Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

More documents

Recommendations

Info

13 Planning Your Online Course June Kaminski and Sylvia Currie Designers must do two seemingly contradictory things at the same time: They must design for perfection, and they must design as though errors are inevitable. And they must do the second without compromising the first. – Bob Colwell (2002) Education for a Digital World 191
13 – Planning Your Online Course Learning outcomes After completing this chapter, you should be able to: • Identify the primary considerations for planning an online course. • Distinguish among design approaches. • Apply the planning phase to your own course design context. • Map your course elements and identify needs to support your design approach. Introduction “The more you plan, the more room you leave for spontaneity”. – Vella (2006) Where does the process of planning a course begin? Where does it end? What does a course plan look like, and how does it differ from a course design? This chapter provides an overview of the broad considerations in preparing an online course plan. A plan is a starting point for moving forward with the design, implementation, and evaluation of an online course: • Who will you work with to design the course? • Who will take the course and why? • What do we know about the learners? • How do instructor styles factor into the planning? • What are the main components of the course? • How will the course be organized? Even the most open-ended learning activities begin with a plan. However, a plan will, and should be, refined and adjusted during implementation. In this sense a plan evolves, but it continues to provide a sidebar of sorts; something to guide the decisions about the design work that needs be carried out. A plan can be both an ongoing reality check, and way to focus on important elements of a course design. Can you make patterns from clouds? “Part of the plan is knowing that the situation will compel you to change your plan”. – Vella (2006) A course plan can take on a variety of shapes, and is always informed by context: the audience, the venue, and the resources you have available to you. It is also informed by the educational values, beliefs, and philosophies of the design team. With so many possibilities and unknowns, how can we work towards a common language of what planning is all about? The most basic question to begin with is, why design an online course. The emphasis here can be on the word why, or on the word design. A very common response to the question why is that learners will be geographically distributed, and having a course online is an obvious solution. However, an online course, or a course enhanced with online resources and communication tools, will add educational value to any face-to-face course by making resources available to learners and by providing opportunities to deepen learning through dialogue and sharing. In this sense the divisions between online courses and campus-based courses are becoming hazy. So the question of why is shifting from technology as a means to change the delivery method to technology as a means to enhance learning. A more philosophical but very practical question emphasizes the word design. Is it important to create a structure in a virtual environment? How much design work should be done before involving the learners in the curriculum process? These questions have challenged educators for some time, and they seem especially complex when applied to designing online courses. Where then do we turn for guidance? Some would argue that instructional design literature does little to guide the process of planning online courses because there is insufficient consideration for the social context of learning (Le Blanc, 2003). Furthermore, the recent advances in technologies to support networked learning, 18 or more informal connections among people and information, are challenging our notions about advance planning and fixed design of online spaces. Consider this description by George Siemens: By recognizing learning as a messy, nebulous, informal, chaotic process, we need to rethink how we design our instruction. Instruction is currently largely housed in courses and other artificial constructs of information organization and presentation. Leaving this theory behind and moving towards a networked model requires that we place less emphasis on our tasks of presenting information, and more empha- 18 For interesting discussions and resources related to networked learning see the work of Leigh Blackall http://leighblackall.wikispaces.org/ 192 Education for a Digital World
