Learning Design at Columbus State
•
1 gostou•1,110 visualizações
These are slides related to the monthly Learning Design Process class offered through Instructional Technologies Institute
![Definitions: Types of web courses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (18)
Destaque
Semelhante a Learning Design at Columbus State
Semelhante a Learning Design at Columbus State (20)
Último
Último (20)
Learning Design at Columbus State
- 1. Teach online? What do I do?!
- 5. Generic Instructional Systems Design (ISD) Life Cycle Source: Instructional Systems Design by Dan O. Coldway Every institution has a similar process.
- 7. Design process serves institutional goals Instructional Media Instructional Methods Unit Outcomes Course Outcomes Program Outcomes General Education Goals Mission of the College Student Success!
- 10. Teaching and learning are complex, nonlinear …. artful
- 12. “ A Faculty Member Can Individually Develop and Deliver an Effective Online Course.” The Myth about Online Course Development: January/February 2006 Volume 41, Number 1
- 13. The Myth about Online Course Development: January/February 2006 Volume 41, Number 1 “ Online instruction… it requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measurable outcomes .” “ [An] effective model is to pair a faculty member with an instructional designer so that each brings unique skills to the course-creation process.”
- 14. Collaboration is NOT : Subject Matter Expertise Instructional Design Technical Expertise
Notas do Editor
- There is a difference between a course redesign and a course redevelopment. A redesign is to take an already existing online/hybrid course and revise its appearance, function, and sometimes content. A course redevelopment is, in general, taking a course from the traditional delivery format and adapting it to the online/hybrid format.
- One of the first things that will be discussed is the timeline for your specific course redesign/redevelopment. The schedule of events and procedures to complete the Learning Design Process are dependent on a number of factors. The development time for an online course is much longer than for a comparable classroom course. Also, because some instructors may be new to the process, there will be a need to schedule frequent meetings to keep everyone up to speed. The development is a reassigned time project approved by the chairperson and academic Deans (Instructional Technologies will work in partnership with the Academic department and faculty); A non-reassigned time project done for professional development, mission and learning support, and/or service to the department. Faculty do not receive additional pay for this course development (Instructional Technologies will work in partnership with a faculty member);
- Our goal is build upon institutional planning and accountability by developing learning media that help students reach learning objectives.
- No formula leads directly to effective teaching and learing. An iterative process allows us to learn by doing and getting feedback. It also reveals why a two-quarter process is beneficial taking the time to the best possible design the first time around.
- Fortunately, faculty do not have to create online learning on their own. In fact, the national educational organization, Educause, recently published an essay arguing that effective educational requires collaboration that brings together subject matter, instructional design and technical expertise.
- Fortunately, faculty do not have to create online learning on their own. In fact, the national educational organization, Educause, recently published an essay arguing that effective educational requires collaboration that brings together subject matter, instructional design and technical expertise.
- We hope
- Columbus State is a member of the Ohio Quality Matters Consortium, a group of Ohio colleges and universities taking advantage of QM resources for professional development and design assistance. We are not using the rubric for course evaluation, however, faculty can use the rubric on their own for self- or departmental critique and support.