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Teaching Online 101 Week 3 - Exploring Course Design Strategies

Monday, November 22, 2010


Session Objectives Examine how technology interacts with users Identify and illustrate new ways to build online modules Identify basic web usability guidelines Learn ways to apply usability guidelines to courses in Angel

Monday, November 22, 2010


Last Week Identified Web 2.0 Learning Tools DL course interactions Student/Student, Student/Content, Student/Teacher Broad overview of the technology

Monday, November 22, 2010


This Week Human Computer Interaction Building Online Modules Quality Matters

Monday, November 22, 2010


Human Computer Interaction Study of interaction between users (people) and computers Examines user interface Software Hardware Improve interactions between users and computers Making computers more usable and receptive to users needs Securing user satisfaction is main goal of HCI

Monday, November 22, 2010


Bad HCI Three Mile Island Poor interface design led to operator confusion Main relief valve was thought to be closed when light went out Just meant that it had no power Valve was still open Design of indicator light was flawed Implied that relief valve was shut when light was dark Under normal operating conditions, this was true

Monday, November 22, 2010


HCI and the Angel LMS Most of the work is already done Course/tab layout Assessment question types General usability features Still some tweaks available to course authors Text size, colors, etc. Content options Link to a PDF Paste the full text on screen Monday, November 22, 2010


Building Your Online Modules Monday, November 22, 2010


e-Learning Scenarios Three C’s of scenario-building Challenge Choice Consequence Scenarios built off of multiple 3C events Can be created in Powerpoint Works great for certain content areas (critical thinking, training, interpersonal communication) Monday, November 22, 2010


e-Learning Scenarios

Monday, November 22, 2010


e-Learning Scenarios Use one branch to test the learner’s existing knowledge Use another branch to sort the learners If they get it, they move on. If not, then point the learner down a path to get more information Take linear content and create an interactive learning environment Engages the learner and lets them interact with the content

Monday, November 22, 2010


Wisdom Communities Charlotte N. Gunawardena, University of New Mexico 5 step ISD process for building learning modules Learning Challenge Initial Exploration Resources Reflection Preservation

Monday, November 22, 2010


Wisdom Communities Learning Challenge Devise an open-ended, authentic performance task Case-based or problem-based scenario for short-term modules Project-based scenario for longer duration modules Topics selected should allow learners to benefit by hearing each other’s opinions and experiences Format should promote discussion Assure the performance task is appropriate to learners’ current knowledge level within the content area Monday, November 22, 2010


Wisdom Communities Initial Exploration Learners generate initial ideas to address the challenge Online discussion (synchronous or asynchronous) Moderators play important role during this step Set and communicate clear expectations Provide ground rules, response obligations, communication protocols Select recorders to record and organize initial data Establish a feedback cycle and stick to it Design evaluation method to assess “pre-knowledge� Monday, November 22, 2010


Wisdom Communities Resources Learners consult resources relevant to the challenge External research, content expert interviews, etc. Knowledge gained from research is tested against moderator Keep up with feedback cycle

Monday, November 22, 2010


Wisdom Communities Reflection Individual reflection and thinking Some structure and guidance may be provided Devise a method (or virtual space) that supports students’ intentional self-reflections Establish method for smaller groups to engage in reflective “pre-public” dialogue

Monday, November 22, 2010


Wisdom Communities Preservation Shared content is recorded and preserved Concept maps Community must produce a deliverable

Monday, November 22, 2010


Web Usability Guidelines Monday, November 22, 2010


Web Usability Guidelines Design Process Provide useful content Establish user requirements Need flash? Quicktime? Adobe Acrobat? Let them know Set and state goals Focus on performance before preference

Monday, November 22, 2010


Web Usability Guidelines Optimizing the user experience Standardize task sequences Reduce User’s Workload Design for working memory limitations Warn of time outs Display information in a directly usable format Format information for reading and printing Inform users of long download times

Monday, November 22, 2010


Web Usability Guidelines Hardware and software Design for user’s typical connection speed Design for commonly used screen resolutions 1024x768 Page Layout Place important items consistently Establish level of importance Use moderate white space Monday, November 22, 2010


Web Usability Guidelines Scrolling and paging Use paging rather than scrolling Users should be able to move from page to page rather than scroll Scroll fewer screenfuls Break information into smaller portions (shorter pages) Headings, titles and labels Use clear category labels Highlight critical data

Monday, November 22, 2010


Web Usability Guidelines Links Match link names with their destination pages Use text for links rather than images Ensure embedded links are descriptive Indicate internal vs. external links

Monday, November 22, 2010


Web Usability Guidelines Text Appearance Use black text on plain, high-contrast backgrounds People read black text on white background 32% faster Format common items consistently Ensure visual consistency Use bold text sparingly (use attention attracting features when appropriate Use at least 12-point font

Monday, November 22, 2010


Web Usability Guidelines Graphics, images, and multimedia Use simple background images sparingly Use video, animation, and audio meaningfully Introduce animation and multimedia Provide an introductory explanation of what they’re watching

Monday, November 22, 2010


Web Usability Guidelines Writing web content Structure the content in a clear, obvious, and consistent format Limit the number of words and sentences Write instructions in the affirmative Unless consequences of doing the wrong thing are dire

Monday, November 22, 2010


Web Usability Guidelines Content organization (we’ve been working on this one) Organize information clearly Facilitate scanning Clear, well-located headings, short phrases and sentences, and small, readable paragraphs Group related elements Minimize the number of clicks or pages 3 click rule Display only necessary information

Monday, November 22, 2010


Web Usability Guidelines + Well Designed Content + Angel = Quality Matters Monday, November 22, 2010


Course Evaluation Process Peer reviewed process Based on the Quality Matters rubric Faculty peer reviewers (Mark) + Instructional Design and Technology Specialist (Me) 40 specific elements 8 broad standards Used for fully online or hybrid/blended courses College is in the process of looking at becoming a QM member

Monday, November 22, 2010


Quality Matters Standards Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility

Monday, November 22, 2010


Teaching Online 101 - Week 3