guidelines for designing and developing online courses ...mjh/docs/dl_designdev_guidelines.pdf ·...

Guidelines for Designing andDeveloping Online Courses

FETC 3-1-2000

Dr. Gary G. BitterArizona State Universityhttp://tblr.ed.asu.edu/bitter/[email protected]

Technology Based Learning and Research§ Multimedia Development§ Video§ Web Page Development§ On-line Training§ Animation§ Research and Evaluation

Educational Technology Department

http://MEC2000.asu.edu

What’s in a URL?What’s in a URL?

Domain Name Directorywww.mciworldcom.com/marcopolo/home.html

domain holder

domain type. com commercial. edu educational. gov governmental. org nonprofit

page HyperTextMarkupLanguage

National Educational TechnologyStandards (NETS) Project

DefiningTechnologyStandards forPre K-12Students

http://www.iste.org

Web Course Designs

z Web integratedz Web supported coursez Web based coursez Web only coursez Web ????????

Getting Started

z Needs assessmentz Questionnairez Peer groupz On-line surveyz Pilot testingz Expert review

Getting Started

z Goalz Objectivesz Applicationsz More than a Bookz Using Resourcesz WWW Sitesz Evaluation

Communicating on the Internet

z Emailz Mailing Listsz Newsgroupsz Message Boardsz Chatz Threaded discussionsz Other

Teaching with the Network

z Post homework assignments by emailz Review portfolios, reports, and small group projects onlinez Exchange lesson plans and teaching ideas through message

boards and mailing listsz Team-teach with a distant colleague through emailz Participate in multi-school online collaborative learning

projectsz Attend chat sessions with government leaders and scholars

Discovery-Based On-line Learning

z Uses the Internet’s multimedia capabilities to engage andfocus student interest

z Builds an element of surprise into the informationgathering process

z Promotes problem solving by turning the point-and-clickroutine into a trial and error learning process

z Prompts critical thinking with the Internet’s capacity toretrieve unexpected information

z Reinforces decision making through steady refinement ofsearch strategy

Internet the Multi-Purpose Technology

HHaannddoouuttss CCoolllleecctt ddaattaa VViiddeeoocclliippss

MMaappss CCoommppiillee ssttaattiissttiiccss AAuuddiioocclliippss

IImmaaggeess AAnnaallyyzzee ffiinnddiinnggss SSlliiddee sshhoowwss

DDooccuummeennttss DDiissppllaayy rreessuullttss IInntteerraaccttiivvee eexxhhiibbiittss

CChhaarrttss DDeemmoonnssttrraattiioonnss

What type of media is being used?

z Textz Graphicsz Soundz Videoz Animationz Other

Obstacles to Communication

z Overwhelming number of connectionopportunities with few clues about whichones are worthwhile

z Haphazard process of find opportunitiescan lead to frustration and disappointment

z Daunting do-it-yourself environmentaffords no guarantee that contacts will beprofessional and rewarding

Migrating Your Course to theOnline Environment

Rosemary Carlson,Morehead State UniversitySyllabus, Vol. 13 #2, Sept. 99, p20-24

Migrating Your Course to theOn-line Environment

z Asynchronous in nature or if you will require a real-time component

z Student-centered learning environmentz Make your lecture notes conversational and

entertaining and consider audio lecturesz Incorporate lots of short text blurbs, attention-

getting keyword headings, and it should takeadvantage of multi-layered Web site design

z Group and active learning activities


z Design group activities and case studieswhere appropriate and have your studentspost biographical information to the virtualclassroom so everyone will get to know eachother


z Develop assignments that both facilitatestudent understanding of your coursematerial and utilize the Internet’s myriadresources.

z Multimedia use also enhances the learningexperience -- audio, video, and animation.