Page 2 and 3:
Education for a Digital World ADVIC
Page 4 and 5:
Contents Chapter Abstracts / v Intr
Page 6 and 7:
Chapter Abstracts Part 1: The Impac
Page 8 and 9:
Chapter Abstracts on a revised Bloo
Page 10 and 11:
Chapter Abstracts BUILDING COMMUNIT
Page 12:
Chapter Abstracts ration are expand
Page 15 and 16:
Introduction phasizes the building
Page 18 and 19:
1 Emerging Technologies in E-learni
Page 20 and 21:
1 - Emerging Technologies in E-lear
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
2 Virtual Design Studios: Solving L
Page 38 and 39:
2 - Virtual Design Studios created,
Page 40 and 41:
2 - Virtual Design Studios • allo
Page 42 and 43:
2 - Virtual Design Studios Some Pro
Page 44 and 45:
3 Challenges Confronted and Lessons
Page 46 and 47:
3 - Challenges Confronted and Lesso
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
4 Addressing Diversity in Design of
Page 56 and 57:
4 - Addressing Diversity in Design
Page 58 and 59:
Page 60 and 61:
Page 62:
Page 65 and 66:
5 - Mobile Learning in Developing C
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
6 - The Impact of Technology on Edu
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 82 and 83:
7 Learning Management Systems Don M
Page 84 and 85:
7 - Learning Management Systems In
Page 86 and 87:
7 - Learning Management Systems Off
Page 88 and 89:
7 - Learning Management Systems Sup
Page 90 and 91:
7 - Learning Management Systems ACC
Page 92 and 93:
7 - Learning Management Systems Tes
Page 94 and 95:
7 - Learning Management Systems wik
Page 96 and 97:
7 - Learning Management Systems sup
Page 98 and 99:
7 - Learning Management Systems •
Page 100 and 101:
7 - Learning Management Systems Tal
Page 102 and 103:
7 - Learning Management Systems App
Page 104 and 105:
7 - Learning Management Systems App
Page 106 and 107:
7 - Learning Management Systems E-c
Page 108 and 109:
8 Exploring Open Source for Educato
Page 110 and 111:
8 - Exploring Open Source for Educa
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
9 Quality Assurance by Design Niki
Page 126 and 127:
9 - Quality Assurance by Design of
Page 128 and 129:
9 - Quality Assurance by Design pos
Page 130 and 131:
9 - Quality Assurance by Design ger
Page 132 and 133:
9 - Quality Assurance by Design tea
Page 134 and 135:
9 - Quality Assurance by Design all
Page 136 and 137:
9 - Quality Assurance by Design Lea
Page 138 and 139:
9 - Quality Assurance by Design Qua
Page 140 and 141:
9 - Quality Assurance by Design the
Page 142:
9 - Quality Assurance by Design Tal
Page 145 and 146:
10 - General Principles of Instruct
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154: 10 - General Principles of Instruct
Page 156 and 157: 11 Accessibility and Universal Desi
Page 158 and 159: 11 - Accessibility and Universal De
Page 194 and 195: 12 Articulation and Transfer of Onl
Page 196 and 197: 12 - Articulation and Transfer of O
Page 202: 12 - Articulation and Transfer of O
Page 207 and 208: 13 - Planning Your Online Course th
Page 209 and 210: 13 - Planning Your Online Course Ed
Page 211 and 212: 13 - Planning Your Online Course Ho
Page 213 and 214: 13 - Planning Your Online Course Fi
Page 215 and 216: 13 - Planning Your Online Course KO
Page 217 and 218: 13 - Planning Your Online Course re
Page 219 and 220: 13 - Planning Your Online Course FL
Page 221 and 222: 13 - Planning Your Online Course An
Page 223 and 224: 13 - Planning Your Online Course no
Page 226 and 227: 14 - Assessment and Evaluation 14 A
Page 228 and 229: 14 - Assessment and Evaluation You
Page 230 and 231: 14 - Assessment and Evaluation NetS
Page 232 and 233: 14 - Assessment and Evaluation USIN
Page 234 and 235: 14 - Assessment and Evaluation To e
Page 236 and 237: 14 - Assessment and Evaluation Once
