assessment of • Learner outcomes • Course outcome • the instructional design • The instructor’s role Revision of design and content

Faculty Development Course Organization and Instructional Design Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS Course Objectives Course Units or Modules Unit or Module Objectives Presentation of Content Assessment of Objectives Management of the Class Provision for Review and assessment of • the Instructional Design • the materials and exercises • the interactions Revision of design and content

Faculty Development Course Organization and Instructional Design Features of Good Design: INSTRUCTIONAL DESIGN ELEMENTS INTERACTION with the Learner • With Materials and Exercises of the Instructor • With Fellow Learners- Collaboration LEARNING COMMUNITIES • With the Instructor • With the INSTRUCTIONAL DESIGN • Clear- easy to access parts-redundancy ENGAGEMENT of the Learner • Materials • Exercises • Activities • Classmates • Relevant to life of learners REFLECTIONS on the Learning

Faculty Development Course Organization and Instructional Design Howard Wach Features of Good Design Provide students with • Clear directions • Consistency • A predictable routine • Well-organized content • Group unit-based resources and assignments in folders • Present materials and directions in the appropriate order • Post due dates prominently and redundantly One strategy: • Put subject-specific single web sites in topic folders • Reserve “External Links” for portals and gateways Simplify organization Link organization to tasks Emphasize routines and deadlines

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Introduction Feedback from students suggests that a strong sense of the presence and availability of the instructor every day of the course is more important than any other consideration. However, many other factors affect the quality of student learning, student satisfaction and the reputation of the program in important ways. The factors below are considered essential to a successful course and a successful instructor. Both preparation of new faculty and evaluation of current courses will use these as guidelines.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Presence of the Instructor Detailed contact information should be provided by the instructor at the beginning of the course. Some specific times when the instructor can be reached by phone or email should be listed. The instructor should check in on the active parts of their course site and look for email messages from students on a daily basis. Students should expect to receive a response to a question within 24 hours. Faculty should be an active presence on discussion boards and in team projects. The form of the participation can be neutral or directive, but students should know that their instructor is there in the work space. Faculty should post a welcome message at the beginning of the course and include audio as appropriate.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Responsiveness to Students’ Circumstances Assignment deadlines and testing periods should not be set so that they fall within the typical work day. Instructors should remember that there are students who live in different time zones and, where there are specific end times for activities, indicate the time zone that will apply, e. g. 10: 00 PM EST. Instructors should keep track of religious holidays and other observances that might preclude participation for individual students. Asynchronicity is an important feature of our program; it should be honored and respected in all courses and for all assignments.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Content of Course Site A detailed syllabus, that includes a sequential mapping of course activities, should be available when the course begins and students should be informed promptly concerning deviations from the syllabus. All important course activities should take place within the Blackboard site, not via email or other means except under unusual circumstances. Whenever they log on to the course site, students should always see accurate and current information about course assignments and deadlines.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Design of Course Site The different parts of a course should form a coherent whole, with mechanisms for students to navigate easily from one part to another. Redundant parallel paths should provide convenient access from different starting places to material which interconnects Course banners should be attractive and appropriate for the course content. Efforts should be made to create an attractive course site. Be consistent in the terms and labels that are used for certain kinds of activities and sections of the course. Courses should be designed to take full advantage of the version of Blackboard in use by the program. Courses should be designed to take advantage, as appropriate, of the multimedia capabilities of online work. Graphics and hyperlinks, as well as video and audio should be included. Alternate text should be provided for graphics, audio, and video material, to provide accessibility for vision- or hearing-impaired students.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Quality of Assignments Discussion questions or introductions to discussions should be complex and interesting enough that they engage students at levels of participation sustained across the semester. Discussion questions should be open-ended and provocative— questions which require specific and limited answers should be used for assignments/quizzes. The discussion board should reward active thinking. Instructions and grading schemes for discussions and other group activities should require and provide rewards for (1) students responding to one another and (2) participating in the activity throughout the assignment period, rather than just on the deadline day. There should be variety in assignments to accommodate different learning styles.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Evaluation of Student Work Rubrics or other detailed guidelines for grading should be provided for all assignments. Expectations of the instructor, especially for activities that will be used in assigning grades, should be described clearly, provided to students at the beginning of the term, and rewards attached to doing what is expected. Students should be informed of how assignments will be weighted in final grades. Students must be informed of their progress with an evaluation of their work at midsemester.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Accuracy Course sites should be free of typographical, grammatical and other errors. All components should be carefully edited for accuracy and completeness. Instructors should check all links to ensure they are in working order prior to the semester. Update all course material each semester; don't rollover assignments without reviewing and updating all links, due dates, and references to other sources that may have changed.

Faculty Development Course Organization and Instructional Design STANDARDS FOR TEACHING AND LEARNING IN AN ONLINE COURSE CUNY Online BA Program Relationship to the Concentration as a Whole Instructors need to understand that if they provide an excellent experience for students, overall retention and satisfaction in the program is enhanced. Likewise, courses that promote mastery of foundation and other skills enhance student success in other courses. Every effort must be made to make different sections of the same course consistent with one another, especially in ways that impact what students learn. Other Students should be informed about Fair Use guidelines at the beginning of the course and faculty should monitor compliance to the extent possible.

Faculty Development Course Organization and Instructional Design Online BA Faculty Observation Criteria Content of Course Site. • organize and present the course material • detailed syllabus that provides sequential mapping of activities- all important activities through the site • convey knowledge of and interest in the subject matter of the course • course site free of typographical, grammatical and other errors Design of Course Site. • different parts of the course form a coherent whole, with mechanisms for easy navigation • the course site attractive • the course banner clearly states the number and name of the course • the course design take full advantage of the features of Blackboard 8. 0 Presence and Responsiveness of Instructor. • motivate and encourage student response and interaction (with the material, with each other, with the instructor) • provide detailed contact information • the instructor present on the course site on a regular basis • the instructor an active presence in discussions and in team projects (serving either a neutral or directive role) Quality of Assignments and Evaluation. • discussion questions and other assignments complex and interesting enough to engage students • assignments appropriate to the course focus and objectives • evidence of frequent, sustained student participation in course activities (or has the level of participation fallen off) • instructions and grading schemes for all assignments specified clearly • feedback is provided by the instructor in addition to grades

Faculty Development January 30, 2009 END of PRESENTATION

Course Organization and Design Howard Wach OLBA Consortial Faculty and Bronx Community College http: //199. 219. 158. 116/~howardwa ch/OLBA/Fac. Dev 09. html

Design and Organization Basics Provide students with • Clear directions • Consistency • A predictable routine • Well-organized content

First Announcement

The Course Information Area

Read This First!!

Grading Criteria

Organizing Content: The Topic Folder • Group unit-based resources and assignments in folders • Present materials and directions in the appropriate order • Post due dates prominently and redundantly

The Topic Folder Area

Inside a Topic Folder

Organizing Content: Managing Web Links One strategy: • Put subject-specific single web sites in topic folders • Reserve “External Links” for portals and gateways

Single Pages in a Folder

Portal and Gateways

Summing Up • Simplify organization • Link organization to tasks • Emphasize routines and deadlines