High-Impact Design for Online Courses: Blueprinting Quality Digital Learning in Eight Practical Steps

Cover
Title Page
Copyright Page
Dedication
Contents
Table of Contents
Preface
	This Book in Historical Context
	Remote Teaching versus Intentional Course Design
	Your Virtual IDs
	Course Modalities
		Face-to-Face
		Fully Online Asynchronous
		Fully Online Synchronous
		Hybrid
		Dual-Mode and HyFlex
	Audience for this Book
		Instructors
		Instructional Designers
	Visual Notations
		Design Docs & HIDOC Course Blueprint
		Faculty-ID Collaborations
		Inclusive Design
		Examples
		Reminders
		Further Explanations
	Starting Where You Are
		Let’s Get Started!
Introducing HIDOC
	Starting with the “Why” of HIDOC
		Key Differences between F2F and Online Learning
		More on the Development of HIDOC
	The HIDOC Model
		High-Impact Design Practices
		Course Design Alignment
		Being “Present” Online Starts with Design
		More on Transactional Distance
	Section I: Designing Your Course with HIDOC
		Design Docs and HIDOC Course Blueprint
	Section II: HIDOC-in-Action
	Beyond Design: Development and Delivery
		Design vs. Development
		Design vs. Delivery
Section I: Designing Your Course With HIDOC
	Step 1: Learner Analysis
		Learner Analysis in an Online Context
			Respecting the Diversity of Your Students
		Design Implications of Learner Analysis
		Your Turn: Learner Analysis
			Part 1: Key Course Details
			Part 2: Learner Considerations
		Faculty-ID Collaboration: Considering Your Learners
	Step 2: Learning Outcomes
		Starting with the “Big Vision”
			“Big Visions” by Discipline
		CLOs as Foundation for Aligned Course Design
		CLOs Should Be “Measurable”
			More on Learning Taxonomies
		CLOs Should Be Student-Focused
			Clear
			Specific
			Focused on Mastery
		Evaluating & Revising CLOs
		Learning Outcomes FAQ
			What if I have mandated CLOs?
			What if I have “objectives” instead of learning “outcomes”?
			Can I have too many CLOs?
			Do learning outcomes differ by discipline?
			Don’t CLOs just invite students to “check the box”?
			Do students even read them?
			What does any of this have to do with online learning?
			What about higher-level courses?
			Do these learning outcome “rules” always apply?
		Your Turn: Learning Outcomes
			Part 1: “Big Vision”
			Part 2: Draft Your CLOs
			Part 3: Revise Your CLOs
			Part 4: Check Your CLOs
		Faculty-ID Collaboration: Replacing “Understand”
		Faculty-ID Collaboration: Using Student-Centric Language
	Step 3: Course Structure
		Modular Organization
		Your Course Alignment Map
		Your Turn: Alignment Map
			Part 1: Module Brainstorming
			Part 2: Module Planning
		Faculty-ID Collaboration: Importance of Structure & Organization
	Step 4: Assessments & Activities
		Overview of Types
			Summative Assessments: Learning and Mastery
			Formative Assessments: Crucial Feedback
			Learning Activities: Practice and Guidance
			Examples of Learning Activities
			Avoiding “Busy Work”
		Connecting Assessments & Activities with Presence & Community
			Social Presence via Assessments and Activities
			Ways to Promote Social Presence
			Cognitive Presence and Authentic Assessments
			Examples of Authentic Assessments
			More on Online Exam Proctoring
			Teaching Presence through Assessments and Activities
			More on Regular & Substantive Interaction
		Inclusive Assessments
			Voice and Choice
			Voice and Choice Options
		Alignment: CLOs and Assessments
		Your Turn: Assessments & Activities
			Part 1: Summative Assessments
			Part 2: Formative Assessments & Learning Activities
			Part 3: Assessments and Learning Activities Check
			Part 4: Learning Outcomes Alignment
		Faculty-ID Collaboration: Feedback, Timing, & Engagement
		Faculty-ID Collaboration: Checking for Alignment
	Step 5: Instructional Materials
		Materials in an Online Context
			“Overstuffed” Online Courses
			Instructional Alignment
		Inclusive and Accessible Course Content
			Inclusive Instructional Materials
			Accessible Instructional Material
			Examples of Accessibility Practices
		Sourcing Instructional Materials
			Curating
			Searching for Online Content
			Creating
			Instructor-Created Content
		Your Turn: Instructional Materials
		Online Topical Lectures
			Steps to Create an Online Topical Lecture
			Lectures in Hybrid and Online Synchronous Courses
		Your Online Topical Lectures
		Faculty-ID Collaboration: Why Don’t We Start with Content?
