It's great to have you here! Please make sure to visit the opening page of the site for a welcome message, introduction to the course, and introduction to our course objectives. I think you'll notice as you move through the course that we're moving towards almost all of those course objectives every step of the way.
Course Objectives: By the end of this course the learner will be able to...
CO 1.1: ...leverage the available technology tools to deliver course content, assess, and interact with their own students.
CO 1.2: ...apply the Quality Matters rubric and instructional design principles and best practices to their own courses.
CO 1.3: ...develop content, activities, and assessments that promote effective learner content interactions.
CO 1.4: ...develop content, activities, and assessments that promote active and/or collaborative engagement with other students and/or the instructor.
CO 1.5: ...assemble and deliver a finished course.
You'll also see a number of acronyms in this course. (See CO above) These serve multiple purposes including: the ability to organize content within resources, showing alignment, and easy reference. These acronyms are as follows.
CO = Course Objective: For course objectives the numbering system is pretty straightforward. 1.1 is the first objective, 1.2 the second, etc.
MO = Module Objective: Module objectives will first reference the module number, then their place within that module's objectives. For example, if I were to refer to MO 6.3 I would be referring to the sixth module, third objective.
LM = Learning Material: LM 3.9 would be found in module three and would reference the ninth learning material within that module.
BA = Bongo Assignment: BA 8.1 would be found in module eight and would be the first Bongo assignment within that module.
ASE = Assessment: ASE 4.2 would be found in the fourth module and would be the second assessment within that module.
A = Assignment: A 2.1 would be in the second module and would be the first assignment within that module.
We'll show alignment using these acronyms. EX: MO 2.3: By the end of this module the learner will be able to differentiate between the six facets of understanding. Aligns with CO 1.2
This course is designed to be asynchronous in nature and the average time expenditure for learners varies depending on the level of comfort both with the pedagogical and technological materials. Avg. time spent is currently 22 hours.
Quality Matters is a rubric/process rooted in a collaborative and collegial process that focuses on continuous improvement. This module will serve as a general introduction to QM as well as give some instruction on how to get started using it to better your own course designs.
Module Objectives: The learner will be able to...
CO 1.1: ...identify the Quality Matters Rubric. Aligns with CO 1.2
CO 1.2: ...identify key concepts associated with Quality Matters and high quality course design. Aligns with CO 1.2
CO 1.3: ...get started with MyQM and navigate a self-review. Aligns with CO 1.2
CO 1.4: ...apply the Quality Matters rubric at a very basic level to their own course. Aligns with CO 1.2
In Module 2 you will be introduced to the basics of instructional design and how these principles help to envision and mold a new or existing course. The concept of Backwards Design (Wiggins and McTighe) is introduced here and you'll see that our course was very much built in that manner. Objectives define the desired results. Learning materials give learners what they need to be successful in their Learning Activities, which provide students practice and feedback. Assessments are our evidence that students have achieved thos objectives. There are a total of three activities/assessments with technology training/experience built into the material and you can expect to spend 1-3 hours here.
Module Objectives:
MO 2.1: ...identify the steps outlined in the ADDIE model. Aligns with CO 1.1 & 1.2
MO 2.2: ...recognize the three stages of backward design. Aligns with CO 1.1 & 1.2
MO 2.3: ...differentiate between the six facets of understanding. Aligns with CO 1.1 & 1.2
MO 2.4: ...formulate a unique path forward for their own course using ADDIE & backward design principles. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
MO 2.5: ...demonstrate basic abilities in Canvas navigation, organization, and maintenance. Aligns with CO 1.1, 1.3, 1.4, & 1.5
Writing quality objectives that are measurable help to show students the interconnectivity between learning materials, activities, and assessments. It can be difficult ourselves, however, to piece all of that together without some kind of map. This isn't something that needs to be visualized, but can instead be assembled with a variety of templates provided within the module. Within these templates you'll be able to see the structure of the backwards design process and learn how to write objectives using course maps and other templates. These organizational pieces help us to see the entire picture before starting on a course build.
Module Objectives: The learner will be able to...
MO 3.1: ...demonstrate the ability to write measurable course objectives for their own course. Aligns with CO 1.2 &1.5
MO 3.2: ...demonstrate the ability to write measurable module/lesson objectives for their own course. Aligns with CO 1.2 & 1.5
MO 3.3: ...arrange and assemble a rudimentary course map using one of the available resources. Aligns with CO 1.2 & 1.5
MO 3.4: ...identify a preliminary template for their own course. Aligns with CO 1.2 & 1.5
MO 3.5: ...set up an assignment using the Assignments tool. Aligns with CO 1.1, 1.3, 1.4, & 1.5
MO 3.6: ...create an assessment using the Tests & Quizzes tool. Aligns with CO 1.1, 1.3, 1.4, & 1.5
Building within Canvas is a straightforward process using both the built-in tools and LDT designed templates. In this module you will really get going on a module within the LMS!
Module Objectives: The learner will be able to...
