OLF51 501 Jones Final - eLearning Guild
Transcript of OLF51 501 Jones Final - eLearning Guild
Building Effective Online Instruction through Modular Design
Paula Jones, Eastern Kentucky University
Produced by
June 26 & 27, 2008
501
Managing e-Learning Content
Managing e-Learning Content June 26 & 27, 2008
Page 1Session 501 – Building Effective Online Instruction through Modular Design –Paula Jones, Eastern Kentucky University
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Modular Design
Paula JonesInstructional Designer
Eastern Kentucky University
Building Effective Online Instruction through Modular Design
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Overview of PresentationModular Design DefinedQuality Matters at EKUOrganization/StructureIntroductory ModuleContent ModuleDiscussion BoardSummarize
Managing e-Learning Content June 26 & 27, 2008
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Modular DesignDefining Module
An instructional package dealing with a single concept or topic within a specified content area Includes measurable learning objectives Includes learning activities based on the objectives.
Modules are not a new conceptJames Russell, 1973 definition: a self-contained, independent unit of a planned series of learning activities designed to help the student accomplish certain well-defined objectives
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Modular DesignBenefit of Modular Design
Modular design is an attempt to combine the advantages of standardization (saving time, provides consistency) with those of customization (allow flexibility to include additional instructional components to support learning)Can increase student involvement in the topic by providing more student-centered learning componentsA variety of instructional products and resources can be used to communicate instruction
Managing e-Learning Content June 26 & 27, 2008
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Modular DesignAdditional Benefits of Modular Design
Allows the student to proceed through module content at his or her own paceAllows students to identify their strengths and weaknesses and to self-assess progress and repeat content and/or instructions as needed to acquire the objectives
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Modular DesignDisadvantages of Modular Design
For students:Self-discipline has to be demonstrated in pursuing independent studyThe shift from the lecture method (passive) to modular instruction (active) might be difficult for studentsBecoming familiar with a variety of choices between the available resources (e.g. different instructional modes, modules, etc.) might prove frustratingSince some of the students will be fast and others slow learners and students will have more or less prior knowledge
Managing e-Learning Content June 26 & 27, 2008
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Modular DesignDisadvantages of Modular Design
For instructors:Considerable time required to design modulesRemoval of the professor's 'centre-stage billing’Grading and exam procedures must be modified within modular instruction
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Poll #1
Managing e-Learning Content June 26 & 27, 2008
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Let’s ChatIn the Chat Window, post answers to the following questions:
Do you currently use a course management system?If so, what system do you use?
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Current View of Course Site
Command Buttons to be Removed
Managing e-Learning Content June 26 & 27, 2008
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Modular StructureAdded Command
Buttons
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Modular StructureFolders Represent Modules
•Introductory Module
•Content Modules
•Summary Project Modules (if applicable)
Managing e-Learning Content June 26 & 27, 2008
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Quality Matters at EKUEKU is a member of Quality Matters http:// www.qualitymatters.org/Our goal is to develop online courses using the QM Rubric and especially the 14 essential standards
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Poll #2
Managing e-Learning Content June 26 & 27, 2008
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The Quality Matters Peer Course Review Rubric Includes 8 Categories:
Course Overview and IntroductionLearning ObjectivesAssessmentResources and MaterialsLearner InteractionCourse TechnologyLearner SupportAccessibility
Each of the 14 Essential Elements of the QM Rubric can be Accomplished Using Modular Design
Quality Matters at EKU
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Structure and OrganizationStructure of a Module
Organized by chapters and/or topicsMultiple chapters can be part of one moduleRemove extra command buttons such as Course Documents and Course Information and External Links Explain the modular structure of course to students via the Announcement page and/or e-mails to help them begin the courseDevelop Instructional Products to Meet ADA Compliance
VIII. 1. The course acknowledges the importance of ADA requirements
I.1. Navigational instructions make the organization of the course easy to understandV.3. Navigation throughout the online components of the course is logical, consistent and efficient.
