Final project 1.1

“The Development of
knowledge”
TOPIC: Content Online.
Group 3:
Stephanie Grayson
Lynn Brincks
Pía Tabali

SECTION I
Online Task Types:
A brief review of the basics.

Which tools can I use for my course?
u  VLEs
u  Social or Business Networking Sites
u  Wikis
u  Discussion Groups
u  Blogs
u  Chatrooms
u  Forums

Which tools can help participants see the
information?
u  Word clouds

u  Poster sites

u  Video sharing sites

u  Mindmaps

u  Slideshow sites

u  Movie creator sites

u  Screen capture tools

u  Comic creator sites

Possible task types
u  Animations
u  Games
u  Video
u  Images and graphics
u  Charts
u  Mindmaps
u  Posters

Which tools can help my participants hear
the information?
u  Chatware
u  Voice boards
u  Video sharing
u  Sound recorders
u  Online music players
u  Movie creators
u  Podcasting sites

Possible task types
u  Recorded success stories and examples
u  Interviews
u  Simulations
u  Case studies
u  Synchronous chat sessions
u  Question and answer sessions

Which tools can help my participants
grasp the information?
u  Surveys
u  Shared whiteboards
u  Quiz makers
u  Mindmaps
u  Word clouds
u  Subtitle creators

Things to focus on when choosing task
types
What is most important? / What is my focus?
u  Facts?
u  Concepts?
u  Principles?
u  Processes?
u  Procedures?

The answer to the question can help me choose the
best task type.

Which task types are interactive?
u All of them!
It‘s your job to show or tell your participants how to
use them to enhance their learning!

Why do online tasks need to be
interactive?
u  Participants need to feel connected to each other and the

community.

u  Participants can easily get bored with just looking at a screen and

not getting input in other ways.

u  Participants learn through their experiences- learning by doing!

Key concepts to remember
- Format is key
u  Use chunking, colors, bold, white space, etc. to help the

participants

- A variety of task types is important, but don‘t overdo it!
u  No one likes to feel overwhelmed by needing to learn
too many things at once!

- Interactive tools are a must.
u  (See the previous slide).

Sources
u  10 ways to get your elearning strategy in motion (blog)
u  Georgia Southern University (website)
u  Teaching Online by Nicky Hockly and Lindsay Clandfield

(book)
u  Other sources which provided ideas from throughout the course
u  All of you! J

SECTION II
Designing an online course.

I want to design an online course.
Where should I start?
…well, gather some tools and make a
plan…

u  Try :
Centre for Online Learning (COL),
Georgia Southern University’s
online course instructional design
management tool, ADDIE

ADDIE
Analyze

What to analyze and identify

Design

Course Template Shell
Document File Naming Convention
Assessments
Design Course Orientation
Design Learning Modules

Develop

How to manage files
How to build the course
How to build and apply Settings
Make a Grade Book
Review your course

Implement

What to do before week 1
Tips and reminders for the early weeks

Evaluate

Using student evaluations
And your own evaluation

What do I plan first?
…decide on your destination. That’s the course outcomes…

See University of Connecticut assessment primer to
learn to design ‘backwards’:

Measurable course
outcomes

broad course
goals

What should I do next?
…design your assessment…
…before you create the course materials!
Outcomes Assessment Components

See U.Conn’s useful
assessment overview

The Assessment Learning Cycle
Goals, Objectives and Outcomes
Learning Taxonomies
Writing Instructional Objectives
Curriculum Mapping
How to do Assessment
Assessment Planning
References

What template can I use?
u  Tap into the world of Moodle themes and resources ,

tutorials, blogs, how-tos…

u  Competitors include Desire2Learn and Blackboard

How do I know if my online course will
be OK?
…use a Quality Matters rubric to check you have coherent goals, with
alignment of:
u 
u 
u 
u 
u 

Learning Objectives (Competencies)
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology

Get your course peer reviewed!

What makes ‘best practice’?
The Seven Principles for Good Practice in Undergraduate Education
…

…have been applied to online learning

…in detail

What are the 7 principles I should
follow?
1.  Encourage contact between students and faculty
2.  Develop reciprocity and cooperation among students
3.  Encourage active learning
4.  Give prompt feedback
5.  Emphasize time on task
6.  Communicate high expectations
7.  Respect diverse talents and ways of learning

SECTION 3
Further Reading
“Nuts and Bolts: The 10-Minute
Instructional Design Degree”

Reading’s Summary
Food for thought....
Training and instructional design

From the article: Nuts and Bolts: “The 10-Minute Instructional
Design Degree”

“But here’s the thing: regardless of what side of the fence you’re on, whether all
designers should have formal training is not the same as whether they will.”

The big discussion is:

Should all people working on the field of online
training/instruction/learning/teaching be experts?
u  2 sides:

1)  Terrible designers with every certificate under the sun.

versus
2) Great designers with no background at all in the field.

Do we really need a technician?
Expert?
Here are some tips!
1) When planning your course, please reflect (in advance) how you are
going to assess what you expect your students to achieve, in order to
avoid making this decision at the rush hour.
2) If you set out objectives that are too difficult to follow, then it
would be very hard to complete the task, instead, attempt to make it
understandable enough so people could actually manage to
accomplish the task successfully.

3) “Good e-learning is about design, not software” invest time and
money on researching about content and training (don’t waste your
time with fancy things that shouldn’t be your target!)

4) Try to be as specific as possible when designing. Select what you
think would be important and relevant according to your course’s
aims and assignments.

5) Here’s another issue often discussed: be flexible! As the author
says: “just because it’s online it doesn’t mean you can control it”.

6) Find a balance when using colours, fonts as well as animations
and banners for attracting your learners, if you overuse them that
might lead to distraction and confusion.

7) Look for different ways or opinions when finding a solution for
a certain problem, sometimes designing the solution does not
mean solving the problem.

8) Two important quotes:

“Instruction does not cause learning”
“Learning and teaching are not inherently linked”

Instead of giving long lists of “to do lists” try to provide a
wide variety of activities or readings that would scaffold their
learning that would “cause learning”.

If you have any question or enquiry, please do not hesitate
to contact us:
Stephanie: stephanie.grayston@gmail.com

Lynn: lynn.brincks@targettraining.eu

Pía: pia.tabalim@gmail.com

Final project 1.1

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