INSDSG 684 Syllabus for Spring 2015

8/10/2019 INSDSG 684 Syllabus for Spring 2015

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INSDSG 684 Syllabus-Design and Instruction of Online Courses

2015

University of Massachusetts BostonCollege of Advancing and Professional Studies (CAPS)

nstructional !esign "raduate Progra#

nstructor nfor#ation

Apostolos Koutropoulos !"A !SI# !$d !Aa%&outropoulos'u(b%edu)*one +,. 6/0-180-233O5ce ours. 7irtual o5ce *ours by reuest

$ote%#*roug*out t*e se(ester I 9ill co((unicate 9it* you 7ia your UMB e#ailaccount% )lease re7ie9 t*e follo9ing 9ebsite for a :ob aid t*at 9ill assist you infor9arding your ;!" e(ail account to your personal account if you prefer.

*ttp.


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So(e &no9ledge of a course (anage(ent syste( 9ould be useful

So(e #!E aut*oring grap*ics and (ulti(edia e@pertise%

elpful. #eac*ing


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diFerent types of (edia can be found in t*e Course Content-ResourcesJ

Plug-Insfolder%

Students 9ill be de7eloping content for t*eir online course pro:ect duringt*e se(ester *o9e7er t*ere is no reuire(ent to use specic applications

for de7elop(ent% #*is c*oice is up to t*e student and is often dri7en by

9*at is a7ailable at t*e 9or&site or o9ned personally% At t*e end of t*is

syllabus I *a7e included so(e lin&s to free Eearning !anage(ent

Syste(s t*at you can use as part of t*is course%

.e+uired *et(s)%Anderson #erry+ed% 18% *he *heory and Practice of nline

earning% 1nd edition% Online boo&. At*abasca ;ni7ersity% ,ee&lyc*apters of t*e e-boo& can be do9nloaded at no cost fro(.

*ttp.


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4 ScaFold an online or *ybrid instructor-led course to support

collaboration and co((unication in an online global en7iron(ent

using t*e Conrad and Donaldson Phases of Engagement(odel

2 Identify t*e &ey success factors for deli7ering eFecti7e online

instruction in your o9n online or *ybrid course design

6 $7aluate a range of tools tec*niues and tec*nologies a7ailable to

de7elop content (anage instruction and assess student perfor(ance

in online courses and i(ple(ent t*ose (ost eFecti7e for t*eir o9n

course design

0 Design at least si@ (odules fully i(ple(ent a (ini(u( of t*ree of

t*ose (odules and conduct at least one (odule in an instructor-led

online


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a% Select (odify or create a design and de7elop(ent (odelappropriate for a gi7en pro:ect% +Ad7anced

b% Select and use a 7ariety of tec*niues to dene and seuencet*e instructional content and strategies% +$ssential

c% Select or (odify e@isting instructional (aterials% +$ssentiald% De7elop instructional (aterials% +$ssentiale% Design instruction t*at reMects an understanding of t*e

di7ersity of learners and groups of learners% +$ssentialf% $7aluate and assess instruction and its i(pact% +$ssential

.e+uiredAssign#ents% =inal )ro:ect deli7erables 9ill include t*ree parts.

/ A co(plete design for an online or blended course t*at (a&es clear

t*e o7erall online strategy in addition to t*e content goals of t*ecourse% A design docu(ent te(plate 9ill be pro7ided t*at 9illinclude a detailed (odule and content plan for t*e online course9it* a (ini(u( of 6 (odules%

1 I(ple(entation of a (ini(u( of (odules in a course(anage(ent syste(

)eer re7ie9 reports

Deliverables are due by the Sunday of any given week by !"#$$ ES% &'oon ES%(

Assign#ent:!elivera&le Course

&9ective

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(see B&)

BS*P Point

s (or

;)06

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;pdated. anuary / 1/2 )age 2#*is Course Syllabus is licensed under aCreati7e Co((ons Attribution-NonCo((ercial-S*areAli&e % ;nported Eicense%
http://creativecommons.org/licenses/by-nc-sa/3.0/http://creativecommons.org/licenses/by-nc-sa/3.0/


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9it* eac* tea( researc*ing and

