Critical Design Decisions
I've recently published my first online course. This has been a journey rich in challenges and milestones. I've gained confidence in my design abilities. I've pushed myself to carefully consider effective ways to engage students outside of the classroom. And I've been able to critically evaluate and modify my online course to improve students' learning experiences. This is the first of many years with online coursework. High school level classes benefit dramatically from the resource accessibility that only online components offer.
Theoretical Foundations in Design
I teach high school chemistry and biology, so my online course is intended as a supplement to class. When beginning to think about how to design the course, there were two important criteria I kept in mind.
The course should be capable of serving as an all-inclusive, stand-alone instructional resource.We all know that most students who miss classroom instruction have a more difficult time learning the same information independently. I tried to avoid simply posting classroom handouts and lecture notes online. I didn't want my online course to be the equivalent of handing my student a pile of late work. So, I began to consider the learning experiences that are only possible through online resources. I realized that the online platform wasn't a constraint, but rather a completely different learning environment. And, for some students, a highly effective educational tool.
My personal learning network can support my process.Several members of my science department already utilize the platform I chose for my online course. This allows me to seek out a colleague and get advice on any troubling glitches. I can also share question sets and gather resource ideas from other users. An added benefit to multiple users is that districts commonly provide financial and technical support to ensure reliable student access.
The course should be capable of serving as an all-inclusive, stand-alone instructional resource.We all know that most students who miss classroom instruction have a more difficult time learning the same information independently. I tried to avoid simply posting classroom handouts and lecture notes online. I didn't want my online course to be the equivalent of handing my student a pile of late work. So, I began to consider the learning experiences that are only possible through online resources. I realized that the online platform wasn't a constraint, but rather a completely different learning environment. And, for some students, a highly effective educational tool.
My personal learning network can support my process.Several members of my science department already utilize the platform I chose for my online course. This allows me to seek out a colleague and get advice on any troubling glitches. I can also share question sets and gather resource ideas from other users. An added benefit to multiple users is that districts commonly provide financial and technical support to ensure reliable student access.
Pitfalls in Design (Lessons Learned)
Find the right course management system (CMS). I carefully considered a number of popular, top-rated platforms. These commonly offer online support, FAQ postings, user-friendly design features, and even program updates! However, I was intrigued by the idea of exploring a resource that has been used, quite successfully, in science courses for many years. This decision cost me countless hours of frustration and anxiety. I was pleased with my progress, and surprisingly impressed with the end-result, but I can't help wondering if I could have accomplished more with a different CMS.
There is such a thing as too much data. I was originally intending to monitor student participation, in part, through a feature that records key strokes. I envisioned being able to track hours online, number of attempts on each question in a problem set, and which resources are accessed most often. However, I realized rather quickly that the amount of data amassed per student is absolutely overwhelming. I recognize that if the data was compiled and organized meticulously, it could be a valuable feedback mechanism. The question is, does data manipulation rate high enough on your priority list to dedicate that kind of time and effort? Luckily, there are numerous ways to quantify online participation and effort.
You will never be "finished". When I began designing and building my online course, I was working on a deadline basis. I kept expecting a rush of relief when I submitted my completed online course. It finally dawned on me that this course is my pet. This platform or another, this class or a different one, I will forever be modifying, updating and improving my course. I do love a challenge, and I'm grateful to always have a project to work on, but I wish I had appreciated the magnitude of the undertaking in advance.
There is such a thing as too much data. I was originally intending to monitor student participation, in part, through a feature that records key strokes. I envisioned being able to track hours online, number of attempts on each question in a problem set, and which resources are accessed most often. However, I realized rather quickly that the amount of data amassed per student is absolutely overwhelming. I recognize that if the data was compiled and organized meticulously, it could be a valuable feedback mechanism. The question is, does data manipulation rate high enough on your priority list to dedicate that kind of time and effort? Luckily, there are numerous ways to quantify online participation and effort.
You will never be "finished". When I began designing and building my online course, I was working on a deadline basis. I kept expecting a rush of relief when I submitted my completed online course. It finally dawned on me that this course is my pet. This platform or another, this class or a different one, I will forever be modifying, updating and improving my course. I do love a challenge, and I'm grateful to always have a project to work on, but I wish I had appreciated the magnitude of the undertaking in advance.
Critical Pedagogical Decisions
_Address multiple learning styles. I wanted students to explore each concept in
multiple ways: read a description (of course), but also hear a lecture,
play with an clickable/interactive periodic table, watch a movie,
follow links to other websites, take practice quizzes, complete
homework assignments, and even watch videos of the same experiments we
do in class. My students have reported that they actually like the online component of the course. Some even visit the site "to find cool new Chemistry stuff", unconnected to an assignment. And, even more exciting, every student cites a different aspect of the course that helped them learn a given concept.
Gather student feedback and make improvements. I've always done a survey at the end of every semester to give students an opportunity to assess the course and me as a teacher. I wanted to make sure that I included a feedback mechanism in my online course as well. I was surprised to find that the responses online were accompanied by much more explanation and detail than the hard-copy format. In talking with my students, they said that it's easier to put your thoughts down when your thoughts aren't affected by the slow pace of handwriting. This seemed so obvious when I heard it, but I'd never considered that factor. Also, students often have a unique perspective on their own learning. Many students know how they learn best. They make excellent recommendations about how to present a concept in new, interesting, and effective ways. Some of my most important improvements in practice have been the result of student feedback.
Utilize existing resources. One of the reasons I chose my platform was the collegial support already in place for me. There were countless question sets to choose from, without having to start from scratch. With permission, I was able to create a complete course of assessments using "tried-and-true" questions that had been modified and improved over a long period of time. I found that this weeds out many of the small errors and typos that can add up to confusion and frustration for learners.
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