Managing e-Learning Content June 26 & 27, 2008
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Introductory ModuleIntroduction from Instructor
Intro Video and Supported by anIntro Power Point
Course Syllabus and ScheduleDiscussion Board RubricStudent Technology Requirements (provided by IT)Late Enrollment InformationEKU CalendarDisabilities Accommodation StatementIntroductory Module Assignments
Small Group Discussion Board/Ice BreakerLibrary TutorialsOnline Quiz (covers information on Syllabus/Schedule)
I.2. A statement introduces the student to the course and to the structure of the student learning and, in the case of a hybrid course, clarifies the relationship between the face-to-face and online components III.2. The course grading policy is stated clearly III. 3. Specific and descriptive criteria are provided for the evaluation of student’s work and participation
VIII. 1. The course acknowledges the importance of ADA requirements
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Example of Intro Module
Objectives Listed for Intro Module
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Example of Intro Module (Continues)
Contents of Introductory Module:Intro Video of Instructor (2-5 minutes)
Welcome to the Course (interactive PPT with Instructor’s Audio)
Folder that contains Course Syllabus, Course Schedule, Grading Methods (Rubrics)
Additional Contents:
Tech Requirements
Library Tutorials
Calendars
Disabilities Accommodations Statement/Resources
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Suggested Components of Introductory Module
1. Introductory Video2. Introductory Message (example: PPT with
Audio w/ an overview of the course, expectations, requirements, course site)
3. Course Syllabus4. Course Schedule5. Technology Requirements (for home
computers)
6. Rubrics (if applicable)•Discussion Board•Wiki•Critical Thinking
Managing e-Learning Content June 26 & 27, 2008
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Suggested Components of Introductory Module7. Late Enrollment Information8. Semester Calendar Link9. Disability Accommodation Statement10. Introductory Module Assignments
Introductory QuizIce Breaker Exercise (meet class members)
on Group Discussion BoardOr on Classroom Discussion BoardPosting a Photo to Share
Intro to Use of Wiki (if applicable)
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Poll #3
Managing e-Learning Content June 26 & 27, 2008
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Content ModuleKey Components
Organized by Chapters or TopicsEach Folder is All Inclusive
Learning ObjectivesOverview and AssignmentsContent and Supporting External Links (Websites)
II.1 The course learning objectives describe outcomes that are measurable (usually part of Introductory Module)
II.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives
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Example of Content ModuleList Module Objectives
Managing e-Learning Content June 26 & 27, 2008
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Content of a Typical Module
Message from Instructor
Direct Course Links to Module Forums on Discussion Boards
External Links Provided within Module
Assignments/Exams Provided within Module
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Content ModuleEach Folder is All Inclusive and Would Include:
Assignments/Activities based on Learning ObjectivesPractice Activities (very important)All Resources (External Links) that support the instructional activities
V.1. Learning activities promote the achievement of stated learning objectivesV.2. Learning activities foster instructor-student, content-student, and if appropriate to this course, student-studentinteraction (offer a direct link to the discussion board or place where students would be able to interact)
Managing e-Learning Content June 26 & 27, 2008
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Content Module (continued)
Instructional Media ComponentBased on the learning objectives
IDC will be able to help with media production
Assessment of learningIV. 1. The instructional materials support the stated learning objectivesIV. 2. The instructional materials have sufficient breadth, depth, andcurrency for the students to learn the subjectVI.1. The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course
III.1. The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources
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Example of Content Module
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Example of Content Module
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Discussion BoardOrganize the Classroom Discussion Board Forums to Support Modular Design
Create a “Meeting Place” (i.e., Water Cooler Forum or Q&A Forum)Create Module Forums to provide students a logical place to go to post questions and to become involved in discussions about module content These Module Forums state clearly when the instructor and/or fellow learners will respond to questions and comments
V.3 Clear standards are set for instructor response and availability(turn-around time for e-mail, grade posting, etc.) – this includes how often the instructor will check in and respond to discussion board.
Managing e-Learning Content June 26 & 27, 2008
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Water Cooler
Module Forums
Expected Response Time Noted
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SummarizeModular Design can be an effective method for organizing online courses and training Include an Introductory Module to help learners to become familiar with the modular structure and in using the course management tools before the content instruction beginsBuild the Communication Tools to support the modular structure (Module Forums in the discussion board)Incorporate a peer review program (i.e. Quality Matters program) to improve the quality of online courses.
Managing e-Learning Content June 26 & 27, 2008
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The Elearning GuildFrom the learners’perspective:
Using Module Designcan help to provide a strong foundation for building quality online instruction
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Q&AThank you for attendingContact Information:
Paula Jones, ABD Instructional DesignerEastern Kentucky University [email protected] Matters at the University of Marylandhttp://www.qualitymatters.org/