Transforming Courses To E Learning

Transforming Courses To E Learning

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  Transforming Courses for e-Learning G. Andrew Page University of Alaska-Anchorage Spring 2010
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  Three Main Questions(1) Who are my students? What are their technological capabilities? What is their experience with online learning? How can these questions be answered online? What is their preferred style of learning? What guidelines, norms, roles, need to be established? How will I assess student performance in this course? Rubrics? What is the most effective way to determine if students are mastering content? How is the student growing and changing as a learner in this course?
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  For example... Thetarget population for the Moodle course, is graduate students who are new to designing online courses.
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  Question 2 Whatdo I want to accomplish through this course? What do I want my students to know, to feel, or to be able to do?
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  For example... Thelearning outcomes for the Moodle course would be:
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  Instructional Goals
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  Instructional Goals
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  Question 3 Where,when, and with what resources will my students be learning?
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  For example... Wikisfor convergent thinking via collaborative writing Group work / social constructivism design theory Developing / Designing in Moodle LMS Creating e-Lessons Asynchronous Discussion boards with linear postings Full class synchronous meetings Small group synchronous meetings Blog for posting relevant items Peer review assessments Quizzes E-books Supplemental readings
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  References Palloff, R.M. & Pratt, K. (2001) Lessons from the Cyberspace Classroom . Wiley & Co.