EDUC 763 Instructional Design for E-Learning

Online Course — 3 semester hours graduate credit

Jamison PatrickSyllabus

Instructor: Jamison Patrick
Telephone:  715-232-5501
Email: patrickj@uwstout.edu


Welcome

In this course, you will . . .

Learn how to create online courses that work efficiently. By understanding how people learn and how to design the experience conceptually and aesthetically, you can shape an effective and engaging learning experience. The course also addresses hybrid learning environments, synchronous and asynchronous concerns, the use of a variety of media such as video and audio along with accessibility concerns, and effective evaluation of online course design.

Course Description

Evaluation, discussion and application of instructional design theories and principles for online learning. Examination of hybrid, self-paced and facilitated online learning experiences delivered via course management systems. Scenario-based simulations and case study analysis. Creating interactive multimedia learning objects. Application of accessibility and usability guidelines in web-based course design.

This is one of the required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching and is also open as an individual course to students seeking professional development.

Textbook

Chapters from various books on the themes of the course will be provided to the student as pdfs. The university has secured licenses for these chapters. They will be offered within the content modules in D2L (password protected).

Software

WISC Software Store for UW-Stout Students

Microsoft Word files are required if you are sharing attached documents on the Discussion Board and when submitting assignments for assessment.

Office 365 is free for currently enrolled students. This allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to five PCs or Macs, and Office apps on other mobile devices, including Android, iPad® and Windows tablets.
How to Install Office 365

If the file is created using Google Docs or Apple .pages, students are required to convert the file to a Word document (.doc or .docx) before uploading to the Discussion Board or as an Assignment.

pointing hand
If you are sharing attached documents during peer collaboration projects, please convert all files to Word so that everyone has access to viewing a universally compatible format.

For more information, refer to Free Open Source Word Software and Tutorials. You may find it helpful to bookmark these resources for future reference.

University Email

Checking your university email daily is recommended.

Mobile Phone Access to Your Email
You may configure your mobile device to receive your university email automatically. Directions are provided at: https://kb.uwstout.edu/page.php?id=56145

Click on the appropriate link for directions that match your device.
If you need assistance, please call 715-232-5000.

Objectives

Upon completion of this course, students will be able to:

  1. Analyze and evaluate exemplary models of course design (hybrid and fully online) using case studies and actual courses.
  1. Demonstrate skills as the architect of e-learning experiences and establish strategies for building a design team.
  1. Understand how online students differ in their approaches to learning and the barriers that impede learning and adapt instruction to meet the diverse needs of students, including those with disabilities and exceptionalities.
  1. Apply instructional design theory and research, universal design, usability concepts, and analyze learning styles in the development of e-learning activities.
  1. Integrate multimedia, learning objects, social networking concepts, and synchronous technologies in the design of course content and activities.
  1. Design an e-learning unit/module based on quality online course design principles using a learning management system.

Course Outline

Module One: Intro to ID with Learning in Mind
Objectives

  1. Define instructional design
  2. Articulate differences between learner centered and teacher centered course design
  3. Articulate differences between web-based and traditional instruction
  4. Review learning theory

Module Two: Mapping the Future
Objectives

  1. Write measurable instructional objectives
  2. Describe what is meant by alignment

Module Three: Designing for Assessment
Objectives

  1. Acknowledge different assessment strategies
  2. Provide solutions for security/integrity concerns with assessment
  3. Generate assessment ideas for your own course

Module Four: Designing for Active, Engaged Learning
Objectives

  1. Describe an active, engaged online learning environment.
  2. Select tools and strategies that support engagement.
  3. Design with Horton’s three types of activities: absorb, do, connect
  4. Consider differences between learners according to age (generations)
  5. Critique design work

Module Five: Designing to Support Students
Objectives

  1. Decide what support(s) your students need and create documents. (learning guides, syllabus or visual map).
  2. Consider different ways students process information.

Module Six: Designing Content
Objectives

  1. Find ready-made resources for instruction
  2. Apply principles of brain processing
  3. Chunk content appropriately
  4. Transition from chunk to chunk

Module Seven: Designing for Best Practice
Objectives

  1. Evaluate best practices in design
  2. Review common quality benchmarks and rubrics
  3. Critique design work

Module Eight: Designing for Everyone
Objectives

  1. Consider common navigational methods
  2. Incorporate universal design and accessibility

Instructor-Student Communication

The primary methods for communicating with students with be via...

Three times during the course, an OPTIONAL synchronous session will be offered. These sessions will be recorded so those who cannot attend will have access to the information. The instructor will answer questions and review upcoming content and assignments.

Since our diverse groups are usually in many different time zones feel free to use the following aid to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.

The World Clock - Time Zones

Social Media

During the class we will use public social media tools, such as Google Docs, Google Forms, Flipgrid, Twitter, etc. to share information.

These tools are outside of the university's Learn@UW-Stout learning management system, and your postings may be viewed by individuals who are not class participants. We encourage your participation in these activities and expect that you are respectful and professional in all social media interactions with peers and faculty.

Options will be offered to use an alternate profile if you prefer not to use your name. You will not be required to release any personal information on a public site (i.e., email address, mailing address, cell phone number, birth date, or photo).

Safe practices to protect your privacy and suggested security settings will be discussed during the introduction to the first social media activity.

No instructor feedback will be posted on social media that might indicate your grade, course enrollment, and class schedule as per the Family Educational Rights and Privacy Act (FERPA).

