Course design learning and structure version 3

Course design learning and structure version 3

• 1.
  Course Design for Online Courses Topic: Learning
• 3.
  Task Design Collaborative tasks • Allow ss to be active in their own learning • Ss work together to solve common problems • Learners from different cultures and backgrounds interact and construct meaning together
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  Task Design Reflective tasks • Can enable the learner to internalise learning and develop learner autonomy • Online courses allow the learner to reflect at their own pace • Learners can review and evaluate their own contributions and those of their peers
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  Task Design Levels of learning • E.g. Bloom’s taxonomy: six levels of cognitive learning: forms the basis on which courses can be planned • Learning progresses from Knowledge through comprehension, application, analysis, synthesis and evaluation • Tasks can be designed to allow students to progress through the levels; e.g. see http://www.fgcu.edu/onlinedesign/designDe vd.html
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  Task Design Materials and tasks • Need to be adapted to suit the online medium • E.g. texts must be shortened as it’s impossible to read long texts online • Should make full use of all online possibilities, e.g. self-checking tools, chat rooms • Check out this, for a slant on Bloom’[s taxonomy: http://www.wisc- online.com/index.htm • More examples at: http://blog.cathy- moore.com/elearning-samples/
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  Role of the Tutor Instruction does not cause learning People learn through experience, through making mistakes, trying things out and talking things through with others So: we shouldn’t just deliver facts and ‘content’; we should provide meaningful exercises and activities that help to ‘cause’ learning
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  Role of the Tutor Instruction does not cause learning Even more than on face to face courses, we need to adopt the role of facilitator and make learning student centred • encourage collaboration and reflection • provide metacognitive guidance, e.g. with strategic questions and summaries
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  Role of the Tutor Instruction does not cause learning We also need to: • Provide regular feedback, both formative and summative, to help keep learners on track • Define clear goals for any online interaction, and clear criteria for evaluation • Be ‘present’ and interact with students, to keep communication lines open
• 10.
  Course Design for Online Courses Topic: Structure
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  Development Plan Needs toask questions such as : • What will be done, by whom and by when? • Who are the students? What are their backgrounds and learning needs? What support will they need in adapting to flexible learning? • What are the overall aims and specific learning outcomes? These can also provide the focus for assessment. • What is the content? And what teaching and learning methods will be employed to focus on the learning process rather than simply delivering content?
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  Development Plan continued • Such teaching and learning methods could include problem-based learning, case studies, experiential learning, videoconferencing and computer-based learning. 1 1David Murphy, Instructional Design for Self-Learning in Distance Educationhttp://www.col.org/SiteCollectionDocuments/KS2000%20Instructionaldesign.pdf
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  Further considerations • Chunking,or dividing content into manageable sections: see http://www.fgcu.edu/onlinedesign/designDevc.html as an example of chunking • Trialling, of tasks and modules to ensure consistency and coherence • Clear descriptions, including visuals, e.g. tables and timelines to help students familiarise themselves with overall course requirements: for examples, see: http://academics.georgiasouthern.edu/col/id/ Or: http://itle.okstate.edu/fd/online_teaching/coursestructure.htm
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  • Building inflexibility, in order to be able to respond to individual learner needs. • And don’t forget the checklists at: http://www.csuchico.edu/tlp/resources/rubric /instructionalDesignTips.pdf !!!