how to write an ecourse: lesson 2
TRANSCRIPT
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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LessonTwo:WritingYourFirstLesson
GoalsforLessonTwo:
• Youwillwritethefirstdraftofyourfirste-courselesson.• Youwillgainallyou’llneedtogoforwardtowriteyourremaininge-courselessons.
MaterialsNeededforLessonTwo:
• e-CourseGroundwork • Anynotesand/ortasksdoneonpaperfromlessonone.• NotebookpaperandpenORawordprocessingwindow• Referencematerialsyou’dliketousewithyourstudents
ApproximateTimeRequiredforLessonTwo:
• 3+hours
TASKONE:Gatherallmaterialsneeded
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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Welcomeback!
Duringourlastlessonwelaidallofthenecessarygroundworkforwritinganoutstanding
e-course.Inthislessonyou’llbeabletogetintothenitty-grittyofwritingyourfirstlesson
foryoure-course.Allsubsequentlessonpreparationswillfollowwhatyoulearnhere.If
yougetstuckinpreparingfuturelessons,comebackhereandwalkyourselfthroughthe
instructionthatfollows.
I’massumingthatthemajorityofstudentstakingthiscoursehaveaccesstoacomputer,
sincewe’retalkingaboute-courses.JInstructionsinthislessonwillbegivenasthough
completionwilltakeplaceonacomputer.Ifyourcomputerscreenisn’tlargeenoughto
simultaneouslyseeboththeinstructionhereandawordprocessingdocument,Iencourage
youtoprintthislessonsothatyoucanmoreeasilyuseyourcomputertocompletethis
lesson’stasks.
Duringourlastlessonwetalkedabouthowastudent’sunderstandingof objectivesand
purposesetsthemupforsuccessinyourlesson.Anotherstructurethatallowsforstudent
successispatterns.Inatraditionalclassroomthesepatternswouldlooklikeprotocols,or
procedures.Insecondaryclassroomsstudentswanttoknowwheretosit.Inuniversity
settingstheteacherdoesn’ttypicallyassignseating,howeverstudentsdoitontheirown.If
youregularlyattendagathering,thinkforamomentaboutwhereyoutendtosit.It’slikely
thatyousitingenerallythesamespot.Thereasonisbecausehumansarehard-wiredfor
patterns.Wedowellwithconsistency.We’llusethisunderstandingtoaidyourstudents
inlearning.
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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Thefirstpageofeachlessonoughttolookthesame.Thisisyourfirstpattern.Noticethat
thefirstpageoflessontwofromthise-coursematchesthelayoutandprovidesthesame
typeofinformationaslessonone.Thisisthepatternwe’retalkingabout.
Beforeyoumovetocreatingthisfirstpage,beawareofexactlywhatthisfirstpageisdoing.
Yes,it’spreparingyourstudentstolearn;it’salsothefirsttimeyourstudentswillseeyour
“face.”You’representingyourselftostudents.Howdoyouwantthemtoseeyou?Ifyou
wantthemtotrustyouasorganized,organizeyourpage.Ifyouwantthemtotrustthat
you’reconfident,layyourpageoutinaneasy-to-readmanner.Beawarethatyourfirst
pageisnotonlypreparingstudentstolearnfromthecourse,butyou’repreparingthemto
learnfrom you.Youwilleitherinspire
confidenceordistrustfromstudentsasthey
movethroughyourfirstpageoftext.Youcan
mostlikelyconfirmthistruthfromyourown
experience.Thoughyou’venevermetme,the
authorofthecourseyourparticipatinginnow,
you’velikelyformedopinionsaboutmy
competenceandwhetherI’mteachingyou
correctly.Yourstudentswillnaturallydothesameforyouastheyenterarelationship
withyoure-course.
Nopressure,huh?
