How should I design this module?
So you as the subject matter expert have developed the content for an online course but don't forget that HOW you deliver the materials is just as important as creating them. If you have you access to an instructional technologist, great! Grab 'em up and go! But if you do not have access to one or not sure what that is (a person with the specialty of creating,
using and managing appropriate technological processes and resources for purposes of facilitating learning and improving performance). Here is a short summary of tips to get you up and running in the right direction.
First, layout your materials in the order that they will be received by the students and observe them from their perspective. A well designed module will have addressed each of the 12 parts in the storyboard graphic below. In each of these steps, continue to think about how your materials can be delivered in multiple contexts for the multiple learning styles of your students.
Now some of this would be easy, for example -- post a audio lecture along with your PowerPoint and chapter notes. Then the auditory and visual learners will have both been addressed. However, what about the kinetic learner? Well that can be addressed easily as well by including gamification, interaction, virtual case studies, or accessing some of the programs (such as Adobe Captivate or Articulate Studio) that instructional designers use themselves.
I know what you might be thinking, that sounds like a lot of work!! Not exactly, don't look at it like you have to re-create the same materials in multiple methods at each place in your curriculum. Instead use this design to empower your course and capture all learning styles at the same time by incorporating multiple learning styles into the actual module itself.
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| story boarding a lesson plan for online delivery |
The following is a brief summary of each of the twelve parts of story boarding your module. Although, know that each part is more complex but this is a nice short introduction to begin using this instructional theory. The first step is to look at how your course is structured. Is it by chapters, units, modules, or some customized path? Then take each of those sections and develop a learning plan. This plan for students may cover one week, two weeks, or the entire semester per storyboard.
- Welcome. Think of the opening screen as a welcome mat for your course. This sets the tone, so be sure to include your contact information, syllabus, and plan of communication. Use visual design to give your course a crisp and clear presentation by remembering the importance of white space, complementary colors, photos/images and navigation.
- Instructions. Clearly indicate the expectations of the course and use actual dates and times as deadlines within the course calendar. Don't use deadlines such as 'end of day 3' or by the 'end of this week', this causes the due date to be left up to miscommunication and with something as important as this, it can be prevented by stating actual increments of time. Nearly all software for developing evaluations has a box for you to include directions, always include them.
- Objectives. The syllabus has objectives for the course but remember to also include measurable objectives for the module. If you are using a textbook the chapters often have objectives listed at the beginning. These can be used for this purpose by stating those objectives along with what exactly the student should understand or be able to do by the end of the module.
- Module Content. This may actually be the easiest part for you since you probably know what you want to teach. If you have been teaching in the face-to-face classroom you may already have a PowerPoint, lecture notes, and chapters that you assign for reading. But before you post this content, stop to think how these modes of learning are different and how can the materials be as effective when the physical presence of the classroom is removed.
- Module Knowledge Check. Provide activities, class discussion, or mini-quizzes that require participation but are not necessarily graded. Take this process of a knowledge check to provide the information in a different method so that you capture a different learning method. For example, if you assigned readings and a PowerPoint in the content step this may be fine for some learners but not others that do better when they attend classroom lectures. Instead, provide a knowledge check point that is engaging the student in a class discussion about an internet video on the topic or include a gaming activity (with the assistance of a software program and/or your instructional designer) or assign groups to develop multimedia poster presentations (such as with glogster).
- Module Summary. A summary that states what they have covered and links what can be now called 'prior knowledge' with the next module. Consistency with your teaching plan is important, keep it the same overall (activities and evaluations may vary) so students have expectations of what is required in each module. The summary is the students quick reference guide as they progress in the course.
- Practice Activities. The stress of testing can be removed by giving students an opportunity to practice without negative repercussions. Again, review your materials and think of other methods to present the content. The practice activities could be assigned as extra credit or only as extra opportunities for struggling students to continue to work with the module contents.
- Assessment. There are more ways to assess than objective tests. While multiple choice and true/false have their importance (particularly with teaching clear facts) there are other ways to assess learners. Having variety in your assessment strategies will be more reflective of your students knowledge and abilities of the content. Think of formative, subjective, or reflective methods such as journaling, projects, reports, discussion, and cumulative evaluations.
- Summary. A course summary is a great way for departing students not to forget something important they will need later in the career or another course. Prepare a departing piece of material that students can use after they leave the course. It should be something that is not dependent on your course management system or other software but can stand alone.
- Next Steps. If there is additional testing, evaluations, or program requirements of the students mention them even if it is to let them know that they will need to consult with another person or department.
- Exit Instructions. State the last day of class and provide directions to those that requested an Incomplete.
- Supporting Resources. Don't forget about including glossaries, hyperlinks to other resources, or a bibliography of great resources.
The buzzwords being used in educational technology can sometimes become so confusing. Enjoy this following infographic that defines each trend to help you choose methods that are best suited for your curriculum.
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| http://visual.ly/edtech-cheat-sheet |
