Online Course Design

991 Words4 Pages
Online Design The next phase of the new program and course development process is to examine, research, and design the new proposed course as an online course. Online course delivery options must be explored. A variety of resources need to identified to successfully develop a new online course. These resources may include a variety of publications, possibly even the oversight of a faculty mentor. California State University, Chico provides a detailed site for the development of an online course. In developing the new course in public management as an online course the Chico State rubric was used as a guide that helped with the design of the online delivery system. I have found that use of rubrics in online design is supported by many institutions. The Chico State rubric for online teaching and learning served as the rubric that was used to develop the new online course in public management for Folsom Lake College. To build an online course there must be a process; this process needs to incorporate the methods of instructional design and applying these components into an online format. The overall end result is that the student learning outcomes are developed into instructional activities used for learning. Key decisions were made into developing the online design. Part of the process included documentation as to the online design, methods for interactivity, number of contacts with the faculty-member, and methods for online assessment and evaluation. One thing that was important to realize was that developing an online courses was different than developing a traditional face-to-face course. An article written by Nanette Johnson-Curiskis, a faculty member from Minnesota State University has provided some additional cons... ... middle of paper ... ...omes. Modules are standardized in terms of organization. Each module contains student objectives, materials and readings, a discussion board for sharing information, a homework assignment, an online quiz and additional resource materials. Students are able to focus on a key area or concept in each module and each module contains activities and exercises to support learning. A variety of materials are provided to encourage exploration and understanding of the key concepts. In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
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