TASKTWO:
1. Inanewwordprocessingwindowopenablankdocumentandsaveitas“Lesson1.”
2. Atthetopofthedocumenttypethetitleofyourfirstlesson.(Refertoe-CourseGroundwork .)
3. Designateareasonyourfirstpageforthefollowinginformation:a. Goals/Objectivesofthelesson
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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b. Materialsneededc. Anythingelseyou’dlikestudentstoknoworhavebeforebeginningthelesson.Optionscouldinclude:
i. Agreetingii. Approximatetimerequirediii. Thepurposeofthelessoniv. Suggestionsforsuccessinthislessonv. Thetaskorassignmenttogatherallrequiredmaterials
4. Donotinclude:a. Anynewinformation.Atthispointyou’renotteaching.You’repreparingstudentstolearn.
Hints:
• Useyourformattingtohelpdelineateareasofinformation.Forexample,onthefirstpagesofthise-courseIindicatenewareasofinformationbycenteringandunderlining
thetext.Seebelow.
• Useyourformattingtohelp
delineatepiecesofinformation.For
example,onthefirstpagesofthise-course
Iindicatenewpiecesofinformationwith
bullets.Seeleft.
• Pickafontstyleandfontsizethat
youplantousethroughoutyoure-course.
Pickafontthat’seasytoread.
• Leaveplentyofwhitespace.Text
surroundedwithwhitespaceismuch
easiertoread.
• ThewayI’veformattedisnotthe
onlyrightway.Dowhatsuitsyou.
Considerusingtables,differentfontsforheadings,textboxes,etc.
LessonTwo:WritingYourFirstLesson
GoalsforLessonTwo:
• Writeyourfirste-courselesson
• Giveyouallyou’llneedtogoforwardtowriteyour
remaininge-courselessons
MaterialsNeededforLessonTwo:
• e-CourseGroundwork
• Anynotesand/ortasksdoneonpaperfromlessonone.
• NotebookpaperandpenORawordprocessingwindow
• Referencematerialsyou’dliketousewithyourstudents
ApproximateTimeRequiredforLessonTwo:
• 1-2hours
TASKONE:Gatherallmaterialsneeded
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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• (PageBreak)Theroughdraftofpageoneofyoure-courseisdone!Congratulations!
(Didyouthinkitwasyourfinaldraft?AsinyourI’m-donedraft?Noway!Allthingswell-
writtenneededitors!We’llgettothatlater.Fornow,patyourselfontheback.)
Forthenextstepsyou’llneede-CourseGroundwork handy,alongwithanysupplementary
materialstowhichyouwanttoreference.
Ane-courseisuniqueamongteachingformatsbecauseyouhavetowriteeverythingto
yourstudents:instruction(meaningbothinformationanddirections),conversation,
validation.Theon-linesettingisfunandchallenging.
Iwillleadyouthroughaseriesoftasksandquestionsthatwillgiveformtothecontentof
yourfirstlesson.Notalltasksandquestionswillapplytoalle-courseauthors.Movefrom
1-9inorderanddotheonesthatapplytoyou.Ifyou’renotsureifoneappliestoyou,go
aheadanddoit.Examplesareprovidedintextboxes.Theyareexamplesonlyandnotthe
onlyrightwaytodoit.Pleasesaveoften!!
Andlastly,somebasictruthstorememberaboutwritingane-course:
• Asmentionedinlessonone,use“g-rated”storiesandanalogiesthatamajorityofyouraudiencewillunderstand.
• Ifyouuseslang,useonlythatwhichwillbeunderstoodbyyouraudience.• It’sokaytobeplayful!!Butpleaseremember...
o Tonedoesn’tcarrywellinwriting.Forthisreason,stayawayfromsarcasm.Itwillcomeacrossasrudeinsteadoffunnyorplayful.
o Don’tputyourself,thelearner,orothersdown—eveninjest.o Beoptimistic.o Stayprofessional.
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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• Anysupplementarymaterialyouuseneedstobecited.Citingnotonlymakesyoumorereliableastheteacher,itprotectsyoufromcopyrightinfringement.Forhelponcitation
doanon-linesearchforhowtocite.Thereareaplethoraofsites.
• Ifyouuseafact,stat,orquote,besureit’s100%truebeforeyouuseit.And,ofcourse,citeit.