Page 238 and 239: 14 - Assessment and Evaluation Cont
Page 240 and 241: 14 - Assessment and Evaluation LINK
Page 242 and 243: 14 - Assessment and Evaluation •
Page 244 and 245: 14 - Assessment and Evaluation An u
Page 246 and 247: 14 - Assessment and Evaluation The
Page 248 and 249: 14 - Assessment and Evaluation Calc
Page 250 and 251: 14 - Assessment and Evaluation Simi
Page 252 and 253: 14 - Assessment and Evaluation In t
Page 254 and 255:
14 - Assessment and Evaluation DEFI
Page 256 and 257:
14 - Assessment and Evaluation Exam
Page 258:
Part 3: Implementing Technology Edu
Page 261 and 262:
15 - Understanding Copyright: Knowi
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
16 - ‘Open Licences’ of Copyrig
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 280 and 281:
17 E-learning Standards Randy LaBon
Page 282 and 283:
17 - E-learning Standards • Track
Page 284 and 285:
17 - E-learning Standards where con
Page 286 and 287:
17 - E-learning Standards set of me
Page 288:
17 - E-learning Standards Reference
Page 291 and 292:
18 - Leadership and E-learning: Cha
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
19 - Building Communities of Practi
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 322 and 323:
20 Instructional Strategies Peter F
Page 324 and 325:
20 - Instructional Strategies • P
Page 326 and 327:
20 - Instructional Strategies Figur
Page 328 and 329:
20 - Instructional Strategies if st
Page 330 and 331:
20 - Instructional Strategies DEVEL
Page 332 and 333:
20 - Instructional Strategies gener
Page 334 and 335:
21 Media Selection Peter Fenrich If
Page 336 and 337:
21 - Media Selection • In many si
Page 338 and 339:
21 - Media Selection - Sentences wr
Page 340 and 341:
21 - Media Selection prevent learne
Page 342 and 343:
21 - Media Selection narrators, and
Page 344 and 345:
21 - Media Selection You should use
Page 346 and 347:
21 - Media Selection • Although c
Page 348 and 349:
21 - Media Selection Selecting medi
Page 350 and 351:
21 - Media Selection Compared to on
Page 352:
21 - Media Selection Park, O. (1998
Page 355 and 356:
22 - Computer-Based Resources for L
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Page 367 and 368:
23 - Computer-Based Games for Learn
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
24 - Evaluating and Improving Your
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Page 389 and 390:
Page 392:
Part 5: Engagement and Communicatio
Page 395 and 396:
25 - Tools for Online Engagement an
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425 and 426:
Page 427 and 428:
26 - Techno Expression Learning out
Page 429 and 430:
26 - Techno Expression and synchron
Page 431 and 432:
26 - Techno Expression Constant adv
Page 433 and 434:
26 - Techno Expression CHATS In som
Page 435 and 436:
26 - Techno Expression blogs into t
Page 437 and 438:
26 - Techno Expression development
Page 439 and 440:
26 - Techno Expression learning env
Page 442 and 443:
27 Social Media for Adult Online Le
Page 444 and 445:
27 - Social Media for Adult Online
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452:
Page 455 and 456:
28 - Online Collaboration: An Overv
Page 457 and 458:
Page 459 and 460:
Page 461 and 462:
Page 463 and 464:
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
Page 473 and 474:
Page 475 and 476:
29 - Identity in Online Education L
Page 477 and 478:
29 - Identity in Online Education G
Page 479 and 480:
29 - Identity in Online Education m
Page 481 and 482:
29 - Identity in Online Education B
Page 483 and 484:
29 - Identity in Online Education b
Page 485 and 486:
29 - Identity in Online Education t
Page 487 and 488:
29 - Identity in Online Education R
Page 489 and 490:
30 - Supporting E-learning through
Page 491 and 492:
Page 493 and 494:
Page 495 and 496:
Page 497 and 498:
Page 499 and 500:
Page 502 and 503:
31 Looking Forward: Stories of Prac
Page 504 and 505:
31 - Looking Forward: Stories of Pr
Page 506 and 507:
Page 508 and 509:
Page 510 and 511:
Page 512 and 513:
Page 514 and 515:
Page 516 and 517:
Contributors Dr. Mohamed Ally, Prof
show all

Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

Create successful ePaper yourself

Delete template?

Save as template?