develop online courses
As an instructional designer and online instructor at the Community College of Baltimore County Catonsville, Dionne Thorne has worked with many instructors as they develop their online courses. Based on this experience, she offers the following advice on the course design process:
Abreena Tompkins, instruction specialist at Surry Community College, has developed a brain-based online course design model based on a meta-analysis of more than 300 articles. In this study, she distilled the following elements of brain-based course design: Low-risk, nonthreatening learning environment Challenging, real-life, authentic assessments Rhythms, patterns, and cycles Appropriate chunking or grouping Learning as
Online courses are rarely “done.” Over time, things change, including the curriculum and content (because of changes in the field and changes to available content) and the technologies (ways that the content can be delivered and tools for interacting with it and with others in the courses, including you).
Online instruction will continue to grow rapidly on college campuses nationwide. This seminar will show you the most effective teaching practices to help students succeed in the online classroom.
video Online Seminar • Recorded on Thursday, September 16th, 2010
When teaching and designing courses, I find that it’s easy to slip into autopilot and use the same tools and strategies over and over. Autopilot can be comfortable and easy, but I know I don’t do my best work in that state. So I try to look at my courses and materials with fresh eyes as often as I can. Often, I’ll ask another faculty member or designer to look at what I’m designing with a critical eye, and I return the favor for their courses.
They might not want to meet on the football field, but in the arena of online education, small schools can compete effectively with far larger ones. Learn proven steps for launching new online programs, including how to gain faculty support, identify lead administrators, develop solid instructional designs, and provide technological help during the transition to the new delivery system.
audio Online Seminar • Recorded on Thursday, June 3rd, 2010
There are certain widely held ideas about how time is used in distance education. One is that distance education “takes more time” than face-to-face teaching. This is one of those axioms that people accept and repeat, but don’t think about. Because as soon as you start to think about it, questions arise: Exactly what takes more time? Course development, or teaching? How much more time does it take? Does it take less time to teach the second time you teach it? What about the third? What takes longer to master—the technology, or online pedagogy?
Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning
In order to improve online programs, courses, and instruction, you have to first determine your goals, select metrics that will tell you what we want to know, analyze these metrics for clues about needed changes, and then make those changes. It may sound simple, but it isn’t.
Chances are, you’ve spent considerable time and effort revising coursework for better compatibility with distance learning. But, have you done the same with the way you facilitate your courses?
audio Online Seminar • Recorded on Tuesday, January 26th, 2010
As a distance learning trainer at the University of West Georgia, Christy Talley helps develop online courses, trains faculty in online instruction, provides student support, conducts student surveys and evaluations, and delivers online professional development. Part of her role is to give advice to online instructors. The following are her top 10 tips for online instructors:…