Evaluation

z Specialized evaluation instruments to beadministered to online students

Fabulous On-line Musts

z MUST incorporate instructional designmethodology during the design anddevelopment of the material? See ASU IMDCD!!

z MUST engage the user through interestingfacts, games, novelty, humor, problems,testing, adventure, unique content, orsurprise elements?


z MUST have interactivity, involvement,doing, experiments, and activitiesincluded throughout the on-line course toengage the user.


z MUST have methods to evaluate the usersunderstanding of the learning objectives?

l Portfoliosl Simulationsl Activities to show understandingl Quizzesl Online Communication with mentorl Self Checkl Final exams

Ten Paradoxical Truths aboutConference Software in the Classroom

By John Ottenhoff andDavid Lawrence, Alma CollegeSyllabus, Vol. 13 #3 Oct. 99, p.54-57


1. The good news is that the classroom door is always open; the bad news is that the classroom door is always open

2. Web forums can be very helpful in building academic communities. Yet without a healthy physical communityit is unlikely that a thriving online academic community will form.


3. A Web forum helps to bring out the shy and quiet students, giving them a means of finding their voice. But a Web forum often proves to be a difficult assignment for talkative students.

4. Online discussions constitute both print and the spoken word. But online discussionsare neither print nor spoken words.


5. For discussion classes, Web forums can significantly build the interpretive

authority of students. A Web forum can also

do much to solidify teacherly authority, whichmight mean marginalizing student voices.

Ten Paradoxical Truths about Conference Software in the Classroom

6. Students will not happily embrace Webforums as a learning tool. But they will not reject Web forums outright as a learning tool. They will participate in Web forums if they are quite sure theirparticipation will affect their grades.


7. On-line forums can provide one of thebest means for reflection about process, learning strategies, and pedagogical goals. Yet they can also promote superficial, careless writing.


8. Web forums involve relatively trivialtechnological challenges and costs,but they do have significant impacts upon a computing system and have serious ramifications for system administrators.

Ten Paradoxical Truths about Conference Software in the Classroom

9. Web forums can be as private or public as we wish them to be.

10. This technology can be used in pedagogically profound or trivial ways. Itcan be used by progressive or regressiveeducators, and it doesn’t have values in itself. Like all technology, however, the online classroom forum is not neutral andchanges the environments it enters.

Copyright Concerns And Issues

COPYRIGHT

z Team-designers, graphic artists,programmers, students

z Production equipmentz Computers and networkz Grants/release timez Agreements before you startz http://www.iupui.edu/~copyinfo

COPYRIGHT

z Most scholars feel that the clear-cut issues will remain thesame. In other words, treatment of material on the Web issimilar to that of literature. So, for purpose of,say CDs, copyright law is clear.

But, in the same way a CD is protected, a Web page may alsobe regarded as one unit of owned property, and very well maygarner favor with the courts in the same respect.

source: Robert N. Diotalevi, Esq.,LL.MSyllabus, Vol. 12 # 8 April 99, p.50

COPYRIGHT

z The Copyright Act of 1976, 17 U.S.C. sec. 101 et seq. (1994). Section106 of the Copyright Act provides the owner of a copyrightcertain exclusive rights. In general, it includes five protections:

1. Reproduction of the copyrighted work2. Preparation of derivative works (adaptations) based

upon the copyrighted material3. Distribution of the work4. Performance of the work publicly5. Displaying of the work publicly

See, generally, 17 U.S.C. sec. 106 (1994), as well as a discussionat http://lcweb.loc.gov/copyright/circs/

COPYRIGHT

z Under section 110(1) of 17 U.S.C., such individuals ina non-profit educational institution may perform ordisplay any copyrighted work regarding activitiessuch as reading aloud, slide presentations, etc., inface-to-face domains.

See also 17 U.S.C. sec. 110(2) regarding transmissions indistance learning situations as well.

COPYRIGHT SOURCES

Brad Templeton, 10 Big Myths about Copyright Explained, availableat http://www.clari.net/brad/copymyths.html

Mark F. Radcliffe, The Law of Cyberspace for Non-Lawyers, TheCyberspace Law Primer, 10/96 athttp://www.gcwf.com/articles/cyber/primer.html

Thomas G. Field, Copyright for Computer Authors, Franklin PierceLaw Center, at http://www.fplc.edu/tfield/CopySof.html

Jessica Litman, The Exclusive Right to Read, 13 Cardozo Arts & Ent. L.J. 29,at 50-51 (1994), available at http://www.msen.com/~litman/read.html

