Unit 1: Introduction
Teachers may use different models or refer to different individual processes for designing and developing online courses. Whichever learning design approach you use, it will focus your attention on the decisions that have to be made.
In developing an online course, you will need to make decisions about:
These decisions will be informed by what you know about:
Design rarely happens in a linear fashion. It is likely that your design for a course will emerge as you make these key decisions.
In the following video, Professor Peggy A. Ertmer, Professor of Learning Design and Technology at Purdue University, explains her thought processes as she plans for an online learning course.
In the following interview, Professor Peggy A. Ertmer, Professor of Learning Design and Technology at Purdue University, explains her thought processes as she plans for an online learning course.
The CoI framework has been used to study online learning. CoI views meaningful online learning as occurring at the intersection of three supporting presences:
Community of Inquiry framework: A social constructivist model of the...
CoI can also be used as a framework to help you design online courses. Using such a framework can help provide some structure to what can be a messy, creative experience.
You can use CoI to ensure that the course you have planned will effectively support students' development.
Now continue to see if you are correct:
Teacher responses in discussion board
Visual course plan
Student introductions discussion board
Audio feedback on assignments
Grading rubric for student discussions
Individual assignment – report
Group assignment – presentation
For the purpose of this course, we will be using a general learning design approach, but it's worth noting that many approaches to learning design exist for different contexts, learning theories, and even levels of difficulty. If you are interested in looking in more detail at specific learning design models, here are some examples:
Gráinne Conole's 7Cs of learning design focus on the decisions you will...
Diana Laurillard promotes the creation and sharing of theory-based learning...
A tool or guide that helps to define the specific criteria for assessing a piece of work. It helps teachers to provide feedback and enables students to understand both assignment and assessment expectations and standards.
An outcomes-based teaching and learning framework, proposed by Biggs and Tang (2007), in which teaching/learning activities and assessment tasks are systematically aligned to the intended learning outcomes.
The 'Useful links' pod on the right-hand side of this screen will help you explore these approaches further.
The 'Useful links' pod at the end of this section will help you explore these approaches further.
In the following videos, experienced practitioners explain how they use different learning design approaches.
In the following interviews, experienced practitioners explain how they use different learning design approaches.
Having completed this screen you should start to see the key terms being used more regularly and feel yourself becoming more familiar with what the learning design process involves.
Having completed this section you should start to see the key terms being used more regularly and feel yourself becoming more familiar with what the learning design process involves.
Community of Inquiry framework: A social constructivist model of the processes which support learning in an online environment.
Social presence: The degree to which participants in online environments feel affectively connected to one another.
Cognitive presence: The extent to which learners are able to construct and confirm meaning in online courses.
Teaching presence: the design and organisation of course materials and activities, facilitation of learning, and direction and leadership in online courses.
Diana Laurillard promotes the creation and sharing of theory-based learning designs supported by online collaborative design tools and repositories: Laurillard, D. (2012) Teaching as Design Science: Building Pedagogical Patterns for Learning and Technology, New York: Routledge.
Biggs and Tang's constructive alignment model – an outcomes-based teaching and learning framework that systematically aligns both activities and assessment to the learning objectives: Biggs, J. & Tang, C. (2007) Teaching for Quality Learning at University: What the Student Does (4th edition), Maidenhead: Society for Research into Higher Education & Open University Press.