Designing and Facilitating High-Quality Online Courses

SESSION GOAL:

We intend for the participants to develop a set of strategies that can be applied in the design and facilitation of high-quality online modules or courses.

THEORETICAL FRAMEWORK:

The workshop as well as the online resource built as our workshop hub for the materials and activities are based on the Collaborativist learning theory since it “focuses on approaches and techniques that use the internet to facilitate collaborative learning and knowledge building as a means to reshape teacher training for the Knowledge Age (1 p108). Recognizing and accommodating the requirements of the Digital Age, it appears as a suitable framework to guide educators who are intending to design courses and/ or to facilitate learning online.

DESCRIPTIONS OF TASKS:

The structure of the workshop will be threefold, starting with a 15-minute long introduction to the current situation of online teaching and the set-up of the interactive learning that will happen in the following steps. We will be using an actual online course as the platform, from which to access all activities as well as to demonstrate high quality course design in context. It will therefore be necessary for all participants to bring and use their wifi-able device (recommended are laptops and tablets). For the second part, we are planning to moderate an hour of carousel learning, which will happen in separate stations. Depending on their interest and individual needs for PD, the participants can choose any four of the six stations, which will highlight important aspects of online course design and facilitation (e. g. epistemological views (2), steps in the design process (3, 4), design evaluation (5), case studies, technology, etc.). We are dedicated to creating interactive and active learning opportunities, which is why the instructional methods between the stations will vary, ranging from discussions, jigsaw readings, analysis and evaluation activities, demonstrations of online courses, brainstorming, problem-solving and reflection.

The last part of the workshop will be dedicated to debriefing the learning that happened in the stations, allowing for questions and comments from the participants. We will also use this time to invite the participants to give us feedback on the workshop.

We would like to highlight that all participants will also have access to our resource after the workshop is finished. Those familiar with the web annotation tool Hypothes.is can use the tool to communicate with us and others through public annotations.

ATESL Workshop Resource
Access the Workshop Resource by clicking on this picture

REFERENCES:

1. Harasim L. Learning Theory and Online Technologies [Internet]. Routledge; 2017 [cited 2019 Jun 13]. Available from: https://www.taylorfrancis.com/books/9781315716831

2. Harasim L. Learning Theories: The Role of Epistemology, Science, and Technology. In: Spector MJ, Lockee BB, Childress MD, editors. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy [Internet]. Cham: Springer International Publishing; 2018 [cited 2019 Jun 28]. p. 1–39. Available from: https://doi.org/10.1007/978-3-319-17727-4_48-1

3. Fink LD. A Self-Directed Guide to Designing Courses for Significant Learning. Available from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

4. Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research [Internet]. Wiley.com. [cited 2019 Jun 28]. Available from: https://www.wiley.com/en-us/Online+Teaching+at+Its+Best%3A+Merging+Instructional+Design+with+Teaching+and+Learning+Research-p-9781119242291

5. Stavredes, T. and Herder, T. A Guide to Online Course Design: Strategies for Student Success [Internet]. Jossey-Bass; 2014 [cited 2019 Jun 25]. Available from: https://www.wiley.com/en-ca/A+Guide+to+Online+Course+Design%3A+Strategies+for+Student+Success-p-9781118462669