Transcript Online Delivery

Email Contact:
[email protected]
Linking Course Content to
Core Learning Outcomes (CLOs):
Efficient Design of an Online Economics Course
Grace Onodipe, Ph.D.
M. Femi Ayadi, Ph.D.
Gulf Coast Economics Association Conference
Orlando, FL
November 8 and 9, 2012
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Introduction
•Online courses have become very popular
•Students desire more online classes (Sloan Consortium, 2006)
• Traditional universities require online delivery of courses
•Courses reconfigured to include online offerings
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•Yet, ad hoc approach to online course planning
Benefits of a well-designed course
•Benefits to Instructors
•Standardization - share educational resources (Newberry & Logofatu, 2008),
•Maintain design and delivery standards (Phipps & Merisotis, 2000)
•Save time, devote time to content development and course facilitation (Johnson-
Curiskis, 2006)
•Benefits to Students
•Quality learning experience
• Comfortable; decrease amount of time and effort to learn the course structure
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•Increases time spent learning the course material
Essence of an Online Course
•Organization of learning activities that enable the student to
reach certain learning outcomes (Carr-Chellman, 2000)
•Very little difference in a students ability to learn course
material from online methods versus face-to-face methods.
(Charlotte Neuhauser, 2002)
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Course Design Template
•Template
•Helps instructors get started in planning and creating
course materials (Johnson-Curiskis, 2006)
•Brings clarity & simplicity to online course design
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Core Learning Outcomes (CLOs)
•“It’s not what we cover, ... it’s what they learn.”
(Phillip Saunders, 1998)
•Expose students to repeated applications of a short list of
core ideas.” (Frank,1998; Salemi 2001)
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CLOs & Enabling Objectives
•CLOs
•Given by University (Curriculum Guide), Or
•Written by Instructor (Vinlove, 2006)
•How many CLOs needed
•Level of detail to write CLOs
•Focus on fewer core concepts
•Appropriate language
•Enabling Objectives
•CLOs with detailed associated sub outcomes
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•Breakdown CLOs into smaller, Action-based units
CLO #1 – Demand and Supply
•Describe and analyze the demand and supply model
•Enabling Objectives
•Define DD, SS and Equil.
•Explain the Law of Demand and the Law of Supply
•Analyze shifts in DD and SS and Market dynamics
•Evaluate government set price controls
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CLO #2 – GDP
•Explain the different components of GDP
•Enabling Objectives
•Define/measure/analyze GDP using Inc. & Expend. Approaches
•Identify elements of GDP – C, I, G, NX
•Differentiate between Nominal GDP and Real GDP
•Locate/ interpret GDP data.
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•Evaluate limitations of GDP as measure of economic well-being
Begin  Syllabus
•
•
•
•
Instructor Information: Bio, Picture, Phone Number, Office Hours, etc.
Course Text: ….
Course Description: …
CLOs:
CLO #
1
2
Core Learning Outcomes
….
•Describe and analyze the demand and supply model
3
….
4
•Explain the different components of GDP
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….
6
7
8
….
….
….
• Course Schedule: ….
• Late Policy: ….
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Gagne’s 9 Events of Instruction
Events of Instruction
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1
Gain Attention
2
Inform the learner of the objectives
3
Stimulate recall of prior knowledge
4
Present the material to be learned
5
Provide guidance for learning
6
Elicit Performance (Practice)
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Provide informative feedback
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Assess performance
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Enhance Retention and transfer to new situations
Gagne’s 9 Events of Instruction
with Online Delivery
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Events of Instruction
Online Delivery
Gain Attention
Weekly Introduction
2 Inform the learner of the objectives
Restate CLOs and Enabling Objectives
3 Stimulate recall of prior knowledge
Initial Discussion Question
4
Present the material to be learned
PPT slides, (Live) Lecture, Podcast
5
Provide guidance for learning
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Elicit Performance (Practice)
Instructor’s follow-up posts on DB,
Study Guide, Rubric
Homework assignments, DB, Quizzes
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Provide feedback
8
Assess performance
Enhance Retention and transfer to
new situations
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Instructor feedback on assignments,
DB reviews
Midterm, Final Exam, Projects
Weekly DB Wrap Up, Term Papers
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http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
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#1. Gain Attention – Introduction
•Signals the beginning of a new learning event
•Blurb to capture students attention
•Encouraging/Motivating - why do I need to learn this?
