Transforming Courses for e-Learning

G. Andrew PageUniversity of Alaska-Anchorage

Spring 2010

Three Main Questions(1) Who are my students?

What are their technological capabilities?What is their experience with online learning?

How can these questions be answered online?What is their preferred style of learning?

What guidelines, norms, roles, need to be established?How will I assess student performance in this course? Rubrics?

What is the most effective way to determine if students are mastering content?How is the student growing and changing as a learner in this course?

For example...

The target population for the Moodle course, is graduate students who are new to

designing online courses.

Question 2

What do I want to accomplish through this course? What do I want my students to

know, to feel, or to be able to do?

For example...

The learning outcomes for the Moodle course would be:

Instructional Goals

Instructional Goals

Question 3

Where, when, and with what resources will my students be learning?

For example...

Wikis for convergent thinking via collaborative writingGroup work / social constructivism design theoryDeveloping / Designing in Moodle LMSCreating e-LessonsAsynchronous Discussion boards with linear postingsFull class synchronous meetingsSmall group synchronous meetingsBlog for posting relevant itemsPeer review assessmentsQuizzesE-booksSupplemental readings

References

Palloff, R. M. & Pratt, K. (2001) Lessons from the Cyberspace Classroom. Wiley & Co.