the world is a book and those who do not travel read only one page

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.

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.

1. 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.
2. 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.
3. 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.
4. 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.
5. 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).
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. Exit Instructions. State the last day of class and provide directions to those that requested an Incomplete.
12. 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.

http://visual.ly/edtech-cheat-sheet

Here is the test to find whether your mission on Earth is finished: if you're alive, it isn't.

http://www.edudemic.com/2013/07/the-6-types-of-assessments-and-how-theyre-changing/?utm_source=EDU-Brief+l+SF.com+7%2F23%2F2013&utm_campaign=EDUBrief+Newsletter+SF.com+7%2F23%2F2013&utm_medium=email

Make those photos your own

Create a Logo, Banner, or Graphic using Pixlr With this tool you can customize any photo without needing to create an account or downloading any software. And we can all rejoice in one less password to remember!! Go to http://pixlr.com my Pixlr attempt of a standard newspaper cartoon Applications Pixlr is easy to use and offers many options from simple to very advanced set of editing tools. A recommended first implementation of this tool for within an online course is to develop a customized course banner. The banner would include the name of the course and faculty with contact information. Then the course would have its own unique stamp with all the important information clearly listed at the top. Pixlr can also add a customizable edge to PowerPoint presentations and the development of web pages. Images can be made to appear old and worn, such as in the example above, or can be manipulated to communicate a dramatic effect or undertone of the image. How to do it? Two Options (or a combination): Use the Photo Editor | Use the Retro Vintage Effects (similar to Instagram) I prefer to actually use a combination of both to get the best output: First go to Retro Effects > Select the image you saved earlier Set the Filter you like best > Move to Next Step (>>) Choose an effect you’d like to use > Move to Next Step (>>) Add a Border Effect you’d like > Click Next Step (>>) and Save to Your Computer Next we can add text to our Logo/Banner: Go to Photo Editor > Click Open Image from Your Computer Add Text, Add/Modify Anything You’d Like! Save to your computer If you just need a basic banner (no retro image), then use THESE instructions: To create text, with basic backgrounds: Go to Photo Editor > Click New > Enter  a Title and use the “Banner” Preset Pick a Background Color, Add Text, Add Anything You’d Like! Save to your computer That’s it! Here’s a great YouTube Channel with Tutorials: Link to Channel

Nature of Online Learning

We find that online education is currently in a major state of growth. What will online education look like in 30 years or 10 years? We don’t know. However, one thing is for certain is that online education is here and prevalent across businesses and education.

the e-learning revolution

Impact of the Recession

The recession has caused a growth in online education and the demand of accredited high-quality courses as the American workforce seeks certifications and degrees to advance their economic position. 

The intensified focus on this mode of learning has also caught the attention of the department of education, with developing regulations to weed out the imposters and fortify online education as a feasible alternative to the traditional classroom. 

these numbers will continue to change as the economy changes

What is it like to learn online?

The belief that the student can be successful in this environment is a self-fulfilling prophecy.  

E-learning self-efficacy has emerged as a significant predictor of barriers. An inverse relationship exists, meaning that high self-efficacy leads to a perception of fewer barriers.

Courses must be actively involved in strategies that can improve students’ self-efficacy.  

really, it's not this bad

Flipped classroom model

Online learning enables student-centered teaching approaches. 

Often in the online learning environment the flipped classroom model is deployed. 

Every student has their own way of learning that works best for them. For example, some learn visually while others do better when they “learn by doing”. 

The inversion occurs when the traditional classroom teacher’s role of delivering lectures and assigning homework becomes the person leading group activities while assigning lectures and readings as homework.

The model has concept engagement taking place in the active classroom. Students within this model should demonstrate self-initiated participation.

this method of instruction can also be used in the traditional classroom

The Commitments

The online learning process is normally accelerated and requires commitment on the student’s part.  

Staying up with the class and completing all work on time is vital.  Once a student gets behind, it is very difficult to catch up.  

Basically, the student needs to want to be there, and needs to want the experience.

How to advise students to be successful learners in an online course?

1. Be able to communicate through writing.
2. Be self-motivated and self-disciplined.
3. Be willing to "speak up" if problems arise.
4. Be willing and able to commit to 5 to 10 hours per week per course.
5. Accept critical thinking and decision making as part of the learning process.
6. Be able to think ideas through before responding
   

some tips to share with students to be successful

Future's so bright I gotta wear shades

Distance education is currently in a state of major growth. Venture capitalists have pegged online learning as the next gold rush and expect the phones to start ringing with businessmen wanting to sell you everything they can. I gathered some thoughts on the future and sharing some items that attention should be brought towards. 

keep digging john, there is some online education in there somewhere

Regulations

Accreditation and program approval will be based more on educational outcomes. Some predictions that by 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality.

Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.

now i have this song stuck in my head ....

Technological devices are becoming more versatile and ubiquitous

One of the most apparent trends affecting distance education is the advancement of technology.

Infrastructures are growing stronger as computers double in speed while decreasing in cost, and high-speed network connections continue to expand.

New technology will transform higher education as we know it today, one example being the changes caused by broader use of e-readers and smart phones.

and they all make phone calls!

Technological fluency becoming a graduation requirement

The networked world is dominating the economy, increasing the power of the individual, and changing business models, no one can afford to be without computer competence!!