Social media tools routinely collect, store, and share data about their users. These data are usually maintained in aggregate, but personalization techniques are used and bring exposure (in the forms of direct advertising, for example) to the user by third party sites or tools.

University IT Acceptable Use Policy

Instructor's Online Schedule

In general, the instructor will login to the course early each morning and again in the evening, Sunday-Friday.

Instructor Email Response Timeline

Questions directed specifically to me about grades, or a personal concern should be sent by email from your university email account. 

I attempt to respond to all student emails as soon as possible. If I have appointments or other obligations, my response may be very brief in order to provide a quick response. I welcome email questions and an opportunity to help clarify or attempt to solve a problem that needs resolution. Please allow twenty-four hours so that I can be thoughtful in the response to you.

Participation, Discussion and Collaboration

New module discussion forums open each Monday morning and conclude on the following Sunday.

Dialogue among class members adds a great deal of interest and value to the learning experience. Much of your learning will take place as you exchange ideas with your colleagues. Therefore, try to pace yourself--don't leave all of the activities until the last minute.

The earlier in the week you post to the discussion forums, the more peer feedback you will receive from your classmates. Your first post (not replies to others) should be done by 9am Central time on Thursdays. Also, you will have more time to respond to the ideas generated by the discussion. This helps you feel connected to the group.

We need everyone's contributions to the discussion. You are encouraged to "speak up"--it's a great way to learn! In fact you must speak up to be present in the online class environment. Your words are your proof of presence.

With respect to discussion, specifically, the gradebook displays Exemplary (10/10), Proficient (9/10) and Limited (8/10). Not everyone scores 10! I will not haggle over scores that are passing (8's or 9's); if you receive a failing grade and do not understand why, I'll be happy to have that conversation.

Please review these pages:

One of the critical skills of a professional is communication in written form. To demonstrate this skill, each student is required to meet high standards of clarity and correctness in all work submitted during this course. Therefore, you will be assessed on the quality of your participation.

You will be assigned a learning partner. This partnership gives you an opportunity to learn critique skills and to further demonstrate your professional communication skills. You are expected to critique your partner's work twice during the course. Likewise, you are expected to have your work ready for review by the deadlines!

Project work will be submitted on Assignment pages, and your instructor will provide feedback, suggestions and comments in the feedback. You are expected to read the feedback and are welcome to reply in email.

Course Requirements

This class will involve readings, postings, discussions, and final project design work. Each student is expected to complete all required learning activities and regularly contribute to discussion items.

Evaluation

Each activity in the course is mapped to a specific outcome. For a complete list of activities, please visit the Assignments page.

Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via the course Assignment pages and Discussion Board.

Grading Scheme (145 points total)

50 pts. Discussion participation, often judged by the discussion rubric which is accessible from every Discussion page. Measures ability to apply course material in written form and critically discuss core concepts.

45 pts. Completion activities, learning partner feedback and short quizzes

50 pts. Final Project, judged by a final project rubric. Measures ability to work through instructional design process and present a front end analysis, plans for modules including assessments and activities, and one complete activity, with specific eye toward accessibility and universal design.

You will work on weekly assignments that ultimately lead to the final portfolio project. You will receive feedback on these assignments. These are marked pass/revise and will not count toward the final grade.

Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via the course Assignment pages and Discussion Board.

Grading Scale

  A 100-94
  A- 93-91
  B+ 90-88
  B 87-84
  B- 83-81
  C+ 80-78
  C 77-74
  F 73 or below

Successful completion with a GPA of 3.0 (B) or higher in each course within the Elearning and Online Teaching Certificate sequence is required for registration in the next class.

Graduate School Policies

Late Policy

This class runs on a 24/7 weekly schedule. Within each module you are free to choose your own time to participate.

You can choose your own rhythms for thinking, learning, and responding. Some weeks you may login every day. At other times you may use the weekends to either catch up or work ahead. Because you are not on a fixed schedule it is your responsibility to develop the discipline and schedule time to be an active learner in this environment.

Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are: heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are: family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.

Prompt submission of assignments for assessment allows the instructor to provide guidance and timely feedback. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.

Excused Makeup Work - If a late submission has been requested and approved in advance of the due date, there will be no deduction of points from the assignment grade. Send an e-mail to the instructor requesting an extension and to discuss an alternate due date.

Accommodations

If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the course so that appropriate alternative options can be arranged.

Student Services

Accessibility

UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course, contact the instructor to discuss ways to ensure full access.

If you determine that additional disability-related accommodations are necessary, contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at Disability Services.

Resource People to Assist You

Contact information for Student Business Services, Registration and Records, Financial Aid, and Veterans Services.

Academic Honesty and Misconduct

Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions. The disciplinary procedures can be found on the Student Academic Misconduct/Academic Discipline Procedure website.

Citations

No more that 10% of a discussion posting or paper may be directly quoted.

Tips for documenting direct quotations in a discussion posting or paper:
Purdue Online Writing Lab (OWL)

See: "short quotations" and "long quotations" and "summary or paraphrase."


Technology Requirements and Assistance

 

important!Librarian's Help Resources

The UW-Stout Library offers many resources to assist you.
NOTE: All of these links will open in a new window. Close the window to return to this page.

Laura Tomcik, Stout's distance learning librarian, will be happy to answer any library-related questions you might have. Laura's contact info is:https://www.uwstout.edu/directory/tomcikl