•Instructional strategies
•Present a dilemma, analogy, something controversial
•Evoke curiosity
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•Relaxed/Conversational style
#2. Inform the learner of the Objectives
•Describe what you expect students to do, and how it will be assessed
•Keep it Brief
•Instructional Strategies
•Restate objectives (CLOs, Enabling Objectives)
•“At the end of this week, you will be able to do …”
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#3. Stimulate the recall of prior knowledge
•Relate new concepts to common life experience or concepts taught
earlier in the course.
•Prior Knowledge  Upcoming Instruction
•This is the “hook”
•Instructional Strategies:
•Review prior material – course material or common life experience
•Explain how prior knowledge relates to new topic
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•Initiate discussion by asking students to discuss prior learning (DB)
Online Delivery
#3. Stimulate the recall of prior knowledge:
•Initial Discussion Board Question
•According to the Law of Demand, when the price of a good rises,
quantity demanded falls, other things held constant. If you go to the gas
station to buy a full tank of gasoline, and the price is $1 more than you
usually pay, what would you do? Still buy the same quantity, or cut back?
•Pre-Assessment Quiz
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#4. Present Material to be Learned
•Present the new topic to the class
•Instructional Strategies
•Written lecture
•Assigned Chapter Readings
•Audio lectures (live or recorded)
•PowerPoint Slides
•Podcasts
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Online Delivery
#4. Present Material to be Learned
Textbook: Chapter 3
Live Lecture: Demand and Supply - Tuesday, 8:00pm CST
Article: The U.S. Economy, Sliced & Diced … www.npr.org
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Online Delivery
Written or Live Lecture Topics
•Demand, Supply, Market Equilibrium
•DD Curve, SS Curve
•Market Equilibrium
•∆ in DD versus ∆ QD
•Disequilibrium, Price Ceilings and Floors
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#5. Provide Learning Guidance
•Evaluate progress, provide guidelines, and strategies to
support learning
•Clarify difficult concepts
•Help them focus: Study guides, Guidelines, Checklists
•Rubrics, Deadlines
•Class discussions
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Online Delivery
#5. Provide Learning Guidance
•Instructor DB Participation
•At least 5 days a week – for fully online courses
•Substantive posts
•Ask leading questions
•Office Hours
•Email responses (24 – 48 hours)
•Create “Help!” DB Forum
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•Class Announcements
#6. Elicit Performance (Practice)
•Developmental or Practice Phase
Instructional Strategies:
•Practice quizzes
•Group collaboration (small study groups)
•Class Discussions
•Draft submissions
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Online Delivery
#6. Elicit Performance (Practice)
CLO #1. DEMAND AND SUPPLY Discussion Question:
Class: Think about a product that you have purchased recently.
How could the law of demand affect your purchase? If the price of
this item was higher or lower, what would you have done
differently?
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Online Delivery
#7. Provide Informative Feedback
•Prompt Feedback – reinforces retention
•Self-Tests – Self evaluation
•StudyMate, Hide and Show,You Decide
•Peer evaluation - Student DB Requirement
•Create learning community
•Respond substantively to each other’s posts
•Instructor - Follow Up Posts on DB
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•More substantive posts
StudyMate – Self Check Quiz
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StudyMate
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#8. Assess Performance
•Summative Assessment
•Gauge students learning relative to content standards
• Occurs after instruction - end of each learning module, mid-term, or course end
•Helps instructor/university evaluate learning process, effectiveness of
course
•(Use Practice and Formative Assessment (#6 & 7) to make instructional
adjustments and interventions during the learning process)
•Students receive no help here
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#8. Assess Performance
•Examples of Events of Instruction to Assess Performance
•Final Paper
•Class Project, Presentation (Individual/Group)
•End of Unit/Chapter Test
•End of Semester, Final Exam
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Online Delivery
#8. Assess Performance
Jane: We covered CLO #2 this week dealing with SUPPLY and DEMAND.
Good posts. Demonstrate understanding of Law of Demand in <example>
•Late participation – By Wednesday requirement
•Participation Requirement Reminder
•Encourage Quality Posts - more use of Economics Vocabulary
Partial Credit Earned
Frequency = 12/16 points
Quality = 20/24 points
Total =32/40 points
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#9. Enhance Retention and Transfer
to new situations
•Students internalize the information
•Instructional Strategies:
•Debrief, Summarize learning, apply to a new situation
•Evaluate their own learning experience
•Additional Practice
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#9. Enhance Retention and
Transfer to new situations
•Weekly DB Wrap Up
•This week, we tackled ….
