Summary, References & Resources

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Module Summary

Module 01 provided an opportunity for you to write the course learning objectives and draft a course design pattern for your online course. We walked through the stages of identifying, writing, reviewing and revising your objectives. We presented the characteristics of high quality learning objectives, and provided tips and tools to develop the skills needed to write them effectively. Refinement of your learning objectives will occur throughout the seminar. Construction of a course design pattern will increase your ability to ensure alignment between the course level objectives and the various assignments and assessments in your course. Next, in Module 02, we will explore a variety of assessment options to choose from for determining student mastery of the module learning objectives.

References & Resources

As desired, read or view any of the following to further your understanding or see concepts from different perspectives. Topics are divided into two parts:

Resources external to the module that can further what you learned from the lessons, plus
References collected from the entire module.

Characteristics of Online Education

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group.Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Be More Accommodating: How Students with Disabilities Can Thrive in Online Learning (11:05 minutes)

An overview of the reasons to design an accessible course presented by Jane Jarrow, president of Disability Compliance in Career and Online Learning (DCCOL) and of Disability Access Information and Support (DAIS)

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7), 3-7. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/7-principles

Culatta, R. (Producer). (2009, October 13). Designing online learning. [Video file] Retrieved from http://www.youtube.com/watch?v=Zv-_GCFdLdo

Establishing Social Presence in Online Learning Environments

By Boise State’s own Patrick Lowenthal (click the forward arrow to advance the slides)

Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, March/April. Retrieved from http://www.technologysource.org/article/seven_principles_of_effective_teaching/

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Related to Achievement. New York: Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

Higher Education Opportunity Act (2008)

Referred to as HEOA, this federal law has many facets that affect online courses

Kumar, D.D. (1991). A meta-analysis of the relationship between science instruction and student engagement. Educational Review, 43(1), 49-61.

Lehmann, K., & Chamberlin, L. (2009). Making the Move to eLearning: Putting Your Course Online. Rowman & Littlefield: Lanham, MD

Lessons Learned Teaching Online

In this essay posted on the eLearnSpace.org site, George Siemens shares what changes when one goes from teaching face-to-face to online

Linden, S. (2013, August 28). Designing an Online Course that Mimics Face-to-Face Interactions. [Web log comment]. Retrieved from http://facultyecommons.org/designing-an-online-course-that-mimics-face-to-face-interactions/

Maryland Online (2011). Quality Matters rubric standards 2011-2013 edition with assigned point values. [PDF] Retrieved from http://www.qmprogram.org/files/QM_Standards_2011-2013.pdf

Meadows, L. (Producer). (2012, September 19). Where does learning happen? [Podcast] Retrieved from http://www.youtube.com/watch?v=8gRLuYMQ3tw

Moore, M.G. & Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA: Wadsworth Publishing Company.

Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination

An interesting meta-analysis of dozens of studies, by Shachar and Neumann

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses

By educators from Indiana University, an exploration of how you might apply the “Seven Principles of Good Practice in Undergraduate Education” to the online environment

Sloan Consortium (Producer). (2012, April 13). Be more accommodating workshop introduction presentation. [Video file] Retrieved from http://www.youtube.com/watch?v=5cJ7VGhSmRM&feature=youtu.be

Online Instructor Roles and Responsibility

Bonk, C. J., Kirkley, J., Hara, N., & Dennen, V. P. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial and technological locations. In J. Stephensen (Ed), Teaching and Learning Online: Pedagogies for New Technologies (pp. 76-97). Routledge-Falmer, New York.

Siemens, G. (2002). Lessons learned teaching online. Retrieved from http://www.elearnspace.org/Articles/lessonslearnedteaching.htm

Online Learning Community

Lowenthal, P. (2012). Establishing social presence in online learning environments [PowerPoint slides]. Retrieved from http://slideshare.net/plowenthal/northwest-elearn

Scholz, C. (Producer). (2011, February 19 ). Interactions in e-Learning: From theory to practice.[ Podcast] Retrieved from http://youtu.be/1fAn-Un3Lys

Bloom’s Taxonomy / Verb Lists

Bloom, B. S. (1956). Taxonomy of Educational Objectives. Boston: Allyn and Bacon.

Bloom’s Taxo nomy

A wiki page by Mary Forehand of the University of Georgia, who collects a variety of resources to illustrate Bloom’s

Bloom’s Taxonomy

A look at all three domains of learning, from the Teaching and Learning website by James Atherton

Bloom’s Taxonomy Breakdown: Roles, Process Verbs & Products from Bloom’s Taxonomy of the Cognitive Domain

A clear and helpful listing of verbs to use and possible assignments/products that students can submit to show they have met the objective, from Wor-Wic Community College

Bloom’s and ICT Tools wiki

New Zealand educator Andrew Churches provides examples of digital products that students can produce to demonstrate achievement at each level of Bloom’s taxonomy

Bloom’s Taxonomy / Verb Lists – Graphic Renderings

Bloom’s Taxonomy Pyramid

An excellent graphic by Samantha Penney to help faculty create objectives with today’s technological world in mind

Task-Oriented Question Construction Wheel Based on Bloom’s Taxonomy

A graphic by St. Edward’s University with verbs and possible activities

Model of Learning Objectives

An interactive graphic from Iowa State University to help faculty create objectives on dimensions ranging from factual to metacognitive (note that a PDF version is also available on the site)

Instructional Design

Boettcher, J. V., & Conrad, R. (2004). Faculty Guide for Moving Teaching and Learning to the Web (2nd. ed.) Mission Viejo, CA: League for Innovation.

Fink, L. D. (2003). Creating Significant Learning Experiences in College Classrooms. San Francisco: Jossey-Bass.

Lynch, M. M. (2001). Evaluating student mastery and program effectiveness. Retrieved June 12, 2008 from http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_12.asp

Richlin, L. (2006). Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning. Sterling, VA: Stylus Publishing.

National Employee Development Center, U.S. Department of Agriculture. (n.d.) Sequencing instruction. [PDF] Retrieved from ftp://ftp-fc.sc.egov.usda.gov/NEDC/isd/sequencing_performance_objectives.pdf

Models for Writing Objectives

Bixler, B. (n.d.). The ABCDs of writing instructional obj ectives . [PDF] Retrieved from http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf

Mager, R. F., (1997). Preparing Instructional Objectives (3rd Ed.). Palo Alto, CA: Ferron.

Mager’s Tips on Instructional Objectives

A well-written summary of Robert Mager’s seminal work, Preparing Instructional Objectives, from Georgia State University

A Self-Directed Guide to Designing Courses for Significant Learning

A document by educator L. Dee Fink, guiding faculty through the backward design model of creating courses

Applying the principles of significant learning in the e-learning environment

An article by Lois Magnussen in the Journal of Nursing Education, outlining the application of Fink’s principles of significant learning at the University of Hawaii at Manoa (note that you may need to be signed in to your Boise State account to access this article from Albertsons Library)