Handbook for Online Course Development

H a nd bo ok fo r
O n lin e C ou r s e Develo p men t
Developed by The Department of Distance Learning HCC©2007
Welcome
I Getting Started
Structuring Your Course
The First Steps
Identify Course Needs
II The Online Learning Community
What is an online
learning community?
How is it different from
a face-to-face classroom?
The Importance of an Online
Community in Higher Education
III Building a Community through
Communication
Creating Synchronous and
Asynchronous Environments
IV Synchronous and Tools
Chat Room
Instant Messaging
Virtual Whiteboard Applications
Telecommunications
V Asynchronous Tool
Discussion boards
Email - The “Communication Life
Line”
Podcasts and RSS Feeds
VI Strategies for Participant Motivation
Icebreakers and Games
Example
Create a Student Arena
E-portfolio-Utilization
Using Positive Reinforcement
VII Building Collaboration
Collaboration Enhances
the Learning Community
Collaboration Increases
Communication!
Group Discussions and Projects
VIII Implementing Technology
IX FAQ
X Additional Resources
Recommended Readings
for the Distance Learning
Environment
Internet Resources: Games and
Icebreakers
page
1
2
3
3
3
3
4
4
4
5
5
5
5
5
6
6
6
6
6
7
7
7
8
8
9
9
9
9
9
10
10
10
11
13
13
14
Welcome
With the new paradigm shift in education the
demands for incorporating new technologies is on
the rise. Learning a new technology can be
intimidating, time consuming, and frustrating.
The Department of Distance Learning at HCC is
here to alleviate that frustration for you as the
facilitator. This handbook is designed to answer
some general questions, demonstrate different
usages and provide resources for the incorporation
of technology in web-enhanced, hybrid, and online
courses. Here at HCC we are committed to meeting
the needs of our students and advancing
educational goals, one method for achieving these
goals is through the incorporation of technology.
"The newest computer
can merely compound,
at speed, the oldest
problem in the relations
between human beings,
and in the end the
communicator will be
confronted with the old
problem, of what to say
and how to say it. "
Edward R. Murrow
American Journalist
(198-1965)
Laurel K. Quinones, M.Ed.
Director of Distance Learning/E-portfolio
page
2
I Getting Star ted
Is my Course: A Web Enhanced, Hybrid, or totally
Online?
How to Tell:
•If the course design intends to use additional
e-learning technologies in conjunction within the
traditional classroom, it is Web-Enhanced.
•If the course design intends to use 40%- 50% of the
course time in an interactive internet environment, it
would be considered a Hybrid Course.
•Example: Courses that require lab time or on
campus meetings. 100% online courses encompass all
course material, assessments, and assignments stored
and accessed through the Internet.
The following steps will assist you in the development
and execution of hybrid and online courses; many of
these techniques can also be incorporated into
web-enhanced course. Feel free to browse and utilize
what would work best for your course.
Structuring Your Course
Preparing an online, hybrid, or web-enhanced course
takes time; approximately 9 months to a year. The
Distance Learning Department (DLD) is here to assist;
we will provide the necessary resources to ensure sound
technological and pedagogical foundations have been
established, while meeting the course outcomes.
Contact us either by telephone or e-mail and we will
schedule an appointment.
Contact: 203-332-8571
Laurel K. Quinones, M.Ed
Director of Distance Learning/E-portfolio
Jose Labrador
Education Technology Specialist
The First Steps
1. Discuss your course proposal with your
department chair
2. Complete the online course forms found on
Tricops
3. Schedule an appointment with a member of
the DLD
4. Have a rough draft of your syllabus ready for
the first meeting
Identify Course Needs
1. Research technologies you would like to
utilize and review with a member of the DLD
2. If specific software is presently unavailable
the DL department will help determine its
page
3
necessity or identify a valid alternative
method
3. Ensure all copyright and permissions are
obtained and documented please review the
copyright policies at
http://www.hcc.commnet.edu/411.
4. Review the available tool sets in WebCT Vista
and determine those most appropriate
5. Utilize and complete faculty training modules
for Vista
6. Review the pedagogical learning modules
and suggested best practices developed by
the teaching & learning team. These can be
found at
http://www.commnet.edu/academics/webct
/best_practices.asp
7. Resources for strategies, methods and
implementation
•Blooms taxonomy for higher order thinking
•Rubrics
•Master Syllabus
•Rules of engagement in the online
environment.
II The Online Learning Community
What is an online learning community?
An online learning community consists of participants
who have gathered to achieve a specific educational
purpose or goal.
What is its purpose?
To provide a forum in which students and facilitators
can exchange their learning experiences and enhance
their knowledge through the use of:
•Active learning events
•Discussion boards
•Individual learning experience
•Online seminars
•Small group collaborative projects
These areas are the heart and soul of the online
learning arena and are essential in eliminating feelings
of isolation associated with the online environment for
both facilitator and student. Building a community
represents the social atmosphere found within the
traditional classroom setting.