•Our CLO for the week was CLO #2 …
•From our discussion, we learned that ……
•Next time you hear that prices have risen or fallen for a particular good, you will
be able to explain how the forces of demand and supply affect market prices.
•We are moving on to Week 3 now….
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•Term Paper Topic
The QM Rubric standards provide a checklist for developing an online course.
Quality Matters
Quality Matters™ (QM)
•8 standards to provide best practices in instructional design
•For fully online or hybrid courses
•Focus - promote student learning
•Faculty-driven, peer review process
•Restricted to institutions that subscribe to QM Program
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http://www.qualitymatters.org
QM Rubric Standards
1.
2.
3.
4.
5.
6.
7.
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8.
Course Overview and Introduction
Learning Objectives (Competencies)
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology
Learner Support
Accessibility
Quality Matters Rubric
•General Standard 2: Learning objectives are clearly stated and explained.They
assist students in focusing their effort in the course.
2.1 The course learning objectives describe outcomes that are measurable.
2.2 The module/unit learning objectives describe outcomes that are measurable and
consistent with the course-level objectives.
2.3 All learning objectives are stated clearly and written from the students’ perspective.
2.4 Instructions to students on how to meet the learning objectives are adequate and
stated clearly.
2.5 The learning objectives are appropriately designed for the level of the course.
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Quality Matters Rubric
•General Standard 3: Assessment strategies use established ways to measure
effective learning, evaluate student progress by reference to stated learning
objectives, and are designed to be integral to the learning process.
3.1 The types of assessments selected measure the stated learning objectives and are
consistent with course activities and resources.
3.2 The course grading policy is stated clearly.
3.3 Specific and descriptive criteria are provided for the evaluation of students’ work
and participation and are tied to the course grading policy.
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the
student work being assessed.
3.5 Students have multiple opportunities to measure their own learning progress.
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Quality Matters Rubric
General Standard 4: Instructional materials are sufficiently comprehensive
to achieve stated course objectives and learning outcomes and are prepared by
qualified persons competent in their fields.
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4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning
objectives.
4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly
explained.
4.3 All resources and materials used in the course are appropriately cited.
4.4 The instructional materials are current.
4.5 The instructional materials present a variety of perspectives on the course content.
4.6 The distinction between required and optional materials is clearly explained.
Complete TEMPLATE
CLO
#2. Describe/
analyze DD &
SS model

Enabling
Objectives
W Introduction
k (Gagne 1, 2, 3)
Topics/Lectures
(Gagne 4, 5)
Assignments/Discussion
(Gagne 6, 7)
Assessment
(Gagne 8, 9)
•Define DD, SS
•Explain LOD, LOS
•….
•…..
2
Present the material to
be learned
Elicit performance
(practice)
Assess
performance
Provide Guidance
Provide feedback
Stimulate recall
of prior
learning events
Topic 1: DD/SS
All graded assignments
Enhance
retention and
transfer
Textbook: Chapter 2
DB1: DD/SS
Quiz 2
Intro blurb
Live Lecture Topics:
DB 2: PED
Midterm Exam
Restate
Videos:
EOC: Chpt. 2 (#1, 3, 5, 7)
Final Exam
Objectives
Stimulate
Podcasts:
Gain Attention,
Describe the
Goal,
Term Paper
Topic
Follow up DB Posts:
Relevant Articles:
www.npr.org
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Class
Presentation
Online Course Components
From Course Template to Course Shell
Gagne’s
1, 2, 3
4, 5
6, 7
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8,9
Course Components
•Introduction
•Objectives
•Lectures
•Discussions
•Assignments
•Exams
Online Course Development Team
•PM – Project Manager
•Oversees and directs course development
•Ensures course follows university standards and guidelines
•SME – Develops course content
•ID – Instructional Designer
•Uploads course content
•Multimedia interactives
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Master Course Shell
•Master Courses
•All Instructors teach the same course
•Instructional Designer (ID)uploads course material.
•Recommends content presentation & assignment instructions
•Implements knowledge-building tools
• Helps create multimedia tutorials and simulations
•Instructional Design Team skills - Software design, Graphic Design,
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[email protected]
Q&A
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