TASKTHREE:(Movethroughthesestepsoneatatime.Don’treadthemallatonce.Read
step1,stop,thendostep1.Readstep2,stop,thendostep2.Etc.)
1. Reviewtheformattingnotesabove.2. Atthebottomofyourfirstpagetypeandhighlight pagebreak .(Youre-coursewillbeuploadedbyawebmasterwhowillneedtoknowwhereyou’dlikeyourfirst
screentoend.)3. Typeagreetingtoyourstudents,amessagethatremindsthemofwhat
theylearnedinthelastlesson,and
noteaboutwhatthey’lllearninthislesson.Onyourfirstlesson,obviously,you
won’thaveanoteaboutwhatstudentslearnedlasttime.
4. Typeanacknowledgementofyouraudience.Whoareyourstudents?Whatdotheyknow/notknow?Whyarethey
there?(Thisisyourfirst
stepinestablishingthepurposeof
youre-course.)
Welcometoyoure-courseonhowtowriteane-course!I
assumeyou’reherebecauseyouhaveafabulousideafor
ane-courseofyourown.I’mpleasedtojoinwithyouto
guideyouthroughtheprocess.
Youmaybeane-Courseexpert,havingtakenmany
yourself,oryoumaybenewtothisworld.
FormattingNotes
Becausethisisanon-linecourse,formattingmustmeetthatsupportedbythehost.Pleasebe
suretofollowtheguidelinesbelow.(Ifyou’renotsubmittingyoure-coursetoIHAon-line
campus,checkwithyourwebmasteronspecificformattingrequirement.)
• Nowordart
• Usetraditionalfontstyles
• (MoretocomefromIHAwebmasters)
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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5. Refertoe-CourseGroundwork .LookatyourlistforChapterOne.You’vealreadydecidedonthespecificinformationyouwillpresentandtheorderinwhichyou’ll
presentit.(Yeah!Hardpart’sdone,right?!)Writeanybackgroundinformation
yourstudentsneedtorememberbeforeyouteachthemtheirfirstnewconcept.
Thisiscalledschema.Schemaisthebackgroundagainstwhichwecanlearn
somethingnew.Forexample,ifIwantedtoteachyouabouthomeremediesthat
curesicknesses,Iwouldfirstaskyoutothinkbackonyourownchildhood.Didyour
parentrequireyoutosleepwith ahumidifierwhenyouhadastuffy
nose?Wereearachescuredwith warmoliveoil?Inaskingthis
question,I’veactivatedyourschema.You’reabletobringforwardknowledgeand
opinionsyouhaveaboutthetopicbeforeItellyousomethingnew.
Byactivatingyourstudents’schema,you’rehelpingthembringforwardanything
theyalreadyknowaboutyourtopic.Soagain,writebackgroundinformationyour
studentsneedtorememberbeforeyouteachthemsomethingnew.
• Usingquestionsisreallygoodhere.We’renottalkingaboutrhetoricalquestions,butrealquestionsthatyouwantyourstudentstoreallyanswer,likethe
examplesgivenabove.
• Breakyourwritingintoparagraphs.Youmayhavelearnedinschoolthataparagraphisincompleteifithasfewerthanfour(4)sentences.Trueinmany
cases,butnotine-courses.You’renotwritinganessay.You’rewritinga
conversation.Letyoursentencesflowlikeaconversation.Somesentenceswill
belong,someshort.Someparagraphwillhaveonesentence,othersthree.Go
withit.Remember,thisisaroughdraft.It’snotexpectedtobeperfect—infact,
we’reacknowledgingthatitwon’tbe.
8/3/2019 How to Write an eCourse: Lesson 2
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©HowtoWriteane-Course:LessonTwo–WritingYourFirstLesson
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6. Scaffoldingisacrucialcomponentofsuccessfulteaching.Whenanewbuildingisunder
construction,scaffoldingiserectedbeforethe
actualbuildingis.Thescaffoldingonabuildingis
atemporarystructurethatprovidessupportuntil
it’snolongerneeded.Scaffoldinginteachingdoes
thesamething.You,astheinstructor,supportthe
studentatfirst.You’rescaffoldingthem
towardindependencewithyourconcept.