Higher education is beginning to list the fluent use of technology as an outcome skill.

some good thoughts on learning

Lifelong learning is becoming a competitive necessity.

Alvin Toffler wrote, “The illiterate of the 21st century will not be those who can’t read and write. They will be those who can’t learn, unlearn, and relearn.”

How well can higher education respond?

some good parting thoughts here

Land ho!!

Be the instigator of innovation and design

There is an increasing need for learning and teaching strategies that exploit the capabilities of technology. While many studies have shown no significant difference when comparing online with traditional courses, applying traditional teaching strategies at a distance often causes frustration! Distance learning research should focus on delivery strategies that help solve the capacity constraints, economic concerns, and higher-education consumer needs. 

Perhaps the biggest challenge is the lack of vision and the failure to use technology strategically The challenge is understandable, given the complexity of the issues involved. Institutions needs to understand where distance education fits in its vision of the institution's future and in its mission. 

land ho!

Flexibility and portability in program structure

Students are shopping for programs that meet their schedules and circumstances. Don't be afraid to investigate the unbundling of courses, credits, services, and fee structures. Seek efforts to expand access to more students, alleviate capacity constraints, capitalize on emerging market opportunities, and serve as a catalyst for institutional transformation 

Instruction is becoming more learner-centered, non-linear, and self-directed. Higher education that offers distance education are often perceived as modern and technologically competent, thus creating a competitive advantage. 

student centered learning

The distinction between distance and face-to-face education is disappearing.

Digitally enhanced courses provide students in traditional classrooms with more opportunities for independent study. Even in a conventional ‘face-to-face’ system, students spend much of their time working on their own. 

face to face interaction

Academic emphasis is shifting from course-completion to competency.

Related to the shift toward accountability, there is a slight shift from theoretical and seat-based time to outcomes-based or even employer-based competency.

competent that I can

listening to the question

As our little guy is beginning to cruise along the furniture and figure out how to open cabinets I can see his eyes fill up with questions. "Why are there pillows on the couch? Those work just as well on the floor." "Why can't we stay up all night?" and "I wonder what dog food tastes like . . . . ?"

Questions are a rudimentary method of finding answers or solutions to problems. When a student asks a question in the online environment we no longer have the visual cues that an instructor may have grown accustomed to. In online situations, take the time to listen to the question.

The following are four types of questions that you may encounter while teaching at a distance.

High order questions

A student that has a good understanding of the materials may be seeking  further development of the materials as a method to deepen their understanding. This student's question may not refer to the assessment but to further question the materials.

Take the time to provide encouraging feedback for their inquisitiveness and follow-up with reflective listening skills. A student demonstrating a higher-order of mastery of a subject  will appreciate an instructor that will engage in an online conversation of analyzing and evaluating content.

walking order

The lazy questions

You will have those students that ask questions that could have been found in the syllabus, a course announcement, or a discussion board post. A quick reaction would be to think the student has a lack of interest in the course or just didn't bother with the time to find what they are looking for.

When this occurs in the online environment take a moment to stop and think about the question that is being asked. Their may be more depth to the "lazy questions" for distance education courses. The student might be confused on the assignment, has trouble reading the materials, or can not locate an item within the course postings.

This student may not have yet developed the ability to ask 'good questions' in the online environment. This is a skill that students and instructors develop with experience. This is also the reason why other communication methods such as video posts and audio messages are catching on. They give back the ability to "talk" that early methods of online education took away from the educational experience. 

Besides answering the question, engage them into a conversation. The goal with the "lazy student" is to keep the conversation going. Ask questions that require them to refer to the course materials and apply their understanding of facts, NOT just the knowledge of them. If a student can not answer you appropriately then you know that they are struggling in the course. 

Provide resources, contacts to online tutors, and/or a meeting to help that student succeed. Students do talk, and having a reputation of an instructor that is devoted to student success will have your sections filling fast, more courses in demand, and become a mentor for fellow faculty. 

lazy smurf

The lost questions

This type of question may take the most time to answer. However, they are very important to address to prevent drop-outs. Instructors would be surprised to learn the number of students that drop a course because the online environment seemed too challenging. Even in the first week before they would even ask the teacher a question! 

A confused student may require some close monitoring and hand-holding to get through the initial issue. But usually if this first problem is handled well then the student will become more independent. Also, receive this situation as an opportunity to ask yourself if the course is setup logically? Do the titles of items make sense? Could I clean up the menu bar? Do I explain how to submit materials, ask questions, and send attachments?

Guide the student with the campus resources available to help navigate the system. Provide follow-up that they received those resources and ask if their frustration level has lowered. The goal is to prevent the student from becoming discouraged. A negative attitude will quickly become apparent in their coursework and can lead to a drop-out.

lost

The nothing question (silence)

The student that is silent. Asks nothing. Little to no communication, just what is required or even less. This is a problem. Do something to start a conversation. This will answer if the student is struggling or bored or doing just fine.

Ask questions, even directly such as within a discussion board. Another tactic is to require students to reply to each other so they must engage in a conversation with themselves. A recent topic in the news that applies to the course materials or a case study that requires a group discourse to solve the issue will help the silent students to participate. 

what to do today?