9or&ing on assigned ID (odels%

Included are a su((ary of (ain

co(ponents underlying learningt*eory application to online

instructional design including

resources and additional lin&s%

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$ngage(ent% Add at least t*ree

interacti7e acti7ities fro( t*is list to

your E!S course s*ell%

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8d

8e

126

865

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8f 100

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16


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postyour assign(ents


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"rading

"rading% Grade type for t*e course is a 9*ole or partial letter grade% +)lease seetable belo9

Note. t*e lo9est passing grade for a graduate student is a RC% Gradeslo9er t*an a RC t*at are sub(itted by faculty 9ill auto(atically berecorded as an R=%

"rade Percentages for 'inal Course "rade%

2Q - =inal )ro:ect +12Q for plan Tco(pleted design docu(entU 12Q for de7elop(ent and

i(ple(entation

12Q - Discussion


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"- 8-81Q 1%0

C> 00-03Q 1%

C 0-06Q 1%

= -01Q %

$C"iven under very restricted ter#s and only /hen satisfactory /or,

has &een acco#-lished in #a9ority of course/or,6 Contract of

co#-letion ter#s is re+uired6

N


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Methods of nstruction

Methods% #*is course is an instructor-facilitated fully online async*ronous course

conducted 7ia t*e "lac&board Eearn course (anage(ent syste(% ,ee&lydiscussion s(all group 9or& and indi7idual acti7ities 9ill pro7ideopportunities for student-to-content student-to-student and student-to-instructor in7ol7e(ent% Alt*oug* t*e course 9ill be conductedasync*ronously t*ere can be opportunities for sync*ronous sessionsduring t*e se(ester to pro7ide real-ti(e interaction% A 7ariety of(ulti(edia 9ill be incorporated including podcasts 7ideo clips narratedstrea(ing )o9er)oint presentations articles 9ee&ly discussion foru(sinteracti7e ga(es and 9ee&ly for(ati7e assess(ents% ands-onde7elop(ent for t*e nal course pro:ect 9ill ta&e place in an E!S of t*estudent?s c*oice and 9ill include (aterials de7eloped 9it* a range of(ulti(edia c*osen by t*e student%

Acco##odations

Section 24 and t*e A(erican 9it* Disabilities Act of /33 oFer guidelines for

curriculu( (odications and adaptations for students 9it* docu(ented disabilities% If

applicable you (ay obtain adaptation reco((endations fro( t*e ;!ass "oston oss

Center +28-180-04% ou need to present and discuss t*ese reco((endations 9it*

(e 9it*in a reasonable period prior to t*e end of t*e Drop


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ma/ority of coursework% A contract of co(pletion ter(s is reuired for all inco(pletes

9it* concrete deliverables on speci.c due dates%

Course/or, !iHculties. )lease discuss all course9or& (atters 9it* (e sooner t*anlater%

Course Schedule

page and post any uestions you (ay *a7e to t*e discussion board

under t*e Vuestions


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)lease read Chapter "# %owards a %heory of 0nline 1earning from %he

%heory and Practice of 0nline 1earningedited by #erry Anderson

)lease read %he Sloan Consortium 2uality 3ramework and the 3ive Pillarsarticle +%pdf 9*ic* outlines uality standards for online learning%

Acti7ities

e7ie9 all Orientation (aterials

"ro9se t*e $-Eearning Consulting siteand re7ie9 t*e e-learning

denitions% #*is page contains so(e straig*tfor9ard denitionst*at *elp clarify so(e of t*e ter(s 9eLll be using t*is ter(% ouLllalso nd (ore denitions on t*e Glossary on t*e course (enu forfuture reference% If you notice anyt*ing t*at is (issing let (e

&no9 and ILll add it%

Assign(ents / Co(plete readings

1 Co(plete pre-assess(ent

Co(plete Student )role +on "lac&board

4 )ost Introduction to u(assid%co(

2 espond to fello9 class(ates? introductions on u(assid%co(

6 Co(plete discussion post acti7ity

0 Sign up for t*e Dyad group acti7ity on t*e sign-up s*eet%

8 Co(plete ,ee& / =eedbac&


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#opic nstructional !esign Models for nline earning

Ob:ecti7es

;pon co(pletion of t*is (odule students s*ould be able to.