Scaffoldingisaccomplishedthroughagradualreleaseofresponsibility.Here’swhat
itlookslike:First,teachtheconcept.Second,showanexample.Third,doan
examplewiththestudent.Fourth,letthestudentdoitwithoutyou.Inane-world,
someoftheseinteractionsarelimited.Whatyouneedtodoastheinstructorof
youre-courseis:First,teachtheconcept.Second,showanexample.Third,let
thestudentdoitwithoutyou.Ifyoucansomehowincludethestepswhereyoudo
itwiththestudents,thenincludeit.Stepthreeiswhereanassignmentortask
comesin.
7. StartwiththeveryfirstitemyouwroteunderChapterOneone-CourseGroundwork.Teachthisprinciplethenstop.Thenshowanexample.Considerusingastory,a
picture,avideoclip,etc.Thenshop.Thenindicateataskyou’dlikeyourstudentsto
completethatwillallowthemtousewhatyou’vejusttaught.(You’llactuallycreate
thetasks/assignmentsinlessonthree.Fornow,justindicatewhatyou’dlike
studentstodo.It’smorelikeanotetoyourselfatthispoint.)**Notethatyoumay
combinethefirstfewprinciplesonyourlist.That’sjustfine.Forexample:ifthefirstthreeitemsonmylistabouthowtomaketoastare:removebreadfromfridge,
putonepieceofbreadinthetoaster,pushleverontoaster;thenImaywanttotalk
abouttheimportanceofallthreeofthesestepsinoneplacesothatmytask
becomesdo-able.
http://studio3music.com/child-development/scaffolding-your-little-buildings/
8/3/2019 How to Write an eCourse: Lesson 2
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8. Afterthetask/assignmenttypeandhighlight pagebreak .
9. Insertapagebreak.(InWordgotoInsert ,Break ,Page)
10. Nowteachyoursecondconceptfollowingthesamepatternofscaffolding:teachtheconcept,showanexample,provideanassignment/task,insertyour pagebreak
reference.
11. ContinueonteachingeachitemunderChapterOne.Foreachitemteachtheconcept ,showanexample,andindicatethetask thatstudentswilldowiththeir
newinformation.
12. WhenyouhavetaughtalloftheconceptsinyourLessonOnelistfrome-CourseGroundwork ,theinstructionpieceofLessonOneisdone.Onyourlastpage,include
thefollowing:
a. Validateyourstudentsfortheirwork.
b. Tellthemwhattheylearnedduringthislesson.
c. Givethemanyhomeworkyou’dlikethemtodobeforethenextlesson.(Notalllessonswillincludethispiece.)
d. Tellthemwhatthey’lllearninthenextlesson.
13. Atthebottomofyourlastpageincludeyour pagebreakreference,buttypeendlessononeinstead.
(PageBreak)
Congratulations!You’velaidthegroundworkforafabulouse-course!
Keepallofthedocumentsyou’vecreatedinthislesson.We’llpickupwiththem
inthenextlessonasyoucreatethefirstlessonofyoure-course.
8/3/2019 How to Write an eCourse: Lesson 2
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Congratulationsoncompletingyourroughdraftofyourfirste-courselesson!It’salotof
workandthere’sagoodchancethatyou’vebeensittinginfrontofyourcomputerfor
hours!Itwillbeworthitintheend.
Inthenextlessonwe’lladdresshowtocreateassignmentsforyourstudents.The
assignmentswe’retalkingaboutarealongthelinesofe-CourseGroundwork thatyou
receivedinourfirstlessonANDthetaskswithdirectionsinsertedrightintothelesson,
suchastheonesinthislesson.Youre-coursemayuseoneorbothofthesemethods.
Eitherway,thenextlessonwillhelpyouconstructpowerfulandeffectiveassignmentsfor
yourstudents.
Homework:Goforwardboldlyandconfidentlyasyoudraftyourremaininglessons!
Roughdraftsarenotfinaldrafts,soanythingthatneedstobecleanedup
beforeitmeetsyourstudents,willbe.
Endlessontwo