Isd best practices jan 2015
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This document outlines an instructional design training session that covers best practices for developing online courses. The session objectives are to teach participants how to follow instructional design principles, utilize different Moodle resource types, write learning objectives, and review courses using the Quality Matters rubric. The document provides details on various Moodle resource types, how to write clear and measurable course and module objectives, and reviews the eight Quality Matters standards for designing online courses. Participants will practice reviewing a sample online course using the Quality Matters rubric.
Isd best practices jan 2015
- 1. S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 2. ISD OBJECTIVES After this session, participants will be able to: • Follow instructional design best practices • Utilize appropriate Moodle resource types • Identify course goals • Write leaning objectives/goals • Identify the Quality Matters Course Review Rubric • Review QM Rubric • Practice using QM Rubric • Wrap-up S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 3. USING MOODLE RESOURCE TYPES The various resource types to use: • Book - The Book module enables a teacher to create a multi-page resource in a book-like format, with chapters and subchapters. • Page - The Page module enables a teacher to create a web page resource using the text editor. • File - The File module enables a teacher to provide a file as a course resource. • Tab display – The Tab display module allows teachers to add a number of tabs to any particular page. • URL - The URL module enables a teacher to provide a web link as a course resource. S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 4. WRITING COURSE AND MODULE LEVEL OBJECTIVES Course learning objectives are the knowledge, skills, attitudes, and values that students gain from a learning experience, e.g., a course/module. Comparison of Stated Outcomes Vague • Students will understand Erikson’s developmental stages. • Students will be familiar with the major sociological perspectives and how they relate to their daily lives. • Students will develop the skills necessary for conducting research in the natural sciences. Clear • Students will identify and summarize each of Erikson’s stages of development. • Students will describe each of the major sociological perspectives and will illustrate how each perspective relates to events in their daily lives. • Students will design, conduct, and analyze a research project using appropriate scientific theory and methodology S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 5. QUALITY MATTERS (QM) RUBRIC STANDARDS 1. Course Overview and Introduction 2. Learning Objectives (Competencies) 3. Assessment and Measurement 4. Instructional Materials 5. Learner Interaction and Engagement 6. Course Technology 7. Learner Support 8. Accessibility S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 6. QM STANDARD #1 - COURSE OVERVIEW AND INTRODUCTION 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose and structure of the course. 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided. 1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 1.7 Minimum technical skills expected of the learner are clearly stated. 1.8 The self-introduction by the instructor is appropriate and is available online. 1.9 Learners are asked to introduce themselves to the class. S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 7. STANDARD #2 - LEARNING OBJECTIVES (COMPETENCIES) S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. 2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated. 2.5 The learning objectives or competencies are suited to the level of the course.
- 8. STANDARD #3 - ASSESSMENT AND MEASUREMENT S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 3.1 The assessments measure the stated learning objectives or competencies. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 3.5 The course provides learners with multiple opportunities to track their learning progress.
- 9. STANDARD #4 - INSTRUCTIONAL MATERIALS S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.3 All instructional materials used in the course are appropriately cited. 4.4 The instructional materials are current. 4.5 A variety of instructional materials is used in the course. 4.6 The distinction between required and optional materials is clearly explained.
- 10. STANDARD #5 - LEARNER INTERACTION AND ENGAGEMENT S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning. 5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 5.4 The requirements for learner interaction are clearly stated.
- 11. STANDARD #6 - COURSE TECHNOLOGY S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 6.1 The tools used in the course support the learning objectives or competencies. 6.2 Course tools promote learner engagement and active learning. 6.3 Technologies required in the course are readily obtainable. 6.4 The course technologies are current. 6.5 Links are provided to privacy policies for all external tools required in the course.
- 12. STANDARD #7 - LEARNER SUPPORT S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. 7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.
- 13. STANDARD #8 - ACCESSIBILITY S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L ) 8.1 Course navigation facilitates ease of use. 8.2 Information is provided about the accessibility of all technologies required in the course. 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability.
- 14. PRACTICE COURSE REVIEW 1. Split into three groups A. Group 1 – Standards #1 & #2 B. Group 2 – Standards #3-5 C. Group 3 – Standards #6-8 2. Log into Vancko Hall 2.6 (Fall courses). 3. Access the Environmental Science 101 sample course. 4. Using the QM Rubric (eight standards split by group), conduct a course review. 5. Report back by group. S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
- 15. QUESTIONS AND ANSWERS S U N Y D E L H I C A L L A S C E N T E R F O R T E A C H I N G & L E A R N I N G ( C C T L )
Editor's Notes
- #3: Course goals describe what you want to teach your students. Learning objectives describe what you can see them do as a result of the course.