Su((ariHe t*e c*aracteristics and co(ponents of a particularinstructional design (odel in addition to t*e Dic& and Carey(odel

$@plain t*e potential of utiliHing an instructional syste( design(odel in an e-learning en7iron(ent

Describe t*e connection bet9een a learning t*eory and aninstructional design (odel

ecogniHe a 7ariety of instructional syste( design (odels

Identify so(e of your peers

Identify a topic for your nal pro:ect

eadings

a

)lease read Cha-ters 1 and 2+pages 1/-0 fro( Survey of

Instructional Design 4odels 5th Editionby Gustafson and "ranc*

)lease read Design and development research# a model validation case

by !onica ,% #racey

6hat is 7ackward Design8 by Grant ,iggins and ay !c#ig*e% A diFerent

approac* to instructional design%

Optional but interesting

#9o studies at ,as*ington State ;ni7ersity e@plored t*e i(pact of

in7esting in up-front instructional design of online courses on t*e cost of

t*eir subseuent de7elop(ent and teac*ing and on t*e uality of t*e

resulting courses% #*e ndings suggest t*at instructional design pays oF

in bot* 9ays%

#*e Instructional Syste( Design !anual fro( Don Clar&Ls )erfor(ance

Eearning Eeaders*ip and Kno9ledge 9ebsite% A really co(pre*ensi7e

o7er7ie9 of t*e ADDI$ (odel t*at underlies (ost ID (odels%

%he 3uture of Course Redesign and the 'ational Center for 9cademic

%ransformation# 9n Interview with Carol 9) %wiggby ,illia( % Gra7es

and Carol A% #9igg discusses t*e possibility of redesigning courses using

tec*nology to i(pro7e learning 9*ile si(ultaneously reducing

;pdated. anuary / 1/2 )age /6#*is Course Syllabus is licensed under aCreati7e Co((ons Attribution-NonCo((ercial-S*areAli&e % ;nported Eicense%


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instructional costs%

Acti7ities

e7ie9 any re(aining peer proles +on "lac&board

)articipate on u(assid%co( discussions

Assign(ents

/ Co(plete readings

1 espond to 9ee&ly discussion

igsa9 pro:ect - dyads participate in building an inde@ of ID !odel

c*aracteristics in discussion foru(

4 Sub(it proposal for =inal )ro:ect topic

2 Sign-up for Design-Docu(ent Outline Group in t*e sign-up s*eet

6 Co(plete ,ee& 1 Assess(ent


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eadings

a

Please read

a7e a loo& at Kolb?s Eearning Styles

a7e a loo& at t*e WAK categories

ead Do +enerational Di:erences 4atter in Instructional DesignX by#*o(as ee7es

Wie9 1earning Styles Don;t E*istby Daniel ,illing*a(

ead Stop 6asting %ime on 1earning Styles but ut* Col7in-Clar&

ead Do 1earners Really ohn 4edina

Acti7ities

Co(plete Acti7ities relating to &no9ledge and learning

Assign(ents / Co(plete readings

1 espond to 9ee&ly discussion

Co(plete t*e t*ree e@ercises and post as directed

4 ;sing t*e supplied design docu(ent te(plate 9rite t*e learnerc*aracteristics state(ent for pro:ected participants in your =inal)ro:ect course

2 Co(plete ,ee& Assess(ent

#opic

!esigning Iour nline Course

;pdated. anuary / 1/2 )age /8#*is Course Syllabus is licensed under aCreati7e Co((ons Attribution-NonCo((ercial-S*areAli&e % ;nported Eicense%


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Ob:ecti7es


/ Describe considerations in organiHing and seuencing online

course content

1 In7entory a7ailable resources for nal pro:ect

Identify necessary co(ponents of course ob:ecti7es

4 ,rite at least t*ree course ob:ecti7es for =inal )ro:ect

2 Create a topical outline for an online course

eadings

.ead

Chapter !?# Planning @our 0nline Courseby Ka(ins&i and Currie in$ducation for a Digital ,orld

Aow to 6rite +reat 1earning 0b/ectives by Ke7in Kruse

Wie9 Curtis "on& Jplanning your online course

)eruse t*roug* t*e resources in t*is (odule

Acti7ities

Eisten


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)lease read Course !anage(ent Syste(s 7ersus Eearning !anage(ent

Syste(s% =or t*ose of you 9*o 9or& in corporate settings and are (orefa(iliar 9it* an E!S no (ore sleepless nig*ts pondering t*is one%