On-line Education Resources

Web-Based Learning URLs

z Blackboard.com (commercial web site)http://www.blackboard.net/

z Web-Based Learning Systems Collaboration (Universityof Wisconsin)http://www.wisc.edu/arch/task_force/wbls/main.html


z Defining a Web-Based Learning Environment(Brigham Young University) (paper)http://www.byu.edu/ipt/workshops/wbi/index.html

z Web-Based Learning: Building an On-line Course(Carnegie Mellon University) (thesis)http://www.danag.org/Thesis/thesis-paper.htm


z A Web-Based Learning Environment: ApplyingConstructivist Teaching Concepts in VirtualLearning Environments (University of Hannover(Germany)) (paper) http://www.kbs.uni-hannover.de/paper/97/ifip97.html


z Icarus Project Analysis: Web-Based Learning(Georgia Institute of Technology)http://www.lcc.gatech.edu/~herrington/icarus/learn-frame.html

z Evaluation Criteria (University of West Florida)http://mentor.coe.uwf.edu/advweblrnenv/evaluationcriter.htm


z Technology Tools: A Web-Based LearningEnvironment for the Science andMathematics Classroom (University of NorthCarolina) (paper)http://www.wspc.com.sg/journals/ijmpc/81/hoff.html

z Web-Based Learning Discussion Forumshttp://www.aiwp.com/forums/development/dvsites.htm


z Association of Web-Based Learninghttp://www.awbl.com/

z Student Learning Styles, Motivation,Learning Strategies, and Achievement inWeb-Based Courses (Iowa StateUniversity) (paper)http://iccel.wfu.edu/publications/journals/jcel/jcel990305/ccshih.htm


z Developing Web-Based Learning Resources(University of Toronto (Canada))http://snow.utoronto.ca/cat/webcourse/

z Orlando Multimedia 1998 (Fox Valley TechnicalCollege)http://its.foxvalley.tec.wi.us/orlando_multimedia_98.htm


z Active Learning and Web-Based Learning(Augustana College)http://www.augie.edu/educ/learn/wbl.htm

z Projects and Examples of Web-Based LearningMaterialshttp://home.istar.ca/~djcote/projects/projects.htm


z Student Modelling and Web-Based LearningSystems (Athabasca University (Canada)) (paper)http://ccism.pc.athabascau.ca/html/ccism/research/initsm.htm

z Web-Based Learning Environments Guided byPrinciples of Good Teaching (Indiana University(Illinois State University)) (paper)http://www.indiana.edu/~econed/pdffiles/summer99/chizmar.pdf


z Exemplary Models for Web-Based Learning (PBS)(video offer)http://www.pbs.org/adultlearning/als/exemplary/

z Designing Web-Based Learning Environments(EduScapes)http://eduscapes.com/sessions/spin/design.htm

z Web-Based Learning and Teaching (GlasgowCaledonian University (United Kingdom))http://wblt.gcal.ac.uk/


z Implementing a Web-Based LearningEnvironmenthttp://www.gcastd.org/newsarch/naweblrn.htm

z The Biology Project: Biochemistry: ChemistryTutorial (University of Arizona) (example)http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/main.html

z Learning Theories on the Web (AugustanaCollege)http://inst.augie.edu/~hanavan/theories.htm


z Interactions (University of Warwick (UnitedKingdom)) (listing of journal issues)http://www.warwick.ac.uk/ETS/interactions/

z Strategies for Designing Web-Based LearningMaterial (University of Arizona) (from “TheBiology Project”)http://www.biology.arizona.edu/dkw/35.html


z Interacting with Real-World Physics in aWeb-Based Learning Environment(University of Sydney (Australia)) (paper)http://science.uniserve.edu.au/newsletter/vol10/livett.html

z ThinkQuest (commercial web site)http://www.thinkquest.org/


z Survey Blueprint for Evaluating Web-BasedInstruction (Brigham Young University)http://www.byu.edu/ipt/workshops/evalwbi/constructs.html

z Motivation and Web-Based Instruction:Keller’s ARCS Modelhttp://home.istar.ca/~djcote/motivation/model.htm

Educational Resources

z http://www.aln.org/ - Asynchronous Learning Networksz http://www.cetus.org/ - CETUSz http://www.uidaho.edu/evo/distglan.html - U of Idahoz http://www.ntia.doc.gov/- NTIAz http://pegasus.cc.ucf.edu/~distrib/dlfac/- University of

Central Floridaz http://www.horizon.unc.edu/TS/vision/1998-08.aspz http://www.aln.org/alnweb/journal/issue2/assee.htm.z http://csep1.phy.ornl.gov/guidry/phys594/phys594-

root.html

.

