Gulf Coast Economics Association Conference Orlando, FL November 8 and 9, 2012

1. Email Contact: graceonodipe@yahoo.com Linking Course Content to Core Learning Outcomes (CLOs): Efficient Design of an Online Economics Course Gulf Coast Economics Association Conference Orlando, FL November 8 and 9, 2012 Grace Onodipe, Ph.D. M. Femi Ayadi, Ph.D.

2. Introduction Online courses have become very popular Students desire more online classes (Sloan Consortium, 2006) Traditional universities require online delivery of courses Courses reconfigured to include online offerings Yet, ad hoc approach to online course planning

3. Benefits of a well-designed course Benefits to Instructors Standardization - share educational resources (Newberry & Logofatu, 2008), Maintain design and delivery standards (Phipps & Merisotis, 2000) Save time, devote time to content development and course facilitation (Johnson-Curiskis, 2006) Benefits to Students Quality learning experience Comfortable; decrease amount of time and effort to learn the course structure Increases time spent learning the course material

4. Essence of an Online Course Organization of learning activities that enable the student to reach certain learning outcomes (Carr-Chellman, 2000) Very little difference in a students ability to learn course material from online methods versus face-to-face methods. (Charlotte Neuhauser, 2002)

5. Course Design Template Template Helps instructors get started in planning and creating course materials (Johnson-Curiskis, 2006) Brings clarity & simplicity to online course design

6. Core Learning Outcomes (CLOs) “It’s not what we cover, ... it’s what they learn.” (Phillip Saunders, 1998) Expose students to repeated applications of a short list of core ideas.” (Frank,1998; Salemi 2001)

7. CLOs & Enabling Objectives CLOs Given by University (Curriculum Guide), Or Written by Instructor (Vinlove, 2006) How many CLOs needed Level of detail to write CLOs Focus on fewer core concepts Appropriate language Enabling Objectives CLOs with detailed associated sub outcomes Breakdown CLOs into smaller, Action-based units

8. CLO #1 – Demand and Supply Describe and analyze the demand and supply model Enabling Objectives Define DD, SS and Equil. Explain the Law of Demand and the Law of Supply Analyze shifts in DD and SS and Market dynamics Evaluate government set price controls

9. CLO #2 – GDP Explain the different components of GDP Enabling Objectives Define/measure/analyze GDP using Inc. & Expend. Approaches Identify elements of GDP – C, I, G, NX Differentiate between Nominal GDP and Real GDP Locate/ interpret GDP data. Evaluate limitations of GDP as measure of economic well-being

10. Begin  Syllabus • Instructor Information: Bio, Picture, Phone Number, Office Hours, etc. • Course Text: …. • Course Description: … • CLOs: • Course Schedule: …. • Late Policy: ….

11. Gagne’s 9 Events of Instruction

12. Gagne’s 9 Events of Instruction with Online Delivery

13. http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.htmlhttp://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

14. #1. Gain Attention – Introduction Signals the beginning of a new learning event Blurb to capture students attention Encouraging/Motivating - why do I need to learn this? Instructional strategies Present a dilemma, analogy, something controversial Evoke curiosity Relaxed/Conversational style

15. #2. Inform the learner of the Objectives Describe what you expect students to do, and how it will be assessed Keep it Brief Instructional Strategies Restate objectives (CLOs, Enabling Objectives) “At the end of this week, you will be able to do …”

16. #3. Stimulate the recall of prior knowledge Relate new concepts to common life experience or concepts taught earlier in the course. Prior Knowledge  Upcoming Instruction This is the “hook” Instructional Strategies: Review prior material – course material or common life experience Explain how prior knowledge relates to new topic Initiate discussion by asking students to discuss prior learning (DB)

17. Online Delivery #3. Stimulate the recall of prior knowledge: Initial Discussion Board Question According to the Law of Demand, when the price of a good rises, quantity demanded falls, other things held constant. If you go to the gas station to buy a full tank of gasoline, and the price is $1 more than you usually pay, what would you do? Still buy the same quantity, or cut back? Pre-Assessment Quiz

18. #4. Present Material to be Learned Present the new topic to the class Instructional Strategies Written lecture Assigned Chapter Readings Audio lectures (live or recorded) PowerPoint Slides Podcasts

19. Online Delivery #4. Present Material to be Learned Textbook: Chapter 3 Live Lecture: Demand and Supply - Tuesday, 8:00pm CST Article:The U.S. Economy, Sliced & Diced … www.npr.org

