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Developing a Distance Learning Course

Developing a Distance Learning Course. How the Process Differs from Developing a Classroom Course By Dr. Stephen Kerr Professor, College of Education. The Basics: Students Are Not Physically Present, so. You cannot add to, extend, retract points as you can in face-to-face setting

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Developing a Distance Learning Course

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  1. Developing a Distance Learning Course How the Process Differs from Developing a Classroom Course By Dr. Stephen Kerr Professor, College of Education

  2. The Basics: Students Are Not Physically Present, so... • You cannot add to, extend, retract points as you can in face-to-face setting • Everything becomes more planned, intentional, less spontaneous • BUT: You can carefully prepare, direct, guide and comment on student work • AND: There are ways you can capitalize on physical separation

  3. Planning for: • The purposes of the course -- what should students know and be able to do at the end (objectives) • What activities they will do on-line to develop those skills and perspectives, and how those will differ from what you do in a face-to-face setting • How you'll know they can do it (assessment), and how assessment modes may differ

  4. The “Invisible” Infrastructure • What do students ask about, before class, after class, of TAs, of peers? • What resources, other than those you provide, do they call on? (e.g., library) • How does the course connect with other courses? (prerequisites, prerequisite for) • Detailed specifics (how much time for assignments

  5. Instruction • What are typical sources of misunderstanding, confusion (intrusive metaphors, analogies, models) • How can you best introduce appropriate conceptual models? • How can you build these into structure of course (graphics, animations, etc.)?

  6. Developing On-Line Course Materials • Strive for simplicity -- layout, color, graphics (no “dancing penguins”) • Be consistent (color, placement of elements, etc.) • Include some variety • OTBE, assume lowest common denominator for gear, bandwidth • Use expert help sensibly

  7. Providing Support for On-Line Specifics • If discussion forums, what will the assignment be? What are standards for successful completion? A specific number/size of posting, or some measure of the quality of it? • Guard against flaming • Rapid feedback -- how to provide for? • Guarding student privacy

  8. The Value of Trying Things Out • Do a trial run with some students (or even surrogate students) -- what's unclear, where are there lurking problems? • What revisions can/should be made before “rolling out” the course?

  9. Be Empirical! • Collect data about student successes, problems • Ask them for feedback, give them opportunities to say what’s working (and not) • Use feedback to revise a course for next run-through

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