Instructional Design Online Pedagogy

Week 4: Pedagogy and Course Design II

"Why waste time learning, when ignorance is instantaneous?"
“Why waste time learning, when ignorance is instantaneous?








Continuing with the reading of Ko and Rossen, Chapter 3: Course Design and Development, pp. 63-end, I found really attractive goodies:

The Table 3.2 is a useful template when you are in the middle of the course organization chaos. So I tried to apply this template to a course session related to Concept Maps. This is the result:

Some considerations that seemed particularly relevant are referred to Assessment:

  • Consider a good proportion of questions from different sources: lectures, readings, in-class activities.
  • The use of different methods of evaluation (quizzes, essays, discussion participation)
Online class tours

The sequence of courses shows different methods and structures. This expresses different personal points of view and a particular vision of the builder, but also the influence of the course subject and the student’s experience in the use of the technology. This represent a varied gallery of courses.

In building a course I should consider a weekly proposal, like the weekly design presented by Lisa in one of the tutorials.


By Jaime Oyarzo Espinosa

Jaime Oyarzo Espinosa -
Honorary Professor of Research University of Alcalá, Spain
Cátedra UNESCO de Educación Científica para América Latina y El Caribe EDUCALYC
Professor, Master in Experimental Sciences and Technology, National University of Córdoba, Argentina
Boletín de noticias eLearning
Blog (Spanish):
Blog (English):

Awards for educational innovation, member of research groups and scientific councils of conferences and scientific journals.
Instructional design experience, advisor in virtual universities, curricular redesign and university online strategy.
European Union and European Universities projects for Ethiopia and Latin America. Coordination of workshops and courses in instructional design and digital teacher competencies.
I am passionate about the integration of technology and the contribution to a paradigm shift in education.
I maintain a network of contacts with specialists in different areas and countries. I consider education as a key factor for the economic development of developing countries and regions.

4 replies on “Week 4: Pedagogy and Course Design II”

The table provides a simple and clear way to organize your class elements, as you’ve shown in your example.
By the way, have you thought about using Concept Maps for course design? It looks like it might be a useful tool.

@Norm Wright
Yes in a macro view of the instructional design, when I use for example de ADDIE model, focusing on the first five phases of the design model.
But I have not used in the level of course design we are working with now. I think it could be a good idea to apply in the specific course design. Probably it could easily reflect our particular view of a course design, as a meta diagram to facilitate the group brainstorming and discussion. To advance to the course content, we will probably need additional information like tables.

I agree with you, Jaime, the weekly design appears to me as being the most “intelligent” one: clear, everything is well organized so you don’t get lost somewhat.
I am still new to some of the most advanced technologies but by reading the different posts on POT, I realized that I still have some nice amount of work to do, ah!


Your overview of the class tours summarizes key points about the reality of course design. A well designed class will show the influence of various factors above and beyond the underlying structor of the LMS. The class is organic, even if it is couched in a digital environment.


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