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