How is it dif ferent from a face-to-face classroom?
•Within the traditional classroom environment,
students interact through the use of sight,
sound, touch, or other physical aspects.
page
4
•Components, such as sight and sound, can
be mimicked through the use of audio
components, web cams, and synchronized
seminars.
•The traditional classroom limits the time for
reflective thinking. Strong reflective
components and higher critical thinking are
the foundation of the online learning
environment
The Impor tance of an Online Community in Higher
Education
“If we believe that knowledge is not transmitted but
rather co-constructed, it follows that the greater the
interactivity in an online course and the more attention
paid to developing a sense of community, the more likely
students will stick with the course until its completion
(Palloft and Pratt, 2003).”
III Building A Community Through Communication
Creating Synchronous and Asynchronous Environments
Synchronous learning occurs in real-time.
Asynchronous learning takes place anytime and
anywhere. Both methods are facilitated in which the
instructor acts as a guide while empowering the
students.
IV Synchronous and Tools
page
5
Chat Room
The chat room provides the student and faculty
member with a forum to enhance the online learning
community. Participants are able to:
Interact with each other, thereby avoiding feelings of
isolation. It also provides an opportunity to share prior
knowledge and personal experiences that pertain to the
subject matter, thus establishing real life analogies.
Ask for real-time clarification regarding course
expectations, resources, and individual or group
assignments.
Chat or seminars can be recorded to provide
participants with additional resources which can be used
as a reflective tool for learning, and/or an assessment
method to measure individual participation. Content of
the sessions may contain helpful information in response
to questions raised by participants which were not
previously posted.
Chat room utilization can be implemented as a course
expectation or an alternative to an e-learning activity,
quiz, short essay, or other active learning event.
Good usage of the chat room component can support
an atmosphere of confidence for all learners.
Instant Messaging
Instant messaging is a free form tool that can be used
in the following areas:
•Document and image exchange
•The exchange of ideas, resources, and life
events
•The creation of individual or small group
chats
•Is an excellent method for conducting online
office hours for students
Vir tual Whiteboard Applications
This application is commonly used by the facilitator in
a chat room sessions for the purpose of providing:
•Spur of the moment examples with added
features other than text, such as equations.
•Assignment examples, i.e. short stories, MLA
Style referencing, etc.
The facilitator can also relinquish control of the white
board to students for the purpose of interactive
participation or question clarification.
Telecommunications
Faculty should provide a telephone contact number;
either a separate business line or school extension.
Faculty should also encourage students to exchange
phone numbers, e-mail addresses, and IM monikers, to
ensure additional resources for communication.
V Asynchronous Tool
Discussion boards
Discussion boards may act as the primary form of
communication, by posting assignments, and
encouraging peer communication for class review. The
learning process is enhanced with the use of reflective
qualities, shared experiences, and social attributes; thus
reinforcing the course learning outcomes and
strengthening the online community.
Elements of a good discussion
Think of the last good discussion you had.
How did you contribute?
What was your response?
Did you learn something new or did you
contribute elements that taught something
new to others?
Good discussion techniques utilize Bloom’s Taxonomy
of higher order thinking. Questions and assignments
should be designed to invoke a thoughtful response.
page
6
Provide open ended questions by utilizing higher order
vocabulary like explain, synthesize, compare, estimate
etc. Motivate discussion through the use of these
strategies by acting as a guide and providing real world
analogies. Here is an example:
Statement: By setting goals and practicing
good study skills it is inevitable that a student
will receive good grades.
Question: Based on what evidence can you
substantiate the above statement? What
issues are relative to the real world
environment and what techniques can be
synthesized to alter a present pattern to
achieve the above statement? What elements
should be avoided and why?
Email- The” Communication Life Line” Provides:
•For General course questions and
correspondence
•A procedure for emergency submission of
projects and assignments
•A record of correspondence protecting the
faculty and learner
•A support network for the growth of the
community
Podcasts and RSS Feeds
The podcast is a relatively new form of
communication for the online learning environment,
which can appeal to the different learner styles.
•A different form of communication which
appeals to various learner styles (audio and
video)
•An easy, portable means for presenting
course materials or resources, i.e. lectures,
slide shows, etc.
