Question

Describe the steps necessary in order to design and facilitate an effective online course.

Answer 1

`Hey,

Note: Brother in case of any queries, just comment in box I would be very happy to assist all your queries

If you are considering teaching online or are looking for ideas to freshen-up your current online course, you have come to the right resource. Designing for the online environment presents unique challenges, but it also opens a world of exciting possibilities for engaging students in their learning. Online education is not an “alternative” to traditional classroom learning.

Start with the learning; moving from solutions to possibilities!

It is common when transitioning to the online environment to start with the question, “how can I do this online?” If we approach it from this standpoint, we can get stuck looking for ways to mimic or retrofit face-to-face activities. This can be a frustrating and even disappointing solution goose chase. A more productive approach is to start with the question, “what do my students need to learn?”. Using the learning as the focal point, you can more easily navigate the amazing possibilities presented by the online environment.

Practice in Undergraduate Education.:

• encourage faculty-to-student interaction
• encourage student-to-student interaction
• promote active learning
• communicate high expectations
• facilitate time on task
• provide rich, rapid feedback
• respect diverse learning

Design Practice #1: Course Mapping

Access and review the most current course competencies on the MCCCD Curriculum & Transfer website.

1. Which competencies will be threaded throughout the entire course?
2. Cluster competencies that are relatable. Sequence these clusters into a logical order based on your background knowledge and experiences in the discipline. Module/unit duration is flexible based on the depth of knowledge students might acquire with each topic.
3. What is the theme of each competency cluster? Choose 5-7 units for your course that encompass the competency clusters.

Design Practice #2: Module Map (Key Concepts, Activities, Resources, Vocabulary, and Assessment)

Access and review the most current course outline on the MCCCD Curriculum & Transfer website.

1. Select a module/unit (competency cluster). Which key concepts will be emphasized in the course design?
2. For each key concept, which activities and resources will you integrate for students to make-meaning of course content?
3. Which academic and technical (discipline-specific) terms will you emphasize in each module/unit?

Design Practice #3: Module Level Learning Objectives

Using Course Competencies, pick a module and write learning objectives for one or more module/unit.

Considerations

• Does it begin with an action statement?
• Is it clean and direct?
• Does it express what we can expect students to be able to do?
• Is it clear what we mean?
• Does it reflect the essence of the cluster?

Creating Learning Objectives

It is essential to build measurable and clear objectives that outline what is expected of the learner. These objectives will make it easy to align the rest of your course and will serve to communicate learning expectations to students.

Using Blooms Taxonomy to find Measurable Verbs – Benjamin Bloom and a committee of colleagues identified three domains of learning and objectives can be written for any type of learning (Skills, Knowledge and Attitude). Bloom, and later Anderson & Krathwohl, also outlined categories of thinking. Learning objectives should encourage students to reach higher orders of thinking through careful scaffolding of concepts (structuring learning to build on prior concept knowledge). Using actionable verbs you can create objectives that target learning within these learning types and categories. It is very important that these verbs are measurable so that you can assess whether students understood the concept(s). For example:

Non-measurable verbs: understood, appreciate, learn.

Measurable verbs: explain, discuss, compare, etc.

ABCD Method – An easy framework for creating learning objectives is the A.B.C.D. method. This stands for Audience, Behavior, Condition and Degree. Learning objectives that contain each of these elements will clearly outline the learning that is to be achieved after completing each module.

Kindly revert for any queries

Thanks.