$n7isioning t*e )ost-E!S $ra. #*e Open Eearning Net9or&

=iedler Y Wal:ataga. Personal learning environments# a conceptual

landscape revisited

Eisa Eane J Insidious Pedagogy# Aow course management systems

impact teaching

Optional but interesting

If you purc*ased t*e Susan Ko Y Ste7e ossen #eac*ing Online. A

)ractical Guide reading Cha-ters 5 E @ 9ould be *elpful t*is 9ee&%

ead Dabbag* Y Kitsantas# Personal 1earning Environments social

media and self-regulated learning# 9 natural formula for connecting

formal and informal learning%

Select any of t*e resources listed belo9 to learn about !oodle%+Note. ifyou 9ill be using your o9n E!S re7ie9 t*e resources a7ailable on t*at



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E!S%


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.ead

Chapter ,# 4edia Characteristics and 0nline 1earning %echnology by

)atric& % =a*y% In %heory and Practice of 0nline 1earning%

Copyright and 3air =sefro( Intellectual )roperty in t*e Infor(ation Age%

AS$ ig*er $ducation eport 18 Wol% 4 Issue 4 p/-21%

Copyright and @ou - 3air =se 9nalysis %ool# Empowering EC%

Professionals to 4ake 3air =se Decisions by C*ristine Green*o9 D

,al&er Daniel Donnelly and "radley Co*en%

#ry out t*e tool at. *ttp.


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Ea9rence Eessig. Ea9s t*at c*o&e creati7ity

Optional but interesting:

Copyrig*t Clearance Center

#*e ;# Syste( Cras* Course in Copyrig*t

Acti7ities ,atc*


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Ob:ecti7es


/ Identify a7ailable co((unication tools and strategies for online

courses

1 $@plain t*e diFerence bet9een async*ronous and sync*ronous

co((unication tools

Describe t*e strengt*s and 9ea&nesses of sync*ronous

co((unication tools and strategies

4 Co(pare t*e strengt*s and 9ea&nesses of async*ronous

co((unication tools and strategies%

eadings

a

Read

)lease read Cha-ters 2 8 and > in our te@t 7uilding 0nline 1earning

Communities# E:ective Strategies for the Birtual Classroomby )alloF and

)ratt

Karen S9an Relationships between Interactions and 1earning in 0nline

Environments

Watch

=sing Discussion 7oards to Engage StudentsA brief reMection by a faculty (e(ber on t*e use of discussion boards to

engage students after *er rst se(ester teac*ing at a distance%

-tional &ut interesting%

Co(puter-(ediated discussion self-e5cacy and gender

iE$D. Interacti7e Eearning $@perience Design

Co((unities of )ractice

Adding Social !edia to e-Eearning in t*e ,or&place. Instilling an

Interacti7e Eearning Culture



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Acti7ities

,atc*


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Assign(ents "rou- assign#ent

In your peer re7ie9 group design acti7ities for eac* of Conrad and

DonaldsonLs four p*ases of engage(ent for a sa(ple online course using

group dyna(ics as your topic% $ac* group (e(ber s*ould design anacti7ity for one p*ase%

Acti7ities

/ e7ise your design docu(ent to include interacti7e acti7ities forat least four topics t*at illustrate t*e =our )*ases of $ngage(ent%

1 Add at least t*ree interacti7e acti7ities fro( t*is list to your E!Scourse s*ell%

Co(plete ,ee& 8 Assess(ent

a

Read

ead Cha-ter 10in t*e 7uilding 0nline 1earning Communitiesby ena

!% )alloF and Keit* )ratt%

9ssessment at a Aigher 1evel# 9n Instructor;s Perspectiveby Wic&i

Gallo9ay ars*%

Evaluating 0nline 1earningby Cli7e S*ep*erd%

ideos

Calculating t*e eturn on In7est(ent for #raining and De7elop(ent



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Optional but Interesting:

.eadings%

,ays to )re7ent C*eating in Online #ests0 #*ings ou S*ould Kno9 Assessing Online #ea(-"ased Eearning

