| |
| One quick
way to put your course online is to check out our Blackboard
tool. This tool will allow you to quickly and easily deliver
and manage web-based instructional content, however, you will
still need to make several instructional decisions to insure
a sound pedagogy. |
| A good
place to start is by downloading our 7-step
model. This model lists questions
that you should consider as you begin to design your course.
With this in hand, you can consult with a CITL staff member
on appropriate instructional strategies and specific technologies.
When working with faculty to develop an on-line course, CITL
staff provide technology development support while the faculty
remains the subject matter expert (SME). |
| The first
significant variable to consider is: |
| What are the learning outcomes
that you expect your students to achieve? |
| The instructional approach that
can lead to these outcomes will provide your framework for selecting
appropriate technologies. Your instructional methods should
guide your use of technology and the technologies you use should
complement your instructional methods. What is your instructional
philosophy? |
 |
|
Develop clear instructional objectives
You may find it useful to use a traditional
taxonomy of educational objectives such as Blooms
taxonomy. Instructional objectives
should be developed for each body of knowledge that forms
the foundation of your course. Try to move away from organizing
your course by week or textbook lessons. Once you determine
the instructional objectives and learning outcomes, you can
then set deadlines and timeframes for student activities.
We suggest that you also consider
how to build Learner-centered
principles into your course
|
| Finally,
What level of interactivity do
you want/need in your course?
Keep in mind that more interactivity
requires more planning, but also helps to insure that your
course is more instructionally effective. Interactivity may
occur in three ways:
| 1. |
Interaction between
faculty and student, for example, using web-based conferencing, |
| 2. |
Interaction between student to
student, for example using document exchange and peer
editing techniques or collaborative,
project-based assignments, |
| 3. |
Interaction between student and
content, for example, using simulations and modeling performance
tools. |
|