Technical Resources

z http://www.15seconds.com/- Active Server Pages and morez http://boardwatch.internet.com/- The top destination for ISPsz http://www.BrowserWatch.com - Web browser data, stats,

and add-onsz http://ecommerce.internet.com/ - How to do e-commerce on

the Internetz http://www.internetnews.com/ - The Latest Internet News:

Keep Up!z http://ipw.internet.com/ - Categorized links to Internet apps

Technical Resources

z http://www.internetworld.com/ - The Leading BusinessInternet Magazine

z http://javaboutique.internet.com/ - Java applets galore foryour deployment

z http://javascript.internet.com/ - Cut and paste freeJavaScript code!

z http://smw.internet.com/smil/smilhome.html - All aboutSMIL technology!

z http://www.scriptsearch.com/ - CGI, C, Java, and JavaScriptscripts!

z http://www.searchenginewatch.com/ - Boost your site’ssearch placement

Technical Resources

z http://serverwatch.internet.com/ - What’s new inserver technology

z http://www.streamingmediaworld.com/ - Thelatest in streaming media

z http://cws.internet.com/ - Download Internet appsfor WIN 3.x/95/NT

z http://thelist.internet.com/ - The list of ISPs with3,000+

Technical Resources

z http://www.wdvl.com/ - Web Developer’s Virtual Libraryz http://webservercompare.internet.com/ - In-depth Web

server software comparisonsz http://www.WebDeveloper.com - News and Resources for

Web developersz http://www.WebReference.com - Developer’s Guide to the

Web & Webmasteryz http://www.webdeveloper.com/xml/ - All about XML and

How to Use It

Web Content Accessibility Guidelines 1.0

WWW site http://www.w3.org/TR/ recommendation 5-May-1999

z This version:http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505(plain text, PostScript, PDF, gzip tar file of HTML, zip archive of HTML)

z Latest version:http://www.w3.org/TR/WAI-WEBCONTENT

z Previous version:http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324

z Editors:Wendy Chisholm, Trace R & D Center, University of Wisconsin -- Madison;Gregg Vanderheiden, Trace R & D Center, University of Wisconsin -- Madison;Ian Jacobs, W3C

MATHEDOLOGY

z 25 episodesz Includes extensive video and

animations local site—need Real Player and a

browser

On-Line Course Guideline #1 -- Goals

z Overview/Summaryz Give a quick statement of what the lesson is about.

Try the phrases “In this lesson students will…” or“This lesson focuses on …” to get started.

General Source for Lesson Planning:http://www.wcom.com/marcopolo

On-Line Course Guideline #2 -- Objectives

z Learning Objectivesl List the specific knowledge and skills

that students will gain from the lesson.For a starter, try the phrase “Uponcompleting this lesson, students shouldbe able to…”

On-Line Course Guideline #3 – Resources A

z Coordinate resources needed to deliverthe content: digital lab equipment,required software, print resources,Internet, animations, video, gaming, charts,

z Lists, text style, virtual tools, your specialstyle, etc.

On-Line Course Guideline #4 – Resources B

z Internet Resourcesl Provide the websites and other Internet

resources needed for the activities

On-Line Course Guideline #5 – The Plan

z Planl Develop a clear plan for the on-line course

• Directions• Expectations• Introduction• Discussion• Development• Questions• Summary

On-Line Course Guideline #6 – Evaluation

z Outcome/Assessment

l Develop a clear outcome/assessment for users todemonstrate that they have met the objectives

l Portfolio

l Project

l Written report

l Web Page

l Journal

l Web Lesson

l how is credit earned??

On-Line Course Guideline #7 – Other Ideas

z More Activities

l Provide activities to expandlearning on the topic

On-Line Course Guideline #8 – SYLLABUS

z Course Details

l Calendar

l Milestones

l Timeline

l Assignments

l Activities

l Credit--partial credit??

On-Line Course Guideline #9

z Good Luck!!

guidelines for designing and developing online courses ...mjh/docs/dl_designdev_guidelines.pdf ·...

Documents