MO 4.1: ...construct their own module/pages using the provided templates and in accordance with best practices in instructional design theory. Aligns w/ CO 1.1, 1.2, and 1.5
Creating presence in a face-to-face offering is generally as easy as walking into the room. The students see you. They talk to you. They learn from you. In the online environment it is extremely important that we take these social, psychological, and emotional needs of our learners into perspective as we build our courses. Through the use of technology and a conscious effort using backwards design principles, learners can percieve your presence as something tangible. Using Panopto, Surveys, Announcements, Personalization, and other tools we'll address a number of ways to build and maintain a presence in your class while getting your materials to the students, including: online lectures, embedded components, and their effective use. We're firmly in the Design phase of Addie now and are moving our focus within the backwards design model more from learning materials into learning activities and assessments. Also included within this module is a rundown on copyright, what is protected, fair use, and public domain.
Module Objectives: The learner will be able to...
MO 5.1: ...analyze strategies for establishing presence in an online setting. Aligns with CO 1.1, 1.3, 1.4 & 1.5
MO 5.2: ...formulate a roadmap for implementing strategies for building and maintaining presence in an online setting. Aligns with CO 1.1, 1.3, 1.4 & 1.5
MO 5.3: ...explain how module introduction videos provide context for students. Aligns with CO 1.1 & 1.5
MO 5.4: ...create a weblink in Sakai Resources and insert it into a Lessons page. Aligns with CO 1.1 & 1.5
MO 5.5: ...develop an introductory video using Panopto that follows best practices in recording. Aligns with CO 1.1, 1.3, 1.4 & 1.5
Module five focused on building and maintaing a presence, largely from an asynchronous standpoint. Here in module six we'll discuss the strategies and tools for taking that to the next level using Bongo, Zoom, Google Meet, Forums, Blogs, Commons, & Chat. In this module we will learn the basic functions and applications for each tool including critical thinking discussions, journaling, reflective writing, video based assignments, and synchronous meetings. We're firmly into the learning activities portion of the training and hopefully what you're starting to see forming within your course map or in your mind is that level of backwards design where we have built a solid base, offered materials, and are now getting students to practice their skills. Using the tools in this module enables effective active and collaborative learning both at the individual level and through group work.
Module Objectives: The learner will be able to...
MO 6.1: ...analyze strategies for promoting effective learner engagement in an online setting. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
MO 6.2: ...formulate a roadmap for implementing strategies for promoting effective learner engagement in an online setting. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
MO 6.3: ...explain why effective learner engagement matters both for you and your students. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
MO 6.4: ...follow best practices in setup and implementation of tools that promote learner engagement. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
MO 6.5: ...further develop their own module/lesson templates. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
Now that we have made our objectives clear, offered learning materials and given learners the opportunity to apply their learning we are ready to assess their newfound knowledge and skills. Sakai offers a number of tools for effective testing and assessment of students and we'll discuss the Assignments tool, Turnitin, Tests & Quizzes, & Rubrics. Also represented within this module will be a short lesson on the Gradebook tool.
Module Objectives: The learner will be able to...
MO 7.1: ...explain the different types of assessments and when they are best used. Aligns with CO 1.3, 1.4, & 1.5
MO 7.2: ...differentiate between select and constructed response methods. Aligns with CO 1.3, 1.4, & 1.5
MO 7.3: ...assess the various learning tools associated with assessment. Aligns with CO 1.3, 1.4, & 1.5
MO 7.4: ...identify which tools will be most effective in their own courses. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
In module eight you will really start to bring everything together to the final stages and have fully worked your way through the backwards design model of building a course. By the time you've gotten here your first module should essentially be fully developed in Sakai and course design from here on out will be a breeze! There are very important finishing touches, however, that need to be applied in order make sure our courses are following Quality Matters guidelines as well as best practices in instructional design.
Module Objectives: The learner will be able to...
MO 8.1: ...evaluate how they will use universal design for learning in their own course. Aligns with CO 1.2 & 1.5
MO 8.2: ...analyze their current module for accessibility considerations. Aligns with CO 1.1, 1.2, & 1.5
MO 8.3: ...build a checklist. Aligns with CO 1.1 & 1.5
MO 8.4: ...use the provided templates to complete a module for their own course. Aligns with CO 1.1, 1.2, 1.3, 1.4, & 1.5
In module nine we'll go into a little more depth on what it takes to develop for Online, vs Hybrid, vs Flipped, vs. Hyflex models of teaching and learning. The good news is that we have tools to help and if you are developing for online teaching those moves to Hybrid/Flipped/Hyflex models oftentimes present themselves during development. You'll often catch yourself thinking "Man, I could do "x" activity in my face-to-face (f2f) course and it would open up time to do "y" during our class time.
Module Objectives: The learner will be able to...
MO 9.1: ...differentiate between Online, Hybrid, and Flipped models of teaching and learning. Aligns with CO 1.3, 1.4, & 1.5
MO 9.2: ...analyze their current modules for considerations in each model. Aligns with CO 1.3, 1.4, & 1.5
You made it! Well, by this point in FOLD you should have a complete or very nearly complete course map that includes measurable course and module objectives as well as the design for your content and activities moving forward. At the very least your first module should be complete within Canvas and now its time to implement your plan moving forward to finish your own course. It is our goal to support you the best we possibly can and even if you aren't needing our assistance would still love to hear how the course is coming. Reach out to us at techtraining@bradley.edu any time. Great job and good luck!