teaching online 101 - week 3

Teaching Online 101Week 3 - Exploring Course Design Strategies

Monday, November 22, 2010

Session Objectives

Examine how technology interacts with users

Identify and illustrate new ways to build online modules

Identify basic web usability guidelines

Learn ways to apply usability guidelines to courses in Angel


Last Week

Identified Web 2.0 Learning Tools

DL course interactions

Student/Student, Student/Content, Student/Teacher

Broad overview of the technology


This Week

Human Computer Interaction

Building Online Modules

Quality Matters


Human Computer Interaction

Study of interaction between users (people) and computers

Examines user interface

Software

Hardware

Improve interactions between users and computers

Making computers more usable and receptive to users needs

Securing user satisfaction is main goal of HCI


Bad HCI

Three Mile Island

Poor interface design led to operator confusion

Main relief valve was thought to be closed when light went out

Just meant that it had no power

Valve was still open

Design of indicator light was flawed

Implied that relief valve was shut when light was dark

Under normal operating conditions, this was true


HCI and the Angel LMS

Most of the work is already done

Course/tab layout

Assessment question types

General usability features

Still some tweaks available to course authors

Text size, colors, etc.

Content options

Link to a PDF

Paste the full text on screen


Building Your Online Modules


e-Learning Scenarios

Three C’s of scenario-building

Challenge

Choice

Consequence

Scenarios built off of multiple 3C events

Can be created in Powerpoint

Works great for certain content areas (critical thinking, training, interpersonal communication)



Use one branch to test the learner’s existing knowledge

Use another branch to sort the learners

If they get it, they move on. If not, then point the learner down a path to get more information

Take linear content and create an interactive learning environment

Engages the learner and lets them interact with the content


Wisdom Communities

Charlotte N. Gunawardena, University of New Mexico

5 step ISD process for building learning modules

Learning Challenge

Initial Exploration

Resources

Reflection

Preservation


Wisdom Communities

Learning Challenge

Devise an open-ended, authentic performance task

Case-based or problem-based scenario for short-term modules

Project-based scenario for longer duration modules

Topics selected should allow learners to benefit by hearing each other’s opinions and experiences

Format should promote discussion

Assure the performance task is appropriate to learners’ current knowledge level within the content area


Wisdom CommunitiesInitial Exploration

Learners generate initial ideas to address the challenge

Online discussion (synchronous or asynchronous)

Moderators play important role during this step

Set and communicate clear expectations

Provide ground rules, response obligations, communication protocols

Select recorders to record and organize initial data

Establish a feedback cycle and stick to it

Design evaluation method to assess “pre-knowledge”


Wisdom Communities

Resources

Learners consult resources relevant to the challenge

External research, content expert interviews, etc.

Knowledge gained from research is tested against moderator

Keep up with feedback cycle


Wisdom Communities

Reflection

Individual reflection and thinking

Some structure and guidance may be provided

Devise a method (or virtual space) that supports students’ intentional self-reflections

Establish method for smaller groups to engage in reflective “pre-public” dialogue


Wisdom Communities

Preservation

Shared content is recorded and preserved

Concept maps

Community must produce a deliverable


Web Usability Guidelines



Design Process

Provide useful content

Establish user requirements

Need flash? Quicktime? Adobe Acrobat? Let them know

Set and state goals

Focus on performance before preference



Optimizing the user experience

Standardize task sequences

Reduce User’s Workload

Design for working memory limitations

Warn of time outs

Display information in a directly usable format

Format information for reading and printing

Inform users of long download times



Hardware and software

Design for user’s typical connection speed

Design for commonly used screen resolutions

1024x768

Page Layout

Place important items consistently

Establish level of importance

Use moderate white space


Web Usability GuidelinesScrolling and paging

Use paging rather than scrolling

Users should be able to move from page to page rather than scroll

Scroll fewer screenfuls

Break information into smaller portions (shorter pages)

Headings, titles and labels

Use clear category labels

Highlight critical data



Links

Match link names with their destination pages

Use text for links rather than images

Ensure embedded links are descriptive

Indicate internal vs. external links



Text Appearance

Use black text on plain, high-contrast backgrounds

People read black text on white background 32% faster

Format common items consistently

Ensure visual consistency

Use bold text sparingly (use attention attracting features when appropriate

Use at least 12-point font


Web Usability GuidelinesGraphics, images, and multimedia

Use simple background images sparingly

Use video, animation, and audio meaningfully

Introduce animation and multimedia

Provide an introductory explanation of what they’re watching


Web Usability GuidelinesWriting web content

Structure the content in a clear, obvious, and consistent format

Limit the number of words and sentences

Write instructions in the affirmative

Unless consequences of doing the wrong thing are dire


Web Usability GuidelinesContent organization (we’ve been working on this one)

Organize information clearly

Facilitate scanning

Clear, well-located headings, short phrases and sentences, and small, readable paragraphs

Group related elements

Minimize the number of clicks or pages

3 click rule

Display only necessary information


Web Usability Guidelines+Well Designed Content +Angel=Quality Matters


Course Evaluation Process

Peer reviewed process

Based on the Quality Matters rubric

Faculty peer reviewers (Mark) + Instructional Design and Technology Specialist (Me)

40 specific elements

8 broad standards

Used for fully online or hybrid/blended courses

College is in the process of looking at becoming a QM member


Quality Matters Standards

Course Overview and Introduction

Learning Objectives

Assessment and Measurement

Resources and Materials

Learner Engagement

Course Technology

Learner Support

Accessibility


teaching online 101 - week 3

Documents

elearning scenariosuse

elearning scenariosmonday

content optionslink

online modulesmonday

problembased scenario

users people

new ways

course design strategiesmonday