VI Strategies for Par ticipant Motivation
In the online environment, a large diversified learner
base is to be expected. The average online learner
ranges in age from 20-40 years old. Because of the
additional factors of age and cultural background,
motivating the learner in the online environment posses
some unique challenges. How then does the facilitator
motivate participation in a generationally diverse
atmosphere? Facilitators want to engage the students to
avoid the inception of isolation for both the facilitator
and learner. The following strategies and methodologies
maybe utilized to accomplish the motivational tasks.
page
7
Icebreakers and Games
“An ice breaker should not require anything more than
the ability to:
•Express knowledge of self
•Relate more to the personal life than the
academic life
•Humanize the technology-mediated learning
experience
•Build trust among learners
•Use technology to communicate
•Utilize a non threatening atmosphere
•Set a tone for future communications
between learners
•Be creative and expressive
•Have fun (Conrad, Donaldson-2004, p. 47)”
Example
Bingo
Task:
Objective:
Author:
Method:
Instructions
Introductory exercise for the second week
or second section of course
To introduce students and expedite
creation of a community in a fun way
Jerry Lennox, manager, Learning
Operations, Bechtel Corporation, San
Francisco, [email protected]
Asynchronous
You will be e-mailed an instructor-created bingo card with each
class members’ name in one square. We will play bingo based
on last week’s introductions, your previously submitted bio, and
the course content. Mark each square as you determine the
correct name. You will have twenty-four hours to post your
responses to the threaded discussion list. The instructor will
host the correct responses at the end of the twenty-four hour
period. Winners, based on time submission and number of
correct responses, will be announced.
Activity Author’s Notes
It is amazing how much energy such a simple exercise creates.
People talk about their discoveries for many hours, over many
sessions. It really helps a group to bond. The bingo game is
fun and interactive and keeps the focus on learning course
material and about others in the class. There are several
inexpensive software programs can be used to make bingo
cards ( for example, Zingo from Games by Thiagi), or you can
just create a simple table In Microsoft Word. Both approaches
work well.
(Conrad, Donaldson-2004, p.49). Also see Additional Resources.
page
8
Create a Student Arena
The Student Arena provides communication solely for
students and encourages them to engage in the process
of sharing information. This is a safe environment where
participants can hold off topic discussions, as well as
additional course discussions. Some examples are:
•Setting up a cyber café
•A student lounge
•A learner only zone
•Personal Diary Or Journal
•Personal E-portfolio to display a profile
E-portfolio-Utilization
One of the newest tools to hit the online learning
environment is the E-portfolio. With it:
•Students will be able to record and reflect
upon their scholastic achievements.
•Students are empowered to direct the sharing
of their achievements for job or career
opportunities and/or educational
assessment
•Facilitators can use the e-portfolio
environment as a form of student
assessment, overview of students’ progress
and as amentoring environment (one-on-one)
review of student work
•E-portfolio may be carried across disciplines
Using Positive Reinforcement
As a Motivational Tool, positive reinforcement is an
excellent way to engage students.
Examples:
•Selecting the learning of the week
•Using a learner’s assignment sub-mission as
a perfect example of
•Rewarding points for extra collaborative
efforts, etc.
•Following the 2P2 model 2 statements of
positive content assessment and 2
statements of improved content
assessment acts as both an encouragement
and incentive for further learning.
VII Building Collaboration
Collaboration Enhances the Learning Community
Using collaboration as a tool, the learning community
engages in:
•Self evaluation
•Team evaluation
•Project expectations and evaluation
page
9
Collaboration Increases Communication!
Group Discussions and Projects
Group discussions and projects engage the learner in
a collaborative effort. Teams can consist of two, three, or
more members. Group discussions and projects:
•Provide active learning events
•Promote interaction and advancement of
knowledge through individual and
group experience
•Increase communication skills through the
use of team collaboration
•Empower students to work as a team
•Empower students towards personal
accountability for their educational growth
•Promotes problem solving skills on both the
individual and team level
VIII Implementing Technology
Just because it has a lot of “bells and whistles” does
not make a sound choice for implementing technology.
Use the following guidelines in your research:
1. Setup Technological Guide
•What should it do?
•What does it do?
•Does the software infrastructure match the
course platform?
•If yes…
2. Review Cost Attributes
•Is that technology offered by more than one
vendor?
•If so, what is the cost per feature comparison
between vendors?
•Are there hidden or expansion costs to be
considered?
•If so, what is the time duration for these
costs?
3. Suppor t For Faculty and Learners
•Does the technology offer extensive support
for both faculty and learners?
•What is the availability of manufacturer
support?
•Is the product user friendly, providing simple
training means for faculty and, if necessary,
students?
4. Compatibility
•Is the software’s infrastructure compatible
with the CMS?
•If not, can it be and will other areas of
concern need to be addressed?
page
10
•Does the manufacturer provide testing for the
CMS and software?
IX FAQ
Q) Teaching online is new to me, how can I be
successful? Who will help?
The Distance Learning Department is ready to assist
you with course development, implementation,
instructional design, and additional attributes in
order to enrich your online teaching experience.
Contact and schedule an appointment. Additional
resources are available in our HCC Library.
Q) What type of training is available for the sof tware I’ll
be using for my course?