	Step 6: Technology and Tools
		Technology, Tools, and Your Context
			Reasons to Use Institutionally Supported Technology
			Types of Technology and Tools
			Common Assessment and Activity Tools in the LMS
			A Note on the LMS Discussion Tool
		Minimizing Cognitive Load
			Ways to Minimize Cognitive Load
		Your Turn: Technology & Tools
			Part 1: Technology Planning
			Part 2: Technology Documentation
		Faculty-ID: Collaboration Choosing the Right LMS Tool
	Step 7: Online Learner Support
		Learning Online is Different
		Create a Well-Designed Learning Path
			Essential Module Elements
			CLOs and MLOs
		Your Turn: Detailed Module Layout
			Part 1: Create a Draft of Your Module Overview
			Part 2: Review Module Overview & Create MLOs
			Part 3: Draft Your Module Summary and Next Steps
		Actively Support Your Students on this Learning Path
			Provide Thorough Assignment Explanations
			More on Office/Student Hours
		Your Turn: Assignment Prompts
			Part 1: Key Segments of Assignment Prompts
			Part 2: Check for Clarity
		Intentionally Schedule, Scaffold, and Remind
			Provide Course Supports Specific to Learners’ Needs
		Provide Helpful and Informative Materials & Activities
			A “Start Here” Folder
			An Instructor Welcome and Course Orientation
			Syllabus with Policies Specific to Online Learning
			Course Schedule Appropriate for an Online Course
			Course Space for Introductions & General Discussions
			Content Descriptions
			Activity That Allows Students to Share
		Faculty-ID Collaboration: Importance of a Detailed Learning Path
	Step 8: Continuous Improvement
		Your Turn: Teaching Calendar
		Considering the Student Perspective
			Spacing and Rhythm
			Student Workload
			Balance of Types
		Your Turn: Course Alignment
		Planning for Future Improvements
		Your Turn: Revision Roadmap
		Collecting Student Feedback
			Module-Level Survey Questions
			Course-Level Survey Questions
		Revision Triage: Prioritizing Improvements
			Fixes to Make While the Course Is Running
			Planning Revisions before the Next Run
		Faculty-ID Collaboration: Planning for Revision
	Bonus Chapter - Design Execution
		Being Present in Your Online Course
			Make Introductions
			More on Cameras
			Use Announcements to Keep Students Motivated
			Opportunities for Guidance and Connection
			Make it Personal
			Extend the Conversation
		Your Course Timeline
			Before Class Begins
			Module Release: Staggered or All-at-Once?
			First Week of Class
			Early Weeks
			Throughout the Course
			Final Week
		Your Turn: Active Teaching
		Your Turn: Teaching Calendar
	Design Document Library
Section II: HIDOC-in-Action: Course Design Cases
	Welcome to HIDOC-in-Action: Course Design Cases!
	#1: The Case of the Third-Party Tool and Technology Issues
	#2: The Case of Lab Kit Logistics and a Heavy Workload
	#3: The Case of Assignment Choice Leaving Too Much to Chance
	#4: The Case of a Hands-on Headache
	#5: The Case of Learner-Curated Content Complications
	#6: The Case of Copyright Complications and Tough Topics
	#7: The Case of Multimedia Simulation That’s Difficult in Reality
	#8: The Case of High Anxiety and the Absentee Professor
	#9: The Case of the Peer Collaboration Calamity
	#10: The Case of the Dual-Mode Disparity
Index