20. Online Delivery Written or Live Lecture Topics Demand, Supply, Market Equilibrium DD Curve, SS Curve Market Equilibrium ∆ in DD versus ∆ QD Disequilibrium, Price Ceilings and Floors

21. #5. Provide Learning Guidance Evaluate progress, provide guidelines, and strategies to support learning Clarify difficult concepts Help them focus: Study guides, Guidelines, Checklists Rubrics, Deadlines Class discussions

22. Online Delivery #5. Provide Learning Guidance Instructor DB Participation At least 5 days a week – for fully online courses Substantive posts Ask leading questions Office Hours Email responses (24 – 48 hours) Create “Help!” DB Forum Class Announcements

23. #6. Elicit Performance (Practice) Developmental or Practice Phase Instructional Strategies: Practice quizzes Group collaboration (small study groups) Class Discussions Draft submissions

24. Online Delivery #6. Elicit Performance (Practice) CLO #1. DEMAND AND SUPPLY Discussion Question: Class: Think about a product that you have purchased recently. How could the law of demand affect your purchase? If the price of this item was higher or lower, what would you have done differently?

25. Online Delivery #7. Provide Informative Feedback Prompt Feedback – reinforces retention Self-Tests – Self evaluation StudyMate, Hide and Show, You Decide Peer evaluation - Student DB Requirement Create learning community Respond substantively to each other’s posts Instructor - Follow Up Posts on DB More substantive posts

26. StudyMate – Self Check Quiz

27. StudyMate

28. #8. Assess Performance Summative Assessment Gauge students learning relative to content standards Occurs after instruction - end of each learning module, mid-term, or course end Helps instructor/university evaluate learning process, effectiveness of course (Use Practice and Formative Assessment (#6 & 7) to make instructional adjustments and interventions during the learning process) Students receive no help here

29. #8. Assess Performance Examples of Events of Instruction to Assess Performance Final Paper Class Project, Presentation (Individual/Group) End of Unit/Chapter Test End of Semester, Final Exam

30. Online Delivery #8. Assess Performance Jane: We covered CLO #2 this week dealing with SUPPLY and DEMAND. Good posts. Demonstrate understanding of Law of Demand in <example> Late participation – By Wednesday requirement Participation Requirement Reminder Encourage Quality Posts - more use of Economics Vocabulary Partial Credit Earned Frequency = 12/16 points Quality = 20/24 points Total =32/40 points

31. #9. Enhance Retention and Transfer to new situations Students internalize the information Instructional Strategies: Debrief, Summarize learning, apply to a new situation Evaluate their own learning experience Additional Practice

32. #9. Enhance Retention and Transfer to new situations Weekly DB Wrap Up This week, we tackled …. Our CLO for the week was CLO #2 … From our discussion, we learned that …… Next time you hear that prices have risen or fallen for a particular good, you will be able to explain how the forces of demand and supply affect market prices. We are moving on to Week 3 now…. Term Paper Topic

33. The QM Rubric standards provide a checklist for developing an online course. Quality Matters Quality Matters™ (QM) 8 standards to provide best practices in instructional design For fully online or hybrid courses Focus - promote student learning Faculty-driven, peer review process Restricted to institutions that subscribe to QM Program http://www.qualitymatters.org

34. QM Rubric Standards Course Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Learner Interaction and Engagement Course Technology Learner Support Accessibility

35. Quality Matters Rubric General Standard 2: Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course. 2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 2.3 All learning objectives are stated clearly and written from the students’ perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.

36. Quality Matters Rubric General Standard 3: Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process. 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed. 3.5 Students have multiple opportunities to measure their own learning progress.

37. Quality Matters Rubric General Standard 4: Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes and are prepared by qualified persons competent in their fields. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. 4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.3 All resources and materials used in the course are appropriately cited. 4.4 The instructional materials are current. 4.5 The instructional materials present a variety of perspectives on the course content. 4.6 The distinction between required and optional materials is clearly explained.

38. Complete TEMPLATE

39. Online Course ComponentsFrom Course Template to Course Shell

40. Online Course Development Team PM – Project Manager Oversees and directs course development Ensures course follows university standards and guidelines SME – Develops course content ID – Instructional Designer Uploads course content Multimedia interactives

41. Master Course Shell Master Courses All Instructors teach the same course Instructional Designer (ID)uploads course material. Recommends content presentation & assignment instructions Implements knowledge-building tools Helps create multimedia tutorials and simulations Instructional Design Team skills - Software design, Graphic Design,

42. graceonodipe@yahoo.com Q & A