developing a distance learning course how the process differs from developing a classroom course by...
TRANSCRIPT
Developing a Distance Learning Course
How the Process Differs from Developing a Classroom Course
By Dr. Stephen Kerr
Professor, College of Education
The Basics: Students Are Not Physically Present, so...
• You cannot add to, extend, retract points as you can in face-to-face setting
• Everything becomes more planned, intentional, less spontaneous
• BUT: You can carefully prepare, direct, guide and comment on student work
• AND: There are ways you can capitalize on physical separation
Planning for:
• The purposes of the course -- what should students know and be able to do at the end (objectives)
• What activities they will do on-line to develop those skills and perspectives, and how those will differ from what you do in a face-to-face setting
• How you'll know they can do it (assessment), and how assessment modes may differ
The “Invisible” Infrastructure
• What do students ask about, before class, after class, of TAs, of peers?
• What resources, other than those you provide, do they call on? (e.g., library)
• How does the course connect with other courses? (prerequisites, prerequisite for)
• Detailed specifics (how much time for assignments
Instruction
• What are typical sources of misunderstanding, confusion (intrusive metaphors, analogies, models)
• How can you best introduce appropriate conceptual models?
• How can you build these into structure of course (graphics, animations, etc.)?
Developing On-Line Course Materials
• Strive for simplicity -- layout, color, graphics (no “dancing penguins”)
• Be consistent (color, placement of elements, etc.)• Include some variety• OTBE, assume lowest common denominator for
gear, bandwidth• Use expert help sensibly
Providing Support for On-Line Specifics
• If discussion forums, what will the assignment be? What are standards for successful completion? A specific number/size of posting, or some measure of the quality of it?
• Guard against flaming• Rapid feedback -- how to provide for?• Guarding student privacy
The Value of Trying Things Out
• Do a trial run with some students (or even surrogate students) -- what's unclear, where are there lurking problems?
• What revisions can/should be made before “rolling out” the course?
Be Empirical!
• Collect data about student successes, problems• Ask them for feedback, give them opportunities to
say what’s working (and not)• Use feedback to revise a course for next run-
through