;NS, Assess(ent #ool&it

ISC J $Fecti7e Assess(ent in t*e Digital Age

ideos%

Aut*entic Assess(ent - "rief 7ideo on t*e s*ift to perfor(ance based

assess(ent used in a Seattle ig* Sc*ool6

Aut*entic Assess(ent and Eearner-Centered Digital Story a s*ort student

presentation on learner centered assess(ent%

#raining I(pact $7aluation t*at Senior !anagers "elie7e and ;se

$-)ortfolios to recogniHe learning

$-)ortfolios. Digital Stories of Deep Eearning

"adges for Eife Eong Eearning

;sing Assess(ent to I(pro7e Instruction

Acti7ities

espond to discussion uestion

Assign(ents

/ Design and de7elop a rubric to e7aluate student perfor(ance forone assign(ent or acti7ity in your o9n course and upload as anassign(ent to our class

1 Co(plete ,ee& 3 Assess(ent


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Goals

/ $@plain ad(inistrati7e strategies &ey to successful online courses

1 Describe strategies for &eeping students on trac&

Identify reuire(ents for student preparation for online learning

4 Describe reco((ended guidelines for classroo( (anage(ent

2 Identify cultural


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Optionalbut interesting:

;sing #ransfor(ati7e )edagogy ,*en #eac*ing Online by Ste7en A%

!yersC*apter /4. #eac*ing in an Online Eearning Conte@t fro( %he %heory and

Practice of 0nline 1earningedited by #erry Anderson

C*apter 14 $7aluating and I(pro7ing our Online #eac*ing

$Fecti7eness by Ke7in Kelly in Education for a Digital 6orld)

%ime 4anagement Strategies)+;, Stout

#i(e !anage(ent Strategies for Online #eac*ing +I#DE%org

ideos

,*y I #eac* Online - ;ni7ersity faculty discuss 9*y t*ey teac* online and

9*at benets t*ey see for students +7ideo 2.0 (inutes%$5cient Online #eac*ing )art 4 t*ree (inutes (ore of "et* Dobler

Vuic& #ips for Online #eac*ing - Online ;ni7ersity faculty s*are t*eir

t*oug*ts +7ideo 2.// (inutes%

Assign(ents Design and de7elop your o9n Getting Started orientation andpreparation (aterials for prospecti7e students in your nalpro:ect course% #*ese (aterials can be in any for( you c*oose%

Create a syllabus for your course and sub(it as an assign(ent

Add t*e syllabus to your o9n course

Add all orientation (aterials to your course

Assign(ents

/ espond to discussion

1 Co(plete ,ee& / Assess(ent


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#opic U! E 'inal Pro9ect #-le#entation

Ob:ecti7es De(onstrate (astery of design de7elop(ent and assess(ent ofuality online courses

De(onstrate a basic understanding of t*e principles of ;ni7ersalDesign for Eearning

eadings =niversal Design for 1earning# 4eeting the needs of allstudentsby )atricia Kelly alabatte

"ro9se t*oug*t t*e ;DE resourcelibrary. *ttp.


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Ob:ecti7es De(onstrate understanding of concepts and co(ponents ofsuccessful online course design by participating in and re7ie9inga nal pro:ect de7eloped by a peer

Acti7ities Students 9ill re7ie9 eac* peer re7ie9 (e(berLs course

Students 9ill co(plete one (odule in t*e course of eac* (e(berof t*eir peer re7ie9 group

Assign(ents Students 9ill co(plete a supplied rubric for eac* re7ie9ed courseand e-(ail t*e co(pleted rubric to t*e course de7eloper

Students 9ill upload copies of co(pleted rubrics to instructor asan assign(ent


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S*are plans for ne@t steps

Assign(ent Co(plete course e7aluation

Bi&liogra-hy

Al&*alifa $% +10% InMuencing t*e self-e5cacy of !iddle $astern 9o(en t*roug* t*e

use of a bulletin board%99CE >ournal !,+1 32-//4% etrie7ed fro(

*ttp.


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Carliner S% +12% Course (anage(ent syste(s 7ersus learning (anage(ent

syste(s%9S%D 1earning Circuits% etrie7ed fro(

*ttp.


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Kirt(an E% +18% eMections on teac*ing online. #*e (yt*s and realities of one

instructorLs :ourney% Diverse Issues in Aigher Education% etrie7ed fro(

*ttp.


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#racey !% ,% Design and de7elop(ent researc*. a (odel 7alidation case% Educational

%echnology Research and Development+20 4 22-20/% etrie7ed fro(

*ttp.


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INSDSG 684 Syllabus for Spring 2015

Documents

Transcript of INSDSG 684 Syllabus for Spring 2015