Some of the software training is available online
(http://www.commnet.edu/academics/iitt/multimedi
a.asp), which include short multimedia
presentations; other more extensive training can be
found within WebCT Vista. Hands-on training will be
scheduled and posted in the faculty member DL
resource section of the HCC website. Any additional
training will need to be arranged with the DL
Department (i.e. one-on-one) by request.
Q) Where do I go for WebCT Vista training?
WebCT Vista training can be found at
http://www.commnet.edu/academics/webct/docum
entation_vista.asp. In addition, all faculty are
enrolled in Faculty Training Course within WebCT
Vista just sign on using Banner ID and PIN.
Q) Who will provide technical assistance if I have a
problem with WebCT Vista?
The HCC DL Department will provide support during
normal busness hours for students and faculty,
additionally support is available through the systems
office. Prior to contacting the DL Department, faculty
should first check the DL section of the HCC website
for any recent news items. System office is also
available to answer questions if you can not reach
the DL Department you may contact:
Francine Skalicky (860) 244-7603 or
Tobi Krutt (860) 244-7637
(Only during normal business hours after
accessing the local campus support)
The Connecticut Distance Learning Consortium
(CTDLC) maintains a help desk staff to assist after
hours and over the weekend. The CTDLC has a
tracking and ticketing program which provides
page
11
additional follow-up assistance to an event. In
addition CTDLC provides current news and resources
on their website www.ctdlc.org for your convenience.
Q) What if the technical problem is not with WebCT
Vista?
The HCC DL Department will provide support in other
areas that may not involve WebCT Vista, i.e. graphic
clip art or software functions. The DL Department will
be happy to assist you, of course when all else fails,
it may be necessary to contact the manufacturer.
Q) Why is it necessar y to review my course ever y 18
months if therehas been no change in the content?
Although the content of your course has not
changed, new delivery methods and curriculum goals
are constantly being developed. A periodic review is
necessary to determine wether or not the course
design is current with these methods and goals to
increase course efficiency.
Q) What if the trouble is with a publishing company’s
E-pack?
The DL Department administers all E-packs, have the
sales representative or the publishers technical
support staff contact the DL Department at HCC.
Q) How much technology or sof tware do I need to
under stand before I can facilitate an online course?
It is important that you have basic skills in utilizing
Microsoft Word, e-mail, and the course management
system, WebCT Vista. There are numerous trainings
available throughout the community college system
as well as online training. If you prefer one-on-one
coaching this can be scheduled with the DL
Department.
page
12
X Additional Resources
Recommended Readings for the Distance Learning
Environment
Conrad, R. & Donaldson, J. (2004). Engaging
the online learner. San Francisco, CA:
Jossey-Bass.
Gibson, C. (Ed.). (1998). Distance Learners In
Higher Education: Institutional
Responses for Quality Outcomes.
Madison, WI: Atwood.
Hanna, D., Glowacki-Dudka, M. &
Conceicao-Runlee, S. (2000). 147
Practical Tips for Teaching Online
Groups: Essentials of Web-Based
Education. Madison, WI: Atwood.
Johnson, K. & Magusin, E. (2005). Exploring the
Digital Library: A Guide for Online
Teaching and Learning. San Francisco,
CA: Jossey-Bass.
Johnson, S. & Connick, G. (Eds.). (2005). The
Distance Learner’s Guide 2nd Ed.
Upper Saddle River, NJ: Pearson
Prentice Hall.
Palloff, R., Pratt, K., (1999). Building Learning
Communities in Cyberspace: Effective
Strategies For The Online Classroom.
San Francisco, CA: Jossey-Bass.
Palloff, Rena M., Pratt, Keith,
(2005).Collaborating Online: Learning
Together in Community. San Francisco,
CA: Jossey-Bass.
Palloff, Rena M., Pratt, Keith, (2003).The virtual
student: A profile and guide to working
with online learners. San Francisco, CA:
Jossey-Bass.
page
13
Internet Resources: Games and Icebreakers
Here is a web site loaded with fun ice breakers and
games. Have fun!
http://adulted.about.com/od/icebreakers/Educational_I
cebreakers.htm)
Merlot: Multimedia Educational Resources for
Learning and Online Teaching:
http://www.merlot.org/merlot/index.htm
Using Online Icebreakers to Promote Student/Teacher
Interaction:
http://www.southalabama.edu/oll/jobaidsfall03/Icebrea
kers%20Online/icebreakerjobaid.htm
Motivating the Online Learner:
http://www.geteducated.com/books/motivatingstudents
.asp
http://www.learningcircuits.org/2003/jul2003/hofmann
.htm
page
14
Housatonic Community College
900 Lafayette Blvd.,
Bridgeport, CT 06604.
(203) 332-5200
Member of the American Association of Community Colleges