A really good chapter of Ko and Rossen, Teaching Online Guide. The third chapter offer good proposals and practical tips related with the design and development of a course. The examples describe valid contexts although in my case I missed some examples connected to the training of teachers in the “transition-process” from the traditional face-to-face to a blended or totally online architecture.
The topic about the “Initial Steps in Course Design and Development” can be connected to Lisa’s tutorial” Where the Hell Do I Start?”-sections: “Pedagogical Design” and “Design Elements”. The explanation looks clear and logical. The difficulties start when you try to apply the worksheets to your practical course content. It’s really a good exercise!
Looking back to Ko and Rossen’s third chapter, I personally found a good set of tips to help to convert and organize the materials and avoid a mechanical conversion. The book point to 3 elements in the conversion or creation of an online course: Analysis, Course Goals and Learning Objectives and Design.
I liked the structured questions to link between the course and the context:
- Target group
- Delivered online content
- Student Internet access
- Instructional Design support
- Available tools
2. Course Goals and Learning Objectives
It is important is to identify the differences between Course Goals and Learning Objectives. A thing is now clear for me: it is easier to express goals that Learning Objectives. Personally I have used Bloom’s Taxonomy on several occasions in curriculum redesign projects. For this reason I found particularly important the following book references:
- Model of Learning Objectives based on Taxonomy for Learning, Teaching, and Assessing resulting from a Revision of Bloom’s Taxonomy of Educational Objectives
- The “revised” new version on http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
3. Course Design
I found useful the checklist of questions to ask yourself so you do not forget anything!
Regarding a blended course I’m designing, in which the guiding force is the syllabus and a weekly timeline; I identify the following pedagogical goals and objectives:
- Recognize the effects of ICT in educational innovation.
- Identify the differences between face-to-face and online teaching.
- Recognize new forms of online assessment. (Remember)
- Install and update a free software application (Application).
- Locate an area of your specialty (Analysis)
The tutorials show me orientations and tips that help me to put these objectives in practice:
- In the Pedagogical Design Tutorial: about the importance to identify the Guiding Force (The syllabus, Textbook, Learning Outcomes, etc.)
- The Design Elements Tutorial is a good help to a possible organization sketch.
- The Examples of Design, shows good examples, although I have more experience in the weekly course design (one-column) inside a Learning Management System.